Experience level: 
Intended Audience: 
Suzete Antonieta Lizote; Marcos Aurélio Batista; Marisa Luciana Schwabe de Morais; Maria das Graças Correia Mendes; Cledinei Clóvis de Mello Cavalheiro; Alessandra Yula Tutida.


Abstract The organizational environment is constantly changing, with this, the company's human resource becomes strategic so that the goals and results are achieved. Thus, the organizational commitment of employees is an important factor for the company, as it represents the degree of identification they have with the organization. In this context, this study aims to analyze the perception of teachers and students about the relationship between organizational commitment and the results of institutional evaluation. With a quantitative approach, its objectives were descriptive and the procedures adopted were a survey and a case study. The data collection instrument was developed in the light of the model by Meyer and Allen (1991), which addresses commitment in the following dimensions: affective; instrumental and normative. For data processing, Analysis of Variance was used. The results, in relation to the evaluations of academics, showed that teachers with high grades are also more affectively and normatively committed, whereas teachers who received low grades have the lowest average in the instrumental dimension. Teachers who self-assessed with a lower grade are more emotionally committed and have a low normative and instrumental index. In terms of length of service, the affective aspect remains stable in the first years and increases from the eighth year onwards, while in the instrumental, the same occurs as in the normative, that is, professionals with up to one year are more committed. Knowledge of these relationships can significantly contribute to course coordinators in their managerial practices, as it makes it possible to direct actions that encourage professors' commitment in the performance of their activities. Keywords: Commitment, Institutional evaluation, Universities.