Purpose The objective of this study is twofold. First, it examines the relationship between stressor factors (i.e. role overload, role conflict, role ambiguity, interpersonal conflict and organizational constraints) and commitment to change. Second, it investigates the moderating effect of internal communication in the hypothesized link. Design/methodology/approach A total of 225 administrative staff in the public higher education institutions located in the Northern Region of Peninsular Malaysia participated in the study. Structural equation modelling was used to test the hypotheses. Findings Role overload, role ambiguity and organizational constraints pose a substantial influence on commitment to change. Internal communication is a significant moderator in the association between role ambiguity and commitment to change. Research limitations/implications This study contributes to the Social Exchange Theory by assessing stressor factors as the predictors of commitment to change. Future studies can further extend the model by examining other variables related to stressor factors and extending the nomological networks of these factors in relation to commitment to organizational change. Practical implications This study makes explicit the need for management in public higher education institutions to consider stressor factors, particularly role overload, role ambiguity and organizational constraints, which affect the commitment to change. Furthermore, the aspect of internal communication in public higher education institutions deserves further attention by the management in alleviating role ambiguity and boosting commitment to change among the administrative staff. Originality/value The study is one of the pioneers to demonstrate that the presence of internal communication as a moderating factor in assessing the influence of stressors on commitment to change among administrative staff in public higher education institutions. Further, little empirical evidence on commitment to change in terms of normative, affective, and continuance in the setting of Malaysian public higher education institution is available in the literature.

中文翻译：

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马来西亚公立高等教育机构行政人员的压力因素，内部沟通和对变革的承诺

目的本研究的目的是双重的。首先，它研究了压力因素（即角色超载，角色冲突，角色歧义，人际冲突和组织约束）与变革承诺之间的关系。其次，它研究了假设链接中内部沟通的调节作用。设计/方法/方法马来西亚半岛北部地区的公立高等教育机构共有225名行政人员参加了研究。使用结构方程建模来检验假设。调查结果角色超载，角色歧义性和组织约束条件对变革的承诺产生了重大影响。内部沟通是角色模棱两可与变革承诺之间的重要协调者。研究的局限性/意义本研究通过评估压力因素作为对变革承诺的预测因素，为社会交流理论做出了贡献。未来的研究可以通过检查与压力因素相关的其他变量，并扩展与组织变革承诺相关的这些因素的法理网络，来进一步扩展模型。实际意义本研究明确指出，公立高等教育机构的管理人员需要考虑压力因素，特别是角色超载，角色歧义和组织约束，这些因素会影响对变革的承诺。此外，管理层在减轻角色歧义性和提高行政人员对变革的承诺方面，应引起公立高等学校内部沟通方面的进一步关注。原创性/价值这项研究是证明内部交流的存在的先驱之一，内部交流是评估公立高等教育机构中行政人员对变革承诺的影响力的调节因素。此外，文献中几乎没有关于在规范性，情感性和持续性方面致力于改变马来西亚公立高等教育机构的承诺的经验证据。