Final Project

by

Cristal Vzquez Dvila

Submitted in Partial Fulfillment

of the Requirements for the course
Job Attitudes, Measurement, and Change

Walden University
 Introduction

According to studies by Coyle-Shapiro and Conway (2005), Freund (2005), and

Hofmann, Morgeson, and Gerras (2003) social exchange in the working scenario has a direct

effect or influence on the work-place outcomes such as lack of motivation, absenteeism, and

employee turnover. Organizations remain in looking for answers concerning employee work and

social responsibility manners (Joiner & Bakalis, 2006). According to Scott, Bishop, and Chen

(2003) cooperative work surroundings are labor force that inspire and backing job involvement.

Also, Scott et al. (2003) claimed that for cooperative personnel to be accomplished, employees

essentially are eager to work outside the demand of obligation and they should be devoted to the

organization.

The existent literature is partial concerning organizational commitment in Puerto Rico

Vocational educational situations. Consideration is required to examine consequences and

antecedents among Puerto Rican vocational educators including: gender, tenure, level of job

involvement, perception of organizational support, and job satisfaction (Padilla-Velez, 1993). It

was assumed that there is an important relationship among job involvement, employee

commitments, and job satisfaction.

Study Purpose/Research Objectives

Although investigators have acknowledged multiple variables that forecast organizational

commitment, they have not settled on two explicit conclusions. Foremost, no single variable has

been specified as the only issue directly influencing workplace consequences including

turnover and organizational commitment, and subsequent, more experimental research

is required to narrow the choice of predictors of organizational commitment for real-world

employment retention and commitment (Hafer & Martin, 2006; Makanjee, Hartzer & Uys,
2006). According to Meyer and Allen in 1993 commitment in an organization has been

recognized as an important factor influencing the success in several organizations. This proposal

is intended to study the connection among job involvement and job satisfaction as predictors of

organizational commitment between Puerto Rican vocational educators. Also, gender, as an

exclusive demographic variable have also been recognized for investigation and if it is a

significant factor having an impact in the major concept variables of attention. According to

Obeng and Ugboro (2003) administrations have recognized that their personnel can only

be as effective as their greatest organizational leaders and the workforces who work under

their guidance. There is little indication in the literature that acknowledged detailed factors

that influence organizational commitment between Puerto Rican educators (Padilla-Velz, 1993).

According to Darling-Hammonds (2005) since educator student understanding and

contribution has been known as essential aspects having an impact on student success, it is

valuable for educational organizations to examine factors that may impact teacher commitment

and their choice to continue with an organization. Chang and Choi (2007) specified that teachers

are frequently devoted to their profession and a certain institution. Nevertheless, their

commitment to their professions regularly take antecedence over their obligation to the

employment place (Feather & Rauter, 2004; Freund, 2005). Many administrations seek to offer

and encourage a supportive and safe workforce. Some organizations have gone to the scope

letting their personnel know how much they care about their welfare by providing physical

training and child care facilities. Collier and Esteban (2007) studied that personnel who supposed

that an organization is sincerely worried about their well-being are more expected to gladly

become contribute and be involved in the success of the organization.

 Abbot et al (2007) argue that in reply to devoted and dedicated employee hard work,

organizations answer by constantly presenting new incentives and programs to induce and

growth loyalty, job satisfaction, productivity, morale, and at the same time reduce turnover.

The basic hypothesis is that if personnel experience and developed work environment as

indication of high levels of job involvement, job satisfaction, and commitment, they will also be

encouraged to, in sympathetic, produce extraordinary work concerning the organization.

Theories that makes emphasis on the significance of the relationship quality of leadership in

education and personnel will be used to study the connection among the selected variables for

the research proposal.

Research Question(s) and Hypotheses

The research question of this proposal is to evaluate if there is a connection among job

involvement, job satisfaction, and gender with organizational commitment.

H1: Higher affective commitment scores as measured by the Job Satisfaction Survey

subscale will be related to higher job involvement, higher job satisfaction, and gender.

H01. There is no connection between affective commitment and job involvement, job

satisfaction, and gender.

H2: There is a connection among continuance commitment with job involvement, higher

job satisfaction, and gender.

H02: There is no connection among continuance commitment and job involvement, job

satisfaction, and gender.

H3: Female educators with normative commitment scores, will also have better job

involvement and job satisfaction.

 H03: There is no connection among normative commitment and job involvement, job

satisfaction, and gender.

Methodology

This proposal is to investigate the connection among job involvement, job satisfaction,

and organizational commitment of employee through a quantitative design. Different methods of

analysis will be used to investigate the research questions: Multiple regression analysis

(ANOVA).

The independent (predictor) variables were: job involvement, as measured by the Job

Involvement Questionnaire, and also, job satisfaction and gender being measured with the Job

Satisfaction Survey. The dependent variable is organizational commitment, and will be measure

with the three subscales of TCM Employee Commitment Survey. This research proposal will be

based in survey methodology. According to Wagner (2013) regression analysis helps

establishing the variance in the dependent measures due to the separate and collective input of

the set of predictors that will be used in the investigation. The objective of the investigation is to

study the connection between job involvement, job satisfaction, gender, and organizational

commitment. Descriptive statistics will be used and a synopsis of tables will be provided to

evaluate scores. Means and standard deviations and Frequency tables will be used rendering to

the measurement of each variable.

Analysis/Results

The goal of this research proposal is to evaluate the connection among job involvement,

job satisfaction, age, and organizational commitment among Puerto Rica vocational school

educators. This section presents the findings of SPSS data results. A total of 155 educators

contributed in the proposal. Most of the participants were Female. (74.2%), see table 1.
 Table 1: Frequencies Data (N=155)
Demographics Data F %
Gender
Male 40 25.8
Female 115 74.2

The statistics for the Job Satisfaction survey warranted consideration as the statistical

analysis providing very valuable information. In the Inventory survey, they are 9 subscales. As

table below, the lowest position mean score was promotion (M= 11.96); following pay

(M=12.02), and operating conditions (M=12.49). In difference, participants gave the highest

standing work (M= 20.91) in the supervision subscale (M=19.08), and the scale of coworkers

(M=18.08).

Table 2: Summary Statistics for Subscales of the Job Satisfaction Survey (N=155)
JSS Subscales MIN MAX M SD
Pay 4.00 24.00 12.02 4.96
Promotion 4.00 23.00 11.96 4.50
Supervision 4.00 24.00 19.80 5.02
Nature of work 10.00 24.00 20.91 3.20
Operating conditions 4.00 23.00 12.49 4.49
Coworker 7.00 24.00 18.08 4.35
Contingent rewards 4.00 24.00 14.25 5.25
Communication 4.00 24.00 15.63 4.93
Fringe benefits 5.00 24.00 15.76 4.40
Total Scores JSS 75.00 203.00 140.91 28.42

In the Job involvement questionnaire, the mean is 36.25. When it comes to the job

involvement questionnaire in the three different subscales the means scores are the following:

Normative commitment scale (M=27.61), continuance commitment subscale with 27.65, and the

lowest score affective commitment subscale with 24.50.

 Table 3: Summary Statistics of Job Involvement Inventory Scores
Inventory Scores N Min Max M SD
Job Involvement Questionnaire 155 13.00 60.00 36.25 9.22
Affective Commitment Subscale 155 13.00 34.00 24.50 3.75

Continuance Commitment Subscale 155 13.00 41.00 27.65 6.55

Normative Commitment Subscale 152 6.00 42.00 27.61 8.88

Multivariate Analysis (ANOVA)

A repeated measures ANOVA with a Wilks Lambda correction determined that F (3.00,

31.00) = 377.156, p < .0005; Wilk's = 0.027. Therefore, we can conclude that there is a

statistical significance between job satisfaction, job involvement with organizational

commitment (observed table 4 and 5 in appendices). When we analyze our predictors separately,

we can have established, that when it comes to job satisfaction there is statistical significance in

all of the different subscales of organizational commitment: F (17, 71) = 3.927, p= .001 for

affective commitment, F (17, 71) = 1.911, p= .054 for normative commitment, and for

continuance commitment F (17, 71) = 1.911, p= .046; being the last two scales slightly above

and below the alpha p value of .05. When it comes to job involvement there is no statistical

significance in all of the different subscales of organizational commitment: F (33, 71) =

1.890, p= .311 for affective commitment, F (33, 71) = 1.261, p= .254 for normative

commitment, and for continuance commitment F (33, 71) = 1.450, p= .350; being all of them

above the alpha p value of .05.

According to the results Job involvement was found not to be related to organizational

commitment. In the other hand, Job satisfaction was related to the organizational commitment

subscales. Gender only gave information that more females are satisfied and organizational

committed than males.

Implications

Gender was the first predictor entered because it was a demographic variable, there was little

evidence gathered, to back up gender as being a predictor for organizational commitment. If this

study was actually taken place it can have substantial benefits to all organizations concerning

education not only vocational; also, constituents, and politicians who are strongminded to make

community-wide enhancements based on precise scientific research. Job satisfaction is a vital

predictor when it comes to organizational commitment. It has a significant role in social change

and an essential aspect on influencing organizational commitment and all its subscales. Job

involvement even though cannot provide results in this design has been established to promote

responsibility for the accomplishment of the organization. Job involvement and job satisfaction

concerning an organization cannot be ignored (Bragg, 2002). Educational organizations should

use valuable information to promote, enhance, and create positive organizational effectiveness,

changes, and attitudes. This data is not only significant to teachers, but also to organizations that

desire committed practitioners.

Limitations

One of the limitation that any type of investigation that is survey based is that since the

information collected is self-reports results can lack of genuine responses. Another limitation this

proposal may not be able to establish generalization to different organizations because its main

purpose was in educators. Bigger sampler should be used in further investigations.

Conclusions
 It is probable that because teaching is a person centered structural system, the subtleties

of this research proposal cannot be widespread to other non-people adjusted professions where

interpersonal and professional interactions are unlikely. Consequently, a workers level of

commitment would not be predisposed by the variables carefully chosen for this research. On the

other hand, personnel who perform well on the profession were probably the representative

personnel who were also more enthusiastic to contribute in work connected studies.

This research proposal has help in recognized factors of cohesion that organizations could

use to focus their attentions and efforts a in the direction of workforce that are committed and

collective. While many industries, institutions, and organizations have a various goals and

mission, many institutions keep on functioning as an industry of one. Organizational employees,

supervisors, and leaders must observe carefully the value of a combined undertaking and its

benefits of everyone involved. Some questions continue concerning I/O psychology research,

one of them being can organizations endure with low commitment from personnel? According to

the literature, yes. Nevertheless, the real question ought to be whether or not organizations can

influence the highpoint of the success of the organizations, continue viable, meet the strains of

their market without organizational commitment? The answer is, no.

In conclusion by growing commitment from educator, a gush should also trigger social

chance movement, by increasing job satisfaction and job involvement, and commitment to a

profession cultured for worldwide deal to all human race.

References

Abbott, J. B., Boyd, N. G., & Miles, G. (2006). Does type of team matter? An
 investigation of the relationships between job characteristics and outcomes within

a team-based environment. The Journal of Social Psychology, 146(4), 485-507.

Bragg, T. (2002). Improve employee commitment. Industrial Management, 44(4), 18-22.

Chang, J., & Choi, J. (2007). The dynamic relation between organizational and

professional commitment of highly educated research and development

professional. The Journal of Social Psychology, 147(3), 299-315.

Collier, J., & Esteban, R. (2007). Corporate social responsibility and employee

commitment. Business ethics: A European review, 16(1), 19-33.

Coyle-Shapiro, J., & Conway, N. (2005). Exchange relationships: examining psychological

contracts and perceived organizational support. Journal of Applied Psychology.

Darling-Hammond, L. (2005). How teaching conditions predict teacher turnover in California

schools. Peabody Journal of Education, 80(3), 44-70.

Feather, N.T., & Rauter, A. K. (2004). Organizational citizenship behaviors in relation to

job status, job insecurity, organizational commitment and identification, job

satisfaction and work values. Journal of Occupational and Organizational

Psychology, 77(1), 81-94.

Freund, A. (2005). Commitment of job satisfaction as predictors of turnover intentions

among welfare workers. Administration in Social Work, 29(2), 5-21.

Hafer, J. C. & Martin, T. N. (2006). Job involvement or affective commitment: A

sensitivity analysis study of apathetic employee mobility. Institute of Behavioral

and Applied Management, September, 1-19.

Hofmann, D. A., Morgeson, F. P., & Gerras, S. J. (2003). Climate as a moderator of the
 relationship between leader-member exchange and content specific citizenship:

Safety climate as a exemplar. Journal of Applied Psychology, 88(1), 170-178.

Joiner, T. A., & Bakalis, S. (2006). The antecedents of organizational commitment: the case of

Australian casual academics. International Journal of Educational Management, 20(6),

439-452.

Makanjee, R.C., Hartzer, Y., & Uys, I. (2006). The effect of perceived organizational

support on organizational commitment of diagnostic imaging radiographers.

Radiography, 12(2), 118-126.

Meyer, J., P., & Allen, N. J., (1997). Commitment in the workplace: Theory research, and

application. Thousand Oaks, CA: Sage Publishing.

Obeng, K., & Ugboro, I. (2003). Organizational commitment among public transit

employees: An assessment study. Transportation Quarterly, 57(2), 83-98.

Padilla-Velez, D. (1993). Job satisfaction of vocational teachers in Puerto Rico (Doctoral

dissertation, The Ohio State University).

Scott, D.K., Bishop, J.W., & Chen, X. (2003). An examination of the relationship of

employee involvement with job satisfaction, employee cooperation, and intention

to quit in us invested enterprise in china. The International Journal of

Organizational Analysis, 11(1) 3-19.

Warner, R. M. (2013). Applied statistics: From bivariate through multivariate techniques

(2nd ed.). Thousand Oaks, CA: Sage Publications.

Appendices

Syntax Output
GET
FILE='C:\Users\Cristal\Documents\walden\RSCH_8250\8\
JobAttitudesDataset.sav'.
DATASET NAME DataSet1 WINDOW=FRONT.
FREQUENCIES VARIABLES=ji01 ji02 ji03 ji04 ji05 ji06
/STATISTICS=STDDEV MINIMUM MAXIMUM MEAN
/ORDER=ANALYSIS.

GLM AffectCommMean NormCommMean ContCommMean BY JobSatMean JIMean

/METHOD=SSTYPE(3)
/INTERCEPT=INCLUDE
/POSTHOC=JobSatMean JIMean(BONFERRONI)
/EMMEANS=TABLES(JobSatMean) COMPARE ADJ(BONFERRONI)
/EMMEANS=TABLES(JIMean) COMPARE ADJ(BONFERRONI)
/EMMEANS=TABLES(JobSatMean*JIMean)
/PRINT=DESCRIPTIVE
/CRITERIA=ALPHA(.05)
/DESIGN= JobSatMean JIMean JobSatMean*JIMean.
Table 4: Multivariate Testsa

Effect Value F Hypothesis df Error df Sig.

Intercept Pillai's Trace .973 377.156b 3.000 31.000 .000

Wilks' Lambda .027 377.156b 3.000 31.000 .000

Hotelling's Trace 36.499 377.156b 3.000 31.000 .000

Roy's Largest Root 36.499 377.156b 3.000 31.000 .000

JobSatMean Pillai's Trace 1.460 1.841 51.000 99.000 .005

Wilks' Lambda .119 1.906 51.000 93.098 .004

Hotelling's Trace 3.385 1.969 51.000 89.000 .003

Roy's Largest Root 2.030 3.940c 17.000 33.000 .000

JIMean Pillai's Trace 1.638 1.203 99.000 99.000 .179

Wilks' Lambda .090 1.172 99.000 93.710 .219

Hotelling's Trace 3.800 1.139 99.000 89.000 .267

Roy's Largest Root 1.755 1.755c 33.000 33.000 .056

JobSatMean * JIMean Pillai's Trace 1.995 .923 213.000 99.000 .687

Wilks' Lambda .036 .889 213.000 93.912 .757

Hotelling's Trace 6.135 .855 213.000 89.000 .819

Roy's Largest Root 2.566 1.193c 71.000 33.000 .293

a. Design: Intercept + JobSatMean + JIMean + JobSatMean * JIMean

b. Exact statistic

c. The statistic is an upper bound on F that yields a lower bound on the significance level.

Table 5: Tests of Between-Subjects Effects

 Dependent Type III Sum of Mean
Source Variable Squares df Square F Sig.

Corrected Model AffectCommMean 341.743a 121 2.824 1.783 .028

NormCommMean 324.394b 121 2.681 1.312 .185

ContCommMean 363.124c 121 3.001 1.300 .194

Intercept AffectCommMean 1385.820 1 1385.820 874.789 .000

NormCommMean 1325.503 1 1325.503 648.713 .000

ContCommMean 1601.844 1 1601.844 693.910 .000

JobSatMean AffectCommMean 105.750 17 6.221 3.927 .000

NormCommMean 66.378 17 3.905 1.911 .054

ContCommMean 77.475 17 4.557 1.974 .046

JIMean AffectCommMean 62.144 33 1.883 1.189 .311

NormCommMean 85.030 33 2.577 1.261 .254

ContCommMean 87.217 33 2.643 1.145 .350

JobSatMean * AffectCommMean 86.755 71 1.222 .771 .820

JIMean NormCommMean 117.296 71 1.652 .809 .775

ContCommMean 162.482 71 2.288 .991 .526

Error AffectCommMean 52.278 33 1.584

NormCommMean 67.428 33 2.043

ContCommMean 76.178 33 2.308

Total AffectCommMean 2348.000 155

NormCommMean 2485.500 155

ContCommMean 2948.722 155

Corrected Total AffectCommMean 394.021 154

NormCommMean 391.822 154

ContCommMean 439.302 154

a. R Squared = .867 (Adjusted R Squared = .381)

b. R Squared = .828 (Adjusted R Squared = .197)
c. R Squared = .827 (Adjusted R Squared = .191)