The Influence of Perceived Organizational Support on Affective Commitment

8/6/2019 The Influence of Perceived Organizational Support on Affective Commitment

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THE INFLUENCE OF

PERCEIVED ORGANIZATIONAL SUPPORTON AFFECTIVE COMMITMENT

Nik Azida binti Abd GhaniDepartment of Commerce

Tengku Ahmad b Raja Hussin

Department of General Studies


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Introduction

Globalisation and Private Higher Education

Institutions in Malaysia

"Globally, education is a trillion-dollar business and

the demand for higher education is growing. Thus,there are clear opportunities and benefits that we

should take advantage of

- Higher Education Minister

Datuk Seri Mohamed Khaled Nordin


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Lecturers in PHEIs

A substantial number of part-time lecturers are hired

to overcome the shortage of lecturers and to reduce

costs.

Most lecturers shift from one institution to another to

take advantage of the higher salaries offered (Lee,

2004).


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Affective Commitment

Is defined as the extent to which lecturers are

attached and possess strong sense of belonging to

the institution.

reflects the lecturers desire to remain in theinstitution.

The desire to remain in an institution resulted from

the teaching experience that forms feeling of comfort

and personal competence

(Meyer & Allen,1991).


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Perceived Organisational Support (POS)

refers to the extent to which lecturers feel that they

are recognized for their contributions and the extent

to which the organization cares about their well-

being (Eisenberger et al., 1986). would increase employees felt obligation to help the

organization reach its objectives, their affective

commitment to the organization, and their

expectation that improved performancewould be rewarded.


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Objectives of the study

Identify the relationship between antecedents

(trust, access to information and access to

opportunity to learn and develop) and POS.

Identify the relationship between POS and affectivecommitment.

Identify the most effective predictor of POS and

affective commitment.


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Sampling

Respondents: 312 lecturers from 25 private higher

education institutions in three states in Malaysia i.e.

Penang, Kedah and Kelantan.

Gender: 46.2% male and 53.8% female. Academic achievement: 61.2% first degree, 27.2%

masters, 10.3% Diploma (10.3%) and 1.3%

doctorate.

Teaching experiences: range of 1 to 40 years withthe mean of 6.3 years and standard

deviation of 6.16 years.


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Measurement

Affective commitment

Eight items modified from the organizational

commitment instrument (Meyer andAllen,1984

Trust:

Omnibus T-Scale instrument by Hoy and

Tschannen-Moran (2003).


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Measurement

Access to information

Four items from the instruments of Spreitzer (1996).

Access to opportunity to learn and develop

Four items from Short and Rineharts (1992)

Perceived Organizational Support

Eight items based on the short-form scale

(Eisenberger et al., 1986).


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Findings:

Reliability Analysis of scalesTable 1 Reliability analysis of scales

Variables under study Number of items Cronbach alphaTrust 8 .891

Access to information 4 .874

Access to opportunity to learn

and develop 5 .829Affective commitment 8 .718

Perceived organizational

support

8 .897


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Descriptive Statistics

Table 2 Descriptive analysis of variables under study

Variables SD

1. Trust 4.52 1.18

2. Access to information 4.98 1.22

3. Access to opportunity to learn and develop 5.06 1.06

4. Perceived organizational support 4.36 1.13

5. Affective commitment 4.760.90


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Analyses of results

Ta le 3 Pearso correlatio coefficie ts

Variables Affective commitment POS

Trust 0.57 0.85

ccess to in ormation 0.48 0.69

ccess to opportunity 0.48 0.62


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Analyses of results

The multiple regression analysis shows that trust is themost important predictor of affective commitment ( =.38) followed by access to opportunity to learn anddevelop ( = .23).

The multiple regression analysis shows that trust is themost important predictor of POS ( = .66) followed byaccess to opportunity to learn and develop ( = .22) andaccess to information ( = .10).

Adjusted value of .767 shows that 76.7% of variance inPOS is explained by its linear relationship with trust,access to information and access to opportunity to learnand develop.


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Conclusions

POS receives the lowest evaluation from lecturers.

Lecturers may not be satisfied with the administrator

concern about their well-being and job satisfaction.

Lecturers may also feel that their work performanceare not appreciated.

The affective commitment level is moderate which

implies that lecturers do not really love their

institution and have little sense ofbelonging to the institution.


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Suggestions

The administrator can improve the lecturers accessto opportunity to learn and develop by encouragingmentoring among senior and novice lecturers.

Lecturers should also be given opportunity to attendcourses, seminars and training - to develop new

knowledge and develop networking with others.

Discussions and forums - to facilitate sharing of

knowledge and brainstorming of ideas amonglecturers.

Open communication - to facilitate transparency indecision making and actions.


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Suggestions

The management also has to ensure that no

discrepancy exist between the organizations vision

and objectives with the real action taken. The

management has to make sure that they fulfil alltheir promises and act as they say.

The management also can increase the trust of

lecturers towards them by creating a supportive

work climate.


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Thank you

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The Influence of Perceived Organizational Support on Affective Commitment