Al Sada2017

Machine Translated by Google
EuroMed Journal of Business Influence

of organizational culture and leadership style on employee satisfaction, commitment and
motivation in the educational sector in
Qatar Maryam Al-Sada, Bader Al-Esmael, Mohd.
Nishat Faisal, Article information :
To cite this document:
Maryam Al-Sada, Bader Al-Esmael, Mohd. Nishat Faisal, (2017) "Influence of organizational culture and leadership style on
employee satisfaction, commitment and motivation in the educational sector in Qatar", EuroMed Journal of Business , Vol. 12
Issue: 2, doi: 10.1108/EMJB-02-2016-0003
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Influence of organizational culture and leadership style on employee satisfaction,

commitment and motivation in the educational sector in Qatar
Purpose –To explore the influence of organizational culture and leadership style on
employees' job satisfaction, organizational commitment and work motivation in the educational
sector in the state of Qatar.
Design/methodology/approach – The study was conducted using a

questionnaire with a sample size of 364 employees in the educational sector in Qatar.
The data was analyzed using factor analysis, Pearson correlation and multiple linear
regression, they were employed to examine the relationships between the variables
under investigation.
Findings – Significant positive relationships were observed between supportive culture

and job satisfaction; supportive culture and organizational commitment; participative-
supportive leadership and job satisfaction; directive leadership and job satisfaction; job
satisfaction and work motivation; job satisfaction and organizational commitment.
Practical implications – This paper would help managers and policy-makers in the
education sector to develop a better understanding of organizational culture and leadership
styles and their influence on employee satisfaction, commitment and motivation.
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Originality/value – The education sector is experiencing a fast growth in Qatar due to

significant outlays by the government. This study is among the first in the country to
understand the variables affecting employees' performance in the education sector.
Keywords – Organizational culture, leadership style, job satisfaction,

organizational commitment, Qatar
1. Introduction
1.1 Background
Human Capital provides a competitive edge due to uniqueness; hence it is one of the
resources that support the mission of an organization (Holland, Sheehan and De Cieri, 2007).
The value of human resources in organizational performance is based on various factors.
Some of these factors are either directly or indirectly related to the organizational culture
and leadership style. The increased competition for and scarcity of resources, among other
factors, calls for more strategic approaches by the organizational managers and leaders to
the task of satisfying their employees and increasing their commitment and work motivation.
General education in Qatar is free and compulsory for every citizen from primary to secondary
stage or until the student reaches the age of 18 (UNESCO, 2011). The 369 schools in
Qatar are generally classified into two types: independent schools which are funded by
the government, and private schools. The number of independent schools is 178 and of
private schools is 181 (SEC, 2014). Qatar University, the only national institution for higher
education in the country offers a variety of undergraduate and postgraduate
programs in seven colleges. Under the umbrella of the Qatar Foundation, which was founded
in 1995, Qatar has invited other world class educational institutions to create a high level
of educational opportunities for Qataris and residents (QF, 2014).
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Qatar is investing heavily in the education sector as part of the National Vision 2030. In
the 2014 Budget, the government allocated QR 26.3 bn for the education sector with a 7.3%
increase on the previous budget allocation (John, 2014). This investment sought to develop
sustainable human resources. The education initiatives of the National Development
strategy 2011-2016 are structured on continuous improvement and based on an
analysis of the achievements and comprehensive stakeholder consultation,
benchmarking international best practices (UNESCO, 2011).
With these huge incentives, educational organizations in Qatar seek to establish

competitive advantage within their particular area. This intensifies the need to ensure
the maximum use of human resources. The purpose of this study is to examine the
influence or organizational culture and leadership style on job satisfaction,
organizational commitment and work motivation in the education sector in the State of
Qatar. This research offers a detailed insight into the variables of a study in which the
organizational culture and different leadership styles are analyzed with a view to
understand the factors of job satisfaction, organizational commitment and work motivation.
Each of these factors determines the effectiveness and efficiency of the
employees within the organization. This is essential for integrating the factors so as
to offer a significant tool for use by various policy-makers and managers of institutions
in making effective leadership-based decisions as well as laying the foundations for a
healthy organizational culture.
1.2 Research Questions

Empirical studies conducted in the domain of organizational commitment show sufficient
differences across geographic locations and thus require more systematic research in
different contexts (Devece et al., 2016). Further, studies by Anari (2012) and Yahaya
and Ebrahim (2016), emphasizes the need to conduct study on leadership and organizational
commitment in the educational sector. Thus, our research has two new contexts; one is the
region and other educational institutions. The research focuses on answering the
following main research question: How does organizational culture
(innovative, supportive or bureaucratic) and leadership style (supportive, participative
or directive) influence job satisfaction, organizational commitment and work
motivation in the educational sector of the State of Qatar ?
The following secondary research questions will be addressed:

RQ1. How does organizational culture influence work motivation, job
satisfaction and organizational commitment?
RQ2. How does leadership style influence work motivation, job satisfaction and
organizational commitment?
RQ3. How does job satisfaction influence work motivation in Qatar's
educational sector?
RQ4. How does job satisfaction influence organizational commitment in Qatar's
educational sector?
2. Literature Review 2.1

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Organizational Culture
Schein (2004) states that organizational culture is a “pattern of shared basic
assumptions that a group has learned as it solved its problems of external
adaptation and internal integration, that has worked well enough to be considered valid
and , therefore, to be taught to new members as the correct way to perceive, think, and feel
in relation to those problems". When an organization is large, it generally has more than
one unique culture. Consequently, we shall find conglomerates of smaller
subcultures in one or more of which individuals can function to achieve their goals
(Schein (2004). In this research the following definition of organizational culture was
adopted: "Organizational culture is the shared understanding of beliefs, values, norms and
philosophies of how things work”
(Wallach, 1983).
Wallach (1983) analyzes cultures by dividing them into three categories, namely,
bureaucratic, innovative and supportive. The culture of any organization, in general, will have
elements from these three categories to different degrees:
• Bureaucratic cultures: characterized by a well-organized and systematic
approach with clearly defined responsibilities and authorities. Organizations
embracing this culture are normal; structured, cautious, ordered, procedural,
hierarchical, regulated, solid and power-oriented (Berson, Oreg, & Dvir, 2008;
Taormina, 2009). • Innovative
cultures: creative, result-oriented, pressurized, stimulating, risk-taking, challenging,
enterprising and driven (Koberg & Chusmir, 1987; Valencia, Valle & Jimenez,
2010). This culture focuses on internal systems of
organization and on its competitive advantage by encouraging openness to new

ideas (Rasool, Kiyani, Aslam, Akram, & Rajput, 2012).
• Supportive cultures: trusting, safe, equitable, sociable, relationship-oriented; they don't
encourage a collaborative atmosphere (Berson et al, 2008; Burke, Sims, Lazzara,
& Salas, 2007). This culture is warm to work in and employs people who are generally
helpful and friendly (Wallach, 1983).
2.2 Leadership Style

Leadership is a complex phenomenon, influenced by circumstances, personalities,
relationships and other factors within the workplace (DeCaro, 2005). According to Daft
(2005), leadership is a relationship between leaders and followers where they influence each
other and bring about changes and outcomes which reflect their shared purposes. Bass
(1998) defines leadership as an interaction between one or more members of a group.
Northouse (2007) states that leadership is basically a process, not a characteristic that
someone is born with; he refers to it as the interaction between leaders and their
followers. In this research the following definition of leadership will be applied:
"Leadership is the process of influencing others to understand and agree about what needs
to be done and how to do it, and the process of facilitating individual and collective efforts to
accomplish shared objectives" (Yukl, 2010). Leadership style is defined as the pattern
of interaction between leaders and subordinates (Miller, Walker, & Drummond, 2002). This
research adopts the path-goal leadership theory which classifies leaders' behaviors
as directive, supportive, participative and achievement-oriented (House & Mitchell, 1974;
Indvik, 1987). The theory states that each of the four leadership styles will be effective in
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some contingencies; leaders adjust their styles of behavior to the characteristics of the
subordinates and the task. (Satterlee, 2013).
2.3 Work Motivation

Mitchell (1982) defines motivation as “the degree to which an individual wants and chooses
to engage in certain specified behavior”. Higgins (1994) refers to motivation as an
internal drive to satisfy unmet needs. Other researchers associate the concept of motivation
with the workplace. Linder (1998) states that work motivation is "the inner force that
drives individuals to accomplish personal and organizational goals", while Nahavandi and
Malekzadeh (1999) describe work motivation as a "state of mind, desire, energy, or
interest that translates into actions”. The action here is the work performance. In this
research the following definition of work motivation will be applied: “A set of energetic
forces that both originate within as well as beyond an individual's being, to
initiate work related behavior and to determine its form, direction, intensity and
duration”
(Latham & Pinder, 2005, p. 486)
2.4 Job satisfaction

Job satisfaction has aroused the interest of experts owing to the belief that it can affect and
influence work productivity, employee commitment, employee turnover and employee
retention (Eslami & Gharakhani, 2012). Galup, Client and Jiang (2008) found that
higher levels of employee satisfaction normally contribute to the success of an organization,
while poor job satisfaction may harm it. Worrell (2004) states that job satisfaction is influenced
by three factors: demographics, such as
age, gender, and education level; intrinsic factors (valuing the work itself) such as
achievement, reorganization, responsibility, advancement and growth; and extrinsic factors
(valuing the work outcomes), such as salary, company policies, the relationship with
supervisors, work conditions and the relationship with peers.
George & Jones (2005) concludes that intrinsically oriented employees are more likely
to be satisfied than the extrinsically oriented employees as there is no evidence
which supports a positive relationship between appraisal-based extrinsic rewards and long-
term improvements in the quality of performance (Rowland and Hall, 2013). In this research,
the following definition of job satisfaction was adopted: “A pleasurable or positive
emotional state resulting from the appraisal of one's job or job experiences” (Locke,
1976, p.1300).
2.5 Organizational Commitment

Understanding employee commitment is important because it is often influential in key
aspects of organizational behavior (Cuskelly & Boag, 2001). Cole (2000) reports that
a contented employee believes in the company's product or service, recommends the
company as the best place to work, is a team player, is willing to put aside his or her
personal interests for the goals of the organization, stays with the organization for several
years despite being offered better pay elsewhere. This construct can be defined as a condition
where employees can identify with the organization and its goals and desires, to
continue being a member of the organization (Robbins, 2005). Organizational
commitment is “the strength of an individual's identification with and involvement in a
particular organization”
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(Mowday, Porter, & Steers, 1982, p. 27). According to Arora et al. (2012),
organizational commitment influences a range of issues and thus suggests the
importance of pursuing a thorough understanding of the operation of this major construct.
Meyer and Allen (1991) developed a three-factor model which consists of: affective
commitment, continuance commitment, and normative commitment.
In this research the definition of organizational commitment is “a psychological state
that characterizes the employee's relationship with the organization, and has
implications for the decision to continue or discontinue membership in the
organization” (Meyer and Allen, 1991, p.67).
2.6 Organizational Commitment studies in the Arab World Arab

countries and in particular, the Gulf Cooperation Council (GCC) countries present unique
challenges for the researchers studying the organizational commitment in various
organizational settings. In the GCC, countries like United Arab Emirates and Qatar (where
the present study was conducted) the expatriate population is around eighty percent.
Further, this high percentage of expatriate population consists of various nationalities
thereby making the task of research challenging and interesting. Some of the latest
studies carried out in the Arab world on the topic of organizational commitment are
summarized in Table 1.
Table 1: Organizational Commitment Studies in the Arab World
S.No. References Context of Major contributions

study
1. Aladwan, Jordan This paper contributes to the knowledge in several
Bhanugopan and (Insurance, grounds. First, it validates the structure of
Fish (2013) finance organizational commitment in a non-Western context.
services, Second, it contributes to the knowledge on the topic
accounting, of commitment in Jordan.
and industrial
fields)
2. Randeree and united arab Recent study that examines the impact of
Chaudhry (2012) Emirates leadership styles on employees.
(Construction
sector)
3. Behery, Paton united arab The paper contributes to the literature by being
and Hussain, Emirates the first to study the mediation effect of transformational
(2012) (Service leadership on the relationship between
industry) relational psychological contracts, transactional
psychological contracts and organizational commitment
within a non-western context.
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4. Cohen (2011) Israel An important contribution of this study is the

(Banking examination of the psychological contract in its
industry) relationship to organizational commitment.
5. Abu Elanain united arab Examined the mediating role of job
(2010) Emirates satisfaction and organizational commitment in the
(Five large relationship between organizational justice and turnover
organizations) intention in the Middle East.
7. Cohen (2006) Arabic and The results indicate a significant difference between
Israeli the two groups on the four cultural dimensions as
Schools well as with regard to ethnicity. The cultural
values were strongly correlated to Organizational
Commitment Behavior. The results show that the
interactions
9. Shaw, Delery united arab between organizational commitment and
and Abdulla Emirates guest worker status were significant predictors
(2003) (Commercial of both overall performance.
banks)
12. Dirani and Lebanese The results revealed that the constructs of
Kuchinke (2011) (Banking satisfaction and commitment were
sector) significantly correlated with satisfaction being a good
predictor of commitment. The results
13. Yousef (2002) united arab revealed that job satisfaction directly and indirectly
Emirates influences affective and normative commitments.
14. Yousef (2000) united arab Satisfaction with several aspects of the job
Emirates positively influences different dimensions of

organizational commitment.
Most of the studies mentioned in Table 1 above have tried to study a relationship among
variables like leadership styles, job satisfaction, cultural factors and organizational
commitment. The study presented in this paper has the aim of testing relationships
among culture, leadership style and job satisfaction and organizational commitment. It
is evident from Table 1 that the majority of the studies in the Arab world were carried out in
corporate settings, thus our study would fill the gap by studying these issues in a not-for-
profit sector. Further, the growing population and dependence on expatriate teachers
in the education sector in Qatar makes the topic more relevant.
2.7 Relationship between the Variables

2.7.1 Conceptual model
Figure 1 presents a conceptual framework which integrates the relationships between
the independent and the dependent variables. It highlights the role of job satisfaction as a
mediator of the effect of organizational culture and leadership style on work motivation and
organizational commitment. It also illustrates the direct effect of organizational culture,
leadership style, and job satisfaction on work motivation and organizational commitment. In
this section, the relationships between the variables are presented and the hypotheses
regarding the relationships are specified.
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Figure 1: Conceptual models
2.7.2 Organizational Culture and Work Motivation The

form of culture embodied in the organization defines the effectiveness of the employees in
relation to doing their assigned jobs and realizing their full potential as they can when
individual motivation and the organizational culture match (Wallach, 1983) . A strong
organizational culture will often lead to motivated employees (Towers, 2006). Sokro
(2012) indicates that the organization impacts on employee motivation and performance and
contributes greatly to achieving the organizational objectives. Although many researchers
have studied the relationship between organizational culture and motivation, not many studies
have been written
on the way in which the three types of organizational culture (innovative, supportive
and bureaucratic) impact on work motivation. Hence the following hypotheses are
formulated: H1a: Innovative
culture has a positive influence on work motivation in the educational sector.
H1b: Supportive culture has a positive influence on work motivation in the

educational sector.
H1c: Bureaucratic culture has a negative influence on work motivation in the
educational sector.
2.7.3 Organizational Culture and Job Satisfaction The

outcomes for an individual such as satisfaction depend on the match between the individual's
characteristics and the organization's culture (Wallach, 1983). This means that employees
can better adapt to the work environment if the organization's characteristics
match their individual orientation (Vandenberghe, 1999). Berson et al. (2008) state that
the supportive culture is positively correlated to employee satisfaction. In this type of culture,
employees feel committed to their organization because they are satisfied with their work
(Akaah, 1993). A bureaucratic culture often results in negative employee responses,
which leads to low levels of job satisfaction (Berson et al., 2008). Johnson and Mclntye
(1998) show that an innovative work culture enhances job satisfaction, but Bearson et al.
(2008) found that an innovative culture is weakly correlated to job satisfaction. He explains
this by looking at the impact of the type of industry on culture and satisfaction. He argues
that high-tech organizations are more innovative-oriented and this may lead to high levels of
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job satisfaction. Therefore the following hypotheses are formulated: H2a: Innovative culture
has a positive influence on job satisfaction in the educational sector.
H2b: Supportive culture has a positive influence on job satisfaction in the

educational sector.
H2c: Bureaucratic culture has a negative influence on job satisfaction in the
educational sector.
2.7.4 Organizational Culture and Organizational Commitment

According to Smircich (1993), organizational culture is a critical lever that managers
can use to guide the firm. Organizational culture can have a considerable effect on
organizations, on performance, in practical terms, and commitment (Peters &
Waterman, 1982). A strong culture leads to higher agreement among individuals, high
levels of consistency in behaviors, cohesiveness, loyalty, organizational
commitment and reduced turnover (Robbins, 2005). Organizations should create an
environment of trust so that employees must feel that their company is willing to take
risks, try new things and is willing to invest in risky ideas (Abdel Aziz and Rizkallah, 2015).
Various studies indicate that innovative and supportive cultures have a significant
positive effect on job satisfaction and organizational commitment, while bureaucratic
culture has a negative effect (Brewer & Clippard, 2002; London & Larsen, 1999;
Silverthorne, 2004; Wallach, 1983). Therefore the following hypotheses are formulated:
H3a: Innovative culture has a positive influence on organizational

commitment in the educational sector.
H3b: Supportive culture has a positive influence on organizational
H3c: Bureaucratic culture has a negative influence on organizational
2.7.5 Leadership Style and Work Motivation The

managers' leadership style significantly impacts on employees' motivation (Halepota,
2005). Different leader characteristics may produce different levels of motivation (Adair,
2008). Tampubolon (2004) states that motivation is influenced by the leader's performance
and understanding of the work in every situation.
There are many motivational components which leaders may have an impact on.
Therefore, leaders should never let a demotivating situation persist (Locke, 1978).
Kamery (2004) finds that the use of positive motivational incentives is essential for managers
in today's challenging business environment. Hence the following hypotheses are
formulated: H4a: Supportive
leadership styles have a significant relationship with work motivation in the
educational sector.
H4b: Participative leadership styles have a significant relationship with work
motivation in the educational sector.
H4c: Directive leadership styles have a significant relationship with work
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2.7.6 Leadership Style and Job Satisfaction

Several researchers agree that leadership style has a significant influence on job
satisfaction (Lok & Crawford, 2001; Amburgey, 2005; Mosagdegh Rad &
Yarmohammadian, 2006); therefore, managers need to adopt suitable leadership behavior
to improve their employees' satisfaction level (Yousef, 2000). Thoughtful and encouraging
leaders satisfy their employees more than judgmental leaders (Yukl, 1971). According to
Yiing (2008), researchers do not directly associate employee satisfaction with specific
leadership styles. Instead, many of them suggest that leadership style should adjust to the
situation as an attempt to reduce employee dissatisfaction. Therefore the following
hypothesis is formulated:
H5a: Supportive leadership styles have a significant relationship with job
satisfaction in the educational sector.
H5b: Participative leadership styles have a significant relationship with job
H5c: Directive leadership styles have a significant relationship with job
2.7.7 Leadership Style and Organizational Commitment

According to Loke (2001), employees' commitment to the organization is directly affected
by the leader's behavior. Acar (2012) suggests that leadership style has a positive impact on
organizational commitment. The leadership behaviors are positively related to the
employees' affective and normative commitment (Karrasch, 2003), while they are negatively
related to continuance commitment (Rivera &
Tovar, 2007). Cheung, Huang, Shi, and Zhang (2006) report that the leader-follower relationship
is positively connected to employee empowerment and hence positively linked to job
satisfaction and organizational commitment. Some researchers suggest that a
common reason for employees to quit their jobs is that they are poorly treated by their
managers (Tepper, 2000). Hence, the following hypotheses are formulated:
H6a: Supportive leadership styles have significant relationships with

organizational commitment in the educational sector.
H6b: Participative leadership styles have significant relationships with
H6c: Directive leadership styles have significant relationships with
2.7.8 Job Satisfaction and Work Motivation

According to Rao (2005), job satisfaction acts as a motivation to work. In particular,
job satisfaction has a positive impact on the performance of the employees because
it leads to high levels of performance (Velnampy, 2008).
Herzberg et al. (1959) found that job satisfaction depends on hygiene factors, such as good
pay, company policies, relationships with co-workers and supervision. He states that when
these factors are not present they will cause dissatisfaction among employees. However,
motivational factors such as recognition, responsibility and achievement lead to a high
level of satisfaction. Hence the following hypothesis is formulated: H7: Job satisfaction
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has a
positive influence on work motivation in the educational sector.
2.7.9 Job Satisfaction and Organizational Commitment

Mathieu and Zajac (1990) state that there is a positive correlation between job satisfaction
and organizational commitment. Lack of job satisfaction tends to reduce organizational
commitment (Moser, 1997). Suma & Lesha (2013) find that to improve organizational
commitment, managers need to improve job satisfaction, but McPhee and Townsend
(1992) argue that job satisfaction and organizational commitment do not always occur
concurrently. There is a possibility that a highly committed employee may be dissatisfied
with his job. Likewise, there may be an employee who has a high level of job satisfaction
without having a sense of attachment to the organization. Therefore the following
hypothesis is formulated:
H8: Job satisfaction has a positive influence on organizational commitment in
the educational sector.
2.7.10 Control Variables

Bilgic (1998) indicates that various demographic factors such as age, gender, education
level and tenure are significant predictors of job satisfaction. According to Ganzach (2003), an
employee's level of education may have some influence on job satisfaction. Employees with
higher levels of education will have a high level of job satisfaction if the rewards system
associated with their employment position meets their expectations. Orisatoki and Oguntibeju
(2010) show that there is no significant difference in the satisfaction of different
age or gender groups.
Organizational commitment can be affected by the individual's personal characteristics

such as gender, age, level of education and experience (Meyer & Allen, 1997). A study by Baron and
Greenberg (1990) indicates that older people are more likely to be committed to the organization, but
Mathieu and Zajac (1990) report that educational level correlates negatively with organizational
commitment.
DeCotiis and Summers (1987) explain this by the fact that individuals with higher levels of education
have higher expectations. Therefore, they feel that their managers are not receiving adequate
rewards and incentives, and this diminishes their level of commitment to the organization.
3. Research Methodology 3.1

Sample and Data Collection
The latest literature on organizational commitment shows that survey based methodology is a
popular choice among researchers' studying various aspects of organizational commitment.
Shafazawana et al. (2016) have measured organizational commitment using a modified
three-revised component scale of affective, normative and continuance commitment proposed by
Allen and Meyer (1996). Ying and Ahmad (2009) studied the moderating effect of organizational
commitment on the relationships between moderating effects of organizational culture on the
relationships between leadership behavior and organizational commitment and between
organizational commitment and job satisfaction and performance in the Malaysia. Data was
collected using a self-administered questionnaire distributed among working MBA students. Anari
(2012) investigated the relationship between emotional intelligence, job satisfaction, and
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organizational commitment among teachers in the context of Iran. Some of the latest studies employing
survey-based methodology in the area of organizational commitment are presented in Table 2.
Table 2: Survey-based Research on Organizational Commitment
S. References Focus of the study Methodology Adopted

No.
1. Messner Investigated the effect of Questionnaire based study.
(2013) OC on employee Employees were invited by their
commitment in Indian IT industry managers to participate,
however, participation was
voluntary.
2. Gupta (2015) Examined the relationship among job Structured questionnaire survey
involvement, organizational approach. The data were collected
commitment, team commitment from 477 full-time employees of 13
and professional commitment. organizations from various sectors in
India.
3. Sejjaaka and Examined the extent to which Using pre-existing scales for the
Kaawaase professionalism, rewards, constructs, the authors collected data
(2014) and job satisfaction from accounting
are predictors of organizational professionals in Uganda.
commitment.
4. Yahaya and Discusses the conceptual Systematic literature review
Abraham framework and the Full
(2016) Range Leadership Model.
5. Bashir and Investigate the relationship Questionnaire based survey with
Long (2015) between training and the target population as
organizational commitment. academic staff of one of the
faculty in a public university in
Malaysia.
6. Gatling, Kang Studied the impact of Data from 236 university
and Kim authentic leadership on students studying hospitality in the
(2016) employees' organizational southwest region of the USA
commitment and the collected via an online survey
impact of employees' OC on design.
their turnover intention.
From the literature review section and Table 2, it is clear that the latest research on
commitment is conducted using a survey based methodology. Another major reason for
adopting the survey method is the fact that to study organizational commitment and its linkages
researchers cannot control or manipulate the independent variable (Jain, 2015). Kerlinger
(1986, p. 348) defined survey research as “systematic, empirical inquiry in which the
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scientist does not have direct control of independent variables because their manifestations
have already occurred or because they are inherently not manipulable”. Thus for our
research, a questionnaire based survey method seems a better choice over qualitative and
experimental methods as the study was planned to be conducted on a large sample. The
data were collected by means of a self-administered questionnaire through an on-line
data collection tool, surveymonkey.com. Before administering the final questionnaire 27 pilot
questionnaires were distributed to ensure that the length was appropriate, the
instructions were clear and the wording of the Arabic version was understandable.
The target population was administrative employees and faculty members from the education
sector (government, private and semi-government) in the State of Qatar.
The questionnaire was available to the participants for three weeks.
3.2 Instrument Development

The questionnaire collected data on six measures, as follows:
Demographics
Organizational Culture
Leadership Style
Job Satisfaction
Work Motivation
Organizational Commitment
The measures used in this research are described briefly below:
3.2.1 Organizational Culture:

The organizational culture scale was based on the 24-item OCI by Wallach (1983).
Wallach (1983) classifies organizational culture as innovative, supportive and
bureaucratic, each of which entails 8 items. The reliability values (Cronbach's
Alpha) which were used to measure the internal consistency of the measurement in this
research and the original questionnaire is tabulated below.
Table 3: Cronbach's Alpha for organizational culture

Organizational Cronbach's Alpha – Cronbach's Alpha – this Culture Original
research Supportive Culture 0.77 .93 Innovative Culture 0.87 NA
(see Section 4.2)
Bureaucratic
0.71 .79
Culture
A measurement is considered sufficiently reliable if Cronbach's Alpha is above 0.7 (Nunnally
and Bernstein, 1994). The original questionnaire had a 4-point scale to encourage
respondents to make a choice (Wallach, 1983). However, a 5-point scale was used in the
present study to give respondents a neutral position if they could not decide. The scale
ranged from 1 “not at all” to 5 “frequently, if not always”.
3.2.2 Leadership Style

Leadership style was measured using the 13-item range of leadership behavior by Harris
and Ogbonna (2001). This instrument was adapted from House (1971) and House and
Dessler (1974), which was based on earlier work by Fleishman (1957) and Stogdill (1963). A
questionnaire devised by Harris and Ogbonna (2001) identified the three types of
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leadership style as participative leadership (5 items), supportive leadership (4 items) and
directive leadership (4 items). This study did not cover the achievement-oriented leadership
style, since this type of leadership is rare and is mostly found in the Hi-tech sector. The
reliability values (Cronbach's Alpha) for this research and the original questionnaire are
mentioned below.
Table 4: Cronbach's Alpha for leadership style

Cronbach's Alpha – Cronbach's Alpha – this
Leadership Style
Original research
Supportive 0.77
Leadership .90 (see Section 4.2)
Directive Leadership 0.67
Participative 0.93 .96
Leadership
Respondents were requested to describe the leadership behavior of their direct manager
according to a range of statements. A 5-point Likert scale was used, ranging from 1
“Strongly disagree” to 5 “Strongly agree”.
3.2.3 Work Motivation

The motivation scale was taken from Robinson (2004). It consists of 11 items which measure
individuals' motivation to perform their job well. The reliability values (Cronbach's Alpha)
of this research and the original questionnaire are given below.
Table 5: Cronbach's Alpha for work motivation

Work Motivation Cronbach's Alpha – Cronbach's Alpha – this
Original research
0.87 .92
The original questionnaire had a 7-point scale ranging from 1 “not motivated at all” to 7 “highly
motivated” while this study used a 5-point scale ranging from 1 “Not motivated at all” to 5
“Highly motivated” to maintain consistency with its other scales.
3.2.4 Job Satisfaction

The job satisfaction measurement was taken from the generic job satisfaction scale by
Macdonald and MacIntyre (1997). The scale is consist of 10 items. The reliability values
(Cronbach's Alpha) of this research and the original questionnaire are to be found in the
following table: Table 6:
Cronbach's Alpha for job satisfaction Cronbach's
Alpha – Cronbach's Alpha- this Original research 0.77
Job Satisfaction .89
A 5-point Likert scale was used, ranging from 1 “Strongly disagree” to 5 “Strongly agree”.
3.2.5 Organizational Commitment

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Organizational commitment was measured on the 8-point continuance commitment scale
developed by Meyer and Allen (1991). According to Meyer and Allen (1991), the continuance
commitment entails that individuals remain in the organization because they need to do
so. It is based on the economic benefits that employees gain (Beck and Wilson, 2000). Here,
employees develop a commitment to their organization because of the positive hygiene
rewards. The reliability values (Cronbach's Alpha) of this research and the original
questionnaire (Meyer and Allen, 1993) are to be found below.
Table 7: Cronbach's Alpha for organizational commitment

Cronbach's Alpha – Cronbach's Alpha – this
organizational research
Commitment Original
0.74 .89
A 5-point Likert scale was used, ranging from 1 “Strongly disagree” to 5 “Strongly agree”.
4. Data Analysis
4.1 Sample Population Profile

The sample size had to be large enough to identify differences (Girden, 2001). For this
research, a total of 459 participants took the questionnaire. 364 (79 percent) of the questionnaires
were completed and usable. The first part of the survey covered demographic information
about the sample: gender, nationality, age, education level, organization type, job level
and years of service at their present organization.
Table 6 highlights the demographic makeup of the sample. As indicated, 69 percent of the
respondents were female. About 62 percent of the sample were non-Qataris. 38 percent of the
participants were between 36 and 45 years old. 65 percent of the
participants held Bachelors' degrees. Most of the participants were working for
government organizations (92 percent). 56 percent of the respondents were academics
directly involved in teaching while 44 percent were staff (managers, supervisors
and other administrative personnel) working in the education sector. Approximately
40 percent of the respondents had between one and five years of experience in their current
organization.
4.2 Reliability and Validity of the Measurement Scales
4.2.1 Construct Validity

Two factor analysis was used to assess construct validity instead of one expletory factor
analysis, because when expletory factor analysis was executed for all the variables, the
leadership items (3 independent variables) were loaded on factor 1, some of the innovative
culture items were loaded on factor 3 with the bureaucratic culture items and the other items
were loaded on factor 4 with the supportive culture items. The job satisfaction items
were not loaded on any specific factors. One factor analysis was used for the independent
variables (innovative culture, supportive culture, bureaucratic culture, directive
leadership, supportive leadership and participative leadership) and the other was used for
the dependent variables (work motivation, job satisfaction, and organizational commitment).
The main purpose of factor analysis is to identify the underlying constructs that
summarize a set of variables (Ford, MacCallum, & Tail, 1986).
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Principal component analysis and Varimax rotation with Kaiser's creation of

eigenvalues greater than unity were used. The extracted six factors for the
independent variables explain 66.9 percent of the total amount of variance, while the three
extracted factors for the dependent variables explain 57.5 percent of the total amount of
variance. Items with absolute factor loadings of 0.50 and above were retained. According
to Nunnally and Bernstein (1994), an absolute loading of at least 0.5 is considered high. The
independent factor analysis showed that the participative and supportive leadership styles
items were loaded on factor 1 and hence these two variables were combined. Moreover,
the innovative culture items were removed because they were also loaded on factor 3 with
the bureaucratic culture items and their loading was much weaker than the bureaucratic
culture items. Question 1 and Question 4 of the bureaucratic organizational culture were
removed because they failed to reach the standard of 0.5 or above. The second question
of the supportive organizational culture did not load significantly with factor 2, so it was
removed. Factor 4 refers to the directive leadership style items.
From the dependent factor analysis, work motivation items represented factor 1, and job
satisfaction represented factor 2 and job commitment represented factor 3.
One item from the job satisfaction scale was deleted because it failed to reach the 0.5 cut-
off level.
After completing the measurements expletory factor analysis, the reliability of the was
calculated using Cronbach's Alpha coefficient (section 3.2). The analysis reported an
alpha coefficient value of 0.79 and above for all variables. Generally, all the scales used in
this research displayed a satisfactory degree of internal consistency.
Table 8: DEMOGRAPHICS
Response Frequency Percen

Demographic Variables t
Categories y
Male 112 31
Gender
Female 252 69
Qatari 140 38
Nationality
Non-Qatari 224 62
Less than 26 12 3
26-30 50 14
31-35 75 20
age
36-45 137 38
46-55 72 20
Above 55 18 5
High School degrees 12 3

Education Level Bachelor's Degree 236 65
Postgraduate Degree 116 32
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Government 335 92
Organization Type
Non-Government 29 8
manager 28 8
Supervisors 68 19
Job Levels Administrative
64 17
personnel
academic staff 204 56
Less than one year 41 11

Years of service in the current 1-5 Years 146 40
organization 6 – 10 Years 61 17
11 –15 Years 57 16
More than 15 years 59 16
Notes: (Number Of Subjects = 364 )
4.2.2 Descriptive Statistics and Correlation The

mean, standard deviation and Pearson correlation are stated in Table 9. The mean provides
information about the average value of a variable. Standard deviation measures the
average distance of the distribution of values from the mean (Hair et al., 2009). The descriptive
statistics demonstrate that the average participant is satisfied with her/his job and is
motivated and committed to her/his organization. The Pearson correlation coefficient assesses
the strength of the linear
association between two variables. The value can vary from -1 to +1; values closer to -1 or
+1 indicate stronger relationships (Hair et al., 2009).
Table 9: Descriptive Statistics and Correlation

Correlation
Measures M SD
1 2 3 4 5 6 7 8 9 10 11
1. Supportive Culture 3.680 0.987 1
2. Bureaucratic Culture 3,897 0,659 ,608** 1
3. Directive Leadership Style 3.778 0.978 .594** .531** 1
4. Participative-Supportive Leadership Style 3,453 1,089 .715** .464** .733** 1
5 .Job Satisfaction 3,759 0,833 .720** .417** .635** .754** 1
6. Work Motivation 4,186 0,712 .309** .293** .315** .338** .464** 1
7. Organizational Commitment 3,684 0,927 .659** .382** .477** .565** .703** .457** 1
8. Education level 2.286 0.520 -.309** -.124* -.189** -.216** -.295** -.036 -.282** 1
9 Job Levels 3.220 1.005 -.026 .058 .120* -.057 -.089 -.126* -.126* .038 1
10.Organization Type 1.148 0.514 -.035 -.014 -.047 -.052 -.082 .002 .010 .006 -.021 1
11. Years of service at the current organization 2,854 1,281 .014 -.082 -.120* -.047 .058 .029 .092 -.066 -.213** .041 1
**. Correlation is significant at the 0.01 level (2-tailed).

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*. Correlation is significant at the 0.05 level (2-tailed).
5. Results
5.1 Regression Analysis

Regression analysis was performed to estimate the relationship between a
dependent variable and one or more independent variables, an estimation which is required
to test the proposed hypotheses.
5.1.1 Regression Analysis of Organizational Culture, Leadership Style, Job

Satisfaction and Work Motivation
The result of the first regression for the organizational culture, leadership style, job satisfaction
with the control variables versus the dependent variable, work motivation, is shown
in Tables 10 and 11. Table 10 indicates that bureaucratic organizational culture, job
satisfaction, nationality and job level have a significant influence on work motivation. From
the model summary in Table 11, about 25.8 percent of the work motivation can be
explained by a bureaucratic organizational culture, job satisfaction, education level and job
level. The equation of the model is: Work Motivation=1.985+.191 Bureaucratic Culture+.449
Job Satisfaction+.136 Educational Level -.074 Job Level
Table 10: Regression coefficient of organizational culture, leadership style, job

satisfaction and work motivation
Unstandardized standardized
Coefficients Coefficients
Model Q Sig
std.
B Betas
Error
(Constant) 1985 337 5,884 Sig.
Education level .136 .067 099 2,039,042
-
Job Levels -.074 .034 -.105 .031
2.163
Organization Type .054 .064 039 .845 .399
Years of service at the current
-.001 .027 -.001 -.020.984
organization
-
Supportive Culture -.093.058 -.129 .112
1,592
Bureaucratic Culture .191.066 .176 2,894,004
Directive Leadership .031.054 042 .567 .571
Participative- Supportive -.039.056 -.060 -.703 .483
leadership
Job Satisfaction .449 .068 .525 6,646,000
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Table 11: Model summary of organizational culture, leadership style, job satisfaction and
work motivation
Adjusted R std. Error of the
Model R R Square
Square Estimate
0.508 .258 .239 .62104
1
5.1.2 Regression Analysis of Organizational Culture, Leadership Style and Job

Satisfaction
The second regression results for the organizational culture, leadership style
satisfaction with the control variables versus job satisfaction is presented in Tables 12 and
13. Table 12 illustrates that supportive organizational culture, directive leadership and
participative-supportive leadership have a significant effect on job satisfaction. The model
summary in Table 13 shows that about 66.4 percent of the job satisfaction can be created by
a supportive culture, directive leadership, participative-supportive leadership,
education level and years of service at the current organization. The equation of the
model is: Job Satisfaction =1.778+.304 Supportive
Culture+.156 Directive Leadership+.290 Participative-Supportive Leadership -.110 Education
Level+.047 Years of service at the current organization
Table 12: Regression coefficient of organizational culture, leadership style and job
satisfaction
Unstandardized standardized
Coefficients Coefficients
Model Q Sig.
std.
B Betas
Error
1,778 .248 7.175 .000
(Constant)
Education level -.110 052 -.069 -2,118 .035
Job Levels -.049 .027 -.059 -1,814 071
-.074 .050 -.046 -1,484 .139

Organization Type
Years of service at the 047 .021 072 2,258 .025
current organization
.304 043 .361 7,086 .000
Supportive Culture
Bureaucratic Culture -.094 052 -.074 -1,826 .069
.156 042 .183 3,726 .000

Directive Leadership
Participative- Supportive .290 041 .379 7,024 .000
leadership
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Table 13: Model summary of organizational culture, leadership style and job
satisfaction
Model R R Square
Square Estimate
1 0.815 .664 .656 .48828
5.1.3 Regression Analysis Organizational Culture, Leadership Style, Job Satisfaction and
Organizational Commitment The
last regression outcomes for the organizational culture, leadership style, job satisfaction
with the control variables versus the dependent variable, organizational commitment is
displayed in Tables 14 and 15. Table 14 indicates that supportive organizational culture,
job satisfaction, nationality, education level and job level have significant influence on
organizational commitment. The model summary in Table 15 shows that 55.7 percent of
the organizational commitment can be explained by a supportive organizational
culture, job satisfaction and education level. The equation of the model is: Organizational
Commitment=.818+.307 Supportive
Culture+.528 Job Satisfaction-.040 Job Level
Table 14: Regression coefficient of organizational culture, leadership style, job

satisfaction and organizational commitment
Standardized
Unstandardized ed
Coefficients coefficient
Model t Sig.
s
std.
B Betas
Error
.01
(Constant) .818 .339 2,409
- 7
Education level -.076 .067 -.043
1.137
- .25
Job Levels -.065 .034 -.071
1890 6
.04
Organization Type .101 .064 056 1,582
Years of service at the current 0

.030 .027 041 1.107
organization
.11
Supportive Culture .307 059 .327 5,228
5
Bureaucratic Culture -.004 .066 -.003 -.063
.26
Directive Leadership 032 055 .033 .579
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Participative- Supportive 9
-.049 056 -.058 -.871
leadership
.00
Job Satisfaction .528 068 .475 7,780
0 .95 0 .56 3 .38 5 .00 0
Table 15: Model summary of organizational culture, leadership style, job satisfaction and
organizational commitment
Model R R Square
Square Estimate
1 0.746 .557 .546 .62482
5.2 Hypotheses Testing

The regression analysis highlights significant sets of correlations between the
variables. These relationships are summarized in Table 16. Model 1 indicates that a
bureaucratic culture, job satisfaction and job level have a positive effect on work
motivation, while job level has a negative effect on work motivation. From Model 2, supportive
organizational culture, a directive leadership and participative-supportive leadership have a
positive influence on job satisfaction while education level and years of service have a
negative impact. Model 3 shows that supportive culture and job satisfaction have a positive
impact on organizational commitment; however, job level has a negative impact. An overview
of the proposed hypotheses and the decision whether to accept or reject a hypothesis
is presented in Table 17.
Table 16: Summary of Regression Analysis

Model 1 Model 2 Model 3
Work organizational
Job Satisfaction
motivation Commitment
Dependent Variables:
Constant 1985 1,778 .818
Control Variables:
Education level .136* .110* -.076
Job Levels -.074* -.049 -.065*
054 -.074 .101

Organization Type
Years of service at the current .047*
-.001 .030
organization
Independent Variables:
-.093 .304** .307**
Supportive Culture
Bureaucratic Culture .191** -.094 -.004
.031 .156** 032

Directive Leadership
Participative- Supportive .290**
-.039 -.049
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leadership
Job satisfaction .449** .528**
** *
p<.01, p< .05
Table 17: Overview of Hypotheses

Research
Hypothesis P-values Results
Questions
H1a: Innovative culture has a positive influence on work motivation removed
in the educational sector.
H1b: Supportive culture has a positive influence on work motivation P=.112 Reject
RQ1 in the educational sector. B=-.093 H1b
H1c: Bureaucratic culture has a negative influence on work motivation P=.004 Reject
in the educational sector. B=.191 H1c
H2a: Innovative culture has a positive influence on job satisfaction Removed
in the educational sector.
H2b: Supportive culture has a positive influence on job satisfaction P=.000 Accept
RQ1 in the educational sector. B=.304 H2b
H2c: Bureaucratic culture has a negative influence on job satisfaction P=.069 Reject
in the educational sector. B=-.094 H2c
H3a: Innovative culture has a positive influence on Removed
H3b: Supportive culture has a positive influence on P=.000 Accept
RQ1 B=.307 H3b
H3c: Bureaucratic culture has a negative influence on P=.950 Reject
organizational commitment in the educational sector. B=-.004 H3c
H4a: Participative-Supportive leadership styles have a P=.483 Reject
significant relationship with work motivation in the educational sector. B=-.039 H4a
RQ2 P=.571 Reject
H4b: Directive leadership styles have a significant relationship with work B=.031 H4b
RQ2 H5a: Participative-Supportive leadership styles have P=.000 Accept
significant relations with job satisfaction in the educational sector. B=.290 H5a
P=.000 Accept
H5b: Directive leadership styles have significant relations with job B=.156 H5b
H6a: Participative-Supportive leadership styles have P=.385 Reject
significant relations with organizational commitment in the B=-.049 H6a
RQ2 educational sector. P=.563 Reject
H6b: Directive leadership styles have significant relations with B=.032 H6a
H7: Job satisfaction has a positive influence on work P=.000 Accept
RQ3 motivation in the educational sector. B=.449 H7
H8: Job satisfaction has a positive influence on organizational P=.000 Accept
RQ4 commitment in the educational sector. B=.528 H8
5.3 Adjusted conceptual model

Looking at the hypothesized model, the factor analysis and the regression results,
we can see that the relationship is not as expected. Innovative culture was removed, the
participative and supportive leadership styles were merged and the correlation between
bureaucratic culture and work motivation was positive.
Figure 2 illustrates the adjusted conceptual model based on the above quantitative research.
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**
Figure 2: New conceptual model based on quantitative research (*p <.05, <.01) p.s
6. Discussion and Conclusions

The main purpose of the study was to determine what type of organizational culture and
leadership style had the greatest impact on work motivation, job satisfaction and
organizational commitment of employees in the educational sector of Qatar.
First of all, it was surprising to see that organizational culture and leadership style had less
impact than expected on work motivation, job satisfaction and organizational
commitment. Although the means for work motivation (mean= 4.186), job satisfaction
(mean= 3.759) and organizational commitment (mean=
3.684) are above average, the regression analysis showed that there is no
significant relationship between the level of employee satisfaction, motivation or
commitment, on the one hand, and the organizational culture or leadership style on the other.
Significant positive correlations were observed only between supportive culture and job
satisfaction (B=.304, P<.01), supportive culture and organizational commitment (B=.307,
P<.01), participative-supportive leadership and job satisfaction (B =.290, P<.01),
directive leadership and job satisfaction (B=.156, P<.01). This implies that employees of
the education sector in Qatar are satisfied with their jobs, motivated and committed,
whatever the characteristics of the type of organizational culture or the management style,
and there are other factors that affect their level of satisfaction, motivation and commitment .
Factors such as the compensation system, training and opportunities for advancement, the
nature of the job and the physical work environment may have a stronger influence on
employees' satisfaction, motivation and commitment than have organizational culture and
leadership style.
Contrary to the research expectations, according to which it was hypothesized that there is a
negative correlation between bureaucratic organizational culture and employee
motivation, the results supported a positive relationship (B=.191, P<.01) between them. This
indicates that employees of educational organizations are content with a bureaucratic
organizational setup where everything is structured, regulated and systematic and authority
is centralized. As reported in the literature, job satisfaction has a positive impact on work
motivation (Velnampy, 2008) and organizational commitment (Mathieu and Zajac, 1990).
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The present study found that work motivation (B=.449, P<.01) and organizational commitment
(B=.528, P<.01) positively correlated with job satisfaction. This implies that employees who
are satisfied with their work are more likely to be motivated and committed.
The present study also finds that the education level has a negative relationship with job
satisfaction (B=-.110, P<.05); this finding supports what the literature says about the
influence of education level on job satisfaction. A possible reason for this finding is that
employees with high levels of education expect more rewards and recognition than other
employees, so they have the intention and also the option to leave their organizations if
they want more recognition. However, the education level was positively correlated with
work motivation (B=.136, P<.05). This could be explained by the fact that employees with
high levels of education progress further and faster in their careers and this works
as an intrinsic motivating factor. At the same time, the job level has a negative influence on
both work motivation (B=-.074, P<.05) and organizational commitment (B=-.065,
P<.05). A possible justification for this result is that individuals in higher positions experience
greater stress and anxiety and this may lead to low levels of motivation and commitment. In
some cases, leaders have to follow laws and policies which they are not convinced
of and this too can reduce their motivation and lower their level of commitment.
Practical Implications of the study: The results from our study would be helpful to the
managers of the schools in the state of Qatar to understand the variables affecting
organizational commitment because organizational commitment among a highly professionally
committed workforce like teachers is usually lower and less understood ( Wang and
Armstrong, 2004). As most of the teachers are expatriates, the study will help understand
the variables affecting job satisfaction leading to commitments so that effective suitable
strategies can be developed to improve the commitment. Anari (2012), who cited the main
reason for conducting the study among teachers to enhance the job satisfaction and
organizational commitment to reduce the high turnover in the teaching profession, supports
this outcome.
In recent decades, organizational commitment has been among the most important research
topics in the field of organizational behavior due to its close relationship with many other
individual and organizational factors (Bahrami et al., 2016). Our study provides an
understanding of variables that affect organizational commitment and thus
provides the opportunity to improve commitment among the academics. One important
variable affecting commitment is the tenure of service.
In the case of Qatar, all expatriate teachers are hired on contract, although the contract
keeps on extending based on the need of the school and satisfactory performance of
the employee, it does have an impact on long-term commitment. A challenge for the
management of the school is to develop a long-term contract system to retain and
motivate high achievers. Job satisfaction is a very powerful work-place concept. Low
levels are found to be associated with absenteeism, turnover, and job burnout while
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high levels are related to improved work performance, organizational innovation,

greater compliance with organizational rules (Lamberta et al., 2016). The present study
also provides support to the importance of job satisfaction by considering supportive
culture as an important facet in an academic institution. Job satisfaction among employees
can be improved by providing training in new methods of pedagogy and use of IT for delivering
knowledge. To achieve this, partnerships can be created with institutions of higher
learning in Qatar such as Qatar University and institutions in the education city.
Considering the fact that a large workforce in schools are non-nationals who know that they
have to leave one day, the need is to improve affective commitment that encompasses the
elements of loyalty and identification with the organization. This would involve involvement
of employees in policy-making that relates to issues like appraisal, annual leave, and end
of the contract benefits. Further, employees should be motivated and supported in
adopting innovative methods to improve learning and not just to follow a top-down
approach. The present study also suggests that organizational commitment is
significantly related to organizational culture. Thus, managers leading the schools can
create a positive and desirable climate for the teaching staff in order to improve their
motivation and satisfaction from their jobs (Bahrami et al., 2016). The results of our study
on leadership and commitment in the context of education are considered important as
effective leadership and committed employees are needed for an effective
education system (Yahaya and Ebrahim, 2016).
7. Limitations of the study This

study has some limitations which could be addressed in future research. First, due to time
constraints, this research was based on a cross-sectional approach in which data was
collected from a population at a single point in time. This approach, however, is not useful for
identifying the reasons behind the relationships between variables. Longitudinal studies can
overcome such a weakness by permitting observations over a longer period.
Second, although a piloting questionnaire was conducted to evaluate the competency

scale, some of the organizational culture scale items were felt by the respondents to
be unclear. A number of questions regarding these items were received during the data
collection period. A forward-backward translation method from English to Arabic and then
from Arabic back to English might alleviate such difficulties.
Third, when conducting factor analysis, more than one variable was loaded on the same
factor; the research therefore used two factor analysis, one for the dependent variables and
the other for the independent variables. Another important limitation of this study is that by
the end the respondents were bored and tired due to the length of the questionnaire so
there is a possibility that they either submitted the survey without completing it or they gave
less attention to the later survey questions.
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The lack of access to online databases about education in Qatar and the out of date statistics
that are provided online through the Supreme Education Council, Qatar Information
Exchange and Ministry of Development Planning and Statistics, constitutes one of
the limitations of this research.
8. Scope for Future Research

Future research could use different measurement scales, such as the Multifactor
Leadership Questionnaire MLQ which was developed by Avilo and Bass in 2000 to measure
two leadership styles (transformational and transactional) based on the contingency theory
of leadership (Bass and Avilo, 2000); or the Organizational Commitment Questionnaire
(OCQ) by Porter and Smith in 1970, which measures affective commitment (Mowday,
Steers and Porter, 1979). In addition, the Harrison (1993) Organizational Culture Questionnaire
could be used as a measurement of organizational culture.
Another possible future study could explore the impact of demographics such as age,
gender, education level, tenure and salary on job satisfaction, organizational commitment
and work motivation. Moreover, researchers could look into the role of corporate social
responsibility (CSR) as a factor that might influence one or more of the dependent variables
which have been assessed in this study. CSR may impact on employees by engaging them
and increasing the organization's attractiveness and as a result it can influence satisfaction,
commitment and/or motivation.
Similar studies could be conducted on other sectors in Qatar, such as oil and gas, health,
and telecommunication, to compare the results of this research to the
outcomes of these studies. An important and needed future direction is to develop a database
for the best-known and most used scales after translating them into Arabic and
evaluating their structural validity in Qatar or even the GCC countries.
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Influence of organizational culture and leadership style on employee satisfaction,

Design/methodology/approach – The study was conducted using a

Findings – Significant positive relationships were observed between supportive culture

Originality/value – The education sector is experiencing a fast growth in Qatar due to

Keywords – Organizational culture, leadership style, job satisfaction,

With these huge incentives, educational organizations in Qatar seek to establish

1.2 Research Questions

The following secondary research questions will be addressed:

2. Literature Review 2.1

organization and on its competitive advantage by encouraging openness to new

2.2 Leadership Style

2.3 Work Motivation

2.4 Job satisfaction

2.5 Organizational Commitment

2.6 Organizational Commitment studies in the Arab World Arab

Table 1: Organizational Commitment Studies in the Arab World

S.No. References Context of Major contributions

4. Cohen (2011) Israel An important contribution of this study is the

Emirates positively influences different dimensions of

2.7 Relationship between the Variables

Figure 1: Conceptual models

2.7.2 Organizational Culture and Work Motivation The

H1b: Supportive culture has a positive influence on work motivation in the

2.7.3 Organizational Culture and Job Satisfaction The

H2b: Supportive culture has a positive influence on job satisfaction in the

2.7.4 Organizational Culture and Organizational Commitment

H3a: Innovative culture has a positive influence on organizational

2.7.5 Leadership Style and Work Motivation The

motivation in the educational sector.

2.7.6 Leadership Style and Job Satisfaction

2.7.7 Leadership Style and Organizational Commitment

H6a: Supportive leadership styles have significant relationships with

2.7.8 Job Satisfaction and Work Motivation

2.7.9 Job Satisfaction and Organizational Commitment

2.7.10 Control Variables

Organizational commitment can be affected by the individual's personal characteristics

3. Research Methodology 3.1

Table 2: Survey-based Research on Organizational Commitment

S. References Focus of the study Methodology Adopted

3.2 Instrument Development

3.2.1 Organizational Culture:

Table 3: Cronbach's Alpha for organizational culture

3.2.2 Leadership Style

Table 4: Cronbach's Alpha for leadership style

3.2.3 Work Motivation

Table 5: Cronbach's Alpha for work motivation

3.2.4 Job Satisfaction

3.2.5 Organizational Commitment

Table 7: Cronbach's Alpha for organizational commitment

4.1 Sample Population Profile

4.2 Reliability and Validity of the Measurement Scales

4.2.1 Construct Validity

Principal component analysis and Varimax rotation with Kaiser's creation of

Response Frequency Percen

High School degrees 12 3

Less than one year 41 11

Notes: (Number Of Subjects = 364 )

4.2.2 Descriptive Statistics and Correlation The

Table 9: Descriptive Statistics and Correlation

1. Supportive Culture 3.680 0.987 1

3. Directive Leadership Style 3.778 0.978 .594 .531 1

4. Participative-Supportive Leadership Style 3,453 1,089 .715 .464 .733** 1

5 .Job Satisfaction 3,759 0,833 .720 .417 .635 .754 1

6. Work Motivation 4,186 0,712 .309 .293 .315 .338 .464** 1