For some time, organizational theorists have advocated the importance of attending to stakeholder concerns. Within this literature, researchers have urged business leaders to identify and respond to issues of all stakeholders of their firm, in order to maintain a successful organization. However, limited empirical research attention has been devoted to the ways in which to identify balance, or imbalance, between stakeholder groups. To this end, the current investigation utilizes the multiple stakeholder climate framework as the basis to test hypothesized relationships between employee climate perceptions of support and affectively-based criteria, including positive and negative job-specific affect and affective organizational commitment. Survey data from 297 teachers provided assessments of concern for teachers and students, which was analyzed using polynomial regression and response surface methodology to determine if perceived balance in treatment was related to positive affective reactions representing stakeholder well-being. Results indicated that the support for each group led to more positive outcomes for teachers. Further, when the support for teachers exceeded or fell short of the support for students, indicating imbalance, job-specific negative affect increased. Implications for Stakeholder Theory are discussed, and future directions for both practice and research are offered
