Workplace Deviance: A Normative Conflict Model Testing In Higher Education Institutions
Main Article Content
Purpose: This study investigates how organizational identity affects workplace deviation in higher education institutions. This study investigates the conditional moderation mediation analysis comprised of psychological discomfort as a mediator and normative conflict for moderating interactions (CoMe). This study bases its dual-pathway model on organizational identity, psychological discomfort, and normative conflict and investigates its impact on workplace deviant behavior.
Design/Methodology/Approach: In order to study and test hypotheses regarding how mediated interactions change as a result of context, boundaries, or individual characteristics, conditional mediation (CoMe) analysis integrates mediation and moderation analyses. Faculty personnel from higher education institutions in Balochistan who were willing to participate in the survey made up the study's sample. A non-probability sampling technique called purposive sampling was used. Finally, 312 respondents completed the surveys, and the data were evaluated using a partial least square structural equation modeling approach (PLS-SEM).
Findings: According to the findings, organizational identity had a negative impact on destructive deviance and a positive impact on constructive deviance, and faculty psychological distress serves as a partial mediator of workplace deviance. Additionally, normative conflict does not moderate the association between faculty personnel' organizational identification and psychological distress.
Implications/Originality/Value: Based on the study's findings, management implications and follow-up recommendations are offered.