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 January - February 2020
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Factors Affecting Organizational Commitment of

Faculty Members of Higher Educational Institutions
of India
Dr. Keerthana Baskaran
Assistant Professor, VISTAS, Pallavaram Chennai

Article Info Abstract:

Volume 82 The biggest challenge in management of human resource lies in identifying the
Page Number: 14481 - 14490 strategies for enhancing the performance of the employees and engaging them in
Publication Issue: such a way that they stay committed to the organization for a long time. Employees
are important for the growth and success of the organization. Commitment of
January-February 2020
employees towards organization plays a vital role in the success and growth of the
organization. Therefore it is very important for the organizations to keep the
employees satisfied so that they exhibit greater levels of commitment at workplace.
The main intention of this study is to review various factors affecting organizational
commitment of faculty members working higher educational institutions in India.
Factors selected for review in this study are job satisfaction, compensation and
Article History incentives, employee engagement and years of teaching experience. From the
review it has been observed that experienced faculties can produce better outcomes
Article Received: 18 May 2019 and the faculties whom the organization keeps engaged the most, exhibit better
Revised: 14 July 2019 commitment towards that organization.
Accepted: 22 December 2019 Keywords: Organizational commitment, Job satisfaction, employee engagement,
Publication: 28 February 2020 compensation and incentives and years of teaching experience.

I. INTRODUCTION associated with workforce productivity and

Organizational commitment is main factor that motivation (Tolentino, 2015). Commitment of
determines the outcomes of an organization. It plays employees in educational institutions is understood
a vital role in organizational performance, quality based on readiness to work more and their
and productivity. Workers who are committed with performance (Jing and Zhang, 2014); achievement
their institutions have strong wish to stay as a and learning of the student (McInerney et al, 2015),
member of a specific institutions (Shah et al, 2012). success of goals in the organization (Khalili and
Organizational commitment has been recognized as Asmawi, 2012) and overall success of institution
a significant human factor and the main determinant (Lovakov, 2016). Commitment towards organization
of the effectiveness of the organization (Alsiewi and is negatively linked with turnover intentions as
Agil, 2014), and effectiveness of academic argued by Rasheed et al, 2013.
institutions (Dou et al, 2017) as well a factor in Institutions in education field all over the globe
motivating university faculties for performing fight like corporate companies and such
actions to achieve desired outcomes(Ahulwalia and transformation influence the outlook of faculties and
Preet, 2017). It has become the current topic in overall nature of the workplace. Because of this
theatmosphere where there is scarcity of resource. faculties are under pressure to stay and strive at their
The scarcity of resources have forced organizations educational institutions. Teaching is considered as a
in working towards retaining and attracting high noble career. Until and unless a faculty derives job
quality workers and sustainingthe morale of the satisfaction as well as generates optimistic attitude
employees (Chordiya et al, 2017). Commitment in towards their students and institutions, they would
the organization is one of the main aspects that are not be able to give justice to their teaching career
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(Chandel, 2017). The enrolment rate in Indian opportunities in growth of the career, compensation
higher educational institution is 21.1 percent which and assessment related hike in arrangement are
is minimal than global average rate of enrolment associated with job satisfaction (Khan et al, 2013
(26%), Chinese average rate of enrolment (26%) and and Khan et al, 2014).
Brazilianaverage rate of enrolment (36%). Therefore Saifuddin et al (2014) found that satisfaction of
there is high need for enrolment at higher job is a significant predictor of commitment in the
educational institutions which is not achieved till organization and it is consistent with the findings of
date. By 2030, Indian government aims at Irfan et al, 2013 and Saqib et al, 2014 as cited in
maximizing the gross enrolment up to 30 percent for Khan et al, 2014a, Li et al, 2017,
whichIndia needs anenormous raise in the quantity Mangaleswarasharma, 2017, Agyemang and Ofei,
of higher educational institutions as well as high 2013, Mohammed and Eleswed, 2013, Ismail and
quality faculties(British Council, 2014 as cited in Razak, 2016, Rehman et al, 2016, Fu and
Ahuja and Gupta, 2018) Deshpande, 2014, Arif and Farooqi,2014 and Aydin
et al, 2013. . Workers are actual resources for any
II. LITERATURE REVIEW institutions and to fulfil the students, institutions
This research intends to study the factors have to fulfil the needs of the employee.
affecting organizational commitment of faculty Satisfaction of students and performance of the
members of higher educational institutions with institution is the outcome of the satisfaction of
specific reference to India. Factors that have been employee (Khan et al, 2013a). Commitment of the
taken into consideration for studying the teachers towards teaching career plays a vital role to
organizational commitment are job satisfaction, determine whether they stay in this career or not.
compensation and incentives, employee Commitment of the teachers is the outcome of
engagement and years of teaching experience. . personal characters such as marital status,
educational level, gender, job oriented
2.1 Job satisfaction characteristics such as perceived support in the
organizations, job, satisfaction of work, relations
Job satisfaction is main predictor of with co-workers and involvement of job as
organizational and employee effectiveness and mentioned by Choong et al, 2012
performance in organizational and industrial
settings (Asar-ul-Haq et al, 2017 and Bhati et al, 2.2 Compensation and Incentives
2014). Satisfied workers are committed towards
their institutions, committed and satisfied workers Khan (2014) indicated that compensation
indicate an optimistic attitude towards their work, provided to workers whether nonfinancial or
better productivity or performance at job, less financial as a reward for dedication of workers
turnover and absenteeism and so on (Robbins and towards the organization. Appropriate
Coulter, 2012and Malik et al, 2017).On the other compensation would motivate workers to remain
hand, Ahmad et al (2015) have stated that the within the institution and subconsciously would get
faculties quit their job if there are any conflicts the feeling of belonging towards the institution or
between family and work. Therefore it is clear that workplace. Weldeyohannes (2016) mentioned that
satisfaction of job assists in evaluating the employee who are satisfied remain in the
individual performance towards their work within organization whereas unsatisfied workers will
the institution. Positive perceptions of the decide to quit from organization. Increase in
employees towards their work and degree which satisfaction of employees towards salary or
entails working environment, nature of the job, compensation acquired would raise the commitment

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in the organization and minimize the turnover

intention (Silban and Syah, 2018). From the 2.3 Employee Engagement
findings of the research, it was found that there is
association between employee commitment and Jena et al (2017) affirmed that the voice of the
compensation. It was also found that the pay level employee plays a moderating role in relationship
as a factor influences the commitment of the between engagement of employee and affective
employees towards their job (Alamelu et al, 2015). commitment in the organization. Jones (2018)
On the other hand, compensation and incentives confirmed that there is a relationship between
have minimal impact on organizational commitment engagement of the employee and commitment in
(Parangat and Edano, 2017). Markovits et al (2013) the organization. It could also be stated that
claimed that organizations could make their workers engagement of employee is statistically important
committed towards institutions if they focus on predictors of commitment in the organization.
factors significant for the workers. Siegel et al Albdour and Altarawneh (2014) reported that
(2015) pointed out that workers would remain in the affective commitment is optimistically linked with
organization if they receive compensation high engagement of job and organizational
adequately and fairly. Generally such packages of commitment. From the outcomes of the research, it
compensation are related with the strategies of the was obvious that high levels of engagement among
institutions and mostly known to workers. employee would result in enhanced commitment of
Stephenson (2012) studied about performance the employee towards its institutions thus
oriented compensation for the faculty members of generating a sustainable and motivated workforce
the institutions and execution based system of pay that would perform together for achieving the
model was accepted strongly. In addition to these, it general goals of the workers and organizations.
was noted that all aspects related to performance Faculty plays an important role in the success of
oriented rewards, compensation and rewards, organization and life of the student (Chandel, 2019).
communicating penalties and rewards, policy of Engagement of employee and commitments
compensation indicated positive and significant between employee and organization are main
correlation towards organizational commitment organizational needs (Andrew and Sofian, 2012). It
(Mohammed and Eleswed, 2013 and Keramati et al, was noticed that commitment in the organization
2013). Psychological contract of employment was significantly linked with satisfaction of job and
broken by casualization, restructuring and engagement of employee (Khalid et al, 2015).
downsizing and at the same time workers expect Furthermore, Carnegie (2012) added that
managers to contribute their commitment namely administrative workers in the institutions were
pleasant environment for working where there is highly satisfied with job when compared with non-
equitable, fair and just compensation and reward administrative workers involved in their job. This is
system. This could improve productivity and because they are given more job opportunities,
commitment since workers consider pleasant constructive feedback and learning culture than
compensation and reward as a method that their counterparts. It enhances their organizational
efforts and dedication are valued and provided commitment and they are more satisfied and
significance in similar method they would value engaged with their job since their demands and
their work and job towards finishing the goals requirements are accomplished by institutions. As
assigned (Milgo et al, 2014). The direct and indirect an outcome, workers perform with motivation to
impact of organizational commitment towards maximize the success of the organization.
performance of employee indicates positive and Organizational commitment is linked with job
significant correlation (Rizal et al, 2014). satisfaction which assists in maximizing their

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growth. Job satisfaction is impacted by the success organization. Low satisfaction level of employees
achieved in terms of extrinsically and intrinsically are caused due to poor choices for promotion and
through professional and mentoring associations. As fringe advantages, principals management style,
an outcome of raise in satisfaction of job and lack of choice for developing a personality, lack of
engagement of employee, commitment towards choices for teachers to make decision and poor
institutions becomes strong (Ganiron, 2013 and association of teachers with parents and principals
Khalid and Khalid, 2015). Thus it was clear that as cited in Tadasse, 2019.
engaged teachers are highly focused towards the From the findings of the research, it was clear
students learning and outcomes. that there exist a significant optimistic link between
years of experience in the teaching profession and
2.4 Years of Teaching Experience types of commitment in the organization. It was
also noted that experience in teaching are
Peters et al (2011) stated that professional significantly associated with the continuance
experience, ability of teaching, credibility and commitment and affective commitment. Experience
commitment in the organization are related with in the teaching is significantly associated with
adjunct faculty responsibility. Full time teacher affective commitment (Hickey, 2013). It was
viewpoint of adjunct faculty is all about they have recommended that headmasters or principals
professional experience and credibility. At the same intervention for encouraging collegial link and
time, it was noticed that some view adjunct teachers deject adversarial relations among faculties is
lack skills in teaching and confidence in the needed for professional standards. Incentives must
classroom. On the other hand Ekinci and Yildirim be given to faculties for retaining and supporting
(2015) claimed that teachers with more experience best and experienced faculties in the career.
have less level of commitment and this findingis Associations with faculties are harnessed to play
similar to results of Cengiz et al (2014). Gedefaws their part to improve the professional growth and
(2012) stated that organizational commitment of teachers‟ commitment. Faculties concerns are
teachers is mostly associated with these concepts promoted for discussing issues between teaching
which are intrinsic to work of teaching in terms of and learning in educational institutions instead of
development, efficacy of teacher and more. If the non-school problems or politics (Ibrahim et al,
experienced teachers were not satisfied with their 2015).
job and it affect the relationship with the
III. DISCUSSION
Table 1. Factors influencing organizational commitment of faculties of higher educational institutions
S.No Author and Year Relationship Findings
between
constructs
1 Asar-ul-Haq et al, Job satisfaction Job satisfaction is main predictor of organizational and employee
2017 and Bhati et al, effectiveness and performance in organizational and industrial
2014) settings
2 Saifuddin et al Job satisfaction satisfaction of job is a significant predictor of commitment in the
(2014), Irfan et al, organization
2013 and Saqib et al,
2014, Li et al, 2017,
Mangaleswarasharm
a, 2017, Agyemang

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and Ofei, 2013,

Mohammed and
Eleswed, 2013,
Ismail and Razak,
2016, Rehman et al,
2016, Fu and
Deshpande, 2014,
Arif and Farooqi,
2014 and Aydin et al,
2013
3 Khan et al, 2013 and Job satisfaction Positive perceptions of the employees towards their work and
Khan et al, 2014. degree which entails working environment, nature of the job,
opportunities in growth of the career, compensation and
assessment related hike in arrangement are associated with job
satisfaction
4 Khan (2014) Compensation Appropriate compensation would motivate workers to remain
and incentives within the institution and subconsciously would get the feeling of
belonging towards the institution or workplace.

5 Weldeyohannes Compensation Increase in satisfaction of employees towards salary or

(2016) and Silban and incentives compensation acquired would raise the commitment in the
and Syah, 2018 organization and minimize the turnover intention
6 Alamelu et al, 2015 Compensation There is association between satisfaction of employee towards
and incentives commitment and compensation and also pay model factor
influence commitment of the employee towards their job.

7 Parangat and Edano, Compensation Compensation and incentives have minimal impact on
2017 and incentives organizational commitment.
8 Stephenson (2012) Compensation Performance oriented compensation for the faculty members of
and incentives the institutions and execution based system of pay model was
accepted strongly
9 Jena et al (2017) Employee voice of the employee plays a moderating role in relationship
engagement between engagement of employee and affective commitment in
the organization
10 Chandel (2019). Employee High levels of engagement among employee would result in
engagement enhanced commitment of the employee towards its institutions
thus generating a sustainable and motivated workforce that
would perform together for achieving the general goals of the
workers and organizations
11 Ganiron, 2013 and Employee As an outcome of raise in satisfaction of job and engagement of
Khalid and Khalid, engagement employee, commitment towards institutions becomes strong
2015
12 Jones (2018) Employee There is relationship between engagement of the employee and
engagement commitment in the organization. It could also be stated that
engagement of employee is statistically important predictors of
commitment in the organization
13 Gedefaws (2012) Years of teaching Organizational commitment of teachers is mostly associated with
experience these concepts which are intrinsic to work of teaching in terms of

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development, efficacy of teacher and more.

14 Ekinci and Yildirim Years of teaching teachers with more experience have less level of commitment
(2015) and Cengiz et experience
al (2014).
15 Peters et al (2011) Years of teaching Professional experience, ability of teaching, credibility and
experience commitment in the organization are related with adjunct faculty
responsibility.
16 Hickey, 2013 Years of teaching Experience in teaching is significantly associated with the
experience continuance commitment and affective commitment. Experience
in the teaching is significantly associated with affective
commitment.
17 Ibrahim et al, 2015 Years of teaching Incentives must be given to faculties for retaining and supporting
experience best and experienced faculties in the career.

Table 1 depicts various factors influencing

organizational commitment of faculties of higher
educational institutions. From the findings of the
literature, it was clear that job satisfaction is found to
be predictor for organizational commitment of
faculties in the higher educational institutions. All
factors influencing the organizational commitment
of faculties namely years of teaching experience,
employee engagement, compensation and incentives Figure 1. Conceptual Model on factors affecting
are correlated with the satisfaction of job. If the Organizational commitment of faculties of Indian
teachers are highly engaged, satisfied and motivated higher educational institutions
by the benefits provided by the organizations are Source: Author
highly associated with the organizational The following propositions could be arrived at
commitment. In addition to these, it was also noted from the conceptual framework
that employee turnovers is reduced when the P1: Relationship between organizational
employees or faculties are committed towards the commitment and employee engagement
institutions. Moreover it was obvious from the P2: Relationship between Job satisfaction and
findings that highly committed teachers show more employee engagement
interest to perform the goals of achieving the P2: Relationship between Compensation and
organizational goals and mission. Commitment of Incentives and employee engagement
the teachers to effectiveness, productivity and P2: Relationship between Year of teaching
efficiency in learning and teaching would result in experience and employee engagement
better outcomes in the examination.
IV. CONCLUSION AND FUTURE WORK
Organizational commitment plays a vital role in
3.1 Conceptual Model and Research Proposition
the field of higher educational institutions better
organizational commitment value or behaviour of
The Figure 1 illustrates the conceptual model that
the faculties would result in rendering better quality
could be developed as a result of the review.
of education and better quality students to the nation.
This study has reviewed the factors affecting

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