JOB SATISFACTION, ORGANIZATIONAL CULTURE AND WORK-LIFE BALANCE: STRUCTURAL EQUATION MODEL OF ORGANIZATIONAL COMMITMENT AMONG PUBLIC SCHOOL TEACHERS

Authors

  • Lyndon A. Quines Professor, EdD, University of Mindanao, Philippines
  • Editha I. Arendain Doctor of Education, Major in Educational Management, University of Mindanao, Philippines

DOI:

https://doi.org/10.46827/ejes.v10i9.4971

Keywords:

educational management, job satisfaction, organizational culture, work-life balance organizational commitment, structural equation modeling, best-fit model, teachers, Philippines

Abstract

The desire of teachers to support students and assume responsibility for their education is embraced by the concept of teacher’s organizational commitment. The idea of teachers' organizational commitment embraces teachers' desire to assist students and take ownership of their education. To determine how happy they were with their positions, how they felt about the business culture, how balanced work and family life were, and how devoted they were to the organization, this study looked at 420 public school teachers in the Davao Region. Furthermore, it analyzed the associations between the factors. A structure-equation model was used to determine work-life balance, job satisfaction, and organizational culture that matched teachers' organizational commitment. The discoveries uncovered high degrees of hierarchical commitment, the balance between serious and fun activities, authoritative culture, and occupation fulfillment. Important relationships were between work-life balance, organizational commitment, and job satisfaction. Organizational culture and organizational commitment were also important relationships. Lastly, there was a good fit for the teachers' organizational commitment regarding work-life balance, organizational support, and professional pride. These factors included organizational culture, employee management, and strategic emphasis. Therefore, job satisfaction, organizational commitment and work life balance were strong predictors of organizational commitment. In order to prevent teacher turnover in this profession, it was advised that schools always support teachers' ongoing professional development, which can be done through seminars and training.

 

Article visualizations:

Hit counter

Author Biographies

  • Lyndon A. Quines, Professor, EdD, University of Mindanao, Philippines

    Dr. Lyndon A. Quines is a University Professor, University of Mindanao Professional Schools, University of Mindanao, Davao City, Philippines.

    E-mail: lyndon_quines@umindanao.edu.ph.

  • Editha I. Arendain, Doctor of Education, Major in Educational Management, University of Mindanao, Philippines

    Editha I. Arendain is a Principal I in Padada National High School, Division of Davao del Sur, Department of Education, Philippines. She is a candidate for the degree of Doctor of Education Major in Educational Management.

    E-mail: editha.arendain001@deped.gov.ph.

References

Abdulaziz, A., Bashir, M., & Alfalih, A. A. (2022). The impact of work-life balance and work overload on teacher’s organizational commitment: do Job Engagement and Perceived Organizational support matter. Education and Information Technologies, 27(7), 9641-9663.

Ahmad, A. F. (2022). The Influence of Interpersonal Conflict, Job Stress, and Work Life Balance on Employee Turnover Intention. International Journal of Humanities and Education Development (IJHED), 4(2), 1-14.

Ahmad, N., Ullah, Z., AlDhaen, E., Han, H., Araya-Castillo, L., & Ariza-Montes, A. (2022). Fostering hotel-employee creativity through micro-level corporate social responsibility: a social identity theory perspective. Frontiers in Psychology, 13.

Aisyah, S., Ilmi, M. U., Rosyid, M. A., Wulandari, E., & Akhmad, F. (2022). Kiai Leadership Concept in The Scope of Pesantren Organizational Culture. Tafkir: Interdisciplinary Journal of Islamic Education, 3(1), 40-59.

Alamanda, S., Setiawan, M., & Irawanto, D. W. (2022). Leadership Styles on Employee Performance with Work Satisfaction and Organizational Commitment as Intervening Variables. Jurnal Aplikasi Manajemen, 20(1), 34-42.

Alismail, D., Cavaliere, L. P. L., Srinivasan, D., Chauhan, D., Muda, I., & Gangodkar, D. (2022). The Effect of Emotional Intelligence on Job Satisfaction and Organizational Commitment in the Case of Educational Sector. Webology, 19(1), 5236-5258.

Al Shaher, S., & Zreik, M. (2022). The Impact of Job Characteristics and Value Congruence on Employee Retention: An Empirical Study from Lebanon. The Journal of Asian Finance, Economics and Business, 9(3), 171-180.

Ampofo, E. T., Ampofo, C., Nkrumah, S., & Ameza-Xemalordzo, E. B. (2022). The effect of supervisor’s abuse on hotel employees’ job satisfaction, affective organizational commitment and work engagement. Journal of Quality Assurance in Hospitality & Tourism, 1-24.

An, M., Colarelli, S. M., O'Brien, K., & Boyajian, M. E. (2016). Why we need more nature at work: Effects of natural elements and sunlight on employee mental health and work attitudes. PloS one, 11(5), e0155614.

Arifin, F., Troena, E., Djumahir, M., & Rahayu, M. (2014). Organizational culture, transformational leadership, work engagement and teacher’s performance: Test of a model. International Journal of Education and Research, 2(1), 1-14.

Ayça, K. A. Y. A. (2022). Teachers' organizational commitment to internal and external stakeholders of the school. Participatory Educational Research, 9(4), 190-212.

Baluyos, G., Rivera, H. and Baluyos, E. (2019) Teachers’ Job Satisfaction and Work Performance. Open Journal of Social Sciences, 7, 206-221. doi: 10.4236/jss.2019.78015.

Belloni, A., Hansen, C., & Newey, W. (2022). High-dimensional linear models with many endogenous variables. Journal of Econometrics, 228(1), 4-26.

Bogler, R., & Berkovich, I. (2022). a Systematic Review of Empirical Evidence on Teachers’ Organizational Commitment 1994–2018. Leadership and Policy in Schools, 21(3), 440-457.

Chigeda, F., Ndofirepi, T. M., & Steyn, R. (2022). Continuance in organizational commitment: The role of emotional intelligence, work‐life balance support, and work‐related stress. Global Business and Organizational Excellence, 42(1), 22-38.

Egitim, S. (2022). Challenges of adapting to organizational culture: Internationalization through inclusive leadership and mutuality. Social Sciences & Humanities Open, 5(1), 100242.

Hasibuan, S. (2022). The effect of organizational culture, principal leadership and motivation on teacher performance in madrasah. Al-Tanzim: J. Manag. Pendidikan Islam, 6, 41-53.

Indarti, S., Fernandes, A. A. R., & Hakim, W. (2017). The effect of OCB in relationship between personality, organizational commitment and job satisfaction on performance. Journal of Management Development. Organizational culture, structure, technology infrastructure and knowledge sharing. Vine.

Jamali, A., Bhutto, A., Khaskhely, M., & Sethar, W. (2022). Impact of leadership styles on faculty performance: Moderating role of organizational culture in higher education. Management Science Letters, 12(1), 1-20.

Khachian, A., Farahani, M. A., Haghani, H., & Tameh, M. A. (2016). Evaluation nurses’ professional behavior and its relationship with organizational culture and commitment in 2015. International Journal of Medical Research & Health Sciences, 5(12), 247-252.

Lee, S. W. (2022). Regression analysis for continuous independent variables in medical research: statistical standard and guideline of Life Cycle Committee. Life cycle, 2.

Li, R., & Yao, M. (2022). What promotes teachers’ turnover intention? Evidence from a meta-analysis. Educational Research Review, 100477.

Limon, I. (2022). Relationship between empowering leadership and teachers’ job performance: organizational commitment as mediator. Journal of Theoretical Educational Science, 15(1), 16-41.

Lubis, F. R., & Hanum, F. (2020, December). Organizational culture. In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019) (pp. 88-91). Atlantis Press.

Lv, Y., Wu, M., & Shouse, R. C. (2022). Impact of organizational culture, occupational commitment and industry-academy cooperation on vocational education in China: Cross-sectional Hierarchical Linear Modeling analysis. PloS one, 17(2), e0264345.

Mathews, O. A., Jeremiah, K. M., & Ursulla, O. A. (2021). Influence of Characteristics of Work-Life Balance on Teachers' Levels of Job Satisfaction in Public Secondary Schools in Nairobi, Kenya. International Journal of Educational Administration and Policy Studies, 13(2), 85-94.

Meredith, C., Moolenaar, N., Struyve, C., Vandecandelaere, M., Gielen, S., & Kyndt, E. (2022). The importance of a collaborative culture for teachers’ job satisfaction and affective commitment. European Journal of Psychology of Education, 1-20.

Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human resource management review, 1(1), 61-89.

Mohd Hanipa, N. L. H., & Hassin, M. A. (2018). A study on common building defects occurred in students’ college due to wear and tear, 38-44.

Muda, V., Opoku, O. A., Anim, J., & Opoku-Dadzie, I. (2022). The Effect of Job Satisfaction on Staff Retention and Attrition at GCB Bank PLC in Upper East Region of Ghana. Journal of Corporate Finance Management and Banking System (JCFMBS) ISSN: 2799-1059, 2(04), 25-35.

Oberes, M. V., & Tan, T. A. (2022). Effect of Organizational Commitment on Turnover Intention of Senior High Private School Teachers in Cebu City, Philippines. The Normal Lights, 16(1).

Orunbon, N. O., Lawal, R. O., Isaac-Philips, M. M., & Salaudeen, R. I. (2022). Toxic leadership, teachers’ job satisfaction and organisational commitment in lagos state tertiary institutions, Nigeria. Journal of Educational Sciences, 6(1), 66-78.

Parmar, V., Channar, Z. A., Ahmed, R. R., Streimikiene, D., Pahi, M. H., & Streimikis, J. (2022). Assessing the organizational commitment, subjective vitality and burnout effects on turnover intention in private universities. Oeconomia Copernicana, 13(1), 251-286.

Punia, V., & Kamboj, M. (2013). Quality of work-life balance among teachers in higher education institutions. Learning Community, 4(3), 197-208.

Rawal, D. M. (2023). Work life balance among female school teachers [k-12] delivering online curriculum in Noida [India] during COVID: Empirical study. Management in Education, 37(1), 37-45.

Rodrigues, A. C. D. A., Bastos, A. V. B., Moscon, D. C. B., & Queiroz, G. C. (2022). Commitment or entrenchment? Convergent and discriminant validation of affective and continuance dimensions of the three-component model. Revista de Gestão, 29(1), 17-38.

Romero, G. D., & Bantigue, N. F. (2017). Job Satisfaction Level of K to 12 Teachers Utilizing Multiple Statistical Tools. Asia Pacific Journal of Contemporary Education and Communication Technology, 3(1), 1-11

Selamat, N., Nordin, N., & Adnan, A. A. (2013). Rekindle teacher's organizational commitment: the effect of transformational leadership behavior. Procedia-Social and Behavioral Sciences, 90, 566-574.

Shamma, F. (2018). The Level of Organizational Commitment among School Teachers in the Arab Israeli Schools from Their Point of View. International Journal of Indian Psychology, Volume 6, Issue 2, (No. 2), 6, 103.

Shamini, T. V., Johnson, J., & Jaco, M. E. (2022). Quality of Work Life and Work Life Balance as Predictors of Job Satisfaction among Female IT Professionals. Reimagining Business Education and Industry in 2030, 206.

Suderman, J. (2012). Using the organizational cultural assessment (OCAI) as a tool for new team development. Journal of practical consulting, 4(1), 52-58.

To, W. M., & Huang, G. (2022). Effects of equity, perceived organizational support and job satisfaction on organizational commitment in Macao's gaming industry. Management Decision, (ahead-of-print).

Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educational review, 73(1), 71-97.

Xenikou, A. (2022). Leadership and organizational culture. In Handbook of Research Methods for Organisational Culture (pp. 23-38). Edward Elgar Publishing.

Warrick, D. D. (2017). What leaders need to know about organizational culture? Business Horizons, 60(3), 395-404.

Zhang, H. (2022). Structural equation modeling. In Models and Methods for Management Science (pp. 363-381). Singapore: Springer Nature Singapore.

Downloads

Published

2023-08-07

Issue

Vol. 10 No. 9 (2023)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).