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Chapter–IV

Social, Economic, Cultural, and Personal Characteristics

4.0 Introduction

The first minor objective of this study is to investigate the relationship between the social,

economic, cultural, and personal characteristics of the teachers of the three universities of

Hyderabad, namely OU, Hyderabad Central, and JNTU and their organizational commitment.

To this ends, these characteristics are divided into gender, age, marital status, working

experience, level of education, religion, the type of university, Academic rank, the amount of

salary, and teachers’ organizational commitment. In each case, the relevant data are extracted

from the questionnaires filled out by the teachers and the relationship between each

characteristic and organizational commitment is evaluated and interpreted utilizing different

statistical tools and methods, the detailed accounts of which are elaborated below.

4.1 Gender and Organizational Commitment

The number of the teachers of the three universities of Hyderabad, namely OU, Hyderabad

Central, and JNTU, is shown in table 4.1, below in terms of their gender:

Table 4.1. Frequency of Subjects in Terms of Gender

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Based on the above table, out of the total number of 297 subjects, 219 subjects (73.7%) are

male and 78 subjects (29.3 %) are female. For the ease of understanding, the very percentages

are also presented in chart 4.1, below:

Chart 4.1. The Percentage Frequency of Subjects in Terms of Their Gender

To estimate the level of significance of the differences in means of

the subjects’

organizational commitment and their gender, a t-test is also conducted as shown

in table 4.2.

Table 4.2. T-Test on the Significance of Difference in Means of the

OrganizationalCommitment of the Subjects and Their Gender

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Table 4.3. Independent Samples Test

The above table shows the significance of the differences in mean of

organizational commitment of both male and female subjects. The comparison of

the mean scores of the organizational commitment of both male and female

subjects in a t-test with a significance level of 0.960, indicated that there is no

significant difference between the means of organizational commitment in male

and female subjects, hence it can be said that there is no significant relationship

between the gender of the teachers and their level of organizational commitment.

The same question, that is, the relationship between the gender of the teachers and

the level of their organizational commitment has been also investigated by Eskandaricharati

et al. (2009) in Iran. The findings of the study proved that there was no significant

relationship between the gender of the teachers and their level of organizational

commitment; however, the studies by Cohen (1994); Mathieu and Zajac (1990); Meyer and

Allen (1997); Scandura and Lankau (1997); Angel and Perry (1986); Mortaz (1981);

Karakus and Aslan (2009); Cidars et al. (2003); Gautam et al. (2004); and Mirzamohammadi

and Abdolmaleki (2007) indicate the existence of a significant relationship between gender

and organizational commitment. Mowday et al. (1982) maintain that female employees are

more committed than male ones. The overall findings of different studies suggest that there

114114

is a gap between theories and practice as the findings do not support the theories.

4.2 Age and Organizational Commitment

Age is considered as another personal characteristic effective on the level of organizational

commitment. Table 4.4 shows the frequency of the subjects under study in terms of their age.

Table 4.4. Frequency of the Subjects in Terms of Their Age

The above table shows that out of the total number of 297 subjects, 7 subjects (2.4%) were

between 20-30 years old, 67 subjects (22.6%) between 31-40 year old, 117 subjects (39.4%)

between 41-50, 95 subjects (32%) 51-60, and 11 subjects (3.7%) were older than 61. The

following chart illustrates the distribution of the age of the respondents in percentage.

115115

Chart 4.2. The Percentage Distribution of Respondents in Terms of Their age

Table 4.5. The Mean Scores of Organizational Commitment of the subjects

According to Their Age Group

According to the data provided in the above table, the total mean score of the respondents’

commitments in the designed questionnaire was calculated to be 42.29 with standard

116116

deviation of 5.785 which has a slight difference with 50 as the full score dedicated to the

questionnaire; the respondents have had scores higher than the half of the total score of the

designed questionnaire, that is. 25. The highest scores of organizational commitment were

respectively related to teachers in the age group 51-60 (42.97), 41-50 (42.27), 61 and above

(42.18), 31-40 (41.63), and 20-30 (39.71) years old. So, the highest score of organizational

commitment was proved to be related to those subjects at the age of 51 to 60.

The same question of the relationship between the age of the teachers and their

organizational commitment was also investigated by Eskandaricharati et al. (2009); Chang

(2003); Magoshi and Chang (2008); Sohrabi (2004); Jafarzadeh (2005); Mottaz (1981);

Angel and Perry (1988); Mathieu and Zajac (1990); and Gautam et al. (2004).

Mathieu and Zajac (1990), analyzing the findings of more than two hundred studies

concluded that organizational commitment has a relatively positive correlation with age. The

majority of researchers believe that the higher the age of the subjects is, the more they are

committed to the organization as at higher age the opportunities for finding other jobs will be

less and the cost of leaving the job will be more. Meyer and Allen (1997) remark that older

workers have a higher attitudinal commitment because they are more satisfied with their jobs;

however, this is inconsistent with the finding of the studies by Putti et al. (1989); Saki,

Gholipour, and Rezayi (2009, 2010); Hafezi (1997); Talebpour (2001); Zaki (2004); Shokri

(2007); Yaqoubi (2007); and Jolideh and Yeshodhara (2009); these studies found that there

is no significant relationship between the age of the subjects and their organizational

commitment.

As mentioned, in this study, the comparison of means of organizational commitment

with the age of the subjects demonstrated that the highest mean scores of organizational

commitment were related to the teachers in the range of 51-60 years old (42.97) but this

117117

finding is not in line with the findings of the study by Joolideh and Yeshodhara (2009);

however, the differences can be partly due to the time interval between the studies and the

number of the subjects and the type of statistical communities.

4.3 Marital Status and Organizational Commitment

Marital status is the third personal characteristic under study. It is divided into five subgroups

of unmarried, married, divorced, separated, and widowed. The frequency and percentage of

each subgroup is shown in table 4.6, below.

Table 4.6. The Frequency of Subjects in Terms of Their Marital Status

Based on the above table, out of the total number of 297, 251 subjects (84.5%) were married,

12 subjects (4%) were divorced, 4 subjects (1.3%) were separated and 8 subjects (2.7%) were

widowed. The percentage distribution of the subjects in terms of their marital status is charted

below:

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Chart 4.3. The Percentage Distribution of the Subjects in Terms of Their Marital

Status

Table 4.7. ANOVA

As it can be observed in table 4.7, considering the value obtained for F, i.e. 2.552 and the

significance level of 0.039, there is a significant relationship between the organizational

commitment of the teachers and their marital status. In order to clarify the relationship

between the marital status of the teachers and their organizational commitment, a follow-up

LSD test is also conducted.

119119

The results of the L.S.D test for the relationship between the organizational commitment

of the teachers and their marital status are shown in table 4.8, below.

Table 4.8. LSD Test for the Organizational Commitment of the Teachers and Their

Marital Status

As it can be seen in table 4.7, there is a significant difference between organizational

commitment of teachers and their marital status. It shows that unmarried teachers have the

highest organizational commitment.

According to a research by Eskandaricharati et al. (2009), there is no significant

relationship between the marital status and organizational commitment of university teachers

in Iran which is inconsistent with the findings of the present study holding that unmarried

teachers are more committed to the organization.

120120

Cohen (1994) proposes that married workers are more committed than married clerks.

Hrebiniak and Alutto (1972); Taylor (1999); Tsui et al. (1994); Roscha and Terner (2008);

and Putti et al. (1989) claim that there is no significant relationship between the marital status

and the level of organizational commitment.

In general, it can be concluded that most studies show a significant relationship

between the two variables of marital status and organizational commitment, and the existing

differences may be attributed to different cultures. The findings of the present study, i.e the

unmarried teachers are having higher organizational commitment, may be related to the facts

that unmarried teachers have less responsibilities out of the organization and more motivation

to achieve a key position inside the organization.

121121

4. 4 Work Experience and Organizational Commitment

The years of work experience is the next personal characteristic which may affect

organizational commitment of the teachers. Table 4.9 that follows shows the frequency

of the subjects under study in terms of their work experience.

Table 4.9. The Frequency of the Subjects in Terms of Their Work Experience

Based on the above table, out of the total subjects of 297, 24 subjects (8.1%) had a work

experience of 1-5 years, 22 subjects (7.4%) had a work experience of 6-10 years, 31 subjects

(10.4%) a work experience of 11-15 years, 74 subjects (24.9%) a work experience of 16-20

years, and finally 146 subjects (49.2%) had more than 20 years of work experience. The

percentage frequency of the subjects in terms of their years of work experience is also

charted below:

Years of Working

122122122

Chart 4.4. The Percentage Frequency of the Subjects in Terms of Their Work

Experience

Years of working

Table 4.10. The Mean Scores of the Organizational Commitment of the Subjects in

Terms of Their Work Experience

According to table 4.10 the total mean score of the organizational commitment of the

teachers was 42.29, that is . more that 25 as the half of 50 which is the total score dedicated to

the questionnaire of organizational commitment, with a standard deviation of 5.785.

Comparison of the mean scores of organizational commitments of the teachers in

terms of their years of work experience indicated that the highest mean scores of

Years of working

Years of working

123123123

organizational commitment were respectively related to teachers with work experiences of

more than 20 years, 16-20 years, 1-5years, 6-10 years, and 11-15 years.

The results of a similar research by Eskandaricharati et al. (2009); Mowday et al.

(1982); March and Simon (1958), Baron and Greenburg (1993); Mathieu and zajac (1990);

Meyer, Stanley, and Herscovitch (2002); Saki (1993); Sohrabi (2004); Jafarzadeh (2005);

Yaqoubi (2007); and Mathieu (1991) confirmed the findings of the present study showing the

existence of a significant relationship between the organizational commitment and the years

of working experience; however, these results were inconsistent with those of Gholipour and

Rezaei (2009-2010); Hafezi (1998); Vahedi (2001); Emami (2004); and Rahimpur Ata Abadi

(2004).

It can be said that the employees increase their capital with the increase in their work

experiences in an organization and this capital will be lost in case of leaving the organization.

On the other hand, when the age of the employees and their years of experience in one

organization grow, the opportunities for alternative jobs decrease. Employees with more

years of work experience are more concerned with establishing their position in the

organization and less interested in displacement or turnover for a better chance.

124124124

4.5 The Level of Education and Organizational Commitment

The level of education is one more personal characteristic under study. It is divided into

different levels of Mas te r , M. Phil, Ph.D., and Post-Doctoral. The frequency of the

teachers in terms of their level of education is provided in table 4.11, below:

Table 4.11. The Frequency of Subjects in Terms of Their Level of Education

Based on the above table, out of the total number of 297 subjects, 22 subjects (7.4%) had a

master degree, 14 subjects (4.7%) had M.Phil degree, 253 subjects (85.2%) had a PhD

degree, and 8 subjects (2.7%) had a post-doctoral degree. The percentage distribution of the

subjects in terms of their level of education is charted below.

Education of Qualification

125125125

Chart 4.5. The Percentage Distribution of Subjects in Terms of Their Level of

Education

Education of qualification

Table 4. 12. Mean Scores of Organizational Commitment of the Subjects in Terms of

Their Level of Education

Education of qualification

According to the calculated values in table 4.12, the total Mean score of organizational

commitment of the teachers was calculated to be 42.29 with standard deviation 5.785 which

is only slightly different from the total score of 50, dedicated to the respective questionnaire.

Comparison of the mean scores of the teachers in terms of their level of education

Education of Qualification

Education of Qualification

126126126

indicated that the highest mean scores of organizational commitment respectively belonged to

those with Ph.D, M. phill, Post-doctoral, and Master degrees.

The findings of the present study on the relationship between organizational

commitment and the level of education are consistent with those of Dornstei and Matalon

(1989); Saki (1994); Imami (2005); Mirzamohammadi and Abdolmaleki (2008); Saki,

Gholipour and Rezaei (2009-2010); Rahimpour Ata Abadi (2005); Sohrabi (2005);

Jafarzadeh (2006); and Shokri (2008), indicating the existence of a significant relationship

between organizational commitment and the level of education.

However, the findings of Tella (2003); Hafezi (1998); Vahedi (2001); Talebpour

(2002); and Haqiri (2010) state that there is no significant relationship between

organizational commitment and the level of education. The differences in the findings of

these studies can be due to the time intervals between their studies and the present study,

because just a few years back, the number of employees with higher education degrees was

smaller and their degrees were mostly at the same level and the difference in degrees was not

so much visible to affect the employees’ organizational commitment.

It is noteworthy that the results of Saki’s research (2010) suggested that there is a

negative correlation with a level of significance of 95% between organizational commitment

and academic degrees. In other words, having higher levels of education reduces the

employees’ organizational commitment.

The results of the present study on the relationship between organizational

commitment and the level of education are also consistent with those obtained by Mathieu

and Zajac (1990); March and Simon (1958); Eshqi et al. (2011) as in their findings, the

relationship between organizational commitment and the level of education was found to be

negative. This negative relationship may be because of the organizations’ failure in meeting

127127127

the expectations of those with higher education. In addition, those employees with higher

education might be more committed to their jobs than to the organization because the

employees with higher degrees seek higher positions and find more job alternatives.

4.6 Religion and Organizational Commitment

The religion of the teachers is the last of personal characteristics investigated in this study.

The subjects are divided in terms of their religion to Hindu, Muslim, Christian, other

religions, and the cases with no answer. An account of the frequency of the subjects in terms

of their religion is provided in table 4. 13, below:

Table 4.13. The Frequency of the Subjects in Terms of Their Religion

Religion

Frequency

Percent

Valid Percent

Cumulative

Percent

Valid

hindu

197

66.3

66.3

67.3

muslim

68

22.9

22.9

90.2

christian

27

9.1

9.1

99.3

others

Without

answer

2

3

.7

1.0

.7

1.0

100.0

1.o

Total

297

100.0

100.0

Based on the figures in table 4.13, out of the total number of 297 subjects, 197 subjects

(66.3%) are Hindu, 68 subjects (22.9%) are Muslim, 27 subjects (9.1%) are Christian, 2

subjects (0.7%) are of other religions, and 3 subjects (1%) have not answered the question.

The percentage distribution of the subjects in terms of their religions is also charted below.

128128128

Chart 4.6. The Percentage Distribution of the Subjects in Terms of Their Religion

300

250

200

150

100

50

0

197

66.3

68

22.9

27

9.1

2 0.7

297

3 1

100 Frequency

Percent

hindu muslim christian others Without answer

Total

valid

Table 4.14. ANOVA

ANOVA

Sum of

Squares

df

Mean

Square

F

Sig.

Between Groups

3.162

4

.790

1.356

.249

Within Groups

170.279

292

.583

Total

173.441

296

As shown in table 4.14, the estimated F=1.356, and the level of significance of 0.249

confirm that there is no significant relationship between the organizational commitment of

the teachers and their religion.

129129129

4.7 The University and Organizational Commitment

In this section, the organizational commitment of the teachers is investigated and tabulated

based on the university wherein they are teaching. Table 4.15 shows the mean scores of the

organizational commitment of the teachers in terms of the universities, i.e., OU, Hyderabad

Central, or JNTU, where they are teaching.

Table 4.15. The Mean Scores of the Subjects in Terms of the Universities Wherein They

are Teaching

University of

Teaching

Mean N Std. Deviation

OU 43.03 153 6.502

JNTU 40.13 53 4.764

Hyderabad central 42.29 91 4.677

Total 42.29 297 5.785

Based on table 4.15 the total estimated score of organizational commitment of the teachers

from the questionnaire is 42.29 with a standard deviation of 5.785 which has a slight

difference with the total score of the questionnaire which is 50. Comparison of the means

with respect to the universities the teachers are teaching in shows that the highest

organizational commitments are respectively related to OU teachers, Hyderabad teachers,

and then JNTU teachers.

4.8 Academic Ranks and Organizational Commitment

The academic rank of the teachers is considered as one of the characteristics which may be

effective on the organizational commitment of the teachers. For the purpose of this study,

academic ranks are divided into Assistant Professor, Associate professor, and professor.

Table 4.16 and chart 4.7 shows the frequency of the teachers of the three universities in terms

of their academic ranks.

130130130

Table 4.16. The Frequency of the Subjects in Terms of Their Academic Ranks

Academic Ranks

Frequen

cy

Percen

t

Valid

Percent

Cumulative

Percent

Valid Assistant

professor

101 34.0 34.0 34.0

Associiate

professor

66 22.2 22.2 56.2

Professor 130 43.8 43.8 100.0

Total 297 100.0 100.0

Chart 4.7. The Distribution of the Subjects in Terms of Their Academic Ranks

130 101

66

assistant professor

associiate professor

professor

131131131

For the ease of analysis, the percentage distribution of the teachers in terms of their academic

ranks is also shown in Chart 4.8.

Chart 4.8. The Percentage Distribution of the Subjects in Terms of Their Academic

43.8

Ranks

34

assistant professor

22.2

associiate professor

professor

Of the total 297 teachers, 101 teachers (34%) are assistant professors, 66 teachers (22.2%)

are associate professors, and 130 teachers (43.8%) are professors.

132132132

4.9 The Amount of Salary and Organizational Commitment

The amount of the salary the teachers receive is considered as one more characteristic which

may affect organizational Commitment. Table 4.17 shows the detailed amount of this

relationship.

Table 4.17. ANOVA

4ANOVA

Sum of

Squares

df

Mean

Square

F

Sig.

Between

Groups

3.890

2

1.945

3.373

.036

Within Groups

169.551

294

.577

Total

173.441

296

Based on table 4.18, the estimated F= 3.373 at the significance level of 0.036 indicate that

there is a significant relationship between the amount of salary and the organizational

commitment of the teachers. To clarify at which level of salary, the organizational

commitments of the teachers are significantly different, an LSD test is conducted.

133133133

Table 4.18. LSD

Multiple Comparisons

LSD

(I) Your income

(J) Your income

Mean

Difference (I-

J)

Std.

Error

Sig.

95% Confidence Interval

Lower Bound

Upper Bound

0-50000

50001-100000 -.330*

.127

.010

-.58

-.08

100001-150000

-.228

.124

.068

-.47

.02

50001-100000

0-50000 .330*

.127

.010

.08

.58

100001-150000

.103

.097

.292

-.09

.29

100001-150000

0-50000

.228

.124

.068

-.02

.47

50001-100000

-.103

.097

.292

-.29

.09

*. The mean difference is significant at the 0.05 level.

As is shown in table 4.18, there is a significant relationship between the amount of the salary

and the organizational commitment of the teachers. The findings show that the teachers who

have a salary less than Rs. 100000, have higher organizational commitment.

134134134

4.10. Teachers’ Organizational Commitment

Table 4.19 and Chart 4.9 shows the distribution of organizational commitment between the

297 teachers of the three universities, namely OU, Hyderabad Central, and JNTU.

Table 4.19. The Distribution of the Organizational Commitment of the Subjects

Organizational Commitment

Frequency Percent Valid

Percent

Cumulative

Percent

high 111 37.4 37.4 37.4

medium 140 47.1 47.1 84.5

low 46 15.5 15.5 100.0

Total 297 100.0 100.0

Chart 4.9. The Distribution of the Organizational Commitment of the Subjects

46

140

111

high

medium

low

The figures in table 4.19 show that out of the 297 teachers, 111 teachers (37.4%) have a high

organizational commitment; 140 teachers (47.1%) have a medium organizational

commitment; and 46 teachers (15.5%) have a low organizational commitment. For the ease of

analysis, the percentage of the frequency is also shown in chart 4.10.

135135135

46 111

140

Chart 4.10. The Percentage of the Frequency of the Organizational Commitment of the

Subjects

15.5

47.1

37.4

high

medium

low

136136136

Human forces are considered as the most strategic factor in any organization. Having more

efficient and committed human forces brings about more optimal performance for the

organizations. As it was observed in this chapter, the personal characteristics of the

employees is a determining factor in their organizational behaviors including organizational

commitment. The main personal characteristics investigated in this research include gender,

age, marital status, work experience, and level of education. Recognizing these

characteristics can provide a framework to predict the employees’ behaviors. Awareness of

the personal characteristics of the employees can help in managing the organization and

assigning qualified people for different positions which in turn will lead to a decrease in

turnover and an increase in the employees’ satisfaction of their jobs.

137137137

4.11 Summary of the Chapter

This chapter studied the social, economic, cultural, and personal characteristics of the

teachers of the three universities of Hyderabad and the relationship between these

characteristics and the organizational commitment of the teachers. The social, economic,

cultural, and personal characteristics are divided into gender, age, marital status, work

experience, level of education, religion, type of university, academic rank, and the amount of

salary.

138138138

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