Impact of the Quality of Work-Life on Organizational Commitment: A Comparative Study on Academicians Working for State and Foundation

Abstract

This study aims 1) to examine the impact of the quality of work life on organizational commitment, and 2) to reveal which of the following factors has an impact most on organizational commitment most: quality of work life, academic title, salary, years in organization, years in current position, type of employment, work arrangement type (full time, part time, etc.) and overtime, perceived organizational protectiveness, and demographic characteristics such as age, gender and marital status. The findings of the study reveal that the quality of work-life has a positive impact on affective and normative commitment of the academicians working for both state and foundation universities whereas it has a negative impact on the continuance commitment. An examination of all the variables on organizational commitment for both types of university shows that the highest impact on affective, normative and continuance commitment of the academicians working for state universities is by the quality of work life, while the highest impact on affective and normative commitment of the academicians working for foundation universities is by the quality of work life, yet years in organization has the highest impact on the continuance commitment for them.

The mediating role of quality of work life and organizational commitment in the link between transformational leadership and organizational citizenship behavior

“…The results of this study support the opinion of Afsar [ 100 ], who states that an employee with a higher quality of work life will have a positive attitude towards his organization, which will show a high commitment behavior to the organization. This empirical research also supports several previous studies showing that QWL is positively and significantly related to OC [ 3 , 22 , 28 , [37] , [38] , [39] , 69 ].…”

The Relationships between Quality of Work Life, School Alienation, Burnout, Affective Commitment and Organizational Citizenship: A Study on Teachers

“…In another study it is emphasized that most of the teachers are not pleased with their school administrations, physical conditions, overcrowded classes and work overload and therefore all these decrease their organizational commitment (Erjem, 2005). It is known that quality of work life has a significant effect on especially affective commitment which is a sub-dimension of organizational commitment (Tasdemir Afsar, 2014). Based on this result, it seems impossible for employees to be identified with their organizations, affectively commit to their organizations and be enthusiastic to work for a long time at poor work environment.…”

Investigation of the Organizational Commitment and Psychological Well-being Levels of Academicians

“…It has been many studies related to organizational commitment conducted in and outside of Turkey. In these studies, it was found that organizational commitment is significant in terms of the level of job satisfaction (Demirtaş, 2010), and that work quality of life on the overall level of organizational commitment (Taşdemir Afşar, 2011), that there is a negative relationship between the organizational cynicism and organizational opposition (Yıldız, 2013), a positive relationship with the perception of performance (Özdemir and Yaylı, 2014), that there is a negative and significant relationship with organizational silence (Köse, 2014), positive relationship with organizational justice (Arı, Altın Gülova and Köse, 2017), that there is a positive and significant relationship with satisfaction, profession itself, wages and control (Malik, Nawab, Naeem, and Danish, 2010), that job motivation has a positive effect on organizational commitment (Alimohammadi and Neyshabor, 2013), that organizational culture positively affects organizational commitment (Kolancıoğlu and Karabulut, 2018), negative relationship with the violation of psychological contract, organizational citizenship behavior, organizational trust and positive relationship with organizational identity (Thomas, 2015), that there is a positive relationship between emotional commitment and perceived organizational competence and perceived organizational support (Kim, Eisenberger and Baik, 2016), that there is a positive relationship with transformational leadership (Patiar and Wang, 2015), positive relationship with organizational citizenship behavior (Ortiz, Rosario, Marquez and Gruneuro, 2015), that there is a positive relationship with authentic leadership (Rego, Lopes and Nascimento, 2016). In the present study, the relationship between academic psychological well-being and organizational commitment was investigated.…”