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THE INFLUENCE OF
PERCEIVED ORGANIZATIONAL SUPPORTON AFFECTIVE COMMITMENT
Nik Azida binti Abd GhaniDepartment of Commerce
Tengku Ahmad b Raja Hussin
Department of General Studies
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Introduction
Globalisation and Private Higher Education
Institutions in Malaysia
"Globally, education is a trillion-dollar business and
the demand for higher education is growing. Thus,there are clear opportunities and benefits that we
should take advantage of
- Higher Education Minister
Datuk Seri Mohamed Khaled Nordin
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Lecturers in PHEIs
A substantial number of part-time lecturers are hired
to overcome the shortage of lecturers and to reduce
costs.
Most lecturers shift from one institution to another to
take advantage of the higher salaries offered (Lee,
2004).
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Affective Commitment
Is defined as the extent to which lecturers are
attached and possess strong sense of belonging to
the institution.
reflects the lecturers desire to remain in theinstitution.
The desire to remain in an institution resulted from
the teaching experience that forms feeling of comfort
and personal competence
(Meyer & Allen,1991).
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Perceived Organisational Support (POS)
refers to the extent to which lecturers feel that they
are recognized for their contributions and the extent
to which the organization cares about their well-
being (Eisenberger et al., 1986). would increase employees felt obligation to help the
organization reach its objectives, their affective
commitment to the organization, and their
expectation that improved performancewould be rewarded.
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Objectives of the study
Identify the relationship between antecedents
(trust, access to information and access to
opportunity to learn and develop) and POS.
Identify the relationship between POS and affectivecommitment.
Identify the most effective predictor of POS and
affective commitment.
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Sampling
Respondents: 312 lecturers from 25 private higher
education institutions in three states in Malaysia i.e.
Penang, Kedah and Kelantan.
Gender: 46.2% male and 53.8% female. Academic achievement: 61.2% first degree, 27.2%
masters, 10.3% Diploma (10.3%) and 1.3%
doctorate.
Teaching experiences: range of 1 to 40 years withthe mean of 6.3 years and standard
deviation of 6.16 years.
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Measurement
Affective commitment
Eight items modified from the organizational
commitment instrument (Meyer andAllen,1984
Trust:
Omnibus T-Scale instrument by Hoy and
Tschannen-Moran (2003).
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Measurement
Access to information
Four items from the instruments of Spreitzer (1996).
Access to opportunity to learn and develop
Four items from Short and Rineharts (1992)
Perceived Organizational Support
Eight items based on the short-form scale
(Eisenberger et al., 1986).
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Findings:
Reliability Analysis of scalesTable 1 Reliability analysis of scales
Variables under study Number of items Cronbach alphaTrust 8 .891
Access to information 4 .874
Access to opportunity to learn
and develop 5 .829Affective commitment 8 .718
Perceived organizational
support
8 .897
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Descriptive Statistics
Table 2 Descriptive analysis of variables under study
Variables SD
1. Trust 4.52 1.18
2. Access to information 4.98 1.22
3. Access to opportunity to learn and develop 5.06 1.06
4. Perceived organizational support 4.36 1.13
5. Affective commitment 4.760.90
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Analyses of results
Ta le 3 Pearso correlatio coefficie ts
Variables Affective commitment POS
Trust 0.57 0.85
ccess to in ormation 0.48 0.69
ccess to opportunity 0.48 0.62
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Analyses of results
The multiple regression analysis shows that trust is themost important predictor of affective commitment ( =.38) followed by access to opportunity to learn anddevelop ( = .23).
The multiple regression analysis shows that trust is themost important predictor of POS ( = .66) followed byaccess to opportunity to learn and develop ( = .22) andaccess to information ( = .10).
Adjusted value of .767 shows that 76.7% of variance inPOS is explained by its linear relationship with trust,access to information and access to opportunity to learnand develop.
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Conclusions
POS receives the lowest evaluation from lecturers.
Lecturers may not be satisfied with the administrator
concern about their well-being and job satisfaction.
Lecturers may also feel that their work performanceare not appreciated.
The affective commitment level is moderate which
implies that lecturers do not really love their
institution and have little sense ofbelonging to the institution.
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Suggestions
The administrator can improve the lecturers accessto opportunity to learn and develop by encouragingmentoring among senior and novice lecturers.
Lecturers should also be given opportunity to attendcourses, seminars and training - to develop new
knowledge and develop networking with others.
Discussions and forums - to facilitate sharing of
knowledge and brainstorming of ideas amonglecturers.
Open communication - to facilitate transparency indecision making and actions.
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Suggestions
The management also has to ensure that no
discrepancy exist between the organizations vision
and objectives with the real action taken. The
management has to make sure that they fulfil alltheir promises and act as they say.
The management also can increase the trust of
lecturers towards them by creating a supportive
work climate.
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Thank you