The moderating effect of skills development transfer on organizational commitment – a case-study of Free State TVET colleges

Naong, Tshedi

doi:10.21511/ppm.14(4-1).2016.04

Cited by 7 publications

(4 citation statements)

References 18 publications

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“…The results further revealed that job fulfilment moderated the relationship between access to educational opportunities and the affective job commitment of workers (Bartlett, 2001). Various studies have also revealed a significant association (correlation) between training/retraining on staff job commitment in schools after adopting different methodologies (Mackenzie & Nwafor, 2019;Naong, 2016).…”

Section: Staff Retraining and Educators' Job Commitmentmentioning

confidence: 84%

Predictive Path Modelling of Indicators of Secondary School Instructors’ Affective, Continuance and Normative Job Commitment

Owan

2021

JICD

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There is a growing body of literature investigating the impact of retraining and motivation on employee work efficiency. However, little seems to be understood about the effects of employee placement on the commitment of teachers to their jobs. To the best of the researcher's awareness, the partial and composite impact of staff placement, retraining, and motivation on the three aspects of job commitment (affective, continuance and normative) among secondary educators have scarcely been examined. This research was intended to fill this vacuum by using a predictive path modelling approach to analyse the association between these endogenous and exogenous variables. A random sample of 500 secondary school principals was surveyed using two forms of questionnaires. Collected data were analysed and formulated hypotheses tested using Path and multiple linear regression analyses, with the aid of Amos and SPSS packages. Findings indicated that staff placement and motivation were highly predictive of instructors' commitment (at the affective and continuance dimension), but not at the normative dimension; Employee dedication in the three dimensions was not predicted by personnel retraining, but it did result in employee attrition; workers retraining only increased teachers' work commitment when it was augmented with placement and motivation. The combined effect of staff placement, retraining, and motivation was statistically significant in two dimensions of teachers’ job commitment (affective and continuance), but not on the normative dimension. Based on these findings, policy and theoretical ramifications for effective instructional management, assessment, classroom practice, and future study are discussed. Received: 30 March 2021 / Accepted: 27 July 2021 / Published: 5 November 2021

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Section: Staff Retraining and Educators' Job Commitmentmentioning

confidence: 84%

Predictive Path Modelling of Indicators of Secondary School Instructors’ Affective, Continuance and Normative Job Commitment

Owan

2021

JICD

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“…Diversity in South Africa is complex and often associated with conflicts and distrust that make it difficult to manage [79]. Apartheid and the resulting skills shortage have affected people from designated groups [81], evoking the diversity agenda in the workplace. Although there are legislative mandates to promote gender representation at the top levels, management often approaches gender equity as a compliance issue [34] without a conscious desire to see change.…”

Section: Sexual Harassmentmentioning

confidence: 99%

Examining the Impact of Gender Discriminatory Practices on Women’s Development and Progression at Work

Ketchiwou

Dzansi

2023

Businesses

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Although there has been a worldwide cry for gender equity within organizations, gender discriminatory practices continue to be a challenge. Many women still suffer from gender discrimination and remain at the bottom of organizational structures despite their efforts to ascend. This paper seeks to examine the link between gender discriminatory practices and women’s skill development and progression within the workplace. The study espoused a quantitative approach. A questionnaire survey was self-administered online to 412 women through a convenient non-probability sampling method. Descriptive tendencies, test normality, validity, reliability, and regression analysis were performed using the statistical package for the social sciences (SPSS), AMOS 27. The results reveal that women’s skill development is impacted by workplace gender discriminatory practices, and the career progression of women is linked to their skill development. Yet it rejects the claim that workplace gender discriminatory practices impact women’s career progression. While having a gender-friendly work environment is applaudable, developing women’s skills and promoting their advancement at work will require more effort from companies. Organizations need to be deliberate about the skills development and career progression of women and institutionalize initiatives that directly encourage women to engage in developmental activities as well as initiatives geared towards promoting women’s career advancement.

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“…This means that the growth and success of the TVET college sector are fundamental to advancing economic and social well-being. Furthermore, they emphasize the need to expand the role of TVET college sector education in a democratic developmental state (Naong, 2016). They argue that it should not only focus on traditional educational goals but also address broader national social and economic objectives.…”

Section: The Impact Of Tvet On Education and Skill Developmentmentioning

confidence: 99%

An Analysis of How TVET is Playing a Significant Role in Fostering Students’ Skills and Competencies in South Africa

Selane,

Odeku

2024

JESR

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It is generally acceptable that the Technical Vocational Education and Training (TVET) plays a vital role in all aspects of the economy and the society at large in that it is a viable transformative tertiary educational institution for promoting and realising the South African government's developmental strategy and agenda. Essentially, it seeks to ensure that learners who failed to secure admission to the university still have the opportunity to go to tertiary institutions where they will learn and acquire skills and competency that will make them employable, be self-employed and become employers by creating jobs. Also, this paper shows that in the quest for economic growth and development, TVET has moved to the forefront of political changes aimed at eliminating poverty, unemployment, and inequality. More importantly, TVET positioned itself to address the government's developmental challenges and difficulties through the provision of high-quality education to students to skill and empower them. Against this backdrop, TVET continues to be a reliable institution to train and educate young people to build the ideal of a democratic developmental state. Received: 5 July 2023 / Accepted: 21 April 2024 / Published: 5 May 2024

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The moderating effect of skills development transfer on organizational commitment – a case-study of Free State TVET colleges

Cited by 7 publications

References 18 publications

Predictive Path Modelling of Indicators of Secondary School Instructors’ Affective, Continuance and Normative Job Commitment

Predictive Path Modelling of Indicators of Secondary School Instructors’ Affective, Continuance and Normative Job Commitment

Examining the Impact of Gender Discriminatory Practices on Women’s Development and Progression at Work

An Analysis of How TVET is Playing a Significant Role in Fostering Students’ Skills and Competencies in South Africa

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