European Journal of Business and Management www.iiste.

org
ISSN 2222-1905 (Paper) ISSN 2222-2839 (Online)
Vol.9, No.16, 2017

Effect of Job Satisfaction on Organizational Commitment:

Comparative Study on Academic and Supportive Staff of Wollega
University, Nekemte Campus
Engdawork Sisay
Department of Cooperative, College of Business and Economics, Wollo University
P/O.Box 1145 Dessie, Ethiopia

Abstract
Job satisfaction refers to the extent that the working environment meets the needs and values of employees and
the individual’s response to that environment. Organizational commitment consists of affective, continuance, and
normative commitment. It is believed that after an individual is hired, knowledge of his or her job satisfaction
becomes the most important piece of data that a manager or organizational psychologist can have. This study
aims to analyze the effect of job satisfaction on organizational commitment between academic and supportive
staff of Wollega University. The study employs case study research design analyzes and describes the level of
job satisfaction and organizational commitment. stratified sampling were used to select the target respondents in
which samples were drawn from academic and supportive staff and 314 samples of respondents have taken out
of which 117 of them were academic staff and 197 were supportive staff. A Minnesota satisfaction questionnaire
and organizational commitment questionnaire were used as a tool of data collection. Moreover descriptive
statistics, Pearson correlation, independent T-test and regression analysis were also used for method of data
analysis. The result indicates that positive but moderate relationships were found between job satisfaction and
organizational commitment of academic and supportive staff of Wollega University. This is indicated by r=.530
and .587 respectively. The Independent T-test result revealed that there is no difference in the level of job
satisfaction of academic and supportive staff but the difference exists in level of organizational commitment in
which the commitment of supportive staff (3.57) is higher than academic staff (3.15). facets of job satisfaction
mainly institution policy and practice, compensation, responsibility, opportunity for advancement and
supervision significantly affect organizational commitment in which institution policy and practice is the best
predictor whereas supervision is the poorest predictor of organizational commitment for both academic and
supportive staff.
Keywords: Institution policy and practice, Job satisfaction, Organizational commitment, Opportunity for
advancement, Supervision

1. Introduction
Job satisfaction and organizational commitment are one of the most important issues for any organization. Many
studies have been done on this aspect still many academic institutions have little understanding of how it affects
employee turnover, productivity and organizations performance (Malik, 2010).
Satisfied employees are one of the most important assets for an organization. Satisfaction leads to better
productivity, accomplishment of organizational goals and organizational commitment. However satisfaction is a
perceived concept which varies for individuals. What makes one person satisfied may not satisfy other. But in
general, when the expectation of employees matches with the offering of job, the employee is satisfied (Linda,
2009).
Job satisfaction is crucial problem for all organization no matter whether in public or private
organizations or working in advanced or underdeveloped countries. One of the purposes for this degree of
interest is that satisfied personnel is reported as committed workers and commitment is indication for
organizational output and effectual operations (Robbins & Coulter, 2005). These factors are even more important
to study in academic institutions, especially universities which are the sources of human resources and sole
responsible for educating the intellect of nations. Teacher is the central element in educational system holding
various important responsibilities.
Job satisfaction and organizational commitment have been found to both be inversely related to such
withdrawal behaviors as tardiness, absenteeism and turnover. Moreover, they have also been linked to increased
productivity and organizational effectiveness (Thamsanqa, 2011). Then studying level of satisfaction and
organizational commitment of employees is an essential issue for taking appropriate measures for increasing
satisfaction as well as retain potential employees.
Therefore this study intends to compare the level of job satisfaction and organizational commitment of
academic and supportive staffs as well as to analyze the effect of job satisfaction on organizational commitment
of academic and supportive staff of Wollega University.

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European Journal of Business and Management www.iiste.org
ISSN 2222-1905 (Paper) ISSN 2222-2839 (Online)
Vol.9, No.16, 2017

2. Research Methods (Methodology)

The study employs case study design in which it analyzes and describes the level of job satisfaction and
organizational commitment, its effect on organizational commitment in comparison between academic and
supportive staff. Moreover, the study uses quantitative research approach. The population had been divided in to
two groups (academic and support staff). The academic staff was stratified based on their respective colleges and

supportive staff was stratified based on their units. Using yemane, 1967 formula , the
samples were calculated and 312 sample were taken.
The sampling technique employed in this study is probability sampling technique to select respondents
of the study. From this stratified sampling were used to select the target respondents. The study used primary
data. The primary data was collected from Sample respondents of academic and supportive staff to know their
attitude and perception towards the job satisfaction and organizational commitment.
Methods of data collection include a self-administered questionnaire. The questionnaire were classified
in to three parts such as demographic questionnaires, Minnesota satisfaction questionnaire and Organizational
Commitment Questionnaire were distributed to respondents.
The study employed quantitative methods of data analysis. Descriptive and inferential statistics were
also used. Demographical questionnaire were analyzed through descriptive statistics such as percentage and
frequency and the mean and standard deviation were primarily be used to describe the data obtained from the
MSQ and the OCQ. Inferential statistics such as Pearson Product Moment Correlation, independent T-test as
well as multiple regression analysis were also used.

3. Results and Discussions

Data were analyzed through statistical package software SPSS version 21. Demographic information were
analyzed though descriptive statistics and presented in the form of table. . Inferential statistics includes
correlation were employed to identify the relationship between facets of job satisfaction with overall job
satisfaction and organizational commitment for both academic and supportive staff

4. Conclusion
The study intended not only to ascertain the influence of facets of job satisfaction on organizational commitment
of academic and supportive staff of Wollega University but to examine their degree of commitment and
satisfaction also. Based on the findings, it is concluded that both academic and supportive staffs are neither
dissatisfied nor satisfied on the overall level of job satisfaction but they are committed towards their job. The
percentile score of MSQ and OCQ shows an average level of job satisfaction and organizational commitment for
both groups. The correlation coefficient shows that there exists significant positive relationship between each
facets of job satisfaction and overall job satisfaction and organizational commitment for both academic and
supportive staff. Moreover, moderate relationships exist between overall job satisfaction and organizational
commitment for both academic and supportive staff. As it indicated by independence T-test, there is no
difference in the level of job satisfaction between academic and supportive staff but the organizational
commitment of supportive staff is higher than academic staff. Facets of job satisfaction have a significant effect
in organizational commitment for both academic and supportive staff of Wollega University. From those
institution policy and practice is the best predictor or has a significant effect for organizational commitment in
both academic and supportive staff but supervision is the poorest predictor of organizational commitment.
Concerning the future research implications, the study does not address effect of facets of job
satisfaction on overall job satisfaction. It would be better to know what effect each facets of job satisfaction has
on overall job satisfaction. Moreover the organizational commitments need to measure in terms of affective,
normative and continuance commitment rather than on general basis.

5. Recommendation
Academic and supportive staffs were dissatisfied on institution policy and practice. The management body has to
identify the problems and attitudes of employees towards policy and the way it is administered. Training and
discussion could be provided to make sure employees understand policy and implement according to it.
Moreover, involve staff members in designing policies, rules, regulations and legislation.
Recognition was one of the issues which brings dissatisfaction for both academic and supportive staff.
On way of addressing this issue is create a sense of belongingness and ownership among staff members towards
their job. It is better to provide recognition when employees do a good job.
Supportive staffs of Wollega University were found dissatisfied on opportunity for advancement. The
institution should provide promotion, create appropriate condition for their personal development, arrange
training and development program for improving their skills and knowledge.

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ISSN 2222-1905 (Paper) ISSN 2222-2839 (Online)
Vol.9, No.16, 2017

Regarding compensation both the academic and supportive staffs of main campus were dissatisfied. Hence, the
management should work towards developing a mechanism to compensate for equivalent needs. Last but not the
least, working condition was found dissatisfied for academic staffs. So, proper and on time solutions should be
provided, occupational safety like health insurance should be secured.

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Table 1. Overall satisfactions between academic and supportive staffs

Academic staff Supportive staff
Item Frequency Percent Cumulative Frequency Percent Cumulative
percent percent
Very dissatisfied 8 6.8 6.8 3 1.5 1.5
Dissatisfied 29 24.8 31.6 63 32.0 33.5
Neither dissatisfied nor 59 50.4 82 83 42.1 75.6
satisfied
Satisfied 19 16.2 98.2 40 20.3 95.9
Very satisfied 2 1.7 100.0 8 4.1 100.0
Total 117 100.00 197 100.0
Source: survey data, 2015
As can be seen in the table above, 50.4% of academic staff respondents were replied that they are
neither dissatisfied nor satisfied followed by 31.6% were dissatisfied and 17.9% were replied that they were
satisfied. On the other hand, 42.1% of supportive staff respondents were replied that they are neither dissatisfied
nor satisfied which is followed by 33.5% was dissatisfied and 24.4% of respondents were replied that they are
satisfied. It is indicated that the majority of academic and supportive staffs of Wollega University were neither
dissatisfied nor satisfied.
Table 2. Organizational commitment between academic and supportive staffs
Academic staff Supportive staff
Item Frequency Percent Cumulative percent Frequency Percent Cumulative percent
Strongly disagree 7 6.0 6.0 2 1.0 1.0
Disagree 18 15.4 21.4 29 14.7 15.7
Neither disagree nor 46 39.3 60.7 62 31.5 47.2
agree
Agree 43 36.8 97.5 63 32.0 79.2
Strongly agree 3 2.6 100.0 41 20.8 100.0
Total 117 100.00 197 100.0
As it can be seen in the table 2, 39.6% of academic staff respondents have given their level of
agreement followed by 39.4% were neither disagree nor agree and 21.4% were replied that they were disagree.

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ISSN 2222-1905 (Paper) ISSN 2222-2839 (Online)
Vol.9, No.16, 2017

On the other hand, 52.8% of supportive staff respondents have given their level of agreement which is followed
by 31.5% was replied neither disagrees nor agrees and 15.7% of respondents were replied that they are disagree.
The majority of respondents have given a level of agreement approving that they are committed towards their job.
The findings is also similar with other form studies done in or by Nezaam, (2005); Frederick Bull, (2005);
Hailemariam, (2011) who found average level of job satisfaction and organizational commitment.
Table 3 difference in the level of job satisfaction between academic and supportive staff
Category of N Mean Std. Std. Mean Std. error T Df Sig. (2
satisfaction

service Deviation error difference difference tailed)

Job

mean
Academic 117 2.81 .792 .085
Supportive 197 2.93 .863 .072 -.122 .100 -1.218 312 .926
Source: survey data, 2015
As it is indicated in table 3, the mean score of academic staff is (2.81) lower than the mean value of
supportive staff (2.93) which shows the difference in the level of job satisfaction of academic and supportive
staff and the mean difference is 0.12 which is not statistically significant at 95% confidence level. Since there is
no statistically significance difference in the level of job satisfaction between academic and supportive staff of
Wollega University, there is no difference in level of job satisfaction between academic and supportive staff.
Table 4 Difference in the level of organizational commitment between academic and supportive staff
Category of N Mean Std. Std. Mean Std. error T Df Sig. (2
organizational
commitment

service Deviation error difference difference tailed)

mean
Academic 117 3.15 .922 .085
Supportive 197 3.57 1.011 .072 -.423 .114 -3.705 312 .017*

*P<0.05
Source; survey data, 2015
The difference in organizational commitment between academic and supportive staff was depicted in table 4.
The mean score of academic staff is 3.15 and supportive staff is 3.57. The mean difference is 0.42 which is
statistically significant. The level of organizational commitment of supportive staff is higher than academic staff
which is significant at 95% confidence interval. Therefore it is accepted that there is a difference in the level of
organizational commitment of academic and supportive staff of Wollega University.
Table 5. Effect of facets of job satisfaction on organizational commitment of academic and supportive staff
Coefficientsa
Model Unstandardized Coefficients Standardized Coefficients t Sig.
B Std. Error Beta
(Constant) .805 .604 1.333 .184
sex of respondents .130 .095 .063 1.365 .173
age of respondents -.298 .156 -.092 -1.911 .057
marital status .238 .086 .134 2.762 .006
monthly salary .069 .059 .111 1.164 .245
Working experience .086 .054 .078 1.611 .108
Educational background .057 .097 .046 .588 .557
Opportunity for Advancement .102 .044 .127 2.316 .021
1
Institution policy and practice .213 .057 .226 3.762 .000
Compensation .105 .055 .108 1.888 .060
Responsibility .120 .050 .134 2.409 .017
Supervision .092 .045 .115 2.068 .040
Working Condition .039 .051 .047 .760 .448
Recognition .097 .052 .114 1.880 .061
Coworker .028 .046 .032 .620 .536
Staff -.408 .168 -.198 -2.424 .016
a. Dependent Variable: Organizational Commitment
The effect of explanatory variables on organizational commitment for academic staff has been
presented in their order of importance along with beta value.
1. Institution policy and practice (Beta=.226)

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ISSN 2222-1905 (Paper) ISSN 2222-2839 (Online)
Vol.9, No.16, 2017

2. Responsibility (Beta=.134)
3. Marital Status (Beta=.134)
4. Opportunity for advancement (Beta=.127)
5. Supervision (Beta=.115)
Institution policy and practice with a Beta value of .226 is the best predictor of organizational
commitment which is followed by responsibility and marital status with a Beta value of .134 and opportunity for
advancement with a beta value of .127. On the other hand supervision with a Beta value of .115 is the poorest
predictor of organizational commitment when it is compared with the other explanatory variables under study.

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