Tu- lieu tham khao S6 4(69) nam 2015
JTHE RELATIONSHIP BETWEEN JOB SATISFACTION AND O R G A N I Z A T I O N A L COiMMITMENT:
THE CASE OF FACULTY MEMBERS
VO VAN VIET*
ABSTRACT
The purpose of this study is to determine the relationship between job satisfaction and organizational commitment of faculty members. A survey was conducted at University of Agriculture and Forestry Ho Chi Minh City (UAF) to answer the research questions and test the study hypotheses. Correlation coefficients and stepwise recession analyses were calculated lo assess relationships between the selected characteristics.
Keywords: ]oh satisfaction, organizational commitment, job factors, faculty member.
TOM TAT
Mdi quan he giira sif hdi long vi cdng viec vd gan kit to chuc cda giang viin dgi hgc Nghien cieu ndy dugc thuc hien nhdm muc liiu xdc dinh miec dp hdi ldng vi cdng viic, su gdn kit td chuc vd mdi tuang quan hai yiu Id ndy cua gidng viin dgi hgc. Di trd ldi cdc cdu hdi nghien cuu vd kiim dinh cdc gid thiit, die lieu dugc thu thdp thdng qua bdng cdu hdi. Kit qud nghiin cuu cho thdy cd su lirang quan thudn giira su hdi long vi cdng viic vd su gdn kit td chuc. Dieu ndy cd nghia Id viic tdc ddng vdo cdc yiu td di tdng s\r hdi long cua gidng viin se giup cho gidng viin gdn kit ldu ddi vdi nhd trudng.
Tie khda: sy hdi long vd cong vifc, su gan kdt td chiic, cdc nhdn td vifc ldm, gidng vidn.
1. Introduction
Job satisfaction and organizational commitment of an employee is a topic that has received considerable attention by researchers and managers. One way to increase productivity in many organizations is to increase employee satisfaction. Employees' productivity is largely related to their level of job satisfaction and in fact, the turnover rate can be reduced with a higher level of organizational commitment. A better understanding of job satisfaction, organizational commitment helps managers guide employees' activities in a desired direction. Therefore, it is important for an organization to study the relationships between these two variables.
Since most of the works done dealing with job satisfaction, organizational commitment provide an abundance of information regarding the area of business and indusfry but a very limited amount of information m the area of higher education. A growing need exists to understand the impact of job satisfaction, organizational
' PhD, Ho Chi Mmh City University of Agriculture and Forestry; Emaii- [email protected] 178
TAP CHl KHOA HOC DHSP TPHCM Vo Van Viet
commitment upon higher education. Furthermore, because prior research mentioned in the literatures suggests the possibility that satisfaction may differentially relate to the three commitment dimensions, it is important to examine satisfaction and the three commitment dimensions simultaneously.
The performance of academic staff as teachers and researchers determines much of the student satisfaction and has an impact on student leaming and thus the contribution of the higher education mstitutions to society. Universities and academic staffs need to work together to provide an atmosphere that is conducive to the education process. Thus satisfaction and commitment of the academic staffs assumes importance. The increase of academic staff job satisfaction and commitment can help not only to build a healthy higher education institution climate but also improve the leaming environment and increase the productivity of the higher education institution.
The role of a faculty member is broad and important. They are directly responsible for shaping the quality of the students, the well-known of university. To be able to play the role effectively, lecturers need to be committed to their job. On the other hand, commitment may depend on several factors such as work ethics, job satisfaction and job involvement. The employees will commit if they are really satisfied with their present job. The satisfaction normally depends on what the employees can get or receive from the job (Allen and Meyer, 1990). The current study examines the overall level of job satisfaction and organizational commitment of faculty members as well as the relationship between the two variables.
2. Methodology
The main objective of this study was to understand the relationship between job satisfaction and organizational commitment of faculty members. Therefore, the research methodology used in the study was basically quantitative. Specifically, a descriptive-correlational survey research design was applied. Data were collected by using a questiormaire.
The questionnaire consisted of three independent sections including socio- demographic profile questions, job satisfaction questions and organizadonal commitment questions Part I of the quesfionnaire, job satisfaction questions, was adapted from Castillo and Cano's (1999) Three Factor Job Satisfaction Scale. This part includes 57 aimed to measure of three job factors: policy and administration, personal growth and satisfaction, and fiscal resources. Part II, organizational commitment questions, was adapted from the Three Component Model (TCM) Employee Commitment Survey which was developed by Meyer, Allen (1991) to measure respondents' commitment to their organization. There are 24 items in this part aimed to measured three subscales of commitment which are affective, normative and continuance commitment. Part III, the socio-demographic profile quesfions, was developed by the researcher. Several Likert-type items was used to determine the level of JS and OC. Indicators on the Likert-Type Scale range from 1 (Very dissafisfied) to 6
Tu" lieu tham khao Sd 4(69) ndm 2015
(Very Satisfied) for JS items and from I ((Strongly disagree) to 7 (Strongly agree) for OC items.
The total usable questionnaires which were used in the data analysis procedures, were 203 of the 302 faculty members in the population, represented a response rate of 67.21 percent of the population.
3. Result and discussion
The overall level of job satisfaction of faculty members
The overall level of job satisfaction of faculty members was assessed by using one-item statement in the questiormaire which is "Considering all aspects of my job as a faculty member, my overall level of job satisfaction is..." A sbc-point Llkert-Scale ranging from very dissatisfied (=1) to very Satisfied (^6) was used to record respondents feeling about their job. The value of overall level of job satisfaction was determined by calculating a mean score of all responses to the abovementioned item.
Thus, the overall job satisfaction could range from 1 to 6.
The job satisfaction amongst the sample of 203 faculty members is depicted in Table 1. The result indicates the mean for the overall level of job satisfaction is 3.97 with a standard deviation of .909. The median and mode score is four. Hence, it may be concluded that the overall level of job satisfaction of the sample is moderate. The standard deviation is also not high, indicating that most faculty members experience moderate level of job sarisfactlon.
Table 1. Descriptive statistics (mean, sld. deviation) of job satisfaction
Overall level of job satisfaction Fiscal resources
Policy and administration Personal growth and satisfaction
N 203 203 203 203
IVIean 3.97 2.92 4.12 4.36
Std. Deviation .91 .84 .80 .57 Organizational commitment scores
The mean score value for the affective component of commitment was 4.93; the mean score value for continuance commitment was 3.73; and the mean score value for normative commitment was 4.61. The mean of general commitment score was 4.2 with the median equals 4.2 and the mode equals 4.6 indicates that most faculty member relatively commit to their organization (the university).
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Table 2. Descriptive Statistics of organizational commitment scores
Affective Commitment Normative Commitment Continuance Commitment
Minimum 2.13 2.50 1.63
iVlaximum 6.75 6.63 5.88
IVIean 4.9323 4.6139 3.7334
Std.
Deviation .81639 .70625 .83239 Relationships between selected job factors and organizational commitment To test these relationships Pearson-Product Moment correlation and stepwise muhiple regression were performed.
Table 3. Correlation for selected job factors and total organizational commitment
Fiscal resources
Policy and administratior
Personal growth and satisfaction
Pearson Correlation Sig. (2-tailed)
N Pearson Correlation
Sig. (2-tailed) N Pearson Correlation
Sig. (2-tailed) N
Total organizational Commitment .391"
.000 203 .284"
.000 203 .394"
.000 203
**. Correlation is significant at the 0.01 level (2-tailed).
As shovm in Table 3, significant positive relationships are observed between all the selected job factor variables and total organizational commitment variable.
Particularly, significant moderate reladonship (r=.39I, p<0.01) are observed between fiscal resource variable and total organizadonal commitment. Similarly, significant moderate reladonship (r-.394, p<0.01) are observed between personal growth and satisfaction variable and total organizational commitment. Significant low reladonship (r=.284, p<0.01) was observed between policy and administration variable and total organizational commitment variable.
Tlf lieu tham khao Sd 4(69) nam 2015
Table 4. Multiple regression analysis: selected Job factors & OC
Variable
(Constant)
Personal growth and satisfaction Fiscal resources
Unstandardized Coefficients B 2.234
.312 .210
Std.
Error .323 .084 .058
Standardized Coefficients
Beta
.267 .262
t
6.920 3.716 3.636
Sig.
.000 .000 .000 R=.456; R^=.208, Adjusted R^=.20, F=26,197
a. Dependent Variable: Overall organizational Commitment
Table 4 shows that the fiscal resources (Beta=.262, p<.01) and personal growth and satisfacdon (Beta=.267, p<.Ol) variables positively predict total organizational commitment by explaining 20.8% (R^=.208) of the variance. This observation Is also in line with the Pearson-product moment correlation reported Table 3, where both personal grow^ and satisfaction variable and fiscal resources variable had the most significant correlation with total organizational commitment.
The correlation between OJS and general organizational commitment
Table 5. Correlation for the overall job satisfaction and the organizational commitment
Overall level of job satisfaction
Pearson Correlation Sig. (2-tailed)
N
Overall organizational Commitment .416"
.000 203
Assuming organizational commitment is a dependent variable for job satisfaction, we tried to find how much commitment people would have as a result of satisfaction that they have for their job. Table 5 indicates the relationship between overall job satisfaction and the organizational commitment. The result indicates that there is a moderate correlation between general organizational commitment and overall job satisfaction among the respondents (r=.416, p<0.01). This finding suggests that people who are relatively satisfied with their jobs may likely be more committed to the organization and also that people who are relatively committed to the organization are more likely to have greater job satisfaction. Satisfied faculty members tend to be more loyal to the university. Generally, when faculty members are satisfied with their jobs, they will have a positive attitude feeling about their jobs. In their minds, other jobs would not be better than the current one. Therefore, it is unlikely that they will change their jobs. Faculty members prefer to stay in their institutions and work hard for a return. If faculty members feel that the institution treats them fairly or well, the workers
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will feel that they are responsible to keep working hard for their institutions. Also, in order to maintain their current satisfied jobs, faculty members will perform well and work effectively, which is beneficial for the university. Therefore, in order to increase the faculty members' level of commitment, the manager can try to increase their faculty members' level of job satisfaction.
The relationship between job satisfaction with the three dimensions of organizational commitment
Table 6. Correlation for the OJS and the three dimensions of commitment
Overall level ol job satisfaction
Pearson Correlation Sig. (2-tailed)
Affective Commitment
.575"
.000
Normative Commitment
.175*
.012
Continuance Commitment
.112 .111 Table 6 indicates the relationship between overall job satisfaction and the three dimensions of organizational commitment. The result shows that there was a substantial correlation between OJS and affective commitment (r=0.575, p<0.01).
Moreover, there was « low correlation between OJS and normative commitment (i=0.175, p<0.01). There was no correlation between OJS and contiuance commitment (r=0.112,p>0.05).
4. Conclusion and recommendation
In a university, faculty members or lecturers or teachers play an important role.
As teacher determined much of the student satisfaction and has impact on student leaming. University authorities must devote greater effort to enhance their capabilities and must not forget that the success and competing power of the university depend on committed and satisfied faculty members
The findings of this study suggests that people who are relatively satisfied with their jobs may likely be more committed to the organization and also that people who are relatively committed to the organization are more likely to have greater job satisfaction. Satisfied faculty members tend to be more loyal to the university.
Generally, when faculty members are satisfied with their jobs, they will have a positive attitude feeling about their jobs. In their minds, other jobs would not be better than the current one. Therefore, it is unlikely that they will change their jobs. Faculty members prefer to stay in their institutions and work hard for a return. Also, in order to maintain their ciurent satisfied jobs, faculty members will perform well and work effectively, which is beneficial for the university. Therefore, in order to increase the faculty members' level of commitment, the university authorities would need to increase and maintain job satisfaction to achieve the positive effect on the organizational commitment. In other words for increasing organizational commitment, the controlling variables is job satisfaction.
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[Received 2S/B/2014: Revised: 31/12/2014: Accepted: 15/4/2015)
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