The Teachers' Affective Commitment Through the Effects of Quality of Work Life and Job Involvement in the School (original) (raw)
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Asia Proceedings of Social Sciences (APSS), 2019
Teachers with high affective commitment can feel a strong emotional bond, loyalty, and dedication to the school. The teachers really want to be in school if they enjoy, feel comfortable, and satisfied with their works. So the teachers will be stronger if their experiences in a school are consistent with expectations and satisfy their basic needs, friendship, the work atmosphere or culture, comfortability in completing tasks, and also help to see how far the teachers identify and involve themselves with the school. This research uses causal survey method by using path analysis technique. This study uses the sample from 138 teachers (data were collected by personal distribution) in 8 Buddhist Senior High Schools in the Capital City of Jakarta, which was selected using the Slovin formula. The study proposed three hypothesis and results indicated (1) there is a positive effect between the quality of work life and the affective commitment, (2) there is a positive effect between job involvement and affective commitment, and (3) there is a positive effect between the quality of work life and job involvement.
Work-Life Quality, Job Involvement, and Affective Commitment of School Teachers
International Journal of Recent Technology and Engineering (IJRTE), 2019
The purpose of this study is to examine the influence of work-life quality and job involvement perceived by teachers to their affective commitment so that they feel a strong emotional bond to their work and school organization, are able to identify the goals and values of the school organization well, and really want to be there. This research uses causal survey method by using path analysis technique. This study uses the sample from 138 teachers in eight buddhist senior high schools in Jakarta, which were selected using the Slovin formula. The result of the study reveals that first, there is a positive effect between the quality of work life and the affective commitment of the teachers in school. Second, there is a positive effect between job involvement and affective commitment of teachers in school. Third, there is a positive effect between quality of work life and job involvement teachers in school.
THE EFFECT OF JOB DESIGN AND QUALITY OF WORK LIFE TOWARD AFFECTIVE COMMITMENT OF TEACHERS
IAEME, 2019
The purpose of this study was to analyze the direct influence of job design and quality of work life on the affective commitment of teachers. This research method with a quantitative approach and data analysis techniques using path analysis. The findings of this study prove the direct effect of job design on affective, there is a positive direct effect quality of work life on affective commitment and there is a positive direct effect of job design on the quality of work life. The conclusion is that increasing the teacher's affective commitment must be supported by the job design and the quality of work life properly, effectively and efficiently.
Deleted Journal, 2023
The purpose of this study is to investigate the relationship between teacher job satisfaction and affective commitment of People's Campus. According to the survey method, the data was obtained by a structured questionnaire on a sample of seventy two teachers using a judgmental sampling procedure. Descriptive statistics analysis was employed. All of the independent variables correlated positively and significantly with the dependent variable (affective commitment). If management can target these job satisfaction criteria, it will be easier to generate a commitment among employees to willingly engage in the organization's development.
Psychology and Education: A Multidisciplinary Journal, 2024
The study's main purpose was to examine the effects of teachers' stressors and quality of work life on teachers' commitment and performance in the new normal. The researcher used the descriptive-correlational method in gathering, collecting, analyzing, and interpreting data. 332 teachers were requested to be the respondents of the study. Standardized instruments were used to collect data for the different variables, including stressors, quality of work life, and commitment. Documentary analysis was adopted for the teaching performance. Mean and multiple regression were applied to interpret the collected data from the respondents. Results revealed that teachers have very great extent stressors on role overload (M=3.59), moderate extent on job design (M=3.17) and role conflict (M=2.61), and some extent to relationship with school administrator (M=1.90). They agree on having a high quality of work life in work environment (M=3.83), organization culture and climate (M=3.63), relation and cooperation (M=3.91), training and development (M=4.04), compensation and rewards (M=3.77), facilities (M=3.56), job satisfaction and security (M=3.92), autonomy of work (M=3.81) and adequacy of resource (M=3.82). The level of commitment of teachers is at a very great extent on affective (M=3.54) and a great extent on continuance (M=3.12) and normative (M=3.29). Teachers have a very satisfactory rating with a mean of 4.35 on their IPCRF. Job stressors have a significant effect on affective and continuance commitment. Furthermore, quality of work life also significantly affected affective commitment, with a t-value of 8.581817 and a p-value of 0.000.
2017
This study aims to Determine the influence of organizational culture on teachers' work motivation, organizational culture influence on teacher stress management, organizational culture influence to teacher affective commitment, influence of work motivation to affective commitment of teacher, and influence of stress management to affective commitment of Junior High School teacher in Mount SubMeriah, Aceh Singkil District. This research uses quantitative methods, the models used is path analysis. The population is all teachers of State Junior High School in GunungMeriah Sub-district, Aceh Singkil Regency, the which amounts to 140 people with 100 samples. Determination of the number of samples with krecji table, and sampling with proportional random sampling technique so that the sample is evenly distributed each school. To Obtain Data from the fields of research used the data collection techniques using instruments or questionnaires consisting of instruments of organizational cult...
Antecedents of Teachers Affective, Normative and Continuance Commitment at Work Place
The purpose of this study is to understand the Organizational Commitment among the teachers who are with the technical universities in Tamil Nadu. Data is collected from 131 full-time teachers at various engineering colleges in major cities in Tamil Nadu. The KMO and Bartlett's test was done to check the adequacy of the data used in the analysis of the data collected. The collected data is analyzed through chi square, factor analysis and mean score analysis to understand then levels of commitment among the teachers in various engineering institutes in Tamil Nadu. Suitable recommendation were made based on the data analyzed, to improve the commitment levels of the teachers.
Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019), 2019
and the total population was 265teachers. The number of samples using Slovin Formula as 159 teachers, with is used Proportional Random Sampling. Data collecting by questionnaire. Instruments for testing Validity and Reliability test. To test the research hypothesis, path analysis was used. The results showed that Partisipatif Leadership had a direct positive effect on Stress Management, Teamwork had a direct positive effect on Stress Management, Partisipatif Leadership had a direct positive effect on Teachers Affective Commitment, Teamwork had a direct positive effect on Teachers Affective Commitment and Stress Management had a direct positive effect on Teachers Affective Commitment. To improve Teachers Affective Commitment can be done by increasing Partisipatif Leadership, Teamwork, and Stress Management.
Quality Worklife, Organizational Commitment and Performance of Teachers: Basis for a Management Plan
Psychology and Education: A Multidisciplinary Journal , 2023
Teachers influence the young minds to become the best version of themselves. While serving as molders, it is expedient to take cognizant with their well-being. This study determined the level of quality work life, organizational commitment and performance of teachers in the elementary schools of Alegria District, Cebu during the school year 2021-2022 as basis for management plan. This study utilized mixed method research design specifically sequential in order to better comprehend a phenomenon and respond to the research questions, it requires gathering and analyzing both qualitative and quantitative data. The relationships with the demographic profile and organizational commitment can be gleaned as there is a no significant relationship between demographic and organizational commitment. The relationship with the demographic profile and organizational respondents' performance can be gleaned as there is a significant positive weak relationship between number of household members in the family and organizational respondents' performance (r= 0.166 with the p=0.044). All the rest in the demographic profile construed as not significant. There are three themes generated for the qualitative data namely Problems Underneath, At the Limelight, and The Non-Negotiables. To this end, work life balance and organizational commitment are essential factors in enhancing the teachers' teaching performance. This study recommends the utilization of this output across the Cebu Province Division and the entire country.