TEACHER’S COMMITMENT AND EMOTIONAL INTELLIGENCE: EVIDENCE ... · TEACHER’S COMMITMENT AND EMOTIONAL INTELLIGENCE: EVIDENCE FROM MALAYSIAN ... commitment are vital in quality

International journal of Science Commerce and Humanities Volume No 2 No 3 April 2014

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TEACHER’S COMMITMENT AND EMOTIONAL INTELLIGENCE:

EVIDENCE FROM MALAYSIAN SCHOOLS

Nurharani Selamat and Norshidah Nordin

Faculty of Education,

Universiti Teknologi MARA, Seksyen 17,

40450 Shah Alam, Selangor, Malaysia

[email protected]

Abstract

Teachers who experience low level of organizational commitment tend to demonstrate negative work behaviors

such as abusing sick leave and often come late to work. Thus, this study intended to examine the level of

organizational commitment among the secondary schools teachers. Besides, this study also examined the

relationship between emotional intelligence and organizational commitment. 186 daily secondary school

teachers in the district of Klang completed surveys for this study. They were selected based on two-stage

random sampling. The findings showed that generally daily secondary school teachers in the Klang district

have high level of organizational commitment and emotional intelligence. There was a positive and moderate

linear relationship between emotional intelligence and organizational commitment. The practical implications

of these findings were discussed in this paper.

Key words: Organizational commitment, affective, normative, continuance, emotional intelligence

1.0 Introduction

In today’s environment, it is considered inevitable for an organization to undergo constant changes

(Mossholder, Settoon, Armenankis & Harris 2000). Therefore, in view of the pressure from external

environment such as globalization, internationalization, ICT and many others challenges, education system in

Malaysia is undergoing structural transformation in response to those changes. Besides, to increase the quality

and efficiency of the educational system, the Malaysian Ministry of Education has introduced Education

Development Master Plan, with its six core agendas, that emphasis on commitment of the teaching workforce.

Nijhof, Jong and Beukhof (1998) and Wiboonuppatum (2002) highlighted that teachers are main contributors to

school success and quality. Teachers are the ultimate key players in school organization and have the authority

to make a difference in students’ capital development. This is because the actual education reform process

occurs in the classroom, which means the responsibilities to lift the quality standard falls on teachers. Hence, in

this context, Nordin Abd Razak, Darmawan and Keeves (2009) agreed that teachers’ dedication and

commitment are vital in quality education. In this sense, teacher commitment has been identified as one of the

most critical factors for the future success of education and schools (Huberman, 1993).

Conversely, public often viewed teaching career as easier and involves only half day work (Bartlett, 2002) but

researchers have different opinions (Detert, Derosia, Caravella and Duquette, 2006). They highlighted that

teaching as a stressful profession due to unmotivated students, larger class capacity, and conflict with

colleagues. Besides, teachers need to attend school meeting and participate in programmed for instance

camping, cooperative day, sports day and others which results in work overload (Stoddard and Kuhn, 2008). In

addition, Ross Azura and Normah (2011) asserted that teachers have too many obligations towards parents,

education reform, and principal. Hence, teachers with high level of stress may have low commitment towards


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the school (Williams, 2010). Research reported that that these teachers tend to be frequently absent from work

by abusing sick leave (Shapira-Lishchinsky and Rosenblatt, 2010) and often come late to work (Hung and Liu,

1999). Gaziel (2004) highlighted teacher absenteeism as a cause of lose of valuable instruction time due to

ineffective substitute teacher or class cancellation. Subsequently, teachers who show low organizational

commitment are only interested with their own success rather than the organizations success, which indirectly

affects the effectiveness of school organizations (Fresko, Kfir and Nasser, 1997; Oberholster and Taylor, 1999).

Therefore, if organizational commitment is lacking among the school teachers, it can bring about numerous

undesirable effects on outcomes such as low job performance, job dissatisfaction and high turnover. Hence,

serious attentions need to be given to address the issues of commitment among school teachers in Malaysia.

1.1 Organizational commitment

Hellriegel, Slocum and Woodman (1998) referred teacher’s organizational commitment as the strength of

teacher’s attachment to the school. Meyer and Allen (1991) asserts that organizational commitment has

multidimensional constructs that consists of affective, continuance and normative. Affective commitment refers

to the employee’s emotional attachment to, identification with, and involvement in the organization. On the

other hand, continuance commitment refers to an awareness of the costs associated with leaving the

organization and normative commitment reflects a feeling of obligation to continue employment. Allen and

Meyer (1996) suggested that high level of affective commitment could contribute to high job performance and

reduce the number of actual turnover in the organization. They also provided evidence that strong affective

committed employees were more likely to have less turnover intention and demonstrate organizational

citizenship behavior. As for highly affective committed teachers, they could be a good instructional leader in the

classroom because they are able to master the contents of the subjects that they taught, thus they would

demonstrate effective teaching. The teachers with high level of affective commitment might always monitor the

students’ work, able to control the classroom and involved in extra-curricular activities. Interestingly, Allen and

Meyer, (1996) also suggested that strong normative commitment could also contribute to high job performance

and reduce the number of actual turnover in the organization. They also provided evidence that highly

normative committed employees were more likely to have frequent attendance and less likely to be absent from

work. On the other hand, Meyer and Allen (1997) contended that employees who perceived their work skills

and education were less transferable to other organization demonstrated high level of continuance commitment.

Besides, employees expressed strong continuance commitment to the current organization when they felt that

they had invested their time and effort in the organization. Given this juncture, organizational commitment is

important in any organizations because highly organizational committed employees could demonstrate positive

work behaviors. Hence, there is a critically needs to examine factors that could enhance organizational

commitment at workplace.

1.2 Emotional Intelligence

One of the factors which have been found to influence organizational commitment is employees’ emotional

intelligence (Cherniss, 2001; Carmeli, 2003; Salami, 2008; Rathi and Rastogi, 2009; Naderi, Sodani and Neissi,

2010). The concept of EI was first identified by Thorndike in 1920. Hence, to date, many authors have

contributed to the developments of the EI constructs ( Davies et al, 1998, Mayer and Salover, 1990; Goleman,

1990). Mayer and Salovey (1990) described EI as a form of social intelligence that involves the ability to

monitor one’s own and others’ feeling and emotions, to discriminate among them, and to use this to guide our

thinking and actions. On the other hand, Goleman (1998), perceives EI as emotional competencies such as self-

confidence, empathy, the need to get results, constant improvement, influence and teamwork are job skills that

can be learned. Finally, BarOn (1997) has placed EI in the context of personality ( Vakola, Tsaousis &


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Nikolaou, 2003). However, Law, Wong and Song (2002) have reviewed the concept of EI and argued that EI

conceptually distinct from personality and that it had incremental predictive power on life satisfaction.

Nevertheless, the constructs of EI is believed to have great impact on work related behavior such as job

performance, job satisfaction and commitment. Hence, Adey and Bahari, (2010) suggest that employees who

are optimistic with the tasks given by the leader and perceived the tasks are important would develop more

commitment to the organization compared to teachers who are unable to manage their anger and frustration

when dealing with complex tasks. Therefore, developing EI such as social skills, social awareness, self

management and social management are important competencies in enhancing organizational commitment.

Therefore, teachers with high level of emotional intelligence are important to school effectiveness because they

able to perform beyond the required task (Arnold, 2005; Hayashi and Ewert, 2006) and feel accountable to

achieve school goals (Mohd Ishak, Mustapha, Mahmud and Ariffin, 2006). Bar-On (2000) suggested that

emotional intelligence is a skill that everyone needs to possess in order to cope with daily situations.

Furthermore, Bar-On (2000) stated that emotional intelligence develops over time and that it can be improved

through training program and therapy. Hence, there have been assertions that emotional intelligence (Goleman,

1995) is one of the important constructs in understanding organization commitment (Meyer, 2002; Meyer &

Allen, 1988), however there has not been much empirical work testing the interplay between them, particularly

in the local school settings. Therefore, this study intended to examine the relationships of emotional intelligence

and organizational commitment among secondary school teachers in the district of Klang, Selangor

Objectives of the study

The objectives of the study are three-folds, namely to determine (a) the level of organizational commitment and

emotional intelligence among the school teachers in the district of Klang, Selangor, Malaysia (b) the

relationship between emotional intelligence and organizational commitment among school teachers, teachers in

the district of Klang, Selangor, Malaysia (c) the contribution of each of the significant predictor variables

towards organizational commitment.

Methodology

This study utilized a survey method and descriptive in nature. A self report questionnaire was used to gather

information related to the objectives of the study. The items measuring organizational commitment were

adapted from Meyer and Allen (1991) with modification to suit the purpose of the study. The organizational

commitment model comprises of affective, continuance and normative components. The affective commitment

refers to teachers’ emotional attachment to, identification with and involvement in their schools while

normative commitment reflects teachers’ obligation to remain in the present schools. Continuance commitment

refers to teachers’ recognition of the cost associated with leaving the schools. This instrument consists of 16

items with a seven point Likert scale ranging from 1=strongly disagree to 7=strongly agree. Wong and Law’s

emotional Intelligence scale (WLEIS) was used to measure emotional intelligence. The instrument comprises of

16 items, responded to on a seven-point Likert scales ranging from ‘strongly agree to strongly disagree and

measuring four dimensions: self Emotional appraisal (SEA), Emotional appraisal of others (OEA), Use of

emotion (UOE) and Regulation of Emotion (ROE). The samples were drawn from daily secondary school

teachers mainly from the district of Klang, Selangor. Hence, using two stage cluster sampling, a sample size of

346 was determined. However, a total of 186 trainee teachers participated in this study. Pearson’s Product –

Moment Correlation Coefficient (r) was used to measure the strength and direction of the relationship between

emotional intelligence and organizational commitment.


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Findings

Analysis on the level of organizational commitment among the school teachers in the district of Klang,

Selangor, Malaysia

Table 4.1 The Levels of Organizational Commitment of Secondary School Teachers

Level Frequency

(n=186)

Percentage

%

Low

Moderate

High

3

85

98

1.6

45.7

52.7

Total 186 100

Table 4.1 displays the levels of organizational commitment among the daily secondary school teachers in Klang

district. The findings revealed that majority of them, that is, 52.7% (98) demonstrated high level of commitment

to their schools and 44.6% (36) showed moderate organizational commitment level. On the other hand, only

1.6% (3) of respondents showed low level of organizational commitment. Further analysis was conducted to

determine mean and standard deviation scores of each organizational commitment component as shown in

Table 4.2.

Table 4.2 The Organizational Commitment Components’ mean scores of secondary

School teachers

Component Mean Standard Deviation Indicator

Affective Commitment

Continuance Commitment

Normative Commitment

5.16

4.76

4.53

1.121

1.085

0.959

High

Moderate

Moderate

Mean score indicator: 1.00 - 2.99 (Low), 3.00 – 4.99 (Moderate) and 5.00 – 7.00 (High)

Table 4.2 displays the mean and standard deviation scores of the three components of organizational

commitment. The mean scores were arranged in descending order and the result depicts that the mean scores of

all the three components range from 5.16 to 4.53, which indicates that the scores are between high to moderate.

The result also indicates that affective commitment mean score (mean=5.16, SD=1.121) was higher than

continuance commitment mean score (mean=4.76, SD=1.085) and normative commitment mean score

(mean=4.53, SD=0.959). The findings revealed the respondents were highly committed to their schools while

only a few respondents showed low levels of commitment to school. As suggested by Meyer and Allen (1991),

it could be inferred that teacher’s attachment to the school were rather strong and more likely to stay in the

current schools. The findings also depicts that respondents’ affective commitment was higher as compared with

continuance commitment and normative commitment. This finding is supported by Noordin, Mohd Rashid,

Ghani, Aripin and Darus (2010) who also discovered that most of Malaysian teachers have high level of

affective commitment and moderate level of continuance commitment and normative commitment. Perhaps, as

suggested by Meyer and Allen (1991), the teachers demonstrate strong affective commitment to school because

their job roles were clearly defined. They perceived principal satisfies their physical and psychological needs by

allowing them to grow professionally and recognize their contributions. In contrast, the moderate level of

continuance commitment implied that teachers feel they need to stay in the school because they had invested

their time and effort to the school (Meyer and Allen, 1997) and they would lose their seniority and good friends

when they leave the school (Becker, 1960). The findings also revealed that normative commitment received the

lowest mean score among all organizational commitment components. This may indicate that these teachers


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maintain their school organization membership due to sense of obligation (Meyer and Allen, 1991). This may

be a reflection of family socialization whereby before joining the school, the teachers have been taught to be

loyal to the school (Wiener, 1982 as cited in Meyer and Allen, 1991). Other possible reasons that teachers’

could develop normative commitment are when they feel that school expects their loyalty (Meyer and Allen,

1991), principal provides beneficial training or they received educational scholarship to pursue their studies

(Scholl, 1981 as cited in Meyer and Allen, 1991).

Analysis on the level of emotional intelligence among the school teachers in the district of Klang,

Selangor, Malaysia

Table 4.3 The Levels of Emotional Intelligence of Secondary School Teachers

Level Frequency

(n=186)

Percentage

%

Low

Moderate

High

2

37

147

1.1

19.9

79.0

Total 186 100

Table 4.3 shows the levels of emotional intelligence among daily secondary school teachers in Klang district.

The findings indicated that majority of respondents, comprising 79.0% (147), acquire high level of emotional

intelligence, 19.9% (37) have moderate level of emotional intelligence and only 1.1% (2) of the respondents

demonstrated low level of emotional intelligence. Further analysis was also carried out to examine mean and

standard deviation scores for each emotional intelligence domain as shown in Table 4.4.

Table 4.4 The Emotional Intelligence Domains’ mean scores of Secondary School

Teachers

Domain Mean Standard

Deviation

Indicator

Use of Emotion (UOE)

Self Emotional Appraisal (SEA)

Others’ Emotional

Appraisal(OEA)

Regulation of Emotion (ROE)

5.50

5.48

5.43

5.27

1.001

1.049

0.990

0.952

High

High

High

High

Mean score indicator: 1.00 - 2.99 (Low), 3.00 – 4.99 (Moderate) and 5.00 – 7.00 (High)

Table 4.4 reports the mean and standard deviation scores of respondents for four emotional intelligence

domains. The mean scores for each domain was arranged in descending order to rank the levels of emotional

intelligence perceived by daily secondary school teachers in Klang district. Results show that the respondents

perceived they had acquired high level of emotional intelligence in the four domains. The ranking shows that

the daily secondary school teachers perceived they acquired high level of use of emotion (mean=5.50,

SD=1.001), followed by self emotional appraisal (mean=5.48, SD=1.049), others’ emotional appraisal

(mean=5.43, SD=0.990) and regulation of emotion (mean=5.27, SD=0.952). This finding is in line with the

study done by Mohd Noordin (2008) but contradicts that of Mohd Ishak et al. (2010) who reported that daily

secondary school teachers demonstrated low level of all the emotional intelligence domains compared to fully

residential school teachers. Therefore, it could be inferred that these teachers have developed their capacity in

perceiving emotion, integrating emotion to facilitate thought, understanding emotions and regulating emotions


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to promote personal growth (Mayer and Salovey, 1997). The results also indicated that the levels of all

emotional intelligence domains were high. The use of emotion (UOE) seems to have highest mean score; hence

it suggests that teachers were optimistic in achieving success and continuous achievement (Mayer and Salovey,

1997). As suggested by Goleman (1995), teachers with high ability in this domain would be able to achieve

their own aspirations and subsequently organization goals. The next highest level of emotional intelligence

domains demonstrated by the daily secondary school teachers were self emotional appraisal and others’

emotional appraisal. In this sense, the respondents perceived that they were able to understand their own and

others’ emotions, express their own emotions and predict others’ emotions (Mayer and Salovey, 1997). Finally,

the result also shows that respondents mean score were high in regulation of emotion domain. In this sense, Law

and Wong (2002) suggested that these teachers might have high capacity in controlling their temper and acting

rationally when dealing with problems at their workplace.

Analysis on the relationship between emotional intelligence and organizational commitment among the

school teachers in the district of Klang, Selangor, Malaysia

Table 4.5 Correlation Matrix Analysis of Emotional Intelligence

and Organizational Commitment

Variables 1 2

1 Emotional Intelligence 1

2 Organizational Commitment 0.488** 1

** Correlation is significant at the 0.05level (1-tailed), Alpha, p<0.005

Table 4.5 shows the relationship between emotional intelligence and organizational commitment and the result

reveals that there was a moderate and positive (r=0.488, p=0.000) linear relationship between emotional

intelligence and organizational commitment. In this study, the interpretation of the correlation strength was

based on Davis (1971). According to Davis (1971), the r value of +0.50 to +0.69 was considered positive and

strong linear relationship and +0.30 to +0.49 was considered positive and moderate linear relationship. To

further investigate the relationship between the dependent variable, organizational commitment and each of the

dimensions of the independent variable, emotional intelligence, and similar analyses were performed as shown

in Table 4.6 below.

Table 4.6 Correlation Matrix Analysis of Emotional Intelligence Domains and

Organizational Commitment

Variables SEA UOE OEA ROE OC

SEA

UOE

OEA

ROE

OC

1

0.693**

0.807**

0.662**

0.528**

1

0.674**

0.674**

0.500**

1

0.748**

0.418**

1

0.330**

1

** Correlation is significant at the 0.01 level (1-tailed); Cronbach Alpha, p<0.005

The correlation matrix obtained for all emotional intelligence domains are shown in Table 4.6. Each domain

was individually compared to organizational commitment and the result depicted that all emotional intelligence

domains showed positive linear relationship with organizational commitment but the relationship strength


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varied from strong to moderate. The two domains of emotional intelligence, namely self emotional appraisal

(r=0.528, p=0.000) and use of emotion (r=0.500, p=0.000) demonstrated strong and linear relationship with

organizational commitment. On the other hand, Pearson’s Product Moment correlation analysis showed there

were moderate linear relationship between others’ emotional appraisal (r=0.418, p=0.000) and regulation of

emotion with organizational commitment (r=0.330, p=0.000). This findings were in line with the study done by

Nikolaou and Tsaousis (2002), Adey and Bahari (2010) and Chegini (2010). Therefore, as suggested by Law

and Wong (2002), teachers who are aware of their own feeling and optimistic in achieving success would be

highly committed to the school. On the other hand, teachers who are less likely to control their anger and do not

understand the emotion of people around them tend to leave the school. Therefore, it could be inferred that

highly emotional intelligence teachers tend to show high level of organizational commitment (Mustafa and

Amjad, 2011).

Analysis on the contribution of each of the significant predictors’ variables towards the variance of the

criterion variables

Table 4.7: Multiple Regression analysis on organizational commitment

Variables Un-std Std t P

Coefficient coefficient

β β

(constant) 2.436 7.116 0.000

SEA .410 .468 3.627 0.000

OEA .012 .013 .115 0.909

ROE -.278 . 105 -2.638 0.001

UOE .299 .108 2.758 0.001

F Statistic = 21.310, sig. < 0.05 Adjusted R-squared = .305, R2 = .320

Based on the ENTER method, as shown in table 4.7, the finding reveals that, out of four variables that were

regressed, three predictor variables were found to be significant. The three predictor variables were Self

Emotional Appraisal (SEA), Regulation of Emotion (ROE), Use of Emotion (UOE) with their respective t and

p values (t = 3.627, p = 0.000, t = -.2638, p = 0.001, and t= 2.758, p= 0.001). However, Others’ Emotional

Appraisal (OEA) with t = .115, p = .909 was excluded because it did not contribute in significance to the

variance of organizational readiness for change. Besides, Table 4.7 also indicates the coefficient of

determination, that is, R squared. It is the value indicated that the percentage of total variation of the dependent

variable explained by the independent variables. Therefore as shown in Table 4.7, the total amount of variance

of the criterion variable that was predictable from the two predictors was 32.0%, and the adjusted R square

change of 30.5%. Since the adjusted R square could give a better estimation of the true population value, the

contribution of the predictor variables towards the variance in the criterion variable in this study was reported

based on the adjusted R-square value. Therefore, the overall regression model was successful in explaining

approximately 30.5% of the adjusted variance in organizational commitment.


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Conclusions and Implications

The study intends to examine the relationship of emotional intelligence on organizational commitment.

However, due to some limitations, the findings could not be generalized to teachers in primary schools, full

residential schools and private schools. As a result, the following conclusion was drawn based on those

limitations.

1. The levels of overall organizational commitment score and affective commitment component were high

among secondary school teachers in Klang district. However, the levels of normative commitment

component and continuance commitment component were moderate.

2. The levels of overall emotional intelligence score and its domains were high among secondary school

teachers in Klang district.

3. There was a positive and moderate linear relationship between overall score of emotional intelligence and

organizational commitment. However, in terms of the relationship between emotional intelligence domains

and organizational commitment, two domains of emotional intelligence namely, self emotional appraisal

and use of emotions showed positive and strong linear relationship while others’ emotional appraisal and

regulation of emotions showed positive and moderate linear relationship.

As Malaysia’s National Mission aims to attain a developed country status by 2020, quality of education is a

crucial factor in producing first class human capital. Bogler and Somech (2004) asserted that it is possible to lift

up the quality of education and students’ academic performance when teachers have high level of organizational

commitment. Therefore, it may be of interest and assistance to the Ministry of Education and the school

principals who need to manage the teachers to understand the importance of building and increasing

organizational commitment. To that extend, organizational commitment has distinct policy implications for

human resource management. Besides, the findings have implication on the role of teachers in managing their

own emotion in order to help increase their commitment to the schools. Goleman (1998) claimed that that

employees could learn to develop emotional intelligence abilities. Therefore, teachers need to learn to develop

their own emotional intelligence competencies to increase their organizational commitment level. Teachers

need to self reflect on their own emotions; for example they can list the negative feelings they experience at the

workplace on that day and the factors that contribute to their negative emotions. Then, they need to think and

practice possible strategies in order to stay calm when experiencing emotional disruption such as deep breathing

or sharing their feelings with colleagues. The self reflective teachers have developed their potential to

understand, manage and use their own emotion to eliminate obstacles and conflicts at the workplace and direct

their emotions to cope with complex tasks and experience distress. As a result, they will be happy with the

school and make them remain in that school. Jang and George (2011) supported this notion that highly

emotional intelligence employees could identify the determinants of their negative feeling and are capable to

build strategies to stay positive. Furthermore, employees with emotional intelligence abilities always perceived

their workplace is much better than others.

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TEACHER’S COMMITMENT AND EMOTIONAL INTELLIGENCE: EVIDENCE ... · TEACHER’S COMMITMENT AND EMOTIONAL INTELLIGENCE: EVIDENCE FROM MALAYSIAN ... commitment are vital in quality