The Impact of Organizational Commitment on Job Performance

Abstract

Purpose: This research discusses the direct effect of multicultural competencies, organizational fairness and organizational commitment on job performance. The primary data was collected using explanatory survey. Design/Methodology/Approach: The sample consists of 350 respondents who are civil servants in Central Lampung Regency, Metro municipality and East Lampung Regency. The requirement analysis test used normality Lilliefors, homogeneity, linearity and significance regression. The data analysis technique is SEM (Structural Equation Modeling) analysis. Finding: The research results show that multicultural competence directly influences organizational fairness, multicultural competence directly influences organizational commitment, multicultural competence has no direct influence on job performance, organizational fairness directly influences organizational commitment, organizational fairness has no direct influence on job performance, and organizational commitment directly influences job performance. Practical Implications: Organizational commitment consisting of the belief in organizational values and goals should be improved so that skills, effort and nature of work condition become better. Originality/Value: The achievement of employees' performance result and output recognized by the organization where they work and characterized by skills, effort and nature of work conditions is the combination of the part which represents better employees' performance.

The Antecedence of Teacher's Professional Performance: Evidence from Indonesia

“…This study also found that effective commitment plays a vital role as mediators in GCG and KM effect on professional performance. This evidence in line with studies concluded that GCG influences affective commitment [56] [57], KM influences affective commitment [58]- [61], and affective commitment affects professional performance [47]- [55]. This finding reveals empirical facts that the existence of affective commitment is very important to be considered in the context of increasing professional performance through GCG and KM.…”

“…The studies conducted by scholars in various fields also indicated that KM affects affective commitment [58]- [61]. Meanwhile, the research in other contexts carries out by researchers show that affective commitment affects professional performance [47]- [55]. Based on argues and studies above, the seventh hypothesis in this study is: H 7 : KM had an indirect effect on professional performance mediating by affective commitment.…”

“…The teachers with adequate affective commitment tend to optimally professional performance, manifested in teaching skills, communication skills, personality authority, social skills, technical competence, and emotional stability. Several studies also concluded that affective commitment influences professional performance [47]- [55]. Based on arguments and studies above, the third hypothesis in this study is: H 3 : Affective commitment had a direct effect on professional performance.…”

“…It implies to increase professional performance reflected in teaching skills, communication skills, personality authority, social skills, technical competence, and emotional stability. The studies carried out by research approve that GCG affects affective commitment [56] [57], while the other studies conducted scholars concluded that affective commitment affects professional performance [47]- [55]. Based on argues and studies above, the sixth hypothesis in this study is: H 6 : GCG had an indirect effect on professional performance mediating by affective commitment.…”

“…These findings were consistent and confirmed other studies and research results used as a reference to develop this research hypothesis. For example, several studies concluded that professional performance affected by GCG [18]- [23], KM [30]- [39], and affective commitment [47]- [55]. As a consequence of this evidence, school leaders need to maintain and manage GCG, KM, and affective commitment seriously through various policies, approaches, and strategies that are relied on to increase the teacher's professional performance.…”