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Organizational Commitment, Perceived

Organizational Support, and Job Satisfaction
Among School Teachers...

Article · September 2012

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 ORGANIZATIONAL COMMITMENT, PERCEIVED ORGANIZATIONAL SUPPORT,
AND JOB SATISFACTION AMONG SCHOOL TEACHERS:
COMPARING PUBLIC AND PRIVATE SECTORS IN BANGLADESH

Organizational Commitment,
Perceived Organizational Support,
and Job Satisfaction Among School
Teachers: Comparing Public
and Private Sectors in Bangladesh
H M Saidur Rahaman*

Data was collected from a sample of 100 respondents of 3 public and 3 private secondary level
schools purposively. Analyses of the data indicate that organizational commitment and job satisfaction
were higher for public school teachers than private school teachers. It was also found that if job
satisfaction and POS increase, organizational commitment will also increase. The study also discussed
the Implications and future research.

INTRODUCTION
Employees’ commitment towards their organization is very crucial for the organization.
Many studies found relationships between organizational commitment and employee’s
behavior and attitude at work place (Porter et al., 1974 and 1976; Koch and Steers,
1978; and Angle and Perry, 1981). An Employees’ perceived desire to remain with and
continue working for the organization, she/he is employed can be stated as organizational
commitment. It implies a willingness to remain with the organization, and to continue
helping the organization by providing the best possible products or services to its
consumers for the betterment of the organization and other colleagues. According to
Meyer (1997), “organizational commitment reflects loyalty and willingness to work toward
organizational objectives that have been identified by the organization”. Employee’s
commitment towards their organization is greatly influenced by their Perceived
Organizational Support (POS) and Job Satisfaction (JS) (Yoon and Thye, 1999).
Organizational support theory (Eisenberg et al., 1986; Shore and Shore, 1995; and
Rhoades and Eisenberg, 2002) holds a reciprocal point of view about the relationship
between organization and its employee—mutual perception between employee and
organization influences each other. This theory states that employees of any organization
* Lecturer, Department of Psychology, Jagannath University, Dhaka 1100, Bangladesh.
E-mail: sayeed@psy.jnu.ac.bd

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have different socio-emotional needs to fulfill. They also want the feedback of their
contributions to the organization. If any organization does accordingly, it creates a
positive perception among the employees about their organization, and they think
their organization is supportive to them. Such POS would increase the employees’ felt
obligation towards their organization to fulfill its objectives, their affective commitment
to the organization, and their expectation that improved performance would be
rewarded. Rhoades and Eisenberg (2002) in their meta analysis found that three
categories of favorable treatments—fairness of treatment, supervisor support, and reward
and job conditions are positively correlated with POS, which eventually influence the
organizational outcome behavior, such as performance, absenteeism, and turnover. In
short, “POS is an experience-based attribute concerning the benevolent or malevolent
intent of the organization policies, norms, procedures, and actions as they affect
employees” (Eisenberg et al., 2001). Studies have shown that employees with greater
co-worker and supervisor support perceived more organizational support compared to
those without (Yoon and Lim, 1999). Wayne et al. (1997) in their study found a positive
correlation between POS and affective commitment. Shore and Tetrick (1991), utilizing
Survey of Perceived Organizational Support (SPOS), found POS was positively and
significantly correlated with both organizational commitment and JS.
JS has been defined as “a pleasurable emotional state resulting from the appraisal
of one’s job” (Brief and Weiss, 2001); “an affective reaction to one’s job” (Weiss, 2002)
and an attitude towards job. Weiss (2002) argued that JS is an attitude and researchers
should clearly distinguish its objects of cognitive evaluations which affects the beliefs
and behaviors. This definition suggests that we form attitudes towards our job by
taking into account our feelings, beliefs, and behaviors. The interactive effect among
absenteeism, organizational commitment and JS was examined by Sagie (1998) on
municipality official workers of Israel. From the study it was found that JS and
organizational commitment were positively correlated. It was concluded that workers
who are strongly committed to the organization or highly satisfied with their jobs show
up at the work more often than those with weak commitment and low JS. In another
study, conducted on mid-Atlantic area insurance company employees, it was found
that a moderate to highly positive correlation existed between JS and organizational
commitment (Schappe, 1998). Yoon and Thye (1999) found that JS and POS were
both positively correlated with organizational commitment, and also positively correlated
with each other, and both are of equal importance in the development of organizational
commitment of workers.
Many studies reveal the influences of organizational commitment on organization’s
overall outcome. Somers (1995) found that affective commitment greatly influences
employee’s absenteeism and turn over. Employee turnover leads to skilled employee

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AND JOB SATISFACTION AMONG SCHOOL TEACHERS:
COMPARING PUBLIC AND PRIVATE SECTORS IN BANGLADESH

shortage and affects organization’s outcome. Affective commitment, in particular, “has

been associated with positive organizational outcome such as improved retention,
attendance, self reports of performance, and objective measures of supervisor ratings
of employee’s performance, as well as indicators of improved operational costs and
sales” (Meyer and Allen, 1991). A positive relationship among profit sharing, JS and
commitment were also found in the study of Florkowski and Schuster (1992). In their
study Baugh and Roberts (1994) found that those employees who were committed to
both their organization and profession had high levels of job performance.
The above literature review depicts the important influences of POS, JS and
organizational commitment in organizational setting. All these studies were conducted
in Western countries on various types of organizations to explore the relationship among
these variables. And there is also a paucity of research concerning this issue in
Bangladesh. The present study investigates how the linkage among these variables
influences Bangladeshi secondary level schools. And to find whether these relationships
among variables are similar to Western countries.
RATIONALE OF THE STUDY
Secondary level schools in Bangladesh broadly fall under two categories: public and
private. Public schools are mainly service-oriented and maintained by the government.
The private schools are mainly profit-oriented and maintained by the private entities.
In terms of salary, increments, promotional opportunities, gratuity, organizational policies,
norms, and management styles differences exist between public and private secondary
level schools. A public school teachers get fixed salary along with increments, gratuity,
and promotional opportunities. They also work with greater freedom and less
accountability. Though some private school teachers may get good salaries along with
some other facilities, the scenario is not the same for all the private schools. And as
private schools are profit-oriented, teachers have to be accountable to the school
authority and they behave in a very rigid manner with their employees to fulfil their
goal. As POS is concerned with how the employees perceive, the organization’s attitude
towards them, the differences in recruitment and selection, salary and other benefits,
rules and regulations and management styles, organizational support as perceived by
public and private sector employees might be expected to differ. Furthermore, employees
in the public schools have higher job security (job permanency) than those in the
private schools. The above-mentioned factors may have influence on the teacher’s JS,
POS and organizational commitment.
Given the above facts, it would be pertinent to examine the factors relevant to
organizational commitment of the employees in the public and private secondary level
schools operating in Bangladesh.

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OBJECTIVES OF THE STUDY

The objectives of the present study are:
• To assess whether organizational commitment, POS, and JS differ by types of
institution; and
• To assess the effect of POS and JS on organizational commitment.
Considering the above literature review and objectives of the study the following
hypotheses were formulated:
H1a: JS would differ by types of institutions.
H1b: Organizational commitment would differ by types of institutions.
H1c: POS would differ by types of institutions.
H2a: JS would be positively correlated with organizational commitment.
H2b: POS would be positively correlated with organizational commitment.

METHOD
STUDY DESIGN
The design of the present study is a cross-sectional survey design.
SAMPLE
The sample comprised 100 secondary level school teachers of Dhaka city. Purposively
sampling was done from 3 public and 3 private secondary level schools. Initially, 150
questionnaires were distributed to collect the data. The response rate of the survey was
66.67%. Among the respondents, 50 were from public schools and another 50 were
from private schools. The average age of the respondents was 37 years in the age group of
25 to 55. About 55% of the respondents were male and 45% were female. The monthly
family expenditure of the public school teachers ranged from Tk20,000 to 25,000; and
that of private school teachers ranged from Tk15,000 to 22,000.
PROCEDURE
For selecting the respondents from the secondary level public and private schools of
Dhaka city, formal permission was obtained from the head of each institution. The
respondents were briefed about the purpose of the study and were asked for permission
to participate in the study. After getting permission a rapport was established with the
respondents. Then a self-administered package (that contained POS scale, OC
questionnaire and JS scale with instruction) was given to each of the respondents
who were interested to participate. After a week, the packages were collected from
the respondents who completed the survey questionnaires.
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AND JOB SATISFACTION AMONG SCHOOL TEACHERS:
COMPARING PUBLIC AND PRIVATE SECTORS IN BANGLADESH

MEASURES
Instrument used in this study included three standardized questionnaires/scales
developed: in foreign countries (1) Organizational Commitment Questionnaire (OCQ)
developed by Mowday et al. (1979); (2) JS scale developed by Warr et al. (1979); and
(3) Perceived Organizational Support (POS) scale developed by Eisenberg and
Huntington, 1986). For the first two instruments, Bangla versions of Rahman (2003)
were administered. However, for the third instrument (POS), the Bangla adaptation
by the present investigator was used.
Organizational Commitment Questionnaire
OCQ is composed of 15 items of which 9 are positive and 6 are negative. It makes use
of a 7-point Likert type scaling method—‘strongly disagree’, ‘moderately disagree’,
‘slightly disagree’, ‘neither disagree nor agree’, ‘slightly agree’, ‘moderately agree’ and
‘strongly agree’. For the positive items, score values range from 7 (for strongly agree) to
1 (for strongly disagree). A reverse order was followed for negative items. The internal
consistency reliability measures were reported by the original investigators. Coefficient
alpha, of the scale ranged from 0.82 to 0.93 with a median of 0.90. Significant evidences
of convergent validity, discriminant validity, and predictive validity were found for
the original scale. The Cronbach alpha and test-retest reliability coefficient for the
Bangla version were 0.74 and 0.58, respectively. Significant evidences of concurrent
and congruent validity were found for the Bangla version of the OCQ.
Job Satisfaction Scale
The JS scale contains 15 statements about 15 different aspects of the job. It uses a
7-point scale ranging from ‘I am not at all satisfied’ (‘1’ was the assigned value) to ‘I
am much satisfied’ (‘7’ was the assigned value). The sum of a respondent’s score provides
an index of JS. The internal reliability coefficient alpha for the original scale were
0.85 and 0.88 for two studies, respectively. The test-retest reliability of the scale was
0.63. Significant evidence of construct validity was found for the original scale. The
reliability coefficient alpha of the Bangla version of the scale was 0.85 and the test-
retest reliability was 0.54. Significant evidences of concurrent and congruent validity
were found for the Bangla version of the scale.
Perceived Organizational Support Scale
POS scale comprises 36 items of the original scale. It employs a 7-point Likert type
scaling method ranging from ‘strongly disagree’ to ‘strongly agree’. For positive items,
a score of seven was assigned to ‘strongly agree’ and for ‘strongly disagree’ a weight of
one was assigned. A reverse order was followed for negative items. The Cronbach’s
alpha reliability of this scale is 0.97 and 0.93 for two studies. The present investigator
used an 8-item shorter version of the scale following the recommendation of Rhoades
and Eisenberger (2002, p. 699). The shorter version of the scale included four negative
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and four positive items. This instrument (POS) was adapted in Bangla by the present
investigator. The reliability coefficient alpha was 0.704 for the Bangla version of POS
scale that indicates an adequate level of reliability of the scale. Concurrent validity
was determined for the Bangla version of the POS scale.

THE FINDINGS
Hypotheses 1a, 1b, 1c, 2a, and 2b dealt with JS, organizational commitment, and POS.
It was expected that JS (H1a) would differ by types of institution. The hypothesis was
tested by using a t-test. Table 1 shows that JS scores of secondary school teachers
significantly differed (p < 0.01) by type of institutions which supports H1a. A comparison
of the mean values of the group further show that JS was higher for public school
teachers (70.24) than the private school teachers (60.08).
Table 1: Mean Difference in Job Satisfaction Scores of School Teachers
by Types of Institutions (Public, Private)
Groups N Mean SD t
Public 50 70.24 9.76
Private 50 60.08 12.18 4.60*
Note: *p < 0.01.

But why JS is high in case of public school teacher than private school teacher?
Numerous study findings suggest that pay, fringe benefits and pensions are the important
factors of JS. Without exception, in case of many private schools’ pay, fringe benefits,
and pensions are poorer than the public schools’. This could be an explanation for
lower JS of the private school teachers compared to the public school teachers.
Table 2 shows that organizational commitment score of school teachers significantly
differed (p < 0.01) by type of institutions which supports Hypothesis 1b. A comparison
of the group means further shows that organizational commitment was higher for public
school teachers (70.00) than the private school teachers (62.88).
Table 2: Mean Difference in Organizational Commitment Scores of School
Teachers by Types of Institutions (Public and Private)
Groups N Mean SD t
Public 50 70.00 9.21
Private 50 62.88 11.51 3.42*
Note: *p < 0.01.

In many studies, it was found that JS causes organizational commitment (Williams

and Hazer, 1986; and Matheiu and Zajac, 1990). So, the more the JS is, the more the
organizational commitment will be (Simmons, 2005). In the present study it was found
that public school teachers have more JS than private school teachers. These findings
are consistent with the findings of the present study. Besides this, Lio (1995) in his
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 ORGANIZATIONAL COMMITMENT, PERCEIVED ORGANIZATIONAL SUPPORT,
AND JOB SATISFACTION AMONG SCHOOL TEACHERS:
COMPARING PUBLIC AND PRIVATE SECTORS IN BANGLADESH

study found that perceived job security is a strong determinant of the workers’
commitments towards their organization. As in Bangladesh public or government job
has a higher security than private job, it would be expected to find higher organizational
commitment for a public school teacher than the private school teacher.
Table 3 shows that the POS scores of the school teachers did not differ by type of
institutions which rejected Hypothesis 1c.
Table 3: Mean Difference in POS Scores
of School Teachers by Types of Institutions (Public and Private)
Groups N Mean SD t
Public 50 47.66 3.60
Private 50 47.60 3.53 0.084 (NS)

POS is the assessment of employee’s evaluation of treatment provided by the

organization. Though there exist differences in the case of pay, fringe benefits, and
pension between public and private school, in case of norms, procedures, and actions
of the organizations significant differences may not exist. May be for this reason no
differences in POS were found in case of private and public school teachers.
Hypothesis 2a and 2b were tested by correlation. Table 4 shows significant positive
correlations of organizational commitment with JS, organizational commitment with
POS, and POS with JS.

Table 4: Pearson Correlation Coefficients Among Organizational Commitment,

Job Satisfaction, and POS
Variables N r
OC and JS 100 0.918*
OC and POS 100 0.749*
POS and JS 100 0.694*
Note: *p < 0.001.

These results support H2a and H2b and are consistent with the findings of Shore
and Tetrick (1991), Wayne et al. (1997), Sagie (1998), Schappe (1998), and Yoon and
Thye (1999). These findings means that the more the JS and POS, the more will be
the organizational commitment. It is also apparent that correlation between JS and
POS is very high (see Table 4). Having an association of this magnitude between JS
and POS, it is possible that JS may be affecting organizational commitment by means
of its association with POS, and vice versa. An examination of the association among
the three variables was first undertaken to determine the strength of the association,
and then considered altogether. To accomplish this, a multiple correlation was
undertaken. The multiple correlation for the three variables as measured by the three
indices (R = 0.931, p < 0.001) indicated a high and significant association among the

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three variables. The scatter plots for the three variables also suggested a linear
relationship among them. These results confirm the strong and additive contributions
made to the measurement of organizational commitment, when two highly correlated
independent variables were introduced in the investigation, and indicated the need
to examine the relationships between the organizational commitment and the
independent variables. But for detecting co-linearity, multiple regressions were not
employed. This was justified by examining partial correlation. Table 5 shows that the
association between organizational commitment and each of the independent variables
is reduced substantially when the effects of the other independent variable are partialled
out in the analysis. When controlling the influence of the POS variable on the other
two variables, organizational commitment and JS were significantly correlated
(r = 0.834, p < 0.001). Before the partialing, the correlation coefficient between
organizational commitment and JS was (r = 0.918) higher than after partialing. The
same thing happened in case of correlation between organizational commitment and
POS while controlling the influence of JS (before partialing r = 0.749 and after
partialing r = 0.392). By controlling the influence of a highly correlated second
independent variable, it was possible to determine a more independent estimate of
the degree of association between the dependent variable and the two independent
variables in this investigation. Even though the degrees of association were reduced
in the correlations between the dependent variable and each of the independent
variables, these correlations remained statistically significant and indicated that an
increase in the amount of each independent variable had a corresponding increase in
the amount of the dependent variable when considered apart from the influence of
alternate independent variable. The interpretation of this kind of findings could be
that if school teachers are satisfied with their job and perceive that they are
being supported by their authority, they are likely to be committed to the school they
work for.
Table 5: Partial Correlation Coefficients for Organizational Commitment,
POS and Job Satisfaction
Variables N Pr
OC and JS 100 0.834*
(while controlling POS)
OC and POS 100 0.392*
(while controlling JS)
Note: *p < 0.001.

CONCLUSION
Though in the present study it was found that JS and organizational commitment differ
for public and private secondary level schools, it does not differ for POS. So, future
research can be conducted on exploring the nature of POS to understand whether it
differs for other public and private institutions. Another finding of the present study

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AND JOB SATISFACTION AMONG SCHOOL TEACHERS:
COMPARING PUBLIC AND PRIVATE SECTORS IN BANGLADESH

was that JS and POS is highly correlated with organizational commitment. The present
study identified how JS and POS independently influence organizational commitment,
but not about how they jointly influence it. So, a better model can be tested for
understanding organizational commitment with the addition of other theoretically
important variables.
Limitations of the Study: The study had a number of limitations:
• All the samples were selected from Dhaka city and the study was conducted
on small number of respondents.
• Lack of representation of all type of professionals. So, a great number of
representative respondents with better methodological sophistication will give
a more accurate picture of organizational commitment of various types of
organizations. And it will also help to justify the findings of the present study.
Implications of the Study: Theoretical implications of the study support the
organizational support theory developed in the Western world. That is, employees
POS and JS influence their organizational commitment that eventually influences
their performance and organization’s goal fulfilling.
Practical implication of the findings of the present study is that, if JS and POS of
the teachers of secondary level school would increase, the organizational commitment
of the teachers might also increase, that would eventually improve the performance of
this sector.
Acknowledgment: I would like to thank Prof. Dr. Azizur Rahaman, and Dr. Md. Kamal
Uddin for providing their helpful suggestions to prepare this manuscript.

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AND JOB SATISFACTION AMONG SCHOOL TEACHERS:
COMPARING PUBLIC AND PRIVATE SECTORS IN BANGLADESH

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