organizational commitment dimensions and
TRANSCRIPT
ORGANIZATIONAL COMMITMENT DIMENSIONS AND EMPLOYEE
PERFORMANCE: A CASE OF UNIVERSITY OF
EASTERN AFRICA, BARATON.
TUTEI A.H KOSKEI
RESEARCH PROJECT REPORT SUBMITTED TO THE GRADUATE
SCHOOL, IN PARTIAL FULFILLMENT FOR THE REQUIREMENTS OF
THE MASTER’S DEGREE OF BUSINESS ADMINISTRATION FOR THE
SCHOOL OF BUSINESS AND ECONOMICS, DEPARTMENT OF HUMAN
RESOURCE, KISII UNIVERSITY
DECEMBER, 2017
ii
DECLARATION AND RECOMMENDATION
Declaration
I hereby declare that this project is my original work and has not been presented to
any university for any award.
_____________________________ _____________________
Sign Date
TUTEI A.H KOSKEI
CBM11/10120/11
Recommendation by Supervisors
This research project has been submitted for examination with our approval as
university supervisors
_____________________________ _____________________
Sign Date
DR. GEOFFREY KIMUTAI
Lecturer, Kisii University
School of Business and Economics
_____________________________ _____________________
Sign Date
DR JARED BOGONKO
Lecturer, Kisii University.
School of Business and Economics.
iii
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reproduced, stored in a retrieval system or transmitted in any form or by any means
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© 2017, TUTEI A.H KOSKEI
vi
DEDICATION
This study is dedicated to my wife Nancy and all those who supported me in the
course of the study
vii
ACKNOWLEDGEMENT
My special gratitude goes to almighty God for giving me strength to complete this
process. I owe a lot of thanks to my supervisors Dr. Geoffrey Kimutai and Dr Jared
Bogonko for guiding me throughout the research process. My sincere gratitude also
goes to the staff at Kisii University Eldoret campus for their assistance.I also want to
acknowledge Prof Elizabeth Role, dean School of graduate studies and research
director at University of Eastern Africa, Baraton for granting me the opportunity to
carry out this study. I also want to thank all the staff at the university who participated
in the study without which the researcher would not have obtained the required data. I
am also thankful to Mr Robert Kipruto for the typing, editing and statistical analysis
of data.
viii
ABSTRACT
The concept of organizational commitment is of utmost importance to the top level
management of both public and private institutions. Organizational commitment
influences performance of workers and turnover. The purpose of this study was to
assess the effects of organizational commitment dimensions on employee
performance at the University of Eastern Africa, Baraton. The objectives of the study
were to; determine the extent to which affective commitment affects employee
performance; find out the extent to which normative commitment affects employee
performance and assess the extent to which continuance commitment affects
employee performance in university of Eastern Africa, Baraton. The study was guided
by the Side–Bet and Meyer and Allen Theories. The study adopted descriptive survey
design. The study targeted 233 employees of the University. The researcher stratified
the population into teaching and non-teaching staff. To sample the respondents, the
researcher used simple random sampling for teaching and non-teaching staff. The
researcher used a formula adopted by Nassiuma (2000) to get a sample size of 106
employees. A structured questionnaire was used to collect information from the
respondents. These questionnaires were measured on a 5 point Likert scale. To ensure
validity of the research instrument, the researcher used research supervisors at Kisii
University Eldoret campus. A pilot study was carried out in the same University.
Split-half method was used to calculate Cronbach alpha coefficient. The study
obtained a Cronbach value of 0.702. This was above the required Cronbach of 0.7
which confirmed the reliability of instruments. Data was presented in frequency
distribution tables and analyzed using descriptive statistics (frequency and mean) as
well as inferential statistics (Multiple Regression analysis). The study established that
there was a weak negative relationship between affective commitment and employee
performance (β=-0.035, p>0.05). On Continuance commitments, he results revealed a
negative relationship with employee performance (β=-0.045, p>0.05). The results also
showed a weak negative relationship between normative commitment and employee
performance (β=-0.016, p>0.05). This implies that affective commitment, continuance
commitment and normative commitment have no significant influence on employee
performance at University of Eastern Africa, Baraton. The study recommended that
University of Eastern Africa, Baraton should come up with ways to enhance the three
levels of dimensions of commitment among employees. To enhance affective
commitment, the study recommends that the university should provide conducive
work environment and friendly supervision. Promoting from within and improving
remuneration can improve the level of continuance commitment. Normative
commitment can be enhanced through fair treatment of employees and employee
development.
ix
TABLE OF CONTENTS
DECLARATION AND RECOMMENDATION ............................................................ ii
PLAGARISM DECLARATION ................................................................................... iii NUMBER OF WORDS DECLARATION ..................................................................... iv DECLARATION AND RECOMMENDATION .............................................................v DEDICATION .................................................................................................................. vi
ABSTRACT ..................................................................................................................... vii ACKNOWLEDGEMENT ............................................................................................. viii TABLE OF CONTENTS ................................................................................................. ix LIST OF TABLES ........................................................................................................... xii LIST OF FIGURES ....................................................................................................... xiii
LIST OF ABBREVIATIONS AND ACRONYMS ...................................................... xiv
CHAPTER ONE INTRODUCTION..............................................................................................................1
1.1 Background of the Study ........................................................................................... 1
1.2 Statement of the Problem .......................................................................................... 4
1.3 Purpose of the Study ................................................................................................. 5
1.4 Objectives of the Study ............................................................................................. 6
1.5 Research Hypotheses................................................................................................. 6
1.6 Assumptions of the Study ......................................................................................... 6
1.7 Significance of the Study .......................................................................................... 7
1.8 Scope of the Study..................................................................................................... 7
1.9 Limitations of the Study ............................................................................................ 8
1.10 Operation Definition of Key Terms ........................................................................ 9
CHAPTER TWO
LITERATURE REVIEW ................................................................................................12 2.1 Theoretical Review ................................................................................................. 12
2.1.1 The side Bet Theory ......................................................................................... 12
2.1.2 Meyer and Allen Theory. ................................................................................. 14
2.2 Concept of Organizational Commitment ................................................................ 16
2.3 Organizational Commitment in Universities........................................................... 22
2.4 Employees’ Performance ........................................................................................ 26
2.5 Organizational Commitment Dimensions and Employee Performance ................. 30
2.5.1 Affective Commitment .................................................................................... 31
2.5.2 Continuance Commitment ............................................................................... 35
2.5.3 Normative Commitment .................................................................................. 38
2.6 Summary of Research Gaps .................................................................................... 41
2.8 Conceptual Framework ........................................................................................... 43
x
CHAPTER THREE RESEARCH METHODOLOGY ...................................................................................44
3.1 Research Design ...................................................................................................... 44
3.2 Study Area ............................................................................................................... 45
3.3 Target Population .................................................................................................... 46
3.4 Sampling Procedures and Sample Size ................................................................... 47
3.5 Instrumentation........................................................................................................ 49
3.5.1 Data Collection Procedure ................................................................................... 50
3.6 Validity and Reliability of Research Instruments ................................................... 50
3.6.1 Validity of the Research Instruments ............................................................... 50
3.6.2 Reliability of the Instruments........................................................................... 50
3.7 Data Presentation and Analysis ............................................................................... 51
3.7.1 Linearity Assumptions ..................................................................................... 52
3.7.2 Multicollinearity Assumptions......................................................................... 52
3.7.3 Normality Assumptions ................................................................................... 52
3.8 Ethical Considerations............................................................................................. 53
CHAPTER FOUR DATA PRESENTATION, ANALYSIS AND DISCUSSIONS ......................................54
4.1 Response Rate ......................................................................................................... 54
4.2 Demographic Characteristics .................................................................................. 55
4.3 Descriptive Statistics ............................................................................................... 57
4.3.1 Affective Commitment and Employee Performance ....................................... 58
4.3.2 Continuance Commitment and Employee Performance .................................. 60
4.3.3 Normative Commitment and Employee Performance ..................................... 64
4.4 Results of assumptions of Regression Analysis ...................................................... 66
4.4.1 Test of Linearity ............................................................................................... 66
4.4.2 Test of Normality ............................................................................................. 67
4.4.3 Multicollinearity Test....................................................................................... 68
4.4.4 Homogeneity of Variances .............................................................................. 69
4.5 Correlation Analysis ................................................................................................ 72
4.6 Regression Analysis ................................................................................................ 73
4.6.1 Model Summary............................................................................................... 73
4.6.2 Simple linear Regression analysis ........................................................................ 73
4.6.2.1 Regression between Affective Commitment and Employee Performance ... 73
4.6.2.2 Regression between Continuance commitment and employee
Performance .............................................................................................................. 74
4.6.2.3 Regression between Normative Commitment and employee Performance . 75
xi
4.7 Summary of Hypothesis Testing ............................................................................. 76
4.8 Multiple Regression Analysis ................................................................................. 77
CHAPTER FIVE FINDINGS, CONCLUSIONS AND RECOMMENDATIONS ....................................80
5.1 Summary of Findings .............................................................................................. 80
5.1.1 Influence of Affective Commitment on Employee Performance .................... 80
5.1.2 Influence of Continuance Commitment on Employee Performance ............... 81
5.1.3 Influence of Normative Commitment on Employee Performance .................. 82
5.2 Conclusions ............................................................................................................. 83
5.3 Recommendations ................................................................................................... 85
5.4 Suggestion for Further Research ............................................................................. 87
REFERENCES .................................................................................................................88
APPENDICES ..................................................................................................................99 APPENDIX I: QUESTIONNAIRE ................................................................................99 APPENDIX II: RESEARCH CLEARANCE PERMIT .............................................105
APPENDIX III: RESEARCH AUTHORIZATION FROM NACOSTI ...................106
xii
LIST OF TABLES
Table 3.1 Target population .........................................................................................47
Table 3.2 Sample Size..................................................................................................49
Table 4.1: Questionnaire Response Rate .....................................................................54
Table 4.2:Socio-Demographic Characteristics ...........................................................55
Table 4.3: Affective Commitment and Employee Performance .................................58
Table 4.4 Continuance Commitment and Employee Performance .............................61
Table 4.5 Normative Commitment and Employee Performance ................................64
Table 4.6 Test of Linearity...........................................................................................67
Table 4.7 Test of Normality .........................................................................................68
Table 4.8 Multicollinearity Test ..................................................................................69
Table 4.9 Homogeneity of Variances ..........................................................................69
Table 4.10 Robust tests of Equality of means..............................................................70
Table 4.11 Homogeneity of Variances ........................................................................70
Table 4.12 Robust tests of Equality of means..............................................................70
Table 4.13 Homogeneity of Variances ........................................................................71
Table 4.14 Homogeneity of Variances ........................................................................71
Table 4.15 Correlation Analysis ..................................................................................72
Table 4.16 Model Summary ........................................................................................73
Table 4.17: Regression ................................................................................................73
Table 4.18 Regression between Continuance and employee commitment ..................75
Table 19 Regression between Normative Commitment and employee commitment ..76
Table 4.20 Hypothesis Test Results .............................................................................77
xiii
LIST OF FIGURES
Figure 2.1 Conceptual Framework ................................................................................... 43
xiv
LIST OF ABBREVIATIONS AND ACRONYMS
AC Affective Commitment.
CC Continuance Commitment.
CSR Corporate Social Responsibility
CUE Commission of Higher Education
HEI Higher Education Institutions
HR Human Resource.
ISO International Organization for Standardization
NC Normative Commitment
OCB Organizational Citizenship Behaviour
OCQ Organizational Commitment Questionnaire
PPD Physical Planning Department
SDA Seventh Day Adventists
SPSS Statistical Package for Social Sciences
UEAB University of Eastern Africa Baraton
UK United Kingdom
1
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The concept of organizational commitment has developed over a period of time. The
first study on organizational commitment and performance was done by a British
Scholar called Howard Becker in 1960 (Cohen, 2007). In his attempt to conceptualize
commitment, he put forward a theory called the Side bet. According to Side bet
theory, the relationship between the employee and the organization is based on the
contract of economic exchange behavior. Becker argued that employees are
committed and perform better for the organization they work for because they have
hidden investments which he called the side bets. According to Becker the term side
bets refer to the accumulation of investments valued by the employee. He further
explained that with time there is an accumulation of outlays which makes it hard for
an employee to move from one organization to the other (Irefin & Mechanic, 2014).
From the studies of Howard Becker in 1960, the development of organizational
commitment shifted to studies done by Porters, Steers and Mowday in 1974 (Cohen,
2007). Porter and his colleagues explained commitment as the relative strength of an
individual identification with, and involvement in a particular institution (Irefin &
Mechanic, 2014).
Porter and his fellow scholars characterized commitment by the three factors which
are strong belief in and acceptance of the organizations goals and values, a
willingness to exert considerable effort on behalf of the organization and strong desire
to maintain membership in the organization (Irefin & Mechanic, 2014). Porter and his
fellow authors in their advancement of their theory adopted the assumptions of the
strong link between commitment and turnover (Cohen, 2007).
2
From the works of Porters and colleagues the development of organizational
commitment shifted to studies of Meyer and Allen. These two Canadian scholars have
played a prominent role in organization commitment development in the 1980s and
1990s. Meyer and Allen came up with the three component model of organizational
commitment. According to this model, organizational commitment is conceptualized
as having three components; Affective, continuance and normative commitment
(Dixit & Bhati, 2012).
Affective commitment is defined as an employee’s psychological or emotional
connection to, identification with and participation in the institution. This means the
worker aligns with the objectives of the institution and wishes to continue being part
of the institution (Daneshfard & Ekvaniyan, 2012). The second dimension of
organizational commitment in the Meyer and Allen theory is continuance
commitment. Here the employee commits to institution because he/she perceives high
costs of leaving the Institution. Continuous commitment is considered to be
calculative because the employee considers the costs linked to leaving the institution
(Rafiei, Amini, & Foroozandeh, 2014).
The third and last dimension of organizational commitment in the three components
model is called Normative Commitment. Here the individual commits to the
organization because of feeling of obligation. For instance, the organization may have
invested the resources in training the employees who then feel the obligation to put
forth effort on the job and stay with the organization to repay the debt (Daneshfard &
Ekvaniyan, 2012).
Using the three component model, various scholars in different parts of the world
have studied organizational commitment and performance with mixed results being
3
reported. In 2006, Clark studied organizational commitment and performance in
United Kingdom (UK) based health care units and found that commitment plays a
significant role in determining performance outcomes. The researcher discovered that
statistically both affective and normative forms of commitment have significant
impact on performance. However, he found out that continuance commitment was
negatively associated to work performance which implies that the connection between
continuance commitment and performance is unclear (Folorunso, Adewale, &
Abodunde, 2014). In India, Dixit and Bhati (2012) researched on organizational
commitment and its effect on employee performance in Auto component industry.
Their research findings revealed that there exists positive relationship between
affective, continuance and normative commitments and performance of employees in
the industry (Dixit & Bhati, 2012).
In Pakistan, the effects of organizational commitment on employee performance have
been studied by four scholars: Khan, Ziauddin, Jam and Ramay (2010). The
researchers examined 153 staff of gas and oil industry in Pakistan. The study findings
showed there is a positive association between organizational commitment and the
performance of staff (Folorunso et al., 2014). Studies on organizational commitment
and performance have also been done in the Islamic Republic of Iran. Rafiei Amini
and Foloondeh (2014) researched on the impact of the organizational commitment
dimensions on employee performance. The study looked at 244 employees of co-
operative labour and social welfare department of Markazi Province, Iran. Their
research showed that affective, continuance and normative had a positive effect on
employee performance (Rafiei, et al., 2014).
In Africa, studies on organizational commitment and performance have been done in
Nigeria. Folorunso et al., (2014) studied the effects of organizational commitment
4
dimensions on employees’ performance of Academic Staff of Oyo State owned
Tertiary Institutions. They sampled 197 respondents for two tertiary institutions. The
results showed that affective, normative and continuance commitment influence
employees’ performance among teaching staff public tertiary institutions in Nigeria
(Folorunso et al., 2014). In East Africa, Henry, Casius and Massele (2013) explored
the effects of organizational commitment and job satisfaction on the performance of
public secondary schools in Tanzania. They concluded that organizational
commitment (affective, continuance and normative) is positively related to employee
performance.
In a study conducted in Kenya by Njiru (2008) on the challenges facing public
institution among other things shortages of human resources both in the headquarters
and in the field. This occurrence has undermined effective and efficient service
delivery a pointer to employee commitment and retention policies. Organizations that
invest in committed employees are unlikely to lose them to competitors. Committed
employees strive to achieve organizational goals in circumstance that are sometimes
extremely extra-ordinary. Njiru (2008) further indicated that committed employees
may involve personal sacrifice. Since this attribute is necessary and desirable, then
firms will want to retain employees of this nature.
1.2 Statement of the Problem
Organizational commitment is an important determinant of employees’ performance
among both teaching and non-teaching staff in higher education institutions
(Folorunso et al., 2014). Committed employees continue longer, perform better, work
more, efficient, effective and complete tasks on time. Thus organizational
commitment can improve employees’ performance (Khan, Nawaz & Khan, 2013). In
spite of this importance of organizational commitment in improving employees
5
performance, many Higher Education Institutions in Kenya including University of
Eastern African Baraton (UEAB), face the problem of low commitment among its
employees. Workers in these institutions exhibit withdrawal behaviors such as
lateness, absenteeism, turnover and unsatisfactory delivery of services (Irefin &
Mechanic, 2014). This in turn affects service delivery in these institutions. In fact high
education institutions such as UEAB are not immune from the problem of low levels
of commitment (Khan et al., 2013). The dynamism in the higher education institutions
is commensurate to the workers performance which to a large extent influenced by
commitment. High performance in universities is determined by committed workers
with regard to high levels of research and teaching. It is therefore imperative for
managers in institutions of higher learning like UEAB to formulate policies to
enhance commitment among its staff so as to increase efficiency and effectiveness.
Despite numerous studies on organizational commitment and workers performance,
the effect of affective, normative and continuance commitments on employees’
performance in Higher Education Institutions in Kenya remains unaddressed. A
critical review of past studies reveal that no study has been undertaken in Kenya in
any public or private university on the effects of affective, continuous and normative
commitments on employees performance. It is because of this that the current
research investigated the influence of affective, continuance and normative
commitments on employee’s performance at University of Eastern Africa, Baraton.
1.3 Purpose of the Study
This study assessed the association between organizational commitment dimensions
and employee performance of staff at university of Eastern Africa, Baraton.
6
1.4 Objectives of the Study
The study focused on the influence of organizational commitment dimensions on
performance of staff at the University of Eastern Africa, Baraton. The specific
objectives included;
i) To assess the effect of affective commitment on employee performance at
university of Eastern Africa, Baraton.
ii) To find out the extent to which normative commitment affects employee
performance at University of Eastern Africa, Baraton.
iii) To assess the extent to which continuance commitment affects employee
performance at University of Eastern Africa, Baraton.
1.5 Research Hypotheses
The study was guided by the following hypotheses:
H01: There is no significant relationship between affective commitment and
employee performance at University of Eastern Africa, Baraton
H02: There is no significant relationship between normative commitment and
employee performance at University of Eastern Africa, Baraton
H03: There is no significant relationship between continuance commitment and
employee performance at University of Eastern Africa, Baraton.
1.6 Assumptions of the Study
The study assumed that the respondents gave honest responses to the questions in
questionnaire. In addition the study assumed that the university has policies and
strategies that are geared in improving the commitment of all its staff .The study also
7
assumed that all the target groups will provide information needed to make the
research process valid.
1.7 Significance of the Study
The findings is expected to assist University of Eastern Africa, Baraton identify how
organizational commitment influence the performance of employees and hence be in a
position to adjust those factors that are in their power to adjust to positively enhance
organizational commitment of their employees. Theoretically, the study is expected to
prompt more researches in the same field hence contributing to literature related to
organizational commitment and employee performance and therefore is expected to
serve as a reference for scholars interested in the dynamics of commitment and
performance. The study will add to existing body of knowledge upon which future
researchers can draw from.
1.8 Scope of the Study
The research was done in the University of Eastern Africa Baraton main campus
located in Nandi County. It looked in the effects of organizational commitment
dimensions on the performance of teaching and non- teaching staff. In UEAB, the
teaching staff is common known as the faculty members. The faculty members were
sampled from all the five schools. These schools are education, business, health
sciences, science and technology and school of humanities and social sciences.
The non-teaching staffs were sampled from the eight departments in the university.
The departments are physical planning (PPD), catering services, library services,
student services, administration, university hospital and the farm. Employees of the
security department declined to fill the questionnaires for private reasons. Perhaps the
most significant features about employee of UEAB are the multi-cultural and multi-
8
racial nature of workface. Employees of UEAB come from various continents and
various countries of the world.
1.9 Limitations of the Study
This study was undertaken only in UEAB. This implies that the findings are relevant
to this university. However the findings in this study may be applicable to other
universities because all universities in Kenya are chartered and regulated by the
Commission of higher Education (CUE) in line with the provision of university act
(2012). Moreover there were some cases where the staff were not honest and gave
information contrary to the actual state of affairs. To remedy this situation, the
researchers gave assurance to the respondents’ that their confidentiality will be upheld
and that the information provided will be for academic purposes only.
9
1.10 Operation Definition of Key Terms
Affective commitment (AC): is defined as the employees’ passionate attachment to,
identification with and participation in the
organization (Luthans 2011).
Alturism: Willingness of an employee to help his colleague in
the workplace (Hassan et al, 2015).
Attitude: Are positive or negative feeling about objects,
people or events (Langton & Robbin , 2007)
Civic virtue: Voluntary behavior that involve supporting
organizational function through participating in
social activities (Hassan et al., 2015).
Conscientioness: A behavior that indicates employee acceptance and
adherence to the organization rules and regulation
by following the procedure required in the
achievement of organizational goals (Hassan et al.,
2015).
Continuance Commitment (CC):-is explained as a consciousness of the
disadvantages related with quitting an institution
and the advantages of remaining in it (Sharma and
Sinha, 2015).
Employee performance: Extent to which an employee achieves the goals and
objective in the organization using the given
resources (Dixit and Bhati 2012)
10
Human capital: refers to skills, knowledge, competencies attitude of
employees in an organization (Dixit and Bhati,
2012)
Job satisfaction: a pleasurable state resulting from the appraisal of
employees job experience (Irefin and Mechanic,
2014).
Motivation: Refers to forces within an employee that have an
impact on course, depth and persistence of voluntary
behavior (Glonow and Mcshane 2010)
Normative commitment (NC): this refers supposed obligation of a worker to
continue working in an institution (Luthans, 2011).
Organizational citizenship Behaviour: A voluntary and internal behavior that is
discretionary and promotes the organizational
effectiveness (John & Saks, 2013).
Organizational commitment: A emotional connection that worker have with their
institution distinguished by strong identification
with their institution and a desire to contribute to the
accomplishment of organization goals
(Ferreira et al., 2011).
Organizational effectiveness: :is explained as the level to which an organization by
use of favourable resources fulfil its objectives
without depleting sources and without putting stress
on its members.
Sportmanship: Employees goodwill at the workplace whenever
working conditions are not favourable.
11
Turnover:: Rate at which employees leave the organization
(John and Saks, 2013).
12
CHAPTER TWO
LITERATURE REVIEW
2.1 Theoretical Review
The study was guided by the Side-Bet Theory and Meyer and Allen Theory. These
two theories were employed to explain the relationship between organizational
commitment and employee performance.
2.1.1 The side Bet Theory
This theory was formulated in 1960 by a British scholar called Howard Becker. As
per Irefin and Mechanic, (2014) the earliest concept of commitment presented on the
perspective of individual’s relationship with institutions is Side bet theory. In keeping
with this conception the association between worker and the institution is influenced
by the “bond” of alternate behavior. Staffs are dedicated on account that they have got
some concealed concern (Side-bets) in a given institution (Shurbagi & Zahari, 2013).
The expression "Side-bets" as utilized as a part of this hypothesis allude to
aggregation of speculations esteemed by the employee that would be lost on the off
chance that he or she were to leave the institution. Becker, (1960) as referred to in
(Irefin & Mechanic, 2014) contended that over a timeframe certain benefits collect
that make it troublesome for the employee to look for other opportunities elsewhere.
The risk of losing these benefits alongside the absence of better options to compensate
the individual for the loss of the opportunity makes it hard for him or her to quit the
institution (Shurbagi & Zahari, 2013). The model hypothesizes that there is a
substantial relationship between employee dedication and the degree at which the
employees leave the organization.
More so the theory recognizes employee commitment as one of the key determinant
that explains the desire of the employee to leave their current stations (Shurbagi &
13
Zahari, 2013). Becker’s view was later supported by other scholars such as Meyer and
Allen (1991). According to them organizational commitment can be determined by
factors which compel a worker to leave an organization (Irefin & Mechanic, 2014).
The side-bet theory and the measures that were used to gauge it were used by later
studies as method to theorize and assess commitment to the institution or to
profession (Shurbagi & Zahari, 2013).
Despite the fact that that the Becker’s theory was discarded as the main approach of
studying organizational commitment, the significant association between it and
turnover as postulated by Becker influenced most of the latter studies that were done.
The side bet approach also revealed that turnover is the main factor that can be
affected by workers commitment. The role of the side bet theory is seen in Allen and
Meyer theory (1991) as cited in Irefin and mechanic (2014). This measurement was
evolved as an instrument for gauging better understanding of Becker’s theory and is
an important dimensions of employee commitment explained by Allen and Meyer
(1991) and mentioned in (Shurbagi and Zahari, 2013).
Meyer and Allen (1991) as cited by Shurbagi and Zahari, (2013) criticized the Side-
bet theory. The two scholars said that the side bet theory represents cost-benefit
commitment because it emphasized the costs with leaving the organization. They
therefore criticized that theory for focusing only on one dimension of commitment
(continuance commitment) and leaving out affective and normative commitments
which are important dimensions of organizational commitment (Shurbagi and Zahari,
2013). Despite this criticism ,the side-bet theory still provides useful insights which
were significant in this study. In fact continuance commitment as used in the
conceptual framework is largely informed by the side-bet theory. Employees choose
to remain in an organization because of investments (side-bets) they have made.
14
These investments include pension plans, career investments and job skills which are
unique to a particular organization.
2.1.2 Meyer and Allen Theory.
This theory was postulated by two Canadians scholars Meyer and Allen in 1991
(Shurbagi and Zahari, 2013). It is the leading and dominant approach in the study of
organizational commitment. This theory of organizational commitment is grounded
on earlier studies done by Howard Becker. Contrary to Becker’s theory, Meyer and
Allen noted that the most appropriate approach of measuring side-bet is to precisely
evaluate workers views on the amount of side bets (investments) other than measuring
attitudinal commitment (Irefin and Mechanic, 2014)
In process of testing this argument, Meyer and Allen made comparisons of various
associations of the common measures of commitment and the two scales they had
formulated. The first scale dwelt on affective commitment and the second scale
represented continuance commitment. Meyer and Allen developed a scale to measure
affective commitment and were held as a major improvement over the organizational
commitment questionnaire (OCQ). The Affective dedication scale was explained as
an instrument of evaluating dedication categorized by means of positive emotions of
identification with, attachment to and involvement in an institution (Altindis, 2012).
Meyer and Allen (1991) as noted in (Shurbagi & Zahari, 2013), postulated that
continuance dimension explains more on Becker’s theory. It was planned to verify the
degree to which workers consider commitment to their firms by using benefits which
they considered are related with quitting. Later on obligatory (normative)
commitment was added as the third dimension of organizational commitment (Allen
& Meyer, 1991).
15
Obligatory commitment is explained as a sense of duty to precede working in an
institution. Workers who are fully committed believe they would remain with the
institution as an obligation (Meyer and Allen, 1991). Socialization is an important
factor that affects normative commitment. Normative dedication is explained as sense
of responsibility to working in an institution. Workers with excessive level of
normative dedication consider they might remain with the institution (Meyer & Allen,
1991) as cited in Irefin and Mechanic (2014).
Obligatory dedication is affected to a large extent by socialization. More studies
began to examine the tools formulated by Meyer and Allen and to use them as the key
tools for reviewing commitment. These researches concentrated on investigating the
psychological feature of the instruments and their relationships with factors and
results (Shurbagi & Zahari, 2013). The three dimensions of commitment were known
as “three component conceptualization of organizational commitment”. The three
constituents were explained as discernable constituents, rather than kinds of
attitudinal commitment, that is, workers can experience each of these psychosomatic
states to a different level (Meyer and Allen, 1991) as cited in Shurbagi & Zahari,
(2013).
Criticisms have been leveled against Meyer and Allen’s three component
conceptualization of organizational commitment theory. The first criticism was
advanced by Ko & Mueller (1997) as cited in (Weibo, Kaur and June, 2010). They
criticized the theory due to the fact that it did not give a clear explanation that
encompasses the three aspects of organizational commitment; normative, continuance
and affective components. They noted that what is common to the three components
is a psychosomatic state that links the workers to the institution. However it fails to
show what is meant by psychosomatic state (Weibo et al., 2010).
16
The second critique concentrated on the association between normative commitment
and affective commitment. They contended that the idea of standardizing
responsibility is troublesome on the grounds that it gives the idea that there is
significant calculated cover between regularizing duty and full of feeling
responsibility. The regulating duty segment of responsibility depends on their
conviction that it is the correct thing to stay with the institution. On the other hand,
affective commitment is attachment to an institution such that the highly committed
staff associates with, is involved in and appreciates being in the organization. It is
difficult to differentiate between normative commitments from affective commitment
(Altindis, 2012).
In spite of these criticisms, Meyer and Allen theory is superior to the Howard
Becker’s side-bet theory. This is because the three component model proposed by
Meyer and Allen is wider and more comprehensive than Becker’s one dimension
theory. It is for this reason that the three component model proposed by Meyer and
Alien i.e. affective, continuance and normative commitment form the basis of this
study. In fact the researcher in this study has adapted three dimensions of commitment
in the conceptual framework to explain the relationship between the three components
of commitment and employee performance.
2.2 Concept of Organizational Commitment
Different authors depending on their backgrounds have defined organizational
commitment differently. According to Abdullah, Omar and Rashid (2013),
organizational commitment is the relative strength of the individual’s identification
with, and involvement in a particular organization. It implies a resilient willingness to
stay as member of a certain institution, to put in a lot of effort on behalf of the
17
institution, and accepting and believing in the principles and objectives of that
institution (Aka & Amodu, 2016).
One of the broad explanations of organizational commitment explains it as
psychosomatic connections that manages attitudes and conduct of staff and depicts the
level of devotion, duty and affection in relation to an institution, firm or state and its
goal (Rainayee, Bhat, Ahmad & Shah, 2013). Commitment can be said to be a job
behaviour depicting workers participation and interest in performing their duties in an
institution (Altindis, 2012). The state of being emotionally attached to, recognition
with and involvement with an institution, firm, or an organization is referred to as
organizational commitment. According to Shirazi, Beiki, Zamanian and Esapour
(2011) attaining organizational success depends on several factors which encompass
both quantitative and qualitative approaches. In addition it is imperative that an
organization ensures that commitment among the employees is improved in order to
enhance their performance (Suki and Suki, 2011).
According to Khan, Khan, Hamid and Nawaz, (2013), employee commitment is taken
as endless occurrence that involves the attitudes and perceptions about the institution.
In addition employee commitment is a vital factor in achieving long term objectives
of an institution which has wider consequences (Khan, Naseem and Masood (2016)).
Tenacious events, which continually direct the organization towards success, can only
be achieved if employees are fully committed to their organization. Employee
commitment is associated with high degree of emotion with the organization among
the workforce that is based on the level of quality, involvement in decision making,
staff morale and acceptance of goals and objectives of the institution (Qaiser,
Rehman, & Suffyan, 2012). Commitment towards the organization is more than just
the formal membership; it encompasses the attitude towards firm and willingness to
18
pursue all things for the sake of firm. (Rafiei et al, 2014). The level of commitment
among workers will improve the quality of the organization and makes it possible for
an organization to develop and improve its economic status (Kargan, 2012).
As per Khan, Khan, Hamid, and Nawaz, (2013) commitment is a multidimensional
construct which includes normative, affective and continuance commitment. Affective
commitment is explained as an employee’s emotional attachment to an institution.
Similarly Dixit and Bhati, (2012), assert that affective commitment is an employee
attitudes, feelings and participation in a certain institution. Therefore, a worker who is
affectionately attached to an institution believes in the intent and ideals of the
institution, puts a lot of efforts within the organization and intends to stay in the
institution (Dixit and Bhati, 2012).
Qaisar et al., (2012) acknowledged that affective dedication is exemplified on
workers passionate feelings, involvement and recognition in the institution.
Continuance commitment is an employee’s tendency to remain in an organization
because he or she cannot afford to leave (Shurbagi and Zahari (2013). Adekola (2012)
discusses continuance commitment as the intention of the employee to remain in the
institution because of personal interests such as good relationship with other workers,
retirement’s benefits and other benefits that makes it hard for one to quit and search
for opportunities elsewhere. In addition, continuance commitment compares the
benefits of remaining in an institution with the cost of quitting (Singh and Khuran,
2016).
According to Salin, Gbadeyan and Olujide (2015), when an employee realizes that it
is too costly to leave the organization, then he or she can decide to remain other than
leave the institution because of the benefits available. If an employee distinguishes
19
that the price of leaving is much more than the advantages of continuance in the
institution, then the specific employee will plan to remain rather than to leave the
institution. Normative commitment is visible as a duty to stay with the institution
(Rashid et al (2013). Khan, Khan, Hamid, and Nawaz, (2013), noted that the
employee decides to remain because of the perceived obligation to continue working
in an institution. Obligatory commitment reflects a sense of duty to carry on working
for an institution (Rafiei et al., 2014). It is a sign of inner feeling nurtured before the
worker becomes a member of the organization that one should stay in one
organization (Khan, Khan, Hamid, and Nawaz, 2013).
Commitment of staff can be vital tool for boosting the output of the institution (Aka
and Amodu, 2016). Several organizations have acknowledged that performance is an
important factor as far as the success of the organization is concerned (Irefin and
Mechanic, 2014). Employees who are committed to the organization are likely to
exert more efforts on behalf of the organization and work towards success and
therefore exhibit better performance than the uncommitted ones (Dixit and Bhati,
2012).
Sivanesan and Viviekanantha (2016) noted that lot of research is being done on
organizational commitment because employees who are committed give the
organization an advantage over its rivals. Therefore committed workers contribute
significantly to organizational success. Consequently enhancing commitment among
employees is an organizational imperative (Irefin & Mechanic (2014)
According to Susanty, Miradipta & Jie (2013) when a worker is not satisfied,
commitment will be low and he/she is likely to look for other job opportunities. If the
jobs are not available elsewhere the employee will psychologically detached from
20
from the institution. Hence organizational commitment is an essential tool in
determining the general performance of the employee (Folorunso, Adewale &
Abodunde, 2014).
Commitment is positively and significantly related to motivation. Committed
employees who are highly motivated contribute their time and energy to the pursuit of
organizational goals. Committed and motivated workers are said to be the important
resource that an institution can have (Daneshfard & Ekvaniyan, 2012). This is because
of the skills, expertise and knowledge which help an institution to have a competitive
edge over its rivals.
Organizational committed is also linked to organizational citizenship behavior (OCB).
An employee with high level of commitment readily accepts other duties within the
academic institutions other than the normal and official activities assigned to them.
With increased OCB among staff, there is an increased institutional efficiency
(Chimona and Dhurub, 2015) Thus committed employees are more likely to engage in
behaviors that enhance their value and support to the organization (Daneshfard and
Ekvaniyan, 2012).
Organizations value commitment among their employees because it is typically
assumed to reduce withdrawal behavior such as lateness, absenteeism and turnover
(Irefin & mechanic, 2014). It can therefore be said with certainty that withdrawal
behaviour mentioned above have serious implications on the organizational
performance. Therefore organizational commitment can result in less turnover and
absenteeism thus increasing organizational productivity. It also provides a secure and
steady labor force and consequently having an upper hand over other institutions
(Dixit & Bhati, 2012).
21
In institutions of higher learning the crucial factor influencing the quality of education
is the work force. Thus the standard of education in the university is shown by the
efficiency of work force (Khan, Khan, Hamid, and Nawaz, 2013). In view of this, the
society expects academic institutions to produce quality professionals in all fields
(Chimona and Dhurub, 2015). Because of globalization, advancement in education
has moved from a national issue to an international one (Zubair et al., 2012). This
therefore calls for changes in systems within institutions of higher learning. For
example incorporating the international organization for standardization (ISO)
standards in their operations. In spite of this, organizational commitment remains a
fundamental issue especially among the lecturers who play vital role in disseminating
knowledge in these institutions (Khan et al., 2013).
To enhance commitment among university employees has some critical consequences
and implications .The University staff should be assisted to improve their capacities to
deliver on the goals and objectives of these institutions. In return they will be
rewarded with commensurate salary and other benefits (Saifuddin and Nawaz, 2012).
Universities should ensure that the environment in higher education systems is
conducive for workers to work in (Hashim and Mahmood 2012).
Private and public universities have increased exponentially for the past twenty years
in Kenya. With the emergence of new universities, the demand for qualified and
experienced personnel has increased. Therefore this has made it hard for the academic
institutions to retain their employees (Suki & Suki, 2012). Ideally committed workers
are less likely to leave and perform better in achieving the goals and objectives of
their respective institutions (Mudor & Tooksoon, 2012). Hence institutions of higher
learning who intend to keep their employees should do so by enhancing the level of
organizational commitment (Nawaz et al, 2013).
22
2.3 Organizational Commitment in Universities
Organizational commitment can be explained as the employees’ emotional attachment
to, recognition with and involvement in the organization. In view of this, university
employees’ organizational commitment can be seen as strong belief in and
compliance to its objectives both long term and short term and should at all times be
ready to dedicate their efforts towards the success of the university as well as having a
strong desire to continue working in it (Daneshfard and Ekvaniyan, 2012).
In the academic institutions the most important factor in determining the quality
education is the source of the labor force. In view of this argument, the standard of
performance of the academic institutions can be improved by the extent of employee
performance in the university (Nawaz et al., 2013). Universities gradually become
more conscious that their staffs are very important resource for their accomplishment.
Therefore institutions of higher learning should endeavor to enhance the level of
commitment among its employees. The quality of education in institutions of higher
learning is directly associated with the effectiveness of its workers. Upon employment
in the university new employees face a lot challenges in advancing their career and
therefore it is paramount that the university should find ways of increasing employee
commitment and retention. This will improve the efficiency of the employee and
consequently his or her performance (Judeh et al, 2011).
Because of globalization, advanced education has moved from a national issue to an
international one (Zubair et al, 2012). This therefore calls for changes in systems
within institutions of higher learning. For example incorporating the international
organization for standardization (ISO) standards in their operations. In spite of this
organizational commitment remains a fundamental issue especially among the
lecturers who play vital role in disseminating knowledge in these institutions (Khan et
23
al, 2013). Employee commitment is a key factor that employees possess towards the
goals of the university. It is argued that motivation among employees with high
organizational commitment would improve the performance of employees hence
increased efficiency of both the staff and the organization.
When workers are committed to the goals and objectives of the university they
became an important asset to the institution. This is because they will be emotionally
attached to the university. In addition when employees leave, the institution will be
disadvantaged because of the costs associated with recruiting new employees. Also
when these employees leave the institution a knowledge gap is created which will
take long to fill (Theron et al, 2011). The end result will be decreased institutional
performance and consequently low quality of education.
With the rise of private institutions of higher learning in Kenya, the demand for
brilliant and committed employees has significantly risen because these institutions
are ready to pay them attractive salaries and allowances. This is making it difficult for
institutions of higher learning to retain hardworking and dedicate employees in
Kenyan education sector, especially in the private institutions (Suki and Suki, 2011).
Dedicated and hardworking employees are more likely to stay and put more hard
work towards achieving the goals and objectives of the organization (Mudor and
Tooksoan, 2011).
It is therefore important for organizations of higher learning to foster commitment
among their workers. This important goal should be pursued with zeal and
determination. This is because committed employees easily embrace the policies and
objectives of the institution. They are likely to accept change in the organization
(Daneshford and Ekvaniyan, 2012). Thus institutions of higher learning that want to
24
gain competitive advantage over others should enhance commitment among their
employees (Nawaz et al, 2013). For institutions of high leaning to achieve its set
goals and policies, they should have a well-functioning, dedicated and committed
employee. The source of efficient labor force in different sectors of the economy is
institutions of higher learning that have high levels of academic standards with
committed employees. Unlike the advanced countries this function becomes more
fundamental in third world countries like Kenya.
In the setting of higher education sector, Kenya aims to be a global hub for world
class education and an important player in the local education sector. The private
institution of higher learning are playing equally important role with the public
universities to offer quality higher education and attract foreign students who
contribute significantly to the economy.
For Kenyan universities and colleges to play a crucial role in providing quality
education, they ought to be able to attract qualified team of workers who are
hardworking and dedicated (Lew, 2012). Literature suggest that employees who are
devoted to the institution are more likely to demonstrate behaviors which can be
beneficial to the institution, for example, higher performance, attendance and
dedication to their duties
One important criterion for top global universities is the capacity to appeal and keep
experienced lecturers. This is because lecturers are important in an academic
institution. They interact and stimulate students to work hard to achieve academic
excellence. Hence, committed lecturers are key towards the success of a private
university (Dogan & Aydin, 2012).
25
Local universities in Kenya face the challenge of teaching staff leaving for other
universities outside the country. This in turn affects the quality of teaching and
research in these institutions. This not only affects the performance of the local
universities but also puts the nation’s future welfare at risk in terms of provision of
qualified human resources. Hence appreciating the issues that affects employee
commitment can assist our local academic institutions to formulate human resource
policies to keep good scholars and reduce turnover (Khan et al, 2013). Teaching staff
are considered key to improving the standards of education in higher education
institutions. Good teaching and research by committed lecturers can help students in
these institutions acquire pre-requisite skills required in the job market (Lew, 2012).
It is therefore imperative for universities in Kenya to create a group of committed and
hardworking teaching and non-teaching staff in order to elevate the standards of
teaching, research and innovation as envisioned by the Commission of higher
Education in Kenya (CUE). Indeed, a team of dedicate lecturers at the private
universities play a complimentary role with their colleagues in government owned
universities. They assist government to develop the human resources who are well
trained and have the necessary knowledge, skills and attitude required to achieve
vision 2030 (Dogan & Aydin, 2012).
This study was done at University of Eastern Africa Baraton (UEAB). It is a private
University sponsored by Seventh Day Adventist church. UEAB functions according
to the beliefs and principles of Seventh day Adventist church. One of the main beliefs
of the church is that God is the maker and upholder of the world and existence and the
source of genuine understanding. The Adventist philosophy further holds that
emergence of sins has made human beings to be separated from God. Hence the
renewal of human beings’ association with God is the base of right teaching for
26
Christians. This kind of education will make students to think rationally leading to
self-worth. UEAB’s mission for that reason is to equip and increase holistic quality
Christian education which develops human beings to be serious pursuers of reality
and to be geared up with suitable skills, capabilities and perspective for service to
God and Man.
2.4 Employees’ Performance
Employee performance can be explained as the attainments of goals and targets set by
an employer (Abdullah et al., 2013). It refers to the amount of effort, initiative and
maintenance of standards and commitment displayed by employees while performing
the job tasks (Susanty et al., 2013). In accordance to Folorunso et al., (2014)
employee performance can be explained as workers performance which can be
measured in terms of effectiveness and effectiveness.
Likewise as per Parasetya and Kato (2011) worker execution is accordingly utilizing
their expertise to perform in some circumstance. It refers to the levels of
accomplishment of every employment and the satisfaction of authoritative controls,
desires or prerequisite for an official part (Folorunso et al, 2014). In addition,
performance is the profitability that communicates the amount, quality and
commitment of a vocation.
A lot of institutions have appreciated the role employee play in influencing
achievement of their institution (Aka and Amodu, 2016). Commitment of employees
can be a crucial tool improving organizational performance. Therefore it is imperative
that the management of institutions of higher learning find ways to utilize their
workers skills and expertise to achieve their goals and objectives (Shurbagi and
Zahari, 2013)
27
The association between employee commitment and workers performance has been
researched by various scholars. For instance Altindis, (2012) did a research on the
effect of employee commitment dimensions on the performance of workers in
Pakistan public and private sector using one hundred and fifth three staff. The
outcome showed a favorable relationship between employee commitment dimensions
and workers performance. Therefore the scholars recommended that employers
should pay considerable attention to the factors that enhance and influence
commitment. This will help to boost the level of performance of workers and in the
long run improving the performance of the institutions.
In Higher Education Institutions, performance of academic and non- academic
employees is important. This is on account of good quality tertiary instruction is an
imperative road to support qualified educators, specialists, medical caretakers,
bookkeepers, legal counselors, market analysts and columnists required for better
private business and public administration. All together for associations, for example,
organizations of advanced education to build up the above aptitudes, it must guarantee
that their representatives are all around persuaded with a specific end goal for them to
be submitted (Folorunso et al., 2014).
According to Samsaa (2014), employees’ performance is the most important in an
organization’s success. Therefore, there is need to adopt effective human resource
strategies that help to improve employee performance and create a culture of
hardwork in the organization. Consequently, it can be argued that the low level of
performance among civil servants is caused by low commitment levels (Ali et al.,
2016)
28
Performance appraisal refers to evaluation of the performance of an employee by
relevant stakeholders. These stakeholders include peers, the subordinates, the
employees themselves, users of the products or service and supervisors. It is normal
practice worldwide for the immediate boss of the employee to evaluate his/her
performance. This is due to the fact that as the supervisor of the employee, he is in the
best position to report on the employee’s performance for the appraisal period under
review (Aka & Amodu, 2016).
Employees can also appraise themselves. This is called group evaluation. This
approach is rooted on the idea that the workers have firsthand evidence on their total
performance and are capable of evaluating themselves on their diverse attributes. Also
workers evaluation technique may be used to evaluate the total performance of an
employee. This approach calls for that low level employee’s senior employee’s
performance. This technique is rarely applicable in institutions of higher learning
(Altindis, 2012)
Self-appraisal is also another method of employee’s evaluation. In this approach the
lower cadre is given a chance to evaluate own work as compared to the set goals.
Consequently the worker may discover that he/she has not done well. Lastly, users of
services or good may give the best appraisal employee’s performance (Joseph, 2014)
In an effort to ensure that employees maintain high performance, organization finds it
necessary to do performance appraisal. The main objective of employee performance
evaluation is essentially to assess the workers job performance over a period of time,
to detect weaknesses and strengths, and to put targets which the employee has to
achieve. Performance review helps the institution to decide who to be trained, who
29
has to be promoted, demoted, retained or fired according to their performance
(Joseph, 2014).
Performance assessment is described as the process of examining and evaluating the
work that an employee as done as compared to the institutional standards as well as
the response of the organization on where to improve. Evaluation of the performance
is undertaken to monitor employee work in order to improve employee performance.
If done properly, performance appraisal can play a significant role in enhancing
organizational commitment (Zaheer et al, 2011).
Performance appraisal serve as a management information system for organizational.
It provides a feedback to the employee about his/her performance. It is therefore
accepted as a means to evaluate, analyse and effectively utilize the abilities and
knowledge of employees at all organizational levels. By this, there is a responsibility
on management to provide systematic procedure for reviewing and appraising
contributions of employees to the organizational objectives (Ali, 2016)
For overall performance evaluation to work, the institution sets standards to be
achieved in order that it allows comparison of the individual or the team performance.
The set performance maybe formulated objectives or any desired results. Secondly,
the achieved performance of the personnel should be matched with the set overall
performance. Either the achieved performance could be the same or exceeds the set
performance or actual total performance of the worker could be below the set total
performance. If the achieved performance of the employee is same or exceeds the
stated performance, then the worker could be happy (Mushtag et al., 2014).
For example, if achieved total performance of the worker is lower than the set
standards, the gap between the achieved and the set standards appears. This difference
30
between the achieved and the set performance may be due to fact that workers have
inadequate skills and knowledge to perform their duties effectively. Therefore it is the
role of the management to equip the employees with the necessary skills, knowledge
and expertise necessary to overcome their shortcomings in the job. Proper education
to the employees might be beneficial to them. It helps them to do their duties
efficiently and effectively and hence improving employee performance (Sultana,
Irum, Ahmed and Mehmood, 2012).
2.5 Organizational Commitment Dimensions and Employee Performance
According to Meyer and Allen (1991) as cited in Shurbagi & Zahari, (2013) employee
commitment is a multidimensional construct which encompasses normative, affective,
and continuance commitments. The state of being attached to a company is
understood as affective commitment. This is often wherever workers powerfully
acknowledges the goals of the organization and don't have any want to go away the
organization. Continuance commitment is associated conclusion of the perception of
advantage, related to staying in a company or leave from a company. Normative
commitment is cumulatively internalized normative pressure to behave in keeping
with the structure objectives and interest (Nawaz et al., 2013).
Indeed, organizational commitment can be explained as the strength that ties an
employee for crucial accomplishment to certain objectives (Rahmawati, Abddin and
Ro’is, 2015). Reilly and Chatman (1986) as cited in Sharma and Sinha, (2015)
explains employee commitment as a mental attachment to the organizational.
Morgan (1994) as quoted in Bulut and Culha (2011), advocated for multi-dimensional
view of employee commitment. He explained commitment as multiple commitments
to the team, to one’s supervisor and to the top level leadership of an institution.
31
Indeed scholars researching on employee commitment have advocated for
multidimensional view of the concept. There are various dimensions to employees’
commitment which include commitment to careers, commitment to a job,
commitment to a colleagues and commitment to management and supervisor (Paille,
Founier & Lamontagne, 2011).
The model, developed by Meyer and Allen (1991) has gained substantial popularity in
the study of organizational commitment (Altindis, 2012). This model is popularly
known as ‘three- component organizational commitment model’. It forms the basis of
this study. According to this theory, organizational commitment is conceptualized as a
multi- dimensional construct which encompasses affective, continuance and
normative commitments. The state of being attached to a company is understood as
affective commitment. This is often wherever workers powerfully acknowledge the
goals of the organization and don’t have any want to go away from the organization.
Continuance commitment is associated with costs and losses related to quitting the
institution. Normative commitment is cumulatively internalized pressure in keeping
with the structure, objectives and interest of the company (Nawaz,et al 2013). Each of
these dimensions of organizational commitment can influence employee performance
independently (Adbullah, Omar & Rashid, 2013).
2.5.1 Affective Commitment
This means a worker intends to stay in an institution due to a strong wish to continue
being part of the institution. Emotional commitment is the worker’s emotional
attachment to the organization (Nawaz, et al., 2013). It is described as the affective
desire by employees in an organization to continue working in the organization. It
encompasses loyalty, as well as profound concern for the organization’s welfare
(Shurbagi and Zahari, 2013).
32
According to Qaisar et al., (2012), affective commitment is grounded on the workers
feeling and participation in an institution. It can be seen as employee’s emotional
identification with the organization. Consequently the worker powerfully recognizes
the goals of the institution and decides to remain a member of the institution. Here the
workers focus on the association since he/she needs to do likewise (Andekola, 2012).
Employees who are affectively committed to the organization will have a resilient
wish to stay a member of a particular institution (Nawaz et al., 2013).
Porter et al., (1979) as cited in Dixit and Bhati (2012) describe affective approach as
the comparative strength of a worker with an organization. Therefore, an individual
who is affectively committed or showing emotion connected to the organization
believe the goal and values of the organization, works arduous and intends to remain
with the organization. Williams and Davies (2012) discovered that some staff place
forth effort into their work on the far side what seems to be instrumentally needed for
the expected reward and attributed this to emotive element of affective commitment.
Affective commitment is related to improvement in punctuality, work effectiveness
among employees, extended output and diverse forms of efficiency (Chimona and
Dhrub, 2015). Supervisors should encourage affective commitment because
committed individuals channel their efforts to the task at hand and are less likely than
others to leave the organization. According to Meyer and Allen (1996) as cited in
(Dixit and Bhati 2012), affective commitment correlates with work experiences. As
such employees experiences emotionally comfortable feelings and increased sense of
competence.
Employees who very committed to their institution can have a robust desire to stay as
a member of the organization. Moreover workers who have strong emotional
33
commitment stay happier within the organization as a result of the desire to continue
staying within the organization (Nawaz et al, 2013). They are likely to pursue the
goals and objectives of the institution because they agree with them. In order to
improve commitment and enthusiasm among employees, universities should focus on
improving competence and emotional empowerment (Choong et al, 2012).
According to Khan et al (2013), affective commitment can be explained as an
emotional connection and appreciation on the part of the staff. Also affective
commitment or emotional commitment is seen a crucial factor of employees who plan
to quit their jobs. Indeed, there are numerous psychological process that leads to
affective commitment which are rationality, traditional conditions, causative
acknowledgment, respective and personal fulfillment (Sharma & Sanha, 2015).
Affective commitment is most closely associated with the construct of organizational
citizenship behavior (OCB). It is believed that affective commitment results in
organizational citizenship behavior that builds from interpersonal emotional
attachments, and affective dimension is emotional connection to work and the
creation of emotional capital in organization. They create personal goals that are in
line with organizational goals. This help in benefiting both the individual employee
and the organization as whole as there is no clash of interest (Guden et al., 2011).
According to Abdullah, et al., (2013), affective commitment is an important indicator
of employees’ job performance. Workers who exhibit affectionate connection with the
institution work better than those who are not. Again affective obligation is a
significant indicator of withdrawal behavior in an institution (Bulut and Culha, 2011).
Numerous studies have been conducted on the association between affective
commitment and employee performance. Dixit and Bhati (2002) studied the effect of
34
affective commitment on sustained to productivity in auto component industry. The
two scholars reported that there was positive relationship between affective
commitment and sustained productivity of the organization. Qaisar et al., (2012)
explored the influence of organizational commitment on workers performance of
police officers in Pakistan. They reported that all three dimensions of organizational
commitment including affective commitment influence employee performance
positively.
A study conducted by Lew (2011) concentrated on the relationship between affective
organizational commitment and turnover intention among academics in Malaysia. The
study discovered that there is positive relationship between perceived organizational
support and affective organizational commitment. Another study done Shurbagi and
Zahari (2013) looked at the relationship between organizational commitment and job
satisfaction in the Libya’s oil sector. The results showed that the relationship between
employee commitment and job satisfaction is a positive and significant. It also
concluded that affective commitment is dominant in the National oil corporation of
Libya.
According to a study done by Rafiei et al., (2014) about the impact of the
organizational commitment on the job performance, there is a positive relationship
between organizational commitment and job performance. The research showed that
affective commitment had a positive and significant effect on the job performance.
Still another study done by Irefin and Mechanic (2014), showed a positive
relationship between affective commitment and organizational performance and
turnover. They recommended that the administration should employ workers who are
likely to be passionately attached to an institution.
35
Nawaz et al., (2013) investigated organizational commitment among lecturers in
public universities in Pakistan. They concluded that there is a positive relationship
between affective commitment and the performance of the academicians. Also
Folorinso et al., (2014) discovered that affective commitment influences the
performance of teaching staff in public institutions in Nigeria. The study
recommended that management of those institutions should take measures to enhance
the performance of academic staff through increased commitment. Despite the various
studies done so far, no study has been conducted in Higher Education setting in
Kenya to address the effect of affective comment on employee performance
2.5.2 Continuance Commitment
Another dimension of organizational commitment according to Meyer and Allen
theory is continuance commitment, which is based on the theory of investments
(Rafiei et al., 2014). It is explained as commitment related with expenses that workers
perceive are associated with abandoning the institution. This type of obligation is
grounded on the number of investment (Side–bets) individual make in their current
institutions and absence of job opportunities (Dixit and Bhati, 2012). Continuance
commitment is grounded on the benefits the worker has made in an institution
(Folorunso et al., 2014).
It is the availability of an individual from staff to stay in the association on account of
the venture made by the part which incorporate; warm association with kindred
specialists, benefits, individual funds and obtained work aptitudes which are particular
to a specific institution (Nawaz et al., 2013).
Consequently the period of time the worker has been in the institution, involvement in
communal activities and additional rewards that make it costly for one to quit working
36
for the organization (Adekola, 2012). According to Sharma and Sinha (2015) workers
tend to keep working in one institution due to financial and non-financial. Financial
implication can be pensions and non-financials implication such as good relationship
with fellow employees. Therefore the worker cannot afford to quit the organization
because of these costs. The duration which an employee has been working in an
organization creates a perception that they would lose the benefits they gained on
account of the time spent in the institution and sees that there are job opportunities
elsewhere. According to Dixit and Bhati, (2012) when an employee is mindful of the
benefits of being in an organization, then the employee is continually committed. In
continuance commitment the worker should aware of the actual costs before leaving
the organization (Nawaz, et al., 2013).
A lot of institutions have discovered that the way their workers perform influence the
productivity of their organization (Dixit and Bhati, 2012). Therefore organizational
commitment is one of the key variables that determine the performance of the
employees (Altindis, 2012). Workers who are less committed will not work towards
the achievement of the institution goals and objectives. Hence most of their skills and
energy will be used in pursuing personal ambitions rather organizational goals and
objectives (Irefin and Mechanic, 2014).
On the other hand workers high continuance commitment to the institution will work
hard to ensure that the institutions goals and objectives are achieved. They see
themselves as an important part of the organization. They became more involved in
achieving the organizational missions and visions by improving their job turnover
(Irefin, and Mechanic, 2014). According to Lew (2012), continuance commitment
plays a crucial role in improving the performance of workers. Continuance
commitment associated with remaining with or quitting an organization. If a worker
37
realized that the cost of leaving is greater than the advantages of remaining within an
organization, then the concerned employee will plan to remain rather than quit the
institution. According to Khan et al.,(2013), continuance commitment is the main
advantage enjoyed from being with the group
Continuance commitment is based on apparent advantages and disadvantages. It calls
upon the worker to consider the merits and demerits of leaving the organization (Khan
et al, 2013). Continuance commitment is therefore considered to be calculative. It
considers the benefits of remaining and the losses of quitting working in the
institution (Ferreira et al, 2011). According to Masood, Nassem and Khan (2016),
employees with high level of continuance commitment will remain in the
organization. Individuals with continuance commitment remain with specific
organization because of money and other investments they as employee have made as
a result of the time spent in the organization, and not because the subscribe with its
principles. Again, there is a dual association between administration and employees
and this affiliation is continuance commitment (Daneshfard and Ekvaniyan, 2012)
Dixit and Bhat (2012) investigated employee commitment and its impact on sustained
productivity in Indian Auto-component industry. They concluded that continuance
commitment positively influence productivity. Another research by Daneshfard and
Ekvaniyan (2012) showed that there was a positive relationship between job
satisfaction and continuance commitment. Altindis (2012) also did research on
organizational commitment and job motivation. His research showed that continuance
commitment is unrelated to intrinsic motivation. Having reviewed the literature on
continuance commitment it was noted that most of these studies have been done in
different setting other than Institution of higher learning. In addition these studies
have been done in different countries other than Kenya. Moreover the Authors looked
38
into the effect of employee commitment and specific measures of employee
performance such as job motivation, job satisfaction and sustained productivity.
Therefore the current study sought to fill the gaps created by these authors by looking
into the effect of continuance commitment and employee performance at the
University of Eastern Africa, Baraton, Kenya.
2.5.3 Normative Commitment
Another dimension of commitment as theorized by Meyer and Allen is normative
commitment. Normative commitment signifies that an employee is committed to the
institution on account that he feels he/ she must be (Irefin and Mechanic, 2014).
Furthermore Shurbagi & Zahari (2013) noted that normative dedication is supposed
obligation to stay with the institution. Normative dedication develops on the basis of
prior experiences influenced by using, for instance, household-situated experiences
(father and mother that stress work loyalty) or cultural experiences. Normative
dedication can develop through beliefs that the employers furnish greater than they
are able to supply (Dixit and Bhati, 2012).
Normative commitment reflects commitment based on perceived duty toward the
organization, for illustration rooted within the feeling of reciprocity (Chimona
&Dhrub, 2015). For example, the organization could have invested resources in
employee development and training of a man or woman who in return is obliged to
put forth undertaking on organization job and to continue with the group to “repay the
liability”. It may additionally mirror the inner behavior, developed earlier than the
worker joins the institution (Khan, et al., 2013).
Normative commitment reflects commitment based on perceived obligation toward
the organization, for instance rooted in the feeling of reciprocity (Altindis, 2012). For
39
instance, the institution might have devoted its resources in improving its workers
skills knowledge and expertise, therefore the staff in return is indebted to put in a lot
of efforts on the work at hand and position forth endeavor on organization job and
carry on working with the institution in order to pay back the debt. It may also reflect
an internal standard, developed before the person joins the organization as a result of
socialization process and family that one should be royal to one’s organization (Khan,
et al, 2013).
The state of being ethically responsibility to continue being in an organization is
known as normative commitment. The decision to give up or remain is rooted on the
workers believe that it is the right and moral thing to stay for the improvement of the
institution. In case an employee is of the view that trustworthiness is a necessary
thing, then the worker must remain with the institution (Choong et al, 2012). In
addition the authors noted that the decision to leave or remain is grounded upon the
workers believe that is the right and moral thing to do for improvement of an
institution
Normative commitment is related to lower rates of absenteeism, high quality work,
increased productivity and several types of performances (Altindis, 2012). Normative
commitment will also be better if managers can obtain the confidence and appreciate
their staff. Development programmes to reinforce the potential of staff should form a
foremost part of any method for growing normative dedication. Employees coaching
can be interested in increasing the competence of workers in precise areas of their
responsibility (Abdullah, Omar and Rashid (2013). On this context, universities will
have to, to be able to expand normative commitment, update the talents and advantage
of their workers (Islam et al, 2012).
40
Normative commitment, also referred to as obligatory commitment is realized when
workers commit because of an ethical responsibility to work within the institution.
They feel that they are in debt and ought to remain in the organization. This element
of commitment is seen as the commitment individuals consider morally appropriate
regarding their remaining with a specific organization. This is irrespective of how
much status improvement the organization provides the individual (Ferreira et al,
2012). Normative commitment is the consequences of employees’ sense of obligation
(Saifudin and Nawaz, 2012).
Persons own family settings, subculture and institutional socialization play a crucial
function in growing an employee’s normative commitment. Through rewards,
punishment and scrutiny, staff normatively learn how to commit to an institution.
Again supportive practices within the company and their perceived importance to
employees to have a super influence on normative dedication of the personnel
(Sharma and Sinha, 2015)
Several studies have been done to investigate the relationship between normative
commitment and other organizational variables. A study done by Joolidah and
Yeshodhara (2009) and cited in Sharma and Sinha, (2015) showed that Indian
teachers have high normative commitment irrespective of their age. Negin et al.,
(2013) found out that normative commitment influenced the performance of
employees to a greater extent. A study done by Irefin and Mechanic (2014) showed
that there was a high association between normative commitment and institutional
output. They also reported a favorable association between normative commitment
and turnover. The relationship between normative commitment and employee
performance in Auto- mobile industry in India was investigated by Dixit and Bhati
41
(2012). They reported that a favorable relationship between normative commitment
and employees performance.
Normative commitment and its effects on employees retention was investigated by
Sow, Anthony and Berete (2016). The results of their analysis showed an undesirable
and significant association between normative commitment and turnover intentions.
Rafiei et al., (2014) also did a study on the impact of normative commitment on the
job performance. They reported that normative commitment had a positive and
significant effect on employees’ performance.
In Higher Education Institution, Nawaz et al., (2013) researched on organizational
commitment of academician in Pakistan. They reported that normative commitment is
positively related to performance of university staff. Folorunso et al., (2014)
investigated the effect of normative commitment on employee performance. They
reported that normative commitment positively influences employee performance in
Tertiary Institution in Nigeria’s Oyoo state. In Kenya no scholar has done a study on
the effect of normative commitment on employee’s performance in a private or public
university. This study therefore sought to fill this knowledge gap by investigating the
influence of normative continuance on employee performance.
2.6 Summary of Research Gaps
Organization commitment has been a phenomenon of interest among researcher and
Human Resource specialists. Several studies have been done to investigate the effect
of organizational commitment dimensions on employee performance. A critical
analysis of related literature reveals few studies have been done to examine the effect
of organizational commitment dimensions on employee performance in higher
Education institution. Consequently no study has been done at an institution of higher
learning in Kenya on the effects of organizational commitment dimensions and
42
employee commitment. This research sought to bridge the existing knowledge gap in
this area by examining the Effects of Affective, continuance and Normative
Commitments on employee performance at the university of Eastern Africa, Baraton,
Kenya.
43
2.8 Conceptual Framework
The diagram below illustrates the link between organizational commitment
(independent variable) and the performance of employees (Dependent variable).
Figure 2.1 Conceptual Framework
Independent variable Dependent variable
Organizational commitment Dimensions Employee Performance
The diagram demonstrates a link between organizational commitment which is the
independent variable and includes normative, continuance and affective commitment
and employee performance which is the dependent variable measured in terms of
employee output, timely delivery of services, absenteeism, effectiveness and
efficiency.
Affective commitment
Attachment
Identification
Involvement
Continuance commitment
Costs
Benefits
Investments
Employee output
Timely delivery of
services
Absenteeism
Employee efficiency and
effectiveness
Normative commitment
Obligation
Reciprocity
Duty
44
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Design
According to Creswell (2013), a research design is a framework for amassing and
using units of knowledge that is objective in supplying reasonable and proper
outcomes with exceptional precision for the purpose of competently and reasonably
testing the set hypothesis. In addition, Polit & Beck (2012) define a research design as
the researcher’s overall plan for answering the research question or testing the
research hypothesis. It is the master plan of a research that throws light on how the
study is to be conducted. It shows how all of the major parts of the research study; the
samples, measures, data analysis and presentation techniques work together in an
attempt to address the research questions.
Research design is similar to an architectural outline. The research design can be seen
as actualisation of logic in a set of procedures that optimises the validity of data for a
given research problem. In addition the composition of a research borrows carefully
from its design, consequently illustrating a manner where more than a few major
sections of a study tasks (for instance, the research instruments, samples, and venture
ways) are competent to capabilities in unison, for the purpose of addressing those
disorders which might be principal to the research.
Royse (2011), asserts that descriptive studies characterize large variables in order to
understand, to illuminate and to gain a detailed picture of patterns of a particular
group, such as homeless, to differentiate them from other phenomena. Schutt (2013),
adds that descriptive questions normally encompasse and involve the collecting of
information. Monette, Sullivan, and Dejong (2011) describes this type of design as an
attempt to discover facts and describe reality accurately as it is naturally in order to
45
gain an overview of the present status of a situation. Malhotra, Baalbaki and
Bechwati, (2013) noted that this design is used to describes specific characteristics of
the study guided by the research objectives and hypothesis. This type of design is
used when the statement of the problem is clearly stated and research questions are
well formulated.
Therefore the study used descriptive research design. This is because it allowed the
investigator to find out the most fundamental assessment approach and purposes
which are considered to be key. Using this design, the respondents were observed in a
completely natural and unchanged natural environment. In our study on commitment,
the study intends to find out the situation at the university without interfering with the
daily duties of the staff.
3.2 Study Area
The research was conducted at the UEAB. It was established in 1991 and is sponsored
by the seventh day Adventist (SDA) church. The main campus is situated in Nandi
County. The university is located towards the north west of Nairobi city in Kenya and
the south west part of Eldoret town in Kenya. University of Eastern Africa, Baraton
main campus is approximately 315 from Nairobi city and 49 km from Eldoret town in
Kenya. The nearest town to the University of Eastern Africa, Baraton main campus is
Kapsabet town. Kapsabet Town in Kenya is only 15 km from the University of
Eastern Africa, Baraton main campus in Kenya.
The university has five main schools which are Education, Business, Health Sciences,
Science and Technology and Humanities and Social Sciences. The university offers
Certificate, Diploma, Bachelors and Post graduate programmes within the five
schools. Currently, the university offers two Doctoral Programmes in the school of
46
education, doctor of Philosophy in Education (Curriculum and Teaching) and Doctor
of Philosophy in Education (Educational Administration).
3.3 Target Population
According to Lavrakas (2011), target population for any study is the entire set of units
for which the survey data are to be used to make inferences. Thus, the target
population defines those units for which the findings of the survey are meant to
generalize. Establishing study objectives is the first step in designing a survey.
Defining the target population should be the second step. The study targeted 233
employees from teaching and no-teaching staff. From the academic staff the 93
respondents were sampled from the following schools; Education, Business,
Humanities and Social Science, Health Sciences and Science and Technology. The
study also targeted 140 non-teaching staff from the following departments; physical
planning department, catering, library, student’s services, administration, university
hospital and from the farm. The table below shows the target population for both
teaching and non-teaching staff.
47
Table 3.1 Target population
Categories Target
Teaching staff
School of Education 23
School of Business 17
School of Humanities and Social
science
16
School of Health Sciences 24
School of Science and Technology. 13
Sub-Total 93
Non-teaching staff
Physical planning 29
Catering 22
Library 17
Student’s services 28
Administration 24
University hospital 9
Farm 11
Sub-Totals 140
Grand Total 233
3.4 Sampling Procedures and Sample Size
According to Shah (2011), researchers must calculate the sample size before starting
of any study. It should be adequate enough to detect a small significant difference
between the groups. Small sample size is not only responsible for the insignificant
result but also for the less power of the study. Calculation of sample size involves
complex statistics but it can be simplified to help the researchers who are not from
statistical background.
The process of obtaining a given number of subjects from a larger population can be
explained as sampling. Any statements made about the sample should also be true of
the population (Orodho, 2008).To sample the respondents, the researcher first
stratified the population into two categories teaching staff and non-teaching staff. The
researcher used Nassiuma, (2000) sample determination formular. The formular was
used to calculate the sample size for teaching staff and non- teaching as shown below;
48
n= NC2
C2+ (N-1) e2
Where n represents the size of the sample
C =(0.5)
e=(0.05)
(Nassiuma, 2000)
Sampling procedure
Substituting this value we get:
Teaching staff was
n= 93*0.52
0.52 +(93-1)0.052
n= 23.25
0.25+0.23
n=48 teaching staff
Non-teaching staff was:
n= 140*0.52
0.25+(140-1)0.052
n= 35
0.25+0.3475
n=58
To select the individual respondents from each category, the researcher used simple
random sampling method using lottery method where from 233 employees 106
employees were selected to take part in the research; therefore the current study used
as a sample of 106 as shown in table 3.2 below.
49
Table 3.2
Sample Size
Categories Target Sampling
procedure
Sample size
Teaching staff
School of Education 23 (23/93)*48 12
School of Business 17 (17/93)*48 9
School of Humanities and
Social science
16 (16/93)*48 8
School of Health Sciences 24 (24/93)*48 12
School of Science and
Technology.
13 (13/93)*48 7
Total 93 48
Non-teaching staff
Physical planning 29 (29/140)*58 12
Catering 22 (22/140)*58 9
Library 17 (17/140)*58 7
Student’s services 28 (28/140)*58 12
Administration 24 (24/140)*58 10
University hospital 9 (9/140)*58 3
Farm 11 (11/140)*58 5
Totals 140 58
Grand total 233 106
3.5 Instrumentation
The study utilized questionnaires to collect data from teaching and non-teaching staff.
Orodho (2008) noted that questions posed in the questionnaire should be based on the
research specific objectives. Similarly Kothari (2008), asserts that primary data is
obtained directly by the researcher through questionnaires. A fully structured
questionnaire was developed for this study as it ensured a standardized data collection
procedure so that the data obtained are internally consistent and can be analyzed in a
uniform and coherent manner. The use of questionnaires was mainly because the data
was directly observed using the staff views, opinions, perception and feeling. The
target population was literate and given the time constraints, questionnaire was the
ideal tool for data collection. The items in section B was adapted from 8 items used in
previous work of Allen and Meyer (1991) in Shurbagi & Zahari, 2013 while for
performance intervening variable was designed by the researcher with the help of
50
university supervisors. The questionnaire had four sections, namely: Section A:
biographical, Section B had specific objectives on commitment dimensions and
section C had questionnaire on performance.
3.5.1 Data Collection Procedure
Data is anything given as fact on which inference is made. It's whatever actual or
assumed as a basis of reckoning (Mugenda & Mugenda, 2008). In this study the
researcher received an introductory letter from Kisii University. The researcher
additionally applied for study permit from the National commission for Science,
technology, and Innovation. Upon approval the collection of data was by use of
questionnaires. Questionnaires were distributed to the respondents then collected later
3.6 Validity and Reliability of Research Instruments
The researcher sought to test the reliability and validity of the instruments as shown in
the next sub-sections.
3.6.1 Validity of the Research Instruments
According to Orodho (2008), validity is achieved by using expert raters and research
supervisors in a university. In this study validity of the research instrument was
achieved by using expert and research supervisor’s opinions in the university.
Opinions, constructive criticism from both of the supervisors were used to improve
the validity of the questionnaires. The opinion included clarifications and other inputs.
These used to carry out essential changes to the questionnaires.
3.6.2 Reliability of the Instruments
Reliability is a situation at any time when a single observer is the source of
knowledge, due to the fact that we don't have any distinctive subjectivity (Babbie,
2010). In line with Wilson (2010) reliability is closely related to respondent’s views,
51
hence it affects the reliability of the instruments. Reliability of the instrument was
ensured through split-half method. In this case, the instruments were piloted in Kisii
University, Eldoret Campus. Piloting was done using a sample of 21 employees at the
university. The data from pilot testing was used to calculate Cronbach alpha. A
coefficient of above 0.7 confirmed the reliability of instruments (Ritter, 2010). The
pilot tested scores were used to calculate Cronbach Alpha and the value obtained was
0.702 indicating that the instruments were reliable.
3.7 Data Presentation and Analysis
Data analysis is the process of obtaining meaningful information from the data
collected. The researcher after collecting data from teaching and non-teaching staff,
sorted, edited and eliminated error from the fully completed questionnaires. In
addition the researcher coded the data obtained and keyed into SPSS version 20 for
the purpose of obtaining frequencies and percentages. The coded information was
tabulated and analyzed using frequencies and percentages. Inferential statistics was
used to accept or reject null hypotheses using multiple linear regression analysis. The
model below was used in the study:
Multiple Regression model
Y= β0+ β1x1+ β2x2+ β3x3+
Y= Employee performance
β= Constant
β1,β2 and β3= Coefficients of independent variable
x1= Affective Commitment
x2= Continuance Commitment
52
x3= Normative commitment
=Error term
3.7.1 Linearity Assumptions
The model that relates the response Y to the predictors X1, X2, X3... Xp is assumed
to be linear in the regression parameters (Chatterjee & Hadi, 2012). Based on
ANOVA test if the value of sig. deviation from linearity is >0.05, then the association
between organizational commitment dimensions and employee performance is
linearly dependent. In case the value of sig. deviation from linearity is <0.05, then the
association between organizational commitment dimensions and the employee
performance is linearly not dependent.
3.7.2 Multicollinearity Assumptions
Multicollinearity among predictors in logistic regression creates problems for the
validity of the model for the investigation. In particular, it affects the validity of the
statistical tests of the regression coefficients by inflating their standard errors (Garson,
2010). This assumption focus on the correlation of the variables. According to Keith,
(2006) multicollinearity refers to the assumption that the independent variables are
uncorrelated. The study used Variance inflation factors (VIF) to test for
Multicollinearity. If the VIF values lies between 1-10 there is no multicollinearity but
if the values are <1or >10 then there is multicollinearity
3.7.3 Normality Assumptions
The first of four assumptions given focus by Osborne and Waters (2002) is the
normality assumption. Osborne and Waters (2002) put across the normality
assumption. Osborne and Waters (2002) state the regression assumes that elements
are normally distributed. It is assumed that multiple regressions require that the
response variables be normally distributed. Test of normality was tested using
53
Kolmogorov-Smirnov Test. If the Sig. value of the Kolmogorov-Smirnov Test is
greater than 0.05, the data is normal. If it is below 0.05, the data significantly deviate
from a normal distribution.
3.8 Ethical Considerations
Confidentiality of respondents in the research was entirely kept at all times over the
span of, and taking after the study and distribution of the results. As per Bryman and
Bell (2007) each exertion ought to be made in the study plan and outline and
assessment of the outline to create confidentiality measures. All correspondence and
interactions experienced amid the study period was directed in an expert and moral
way in respect to the legitimacy and principled practices and research guidelines. The
most crucial part of this was informed consent. All data from the respondent for the
purpose of analysis, discussions conclusions and recommendations was disclosed to
the respondents with a full portrayal of how and for what reason it was being utilized.
Respondents were told that they were allowed to withdraw their consent and
participation in the study at any given time during the study period. Anonymity of all
members who consented to proceed with the study was secured without particular
approval for exposure.
54
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSIONS
4.1 Response Rate
The researcher anticipated that the response rate was going to be 100% since data
collection procedures was done daily for three weeks among employees in University
of Eastern Africa, Baraton. Out of 48 teaching staff, 43 of them answered the
questions fully and returned giving a response rate of 88.8%. On the other hand out of
the 58 non-teaching staff sampled initially, 51 appropriately filled the questionnaires
therefore the response rate was 94.3%. Hence the overall response rate of
questionnaires used in the study was 88.6% which were therefore considered adequate
enough to avail the information on the subject matter. Table 4.1 shows the projected
response rate and the actual response rate
Table 4.1: Questionnaire Response Rate
Respondents Target population Sample size Returned Percentage
Teaching staff 93 48 43 88.8
Non-teaching staff 140 58 51 88.4
Total 233 106 94 88.6
55
4.2 Demographic Characteristics
The study sought to find out background information of the respondents. The findings
are presented in Table 4.2.
Table 4.2:Socio-Demographic Characteristics (n=94)
Frequency Percentage
Gender Male 41 43.6
Female 53 56.4
Education level Secondary school 16 17.2
Diploma 31 32.5
Bachelor’s degree 22 23.9
Post graduate degree 25 26.4
Duration of working
in the university
Less than 2 years 54 57.1
2-4 years 22 23.3
5 and above years 18 19.6
Category Teaching staff 41 45.7
Non-teaching staff 53 51.5
As shown in table 4.2, out of the 94 respondents, 41 (44%) of them were male while
the rest 53 (56%) were female indicating that most of the selected respondents (56%)
were female. This shows that more female staff participated in the study. In view of
this it should be noted being a mother is more important than work as compared to
men whose work is their first choice. In addition, women quit their jobs or stay away
from office more often. Hence, caution must be exercised in generalizing the findings
of the present study. On a similar note, Ashkan and Arnifa (2012) in their study on
appraising the impact of Gender Differences on Organizational Commitment found
out male presented higher level of affective commitment and continuance
56
commitment. This shows that male are more willingness to met the firm goals and
values because they think the organization has a great deal of meaning to them, and
also “they have to” be because of the organization benefits as well as their necessity it
would be costly to leave it
Of the 94 participants, 16 (17%) of them had secondary school certificate, 31 (32.5%)
had Diploma certificated, 22 (23.9%) had Bachelor’s degree while the rest 25 (26.4%)
had post graduate degrees. It is clear from the findings that most of the respondents
had diploma certificate followed by those who had post graduate degree, few had
secondary school certificate. Education is an important factor for when carrying out
research on employee commitment. A study done by Amangala (2013) on the Effect
of Demographic Characteristics on Organisational Commitment in Nigeria found that
the level of education had a weak positive relationship with organization commitment
Table 4.2 also shows that most of the respondents, 54 (57%) had been working at
their department for less than 2 years followed by those who have been working for 2-
4 years who were 22 (23%). Those who have been working for 5 and above year were
18 (20%) of the total respondents. Similarly Emmanuel, Ebenezer, Phinihas (2015)
finding suggest that employees who have low level of experience have less job
opportunities because high level of experience is required for graduates to be
employed in the banking sector in Ghana and are therefore committed to stay. Also
from table 4.2, those respondents from teaching staff were 41 (45.7%) while those
from non-teaching staff were 53 (51.5%) of the total respondents. This shows that
most of those who were willing to participate during the study were non-teaching
staff.
57
4.3 Descriptive Statistics
Descriptive analyses were performed on all dimensions of organizational commitment
which were continuance, normative and affective commitment. The descriptive
statistics included percent and frequency. This was done with the help of SPSS
version 20 where the items were keyed in as well as the results based on both the
staff. The responses from the two set of respondents were combine and presented in
one table.
58
4.3.1 Affective Commitment and Employee Performance
Table 4.3: Affective Commitment and Employee Performance (n=94)
SD D N A SA Mean
I am willing to
stay in this
institution for the
rest of my
professional life
F 6 8 20 33 27 3.7
P 6.4% 8.5% 21.3% 35.1% 28.7%
It gives me
pleasure talking
about my
institution with
other people
F 2 9 9 33 41 4.1
P 2.1% 9.6% 9.6% 35.1% 43.6%
I feel that the
organization's
problems are my
own
F 3 2 6 38 45 4.3
P 3.2% 2.1% 6.4% 40.4% 47.9%
I feel that it would
be difficult for me
to be associated
with another
institution as this
one
F 15 18 21 19 21 3.1
P 16.0% 19.1% 22.3% 20.2% 22.3%
For me this is the
best of all possible
organizations for
which to work
F 0 11 20 23 40 4.0
P 0.0% 11.7% 21.3% 24.5% 42.6%
A really care
about the fate of
this organization
F 6 8 15 34 31 3.8
P 6.4% 8.5% 16.0% 36.2% 33.0%
This organization
has a great deal of
personal meaning
for me
F 0 14 20 21 39 3.9
P 0.0% 14.9% 21.3% 22.3% 41.5%
I do not feel a
strong sense of
belonging to my
organization
F 1 4 12 38 39 4.2
P 1.1% 4.3% 12.8% 40.4% 41.5%
∑Mean=31.1
µ=3.89
Key
SD-strongly disagreed, D-disagreed, N-neutral, A-agreed, SA- strongly agreed
F-frequency, P-percent,
µ-Mean of means
59
Table 4.3 above shows that 33 (35.1%) strongly agreed that they would be very
contented to work at the institution for the remaining period of their career with this
institution, while only 6 (6.4%) strongly disagreed. Moreover it was noted that 41
(43.6%) teaching staff strongly agreed that they enjoyed discussing their organization
with people outside while only 2 (2.1%) strongly disagreed, 45 (47.9%) strongly
agreed that they feel that the organization's problems are their own, while only 3
(3.2%) disagreed. It was also noted that 21(22.3%) staff strongly agreed that they
won’t be attached easily to another organization as they are to the one they are,
15(16%) strongly disagreed.
Furthermore it was noted that 40 (42.6%) staff strongly agreed that this is the best of
all possible organization for which to work while only 11 (11.7%) strongly disagreed.
The study also showed that 34 (36.2%) staff strongly agreed that they care about the
fate of this organization, only 6(6.4%) strongly disagreed. On the other hand it was
noted that 39 (41.5%) staff strongly agreed that their organization has a great deal of
personal meaning for them, none strongly disagreed. It was also noted that 39 (41.5%)
staff strongly agreed that they do not feel as part of the institution, while only 1(1.1%)
disagreed.
The study found that most of both the teaching and non-teaching staff indicated that
they would be exceptionally glad to spend the rest of their career with the university.
Most of them appreciated talking about the university with individuals outside it, the
university challenges were taken as their own. The above findings exhibit high
affective commitment from both the teaching and non-teaching staff. Similarly
Susanty, Miradipta and Jie (2013), noted that affective commitment is demonstrated
when the employee identities with a particular organization and its goals in order to
maintain membership to facilitate goal attainment.
60
The study results replicates Susanty, Miradipta & Jie (2013) findings; however some
of the teaching and teaching staff felt that they were not part of the institution, they
were not emotionally attached to it and therefore had weak sense of belonging
contrary to what Susanty, Miradipta & Jie (2013), Meyer and Allen (1996) also as
cited in (Dixit and Bhati 2012) found out that there is an association between affective
commitment with employee’s emotional feelings and sense of competence.
Similarly according to Williams and Davies (2012) some workers put a lot of effort
into their work beyond what is required expecting some kind of reward which
attributed affective component of organizational commitment. In addition Wong
(2013) study revealed that staff in China view positive social relationships at work
and stronger interpersonal relationship as the most important factors of employee
commitment. In summary the above findings exhibit high affective commitment from
both the teaching and non-teaching staff at UEAB
4.3.2 Continuance Commitment and Employee Performance
Secondly the research sought to find out the influence of Continuance Commitment
on Employee Performance. The objective was stated as; to determine the influence of
continuance commitment on employee performance among staff in University of
Eastern Africa, Baraton .the results as presented in table 4.4
61
Table 4.4 Continuance Commitment and Employee Performance (n=94)
Variables SD D N A SA Mean
I am not afraid
what would happen
if I give up my
work without
having one lined
up.
F 22 42 14 7 9 2.4
P 23.4% 44.7% 14.9% 7.4% 9.6%
It is very difficult
for me to go away
from my
institution, even if
I preferred to
F 22 40 21 6 5 2.3
P 23.4% 42.6% 22.3% 6.4% 5.3%
A lot in my life
will be interrupted
if I leave my
institution now
F 20 33 24 6 11 2.5
P 21.3% 35.1% 25.5% 6.4% 11.7%
It might not be too
costly for me to
quit my
organization now
F 17 32 16 13 16 2.8
P 18.1% 34.0% 17.0% 13.8% 17.0%
It is immoral to
move from
institution to
another.
F 4 33 15 21 20 3.2
P 4.3% 35.1% 16.0% 22.3% 21.3%
I feel that I have
too few options to
consider leaving
this organization
F 14 36 23 13 8 2.6
P 14.9% 38.3% 24.5% 13.8% 8.5%
I was instructed to
trust the
importance of
devoting oneself to
one institution
F 13 27 14 14 26 3.1
P 13.8% 28.7% 14.9% 14.9% 27.7%
If I get another
offer for a better
job elsewhere I
would not feel
right to leave my
organization
F 21 46 12 9 6 2.3
P 22.3% 48.9% 12.8% 9.6% 6.4%
∑mean=21.2
µ=2.65
Key: SD-strongly disagreed, D-disagreed, N-neutral, A-agreed, SA- strongly agreed
F-frequency, P-percent
Source: (Researcher, 2016)
62
Among the selected staff, 9 (10%) strongly agreed that they are not fearful of what
might occur in the event that they stop their job without an alternative employment,
22 (23%) disagreed. Out of the 94 staff, 6 (6%) agreed that it would be extremely
difficult for the staff to quit away from the college supposing they wanted to, 40
(43%) strongly agreed. On the hand 33 (35%) teaching staff strongly disagreed that
too much in their life would be disrupted if they decided they wanted to leave the
university, 24 (26%) were undecided while 6 (6%) agreed. On whether it wouldn't be
too expensive for teaching staff to quit their institution, 32(35%) strongly disagreed,
13 (14%) agreed while 16 (17%) strongly agreed.
Table 4.4 also showed that 4 (4%) strongly disagreed that moving from one institution
to another is not a moral thing to do, 21 (22%) agreed while on the other hand 33
(5%) strongly disagreed. Moreover 14 (15%) strongly disagreed that they believe that
they have limited options elsewhere to contemplate quitting, 38 (36%) disagreed. It
was also noted that 27 (28%) staff disagreed that they were instructed to trust the
importance of devoting oneself to one institution, 14 (15%) agreed whereas 26 (28%)
strongly agreed. Table 4.4 also shows that 21 (22%) strongly disagreed that if they get
an alternative work opportunity they would still not leave their current station, 46
(49%) disagreed, 12 (13%) were undecided, 9 (10%) agreed while 6 (6%) strongly
agreed.
From both staff responses it was noted that majority of them strongly disagreed that
they were not afraid of what might occur if they leave their present job in the
university in the absence of another job. This mean that most of them were afraid of
what would happen if they quit their current jobs in the university because they were
not certain they will get another job elsewhere. Most of them disagreed that would be
63
extremely difficult for the staff to quit away from the college supposing they wanted
to, which implies that though they were afraid of what will happen if they quit their
current job, given a chance they would leave the university for other job
opportunities. They also disagreed that a lot in their life would be disrupted if they
decided to leave the university, that it wouldn't be too costly for them to leave the
university and could leave the university without fearing the impact on their social
and financial status.
The findings also showed that majority of the staff disagreed that it was a matter of
necessity staying with the university, a clear indication that majority of them did
desire to stay in the university and could leave when an opportunity arises. Moreover
majority of them disagreed that had too few options to consider leaving the university,
they disagreed that one of the few serious consequences of leaving the university
would be the scarcity of available job opportunities, implying that most of them were
of the view that they would get other alternative jobs elsewhere. Moreover they
disagreed that the reason they continue to work in the university was because leaving
would require considerable personal sacrifice. It clears that most of them would
sacrifice to leave the university
Based on the findings, continuance commitment is not strongly rated; this is because
most of the targeted staff disagreed that continuance commitment influence
organizational performance. Similarly Clarke (2006) as cited by Folorunso et al.,
(2014) asserts that there was no positive relationship between continuance
commitment and performance Contrary Omid and Ahmed (2013) found out that
organizational commitment dimensions have positive and significant relationship with
employee’s performance. In addition Negin et al., (2013) study showed that
64
organizational continuance commitment had positive and significant relationship with
Malik bank employees. Moreover Folorunso et al., (2014) study revealed a favorable
association between organizational commitment dimensions and workers performance
exists in Nigeria’s tertiary institutions.
4.3.3 Normative Commitment and Employee Performance
The study sought to investigate the effect of normative commitment and employee
performance. The results are presented in table 4.5
Table 4.5 Normative Commitment and Employee Performance (n=94)
Variables SD D N A SA Mean
I owe a great deal to
my organization
F 9 20 24 28 13
P 9.6% 21.3% 25.5% 29.8% 13.8% 3.1
I do not believe that
a person must
always be loyal to
his or her
organization.
F 5 12 28 31 18
P 5.3% 12.8% 29.8% 33.0% 19.1% 3.5
I would feel guilty if
left the university
F 26 37 19 8 4 2.2
P 27.7% 39.4% 20.2% 8.5% 4.3%
I continue to work
for this organization
because I believe
that am loyal to the
institution.
F 2 14 10 33 35 3.9
P 2.1% 14.9% 10.6% 35.1% 37.2%
I would not leave
my organization
right now because I
have a sense of
obligation to the
organization
F 14 21 10 24 25 3.2
P 14.9% 22.3% 10.6% 25.5% 26.6%
This organization
deserves my loyalty
F 9 20 21 29 14 3.2
P 9.6% 21.3% 22.3% 30.9% 16%
Things are better
when workers stay
with one institution
for many of years of
their careers
F 5 12 28 30 19 3.5
P 5.3% 12.8% 29.8% 31.9% 20.2%
My organization has
treated me well
therefore am loyal
F 26 35 17 11 5 2.3
P 27.7% 37.2% 18.1% 11.7% 5.3%
∑mean=24.9
µ=3.1
Key: SD strongly disagreed, Disagree, UN undecided, A Agreed, SA-Strongly Agreed
, f=frequency, P=percentage.
65
As shown in table 4.5, 9 (10%) strongly disagreed that they owe a great deal their
organization, 20(21%) disagreed, 24 (26%) were undecided, 28 (29%) agreed while
the rest 13 (14%) disagreed. From the table 4.5, 5 (5%) disagreed that they do not
believe that a person must always be loyal to his or her organization, while 31(33%)
agreed. Furthermore 14 (15%) disagreed that they continue to work for this
organization because they believe that they are loyal to the institution, while on the
other hand 10 (11%) were undecided while 35(37%) strongly agreed.
Moreover it was noted that 14(15%) respondents disagreed that they would quit the
organization at the present moment due to a feeling of a sense of duty to the
organization (32.6%) agreed, 20 (21%) disagreed that this organization deserves their
loyalty, 29 (31%) agreed. The results also shows that 28 (30%) were undecided that
Things are better when workers stay with one institution for many of years of their
careers, 30(32%) agreed. Moreover the study results showed 26(28%) disagreed that
their organization has treated them well therefore they are loyal, 35(37%) disagreed
only a few 5(5%) strongly agreed.
The findings from the selected staff showed that most of the respondents owe a lot to
the university. Similarly Omid and Ahmed (2013) showed that normative
commitment among other dimensions of commitment affects employee’s
performance. Contrary, Omid and Ahmed (2013) assert that employees must not
always be loyal to their organization. It was also noted that most of the teaching and
non-staff disagreed that they would feel guilty if left the university. Table 4.5 also
shows that most of the teaching staff strongly agreed that they continue to work for
the university because they believe that they are loyal to the institution, however most
66
of the non-teaching staff disagreed. Moreover it was noted that most of the teaching
and non-teaching staff agreed that the university deserves their loyalty.
Majority of the teaching and non-teaching staff agreed that Things are better when
workers stay with one institution for many of years of their careers. They disagreed
that the university has treated them well therefore they are loyal. In agreement Khan
et al (2010) researched on the effect of organizational commitment dimensions
(affective, continuance and normative commitments) on workers’ productivity by
considering one hundred and fifty three staff in private and public sector of Pakistan
oil and gas industry. Similarly Bozlagan, Dogan and Daoudov (2010) established that
the employees have less continuance commitment. On the other hand Mohamed,
Ismael, & Ali, (2012) in their study found out Gaza bank employees depict low level
of normative commitment.
4.4 Results of assumptions of Regression Analysis
This section presents the results of assumptions of regression analysis that have to be
carried before carrying out regression analysis
4.4.1 Test of Linearity
The study performed test of linearity before performing regression analysis. The aim
of this test is to determine whether the relationship between the independent and the
dependent is linear or not. If the value of sig. deviation from linearity is >0.05, then
the relationship between organizational commitment dimensions and the employee
performance is linearly dependent. However If the value of sig. deviation from
linearity is <0.05, then the relationship between organizational commitment
dimensions and the employee performance is linearly not dependent. The output is
illustrated in table 4.6
67
Table 4.6 Test of Linearity
SS df MS F Sig.
Employee
Performance
* Affective
Commitment
Combined .74 4 .19 .82 .52
Linearity .08 1 .08 .35 .56
Deviation
from
Linearity
.66 3 .22 .98 .41
20.04 89 .225
Total 20.78 93
Employee
Performance
*
Continuance
Commitment
Combined 1.28 4 .32 1.46 .22
Linearity .07 1 .07 .33 .57
Deviation
from
Linearity
1.21 3 .40 1.84 .15
19.50 89 .22
Total 20.78 93
Employee
Performance
* Normative
Commitment
Combined 2.25 4 .56 2.70 .04
Linearity .022 1 .02 .10 .75
Deviation
from
Linearity
2.22 3 .74 3.56 .10
18.53 89 .21
Total 20.78 93
Table 4.6 shows the output based on ANOVA ,the value for linearity was 0.41 for
affective commitment, 0.15 for continuance commitment, and 0.1 for normative
commitment which were all greater than 0.05, therefore it was concluded that there is
a linear association between affective commitment, continuance commitment,
normative commitment and employee performance
4.4.2 Test of Normality
In addition the study performed test of normality. This is because most of the
parametric tests require that the assumption of normality be met including regression
analysis. Normality means that the distribution of the test is normally distributed (or
68
bell-shaped) with 0 mean, with 1 standard deviation and a symmetric bell shaped
curve. If the Sig. value of the Kolmogorov-Smirnov Test is greater than 0.05, the data
is normal. If it is below 0.05, the data significantly deviate from a normal distribution.
The output is illustrated in table 4.7
Table 4.7 Test of Normality
Kolmogorov-Smirnov Test
Employee
Performance
N 94
Parameters Mean 0.50
Std. Deviation 0.71
Most Extreme Differences Absolute 0.26
Positive 0.26
Negative -0.26
Kolmogorov-Smirnov Z 0.368
Asymp. Sig. (2-tailed) 0.999
a. Affective Commitment = D, Continuance Commitment = SA, Normative
Commitment = D
b. Test distribution is Normal.
As shown in table 4.7, Kolmogorov-Smirnov Test was used to analyze the normality
of employee performance based on employee commitment dimensions and
independent variable. The sig value under the Kolmogorov-Smirnov Z is greater than
0.05, (sig=0.999, sig>0.05) we conclude that employee performance for this particular
subset of individuals is normally distributed.
4.4.3 Multicollinearity Test
The study carried out the test of multicollinearity test to check whether there is a high
correlation of at least one independent variable with a combination of the other
independent variables. If the VIF values lies between 1-10 there is no
multicollinearity but if the values are <1or >10 then there is multicollinearity. The
output is presented in table 4.8
69
Table 4.8 Multicollinearity Test
Model Unstandardized
Coefficients
Standardized
Coefficients
t Sig. Collinearity
Statistics
B Std.
Error
Beta Tolerance VIF
1 (Constant) .633 .296 2.139 .035
Affective
Commitment
-.035 .048 -.084 -.729 .468 .826 1.210
Continuance
Commitment
-.045 .050 -.105 -.898 .372 .805 1.243
Normative
Commitment
-.016 .045 -.043 -.368 .713 .817 1.224
a. Dependent Variable: Employee Performance
Table 4.8 shows that the VIF lies for the three independent variables are (1.210,
1.243, 1.224) which lies between 1 to 10, therefore it was concluded that there is no
multicollinearity hence the variables are not high correlated to each other (Field,
2005).
4.4.4 Homogeneity of Variances
The study carried out Levene's test of homogeneity of variance in order to test
homogeneity of variances which tests for similar variances. If the significance value is
greater than 0.05 then there is homogeneity of variances. The outputs are presented in
table 4.9, 4.11, and table 4.12
Table 4.9 Homogeneity of Variances
Employee Performance
Levene Statistic df1 df2 Sig.
3.082 4 89 .020
Independent variable: Affective Commitment
The Levene's F Statistic value of 3.082 is not significant (p=0.02, p<0.05) and,
therefore, the assumption of homogeneity of variance is not met. Therefore we refer
to robust tests of equality of means as should in table 4.10
70
Table 4.10 Robust tests of Equality of means
Employee Performance
Statistic df1 df2 Sig.
Welch .755 4 15.485 .570
Brown-Forsythe .767 4 29.255 .555
The Welch sign value is 0.570 which is greater than 0.05 therefore there is
homogeneity of variances and the assumption of homogeneity is met between
affective commitment and employee performance. The study also sought to find if the
assumption of homogeneity of variances between normative commitment and
employee performance and the output as shown in table 4.11
Table 4.11 Homogeneity of Variances
Employee Performance
Levene Statistic df1 df2 Sig.
3.072 4 89 .020
Independent variable: normative Commitment
The Levene's F Statistic value of 3.072 is not significant (p=0.02, p<0.05) and,
therefore, the assumption of homogeneity of variance is not met. Therefore we refer
to robust tests of equality of means as should in table 4.12
Table 4.12 Robust tests of Equality of means
Statistic df1 df2 Sig.
Welch 1.233 4 20.432 .328
Brown-Forsythe 1.331 4 38.957 .276
The Welch sign value is 0.328 which is greater than 0.05 therefore there is
homogeneity of variances and the assumption of homogeneity is met between
normative commitment and employee performance. Nonetheless the study sought to
find out the homogeneity of variances between continuance commitment and
employee performance. Levene's was conducted and the output is presented in table
4.13.
71
Table 4.13 Homogeneity of Variances
Employee Performance
Levene’s Statistic df1 df2 Sig.
6.050 4 89 .000
Independent variable: Continuance Commitment
The Levene's F Statistic value of 6.050 is not significant (p=0.02, p<0.05) and,
therefore, the assumption of homogeneity of variance is not met. Therefore we refer
to robust tests of equality of means as should in table 4.14
Table 4.14 Robust test of equality of means
Employee Performance
Statistic df1 df2 Sig.
Welch 2.334 4 19.351 .092
Brown-Forsythe 2.607 4 37.365 .051
The Welch value of 2.334 is significant (p=0.09, p>0.05) and, therefore, the
assumption of homogeneity of variance is met.
72
4.5 Correlation Analysis
Table 4.15 Correlation Analysis
Affective
Commitment
Continuance
Commitment
Normative
Commitment
Employee
Performance
Affective
Commitment
Pearson
Correlation
1 -.355 .334 -.061
Sig. (2-
tailed)
.000 .001 .558
N 94 94 94 94
Continuance
Commitment
Pearson
Correlation
-.355 1 -.368 -.059
Sig. (2-
tailed)
.000 .000 .570
N 94 94 94 94
Normative
Commitment
Pearson
Correlation
.334 -.368 1 -.032
Sig. (2-
tailed)
.001 .000 .758
N 94 94 94 94
Employee
Performance
Pearson
Correlation
-.061 -.059 -.032 1
Sig. (2-
tailed)
.558 .570 .758
N 94 94 94 94
A Pearson product-moment correlation was run to determine the relationship between
affective, commitment, and continuance commitment and employee Performance.
From the results it there was a weak negative association between affective
Commitment and workers output which was not significant (r==-0.061, n=94,
p=0.558), a weak negative correlation between continuance commitment and
employee performance which was not significant (r=-0.059, p=0.570), and it was
discovered that there was a weak inverse relationship between normative commitment
and employee performance which was not significant (r=-0.032, p=0.758).
73
4.6 Regression Analysis
4.6.1 Model Summary
This section presents the model summary for the study. It provides the R and R2
values as presented in table 4.16
Table 4.16 Model Summary
Model R R Square Adjusted R Square Std. Error of the
Estimate
0.113 0.013 -0.020 0.47740
Table 4.16 shows that the value of R is 0.113 which indicates a low degree of
correlation. The R2 value is indicates the total variation in the dependent variable,
(R2= 0.013), that can be explained by the independent variable. In this case, 1.3% can
be explained by the independent variable, which is very small.
4.6.2 Simple linear Regression analysis
The study also conducted simple regression analysis to test the hypotheses of the
study. The results are presented in table 4.17
4.6.2.1 Regression between Affective Commitment and Employee Performance
The study sought to find out the regression between affective commitment and
employee performance and the output is presented in table 4.17
Table 4.17: Regression (n=94)
Unstandardized
Coefficients
Standardized
Coefficients
p-
value
Independent variables B Std. Error Beta
(Constant) 0.633 0.296 0.035
Affective Commitment
(x1)
-0.035 0.048 -0.084 0.468
r2=0.013
Y=0.633-0.035x1
As shown in table 4.9 above the study (r2= 0.013) is the proportion of variance in the
dependent variable that can be explained by the independent variables. The results
were used check the relationship between the dependent variable as well as testing the
74
hypothesis using p-values associated with the coefficients. The relationship between
affective commitment and employee performance was negative (r=-0.035), hence
there was weak inverse relationship between affective commitment and employee
performance.
The first hypothesis sought to find out if there was no significant relationship between
affective commitment and employee performance in University of Eastern Africa,
Baraton at (p=0.468, p>0.05). Based on the results of regression analysis the study
failed to reject the null hypothesis and therefore this shows that affective commitment
has no significant influence on employee performance at the University. This is
because the workers didn’t have a strong connection to the institution. Majority of
them do not have a strong sense of belonging to the institution. This is in line with the
findings of Meyer et al (2002) as cited in (Zefeiti & Noor, 2017) which showed that
affective commitment was not empirically related to employee performance.
4.6.2.2 Regression between Continuance commitment and employee
Performance
The study sough to find out the relationship between continuance commitment and
performance and the output of the regression is shown in table 4.18
75
Table 4.18 Regression between Continuance commitment and employee
Performance
Unstandardized
Coefficients
Standardized
Coefficients
p-
value
Independent variables B Std. Error Beta
(Constant) 0.633 0.296 0.035
Continuance Commitment
(x2)
-
0.045
0.050 -0.105 0.372
r2=0.013
Y=0.633-0.045x2
The regression as shown in table 4.18 showed that the constant (β2=-0.045) showing a
weak negative relationship between continuance commitment and employee
performance. The associated p-values was (p=0.372) which was greater than
(α=0.372, p>0.05) therefore the study failed to reject the null hypothesis. This implies
that employees at the university do not consider it costly to leave the institution. Most
of the workers are willing to leave the institution benefits such as pension
notwithstanding. this is in agreement with the findings of research done by Clark
(2006) as cited in Folorunso et al, (2014) which revealed that continuance
commitment was negatively related to employee performance.
4.6.2.3 Regression between Normative Commitment and employee Performance
Moreover the study sought to find out if there was no significant connection between
normative commitment and employee performance among employees at University of
Eastern Africa, Baraton. Regression analysis was performed with the aid of SPSS
version 20 using both the teaching and non-teaching staff. The results are presented in
table 19
76
Table 19 Regression between Normative Commitment and employee Performance
Unstandardized
Coefficients
Standardized
Coefficients
p-
value
Independent variables B Std. Error Beta
(Constant) 0.633 0.296 0.035
Normative Commitment
(x2)
-
0.016
0.045 -0.043 0.713
As shown in table 4.19 there was a weak negative association between normative
commitment and employee performance (β3=-0.016). The associated p-values was
(p=0.713) which was greater than alpha hence the study accepted the null hypothesis
(p>0.05). From regression analysis there was no significant relationship between
normative commitment and employee performance (p>0.05). Some of the items that
had a negative response were the view that the staff would feel guilty if left the
university. This implies that most of them would not feel guilty and would leave the
university at any time. The findings are similar to the findings of Shore, Barksdale &
Shore, (1995) as cited in Folorunso et al., (2014) which discovered that normative
commitment and employee performance were negatively related.
4.7 Summary of Hypothesis Testing
This section presents the summary of the study hypothesis of the study and the output
are presented in table 4.20
77
Table 4.20
Hypothesis Test Results
Hypothesis Decision Rule Statistics Decision
making
There is no association between
affective commitment and
employee performance at
University of Eastern Africa,
Baraton
If the P-value is less than
(or equal to) α, reject the
null hypothesis in favor
of the alternative
hypothesis
p=0.468
p>0.05
Fail to
reject null
hypothesis
There is no association between
normative commitment and
employee performance at
University of Eastern Africa,
Baraton
If the P-value is less than
(or equal to) α, reject the
null hypothesis in favor
of the alternative
hypothesis
P=0.372
p>0.05
Fail to
reject null
hypothesis
There is no association between
continuance commitment and
employee performance at
University of Eastern Africa,
Baraton
If the P-value is less than
(or equal to) α, reject the
null hypothesis in favor
of the alternative
hypothesis
P=0.713
p>0.05
Fail to
reject null
hypothesis
r2=0.013.
4.8 Multiple Regression Analysis
The study also conducted regression analysis to test the hypotheses of the study. The
results are presented in table 4.20
Table 4.20: Regression Analysis (n=94)
Unstandardized
Coefficients
Standardized
Coefficients
p-
value
Independent variables B Std. Error Beta
(Constant) 0.633 0.296 0.035
Affective Commitment
(x1)
-0.035 0.048 -0.084 0.468
Continuance
Commitment (x2)
-0.045 0.050 -0.105 0.372
Normative Commitment
(x2)
-0.016 0.045 -0.043 0.713
Key: SD strongly disagreed, Disagree, UN undecided, A Agreed, SA-Strongly Agreed
r2=0.013
Y=0.633-0.035x1-0.045x2-0.016x3
The regression analysis as shown in table 4.20 shows that the relationship between
affective commitment and employee Performance was negative (β1=-0.035). Ideally,
affective commitment reflects the employees desire to be passionately attached in an
78
institution. Negative affective commitment therefore implies that employees are not
emotionally engaged to the organization. It also means that workers are less happy in
the organization and are likely to leave. Again negative affective commitments imply
that workers do not strongly identify with the goals and objectives of the organization.
To some extent this is supported by the findings of Meyer et al (2002) as cited in
(Zefeiti & Noor, 2017) which showed that affective commitment was not empirically
related to employee performance.
It was also reported that there was weak negative relationship between continuance
commitment and employee performance (β2=-0.045). Normally continuance
commitment reflects on the costs and benefits of an employee leaving an institution.
Negative continuance commitment therefore implies that workers feel it is not costly
for them to quit the institution. It also means that personal investments that these
workers have made in the institution are not beneficial enough to keep them in the
organization. These findings are supported by the study done by Clark (2006) as cited
in Folorunso et al., (2014) which revealed that continuance commitment was
negatively related to employee performance.
Again the regression analysis shown in table 4.20 showed a weak negative association
between normative commitment and employee performance (β3=-0.016) at UEAB.
Ideally, normative commitment implies an employee sense of ethical obligation to
remain in the institution. Normally an employee would feel guilty to quit an
institution that has invested heavily in him/her. Negative normative commitment
therefore means that workers feel that the institution has not invested a lot in them in
terms of professional development hence there is nothing for them to repay for. This
is in line with the findings of Shore, Barksdale & Shore, (1995) as cited in Folorunso
79
et al., (2014) which discovered that normative commitment and employee
performance were negatively related.
80
CHAPTER FIVE
FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
5.1 Summary of Findings
The section present the summary of major findings based on the stated research
objectives, conclusion, recommendations and suggestion for further research.
5.1.1 Influence of Affective Commitment on Employee Performance
The first objective sought to determine the effect of affective commitment on
employee performance at university of Eastern Africa, Baraton. In addition the study
sought to test the view that there is no significant connection between affective
commitment and performance of employees at University of Eastern Africa, Baraton.
The descriptive; which included mean and inferential statistics preferably regression
was presented as follows:
The descriptive results showed that most of the staff would be exceptionally glad to
spend their entire profession with the university. Most of them appreciated talking
about the university with individuals outside it, the university challenges were taken
as their own. Furthermore most of the workers were in agreement that their university
was the best institution to work with. The study additionally showed that most of the
workers agreed that they care about the fate of their organization. However it was
noted that most of the workers were not satisfied with their organization. The above
findings exhibit high affective commitment from both the teaching and non-teaching
staff.
The regression analysis showed that the association between affective commitment
and employee commitment was negative. This shows that there was a weak negative
association between employee performance and attitudinal commitment. In the first
hypothesis it was discovered that affective commitment does not influence employee
81
performance. This implies that affective commitment has no association between
employee performances at University of Eastern Africa, Baraton. Similarly Fitnat
(2011), found that there is a negative correlation between affective commitment and
organizational performance. In addition Mouhamadou, Peter & Moussa (2015) found
out that the link between affective commitment and turnover intention was negative.
5.1.2 Influence of Continuance Commitment on Employee Performance
The second objective sought to find out the extent to which normative commitment
affects employee performance at University of Eastern Africa, Baraton. Moreover the
study sought to test the view that there is no significant relationship between
normative commitment and employee performance at University of Eastern Africa,
Baraton. To do this the study used descriptive statistics which included means for
objectives and regression analysis to test the hypothesis.
From the teaching and non-teaching staff responses it was noted that majority of them
disagreed that they didn’t fear what will happen if they quit their job without having
another one lined up. This means that most of them were troubled of what will happen
if they resigned their current jobs in the university because they were not certain they
will get another job elsewhere. Most of them noted that it would be extremely
difficult for the staff to quit from the college supposing they wanted to, which implies
that though they were afraid of what will happen if they quit their current job, given a
chance they would leave the university for other job opportunities. They also noted
that not much would be disrupted if they leave their current job. In addition it was
noted that most of said that it wouldn't be expensive for them to leave the university
and could leave the university without fearing the impact on their social and financial
status.
82
The findings also showed that majority of the staff disagreed that it was a matter of
necessity staying with the university, a clear indication that majority of them did
desire to stay in the university and could leave when an opportunity arises. Moreover
majority of them disagreed that they had too few options to consider leaving the
university, they also agreed scarcity of available job opportunities was not a
challenge, implying that most of them were of the view that they would get other
alternative jobs elsewhere. It clears that most of them would sacrifice to leave the
university
Secondly a weak negative association exist between continuance dimension of
commitment and workers output. The associated p-values was greater than 0.05
therefore the null hypothesis is accepted. Consistent with these findings is Sahidur,
Shameema & Rana (2015) study on the relationships between the components of
organizational commitment and job performance: an empirical study. The results
reported a non-significant relationship was found between continuance commitment
and job performance. Rukaiza, Afshan, and Syed (2016) found out that there was no
significant relationship between continuance commitment and organizational
cynicism (a measure of employee performance).
5.1.3 Influence of Normative Commitment on Employee Performance
The third objective sought to assess the extent to which continuance commitment
affects employee performance at University of Eastern Africa, Baraton. To do this the
study used descriptive statistics preferable weighted mean. In addition the study the
study sought to test the view that continuance commitment does not affect employee
performance at University of Eastern Africa, Baraton. To do this the study performed
regression analysis and used the Sig to test the hypothesis.
83
The findings from both teaching and non-teaching staff showed that most of them
agreed that they owe a great deal to the university. It was also noted that most of the
teaching and non-staff disagreed that they would feel guilty if left the university.
Table 4.5 also shows that most of the teaching staff strongly agreed that they continue
to work for the university because they believe that they are loyal to the institution.
However, most of the non-teaching staff disagreed. Moreover it was noted that most
of the teaching and non-teaching staff agreed that the university deserves their loyalty.
Majority of the teaching and non-teaching staff agreed that the working environment
is conducive if employees stay in one organization. They disagreed that the university
has treated them well therefore they are loyal.
On the third objective it was discovered that a weak negative association between
normative commitment and employee performance. The associated p-values was
greater than 0.05 therefore the null hypothesis was accepted. Similarly, Mouhamadou,
Peter and Moussa (2016) found out that a negative and significant association
between normative commitment and turnover intention.
5.2 Conclusions
Grounded on the first objective it was reported that the staff would be happy to spent
most of their career with the university. It was also concluded that majority of the
staff indicated that they enjoy talking positively about the university with people
outside it (their friends and relatives). It was also concluded that majority of both the
teaching and no-teaching staff were of the view that they won’t be attached easily to
another university as they are to their own. Furthermore the study concluded that the
university was important to them. However it was concluded that majority of them
indicated that they didn’t have a strong connection to the university. The conclusion
on objective one contradicts the Side bet theory. However the three components
84
model proposed by Meyer and Allen agrees with the current study findings. This is
because the staff at the UEAB is emotionally attached to the institution. The fact that
some workers have a positive attitude towards the university indicates that some
levels of affective commitment exist.
On the second objective the study concluded that most of the staff indicated that they
were not afraid of what might happen if they quit their current job in the university
without having another one lined up. They indicated that given a chance they would
leave the University for other Job Opportunities. It was also concluded that the some
aspects of private life would be disrupted if they leave the university, they also did
indicated that a lot in their life would be disrupted if they decided to leave the
university, that it wouldn't be too costly for them to leave the university and could
leave the university without fearing the impact on their social and financial status.
The findings also showed that majority of the staff disagreed that it was a matter of
necessity staying with the university, a clear indication that majority of them did not
wish to stay in the university and could leave when an opportunity arises. In addition
the study established that continuance commitment is not strongly depicted; this is
because most of the targeted teaching and non-teaching staff disagreed on most of the
items that were used to measure continuance commitment. Additionally the findings
are in agreement with both the side bet theory and Meyer and Allen. There are certain
benefits at the university which the employees enjoy. However these benefits are not
significant enough to bring high levels of continuance commitment.
On the third and the last objective it was concluded that the teaching and non-teaching
staff owe a great deal to the university. It was also concluded that most of staff agreed
that they would feel guilty if they left the university. It was also concluded that most
85
of the teaching staff continued to work for the university because they believe that
they are loyal to the institution, on the other hand most of the non-teaching staff
disagreed. Also the results showed that most staff agreed that the university deserves
their loyalty. The study reported that the link between normative commitment and
staff performance was not significant. The finding agrees with the three component
model by Meyer and Allen but disagrees with the Side Bet theory. The fact that some
employees would feel guilty if they left the university implies that some level of
normative commitment exists which is in line with the Meyer and Allen model.
5.3 Recommendations
In chapter four it was discovered that a fairly significant relation exist between
affective commitment dimensions and workers performance, UEAB University is
advised to provide interesting and satisfying work. This will help to boost the level of
affective commitment among the employees. In addition the university should clearly
define the responsibilities of each and every employee.
The results also showed that there was a weak negative relationship between
continuance commitment and employee performance. Therefore to enhance
continuance commitment among the staff UEAB should have a well-defined
promotion criteria based on merit and seniority. Moreover the university should find
ways of integrating its workers into its community.
Similarly on the third objective there was weak negative relationship between
normative commitment and employee performance. In view of this the study
recommended that UEAB University should provide tuition payment and scholarship
to employees in pursuit of further education and training. These benefits will help to
foster a sense of normative commitment among the workers. The study also
86
recommended the university should anticipate employees’ desires so as to come up
with a better way to motivate them, so that they get motivated. Involving both the
teaching and non-teaching staff as well as the administrative employees should be
strengthened for them to feel that the problem of the university is also as their own.
In addition the university should come up with commitment strategy that is geared in
improving identification with the university, developing feeling of loyalty amongst
the university staff. The strategy should win the hearts and minds of the university
staff. As a result the institution will improve its performance through reduced labour
turnover, increased OCB and improved quality of products. As a consequence, given
the contribution that a highly committed worker could make to organizational
efficiency, retaining such a worker should be a high priority to the institution.
This study has revealed clearly that the level of organizational commitment in UEAB
is quite low. The researcher recommends that the university should formulate a
commitment strategy to enhance employee’s organizational commitment .Such a
strategy will aim to improve the feeling of loyalty among employees (Armstrog
2009). The commitment strategy will include the following guidelines which will help
UEAB to enhance commitment among its Academic and non-Academic staff;
Commit to employees UEAB should put in writing the values that its employees
should embrace at work. In addition the University hires the right kind of employee
who is likely to appreciate those values. Clarify and communicate the University’s’
mission- UEAB should clarify its mission and ideology. It should make it charismatic
and stress value based orientation. Guarantee organizational justice: UEAB should
have a comprehensive grievance procedure. This will help to develop a climate of
trust by being honest to employees, treating them fairly and showing willingness to
listen to their comments and suggestions.
87
Create a sense of community- UEAB should encourage activities that bring a sense of
togetherness among the employees. It should build value based homogeneity and
encourage teamwork. Support employee development. UEAB should provide
challenging jobs to new employees. It should also provide development activities and
promote from within. UEAB management should be encouraged to declare a policy of
employment security and ensure steps are taken to avoid involuntary redundancies.
5.4 Suggestion for Further Research
The study suggested that further studies be done on the influence of organizational
commitment on employee performance in tertiary institutions like technical training
institutes, and polytechnics. Since the current study was done among staff in the
university set up another study should be done among staff in technical training
institutes, and polytechnics to find out if the same results are replicated among the
staff at these institutions.
In addition, a comparative study should be done on the effects of employee
commitment on workers performance in both private and public institutions of higher
learning in Kenya. Since the current study was done in private university it is prudent
that a study be done in public universities in Kenya. This will enable the researchers
to make comparison of the effects of organizational commitment dimensions on
performance in both private and public universities.
88
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APPENDICES
APPENDIX I: QUESTIONNAIRE
Dear respondent,
I am a student undertaking a master’s degree in Business Administration Degree at
Kisii University. I am conducting a study entitled; EFFECT OF
ORGANIZATIONAL COMMITMENT DIMENSIONS ON EMPLOYEE
PERFORMANCE: A CASE OF UNIVERSITY OF EASTERN AFRICA,
BARATON.
You have been identified as one of the respondents for this study. This research is
purely for academic purposes. The information you give will be treated with utmost
confidentiality & will be used for academic purposes only. Kindly assist me in filling
this questionnaire. Do not indicate your name anywhere on this questionnaire for
purposes of confidentiality
Yours faithfully
Koskei Tutei
MBA student- Kisii University
Instructions
Please put a tick (√) in the box to the right of your preferred response
Next to each statement, please give a rating that best expresses the extent to
which you agree or disagree with the statement. There is no right or wrong
answer.
100
There is no right or wrong answer. Tick the right choice that best indicates to
what extent each of the statement is true or not true in the box provided at the
end of each statement
Key: SD Strongly disagreed, Disagree, UN undecided,, A Agreed, SA-
Strongly Agreed
SECTION A: General Information
1) Gender. Female Male
2) Category
a) Teaching staff
b) Non-teaching staff
3) Education Level?
a) Secondary
b) Diploma
c) Bachelor degree
d) Post graduate degree
4) For how long have you been working at the university?
a) Less than 2 years
b) 2-4 years
c) 5 & above years
101
SECTION B Affective Commitment
The item below measures the emotional attachment to organization. To what extent
do you agree or is agreed on each of the statement provided below:
.Affective Commitment Scale items
Subscales SD=1 D=2 N=3 A=4 SA=5
1 I am willing to stay in this institution for the
rest of my professional life
2 It gives me pleasure talking about my
institution with other people
3 I feel that the organization's problems are
my own
4 I feel that it would be difficult for me to be
associated with another institution as this
one
5 For me this is the best of all possible
organizations for which to work
6 A really care about the fate of this
organization
7 This organization has a great deal of
personal meaning for me
8 I do not feel a strong sense of belonging to
my organization
Section C Continuance Commitment
102
The listed items measures the awareness of the cost associated with leaving the
organization. To what extent do you agree or is agreed on each of the statement
provided below
Continuance Commitment Scale items
Subscales SD=1 D=2 N=3 A=4 SA=5
1 I am not afraid what would if I give up my
work without having one lined up..
2 It is possibly very difficult for me to go away
from my institution, even if I preferred to
3 A lot in my life will be interrupted if I leave
my institution now
4 It might not be too costly for me to quit my
organization now
5 It is immoral to move from institution to
another.
6 I feel that I have too few options to consider
leaving this organization
7 I was instructed to trust the importance of
devoting oneself to one institution
8 If I get another offer for a better job elsewhere
I would not feel right to leave my organization
103
Section D: Normative Commitment
The items listed below measures the feeling of obligation to stay with the
organization. To what extent do you agree or is agreed on each of the statement
provided below
Normative Commitment Scale items
Subscales SD=1 D=2 N=3 A=4 SA=5
1 I owe a great deal to my organization
2 I do not believe that a person must always be
loyal to his or her organization.
3 I would feel guilty if left the university
4 I continue to work for this organization because
I believe that am loyal to the institution.
5 I would not leave my organization right now
because I have a sense of obligation to the
organization
6 This organization deserves my loyalty
7 Things are better when workers stay with one
institution for many of years of their careers
8 My organization has treated me well therefore
am loyal
104
SECTION E: Employee Performance
Please state to what extent you agree with the following statements that measures the
performance of employees at the university to your best of knowledge
Part A: Employee Performance
Employee Performance Scale
SD=1 D=2 N=3 A=4 SA=5
I normally meet datelines at work
Performing duties with effectiveness &
efficiency my priority
I rarely go to work late
I work under minimal supervision
Am well aware of the institutional job policies
& procedures applicable to my assignment
I am willing to go beyond the call of duty
105
APPENDIX II:
RESEARCH CLEARANCE PERMIT
106
APPENDIX III:
RESEARCH AUTHORIZATION FROM NACOSTI