Wollo University

College of Business and Economics

Department of Management

MBA PROGRAM

The Relationship between the Employee’s Job Satisfaction and

Organizational Commitment in Wollo University

By:

Yimer Abegaz

A Thesis Submitted in Partial Fulfillment of the Requirements for the

Award of Master of Business Administration (MBA)

Principal Advisor: Kassegne Damtew (PhD)

Co- Advisor: Ashenafie Enewe (MBA)

May, 2016
Dessie, Ethiopia

a
 Declaration

I, YIMER ABEGAZ, hereby declare that the thesis entitled “Analyze the relationship between
the employee’s job satisfaction and organizational commitment in Wollo University,
submitted by me for the award of the degree of Master of Business Administration (MBA),
Wollo University at Dessie, is original work and it hasn‘t been presented for the award of any
other Degree, Diploma, Fellowship or other similar titles of any other university or institution.

Place: Dessie Signature: ________________

Date: May, 2016 Name: Yimer Abegeze

ii
 Certification
I certify that the thesis entitled “Analyze the Relationship Between the Employee’s Job
Satisfaction and Organizational Commitment in Wollo University, is a bona-fide work of
Mr. YIMER ABEGAZE who carried out the research under my guidance. Certified further, that
to the best of my knowledge the work reported herein doesn‘t form part of any other project
report or dissertation on the bases of which a degree or award was conferred on an earlier
occasion on this or any other candidate.

Place: Dessie

Date: May, 2016

Signature:____________ Signature:________________

Kassegne Damtew (Phd.) Ashenafie Enew (MBA)

Department of Management Department of Management

College of Business & Economics College of Business & Economics
Wollo University Wollo University

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 Acknowledgment
Above all, I would like to extend my heartfelt thank to the almighty God, because so many my best friends
cannot see this chance on their life, it is again born after a bitter struggle and long also.

I would like to thank my advisor Dr. Kassegn Damtew and my supervisor his Excellency Ato Yimer
Ayalew for his support and Ato Ashenafe Eneyew, advice and guidance during this research study.

I do want to thank also all my respondents from Wollo University, that their cooperation in fulfilling the
questionnaire within their interest face and bring back in timely.

Finally my family also takes their part of thanks on behalf of cooperation and supports the same to the

above Excellencies.

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Table of Contents

Acknowledgment.........................................................................................................................................................iv
Table of Contents.........................................................................................................................................................v
List of tables...............................................................................................................................................................vii
ABSTRACT.................................................................................................................................................................. viii
CHAPTER ONE: INTRODUCTION...............................................................................................................................1
1.1 Background of the Study....................................................................................................................................1
1.2 Statement of the problem..................................................................................................................................3
1.3. Research Questions...........................................................................................................................................5
1.4. Objectives of the Study......................................................................................................................................5
1.4.1General objective.........................................................................................................................................5
1.4.2 Specific Objectives.......................................................................................................................................5
1.5. Research Hypotheses........................................................................................................................................6
1.6. Significance of the Study...................................................................................................................................6
1.7. Scope of the study.............................................................................................................................................6
1.8. Limitations of the study.....................................................................................................................................7
1.9. Organization of the study..................................................................................................................................7
1.9. Operational Definition Terms............................................................................................................................7
CHAPTER TWO: LITERATURE REVIEW...........................................................................................................................8
2.1. Over View..........................................................................................................................................................8
2.2 Job Satisfaction.................................................................................................................................................8
2.2.1 Dimensions of Facet Job Satisfaction.........................................................................................................11
2.2.2 Demographic correlates of job satisfaction...............................................................................................14
2.3 The impact of employee satisfaction on organizational commitment..............................................................15
2.4 Proposed model..............................................................................................................................................16
2.5 Organizational Commitment..........................................................................................................................17
2.5.1 Types of Employee Commitment..............................................................................................................18
2.6. Relationship between Organization Commitment and Job Satisfaction..........................................................20
CHAPTER THREE.......................................................................................................................................................22
RESEARCH METHODOLOGY........................................................................................................................................22

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 3.1. Data Type and source......................................................................................................................................22
3.2. Research strategy and Design..........................................................................................................................22
3.3. Sample Size and Method of Sampling.............................................................................................................22
3.4. Data gathering Tools/Instruments...................................................................................................................24
3.4.2. Minnesota Satisfaction Questionnaire (MSQ)..........................................................................................25
3.5. Reliability and Validity of the Instruments......................................................................................................25
CHAPTER FOUR.........................................................................................................................................................28
RESULTS AND DISCUSSION.........................................................................................................................................28
4.1. Descriptive Statistics Analysis of the study.....................................................................................................28
4.1.1. Demographic Characteristics of Sample...................................................................................................28
4.1.2. Overall Job Satisfaction of the employees................................................................................................29
4.1.3. Employees’ Satisfaction in each Facet of Job............................................................................................30
4.2.1. Total organizational commitment of employees......................................................................................31
4.2. Results of Correlation Analysis........................................................................................................................33
4.2.1. The relationship between job satisfaction and demographic variables.......................................33
4.2.2. The relationship between organizational commitment and demographic variables................34
4.2.4. The relationship between job satisfaction and organizational Commitment....................................35
4.3. Results of Multiple Regression Analysis...........................................................................................................37
CHAPTER: FIVE............................................................................................................................................................39
SUMMARY, CONCLUSION, AND RECOMMENDATIONS..............................................................................................39
5.1. Summary.........................................................................................................................................................39
5.2 Conclusions.......................................................................................................................................................40
5.3 Recommendations............................................................................................................................................41
REFERENCES...............................................................................................................................................................43
APPENDIX................................................................................................................................................................... 44

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 List of tables
Table 1. Sample size----------------------------------------------------------------------------------------------------------------28

Table 2. Summary of reliability --------------------------------------------------------------------------------------------------30

Table 3 . Demographic variables--------------------------------------------------------------------------------------------------33

Table 4. Employees job satisfaction ---------------------------------------------------------------------------------------------35

Table 5. Summary of employee’s job satisfaction -----------------------------------------------------------------------------36

Table 6 .Total organization commitment ----------------------------------------------------------------------------------------37

Table 7. Summary employee’s organization commitment --------------------------------------------------------------------38

Table 8 .relationship between job satisfaction demographic variables-------------------------------------------------------

39

Table 9. Parsons correlation for organization commitment -------------------------------------------------------------------40

Table 10. Partial correlation job satisfaction and organization commitment ----------------------------------------------41

Table 11 .Regression analysis ----------------------------------------------------------------------------------------------------42

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 ABSTRACT

The research is conducted to explore the relationship between job satisfactions and the organizational
commitment to wollo University main campus of 606 administrative stuff It also investigates the effect of
five factors (relationship with management, career development, Compensation and benefits, working
environment,, and relations with co-workers) and employee job satisfaction on organizational
commitment. The quantitative type is used more to analyze the relationship between job satisfaction and
organizational commitment using correlation and regression analysis. Whereas the qualitative type is
used more to analyze the demographic characteristics of respondents through descriptive analysis.
Furthermore, the research used cross-sectional design. It studied the relation between variables at a point
in time. Whereas the qualitative type is used more to analyze the demographic. The method of data
collection is self-administered survey composed of some questions to get data from the employees, it could
be concluded that employee job satisfaction is the most important factor that influences organizational
commitment of employees who are working in wollo university, In conclusion, employees are willing to
work if they feel satisfied with their current job. Moreover, if employees have more opportunities of career
development, better relationship with management, and working environment meets their expectation,
they intend to stay and exert their effort for the organization in long time.

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 CHAPTER ONE: INTRODUCTION
1.1 Background of the Study
Management requires creation and protection of an environment in which the individuals strive with each
other or in a group to access the common goals. A manager cannot succeed in helping for the realization of
this situation, unless knowing that to what extent the individuals are satisfied with their job and the
organization at which they are working, where their understanding about the relationship between job
satisfaction and organizational commitment has to come to realize. Based upon the fact that manpower is
one of the most important resources which exist in the organizations, some managerial practices are
essential to be performed with the purpose of exploiting from these resources. One of the intangible factors
found effective on staffs’ job satisfaction is their organizational commitment. Loyal workforce generally
adapts itself with the organizational goals and values, where on it sometimes acts beyond its
responsibilities whereby it can be an important factor in organizational effectiveness. Hence, awareness of
the job satisfaction and organizational commitment among the workforce in the organization as well as the
possibility of the relationship between job satisfaction and organizational commitment have received a
profound attention by the managers. It has to be noticed that understanding of job satisfaction and
organizational commitment and the relationship which exist between these two help for understanding and
predicting the organizational behavior.

The relationship between man and work has always attracted the attention or initiate the interests of
philosophers. The literature has shown that organizational commitment and job satisfaction may have
positive impact on job performance (Mathieu and Zajac, 1990 ;) A major part of man’s life is spent at
work. Work is social reality and social expectation to which men seem to confirm. It is not only
provides status to the individual but also binds him to the society.

Employees are among the most important determinants and leading factors that determine the
success of an organization in a competitive environment. Besides that ,if managed properly employee
commitment can lead to beneficial consequences such as increased effectiveness, performance, and
productivity, and decreased turnover and absenteeism at both the individual and organizational levels
(Fiorita, 2007). An employee who is satisfied with his job would perform his duties well and be
committed to his job, and subsequently to his organization. Thus, it is of utmost importance for
employers to know the factors that can affect their employees’ job satisfaction level since it would
affect the performance of the organization as well (Awang, 2010).

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Through workers, organizations can garner a competitive advantage. Committed employees take pride in
organizational membership, believe in the goals and values of the organization, and therefore
display higher levels of performance and productivity (Steinhaus & Perry, 1996). In the eyes of
-employees they believe that they have done a lot for their organization and they also have emotional
involvement in their organization. However, Many managers have little understanding of how to
satisfy their employees and how these employees’ satisfaction levels influence their intention to
leave their positions (Feinstein, A., 2002). In fact, because of this limited understanding,
managers’ efforts toward employee satisfaction can sometimes create more dissonance than
cohesion between employees and management, leading to decreased performance and excessive
employee turnover (Locke, 1969).However, it is also sometimes hard to find suitable people for certain
positions. So once an ideal candidate is chosen, organizations will like to make a great effort to
retain those employees. Therefore, in order to meet the changing needs and demands of private
organization in the global world, it is necessary to develop an organizational climate and culture to satisfy
the employees. So, it is important to increase job satisfaction and to put organizational commitment
into practice. According to Locke (1976), job satisfaction can be generally defined as the employee's
feelings towards his or her job. It is a pleasurable emotional state resulting from the appraisal of one’s job
and as an attitudinal variable that can be a diagnostic indicator for the degree to which people like their
job. According to Meyer, (2002), job satisfaction is a determinative of organizational commitment. The
main difference between organizational commitment and job satisfaction is that while organizational
commitment can be defined as the emotional responses which an employee has towards his
organization; job satisfaction is the responses that an employee has towards any job. It is
considered that these two variables are highly interrelated Job satisfaction is considered as a reason for
organizational commitment (Lincoln & Kalleberg, 1990,).The reverse is also applicable where
organizational commitment is a cause to job satisfaction (Vandenberg & Lance, 1992). Finally when an
employee is satisfied with the job the employee becomes more committed to the organization and vice
versa. In other words, job satisfaction can be measured and assessed by organizational commitment and
vice versa (Porter et al., 1974; ) Therefore, the purpose of this study on one hand is to examine the impact
of certain demographics’ key variables on both job satisfaction and organizational commitment. Where on
the other hand, is to examine the relationship between job satisfaction and organizational commitment.

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 1.2 Statement of the problem
One of the important matters which occur in most organizations is low job satisfaction and organizational
commitment by which the expenditure would be imposes to the organizations. This question is
continuously asked in the organizations “why some have stronger and better motivation, whereas others do
not have”, “why some have more delays than other people”, “why some employees have not shown a
proper performance comparing to other employees”;

The purpose of this study aims to identify the importance of employee job satisfaction in order to achieve
the organizational commitment of the employees working in an organization and to give an emphasis the
practical job satisfaction and organizational commitment level of Wollo University administrative staff
members in main campus dessie.

The question being raise in this study is: What the employees’ level of satisfaction with the selected facets
of job satisfaction such as compensation and benefits, career development, employees relationships with
management and supervisors, work environment and relationship with co-workers? What relationship
exists between job satisfaction and organizational commitment in the support staffs of Wollo University?
Employee performance is critical for the success of organizations and the quality of services provided by
organizations to their clients. However higher public institutions of learning and teaching in Ethiopia
continue to fail to achieve their aims and objectives due to poor performance of their employees for
example withholding of students results, absenteeism, late coming for lectures, disregard for authority,
absence from meetings, staff turnover and strikes

This poor performance can be attributed to improper reward systems, lack of organizational commitment
and low job satisfaction our country experience in the development of quality assurance in higher
education over the last decade and the introduction of the Qualifications Framework which will under pin
the quality assurance system in the near future. The impact of economy recession in the mid nineties,
globalization and information explosion have vast consequences on the educational policies. Major
focus was given to education and training as it is deemed to the survival of the nation in an increasingly
competitive advantage in world market. Cross border education has created challenges to national policies,
regulation and quality issues.( Norizan ,2012)

The immediate challenge is the setting the scene for the implementation and this involves
extensive training, involvement and commitment of all staff in higher learning education
institutions. However, higher education institutions found to have a problem in which a total of 59.5%
in Malaysia (Nor Salina Said in, 1994/1995) lecturer reported intention to resign. This negative
3
effect to the institution in terms of replacement cost and disrupted work and affect the government's
vision to build a knowledgeable society and sustain economic growth and competitiveness.

This is of particular interest for Higher Learning Education Institutions, because the costs of hiring
and training new employees are high. Therefore, the organization should try to keep a constant
workforce, which also helps to reduce the risks of deterioration in services offered to its customers.
Generally, it is expected that employees are more likely to stay with their organization and be
highly committed when they can see a strong linkage between the organization and their work.

One of the important matters which occur in most organizations is low job satisfaction and organizational
commitment by which the expenditure would be imposed to the organizations. This question is
continuously asked in the organizations “why some have stronger and better motivation, whereas others do
not have”, “why some have more delays than other people”, “why some employees have not shown a
proper performance comparing to other employees”; one of the current issues and problems in the
organizations associates to the individuals with low job satisfaction and organizational commitment of
their organizations, but they are obliged to keep up with their cooperation with the organization. This
causes mental and financial problems in level of some organizations appear whereby the efficiency is
overshadowed in this way. Increase of job satisfaction and organizational commitment being used as tools
in their effort to increase the performance levels and decrease absenteeism rates, delays and service
abandonment. According to the role and importance of job satisfaction in improving and increasing the
manpower’s commitment, it is essential for the managers to act for recognizing and enhancing the job
satisfaction by which gaining to personal goals of staffs would come off.

However, with increasing roles and responsibilities employees in Wollo University have to play today; it is
not uncommon to find them expressing their complaint among themselves. Based on unrecorded
conversations and observations; their grievances include heavy workload with no reasonable pay, working
without adequate resources, unsatisfactory financial benefits, and poorly equipped offices and cafeteria.
Administrative staff in Wollo University also listened discussing to leave the university, and bring
malicious gossip about a superior and university administrator in the middle of their conversation.

Therefore, this study was intended to consider different facets of job that may contribute for job
satisfaction and organizational commitment of employees. Then, it would be possible to present some
operational strategies for betterment of job satisfaction and organizational commitment by the use of
extracted results. To do so, the researcher raised the following basic questions.

4
 1.3. Research Questions
The study considers the following leading questions:

1. What does the current job satisfaction of wollo university employees look like?
2. What does the organizational commitment of wollo university employees look like?
3. Is there a statistically significant relationship between the demographic characteristics (age, sex,
tenure, and educational level) and job satisfaction of employees?
4. Do the selected facets of job have a significant relationship with the overall job satisfaction of
employees?
5. Is there a statistically significant relationship between the demographic characteristics
(age, sex, tenure, and educational level) and organizational commitment?
6. Is there a statistically significant relationship between job satisfaction and organizational
commitment?

1.4. Objectives of the Study

1.4.1General objective
The general objective of this study is to analyze the relationship between the employee’s job satisfaction
and organizational commitment in Wollo University,

1.4.2 Specific Objectives

Specifically, this specific objective mainly seeks to achieve the following objectives:

1. To investigate the level of job satisfaction among employees in wollo university

2. To investigate the level of organizational commitment among employees.
3. To examine whether the selected job facets have a significant relationship with overall job
satisfaction of employees.
4. To examine if there is a significant relationship between job satisfaction and organizational
commitment of employees.
5. To examine if there are significant relationships between the demographic characteristics and
job satisfaction of employees.
6. To examine if there are significant relationships between the demographic characteristics and
organizational commitment of employees.

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 1.5. Research Hypotheses
Following hypotheses are drawn after reviewing the previous research finding:
1. There are significant relationships between the demographic characteristics and job satisfaction of
employees.
2. There is a significant relationship between demographic variables (age and tenure) and
organizational commitment.
3. There is significant and positive impact of job satisfaction facets on organizational commitment.
4. The selected job facets have a significant relationship with overall job satisfaction of employees.
5. There is a significant relationship between job satisfaction and organizational commitment of
employees.

1.6. Significance of the Study

The significance of this study can contribute many advantages to many parties such as human resource
management in forming their strategy and the analytical and empirical researches.

that to verify the relationship between organizational commitment and job satisfaction in wollo University,
.The researcher hopes that this study will help the management of the organizations to have the
opportunity to be more aware about job satisfaction and employees commitment towards the
institution. Besides that, by determining this matter, the organization might be able to recognizes the factor
that may affect organizational commitment and directly to the job satisfaction. The overall level of job
satisfaction; and their commitment to stay at the University and exert high level of effort. Given this
description, the top management of the institution will have a direction to investigate their employees’
level of satisfaction, which can signal whether there is commitment from their workers. Moreover, this
study will also provide insight information to other researchers’ that is the finding may lead to new
problem which deserves further investigation. And finally this study can help the management of the
University to take corrective action towards increasing organizational performance. Lastly, researcher
hopes that this knowledge would further contribute to the organization and be a useful source to hold up
experienced personnel’s.

1.7. Scope of the study

This research paper is delimited at Wollo University especially in Dessie campus to investigate
relationship between job satisfaction and organizational commitment on the current period. Further, this
study is an attempt to determine whether certain demographic variables such as age, gender, marital status,
educational level, and income which affects the employees’ job satisfaction and organizational

6
commitment. The study comprises the support staff of the university who works on a permanent basis.
This study again focuses on facets of job satisfaction how they affect for the variance on the overall job
satisfaction

1.8. Limitations of the study

The survey is subjected to the bias and prejudices of the respondents. Hence 100% accuracy can’t be
assured. this research study is focuses on Dessie campus only, Because of time and financial
constraints; it does not extend to other universities and even kombolcha campus

The research will be short span of time; in this cause the researcher cannot widen the scope of the study
to similar University.\There may be unwillingness of the respondent that to give the questionnaire.

1.9. Organization of the study

This study is divided in five chapters. The first chapter contains the introduction part. The second chapter
will present related theories and previous studies related to the topic (literature review). The third chapter
contains research methodology and design used in this study. In chapter four the methodology part will
contain. Finally chapter five will present the summary of findings, conclusion and recommendations,

1.9. Operational Definition Terms

Facet satisfaction is the measurement of teacher’s feelings and attitudes towards each specific aspect of
the job: recognition, pay, autonomy, work itself, supervision, promotion/growth, workload, physical
environment, or co-worker relation.

Overall Job satisfaction is the aggregate measurement of employees’ total feelings and attitudes towards
recognition, pay, autonomy, work itself, supervision, promotion/growth, workload, physical environment
& facilities, and co-worker relation in study area.
Organizational Commitment : Organizational commitment defined as an employee’ strong belief in and
acceptance of an organization’s goal and values, effort on behalf of the organization to reach these goals
objectives and strong desire to maintain membership in the organization (Hunt & Morgan, 1994).
Affective Organization Commitment: The effective emotional attachment to identification with, and
involvement in the organization (Allen & Meyer, 1990).
Continuance Organization Commitment: The wish associated with leaving the organization (Allen &
Meyer, 1990).
Normative Organization Commitment: A feeling of obligation to continue employment (Allen &
Meyer, 1990).

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 CHAPTER TWO: LITERATURE REVIEW
2.1. Over View
This chapter covers review of related literature, the theories of need, motivation and satisfaction.
Furthermore, it will shied the light on the dimensions of job satisfaction as well as the
organizational commitment which may face employees in their job. At the same time, this chapter
will also cover the job satisfaction and organizational commitment, and finally will end with hypothesis
development

2.2 Job Satisfaction

Job satisfaction is define as the feelings or a general attitude of the employees in relation with their jobs
and the job components such as the working environment, working conditions, equitable rewards,
and communication with the colleagues (Glisson and Durick, 1988; Kim, 2005).Many models or
theories have been carried out regarding job satisfaction. According to Robbins and Judge (2009), job
satisfaction describes a positive feeling about a job, resulting from an evaluation of its
characteristics. A person with a high level of job satisfaction holds positive feelings about his or her
job, while an unsatisfied person holds negative feelings. Job satisfaction is a pleasurable positive state
resulting from one's job and job experience (Locke, 1976).

According to Jain, Jabeen, Mishra & Gupta (2007) individuals show pleasurable positive attitudes
when they are satisfied with their job. Herzberg et al. (1959) defined the best known popular “theory of job
satisfaction”. Their two factor theory suggests that employees have mainly two types of needs,
listed as hygiene and motivation. Hygiene factors are the needs that may be very satisfied by some
certain conditions called hygiene factors (dissatisfiers) such as supervision, interpersonal relations,
physical working conditions, salary, benefits, etc.

The theory suggests that job dissatisfaction is probable in the circumstances where hygiene factors
do not exist in someone’s working environment. In contrast, when hygiene needs are supplied,
however, it does not necessarily result in full satisfaction. Only the dissatisfaction level is decreased
(Furnham et al., 2002). Whereas Herzberg stated in his two factors theory stated that there are two
categorizes of motives for the employees known as satisfiers and dissatisfies. He related intrinsic factors
with job satisfaction and extrinsic factors with dissatisfaction (Samad, 2007).defined job satisfaction
and dissatisfaction as “that job satisfaction is the pleasurable emotional state resulting from the appraisal of
one’s job as achieving or facilitating one’s job values (Schwepker, 2001, p. 41)”. Job dissatisfaction is “the

8
un pleasurable emotional state resulting from the appraisal of one’s job as frustrating or blocking the
attainment of one’s values”.

Job satisfaction is an important area to organizations. Many employers or superiors would not hesitate to
know whether or not their employees or subordinates are satisfied with their jobs.

According to Lok and Crawford (2001), the variable closely to the commitment is job satisfaction.
Ivancevich et al.’s (1997) definition of job satisfaction as an attitude that individuals have about their jobs.
It results from their perception of their jobs and the degree to which there is good fit between the
individuals and the organizations.

Job satisfaction has been correlated with enhanced job performance, positive work values, high levels of
employee motivation and lower rates of absenteeism, turnover and burnout. Therefore managers should be
concerned with the level of satisfaction in their organization and the ultimate aim for those who organize
and control workers is dissatisfaction (Spector, 2003). In addition, specter explains that there must be a
combination of the two-factors. Abraham Maslow (1970) developed one of the best known theories of
motivation; the Needs Hierarchy Theory. It states that within each individual there exists a hierarchy of
five need levels. The needs range from basic or lower level needs to higher level needs.

Whereby according to Maslow's Theory of Needs, human needs are never satisfied and they are always
craving for more. This is due to after one's need to be fulfilled; other needs will emerge. Job satisfaction
has been correlated with enhanced job performance, positive work values, high levels of employee
motivation and lower rates of absenteeism, turnover and burnout. Therefore managers should be concerned
with the level of satisfaction in their organization and the ultimate aim for those who organize and control
workers is dissatisfaction (Spector, 2003). In addition, Specter explains that there must be a combination
of the two-factors.

Abraham Maslow (1970) developed one of the best known theories of motivation; the Needs Hierarchy
Theory. It states within each individual there exists a hierarchy of five need levels. The needs range from
basic or lower level needs to higher level needs which are: Physiology, Safety, Belongingness and love,
Esteem and Self-actualization

Physical needs are the base from the hierarchy. It includes the basic human needs such as the need for air,
water, food, exercise and freedom form diseases. It is commonly achieve by the human being. Once this
basic is achieved, then they will go for the other level which is the security. This level includes
the need of safety, shelter and stability. In term of the working environment, it means that an employee
9
may demand for the job security, they can have a stabile job, being treated fairly and have a good pay
for their job. The third phase is the social, it includes the need of being loves, and they experience the
feeling of belonging and inclusion. In the work place, the employee need to feel the sense of belonging and
acceptance, once they have this feeling, it helps them to achieve the satisfaction on this level. Let say one's
cannot fulfill this level, for example maybe he or she facing problem in their marriage; it will lead to fail
on this level. After fulfill this level, it comes to another level which is the ego or known as self-esteem and
follow by the highest level which is the self-actualization.

`The reason why job satisfaction been study due to it bring impact to the organization. Robbins and Judge
(2009) there are consequences when employees like their jobs or dislike. It divides into two dimensions:
constructive/ destructive and active/ passive. There are four responses which include exit, voice,
loyalty and neglect. Exit and neglect are meant for destructive behavior however voice and loyalty is for
constructive behavior. Constructive or also known as active behavior defined as a set of action that
employee attempt to improve the situation or their performance. Exit response involves directing
behavior to the organization such as resigning/ turnover. Neglect response involves passively behavior
that allowing condition to worst such as absenteeism or lateness and reduce productivity. This study will
focus on the destructive behavior which includes the exit response and neglect response.
Destructive behavior also defined as withdrawal behavior. According to Robbins and Judge (2009)
withdrawal behavior is a set of actions that employees perform to avoid the work situation and this
behavior may result an employee to quit in the organization. While Luthan (1998) posited that there are
three important dimensions to job satisfaction:

Job satisfaction is an emotional response to a job situation. As such it cannot be seen, it can only be
inferred.

Job satisfaction is often determined by how well outcome meet or exceed expectations. For instance, if
organization participants feel that they are working much harder than others in the department but
are receiving fewer rewards they will probably have a negative attitudes towards the work, the boss
and or co-workers. On the other hand, if they feel they are being treated very well and are being paid
equitably, they are likely to have positive attitudes towards the job.

Job satisfaction represents several related attitudes which are most important characteristics of a job
about which people have effective response. These to Luthans are: the work itself, pay, promotion
opportunities, supervision and co-workers.

10
Davis and Newstorm (1985) states that one of the surest symptoms of deteriorating conditions in an
organization is low job satisfaction. Low job satisfaction is usually associated with strikes, work slowness,
absences, and employee turnover. It also may be linked to how performance, poor product quality,
employee’s theft, disciplinary problems, grievances and other difficulties. Higher job satisfaction, on the
other hand is usually associated with lower turnover, fewer absences, older employees, and higher
occupational levels. Besides that, according to the Linz (2003), job satisfaction generally implies a
positive evaluation of work and a positive effect deriving from it; that is, a “positive emotional
state resulting from the appraisal of one’s job or job experiences” (Locke, 1976). From this study
researcher found that job satisfaction is positively correlated with age, but exhibits no correlation with
gender (Hunt and Saul, 1975; Janson and Martin, 1982; Lorence and Mortimer, 1985; Varca et al., 1983;
Weaver, 1978).

Moreover, in this research the literature suggests that objective and subjective respondent
characteristics are likely to influence reported levels of job satisfaction (Hulin and Smith, 1964;

Hunt and Saul, 1975; Janson and Martin, 1982; Porter et al., 1974; Varca et al., 1983; Weaver, 1974,
1978). The objective respondent characteristics used in this analysis include: gender, age, education,
marital status, recent change in workplace, experience with unemployment, and number of jobs held at
time of survey, and overall work experience.

Gruneberg (1979) identified a number of individual differences such as age, educational level, and
personality difference that affect job satisfaction. He commented that job satisfaction typically started
high, decline, then increased with age. According to Gruneberg (1979) one explanation for this trend
is that individuals became adjusted in their work and life situations. Initial high job satisfaction declines
as job expectations are not met, for example, highly educated individuals quickly become dissatisfied
with job that did not enable full utilization of their talents while individuals who were ambitious were
likely to be dissatisfied when promotion was difficult or elusive. Then, as the individuals adjusts to the
work situation, job satisfaction rises again. In the context of job satisfaction among teachers, many
studies have been conducted about it.

2.2.1 Dimensions of Facet Job Satisfaction

In order to understand job satisfaction in detail, it may be necessary to identify variety of aspects in one’s
job. Locke (1976, cited in Sempane et al., 2002) presented a summary of job dimensions that have been
established to contribute significantly to employees' job satisfaction. As to Locke, the particular
dimensions represent characteristics associated with job satisfaction. Based on the above idea, selected
11
dimensions of job are discussed below for the purpose of this study. These are: co-workers, work it-
self, promotion, pay, and supervision,

2.2.1.1 Co-worker relation

There are empirical evidences that co-worker relations are an antecedent of job satisfaction. Research
(Mowday & Sutton, 1993), suggested that job satisfaction is related to employees’ opportunities for
interaction with others on the job. An individual’s level of job satisfaction might be a function of personal
characteristics and the characteristics of the group to which he or she belongs. Relationships with
both co-workers and supervisors are important. Gedefaw (2007), in his study entitled ‘Job satisfaction
among secondary school teachers of Addis Ababa’ reported that there were a significant association
between teachers’ satisfaction with co-worker relations and their overall job satisfaction. Teachers
satisfied with their interpersonal relations found to exhibit better overall job satisfaction.

2.2.1.2. The Work Itself

Luthans, (1992) stated that the nature of the work performed by employees has a significant impact
on their level of job satisfaction. According to Luthans (1992), employees derive satisfaction from work
that is interesting and challenging, and a job that provides them with status. This implies work that is
personally interesting to employees is likely to contribute to job satisfaction. Similarly, research suggests
that task variety may facilitate job satisfaction (Rush, & Lance, 1999). This is based on the view that skill
variety has strong effects on job satisfaction, implying that the greater the variety of skills that employees
are able to utilize in their jobs, the higher their level of satisfaction. Sharma and Bhaskar (1991)
postulated that the single most important influence on a person’s job satisfaction experience comes from
the nature of the work assigned to him/her by the organization. In addition, Yonas (2011) reported a
significant relationship between employees feeling on the nature of the work and overall job
satisfaction.

2.2.1.3 Promotion opportunities

An employee’s opportunities for promotion are also likely to exert an influence on job satisfaction.
Robbins (1998) maintains that promotions provide opportunities for personal vgrowth, increased
responsibility, and increased social status. He further elaborated that many people experience satisfaction
when they believe that their future prospects are good. This may translate into opportunities for
advancement and growth in their current workplace, or enhance the chance of finding alternative
employment. If people feel they have limited opportunities for career advancement, their job satisfaction
may decrease. It is also possible to add that employees’ satisfaction with promotional opportunities will

12
depend on a number of factors including the probability that employees will be promoted, as well as the
basis and the fairness of such promotions. Supporting this, Luthans (1992) indicated that promotions may
take a variety of different forms and are generally accompanied by different rewards. Yonas (2011) also
indicated that there were a significant relationship between employees’ attitude towards promotional
opportunities and their overall job satisfaction. Promotional opportunities therefore have differential
effects on job satisfaction, and it is essential that this be taken into account in cases where promotion
policies are designed to enhance employee satisfaction.

2.2.1.4 Pay/compensation
Pay refers to the amount of financial compensation that an individual receives as well as the extent to
which such compensation is perceived to be equitable. Compensation and earnings are a cognitively
complex and multidimensional factor in job satisfaction.
According to Luthans (1998), salaries not only assist people to attain their basic needs, but are also
instrumental in satisfying the higher level needs of people.
According to Boone and Kuntz (1992), offering employees fair and reasonable compensation,
which relates to the input the employee offers the organization, should be the main objective of any
compensation system. Included in the category of compensation are such items as medical aid
schemes, pension schemes, bonuses, paid leave and travel allowances. Lambert, Hogan, Barton and
Lubbock (2001) found financial rewards to have a significant impact on job satisfaction. A recent study
by Yonas (2011) also indicated that there were a significant relationship between employees’
perception of their payments and overall job satisfaction. Though Tesfaye (2004) found that no
significant relationship between salary and job satisfaction of instructors. However, it is believed that
employees seek pay systems that are perceived as just, unambiguous, and in line with their expectations;
otherwise it leads to dissatisfaction (Robbins et al., 2003).

2.2.1.5 Supervision
Research indicates that the quality of the supervisor-subordinate relationship will have a significant,
positive influence on the employee’s overall level of job satisfaction (Luthans, 1992). Ting (1997)
also holds the idea that dissatisfaction with supervision is a significant predictor of job dissatisfaction.
Luthans (1992) also added that supervisors who allow their employees to participate in decisions that
affect their own jobs will, in doing so, stimulate higher levels of employee satisfaction. It indicates that
setting up shared decision-making processes in educational institutions, such as management
committee, academic committee allows teachers to participate in institutional processes

13
2.2.2 Demographic correlates of job satisfaction

2.2.2.1 Gender
The literature with respect to the relationship between gender and job satisfaction is inconsistent. Some
studies report that women have higher job satisfaction, whereas other studies find that men are more
satisfied, yet other studies find no significant difference between the genders.

According to Coward, Hogan, Duncan, Horne, Hiker, and Felsen (1995, cited in Jinnett and Alexander,
1999), female employees demonstrate higher levels of job satisfaction than their male counterparts across
most work settings whereas Al-Mashaan (2003) stated that male employees in comparison to female
employees, reported higher levels of job satisfaction. This, he attributes to the better chances for
employment men are argued to have, and opportunities to advance in their jobs at a more rapid pace than
females.
However, Adugna (2007) indicated that male-female differences alone can not specify variation in job
satisfaction. Miller and Wheeler (1992, cited in Lim, Teo, & Thayer, 1998) maintain that women are
inclined to be less satisfied in their jobs because they tend to hold positions at lower levels in the
organizational hierarchy where pay and promotion prospects are less attractive. Numerous studies across a
variety of occupational settings have, however, found no significant gender differences in job satisfaction,
despite the fact that women on average have inferior jobs in terms of pay, status, level of authority, and
opportunities for promotion (Jones Johnson & Johnson, 2000). Local studies (Yitbarek, 2007; Tesfaye,
2004; and Gedefaw, 2007)) also reported that gender has a significant relationship with job satisfaction;
male teachers experienced better satisfaction than female.

2.2.2.2 Age
Regarding the relationship between age and job satisfaction of employees, majority of research suggests
that older employees tend to experience higher levels of job satisfaction (Jones Johnson & Johnson,
2000).This difference may be attributed to better adjustment at work, better conditions and greater
rewards at work. Blood, Ridenour, Thomas, Qualls, and Hammer (2002) also support the view that older
respondents were more likely to report higher levels of job satisfaction than younger respondents.

In addition, it was argued that older workers are more comfortable and tolerant of authority and may
learn to lower expectations for their jobs (Spector, 1997). Brush et al. (1987, cited in Blood et al., 2002)
postulated that older workers may have jobs that use their skills better, work under better job conditions,

14
benefit from advancements and promotions, and appreciate fringe benefits more than younger, less
experienced workers.
However, some local studies (Yitbarek, 2007; and Tesfaye, 2004) found that the association
between age and job satisfaction were not significant

2.2.2.3 Tenure
Tenure refers to the length of time for which the individual has worked for the organization (Lim et al.,
1998). Research (Jones Johnson & Johnson, 2000) indicates that employees with longer tenure have a
greater tendency to be satisfied with their jobs than employees with shorter tenure. Conversely, Tesfaye
(2004) found that tenure had no significant relationship with job satisfaction of instructors.

Moreover, a study by Chambers (1999) established that employees with longer tenure were more satisfied
with their work itself as well as their level of pay. From this it might be concluded that satisfaction
increases with time and that those benefits that increase in time, such as security and experience, are likely
to have an important influence on employee satisfaction. On the other hand, Lambert et al. (2001)
concluded that an inverse relationship existed between tenure and job satisfaction.

2.2.2.4 Educational Level

The level of education and job satisfaction of employees is investigated by different According to Ting
(1997), research is unequivocal with respect to the relationship between job satisfaction and
educational level. Proponents (Saal & Knight, 1988) maintain that the relationship between education and
job satisfaction is positive in nature. However, Tesfaye (2004) reported that educational level and job
satisfaction were inversely correlated.

2.3 The impact of employee satisfaction on organizational commitment

Beside the four aforementioned factors (career development, relationship with management,
compensation and benefits, and working environment), employee job satisfaction has an impact on
organizational commitment.
Steers (1977) pointed out that the cause of organizational commitment is job satisfaction. According to
Rue and Byars (2003), Yucel (2006), as well as Jandaghi, Mokhles and Bahrami (2011), high level of
employee satisfaction leads to an increased commitment to an organization. Employees who are satisfied
tend to be more committed to the organization and they are available at work, do good job, and develop the
organization (Aamodt, 2007).

15
The previous analysis revealed that there is positive correlation between job satisfaction and organizational
commitment (Namasivayama & Zhaob, 2007; Al- Hussami, 2008; Wong et al., 2001). Boylu, Pelit and
Güçer (2007) with their study also supported this relationship (Giritli, Sertyesilisik & Horman, 2013).

Kotze and Roodt (2005) asserted a strong relationship between job satisfaction, employee commitment
and retention. With respect to some research findings reported (George, 1992; George & Jones, 2008;
Ghazzawi, 2008; Ghazzawi & Smith, 2009; Judge & Locke, 1993; Robbins and Judge, 2009), the results
from job satisfaction consist of organizational commitment, organizational citizenship behavior (OCB),
and employee well-being. On the contrary, the serious consequences of job dissatisfaction are absenteeism,
turnover intention, and turnover.

Moreover, Jernigan and Beggs (2010) claimed that more substantial concentration on the relationship
between organizational commitment and employee satisfaction level may bring out findings of the
connections between satisfaction and management substitutes

2.4 Proposed model

As is illustrated in Figure 1, it is found that the five factors affecting employee satisfaction admitted by
SHRM are more familiar with the real case of tourism industry in Vietnam, particularly in Ho Chi Minh
City.

Firstly, the main duties of tour guides are information provider, social facilitator, cultural host, motivator
of conservation values, interpreter of the natural and cultural environment, and people mover (Pastorelli,
2003). Then, their knowledge and skills are vital to their occupation, which is directly related to the career
development factor. Secondly, the compensation and benefits policy reflects how a company values tourist
guides. They are delighted to work if their endeavor is paid deservedly. Thirdly, relationship with
management ensures the tourist guides’ belief in company. They need an employer who respects and
acknowledges their achievements, helps and motivates them to solve any problems at work. Finally,
although tour guides are not commonly available at workplace due to their role of guiding visitors to
different places, company has to show attentions to them through work environment. Beside physical
conditions,
few aspects such as job security, culture, corporate social responsibility and others mentioned earlier affect
employee satisfaction degree.

16
The research problem is to determine decisive factors which retain tourist guides to work for travelling
companies in long term. Thus, the causal correlation between job satisfaction and organizational
commitment, which was tested by many researchers in different situations, is applied in this study.

2.5 Organizational Commitment

Organization commitment refers to the employee’s emotional attachment to, identification with, and
involvement in the organization. In essence, measuring organizational commitment is an assessment of
the congruence between an individual’s own values and beliefs and those of the organization (Swailes,
2002). Organizational commitments characterized as employees’ willingness to contribute to
organizational goals. When employees are sure that they will grow and learn with their current
employers, their level of commitment to stay with that particular organization is higher (Opkara,
2004).

In order to make employees satisfied and committed to their jobs, there is a need for strong and effective
motivational strategies at various levels of the organization. Besides that, Ayeni and Phopoola (2007)
have found a strong relationship between job satisfaction and organizational commitment. According
to them job satisfaction is mostly determine how well the organization meets employees expectations. On
the other hand, Maxwell and Steele (2003) believed that the organization concerned on the look after
employees’ interest. It is clear, the higher the experience, the more positive the impact on the commitment.
Further, an individual’s experience with their co-workers had the impact on highly commitment to the
organization (Maxwell and Steele, 2003). High level of organizational commitment provide a clear focus
for human resource manager on the grounds that commitment is in itself good and positive that should lead
to high level of work performance. While according to Lok & Crawford (2001), a number of
demographic variables, frequently included in this study. Variables such as age (Mathieu and
Zajac, 1990; Micheals, 1994; Williams and Hazer, 1986), organization tenure (Mathieu and Hamel,
1989; Mathieu and Zajac, 1990) and position tenure (Gregersen and Black, 1992; Mathieu and
Zajac, 1990) have been found to be positively associated with organizational commitment. Mathieu
and Zajac (1990) concluded that age is considerably more strongly related to attitudinal than to
behavioral commitment.

They further study suggested that older workers are more satisfied with their job, receiving better positions
and having ‘cognitively satisfied’ their remaining in the organization. Cognitively satisfy means
satisfied to all what they get and they felt comfortable in the organization. The researcher also
found that the number of year in position significantly positive related to attitudinal commitment,
17
and length of service is significantly positively to behavioral commitment. Similar results were
reported by Gregersen and Black (1992).

2.5.1 Types of Employee Commitment

According to Joolideh and K.Yeshodhara (2008), several alternative models of commitment were proposed in
the 1980s and early 1990s; multidimensionality was common to all (Meyer and Allen, 1991). There are three-
component model of affective, continuance, and normative commitment as mentioned above (Gunlu, Aksarayli &
Percin, 2009). According to Meyer and Allen (1997, p.11):[ individuals who have strong affective commitment
remain in the organization because they feel they want to, some with a stronger normative commitment
remain because they ought to and those with strong continuance commitment remain because they need to.

All the three components namely Affective Commitment that is psychological attachment to organization;
Continuance Commitment- costs associated with leaving the organization; and Normative Commitment-
perceived obligation to remain with the organization have implications for the continuing participation of the
individual in the organization (Ayeni & Phopoola, 2007).Studies on commitment have provided strong evidence that
affective and normative commitment is positively related and continuance commitment is negatively
connected with organizational outcomes such as performance and citizenship behaviour (Hackett, Bycio, and
Handsdoff, 1994; Shore and Wayne, 1993). Research also provides evidence that, employees with higher levels of
affective commitment to their work, their job and their career exhibit higher levels of continuance and
normative commitments (Cohen, 1996).

2.5.1.1 Affective Commitment

Affective commitment is type of commitment there is a positive interaction between the individual
and the organization because both have similar values (Shore and Tetrick, 1991). Those who stay in
their organizations with a strong commitment retain their position not only because they need the
occupation, but also because they want it (Meyer et al., 1993, p. 539). The researchers also focusing on
employee work experiences suggest that employees whose work experiences are consistent with their
expectations and satisfy their basic needs tend to develop stronger affective attachment to the
organization (Dunham et al., 1994; Hackett et al., 1994; Meyer et al., 1993).

According the study done by Feinstein (2002), in the Organizational commitment has been
described as consisting of two constructs that is affective and continuance (Allen & Meyer, 1990).
As defined by Mowday, Porter, and Steers (1982), affective organizational commitment is “a strong belief
in and acceptance of the organization’s goals and values; a willingness to exert considerable effort on
behalf of the organization; and a strong desire to maintain membership in the organization.”

18
 2.5.1.2 Continuance Commitment
The counterpart to affective organizational commitment is continuance organizational commitment,
which considers the idea that individuals do not leave a company for fear of losing their benefits, taking
a pay cut, and not being able to find another job (Murray, Gregoire, & Downey, 1991). Then,
continuance commitment is related to one’s experience and what one has given to an organization. There is
thus difficulty in “giving it up” and the unknown “opportunity cost” of leaving the organization or
having few or no alternatives.

In addition, Meyer et al. (1993) stated that skills and education are not easily transferred to other
organization which tends to increase workers’ commitment to their current organizations.

Those who stay within their organization with a strong continuance commitment are there just because
they need it. Continuance commitment reflects economic ties to the organization based on the costs
associated with leaving the organization. Research into continuance commitment suggests that this
component consists of two related sub-dimensions: personal sacrifice and perceived lack of
alternatives (Dunham et al., 1994; Meyer et al., 1990). Both personal sacrifice and perceived lack of
employment alternatives increase the costs associated with leaving the organization.

2.5.1.3 Normative Commitment

Normative commitment explain the employees with strong normative commitment will remain with an
organization by virtue of their belief that it is the “right and moral” thing to do (Meyer and Allen, 1991).
Wiener and Gechman (1977) argued that normative commitment to the organization develops
based on a collection of pressures that individuals feel during their early socialization from family and
culture and during their socialization as newBesides that, normative commitment might also
develop because of the “psychological contract” between an employee and the organization (Roussenau,
1995). Furthermore, normative commitment can increase when an individual feels loyal to his employer or
responsible to work for the benefits that he gets from the organization as a result of the desire to
compensate the favors received from the institution (Meyer et al., 1993). The normative component
of commitment concerns the employee’s belief about one’s responsibility to the organization. Employees
who are normatively committed to the organization remain because “they believe that it is the right and
moral thing to do” (Wiener, 1982). In addition, Meyer et al. (1993) stated that skills and education are not
easily transferred to other organization which tends to increase workers’ commitment to their current
organizations. In the other hands, Wiener and Gechman (1977) argued that normative commitment to the

19
organization develops based on a collection of pressures that individuals feel during their early
socialization from family and culture and during their socialization as newcomers to the organization

2.6. Relationship between Organization Commitment and Job Satisfaction

There are numerous investigations that have studied the relationship between organizational
commitment and job satisfaction (Currivan, 1999). Some researchers have admitted that organizational
commitment may be an independent variable with job satisfaction as an outcome (Bateman and Strasser,
1984; Vandenberg and Lance, 1992). According to Bateman and Strasser (1984) organizational
commitment has an effect on job satisfaction, which in turn will affect the turnover intention. These
research studies argue that the managers who are highly committed tothe organizations may experience
higher levels of job satisfaction (Lau and Chong, 2002). Irving, Coleman and Cooper (1997) found that job
satisfaction was positively related to affective and normative commitment (with a stronger relation
between satisfaction and affective commitment), but not with continuance commitment. Rosin and
Korabik (1991), using Canadian woman managers as their samples, reported that woman who felt
that their expectations had not been met, who described their job as limited in leadership, responsibility,
variety, time flexibility and autonomy and who cited office politics and being in a male dominated
environment as potential factors in a leave decision, experienced low job satisfaction and organizational
commitment and had a greater intention to leave. Besides, it is found that employees’ initial commitment
to an organization is determined largely by their individual characteristics and how well their early job
experiences match their expectations.

Later organizational commitment continues to be influenced by job experiences, with many of the same
factors that lead to job satisfaction also contributing to organizational commitment or lack of commitment
(Hellriegel, Slocum and Woodman, 2001). Commitment is interrelated to satisfaction. Becker et al.
(1995) in Tella et al. (2007) defined organizational commitment in three dimensions; (1) a strong desire
to remain as a member of a particular organization, (2) a willingness to exert high levels of efforts
on behalf of the organization and (3) a defined belief in and acceptability of the values and goals
of the organization. In conclusion the present study expects to know (a) the level of different
components of organizational commitment and job satisfaction towards employee in the
organization (b) the relationship between the components of organizational and general satisfaction,
and (c) different types of demographic variable that may have significant influence on the different
components of organizational commitment and job satisfaction. Besides, organizational commitment
in relation to job satisfaction has received considerable attention in past research. For instance, Getahun,

20
Sims & Hummer (2008), Saari and Judge (2004), Lambert (2004), Malhorta and Mukerjee (2004)
discovered a positive associated between the two variables.

Job satisfaction is so important in that its absence often leads to lethargy and reduced
organizational commitment (Moser, 1997). In addition, the work attitudes of job satisfaction and
organizational commitment are important in shaping employees’ intentions to stay or leave. Both were
predicted to have direct effects on turnover intent of correctional employees. Organizational
commitment is the bond between the worker and the organization. Employees with high
commitment are loyal to the organization, share its values, and identify with the goals of the organization
(Mowday, Porter, & Steers, 1982).

Besides that, Dubinsky et al (1990) using U.S, Japanese and Korean samples also reported a
significant relationship between job satisfaction and organizational commitment. This finding may imply
that nationality may have only minimal explanatory power with respect to this relationship. .

21
 CHAPTER THREE
RESEARCH METHODOLOGY
The aim of this chapter is to present the research method used in the study in order to give answers to
research questions as well as describe the process of data collection and analysis. A combination of both
quantitative and qualitative research methods were employed in this study. Data source and type, research
design and strategy, sampling procedures, data collection tools and method of data analysis are discussed
below.

3.1. Data Type and source

For this study the researcher used both qualitative and quantitative types of data. Regarding to the source
of data, primary data were used to manipulate the relevant information. The primary data sources were all
administrative staff of Wollo University.

3.2. Research strategy and Design

The research strategy undertaken depends on how the problem looks, what questions the problem leads to
and what end result is desirable. This research relies on both qualitative and quantitative types of research.
The mixed method approach is adopted by the researcher for purposes of triangulation. The researcher
believes this is a good way of approaching the research as it enables him to overcome the weaknesses in
both quantitative and qualitative types of research. The quantitative type is used more to analyze the
relationship between job satisfaction and organizational commitment using correlation and regression
analysis.Whereas the qualitative type is used more to analyze the demographic characteristics of
respondents through descriptive analysis. Furthermore, the research used cross-sectional design. It studied
the relation between variables at a point in time.

3.3. Sample Size and Method of Sampling

The target population of this study was the employees working in Wollo University, Dessie campus. The
inclusion criteria for the participants were: (1) at least having one year and above experience in the
University; (2) Working Dessie Campus (large number of administration staff in Dessie Campus); (3)
absence of a serious cognitive disorder and ability to communicate clearly. The total target population of
Wollo University, Dessie Campus is 606.

22
 Proportionate stratified random sampling was utilized to select offices and sample subjects of the
study. Initially, 10 offices were stratified by duties of the job. These are student Affairs, Library, HRM,
Facility management, Finance and Budget, and other staff members who work in colleges and
departments (see Table 3.1).

Here the total numbers of permanent employees in Dessie Campus are 606 out these 240 respondents were
selected using simple random sampling technique (lottery method). This is because random sampling
gives equal chance for all participants to select as a respondent. So, the researcher kept objectivity in the
selection of respondents. The researcher was used the following sample size determination formula
develop at University Park by Jeff Watson, Research Assistant, and Cooperative Extension & Outreach for
calculating the sample size require.

The selection procedures of the sample size is as follows;-According to Israel (1992), in the determination
of sample size three criteria’s were very important to gather the required data from samples. These
included the level of precision, the level of confidence or risk and the degree of variability in the attributes
being measured that enable the researchers to determine appropriate sample size. Israel (1992) provides a
simplified formula to calculate sample sizes.

N
no=
1+ N ( e ) 2

Where n is the sample size, N is the population size, and e is the level of precision. By using this formula
at 95% confidence level and 5% level of precision the sample size will be obtained as follows:- Therefore
the possible sample size determination formula in this study is given by:
n=606/1+606(0.05)2

n=240

Where:

n: sample size required-240

N: number of people on the population 606
e: precision desired – 5
In addition a proportionate stratified sampling technique was employed to take proportional numbers of
participants from each office. See fig.1 shows a table of the whole sampling procedure.

23
Table. 1. show names of selected offices, and sample size.

group Target population sample

Student affair 225 89
Library 119 47
Finance 13 5
Resource mobilization 13 5
Facility 61 24
General service 65 26
HRM 11 4
ICT 13 5
Registrar 26 11
College and center 60 24
0 240

Source: Human resource office and own computation, 2016

3.4. Data gathering Tools/Instruments

For the purpose of this study a quantitative methodology involving a close-ended questionnaire was used
as the measuring instrument. The questionnaire is widely used and useful instrument for collecting survey
information, providing structured, often numerical data being able to be administered even without the
presence of the researcher and often straight forward to analyze (Wilson and Mclean in Cohen, Manion
and Morrison, 2000). Two separate instruments, namely organizational commitment Questionnaires
(OCQ and Minnesota Satisfaction Questionnaire (MSQ), were used in this research to obtain quantitative
information on organizational commitment and employees’ job satisfaction respectively. In addition, the
personal information about respondents (,sex, income, educational status and work experience in the
University of Wollo, Dessie campus) were included to give an over view about respondents. The two main
questionnaires are discussed her under.

3.4.1. Organizational Commitment:

Organizational Commitment scale is the 12 Lickert scale questionnaires was developed by Yahchouchi
(2009). The authors reported that the scale has good internal consistency (Cronbach‘s alpha = .79).
Several studies testify to the construct and criterion validity of this scale (Yahchouchi (2009.).
Organizational Commitment scored on a five point Lickert scale, whereby, Strongly disagree = 1,
Disagree = 2, Neutral = 3, Agree= 4 and Strongly Agree =5. The Organizational Commitment scale is a
12 item scale each with minimum score 12 and maximum score 60.
24
3.4.2. Minnesota Satisfaction Questionnaire (MSQ)

The Minnesota Satisfaction Questionnaire was developed by Weiss, Dawis, England and Lofquist (1967)
and represented the result of research conducted on the Work Adjustment Project in studies conducted at
the University of Minnesota. However, the researcher select only the five facets of job satisfaction as
defined by Balzer et al,(2000). These are the career development , management relationship,
compensation and benefits, work environment, and Co-workers. And modified the MSQ by selecting 25
statements to assess the level of satisfaction of the respondents based on selected facets. Each MSQ
consists of five response choices weighted in the following manner.

Response choice scoring weight

Very Dissatisfied (VDS)………………………………………………..1
Dissatisfied (DS) ……………………………………………………….2
Neither (N) ……………………………………………………………...3
Satisfied (S) …………………………………………………………….4
Very Satisfied (VS)………………….………………………………….5
Scale scores are determined by summing the weights for the responses chosen for the items in each scale.
Ordinarily, a percentile score of 75 or higher indicate a high degree of satisfaction; a percentile score of 25
or lower would indicate a low level of satisfaction; and, the scores in the middle range that is from 26 to’
74 of percentiles indicate average satisfaction

Modification of Minnesota Satisfaction questionnaire

The long form of MSQ contains 100 questions which are under the 20 facets of job satisfaction. However,
these all 100 statements are not equally meaningful for all employees in all organizations.

3.5. Reliability and Validity of the Instruments

To check validity, reliability and feasibility of the instrument pilot test was conducted. In the present
study, the Amharic versions of the instruments were administered to systematically selected 20(12 male
and 8 female) employees. These subjects were excluded from the final analysis. Internal consistency
reliability of the Amharic versions of the instruments was established to measure the homogeneity of the
items for the total and dimension subscales using Cronbach‘s Alpha. Cronbach‘s Alpha coefficients were
computed using SPSS version 20. Thus, the obtained Cronbach alpha coefficients results of the present
pilot test and the previously reported reliability of the questionnaire is displayed in the following table.

Table .2: Summary of Reliability Coefficient of Instrument of the Pilot and Previous Studies of the Scales
25
 No. Measure of scales Cronbach's Alpha of Cronbach's Alpha of
previous study present pilot study
(N=3567) (N=20)
1 pay .90 .920
2 promotion .92 .716
3 Work it slef .94 .782
4 Co-worker .94 .863
5 Organizational Commitment .79 .82

According to Bryma and Bell (2003), the Cronbach’s Alpha result of 0.7 and above implies acceptable
level of internal reliability. Therefore, the pilot test results in the above indicate that almost all scales are
acceptable to conduct research.

3.5.1 Method of Data Processing and Analysis

In order to analyze data collected from the sample; the obtained data is processed in the way that is
appropriate for analysis for the whole survey operation. Data processing includes manual editing, coding,
data entry, cleaning and consistency checking. The researcher makes all these activities, to achieve the
objective of study

First, some selected determine demographic factors how sex, income, work experience and educational
level are associated with organizational commitment and components and total job satisfaction. When sex,
income, work experience and educational level show significant relationship with organizational
commitment and components and total job satisfaction, then attempts are again made to determine the
specific responsible groups for this difference. Descriptive statistics were calculated for then data to
identify group and total means for each of the constructs studied. Specifically mean, standard deviation
for sex, income, work experience and educational background was used.

The next step was to determine the contribution of job satisfaction factors. The procedure is as
follows. First, the inter correlation matrix was established to see how the predictor and criterion
variables are correlated. Then, if significant correlation exists between predictors and
criterionvariables, and among predictors themselves, then attempts will be made to partial out the
correlation with in predictors to show the independent contribution each predictor.

Besides, all quantitative computations were done with the help of the SPSS version20.0 (The
Statistical Package for the Social Sciences) computer program at alpha .05.

26
SPSS software (Statistical Package for the Social Science) is used to analyze the data collected from the
surveys. Statistical analyses include frequencies, means, standard deviation correlation, and multiple
regressions. .

CHAPTER FOUR
RESULTS AND DISCUSSION
This chapter presents data analyzed and discussed by different tools that incorporate descriptive and
inferential analysis. Descriptive analysis is used to describe the demographic characteristics of sample
27
respondent Furthermore, correlation and regression analysis was employed to the significance relationship
between job satisfaction and organization commitment on the study area. In this study from the total 240
distributed questionnaires for sample all 240 were collected.

4.1. Descriptive Statistics Analysis of the study

This section presents the results of descriptive statistics. Accordingly, Administrative’ overall job
satisfaction, satisfaction on the separate dimensions of job, and organizational commitment has been
described for the total population as well as by sex and level of education etc.

4.1.1. Demographic Characteristics of Sample

The result of the study revealed that from total 240 sample only 78(32%) were female and 162(68%) were
male. This indicates that females have less participation in study area.

age of the respondents revealed that 61% of respondents were the age of between under 20-30 age group,
33% were between 31 -40 age group and 4%, 2% of age group under between 41-50 and 51-60 years
respectively. This implies that, the majority respondent age lie within a productive age between 20 -30
years.

The educational level of the respondents also indicates that 48(20%) of them are below secondary school
and the majority of respondents 103(43%) were diploma and also 83(35%) and 6(2%) of the respondent
were BA degree and master holders respectively.

Regarding the marital status, out of total respondents (50%) of sample was married, and 50% of
respondents were single. The detailed demographic characteristics of farmers are shown in table 4.1 below.

Table 3 : Sex, marital status and educational level characteristics of the respondents

Gender Categories Frequency Percent

male 162 68
Female 78 32

28
 Total 240 100
Age group 20-30 years 145 61
31-40 80 33
41-50 10 4
51-60 5 2
Total 240 100
Martial statues Single-- male 89 38
Single ---female 29 12
Married-- male 73 30
Married-- Female 49 20
Total 240 100
Level of education below secondary school 48 20
Diploma 103 43
BA degree 83 35
Masters degree and above 6 2
Total 240 100
Average monthly 45 19
income/Birr/ Less than 1000
1001-2000 96 40
2001-3000 44 18
Greater than 3001 55 23
Total 240 100
Service in the university 1-2 year 68 28
2-4 93 39
3-5 37 15
Greater than 6 year 42 18
Total 240 100
Source: Survey result, 2016

4.1.2. Overall Job Satisfaction of the employees

Overall job satisfaction in this study indicates their aggregate scores in the selected facets of job, and
divided by the number of items in the job satisfaction questionnaire. Therefore, the overall job satisfaction
of employees ranged between 1 and five. Table 3 presents the summary of employees’ overall job
satisfaction in Wollo University. Table 3 below is the mean, standard deviations, minimum, and maximum
scores for the entire population in relation to overall job satisfaction.

Table 4. Summary of employees’ Overall Job Satisfaction

N Maximum minimum Mean Standard deviation

240 4.53 2.28 3.18 0.46

29
Source: Survey result, 2016

It can be seen from the above Table that the mean score for overall job satisfaction (Mean=3.18) is slightly
higher than the boundary (neither satisfied nor dissatisfied) at which administrative employees gave their
responses ambivalently. This mean score is an indication that not all but a large number of respondents
reported a very slight satisfaction, inclined to ambivalent. Employees in the university felt that their needs
are not responded as well.

Employees with the mean score between 1.00-1.66= highly dissatisfied, 1.67- 2.32=moderately
dissatisfied, 2.33-2.99 = slightly dissatisfied, 3= ambivalent (neither satisfied nor dissatisfied), 3.01-3.66 =
slightly satisfied, 3.67- 4.33 = moderately satisfied, and scores equal or above 4.34 were categorized as
highly satisfied.

On the basis of this categorization; it is found that 50.60% of employees were slightly satisfied, 11.40%
moderately satisfied, and only 2.50% of teachers reported high satisfaction. Of the rest 34.20% of
employees found in the left side of the continuum, 29.10% were slightly dissatisfied, and 5.10%
of them were moderately dissatisfied with their job. The remaining 2.50% of employees were neither
satisfied nor dissatisfied.

4.1.3. Employees’ Satisfaction in each Facet of Job

Since the primary aim of this study was to investigate employees’ satisfaction through facet approach,
which is suitable for further intervention,

Table 5: Summary of employees’ Satisfaction in Each Facet of Job

Facet N Mean Std. Deviation

30
 Nature of Work 240 41.0000 5.86531

Pay 240 19.4381 3.93955

Supervision
240 40.6667 8.47023
Promotion
Co-workers 240 17.3143 5.15838
JIG
240 42.4857 8.98655
OC
240 43.6000 7.51725
Tenure
Age 210 74.6714 14.88783
Source: Survey result, 2016

Table.5 shows that the obtained means scores for the work, supervision, and co-worker subscales are
41, 40.6, and 42.4 respectively. Pay and promotion scales received 19.4 and 17.3 mean scores which
are quite close to an approximate mean score of 18 represented by these scales. Obtained scores are
indicative of employees’ satisfaction with the pay they receive and the promotion opportunities.

Based on the obtained mean scores, it can be concluded that employees in the sample are moderately
satisfied with the assigned work, the co- workers and the supervision.

4.2.1. Total organizational commitment of employees.

Employees’ organizational commitment: Their emotional attachment, belief in the values and objectives
of the university, and willingness to maintain membership with the university was examined.
Employees’ total feeling as well as their level of commitment in each component is presented below.

The total organizational commitment indicates the aggregate of employees’ affective (desire
Based), continuance (cost based), and normative (obligation based) commitment scores.

Table 6. Summary Total organizational commitment of employees

31
N Maximum minimum Mean Standard deviation

240 4.38 1.85 3.27 0.48

Source: Survey result, 2016

Table above is the mean, standard deviations, minimum, and maximum scores for the entire
population in relation to overall organizational commitment. The mean statistic 3.27 with
standard deviation .48 shows that the overall organizational commitment of employees is
slightly higher than the midpoint 3(undecided) referring employees in the university manifested
a very slight commitment towards their university. Employees with the mean score below
3(undecided) were considered as ‘not committed’ whereas the mean score above 3 is considered
as committed in this study.

4.1.2.2. Organizational commitment of employees in each component

Since the three components of organizational commitment (affective, continuance, and
normative) have their own distinct natures and implications, it was necessary to examine
employees’ level of commitment with regard to the three dimensions used in this study.

Hence, it could be possible to understand which form of organizational commitment is being

exhibited by majority of employees; and for what purpose employees in Wollo University were
being committed. Table below presents employees’ level of commitment in each component
of organizational commitment

Table 7: Summary of employees’ Organizational Commitment in each Component

Component N Mean Standard

deviation

Affective 240 3.60 0.44

Commitment

Continuance 240 3.08 0.46

Commitment

Normative 240 2.91 0.40

Commitment

32
 Source: Survey result, 2016

The mean score 3.60 for affective commitment is higher than the mean scores for
continuance commitment = 3.07 and normative commitment = 2.90. The mean scores in
affective, continuance, and normative commitments above evidenced that employees in the
wollo university experienced a moderate affective commitment (need based) while their
continuance (resulted from the associated costs of leaving the university) and normative
commitments (resulted from moral obligations to remain with the university ) were very low.

Majority of teachers manifested affective commitment followed by continuance, and the least in
normative commitment (low feelings of obligation to remain with the university). The standard
deviations 0.44, 0.46, and 0.40 are approximately equal for the three components; and
employees’ scores in the three components of organizational commitment were not as such
deviated from the mean.

4.2. Results of Correlation Analysis

This section of the paper presents the correlation analysis between the study variables. In order
to examine the significance of relationships

4.2.1. The relationship between job satisfaction and demographic variables.

One of the research questions raised in this study was about the significance of
relationships that would exist between job satisfaction and the selected demographic variables
(age, sex, tenure, and educational level) of employees in wollo university. So as to deal with this
question, Pearson’s correlation was employed and the results are presented in Table below.

33
Table .8. The relationship between job satisfaction and demographic variables.

Overall Job satisfaction

sex 0.02

Age 0.12

Tenure -.24*

Level ofeducation -0.16

Note: *p < 0.05, **p < 0.01 (2-tailed); sex: 0=female,1=male; N = 240

Concerning the relationship between overall job satisfaction and the selected
demographic variables of sex, age, tenure, and level of education, a significant negative
correlation coefficient (r = -0.24, P < 0.05) was observed between tenure and overall job
satisfaction indicating a small effect size. The negative correlation coefficient in this case
indicates that long stay in the university is accompanied by decrease in job satisfaction of
employees. Overall job satisfaction also found to be negatively correlated with educational level
of employees; those with better educational level reported less job satisfaction, though the
correlation coefficient (r = -0.16, P > 0.05) failed to reach statistical significance.

4.2.2. The relationship between organizational commitment and

demographic variables
In order to examine whether the demographic variables of employees (age, sex, tenure, and
educational level) have a differential impact on their organizational commitment, Pearson’s
correlation were employed and the results are presented in Table below.

34
Table 9: Pearson’s Correlation for Organizational Commitment and Demographic

Variables

sex Age Tenure education

Affective commitment 0.06 -0.02 -.27* -.24*

Continuance -0.12 0.04 0.09 0.10

commitment

Normative -0.11 -0.07 -0.15 -0.13

commitment

Overall Organizational -0.06 -0.03 -0.21 -0.18

commitment

Note: * p < 0.05, ** p < 0.01 (2-tailed); sex: 0=female, 1=male; N = 240

As depicted in Table 9, none of the demographic variables, used as control variables in this
study were significantly correlated with total organizational commitment. But, tenure and
educational level of employees exhibited a significant inverse relationship only with affective
commitment of employees’ (r = -0.27, p < 0.05 for tenure, and r = -0.24, p < 0.05 for level of
education). Both, employees with longer stay in the university and/or better educational level
tend to exhibit lower attachment and less feeling of belongingness towards the university. The
other demographic variables, age and gender do not show a significant relationship with total
organizational commitment as well as the three components of organizational commitment.

4.2.4. The relationship between job satisfaction and organizational Commitment

It is indicated by different studies that job satisfaction had a relationship with
organizational commitment of employees. This study also examined the significance of
relationships between overall job satisfaction and organizational commitment; and the results
are presented in Table below.
35
Table 10: Partial Correlations for Job Satisfaction and Organizational Commitment

Job satisfaction

Zero-order
Partial
Affective commitment .46** 37**

Continuance commitment .02 .07

Normative commitment
.18 .14
Overall Organizational commitment **
.41 .35**

Note: **p < 0.01(2-tailed); N = 240 ; Control Variables: age, sex, tenure, & educational level

As can be observed from Table 10, the partial correlation coefficients for overall job satisfaction
and organizational commitment were computed. Among the correlation coefficients, the highest
was observed between overall job satisfaction and affective commitment( r= 0.37, p < 0.01).
The relationship between overall job satisfaction and total organizational commitment also
found to be “significant”1 r=0.35, p < 0.01) after adjusting for demographic variables (age, sex,
tenure, and educational level).

But, the relationship between job satisfaction and the other two components of organizational
commitment (continuance commitment and normative commitment) were not significant. The
positive significant correlation coefficient between overall job satisfaction and organizational
commitment is an indication of employees’ increased commitment when they feel satisfied
with their job in general.

36
 However, looking at the analysis in Table 8 above, one may raise a question about the
significant relationship existed between job satisfaction and total organizational commitment;
because total organizational commitment is the aggregate of the three components (affective,
continuance, and normative), and only affective commitment exhibited a significant
relationship with job satisfaction. As a result, computing partial correlation for the relationship
between job satisfaction and total organizational commitment controlling for affective
commitment was used as a means to explain whether the variability in total organizational
commitment was cause of affective commitment.

4.3. Results of Multiple Regression Analysis

A regression analysis in SPSS Statistics was used to reject or accept the suggested hypotheses based on the
theory. As the best model fit from the factor analysis structured the data differently than anticipated, some
of the hypotheses could not be tested. It was necessary to use the final model from the factor analysis, as
this was the most reliable model.

Table 11: Regression Analysis

Model Unstandardized Coefficients Standardized t-value Sig.

Coefficients
B Std. Error Beta
(Constant) -9.406 8.468 -1.111 .268
Nature of .623 .216 .245 2.880 .004
Work Pay .477 .188 .126 2.541 .012
.431 .106 .245 4.066 .000
Supervision .635 .147 .220 4.333 .000
Promotion .516 .116 .312 4.458 .000
people -.073 .188 -.037 -.388 .699
.475 .165 .175 2.883 .004
JIG -.082 .186 -.027 -.439 .661
Tenure

Age
a. Dependent Variable: OC; b. R square=0.57, Adjusted R square=0.55; c. F=33.313 (p=.000)

Table 11 indicates that nature of work, pay, supervision, promotion, co-workers and job tenure (adjusted
R = 0.55, F = 33.31, P < 0.00) have contributed toward the R2 value. Based on the R square value of
0.57, these facets of job satisfaction could explain 57% in the variation of employees’ organizational
commitment. The obtained result as tenure is found significantly predicting organizational commitment.
As the result as all the job facets are found significantly predicting organizational commitment.

37
Among the demographical variables used in the study (age and tenure) only tenure was found significantly
related to organizational commitment. Results are supported by previous research findings (Kahtani,
2012). It means, as experience with the organization increases the level of job satisfaction also increases.

Promotion is found positively related to organizational commitment due to the opportunities for the public
sector employees to advance their career. This finding is supported by (Abdelrahman et al., 2012). The
characteristics of the job or the kind of work given and performed by the workers affect their satisfaction.
Interesting and rewarding job leads to job satisfaction (Saimir and Jonida, 2013) Social support from co-
worker networks serves as a resource that affects job satisfaction (Abdelrahman et al., 2012). Previous
research findings have shown that social support can be received from supervisor, colleagues, family, and
friends (Lee, 2004) stated that relationships with the coworker play an important role in developing
organizational commitment and job satisfaction.

Relationship with immediate supervisor is an important antecedent of employee’s job satisfaction (Dupre
and Day, 2007). A supervisor who considers his/her subordinates’ feelings, well-being, and contributions
is playing an important role in developing job satisfaction among employees (Saimir and Jonida, 2013).

38
 CHAPTER: FIVE

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter provides an overview of salient research findings emanated from the
research. It also provides conclusions that can be drawn from the research and offers suggestions
for change and research into job satisfaction and organizational commitment of employees.

5.1. Summary
The main objective of this study was to find out and explain the job satisfaction and
organizational commitment of the administrative staff in Wollo University..

In order to address the aforementioned research objectives, a mixed approach design was
employed. The quantitative data collected first through self reporting questionnaire, and
organizational commitment (affective, continuance, and normative). Based on the figures in the
quantitative data, qualitative information was gathered through questionnaire in order to further
interpret and explain the findings related with job satisfaction and organizational commitment of
employees. The qualitative data built on the quantitative findings while discussing the results of
the study in the previous chapter; and implied in the recommendations.

The participants of the study were all the administrative staffs who were at the wollo university
dessie campus, The total number of participated in the study were 240. All of them successfully
completed and returned the questionnaire.

Varieties of analysis techniques were applied to reach at conclusions in this study., employees
level of satisfaction with the selected facets of job, and employee level of organizational
commitment with regard to the three components (affective, continuance, and normative) were
described using mean, standard deviation, and percentages.

Pearson’s product moment correlation (zero order and partial) were employed to check the
relationship among the study variables; and their relationship with demographic variables. Also,
standard multiple regressions were employed to determine the strength of relationships between
job satisfaction and organizational commitment of employees educators in wollo university.

39
The overall job satisfaction of teachers as measured by the aggregate scores of employees in the
selected facets, with the mean score 3.18 indicated that employees were very slightly satisfied
with their job.

Considering its importance for organizational success, employees’ overall commitment for
Wollo university was assessed through self reporting data. The descriptive analysis showed
that the average score (mean=3.27) were very low to say employees in the university have a
belief on the goals, exert a considerable effort, and willing to continue membership.
Concerning the three components of organizational commitment, employees exhibited a
relatively better commitment in affective one. The mean scores for the three components
(affective, continuance, and normative) were 3.64, 3.08, and 2.98 respectively. This indicated
that teachers manifested very low continuance and normative commitment.

As observed from the correlation coefficients between the selected facets and overall job
satisfaction were all significant at a < 0.01. Among the correlation coefficients of the selected
variables, the highest was observed between promotion/growth opportunities and overall job
satisfaction

The positive significant correlation coefficient between overall job satisfaction and
affective commitment is an indication of employees’ increased emotional attachment,
belongingness, strong desire to maintain membership, and exert a considerable effort for the
success of their university when they feel satisfied with their job in general.

5.2 Conclusions
The following conclusions can be drawn from the findings reported above.

The majority of employees in Wollo University experienced a very low over all job satisfaction.
Similarly, employees’ had a very low commitment towards the university. Though some
employees had a strong emotional attachment, belongingness, and they care for the fate of the
university; majority of employees in the university feel low obligation to stay in the university;
and underestimate the associated costs of leaving the university at any time.

40
Based on a significant relationship between satisfaction with the selected facets and overall
job satisfaction of employees , it is concluded that the facets of job have moderate to large
effect either to increase or decrease employees’ overall feelings about the favorableness of their
job.

Depending on their level of job satisfaction, employees in the university had varying levels of
emotional attachment and belongingness with the university. Other things remain constant;
employees with better job satisfaction tend to care for the fate of the university, have a strong
desire to continue membership, and work for the realization of institutional goals.

However, employees’ obligation-based and cost-based commitments not necessarily depend on

their job satisfaction only tenure had a significant negative relationship with job satisfaction of
employees in Wollo University. Those stayed longer in the university were not comfortable with
the job; it is because of failure to satisfy their needs repeatedly.

Similarly, tenure and educational level of teachers had a significant negative relationship with
their affective commitment. Since affective commitment is basically resulted from the fulfillment
of needs at work place, it is concluded that the college was unable to respond to the increased
needs of recognition, autonomy, and promotion/growth opportunities which need to satisfy. As a
result, employees with longer stay and/or better educational levels reported low emotional
attachment and belongingness with the university. Also, they were less likely willing to devote
the effort beyond the role required.

5.3 Recommendations
The findings of this study are believed to have some implications for practice. These
implications might show area of intervention to improve the extent of employees’ job
satisfaction and organizational commitment. The suggestions below arise from the discussions
and conclusions made before.

Based on a very slight overall job satisfaction of employees, administrators in the

university collaboratively with regional education bureau should take necessary measures for
the optimal provision of intrinsic (especially recognition, autonomy, promotion/growth)
and extrinsic job rewards (good compensation and financial benefits, clean and resource full

41
environment, and respectful supervision) to make their core workforce highly satisfied and
committed to reap the benefits of improved work behavior.

The university administrators should strive to create opportunities in which Employees

can get fair and comparable financial benefits to other institutions. In addition, mechanisms
should be prepared in order to decrease employees’ dissatisfaction resulted from work overload
with unreasonable payments.

Since job satisfaction is positively related to organizational commitment, this should be a

signal to the management of wollo university and other similar institutions that they need to
ensure that employees are highly satisfied with their job in order to prevent the occurrence of
lowly committed employees from developing in their institution or ensure that employees
remain committed.

It was also unpleasant to observe a negative significant relationship between tenure and job
satisfaction in Wollo University. Taking this finding as a serious problem, university
administrators are expected to provide an environment, which increases the job satisfaction of
the senior staffs in the university. Senior staffs with longer stay in the university had a relatively
higher expectation of if so, understanding their needs may generate better attitudes.

Tackling the negative relationship of tenure and educational level of employees with their
affective commitment should be an urgent task for university administrators. Employees with
longer stay and/or relatively better educational levels are believed to have high expectations;
therefore the administrators should take necessary measures for the best possible fulfillment of
these needs.

Based on a significant relationships manifested between the selected facets and overall job
satisfaction; and overall job satisfaction and affective commitment, it is possible to suggest that
an effort made to increase employees satisfaction in each facet is an effort made to increase
employees overall job satisfaction where by increasing employees emotional attachment
with the university. Therefore, it may be important to examine feelings of employees
continually and take measures.

42
 Since this study also concluded that job satisfaction was positively related to affective
commitment, further field studies on job satisfaction and commitment should be
encouraged to look into other possible contributing factors that were not investigated in this
study.

REFERENCES
Adugna Abebe. (2007). The relationship between job satisfaction and employee behavior.

The case of dashen brewery employees in Gondar. AAU, Unpublished Master’s Thesis.

Alderfer, C. P. (1972). Existence, relatedness and growth: Human needs in organizational Settings. New
York: Free Press.

Al-Mashaan, O. (2003). Associations among job satisfaction, pessimism and psychosomatic

symptoms of employees in the government sector. Psychological Reports, 93, 17-25.

Al-Rubashi, A. M. et al. (2011). Academic job satisfaction questionnaire: Construction and validation in
Saudi Arabia. Journal of Family and Community Medicine, 18 (1), 1-7.

Aref, K. & Aref, A. (2011). The Relationship between Job Satisfaction and Organizational
Commitment amongst School Teachers in Shiraz, Iran. Journal of American Science, 7(12), 488-491.

Aydogdu, S., Asikgil, B. (2011). An Empirical Study of the Relationship among Job Satisfaction,
Organizational Commitment and Turnover Intention. International Review of Management and
Marketing, 1(3), 43-53

Bagraim, J.J. (2003). The nature of measurement of multiple commitment foci amongst South African
knowledge workers. Management Dynamics, 12(2), 13-23.

Begley, T., & Czajka, J. (1993). Panel analysis of the moderating effects of commitment on satisfaction,
intent to quit and health following organizational change. Journal of Applied Psychology, 78, 552-
556

Billingsley, B.S., & Cross, L.H. (1992). Predictors of commitment, job satisfaction, and intent to stay in
teaching: A comparison of general and special educators. Journal of Special Education, 25(4), 453-472.

Akfopure, R .R. Ikhifa, O.G., Imide, O.I., & Okokoyo, I. E. (2006). Job s atisfaction among educators in
colleges of education in Southern Nigeria. Journal of Applied Sciences, 6(5), 1094-1098.
Allen, N.J. and Meyer, J.P. (1990) ‘The Measurement and Antecedents of Affective, Continuance and
Normative Commitment to the Organization’, Journal of Occupational Psychology, 63, 1–18.
Awang , Z., Ahmad, J. H. & Zin, N. M. (2010). Modelling Job Satisfaction And Work Commitment
Among Lecturers: A Case of UiTM Kelantan. Journal of Statistical Modeling and Analytics,1(2)
45-59.

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Ayeni, C. O., & Phopoola, S. O.(2007). Work Motivation, Job Satisfaction, and Organizational
Commitment of Library Personnel in Academic and Research Libraries in Oyo State, Nigeria’,
Library Philosophy and Practice 2007.
Bahari bin Mat (1997),‘Kepuasan Kerja Dikalangan Guru-Guru Sekolah Menengah Di Felda
Jengka’, Unpublish Masters Desertation, Universiti Utara Malaysia

APPENDIX
Wollo University

College of Business and Economics

Department of Management
Part One: Demographic information

1. Sex:

A. Male ☐ B. Female ☐

2. Age group

A. 20-30 ☐ C. 41-50 ☐

B. 31-40 ☐ D. above 50 years old ☐

3. Tenure/ Length of service in the University:

A/ 1-2 Years ☐ B/2-4 Years ☐ C/ 4-6 years ☐ D/ more than 6 Year

4. Educational level:

A. Secondary school and less☐

B. Diploma ☐.

C. First degree ☐

D. Master’s degree ☐

44
 Part Two: Job Satisfaction Questionnaire

Below are questionnaire prepared to collect data about Employees’ level of job satisfaction,
attitude towards the different aspects of their job. There are different facets of job identified
based on theory and research findings; namely: Work it-self, pay, supervision, co-worker
relation, opportunities for promotion/growth. Under each facet there are statements or phrases
which assumed to have a potential to measure employee’s level of satisfaction on that particular
aspect of job.

So, You are kindly requested to evaluate the property of each item in measuring employees’
satisfaction with regard to the specified category/job facet; putting an “x” mark next to each
item ranging from 1-5.

1. Means ‘ Poor’ = Not necessary

2. Means ‘Not good’ = It needs major modification
3. Means ‘Good’ = It needs moderate modification
4. Means ‘Very good’ = It needs very slight modification
5. Means ‘Excellent’ = Can be used as it is.

1 Pay 1 2 3 4 5

1.1 My pay is low compared to what others get for similar work.

1.2 I am highly paid.

1.3 In my opinion, my pay is equal with those with a similar

education and work background
1.4 My pay is fair and sufficient compared to payments for other
profession.

1.5 The university has clear policies regarding

payments like allowances

45
1.6 I feel I am being paid a fair amount for the work I do.

2. Promotion/growth opportunities

2.1 My opportunities for upgrading are limited

2.2 I have a good chance for promotion
2.3 My university has an unfair promotion practices
2.4 The college gives enough chance for
professional growth

2.5 The organization helps me to peruse my professional

growth
2.6 In my job promotion is based on job performance and
achievement

3 Co-worker relation

3.1 My colleagues are willing to listen to my job- related problems

3.2 My colleagues are helpful to me in getting my job done.

3.3 My colleague workers are selfish.

3.4 The people I work with are very friendly
3.5 The people I work with help each other when someone falls
behind or gets in a tight spot.

3.6 My colleague workers are pleasant

4 Supervision

4.1 My supervisor is willing to listen to my job- related problems.

4.2 My immediate supervisor treats staff fairly

4.3 I can trust my immediate supervisor

4.4 My immediate supervisor does a good job.

4.5 My immediate supervisor uses positive

feedback with staff

4.6 I have no administrative tension with my

immediate supervisor

5 Work-itself

5.1 I feel that my work is meaningful

5.2 My work gives me a sense of achievement
46
5.3 My current work allows me to use my skill and
Creativity.
5.4 I am satisfied with the variety in my work

5.5 I am really doing something valuable in my job.

Part THREE: Organizational Commitment Questionnaire

Below are questionnaire prepared to collect data about teachers’ level of organizational
commitment. Based on Allen and Meyer’s three model conceptualization of organizational
commitment, affective, continuance, and normative organizational commitment are employed in
this study. Under each form of organizational commitment there are statements or phrases which
assumed to have a potential to measure teachers’ level of organizational commitment on that
particular form of commitment. Since this instrument is prepared by adapting instruments
originally developed by different scholars in foreign countries, you are kindly requested to
evaluate the property of each item in measuring Employees’ commitment with regard
to the specified form of organizational commitment; putting an “x” mark next to each item
ranging from 1-5.

1. Means ‘Poor’ = Not necessary

2. Means ‘Not good’ = It needs major modification
3. Means ‘Good’ = It needs moderate modification
4. Means ‘Very good’ = It needs very slight modification
5. Means ‘Excellent’ = Can be used as it is.

47
 Thank you for your support again!

Affective Commitment

1 I really care for the fate of this university. 1 2 3 4 5

2 I do not feel like “part of the family” at the university

3 I do not feel “emotionally attached” to this university.

4 I do not feel a strong sense of belonging to the

university.

5 I would be very happy to spend the rest of my career in

this university
6 I really feel as if this university’s problems are my own
Continuance Commitment
7 Too much of my life would be disrupted if I decided to
leave the university right now, even if I wanted to
8 I believe that I have too few options to consider
leaving this organization.

9 One of the few negative consequences of leaving this

university would be the lack of available alternatives
10 If I had not already put so much of myself into this
university, I might consider working elsewhere.

11 It would be very hard for me to leave this organization

right now, even if I wanted to.

12 I wish I leave this organization

Normative Commitment

13 I do not feel any obligation to remain with my current

employer
14 I would feel guilty if I left the university now
15 This university deserves my loyalty.

16 I would not leave my organization right now because I

have a sense of obligation to the people in it.

17 Even if it were to my advantage, I do not feel it would

48
 be right to leave the university now
18 Right now, staying with this organization is a matter of
contract.

49