Vitality of job satisfaction in mediation: the effect of reward and personality on organizational commitment

Widodo, Widodo; Damayanti, Ratih

doi:10.5267/j.msl.2020.1.016

Cited by 19 publications

(21 citation statements)

References 1 publication

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“…Diseth & Liartinsen, 2009;Richardson & Abraham, 2009), and job satisfaction (e.g. Widodo & Damayanti, 2020;Salaudin, Mohamed, & Kamal, 2019;Asari, 2018). This empirical fact confirms the meaning that personality is important and vital for teachers to increase their selfefficacy, achievement motivation, and job satisfaction.…”

Section: Discussionmentioning

confidence: 65%

“…The studies by the researchers concluded that personality influences job satisfaction (e.g. Widodo & Damayanti, 2020;Salaudin, Mohamed, & Kamal, 2019;Asari (2018), Balasuriya & Perera, 2016;Smith, Patmos, & Pitts, 2015;Zhai et al, 2013). Based on the statements and studies above, the first hypothesis in this study is: H1: Personality had a direct effect on job satisfaction.…”

Section: Personality and Job Satisfactionmentioning

confidence: 72%

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The Mediation Mechanism Effect of Self-Efficacy and Achievement Motivation on Job Satisfaction: The Personality Perspective

Chandrawaty¹,

Widodo²

2020

JXAT

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This study explores the empirical effect of personality on self-efficacy, achievement motivation, and job satisfaction among teacher's kindergarten in Indonesia. The research data was collected by a questionnaire through the survey method. The sample of this research is 165 teachers selected by accidental sampling. Data analysis uses path analysis supported by descriptive statistics. The results show that personality, self-efficacy, and achievement motivation had a significant direct effect on job satisfaction; personality and self-efficacy had a significant direct effect on achievement motivation, and personality had a significant direct effect on selfefficacy. The results of this study also showed personality had a significant indirect effect on job satisfaction mediating by self-efficacy, personality had a significant indirect effect on job satisfaction mediating by achievement motivation, personality had a significant indirect effect on achievement motivation mediating by self-efficacy, and self-efficacy had a significant indirect effect on job satisfaction mediating by achievement motivation. Thus, the teacher's job satisfaction can be improved through personality, self-efficacy, and achievement motivation. This evidence can be discussed as a reference by researchers and education practitioners in the future.

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Section: Discussionmentioning

confidence: 65%

Section: Personality and Job Satisfactionmentioning

confidence: 72%

The Mediation Mechanism Effect of Self-Efficacy and Achievement Motivation on Job Satisfaction: The Personality Perspective

Chandrawaty¹,

Widodo²

2020

JXAT

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“…Concerning on affective commitment, they discovered affective commitment is influenced by personality directly and significantly. While in secondary education, a research of Widodo & Damayanti (2020) concluded the existence of personality direct effect on organizational commitment among vocational high school teachers. Giving prominence to the pertinent research, Aspan, Wahyuni, Effendy, Bahri, Rambe & Saksono (2019) marked out that personality has fortified organizational commitment of university staffs they surveyed.…”

Section: Personality Effect On Organizational Commitmentmentioning

confidence: 99%

Personality: How Does It Impact Teachers’ Organizational Commitment?

Utami

Widiatna²,

Ayuningrum

et al. 2021

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Teacher organizational commitment is a determining factor for achieving quality education. It is believed that teacher personality is one of the main factors which either increase or decrease organizational commitment. This research aims to examine the effects of teacher personality on their organizational commitment. The quantitative approach was employed with the survey method. The samples were selected using the simple random technique by applying the Slovin formula. The participants of this study were 83 civil servant teachers at public senior high schools located in East Jakarta. The data of this study were collected through a survey and then analyzed using Path analysis. The results of the analysis show that tcount is higher than ttable (4.329 > 2.64). This result means that H0 is rejected while H1 is accepted. The hypothesis testing shows that personality has a positive direct effect on teacher organizational commitment. Furthermore, it is proven that there are three traits influencing teacher personality, namely emotional stability (33.98%), extroversion (33.56%), and openness to experience (32.46%). Meanwhile, the main factors influencing organizational commitment are employee engagement (33.74%), moral responsibility (33.55%), and loyalty (32.71%). Based on the result of this study, it is suggested that school principals take teacher personality into account in order to improve teacher organizational commitment at schools.

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“…This is consistent with the results of correlational analysis between indicators of the reward system variable and organizational commitment, which are all significant. The investigation of Chelangat and Gachunga (2016) and Widodo and Damayanti (2020) found that reward systems influence organizational commitment. The results of this study confirm the results of a number of such studies and moreover find a new empirical model based on the data of private higher education lecturers in Indonesia, which can be adopted as a theoretical (conceptual) model of future research that can be utilized by researchers concern on contemporary OCB issues.…”

Section: Discussionmentioning

confidence: 99%

The antecedence of lecturer’s OCB: Evidence from Indonesia

Widodo¹,

Gunawan²

2020

10.5267/j.msl

Self Cite

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This research explores the antecedence of the lecturer's organizational citizenship behavior (OCB) of the private higher education in Indonesia. This research used a quantitative approach with a survey method. The sample of this research is 190 lecturers selected by purposive sampling. The data were obtained by spreading questionnaires and analyzing with path analysis based on supporting descriptive statistics and correlation. The results of research confirm that learning organization, reward system, and organizational commitment had a significant direct effect on OCB, learning organization and reward system had a significant direct effect on organizational commitment, and learning organization and reward system had a significant indirect effect on OCB by mediating organizational commitment. A fit research model was found about the effect of learning organization and reward system on OCB by mediating organizational commitment. This model can be discussed as a reference by researchers and practitioners in developing models of OCB in the future.

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Vitality of job satisfaction in mediation: the effect of reward and personality on organizational commitment

Cited by 19 publications

References 1 publication

The Mediation Mechanism Effect of Self-Efficacy and Achievement Motivation on Job Satisfaction: The Personality Perspective

The Mediation Mechanism Effect of Self-Efficacy and Achievement Motivation on Job Satisfaction: The Personality Perspective

Personality: How Does It Impact Teachers’ Organizational Commitment?

The antecedence of lecturer’s OCB: Evidence from Indonesia

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