The relationship between perceived organizational support and organizational commitment among academics: the mediating effect of job satisfaction

Donald, Mabasa Fumani; Ngirande, Hlanganipai; Shambare, Richard

doi:10.21511/imfi.13(3-1).2016.13

Cited by 15 publications

(15 citation statements)

References 10 publications

(12 reference statements)

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“…Additionally, we did not find a relationship between organizational support and continuous organizational commitment (Table III). Consistent to our results, Donald et al (2016) also did not find associations between POS and continuous commitment among academics. This shows that employee's continuous commitment is not influenced by support of the organization.…”

Section: Discussionsupporting

confidence: 90%

Perceived organizational support and organizational commitment among special education teachers in Pakistan

Akhtar

Khalid

Hussain

2019

IJEM

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Purpose The purpose of this paper is to examine the relationship between perceived organizational support (POS), organizational commitment and job satisfaction among special education teachers in Pakistan. The data were collected from 85 special education teachers from different special education centers in Punjab, Pakistan. POS was measured using a survey of POS developed by Eisenberger et al. (1986). Affective continuance and normative commitment are measured by affective continuance and normative commitment scales developed by Meyer and Allen’s (1984) and Allen and Meyer (1990), respectively. Results of the current study show that POS and job satisfaction are positively correlated with affective and normative commitment. POS and job satisfaction are not associated with continuance organizational commitment. This suggests that a teacher’s commitment can be improved by increasing organizational support, underprivileged working environment and job satisfaction. Limitations and implication of the study are discussed. Design/methodology/approach In the current study, cross-sectional research design and non-probability purposive sampling technique were used. A sample of 85 special education teachers was collected from different special education institutes of Punjab and federal, Pakistan. Inclusion criteria were teacher with specialization in all disabilities (mentally challenged, deaf, blind, physical handicapped and slow learners), informed consent and age range 20‒55 years, at least 6-month teaching experience in special education. Exclusion criteria were teaching experience less than 6 months and age less than 20 or more than 55 years. The demographic characteristics of teachers are presented in Table II. Findings Findings of the present study suggest a positive association between POS, affective commitment, normative commitment and job satisfaction, whereas there is no association between POS and continuance commitment as well as between job satisfaction and continuance commitment among special education teachers in Pakistan. Organization should consider the exclusive support of the special education teachers. Research limitations/implications The current study also has some limitation. The sample size is very small. In the current study, data are collected from 85 special education teachers from federal and few cities of Punjab, Pakistan. Hence, data are not true representative. Data for current study are collected through self-reported scales and only collected from academic staff. Practical implications In the current study, special education teachers have identified factors that promote organizational support, commitment and job satisfaction, such as reasonable workloads, sound working environment, unbiased and fair working conditions, and administrative support. It has been found that decreased level of POS, commitment and job satisfaction damage the organization, special educators and special students. Therefore, special education department should develop and implement policies that strengthen these dimensions. A broad recommendation can be made on the basis of these findings: affective and normative commitment increases when individuals have satisfying experience with organization. Thus, this may be improved by providing special educators with the opportunity to work in a better work environment, with proper work load, as it would increase emotional and normative attachment of the individuals with their institutes. The current study would be helpful for policy makers in the field of education and administration in order to work on these dimensions to increase the teacher’s job satisfaction and organizational commitment. It would also create awareness among the general public about the potential problems of special education teachers in Pakistan affecting the quality of life of children with special needs. Results suggest that by providing organizational support, appropriate work load and unbiased attitude, a teacher’s commitment can be improved. Social implications The current research helps academics and administration to improve social functioning of special education teachers by improving their job satisfaction and organizational support. Originality/value The prevalence rate of children with disabilities is increasing rapidly in Pakistan. Since stigma is associated with individuals with disabilities, parents hide disabilities of their children so that other relatives may not face any problems, such as being doubted of carrying defective genes. Families have to cope with financial crises due to lack of institutional support, extra expense to deal with disabled person and loss of work. In such circumstances, special education institutions are only hopes for such people to assist them in dealing with their disabled children. However, the strength of teachers in these institutions is not enough to fulfill needs of such children. A number of researches have examined the role of organizational support, job satisfaction and organizational commitment of teachers in western countries (Makanjee et al., 2006; Alijanpou et al., 2013; Batool and Ullah, 2013). However, to the best of the authors’ knowledge, no study has yet investigated this serious issue in Pakistan. This study provides valuable information on organizational support, commitment and job satisfaction among special educators, and recommendation on how organizational commitment can be improved.

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Section: Discussionsupporting

confidence: 90%

Perceived organizational support and organizational commitment among special education teachers in Pakistan

Akhtar

Khalid

Hussain

2019

IJEM

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“…A study conducted among 302 academic staff members from a South African higher learning institution also revealed a positive relationship between POS and employee organisational commitment. The researchers are of the opinion that as employees perceive enough support from their employer, they become more committed to the organisation (Batt & Colvin, 2011;Chuebang & Boatham, 2011;Mabasa et al, 2016;Ucar & Otten, 2010).…”

Section: Hypothesismentioning

confidence: 99%

“…According to Rhoades and Eisenberger (2002), the turnover-POS relationship is anchored on the fact that employees' high POS levels develop feelings of attachment to the organisation characterised by an enhanced sense of control, purpose and meaning as they perform their roles. When employees feel that the organisation appreciates them by caring about their well-being, they are likely to develop some strong feelings of commitment which reduce turnover intention (Foong-Ming, 2008;Mabasa, Ngirande, & Shambare, 2016;Tsui, Pearce, Porter, & Tripoli, 1997;Tumwesigye, 2010).…”

Section: Introductionmentioning

confidence: 99%

The relationship between perceived organisational support, organisational commitment and turnover intention among employees in a selected organisation in the aviation industry

Satardien¹,

Jano²,

Mahembe³

2019

SA j. hum. resour. manag.

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Orientation: Turnover intention, a precursor of employee turnover, comprises some of the challenges experienced by the 21st-century organisation – the aviation industry has not been spared.Research purpose: The primary goal of this study was to conduct an analysis of the relationships between perceived organisational support (POS), organisational commitment and turnover intention at a selected organisation within the aviation industry.Motivation for the study: Relatively, little attention has been directed at examining employees’ POS and organisational commitment on turnover intention in the aviation sector.Research approach/design and method: A quantitative research design was used. The sample composed of employees (N = 240) employed at an international aviation organisation, which operates in Cape Town, Brno and Istanbul. The participants were drawn using convenience sampling. Data were analysed using the Pearson correlation and multiple regression techniques.Main findings: High levels of reliability were found for the scales used in this study. Significant correlations were found among POS, organisational commitment and turnover intention. A linear regression analysis indicated that both organisational commitment and POS are significant predictors of turnover intention.Practical/managerial implications: The findings of this study suggest that POS and commitment play a significant role in reducing turnover intention. Employee support programmes should be offered as a panacea for turnover intention given the need for employee retention and commitment in this industry.Contribution/value-add: The aviation industry strives to retain employees, by investing in employees’ training and development. The contribution of the study can ensure passenger safety and avoid aircraft disasters. Perceived organisational support is likely to enhance commitment and reduce staff turnover.

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“…Furthermore, 'Input' is the student, 'Process' is the teacher and 'Output' is qualified work as a citizen which is given to the society by shaping a student and fulfilling societal needs with the significant contribution and genuine commitment of the teacher [7]. Faculty can play a crucial role in molding, refining, and modifying intellectual capacity; addressing the value, and sharing knowledge for the better future of their students [8]. Therefore, the turnover of experienced faculty may have negative effects on the organization and other faculty members.…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, an assessment of the motivational factors of the faculty for assuming assigned roles is most important to reduce faculty turnover, and shortages [10]. Donald et al [8] found that satisfaction with the job had a mediating effect on the relationship between perceived organizational support and AOC among academic staff at higher education institutions. Likewise, other evidence showed a significant positive association between job satisfaction and AOC in a cross-national study of employees in the United States [13], library and information professionals in Nigeria [14], primary school teachers in Ethiopia [15], and Libya [16], an oil refining Company in Iran [17] and company managers in Indonesia [18].…”

Section: Introductionmentioning

confidence: 99%

Factors Explaining Affective Organizational Commitment among Nepalese Nursing Faculty: A Cross-sectional Study

Timalsina¹,

Sarala²,

Songwathana³

et al. 2022

IJANER

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Having an emotional attachment to an organization is a valuable asset for the quality input of nursing faculty in educating and facilitating the development of a qualified and competent nursing workforce. Nepalese universities are facing challenges in the retention of experienced and efficient faculty. However, evidence is scarce regarding the affective organizational commitment that might facilitate the retention of employees in the organization. To address this gap in the evidence, this study aimed to identify the factors explaining Affective Organizational Commitment (AOC) among the Nepalese nursing faculty. A cross-sectional path analytical study was conducted among 186 randomly selected nursing faculties. Data were collected through the questionnaire method using valid and reliable instruments. Descriptive and inferential statistics were used to analyze the data. The findings show the significant direct and Positive Effect of Perceived Faculty Development Opportunity (PFDOP) and Job Satisfaction (JS) on AOC; and the significant indirect and positive effects of perceived organizational support [POS] and PFDOP on AOC via JS. The model confirms a better fit with the empirical data that explained 40% of variance by PFDOP, POS, and JS on AOC. Job satisfaction and PFDOP are the significant factors explaining AOC among the Nepalese nursing faculty. The finding suggests that job satisfaction and perceived faculty development opportunity should be promoted to enhance the effective organizational commitment among the Nepalese nursing faculty.

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The relationship between perceived organizational support and organizational commitment among academics: the mediating effect of job satisfaction

Cited by 15 publications

References 10 publications

Perceived organizational support and organizational commitment among special education teachers in Pakistan

Perceived organizational support and organizational commitment among special education teachers in Pakistan

The relationship between perceived organisational support, organisational commitment and turnover intention among employees in a selected organisation in the aviation industry

Factors Explaining Affective Organizational Commitment among Nepalese Nursing Faculty: A Cross-sectional Study

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