The effect of social undermining on contextual performance: The moderating role of social capital

Abstract

 The study aims primarily to determine the interactive role of social capital in reducing the level of the impact of social undermining on the contextual performance of a sample of teaching staff in the colleges of the University of Karbala, who numbered (310), based on a problem that was framed with several questions, including perception of the influence and correlation between variables. The research adopted the model (Duffy etal, 2002) to measure social undermining with its two dimensions: undermining from the supervisor and undermining from the colleague, and the model (Nahapiet and Ghoshal, 1998) to measure social capital with its structural, relational, and cognitive dimensions, while the model was relied upon (van scotter & Motowdlio, 1996). With the dimensions of job dedication and personal facilitation, the questionnaire was used as the main tool for collecting data and information related to the research sample, and after carrying out the analysis and statistical processing process using the programs (Spss V.22, Amos.V22), a set of conclusions were reached, the most important of which was that the colleges in the study sample possessed a valuable and unique resource. It contributes greatly to its excellence and superior performance. This is due to the teachers’ possession of good and cohesive social capital that enhances in individuals the spirit of cooperation and assistance, facing difficulties and problems collectively, and not abandoning colleagues. This leads to a decrease in the level of the individual’s practice of social undermining and thus reducing the impact of undermining on contextual performance.