Organizational Commitment and Leadership in Higher Education Institutions

Bohorquez, Nohora

doi:10.22518/2462909x.263

Cited by 3 publications

(3 citation statements)

References 22 publications

(27 reference statements)

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“…The statements used for measuring OC were adapted from questionnaires developed by (Allen and Meyer, 1990; Porter and Smith, 1970), with necessary modifications to suit the present research context. Using a five-point Likert scale respondents were asked to rate their level of agreement on each statement from “1” as “strongly disagree” to “5” as “strongly agree.” Several author researchers (BinBakr and Ahmes, 2015; Bohórquez, 2014; Juhdi and Hamid, 2009; Mowday et al , 1979) have used these scales in university context for determining OC-JS in their studies.…”

Section: Methodsmentioning

confidence: 99%

Testing the effects of job satisfaction on organizational commitment

Bashir

Gani

2020

JMD

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Purpose As universities are human capital intensive organizations, practices followed by a university for enhancing the satisfaction of its teachers can be of great help in attracting, retaining and managing highly qualified and competent teachers. The purpose of this paper is to empirically examine the impact of job satisfaction (JS) on organizational commitment (OC) of university teachers in India. Design/methodology/approach A total of 396 academicians are surveyed to assess the subjects’ responses to JS and commitment questionnaire. Structural equation modeling (SEM) was used in the process of statistical analysis. Findings The results confirmed a significant impact of JS on OC of university teachers in India. With 1 percent increase in estimates of pay and job security (PJS), organizational support (OS) and job challenge (JC), there would be 21, 36 and 49 percentage increase, respectively, in OC of university teachers. Of all the factors of JS, JC is the most significant contributing factor, followed by OC and PJS that help in motivating and retaining the teachers in higher education institutions in India. Research limitations/implications The sample of the study has been chosen from the higher education sector in Northern India, and so it still needs to be explored whether the findings of this study can be replicated in different geographical areas and organizational settings for further verification and generalization. Practical implications Encouraging greater satisfaction among the faculty members may positively influence work-related behaviors, especially commitment among the teachers. The paper may benefit the decision makers in universities to follow the proactive practices to improve the satisfaction and commitment of teachers as educational performance is of priority on the national agenda. Originality/value The study provides useful insights about a JS-OC relationship model and informs the stakeholders on how to create an enabling environment at the policy and practice level that would help in attracting and retaining teachers in universities in India. It contributes to enriching the JS and OC literature in a sector and a country poorly addressed so far in research.

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Section: Methodsmentioning

confidence: 99%

Testing the effects of job satisfaction on organizational commitment

Bashir

Gani

2020

JMD

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“…Sample items include: (a) normative commitment—‘I feel a moral obligation to remain with my current employer’, (b) affective commitment—‘Right now, staying with this university is a matter of necessity’ and (c) continuance commitment—‘I feel that I have very few options to consider leaving my university’. Several author researchers (Alam, 2011; Bohorquez, 2014; Nawab & Bhatti, 2011) have used Allen and Meyer’s questionnaire for determining organisational commitment in their studies.…”

Section: Methodsmentioning

confidence: 99%

Correlates of Organisational Commitment Among University Teachers in India: An Empirical Investigation

Bashir

Gani

2020

Asia-Pacific Journal of Management Research and Innovation

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For the success of educational institutions (herein referred as an organisation), teachers’ commitment has, in particular, been recognised as an effectual route. As the educational system is the most influential spot that leads to the progress of society, it requires committed teachers who are not mere tools, but their strategic partners. This research study highlights the state of commitment of university teachers under various dimensions in India and explore whether there is any significant difference between selected demographics and the perception of teachers over their organisational commitment issues. The data were collected from full-time teachers working in selected universities of India. This study reveals that the majority of teachers possess continuance commitment, as they weigh the costs and risks associated with leaving the university and when given better alternatives, they may leave their institutions. Among the demographic variables, it was only the level of education that was found to be significantly affecting the commitment of university teachers. This study reveals that the teachers and the universities are engaged in give and take relationship. When teachers perceive high organisational engagement, they respond back with a greater commitment, perceiving them as an integral part of the organisation. They are more motivated and dedicated towards meeting and achieving organisational goals. Moreover, universities depend on committed teachers to create and sustain a competitive advantage and achieve superior performance.

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“…Empirical studies reveal that various factors can lead to increased organizational commitment (Astuty, 2022;Khuong, 2022;Pham-Thi-Hong, 2023;Santana-Martins, 2022). One of the many antecedents that encourage increased organizational commitment is spiritual leadership (Bohórquez, 2014;Febrianto et al, 2019;Jeon & Choi, 2020;Wong et al, 2015). The results of research conducted by Febrianto et al (2019); Jeon & Choi (2020); Yang & Fry (2018) found that spiritual leadership has a significant effect on organizational commitment, while the results of research by Bohórquez (2014); Wong et al (2015) show that spiritual leadership has no significant effect on organizational commitment.…”

Section: Introductionmentioning

confidence: 99%

Spiritual Leadership and Commitment Organizational With the Mediation Work Satisfaction Among Islamic Teachers

Armanu

Suryadi

2023

IJEBAS

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This study aims to examine the effect of spiritual leadership on the organizational commitment of Islamic school teachers in South Sulawesi and the mediating role of work satisfaction in these two variables. The data were obtained by distributing questionnaires to 144 teachers. The data analysis used was Structural Equation Modeling (SEM). The results showed that spiritual leadership has no effect on the organizational commitment of Islamic school teachers but will be helped if supported by work satisfaction as a mediator. Furthermore, spiritual leadership has a significant relationship with teachers' work satisfaction, and work satisfaction has a significant effect on teachers' organizational commitment. The results of the work satisfaction mediation test perfectly mediated the effect of spiritual leadership on the organizational commitment of Islamic school teachers. Spiritual leadership must be supported by work satisfaction to increase organizational commitment among teachers. Islamic educational institutions in South Sulawesi must improve spiritual leadership patterns and maintain work satisfaction in order to increase teacher commitment to the organization.

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Organizational Commitment and Leadership in Higher Education Institutions

Cited by 3 publications

References 22 publications

Testing the effects of job satisfaction on organizational commitment

Testing the effects of job satisfaction on organizational commitment

Correlates of Organisational Commitment Among University Teachers in India: An Empirical Investigation

Spiritual Leadership and Commitment Organizational With the Mediation Work Satisfaction Among Islamic Teachers

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