Relationship of Workaholism with Teachers’ Organizational Commitment and Organizational Citizenship Behavior

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Abstract
Teachers voluntarily dedicate a lot of time to their vocational activates. This can lead to workaholism and may result in organizational commitment and organizational citizenship behavior. The main objective of the current study was to investigate the relationship of workaholism with organizational commitment and organizational citizenship behavior of teachers in Zahedan. This was a descriptive-correlational study. The sample included 300 teachers in Zahedan who were selected through applying stratified random sampling method and were examined using questionnaires on workaholism, organizational commitment, and organizational citizenship behavior. To analyze the obtained data, correlation coefficient and simultaneous multiple regression analysis were applied using SPSS21. The obtained results indicated that teachers’ mean scores on workaholism, organizational commitment and organizational citizenship behavior were higher than the considered theoretical mean. Workaholism and its components (feeling of being driven to work, work involvement, and work enjoyment) were significantly and positively related to organizational commitment and organizational citizenship behavior (p < 0.01). Moreover, the results of simultaneous multiple regression analysis indicated that components of workaholism could predict teachers’ organizational commitment and organizational citizenship behavior (p < 0.05).