THE ORGANIZATIONAL COMMITMENT OF MONCAST FACULTY MEMBERS

Author: Michelle J. Bersano, CHRA

ABSTRACT
 INTRODUCTION
Organizational commitment is defined by a person's relative influence, affiliation, and
involvement with an organization (Motalebi, P., & Marşap, A., 2020). Meyer and Allen's model
has come to dominate the field of organizational commitment research. This concept has three
dimensions: affective, normative, and continuous commitment (Benkarim, A., & Imbeau, D.,
2021). Affective commitment is people's love for the company. Continuous commitment is
employees' desire to stay. Employees' opportunities for employment and contentment affect their
desire to stay with the company. Thus, workers weigh the pros and cons of switching
occupations. Normative commitment also includes feelings of obligation and devotion to the
institution (Amjad, S., 2018). It helps employees understand the challenge and believing in the
organization's goals and beliefs, working hard, and staying with it (Maria, S., Darma, D., &
Setyawan, H., 2020). It is said that, organizationally committed employees are timely, engaged,
and could result to low-turnover (Na-Nan, K.; Kanthong, S. Joungtrakul, J., 2021).

Additionally, organizational commitment is a critical component of the organizational

environment and has an immediate impact on how the organization runs (Li, Y., & Chen, C.
H.,2023). In order to carry out their duties and responsibilities as educators in schools, teachers
must possess an exceptional level of commitment. Without mutual commitment, school
objectives will be impossible to attain (Utami, P. P., Widiatna, A. D., Ayuningrum, S., Putri, A.,
Herlyna, H., & Adisel, A., 2021). Moreover, organizational commitment is a determining factor for
achieving quality education (Utami, et. al., 2021)

Furthermore, besides passing on information and knowledge, teaching is a job that requires a lot
of different kinds of human interaction in order to reach the goals set by an educational
organization. The field of education has become a lot more complicated and diverse. Teachers
are becoming more and more legally responsible for their work every day. These liabilities have
made the work environment more difficult to adjust to, resulting into low organizational
commitment in teachers. Thus, the researcher wants to know the Monkayo College of Arts,
Sciences, and Technology faculty members' organizational commitment to develop an
intervention program to improve it and reduce feelings of imbalance and frustration.
Methodology

The study employed a non-experimental descriptive quantitative research design. The

respondents of this study were the full time per hour, temporary and permanent faculty members of

MonCAST. Complete enumeration will be utilized to established the sample size, and data were obtained

via google forms survey questionnaires. The researcher used mean to analyzed the collected data.
References

Maria, S., Darma, D., & Setyawan, H. (2020). PLS-SEM to Predict the Relationship between
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https://doi.org/10.13106/jwmap.2020.Vol3.no3.1

Na-Nan, K.; Kanthong, S.Joungtrakul, J. (2021). An Empirical Study on the Model of Self-
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 Fill out the form below and rate the following accordingly.
PART I. RESPONDENT’S DEMOGRAPHIC PROFILES

1. Name (optional):______________________________________

2. Sex: Female Male

3. Generational Age: 4. Nature of Employment

Gen Z (born between 1994-onwards) COS Temporary Regular

Gen Y Millennials (born between 1980-1994) 5. Years of Service: ______________

Gen X (born between 1965-1979)

Baby Boomers (below 1965)

3. Educational Attainment (highest degree completed)

Units in Masters Units in Doctors

Master’s Degree Doctor’s Degree

PART II. Level of Organizational commitment among MonCAST Faculty

5- strongly agree 4-agree 3 -moderately agree 2-disagree 1-strongly disagree

ORGANIZATIONAL COMMITMENT
Affective Commitment 5 4 3 2 1
1. I really feel as if this organization's problems are my own.
2. I enjoy discussing my organization with people outside it.
3. I would be very happy to spend the rest of my career with this
organization.
4. This organization has a great deal of personal meaning for me
5. I do not feel 'emotionally attached' to this organization.
6. I do not feel like 'part of the family' at my organization.
7. I do not feel a strong sense of belonging to my organization.

Continuance Commitment 5 4 3 2 1
1. One of the few serious consequences of leaving this organization
would be the scarcity of available alternatives.
2. I feel that I have too few options to consider leaving this
organization.
3. One of the major reasons I continue to work for this organization
is that leaving would require considerable personal sacrifice -
another organization may not match the overall benefits I have here
4. Too much in my life would be disrupted if I decided I wanted to
leave my organization now.
Normative Commitment 5 4 3 2 1
 1. It would be very hard for me to leave my organization right now,
even if I wanted to
2. I do not believe that a person must always be loyal to his or her
organization
3. Jumping from organization to organization does not seem at all
unethical to me
4. I do not think that wanting to be a 'company man' or 'company
woman' is sensible anymore
Adapted questionnaire
The Effect of Organizational Citizenship Behavior on Subjective Well-Being of Gülseren Yurcu, PhD, Ülker Çolakoğlu, PhD Hakan Atay, PhD.
International Journal of Business and Social Science Vol. 6, No. 8(1); August 2015.