ACKNOWLEDGEMENTprr.hec.gov.pk/jspui/bitstream/123456789/11210/1/Jun… · Web viewThe research...

ROLE OF PERCEIVED ORGANIZATIONAL JUSTICE IN ORGANIZATIONAL COMMITMENT: EVIDENCES

FROM KPK UNIVERSITIES

JUNAID ATHAR KHAN

REGISTRATION NO. AWKUM-16003012

DOCTOR OF PHILOSOPHY IN MANAGEMENT SCIENCES

INSTITUTE OF BUSINESS STUDIES & LEADERSHIP

FACULTY OF BUSINESS & ECONOMICS

ABDUL WALI KHAN UNIVERSITY MARDAN

YEAR (2018)

ACKNOWLEDGEMENT

With the name of Allah

I would like to extend special thanks to my enthusiastic Supervisor, Associate

Professor Dr. Shahid Jan and Co Supervisor Professor Dr. Qadir Bakhsh Baloch for

their wholehearted, tremendous Academic guidance and support during the research

work.

Beside my supervisors, I would like to thank to the library staff especially

librarian of S.R.H Campus Pabbi for downloading recent articles, books that became a

source of encouragement and insight in the recent issues of the journals.

Special thanks go to my colleague Mr. Abdu Salam Assistant Professor CS

Department of S.R.H Campus Pabbi, who as a good friend was always willing to help

and give his best suggestions in the execution of this study. Simply my research work

would not have been possible without his help.

I would also like to thanks my parents, especially my mother, who prayed all

the time to see completion of my PhD degree on time. I am equally thankful to my

family including my brothers, sisters for their support and encouragement with best

wishes.

Finally, but by no means least, thanks to my wife and daughter Ayesha Khan.

My wife was always there cheering me up and stood by me through all crests and

troughs of my life.

Mr. Junaid Athar Khan

Author’s Declaration

I Mr. Junaid Athar Khan hereby state that my PhD thesis titled “ROLE OF

PERCEIVED ORGANIZATIONAL JUSTICE IN ORGANIZATIONAL

COMMITMENT: EVIDENCES FROM KPK UNIVERSITIES” is my own

work and has not been submitted previously by me for taking any degree from Abdul

Wali Khan University, Mardan or anywhere else in the country/world.

At any time if my statement is found to be incorrect even after my Graduate the

university has the right to withdraw my PhD degree.

Mr. Junaid Athar Khan

Plagiarism Undertaking

I solemnly declare that research work presented in the thesis titled “ROLE OF


COMMITMENT: EVIDENCES FROM KPK UNIVERSITIES” is solely my

research work with no significant contribution from any other person. Small

contribution/help whenever taken has been duly acknowledged and that complete

thesis has been written by me.

I understand the zero tolerance policy of the HEC and Abdul Wali Khan University,

Mardan towards plagiarism. Therefore I as an Author of the above titled thesis declare

that no portion of my thesis has been plagiarized and any material used as reference is

properly referred / cited.

I undertake that if I am found guilty of any formal plagiarism in the above titled thesis

even after award of PhD degree, the university reserves the rights to withdraw/revoke

my PhD degree and that HEC and the university has the right to publish my name on

the HEC/University Website on which names of students are placed who submitted

plagiarized thesis.

Student signature:______________

Name: Junaid Athar Khan

Certificate of Approval

This is to certify that the research work presented in this thesis, entitled “ROLE OF


COMMITMENT: EVIDENCES FROM KPK UNIVERSITIES” was conducted

by Mr. Junaid Athar Khan under the supervision of Dr. Shahid Jan Kaka khel.

No part of this thesis has been submitted anywhere else for any other degree. This

thesis is submitted to the Institute of Business Studies & Leadership, Abdul Wali

Khan University, Mardan in partial fulfillment of the requirements for the degree of

Doctor of Philosophy in field of Marketing Institute of Business Studies &

Leadership, Abdul Wali Khan University, Mardan.

Student name: Junaid Athar Khan Signature:________________________

Supervision committee:

1. Major Supervisor:

Dr. Shahid Jan Kakakhel Signature:_________________________

Associate Professor,

Islamia College University,

Peshawar

2. Co-Supervisor :

Prof. Dr. Qadar Bakhsh Baloch Signature:_________________________

Director,

Institute of Business Studies & Leadership

Abdul Wali Khan University, Mardan

ABSTRACT

The research study aims to investigate the role of employee’s perceptions as they

perceive with regard to organizational justice and its effect on the commitment among

employees of Public & Private sector Universities of Khyber Pakhtunkhwa. The

research investigation focused on the relationship between the five dimensions of

organizational justice over the three dimensions of organizational commitment. The

population of the study includes faculty and non-faculty employees. The determined

sample size of 1,090 employees is further derived on proportionate sampling method

for each university. The questionnaires were self-administered employing

convenience sampling technique. The questionnaire for Organizational justice was

adapted from Price & Mueller (1986) while commitment was measured by using

Meyer and Allen (1997) model comprising of three components; affective,

continuance and normative commitment. Inferential statistics including; factor

analysis, correlation and multiple regressions and paired t test were employed. The

findings of the study revealed that all the five dimensions of organizational justice

(distributive, procedural, interactional, informational and interpersonal) have a

significant impact over the commitment amongst the employees of the target

population. However, human resource practices (training and development,

involvement and socialization) proved as significant moderators for the relationship

between employee’s job commitment and organizational justice. The perceptions

about the organizational justices and the employees’ commitment of public sector

universities employees were positive in comparison to the private sector employees.

The study therefore, recommends that the universities should enhance their

organizational justice, so that they can easily reap the positive output from their

highly committed employees.

Key words: Perceived Organizational Justice, Organizational Commitment, Public,

Private Sector Universities, Procedural Justice, Interactional Justice, Khyber

Pakhtunkhwa, Normative Commitment, Distributive Justice, Job Satisfaction,

Continuance Commitment, Affective commitment.

TABLE OF CONTENTS

DEDICATION ………………………………………………………………………. i

ACKNOWLEDGEMENT............................................................................................i

Certificate of Approval...............................................................................................iv

ABSTRACT..................................................................................................................v

LIST OF ACRONYMS..............................................................................................xv

LIST OF TABLES.....................................................................................................xii

LIST OF FIGURES..................................................................................................xiv

CHAPTER 1.................................................................................................................1

INTRODUCTION........................................................................................................1

1.1 Background of the Study:................................................................................1

1.2 Purpose of Research:.......................................................................................5

1.3 Statement of Problem:.....................................................................................6

1.4 Research Objectives:.......................................................................................6

1.5 Research Question:..........................................................................................7

1.6 Significance of the Research Study:................................................................7

1.7 Research Gap and Justification of Research...................................................8

a. New Knowledge..............................................................................................8

b. Organizational Contribution / Advantage:......................................................9

c. Advantages to the Society:..............................................................................9

1.8 Thesis Outline:...............................................................................................13

CHAPTER 2...............................................................................................................15

LITERATURE REVIEW..........................................................................................15

2.1 Organizational Justice:..................................................................................17

2.1.1 Distributive Justice:................................................................................18

2.1.2 Procedural Justice:.................................................................................19

2.1.3 Interactional Justice:...............................................................................21

2.2 Organizational Commitment:....................................................................25

2.3 Relationship between Organizational Justice and Job Commitment:...........40

2.4 Distributive Justice as a Determinant of Employees Commitment:..............43

2.6 Procedural Justice as a Determinant of Employees Commitment:................44

2.7 Interactional Justice as a Determinant of Employees Commitment:.............46

2.8 The Dimensions of Organizational Commitment:........................................47

2.8.1 Affective Commitment (A desire):........................................................50

2.8.2. Continuance Commitment (A need):.....................................................51

2.8.3 Normative Commitment (An obligation):..............................................53

2.8.4 Organizational Commitment’s Antecedents:.........................................54

2.9 Summarized over view of the Literature Review:.........................................57

2.9.1 Organizational Justice:...........................................................................57

2.10 Organizational Commitment:........................................................................58

a. Theoretical Framework.................................................................................60

2.12 Research Hypotheses:....................................................................................61

2.12.1 Main Hypothesis:...................................................................................61

2.12.2 Secondary Hypotheses:..........................................................................62

CHAPTER-3...............................................................................................................63

RESEARCH METHODOLOGY.............................................................................63

3.1 Research Design/Paradigm:................................................................................63

3.2. Research Approach............................................................................................67

3.2.1 Qualitative Method......................................................................................68

3.2.2. Quantitative Method...................................................................................69

3.2.3 Mix Method Approach.................................................................................71

3.2.4 PHD thesis Approach/My thesis Approach.................................................72

3.3 Reason/Rationale behind selection of Quantitative Research Method:........74

3.4 Limitations of a quantitative methodology.........................................................75

3.4.1 Improper representation of the selected population.....................................76

3.4.2 Lack of resources for collection of data.......................................................76

3.4.3 Inability to control the environment............................................................76

3.4.4 Limited outcomes........................................................................................77

3.4.5 Expensive and time consuming...................................................................77

3.5 Population of the Study:.....................................................................................77

3.6 Determination of the Sample Size:.....................................................................81

3.8 Data Collection:..................................................................................................86

3.9 Measurement Instrument:...................................................................................89

3.9.1 Distributive Justice:..................................................................................90

3.9.2 Procedural Justice:....................................................................................90

3.9.3 Interactional Justice:.................................................................................91

3.9.4 Interpersonal Justice:................................................................................91

3.9.5 Informational Justice:................................................................................91

3.9.6 Affective Commitment:............................................................................92

3.9.7 Continuance Commitment:.................................................................92

3.9.8 Normative Commitment:.....................................................................93

3.10 Data Analysis:..............................................................................................94

CHAPTER 4...............................................................................................................96

DATA ANALYSIS.....................................................................................................96

4.1 Validity..........................................................................................................96

4.1.1 Content Validity...........................................................................................96

4.1.2 Face Validity................................................................................................98

4.1.3 Construct validity:..................................................................................99

4.2. Factor Analysis:.................................................................................................99

4.2.1 Exploratory Factor Analysis and Confirmatory Factor Analysis:.............101

4.2.2 Validity, Confirmatory Factor Analysis and Structure Equation..............102

Modeling:............................................................................................................102

4.3 Structural Analysis for the Affective Job Commitment and Organizational Justice:....................................................................................................................103

4.3.1 Confirmatory Factor Analysis (CFA) for Model 1....................................103



4.3.4Confirmatory Factor Analysis (CFA) for Model 4.....................................106



4.4 Structural Analysis for Organizational Justice and Continuance Commitment...........109







4.5 Structural Analysis for Organizational Justice and Normative Commitment. .115




4.5.4 Confirmatory Factor Analysis (CFA) for Model 10..................................118


4.5.6 Confirmatory Factor Analysis (CFA) Model 12........................................120

4.6 Structural Analysis for Organizational Justice and Job Commitment..............121


4.7 Goodness of fit for overall Models..............................................................123

4.8 Public Sector University (Faculty Members)...................................................125

4.8.1 Demographic Variables of Public Sector University (Faculty).................125

4.9 Reliability analysis of Data..............................................................................135

4.10Matrix Correlation...........................................................................................137

4.11 Multiple Regression Model:...........................................................................140

4.11.1 Regression Analysis between Organizational Justice and Affective Commitment:......................................................................................................141

4.11.2 Regression Analysis between Organizational Justice and Continuance Commitment:......................................................................................................144

4.11.3 Regression Analysis between OJ and Normative Commitment:.............148

4.12. Analysis of Public University (Non-Faculty Members)............................152

4.12.1 Demographic Variables of Public Sector University (Non-Faculty).. .152

4.13 Reliability analysis of Data............................................................................162

4.14 Matrix Correlation..........................................................................................164

4.15 Multiple Regression Model............................................................................165

4.15.1 Regression Analysis between OJ and Affective Commitment................165

4.15.2 Regression Analysis between OJ and CC...................................................169

4.15.3 Regression Analysis between OJ and NC................................................173

4.16 Analysis of Private University (Faculty Members)........................................177

4.16.1 Demographic Variables of Public Sector University (Faculty)...........177

4.16.2 Reliability analysis of Data......................................................................188

4.17 Matrix Correlation..........................................................................................190


4.18.1 Regression Analysis between OJ and AC................................................191

4.18.2 Regression Analysis between OJ and CC................................................195


4.19 Analysis of Private University (Non-Faculty Members)................................203

4.19.1 Demographic Variables of Private Sector University (Non-Faculty Members)............................................................................................................203

4.19.2 Reliability analysis of Data......................................................................214


4.20.1 Regression Analysis between OJ and AC................................................217

4.20.2 Regression Analysis between OJ and CC................................................221


4.21 Comparison between Public and Private University Faculty Members.........229

4.21.1 Mean Difference......................................................................................229

CHAPTER-5.............................................................................................................235

DISCUSSION, CONCLUSION AND RECOMMENDATION...........................235

5.1 Discussion.........................................................................................................235

5.1.1 Public Sector University (Faculty)............................................................236

5.1.2 Public University (Non-Faculty Members)...............................................241

5.1.3 Private University (Faculty).......................................................................247

5.1.4 Private University (Non-Faculty Members)..............................................250

5.2 Findings............................................................................................................254

5.2.1 Responsibilities not clearly defined...........................................................254

5.2.2 Properly train supervisors, administrators, and managers...................255

5.2.3 Unclear career plans.............................................................................255

5.2.4 Unfair salaries............................................................................................255

5.2.5Ineffective orientation program..................................................................255

5.3 Recommendations and Suggestions.................................................................256

5.3.1 Clearly define responsibilities..............................................................256

5.3.2 Provide Proper Training to Managers, Supervisors, and Administrators. .256

5.3.3 Delineate Career Plans.........................................................................256

5.3.4 Encourage Employees for Feedback....................................................257

5.3.5 Offer Fair and Competitive Remuneration................................................257

5.3.6 Have a Fruitful Orientation Program...................................................257

5.3.7 Construct learning opportunities..........................................................258

5.3.8 Don’t Overlook the Advantages...........................................................258

5.3.9 Express the Valuableness of your Employees.....................................259

5.3.10 Develop Candid Communications for Trust Building.........................259

5.3.11 Promote Ethical Behavior....................................................................259

5.3.12 Empowerment......................................................................................260

5.3.13 Communication....................................................................................260

5.3.14 Organize by Function...........................................................................260

5.3.15 Develop a Chain of Command.............................................................261

5.3.16 Provision of just and fair work schedule.................................................261

5.3.17 Fair compensation and rewards...............................................................262

5.3.18 Fair Work Load........................................................................................263

5.3.19 Assigning fair job responsibilities...........................................................263

5.4 Implications Theory..........................................................................................264

5.5 Conclusion........................................................................................................266

5.6 Contributions towards the current and future literature...................................267

5.6.1Theoritical Contribution/ Contribution towards the academic literature....267

5.6.2 Contribution to practice.............................................................................269

5.7 Limitations........................................................................................................270

5.8 Futures Areas for Researches...........................................................................271

REFERENCES.........................................................................................................272

ANNEXURE-A.........................................................................................................292

ANNEXURE-B.........................................................................................................293

ANNEXURE-C.........................................................................................................295

LIST OF TABLES

Table 1.1: Research Gap & Justification............................................................................10Table 3.1: List of Public and Private Universities..............................................................78Table 3. 2: List of Selected Public Sector Universities and Population.............................79Table 3. 3: List of Selected Private Sector Universities and Population...........................80Table 3. 4: Computation / Sample Size Determination......................................................83Table 3. 5: Proportionate Sample Selection/Allocation Method.......................................84

Table 4.2: Goodness of fit for overall Models 121

Table 4.3: Gender...............................................................................................................124Table 4.4: Age.....................................................................................................................124Table 4.5: Designation........................................................................................................126Table 4.6: Qualification......................................................................................................127Table 4.7: Universities........................................................................................................128Table 4.8: Age*Gender Cross Tabulation.........................................................................129Table 4.9: Cross Tabulation Gender*Designation...........................................................130Table 4.10: Gender * Qualification Cross Tabulation.....................................................131Table 4.11: Gender* Universities Cross Tabulation........................................................132Table 4.120: Age*Gender Cross Tabulation.......................................................................156Table 4.131: Cross Tabulation Gender*Designation.......................................................157Table 4.142: Gender * Qualification Cross Tabulation...................................................158Table 4.153: Gender* Universities Cross Tabulation......................................................159Table 4.164: Reliability......................................................................................................161Table 4.175: Matrix Correlation........................................................................................162Table 4.186: Coefficients....................................................................................................165Table 4.197: Coefficients....................................................................................................168Table 4.208: Coefficients....................................................................................................172Table 4.210: Age.................................................................................................................176Table 4.222: Qualification..................................................................................................178Table 4.233: Universities....................................................................................................179Table 4.244: Age*Gender Cross Tabulation.....................................................................181Table 4.255: Cross Tabulation Gender*Designation.......................................................182Table 4.266: Gender * Qualification Cross Tabulation...................................................183Table 4.277: Gender* Universities Cross Tabulation......................................................184Table 4.288: Reliability......................................................................................................187Table 4.299: Matrix Correlation........................................................................................188Table 4.300: Coefficients....................................................................................................190Table 4.311: Coefficients....................................................................................................194Table 4.322: Coefficients....................................................................................................198Table 4.333: Gender...........................................................................................................201Table 4.344: Age.................................................................................................................202

Table 4.355: Designation....................................................................................................204Table 4.367: Universities....................................................................................................206Table 4.378: Age*Gender Cross Tabulation.....................................................................207Table 4.380: Gender * Qualification Cross Tabulation...................................................209Table 4.391: Gender* Universities Cross Tabulation......................................................211Table 4.402: Reliability......................................................................................................213Table 4.413: Correlation Matrix........................................................................................214Table 4.424: Coefficients....................................................................................................216Table 4.43: Coefficients......................................................................................................220Table 4.44: Coefficients......................................................................................................224Table 4.45: Paired Samples Statistics amid Faculty.........................................................228Table 4.46: Paired Samples Statistics amid Non-Faculty................................................228Table 4.47: Comparison of Standardized Regression Coefficients (Beta) with respect to relationship between all the OJ and OC facets for both the private and public sector universities faculty and non-faculty members ………………………………………………………….. 228Table 5.48: Summary of the Hypotheses...........................................................................235Table 5.49: Summary of the Hypotheses...........................................................................240Table 5.50: Summary of the Hypotheses...........................................................................244Table 5.51:Summary of Hypotheses..................................................................................247

LIST OF FIGURES

Figure 4.1: Gender..............................................................................................................126Figure 4.2: Age....................................................................................................................127Figure 4.3: Designation......................................................................................................128Figure 4.4: Qualification....................................................................................................129Figure 4.5: Universities......................................................................................................130Figure 4.6: Age*Gender Cross Tabulation.......................................................................131Figure 4.7: Cross Tabulation Gender*Designation..........................................................132Figure4.8: Gender * Qualification Cross Tabulation.......................................................133Figure 4.9: Gender* Universities Cross Tabulation.........................................................135Figure 4.10: Gender............................................................................................................153Figure 4.11: Age..................................................................................................................154Figure 4.12: Designation.....................................................................................................155Figure 4.13: Qualification..................................................................................................156Figure 4.14: Universities.....................................................................................................157Figure 4.15: Age*Gender Cross Tabulation.....................................................................158Figure 4.16: Cross Tabulation Gender*Designation........................................................159Figure 4.17: Gender * Qualification Cross Tabulation....................................................160Figure 4.18: Gender* Universities Cross Tabulation.......................................................162Figure 4.19: Gender............................................................................................................177Figure 4.20: Age..................................................................................................................178Figure 4.21: Designation.....................................................................................................180Figure 4.22: Qualification..................................................................................................181Figure 4.23: Universities.....................................................................................................182Figure 4.24: Age*Gender Cross Tabulation.....................................................................183Figure 4.25: Cross Tabulation Gender*Designation........................................................184Figure 4.26: Gender * Qualification Cross Tabulation....................................................185Figure 4.27: Gender* Universities Cross Tabulation.......................................................187Figure 4.28: Gender............................................................................................................204Figure 4.29: Age..................................................................................................................205Figure 4.30: Qualification..................................................................................................206Figure 4.31: Qualification..................................................................................................207Figure 4.32: Universities.....................................................................................................208Figure 4.33: Age*Gender Cross Tabulation.....................................................................209Figure 4.34: Cross Tabulation Gender*Designation........................................................211Figure 4.35: Gender * Qualification Cross Tabulation....................................................212Figure 4.36: Gender* Universities Cross Tabulation.......................................................213

LIST OF ACRONYMS

OC Organizational Commitment

OJ Organizational Justice

PJ Procedural Justice

InfJ Informational Justice

IntJ Interactional Justice

DJ Distributive Justice

NC Normative Commitment

AC Affective Commitment

JS Job Satisfaction

CC Continuance Commitment

AC Affective Commitment

KP Khyber-Pakhtunkhwa

RMSEA Root Means square error of approximation

DF Degree of freedom

GFI Goodness of fit Index

RMR Root Mean Error

CFI Comparative fit Index

NFI Normed fit Index

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CHAPTER 1

INTRODUCTION

1.1 Background of the Study:

A comprehensive review of the past researches and academic resources reveal that the

overall level of commitment among employees towards their organizations is greatly affected

by the corresponding work place environment and attitude of their employers. It is notably

important to understand that literature related to the relationship between perceived

organizational justice and commitment of employees with their organization stems from the

investigation of overall work environment and attitudes of employers towards their

employees (Herzberg, Mausnes, Pete`rson, &Capwell, 1957). However, studies that dated

back to the findings of Herzberg's study have evaluated a relatively low level of correlation

among the extent of productivity and morale of employees, which showed that workers, who

are comparatively more committed with their job will tend to generate more value and benefit

to an organization (Baloch, 2008; 2009). It is also found that employees commitment towards

their organization is directly associated with their satisfaction level, which in turn affected by

the perception of employees towards the prevalence of just and fair practices in an

organization, therefore, these three terms are interdependent over one another. Therefore, it is

worth mentioning that the study is basically aimed to evaluate the relationship between the

perceived level of organizational justice and organizational commitment among the selected

population of the study, however, there might be instances, where the researcher may address

the interrelationship between the mentioned variables with other interdependent concepts like

employees turnover intentions, job satisfaction, employees perceptions regarding their

organizations in general, etc… but these concepts shall be discussed only in relation to

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highlighting the relationship among the main two variables that are under consideration of

this study.

An established proverb derived from this evaluation is that a more satisfied worker is

always a more productive worker because employee’s motivation and organization

commitment stems from the level of job satisfaction enjoyed by a worker and results in to

workplace productivity (Baloch, 2007). A number of researchers have unanimously found in

their studies that organization commitment is a strong predictor of employee’s organizational

citizenship behavior (Ali, &Baloch, 2009). Sjahruddin,Armanu, AchmadSudiro and

Normijat, 2013).

The organizations desirous of having a sustained and committed behavior from their

employees need to maintain their work environment in such a manner that their employees

feel secure at the workplace and free from any turnover intentions. Well maintained

employees mostly turned into effective human resource for their organization, which in-turn

gives the company a sustainable human capital in the long run. Therefore, human resource in

any organization is the lynchpin in judicious and optimum employment of its other resources

for the effective and efficient attainment of organizational goals. The review of past literature

reveals that the degree of perceived justice among employees plays an important role in

developing corresponding level of employees’ commitment towards their organization and

improves their performance in the long run (Colquitt, Wesson,Porter, Conlon, & Ng, 2001;

Cohen-Charash& Spector, 2001). The level of perceived fairness in treatment (equitable or

inequitable) could be based upon the comparison made by employees either within or outside

of their organization (Adam, 1965). The management decision related to allocation of pay,

perks and privileges is called distributive justice and the processes, procedures followed in

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reaching a decision over these allocations are termed as procedural justice provided these are

perceived as fair.

Study over the topic of perceived organizational justice has gained a tremendous

attention from the scholars and researchers, and over the past several years it become one of

the frequently researched topics in the field of social psychology, industrial-organizational

psychology, organization behavior and human resource management (Blakely, Andrews &

Moorman, 2005;Trevino & Weaver, 2001; Moorman, 1991; Cropanzano & Greenberg,

1997). Resultantly, today, perceptions regarding OJ is one of the critical factors to be

considered in organizational decision-making, failing which causes a considerable level of

dissatisfaction, turnover intentions, workplace conflicts, mistrust amongst employees and

leadership, high waste rate and absenteeism in the workplace environment (Kim, 2009;

Cohen Charash & Spector, 2001) The role and extent of justice in the work place strongly

influence the overall attitude of employees towards their organization such as commitment

and consistency towards long term sustainability of their organizations, along with their

corresponding behavior at the workplace such as organizational citizenship behavior and

absenteeism, which in turn evaluates the extent of satisfaction, they enjoy at their workplace

(Colquitt, Porter, Conlon & Wesson, 2001). The extensive review of past literature over the

topic of this study has also confirmed the relationships between perceived OJ and

performance of employees at their workplace (Earley & Lind, 1987; Colquitt et al., 2001).

The higher education sector in any society is considered as the boulevard to socio-

economic mobility and prosperity. The higher education institutions are rightly accredited as

the center for creation of knowledge, development of skills, socialization of socio- cultural

norms, modeling values and attitudes that help to overcome development challenges of a

country. Therefore, universities are center of scientific inquiry, technological development

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and tools to alleviate poverty and brings the economy on a progressive path. For the

university to deliver quality education there is a dire need for every component to perform its

function in a positive manner.

Amongst all of its components in the university; faculty, curriculum, infra-structure

including labs, library etc., the people function (faculty) is the most important one, which

helps in making an effective and efficient use of other components and responsible for the

achievement of the main objective of a university or any other educational or learning

institution. For employees (both faculty and non-faculty members of universities) to function

effectively there is a pre-condition that good working environment and higher degree of

prevalence of just and fair working conditions must be maintained at the premises of

universities. Hence it is of paramount importance for universities to ensure that their faculty

and non-faculty members have a sustained and higher degree of commitment towards their

duties, organizational obligations and the well-being of their students. However this could be

possible only, if the universities operating environment is endowed with fairness of decision

making and perceived in the same manner by its employees. If the perceptions of employees

towards any component of organizational justice are negative, it would cause significant de-

motivation among employees that could result into poor quality management, increase in

turnover intentions employees conflicts, cases of insubordination and absenteeism, poor

degree of customer responsiveness, waning trust and so on. (Baloch, 2007; 2008; 2009, Ali &

Baloch 2010).

Relationship between perceived OJ and numerous outcomes from the work are

established and recognized in Western literature, however a very few research studies are

found examining the association between perceived organizational justice, work attitude and

overall work behavior in Pakistani work environment. Therefore, a dire need was felt for a

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research that could investigate role of OJ on employees’ OC with a special focus on

universities of Khyber Pakhtunkhwa, Pakistan. Furthermore, in a study conducted by Arif

(2002), it was evaluated that OJ related theories reported comparatively good response in

Pakistani workplace environment.

1.2 Purpose of Research:

On the basis of the above discussion, it is evaluated that there was a dire need to

investigate the hypothesis whether culture of OJ is positively perceived by the employees of

Pakistani universities or otherwise and what sort of affect it has on their commitment level

towards their universities. Here the term university employees includes the entire human

resource of an institution, especially management and the teaching faculty, who are required

to be selected for the execution of this study and measurement of the degree of correlation

between their individual commitments against the level of organizational justice as perceived

by them.

According to the theory of OJ, it is stated that if OJ is positively perceived by the

employees of an organization than higher degree of OC can be achieved in the long run.

Factors that are negatively effecting perceptions of organizational justice amongst employees

shall be addressed and ascertained immediately, so as to create a committed workforce

endowed with the sustained organizational commitment. The resultant culture would not only

benefit the universities in attaining competitiveness rather it shall also benefit the society at

large. Universities are therefore considered as the most suitable sector for execution of

research studies that are aimed to ascertain the degree of job commitment among its

employees and the impact of overall work environment over such job commitment. It is also

worth noting that the selection of public and private sector universities for the purpose of this

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study was made with an objective to evaluate the relationship between job commitment and

overall work environment in such sectors, which are itself recognized as the centers for

creation of national human capital through creation and dissemination of knowledge and

skills, shaping human values and attitudes that help to overcome the increasing challenges of

the society.

1.3 Statement of Problem:

The research study aims to determine the prevailing level of organization justice and

employees commitment as perceives amongst the employees of universities operating in KP

province. The research also intends to draw comparison between the employees of public and

private sector universities in this regard. The overriding purpose of the research is to

ascertain existing challenges (if any) so as to improve prevailing level of organizational

justice and in turn employees’ commitment further.

1.4 Research Objectives:

Main focus of the research was to achieve the following objectives:

a) To review the existing literature related to organizational justice and employees

commitment and identify their relationship.

b) To measure the prevailing level of organizational justice and employee’s commitment

as perceived by the employees and determined the nature and degree of relationship between

both.

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c) To draw a comparison of prevailing levels of perceived OJ and corresponding degree

of employees commitment between the employees of public and private sector universities of

KP.

d) To suggests measures to bring improvement in the perceive level of organizational

justice and employees commitment.

1.5 Research Question:

The theoretical explanations arrived through review of the literature related to the

underlined theme of the problem statement and the research objectives devised thereof agitate

to seek answers to the following question:

a) Does the perceived organizational justice hold significant relationship with

organizational commitment among employees of Pakistani organizations such as

universities or otherwise?

b) Is there any difference about the perceived level of organizational justice and

employee commitment between the public & private sector universities of KPK?

1.6 Significance of the Research Study:

The research study holds multi-dimensional significance as follow:

a) The research is expected to have a considerable level of academic addition in the

managerial and organizational learning, as the study is first of its kind exploring,

organizational justice, organizational commitment and their relationship in higher education

institutions.

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b) The research facilitates management of the universities in getting a detailed

understanding regarding the prevailing level of organizational justicewithin their

organizational boundaries as perceived by their employees and identifies shortcomings

prevalent in their respective organizational environment.

c) The recommendations of this study would assist university’s management/

administration and policy makers to devise and initiate new policies /measures to improve the

culture of organizational justice in their institutions and corresponding degree of

organizational commitment among employees.

d) The outcome of the research would enable public and private sector universities to

align their organizational behavior with their customer’s relation approach and commit

employees to display customer oriented service behavior.

1.7 Research Gap and Justification of Research

The topic addresses the gap in the following three areas:

a. New Knowledge:

Organizational justice has been considered as having a central role in establishing a

strong level of job commitment among employees, but there is a gap of empirical knowledge

regarding how organizational justice have a direct impact over the overall commitment level

of its employees towards its core objectives. To the best of the knowledge of researcher, no

study has been conducted to investigate the mediating role of “Trust” or “Sense of

belongingness” over the employee’s commitment towards their organization. Keeping in

view the significance of the underlying gap in the available literature over the given topic or

subject of study, this research aims to carryout investigation into the role of organizational

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justice and its corresponding impact over the level of job commitment among both the faculty

and non-faculty members of private and public sector universities of KP.

b. Organizational Contribution / Advantage:

This study would help employees of both the public and private sector universities in

understanding the mediating role of trust and sense of belongingness among the employees

towards their organizations regarding the corresponding impact of organizational justice over

the level of commitment among its employees. The current study would provide an insight to

the policy makers and administrators into the relationship between perceived organizational

justice and the overall level of commitment among employees along with the formation of

employees justice perceptions and enable the management to get an insight that how they can

integrate positive attitudinal and behavioral characteristics in their personalities. The present

study would provide better understanding to the management that how they can manage the

level of commitment among its employees towards the overall objectives of an organization

and to improve their performances in the long run.

c. Advantages to the Society:

The concept of justice is widely prevailing in the society. This term has been used in

relation to almost every aspect of life. The most important asset of an organization is its

human resource and therefore the way in which it treats this asset has a considerable level of

impact over the behavior and attitudes of its employee such as performance, commitment,

turnover and trust. With the increasing level of education and skills among individuals, they

start demanding better treatment from their employers at their workplace, especially with

respect to the matters that relates to the matters involving self-respect and dignity. This study

would help the organizations in providing high level of justice to improve the level of

commitment among employees.

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In order to find any potential gap between the studies that were conducted in past over the

given topic and the prevailing issues under consideration, which needs to be addressed by this

study, the following table has been drawn:

Table 1.1: Research Gap & Justification

S.No CONSTRUCT RESEARCHS POPULATION AUTHOR

1. Organizational

Justice

The Role of Overall

Justice Judgments in

Organizational Justice

Research:

A Test of Mediation


Perceptions as Predictor

of Job Satisfaction And

Organization

Commitment

Role of Organizational

justice in organizational

commitment with

moderating effect of

The study selected

425 employees out

of 54 organizations

in the southeast

United States.

The study selected

128 employees, who

are working in a

medical college.The

study selected 514

practicing solicitors

in Hong Kong.

Ambrose &

Schminke,

(2009)

Bakhshi,

Kumar & Rani,

(2009)

(Jawad, Raja,

Abraiz &

Malik

Tabassum,

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employee work attitudes 2012)

2 Organizational

Justice and

Organizational

Commitment

Professional and

organizational

commitment among

engineers: conflicting or

complementing?

The researcher

selected 114

engineers in a

bureaucratic work

environment.

Baugh &

Roberts,

(1994)

3 Organizational

Justice and

Affective

Commitment

Impact of Organizational

Justice on Affective

Commitment: Mediating

roleof Psychological

Ownership and

Organizational

Identification

The researcher has

selected 250

employees from

bank in twin cities of

Pakistan, i.e.

Islamabad and

Rawalpindi

Ahmed, (2014)

4 Organizational

Justice and

Continuous

Commitment

Organizational justice,

Psychological contract

and Organizational

commitment of bank

employees in Region XI

The researcher

utilized descriptive

Co-relational survey

methodology and

selected a universal

sample of 12 Rural

Banks and 190

respondents.

Pateño, (2016)

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5 Organizational

Justice and

Normative

Commitment

The Impact of

Organizational Culture,

Conflict Management,

and Procedural Justice

towards Normative

Commitment of Human

Resource at Stakpn

Tarutung

The population of

this study was

comprised upon all

lecturers and

administrative staff

members in

STAKPN Tarutung,

which were 154

person in total,

however, the

researcher has drawn

a representative

sample of 110

persons through

stratified random

sampling.

Pakpahan,

(2018)

Detail evaluation and in-depth analysis of the studies mentioned above in the given

table shows that majority of the past studies have addressed the impact of organizational

justice over a single element of organizational commitment only, however, the current study

provides an in-depth understanding of the overall implications of all the five dimensions of

organizational justice that includes Distributive Justice, Procedural Justice, Interactional

Justice, Informational Justice and Interpersonal Justice over the three different dimensions of

organizational commitment including Affective Commitment, Continuance Commitment and

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Normative Commitment. Similarly, this study is conducted in a country like Pakistan, where

there is a comparatively strong bureaucratic culture in the public sector organizations;

therefore, the findings of this study could better evaluate the relationship between different

dimensions of the given variables.

The study has also assisted the management of both the public and private sector

universities in getting detailed understanding of the prevailing level of perceived

organizational justice within the selected organizations and its corresponding impact over the

level of commitment among employees.

The recommendations provided by this study could help the management of

universities in devising certain effective administrative policies to improve the overall

workplace structure and culture of the organization and its corresponding impact over the

level of commitment among its employees. The outcomes of this study will also benefit or

help the future researchers to investigate different means of organizational approaches in

aligning their practices in such a manner that it can increase the overall level of satisfaction

among the customers and commitment level of employees towards their particular jobs, so

that the organization can become capable of achieving its overall objectives.

1.8 Thesis Outline:

This research dissertation is comprised upon five chapters that are as follow:

Chapter-1: Introduces the research study including its background, problem statement,

objectives, and significance of the study with research gap to outline the overall structure of

the study.

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Chapter-2: It contains Review of the Related Literature that is produced recently and

concluding with the summary of variables and theoretical framework leading to develop a set

of hypotheses.

Chapter-3: Describes the details of the Research methodology followed during the course of

research with detailed illustration of sampling and observation plans as well as different

analytical tools that are employed for the analysis of the collected data.

Chapter-4: Data and data Analysis

Chapter-5: Results and discussion with research findings and Conclusions.

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CHAPTER 2

LITERATURE REVIEW

Human Resource Management is one of the most ameliorated components of

organization, which has been granted whole hearted attention by the organizational

management. Among the elementary and fundamental needs of humans, justice and justice

management holds a critical position, whose survival has dependably given a legitimate

platform to create humanistic societies throughout the history. With the development and

progress of humanistic societies, feelings regarding justice have also evolved side by side.

Justice administration in any society is closely related to the importance and practice of

justice among the individual members living there. Similarly, the origin of investigations on

justice in an organization traces back to the early 1960s. A new era of empirical researches

was started on organizational justice after 1990, which discovered the prevalence of three

major types of justice such as; procedural, interactional and distributive justice (Lapidot& et

al, 2007). OC or organizational commitment is among one of the critical consequences that

has also been investigated in this study.

This particular chapter is aimed to review the literature related to the OJ and its inter-

relationship with the organizational commitment. The review of relevant literature revealed

that any change in employee’s perception with respect to their perceived OJ could

considerably affect their attitude and commitment towards their particular organization.

Therefore, the issue of OC has significantly grabbed the attention of researchers as a common

field for investigation because of the behavioral changes that a committed worker might have

on overall setup of an organization. A common belief regarding the committed workers of an

organization is that they are competitively encouraged to accomplish organizational goals on

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behalf of their organizations (Cheng, 2003). Committed workers would have a strong believe

in mission and vision statements of organization and boost their abilities and efficacy to

accomplish the unique goals of the organization. OJ is an important tool for interpreting

different types of employee attitudes and behaviors and directly influences turnover and

overall commitment level of employees towards their job (Colquitt et al, 2001). Cropanzano

(2002) define this construct as fairness perceptions of employees regarding decisions taken

by the organization, so OC Variable has been chosen as outcome variable for this research.

According to the definition of Allen and Meyer (1990) itis an emotional attachment of

individuals to an organization that encourage a worker to stay with that organization that

results in a less turnover rate. Steers (1977) also indicated in his findings that commitment is

associated with increased desire of an employee to remain in a particular organization. A

number of theorists concluded that OC has a considerable impact on employee’s turnover

rate, satisfaction, productivity, success, and performance of both the employees and the

organization as a whole (Villanueva, 2003, pp.2-3). Studies affirmed that OC initiates the

willingness among employees to stay longer with an organization while performing their jobs

in a more happy and productive manner that in turn yield the outcomes of job satisfaction and

job advancement (Lawrence, 2000; Villanueva, 2003; Cheng, 2003; Stumpf 2003; Jahangir,

2003; Chang, et al, 2007). Wegner, (2004) argued that it has a stronger impact on the

performance of an organization while some other theorists stated that it has positive impact

on employee’s commitment, involvement, and team (Khashaly, 2003; Innes, 2004; and Al-

Ahmadi, 2004). Literature testifies that if OJ is positively perceived, then it would generate a

significant level of commitment among employees of an organization and could enhance their

desire to stay longer within that particular organization and do their job happily (Lawrence,

2000; Cheng, 2003; Villanueva, 2003; Jahangir, 2003; Stumpf 2003; Chang, et al, 2007;).

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This chapter presents salient features and aspects of the literature reviewed in order to

draw theoretical foundation of this deductive research. The chapter restricts to describe

theoretical concepts concerning OJ and its different components and their interrelation with

different dimensions of employees’ commitment with their organization.

2.1 Organizational Justice:

From the point of view of an employee, OJ can be defined as a level of fairness with

which employees are treated by an organization (Witman, et al., 2012). Organizations with

high level of OJ can achieve an increase in positive workplace behaviors and attitudes, high

job satisfaction, improved job commitment, and reduced employee turnover (Silva and

Caetano, 2014).Silva and Caetano, (2014) conducted this study with an aim to investigate the

perception of workers regarding distributive and interactional justice over time. For which

they studied a sample of 334 in 2000, 259 in 2004, and 285 in 2008 and discovered that

distributive justice is comparatively more stable in relation to organizational commitment.

Similarly, organizational support and the quality of supervisor’ practices were identified as

stable predictors for distributive justice and interactional justice respectively. Although, this

study was not conducted to study the behavior of University teacher, however, still the study

is relevant to this research paper as it identified the factors due to which stability in the

behavior and commitment of workers at any organization could be achieved. Another good

point of this study is that it has studied the behavior of employees over a long period of eight

year as well as it chosen two such dimensions that were previously less investigated. The

study of Cropanzano, et al., (2007) also confirmed the importance of the support of

organization and management in achieving justice. OJ is an individual assessment about the

moral and good status of managerial behavior. The suggestion is that creating justice at the

work environment requires that the management should take the viewpoint of a worker in

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consideration. Likewise, Baldwin (2006) perceives the term OJ as alluding to the degree to

which employees see workplace technique, interactions and results to be reasonable in nature.

These discernments can impact attitudes and conduct for good or wrong, which in turns have

a considerable level of impact over the performance, commitment, and overall success of an

employee working in an organization. People from various aspects of life are normally

mindful to the events and circumstances of justice in their day to day lives, in numerous

situations (Tabibnia, et al., 2008). Moreover, the idea of OJ has been found by different work

psychologists under three categories such as procedural, distributive and interactional.

Similarly, Beugre (1998) defines OJ as the discerned fairness of economic and social

interactions between organizations as well as among their employees. Colquitt (2001)

identified four dimensions of justice such as; procedural, distributive, informational and

interpersonal. These three types of OJ have a tendency to be corresponded with one another

and with the overall level of commitment among employees towards their organization

(Cropanzano, et al., 2007).These components can be treated collectively as the elements of

overall organizational fairness (Ambrose, et al., 2005; Ambrose, et al., 2007) because they

are closely interrelated to one another.

2.1.1 Distributive Justice:

Adam Stacy (1965) relates DJ with the view of fairness of one's commitment to its

results and examination of that ratio with respect to the other members from that

organization, which incorporates; correlations of pay, promotions, benefits, power,

recognition, rewards, contentment, upshots of conflict resolutions and the dispersion of other

social and financial resources. It refers to the distribution of outcomes corresponding to

inputs on the basis of equity principle. Such a distribution is done subjectively by evaluating

the employees on the basis of their capabilities to decide the degree to which outcomes such

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as wages, work roles, promotions, and workloads are fairly dispersed among employees in an

organization (Colquitt, et al., 2001). To accomplish DJ on the off chance that they are

appropriately applied, three rules for allocation are to be followed; equality (it should be

same for each employee), equity (it should be according to the contribution of each

employee) and need (the sequence should be on the basis of urgency) (Cropanzano, et al.,

2007).The study of Cropanzano, et al., (2007) is consistent with the findings of Adam (1965)

in which he stated that the degree of equity has a great impact over the overall psychological

development of employees. In addition to tangible rewards and the distribution of these

rewards, employees always look at the attitudes of the management towards different

members of the organization. A number of studies have identified the reasons behind that

effect OC of employees, however, only a few studies suggested appropriate ways to influence

OC of employees and the study of Cropanzano, et al., (2007) is one of those studies which

allowed to get an understanding to the process and procedures to accomplish OC. Along

these lines DJ, concentrates on the level of apparent fairness in the dissemination and

allotment of outcomes within an organization on the basis of the input of the employees

(Rani, et al., 2012; Price and Mueller, 1986).

2.1.2 Procedural Justice:

PJ relates to the perceived fairness in the utilization of operations, techniques and

strategies in developing decisions on the basis of the outcome regarded as fair to the degree

that they are unbiased, consistent, precise, faultless, illustrative and moral (Thibaut &Walker,

1975; Leventhal,1980). It can also be defined as the procedures or techniques on the basis of

which an organization allocates its outcomes among its employees, irrespective of their status

and influence within the organization (Cropanzano, et al., 2007). Three different researchers

have researched procedural justice in different times with different purposes however, they

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found that it completely focuses on the importance of fairness of the procedures and methods

used (decision making criteria, process control) at workplace (Thibaut and Walker, 1975: and

Greenberg, 1990; Folger and Konovsky, 1989).PJ is emphatically connected with the

cognitive, emotional, and behavioral attitudes at workplace, and improves the psychological

prosperity of an employee and the feeling of reputation and life satisfaction and their job

commitment. The purpose of this study was to investigate the impact of procedural justice

and interpersonal relations on human psychological health (Elovainio, et al., 2002). In this

regard, this study has a great importance in the given research paper as it has identified the

adverse effects of various levels of perceived justice. This study has no direct relationship

with the given thesis, because it was conducted in a healthcare organization where the work

environment is totally different from a university and employee’s perception towards justice

is comparatively more exposed or inclined by factors like human sympathy and emotions.

However, in indirect terms, the study suggests that poor procedural justice can negatively

affect the overall health of an employee and result in stress, anxiety, and low morale. Kim

and Mauborgue, (1998) argued that fair procedures result into emotional and intellectual

recognition, which in turns results in the generation of trust and commitment that further

creates discretionary cooperation in the successful execution of organizational goals and

strategies. It is argued that when people observe that the decision-making processes are fair

and just they are more likely to voluntarily cooperate in the accomplishment of organizational

goals. Conversely, when people perceive that the decision-making processes at organization

are not fair, they refuse to cooperate with the management by not conceiving and contributing

to execute strategic decisions as well as by hoarding effective ideas that might help in the

development of the organization.

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2.1.3 Interactional Justice:

Interactional justice refers to the nature of interpersonal treatment to individual’s

experiences, when processes are applied and results are dispersed. According to Moorman

(1991) IJ is the interaction between the origin of issuance and the people who might be

affected with the issuance processes. For the existence of Interactional Justice, the decision

makers need to serve people with admiration and affectability, while thoroughly clarifying

the basis for decisions. Along these lines, IJ is the treatment that an individual or

representatives gets as choices are made (Colquitt, et al., 2001; Moorman, 1991; and Bies and

Moag, 1986). According to Colquitt, et al., (2001) Interactional Justice can be divided in two

components named Interpersonal and Informational justice. Interpersonal justice refers to the

degree of dignity and respect with which an individual treats another individual, whereas

Informational Justice refers to the identification of truthfulness of one individual and gives

reasonable justifications in situations when things do not effectively work. Being the meta-

analytic review of the available literature, this study has effectively researched the actual

meaning of various types of organizational justice and its impact on organizational outcomes

such as employee commitment, organizational citizenship, job satisfaction, performance,

turnover intentions, and evaluation of authority. This study has not specifically researched

organizational justice in universities; however, it was highly useful for the given thesis

because it served like a collection of 183 different studies. Moreover, this study has helped in

understanding the implication of organizational justice on organizational outcomes in the

long run. Bies and Moag, (1986) discovered some key facets of IJ, that can improve the

perception of people regarding the concept of fair treatments. These key factors include

truthfulness (the given information must be accurate, realistic and should be presented in a

right way), respect (dignity should be the main element in the treatment of employees),

propriety (racism and sexism should be avoided in making questions and statements) and

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justification (in case of the conduct of perceived injustice, the apology and explanation must

have a positive impact on the sense of anger produced).The finding of this study revealed that

organizational citizenship behavior can be partially moderated the correlation between

perceived organizational performance and organizational justice.

2.1.3.1 Work-related Attitudes:

General attitude of an individual towards his or her organization and job is referred to

as work attitudes. Work attitudes can be referring to an employee's opinion and evaluation

regarding their’ jobs and their commitment towards their respective organizations. This study

has identified that there is a close connection between the attitudes of employees and

organizational culture and environment. The culture and environment of organization

successfully demonstrate the attitudes, behavior, commitment, service quality and perception

of the staff members because of the strong bond with organizational perception and values

(Sawitzky and Aarons, 2006). Many of the researchers have found organizational

commitment as one of the major work attitudes in an organization. As a work attitude, the

concepts of organizational commitment have been conceptualized in many ways. Chatelain-

Ponroy, Mignot-Gérard, Musselin & Sponem, (2017) evaluated that organizational justice is a

subjective tool for the measurement of the worker’s overall attitude towards their

organizations i.e. an individual's generals attitude to her or his jobs. An employee who

perceives their work environment as just and fair will have positive’s attitudes towards their

job as compared to an employee, who perceives the organizational system or culture as

highly unfair hold pessimistic attitudes concerning their jobs. According to HUANGFU,

JIANG & ZHANG, (2013) job commitment can be easily measured from the attitudes of

individual towards’ theirs jobs which stems from their perceptions regarding the attitudes of

management and the overall work environment of their organizations to which there’ is a

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good’ fits between these organizations and the corresponding individuals. Judge and Robins

(2003) defined commitment of employees towards their organizations as positive feeling

about his or her jobs resulting’ from an evaluation of its characteristics’. Various aspects of

organization commitment are characterized in terms of extrinsic and intrinsic gratification.

Fundamental aspects of an individual's job such as task variety, personal growth, prospects

for individual's skills development are the facets of extrinsic motivation while pay, job

security are the part of intrinsic motivation. OC is perceived as among the most demanding

concepts of the organizational research although it has been a widely researched construct as

compared to the other organizational behavioral concepts. Many definitions have been put

forth around the commitment conceptualization. Porter et al. (1974) refers to OC as affective

commitment or the psychological attachment formed by an individual in relation to her/his

involvement and identification with their respective organizations. Moreover, they further

interpreted it as an individual’s attachment with the organization, which is’ characterized by

her/his intentions to be the part of organization identifications with the goals and values of

the organizations and an eagerness to put more efforts on behalf of the organization. It is

considered to be the linkage between organization and individual employee because

individuals consider the extents to which their’ own goals and values relates to that’s of the

organization as parts of OC.

Meyers and Allens (1991) developed three components models of OC by further

extending the work of Mowday et al. (1982) in which OC was described in terms of affective

commitment (LaMastro, 2000). Mowday et al. (1982) argued in their study that OC is

actually the acceptance of the goals and values of the organization by its employees. Due to

this acceptance, they become highly motivated to contribute their fair share in the

accomplishment of the unique organizational goals and they always become more likely to

maintain their long term membership with organization. In this study, it is concluded that OC

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will always be based on these three key components, i.e. the acceptance of goals, the

willingness of employees to contribute in the accomplishment of goals, and the desire to stay

with the organization. The absence of any of the component means that organizational

commitment does not exist in an organization. Meyers and Allen’s (1991) argue that

normative and continuance commitment are also part of framework of commitment and

together they compose OC. Individuals emotional attachment with the job is referred to as

affective commitment and an individual's attachment with any organization due to his/her

personal needs and interests is referred as continuance commitment. Normative commitment

refers to the obligations of an individual to be the part of organization, which may arise out of

ethical and moral reasons (Meyers and Allen, 1991).Gross & Etzioni, (1985)discovered in

their study that Normative organization prefer to use symbolic rewards to their employees

e.g. access to special opportunities and employee recognition to guide employees as well as

to ensure their involvement in the organization at various levels. They further argued that

coercive organizations use physical threats while utilitarian organizations use monetary

benefits to control and motivate employees. In this particular study the Gross & Etzioni

(1985) tried to give an insight to the ways with which OC can be achieved in various

organizations respective to their type and nature. It is helpful in the given thesis in a sense

that for each organization a different strategy would be required to gain long term

commitment from employees. Affectively committed employees are highly involved in an

organization. Curtis, Upchurch & Severt, (2009) conducted a study to investigate the

motivation and commitment level of tipped and non-tipped restaurant employees. This study

discovered that employee’s motivation gets impacted by both monetary factors and intrinsic

factors. The difference between the commitment level of tipped and un tipped was limited,

however, the overall work environment and experiences are more inclined to shape affective

commitment in employees. This study helped in the given thesis in a sense that organizations

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must pay attention to shape the affective commitment of employees by offering them healthy

work environment because of the potential of affective commitment that automatically and

positively affect the continuance commitment of employees. Employees with high affective

commitment acts like ambassadors of an organization and motivate them to voluntarily

contribute for the well-being of other employees and overall organization. As per the views

of Meyers and Allen’s, (1991) an individual can experience all three forms of commitments

but at varying degree during their life span at an organization. In other words, career stage

effect on OC of employees is a common phenomenon that takes place in every organization

regardless of its type and size. The study of Kaur, Sandhu & Kaur, (2010) discovered a very

small difference in OC between employees at the early (2 years) and middle (3-10 years)

career stages. This means that to achieve good OC from employees, it is necessary to

implement right policies in order to develop and enhance employee commitment at various

levels. Moreover, when employee develop positive OC at their early career stages, they are

more likely to maintain it throughout their career even if in some instances the management

fails in developing good policies. After working about 10 years with an organization, the

employees become highly reluctant to any type of change.

2.2 Organizational Commitment:

Organizational Commitment refers to “the relative strength of an individual’s

identification with and involvement in a particular organization” (Modway, Steers and Porter,

1979). According to the definition of Mowday et al. (1979) OC is a productive response that

progress beyond compliant fidelity to an organization. In this regard, OC is actually a form of

measurement that try to capture the perception of employees about their identification and

understanding of the core values of an organization and their willingness to maintain their

membership with that particular organization by performing exceptionally well to help in the

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accomplishment of organizational goals. Similarly, according to Landsman (2008); Jaskyte

and Lee (2009) it is the heart-rending attachment of the employees with the values,

objectives, and errands of the recruiting organization. In other words, the findings of these

authors are similar to the findings of Meyer and Allen (1984) in which they argued that

organizational commitment is actually the degree of emotional attachment that shape the

future decisions of employees regarding the status of their membership to the organization.

Porter Steers, Boulian, and Mowday (1974) identified three interconnected components of

OC.

a) Strong beliefs in the objectives and values of an organization

b) Readiness to employ substantial effort for an organization

c) High willingness to keep and maintain membership in an organization.

OC is actually a process of three steps that takes place in the minds of employees. By

strong beliefs in the objectives and values of an organization, Porter Steers, Boulian, and

Mowday (1974) argued that such employees find a relationship between their personal and

organizational goals due to which they become highly motivated to be a part of an

organization. Due to this reason they become fully agreed with the values and policies of

their employer. Employees feel that they are fairly treated and they have opportunities to

grow. Once they accept the values and goals of the organization, they become highly

motivated to employ substantial efforts that are usually more than those that area expected by

the organization. Employee work hard to make sure that organizational goals are met within

the given time frame. Finally, they become more willing to stay at the organization to

maintain their long term membership as well as to make efforts in the accomplishment of

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organizational goals to draw mutual; benefits. Organizations whose employees lack OC

actually fails in convincing their employees to accept their values, goals, and policies.

Moreover, over the past few decades, the subject of organizational commitment or

shortly regarded as OC became a topic of interest in the literature of organizational/industrial

psychology and organizational behavior. In a general sense, OC can be defined as the level of

involvement or engagement of an employee that affect/restrict his/her freedom of actions (the

definition written in Oxford English dictionary). As per the definition quoted by Porter, et al.,

(1974) commitment as the respective quality of a person's relationship with and engagement

in a particular organization. They demonstrated that commitment has three elements

specifically: the belief and understanding of an employee to the values and goals of an

organization; an employee’s willingness to put her/his efforts to accomplish those goals; and

the strong willingness and self-efficacy of an employee to stay with the organization as a

productive member. At this level, the findings of the study of Porter, et al., (1974) are exactly

same to the findings of Boulian, and Mowday (1974). Allen & Meyer (1990, p. 14) stated that

OC became a psychological level of an individual that connects him/her to an organization. It

is usually a positive psychological state that greatly affect the affection of an employee with

an organization and increases overall employment period (i.e., reduces the degree of

turnover). However, the psychological state of employees has a strong correlation with the

processes and procedures of their surroundings. When they feel that they are fairly treated,

they form a positive perception that shapes a positive psychology of employees towards their

employer or vice versa. When the processes and procedures of an organization shape

positive psychology, employees become highly motivated to employ efforts to perform their

responsibilities as well as they become more likely to stay with the organization for a longer

period. In case of negative psychology, when employee perceive that they are treated

unfairly, they become highly resistant to follow the rules, values and policies of the

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organization and refuse to make efforts to complete their tasks. The willingness of leaving the

organization goes up resulting in an overall atmosphere of stress and tension.

In other words, OC represents the degree of attachment that individuals manifest to

the organizations, where they are working (Ketchand & Strawser, 2001).The findings of

Ketchand & Strawser, (2001) are affirming the findings of Allen & Meyer (1990) because

both of the studies have concluded same point of emotional/psychological attachment of

employees with an organization. It is important to understand that OC can be achieved only

when the processes of an organization become fair. Due to the high commitment of

employees with their organization the employees generate a number of benefits for their

employer, which is attributed to the low turnover rate including but not limited to improved

work quality, high productivity, and high organizational performance. It has been found that

when employees form a positive perception about the various processes and procedure of

organization they become more devoted to work hard. In other words, their self-efficacy goes

up that motivate them to employ more and more efforts to make the organization successful.

OC is usually based on the perception of mutual benefits therefore, such organization where

employee’s OC is high are more successful in terms of employee turnover rate, career

building opportunities, improved productivity, stable financial performance, and improve

corporate public image (Mathieu & Zajac, 1990).

OC is generally portrayed in the literature of behavioral and management sciences as

a critical factor in the relationship between organizations and employees. In the areas of

organizational behavior, organizational/industrial psychology, and human resources

management, OC has achieved a critical position in the subject of theoretical and empirical

studies (Mowday, Steers & Porter, 1997; Allen & Meyer, 1996). Upon the evaluation of

theoretical literature on the topic of OC, it was evaluated that a very small proportion of

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agreement exists among the researchers and scholars regarding the best way to define this

theory conceptually. With the development and evolution of the theory, scholars and

researchers from numerous disciplines created their own conceptual frameworks and

definitions to conceptually define the theory of OC. However, a strong agreement can be seen

between these studies in terms of the benefits that OC creates for an organization. London

and Howat (2009) discussed the park and recreation employees and concluded that

individuals with high levels of OC never leave an organization for the sake of exploitation of

a good opportunity available outside and prefer to stay with the current organization for

infinite periods (Cheng, 2003).Boulian, and Mowday (1974) has argued that a significant

drop in the turnover intention among highly committed employees is due to their

understanding to the values and goals of the organization with respect to their own individual

goals and objectives. According to the definition created by Ketchand and Strawser (2001)

OC refers to the degree of attachment that the employees of an organization form with the

organization, where they are working and would impact the decisions of employees regarding

their productivity, performance, and turnover decisions. However, the study of Coopey,

(1995) extended the work of Ketchand and Strawser (2001) by stating that OC is actually an

exchange agreement between organization and employees. By staying committed to the

employer, employees exert their efforts to complete given tasks while in return they get a

good salary, work environment, fringe benefits, fair process, and recognition from the

employer. Similarly, when an organization do not provide fair processes, and various benefits

to employees in addition to their basic salary, they become less committed and always try to

search for other opportunities available in the market.

For the construction of an effective and meaningful definition of OC it is important to

understand some important and major approaches such as behavioral approach, attitudinal

approach, multidimensional approach, and normative approach (Mathebula,

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2004).Behaviorism approach helps in getting an insight that how stimuli (environmental

factor) affect response (observable behavior). The behaviorists suggested two main types of

learning processes i.e. Classical conditioning and Operant conditioning. It is believed that

behaviors can be learned therefore, people can easily abandon one behavior to learn another

behavior as per the environment or due to the influence of environmental factors (Warehime,

1980). On the basis of classical approach, managers usually believe that employees have

physical and economical needs that are more important than social needs and the need for job

satisfaction. Therefore, managers create an environment where they try to fulfill these two

needs to achieve organizational commitment. While the Operant approach suggest that

employee’s behavior get influenced from the various events and processes in an environment

and on the basis of those events people/employees shape their behavior in response. Both the

types together suggest that an organization needs to focus on all the four types of needs of

their employees and try to keep their processes and environment fair and positive to increase

OC among employees (Randall, Fedor & Longenecker, 1990).

The study of Mowday & McDade, (1979) identified a link between behavioral

approach and attitudinal approach as they believed that the attitudes of employees are

consistent with the behaviors that they learn from their environment. In this regard, during

recruitment process, employers need to consider the behavioral preferences of the candidates.

Although, the studies of Mowday & McDade, (1979), Randall, Fedor & Longenecker, (1990)

and Warehime, (1980) have broadly considered the relationship of organizational justice and

overall commitment level of employees in an organization, but there is a greater implication

of the findings of there studies over the given thesis because employees in learning

institutions usually exhibits different criterion towards measuring the level prevailing justice

in their respective organizations and how it could affect their outcomes. Hence these studies

are found effective in getting an insight to the various factors due to which different people

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experience different type of commitment to their employer. It has also helped in

understanding the factors that impact human behavior and their responses.

For the measurement and definition of OC, a number of ways were introduced over

time. Although, these definitions and measurements have used different ways to investigate

OC, however, all of them have one thing in common that it is actually a link or connection

between an individual and his/her employing organization (Mathieu & Zajac, 1990). Among

the various types of OC, attitudinal commitment is identified as one of the most commonly

inquired type, which is described as a situation in which an individual discovers and regard

an organization, its values, objective and desire to maintain her/his membership with that

organization in order to serve it in the accomplishment of those goals (Mowday, Porter &

Steers, 1982). In this type of commitment individuals develop a connection with the context

of work in order to be awarded with some rewards from the organization. The commitment of

employees only takes place, when they invest something valuable to the organization such as

time, competencies, money, and efforts. These valuable things are perceived as losses, when

employees quit working with the same organization because in case of working for another

organization, they have to invest these things from the scratch. The concept of profit and loss

of an employee is regarded as calculative commitment. The term calculative commitment

refers to a systematic approach for determining the outcome of individual’s investment of

time and efforts towards the betterment of an organization and achievement of its overall

objectives (Hrebiniak & Alutto, 1972). Normative commitment is identified as another type.

It can be defined as a collective internalized normative stress exerted on an individual to

make him/her agree to act in the best way to accomplish the goals and objectives of the

organization (Wiener, 1982). From the perspective of committed employees, it is morally and

ethically right for them to stay with an organization without giving weight-age to the positive

results and rewards that they received throughout their tenure. The study of Jaros, (2017) is in

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accordance with the findings of Wiener, (1982). In this study, the researcher has selected a

sample of 12 universities, where attitudes of employees were checked and implicit

psychological assessment was made to establish an understanding regarding their perceptions

towards the overall work environment and level of justice prevailing in their respective

organization. The study was aimed to evaluate whether perceived organizational justice has a

significant impact over the level of commitment among employees towards their organization

and how the specific culture and norms of learning institutions could effect this relationship.

It was concluded that when employees shape a positive psychology about the procedures and

processes of the organization, after some time when a bond of trust build between the

employer and employees, they become highly motivated to maintain their membership with

the organization without giving importance to rewards and compensation. It is mainly

because employees then believe that this is their moral duty to be with the organization

because the organization has already granted them a number of benefits for years. Meyer and

Allen (1991) emphasized that employees need to consider three basic components of OC in

order to perpetuate their membership in an organization: a desire or want (affective

commitment), a need/necessity (Continuance commitment) and an obligation/responsibility

(Normative commitment). They further stated that these three distinctive types are dependent

on the opportunities created and offered by an organization to its employees in order to

motivate them towards the accomplishment of organizational goals critical for growth as well

as to encourage them to achieve some self-actualization to further benefit the organization in

the long run. Affective commitment or a want/desire referred to the emotional attachment of

employees with an organization with high levels of involvement to get recognition. The study

of Meyer and Allen (1991) actually emphasize on the importance and value of employee’s

commitment in an organization making it a critical factor for the growth and success of an

organization. Although, this study is from general perspective, however, it has been found

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really helpful for the given thesis because it has effectively highlighted various components

of organizational commitment along with its various and effective impacts on employee’s

psychology. Using this strategy, the management at any organization can effectively get an

insight to the psychology of employees and can create positive responses to enhance their

loyalty. It is found that the processes and procedures in both public and private universities

are exerting an influence on the faculty members and non-faculty members of both public

sector and private sector universities teacher’s job commitment.

The work experiences of employees initiate the desire to maintain their membership

with the organization, they have been working for. Employees who have a strong desire or

effective commitment usually maintain their membership with the organization because of

their internal desire to do so. Continuance commitment (CC) or a necessity/need is basically

used for generating awareness among employees about the associated costs of leaving or

quitting job with an organization. The employees whose basic relationship with the

organization is dependent on the continuance commitment also prefer to stay with the

organization because it is their necessity or in other words they are less likely to afford the

associated costs of leaving an organization. Some of the reasons behind high level of

continuance commitment among employees includes lack of available alternatives, threats of

losing certain types of benefits such as certain health benefits, seniority-based rights etc.

Finally, Normative Commitment (NC) or responsibility/obligation referred to inner feelings

of responsibility among employees to continue a job with a particular organization.

Employees who have a high degree of NC are emotionally attached with their employer

organizations and they feel that they ought to maintain their membership with the same

organization. A study conducted by Wasti, (2000), it is discovered that the concept of OC

was identical to the three-dimensional scale that was investigated by Meyer and Allen’s. The

common factor in the work of these two distinctive researchers is that they affirmed that

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commitment is a psychological/emotional attachment of employees with their employer or

organization as a whole with unexpressed extents of identification, compliance, and

internationalization (O’Reilly & Chatman, 1986). The work of these two researchers is also

in line with the findings of the given thesis because this study has also affirmed that

commitment is a psychological factor, which is formed by the employees in response and

understanding to the processes and procedures of their employer and on the basis of this

psychological understanding, they make decisions regarding the maintenance of their

membership with the employer in the long run. The study has affirmed that the employer

could not be held responsible for such employees, who are not strongly connected to their

organizations because lack of commitment in such scenarios is attributed to the weakness of

the organization and the poor management of its processes, which in turns negatively

impacted the psychology of employees.

The meta-analysis of Kristof-Brown et al. (2005) has investigated the connection

between a person and his/her job (person-job fit) with an objective to offer a meaningful

assessment method to discover that how such type of a fit effect or shape attitudes and

behaviors of individuals. It is discovered that the person-job fit has a significant impact on the

OC as well as the performance of a person is also closely linked with an individual’s person-

job fit. The results of the investigation affirmed that a person with poor person-job fit has a

negative impact on the OC due to which such individuals are trying to enhance their skills or

change their jobs within the organizations as well as get demoted. Personal and situational

factors are identified by Ketchand and Strawser (2001), who commented that there are two

fundamental categories of predecessors of OC. Although, it is true that an employee gets a

job on the basis of his/her own qualities and characteristics, however, the quality of job,

employee involvement, level of participative leadership, and relationship with co-workers are

dependent on the situational factors. Compared to the personal factors, situational factors

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have a higher level of influence on the OC. On the other hand, Meyer and Allen (1991)

discovered distinctive antecedents for each OC’s component. Personal attributes such as

demographic information including age, occupation, gender, and education, personal

dispositions, for example the desire for achieving something, autonomy, affiliation, work

ethic, need strengths, locus of control, and focal point of interest are assumed as antecedents

of affective commitment or AC. In the same way, a much stronger relationship of AC with

the organizational structure and work experiences has been observed. It has also showed the

strongest relationship with other work attitudes like job performance and attendance followed

by normative commitment. CC has shown a negative relation with these work attributes.

The antecedents of AC identified by Dunham et al. (1994) are regarded as task

significance, supervisory feedback, task autonomy, and skill variety. While the antecedent of

CC would have an ability to increase the cost, hence, anything that will be accountable for an

increase in the cost would be termed as CC’s antecedents (Meyer & Allen, 1991). Dunham et

al. (1994) also showed a disagreement with the discoveries of Mayer & Allen (1991) that the

nature of some personal factors such as an employee’s tenure at work place and age seems

potential antecedents of CC instead of AC. The authors conducted a study over multiple

learning institutions because the performance of such organizations is directly dependent

upon close supervisory supervision and task autonomy. The study concluded that only such

employees would show strong continuance commitment towards their organization, who

have comparatively longer working relationships with their organization. Moreover, the

factors of career and intention to leave an organization are also added to these potential

antecedents of CC. Dunham et al. (1994) described the factor of job tenure as a non-

transferable element because of its features like work skills that might be unique for one

organization, retirement investment, and relationship with colleagues that an employee

cannot take with him/her when leaving an organization. Moreover, in a learning institution,

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job tenure also hits the psychological attachment of an employee with his students and co-

workers because in such type of organizations informal relationship building is quite strong

and employees always tend to establish personal bonds with the students and colleagues. In

the same manner, the antecedents of NC are identified as social and moral pressure that a

person experiences through the interaction with family and culture (Meyer & Allen, 1991).

At the same time, social pressure also exists in an organization as well as a feeling of

responsibility to respond to the organization is also found as an outcome to some

organizational practices, for example, participatory management are among few reasons that

could also be included in these pressures (Dunham et al., 1994).Despite of conducting such a

comprehensive and detailed evaluation of the factors like organizational justice and job

commitment among employees in learning institutions, the study also used a series of nine

studies with a total of 2,734 adult participators which in turns highlight the importance of the

study for evaluation and understanding of the relationships between the variables under

consideration of this study in various other fields of study. The evaluation of OC in this study

is consistent with the findings of many other studies including the study of Meyer & Allen,

(1991). The antecedents identified in this study has been found effective and useful for the

given thesis as it has identified a number of areas and ways that needs to be improved to

improve the overall commitment of faculty and non-faculty members in universities.

Not to mention that for an organization, the OC’s consequence are also of equal

importance. The most ameliorated consequences of OC are identified as work quality, lower

rates of movements of jobs, and higher national productivity (Mathieu &Zajac, 1990). To

measure and predict certain job-related behaviors of employees like performance,

absenteeism, turnover, productivity and other behaviors, OC is used. When the OC

experience deficiency, it results in poor performance, high intentions to leave increased

absenteeism, and less job satisfaction. The intentions to leave an organization result in the

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creation of a highest negative correlation with OC, for example, r = -.46 (Mathieu & Zajac,

1990). Mathieu and Zajac (1990) argued that the evidence provided by Katz and Kahn (1966)

indicating that the high committed employees are more likely to be involved in the innovative

and creative behaviors that automatically would result in an improvement in their

performance and productivity and support an organization to be competitive.

Organizational Commitment and distributive justice are two of the most extensively

studied attitudinal constructs in sales force research (Brown and Peterson 1993; Jaramillo,

Mulki, and Marshall 2005). It shows the emotional attachment of an employee with his/her

organization and the reflection of that attachment can be seen in the degree of the

involvement and identification with the organization (Jaramillo, Mulki, and Marshall 2005).

Meyer and Allen, (1997) defined it as a multidimensional emotional or psychological

attachment that explains the degree of an individual’s relationship with an organization. The

research work of Meyer and Allen (2001) discovers that there is a positive correlation

between supervisory ratings and AC while the same (supervisory ratings) has shown a

negative correlation with CC. Gormley and Kennerly (2010) explored in their study that in an

educational setting the commitment can be influenced in various ways by faculty work roles.

A significant distinction has been concluded by this study between work role, ambiguity or

uncertainty in work role, and a role conflict. Hinshaw (2001) concluded in his study that 45%

of nurse faculties are unsatisfied with their work roles. In a study, Darwish (2002) examined

the impact of role conflict and role ambiguity with respect to the factors of OC, employee’s

performance, and the willingness of doing work with an organization. He conducted a study

over the faculty and non-faculty members of public sector learning institutions and evaluated

that there is a highly negative correlation between the factors like role ambiguity and

organizational commitment among employees. The study showed that employees need clear

understanding regarding their role and responsibilities in an organization, so that they could

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carry out their work in a defined jurisdiction or span of authority. Furthermore, it was

evaluated that a non-faculty member could not be placed into the role of a faculty member or

vice versa, so every individual employee has their own value and characteristic in an

organization, which are highly crucial for identifying and rewarding high performers and to

maintain a significant level of commitment among employees.

Jokivuori (2002) showed an agreement with the work of Meyer and Allen (1991) and

stated that due to the high level of OC, some employees do not want to leave their employing

organizations and prefer to stay with it till their retirement. It is mainly because of the

affective commitment component. Hence no matter how many great opportunities are offered

to them, they would never exploit any. Beck and Wilson, (2000) stated employees, who are

affectively committed with an organization consider that their personal objectives and values

are identical to that of the goals and values of the organization.

Meyer and Allen, (1991) gave importance to the calculative effect of the perception of

an individual in CC, in which they give importance to the costs associated with quitting job in

an organization. In the same fashion, Markovits, Boer & van Dick (2013) argued that the OC

tends to its low level during economic crises because the individuals who are influenced by

CC are more likely to leave the organization to get the benefits by exploring and exercising

the other available options. Beck and Wilson (2000) concluded CC as an instrumental

attachment with an organization that is based on the assessment of economic advantages.

NC is defined as a feeling of responsibility to stay with an organization (Meyer and

Allen, 1991). The only factor that influence the OC of an employee is the view that makes

them confirmed that staying with their existing employer is morally right regardless of the

costs and benefits, and the various forms of benefits that they have derived from that

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organization over a long period. According to Arif Hassan, (2002), commitments only reflect

the intention of an employee about their decisions to stay or leave an organization, although,

the intentions of employees might be moderated with a number of factors such as by creating

new opportunities, and by increasing normative pressure to stay with the organization. The

author executed study over a range of organizations, where the pay of employees is

comparatively lower from the prevailing standard of the market. The selection of such

organizations was made to check the impact or role of normative commitment over the

overall level of job satisfaction and commitment among employees. The study concluded that

majority of the employees in such organization have established a strong emotional bond

with the organization, which was quite evident from the lower rate of annual turnover in such

organizations. The responses of employees showed that they were quite satisfied with the

performance and noble objective of their organizations and feel internal satisfaction, while

working with them. The study also evaluated that for meeting their financial needs, majority

of employees in such organization were running their own part time small businesses or

doing part time jobs because they perceive leaving their organizations for a higher salary as

an immoral act.

Therefore, Meyer, et al., (1993) suggested that the common component between the

three types of commitment is the point that all of these three has an ability to characterize the

degree of employee’s relationship with its organization, which is dependent on the

psychological state of an employee; therefore, it has a great impact on the decision making of

an employee.

Lambert, et al., (2007) explained OC as a feeling of loyalty of employees with their

employing organizations in which they feel that they are fully aligned with the values and

objectives of the organization. Therefore, organizational justice and fairness creates an

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opportunity for the employees to have a feeling of belongingness, which is an active element

of the OC. The research studies of many other researchers have discovered a relationship

between DJ, PJ, and IJ that are significantly contributing to an individual’s OC such as the

work of Lambert, et al., (2007).

2.3 Relationship between Organizational Justice and Job Commitment:

Sweeney and Mcfarlin, (1993) created a two-factor model in which they discovered

that compared to DJ; PJ is more likely to predict OC in a better and clear manner. The

findings of Sweeney and Mcfarlin, (1993) are consistent with the findings of Folger and

Konovsky’s (1989). The study of Sweeney and Mcfarlin, (1993) suggested that the impact of

procedural justice is high as compared to the distributive justice on organizational outcomes

because it could be used to evaluate the capacity of an organization to treat their employees

fairly. This study has effectively identified the factors due to which one OC component has

superiority over the other OC component. The findings of Cohen-Charash and Spector (2001)

supported the findings of Sweeney and Mcfarlin, (1993) by showing a positive correlation

between PJ and OC. Arif Hassan, (2002) conducted an investigation over the impact of

justice and equity on the commitment of an employee to an organization and the intention to

leave an organization using the banking industry discovered that both procedural justice (PJ)

or distributive justice (DJ) has shown significant contributions to an individual’s OC and

intention to leave. Colquitt, et al. (2001) also discovered in meta-analytical literature review

that both PJ and DJ are major predictors of the OC.

Furthermore, Nazim and Shahid (2012) conducted an investigation over identifying

the correlation between OC, OJ, and turnover intentions, discovered that both the perceptions

of DJ and PJ had a strong connection with turnover intentions and OC. Fariha, et al., (2013)

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conducted a study in order to explore the correlation between OC and OJ of the workers of

the Youth and Sports directorate of Chahar Mahal Bakhtiari suggested that PJ, DJ, and IJ

have remarkable connection with OC. They evaluated that normative commitment among

employees could be directly affected by the interactional justice because employees in such

organization usually work for the welfare or promotion of their sports men passion instead of

any monetary rewards or interest. Although the study has no direct implication over the

evaluation of the given thesis, but the basic nature of the institutions that has been selected

for this study is quite similar to that of the study conducted by Fariha, et al., (2013).

Therefore, the finding of this study has direct implications over the evaluation of the given

thesis.

Additionally, Akanbi and Ofoegbu, (2013) conducted an investigation over

identifying the influence of discerned OJ and OC of a Nigerian food and beverage

organization affirmed that both DJ and PJ have strong relationship with OC. In a research by

Bakhshi, et al. (2009) while investigating the employees of Medical College, India, it is

discovered that both PJ and DJ have a positive correlation with OC. Authors of this study

evaluated that students and teachers in medical colleges usually come to earn a prestigious

life style, but the implicit reason for joining such institutions lies in the sympathetic nature of

such individuals. It was also evaluated that doctors usually perceive a high degree of

distributive and procedural justice in medical colleges, while doing jobs as lecturers or

teachers because of the innate respect that they earn for their profession from the general

public at large, which in turn improve their commitment level towards their jobs and

organization as a whole. In support to other discoveries, Najafi, et al., (2011) explored that

educational experts of various universities have high levels of commitment due to the

presence of OJ. Further, they found that educational experts of universities usually remained

in the profession of teaching due to their passion and thrust for learning because most of the

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educational institutions usually give lower pay to its employees then the one that they could

get from working in a corporate sector organization. Ponnu and Chuah (2010) conducted a

study to investigate the employee turnover, OJ, and OC in Malaysia, and identified that there

is a notable, positive, and strong link between the OJ and OC.

In a research study, Rhodes and Strees (1981) found that the most influential and

important feature of the predictor of OC is pay equity for the group of cooperative workers,

however, in case of conventional or less cooperative employees pay equity showed no

significant influence on OC. They found that employees working in universities or other

educational institutions usually evaluate their jobs and prevailing justice on the basis of the

implicit organizational factors, like rewards, recognitions and appraisal in non-monetary

terms instead of the monetary or pay scale, therefore it is highly important to evaluate the

level of normative commitment among such employees. By applying the same approach,

Quarles (1994) while looking into the impact of evaluation criteria and promotion

opportunities on the commitment, turnover intentions, and job satisfaction of auditors,

founded that a direct correlation of satisfaction with utilized evaluation criteria (PJ), and

satisfaction with the opportunities for job promotion (DJ) with OC. In the same pattern, a

positive relationship between DJ and PJ has been discovered by Zaman, Ali and Ali (2010) in

a study about private teachers in Pakistan.

2.4 Distributive Justice as a Determinant of Employees Commitment:

Adams (1965) discussed that people are always not looking at the tangible outcomes

rather they also give equal importance to the justification of those outcomes for example, the

commensuration of rewards is always justified with the degree of performance of an

employee. In other words, the level of equity in an organization has also a great impact on the

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psychological development of employees towards their employer. If an organization lacks

equity, the employees will more likely to build negative psychology that would automatically

have an adverse impact over the overall commitment and devotion of employees. Although,

the study of Adam (1965) has no a direct link with the given thesis however, it has helped in

understanding another factor that is too influential on the degree of organizational

commitment of employees. The literature on OC is well supported with some notable studies

including (Colquitt et al., 2001, Schappe 1998; Cropanzano and Greenberg, 1997; Greenberg,

1987) verifying the fact that OC has been identified as one of the fundamental factors that

affect an individual’s job satisfaction. A number of other studies such as (Mcfarlin and

Sweeney, 1992; and Fatt, 2010) provided acceptance to the problem that DJ has a notable

impact on the results with respect to personal job commitment, employees pay satisfaction,

and promotional opportunities. The same thing is communicated by Deconinck and Stilwell

(2004) suggesting that DJ is identified as a potentially measured pay satisfaction. In the same

fashion, Azam Ismail et al (2009) identified a positive correlation between job satisfaction

and pay design issue while studying the mediating influence of DJ with respect to job

commitment and pay design issue. Fernandes and Awamleh (2006) termed DJ as a fairness

discern of employees from the perspective of numerous job-related outcomes such as pay

equity, work schedules, work roles, workload, compensation and fringe benefits, promotions

and quoted them as the key contributors of overall organizational commitment among

employees. In order to conduct this investigation, the study was executed in the banking

sector to investigate the various factors that could influence the customer-oriented behavior

of employees as well as the level of employee’s engagement in an organization. Although,

the study was not conducted on the same grounds of the given study, but the evaluation of

this study could help the researcher in drawing comparisons between the impact on overall

behavior of different variables over one another or over the external stakeholders. It is

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observed that employees in a corporate and especially banking sector need to perform

repetitive nature tasks, which in turn affect their perceptions regarding distributive justice,

especially whenever they makes their comparison with the employees of such organizations

that encourages its employees over innovative initiatives and concerns. Alvi&Abbasi (2012)

discovered an increase in the supportiveness of employees towards the organization and it

become more active in meeting the needs of the customers when it knows that the

organization is following a fair and just pattern in distributing rewards among employees.

2.6 Procedural Justice as a Determinant of Employees Commitment:

A direct influence of PJ has been observed on job satisfaction and the literature has

extensively supported this correlation (Sareshkeh, Ghaziani, &Tayebi, 2012; Awamleh &

Fernandes, 2006; Awamleh & Fernandes, 2006; and Wesolowski & Mossholder, 1997). Tyler

(2005) suggested that public confidence can be enhanced by ensuring fairness in the

procedures and systems completing and maintaining law and order. For this purpose,

management needs to develop good governance in organizations, which means that there

must be an improved cooperation between the management and the employees of an

organization. However, it is not possible to achieve a notable level of cooperation among

employees with their employers or management without having a long-term strategy that

could ensure the participation of both the parties on equal footings, i.e. management and

employees. Similar to a state or country, a set of policies, law and order and rules are

necessary to improve the confidence of people in the procedures of an organization because it

is the only way to determine that how fair the management of an organization is? Kim and

Mauborgne (1998) emphasized that job involvement among employees enhances

considerably and they could become highly cooperative, when employees get a feelings of

fairness and justice in the decision-making processes in an organization. The study of

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Newman, (1993) affirms the findings of Kim and Mauborgne (1998) by stating that when

employees feel that the processes and procedures of their organization are fair, they become

highly motivated to voluntarily employ those efforts that can help in the accomplishment of

the ultimate goals and objects of their employing organizations. On the other hand, when

employee feel that the processes and procedures are un-fair, they refuse to cooperate with the

organization by hoarding ideas and avoid effectively participating in team performances.In

another study conducted by Masterson et al., (2000), it was concluded that PJ is a

constructive predictor of the level of employee’s satisfaction. It was further studied that a fair

and just decision-making system could more likely to impress and amuse employees

compared to unjust decision-making systems because it could result in high dissatisfaction

among employees (Cropanzano& Greenberg, 1997). Mossholder et al., (1998) concluded that

PJ could be clearly described as the mechanism of job satisfaction. Other studies also

identified that when employee perceive organizational processes and systems fair and just

they become highly satisfied and highly ready to accept the outcomes of the procedures,

hence they develop high OC (Tyler and Lind; 1992Bingham, 1997). Kuldeep (2009)

discussed in a study that PJ can play a critical role in the satisfaction of employees, when a

high employee turnover is observed.

2.7 Interactional Justice as a Determinant of Employees Commitment:

According to the observation of Adam (1963, 1965) the interaction between

employees and subordinates has a great impact on the employee’s performance because it

automatically goes up when employee perceive that the relationship between subordinate and

manager is fair. On the opposite side, when the interaction between subordinates with their

mangers is resentful, it leads to a negative performance outcome. As per the findings of

Newman (1993), when the relationship between employees and managers is fair, employees

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are internally motivated to make volunteer efforts to complete tasks. However, when their

relationship is un-fair, they become angry and drag their legs when they are asked to

complete their tasks and fulfill their responsibilities. Studies by (Masterson et al, 2000; Al

Zubi, 2010; Usmani and Jamal, 2011) founded a significant connection between interactional

justice and employee performance. Mikula et al., (1990) evaluated that employee who is

emphasizing to have an interaction with the upper level management of their organization

instead of communicating with their line managers gives a perception that the interaction

among employees and their line manager is unjust. Pettijohn et al., (2001) suggests that when

opportunities are given to employees to participate in some high level of decisions making

exercise, for example, when employees are involved in the decision of deciding their pay,

they feel positive as they perceive that IJ exist in the organization; this on the other hand

leads to a higher degree of satisfaction among employees in the long run, which in turns

positively affect their overall commitment level towards the organization as a whole (Bradley

et al., 2004 and Ismail &Zakaria, 2009). Yang et al (2011) also supported the view that the

development of tender and positive interaction among employees and managers results in

high job satisfaction. When employees are highly satisfied with their job they are more likely

to outperform in order to accomplish organizational goals because they have a trust on their

management and organization’s decision-making process. An atmosphere of trust result

between the relationship among employees with their management or employer that in turns

results in long-term sustainability in an organization and increases employee’s intentions to

stay with the organization for a longer period of time. This study is found effective for the

given thesis because it has made a connection between the relationship of management and

employees. Although, it is not specifically conducted from the perspective of universities,

however, a hierarchical setup is also followed by universities where the behavior of the top

management has a direct impact on the psychology of other faculty and non-faculty members.

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2.8 The Dimensions of Organizational Commitment:

There is a high degree of disagreement found among the researchers regarding the

dimensions of OC. Some researchers concluded that it is one-dimensional while some other

argued that it is multi-dimensional (Allen and Meyer, 1990; Mowday, Steers and Porter;

1979; and Becker, 1960). Meyer and Herscovitch (2001) argued that the dimensions of OC

are distinctive in nature, components, and forms that have been explained in the various

facets of the conceptualization of organizational commitment. The differences are then

attributed to distinctive concepts and strategies detailed in the creation of multidimensional

compositions. Meyer and Allen (1991) believe that there are three basic elements of OC,

which is making it a multidimensional component. These three elements are affective

commitment, continuance commitment and normative component. Before the conclusion of

Meyer and Allen (1991), a side bets theory was proposed by Becker (1960) in which he

explained the phenomenon of CC and regarded it as a sub-dimensional theory. According to

side bets theory an individual stay with an organization only when he/she found something

valuable such as time, money, and efforts (i.e. pension, fringe benefits, seniority, and unique

skills to an organization) and upon leaving that same organization he/she will lost those

valuable things. Coupled with the discerned cost of leaving an organization, employees also

contemplate discerned unavailability of potential alternatives that further compel an

employee to not leave the organization. Meyer and Allen (1984) labeled these economic

benefits as CC. However, a group of other researchers looked organizational commitment as

attitudinal and an idea that relates to an emotional attachment that individual’s form to their

organizations (e.g. Mowday, Steers and Porter, 1979; Steers, 1977). This is the same thing

that is termed by Meyer and Allen (1984) as AC.

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Normative type of employees prefers to stay with an organization because of their

desire to do so. It is one of those structures that are identified by Meyer’s (1996) on the OC

scale in numerous studies. Among these studies, some focused on all the components of OC

(Affective, Continuance and normative) while some other emphasized only on the

measurement of CC. A number of empirical investigations supported a correlation between

the three components but at the same time they are different from each other stating that these

studies are valid to investigate these three components (Chang, Chi and Miao, 2000; Cheng &

Stockdale, 2003; Brown, 2003; Abdul Karim & Noor, 2006;).

Meyer & Allen (1991) created an argument in their study that affective commitment,

continuance commitment, and normative commitment should be considered as components

and should not be considered as types because these components have a different degree in

different employees. For example, it is possible that an individual might experience two

components at a time to make a decision to stay with organization. At the same time, it is

possible that another employee also experiences two components at a same time but different

from the other employee. Noted that first employee experience emotional attachment and a

feeling of responsibility to stay, while the other one experiences a feeling of attachment as

well as value associated costs and risks. Indeed, it is possible that the other employee might

experience all the three components collectively to stay with the organization for a longer

time (Meyer & Allen, 1997).This study has no direct connection with the investigation of the

given thesis but it has identified various causes of employee’s commitment to the

organization along with the reasons for the maintenance of their relationship with employer.

Due to its general nature, the study of Meyer &Allen, (1997) is effective to be studied for the

investigation of OC in any particular organization, e.g. the OC of faculty and non-faculty

members in KP universities. Despite the fact that the authors exhibited this contention, they

do not suggest that there is a method of reasoning for summing all of the scales to derive a

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general outcome for OC (Brown, 2003). Accordingly, the different scales for this research

paper will be considered as types and not components, finally they will be summed up

eventually.

As per the viewpoint of Meyer and Allen (1991) OC is a multidimensional

phenomenon and it has a number of factors that are connected to its outcomes, implications,

and consequences etc. In addition to these factors, a number of internal and external factors

are identified, which has also a great impact on OC such as the behavior of management, the

communication level between management and employees, fairness in procedures, the

relationship between individual and organizational goals etc. once an organization get

understanding to these various factors they become more likely to positively affect the

psychology of employees to make them committed. The study of Meyer and Allen (1991) is

found effective for the given thesis just because of its constructive nature as it has constructed

a three-component conceptual model, which made it simple and effective for other

researchers to study OC. Due to this conceptual model, their study worked as a base study for

the given thesis to investigate the OC among University faculty and non-faculty member.

Meyer in collaboration with his co-workers (Meyer & Allen, 1990; 1991; 1996 & 1997; and

Meyer & Herscovitch, 2001) has repeatedly defined commitment as a psychological factor

that can be perfectly reflected in three components.

2.8.1 Affective Commitment (A desire):

Meyer and Allen (1991) have explained affective commitment as a desire or willingness

of an employee to be a part of an organization. It is basically a long-term desire of an

employee towards his/her job that usually occurs due to the emotional attachment of an

employee with an organization. A strong affective commitment of employees will motivate

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them to stay with the organization because of their inner desire. Affection to job occurs when

employee identify the goals and objectives of an organization. In other words, affection

occurs only when the employees are highly satisfied with their employer, job environment,

management, and the system and procedures. In the same way, Mowday Steers and Porter

(1979) emphasized on four groups that fabricate AC;

a) personal characteristics

b) structural characteristics

c) job-related characteristic

d) work experience

Despite the fact of contribution of these factors, Meyer and Allen (1991) further

suggested that the desire to stay within an organization totally depends on the work

experiences and work environment of employees. Positive work experiences result in positive

psychology that motivates employees to stay with the organization. On the basis of the work

environment and process and procedures, employees decide whether they are fairly treated or

not, therefore, for affective commitment, organization needs to fairly treat its employees to

make them emotionally attached to the organization and job.

A correlation with a broad range of consequences of AC has been identified by Meyer

and Herscovitch (2001) as absenteeism, ineffective job performance, turnover, and

organizational citizenship behavior. However, by taking culture into account, AC generates a

relationship more specifically with work experiences of employees within an organization

and emphasis on emotional attachment and personal recognition (Chen & Francesco, 2003).

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2.8.2. Continuance Commitment (A need):

CC is identified by Allen and Meyer’s (1990) as a second dimension of OC, which

was initially discussed by Becker’s (1960) in the side, bet theory (Mathebula, 2004). The

theory describes that when an individual stay with an organization they make investments of

something that is valuable to them such as their time, efforts in doing a job, and unique skills

required to complete a job, therefore, this becomes costly to them when they decide to leave

an organization because these are the investments that employees cannot withdraw from an

organization, where they have worked for a longer period of time. The higher costs associated

with leaving an organization prevents them from searching for other employment

alternatives.

As per the definition of Meyer and Allen (1991) “CC” refers to perceived costs

associated with leaving an organization”. They further argued that anything that add ups to

the costs of leaving an organization result in the CC. In other words, CC is actually a fear of

loss of something valuable that employees have to lose by leaving an organization.

Employees with CC analyze the situation by keeping an eye on the pros and cons of staying

and leaving a particular job. When the pros overweight the cons, they prefer to leave and

when the cons overweight the pros they decide not to leave. CC is common among senior

employees who have established a good career at an organization by getting promotions, pay

increase and other benefits, therefore, whenever, they decide to leave an organization they

first analyze the benefits and losses associated with their decision (Meyer and Allen, 1991).

Similarly, Ketchand and Strawser (2001) termed CC as the desire of an individual to keep

his/her relationship with an organization for longer periods not because he/she is emotionally

attached to the organization but only because of the potential costs of leaving an organization.

Employees then need to stay with the organization mainly because of the unavailability of the

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potential alternatives or due to the risk of sunk costs related to leaving their current position.

Therefore, employees with CC gets a return over their investment in the form of fringe

benefits that is another reason to keep them connected with the organization.

Coupled with the above reasons, one reason of the discerned costs that an employee

view as a potential to stay with an organization is the unavailability of a reasonable job

opportunity in the market. Meyer and Allen (1991) argued the point by stating that among the

potential perceived costs of leaving an organization some of the costs could be a risk of

giving up an attractive set of fringe benefits, a threat of losing seniority based compensation,

or to get a serious effect on family and personal relationships. The CC is common among

those employees, who believe that their skills are not competent enough to be marketed

outside in order to exploit an attractive opportunity or the employees do not possess skills

that are required to be filled by the available opportunities (Mathebula, 2004). To illustrate it

with the example of the workers of organizations like UNRWA, where employees are

provided with specific training to become able to perform certain tasks that are specific to the

industry. Such employees feel pressurized to form commitment to the organization in order to

avoid social, monetary, and psychological costs linked with leaving of an organization. The

CC seems a type of “opportunity cost”, because unlike AC, the employees do not have to

think about their emotional state while they are compelled to calculate the costs of leaving

with the benefits of maintaining organizational membership.

2.8.3 Normative Commitment (An obligation):

Normative commitment is regarded as the third dimension of organizational

commitment; however, the majority of researchers did not give importance to this dimension

except a few researchers who explicitly addressed this component distinctively from

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commitment in general (Mathebula, 2004). Meyer and Allen (1991) explained the term as a

feeling of responsibility that employees experience to stay with a particular organization.

When an employee decides to remain with an organization because of the mentioned reason

then it is because he feel that he “ought” to do this but not because he want, desire or need to

do so (Cheng, 2003). In this regard NC to a particular organization may originate the feeling

of an individual’s moral values and commitments, while the focus of the employee remains

on the costs that the company/organization would experience if the employee leaves. These

costs could be monetary such as the costs of training of new employees and the cost that was

incurred over training of the employee leaving the organization, or due to some social costs.

Dunham, et al (1994) describe the same thing as when a person’s personal values

indicate that leaving would not bring any benefit or would be considered as inappropriate,

then he/she is less likely to do so. Meyer and Allen showed their agreement by stating that

“the socialization experiences that a person confront in day to day life leads to a feeling of

obligation by observing role models or by the possible utilization of rewards and punishment

and as a result these individuals are less likely to leave an organization. They continued their

argument by stating that looking at the macro level possibility, cultures might practice the

same thing to its members by stressing on the importance of team work and collaboration

rather than individual efforts” (Meyer and Allen, 1991). It is suggested that to ensure

employee retention in an organization, it is required to create open communication channels

to resolve potential grievances and conflicts that result due to the changes in organizational

norms and expectations of the individuals (Cheng, 2003)

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2.8.4 Organizational Commitment’s Antecedents:

What are the various factors which have an ability to impact the desire of an

employee to stay with the organization, where they are employed? This is among one of those

questions that are important for organizations to address in order to retain their employees for

longer periods as well as to enhance their productivity in the long run. Meanwhile, the society

in which we are living is quite fast/adaptive, where people frequently change their jobs for

the sake of improved lifestyle therefore; employees usually have a long employment history

with different organizations throughout their employment period. The reasons due to which

employee leave an organization/employer varies from the low job satisfaction to changing

family structure or personal needs that leads to incompatibility of performing a job (Ayman,

2003),or they feel less or not committed to their organization for any other reason. It can also

be explained as employees might not feel that there is a relationship between their personal

goals and the goals of an organization, hence they fail to develop a feeling of shared goals.

For the overall success of an organization, an understanding to the implications of

employee’s OC is of great importance. A potential solution to address the issue of low OC for

an organization is to improve the overall leadership traits of such organization. For instance,

the transformational leadership method has been found effective enough due to its potential

to change the entire outlook of an organization as well as the behavior of employees.

Although, the study of Ayman, (2003) does not particularly provide any support to the given

thesis because this study was conducted to investigate the relationship between personal and

organizational goals at a workplace, however, its general nature is making it effective to be

studied by other researchers because it gives an insight into the mind and thoughts of

employees that how they view and accept organizational goals. This study has affirmed that

whenever employees successfully establish an understanding between individual goals and

organizational goals, they become highly motivated to accomplish them.

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By all means, it has been affirmed by many studies that OC generates feeling of

attachment with an organization and encourages the employees to stay longer, do their jobs

happily, that in turn creates job advancement and high job commitment (Lawraence, 2000;

Cheng, 2003; Villanueva, 2003; Jahangir, 2003; Stumpf 2003; Chang, et al, 2007). Ketchand

and Strawser (2001) identified two fundamental antecedents of organizational commitment

and named them as personal and situational factors. Personal factors are defined as a set of

characteristics that a person hold before starting a job in an organization, while situational

factors are the set of components that an employee experience after joining an organization

such as level of participative leadership, job quality and co-worker’s commitment. It has been

observed that situational factors had a high impact on the degree of commitment of an

employee with an organization compared to the personal factors. Meyer and Allen (1991)

suggested that each individual form of commitment has its own types of antecedents:

2.8.4.1 Affective commitment’s Antecedents:

Personal characteristics are comprised of demographic information including gender,

age, occupation and education. Characteristics like personal desire for achievement, personal

work ethic and anatomy. An individual’s work experience within an organization could

consider factors like the comfort level of an employee, the belief that the per-hiring

undertakings are fulfilled, and the perception of employees that they are equally and fairly

treated by the organization (Meyer and Allen, 1991).

2.8.4.2 Continuance commitment’s Antecedents:

Antecedents can be defined as everything which has an ability to enhance perceived

costs (Mayer and Allen, 1991). Antecedents have a certain degree of importance and impact

that can only be understood by testing them; however, it is very difficult to test each

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antecedent because the views of each individual regarding the costs and benefits of leaving an

organization are widely different from one another (Cheng, 2003). It is highly subjective and

judgmental to declare a particular thing as cost or benefit in relation to leaving an

organization. According to Dunham, et al (1994) the factors of age and occupation best fit as

the antecedents of CC rather than the antecedents of AC. They also suggested that intention

to leave and having a significant level of career satisfaction also fit as the antecedents of CC.

For example, occupation could specify benefits in terms of skills specific to an organization,

relationship between employees and managers, and retirement investment that are assumed as

non-transferable components if employees leave an organization.

2.8.4.3 Normative commitment’s Antecedents:

Meyer and Allen (1991) suggested that the pressure that a person encounters due to

the social and moral values through interactions with family and culture before entering into

an organization is part of the antecedent of normative commitment. The pressure that a

person encounters throughout his/her life could be expanded to a few other types of pressures

such as social and cultural pressures present inside an organization. Dunham, et al (1994)

demonstrated that the organization's dependability and the quantity of participatory

management can be “anticipated to administer a feeling of moral responsibility to respond to

the organization”. The dependability of organization refers to “the level or the degree to

which employees perceives that the organization could be dependent to take care of the

interest of employees”, (Dunham, et al, 1994).

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2.9 Summarized over view of the Literature Review:

2.9.1 Organizational Justice:

Beugre (1998) define it as a discerned fairness of economic and social interactions of

organizations with their employees. Colquitt (2001) identifies its four dimensions such as;

distributive justice, procedural justice, interpersonal justice and informational justice.

a) Adam Stacy (1965) relates DJ with the impression of fairness of one's commitment to

its results and correlation of that proportion with different individuals from the organization

that incorporates; pay comparison, fringe benefits, control, promotion, power, self-esteem,

rewards, and outcomes of conflicts resolutions, satisfaction and the dispersion of other social

and financial resources.

b) On the other hand, PJ relates to the perceived fairness in the utilization of systems,

procedures and techniques in creating upshot decisions assumed fair to the degree that they

are unbiased, consistent, correct, precise, illustrative and moral (Thibaut& Walker, 1975;

Leventhal,1980).

c) Interactional Justice refers to the degree of interpersonal treatment that people

encounter when techniques and processes are applied to them and outcomes are dispersed.

Moorman (1991) defined it as a type of interaction that takes place between the allocation

source and the audience that will get the effect of the decision.

d) Interpersonal justice refers to the perception of people about the fairness of

procedures on the basis of manners and antiquates that the authorities use during the

execution and determining of procedures such as kindness, respect, and dignity etc.,

(Greenberg, 1993).

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2.10 Organizational Commitment:

Organizational Commitment refers to “the relative strength of an individual’s

identification with and involvement in a particular organization” (Modway, Steers and Porter,

1979). According to the definition of Mowday et al. (1979), OC is a productive response that

progress beyond compliant fidelity to an organization. According to Landsman (2008);

Jaskyte and Lee (2009), it is the heart-rending attachment of the employee with the values,

objectives, and errands of the recruiting organization. Porter Steers, Boulian, and Mowday

(1974) identified three interconnected components of OC.

a) Strong beliefs in the objectives and values of an organization

b) Readiness to employ substantial effort for an organization

c) High willingness to keep and maintain membership in an organization.

Meyer and Allen’s (1997) identified three dimensions of OC such as; normative,

affective, continuance, which not only prevent employee turnover intentions, but also

positively shape their behavior towards work place. AC is an emotional attachment of an

employee with his/her work place entity, Continuance commitment can be defined as the

individual’s understanding to the advantages of continued membership of an organization

versus the discerned cost of abandoning the organization whereas, normative commitment

can be defined as the feeling of self-commitment or responsibility of an employee to be a part

of an organization (Shirbagi, 2007).

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Figure – 2.1: Organizational Commitment

The qualifying factors found by various studies are; organizational culture, leadership

behavior, leadership behavior including their fairness in decision making, management

expectations from the employees in terms of their performance towards the ultimate

objectivity of an organization and how the roles and responsibilities of employees are

communicated to them (Williams and Hazer, 1986; Mathieu and Zajac, 1990; Crawford,

1999, 2001; and Chen and Francesco, 2000). Most of the researchers argued that organization

commitment has comparatively stronger impact over the sustainability and performance of an

organization. (Simons and Roberson, 2003; Lambert, 2003; Hung et. al., 2004; Tremblay et.

al., 2010; and Memarzadeh and Mahmoudi, 2010). Further the studies discovering more than

one kind of justice, in their sequence of significance places stronger influence on the overall

level of commitment among employees in an organization than any other attribute (Lambert

et. al., 2007; Loi et. al., 2001). Regardless of the substantial work done in this area, the

connection between organizational commitment and organizational justice has not been

clearly identified and it still needs to be reached in a reasonable manner (Samad, 2006). The

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most repeated discovery in literature about commitment is that it has an inverse relationship

with turnover (Porter, Crampon, & Smith, 1976; Angle &Perry, 1981; Wiener &Vardi,

1980); Mowday et al., 1982; Clegg, 1983; Wiener, 1982).

A number of studies affirmed a set of qualifying factors for OC that include leadership

behavior, work environment, organizational culture, and the fairness of the leaders in

decision making procedures (Williams and Hazer, 1986; Mathieu and Zajac, 1990; Crawford,

1999, 2001; Chen and Francesco, 2000). The majority of studies suggested that as compared

to DJ, IJ and PJ has a well-built connection with support for organizations (Lambert, 2003;

Simons and Roberson, 2003; Hung et. al., 2004; Memarzadeh and Mahmoudi, 2010;

Tremblay et. al., 2010). Further, the researchers have identified various types of justice, and

in terms of their importance it is found that PJ has a considerably stronger influence than DJ

or other ones (Lambert et. al., 2007; Loi et. al., 2001). Though, in this field a very extensive

work has been done for years, however, still the degree of the relationship between OJ and

OC has not been reached to an ultimate final conclusion (Samad, 2006). Through the

commitment literature, the most repeated conclusion found is the inverse correlation between

turnover and OC (Porter, Crampon, & Smith, 1976; Wiener &Vardi, 1980; Angle & Perry,

1981; Mowday et al., 1982; Wiener, 1982; Clegg, 1983).

a. Theoretical Framework

The detail set of the independent variables (sub set of organizational justice) and its

relationship with the dependent variable “organizational commitment” is identified through

the review of related literature, which has already been presented in a great detail in this

chapter.

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However, a review of the theoretical framework & research hypotheses is given below.

The following theoretical framework around which this research revolves is derived from the

set of predefined variables of this study and their interrelationship as identified through the

systematic review of the related literature that postulates a set of resultant hypotheses:

Figure2.2: Theoretical Framework

2.12 Research Hypotheses:

On the basis of the above theoretical framework, it is assumed that organizational

justice has a considerable level of impact over the development of organizational

commitment among employees and as a result the given set of hypotheses is proposed.

2.12.1 Main Hypothesis:

H1:There is a significant relationship between perceived level of organizational justice and

the overall level of employee’s commitment.

This main hypothesis is highly aligned with the fundamental objective of this study,

therefore in order to evaluate whether the above assumption is right or wrong, the researcher

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would need to test the null hypothesis of the given main hypotheses. The detailed evaluation

of the given objective of this study could be made through testing of a series of sub-

hypotheses that would address or evaluate the impact of each individual dimension of justice

over the corresponding dimensions of organizational commitment among employees. There

hypothesis are given as under:

2.12.2 Secondary Hypotheses:

H1-a: There is a significant relationship between the perceived procedural justice and the

employees’ commitment (continuance, normative and affective).

H1-b: There is a significant relationship between the perceived distributive justice and

employee’s commitment (continuance, normative and affective).

H1-c: There is a significant relationship between the perceived interactional justice and


H1-d: There is a significant relationship between the perceived interpersonal justice and the


H1-e: There is a significant relationship between the perceived informational justice and the


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CHAPTER-3

RESEARCH METHODOLOGY

This chapter contains a detailed overview of the methodology that is used for the

execution of this study, while focusing upon evaluation of the impact of perceived

organizational justice over the level of commitment among employees including both faculty

and non-faculty members of private and public sector universities located in different cities of

Khyber Pakhtunkhwa Pakistan. The process of the study passes through a series of activities

that includes logical reasoning over the main problem under consideration, collection of data

from the participants through unbiased observations, making inquiries into the main issues,

objective examination and analyses of the collected data. Sekran (2003) defined such type of

study as an “organized and systematic investigation to a particular problem that is identified

in relation to a work environment, which requires certain solution”. This chapter contains a

brief description of the methodology of the study, provides understanding towards the

selected research design along with a logical rationale regarding the sampling plan and

overall observations. The chapter also provides certain concrete grounds for identification of

the target population, sampling methodology, sample size and the required level of

confidence and precision that was required for the successful execution of this study.

Therefore, it provides an in-depth understanding towards the sources of data, methods used

for data collection and the development of an appropriate instrument for the collection of

required data, so that validity and reliability of this study could be measured effectively.

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3.1 Research Design/Paradigm:

Before execution of any study, it is highly important to select or define a suitable

research design or paradigm in which the researcher conduct his or her research in order to

achieve the desired objective as each paradigm has its own unique research approach and

strategy. Gilbert (1992) conducted a study and classified the research design or paradigm into

two broader categories as; positivism and humanist/interpretivist. According to the positivists

paradigm observations and theory are independent from each other. Here in this approach a

theory can be created through logical reasoning, but its authenticity and objectivity can be

improved and validated through observations. The positivists paradigm requires the

researcher to start with theory and formulate hypothesis, which in turn guide him/her towards

the collection of data and enable the researcher in applying statistical models to evaluate

whether a particular hypothesis is accepted or rejected. This paradigm does not require the

direct involvement of the researcher with the participants of the study rather they tend to

adopt an objective approach towards evaluation of the problem under consideration.

Therefore, the positivism is also known as quantitative research methodology, where basic

purpose of the researcher is to maximize dependence of the study over factual observations

and data instead of interpretations. It is a form of deductive approach, where the researcher

asserts that real picture of a problem can be captured effectively through the use of pre-

determined research instruments, i.e. questionnaires (Green, 2008; Tight Blaxter, Hughes,

2006). In a positivist approach the researcher collects data from the participants on Likert

Chart and the collected data is then quantified into numerical format/values, so that it can be

processed through statistical analysis tools to get certain reasonable/logical findings.

However, on the other hand the humanism/interpretivist perspective looks into the reality as a

socially constructed phenomenon. It provides an in-depth understanding of the nature of

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people, attitudes, behavior, beliefs, events and other qualitative factors and therefore, this

approach is also known as qualitative research method. Interpretive paradigm believes that

knowledge is created subjectively and disowns any objective reality in the real world

scenarios, especially when interacting with human beings whose experiences are quite

different from one another. In this type of approach the researcher directly interacts with the

subject matter and observes his/her humanistic behavior and attitude to form an opinion about

the subject matter under consideration. The variables that are used to evaluate the impact of

perceived OJ over the overall performance and commitment level of employees in public and

private sector universities vary from person to person and therefore, the study needs to be

highly subjective in nature. Hence, keeping in mind the nature of the study, the researcher has

to choose a blend of both the positivism and humanism approaches simultaneously, however

owing to the limitation of the qualitative methodology and the volume of the sample selected

for the execution of this study, the researcher would keep his focus over the quantitative

paradigm only. Moreover, the researcher cannot ignore the humanistic factors and its

influence over the respondents in this study, therefore being a part of the industry in which

the study is to be conducted, the researcher would use his past and present experiences

regarding the qualitative characteristics of the participants, so that the study could be

validated at a comparatively better manner.

Approach for the given study is needed to be scientific in nature, especially with

respect to the collection and analysis of data along with selection of the appropriate research

methodology. Moreover, specific attention is given to the validity and reliability of the

instrument selected for the collection of data. Methodology of this study need to be based

upon the conformity approach because evaluation of different dimensions that are discussed

in past literature and empirical models provides mix results regarding the collective behavior

of the variables selected in this study. Therefore, a strong need was felt for the generation of

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empirical evidences, which would provide certain logical basis regarding the validity and

reliability of various dimensions related to the topic of this study. Hence, from the foregoing

argument, it can be concluded that the given study has adopted the positivist approach along

with the application of triangulation, so that it could establish the validity and reliability of

the proposed dimensions of this study.

After selection of the research paradigm, the next step is to devise an appropriate

research design that the researcher could adopt to gather different concepts regarding the

research being studied in a meaningful manner to address the main problem under

consideration. It devises the detailed plan for collection of data for a research project.

Moreover, in order provide a comprehensive explanation regarding the research

methodology, the researcher should know, which type of study he/she wants to conduct.

There are four main types of research studies that includes descriptive study; a type of study

where an already established theory exists regarding the area of study and the researcher’s

main objective is to provide further explanations over the over the current area of research.

The second one is explorative study; where comparatively little knowledge exists regarding

the problem or research topic under study and the main objective of the researcher is to

explore other relevant information and observations regarding the concerned/ given area of

study. The third one is explanative study; where the main objective of the researcher is to

carry-out further investigation into an already existing theory or problem, so that a better

level of understanding could be achieved and the researcher can remove possible confusions

regarding the subject matter. Finally the forth type of research is the normative study; where

the researcher is vested with a specific objective of removing any apprehension or confusion

regarding a specific area of research through logical reasoning and critical evaluation of the

already collected information and explanations.

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Keeping in mind the specific nature of this study, descriptive statistical analysis could

be the most appropriate method for the evaluation of the data, selected through self-

administered pre-structured surveys and questionnaires.

3.2. Research Approach

A research approach can be classified as inductive and deductive or both. Using the

deductive approach, researcher is required to start the study from explaining and evaluating

the already existed theory and then narrows down it to develop certain hypothesis, use certain

logical means of data collection through surveys and evaluate its validity through

experiments, which is then used to test hypotheses through certain statistical tools. Therefore,

this type of approach is also known as top-down approach. This type of approach basically

involves reasoning over a subject matter to move it from a general perspective to more

particular and specific, so the researcher can test the given hypotheses to see whether any link

general or particular exists between the variables and observations (Bruce, 2003). It is helpful

in measuring the quality of concepts that are used in execution of a study and establishes

certain casual relationships between the variables and concepts. Whereas, on the other hand

inductive approach require the researcher to start his/her study with observation/evaluation of

certain phenomenon, which in turns help them in deducting certain patterns regarding the

subject matter that would eventually lead towards the formulation of relevant hypothesis with

an objective of detailed exploration of the subject matter to develop some theories or

conclusions regarding the subject matter being studied. This approach is therefore also known

as bottom-up approach. It basically involves the observation of patterns and developing

certain logical explanations / theories through such critical evaluations / hypotheses. The

inductive approach does not apply any theory or hypotheses at the beginning of the study

rather it sets the researcher free to alter his/her direction of the study even after the

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commencement of the research process (Vogel et al., 2011). However, it is highly important

that the inductive approach does not encourage the researcher to imply disregarding concepts

and theories at the time of formulation of research objectives and questions. It is basically

aimed to generate meanings from the collected data to identify relationships and patterns for

developing a theory; however, it doesn’t prevent the researcher from using existing concepts

and theories in formulating the main research question of the study. It is therefore based upon

learning from the past experiences of the researcher regarding the subject under evaluation or

variables of the study to reach a logical conclusion. After selection of an appropriate research

approach, the next step is to choose relevant procedures for data collection.

The data collection procedures are broadly categorized into the following three types:

Qualitative

Quantitative

Mixed Methods approach

3.2.1 Qualitative Method

Qualitative methodology is probably the oldest one among all the scientific

techniques, with the philosophers from the ancient Greek era qualitatively evaluating the

world around them and trying to build an understanding and extend explanations about what

they actually observed at that time (Ortiz, 2007). Qualitative methodology is sometime

assumed more easier to use or less time consuming then the quantitative one because in this

type of methodology, the researcher obtain understanding and evaluation of the subject

matter through directly observing their behavior and corresponding role/ relationship with the

subject under consideration. Rogers-Dillon, (2005) defined the qualitative research approach

as such a method that put emphasis on the qualities of entities or the meanings and processes

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that could not be measured or examined experimentally in numerical terms because it stress

upon the socially constructed realities of the nature and the underlying relationship between

the researcher and the subject that has been studied. It also involves evaluation of the

situational constraints that streamline inquiries from the researcher.

This approach is commonly used with an objective to present a thorough

understanding and evaluation of the problem under consideration. In this type of approach,

the researcher is more concerned about observing the attitudes and implicit behavior of the

participants and therefore collects data through open-ended questionnaires and interviews

(Creswell, 2003). Usually the studies that are carried out under the interpretivist paradigm

adopt this approach for data collection. In qualitative research approach the researcher adopt

an inductive approach for addressing the research problem being studied, for example, if a

researcher wants to test an already existed theory, he/she will go for the quantitative approach

instead of qualitative one because qualitative study is exploratory in nature and therefore, it

tends to examine the main concepts and other important factors regarding the problem under

evaluation (Rogers-Dillon, 2005). It is used when the problem is new in nature or the existing

theories cannot effectively address the problem under evaluation. Studies that use qualitative

approach usually adopt approaches like narratives, phenomenology, grounded theories,

ethnographies and case studies.

3.2.2. Quantitative Method

The quantitative approach is based upon collection of responses from the respondents

of a study towards a particular research question in the form of numerical data (Williams,

2007). The study of Leedy and Ormrod (2001) also evaluated that quantitative research

methodology is used to specifically test theories through establishing certain logical

hypothesis and then testing these hypothesis through experimental based approaches, which

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are based upon the existing or pre-defined theories. The assumption of empiricism is

maintained by the researcher while using quantitative methodology for the execution of a

study (Creswell, 2003). A study conducted through quantitative approach begins with the

problem statement, which is then followed by the formulation of hypothesis, review of

relevant literature, collection and analysis of the data collected during the course of the study.

It was stated by Creswell (2003) that quantitative research method basically “employs various

strategies such as surveys and experimental approaches for making inquiries from the

respondents of the study, and use self-administered and pre-determined data collection

instruments for the effective collection and analysis of the statistical data”. However, findings

obtained from such approaches can be categorized into confirming, explanatory and

predictive (Williams, 2007).

This methodology is based upon collection of data into quantifiable form, so that it

can be used in the statistical analysis to evaluate whether the alternative claim of the study is

acceptable or not (Creswell, 2003). In another study, Creswell, (2002) asserted that the

quantitative research methodology was originally originated in context of the physical

sciences, especially in physics and chemistry, where mathematical models were used by the

researchers for analysis of the data collected during the study. Furthermore, three different

historical trends were identified related to the quantitative research methodology that includes

measurement and testing procedures, statistical analysis and research design. It also involves

the collection of information from the respondents, typically in the form of numeric data and

therefore the researchers used to utilize mathematical models for evaluation and analysis of

the collected data. In addition to that inquiries were usually conducted by the researchers to

ensure the reliability of the data collection methodologies used in the execution of the study.

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Experimental research requires the researcher to investigate that how to treat an

intervention into a particular study group and then helps in measurement of the outcomes of

such treatment. Exploratory approaches are further categorized into three main types that

include pre, true and quasi-experimental approaches (Leedy and Ormrod, 2007). Pre-

experimental approach contains a control group or independent variable, which is not

randomly selected or doesn’t vary at all. The true-experimental approach was designed by

Campbell and Stanley (1963), who basically provided a significant level of control over the

experiments and other procedures, which in turns ensure a higher degree of validity of the

study. The true-experimental approach evolves a systematic approach for the collection of

quantitative data that contains different mathematical models for the analysis of the collected

data, whereas on the other hand; quasi-experimental approach is based upon specific or non-

random selection of data from the participants of the study. Moreover, the specific nature of

this study evaluated that there are quite limited controls over the collection of data from the

participants and therefore, it is not viable to use the true-experimentation approach for this

study and instead the pre-experimental approach is preferred.

3.2.3 Mix Method Approach

Mix Method approach is a combination of both the qualitative and quantitative

approaches in order to address the research question more effectively and thoroughly

(Johnson, 2006). In this type of methodology the research involves collecting, integrating

and analyzing the quantitative data through experiments and surveys and qualitative analysis

of focus groups through open-ended interviews. It enables the researcher to get in-depth and

breathe corroboration and understanding, while offsetting the possible weaknesses that

resides in using each approach individually or separately. One of the important benefits of

using a mix method approach is improved chances of triangulation for instance, the use of

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several means such as data sources, methods and researchers for examining the same

phenomenon. Triangulation basically allows the researchers in identifying different aspects of

a phenomenon more accurately by assessing the subject matter from different angles or point

of views through different techniques and methods (Yin and Ji, 2013).

Mix method approach is usually used in situations when the researcher is trying to

generalize the evaluations and want to establish an in-depth understanding of the

phenomenon under observations by using quantitative and qualitative techniques. Researcher

can adopt both the inductive and deductive approaches simultaneously, while using both the

open and closed-ended interviews and questionnaires; in short the researcher can adopt all

means for developing an in-depth understanding of the subject matter or phenomenon under

consideration.

3.2.4 PHD thesis Approach/My thesis Approach

The researcher has adopted positivist paradigm, while applying a deductive approach

for answering the research question and used quantitative techniques for the collection of

required information or data through self-administered close ended adapted questionnaires.

Therefore, the study is designed to deductively evaluate the impact of perceived

organizational justice over the level of commitment among employees towards their job and

the organization in general in accordance with the theoretical framework that has been

derived from certain specific theories as discussed in the past literature and therefore,

quantitative research paradigm would be followed for the execution of this study. This

method begins with gathering of information from the participants of the study through

adapted questionnaires. The questionnaires would be distributed among the selected

participants through proportionate study technique and their responses would be recorded in a

logical manner and numerical format, which are then subjected to critical evaluation through

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certain well defined statistical tools. The survey method has a considerable level of versatility

and therefore, it has been assessed as one of the most effective methods for execution of such

studies (Reinharz & Davidman, 1992). Blackstone (2012) argued in one of his studies that

survey research methodology is based upon quantitative approach, where the researcher

collect data or information from the participants through circulation of pre-determined

questionnaires among particular groups, communities and individuals, so that he/she can get a

quick overview of the selected sample and subsequently makes a valid projections of the

findings of the study over the overall population. In case the researcher failed to get an

understanding of the given population through quantitative methodology and needs more in-

depth understanding of various factors or dimensions of the population, he/she can use

intensive methods of data collection, i.e. field surveys through detailed interviews. However,

in the given study, the researcher is already connected to the same profession and quite aware

of the specific characteristics and mentality of the target population, therefore, this risk has

already minimized and that’s why the researcher moved towards the quantitative

methodology only.

The study proposed co-relational and descriptive investigations that would be based

upon collection and evaluation of both the primary and secondary data. According to the

study of Uma Sekran, (2003), the term research was defined "as a systematic, critical,

organized, objective, data-focused, scientific inquiry and detailed investigation into a

particular question, where it is designed with an objective to undertake and consider all the

relevant details with a purpose to answer the main research question or suggest a solution for

it. The view point of Sekaran (2003) is also supported by the findings of the study of Collis et

al (2003), who defined the term research as'' something that is undertaken by people for the

purpose of conducting examination or observations in a systematic manner”. Moreover,

Smith and Dainty, (1991) argued in their study that research is basically the process that

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comprises upon conducting investigations, making inquiries, experimentation and

examination of a subject matter. Similarly, the findings were also supported by Pervez and

Kjell (2002), who defined research as a highly systematic process used to discover or find

solutions to certain precise issues through investigation, planning and execution.

The main purpose of this study is to measure and investigate perceived level of

organization justice and its relationship with the different manifestations of OC that is

prevailing amongst the employees of private and public sector universities of Khyber

Pakhtunkhwa including both the faculty and non-faculty members. Reason behind evaluating

this relationship is to determine the prevailing challenges (if any) to the culture of OJ and

corresponding degree of OC among employees of the universities. The ultimate goal of the

study is to devise and suggest measures for improving perceived degree of OJ on one hand

and re-vitalizing organizational climate marked with highest level of employees’ commitment

on the other hand, so that to shape these universities into more productive for imparting

quality higher education among the general population of the country.

3.3 Reason/Rationale behind selection of Quantitative Research Method:

Researcher has chosen the quantitative methodology for the execution of this study

instead of the qualitative approach for several reasons, which are given as under:

a) Representation of the perceptions of participants of this study and the corresponding

changes (if any) can be presented and studied numerically with greater accuracy only through

adaptation of the quantitative methodology (Sukamolson, 2010).

b) It provides greater flexibility to the researchers to make general observations and

projections across the entire population of the study (Williams, 2007).

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c) This approach help the researcher in identification, collection and statistical interpretations

of the data through various computer generated applications, so that findings of the study

could be made more accurate and free from human errors (Williams, 2007).

d) Quantitative design also helps in reduction of possible variances with respect to factual and

analytical generalizability between identical organizations (Sukamolson, 2010).

c) The present research study is designed to objectively determine the perceptions of the

employees especially the faculty and non-faculty members of private and public sector

universities of Khyber Pakhtunkhwa with respect to the impact of perceived level of

organizational justice over the performance and commitment of employees towards their job

and the organization as a whole. A quantitative research design allows a considerable level of

objectivity in discussing the results.

3.4 Limitations of a quantitative methodology

Saunders et al. (2009) suggested that research methodology act as a backbone for a

research study. The main purpose of using quantitative methodology is the quantification of

data into numerical form, so that different statistical evaluations could be made for

identification of possible relationships between the variable and the underlying concepts. It

helps out in generalization of the results by evaluating and measuring the responses and

viewpoints of the selected sample over the entire population. A standard research

methodology is broadly categorized into two phases, i.e. planning and execution (Simon

2011). Therefore, it is quite evident that these two phases likely to have certain limitations

that are beyond the control of the researcher or even controllable but effects the quality of the

research study. Some of the limitations of quantitative methodology or approach are

discussed as under:

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3.4.1 Improper representation of the selected population

If the target population is not represented appropriately, it can refrain the researcher

from achieving the desired objectives and aims of the given study. The application of

appropriate sampling plan alone is not sufficient rather representation of the subject matter is

highly dependent upon the probability distribution of observed information (Spicker, 2017).

This may cause miscalculation of statistical probabilities and ultimately falsify the

propositions. However, in order to overcome this limitation the researcher has selected a

controlled population with a single province of the country and regularly monitored the

behavior of his selected population.

3.4.2 Lack of resources for collection of data

Quantitative analysis usually require evaluation and selection of large sample size,

therefore lack of appropriate resources for data collection may render the study impossible. In

many developing countries like Pakistan people/employees in both the public and private

sector organizations usually lack knowledge, which in turns limit the resources needed to

conduct an effective quantitative evaluation over a large number of participants (Jerrim and

de Vries, 2017). However, in order to overcome this limitation, the researcher should try to

ensure all the possible and necessary resources, so that more comprehensive and relevant data

is collected for the study.

3.4.3 Inability to control the environment

As majority of the quantitative studies are based upon self-administered

questionnaires, which in turns impose limitations over the researcher to control the

environment where the participants of the study needs to respond (Baxter 2008). Responses

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obtained through quantitative approach mostly limited to or relevant to a particular time

period, which again limit the generalization or application of the findings of the study to a

particular time period (Spicker, 2017).

3.4.4 Limited outcomes

Quantitative methodology is based upon pre-structured close ended questionnaires,

which in turns limits the outcomes because the respondents are only provided with certain

pre-defined options to choose their answer from. Therefore, the results could not represent

the respondent’s actual position or the way they perceive certain scenarios (Spicker, 2017).

3.4.5 Expensive and time consuming

Quantitative study is comparatively more time consuming and expensive in nature

because it requires a considerable level of resources at the researcher’s end to collect

information from a wide range of participants. The analysis phase of this data also involves

the use of different technical and expensive statistical tools. However, this limitation can be

controlled through carefully planning complete randomization and ensuring the selection of

correct control group that could help in reducing unnecessary time and money loss (Spicker,

2017). Moreover, it is also quite difficult to analyze such a huge data through the available

statistical analysis tools.

3.5 Population of the Study:

The term population is defined in different manners by different researchers and

analysts. Sekaran (2007) stated in his study that population of a research study is basically

refers to a community or group of people, things or events that is subjected to the

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investigation of the researcher. However, in statistical terminologies population is defined as

a group/set of similar things or events that is subjected to some experimental evaluation

(Yates et al., 2003). A statistical population can also be defined as a set of hypothetical or

actual objects and even can include a group of potentially indefinite array of objects that are

selected for the purpose of generalization of particular experiences (Sekaran, 2003). Based

upon the specific nature of this study the population has been stratified into two stages, firstly

on grounds of the public and private status of the selected universities located in various

regions of the Khyber Pakhtunkhwa province of Pakistan because both have different set of

organizational structure and culture, while secondly the stratification of employees is made

into faculty and non-faculty members because the overall attitude and level of perceptions of

individuals in both the mentioned groups drastically vary from one another. However, the

universities included in the population are those which have been established in the year 2010

or before, these universities are exhibited in table 3.1. The population of this study was

comprised of faculty and non-faculty members of public and private universities located in

various locations of KPK, province of Pakistan. Tables 3.2 & 3.3 show the detail of the

population.

Table 3.1: List of Public and Private Universities

Public Sector Universities Private Sector Universities

University of Peshawar Abasyn University

Islamia College University

Peshawar

City university

Malakand university Gandhara University

Shaheed Benazir Bhutto Women

University (Former Frontier

Sarhad University

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Women University)

Kohat University Princeton University

Abdul Wali Khan University Qurtuba University

Gomal University D.I.Khan CECOS University

Hazara University Northern University

Sheringal University

Moreover, for ensuring the homogeneity/uniformity of the population, the selected

sample size included only those departments, which are mostly held in both types of public&

private sector universities in KPK. Before drawing the sample, the research endeavored to

identify common departments/ faculties existing in both type of universities which were

found as follows.

a) Management Sciences

b) Computer Sciences

c) Education

d) English

e) Commerce

f) Pharmacy

Table 3. 2: List of Selected Public Sector Universities and Population

S # Public Sector Universities Population

(Faculty)

Population

(Non-Faculty)

Total

1 University of Peshawar 596 145 741

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S # Public Sector Universities Population

(Faculty)

Population

(Non-Faculty)

Total

2 Islamia College University Peshawar 220 129 349

3 Malakand university 186 87 273

4 Shaheed Benazir Bhutto Women

University (formerly Frontier

Women University)

178 89 267

5 Kohat University 298 74 372

6 Abdul Wali Khan University

Mardan

225 62 287

7 Gomal University D. I. Khan 323 52 375

8 Hazara University 245 58 303

9 Sheringal University 80 27 107

10 Total 2351 723 3074

Table 3. 3: List of Selected Private Sector Universities and Population

S # Private Sector Universities Population

(Faculty)

Population(Non-

Faculty)

Total

1 Abasyn University, Peshawar 54 15 69

2 City university, Peshawar 47 18 65

3 Gandhara University 33 19 52

4 Sarhad University 59 26 85

5 Preston University, Peshawar 29 21 50

6 Qurtuba University 24 17 41

7 CECOS University 47 25 72

8 Northern University 23 19 42

9 Total 316 160 476

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In order to gather the primary data, it is highly crucial to select an appropriate and

representative sample size that can generate some standard research outcomes, which will be

helpful in ensuring the validity of the study (Thomas, 1997).

Total population from the public sector universities was 3,074 in which about 2,351

comprised upon both male and female faculty members including professors, associate

professors, assistant professors and lecturers, while the non-faculty members that included

administrators, directors, officers and clerks were 723. Similarly, a total of 476 members

were selected from the private sector universities of Khyber Pakhtunkhwa for this study

among which the male and female faculty members were 316 and non-faculty members were

160. Kerlinger & Lee (2000) stated that survey is a highly effective and appropriate technique

of data collection, especially when researcher has to investigate a considerably larger

population, which is spread over a vast geographically area.

3.6 Determination of the Sample Size:

The researcher is required to assure that the respondents of the study are highly

representative of the business or organizations that ought to be investigated under this study,

so that a valuable and reliable estimate could be made regarding the subject matter.

Therefore, it is important to assess the selected population before determination of an

appropriate sample size to make sure that a representative sample could be drawn to make the

study more reliable and efficient. Another step is to select a correct sample size for the study,

so that the study could be completed within the stipulated time period and valuable time of

the researcher could be saved in this regard, which is highly important in studies conducted

under the survey research methodologies. Using very large sample size usually results in the

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wastage of time and other resources of the researcher that could otherwise be utilized in other

important areas of the study, while on the other hand selection of a very small sample size

cause confusion regarding the reliability of the study. According to the study of Israel (1992),

it was evaluated that there were three main factors that define the criteria for the selection of

appropriate sample size, which includes identification of the level of risk or confidence, the

level of precision, and the extent of variability with respect to the attributes or variables that

were being subject to investigation (Miaoulis and Michener, 1976)”.

In the given study, if the researcher on one hand shows a high concern regarding the

reliability of the study, then at the same time the unnecessary wastage of resources is also

discouraged during the execution of the study. In order to ensure the accuracy of the collected

data, the researcher emphasized upon keeping the margin of error as low as possible, while

maintaining the degree of the confidence to a maximum level. Hence the researcher, while

deciding the sample size has kept the confidence interval or margin of precision/error at 5%

with a confidence level of 95%.

According to the study of Israel (1992) it is evaluated that the level of sampling error

or precision is the range, where the true values of the selected population resides. This range

is usually expressed in the form of percentage points i.e., ±5%. The confidence level is

decided in correlation with the Central Limit Theorem. It is also found that in normal

statistical distributions, 95% of the sample values are approximately falling within the two

standard deviations of the selected population values i.e. the mean of the population.

Whereas, the degree of variability that has been measured in the selected attributes refers to

the extent of distribution of variables in the population. If the population is highly

heterogeneous, then larger sample size would be required for obtaining the desired level of

error or precision, while on the other hand, if the population is homogeneous or less

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heterogeneous, the small sample size would be required for the attainment of the desired level

of precision. In short, it can be stated that confidence level is basically used to measure the

effectiveness of the sample selection approach to evaluate whether the selected sample

accurately reflects the overall population of the study within the limits of the given margin of

error.

Determination of the sample size could be made through any of the following methods:

a) Testing complete population as sample, which is also known as census research, but

due to the high execution cost and extensive need of other resources this type of study is only

possible for a small sized population, i.e. a population having 200 or less units (Israel, 1992).

b) Selecting a similar sample size to those past studies that are similar in nature to the

study under consideration.

The formula identified for drawing a representative sample size for a finite population

by Yamane (1967) was used for the determination of an appropriate sample for this study,

which is given as under, while the required calculations are exhibited in Table 3.4.

n = N/1+N*(e) 2

Where: n represents the Sample size, N is used for the Population and e represents the chances of error/precision i.e. 5%

Table 3. 4: Computation / Sample Size Determination

Public Sector Universities (Faculty Members) Total

n = N/1+N*(e)2 n=2351/1+2351*(.05)2 n = 342

Public Sector Universities (Non-Faculty Members)

n = N/1+N*(e)2 n=3074/1+3074*(.05)2 n = 354

Private Sector Universities (Faculty Members)

n = N/1+N*(e)2 n=316/1+316*(.05)2 n = 177

Private Sector Universities (Non-Faculty Members)

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n = N/1+N*(e)2 n= 476/1+ 476*(.05)2 n = 217

Aggregate Sample Size 1090

The details of participants selected/allocated through the proportionate sample selection

method are provided in Table 3.5

Table 3. 5: Proportionate Sample Selection/Allocation Method

S # Public (Faculty) Formula ni =Ni*n/N Sample (ni)

1 University of Peshawar ni =596*342/2351 86

2 Islamia College Peshawar ni = 220*342/2351 32

3 Malakand university ni = 186*342/2351 27

4 Shaheed Benazir Bhutto Women

University (former Frontier

Women University)

ni = 178*342/2351 26

5 Kohat University ni = 298*342/2351 43

6 Abdul Wali Khan University ni = 225*342/2351 33

7 Gomal University D.I. Khan ni = 323*342/2351 47

8 Hazara University ni = 245*342/2351 36

9 Sheringal University ni = 80*342/2351 12

Total 342

S# Public (Non-Faculty) Formula = ni =Ni*n/N Sample (ni)

1 University of Peshawar ni =145*354/723 71

2 Islamia College Peshawar ni =129*354/723 63

3 Malakand university ni =87*354/723 43

4 Shaheed Benazir Bhutto Women University (former Frontier Women University)

ni =89*354/723 45

5 Kohat University ni =74*354/723 36

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6 Abdul Wali Khan University ni =62*354/723 30

7 Gomal University D.I.Khan ni =52*354/723 25

8 Hazara University ni =58*354/723 28

9 Sheringal University ni =27*354/723 13

Total 354

S# Private (Faculty) Formula = ni =Ni*n/N Sample (ni)

1 Abasyn University ni =54*177/316 30

2 City university, Peshawar ni =47*177/316 27

3 Gandhara University ni =33*177/316 19

4 Sarhad University ni =59*177/316 33

5 Preston University ni =29*177/316 16

6 Qurtuba University ni =24*177/316 13

7 CECOS University ni =47*177/316 26

8 Northern University ni =23*177/316 13

Total 177

S# Private (Non-Faculty) Formula = ni =Ni*n/N Sample (ni)

1 Abasyn University ni =15*217/160 20

2 City university, Peshawar ni =18*217/160 25

3 Gandhara University ni =19*217/160 26

4 Sarhad University ni =26*217/160 35

5 Preston University ni =21*217/160 28

6 Qurtuba University ni =17*217/160 23

7 CECOS University ni =25*217/160 34

8 Northern University ni =19*217/160 26

Total 217

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From the above table and proportionate allocation of the sample over the selected

universities in both the private and public sector and among both the faculty and non-faculty

employees, it has been evaluated that the researcher has selected highest number of

employees in both the faculty and non-faculty stratum of the public sector universities from

the Peshawar university, which is the largest and oldest university of the province. Similarly,

it can be seen that the number of participants is decreasing on the basis of the size and the

extent of universities geographical expansion. Similarly, with respect to the private sector

universities, it can be seen that the selection of sample size is based upon the relative

popularity and establishment of a university, for example, among the private sector

universities Cecos, Sarhad and Preston universities are comparatively older than the other

universities in this stratum. Reason behind selection or appropriation of larger sample units to

such universities that are geographically extended to a larger area or that have been

established earlier than the others is that such universities have established certain good

corporate governance practices and internal policies, which could be easily relied upon. It is

also worth mentioning that irrespective of the legal status of an organization, the perceived

level of justice among those organization that have been established from a longer period of

time is comparatively better than those organizations, which are yet streamlining or deciding

over other fundamental matters (Sekaran, 2003).

3.8 Data Collection:

Methods used for the collection of data are highly integral and important for the

successful execution of a research study. Therefore, using an appropriate method for data

collection greatly enhances the overall validity and reliability of the study. The research has

adapted self-administrative close ended questionnaires, so that they can acquire more

accurate and affluent set of information regarding the target population, these questionnaires

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are annexed as Annexure “A, B and C” to this paper. Further, Survey research method was

used for the collection of data from the respondents. The distribution ofself-administrative

close ended questionnaires through convenience sampling technique(Annexure-A, B) were

made amongst both the faculty and non-faculty members in private and public sector

universities of Khyber Pakhtunkhwa, Pakistan.

Before the distribution of questionnaires directly to the target sample at large, the

researcher has conducted a pilot study to ascertain whether the constructs of the instruments

are reliable and suitable for the given study. It was basically aimed to decide whether the

questionnaire is easy and understandable by the respondents of the study, so that they could

get the required number of responses. For this purpose, distribution of a total of sixty (60)

questionnaires was made among four universities including two public sector universities.

Each of the selected university was evaluated through fifteen questionnaires; in which five

were addressed to the non-faculty members and ten to the faculty members. After receipt of

responses, the researcher got an insight regarding the linguistic/cultural modification in the

questionnaires in order to timely remove by rephrasing few words in the instrument to make

it more practical in regard to Khyber Pakhtunkhwa’s culture.Furthermore, the researcher has

compared all the responses collected across different cities to make sure the consistency and

concurrence of the responses. The overall findings of the pilot study exhibited no significant

variation in different constructs of the study and their corresponding mean values. After

reaching a conclusion over the pilot study the questionnaires were distributed on

proportionate basis among the total 342 faculty members of the public sector universities

including professors, associate professors, assistant professors and lecturers as University of

Peshawar (86), Islamia College University (32), Malakand University (27), Shaheed Benazir

Bhutto Women University (Former Frontier Women University) (26), Kohat University (43),

Abdul Wali Khan University (33), Gomal University (47), Hazara University (36) and

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Sheringal University (12) respectively and all the 342 questionnaires were responded back by

the respondents revealing 100% response rate to the researcher. The 100% response rate is

attributed to the fact that on one side the study is conducted in educational institutions, where

the level of awareness among the participants regarding the study and the value of the

distributed questionnaire is at quite satisfactory level as compared to the general population

and on the other side being an employee in the same industry, the researcher has an

advantage of personal relationships and good understanding with the respondents.

Moreover, with respect to the non-faculty members of public sector universities

including officers, administrators, clerks and other supporting staff a total of 354

questionnaires were distributed on proportionate basis as University of Peshawar (71),

Islamia College University (63), Malakand University (43), Benazir Bhutto Women

University (Former Frontier Women University) (45), Kohat University (36), Abdul Wali

Khan University (30), Gomal University (25), Hazara University (28) and Sheringal

University (13) respectively, among which about 336 questionnaires were responded back by

the respondents revealing 95% response rate to the researcher. Lower response rate from non-

faculty members is due to the fact that such employees usually include individuals having

comparatively less qualification than those of the faculty employees and due to lack of

awareness regarding the value or importance of the study they were found comparatively less

serious.

With respect to the faculty members of private sector universities including

professors, associate professors, assistant professors and lecturers a total of 177

questionnaires were distributed on proportionate basis as Abasyn University (30), City

University (27), Gandhara University (19), Sarhad University (33), Preston University (16),

Qurtuba University (13), Cecos University (26) and Northern University (13) respectively,

`

where all the 177 questionnaires were responded back by the respondents revealing 100%

response rate to the researcher. Reason for the 100% response rate is same as discussed for

the faculty members of public sector universities.

Whereas, with respect to the non-faculty members of private sector universities

including officers, administrators, clerks and other supporting staff a total of 217

questionnaires were distributed on proportionate basis as. Abasyn University (20), City

University (25), Gandhara University (26), Sarhad University (35), Preston University (28),

Qurtuba University (23), Cecos University (34) and Northern University (26) respectively,

while in response to these 217 questionnaires, the researcher has obtained 200 responses from

the non-faculty respondents and revealed 92% response rate against this category.Reason for

such a lower response rate is same as discussed earlier for the non-faculty members of the

public sector universities. The results are discussed in detail in chapter 4 (data analysis) of

this study, while exhibiting the data in table 7.5. The participants of the study voluntarily

participated in this study and they were assured that their responses would be solely used for

the purpose of the execution of this study only and shall be kept confidential.

3.9 Measurement Instrument:

For the purpose of data collection the researcher has adapted self-administered pre-

structured questionnaires, where the responses were measured on a 5 point Likert Scale

Chart, which ranges from 1 to 5, where 1= strongly disagree and 5= strongly agree. Details

are as follow.

`

3.9.1 Distributive Justice:

For the measurement of Distributive Justice the following five points were adapted

from the study of Price and Mueller (1986). The measurement item scale is as follows:

1. I have a fair work schedule.

2. I have been treated on a fair and justifiable pay scale.

3. I believe that I have been given a fair workload that I am capable to carryon.

4. Overall, the rewards that I receive here are justifiable.

5. I believe that my job responsibilities are just and fair to my designation.

3.9.2 Procedural Justice:

For the measurement of Procedural Justice the following six items were adapted from the

study of Price and Mueller (1986), which are stated as follow:

1. My supervisor made my job decisions in a fair and unbiased manner.

2. Before taking any decision my supervisor assures that the concerned employees are

provided an opportunity of being heard.

3. Supervisors collect complete and accurate information before making any sort of

formal job decision.

4. My supervisor provides clarification to all the employees over his/her initiatives

and if additional information is requested in that regard.

5. All the job decisions taken in my organization are equally and consistently

applicable over all the concerned employees.

6. Job decisions taken by the supervisor can be challenged and appealed by aggrieved

employees.

`

3.9.3 Interactional Justice:

For the measurement of Interactional Justice the following three items were taken from

the study of Price and Mueller (1986), which are given as under:

1. Whenever the supervisor makes a decision regarding my job, he/she always treats

me with great consideration and kindness.

2. Whenever the supervisor makes a decision regarding my job, he/she always takes

into consideration my dignity and self-respect.

3. My Supervisor always considers my needs on priority basis before making any

decision regarding my job.

3.9.4 Interpersonal Justice:

For the measurement of Interpersonal Justice the following three items were adapted

from the study of Price and Mueller (1986), which are given as under:

1. The supervisor deal with me in an honest and truthful manner, whenever it comes

to making any decision regarding my job.

2. The supervisor always keeps my rights as an employee at his priority, when

making decision regarding my job.

3. The supervisor always discusses the implication of any decision on my job,

whenever he takes such decision.

3.9.5 Informational Justice:

For the measurement of Informational Justice the following three items were adapted

from the study of Price and Mueller (1986), which are given as under:

`

1. My supervisor is always open to provide adequate justification regarding any

decision that concerns my job.

2. The supervisor is always open to provide explanations in a sensible manner

regarding any decision that have an impact over my job.

3. My supervisor clearly communicates any decision that affects my job.

3.9.6 Affective Commitment:

For the measurement of Affective Commitment the following seven items were

adapted from the study of Meyer and Allen (1997),which are given as under:

1. I do not have a strong sense of belongingness towards my organization.

2. I usually feel that I don’t have any emotional attachment towards my organization.

3. I usually feel myself apart from the rest of my workplace family.

4. I feel proud for being part of my organization/university and my association with

its name gives a great deal of personal attachment and satisfaction.

5. I have a strong sense of belongingness to (name of department / university).

6. For me, working in this organization is a best possible option.

7. I feel proud in telling others that I work at my department / university

3.9.7 Continuance Commitment:

For the measurement of Continuance Commitment the following seven items were

adapted from the study of Meyer and Allen (1997), which are given as under:

1. I would face significant disruption in my life, if I decide to leave my organization

at the current pace of time.

2. I believe that I have very few options for considering to leave this organization.

`

3. The scarcity of the available alternatives would be one of the few negative aspects

that encourage me to leave this organization.

4. It would be a hard decision to leave my university/department right now, even if I

am willing to do as such.

5. Right now, Staying with my job in the (name of university/department) is a matter

of exigency and desire.

6. I think that one of the reasons behind not leaving this organization is the fact that

shifting to another organization would require a considerable level of sacrifice at

my end and the other organization may not be capable to deliver even the current

level of benefits that I am enjoying over here.

7. I don’t think that after leaving my current university/department, I would get the

same level of respect and recognition in any new place, where I go.

3.9.8 Normative Commitment:

For the measurement of Normative Commitment the following four items were adapted

from the study of Meyer and Allen (1997), which are given as under:

1. Due to my strong association with my current organization/university, I do not

feel, this would be a right decision to leave my organization right now.

2. It would become a source of guilt for me, if I leave this organization now.

3. This is the only organization that deserves and recognizes my loyalty.

4. I believe that I have a sense of obligation towards the people in my organization,

which refrain me from leaving this organization.

`

3.10 Data Analysis:

As discussed earlier that the study is basically aimed to evaluate the impact of

perceived organizational justice over the overall level of organizational commitment among

employees of the private and public sector universities of KP, Pakistan, therefore, in order to

achieve this objective, the researcher developed a number of hypothesis to check the impact

of different dimensions of the perceived organizational justice over various dimensions of the

organizational commitment among employees. The researcher selected deductive approach

with quantitative research methodology for the collection of data from the proposed

respondents of the study through distribution of self-administered pre-structured

questionnaires. The data was logically arranged into different tables, which was then

analyzed and interpreted with the help of an appropriate statistical analysis tool, i.e. the latest

version of SPSS and other applications with an objective to reduce the influence of

humanistic judgments and possible human error in the execution of the analysis. In order to

achieve the overall objectives of this study, Multiple Regression Model is used by the

researcher. As discussed earlier that regression is a statistical term, which is used to study the

possible relationships between various dependent and independent variables. The modeling

and analyzing of numerous dependent and independent variables could be done through

different tools that reside in the regression model. More particularly, the regression analysis

is highly concerned about evaluating that how a unit change in independent variable could

affect a corresponding unit change in the dependent variable. Another advantage of this

analysis is that it is capable of showing the values of dependent variables, even if the values

of all independent variables are equal to zero. It is also used to analyze any sort of variations

that could occur in the dependent variable. Furthermore, a paired sample T-test is used by the

researcher, which helps in making comparison between the means of two independent

variables, i.e. private and public, so that the researcher could determine whether there is any

`

significant variation in the population mean or not. The confirmatory factor analysis along

with seven fit indices was also utilized by the researcher, so that the validity of the study

could be constructed.

`

CHAPTER 4

DATA ANALYSIS

This chapter is comprised of the outcomes acquired after analyzing the data. It

includes the evaluation of the validity variables, table of frequency distribution, reliability,

correlation, analysis of regression, and comparison of responses of the participants by

performing detailed descriptive statistical analysis and paired sample t-test to investigate the

cause of and predictor’s impact on response variables. The following segment displays all

the outcomes.

4.1 Validity

Validity also refers to accuracy of an analysis, which is the level to which it asses

what it is believed to measure. However, it is different from reliability in which the focus

remains on the level at which an assessment gives highly consistent outcomes. Within

validity, the assessment does not necessarily have to be alike as it ought to be in reliability.

Moreover, the reliability of an assessment does not necessarily confirm that the measurement

would be valid or vice versa. A measurement will only be called valid if it measures the thing

for which it is designed and in case of measuring something else would void the validity of a

measurement. Validity (just like reliability) is a respective concept; and it is a not an all-or-

nothing proposition. Validity has a number of different types that are as follows.

4.1.1 Content Validity

This is a type of non-statistical validity that include “a well-ordered analysis of the

test content in order to explain whether it provides full coverage to illustrative sample of the

`

domain supposed to be measured” (Anastasi and Urbina, 1997). The evidence of content

validity includes the level to which the test contents matches a content domain linked with

the theory/concept. For instance, for the ability test to add two numbers it is important for the

content domain to have a range of various digits. A test consists of only single-digit numbers,

or only even numbers, would be unable to fully cover the content domain. The evidence

related to content typically based on Subject Matter Experts (SME’s) to assess test items

against the specifications of the test. Prior to compiling the questionnaires, the researchers

ought to examine the validity of the contents against each variable/construct and should

modify assessment tools accordingly following the opinions of the experts. This is

particularly necessary at the instruments development stage because the researcher need to

develop such instruments that are highly aligned and relevant to the given field of study.

Furthermore, the instruments should be designed in such a manner through which the

researcher could get a deep insight into the potential approaches and feelings of individual

participants regarding the subject under evaluation. In a quantitative study, the questionnaires

should be developed in such a manner that the responses of the participants can be quantified

for statistical evaluations.

A test has content legitimacy incorporated with it via attentive determination of which

items to incorporate (Anastasi and Urbina, 1997). Items are selected so that they agree to the

test determination, which is drawn up through a thorough investigation of the subject area.

Foxcrof, Paterson, le Roux and Herbst (2004) specified that by taking the help of an expert’s

panel to analyze the test specifications and the items selection, the content validity of a test

can be enhanced.

`

4.1.2 Face Validity

The face validity is an evaluation of a test that whether it would be capable of

measuring a certain criterion, however, it does not assure that a test actually capable of

measuring a situation in the domain. Measures may possess high validity, however, when a

test does not seem to be capable of measuring a thing for which it is supposed to be designed,

it confirms that the face validity of the test is very low. In fact, when a test is subject to faking

(malingering), the feature of low face validity may increase the validity of the test. In case a

person might get more genuine answers with lower face validity, in some instances it

becomes critical to make it look as though there is low face validity whilst managing the

measures. Face validity is firmly identified with content validity. Although, content validity

relies upon a hypothetical reason for accepting, if a test is measuring all domains of a

particular criterion (e.g. does the assessment of additional skills result in a good assessment

for mathematical skills? To answer this question, it is important to know about the various

types of arithmetic skills include in mathematical skills, face validity identifies with whether

a test has all the qualities of being an appropriate measure or not. Such type of discernment is

made on the "face" of the test; therefore, even a non-professional person can also easily judge

it. Face validity is a beginning point however, it should never consider always to be valid for

any given reason because prior the Malleus Malificarum (Hammer of Witches), experts were

wrong as it had no help for its conclusions and was solely based on self-imagined expertise

of two "experts" in "witchcraft detection," still utilized as a "test" to criticize and burn at the

stake several thousanmales as "witches."

https://en.wikipedia.org/wiki/Malleus_Malificarum

https://en.wikipedia.org/wiki/Face_validity

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4.1.3 Construct validity:

Construct validity can be defined as a degree to which operationalization of a

conceptual framework (e.g., empirical tests created from a theory) asses a conceptual element

as defined by a theory. It absorbs all the various forms of validity. Construct validity

verification includes the practical and theoretical support for the explanation of the construct.

Such verification lines involve statistical measurement of the internal composition of the test

including the correlation between responses to distinctive test items. They further include

correlation between the test and estimates of other constructs. Currently, it is understood that

construct validity is not different from the support for the important construct theory for

which the test is designed to measure. Given that, practices designed to divulge facets of the

causal capacity of the construct also contribute to the validity evidence of the construct.

4.2. Factor Analysis:

It can be defined as a statistical technique used to evaluate variability between

perceived, correlated variables in terms of a possibly lower amount of unobserved variables

named factors. Factor analysis looks for such connected/linked variations in response to

unobserved latent variables. The observed variables are portrayed as linear combinations of

the possible factors, plus "error" terms. The data acquired about the interdependencies

observed/perceived variables can be later utilized to decrease the set of variables in a dataset.

From the statistical point of view, confirmatory factor analysis (CFA) is a distinctive type

of factor analysis, widely used in social research. It is utilized to measure whether

assessments of a construct gave consistency with the understanding of a researcher regarding

the character of that construct (or factor). In fact, the purpose of confirmatory factor

https://en.wikipedia.org/wiki/Factor_analysis

https://en.wikipedia.org/wiki/Errors_and_residuals_in_statistics

https://en.wikipedia.org/wiki/Linear_combination

https://en.wikipedia.org/wiki/Latent_variable

https://en.wikipedia.org/wiki/Variable_(mathematics)

https://en.wikipedia.org/wiki/Variance

https://en.wikipedia.org/wiki/Statistics

https://en.wikipedia.org/wiki/Construct_validity

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investigation is to test whether or not the information fit a hypothesized measurement model.

This hypothesized model is based on theory and/or previous analytic research.

In confirmatory factor investigation, the researcher first creates a hypothesis about

various factors, they are concealing the measures that are utilized for the execution of a study

(such as "Depression" being the factor underlying the Beck Depression Inventory and

the Hamilton Rating Scale for Depression) and may force restrictions on the model based on

these from the earlier hypothesis. By forcing these restrictions, the researcher is pressurizing

the model to be reliable with his theory. For instance, in the event that it is hypothesized that

there are two factors representing the covariance in the assessments, and that these

components are independent to each other, the researchers can design a model where the

relationship between factor A and factor B is obliged to zero. Model fit measures possibly be

acquired to measures how effectively the suggested model apprehend the covariance amid all

the measures or items in the model. If the researcher kept the model forcefully without having

any consistency with the sample data, then the outcomes of statistical measures of model fit

will represent a poor fit, which will in turn leads to the rejection of the model. In case of a

poor fit, it could be assumed that it would be due to the measurement of multi factors by

some items. It is also possible that some items within a component are more closed to each

other as compared to the other items. For a few applications, the demand of "zero loadings"

(such indicators that are not supposed to load on a few factors) has been considered as

excessively strict. A recently created investigation technique, "exploratory structural equation

modeling", determines hypotheses about the connection between perceived indicators and

their assumed primary dormant/inactive factors while granting permission for assessment of

loadings with other dormant/inactive factors.

https://en.wikipedia.org/wiki/Depression_(mood)

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4.2.1 Exploratory Factor Analysis and Confirmatory Factor Analysis:

Exploratory factor analysis (EFA) as well as confirmatory factor analysis (CFA) is

appointed to perceive shared variance of measured variables that is accepted to be attributable

to latent construct or a factor. Not with standing this resemblance EFA and CFA are

statistically and conceptually different types of investigations. The objective of EFA is to

discover data based components and to maximize the explained aggregate of variance. There

is no need for a researcher to construct any type of particular hypotheses about what number

of elements will rise, and what things or factors these variables will include. In case of the

existence of these hypothesis, they are not assimilated into and do not impact the outcomes of

the statistical examination. While on the other hand, CFA could be assessed from the earlier

hypotheses and is largely controlled by theory. CFA models necessitate the researcher to

hypothesize, beforehand, the number of variables, regardless of whether these variables are

corresponded, and which measures/items load onto and contemplate which variables on the

other side. Similarly, as opposed to exploratory factor analysis, where all loadings are

allowed to vary, CFA takes into account the direct restrictions of definite loadings to be zero.

EFA is occasionally reported in studies conducted for research purpose, where CFA would be

an effective statistical measure. It has been suggested that CFA could be inappropriate and

prohibitive when utilized as a part of an exploratory design. Although, the objective that CFA

is exclusively a “confirmatory” measure may in some instances deceptive, as adjustment

indices utilized in CFA are up to some extant exploratory by nature. Modification/adjustment

indices clearly represent the possible enhances in a model fit if a specific coefficient were to

end up simply unconstrained. Similarly, EFA and CFA do not have to be mutually exclusive

investigations/examinations; EFA has been regarded to be an equitable follow up to an ill-

fitting of a CFA model.



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4.2.2 Validity, Confirmatory Factor Analysis and Structure Equation

Modeling:

Structure Equation Modeling is a model usually used to perform confirmatory factor

analysis. CFA is likewise normally used as an initiative to measure the suggested

measurement prototype in a structural equation model. A number of rules of explanation with

respect to evaluation of model fit and model alteration in structural equation modeling apply

similarly to CFA. CFA is differentiated from structural equation modeling using the fact that

in CFA, the directed arrows between dormant/latent factors are not used. Although, the

factors of CFA are not supposed to directly originate from one another, therefore, SEM

frequently specifies certain elements and factors to be informal in nature. With regards to

SEM, the CFA is regularly called 'the measurement model', whereas the connection between

the dormant/latent factors (having directed arrows) is named as 'the structural model'.

The content validity and face validity of survey tools i.e. (questionnaire) was analyzed

by highly expert and qualified research scholars. These veteran researchers dully approved

the instrument of questionnaire and granted permission to use it for the purpose of data

collection for the given study. Moreover, it is also worth noting that the

questionnaires/instruments of this study has been adapted from the studies of Allen & Meyer,

1990 and Valerie LaMastro, which are further supported by its wide use in a number of other

studies since their early formulation. However, in order to check their application over the

modern world HR developments and practices and to assess whether these instruments are

still valid, the researcher performed a number of afore mentioned validity measures over

these instruments. For the validity of convergent/construct, the specific research model of the

study was investigated using confirmatory factor analysis (CFA) and structural equation

Model (SEM). The CFA is applied to the data because few of the questionnaire items were



ProceduralJustice

Affective Commitment

.18

.21 .27

.13

.41

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fabricated. For the measurement items that were fabricated the CFA is used (Uslueletal.

2008). For the analysis of model fitness, this study has used seven fit indices including

(X²/df, RMSR, RMSEA, GFI, AGFI, CFI, NNFI,).

4.3 Structural Analysis for the Affective Job Commitment and Organizational

Justice:

4.3.1 Confirmatory Factor Analysis (CFA) for Model 1

Findings or outcomes of the two factor model i.e., affective commitment and procedural

justice that evaluates the given hypothesis:

H1-a: There is a significant relationship between the perceived procedural justice and the

employee’s level of Affective Commitment.

Description Values

Chi-Square 2.46

Df 1

P-Value 00

RMSEA 0.07

Distributive Justice


.48

.31 .11

.16

.12

`

For the given model, the null hypothesis is that the procedural justice has no

significant relationship with employee’s affective commitment. A comparatively higher Chi-

Square value, i.e. 2.46 and zero P-value. i.e. P<0.05 shows that the null hypothesis is

rejected. On the other hand the 0.07 value (that is between 0.05 and 0.08) of RMSEA shows

that there is only 7% chances that the null hypothesis is correct, which in turns ensure that the

model is reasonably fit and affirms the evaluations under this model , i.e. supported the

alternative hypothesis.


Findings or outcomes of the two factor model i.e., affective commitment and distributive



employee’s affective commitment.

Description Values

Chi-Square 2.1

Df 1

P-Value 0.006

RMSEA 0.06

Interactional Justice

Affective commitment

.11

.29

.29

.24 .31

`

Here in this model, the Chi-Square value is again higher than 0.05, which shows

comparatively weak support to the Null hypothesis, which states that the distributive justice

has no significant relationship with employee’s affective commitment. Similarly, the lower p-

value, i.e. 0.006 < 0.05 also rejects the null hypothesis. On the other hand the 0.06 value (that

is between 0.05 and 0.08) of RMSEA shows that there is only 6% chances that the null

hypothesis is correct, which in turns ensure that the model is reasonably fit and affirms the

evaluations under this model, i.e. supported the alternative hypothesis.


Findings or outcomes of the two factor model i.e., affective commitment and

interactional justice that evaluates the given hypothesis:


employee’s Affective Commitment.

Description Values

Chi-Square 2.8

Df 1

P-Value 0.000

RMSEA 0.07

Interpersonal Justice


.21

.24 .44

.31

.34

`

Here in this model, the Chi-Square value is again higher than 0.05, which shows

comparatively weak support to the Null hypothesis, which states that the interactional justice

has no significant relationship between employee’s affective commitments. Similarly, the

zero p-value also rejects the null hypothesis. On the other hand, the 0.07 value (that is

between 0.05 and 0.08) of RMSEA shows that there are only 7% chances that the null


evaluations under this model, i.e. supported the alternative hypothesis.

4.3.4Confirmatory Factor Analysis (CFA) for Model 4


interpersonal justice that evaluates the given hypothesis:

H1-d: There is a significant relationship between the perceived interpersonal justice and

employee’s Affective Commitment

Description Values

Chi-Square 2.4

Df 1

P-Value 0.000

RMSEA 0.06

Here in this model, the Chi-Square value is again higher than 0.05, therefore the null

hypothesis is rejected, which states that the interpersonal justice has no significant

relationship between employee’s affective commitment. Similarly, zero P-value also rejects

the null hypothesis. On the other hand, the 0.06 value (that is between 0.05 and 0.08) of

Informational Justice


.19

.20 .38

.51

.73

`

RMSEA shows that there are only 6% chances that the null hypothesis is correct, which in

turns ensure that the model is reasonably fit and affirms the evaluations under this model, i.e.

supported the alternative hypotheses.



informational justice that evaluates the given hypothesis:

H1-e: There is a significant relationship between the perceived informational justice and

employee’s Affective Commitment

Description Values

Chi-Square 2.9

Df 1

P-Value 0.000

RMSEA 0.07

The above table shows a Chi-Square value of 2.9, which is comparatively higher than

the Chi-Square value of all the given tables and the zero P-value in the mentioned model

clearly rejects the null hypothesis, which is quoted as the informational justice has a

significant negative relationship with employee’s affective commitment. Furthermore, the

RMSEA value in the given model is equal to 0.07, which means that there are only 7%

chances for the acceptance of the null hypothesis, which is quite low and therefore, this

Procedural

Distributive

Interactional

Interpersonal

Informational


.21

.31

.22

.31

.29

.27

.28

.12

.08

.16

.35

`

model also appears quite fit for the evaluation of this study and affirms the acceptance of

alternative hypothesis.


It contains results exhibited by five factors model i.e. OJ (procedural, distributive,

interactional, interpersonal and informational) and affective commitment is given as under:

Description Values

Chi-Square 15.23

Df 4

P-Value 0.018

RMSEA 0.074

Results of the given five factors model shows a considerably high aggregate value of

Chi-Square as 15.23 for a degree of freedom of 4 and the p-value is also lower than 0.05,

Procedural Justice

Continuance Commitment

.14

.14 .217

.12

.51

`

hence rejecting the null hypothesis, which states that all five dimensions of organizational

justice has negative relationship with the affective commitment among employees. Similarly,

the 0.074 value of RMSEA shows that there is a 7.4% chance of the acceptance of null

hypothesis, which holds the model favorably fit for the alternative hypothesis, hence alternate

hypotheses for both faculty and non-faculty members are accepted.

4.4 Structural Analysis for Organizational Justice and Continuance Commitment


Findings or outcomes of the two factor model i.e., continuance commitment and

procedural justice that evaluates the given hypothesis:

H1-a: There is a significant relationship between perceived procedural justice and

employee’sContinuance Commitment.

Description Values

Chi-Square 2.36

Df 1

P-Value 0.00

RMSEA 0.06



.38

.21 .19

.26

.24

`

Here in this model, the Chi-Square value is comparatively higher than 0.05, therefore

the null hypothesis is rejected, which states that the procedural justice has no significant

relationship with employee’s continuance commitment. Similarly, zero P-value also rejects

the null hypothesis. On the other hand the 0.06 value (that is between 0.05 and 0.08) of

RMSEA shows that there is only 6% chances of the acceptance of null hypothesis, which in

turns ensure that the model is reasonably fit and affirms the evaluations under this

model,supported the alternative hypothesis.



distributive justice that evaluates the given hypothesis:


employee’s Continuance Commitment.

Description Values

Chi-Square 2.2

Df 1

P-Value 0.006

RMSEA 0.07



.14

.34 .669

.29

.61

`

The given two factors model shows extent of relationship between the distributive

justice and continuance commitment through the Chi-Square calculation. The Chi-Square

value in the above table is higher than 0.05, therefore the null hypothesis is rejected, by

stating distributive justice has no significant relationship with employee’s continuance

commitment. Similarly, the 0.006 p-value is also quite lower than the pre-defined standard of

0.05, which also rejects the null hypothesis. On the other hand, the 0.07 value (that is

between 0.05 and 0.08) of RMSEA shows that there are only 7% chances that the null


evaluations under this model, i.e. supported the alternative hypotheses.



interactional justice that evaluates the given hypothesis:



Description Values

Chi-Square 2.8

Df 1

P-Value 0.000



.26

.24 .54

.31

.44

`

RMSEA 0.07

The above two factor confirmatory analysis is aimed to evaluate the relationship

between interactional justice dimension of organizational justice and the continuance

commitment. Here the Chi-Square value is 2.8, which is quite higher than 0.05, therefore the

null hypothesis is rejected, which states that the interactional justice has no significant

relationship with employee’s continuance commitment dimension of organizational

commitment. Similarly, zero P-value also rejects the null hypothesis. On the other hand the

0.07 value (that is between 0.05 and 0.08) of RMSEA shows that there is only 7% chances

that the null hypothesis is correct, which in turns ensure that the model is reasonably fit and

affirms the evaluations under this model, supported the alternative hypothesis.


Findings or outcomes of the two factor model i.e., continuance commitment and interpersonal


H1-d: There is significant relationship between the perceived interpersonal justice and the


Description Values

Chi-Square 2.3



.63

.19

.13 .38

.41

`

Df 1

P-Value 0.000

RMSEA 0.06

This two factors confirmatory analysis is conducted to evaluate the relationship between the

interpersonal justice and continuance commitment. The evaluation of the given model shows

that the Chi-Square is quite higher than the standard value of 0.05 and having a zero p-value,

which confirms that the null hypothesis is not acceptable. Similarly, the 0.06 value of

RMSEA shows that there are only 6% chances for acceptance of the null hypothesis,

therefore, the given model stands appropriate and affirms the validity of the alternative

hypothesis.



informational justice that evaluates the given hypothesis:

H1-e: There is a significant relationship between the perceived informational justice and


Description Values

Chi-Square 2.8

Df 1

Procedural

Distributive

Interactional

Interpersonal

Informational


.51

.41

.42

.41

.49

.12

.39

.43

.08

.11

.55

`

P-Value 0.000

RMSEA 0.07

The two factors confirmatory analysis is conducted to evaluatethe relationship between the

informational justice and continuance commitment. The evaluation of the given model shows

that the Chi-Square is quite higher than the standard value of 0.05 and having a zero p-value,

which confirms that the null hypothesis is not acceptable. Similarly, the 0.07 value of



hypothesis.


It contains results exhibited by the five factor model i.e. OJ (Procedural, distributive,

interactional, interpersonal and informational) and Continuance Commitment is as follows.

`

Description Values

Chi-Square 14.23

Df 4

P-Value 0.000

RMSEA 0.071

Results of the given five factors model shows a considerably high aggregate value of Chi-

Square as 14.23 for a degree of freedom of 4 and zero p-value, hence rejecting the null

hypothesis, which states that all the five dimensions of organizational justice has a negative

relationship with employee’s continuance commitment. Similarly, the 0.071 value of

RMSEA shows that there is a 7.1% chance of the acceptance of null hypothesis, which holds

the model favorably fit for the alternative hypothesis, i.e. organizational justice has a

significant relationship with the employee’s continuance commitment of the private and

public sector universities employees in KPK, including both faculty and non-faculty

members.

4.5 Structural Analysis for Organizational Justice and Normative Commitment


Findings or outcomes of the two factor model i.e., normative commitment and procedural


H1-a: There is a significant relationship between perceived procedural justice and

employee’s Normative Commitment.

Procedural Justice

Normative Commitment

.81

.12 .73.81

.16

`

Description Values

Chi-Square 2.46

Df 1

P-Value 0.000

RMSEA 0.07


procedural justice and normative commitment. The evaluation of the given model shows that

the Chi-Square is quite higher than the standard value of 0.05 and having a zero p-value

confirms that the null hypothesis is not acceptable. Similarly, the 0.07 value of RMSEA

shows that there are only 7% chances for acceptance of the null hypothesis, therefore, the

given model stands appropriate and affirms the validity of the alternative hypothesis.


Findings or outcomes of the two factor model i.e., normative commitment and distributive






.12

.48

.31 .11

.16

`

Description Values

Chi-Square 2.1

Df 1

P-Value 0.006

RMSEA 0.06


distributive justice and normative commitment. The evaluation of the given model shows that

the Chi-Square is quite higher than the standard value of 0.05 and the 0.006 p-value is quite

lower than the standard value of 0.05, therefore, it confirms that the null hypothesis is not

acceptable. Similarly, the 0.06 value of RMSEA shows that there are only 6% chances for

acceptance of the null hypothesis, therefore, the given model stands appropriate and affirms

the validity of the alternative hypothesis, which states that the distributive justice has a

significant relationship with employee’s normative commitment.


Findings or outcomes of the two factor model i.e., normative commitment and interactional







.31.31

.11.11

.24.24 .29.29

.29.29

`

Description Values

Chi-Square 2.8

Df 1

P-Value 0.000

RMSEA 0.08

This two factors confirmatory analysis is conducted to evaluate relationship between the

interactional justice and normative commitment. The evaluation of the given model shows

that the Chi-Square is quite higher than the standard value of 0.05 and having a zero p-value

confirms that the null hypothesis is not acceptable. Similarly, the 0.08 value of RMSEA

shows that there are only 8% chances for acceptance of the null hypothesis, therefore, the

given model stands appropriate and affirms the validity of the alternative hypothesis, which

states that the interactional justice has a significant positive relationship with the normative

commitment dimension of organizational commitment.


Findings or outcomes of the two factor model i.e., normative commitment and interpersonal


H1-d: There is a significant relationship between the perceived interpersonal justice and

employee’s Normative Commitment



.34

.21

.24 .44

.31

`

Description Values

Chi-Square 2.4

Df 1

P-Value 0.000

RMSEA 0.07


interpersonal justice and normative commitment. The evaluation of the given model shows

that the Chi-Square is quite higher than the standard value of 0.05 and having a zero p-value

confirms that the null hypothesis is not acceptable, i.e. the interpersonal justice has a

significant negative relationship with the normative commitment. Similarly, the 0.07 value of



hypothesis.


Findings or outcomes of the two factor model i.e., normative commitment and informational



level of Normative Commitment.



.73

.19

.20 .38

.51

`

Description Values

Chi-Square 2.9

Df 1

P-Value 0.000

RMSEA 0.06

This two factors confirmatory analysis is conducted to evaluate the degree of correlation

between the informational justice and normative commitment. The evaluation of the given

model shows that the Chi-Square is quite higher than the standard value of 0.05 and having a

zero p-value confirms that the null hypothesis is not acceptable. Similarly, the 0.06 value of



hypothesis.

4.5.6 Confirmatory Factor Analysis (CFA) Model 12

It contains results exhibited by the five factor model i.e. OJ expected (procedural,

distributive, interactional, interpersonal and informational) and Normative Commitment is as

follows.

Procedural

Distributive

Interactional

Interpersonal

Informational


.21

.11

.42

.51

.19

.12

.39

.42

.08

.12

.65

`

Description Values

Chi-Square 15.23

Df 5

P-Value 0.018

RMSEA 0.064

Results of the given five factors model shows a considerably high aggregate value of Chi-

Square as 15.23 for a degree of freedom of 5 and 0.018 p-value, hence rejecting the null

hypothesis, which states that all the five dimensions of organizational justice has negative

relationship with the normative commitment dimension of organizational commitment among

employees. Similarly, the 0.064 value of RMSEA shows that there is a 6.4% chance of the

acceptance of null hypothesis, which holds the model favorably fit for the alternative

hypothesis.

AC

CC

NC

.59

.39

.15

.18

.36

.41

Organiza-tional Justice

Job Commi-

tment.69

PJ

DJ

Intp

Interpp

Inf

.13

.21

.23

.49

.39.19

.51

.25

.28

`

4.6 Structural Analysis for Organizational Justice and Job Commitment


Following is the full factor model analysis that show relationship between all the dimensions

of the organizational justice with the three dimensions of organizational commitment.

Description Values

Chi-Square 15.23

Df 5

P-Value 0.018

RMSEA 0.064

.92

`

Results of the given full factors model shows a considerably high aggregate value of Chi-

Square as 15.23 for a degree of freedom of 5 and 0.081 p-value, hence rejecting the null

hypothesis, which states that all the five dimensions of organizational justice has negative

relationship with the overall three dimensions of organizational commitment level of

employees. Similarly, the 0.064 value of RMSEA shows that there is a 6.4% chance of the

acceptance of null hypothesis, which holds the model favorably fit for the alternative

hypothesis.

4.7 Goodness of fit for overall Models

Table 4.1: Goodness of fit for overall Models

Models NF

I

AG

FI

RMSE

A

GFI RM

R

CFI X2/df

Standard Value (Uslueletal., 2008) >.9 >.8 <.08 >.9 <.1 >.9 <3.0

Organizational Justice and Affective

Commitment

Model 1 .98 .96 .07 1.0 .04 .99 2.4

Model 2 1.0 1.0 .06 1.0 .01 1.0 2.1

Model 3 1.0 1.0 .07 1.0 .01 .99 2.8

Model 4 .92 .97 .06 .94 .01 .96 2.4

Model 5 (Full Factor Model) .91 .97 .07 .91 .03 .93 2.9

Organizational Justice and Continuance

Commitment

Model 5 .93 .87 .06 1.0 .03 .96 2.3

Model 6 .97 .92 .07 .99 .01 .99 2.2

Model 7 .95 .90 .06 .93 .03 .94 2.8

Model 8 .93 .88 .06 .96 .01 .93 2.3

`


Organizational Justice and Normative

Commitment

Model 9 .91 .88 .07 .97 .03 .97 2.4

Model 10 .96 .94 .06 .98 .05 .94 2.1

Model 11 .94 .93 .08 .94 .06 .93 2.8

Model 12 .92 .86 .07 .92 .04 .91 2.4


Organizational Justice and Job Commitment


Where X2 represents chi-sqr, RMR is used for root mean error of residuals, df is used for

degree of freedom, CFI is used for comparative fit index, GFI denotes the goodness of fit

index, RMSEA is used for root means square error of approximation, NFI represented the

normed fit index and AGFI represents the adjusted goodness of fit index.

The goodness of fit for all the given alternative models was checked with the help of the

aforementioned seven fit indices i.e. (X²/df,NNFI, GFI,RMSEA AGFI, CFI and RMSR,).The

values of NFI, AGFI and GFI indices confirm the fitness of all the mentioned 13 models,

however high value of AGFI and GFI is attributed to the larger sample size for this study.

Moreover, the AGFI index tends to adjust the outcomes of GFI on the basis of the degree of

freedom used for the evaluation of multiple variables or dimensions in a given GFI model.

The value of RMSEA is between 0.05 and 0.10 for the given models and therefore all these

models are fair fit with the given population covariance matrix. Similarly, the above

goodness of fit indices shows that the RMR value for the given models are lower than 0.05,

`

which shows a high acceptance rate against each model, while its value for the model 11 is

slightly high, i.e. 0.06, due to comparatively lower number of parameters in this model, but it

is still quite lower than the pre-defined standard upper limit for acceptance, which is 0.08.

Therefore, the RMR index also confirms the fitness of the models used for the evaluation of

the given parameters. Furthermore, the CFI index is also derived from the NFI index, but it

allows the selection of even smaller sample size. The results of this index evaluates that all

the given models are unconditionally accepted and fit for the evaluation of all the given

parameters of the selected study. Moreover, for the final evaluation of the given models, the

researcher has used the Chi-Square X² index, which helps in assessing the magnitude of

discrepancy between the sample and fitted covariance matrices. The generally recommended

value of Chi-Square for acceptance of the models must fall between the 2.0 and 5.0, while the

given goodness of fit indices table shows all the values lower than 3.0, therefore confirms the

fitness of all the given models used for the evaluation of different parameters of the given

study. The uniqueness of variables has been exhibited by the result of CFA’s analysis. It was

also evident from the results of the given alternative models that all of these models are good

fit, while having their own significant loadings.

4.8 Public Sector University (Faculty Members)

4.8.1 Demographic Variables of Public Sector University (Faculty)

Table 4.2 shows the exact number of both male and female respondents in public

sector universities, who have taken active part in the study along with their cumulative

percentages. The percentage of male respondents was 64.3%, while that of the female

respondents was 35.67%. The high percentage of male respondents was due to the cultural

and traditional dominance of male in the Pakhtoon Society. Although, both of them were

`

given equal opportunity and details regarding the questionnaires and the nature or purpose of

the given study, but even then majority of the female respondents avoided to take part in the

study.

Table 4.2: Gender

Gender Frequency Percent Cumulative Percent

Male 220 64.3 64.3

Female 122 35.7 100.0

Total 342 100.0

Figure 4.1: Gender

`

Table 4.3: Age

Age Frequency Percent Cumulative Percent

23-33 years 193 56.4 56.4

34-44 years 70 20.5 76.9

45 and above 79 23.1 100.0

Total 342 100.0

Figure 4.2: Age

Table 4.3 exhibited ages of the participants along with their frequency distribution.

Participants that fall between the age group of 23-33 years exhibited 56.4% response rate,

while on the other hand participants falling within the age groups of 34-44 showing a

response rate of 20.5% of the selected sample. Similarly, participants falling into the age

group of 45 and above years exhibited 23.1% of the selected sample of 342 respondents. This

shows that majority of the participants were from the age group of 23-33, who are

comparatively energetic and interested to learn something new or become a part of such

evaluation that has a considerable implication over the educational system of KP and

Pakistan as a whole. Similarly, participants above 45 years were mostly associate and

`

assistant professors, who know the importance of their participation in the given evaluation

and therefore showed the 2nd largest response rate.

Table 4.4: Designation

Designation Frequency Percent Cumulative Percent

Valid

Lecturers 203 59.4 59.4

Assistant Professors 113 33.0 92.4

Associate Professors 14 4.1 96.5

Professors 12 3.5 100.0

Total 342 100.0

Figure 4.3: Designation

Table 4.4 shows distribution of the participants on the basis of their designation in

their respective organizations that included Professors, Associate Professors, Assistant

Professors and Lecturers, who participated in the study. The responses were highly aligned

with the distribution on the basis of age groups, for instance, the given table shows the

highest response rate of 59.4% from the lecturers in the selected departments, which is

`

followed by the assistant professors with 33%. Moreover, the lower response rate of

professors is due to the busy schedule of their professional life and also the fewer number of

such designations in the selected universities.

Table 4.5: Qualification

Qualification Frequency Percent Cumulative Percent

MS/PhD 47 13.7 13.7

Masters 295 86.3 100.0

Total 342 100.0

Figure 4.4: Qualification

Table 4.5 categorizes the participants on the basis of their qualification into two

categories, i.e. MS/PhD and Master’s Degree holders. The MS/PHD Degree holder exhibited

13.74% response rate, which is quite lower as compared to the response rate of Masters

Degree Holders, i.e. 86.26%, which is also due to the fact that majority of the faculty

members in the public universities are Master degree holder only.

`

Table 4.6: Universities

Universities Frequency Percent Cumulative Percent

Valid

Peshawar University 86 25.1 25.1

Islamia University 32 9.4 34.5

Malakand University 27 7.9 42.4

Shaheed Benazir Bhutto

Women University (Former

Frontier Women University)

26 7.6 50.0

Kohat University 43 12.6 62.6

Abdul Wali Khan Uni 33 9.6 72.2

Gomal University 47 13.7 86.0

Hazara University 36 10.5 96.5

Sheringal University 12 3.5 100.0

Total 342 100.0

`

Figure 4.5: Universities

Table 4.6 exhibits the selected universities of the study. The above table shows that the

response rate is directly proportional to the size of a university or its date of establishment,

i.e. the larger the university in terms of student’s strength, campus size, etc… the higher will

be the percentage of responses from such institution, and in terms of its establishment, the

older an institution is established, the higher will be its response rate. The table shows that the

highest number of response rate was attributed to University of Peshawar that was 25.1%,

followed by the Gomal University with 13.7% and Kohat University with 12.6% and so on.

The lowest number of responses was obtained from the Sheringal University, i.e. 3.5%,

which was due to its smaller size and recent establishment as a public sector university in a

considerably remote area of KP.

Table 4.7: Age*Gender Cross Tabulation

Ages Total

23-33 34-44 45 and above

`

GenderMale 128 61 31 220

Female 65 9 48 122

Total 193 70 79 342

Figure 4.6: Age*Gender Cross Tabulation

Cross tabulation of the respondents with respect to their gender and ages is exhibited

in Table 4.7, where the number of male respondents falling within the age groups of 23-33

years, 34-44 years and 45 and above years were 128, 61 and 31 respectively, while the

numbers of female respondents falling within the ages of 23-33 years, 34-44 years and 45 and

above years were 65, 9 and 48 respectively. This once again confirms the lower response rate

from female participants irrespective of their ages, however, this cross tabulation evaluated

that with respect to the male and female participants falling above 45 years of age, the female

respondents showed comparatively higher response rate from that of the male respondents.

This in turns confirm two things that either more female participants have been deployed over

the senior positions in the selected institutions as compared to the male counterpart or the

study is taken more seriously by the female respondents at senior positions as compared to

the male counter parts.

`

Table 4.8: Cross Tabulation Gender*Designation

Designation Total

Lecturer Asst Professor Assoc Professor Professor

GenderMale 135 82 3 8 220

Female 68 31 11 4 122

Total 203 113 14 12 342

Figure 4.7: Cross Tabulation Gender*Designation

Cross tabulation of the respondents with respect to their gender and designation is

exhibited in Table 4.8, where the number of male respondents with the designation of

professor, associate professor, assistant professor and lecturers were found as 8, 4, 82 and

135, respectively, while that of the female members were 4, 11, 31 and 68, respectively. The

table shows that although the number of female respondents on the senior positions is

comparatively lower than that of the male counterpart, but even then the response rate of the

female participants is relatively higher, especially with respect to the associate professors and

professors level faculty members. It confirms the seriousness of the female faculty members

towards the given investigation.

Table 4.9: Gender * Qualification Cross Tabulation

Qualification Total

`

MS/PhD Masters

GenderMale 21 199 220

Female 26 96 122

Total 47 295 342

Figure4.8: Gender * Qualification Cross Tabulation

Cross tabulation of the respondents with respect to their gender and qualification is

exhibited in Table 4.9, where male participants, who hold the MS / PhD and Master’s degree,

were found as 21 and 199 whereas, the female participants were found as 26 and 96,

respectively. This shows that in terms of qualification, there are more female members with

MS/PHD degree as compared to the male counterpart, which in turns support their higher

response rate in terms of seniority, age and designation.

Table 4.10: Gender* Universities Cross Tabulation

Universities Gender Total

Male Female

Peshawar University 49 37 86

Islamia University 31 1 32

`

Malakand University 25 2 27


Women University

(Former Frontier Women

University)

0 26 26

Kohat University 29 14 43

Abdul Wali Khan Uni 22 11 33

Gomal University 31 16 47

Hazara University 24 12 36

Sheringal University 9 3 12

Total 220 122 342

Figure 4.9: Gender* Universities Cross Tabulation

Cross tabulation of the respondents with respect to their gender and universities,

where they are doing jobs is exhibited in Table 4.10. This shows that the highest number of

female respondents would be based upon the location of the university and the overall

internal workplace environment. For example, as provided in the table the highest number of

`

female respondents, i.e.37 was from the University of Peshawar, which is followed by the

Frontier Women University and Gomal University with 26 and 16, respectively, which is

followed by the other universities in the list. Majority of the female faculty members were

also married and therefore, they have preferred to stay in such institutions, which are

relatively nearer to their homes or where the overall work environment support/respect

feminism.

4.9 Reliability analysis of Data

In order to determine the possible extent of scale score that helps in measurement of

the true scores, the researcher has used Cronbach’s Alpha (). Its value resides between 0 and

1 that is indicating the reliability of the scale. Mathematically, it could be defined as

(Cronbach, 1951).

Where, N is used to exhibit the total number of items

= is the average inter-item covariance among the items and

= indicates the average variance.

The reliability tests were conducted with the help of the Cronbach’s Alpha over

responses obtained from both the male and female participants on the given questionnaire, the

results found satisfactory because the values of Cronbach’s Alpha for all the variables of the

`

study are greater than .70, except for normative commitment, which shows a slightly lower

value, however, the overall study still indicates good reliability (Sekaran, 2003).

Table 4.11: Reliability

Variables Cronbach’s Alpha N of items

Distributive Justice .981 5

Procedural Justice .906 6

Interactional Justice .875 3

Interpersonal Justice .971 3

Informational Justice .909 3

Affective Commitment .860 7

Continuance Commitment .780 7

Normative Commitment .673 4

In order to delete an item from the given questionnaire, the researcher performed the

inter-item coefficient reliability test and decided to delete those variables that have

significance loadings of 0.60 or lower(Sekaran, 2003). While checking the inter-item

coefficient of reliability i.e. Cronbach’s alpha for the given variables that are provided in the

above Table 4.11, final set of items contained 5 items for distributive justice, 6 items for

procedural justice, 3 items each for interactional justice, interpersonal justice and

informational justice, similarly, 7 items each for affective commitment and continuance

commitment and finally 4 items for normative commitment. It was found that there is no

variable that shows a Cronbach’s Alpha value lower than 0.60, hence all the questionnaires

are considered reliable and therefore accepted for computation of the summated scores,

standard deviations and means of the scales and correlation between the selected variables.

`

4.10Matrix Correlation

In order to measure the linear correlation or the extent of dependence between two

variables, i.e. X and Y, the Pearson product-moment correlation coefficient, which is also

known as the Pearson’s r or PCC is used, in which the variables are given values between +1

and -1, where +1 shows a strong positive correlation, 0 value shows no correlation and -1

shows a totally negative correlation among the given variables. It is widely used in the

statistical evaluations, especially in the scientific statistical analysis for measurement of the

degree or extent of linear dependence between two or more variables (Manzoor et al., 2012).

A Greek letterρ (rho) is commonly used for the representation of the Pearson’s correlation,

whenever it is applied in connection with a population, which is also known as the population

Pearson correlation coefficient or simply the population correlation coefficient. The formula

for this form of correlation is given as under:

Where:

is representing the covariance

is representing the standard deviation of

The formula for Pearson’s Correlation is expressed in terms of expectation and mean. Since

Then the formula for ρ can also be written as

https://en.wikipedia.org/wiki/Standard_deviation

https://en.wikipedia.org/wiki/Covariance

`

Where:

and are defined as above

is representing the mean of

is representing the expectation.

Hence, the formula for ρ can be expressed in terms of un-centered moments. Since

Then the formula for ρ can also be written as

Following are the result of Pearson’s r for the selected population of this study.

Table 4.12: Matrix Correlation

1 2 3 4 5 6 7 8

1. Distributive Justice 1

2. Procedural Justice .562** 1

3. Interactional Justice .124* .245** 1

https://en.wikipedia.org/wiki/Expected_Value

https://en.wikipedia.org/wiki/Mean

`

4. Interpersonal Justice .259** .359** .161** 1

5. Informational Justice .437** .189** .320** .313* 1

6. Affective Commitment .400** .467** .412** .333* .393** 1

7. Continuance Commitment .406** .473** .419** .323* .384** .992** 1

8. Normative Commitment .411** .475** .418** .320* .389** .987** .996** 1

**P<.01, *P<.05 (two-tailed)

The Pearson Correlation test was basically executed to evaluate the possible

relationships between the predictors and response variables. The result of correlation with

respect to the OJ facet i.e. (DJ, PJ, Interactional Justice, Interpersonal justice and

Informational Justice) and OC facet i.e. (AC) shows that (r = .400, p<.01), (r = .467, p<.01),

(r = .412, p<.01), (r = .333, p<.05), (r = .393, p<.01) the variables are showing a significant

positive correlation with one another, which is clearly evident due to having greater p value.

While on the other side the result of correlation with respect to the OJ facets i.e. (DJ, PJ,

Interactional Justice, Interpersonal Justice and Informational Justice) and OC facet i.e.

(Continuance Commitment) shows that (r = .406, p<.01), (r = .473, p<.01), (r = .419, p<.01),

(r = .323, p<.05), (r = .384, p<.01) the OJ variables are showing a significant positive

correlation with the continuance organizational commitment, which is evident from the

higher p value in the given two tailed evaluation. The result of the correlation with respect to

theOJ facets i.e. (DJ, PJ, Interactional Justice, Interpersonal justice and Informational Justice)

and OC facet i.e. (Continuance Commitment) shows that (r = .411, p<.01), (r = .475, p<.01),

(r = .418, p<.01), (r = .320, p<.05), (r = .389, p<.01) the OJ variables are showing a

significant positive correlation with the Normative Commitment, it is also evident from the

higher p value.

`

4.11 Multiple Regression Model:

Multiple regression analysis is a statistical analysis tool that is used for establishing a

relationship among the independent and dependent variables of a study, so that it can identify

the possible direction of the relationship. It is basically used to reflect the extent to which a

particular set of variables are capable of predicting certain specific outcomes. It can also be

termed as a multivariate statistical method because it can be used to investigate a relationship

between a single dependent variable and various independent variables in real times (Al-

Matari, Al-Swidi and BtFadzil, 2014).Therefore in this study, the researcher has used

multiple regression models, so that the effect of independent variables, i.e. OJ facets (DJ, PJ,

Interactional Justice, Interpersonal Justice, Informational Justice,) over the dependent

variable, i.e. OC facet (Affective Commitment) can be analyzed. The regression equation is

given as under:

Y= β0+ β1X1+β2X2+β3X3+β4X4 +β5X5 + ε

Where Y represents the dependent variable

β0 = constant

β = regression coefficient

ε= error

4.11.1 Regression Analysis between Organizational Justice and Affective Commitment:

The following multiple regression analysis is conducted to support the given hypotheses:

`

H1-a: There is a significant relationship between the perceived distributive justice and the

level of Affective Commitment among the faculty members of the selected public sector

universities of KP.

H1-b: There is a significant relationship between the perceived procedural justice and the


universities of KP.

H1-c: There is a significant relationship between the perceived interactional justice and the


universities of KP.



universities of KP.



universities of KP.

AC= β0+ β1 (DJ) + β2 (PJ) + β3 (IJ) + β4 (IntJ) +β5 (InfJ) + ε……………… (1)

Where

AC= Affective Commitment (dependent variable)

DJ= Distributive Justice (Independent variable)

`

PJ= Procedural Justice (Independent variable)

IJ= Interpersonal Justice (Independent variable)

IntJ = Interactional Justice (Independent variable)

InfJ = Informational Justice (Independent variable)

Table 4.13: Coefficients

ModelUnstandardized Coefficients

Standardized

Coefficients t Sig.

B Std. Error Beta

1 (Constant) -.662 .276 -2.397 .017

Distributive Justice .112 .057 .113 1.967 .050

Procedural Justice .242 .051 .266 4.758 .000

Interactional Justice .297 .054 .258 5.523 .000

Interpersonal Justice .121 .052 .112 2.337 .020

Informational Justice .212 .063 .175 3.365 .001

R = .618 R square=.382, F-value=41.52, With p value=0.000

DV: AC

The above analysis was executed with an objective to examine the cause of OJ facets and

AC. Whereas, the researcher found the value of F as 41.52, which shows the fitness of the

overall regression model for the given study, similarly the 0.000 p value also supports the

fitness of this model and rejects the null hypothesis. The value of R-square has exhibited a

variation of 38.2% in AC, which is explained by DJ, PJ, IntJ, InfJ and Interpersonal Justice.

β1 is the regression coefficient of Distributive Justice, which is showing a positive value and

`

concludes that a unit increase in the Affective Commitment level could be observed with a

corresponding unit increase in the Distributive Justice by a value of 0.112 units. The analysis

evaluated a T-value of 0.96 which further shows that DJ has a significant correlation with

AC. Hence, rejected the null hypothesis and supported the alternative hypothesis, i.e.

Distributive Justice has significant relationship over the level of Affective Commitment

among the faculty members of the selected public sector universities of KP.

Similarly, β2 is the regression coefficient of PJ, which is showing a positive value and

concludes that a unit increase in the Affective Commitment Level could be observed with a

corresponding unit increase in the level of Procedural Justice by a value of 0.242 units. The

analysis evaluated a T-value of 4.75, which further shows that PJ has a significant correlation

with AC. Hence, rejected the null hypothesis and supported the alternative hypothesis, i.e.

there is a significant relationship between the perceived procedural justice and the level of

Affective Commitment among the faculty members of the selected public sector universities

of KP.

Moreover, β3is the regression coefficient of Interactional Justice, which is showing a

positive value and concludes that a unit increase in the Affective Commitment Level, could

be observed with a corresponding unit increase in the level of Interactional Justice by a value

of 0.297 units. The analysis evaluated a T-value of 5.5, which further shows that IJ has a

significant correlation with AC. Hence, rejected the null hypothesis and supported the

alternative hypothesis, i.e. there is a significant relationship between the perceived

Interactional justice and the level of Affective Commitment among the faculty members of

the selected public sector universities of KP.

It is also found thatβ4 is the regression coefficient of interpersonal Justice, which is

showing a positive value and concludes that a unit increase in the Affective Commitment

`

Level could be observed with a corresponding unit increase in the level of Interpersonal

Justice by a value of 0.121 units. The analysis evaluated a T-value of 2.3, which further

shows that Interpersonal Justice has a significant correlation with AC. Hence, rejected the

null hypothesis and supported the alternative hypothesis, i.e. there is a significant relationship

between the perceived interpersonal justice and the level of Affective Commitment among

the faculty members of the selected public sector universities of KP.

Finally, β5 is found as the regression coefficient of the Informational Justice, which is


Level could be observed with a corresponding unit increase in the level of Informational


shows that Informational Justice has a significant correlation with AC. Hence, rejected the


between the perceived Informational justice and the level of Affective Commitment among

the faculty members of the selected public sector universities of KP.

4.11.2 Regression Analysis between Organizational Justice and Continuance

Commitment:



level of Continuance Commitment among the faculty members of the selected public sector

universities of KP.



universities of KP.

`



universities of KP.



universities of KP.



universities of KP.

CC= β0+ β1 (DJ) + β2 (PJ) + β3 (IJ) + β4 (IntJ) +β5 (InfJ) + ε……………… (1)

Where

CC = Continuance Commitment (dependent variable)






`



Standardized

Coefficients T Sig.

B Std. Error Beta

1 (Constant) -.642 .275 -2.335 .020

Distributive Justice .124 .057 .125 2.175 .030

Procedural Justice .245 .051 .270 4.838 .000

Interactional Justice .310 .054 .270 5.801 .000


Informational Justice .194 .063 .161 3.091 .002


DV: CC

The above analysis was executed with an objective to examine the cause of OJ facets

and CC. Whereas, the researcher found the value of F as 42.22 which shows the fitness of the



variation of 38.6% in Continuance Commitment, which is explained by DJ, PJ, IntJ, InfJ and

Interpersonal Justice. β1 is the regression coefficient of. Distributive Justice which is showing

a positive value and concludes that a unit increase in the Continuance Commitment level

could be observed with a corresponding unit increase in the Distributive Justice by a value of

0.124 units. The analysis evaluated a T-value of 2.17, which further shows that DJ has a

significant correlation with CC. Hence, rejected the null hypothesis and supported the

alternative hypothesis, i.e. There is a significant relationship between the perceived

`

distributive justice and the level of Continuance Commitment among the faculty members of

the selected public sector universities of KP.


concludes that a unit increase in the Continuance Commitment Level could be observed with

a corresponding unit increase in the level of Procedural Justice by a value of 0.245 units. The

analysis evaluated a T-value of4.8, which further shows that PJ has a significant correlation

with CC. Hence, rejected the null hypothesis and supported the alternative hypothesis, i.e.

There is a significant relationship between the perceived procedural justice and the level of

Continuance Commitment among the faculty members of the selected public sector

universities of KP.


positive value and concludes that a unit increase in the Continuance Commitment Level,

could be observed with a corresponding unit increase in the level of Interactional Justice by a

value of 0.310 units. The analysis evaluated a T-value of5.8, which further shows that

Interactional Justice has a significant correlation with CC. Hence, rejected the null hypothesis

and supported the alternative hypothesis, i.e. There is a significant relationship between the

perceived Interactional justice and the level of Continuance Commitment among the faculty

members of the selected public sector universities of KP.


showing a positive value and concludes that a unit increase in the Continuance Commitment



shows that Interpersonal Justice has a significant correlation with CC. Hence, rejected the

`

null hypothesis and supported the alternative hypothesis, i.e. There is a significant

relationship between the perceived Interpersonal justice and the level of Continuance

Commitment among the faculty members of the selected public sector universities of KP.

Finally,β5 is found as the regression coefficient of the Informational Justice, which is




shows that Informational Justice has a significant correlation with CC. Hence, rejected the


relationship between the perceived Informational justice and the level of Continuance

Commitment among the faculty members of the selected public sector universities of KP.

4.11.3 Regression Analysis between OJ and Normative Commitment:


H1-a: There is a significant relationship between perceived distributive justice and the level

of Normative Commitment among the faculty members of the selected public sector

universities of KP.

H1-b: There is a significant relationship between perceived procedural justice and the level


universities of KP.

H1-c: There is a significant relationship between perceived interactional justice and the level


universities of KP.

`


level of Normative Commitment among the faculty members of the selected public sector

universities of KP.

H1-e: There is a significant relationship between perceived informational Justice and the

level of Normative Commitment among the faculty members of the selected public sector

universities of KP.

NC= β0+ β1 (DJ) + β2 (PJ) + β3 (IJ) + β4 (IntJ) +β5 (InfJ) + ε……………… (1)

Where

NC = Normative Commitment (dependent variable)






`



Standardized

Coefficients T Sig.

B Std. Error Beta

1 (Constant) -.638 .273 -2.335 .020

DJ .125 .056 .126 2.212 .028

PJ .247 .050 .274 4.912 .000

IntJ .305 .053 .267 5.742 .000


InfJ .201 .062 .167 3.227 .001


DV: NC

Analysis was conducted to examine the cause of OJ facets and normative

commitment. The F value is found as 42.71, which shows that the overall regression model is

fit; similarly the 0.000 p value also supports the fitness of this model and rejects the null

hypothesis. The R-square value depicts that 38.9% variation in normative commitment is

explained by, DJ, PJ, IntJ, InpJ, and InfJ. The regression coefficient of β1 i.e. DJ is found

positive and concluding the results, a unit change of DJ will bring a corresponding change in

the normative commitment by an amount of .125 units. The t value was found 2.2 which

further imply DJ has significant positive effect over normative commitment. Hence, rejected

the null hypothesis and supported the alternative hypothesis, i.e. There is a significant

relationship between Perceived Distributive justice and the level of Normative Commitment

among the faculty members of the selected public sector universities of KP.

`

Similarly, β2 is found as the regression coefficient of PJ, which is showing positive

value and concludes that a unit change of PJ will bring a corresponding change in the

normative commitment by an amount of .247 units. The t value was found 4.9, which further

imply PJ has significant effect on normative commitment. Hence, rejected the null hypothesis


perceived Procedural justice and the level of Normative Commitment among the faculty


Furthermore, β3 is evaluated as the regression coefficient of Interactional justice,

which is showing positive value and concludes that a unit change of IntJ will bring a

corresponding change in the normative commitment by an amount of .305 units. The t value

was found 5.7 which further imply IntJ has significant positive effect on normative

commitment. Hence, rejected the null hypothesis and supported the alternative hypothesis,

i.e. There is a significant relationship between the perceived Interactional justice and the level


universities of KP.

It is also evaluated that β4 is the regression coefficient of Interpersonal justice, which

is showing positive value and concludes that a unit change of interpersonal justice will bring

a corresponding change in the normative commitment by an amount of .101 units. The t value

was found 1.97 which further implies interpersonal justice has significant positive effect on

normative commitment. Hence, rejected the null hypothesis and supported the alternative

hypothesis, i.e. There is a significant relationship between the perceived Interpersonal justice

and the level of Normative Commitment among the faculty members of the selected public

sector universities of KP.

`

It is also evaluated that β5 is the regression coefficient of Informational justice, which

is showing positive value and concludes that a unit change of InfJ will bring a corresponding

change in the normative commitment by an amount of .201 units. The t value was found 3.2

which further imply that InfJ has a significant positive effect on normative commitment.

Hence, rejected the null hypothesis and supported the alternative hypothesis, i.e. There is a

significant relationship between the perceived Informational justice and the level of

Normative Commitment among the faculty members of the selected public sector universities

of KP.

4.12. Analysis of Public University (Non-Faculty Members)

Analysis of the data obtained from the public sector university (non-faculty members) is

given as under:

4.12.1 Demographic Variables of Public Sector University (Non-Faculty)

Table 4.15: Gender


Male 292 86.9 86.9

Female 44 13.1 100.0

Total 336 100.0

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Figure 4.10: Gender

Table – 4.15 exhibits the number of responses obtained from both the male and

female respondents from the non-faculty members of public sector universities in Khyber

Pakhtunkhwa. It is evaluated that about 86.9% of the male respondents replied to the

questionnaires and actively participated in the study, where on the other hand the rate of

participation of female was only 13.1%, which is quite negligible against the response rate of

male population. The high response rate of male population is attributed to the cultural

dominance, enjoyed by males in the local traditions, while the lower rate of female

respondents was also attributed to the same reason.

Table 4.16: Age


18-28 years 218 64.9 64.9

29-39 years 51 15.2 80.1

40 and above 67 19.9 100.0

Total 336 100.0

`

Figure 4.11: Age

The above table exhibited ages of the participants along with their frequency

distribution. The highest number of respondents fell into the age group of 18-28, i.e. 64.8%,

which shows that people falling in this age group are comparatively energetic and more

educated, therefore they openly participate in such types of learning activities. Similarly,

people having the ages of 40 and above also showed the second highest response, which is

attributed to their maturity and belongingness or loyalty with the education department of

their own organization. The culture of KP is quite different from the other regions of the

country, for example, people here respect the elders and in terms of organizations or jobs that

feed them and their families. Similarly, the elders find themselves with a constructive

obligation of helping their juniors, therefore people falling in this age group provided me the

second highest response rate.



Valid Administrators 45 13.4 13.4

`

Academics and Establishments 291 86.6 100.0

Total 336 100.0


Table 4.17 shows distribution of the participants on the basis of their designation that

included employees from Administration, academics and establishments. The highest number

of respondents showing a response rate of 86.6% was from the academics and establishment

division. It is because of the fact that this category contains comparatively more educated and

aware employees as compare to the employees in Administration division.



Under Graduates 112 33.3 33.3

Graduates 224 66.7 100.0

Total 336 100.0

`


Table 4.18 categorized the participants on the basis of their qualification into two

categories, i.e. Under Graduates and Graduates. About 66.7% respondents responded from

the graduate’s category, which shows that there is a greater level of awareness among the

employees who are graduates.


Universities Frequency Percent Cumulative Percent

Valid Peshawar University 71 21.1 21.1

Islamia University 63 18.8 39.9

Malakand University 41 12.2 52.1

`


Women University (Former

Frontier University)

40 11.9 64.0

Kohat University 29 8.6 72.6

Abdul Wali Khan Uni 32 9.5 82.1

Gomal University 24 7.1 89.3

Hazara University 28 8.3 97.6

Sheringal University 7 2.4 100.0

Total 336 100.0


The above table 4.19 shows a same trend in the selected universities of the study, i.e. the

larger the university is in terms of number of departments, students strength, campus size,

etc… the higher will be the percentage of responses from such institution, and in terms of its

establishment, the older an institution is established, the higher will be its response rate. The

table shows that the highest number of response rate was attributed to University of Peshawar

that was 21.1%, followed by the Islamia College University with 18.8% and Malakand

`

University with 12.2% and so on. The lowest number of responses was obtained from the

Sheringal University, i.e. 2.4%, which was due to its smaller size and recent establishment as

a public sector university in a considerably remote area of KP.


Ages Total

18-23 29-39 40 and above


Female 4 2 38 44

Total 218 51 67 336







`





the operational positions in the selected institutions as compared to the male counterpart or

the study is taken more seriously by the female respondents at operational positions as

compared to the male counter parts.


Designation Total

Administrators Academic and Establishment


Female 17 27 44

Total 45 291 336




administrators and academic and establishment were found as 28 and264, respectively, while

that of the female members were 45, 291, respectively. The table shows that the response rate

`

of the female respondents was comparatively higher than their male counterparts because

majority of the universities usually hire female employees at operational positions and

especially in the women universities of the province.


Qualification Total

Under Graduates Graduates


Female 22 22 44

Total 112 224 336

Figure 4.17: Gender * Qualification Cross Tabulation


exhibited in Table 4.22, where male participants, who are under graduates and graduates,


respectively. This shows that in terms of qualification the male population has a considerably

higher graduation rate as compared to the female counterpart because majority of the

`

administrative and clerical staff comprised upon the males as the local traditions highly

discourage female to work in the administrative function of any organization. Similarly, the

lower qualification of female participants is attributed to the local cultural restrictions over

females in the Pakhtoon culture.



Male Female

Peshawar University 68 3 71

Islamia University 58 5 63

Malakand University 15 26 41


Women University

(Former Frontier Women

University)

2 38 40

Kohat University 27 2 29

Abdul Wali Khan Uni 30 2 32

Gomal University 22 2 24

Hazara University 27 1 28

Sheringal University 7 1 8

Total 292 44 336

`






female respondents, i.e.38 was from the Frontier Women University, which is followed by

the Malakand University and Islamia University with 26 and 5, respectively, which is

followed by the other universities in the list. Majority of the female faculty members were

also married and therefore, they have preferred to stay in such institutions, which are

relatively nearer to their homes or where the overall work environment support/respect

feminism.

4.13 Reliability analysis of Data

In order to determine the extent of the scale score that helps in measurement of the

true score can be determined by the use of Cronbach’s Alpha (). Its value resides between 0

`

to 1 that is indicating the reliability of the scale. Mathematically, it could be defined as

(Cronbach, 1951).




The reliability tests was conducted with the help of the Cronbach’s Alpha over


results found satisfactory because all the value of Cronbach’s Alpha for all the variables of

the study is greater than .70, except for normative commitment, which shows a slightly lower




DJ .976 5

PJ .900 6

IntJ .873 3


InfJ .904 3

Affective Commitment .857 7

Continuance Commitment .777 7

`

Normative Commitment .673 4



significance loadings of 0.60 or lower (Sekaran, 2003). While checking the inter-item









4.14 Matrix Correlation


1 2 3 4 5 6 7 8

1. DJ 1

2. PJ .562** 1

3. IntJ .124* .245** 1

4. Interpersonal Justice .259** .359** .161** 1

5. InfJ .437** .189** .320** .313* 1

6. Affective Commitment .400** .467** .412** .333* .393** 1

7. Continuance Commitment .406** .473** .419** .323* .384** .992** 1

`

8. Normative Commitment .411** .475** .418** .320* .389** .987** .996** 1

**P<.01, *P<.05 (two-tailed)






positive correlation with one another. While on the other side the result of correlation with

respect to the OJ facets i.e. (DJ, PJ, Interactional Justice, Interpersonal Justice and

Informational Justice) and OC facet i.e. (Continuance Commitment) shows that (r = .406,

p<.01), (r = .473, p<.01), (r = .419, p<.01), (r = .323, p<.05), (r = .384, p<.01) the OJ

variables are showing a significant positive correlation with the continuance organizational

commitment. The result of the correlation with respect to theOJ facets i.e. (DJ, PJ,

Interactional Justice, Interpersonal justice and Informational Justice) and OC facet i.e.

(Continuance Commitment) shows that (r = .411, p<.01), (r = .475, p<.01), (r = .418, p<.01),

(r = .320, p<.05), (r = .389, p<.01) the OJ variables are showing a significant positive

correlation with the Normative Commitment.

4.15 Multiple Regression Model

4.15.1 Regression Analysis between OJ and Affective Commitment


`


level of Affective Commitment among the Non- faculty members of the selected public


H1-b: There is significant relationship between the perceived procedural justice and the level

of Affective Commitment among the Non-faculty members of the selected public sector

universities of KP.


level of Affective Commitment among the Non-faculty members of the selected public sector

universities of KP.



universities of KP.



universities of KP.

Following is the multiple regression models:


Where



`







Standardized

Coefficients t Sig.

B Std. Error Beta

1 (Constant) -.662 .276 -2.397 .017

DJ .112 .057 .113 1.967 .050

PJ .242 .051 .266 4.758 .000

IntJ .297 .054 .258 5.523 .000


InfJ .212 .063 .175 3.365 .001


DV: AC

The above analysis was executed with an objective to examine the cause of OJfacets

and AC. Whereas, the researcher found the value of F as 41.52 which shows the fitness of the





`



evaluated a T-value of 0.96 which further shows that DJ has a significant correlation with

AC. Hence, rejected the null hypothesis and supported the alternative hypothesis, i.e.

Distributive Justice has a significant relationship over the level of Affective Commitment

among the Non-faculty members of the selected public sector universities of KP.







Affective Commitment among the Non-faculty members of the selected public sector

universities of KP.






alternative hypothesis, i.e. there is a significant positive relationship between the perceived

Interactional justice and the level of Affective Commitment among the Non-faculty members

of the selected public sector universities of KP.



`






the Non-faculty members of the selected public sector universities of KP.

Finally, β5 is found as the regression coefficient of the Informational Justice, which is







the Non-`faculty members of the selected public sector universities of KP.

4.15.2 Regression Analysis between OJ and CC



level of Continuance Commitment among the Non-faculty members of the selected public





`












Where







`



Standardized

Coefficients t Sig.

B Std. Error Beta

1 (Constant) -.642 .275 -2.335 .020

DJ .124 .057 .125 2.175 .030

PJ .245 .051 .270 4.838 .000

IntJ .310 .054 .270 5.801 .000


InfJ .194 .063 .161 3.091 .002


DV: CC


and CC. Whereas, the researcher found the value of F as 42.22 which shows the fitness of the




Interpersonal Justice. β1 is the regression coefficient of. Distributive Justice, which is


level could be observed with a corresponding unit increase in the Distributive Justice by a

value of 0.124 units. The analysis evaluated a T-value of 2.17, which further shows that DJ

has a significant correlation with CC. Hence, rejected the null hypothesis and supported the


`

distributive justice and the level of Continuance Commitment among the Non-faculty








Continuance Commitment among the Non-faculty members of the selected public sector

universities of KP.


positive value and concludes that a unit increase in the Continuance Commitment Level





perceived Interactional justice and the level of Continuance Commitment among the Non-

faculty members of the selected public sector universities of KP.







`


Commitment among the Non-faculty members of the selected public sector universities of

KP.





shows that Informational Justice has a significant correlation with CC. Hence, rejected the



Commitment among the Non-faculty members of the selected public sector universities of

KP.

4.15.3 Regression Analysis between OJ and NC



level of Normative Commitment among the Non-faculty members of the selected public





`












Where







`



Standardized

Coefficients t Sig.

B Std. Error Beta

1 (Constant) -.638 .273 -2.335 .020

DJ .125 .056 .126 2.212 .028

PJ .247 .050 .274 4.912 .000

IntJ .305 .053 .267 5.742 .000


InfJ .201 .062 .167 3.227 .001


DV: NC


and Normative Commitment. Whereas, the researcher found the value of F as 42.71, which

shows fitness of the overall regression model for the given study, similarly the 0.000 p value

also supports the fitness of this model and rejects the null hypothesis. The value of R-square

has exhibited a variation of 38.9% in Normative Commitment, which is explained by DJ, PJ,

IntJ, InfJ and Interpersonal Justice.β1 is the regression coefficient of Distributive Justice,

which is showing a positive value and concludes that a unit increase in the Normative

Commitment level could be observed with a corresponding unit increase in the Distributive


shows that DJ has a significant correlation with NC. Hence, rejected the null hypothesis and

supported the alternative hypothesis, i.e. There is a significant relationship between the

`

perceived distributive justice and the level of Normative Commitment among the Non-faculty



concludes that a unit increase in the Normative Commitment Level could be observed with a



with NC. Hence, rejected the null hypothesis and supported the alternative hypothesis, i.e.

there is a significant relationship between the perceived Procedural justice and the level of

Normative Commitment among the Non-faculty members of the selected public sector

universities of KP.


positive value and concludes that a unit increase in the Normative Commitment Level, could



significant correlation with NC. Hence, rejected the null hypothesis and supported the


Interactional justice and the level of Normative Commitment among the Non-faculty




a corresponding change in the normative commitment by an amount of .101 units. The

analysis found a T-value of 1.97, which further shows that Interpersonal Justice has a



`

Interpersonal justice and the level of Normative Commitment among the Non-faculty


It is also evaluated that β5 is the regression coefficient of Informational justice, which

is showing positive value and concludes that a unit change of InfJ will bring a corresponding

change in the normative commitment by an amount of .201 units. The analysis evaluated a T-

value of 3.2, which further shows that Informational Justice has a significant correlation with

NC. Hence, rejected the null hypothesis and supported the alternative hypothesis, i.e. There is

a significant relationship between the perceived Informational justice and the level of

Normative Commitment among the Non-faculty members of the selected public sector

universities of KP.

4.16 Analysis of Private University (Faculty Members)

Following are the data analysis of private university (Faculty Members)

4.16.1 Demographic Variables of Public Sector University (Faculty)

Table 4.29: Gender


Male 109 61.6 61.6

Female 68 38.4 100.0

Total 177 100.0

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Figure 4.19: Gender

Table 4.29 shows the exact number of both male and female respondents in private

sector universities, who have taken active part in the study along with their cumulative

percentages. The percentage of male respondents was 61.6%, while that of the female

respondents was 38.4%. The high percentage of male respondents was due to the cultural and

traditional dominance of male in the Pakhtoon Society. Although, both of them were given

equal opportunity and details regarding the questionnaires and the nature or purpose of the

given study, but even then majority of the female respondents avoided to take part in the

study.

Table 4.200: Age


23-33 years 104 58.8 58.8

34-44 years 37 20.9 79.7

45 and above 36 20.3 100.0

Total 177 100.0

`

Figure 4.20: Age

Table 4.30exhibited ages of the participants along with their frequency distribution.

Participants that fall between the age group of 23-33 years exhibited 58.8% response rate,

while on the other hand participants falling within the age groups of 34-44 showing a

response rate of 20.9% of the selected sample. Similarly, participants falling into the age

group of 45 and above years exhibited 20.3% of the selected sample of 177 respondents. This

shows that majority of the participants were from the age group of 23-33, who are

comparatively energetic and interested to learn something new or become a part of such

evaluation that has a considerable implication over the educational system of KP and

Pakistan as a whole. Similarly, participants above falling between the age group of 34-44

years were mostly assistant professors and lectures who know the importance of their

participation in the given evaluation and therefore showed the 2nd highest response rate.



`

Valid

Lecturers 91 51.4 51.4

Assistant Professors 60 33.9 85.3

Associate Professors 14 7.9 93.2

Professors 12 6.8 100.0

Total 177 100.0


Table 4.31 shows distribution of the participants on the basis of their designation in

their respective organizations that included Professors, Associate Professors, Assistant

Professors and Lecturers, who participated in the study. The responses were highly aligned

with the distribution on the basis of age groups, for instance, the given table shows the

highest response rate of 51.4% from the lecturers in the selected departments, which is

followed by the assistant professors with 33.9%. Moreover, the lower response rate of

professors is due to the busy schedule of their professional life and also the fewer number of

such designations in the selected private sector universities.

`



MS/PhD 24 13.6 13.6

Masters 153 86.4 100.0

Total 177 100.0


Table 4.32categorized the participants on the basis of their qualification into two

categories, i.e. MS/PhD and Master’s Degree holders. The MS/PHD Degree holder exhibited

13.6% response rate, which is quite lower as compared to the response rate of Masters

Degree Holders, i.e. 86.4%, this is also due to the fact that majority of the faculty members in

the public universities are Master degree holder only.

`


Frequency Percent Valid Percent Cumulative Percent

Valid

Abasyn University 30 16.9 16.9 16.9

City University 27 15.3 15.3 32.2

Gandhara University 19 10.7 10.7 42.9

Sarhad University 33 18.6 18.6 61.6

Preston University 16 9.0 9.0 70.6

Qurtuba University 13 7.3 7.3 78.0

Cecos University 26 14.7 14.7 92.7

Northern University 13 7.3 7.3 100.0

Total 177 100.0 100.0


Table 4.33 exhibits the selected universities of the study. The above table shows that the

response rate is directly proportional to the size of a university or its date of establishment,

i.e. the larger the university is in terms of number of departments, students strength, campus

size, etc… the higher will be the percentage of responses from such institution, and in terms

`

of its establishment, the older an institution is established, the higher will be its response rate.

The table shows that the highest response rate was attributed to Sarhad University that was

18.6%, followed by the Abasyn University with 16.9% and City University with 15.3% and

so on. The lowest number of responses was obtained from the Northern and Qurtaba

University, i.e. 7.3%, which was due to their smaller size and recent establishment as a

private sector university in KP.


Ages Total

23-33 34-44 45 and above


Female 34 2 32 68

Total 104 37 36 177




`

years, 34-44 years and 45 and above years were 70, 35 and 4 respectively, while the numbers

of female respondents falling within the ages of 23-33 years, 34-44 years and 45 and above

years were 34, 2 and 32 respectively. This once again confirms the lower response rate from

female participants irrespective of their ages, however, this cross tabulation evaluated that

with respect to the male and female participants falling above 45 years of age, the female



the senior positions in the selected institutions as compared to the male counterpart or the

study is taken more seriously by the female respondents at senior positions as compared to

the male counter parts.


Designation Total

Lecturer Asst Professor Asso Professor Professor

GenderMale 65 41 3 9 109

Female 26 19 11 3 68

Total 91 60 14 12 177


`


exhibited in Table 4.35where the number of male respondents with the designation of

professor, associate professor, assistant professor and lecturers were found as 9, 3, 41 and 65,

respectively, while that of the female members were 3, 11, 19 and 26, respectively. The table

shows that although the number of female respondents on the senior positions is

comparatively lower than that of the male counterpart, but even then the response rate of the

female participants is relatively higher, especially with respect to the associate professors

level faculty members. It confirms the seriousness of the female faculty members towards the

given investigation.


Qualification Total

MS/PhD Masters


Female 8 52 68

Total 24 153 177


`


exhibited in Table 4.36, where male participants, who hold the MS / PhD and Masters degree,


respectively. This shows that in terms of qualification, there are more male members with

MS/PHD degree as compared to the female counterpart, however, the overall response rate in

terms of qualification shows that the private sector universities have comparatively small

number of faculty members, who are holding MS/PHD degrees. Reason behind such a small

number of PHD/MS holders is that the private universities have a comparatively lower

budget as compared to the public sector universities and therefore, they cannot afford to hire

large number of people holding higher qualification.



Male Female

Abasyn University 11 19 30

City University 11 16 27

Gandhara University 18 1 19

Sarhad University 31 2 33

Preston University 15 1 16

Qurtuba University 12 1 13

Cecos University 7 19 26

Northern University 4 9 13

Total 109 68 177

`






female respondents, i.e.19 was from the Abasyn University and Cecos University, which is

followed by the City University and Northern University with 16 and 9, respectively, which

are followed by the other universities in the list. The universities having highest number of

female respondents are mostly located within the radius of the Peshawar City, which

confirms that the numbers of female respondents are directly proportional to the location and

overall workplace environment of the institutions where they are doing jobs. It is also found

that majority of the female faculty members were also married and therefore, they have

preferred to stay in such institutions, which are relatively nearer to their homes or where the

overall work environment support/respect feminism.

`

4.16.2 Reliability analysis of Data

In order to determine the extent of the scale score that helps in measurement of the

true score can be determined by the use of Cronbach’s Alpha (). Its value resides between 0

and 1 that is indicating the reliability of the scale. Mathematically, it could be defined as

(Cronbach, 1951).






results found satisfactory because all the value of Cronbach’s Alpha for all the variables of


value, however, the overall studystill indicates good reliability (Sekaran, 2003).

`



DJ .967 5

PJ .870 6

IntJ .869 3


InfJ .834 3

AC .856 7

CC .749 7

NC .670 4












`

4.17 Matrix Correlation


1 2 3 4 5 6 7 8

1. DJ 1

2. PJ .533* 1

3. IntJ .210** .324* 1

4. Interpersonal Justice .440** .146 .235* 1

5. InfJ .188* .301** .293** .345* 1

6. AC .467** .375** .384** .400** .392* 1

7. CC .466** .380** .381** .387** .995** .347** 1

8. NC .467** .375** .384** .400** .783** .995** .605* 1

**P<.01, *P<.05 (two-tailed)

The Pearson Correlation test was basically executed to evaluate possible relationships

between the predictors and response variables. The result of correlation with respect to the OJ

facet i.e. (DJ, PJ, Interactional Justice, Interpersonal justice and Informational Justice) and

OC facet i.e. (AC) shows that (r = .467, p<.01), (r = .375, p<.01), (r = .384, p<.01), (r = .400,

p<.01), (r = .392, p<.05) the variables are showing a significant positive correlation with one

another. On the other hand the result of correlation amid OJ facets i.e. (DJ,PJ, IntJ,

interpersonal justice,InfJ) and OC facet i.e. (CC) reveals that (r = .466, p<.01), (r = .380,

p<.01), (r = .381, p<.01), (r = .387, p<.05), (r = .995, p<.01) the OJ variables are showing a

significant positive correlation with the continuance organizational commitment.The result of

the correlation with respect to theOJ facets i.e. (DJ, PJ, Interactional Justice, Interpersonal

justice and Informational Justice) and OC facet i.e. (Normative Commitment) shows that i.e.

(NC) shows that (r = .467, p<.01), (r = .375, p<.01), (r = .384, p<.01), (r = .400, p<.05), (r

`

= .783, p<.01) the OJ variables are showing a significant positive correlation with the

Normative Commitment.


4.18.1 Regression Analysis between OJ and AC



level of Affective Commitment among the faculty members of the selected private sector

universities of KP.



universities of KP.



universities of KP.



universities of KP.



universities of KP.

`

Following is the multiple regression model:


Where







`



Standardized

Coefficients T Sig.

B Std. Error Beta

1 (Constant) -.715 .383 -1.869 .063

DJ .152 .082 .154 1.857 .065

PJ .209 .072 .233 2.906 .004

IntJ .281 .074 .247 3.776 .000


InfJ .191 .091 .159 2.093 .038


DV: AC


and AC. Whereas, the researcher found the value of F as 21.8which shows the fitness of the



variation of 39% in AC, which is explained by DJ, PJ, IntJ, InfJ and Interpersonal Justice.β1

is the regression coefficient of Distributive Justice, which is showing a positive value and



evaluated a T-value of 1.85, which further shows that DJ has a significant correlation with

AC. Hence, rejected the alternative hypothesis and supported the null hypothesis, i.e.

Distributive Justice has an insignificant relationship over the level of Affective Commitment

among the faculty members of the selected private sector universities of KP.

`

Whereas, β2 is the regression coefficient of PJ, which is showing a positive value and






Affective Commitment among the faculty members of the selected private sector universities

of KP.




of 0.281 units. The analysis evaluated a T-value of3.77, which further shows that IJ has a


alternative hypothesis, i.e. there is significant relationship between the perceived Interactional

justice and the level of Affective Commitment among the faculty members of the selected

private sector universities of KP.






null hypothesis and supported the alternative hypothesis, i.e. there is significant relationship


the faculty members of the selected private sector universities of KP.

`

Finally,β5 has been evaluated as the regression coefficient of the Informational

Justice, which is showing a positive value and concludes that a unit increase in the Affective

Commitment Level could be observed with a corresponding unit increase in the level of

Informational Justice by a value of 0.191 units. The analysis evaluated a T-value of2.09,

which further shows that Informational Justice has a significant correlation with AC. Hence,

rejected the null hypothesis and supported the alternative hypothesis, i.e. there is a significant

relationship between the perceived Informational justice and the level of Affective

Commitment among the faculty members of the selected private sector universities of KP.




level of Continuance Commitment among the faculty members of the selected private sector

universities of KP.

H1-b: There is significant relationship between the perceived procedural justice and the level

of Continuance Commitment among the faculty members of the selected private sector

universities of KP.



universities of KP.



universities of KP.

`



universities of KP.

Following is the multiple regression model:

CC= β0+ β1(DJ) + β2 (PJ) + β3(IJ) + β4(IntJ)+ β5(InfJ) + ε……………… (1)

Where







`



Standardized

Coefficients t Sig.

B Std. Error Beta

1 (Constant) -.711 .388 -1.833 .069

DJ .160 .083 .161 1.930 .055

PJ .207 .073 .229 2.845 .005

IntJ .295 .075 .257 3.920 .000


InfJ -.169 .092 .140 -1.830 .069


DV: CC


and CC. Whereas, the researcher found the value of F as 21.39, which shows the fitness of

the overall regression model for the given study, similarly the 0.000 p value also supports the



Interpersonal Justice. β1 is the regression coefficient of Distributive Justice, which is showing



0.160 units. The analysis evaluated a T-value of1.93, which further shows that DJ has a

significant correlation with CC. Hence, rejected the alternative hypothesis and supported the

null hypothesis, i.e. There is an insignificant relationship between the perceived distributive

`

justice and the level of Continuance Commitment among the faculty members of the selected

private sector universities of KP.






There is a significant relationship perceived procedural justice and the level of Continuance



positive value and concludes that a unit increase in the Continuance Commitment Level,





perceived Interactional justice and the level of Continuance Commitment among the faculty

members of the selected private sector universities of KP.









`


showing a negative value and concludes that a unit decrease in the Continuance Commitment


Justice by a value of 0.169 units. The analysis evaluated a T-value of -1.83, which further

shows that Informational Justice has an insignificant correlation with CC. Hence, rejected the







level of Normative Commitment among the faculty members of the selected private sector

universities of KP.



universities of KP.



universities of KP.



universities of KP.

`



universities of KP.


NC= β0+ β1(DJ) + β2 (PJ) + β3(IJ) + β4(IntJ)+ β5(InfJ) + ε……………… (1)

Where







`



Standardized

Coefficients t Sig.

B Std. Error Beta

1 (Constant) -.715 .383 -1.869 .063

DJ .152 .082 .154 1.857 .065

PJ .209 .072 .233 2.906 .004

IntJ .281 .074 .247 3.776 .000


InfJ .191 .091 .159 2.093 .038


DV: NC



shows the fitness of the overall regression model for the given study, similarly the 0.000 p

value also supports the fitness of this model and rejects the null hypothesis. The value of R-

square has exhibited a variation of 39% in Normative Commitment, which is explained by

DJ, PJ, IntJ, InfJ and Interpersonal Justice.β1 is the regression coefficient of Distributive

Justice, which is showing a positive value and concludes that a unit increase in the Normative



shows that DJ has a insignificant positive correlation with NC. Hence, rejected the alternative

hypothesis and supported the null hypothesis, i.e. There is an insignificant relationship

`

between the perceived distributive justice and the level of Normative Commitment among the

faculty members of the selected private sector universities of KP.

Similarly, β2 is found as the regression coefficient of PJ, which is showing a positive

value and concludes that a unit increase in the Normative Commitment Level could be

observed with a corresponding unit increase in the level of Procedural Justice by a value of

0.209 units. The analysis evaluated a T-value of2.90, which further shows that PJ has a



Procedural justice and the level of Normative Commitment among the faculty members of

the selected private sector universities of KP.

Furthermore, β3 is evaluated as the regression coefficient of Interactional Justice,


Commitment Level could be observed with a corresponding unit increase in the level of

Interactional Justice by a value of 0.281 units. The analysis evaluated a T-value of3.7, which

further shows that Interactional Justice has a significant correlation with NC. Hence, rejected

the null hypothesis and supported the alternative hypothesis, i.e. There is a significant

relationship between the perceived Interactional justice and the level of Normative


It is also evaluated thatβ4 is the regression coefficient of interpersonal Justice, which

is showing a positive value and concludes that a unit increase in the Normative Commitment


Justice by a value of 0.167 units. The analysis evaluated a T-value of2.33, which further

shows that Interpersonal Justice has a significant correlation with NC. Hence, rejected the


`

relationship between the perceived Interpersonal justice and the level of Normative



showing a positive value and concludes that a unit increase in the Normative Commitment


Justice by a value of 0.191 units. The analysis evaluated a T-value of2.09, which further

shows that Informational Justice has a significant correlation with NC. Hence, rejected the


relationship between the perceived Informational justice and the level of Normative


4.19 Analysis of Private University (Non-Faculty Members)

Analysis of the data obtained from the private sector university (non-faculty members) is

given as under:

4.19.1 Demographic Variables of Private Sector University (Non-Faculty Members)

Table 4.323: Gender


Male 189 94.5 94.5

Female 11 5.5 100.0

Total 200 100.0

`

Figure 4.28: Gender

The above captioned table 4.43 represents demographics of non-faculty members of

Private Sector Universities in Khyber Pakhtunkhwa. It is evaluated that about 94.5% of the

male respondents replied to the questionnaires and actively participated in the study, where

on the other hand the rate of participation of female was only 5.5%, which is quite negligible

against the response rate of male population. The high response rate of male population is

attributed to the cultural dominance, enjoyed by males in the local traditions, while the lower

rate of female respondents was also attributed to the same reason.

Table 4.334: Age


18-28 years 104 52.0 52.0

29-39 years 37 18.5 70.5

40 and above 59 29.5 100.0

Total 200 100.0

`

Figure 4.29: Age

The above table exhibited ages of the participants along with their frequency

distribution. The highest number of respondents fell into the age group of 18-28, i.e. 52%,

which shows that people falling in this age group are comparatively energetic and more

educated; therefore, they openly participate in such types of learning activities. Similarly,

people having the ages of 40 and above also showed the second highest response, which is

attributed to their maturity and belongingness or loyalty with the education department of

their own organization. The culture of KP is quite different from that of the other regions of

the country, for example, people here respect the elders and in terms of organizations or jobs

that feed them and their families. Similarly, the elders find themselves with a constructive

obligation of helping their juniors; therefore, people falling in this age group exhibited the

second highest response rate.

`



Valid

Administrators 27 13.5 13.5

Academics and Establishments 173 86.5 100.0

Total 200 100.0


Table 4.45shows distribution of the participants on the basis of their designation that

included employees from Administration, academics and establishments. The highest number

of respondents showing a response rate of 86.5% was from the academics and establishment

division. It is because of the fact that this category contains comparatively more educated and

aware employees as compare to the employees in Administration division.

`



Under Graduates 30 15.0 15.0

Graduates 170 85.0 100.0

Total 200 100.0


Table 4.46 categorized the participants on the basis of their qualification into two

categories, i.e. Under Graduates and Graduates. About 85% respondents responded from the

graduate’s category, which shows that there is a greater level of awareness among the

employees who are graduates.

`


Frequency Percent Valid Percent Cumulative

Percent

Valid

Abasyn University 20 10.0 10.0 10.0

City University 25 12.5 12.5 22.5

Gandhara University 21 10.5 10.5 33.0

SarhadUniversity 35 17.5 17.5 50.5

Preston University 28 14.0 14.0 64.5

Qurtuba University 22 11.0 11.0 75.5

Cecos University 33 16.5 16.5 92.0

Northern University 16 7.5 7.5 99.5

Total 200 100.0 100.0


The above table 4.47shows a same trend in the selected universities of the study, i.e.

the larger the university is in terms of number of departments, students strength, campus size,

etc… the higher will be the percentage of responses from such institution, and in terms of its

`

establishment, the older an institution is established, the higher will be its response rate. The

table shows that the highest number of response rate was attributed to Sarhad University that

was 17.5%, followed by the Cecos University with 16.5% and Preston University with 14.0%

and so on. The lowest number of responses was obtained from the Northern University, i.e.

7.5%, which was due to its smaller size and recent establishment as a private sector university

in a considerably remote area of KP.


Ages Total

18-28 29-39 40 and above


Female 2 2 7 11

Total 104 37 59 200




`






respondents showed comparatively higher response rate from that of their response rate in

other age groups. The response rate of females in private sector universities non-faculty

members is quite low as compared to that of the public sector universities. One of the reasons

of such a lower response rate is attributed to the psychological makeup of the residents of

Khyber Pakhtunkhwa Province, like here people do not prefer to join private organization as

they believe that there is no future prospectus in such organization and especially with respect

to females, it is quite discouraged due to the perceived unjust workplace environment at such

institutions.


Designation Total

Administrators Academic and Establishment


Female 8 3 11

Total 27 173 200

`




administrators and academic and establishment were found as 19 and170, respectively, while

that of the female members were 8, 3, respectively. The table shows that the response rate of

the female respondents was comparatively lower than their male counterparts because

majority of the Pakhtoon families discourage jobs of their females family members in office

work environment and especially in relation to a private sector organizations.


Qualification Total

Under Graduates Graduates


Female 11 0 11

Total 30 170 200

`



exhibited in Table 4.50where male participants, who are under graduates and graduates, were

found as 10 and 170 whereas, the female participants were found as 11 and 0, respectively.

This shows that in terms of qualification the male population has a considerably higher

graduation rate as compared to the female counterpart because majority of the administrative

and clerical staff comprised upon the males as the local traditions highly discourage female to

work in the administrative function or clerical work environment of any organization.

Similarly, the lower qualification of female participants is attributed to the local cultural

restrictions over females in the Pakhtoon culture.

`



Male Female

Abasyn University 20 0 20

City University 23 2 25

Gandhara University 20 1 21

Sarhad University 32 3 35

Preston University 26 2 28

Qurtuba University 21 1 22

Cecos University 32 1 33

Northern University 15 1 16

Total 189 11 200


`





female respondents, i.e.3 was from the Sarhad University, which is followed by the Preston

University and City University with 2 each, which is followed by the other universities in the

list. Similarly, on the other hand the highest number of male respondents was also from the

Sarhad and Cecos University, i.e. 32 from each institution. Here it is once again provided that

the lowest number of response rate is attributed to the cultural constraints to female members

of the society in doing jobs at private sector organizations, especially in the clerical or office

related work.

4.19.2 Reliability analysis of Data

The extent of the scale score that helps in measurement of the true score can be

determined by the use of Cronbach’s Alpha (). Its value resides between 0 and 1 that is

indicating the reliability of the scale. Mathematically, it could be defined as (Cronbach,

1951).




`



results found satisfactory because all the values of Cronbach’s Alpha for all the variables of





DJ .983 5

PJ .906 6

IntJ .888 3


InfJ .911 3

AC .895 7

CC .781 7

NC .719 4










`



Table 4.403: Correlation Matrix

1 2 3 4 5 6 7 8

1. DJ 1

2. PJ .553** 1

3.IntJ .050 .210** 1

4.Interpersonal Justice .247** .467** .151* 1

5.InfJ .513** .232** .302** .276** 1

6.AC .402** .474** .378** .406** .429** 1

7.CC .398** .473** .382** .402** .417** .996** 1

8.NC .402** .474** .378** .406** .429** .932** .996** 1

**P<.01, *P<.05 (two-tailed)






positive correlation with one another. On the other hand the result of correlation amid OJ

facets i.e. (DJ,PJ, IntJ, interpersonal justice, InfJ) and OC facet i.e. (CC) reveals that (r

= .398, p<.01), (r = .473, p<.01), (r = .382, p<.01), (r = .402, p<.05), (r = .417, p<.01) the OJ

variables are showing a significant positive correlation with the continuance organizational

commitment. The result of the correlation with respect to the OJ facets i.e. (DJ, PJ,

Interactional Justice, Interpersonal justice and Informational Justice) and OC facet i.e.

`

(Normative Commitment) shows that (r = .402, p<.01), (r = .474, p<.01), (r = .378, p<.01), (r

= .406, p<.05), (r = .429, p<.01) the OJ variables are showing a significant positive

correlation with the Normative Commitment.


4.20.1 Regression Analysis between OJ and AC



level of Affective Commitment among the Non- faculty members of the selected private



level of Affective Commitment among the Non-faculty members of the selected private











`



Where







`



Standardized

Coefficients t Sig.

B Std. Error Beta

1 (Constant) -.787 .359 -2.189 .030

DJ .121 .079 .121 1.536 .126

PJ .204 .068 .228 2.992 .003

IntJ .275 .070 .239 3.939 .000


InfJ .232 .086 .192 2.704 .007


DV: AC

The above analysis was executed with an objective to examine the cause of OJ facets and

AC. Whereas, the researcher found the value of F as 26.1 which shows the fitness of the







evaluated a T-value of 1.53 which further shows that DJ has a significant positive correlation

with AC. Hence, rejected the alternative hypothesis and supported the null hypothesis, i.e.

Distributive Justice in the selected organization has an insignificant relationship with

`

Affective Commitment among the Non-faculty members of the selected private sector

universities of KP.







Affective Commitment among the Non-faculty members of the selected private sector

universities of KP.




of 0.275 units. The analysis evaluated a T-value of 3.93, which further shows that

Interactional Justice has a significant correlation with AC. Hence, rejected the null hypothesis

and supported the alternative hypothesis, i.e. there is a significant relationship between the

perceived Interactional justice and the level of Affective Commitment among the Non-faculty








`


the Non-faculty members of the selected private sector universities of KP.








the Non-`faculty members of the selected private sector universities of KP.




level of Continuance Commitment among the Non-faculty members of the selected private








`









Where







`



Standardized

Coefficients T Sig.

B Std. Error Beta

1 (Constant) -.782 .364 -2.152 .033

DJ .128 .080 .127 1.608 .109

PJ .203 .069 .226 2.948 .004

IntJ .287 .071 .248 4.069 .000


InfJ .213 .087 .175 2.452 .015


DV: CC


and CC. Whereas, the researcher found the value of F as 25.5, which shows the fitness of the




Interpersonal Justice.β1 is the regression coefficient of Distributive Justice, which is showing



0.128 units. The analysis evaluated a T-value of 1.60, which further shows that DJ has a

significant correlation with CC. Hence, rejected the alternative hypothesis and supported the

null hypothesis, i.e. There is an insignificant relationship between the perceived distributive

`

justice and the level of Continuance Commitment among the Non-faculty members of the

selected private sector universities of KP.







Continuance Commitment among the Non-faculty members of the selected private sector

universities of KP.


positive value and concludes that a unit increase in the Continuance Commitment Level





perceived Interactional justice and the level of Continuance Commitment among the Non-

faculty members of the selected private sector universities of KP.







relationship between perceived Interpersonal justice and the level of Continuance

`

Commitment among the Non-faculty members of the selected private sector universities of

KP.




Justice by a value of 0.213 units. The analysis evaluated a T-value of 2.45,which further

shows that Informational Justicehas a significant correlation with CC.Hence, rejected the null

hypothesis and supported the alternative hypothesis, i.e. There is a significant relationship

between the perceived Informational justice and the level of Continuance Commitment

among the Non-faculty members of the selected private sector universities of KP.




level of Normative Commitment among the Non-faculty members of the selected private








`









Where







`



Standardized

Coefficients T Sig.

B Std. Error Beta

1 (Constant) -.787 .359 -2.189 .030

DJ .121 .079 .121 1.536 .126

PJ .204 .068 .228 2.992 .003

IntJ .275 .070 .239 3.939 .000


InfJ .232 .086 .192 2.704 .007


DV: NC



shows fitness of the overall regression model for the given study, similarly the 0.000 p value

also supports the fitness of this model and rejects the null hypothesis. The value of R-square

has exhibited a variation of 40.2% in Normative Commitment, which is explained by DJ, PJ,

IntJ, InfJ and Interpersonal Justice.β1 is the regression coefficient of Distributive Justice,




shows that DJ has a significant correlation with NC. Hence, rejected the alternative

hypothesis and supported the null hypothesis, i.e. There is an insignificant relationship

`

between the perceived distributive justice and the level of Normative Commitment among the

Non-faculty members of the selected private sector universities of KP.


concludes that a unit increase in the Normative Commitment Level could be observed with a



with NC. Hence, rejected the null hypothesis and supported the alternative hypothesis, i.e.

there is a significant relationship between the perceived Procedural justice and the level of

Normative Commitment among the Non-faculty members of the selected private sector

universities of KP.


positive value and concludes that a unit increase in the Normative Commitment Level could





Interactional justice and the level of Normative Commitment among the Non-faculty




a corresponding change in the normative commitment by an amount of 0.189 units. The

analysis evaluated a T-value of 2.79, which further shows that Interpersonal Justice has a



`

Interpersonal justice and the level of Normative Commitment among the Non-faculty


It is also evaluated that β5 is the regression coefficient of Informational justice,

which is showing positive value and concludes that a unit change of InfJ will bring a

corresponding change in the normative commitment by an amount of 0.232 units. The

analysis evaluated a T-value of 2.70, which further shows that Informational Justice has a



Informational justice and the level of Normative Commitment among the Non-faculty


4.21 Comparison between Public and Private University Faculty Members

4.21.1 Mean Difference

4.21.1.1Paired Sample T-test

In order to identify the potential differences in the population mean of the two

populations of this study, i.e. Private and Public Sector universities, the researcher has used a

paired difference test. Paired sample t-test was performed to verify the data of both the

populations for identifying any potential difference in their mean. With the help of this

investigation the instability and significance of these variables could be measured. This

investigation describes significance and instability of the variables; through molds that it is a

usual practice to circulate and modify the variables during the execution of a study. The (test

statistic) is given as under:

`

(Chaudhry and Kamal, 2004)

Where

d represents the change in sample mean.

n represents the numeric value of the sample variable.

Sd represents the standard deviation of d.

Formulations for d and Sd are as follows:

d = ∑ d1/n

Sd= √∑ (d-d1)2/n-1

Table 4.44: Paired Samples Statistics amid Faculty

Mean Std. Deviation T Sig

Pair 1Public University 4.10 1.004 2.76 .006

Private University 4.25 1.100

The results obtained from the Paired samples t-test is used for the comparative

measurement of the mean difference of public and private sector universities faculty members

working at , KP, Pakistan. The mean score of faculty workers in public universities was

found as 4.10 and working faculty in private universities was found as 4.25. It demonstrates

that faculty working in private universities have greater mean than working faculty teachers

`

in public sector universities of, KP, Pakistan. The Standard deviation was also found greater

in case of the private sector universities as compared to the public sector universities in Kp.

Pakistan. The results also shows a t value of 2.76 with a significance loadings of 0.006,

which exhibits considerable variations among the faculty members of public and private

sector universities of the KP province. Therefore, the alternate hypotheses was accepted,

which portrayed that there was a considerable level of difference among the viewpoints or

mean score of the faculty members of the public and private sector universities in Khyber

Pakhtoon Khwa, Pakistan.

Table 4.45: Paired Samples Statistics amid Non-Faculty

Mean Std. Deviation T Sig

Pair 1Public University 3.81 .949 .711 .478

Private University 3.76 .842

The results obtained from the Paired samples t-test is used for the comparative

measurement of the mean difference of the non-faculty members of public and private sector

universities, KP, Pakistan. The mean score of faculty members in the public sector

universities was found as 3.81, while for private sector faculty members it was evaluated as

3.76. It demonstrates that faculty working in the private universities has comparatively lower

mean than that of the faculty members in public sector universities of, KP, Pakistan. The

Standard deviation was also reported as lower in the private sector universities as compared

to the public sector universities. The t-test value was reported as .711 along with significant

loadings of .478, which has discovered insignificant or considerably lower variations with

respect to the non-faculty members of public and private universities of KP, Pakistan. So,

alternate hypotheses was rejected in this regard, while accepting the null hypothesis, which

`

depicted that there is an insignificant difference between the views or mean score of the non-

faculty members of public and private universities of KP, Pakistan.

Table 4.47: Comparison of Standardized Regression Coefficients (Beta) with respect to relationship between all the OJ and OC facets for both the private and public sector universities faculty and non-faculty members

Variables Faculty Members Public Universities

Non-Faculty Members Public

Sector Universities

Faculty Members Private Sector

Universities

Non-Faculty Members Private

Sector Universities

AC CC NC AC CC NC AC CC NC AC CC NC


.113 .125 .126 .101 .113 .109 .154 .161 .154 .121 .127 .121

Procedural Justice

.266 .270 .274 .166 .235 .254 .233 .229 .233 .228 .226 .228


.258 .270 .267 .208 .247 .245 .247 .257 .247 .239 .248 .239


.112 .100 .094 .101 .084 .074 .161 .161 .161 .180 .180 .180


.175 .161 .167 .125 .138 .128 .159 .140 .159 .192 .175 .192

The value of standardized regression coefficients shows that how strongly each

predictor (independent) variable affects the criterion (dependent) variable in a given study.

The beta value can be usually measured in terms of the units of standard deviation. Since the

given investigation is carried out on four strata’s, i.e. the faculty and non-faculty members of

both the private and public sector universities of KP, Pakistan, therefore, in order to evaluate

the possible strength and influence of predictor variables that includes the five facets of

organizational justice over the criterion variables that includes the three facets of

organizational commitment, the given table is drawn. The above table shows that in case of

the faculty members of public sector universities of KP Pakistan, the procedural justice and

interactional justice have a considerable level of impact over the affective, continuance and

normative commitment, while the informational justice and distributive justice has a

`

comparatively moderate impact over these three facets of organizational commitment.

However, the interpersonal justice shows a relatively lower influence over the three facets of

organizational commitment among the faculty members of public sector universities of KP,

Pakistan, this is because of the fact that the organizational culture of public sector

departments in Pakistan has a defined formal hierarchy and each employee is treated as per

their defined status or basic pay scale, irrespective of his/her interpersonal traits. Similarly, in

case of the public sector non-faculty members, a same trend can be seen over there, like the

procedural justice and interactional justice have a considerable level of impact over the

affective, continuance and normative commitment, while the informational justice and

distributive justice has a comparatively moderate impact over these three facets of

organizational commitment. Moreover, the interpersonal justice dimension of the

organizational justice also exhibits the same trend as it exhibit in case of the faculty members

of the public sector universities. The identical trend in case of both the faculty and non-

faculty members of the public sector universities of KP, Pakistan is attributed to the same

reason of the organizational culture of public sector organizations in Pakistan. We can see in

the above table that all the facets of organizational justice have higher weightage

comparatively to non-faculty in public sector due to considerable relax job description in

terms of faculty.

On the other hand, in case of the faculty and non-faculty members of the selected

private sector universities of KP, Pakistan, it can be seen that the distributive justice has a

comparatively strong influence over the three facets of the organizational commitment as

compared to the public sector universities employees. This is because of the fact that

employees in private sector universities are more conscious towards the pay packages and

other monetary prerequisites that their organizations are expected to offer them instead of

other factors. Moreover, the impact of interactional and procedural justice shows same trend

`

as it showed in the case of public sector universities faculty and non faculty members, this is

attributed to the fact that employees in both the sectors feel privileged to be associated with a

prophetic profession and the organizations are equally following code of good corporate

governance. However, the main point of difference between the trends of the predictor

variables in relation to the criterion variables with respect to the non-faculty members of

public sector universities and that of the private sector universities is that, the interpersonal

justice has a comparatively weak influence over the commitment level of the non-faculty

members in public sector universities, while in case of private sector universities non-faculty

members, it shows a comparatively strong influence and relationship with their commitment

level. Reason behind this difference is evaluated as the existence of different organizational

culture and structure in both of these organizations, i.e. the private sector universities follow

strict code of corporate governance and there is a quite less job security, especially for the

non-faculty members as compared to that of the public sector universities. In the case of

private sector faculty & non faculty the same trend is followed in this stratum as well that all

the five facets of organizational Justice found considerable high depicted by the above table

4.47.

`

CHAPTER-5

DISCUSSION, CONCLUSION AND RECOMMENDATION

5.1 Discussion

The study was managed to investigate one of the major prevailing queries in the

field of organizational behavior, i.e. the impact of Organizational Justice on the job

commitment of faculty members and non-faculty members of all public and private

universities of Peshawar, KP, Pakistan. The key objective of this investigation is to

scrutinize and measure perceived level of organization justice and its relationship with

the different manifestations of OC that is prevailing amongst both the faculty and

non-faculty members of the universities that are operating in the public and private

sectors of Khyber Pakhtunkhwa (KP), province of Pakistan. The empirical findings of

this study supported the view point that all the five dimensions of organizational

justice, i.e. distributive justice, procedural justice, interactional justice, interpersonal

justice and informational justice has a significant positive contribution and impact

over the three dimensions of organizational commitment among employees of both

the public and private sector universities of Khyber Pakhtoon Khwa that includes

affective commitment, continuous commitment and normative commitment. A

number of evidences are discussed in this section that provides a clear understanding

of the relevant facts and figures regarding all the dimensions of organizational justice

that are contributing significantly towards the level of commitment among employees

of both the public and private sector universities of KP, Pakistan.

Both the key variables of this study are evaluated against the findings of different

researchers in the past, so that an informed decision could be reached by making

`

comparison between the findings of this study and the evaluations of past literature. It

is also evaluated that majority of the studies either investigated the relationship of one

or two dimensions of the key variables of this study, which were not comprehensive

enough to evaluate the exact nature of relationship between the two variables,

therefore a need was felt to investigate the relationship of organizational justice and

organizational commitment by considering all the possible dimensions of these

variables. This study has addressed the mentioned need and carried out thorough

investigation of the relationship between the two variables, which in turns not only

addressed the prevailing gap between the findings and limitations of the past and

present evaluations, but also opened new platforms for discussion to the future

researchers over the given topic.

5.1.1 Public Sector University (Faculty)

The study supports the conclusion through theoretical and empirical evaluation of the

collected responses from the participants that all the five dimensions of organizational justice

has a significant positive impact over the three dimensions of organizational commitment.

The statistical evaluation of the given responses from the participants established an

understanding that the specific nature and traditional values of the people residing in the KP

province of Pakistan are quite different fro0m rest of the country and world as a whole. The

study evaluated that employees working in the public sector universities of KP, Pakistan

value distributive, interactional and interpersonal justice dimensions of the organizational

justice and therefore their corresponding impact over the organizational commitment is

comparatively more keenly observed by the researcher. Schneider, B. (2000) conducted an

evaluation over investigating the possible impact of psychological factors over a person’s life

in an organization. Findings of this study evaluated that the overall approaches and behavior

`

of employees towards their organization is basically guided by several factors that includes

their psychological perceptions about different approaches and things in their surroundings,

the concepts they have learned from their society and the cultural and ethical norms of a

particular community. The findings of this study are supported in this regard because the

evaluation was made into cultural and social norms of Pakhtoon community and the

corresponding impact of their culture over their organizational behavior and attitude was

measured in relation to their perceptions regarding the prevailing level of justice in the public

sector universities of KP Pakistan and its corresponding impact over their commitment level

towards their respective organizations.

The researcher also observed that the organizational culture of the public sector

organizations in Pakistan is quite different from that of the private sector organizations or

such organizations that completely follows the code of corporate governance. It is evaluated

that employees in public sector organizations are usually more motivated and satisfied from

their jobs, however, their commitment level still seems considerably lower than the

employees of private sector organizations. The level of perceived organizational justice is

found comparatively high; however, it is attributed to the weak corporate control over

employees and lack of the good corporate governance system in such organizations.

Therefore, its impact over the level of organizational commitment among employees is not

effective enough to improve it in the long run. The Pearson Correlation was applied to

investigate the correlation between the predictors of the study and response variables. The

outcome of relationship between OJ facets i.e. (DJ, PJ, IntJ, Interpersonal justice, InfJ) and

OC facet i.e. (AC, CC and NC) disclose that a notable positive correlation between variables

is present. The findings of this study are supported by the studies of (Ali, N., Mehmud, S. T.,

& Baloch, Q. B., 2010; Bakhshi A, Kumar K, Rani E, 2009; Colligan, M.J., Pennebaker,

J.W., and Murphy, L.R., 1982 and Hassanreza Zeinabadi, 2010). These studies evaluated that

`

the organizational culture and societal norms of the employees working in an organization

has a considerable level of contribution towards the level of commitment for their job and

organization as a whole. Their perceptions regarding organizational justice are also affected

by such norms and values, which in turns negatively affect their behavior and overall

approach towards the organization and helps in determining the level of commitment among

employees towards their job and the organization as a whole.

The study has administered multiple regression analysis to investigate the impact of OJ

facets and AC. The findings of the analysis evaluated that all the five dimensions of OJ has a

considerable level of impact and close contribution towards the AC facet of OC. A

consistency in the outcome of this study was observed similar to the study of Lambert, Hogan

and Griffin (2007), where the authors evaluated that organizational justice plays a key role in

motivating and improving the morale of employees through integration of an extreme level

sense of belongingness and attachment with the organization. Similarly, the study of Porter,

L., Crampon, W., and Smith, F. (1976) found that organizational commitment has a

considerable level of contribution into the managerial turnover because when individuals

working at the managerial positions experience injustice in the organization, they loss their

commitment level and usually decide to leave the organization. The study found that

managers are mostly concerned about the intrinsic rewards instead of extrinsic factors, like

recognition, promotions, etc… therefore, experiencing any incidence of injustice could cause

a considerable level of down turn into their morale and dignity, which in truns affect their

overall commitment level towards their organization.

Furthermore, the study of Wang, Liao, Xia and Chang (2010) carried out evaluation over

investigating the mediating impact of organizational commitment and leader-member

exchange over multiple public and private sector organizations. The authors evaluated that

employees in public sector organizations are mostly satisfied with the level of organizational

`

justice prevailing in their respective organizations because public sector organizations mostly

follow a predefined standard organizational structure with clear distinction of hierarchy of

authorities and responsibilities. While, on the other hand the organizational culture of one

private organization may drastically differ from the organizational culture of another private

organization and due to the lack of this standardization in organizational policies and

procedures, employees usually perceive justice in their organization through making

comparison with such justice that is enjoyed by employees of another organization in the

same industry. This makes the evaluation of employee’s perceptions in the private sector

organizations comparatively more complex. However, even then employees of private sector

organizations exhibits high level of commitment as compared to the employees of public

sector organizations, which is attributed to the lack of strong or proper internal controls in the

organizational structure of the public sector organizations. The findings of the study was also

supported by the evaluations carried out by Shore, l. & Wayne, S. (1993); Somers, M. J., &

Birnbaum, D. (1998); Shadur, K., & Rodwell, (1999) and Trevino, L. & Weaver G. (2001).

The study also found that perceptions of employees vary on the basis of their qualification

and experiences, for example the operational and tactical employees usually feel that they are

not treated justly. The responses of faculty members from the public sector universities of KP

Pakistan, evaluated that the level of perceived organizational justice among the PHD and

MPhil degree holder was quite moderate as compared to the young faculty members having

mostly graduation or master qualification. This shows that members with higher qualification

and experience gained a better insight into the organizational culture and system of the public

sector organizations and therefore they better understands that how the impact of prevailing

level of justice in an organization get offset with the overall commitment level of such

employees. The observations and evaluations made in this study are also supported by the

findings of the study of Razaiean, A., Givi, M. E., Givi,H. E. & Nasrabadi, M. B, (2010),

`

who evaluated that the level of employees understanding and experience has a direct

relationship with their assessment of the level of overall justice in the organization. The

authors concluded that employees with higher qualification tends to build better

understanding of different factors of organizational culture or structure, i.e. they can better

evaluate the possible impact of perceived organizational justice among employees over their

overall level of commitment towards their job or organization as a whole. The study of

Sekaran, U. (2006) provided same findings regarding the phenomenon that how employees or

individuals build perceptions regarding a particular thing or behavior in their day to day life

or in an organizational settings and how these perceptions respond to different internal and

external factors that could affect their attitude towards a particular thing. The study provided

a deep insight into the psychological and physical factors that could have a direct impact over

the employees perceptions regarding the prevailing level of justice in an organization and

how such perception affect the overall level of commitment among employees towards their

respective jobs and organizations. On the basis of such evaluations, the researcher concluded

the following hypothesis of the study to be valid and true, which in turns support the overall

findings and conclusion reached over the topic under consideration.

Table 5.48: Summary of the Hypotheses

S# Hypotheses Accept/Reject

1 H1: DJ has significant effect on AC Accept

2 H2: PJ has significant effect on AC -do-

3 H3: IntJ has significant effect on AC -do-

4 H4: Interpersonal justice has significant effect on

AC

-do-

`

5 H5: InfJ has significant effect on AC -do-

6 H6: DJ has significant effect on CC -do-

7 H7: PJ has significant effect on CC -do-

8 H8: IntJ has significant effect on CC -do-


AC

-do-

10 H10: InfJ has significant effect on CC -do-

11 H11: DJ has significant effect on NC -do-

12 H12: PJ has significant effect on NC -do-

13 H13: IntJ has significant effect on NC -do-


NC

-do-

15 H15: InfJ has significant effect on NC -do-

5.1.2 Public University (Non-Faculty Members)

The study has also considered evaluation of responses from non-faculty members of the

selected public sector universities of KP, Pakistan to develop a thorough understanding of the

behavior of employees in this category as well. During the pilot study, it was found that the

non-faculty members of public sector universities exhibited different attitude from that of the

faculty members due to several reasons that includes, lack of higher qualification,

bureaucratic state of mind and lack of motivation for learning something new and innovative.

The empirical findings of this study evaluated that the non-faculty members of the public

`

sector universities of KP, Pakistan showed comparatively little interest and contribution in

the execution of this study because they are comparatively less aware of the value or

importance of this study. It is also evaluated that the level of commitment among the non-

faculty member is comparatively lower than that of the faculty members of the selected

public sector universities because of the nature of their work, i.e. the non-faculty members

usually deal with certain repetitive nature of tasks during their working hours and therefore,

they have relatively lower motivation level, which in turns affect their level of commitment

towards their jobs and the organization as a whole. The findings of this study was supported

by the study of Bruns, H. (2014), who conducted an evaluation over the impact of perceived

organizational justice on the level of commitment among the local government employees in

six different regions of the Germany. The findings of this study supported evaluations made

by the given study regarding the contribution of the work attitude of non-faculty members of

the public sector universities of KP, Pakistan. The study found that employees working in the

administrative and establishment departments of the public sector organizations are usually

reluctant to take responsibility and initiatives to make their work interesting rather they

exhibits a bureaucratic attitude or working style because they believe that the organizations

could not run without their contributions.

The evaluation of the impact of organizational justice over the overall level of

commitment among the non-faculty members of the selected public sector universities of KP,

Pakistan was carried out through the Pearson correlation analysis that provided an insight into

the correlation between response variables and predictors. Results of the given evaluation

show that all the five dimensions of organizational justice has a significant positive

correlation with all the three dimensions of the organizational commitment. It is also

evaluated that the procedural justice and interactional justice dimensions of the organizational

justice has a comparatively stronger impact over the level of commitment among the non-

`

faculty members of the public sector universities because establishment of the working

policies and procedures is the fundamental responsibility of the administrative and

establishment division of any organization. These findings are also supported by the studies

of Dai, L., & Xie, H. (2016); Farmer, K., & Meisel, S. (2010); Kaya, C., & Ceylan, B. (2014)

and Lin, X., & Leung, K. (2013).

The multiple regression analysis was applied to investigate the impact of OJ facets and

AC. The findings of this analysis shows that all the five dimensions of OJ considerably

contributes towards the establishment of Affective Commitment among the non-faculty

employees of the selected public sector universities. A consistency in the outcome of this

study with respect to the aforementioned findings was observed similar to the study of

Herman et al., (2013), where it was evaluated that affective commitment among employees is

the most integral component for ensuring an effective contribution from the HR in the

achievement of the overall goals or objectives of an organization. The study further evaluated

that unlike the faculty members, the perceptions of non-faculty members of the public sector

universities of KP, Pakistan do not vary with their qualifications, i.e. irrespective of their

qualification they all have same perceptions about the prevailing status of justice in their

organizations and how it affects their morale or level of commitment towards their jobs or the

organization as a whole. The outcomes associated with this aspect of the study are supported

by the evaluation of Theodorakopoulos, N., Ram, M., & Kakabadse, N. (2014), who commented

that perceptions regarding the prevailing level of justice in an organization depends upon the

experiences and personal understanding of an individual instead of his/her qualification. The

findings of the study provided an opportunity to get a deep insight into the perceptions of

employees, especially those working in the administrative or clerical departments of the

selected organizations, which helped in evaluating that such employees are usually stubborn

in nature and comparatively more reluctant to change that in turns negatively affect their

`

overall attitude and perceptions towards the prevailing justice level in their respective

organizations.

The given study has seriously addressed the implications of the cultural norms and local

traditions over the overall attitude of employees and their perceptions regarding the

prevailing practices of justice within their respective organizations. It is found that the

response rate from female respondents is comparatively lower than that of the male

counterpart in the non-faculty employees of the organization. It is further evaluated that the

lower number of female respondents is attributed to the cultural restrictions and

discouragement of females for doing clerical or administrative nature jobs. It is also evaluated

that there is a strong correlation between the perceived level of organizational justice and the

overall level of commitment among the female non-faculty members of the public sector

organizations, but due to the prevailing cultural constraints to the female members, their

commitment level is adversely affected. Furthermore, the analysis shows that the procedural

justice and informational justice have comparatively higher influence over the level of

continuance commitment among female non-faculty members of the selected public sector

universities. It is observed that female non-faculty members of the public sector universities

of KP Pakistan showed a comparatively consistent approach or attitude towards their job,

which in turns highlight their level of commitment towards their respective organizations and

particularly towards their jobs. The findings of the study with respect to the female non-

faculty members is also supported by the studies of Lambert, Hogan and Griffin (2007); Kim

(2009); Loi, Ngo and Foley (2006) and Wang, Liao, Xia and Chang (2010). Findings of these

studies showed that the cultural and traditional norms of the individuals have a considerable

level of impact over their perceptions towards their organization and particularly towards

their jobs.

`

Another major finding of the study regarding the perceived organizational justice and its

impact over the level of commitment among the non-faculty members of public sector

universities of KP, Pakistan is related to the demographic characteristics of the participants,

like age and geographic background like where they live or doing jobs. For instance, people

who are over 40 years old have established a long term loyalty and association with the

organization where they are doing job and especially those who are working in their native or

local organizations in their locality. The basis for assessing or measuring the level of

perceived organizational justice for such employees is quite different from the other

employees because of their long term association and attachment with their organizations.

The empirical findings of the study evaluated that employees who are working in

organizations that are located in their locality and have spent a major portion of their lives at

such organizations are found comparatively more motivated and satisfied with their work and

therefore having a higher commitment level among the other employees in the selected

sample. These findings are also supported by the evaluation made by the studies of Colquitt,

J.A.; Conlon, D.E.; Wesson, M.J.; Porter, C.O.L.H.; and Ng, K.Y. (2001); Brown, R. B., &

Brooks, I. (2002); Ali, N., Mehmud, S. T., & Baloch, Q. B. (2010) and Won-Kyung Oh,

Keon-Kang Son, Min Soo Kim, & ShinKyungShik. (2013), where these studies have

affirmed the association and impact of certain demographic characters over the level of

perceived justice organizational justice and its corresponding impact over the level of

commitment a mong the employees of an organization. Similarly the findings of the given

study are also supported by the study of Wooten, K., & Cobb, A. (1999), who found that

most of the times employees shows a considerable level of continuance commitment towards

their job and the organization as a whole just because of the prospective opportunities that the

organization could provide them while their working at such particular organizations, which

could help them in their career development.

`



1 H1: DJ has significant effect on AC Accept

2 H2: PJ has significant effect on AC -do-



AC

-do-





9 H9: Interpersonal justice has significant effect on -do-



12 H12: PJ has significant effect on NC -do-



NC

-do-


`

5.1.3 Private University (Faculty)

The research was aimed to conduct thorough evaluations into the private sector

universities of the Khyber Pakhtoon Khwa Province of Pakistan parallel to the public sector

universities because the operational set-up and organizational culture of the universities

operating in both the sectors are quite different from one another. For instance public sector

universities are funded by the government and their purpose is to deliver quality education in

the greater interest of the public welfare, while on the other hand private sector universities

are established with a profit making motive. Therefore, employees working in the public

sector universities have different parameters for assessing the overall level of perceived

justice in their respective organizations and its corresponding impact over the level of

commitment among them from that of the employees of private sector universities. The

empirical findings of this study also affirmed the given assertion as it evaluated that

employees working in the private sector organizations usually make an assessment of

whether the organizational culture and procedures towards its employees are just and fair on

the basis of tangible benefits associated with their workplace or job. For example, employees

in private sector universities usually compare their current jobs with other potential offerings

or with the jobs of their peers or friends in other organizations in terms of tangible monetary

benefits associated with their jobs and carryout the assessment whether their organization has

a just and fair approach in this regard. It is also found that employees of private sector

organizations usually make such assessments due to the non availability of long term benefits

for their association with their particular organizations, i.e. retirement benefits, pensions, etc..

which are typically available to the public sector employees. The findings of this study,

particularly with respect to the given assertion are also supported by the findings of Xiaolin,

Gul and Sadozai, (2018), who evaluated that the distributive justice dimension of the

organizational commitment has an insignificant impact over the overall commitment level of

`

employees in the private sector organizations due to the fact that they do not expect certain

long term benefits against their association with their respective organizations.

Multiple regression analysis was used to investigate the influence of OJ facets over the

OC facets in relation to the faculty members of private sector universities. It is found that all

the four dimensions except the distributive justice dimension of perceived organizational

justice has a considerable impact over the level of commitment among the faculty members

of the private sector universities, however, certain variations with the empirical evaluations

regarding the relationship of distributive justice and commitment level of faculty members in

private sector universities are observed, i.e. there is comparatively high employees turnover

in the private sector universities as compared to the public sector universities due to the lower

level of perceived distributive justice in the private sector university employees. However,

the Pearson correlation analysis and empirical evaluations found that the higher turnover in

private sector universities cannot be only attributed to the lower level of perceived

distributive justice rather it is due to the fact that private sector universities usually offer

higher tangible incentives in the short run, while employees in the public sector universities

are getting long term benefits with notable consistency. Therefore, it is evaluated that there is

a significant positive correlation between the level of perceived organizational justice (except

the distributive justice) and organizational commitment among the faculty members of the

private sector universities of KP Pakistan. The findings of this study are also supported by the

studies of Kozjek and Ferjan, (2015); SANGIOVANNI, A. (2012) and Suchman, L. (1997),

where the researchers in these studies evaluated that employees in the private sector

organizations have a comparatively lower level of commitment or belongingness with their

jobs and organizations from that of the public sector organization. The studies suggested that

one of the major reasons behind the given difference is due to the difference in organizational

culture and operating style of both the organizations, i.e. in public sector organizations

`

employees usually find certain flexible working environment, while in private sector

organizations, employees are mostly evaluated on the basis of the fact that how affectively

they meet their targets, which the management sets periodically.

The study has also evaluated that faculty members of the private sector universities are

comparatively more motivated towards their work as compared to the faculty members of the

public sector universities because of the high level of perceived procedural justice in private

sector organizations. Private sector organizations mostly follow complete code of corporate

governance in their organizational practices, which encourages fair treatment towards all the

employees, while on the other hand, the organizational culture/structure of the public sector

universities is mostly dominated by nepotism or favoritism, which in turns negatively affect

the motivation or overall morale of its employees. The findings of this study was also

supported by the evaluation made by Sullivan, B., Haunschild, P., & Page, K. (2007), who

found that public sector organizations usually have weak controls over the implementation of

their policies and procedures, which in turns create opportunities for violation from those

who are in power. This in turns negatively affect the commitment level of employees and

level of procedural justice in the organization.



1 H1: DJ has insignificant effect on AC Reject

2 H2: PJ has significant effect on AC Accept


4 H4: Interpersonal justice has significant effect on -do-


`





CC

-do-

10 H10: InfJ has significant effect on CC Reject

11 H11: DJ has significant effect on NC -do-

12 H12: PJ has significant effect on NC Accept



NC

-do-


5.1.4 Private University (Non-Faculty Members)

The findings of the study with respect to non-faculty members of the public sector

university in relation to the level of perceived organizational justice and its impact over the

level of commitment among employees shows same results as shown for the faculty

members, i.e. the perceived distributive justice has an insignificant impact over the level of

commitment among non-faculty members of the private sector universities of KP, Pakistan,

however variations were observed with respect to the impact of perceived procedural,

informational and interpersonal justice over the commitment level of such non-faculty

members. The study also found that local cultural norms have a considerable level of impact

`

over this segment of the selected population, i.e. about 95% of the participants in this

segment were male, which shows that females are discouraged to join private sector

organizations for administrative or establishment related work.

Multiple regression analysis evaluated that level of perceived procedural justice is

comparatively lower among the non-faculty members of the private sector universities of KP,

Pakistan because private sector organizations usually offer comparatively lower wages or

fringed benefits to the non-faculty members as compared to its faculty members due to the

excessive level of prevailing unemployment in the region. Similarly, it was also evaluated

that management of the private sector organizations do not value their non-faculty members

in strategic decision making of the organization, which in turns negatively affect their

perceptions regarding the level of interpersonal justice and its corresponding impact over

their commitment towards their job and organization in general. The findings of this study is

supported by the study of Aryee, S., Budhwar, P. S., & Chen, Z. X. (2002), who evaluated the

lower grade or clerical employees in private sector organizations usually lacks sense of

belongingness due to the perceived ignorance from the executives, especially in relation to

the strategic matters of the organization. Similarly, the study of Ambrose, M. L., Hess, R. L.,

& Gansar, S. (2007) found that whenever an organization divide its workforce in different

categories without realizing them about the fundamental needs or requirements for such

division, such organization creates internal groupings among the workforce with different

attitudes towards the level of perceived organizational justice and its corresponding impact

over their performance and overall commitment level towards their respective organizations.

The study found that employees in private sector universities have significantly different

views and attitudes towards the level of perceived organizational justice in their respective

organizations and its corresponding impact over the level of commitment among both the

faculty and non-faculty members towards their job and overall organization in general. The

`

findings of this study are highly aligned with the evaluation made by Bakhshi A, Kumar K,

Rani E (2009); Baugh, S. & Roberts, R. (1994); Brief, A. P., & Weiss, H. M. (2002) and

Cohen-Charash, Y., & Spector, P. E. (2001). These studies evaluated that employees in

private sector organizations usually stay in an organization on the basis of the tangible

monetary benefits that the organization offers to them, while on the other hand employees of

public sector organization usually feel honored for working in their respective organizations

and they usually keep the long term benefits associated with their job including social

recognition, respect, retirement benefits, recognition in sense of golden handshakes, etc…

Similarly, due to the high adherence to code of corporate governance in private sector

organizations, employee usually learn new and innovative things and therefore find their jobs

quite interesting in this regard, while on the other hand employees of public sector

organizations usually lacks such opportunities and find their jobs as boredom. All these

factors significantly contributing towards shaping their attitudes and perceptions regarding

the level of perceived justice in their respective organizations and how it affects their

commitment towards their respective jobs.

Table 5.51:Summary of Hypotheses


1 H1: DJ has insignificant effect on AC Reject

2 H2: PJ has significant effect on AC Accept



AC

-do-


`

6 H6: DJ has significant effect on CC Reject

7 H7: PJ has significant effect on CC Accept



CC

-do-


11 H11: DJ has significant effect on NC Reject

12 H12: PJ has significant effect on NC Accept



NC

-do-


16 H16: There is a significance difference between

the views or mean score of public and private

universities faculty members of Peshawar, KP,

Pakistan

Accept

17 H17: There is a significant difference between the views

or mean score of public and private universities non-

faculty members of Peshawar, KP, Pakistan.

Reject

`

5.2 Findings

During the research study researcher closely observed some issues that are facing by

the faculty and non-faculty members along with students in both private and public sector

universities of KP, Pakistan. The findings are as follows:

5.2.1 Responsibilities not clearly defined

In the public sector universities of KP, Pakistan there is a considerable level of

ambiguity regarding the line of authority and responsibility among employees, which means

that no proper job descriptions and hierarchy is defined for each level or individual employee.

For instance, employees are mostly supervised by multiple managers, which in turns create

conflicts among the employees and negatively affect their commitment level. Similarly,

employees are not encouraged to take part in the strategic decision making process of the

organizations, which causes lack of belongingness among the employees and increases their

resistance to any change initiative. Moreover, in comparison with the public sector

universities, the private sector universities of the province usually follow a complete code of

corporate governance as their organizational policies, which contain establishment of clear

reporting lines and each employee is given a comprehensive set of his job description that

contain information related to his role and responsibilities in the organization. It is also found

that employees in the private sector organizations do not tend to override their authority or

immediate senior, which helps in keeping a peaceful and supportive work environment in the

long run.

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5.2.2 Properly train supervisors, administrators, and managers

The managers and supervisors in public sector universities usually avoid to undergo

proper training and development programs to improve their management and individual

skills. A number of employees quit their jobs because of a substandard relationship with their

department head or abusive behavior of their supervisors.

5.2.3 Unclear career plans

There is an unclear career plan for employees, particularly in private sector

universities of KP, Pakistan because majority of the employees join private sector

organizations with an objective to stay for a shorter period of time. Systematic performance

evaluation should be done to offer continuous feedback to the workers, so that they can get a

clear understanding towards their particular careers and the available opportunities for long

term growth in their respective organizations.

5.2.4 Unfair salaries

It is also found that the wages of the employee working in private sector universities

are unfair or quite low as compared to the same cadre employees in public sector

organization. Similarly, private sector employees do not get equal opportunities for

retirement benefit plans as these are available to the public sector employees.

5.2.5Ineffective orientation program

There is no consistent and formal orientation program for the new workers because of

which individuals feel like strangers for a considerable period of time and usually come

across multiple blunders in their start-up periods.

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5.3 Recommendations and Suggestions

Following are the recommendation and suggestions of the study for both public and

private universities of KP, Pakistan.

5.3.1 Clearly define responsibilities

Each position in both public and private universities ought to have a formal and clear

job description. They should know their direct superiors to report as well as they ought to

know about the extent of power that they have in decision making process in their respective

organizations as well as needs to have understanding about their day to day work related

expectation.

5.3.2 Provide Proper Training to Managers, Supervisors, and Administrators

Appropriate training for the faculty and non-faculty members of universities in private

and public sector should be organized frequently in order to improve management and

individual skills. It has been observed that many employees quit their jobs just because of the

substandard relationship with their bosses but not because of the company.

5.3.3 Delineate Career Plans

When the employees including both faculty and non-faculty members of universities

in public and private sector feel that their employer has designed career plans for them, they

will feel more committed towards their particular organizations. Systematic performance

appraisals ought to be critical part of the plan to provide appropriate feedback to the

employees and to help them in reinforcing their career objectives.

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5.3.4 Encourage Employees for Feedback

Employee satisfaction surveys are common among private and public sector

universities in order to get an insight into the performance of their employees. However, for

high employee’s commitment, it is necessary to ask all faculty and non-faculty members to

give feedback regarding their job positions, expectations and insufficiencies. Then give them

proper response by making things effective.

5.3.5 Offer Fair and Competitive Remuneration

Although, competitive and fair remuneration does not guarantee the loyalty, however,

the faculty and non-faculty members of the selected universities (both public and private) are

curious about their remuneration because below-market remuneration will motivate them to

change their career path and to look for other employment opportunities in other sectors. It is

good to keep the employees informed about the remuneration of other universities in both

private and public universities, so that they can make a meaningful comparison and assess

their own status and value in the market.

5.3.6 Have a Fruitful Orientation Program

It is important for the public and private universities to design legitimate and

consistent orientation programs for all the employees including both faculty members and

non-faculty members. By doing so, the faculty members and non-faculty members of the

universities will create a sense of importance among them as they will feel themselves an

important part of the team.

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5.3.6 Communicate, communicate, communicate

Every member of a university, whether he/she is a faculty member or non-faculty

member should has a right to know about the affairs of the university in which they are

working. For this purpose, the administration of the university needs to create an effort to

keep them enlightened about the current affairs of their respective universities. It is good to

allow them to hear such news first from their supervisors because this will promote

interpersonal trust, relationship, and creates a sense of loyalty among the subordinate

employees.

5.3.7 Construct learning opportunities

Employees that are interested in skills advancement will demand to have an

environment to learn more things that could add value to their skills and abilities in order to

help them in improving their job positions. Ensure the provision of such opportunities either

internal or outsourced, but fully sponsored by the organization to help polish their skills. The

professional development of the employees should be a part of their review procedure, goals,

and objectives.

5.3.8 Don’t Overlook the Advantages

A number of employees usually focus on the benefits that they are getting in addition

to their salaries, therefore, keeping this in mind, be sure to offer better fringe benefits to them

compared to the rivals.

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5.3.9 Express the Valuableness of your Employees

Invest some additional time and resources in your employees to recognize them for

their achievements because a little recognition can help in motivating the employees to

maintain their relationship with the organization for a longer period of time.

5.3.10 Develop Candid Communications for Trust Building

It is important for both public and private sector universities to ensure that the

organizations have a candid communication relationship with the faculty and non-faculty

members by communicating frequently about the actual state of events including

organization’s mission statement, short and long-term goals, financial performance, potential

achievements, as well as missteps of the organization. Although, it is a fact that no one like to

talk about the missteps and weaknesses, however, an organization can never succeed if it

deny airing its dirty laundry.

5.3.11 Promote Ethical Behavior

Even highly performing teams can also feel difficulties in maintaining their

performance in an environment where unethical behavior is common. So how can your

organization promote trust? There are number of methods that can be used to build trust at

both individual as well as organizational level. First of all, it is important to put all the

personnel procedures into right position to produce desired ethical behaviors and immediately

align those that move outside the determined boundaries. Secondly, create a workplace ethics

policy to clarify those boundaries as well as the consequences of crossing those boundaries

should be clearly explained. If you already have a well-developed policy, then you need to

take some time in an off season to review the policy to identify a potential for update.

`

5.3.12 Empowerment

One approach to enhance the ethical atmosphere of your university is to give

employees more control over their work. In case employees have an ethical/moral code and

more control over their work results, they are probably going to legitimize your trust in them

to settle the right decision. Empowerment additionally can deliver better outcomes from

employees, for example, more innovative answers for business issues, when actualized

viably. It is important to give a reason to employees behave in a more ethically manner and to

be more creative such as to keep their independence over their work and you will also

increase the efficiency of your university.

5.3.13 Communication

Enhance the polices and strategies regarding effective communication with the goal that

information will stream frequently and uninterrupted among employees and managers. For

instance, allocate a supervisor, HR experts or ad-hoc group to develop a range of training and

development scenarios the will help employees in learning the right things to be practiced in

common situations confronted to your company. Such scenarios will enable

managers/supervisors to easily convey the message regarding the expected moral practices in

a clearer manner. Likewise, make it simple for employees to report any sort of unethical

conduct by contracting with an external service to provide a toll-free hotline for reporting,

and ensure that all the assertions should be investigated immediately.

5.3.14 Organize by Function

Create an organizational chart on the basis of the various functions of a university for

which it would be required to first list the various function of the university and then create

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an organizational chart while paying equal attention to each individual area. Even if

contractors are approached for some of the functions, it is important to assign an in-charge for

the business in order to assist contractors to make sure that all the requirements are met.

5.3.15 Develop a Chain of Command

The organizational structure of a university should be clearly developed in order to

give an insight to each individual about their direct supervisor. Such a clear communication

would prevent the different departments of a same university from getting in to a competition

and allow employees to directly report to their supervisors without getting into troubles and

confusion. However, in case of having multiple heads of a department, it is important to

designate each individual with his/her direct supervisor.

5.3.16 Provision of just and fair work schedule

It is observed that work schedule or working hours in the private sector universities

are considerably unfair, like majority of the private sector universities require its employees

to observe late hours setting even in the normal routine and they do not offer any additional

compensation for such late hours working. This causes de-motivation among employees,

which in turns negatively affected their perceptions towards the distributive justice dimension

in private sector organizations. It is therefore recommended that both the public and private

sector universities should ensure fair working schedule for its employees because employees

are also human beings and they also have their families and personal lives. It is also observed

that when employees observe a fair working schedule at their workplace, they would have a

better commitment towards their jobs and organization as a whole.

`

5.3.17 Fair compensation and rewards

Compensation and reward system of an organization has a considerable level of

impact over both the implicit and explicit attitude and behavior of employees because it is

one of the major factors that could drive a person towards doing something for his/her

workplace. During this study, it has been evaluated that employees at private sector

universities are not satisfied with their compensation and reward system. Though they are

receiving comparatively higher salaries from the employees of public sector universities, but

the compensation and reward system of such organizations is only restricted to provision of

salaries alone, while on the other hand public sector universities offer a number of fringed

benefits to its employees. Similarly, the public sector has a comprehensively pre-defined pay

structure, which is uniformly applicable to all the public sector organizations of Pakistan and

has a pre-defined criterion for increments and promotions, which is also absent in the private

sector universities of the country. It is therefore, recommended that it is highly crucial to

devise a uniform and standard pay structure for all the private sector universities of the

country, so that employees at all the three levels (strategic, tactical and operational) of an

organization can get equal and just compensation. The private sector universities should also

be managed and controlled by a regulatory body, so that they can not violate the basic human

rights in terms of unequal pay or reward system because whenever such violations occur, it

negatively affects the employee’s commitment towards their jobs and the organization as a

whole. Similarly, establishment of a regulatory authority will ensure proper oversight of the

activities and working schedule of these private sector universities, which in turns also

discourages the unfair working schedule or environment.

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5.3.18 Fair Work Load

Employees usually measure the fairness at their workplace by comparing the level of

work load that is offered to them over their current position of employment with that of the

same position employees of another organization. During the current evaluation, it has been

observed that employees at private sector universities are facing unfair workload, like they

are usually given multiple tasks or responsibilities at a single designation, which is quite

unfair and also negatively affects their commitment and motivation level towards their job

and organization as a whole. It is therefore recommended that employees should be given a

fair and equitable work load, so that they can perform their duties and responsibilities

effectively. Provision of an appropriate work load will also enable the employees in

recognizing their role and responsibilities with greater motivation and commitment to

complete it exceptionally. Moreover, this can be done by devising certain standardized job

structure for the employees of the private sector organizations, which will also remove the

possible ambiguities among employees regarding their roles and responsibilities in the long

run and positively affects the performance of the organization.

5.3.19 Assigning fair job responsibilities

Assigning fair job responsibilities is also highly crucial for keeping the employees

motivated and committed towards their organizations, for example, if an employee feels that

the responsibilities assigned to him are either very difficult for him to cope with, he/she

would not work effectively rather his morale and motivation will decline in the long run.

Such an employee shall not be satisfied with his/her job, which in turns can negatively affect

his/her performance in the long run. During the execution of the given study, it was observed

that employees in private sector organizations showed negative correlation with the

distributive justice dimension of the OJ. A number of reasons have been observed for such a

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negative association of employee’s job commitment with the distributive justice dimension of

organizational justice, however, assigning of inappropriate job responsibilities was one of

such reasons. Both the faculty and non-faculty members of private sector universities of KP,

responded that their employers usually assign them such responsibilities in their job, which

neither suit their qualification nor their individual personality. For example, it was observed

that in majority of the universities, an MBA HRM qualified individual is usually hired, who

look after the universities admin, HR and finance related matters, however, being an HRM

graduate how a person can manage financial or administrative matters of an organization

effectively. Therefore, it is recommended that the private sector universities should focus

upon job specialization by assigning certain specific responsibilities to their employees, so

that performance of employees can be improved and they can also feel committed and

satisfied with their jobs and the workplace as a whole.

5.4 Implications Theory

Theoretically, this investigation grows speculations of job commitment from

exclusively role problems to conceptualizing these encounters as involved a large number of

supervision factors (e.g., OJ facets i.e. PJ and DJ, IntJ, interpersonal and InfJ). The

supervisory working partnership is the most essential factor in deciding development of

positive attitudes among teachers i.e. job commitment (Holloway, 1995; Loganbill, Hardy,

and Delworth, 1992; Bordin, 1983; Alderfer and Lynch, 1986;), and the working partnership

in counseling is one of the most important elements to incorporate change. Similar to other

researches, i.e. Friedlander et al., (1986), this study suggests that OJ and teacher commitment

are the important variables in positive behavior development, particularly regarded to role

conflict resolution and solving the role equivocation problem. The study sustains the

developmental model’s theories of counseling self-efficacy that stresses the importance of

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role supervision in the development and growth of the perception of employees in their

abilities to effectively execute certain counseling related endeavors. A number of studies

have already explained that anxiety in teachers can be harmful and result in adverse

encounters that might affect the growth (Dodge, 1982; Stoltenberg and Delworth, 1987;

Bernard and Goodyear, 2009; Liddle, 1986). It is likewise obvious that levels of anxiety

result in motivation, as would role difficulties in some instances encouraging an energizing

effect improving inspiration, performance quality, and expanding general adequacy at work

(Jones, 1993). Future investigations could examine the potential advantages of role

difficulties and levels of anxiety among teachers. If the study discovers a demonstration that

these encounters can upgrade development in teaching, it would be added to anxiety and role

difficulties theories stressing their positive contribution in supervision. Clinically, clear

consideration ought to be placed on developing and preserving a strong teaching partnership

to avoid the occurrence of role difficulties. This could incorporate having supervisors and

trainees to take part in numerous professional development programs, before concentrating

on clinical work and assessments. For instance, this happens at few organizations as a staff

retreat to improve the relationship before the execution of the work/project. The discovery

that anxiety is identified with more role difficulties, both in terms of role ambiguity and role

conflict, emphasize the need for part of supervision to incorporate an evaluation of level of

anxiety among students. Furthermore, if any teacher reveals or shows signs of anxiety, the

supervisors should take serious action to reduce the potential of this really damaging emotion

(Frantz, 1992; Lambert and Ogles, 1997). Barret and Barber (2005) suggested that evaluating

a teacher’s cognitive and emotional development to help in choosing appropriate strategies

and interventions could help the development of strong interpersonal skills of his/her student.

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5.5 Conclusion

The paper illustrates a comprehensive overview of critical factor i.e. (distributive,

procedural, interactional, interpersonal and InfJ ) that influencing on the faculty members and

non-faculty members of both public and private sector universities teacher’s job commitment

i.e. (affective, continuance, normative) particularly in Khyber Pakhtunkhwa (KP), province

of Pakistan. Result of the study revealed that OJ with five of its facets i.e. (distributive,

procedural, interactional, interpersonal and InfJ) has significant effect on the teacher’s job

commitment i.e. (affective, continuance, normative) amid the faculty members and non-

faculty members of public sector universities of Khyber Pakhtunkhwa, Pakistan. Moreover,

the result of the faculty and non-faculty members of private sector universities of KP,

Pakistan reveals that only the four out of five, i.e. procedural, interactional, interpersonal

justice has significant effect on teacher’s job commitment i.e. (affective, continuance,

normative). The work environment should be made conducive, because the working

environment for teachers in Pakistan has been explained as the most insolvent of all sectors

of the labor force; facilities in most universities are inadequate and tumbledown. There is a

high need to focus on the improvement of the working conditions of the teachers in order to

improve the overall quality of education. Particularly, the improvements should be made in

the supply of learning material and teaching materials and the overall environment of a class

room to enhance student learning. Teachers’ welfare should be given priority by the

competent authority of universities and management to avoid and control unnecessary strikes

in the educational organizations, while highly qualified teachers should be hired to cope with

the present shortage of teaching staff in universities of KP, Pakistan. The sector can be very

appealing, if some handsome salary packages are introduced that will encourage brilliant

minds to once again consider this sector to build their careers with, who were previously

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moved to other sectors because of poor salary and injustice. Timely payment of salaries and

much lower student-teacher ratio must be encouraged for better productivity in the long run.

Lastly, the empirical evidence of the study reveals the critical factors i.e. i.e. (distributive,

procedural, interactional, interpersonal and InfJ) has significantly influence the teacher’s job

commitment including (affective commitment, continuance commitment, normative

commitment) predominantly in both private and public sector universities located in the

diverse cities of Khyber Pakhtunkhwa (KP), province of Pakistan.

5.6 Contributions towards the current and future literature

The findings and evaluations reached by this study have considerably contributed to

the current literature and positively enhanced the professional/real world practical knowledge

of the professional HRM practitioners in the market.

5.6.1Theoritical Contribution/ Contribution towards the academic literature

The study has significantly contributed to the field of human resource management by

adding new and revamped knowledge to the HRM literature because this study has been

conducted in such an area, where people are comparatively reserved minded and restricted to

strict traditional and cultural boundaries. This dissertation offers an innovative

methodological and analytical approach in measuring the attitude of people towards their job

and how they perceive organizational justice in an organizational setup in a province like KP,

Pakistan. The current literature available on the topic does not sufficiently addresses the

impact of perceived organizational justice over the level of job commitment among

employees of learning organizations like universities, especially in such an area, where

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people are comparatively narrow minded and where there is strict adherence to the traditional

and cultural norms. The study also provides an insight into the initiatives of the

state/provincial government regarding streamlining and standardizing the occupational

framework of learning organizations like universities. It is evaluated that governments around

the globe may have a different attitude towards its citizens, which further complicates the

coordination efforts, because every provincial or state government has a different sort of

social security system.

Although this discussion is originated from a legal realm, however the question

regarding equality of treatment has a considerable level of social policy implications over the

establishment of a just and fair work environment. This dissertation is basically a part of the

larger discussion of contributing significantly in social policy making: setting an appropriate

organizational culture, which will ensure just and fair practices for its employees and

considerably affects their commitment and motivation level. The study also focused upon

other life cycle risks that the individuals can face in their lives, i.e. unemployment and

poverty, therefore, it has also contributed towards the evaluation of domestic and frontier

worker’s life issues that they faces as constraints in their development and growth. Moreover,

the evaluations of this study were limited to a single geographical area and therefore, its

implications cannot be generalized to a wider range of population typically from

nation/country to nation/country. This study has also recruited employees from both the

administrative and faculty sectors of both public and private sector universities; therefore it

has significantly contributed to the HRM theory because its findings can be easily

generalized over other learning as well as commercial organizations in the country.

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5.6.2 Contribution to practice

Although, the study was basically aimed for an academic evaluation, but its findings

can be generalized to the other learning and even commercial organizations of the country,

therefore its contribution to the practical market cannot be ignored. Findings of the study

shows that how perceived organizational justice affects the overall commitment level of

employees both in private and public sector organization, hence it is providing a deep insight

to the HR managers in both types of organizations regarding the specific attitudes and

behavior of their employees. It will also provide a deep insight to the executive management

of an organization that how their employee perceive the prevalence of overall justice in an

organization and how their job commitment is affected through such perceptions. This study

would help the managers in overcoming their shortcomings in dealing with their employees

and subordinates, so that they can feel committed towards their jobs. It will also help the

executive management of an organization to devise such policies and procedures that can

contribute towards all the five dimensions of organizational justice and makes them effective

enough to have a strong influence over the organizational commitment among employees.

Similarly, it will also help the employees in understanding that how their job commitments

are affected by their perceptions towards the organizational justice and how they can cope

with different challenging situations in an organization, especially with respect to the

prevalence of justice. All these measures will help in increasing efficiency of corporate and

learning organizations in the long run and positively affects the overall economic growth of

the country.

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5.7 Limitations

This study has been confronted with certain types of limitations. One limitation in the

quantitative methodological perspective of real generalizability is that most of the

quantitative investigations begin with an unclear idea of a target population, which is not

particularly described in an extensive level of the investigation that focuses upon and even

they will likely to have an indisputable open population(Kerlinger and Lee, 2000). This

research is limited particularly in factual generalizability because of utilizing a moderate

sample population on cross sectional basis, therefore, there is a high chance of the biasness in

the findings obtained from this study. Furthermore, this study has also some limitations

regarding the imperfection in the analytical generalizability mainly due to the inability of the

researcher because of which he didn’t utilized confirmatory strategies to investigate all the

assumptions of the applied multiple regression models. One more limitation of this research

is the narrowness of the sample size that was collected only from one province of the

Pakistan, named Khyber Pakhtunkhwa on cross-sectional basis. Moreover, the Internal

soundness of the study may also be imperiled because it is probable that there are some other

personal variables and supervisions that were over looked by the researcher and not

investigated, for example personality variables, satisfaction, growth etc. In this way, there

might be less of a capacity to make causal conclusions (i.e., uncertainty of direction of causal

inferences). Evaluation apprehension of the study is also powerful threat to the

reasonableness and soundness where participants of the study may have portrayed their

experiences in a more positive manner due to the perceived supervision. Mono-operation

bias may also be a problem, granted that this study is only utilizing one scale for each of the

theories that have been analyzed in the given study. This study only used self-report measures

scales that do not reflect direct observations of the teacher-principal interactions.

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5.8 Futures Areas for Researches

For the future and additional research work in this particular area, it is required to

conduct an in-depth analysis of private and public sectors universities all over the Pakistan in

order to identify some other factors that might affect the commitment of teacher job. For

future research, the present hypothesis ought to be examined with some moderating and

intervening factors in various examples from all territories of Pakistan on longitudinal

premise.

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`

ANNEXURE-A

List of Universities

Public Sector Universities Private Sector Universities

University of Peshawar Abasyn University

Islamia College Peshawar City university

Malakand university Gandhara University

Frontier Women University Sarhad University

Kohat University Preston University

Abdul Wali Khan University Qurtuba University

Gomal University D.I.Khan CECOS University

Hazara University Northern University

Shringle University

`

ANNEXURE-B

Questionnaire

ORGANIZATIONAL JUSTICE

Strongly disagreed = 1 Disagree = 2 Neutral = 3 Agreed = 4 strongly agreed = 5


Strongly disagreed = 1 Disagree = 2 Neutral = 3 Agreed = 4 Strongly agreed = 5

Distributive justice items (DJ)

1 My work schedule is fair 1 2 3 4 5

2 I think that my level of pay is fair 1 2 3 4 5

3 I consider my workload to be quite fair 1 2 3 4 5

4 Overall, the rewards I receive here are quite

fair

1 2 3 4 5

5 I feel that my job responsibilities are fair 1 2 3 4 5

Procedural justice items (PJ)

6 Job decisions are made by my supervisor in an unbiased manner

1 2 3 4 5

7 My supervisor makes sure that all employee concerns are heard before job decisions are made

1 2 3 4 5

8 To make formal job decisions, supervisor collects accurate & complete information

1 2 3 4 5

9 My supervisor clarifies decisions and provides additional information when requested by employees

1 2 3 4 5

10 All job decisions are applied consistently across all affected employees

1 2 3 4 5

`

11 Employees are allowed to challenge or appeal job decisions made by the supervisor

1 2 3 4 5

Interactional Justice (IJ)

12

When decisions are made about my job, the supervisor treats me with kindness and consideration

1 2 3 4 5

13 When decisions are made about my job, the supervisor treats me with respect & dignity

1 2 3 4 5

14 When decisions are made about my job, supervisor is sensitive to my own needs

1 2 3 4 5

15 When decisions are made about my job, the supervisor deals with me in truthful manner

1 2 3 4 5

16 When decisions are made about my job, the supervisor shows concern for my rights as an employee

1 2 3 4 5

17 Concerning decisions about my job, the supervisor discusses the implications of the decisions with me

1 2 3 4 5

18 My supervisor offers adequate justification for decisions made about my job

1 2 3 4 5

19 When decisions are made about my job, the supervisor offers explanations that make sense to me

1 2 3 4 5

20 My supervisor explains very clearly any decision made about my job

1 2 3 4 5

`

ANNEXURE-C

Questionnaire

ORGANIZATIONAL COMMITMENT

Responses to each item below are requested on a 5-point scale with scale point anchors Labeled as follows:

1. Strongly disagree 2. Disagree 3. Neutral (neither disagrees nor

agrees)

4. Agree 5. Strongly agree.

Rate your commitment towards your organization.

Strongly

disagree

Disagree Neutral Agree Strongly agree

I am willing to put in a great deal of effort beyond that normally expected in order to help this organization be successful

I talk up this organization to my friends as a great organization to work for

I would accept almost any type of job assignment in order to keep working for this organization

I find that my values and the organization’s values are very similar.

This organization really inspires the very best in me in the way of job performance

I am extremely glad that I chose this organization to work for over others I was considering at the time I joined.

Often. I find it difficult to agree with this organization’s policies on important matters relating to its employees


`

I do not feel a strong sense of belonging to my organization 1 2 3 4 5

I do not feel emotionally attached to this organization. 1 2 3 4 5

I do not feel like part of the family at my organization. 1 2 3 4 5

Working at name of my department / university has a great deal of personal meaning for me.

I feel a strong sense of belonging to (name of department / university).

For me this is the best of all possible organizations for which to work

I am proud to tell others that I work at my department / university


Too much of my life would be disrupted if I decided that I wanted to leave my organization now.

1 2 3 4 5

I feel that I have too few options to consider leaving this organization. 1 2 3 4 5

One of the few negative consequences of leaving this organization would be the scarcity of available alternatives.

1 2 3 4 5

It would be very hard for me to leave my department / university right now, even if I wanted to.

Right now, staying with my department / university is a matter of necessity as much as desire.

One of the reasons I continue to work for my present department / university is that leaving would require considerable sacrifice–another organization may not match the overall benefits I have here

`

One of the few, serious consequences of leaving my present department / university would be the scarcity of available alternatives


Even if it were to my advantage, I do not feel it would be right to leave my organization now.

1 2 3 4 5

I would feel guilty if I left this organization now. 1 2 3 4 5

This organization deserves my loyalty. 1 2 3 4 5

I would not leave my organization right now because I have a sense of obligation to the people in it.

1 2 3 4 5

Date post:	27-Aug-2020
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