Organizational Commitment of University teachers across Discipline and Designation Draft Shadma Absar Ph.D National University of Educational Planning and Administration (NUEPA) Dr. Rasmita Das Swain Associate Professor, NUEPA Abstract The progress of an educational institution largely depends on the teachers commitment towards the job and to the organization in which one is working. Commitment, competent and dedicated teachers are the greatest asset for any educational institutions. Decrease of organizational commitment among university teachers may affect the quality and quantity of their performance. The present study aims at studying the organizational commitment of university teachers across three discipline i.e. Social Science, Basic science and professional science as well as across designation i.e. Readers and Lecturers. The findings of the study revealed that the university teacher do not differ significantly across disciplines. The readers and lecturers of professional science course were found to differ significantly on normative commitment. Based on findings certain policy and practice related directions are provided to enhance organizational commitment. The concept of the organizational commitment is concerned with the degree to which people are involved with their organizations and are interested in remaining with them. The commitment of the employees to the organization is referred as Organizational commitment. The stereotypical view of commitment is that it reflects the loyalty and willingness to work towards organizational objectives. Organizational commitment is a psychological state that (a) characterizes the employees relationship with the organization and (b) has implications for the decision to continue membership in the organizations Meyer and Allen (1991, pp. 67). Mowday et al. (1979) conceived organizational commitment as the relative strength of an individual s identification with and involvement in particular organization.. O Reilly et al. (1991) has defined commitment as commitment is typically conceived of as an individual s psychological bond to the organization, including a sense of job involvement, loyalty and a belief in the values of the organization. Reichers (1985) presented a pluralistic view of commitment by defining commitment as a process of identification with the goals of an organization s multiple constituencies like top management, customers, unions etc. The concept of organizational commitment is that the committed individuals possesses four common characteristics a)
internalization of the goals and values of the organizations, b) involvement in the organizational role, c) desire to remain in the organization over an extended period of time in order to serve its goals and values and d) willingness to exert effort in the interest of organizational goals and values apart from instrumentality of this effects for the attainment of the individual goals (Decottis & Summers, 1987). The work of Allen & Meyer (1990) and Meyer and Allen (1991) conceptualized commitment as a three dimensional construct. From their perspective, commitment is the aggregate result of three different but related concepts, each of which has its own antecedents and consequences. Meyer and Allen (1991, pg 67 ) noted that common to the various definitions of organizational commitment is the view that commitment is a psychological state that (a) characterizes the employees relationship with the organization and (b) has implications for the decision to continue membership in the organizations. Organizational commitment of employees is not only matter of yes or no or even how much, distinctions can also been made in relation to the kind of commitment employees have. Meyer and Allen through their extensive research work analyzed that Organizational commitment of employees is not only matter of yes or no or even how much, distinctions can also been made in relation to the kind of commitment employees have. They acknowledged these distinctions A three component Model of Commitment was espoused by Meyer and Allen (1991); they were Affective, Continuance and Normative Commitment. 1. Affective Commitment refers to the employee s emotional attachment to, identification with and involvement in the organization. It is the strength of a person s desire to continue working for an organization because he/she agrees with its goals and values. Employees with the Affective Commitment continue to work with the organization because they want to do so. 2. Continuance Commitment is the strength of the person s desire to continue working because he/she needs to do so and cannot afford to leave. It refers to an awareness of the costs associated with leaving the organization. Employees whose primary link to the organization based continuance commitment remain because they need to do so. Continuance commitment traces back to Becker (1960) concepts of side bets, which
refers to the recognition of the costs associated with discontinuing a given activity. Etzioni (Cited in Meyer & Allen, 1997) used the term calculative to refer this type of organizational commitment based on the consideration of the costs and benefits associated with organization. Meyer and Allen s continuance commitment is based on two factors the magnitude of the investments (side bets) individuals make, and the perceived lack of alternatives. 3. Normative Commitment reflects a feeling of obligation to continue employment. Employees with a high level of normative commitment feel they ought to remain with the organization. Higher level of commitment enhances morale, job satisfaction, professional competency, efficiency and effectiveness (Punia, 2000). He studied commitment among university teacher s organizational commitment and job commitment. He has found that University teachers are more committed towards their job as compared to their organizations. Sharma, (2001) stated that the more the teacher is committed, more he would acquire competencies and the more the teacher would tend to be a performing teacher. Kushman(1992) studied organizational commitment of teachers in elementary and middle school and found that the organizational commitment was positively related to student achievement, job satisfaction, teacher satisfaction, feeling of efficacy as a teacher and teachers expectation of students success. Riehl & Sipple (1996) examined the relationship among teacher s task environments, schools organizational climate and teachers professional and organizational commitment of secondary school teachers. He operationalized task environment in terms of structural features of teachers class schedules and school climate in terms of administrative support, teacher influence and autonomy. He discovered that the teachers professional and organizational commitment were significantly related to the schools organizational climate, but unrelated to the teachers class schedules. He argued that when the teachers were provided resources and protected from intrusions on teaching, it enhances the teachers commitment to the goals and values of their schools. Barnett & Mc Cornick (2004) also suggested that there exist a strong relationship between leadership and the schools learning culture.
Teachers who receive administrative support from their principals and instructional support from their peers and other persons are more likely to be committed to teaching and to the goals and values of the schools (Riehl & Sipple 1996). Teacher commitment is also affected by the differential incentive policies (Firestone & Pennell, 1993). Brett et al. (1995) analyzed the role of employees financial requirements as a moderator between their organizational commitment and performance. His analysis indicated that the stronger relationship existed between organizational commitment and performance for those with low financial requirements than for those with high requirements. Job content, scope for advancement, objectivity and rationality, monetary benefits are the critical determinants of Motivation and organizational commitment (Sharma & Sharma, 2003). Firestone & Rosenblum (1988) espoused that the teachers and students commitment are mutually reinforcing i.e. if one is low it will reduce the other. He also identified five factors that increase teachers commitment. These factors include students perception of relevance of what they are learning, students and teachers sense that they are respected by higher ups, administrative support, high expectation for students academic achievement and sharing of influence of teachers. The quality of work life of secondary school teachers is strongly positively associated to the schools structure, their organizational Commitment and their sense of efficacy (Louis, 1998). Firestone & Pennell (1993) listed the seven key workplace conditions that contribute to the teachers commitment, they were job design characteristics, feedback, autonomy, participation, collaboration, learning opportunities and resources. The effect of role clarity, roles overload and task significance was found to have high positive correlations with the Organizational commitment (Chieffo, 1991). Leiter & Maslach (1988) studied the relationship between Organizational Commitment and burnout. The analysis confirmed that the high burnout in the employees leads to diminished Organizational commitment. He also highlighted an important relationship between unpleasant supervisor contacts and organizational commitment i.e. negative interactions with supervisors adversely affect organizational commitment. Whereas, the supportive contacts with the coworkers enhances their commitment to the organization. He also stressed that the committed workers interacted more often with other workers who were committed, and workers who were
indifferent towards the organization interacted more often with like-minded coworkers. Mishra & Mishra (2005) studied the relationship between the achievement motivation and organizational commitment and indicated that there exist a strong significant positive correlation between the organizational commitment scores and achievement motivation implying that the level of achievement motivation of the employees increases their organizational commitment also increases. Sanghi (2001) stressed that higher the level of employee s motivation higher will be their Organizational commitment. In determining the commitment of the employees in the organization it is important to know the nature of the commitment as well. Meyer et al (1989) from his studies pointed out that the affective commitment correlated positively and continuance commitment correlated negatively to the job performance of the employees. Wasti (2005) suggested that affective commitment is the primary driver of positive outcomes, especially when combined with low levels of continuance commitment. Somers (1995) studied the impact of Job withdrawal intentions, turnover and absenteeism on the organizational commitment. Affective commitment emerged as the most consistent factor predictor of these outcomes. Turnover and absenteeism explained very little variance for affective commitment. Normative commitment was related to the withdrawal intentions while no direct effects for continuance commitment were observed. Continuance commitment, however, was found to interact with the affective commitment in predicting job withdrawal intentions and absenteeism. Randall (1987) argued that how the levels (low, moderate and high) of commitments affects the individual and the organization. He claimed that high levels of commitment to the organization may have severe negative consequences for the individuals within the organization and for the organizations themselves. Low levels of organizational commitment are dysfunctional to both the individual and to the organization. Individual career advancement may be seriously hampered, while the organization may suffer from an unstable, disloyal workforce. The advantages of moderate levels of commitment generally outweigh the disadvantages. The workforce is more stable and satisfied without being consumed by the organization. Individuals are able to adjust to behavioral settings by varying degree of commitment according to the perceived attractiveness and requirement of the settings. Under these conditions, the relationship between individuals need and organizational needs may get balanced. Whereas at the high levels of commitment individuals may advance more rapidly on their careers and the organizations production demand may be met with greater ease. However
in that case the requirements of the organizational life may no longer be satisfactory to its members. The organization in that case may lose flexibility and may find itself burdened with the overzealous employees, and it may lead to a variety of unethical and illegal behavior. Antecedents like Personal characteristics Job characteristics and work experience were significantly related to the organizational commitment also outcome variable s like desire to remain, intent to remain in the organization, turnover, quantity of work and promotion readiness were found to be significantly positively related to the organizational commitment (Steers, 1977). Mathur, Vigg & Holani (2008) established that the organizational commitment of the employees is positively related to the performance appraisal, job content and scope of advancement. Samantary & Dash, (1995) found that there exist a significant positive relationship between organizational commitment of the teachers and organizational health of the secondary schools. Pool & Pool (2007) propounded that there is significant relationship between organizational commitment and motivation, and the higher the levels of motivation among executives in performing their work will result in higher levels of Organizational Learning. Commitment of a teacher is a multi dimensional phenomenon. Prof. R.H. Dave (cited in Sharma, 2001) has elaborated 5 areas of teachers commitment they were Commitment to the learner, Commitment to the society, Commitment to the profession, Commitment to achieve excellence and Commitment to basic human values. Singh (cited in Sharma, 2001) quoted that quite a few teachers are passionately committed to teaching, while majority of them are merely technicians who view teaching as an easy way to make living by inflicting lectures on a captive audience. Personal characteristics, job attributes and work experiences influence organizational commitment (Orpen, 1995). Scandura & Lankau (1997) espoused that females who perceived their organizations offered flexible working hours reported higher levels of organizational commitment and job satisfaction than females who didn t. Also flexible work hours were found to be related to higher organizational commitment and job satisfaction for those having family responsibilities Some researchers (Angle &Perry, 1981; Hrebiniak & Alutto, 1972) have found that women are more committed, however other researchers (Bruning & Snyder, 1983; Morris & Steers, 1980) did not find women more committed to the organization, suggesting that differences may exist between organizations and occupations.
Age demonstrated no significant differences across occupational groups in the relationship between age and organizational Commitment (Cohen, 1992). Some studies (Hrebiniak & Alutto, 1972; Angle &Perry, 1981; Morris & Steers, 1980) indicated a positive relationship between age and organizational commitment. Younger respondents were less committed as compared to the older ones whose careers are fully developed. Affective and normative commitment positively related with the employee s age, increase in the continuance commitment is more closely related to the increase in organizational and positional tenure (Allen & Meyer, 1993). In contrast to Allen & Meyer (1993), Tewari & Mishra (2008) found that young employees have higher organizational commitment, because of their personal investments etc. they also highlighted that the employees of short job tenure had higher normative commitment than the employees of long job tenure. They also espoused that work stress, physical condition physical illness and psychological illness were negatively related with the affective, normative and total commitment of the employees. Samantary & Dash, (1995) revealed that there exist a strong significant relationship between the educational qualification and organizational commitment of teachers, however no significant relationship were found between rural and urban, teaching experience, age and organizational commitment of teachers. Hrebiniak & Alutto, (1972); Angle &Perry, (1981); Morris & Steers, (1980) argued that organizational commitment was negatively related to educational qualification. Angle &Perry (1981) argued that increasing age and lower educational level tend to reduce a person s chance of obtaining a desirable alternative employment, restricting them to their present organization. Relationship between marital status and organizational commitment were found significantly positive, marital status was found to have a stronger relationship with the organizational commitment (Cohen, 1992). Single respondents had lesser organizational commitment than married (Hrebiniak & Alutto 1972). Organizational commitment did not have any significant impact on the variable number of children (Cohen, 1992). Hrebiniak & Alutto (1972) indicated that the background or the socioeconomic factors have effect on the organizational commitment, he examined that the relationship between the occupation of the respondents father and level of organizational commitment and revealed that
the teachers from blue collar backgrounds exhibited less commitment than subject from household headed by self employed individuals or managerial employees and professionals. Hrebiniak & Alutto (1972) investigated the relationship between organizational commitment and total years spent in the organizational role, and found that greater the experience of seniority, the less is the desire to leave the employing system or the organization. The review suggests that the organizational commitment has impact on the competency, efficiency, job satisfaction and efficacy of the teachers. The major causes of the low organizational commitment are lack of instructional support and incentives. Whereas feedback, autonomy, collaboration, objectivity, role clarity, scope of advancement and quality of work are some of the antecedents of organizational commitment. Rationale of the study The educational institutions are entrusted with the responsibilities of all round development of the individual the teachers as an important component of educational institution transact curriculum, ensure quality education, inculcate values and help in all round development to transform the learners into employable and valuable human resource. There are challenges for teachers to transform individuals to socially useful beings. The eleventh five year plan talks of enormous expansion of higher education system in India. It talks about massive expansion in terms of setting up of world class universities, new central universities, IITs, IIMs and upgrading the existing ones. Achieving quality and excellence in higher education system is one of the challenges out of the various challenges posed by the XI five year plan. For imparting quality education competent, motivated and committed teachers play an important role. The eleventh plan also highlights development of teacher s competencies and motivation as one of the strategies for achieving quality and excellence. Review of literature suggests that few studies have been done to study the organizational commitment of university teachers in the Indian context. Moreover these studies are relating to the factors relating to the organizational commitment and corelational studies. A committed employee is an invaluable asset to any organization and the same holds true for teachers in the university system. There is an assumption that if the availability of job increases or the commitment decreases. When jobs are easily available it would affect the commitment of the teachers. Similarly across designation the assumption that senior faculty would be more committed than juniors as occupational mobility
decreases with age. The case study of University teachers across teacher hierarchy is absent in the Indian context. This study would highlight the commitment levels of university teachers in different disciplines in market driven society. So there is a need to study teachers organizational commitment across the disciplines and designation to revitalize our education system to deliver academic excellence. Objective 1. To compare the organizational Commitment of the lower and middle level teaching faculty belonging to social science, basic science and professional education streams of a university in Delhi. 2. To study the relationship between demographic variables and organizational commitment of University teachers in Delhi. Hypothesis 1. There will be difference between the organizational commitment of the lower and middle level teaching faculty belonging to social science, basic science and professional education streams of a university in Delhi. 2. There will be difference in the relationship among demographic variables and organizational commitment of University teachers in Delhi. Research Design The present study is a descriptive and exploratory study with a 3 x 2 factorial design. The first three units of the design are referred to the educational streams i.e. Social Science, Basic Science and Professional Science, the second unit to the designations i.e. Readers and Lecturers. The research design is represented in following Fig. 1
University (1) {120 TEACHERS} SOCIAL SCIENCE (40) BASIC SCIENCE (40) PROFESSIONAL SCIENCE (40) LECTURERS (20) READERS (20) LECTURERS (20) READERS (20) LECTURERS (20) READERS (20) Research Tools The researcher used the following four tools for data collection 1. Demographic Information Sheet 2. Meyer & Allen s (1991) Organizational Commitment scale. 1) Demographic Information sheet This questionnaire was developed by the researcher to collect the background information and socio economic status of the participants. Total number of items in the demographic information sheet is 25. Information related to their age, gender, religion, marital status, type of family, educational qualification, area of specialization, pay scale, salary, additional remuneration, teaching experience over all and in the present institute, parent s and spouse s educational qualification, occupation, spouse s income, no. of children, age of their youngest child, money spent on the education of children, dependents, financial security and the ability to change the job were collected in the demographic information sheet. The background information was collected to understand the participants socio-cultural and economic status which might have some bearing on their behavior. The data collected from this information sheet was finally coded for analysis. 2) Organizational commitment Questionnaire The Organizational Commitment questionnaire used in the study was developed by Meyer & Allen (1997). The organizational commitment questionnaire was used to find out the
organizational commitment of the university teachers. The questionnaire consisted of 18 items six items each for Affective Commitment, Continuance Commitment and Normative Commitment. The questionnaire is a 7 point rating scale from 1 to 7 with 1 representing strongly disagree and 7 as Strongly agree for each statement. The organizational commitment Questionnaire was developed by Meyer & Allen earlier in 1991 which was later modified by them in 1997. The reliabilities calculated by them in 1997 are represented in Table 1 Table 1 Reliabilities of the Organizational Commitment Questionnaire (Meyer & Allen, 1997) Scale Reliability Affective Commitment 0.85 Continuance Commitment 0.79 Normative Commitment 0.73 Table 2 Reliabilities of Organizational Commitment Scale for in the present study Results Scale Reliability Affective Commitment 0.75 Continuance Commitment 0.70 Normative Commitment 0.67 Organizational Commitment 0.733 The teachers of Social science discipline have highest Organizational Commitment (Mean = 88.78) followed by Basic Science (Mean = 87.00) and Professional Science Courses (Mean = 85.63) as shown in Table 4. Affective Commitment was found to be highest in Professional course teachers. Also the teachers of Social Science were found to be highest on Continuance commitment and normative commitment. The main effects of discipline and designation were found to be not significant as represented in table 3. But the interaction effect of discipline and designation was found to be significant only for Normative Commitment. The t- test represented in table 5 shows that lecturers and readers of only Professional Science Courses were found to differ significantly (t= 2.111, p=.041). t test computed for normative commitment was not significant in any other stream, within and across different Disciplines and Designations. Table 3 ANALYSIS OF VARIANCE ON ORGANIZATIONAL COMMITMENT and its DIMENSIONS (N=120)
DISCIPLINE (A) DESIGNATION (B) DISCIPLINE X DESIGNATION (AXB) COMMITMENT AFF. COMM CONTI. COMM NORM. COMM df 2 2 2 2 Mean Square 99.758 42.033 132.658 7.675 F 0.489 0.794 2.324 0.179 Sig. 0.614 0.455 0.103 0.836 df 1 1 1 1 Mean Square 76.8 4.408 21.675 4.033 F 0.377 0.083 0.38 0.094 Sig. 0.541 0.773 0.539 0.759 df 2 2 2 2 Mean Square 487.675 59.733 119.325 124.658 F 2.393 1.128 2.09 2.911 Sig. 0.96 0.327 0.128 0.05
SOCIAL SCIENCE BASIC SCIENCE PROFESSIONAL SCIENCE COURSES TOTAL Affective Commitment Continuance Commitment Normative Commitment MEAN LECTUR ER (20) READER (20) TOTAL (40) 32.30 32.15 32.23 MEAN LECTUR ER (20) READER (20) TOTAL (40) 29.70 32.75 31.23 MEAN LECTUR ER (20) READER (20) TOTAL (40) 34.15 32.40 33.28 MEAN LECTUR ER (60) READER (60) TOTAL (120) 32.05 32.43 32.24 8.04 8.27 8.10 8.09 8.01 8.09 5.41 4.92 5.18 7.43 7.11 7.24 MEAN 26.35 23.40 24.88 MEAN 22.60 26.40 24.50 MEAN 20.70 22.40 21.55 MEAN 23.22 24.07 23.64 7.21 9.90 8.68 7.69 6.84 7.44 4.94 7.88 6.55 7.02 8.34 7.69 MEAN 30.60 32.75 31.68 MEAN 29.95 32.60 31.28 MEAN 32.65 28.95 30.80 MEAN 31.07 31.43 31.25 5.93 6.86 6.42 8.22 6.76 7.55 5.40 5.68 5.78 6.62 6.59 6.58 Table 4 MEAN, of ORGANIZATIONAL COMMITMENT and its DIMENSIONS 13
TOTALCOM MEAN 89.25 88.30 88.78 MEAN 82.25 91.75 87.00 MEAN 87.50 83.75 85.63 MEAN 86.33 87.93 87.13 MITMENT SCORE 11.61 17.41 14.61 18.83 14.61 17.32 9.24 11.47 10.45 13.93 14.82 14.35 Table 5 t- test between lecturers and readers within Streams Social science Basic Science Professional Science Dimension t sig. T sig. t Sig. NORMATIVECOMMITMENT 1.060.296 1.114.272 2.111.041
Summary: 1. The teachers of social, basic & professional science courses were not significantly different on their organizational commitment. 2. The lecturers and readers were not significantly different on organizational commitment. 3. The interaction effects of discipline and designation were found to be significant on normative commitment. 4. Affective Commitment was found to be highest in Professional course teachers. 5. Also the teachers of Social Science were found to be highest on Continuance commitment and normative commitment. Correlation between Demographic variables and Organizational Commitment From Table 6 representing Correlation between Demographic variables and Organizational Commitment, it is clearly evident that the only positive correlation that was found was of marital status with the continuance commitment. In other words married teachers preferred to stay on job, they believe that they don t have suitable alternatives and felt that too much of their life would be disrupted if they leave the organization thus reducing their professional mobility. Table 6 Correlations on Demographic Variables and Organizational Commitment of Total Sample (N=120) ORG COMMITMENTS CORE AFFECTIVE COMMITMENT CONTINUANCE COMMITMENT NORMATIVE COMMITMENT DISCIPLINE (N=120) -.090.059 -.177 -.055 DESIGNATION (N=120).056.027.056.028 GENDER (N=120).032 -.069.099.029 AGE (N=120).080.058.088.007 MARITAL STATUS (N=120).129 -.017.206 *.060 RELIGION(N=120) -.094 -.096 -.102.019 FAMILY (N=120) -.028 -.091.041 -.007 DEPARTMENT (N=120) -.099 -.004 -.146 -.042 EDUQUALIFICATION (N=120) -.047 -.176.094 -.019 PAYSCALE (N=120) -.033 -.112.043.000 GROSSALARY (N=120) -.042 -.166.123 -.054
ADDIREMUNERATION (N=19) -.214 -.174 -.002 -.255 YRJOINING (N=120).128.151 -.022.140 TEACHINGEXP (N=120) -.009 -.061.039.002 FATHERQUAL (N=115).028.022 -.027.071 MOTHERQUALI (N=115) -.121 -.075 -.116 -.046 FATHEROCCU (N=118).027.012 -.027.077 MOTHEROCCU (N=118) -.043.020 -.041 -.068 SPOUCEEDUQUAL (N=92) -.186 -.156 -.122 -.073 SPOUCEOCCU (N=107) -.020 -.098.005.061 SPOUCEINCOME (N=65) -.092 -.185.057 -.071 NO.OF CHILDREN (N=85) -.078 -.080.031 -.118 YOUNGEST CHILD AGE (N=83).037 -.025.070.025 MONEYSPENTONEDU (N=84) -.092 -.111.041 -.125 DEPENDENTS (N=112).023 -.004.043.005 MORE/LESS.091 -.028.063.153 FINSECURITY (N=116) -.012.147 -.096 -.074 ABILITYTOCHANGEJOB (N=117) -.083 -.001 -.168.016 Discussion The effect of discipline on the organizational commitment of university teacher was not statistically significant. However, the differences in the mean values across discipline though not statistically significant revealed that the teachers of social science were found to have highest organizational commitment followed by basic science teachers. Whereas, professional science teachers had the lowest organizational commitment. Affective commitment was found to be highest in professional science teachers, whereas continuance commitment and normative commitment were highest in social science teachers. The continuance commitment of social science teachers was found to be highest because the job market for the social science is not lucrative. The professional science course teachers have lowest organizational commitment. The demand for the professional science in India as well as in other parts of the world has gone up.
There are many openings in the job market for professional scientist. They can easily get jobs, whereas for social scientists it is not easy to get job of their choice. From the ANOVA it was inferred that the effect of designation on the organizational commitment and its dimensions were statistically not significant. It was found from mean value though not statistically significant that the readers were on slightly higher side as compared to lecturers on organizational commitment and its dimensions. The organizational commitment of readers was found to be higher probably because of their job position, experience and less mobility at mid life. The lower organizational commitment of lecturers could be because they have higher job mobility, better opportunities, age and experience related flexibility. An interesting finding emerged that the significant difference was found in the interaction effect of discipline and designation for normative commitment only. To analyze further t-tests were computed and from the t-tests it was revealed that the lecturers and readers of professional science courses differ significantly on normative commitment. From the means of normative commitment of professional science teachers it was found that the lecturers were higher on organizational commitment as compared to the readers. The probable reason could be because the lecturers are new, less experienced, young, and flexible and are more competitive. Their sense of obligation towards their department was higher than readers. They feel that their department needs them more in times of crisis. The less job experience and young age could be attributed to the normative commitment of junior level faculty. The findings were supported by Orpen (1995) who proclaimed that the job experience affects organizational commitment, also Allen & Meyer (1993) reported that the affective and normative commitment positively related with the employee s age. Continuance commitment was found to be significantly positively with the marital status of the teachers. The married teachers perceive much of their life would be disrupted if they leave the job and also believe fewer opportunities to change the job, this finding were supported by Cohen, (1992) and Hrebiniak & Alutto, (1972). This implied that the unmarried teachers had les continuance commitment whereas married teachers had higher continuance commitment.
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