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The Role of Organizational Commitment in Enhancing Organizational

Effectiveness
Conference Paper · April 2019
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Education Excellence and Innovation Management through Vision 2020
The Role of Organizational Commitment in Enhancing

Organizational Effectiveness
Ala’aldin ALROWWAD1, Dmaithan Abdelkarim ALMAJALI 2, Ra'ed MASA'DEH 3, Bader OBEIDAT 4, Noor
AQQAD 5
1
Assistant Professor, Business Management Department, School of Management, The University of Jordan/Aqaba
Branch, a.alrowwad@ju.edu.jo
2
An Independent Researcher, Amman, Jordan, almjalidmaithan@yahoo.com
3
Associate Professor, Management Information Systems Department, School of Business, The University of Jordan,
r.masadeh@ju.edu.jo
4
Associate Professor, Business Management Department, School of Business, The University of Jordan,
b.obeidat@ju.edu.jo
5
MBA Student, Business Management Department, School of Business, The University of Jordan,
nooraqqad1202@gmail.com
Abstract
This research aims to investigate the role of organizational commitment (affective commitment, continuance
commitment, and normative commitment) in enhancing organizational effectiveness. A self-administrated
questionnaire containing 37 items were used to collect data from 266 employees in Jordan. Results of the multiple
regression revealed that there are significant positive impacts of continuance commitment and normative
commitment on organizational effectiveness, whereas affective commitment does not have a significant impact on
organizational effectiveness. Also, the results revealed that there is no significant difference in the impact of
organizational commitment on organizational effectiveness that can be attributed to gender. Furthermore, results of
ANOVA test indicated that there is no significant difference in the impact of organizational commitment on
organizational effectiveness in favor of age, experience, and academic rank. The results have many managerial
implications for universities. That is in order to enhance organizational effectiveness; decision makers must pay
attention to the organizational commitments.
Keywords: Organizational Commitment, Organizational Effectiveness, Organizational Performance, Jordan.
Introduction
Organizations are facing major challenges when it comes to organizational effectiveness, ranging from downsizing,
re-engineering, or restructuring, to an explosion of information and an increase in the diversity of the workforce.
These changes are expected to be present in public enterprises, including institutions of higher education (Nordin,
2012). Having a sound education system is the foundation of any developing nation, and the success and
effectiveness of the education system is tied to the quality of its teachers (Sharma, 2015). In order to overcome such
challenges, attempts have been made to establish a connection between employee attitudes and organizational
relevant behaviors. It has been reported that some employee behaviors that are considered behaviors for
organizational effectiveness include, employees entering and remaining with the organization, carrying out specific
role requirements, and engaging in innovative and spontaneous activity that goes beyond role prescription (Shahid
and Azhar, 2013). One of the tools managers can use to analyze employees’ identification with organizational goals
and loyalty linking them to their workplace is organizational commitment (Zayas-Ortiz et al., 2015).
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Commitment is seen as an important factor that determines the success of the organization. The importance given to
commitment stems from the fact that it aids organizations to retain more staff and thereby increase in achievement,
productivity, and effectiveness. Recently, substantial attention has been directed toward organizational commitment
as the attitudinal part of the relationship. The reason behind using organizational commitment is that commitment is
presumed to be a relatively stable employee attitude that may disclose reliable linkages between attitudes and
behavior (Angle and Perry, 1981). Therefore, no organization can perform at high levels unless each employee is
committed to the organization’s objectives and performs as an effective team member (Shahid and Azhar, 2013).
Chughtai and Zafar (2006) claimed that developing and encouraging organizational commitment among the
academic staff is important as employees that are committed would remain attached to their organization, perform
better, and engage in organizational citizenship behavior. Several factors make up organizational commitment such
as the belief and acceptance of the goals, values and objectives of the organization, the employe’s wish to endeavor
for the organization, and a strong desire to remain within it. As such, it can be concluded that one of the most
important concepts determining teachers’ interest towards the academic institution is the level of organizational
commitment. This study aims to investigate the relationship between organizational commitment of faculty
members and subsequent organizational effectiveness at Zarqa Universiy.
The rest of this paper is organized as follows, a review of the literature is provided regarding the two variables
organizational commitment and organizational effectiveness, followed by the research methodology, data analysis
and results, and ending with the discussion of the results and the conclusion obtained from these results.
Literature Review
Organizational Commitment
Organizations depend to a large extent on the human resources it possesses. Human resources are considered as the
main element that makes an organization tick, without them nothing in the organization would get done (Alkalha et
al., 2012). Attracting and retaining the best is the goal of every organization, but this is easier said than done. One of
the major problems organizations face is the loss of their human resources. When employees leave the organization,
it doesn’t only mean a reduction in the number of employees, but also the loss of knowledge and experiences they
have accumulated over the years (Shannak et al., 2010; 2012a, 2012b; Kanaan et al., 2013; Obeidat et al., 2014;
Masa’deh et al., 2013a, 2013b, 2015a; Masa’deh et al., 2015b; Obeidat et al., 2017). Furthermore, the loss of human
resources may not only be physical, it may also mean that the employee is present physically, but is absent-minded
most of the time thinking of their own problems. This may also cause a problem for organizations as employees are
not giving their all to their work and the organization. Therefore, organizational commitment is regarded as a crucial
and desirable element in employees’ behavior, but one that is seen as elusive in workplaces and organizations
(Aladwan et al., 2013). As a result, a large amount of research has been devoted to understanding the nature,
antecedents, and consequences of organizational commitment (Chughtai and Zafar, 2006).
The importance given to organizational commitment may be attributed to the fact that organizational commitment
leads to several favorable outcomes for both individuals and organizations (Chiu and Ng, 2015). Organizational
commitment has also gained interest as it is seen as the core component for cooperation and consensus in a
functionally cohesive organization. It is suggested that employees are more empowered to serve the common goal in
strong, cohesive organizations, while the attractiveness of of values brings the members of the organization closer
together. As such, it can be concluded that having loyal employees is very important for organizations since there is
evidence that loyal employees add to the value of an organization, which help in attracting and retaining the very
best individuals (Al-Qarioti and Enezi, 2004). This importance has been recognized since the 1960s by several
workplace scholars. Since then, organizational commitment has become one of the most frequently studied
organizational construct. As a consequence of this long history, many conceptualizations emerged for organizational
commitment (Kell and Motouidlo, 2013).
Commitment can be defined as the attachment, identification, or loyalty to the entity of commitment (Singh and
Gupta, 2015). According to Meyer and Herscovitch (2001), commitment is an obliging force that directs behavior. It
is anything more than a motive to engage in a particular course of action, or a positive attitude toward the entity that
encourages the person to act in a way that benefits that entity. Literature concerning organizational commitment
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shows that there are at least three different approaches to conceptualizing organizational commitment. The first
approach was developed by Becker in 1960 and is known as the side-bet theory. Side-bets refer to anything of value
that the employee has invested in the organization and that would be lost if the employee left the organization. The
second approach is the psychological perspective that views organizational commitment as a three component
orientation. These components are: 1) identification with the goals and values of the organization 2) a willingness to
focus efforts on helping the organization achieve its goals and 3) a strong desire to maintain membership in the
organization. The third approach is the attribution perspective which views commitment as a binding of individuals
to behavioral acts that result from individuals’ attribution of commitment to themselves (Shagholi et al., 2011).
Other studies define commitment from either an attitude perspective (Mowday et al. 1982) or a behavioral
perspective (Meyer and Allen, 1997). A more comprehensive definition of organizational commitment that
combines both the attitude, perspective and the behavioral perspective is the one provided by Porter et al. (1974)
where they defined organizational commitment as “a strong belief in and acceptance of organizational goals and
values, willingness to exert considerable effort on behalf of the organization, define desire to maintain
organizational membership” (p. 604). Organizational commitment has also been defined as a psychological
condition that molds the relationship between employees and their organization and enables individuals to make the
decision of whether they want to continue working for the organization or not (Hunaiti et al., 2009; Altinoz et al.,
2012). According to Meyer et al. (2012) it is a psychological mindset that binds an employee to the organization.
Another way of viewing organizational commitment that it occurs as a result of an individual’s identification with
and attachment to an organization’s goals and values due to intrinsic motivation provided by leaders and
organizations (Srithongrung, 2011).
Given the importance of organizational commitment, several studies have been undertaken to identify the factors
involved in the development of organizational commitment. For instance, commitment has been reported to be
positively related to personal characteristics such as age, length of service, and marital status; and negatively related
to the employee’s level of education. It has also been found that commitment is related to job characteristics like
task autonomy, feedback, job challenge, and job complexity, and certain work experiences such as job security,
promotion opportunities, training and mentoring opportunities, and supportive and considerate leadership.
Organizational justice, culture, belongingness, and communication have also been found to influence organizational
commitment (Chughati and Zafar, 2006; Chiu and Ng, 2015). Smeenk et al. (2006) indicated that organizational
commitment is related to three antecedents’ categories. The first category is personal variables, which include age,
gender, educational level, need for achievement, organizational tenure, positional tenure, and family responsibility.
The second category is job and role characteristics that contain career mobility, job challenge, job level, role
conflict, role ambiguity, level of autonomy and working hours. The third and final category is structural factors that
involve social involvement, personal importance, and formalization.
The commitment of employees to organizations is widely recognized by scholars and practitioners. As suggested by
numerous studies, organizational commitment is associated with a variety of favorable outcomes. From a broad
perspective, organizational commitment benefits society because of the decrease in job movement and the increase
in national productivity and/or work quality. From a narrower perspective, organizational commitment benefits
organizations due to its impact on employees’ job performance, employee turnover, and acceptance of
organizational change by employees (Su et al., 2009). In addition, higher organizational has been found to correlate
with variables such as lower turnover and absenteeism, higher quality and productivity, increased resilience in the
face of change (Bell-Ellis et al., 2015), and increased organizational citizenship and satisfaction (Aladwan et al.,
2013). Low commitment has been linked with low levels of morale and decreased measures of altruism and
compliance. Non-committed employees may scare outsiders by describing the organization in negative terms,
thereby inhibiting the ability of the organization to recruit high quality employees (Chughtai and Zafar, 2006).
Three Component Model

Despite the presence of a wide array of definitions of organizational commitment, the three component model
developed by Meyer and Allen (1991, 1997) is regarded as the predominant way of looking at organizational
commitment (Kell and Motowidlo, 2012). Mayer and Allen developed a model for organizational commitment that
consists of three dimensions: affective, continuance, and normative commitment. These dimensions have been
adopted in this study to examine the organizational commitment of faculty members in Zarqa University.
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Affective Commitment
Affective commitment is reported to be the most powerful of organizational commitment as it is based on intrinsic,
rather than, extrinsic motivation (Verkhohlyad and Mclean, 2012). This type of commitment forms over time as a
result of positive treatment by the organization (Lambert et al., 2015). Affective commitment develops when an
individual becomes involved in recognizing the value-relevance of, or derives his/her identity from the organization.
For example, employees are considered affectively committed if they feel that the organization treats them in a fair,
respectful, and supporting manner (Rego et al., 2004; Smeenk et al., 2006; Esfahani et al., 2014). Affective
commitment refers to an individual’s positive feeling towards and willingness to be emotionally attached to the
organization (Bell-Ellis et al., 2015). It includes the core elements of loyalty to the organization, identification with
the organization, and involvement in the organization. The essence of this kind of commitment comes from the idea
that individuals choose to and want to remain in the organization (Lambert et al., 2015).
Several factors have been reported to influence the development of affective commitment. These factors range from
organizational characteristics and personal characteristics to work experiences. Organizational characteristics
include organizational culture and some organizational-level policies. Most importantly, perceptions of justice and
fairness of organizational policies have been reported to play a significant role in the development of affective
commitment. Personal characteristics include demographic variables such as age, gender, and job tenure, in addition
to dispositional variables such as personality traits and values. Work experiences have been found to be correlated
with affective commitment. Such variables include job challenge, degree of autonomy, and variety of skills used by
employees (Wong et al., 2002). It has been further suggested that factors like type of business, positions, and
number of employees might have an influence on the affective commitment of employees (Aladwan et al., 2013).
The huge interest in studying affective commitment can be attributed to the fact that it has an effect on many
individual attitudes and behaviors in the workplace (Yousaf et al., 2015). Among all the forms of commitment,
affective commitment has been recognized as having the strongest correlation with positive organizational outcomes
and individual outcomes (Bell-Ellis et al., 2015) outweighing the effects of the continuance and normative
components of commitment (Tornikoski, 2011). Therefore, it is suggested that affective commitment leads to
reduced stress, reduced work-family conflict, lower turnover, reduced absenteeism, improved performance, and
increased organizational citizenship behavior (Meyer et al, 2002; Rego et al., 2004).
Continuance Commitment
Continuance commitment refers to the awareness of the cost associated with leaving the organization (Shiva and
Suar, 2010). It is related to the performance required to keep a job and the costs encountered by leaving the
organization (Bell-Ellis et al., 2015). Continuance commitment develops when an employee recognizes that he or
she stands to lose investment in the organization, or realize that no alternatives exists other than remaining in the
organization (Rego et al. 2004). These investments include physical, cognitive, and emotional investments such as
salary and benefits, retirement plans, skills, social relationship, and lost opportunities (Lambert et al., 2015).
Another classification of investments made in the organization includes financial investments such as pay, benefits,
job security, and retirement money; and non-financial investments such as status and friendship with colleagues
(Cho and Huang, 2012). As such, the employee bonds with the organization because he/she must do so and is
compelled to do so (Lambert et al., 2015).
Some of the factors that may lead to the development of continuance commitment include age, tenure, career
satisfaction, and intent (Kont and Jantson, 2104). Employees with strong continuance commitment will not be
motivated to contribute to the organization beyond what is needed to keep their jobs. Consequently, this type of
commitment may be negatively related to work behaviors (Rego et al., 2004). This is supported by Allen and Meyer
(2000) who stated that “in the absence of other reasons for staying, those with strong continuance commitment
might feel particularly resentful of the situation in which they find themselves; potentially, this could lead to
undesirable work behavior” (P. 293).
Normative Commitment
Normative commitment is a form of obligation toward the organization due to a person’s moral belief that it is the
right and moral thing to stay in the organization. As such, people with a high normative commitment remain in the
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organization because they believe they ought to (Stan, 2013). Normative commitment develops when individuals
internalize the norms of the organization through socialization, receive benefits that induce them to feel the need to
reciprocate, or accept the terms of a psychological contract. This can be the result of the process of internalization
individuals undergo before or after joining the organization (Rego et al, 2004).
Some of the most important factors that have an influence on the way normative commitment is experienced are
leadership and culture. Leadership plays a significant role in inducing normative commitment by demonstrating high
levels of moral standards, honesty, and integrity. With regards to culture, different cultural factors influence the
interpretation and implications of normative commitment in different ways. For example, the findings proposed by
Fischer and Mansell (2009) and Stanley et al. (2009) indicate that normative commitment is expected to be greater
and related more strongly to behaviors in collectivist cultures as opposed to individualistic cultures. Other cultural
factors that are argued to affect normative commitment are power distance and future orientation among others
(Meyer and Parfyonova, 2010). Employees with normative commitment are predicted to make positive contributions
to the organization. However, compared to affective commitment, these contributions tend to be smaller as
employees do not carry with them the same feelings of enthusiasm and involvement. Furthermore, employees with
normative commitment might feel resentful of their feelings of indebtedness to the organization, thereby affecting
the way they perform their work duties (Allen and Meyer, 2000).
Organizational Effectiveness
Organizational effectiveness is acknowledged by researchers as a central theme of organizational theory. As such

organizational research has been dominated for centuries by the quest to determine what organizational effectiveness
is and what components it includes. However, several constraints have been reported to influence the
conceptualizing of effectiveness. This indicates that a single definition of organizational effectiveness is hard to
come by (Gold et al., 2001; Biswas, 2010; Taylor et al., 2014).
Some researchers contend that organizational effectiveness is not a concept, but rather a construct. The construct of
effectiveness is regarded as only a label rather than a real property of the organization (Taylor et al. 2014). Au
(1996) clarifies this point by reporting that effectiveness refers to the degree of correspondence between actual and
desired outputs of an organization. Generally, organizational effectiveness is defined as “the degree to which an
organization attains its short term and long term goals, the selection of which reflect strategic constituencies, the
self-interest of the evaluation, and the life stage of the organization” (Biswas, 2010, p. 103). Organizational
effectiveness also refers to both output and outcome measures. Outputs are the immediate results of the
organization’s activities, while outcomes are the measures of the degree to which the organization attains its goals or
ultimate purpose (Park et al., 2015). Some studies indicated that performance and effectiveness were used
interchangeably. The premise behind this was that both concepts had very similar definitions, measurements, and
explanations (Carver, 2011). With regard to institutions of higher education, Smart et al. (1997) defined institutional
effectiveness as “a function of how it responds to external forces and internal pressures in fulfilling its educational
mission” (p. 256). The institution as a whole is evaluated on the ability to acquire resources, overall health, system
openness, and sense of community (Deem et al., 2015). Furthermore, it has been suggested that the effectiveness of
faculty members is embedded in their teaching outcome and research output. Teaching outcome refers to the
positive changes in student’s relevant academic domains, including cognitive, affective, and psychomotor domains.
Research output refers to the total research performed in universities and related contexts in a given time period.
Some of the different research output includes publications and grants as they account for 81% of the variance in
different academic research output (Jing and Zhang, 2014).
Another constraint that affects the way organizational effectiveness is conceptualized is the array of criteria under
which it is studied (Biswas, 2010). Effectiveness is a broad concept that is difficult to measure. It takes into
consideration a range of variables at both the organizational and departmental levels. Some scholars focus on
internal organizational factors when defining criteria for effectiveness, such as the goal or purposive rational model
(Sowa et al., 2004). This model evaluates the extent to which multiple goals are attained. Organizations have various
goals that they are expected to achieve. One of the most important goals to consider are the operative goals, rather
than the official goals. Official goals tend to be abstract and difficult to measure, while operative goals relate to the
broad activities the organization is performing. The goal approach is used in organizations as output goals can be
readily measured. It is difficult to evaluate performance that is not precise or easy for qualitative measurement
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(Amah and Ahiauzu, 2013). Organizational effectiveness became more important to organizational theory when the
goal model was taken over by the system model in the late 1950s and 1960s (Sparrow and Cooper, 2014).
Organizational effectiveness was viewed within a system model that needed to jointly understand the interplay
between productivity, flexibility, and an absence of organizational strain. The system model linked organizational
effectiveness with the ability of the organization to exploit its environment by acquiring scarce and valued resources.
In this model the inputs into an organization are more important than the outputs as the ability of the organization to
maintain sufficient resources is the most important indicator of effectiveness (Sowa et al., 2004). As more
systematic ways of thinking about organizational effectiveness emerged, different scholars suggested different
measures of organizational effectiveness. Some suggested that organizational effectiveness should be seen as an
interaction of profitability, employee satisfaction, and societal value. Others suggested that productivity should be
the main focus, in addition to a focus on people. It has also been argued that effectiveness should be concerned with
the alignment of structure, process, and behavior, best reflected in short run productivity, efficiency and satisfaction,
intermediate adaptability and development, and long term survival (Sparrow and Cooper, 2014). Another approach
to conceptualizing the effectiveness focuses on the organization’s relationship with key external factors. The
ecological model or the participant satisfaction model relates effectiveness with the organization’s ability to satisfy
key strategic constituencies in the environment.
Literature on organizational effectiveness shows that because organizations differ, these difference lead to the
selection of the appropriate criteria for assessing organizational effectiveness. For example, organizations with
clearly defined and easily measurable goals may be assessed using the rational goal model. Organizations with more
ambiguous goals may be better appraised using other factors, such as fiscal health, the ability to attract and sustain
resources, or the ability to satisfy key stakeholders (Sowa et al., 2004). With regards to institutions of higher
education, these definitions do not adequately capture their unique complexity (Deem et al., 2015). Cameron (1978)
suggested a nine dimensional model to assess the effectiveness of institutions of higher education. These dimensions
include student educational satisfaction, student economic development, student career development, student
personal development, faculty and administrator employment satisfaction, professional development and quality of
faculty, system openness and community interaction, ability to acquire resources, and organizational health.
According to the researcher, it is difficult to measure institutional effectiveness as no institution will exhibit high
levels of all of these dimensions.
Organizational Commitment and Organizational Effectiveness
Organizational effectiveness is a multidimensional construct and there is reason to believe that its determinants vary
(Angle and Perry, 1981). Organizational commitment is regarded as an important work behavior that has a potential
influence on organizational effectiveness (Shiva and Suar, 2010). The premise behind this idea is the fact that
organizational commitment enhances the employees’ desire to remain in the organization, improves their
performance, and stimulates their utmost efforts to accomplish the goals of the organization, which are all
considered important for the effectiveness of organizations (Srithongrung, 2011). Therefore, determining whether
organizational effectiveness is affected by an employee’s level of commitment has gained legitimate concern.
Various studies have been conducted in different industries to examine the relationship between work effectiveness
and organizational commitment with a number of predictor variables (Willis, 2013). For example, Angle and Perry
(1981) administered a study to correlate organizational commitment of lower-level employees to organizational
effectiveness in organizations offering bus services. The findings revealed that organizational commitment was
associated with organizational adaptability, turnover, and tardiness rate, but not with operating costs or absenteeism,
all dimensions of organizational effectiveness. Ussahawanitchakit (2008) conducted a study with the aim of
examining the relationship among organizational learning capability, organizational commitment and organizational
effectiveness of accounting firms in Thailand. Results showed that some of the dimensions of organizational
learning capability, openness and experimentation, and knowledge transfer and integration have a positive impact on
organizational commitment and managerial commitment has a positive relationship with organizational
effectiveness. In addition, organizational commitment was found to be positively related to organizational
effectiveness. Budihardjo (2013) also found that affective commitment of managers contributes positively to
organizational effectiveness, indicating that organizations need to satisfy their managers in order to have high
affective commitment so they will contribute their best to achieve optimal organizational effectiveness. In one study
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conducted by Jing and Zhang (2014) in higher education institutions in China, the results showed that normative and
ideal commitment helped to promote faculty’s performance and effectiveness, while affective and choice
commitment tended to be dysfunctional in faculty’s work. Economic commitment did not present significant
relationships to performance and effectiveness. Accordingly, these relationships can be explained with the individual
and interactive contributions of faculty’s personal goals, available resources, and perceptions of cost/benefit balance.
Moreover, Willis (2013) reached quite a similar conclusion by noting that organizational commitment is not
significantly related to overall work effectiveness. Also, there was no significant relationship between organizational
commitment and any of the sub scales involving innovativeness, flexibility, and visibility.
Research Methodology
This section provides the methodology applied in the current study. It consists of the research model, operational
definitions of the study’s independent and dependent variables, research hypotheses, besides data collection tool and
research population and sample.
Research Model
The major elements of this research are established based on preceding literature, either theoretically or empirically.
Indeed, this study used variables that are common in organizational behavior literature. Figure (1) represents a
model for the study that shows the independent variables within the construct of organizational commitment, and the
dependent variable (organizational effectiveness), and the proposed relationship between them.
Figure 1: The proposed research model
Operational Definitions
The current research considers three independent variables within the construct of organizational commitment, and
one dependent variable (organizational effectiveness). Further, organizational commitment includes affective
commitment, continuance commitment, and normative commitment. According to Allen and Meyer (1990),
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affective commitment, which was measured in the research questionnaire through 8 items, referred to the
employee’s emotional regard, identification, and involvement in the organization; whereas continuance commitment
referred to a commitment that is based on sufferers related to release employees from the organization, which was
measured in the research questionnaire through 8 items, and normative commitment related to the feeling of
obligation to stay in the organization as it have to be, thus the achievement is the right thing to be done; was
measured in the research questionnaire through 8 items. Organizational effectiveness was derived from the scale
developed by Gold et al. (2001) measured using 14 items, however, after piloting the survey items on five lecturers
who are specialized in the business management discipline, one item was removed. Consequently, organizational
effectiveness was measured by 13 items.
Research Hypotheses
In order to test the research model of the impact of organizational commitment on organizational effectiveness, the
study is hypothesized as follows:
H1. There is a statistically significant impact of affective commitment on organizational effectiveness.
H2. There is a statistically significant impact of continuance commitment on organizational effectiveness.
H3. There is a statistically significant impact of normative commitment on organizational effectiveness.
H4A. There is a significant difference in the impact of organizational commitment on organizational effectiveness
due to gender.
H4B. There is a significant difference in the impact of organizational commitment on organizational effectiveness
due to age.
H4C. There is a significant difference in the impact of organizational commitment on organizational effectiveness
due to experience.
H4D. There is a significant difference in the impact of organizational commitment on organizational effectiveness
due to academic rank.
Population and Sampling
The targeted population of this study consisted of all academic staff at Zarqa University in Jordan. According to the
human resource department for the academic year 2018/2019, Zarqa University academic staff consists of 295, and
according to Morgan Table data, 165 employees should be reached as the size of statistical sample of this research
(Sekaran and Bougie, 2013). However, out of 295 distributed surveys, 173 survey questionnaires were returned from
respondents, and considered 166 after eliminating the incomplete ones. The primary data was collected through a
drop-and-collect survey technique. The surveys were distributed to the academic staff working in the university that
agreed to participate in the study. The questionnaire consisted of two sections; the first section in questionnaire
presents general personal information about a respondent, the gender, age, academic rank, and years of experience.
The second section includes questions to measure the independent and dependent variables based on their
operational definitions.
Data Analysis and Results
In order to explore the impact of organizational commitment on organizational effectiveness, in which these
variables have been measured using 5-points Likert scale that varies between not agree at all =1 and totally agree
=5; reliability and validity analyses were conducted, descriptive analysis was used to describe the characteristic of
9140
sample and the respondent to the questionnaires besides the independent and dependent variables. Also, multiple
regression analysis was employed to test the research hypotheses.
Validity and Reliability
Validity and reliability are two important measures to determine the quality and usefulness of the primary data.
Validity is about accuracy and whether the instrument measures what it is intended to measure while reliability is
about precision; it is used to check the consistency and stability of the questionnaire. Indeed, the researchers
depended on scales and items that were previously developed and used by other researchers with similar interest.
Also a draft of the questionnaire was formulated, and then it was reviewed by five academic lecturers –who have a
sufficient knowledge and experience in this scope- to insure that each item is measuring what is intended to be
measured, and to avoid the ambiguity and complexity in the phrasing of questions. The reliability of the instrument
was measured by the Cronbach’s alpha coefficient. Further, some scholars (e.g. Bagozzi and Yi, 1988) suggested
that the values of all indicators or dimensional scales should be above the recommended value of 0.60. Table (1)
represents the results of Cranach’s alpha for the independent and dependent variables. Cronbach’s alpha coefficients
of all the tested variables are above 0.60 which suggesting the composite measure is reliable.
Table 1: The Cronbach’s alpha coefficients of study variables
Variables Number of items Cronbach alpha

Affective Commitment 8 0.943
Continuance Commitment 8 0.903
Normative Commitment 8 0.925
Organizational Effectiveness 13 0.905
Respondents Demographic Profile
As indicated in Table 2, the demographic profile of the respondents for this study showed that they are typically
males, most of them 30 years old and more, the majorities are assistant professors and associate professors; and most
of the respondents have five years to less than 10 years’ experience.
Table 2: Description of the respondents’ demographic profiles
Category Category Frequency Percentage%

Gender Males 113 68.1
Females 53 31.9
Total 166 100
Age 24 years - less than 30 13 7.8
30 years - less than 40 93 56
40 years - less than 50 23 13.9
More than 50 years old 37 22.3
Total 166 100
Academic Rank Lecturer 18 10.8
Assistant Professor 83 50
Associate Professor 56 33.8
Professor 9 5.4
Total 166 100
Experience Less than 5 years 30 18.1
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5- less than 10 years 98 59

10 - less than 15 years 13 7.8
More than 15 years 25 15.1
Total 166 100
Descriptive Analysis
In order to describe the responses and thus the attitude of the respondents toward each question they were asked in
the survey, the mean and the standard deviation were estimated. While the mean shows the central tendency of the
data, the standard deviation measures the dispersion which offers an index of the spread or variability in the data
(Sekaran and Bougie, 2013). In other words, a small standard deviation for a set of values reveals that these values
are clustered closely about the mean or located close to it; a large standard deviation indicates the opposite. The
level of each item was determined by the following formula: (highest point in Likert scale - lowest point in Likert
scale) / the number of the levels used = (5-1) / 5 = 0.80, where 1-1.80 reflected by “very low”, 1.81-2.60 reflected by
“low”, 2.61-3.40 reflected by “moderate”, 3.41-4.20 reflected by “high”, and 4.21-5 reflected by “very high”. Then
the items were being ordered based on their means. Tables (3) and (4) show the results.
Table 3: Overall mean and standard deviation of the study’s variables
Type of
Variable Variables Mean Standard Deviation Level Order
Independent
Organizational Commitment 2.434 0.869 Low
Variables
Affective Commitment 2.455 1.120 Low 2
Continuance Commitment 2.261 0.962 Low 3
Normative Commitment 2.587 1.027 Low 1
Dependent
Organizational Effectiveness 2.569 0.968 Low
Variables
As presented in Table (3), data analysis results have shown that organizational commitment is applied to a less
extent in the Zarqa University in which the mean score is 2.434. This is an indicator on the reflectance of
organizational commitment, and such low level of presentation denotes a weak attitude regarding the academic staff
commitment to their university. In addition, organizational effectiveness found to be low as well. This advocates that
Zarqa University is currently not paying a great attention to the academic staff effectiveness schemes. Table (4)
demonstrates the mean scores for organizational commitment, and organizational effectiveness items.
Table 4: Mean and standard deviation of the study’s variables
Affective Commitment Mean SD Level Order

I would be very happy to spend the rest of my career with this department. 1.98 1.43 Low 8
I enjoy discussing different issues about my department with people 2.09 1.46 Low 7
outside it.
I really feel as if this department’s problems are my own. 2.37 1.39 Low 6
I want to stay in the department that I do, whatever I have had other 2.43 1.17 Low 5
alternative opportunities.
I do feel like ‘part of the family’ at my department. 2.65 1.23 Medium 4
I do feel ‘emotionally attached’ to this department. 2.70 1.20 Medium 2
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This department has a great deal of personal meaning for me. 2.69 1.30 Medium 3
I do feel a strong sense of belonging to my department. 2.71 1.37 Medium 1
Continuance Commitment Mean SD Level Order
I am afraid of what might happen if I quit my job without having another 2.06 1.17 Low 8
one lined up.
It would be very hard for me to leave my department right now, even if I 2.17 1.18 Low 5
wanted to.
Too much in my life would be disrupted if I decided to leave my 2.13 1.20 Low 6
department now.
I will lose high privileges to leave my department now. 2.07 1.37 Low 7
Right now, staying with my department is a matter of necessity as much as 2.38 1.47 Low 2
desire.
I think that I have very few options to consider leaving this department. 2.30 1.19 Low 4
One of the few serious consequences of leaving this department would be 2.37 1.16 Low 3
the scarcity of available alternatives.
One of the major reasons I continue to work for this department is that 2.57 1.17 Low 1
leaving would require considerable personal sacrifice-another university
may not match the overall benefits I have here.
Normative Commitment Mean SD Level Order
I think that lecturers these days do not move from one university to 2.12 1.29 Low 8
another.
I do believe that a person must always be loyal to his or her university. 2.28 1.40 Low 7
Jumping from university to university does not seem ethical to me. 2.52 1.27 Low 6
One of the major reasons I continue to work in this university is that I 2.77 1.24 Medium 2
believe loyalty is important and therefore feel a sense of moral obligation
to remain.
If I got another offer for a better job elsewhere I would not feel it was right 2.67 1.18 Medium 5
to leave my university.
I was taught to believe in the value of remaining loyal to one university. 2.88 1.16 Medium 1
It is better for me to stay in this university for my career. 2.69 1.21 Medium 4
I do think that working as a lecturer in this university is a sensible choice. 2.74 1.33 Medium 3
Organizational Effectiveness Mean SD Level Order
Over the past two years, the department has improved its ability to 2.12 1.27 Low 13
innovate new services.
Over the past two years, the department has improved its ability to identify 2.24 1.34 Low 12
new business opportunities.
Over the past two years, the department has improved its ability to 2.51 1.32 Low 11
anticipate potential market opportunities for new services.
Over the past two years, the department has improved its ability to rapidly 2.73 1.24 Medium 2
commercialize new innovations.
Over the past two years, the department has improved its ability to adapt to 2.72 1.25 Medium 3
unanticipated changes.
Over the past two years, the department has improved its ability to expect 2.63 1.16 Medium 6
new market surprises and crises.
Over the past two years, the department has improved its ability to quickly 2.77 2.53 Medium 1
adapt its goals and objectives to industry/market changes.
Over the past two years, the department has improved its ability to 2.62 1.27 Medium 7
decrease market response times.
Over the past two years, the department has improved its ability to react to 2.68 1.26 Medium 4
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new information about the industry or market.

Over the past two years, the department has improved its ability to be 2.52 1.25 Low 10
responsive to new market demands.
Over the past two years, the department has improved its ability to avoid 2.59 1.34 Low 9
overlapping development of corporate initiatives.
Over the past two years, the department has improved its ability to 2.65 1.27 Medium 5
streamline its internal processes.
Over the past two years, the department has improved its ability to reduce 2.60 1.29 Low 8
redundancy of information and knowledge.
Hypotheses Testing Results
The current research is mainly seeking to investigate the impact of organizational commitment (affective
commitment, continuance commitment, and normative commitment) in enhancing organizational effectiveness in
Zarqa University. Consequently, in order to test the hypotheses developed for this study, multiple regression
technique was used. Further, the level of significance (α-level) was chosen to be 0.05 and the probability value (p-
value) obtained from the statistical hypotheses test is considered to be the decision rule for rejecting the null
hypotheses (Creswell, 2009). If the p-value is less than or equal to α- level, the null hypothesis will be rejected and
the alternative hypothesis will be supported. However, if the p-value is greater than the α-level, the null hypothesis
cannot be rejected and the alternative hypothesis will not be supported. In addition, normality of the independent
variables and the absence of multi co-linearity problem (a case of multiple regression in which the independent
variables are themselves highly correlated) were checked. According to Pallant (2005), most of the values should be
inside the adequate ranges for normality (i.e. -1.0 to +1.0). For this purpose, skewness and Variance Inflation Factor
(VIF) were investigated; table (5) includes the results.
Table 5: Skewness and VIF for the independent variables
Variables Tolerance VIF Skewness

Affective Commitment 0.662 1.510 0.742
Continuance Commitment 0.556 1.797 0.745
Normative Commitment 0.452 2.210 0.382
As can be figured out from table (5), the skewness values were within the normal values (-1.0 to +1.0) suggesting
that the data of the independent variables is normal. The VIF values were less than the critical value (10) which is
most common among the most studies, suggesting no multi co-linearity problem among the independent variables.
However, the results of testing the three hypotheses on the impact of organizational commitment on organizational
effectiveness are demonstrated in Table (6).
Table 6: Result for the study model
Variable r R2 f Sig (f) β t Sig (t)

Affective Commitment 0.583 0.339 27.746 0.000a 0.113 1.446 0.150
Continuance Commitment 0.235 2.744 0.007
Normative Commitment 0.324 3.414 0.001
a. Predictors: (Constant), Affective Commitment, Continuance Commitment, Normative Commitment

b. Dependent variable: Organizational Effectiveness
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Refer to Table (6) the multiple correlation coefficient R = 0.583 indicates that there is a strong positive correlation
between organizational commitment (affective commitment, continuance commitment, and normative commitment)
and organizational effectiveness. The adjusted R2 indicated the generalizability of the model. It allows us to
generalize the results taken from the respondents to the whole population. In this case it equals 0.339. The results
showed that F-ratio for these data is equal to 27.746, which is statistically significant at p<0.05. Therefore, we
conclude that there is a statistically significant effect of organizational commitment on organizational effectiveness.
The β indicates the individual contribution of each predictor (independent variable) to the model, if other predictors
are held constant. Table (6) shows the standardized coefficients for each organizational commitment dimensions.
The value of β for continuance commitment and normative commitment are 0.235, 0.324 respectively, which are
positive. While for affective commitment, the value of β is 0.113, which a small value compared with other
predictors. The level of effect of these variables depends on the β value, the higher β value the higher effect on
dependent variable. We can infer from the values of beta that the variable that has the highest contribution in the
model is normative commitment, followed by continuance commitment. The variable affective commitment does
not have a significant effect on organizational effectiveness.
Hypotheses H4A, H4B, H4C, and H4D argued that there is a significant difference in the impact of organizational
commitment on organizational effectiveness due to gender, age, experience, and academic rank. Independent
Samples T-test was employed in order to investigate if there any significant differences in the impact of
organizational commitment on organizational effectiveness that can be attributed to gender. Also, ANOVA test was
employed to examine if there any significant differences in the impact of organizational commitment on
organizational effectiveness that can be attributed to age, experience, and academic rank. Results of T-test, shown in
Table 7, indicated that there is no significant difference in the impact of organizational commitment on
organizational effectiveness that can be attributed to gender. In addition, results of ANOVA test, shown in Table 8,
Table 9, and Table 10, indicated that there is no significant difference in the impact of organizational commitment
on organizational effectiveness in favor of age, experience, and academic rank.
Table 7: T-test of the use of organizational commitment on organizational effectiveness attributed to gender
Male Female
T df Sig.
Variables N Mean Std. Dev. N Mean Std. Dev.
Organizational 113 2.6501 0.98015 53 2.3962 0.92706 1.582 164 0.115
Effectiveness
Table 8: ANOVA Analysis of organizational commitment on organizational effectiveness attributed to age
Variables Sum of Df Mean F Sig.

Squares Square
Between 1.478 3 0.493 0.521 0.668
Groups
Organizational Within 153.136 162 0.945
Effectiveness Groups
Total 154.614 165
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Table 9: ANOVA Analysis of organizational commitment on organizational effectiveness

attributed to experience

Squares Square
Organizational Between 8.334 3 2.778 3.077 0.069
Within 146.280 162 0.903
Groups
Total 154.614 165
Table 10: ANOVA Analysis of organizational commitment on organizational effectiveness attributed to

academic rank

Squares Square
Organizational Between 1.042 3 0.347 0.366 0.777
Within 153.572 162 0.948
Groups
Total 154.614 165
Discussion and Conclusions
This study aimed to explore the role of organizational commitment (affective commitment, continuance
commitment, and normative commitment) in enhancing organizational effectiveness at Zarqa University in Jordan.
Regarding H1, H2, and H3; the results of the analysis showed that there is a positive correlation between
organizational commitment (affective commitment, continuance commitment, and normative commitment) and
organizational effectiveness. Indicating that there is a statistically significant effect of organizational commitment on
organizational effectiveness.
The results obtained from this study are consistent with the results obtained from studies conducted by different
researchers such as Angle and Perry (1981), Ussahawanitchakit (2008), and Budihardjo (2013). These studies agree
that affective commitment is the most important component, which is not the case in this study. They believe that
individuals with high affective commitment will identify with the organization’s goals and vision. In other words,
they are committed to the organization because they want to. It is further suggested that affective commitment seems
to have a close relationship with job satisfaction and performance as it puts an emphasis on the congruence between
the vision and mission of the individual and the company’s. As such, it is concluded that individuals with high
affective commitment are supposed to deliver high organizational effectiveness (Budihardjo, 2013). The result of
this study showed otherwise as affective commitment was found to have the lowest effect on organizational
effectiveness. This may be due to the fact that individuals do not feel an emotional attachment to the organization as
they do not receive treatment that they associate as being fair, respectful, and supportive. Moreover, this
contradiction may be attributed to academics’ participation in a range of tasks and colleagues’ reactions to their
participation in these tasks. Faculty members with stronger affective commitment were motivated to act on behalf of
their departments and universities. In their everyday work, they volunteered more frequently than their fellows to
take part in jobs beyond their business demands. The expansion of tasks compromised their research performance by
consuming time, effort, and resources that they could expend on their research (Jing and Zhang, 2014). This study
also indicated that normative commitment and continuance commitment contributed the most to organizational
effectiveness. This is supported by Jing and Zhang (2014) who found that normative and ideal commitment helped
to promote faculty’s performance and effectiveness in higher education institutions in China, while affective and
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choice commitment tended to be dysfunctional in faculty’s work. This can be explained by academics’ self-
expectations, dedication in their work, and priority of job over other activities in resource allocation. Faculty
members with stronger normative commitment tended to think that it was their responsibility to act as effective
teachers and productive researchers both independently and as team members. This notion of responsibility
motivated them to get self-expectations higher than meeting basic job requirements and invest more time and
endeavor in teaching and research tasks to fit their self-expectations. In addition, they were willing to take initiatives
and ready to resolve problems in their attempt to promote effectiveness. They also tended to allocate resources to
their jobs first when multiple activities competed for time, effort, and attention, all in an effort to enhance
effectiveness (Jing and Zhang, 2014). With regards to continuance commitment, it has generally been reported that
continuance commitment should be either unrelated or inversely related to performance. This idea stems from the
fact that Individuals linked to an organization primarily because the monetary values of leaving are too high may
have little desire to contribute beyond what is minimally needed (Moynihan et al., 2000). The findings of this study
showed otherwise, as continuance commitment was found to be the second most important component affecting
organizational effectiveness. This indicates that faculty members are motivated to remain in the organization as
alternative opportunities for leaving the organization are really scarce motivating individuals to perform above what
is required in an effort to maintain membership in the organization.
Although the results of the study reported a positive relationship between the components of organizational
commitment and organizational effectiveness, the results reported by other studies contradict this conclusion. Willis
(2013) noted that organizational commitment is not significantly related to overall work effectiveness. According to
Laschinger et al. (2001), lower degrees of work effectiveness and reduced organizational commitment were related
to reduced empowerment and lack of support from managers. Employees appear to desire to be endowed to do
things that may be innovative and that may create an opportunity to improve current work performance. When
employees feel more empowered, they may take more risks. A lack of reinforcement and attention from upper
managers has a negative result on the organizational commitment and the overall effectiveness of employees. This
deficiency of reinforcement and attention may cascade through all tiers of management, thereby making employees
feel the absence of support throughout the organization. Employees under these circumstances may lack the
motivation to be committed to the organization. The result is thus diminished work effectiveness (Fu et al., 2009).
The results of the data analysis regarding whether there were any differences in the impact of organizational
commitment on organizational effectiveness that can be attributed to gender, age, experience, and academic rank
(i.e. H4A, H4B, H4C and H4D) showed that no significant differences were found. Other scholars disagreed with
this conclusion, stating that age, gender, and work experience predict organizational commitment and work
effectiveness in industries with office-based workers such as information technology, education, banking, and public
hospitals (Tanriverdi, 2008; Azeem, 2010; Kaur and Sandhu, 2010; Suman and Srivastava, 2010; Dunham and Burt,
2011; Gkorezis and Petridou, 2011). Salami (2008) also found that as age, marital status, education level and work
experiences are significantly related to organizational commitment. It has also been found that age was significantly
related to work effectiveness in the study conducted by Willis (2013). The reason that age is seen as a major
predictor of organizational commitment and effectiveness is that the older the workers, the more time they have to
evaluate their relationship with the organization (Salami, 2008). Older workers also lower their expectations to more
realistic levels and adjust themselves better to different work situations (Iqbal, 2010). Further, older employees tend
to have a strong sense of mutual obligation to employers and are more loyal to the organization (Wellis, 2013).
However, Wiedmer (2006) found that education level and age were not significant predictors of job satisfaction and
organizational involvement. This is supported by Willis (2013) who found that neither age, nor gender, nor work
experience predicted organizational commitment. Gender has been reported to have an influence on organizational
commitment. Afolabi (2008) and Alshitri (2013) found females to demonstrate higher levels of organizational
commitment compared to males. Tabbodi (2009) also found that there was a positive relationship between
commitment behavior and age and gender; women and younger participants showed higher commitment than men
and older participants. Karakus and Aslan (2009) focused on the different categories of commitment and determined
that of 1,124 high school teachers, females were more affectively and normatively committed to the profession of
teaching. However, female teachers exhibited lower levels of normative commitment to the actual work group and
lower continuance commitment to the individual school at which they worked. Mathieu and Zajac (1990) also
reported that women were more committed than men. The differences in commitment between men and women may
be related to the fact that the source of their commitment and identity is associated with their family roles. In other
words, being a mother is more important than work. However, for men work is their first choice. On the other hand,
women had higher level of commitment than men, because they tried to do more for their job status. They are more
9147
committed as they need to show that they are worthy of the job they hold and that they should maintain it (Jena,
2015).
More recent studies, however, found no relationship between gender and organizational commitment (see Kacmar et
al., 1999; Van der Velde et al., 2003; Khalili and Asmawi, 2012) indicating that there is no difference between
males in females when it comes to organizational commitment, which support the findings of this study. Men and
women present similar levels of organizational commitment if they work under equivalent work conditions.
According to the meta-analysis of studies that investigated the relevance of organizational commitment and gender,
there are no significant differences among men and women whenever organizations treat all staff fairly (Khalili and
Asmawi, 2012). Work experience has been reported to be positively related to organizational commitment. It has
been noted that job experiences that an individual acquires have important effects on organizational commitment.
The studies conducted on this matter indicate that first experiences an individual acquires after starting on a job
affect greatly his/her dedication to the organization (Pala et al., 2008). Finally, the commitment of faculty members
has been reported to differ according to academic rank according to Nazari et al. (2012), contrary to the results of
this study. Nazari et al. (2012) suggested that since non-lecturers are not permanent employees of the organization,
they feel less committed to the organization. Lecturers on the other hand have to shoe high commitment in order to
continue working for the organization and be accepted as board members. The difference can also be explained by
the idea that employees that hold higher ranks, have more responsibility to the organization which require additional
commitment (Salami, 2008). All in all, the differences in the findings between the studies may be explained by the
differences in the type of employees studied and the different industries in which they work. However, since R2 was
0.339; further research is needed to uncover other variables in enhancing organizational effectiveness besides the
three organizational commitments (i.e. affective commitment, continuance commitment, and normative
commitment) to the Jordanian and non-Jordanian contexts and cultures. This is by applying more quantitative and
qualitative research methods as to assist decision makers in maintaining their human resources.
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The Role of Organizational Commitment in Enhancing Organizational

Conference Paper · April 2019

Alaaldin Alrowwad Dmaithan Almajali

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Ra'Ed Masa'deh Bader Obeidat

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The Role of Organizational Commitment in Enhancing

Keywords: Organizational Commitment, Organizational Effectiveness, Organizational Performance, Jordan.

Three Component Model

Organizational effectiveness is acknowledged by researchers as a central theme of organizational theory. As such

Organizational Commitment and Organizational Effectiveness

Figure 1: The proposed research model

H1. There is a statistically significant impact of affective commitment on organizational effectiveness.

H2. There is a statistically significant impact of continuance commitment on organizational effectiveness.

H3. There is a statistically significant impact of normative commitment on organizational effectiveness.

Population and Sampling

Data Analysis and Results

Validity and Reliability

Variables Number of items Cronbach alpha

Respondents Demographic Profile

Table 2: Description of the respondents’ demographic profiles

Category Category Frequency Percentage%

5- less than 10 years 98 59

Table 3: Overall mean and standard deviation of the study’s variables

Table 4: Mean and standard deviation of the study’s variables

Affective Commitment Mean SD Level Order

new information about the industry or market.

Hypotheses Testing Results

Table 5: Skewness and VIF for the independent variables

Variables Tolerance VIF Skewness

Table 6: Result for the study model

Variable r R2 f Sig (f) β t Sig (t)

a. Predictors: (Constant), Affective Commitment, Continuance Commitment, Normative Commitment

Table 8: ANOVA Analysis of organizational commitment on organizational effectiveness attributed to age

Variables Sum of Df Mean F Sig.

Table 9: ANOVA Analysis of organizational commitment on organizational effectiveness

Variables Sum of Df Mean F Sig.

Table 10: ANOVA Analysis of organizational commitment on organizational effectiveness attributed to

Variables Sum of Df Mean F Sig.

Discussion and Conclusions

Srithongrung, A. (2011). The Causal Relationships among Transformational Leadership, Organizational

Ussahawanitchakit, P. (2008). Organizational Learning Capability, Organizational commitment, and Organizational

Wiedmer, S.M. (2006). An Examination of Factors Affecting Employee Satisfaction Available

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