International Journal of Mechanical Engineering and Technology (IJMET)
Volume 10, Issue 04, April 2019, pp. 640–647, Article ID: IJMET_10_04_062
Available online at http://www.iaeme.com/ijmet/issues.asp?JType=IJMET&VType=10&IType=4
ISSN Print: 0976-6340 and ISSN Online: 0976-6359
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THE EFFECT OF JOB DESIGN AND QUALITY
OF WORK LIFE TOWARD AFFECTIVE
COMMITMENT OF TEACHERS
Lukman Tamhir*
Universitas Negeri Jakarta
Jln. Rawamangun Muka Jakarta Timur -13220 Indonesia
Bedjo Sujanto
Universitas Negeri Jakarta
Jln. Rawamangun Muka Jakarta Timur -13220 Indonesia
Netti Karnati
Universitas Negeri Jakarta
Jln. Rawamangun Muka Jakarta Timur -13220 Indonesia
*Corresponding Author
ABSTRACT
The purpose of this study was to analyze the direct influence of job design and
quality of work life on the affective commitment of teachers. This research method
with a quantitative approach and data analysis techniques using path analysis. The
findings of this study prove the direct effect of job design on affective, there is a
positive direct effect quality of work life on affective commitment and there is a
positive direct effect of job design on the quality of work life. The conclusion is that
increasing the teacher's affective commitment must be supported by the job design and
the quality of work life properly, effectively and efficiently..
Key words: Job design; Quality of work life; Affective commitment
Cite this Article: Lukman Tamhir, Bedjo Sujanto, Netti Karnati, The Effect of Job
Design and Quality of Work Life Toward Affective Commitment of Teachers,
International Journal of Mechanical Engineering and Technology 10(4), 2019, pp.
640–647.
http://www.iaeme.com/IJMET/issues.asp?JType=IJMET&VType=10&IType=4
1. INTRODUCTION
Commitment to each individual is very important because with a commitment one can be
more responsible for his work compared to individuals who have no commitment. Usually
individuals who have a commitment, will work optimally so that they can devote their
attention, mind, energy and time to their work, so that what they have done is in accordance
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Lukman Tamhir, Bedjo Sujanto, Netti Karnati
with what is expected by the organization. Organizational commitment is a form of attitude.
Attitudes can be grouped into three basic components, namely: emotional, informational and
behavioral [1]. In organizational behavior, organizational commitment is a component of
behavior. "In organization, attitudes are important because of their behavioral component"
[2]. Attitude is a statement about someone's assessment of objects, people or events.
In organizational behavior, there are various concepts about organizational commitment.
[3] that organizational commitment is the level of identification of individuals with
organizations and is committed to achieving organizational goals. Furthermore [4] that
organizational commitment is the level at which individuals side with a particular
organization and its objectives and desire to maintain membership in the organization.
Specifically [5] defines organizational commitment as (1) a strong desire to remain a
member of an organization; (2) willingness to mobilize a high level of effort for the
organization; (3) a certain belief and acceptance of the values and objectives of the
organization. In other words, this is an attitude that reflects employee loyalty to the
organization and is an ongoing process whereby members of the organization express their
concern for the organization and continued success and welfare that affective commitment is
the emotional bond of employees to the organization, identification with the organization, and
involvement in the organization. Members of organizations with high affective commitment
will continue to be members of the organization because they want it (want to).
Affective commitment is that employees are happy to be members of the organization,
believe in and feel good about the organization and what it stands for, are attached to the
organization, and intend to do what is good for the organization [6] Affective commitment is
a psychological attachment of individuals characterized by individual acceptance of
organizational goals, involvement and a strong desire to survive in the organization. Dessler
cited in [5] suggests the following specific guidelines for implementing management systems
that must help solve current dilemmas and increase employee organizational commitment:
first, commit to values that prioritize people; second, clarify and communicate your mission;
third, guaranteeing organizational justice; fourth, create a sense of togetherness and fifth,
support employee development.
Teachers with strong affective commitment make their membership in an organization
because they want to do it or in other words, members like. Meyer and Allen's organization,
quoted in, [5] furthermore, it is emphasized that there are three causes or factors that give rise
to members' affective commitment to the organization, namely individual characteristics,
organizational structure, and work experience. These three factors need to be sought by the
school principal in order to grow the teacher's affective commitment to the school. [7] argues
that leadership is a process to influence others to understand and agree with what needs to be
done and how the task is carried out effectively, as well as a process to facilitate individual
and collective efforts to achieve common goals. inspire, motivate, and direct their activities to
help achieve group or organizational goals.
Teacher professionalism is an indicator of the teacher's commitment to the profession as
well as the school as the organization where he teaches. Teachers should be an agent of
change to successfully face the challenges in the industrial revolution [8]. According to [9]
Educational resources is realized through the construction of the peer community, which lays
the foundation for the overall management of the educational resources, to meet the needs of
educational resource management. To reach professional and high-quality teachers, it is
necessary to take part in various teacher training and education programs. Based on research
findings [10] explained that the teacher had a very good perception of the program, where this
training is considered to help them improve their knowledge and skills prepare lesson plans
and do the teaching.
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The Effect of Job Design and Quality of Work Life Toward Affective Commitment of Teachers
A teacher who has an affective commitment will try to work seriously as an appreciation
of the profession that is owned, in addition to realizing the goals to be achieved by the school
wholeheartedly for the advancement of educational institutions. each employee has a different
basis and behavior based on his or her commitment to the organization. Teachers with
affective commitment really want to be a professional, creative and innovative teacher
concerned so that they have the desire to use optimal business to achieve organizational goals.
Job design is the allocation of types of work by considering several ideas and then combining
the work with the tasks of the employee, and the task is adjusted to the organizational goals
and needs of the individual. Job design, the delineation of task responsibilities as regulated by
organizational strategy, technology, and structure, is a key determinant of individual
motivation and ultimately of organizational success [3]. Job design trying to improve
efficiency and effectiveness of work, matching individual tasks with groups, and achieving
quality work life and job satisfaction for each individual to do work. [11] Explain that job
design the process of assigning tasks to a job, including the interdependence of tasks with
other jobs. Job designs dimensions can interact effectively to enhance positive behavior and
sustain greater commitment [12]. Luthan & Jonathan (2012:440) Job design of a job's content,
the methods that are used on the job, and the way in which the job relates to other jobs in the
organization [1].
Job design needs to have a piece of knowledge, skills, motivation, and good job design
techniques and create a conducive working climate and influence affective commitment to
achieve organizational goals. Research results of [13] “Various aspects of job design
influence employees' affective commitment". Work must be designed as well as possible so
that it can provide a benefit and can increase commitment to both the organization and
employees. Benefits to the organization in the form of achieving organizational goals
effectively and efficiently. Job design is absolutely owned by every organization because in
the design of the work carried out by the principal by arranging a number of tasks into a job
so that the work done becomes clearer and more directed based on the knowledge and skills
of the teacher.
The quality of work life is one form of philosophy applied by management in managing
organizations in general and human resources in particular. According to [14] That the quality
of work life as philosophy, is a way of management's view of humans, workers, and
organizations. The main elements in the philosophy are management's concern about the
impact of work on humans, the effectiveness of the organization and the importance of
employees in solving decisions especially those concerning work, career, income and their
destiny in work [15]. QWL programs are another way in which organizations recognize their
responsibility to develop jobs and working conditions that are excellent for people as well as
for the economic health of the organization [16]. To achieve a good quality of work life, it
requires high affective commitment. The results of the study prove that the quality of work
life is very influential on affective commitment. This is consistent with the findings of [17]
there is a positive and meaningful relationship between the quality of work life and its
dimensions including a safe and healthy environment, development of human capabilities,
constitutionalism, social integration and the total life space with the organizational
commitment. The teachers' quality of work life has significantly negative effects on school
alienation and burnout levels and a significantly positive effect on affective commitment [18].
Furthermore, [19] that QWL has a very significant role in the variables since it determines
how the organization is perceived". Whereas to improve the quality of work life also consider
the design of good and effective work. The first step towards the improvement of QWL is to
consider the topic of job design and organization.
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2. METHOD
The research was carried out in Junior High School Ternate, North Maluku Province. This
study uses a survey method with a quantitative approach [19]. Data analysis techniques with
path analysis [20], [21]. Collecting data with a questionnaire. This study examines the
interrelationship between research variables and analyzes the influence of job design
variables, work life quality, and affective commitment. The research hypothesis is shown in
Figure 1.
Figure 1. Research Hypothetic Model
3. RESULT AND DISCUSSION
3.1. Descriptive Statistics
Data on job design variables, work life quality, and affective commitment are presented in the
form of descriptive statistics. Descriptive statistics are used to explain the size of the
concentration of data and disseminate data, namely range, minimum, maximum, mean,
standard deviation, and variance. Summary of statistical descriptive data in table 1.
Table 1 Summary of Descriptive Statistics
N
Range
48
Minimu
m
98
Maxim
um
146
Job Design
92
Quality of work
life
Affective
Commitment
Valid N
92
48
98
146
92
48
97
145
Mea
n
120.
09
121.
65
120.
75
Std.
Deviation
12.654
Variance
12.343
152.361
13.127
172.321
160.124
92
3.2. Test Normality
Calculation obtained by Lhitung value of 0.063 <Ltable value of 0.092 (n = 92; α = 0.05).
Because the Lcount value is <Ltable, the data on the affective commitment to job design tend
to be normally distributed. The value of Lcount was 0.061 <Label value of 0.092 (n = 92; α =
0.05). Because the Lcount value is <Ltable, then the affective commitment data on the quality
of work life tends to be normally distributed. The value of Lcount was 0.047 <Ltabel value of
0.092 (n = 92; α = 0.05). Because the value of Lcount <Ltabel then the distribution of data
The quality of work life on job design tends to form curves with the normal distribution (see
table.2).
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The Effect of Job Design and Quality of Work Life Toward Affective Commitment of Teachers
Table 2 Summary of Normality Test
Regression Estimation
Error
Y over X 1
Y over X 2
X 2 over X 1
N
Lcount
92
92
92
0,063
0,061
0,047
Ltable
α = 0,05
0,092
0,092
0,092
Information
Normal
Normal
Normal
3.3. Test of Significance and Linearity of Regression
Regression Equations Y= 49.59 + 0.59 X1 for significance tests obtained F count = 43.59>
Ftable = 6.93 at α = 0.01. Because Fcount> Ftable, the regression equation is stated to be very
significant. For linearity test obtained Fcount of 1.56 <Ftable = 1.64 at α = 0.05. Because
Fcount <Ftable, the distribution of estimated points forming linear lines is acceptable.
Regression equation Y = 41.65 + 0.65 X2, for the significance test obtained F count = 53.72>
Ftable = 6.93 at α = 0.01. Because Fcount> Ftable, the regression equation is stated to be very
significant. For linearity test obtained Fcount of 0.57 <Ftable = 1.66 at α = 0.05. Because
Fcount <Ftable, the distribution of estimated points forming linear lines is acceptable.
Regression equation X2 = -48.65 + 0.61 X1, for the significance test obtained Fcount =
57.15> Ftable = 6.93 at α = 0.01. Because Fcount> Ftable, the regression equation is stated to
be very significant. For linearity test obtained Fcount of 1.10 <Ftable = 1.64 at α = 0.05.
Because Fcount <Ftable, the distribution of estimated points forming linear lines is
acceptable. Summary of data in table 3.
Table 3 Summary of Significance Test Results and Regression Linearity Test
Regression
Y over X1
Y over X2
X2 over X1
Regression
Equations
Y = 49,59 +
0,59X1
Y =-49,65
+0,65X2
X2 =-48,65 +
0,61X1
Signification Test
Fcoaut
Ftable = α =
0,01
43.59**
6.93
1.56ns
1.64
53.72**
6.93
0.57ns
1.66
57.15**
6.93
1.10ns
1.64
Fcount
Linearity Test
Ftable = α = 0,05
3.4. Test Path Coefficient Analysis
The path analysis coefficient then there is a correlation between job design (X1) with
affective commitment (Y) of 0.571. Quality of work life (X2) with affective commitment (Y)
of 0.611. The correlation between job design (X1) with work life quality (X2) is 0.623.
Summary of data in table 4.
Table 4 Summary of Test Significance of the Path Coefficient
Correlation
coefficient
=
0.571
ry1
=
0.611
ry2
=
0.623
r21
Path Coefficient
Tcount
py1
py2
p21
3,05**
4,09**
7,56**
=
=
=
0.311
0.418
0.623
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ttable
0.05
0.01
1.99
2.63
1.99
2.63
1.99
2.63
Conclusion
Very significant
Very significant
Very significant
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Lukman Tamhir, Bedjo Sujanto, Netti Karnati
3.5. Test the Hypothesis
After conducting path analysis, the results are used as a basis for answering hypotheses
and drawing conclusions in this study. Hypothesis summary table 5.
Table 5 Summary of Hypothesis Testing Results
No
Direct Influence
Tcount
(X1) towards (Y)
Path
Coefficient
0.311
1
Decision
Conclusion
3.05
ttable
α= 0,05
1.99
Ho is rejected
Positive
direct effect
2
(X2) towards (Y)
0.418
4,09
1.99
Ho is rejected
0.623
7,56
1.99
Ho is rejected
Positive
direct effect
Positive
direct effect
3
(X1) towards (X2)
Based on the path coefficient for job design variables on affective commitment amounting
to py1 = 0.311 because t count = 3.05> t table at α = 0.05 Ho is rejected, meaning job design
has a positive direct effect on affective commitment. The results of this study are reinforced
by relevant theories and research, namely: The influence of job design on behavior depends
on the commitment that results [22]. Based on the policies and practices of human resource
development some things that can contribute to increasing commitment are learning and
development, career planning, performance management, management awards, policies to
balance work life and design work [23].
The path coefficient for work life quality variables on affective commitment is py2 =
0.418 because tcount = 4.09> t table Ho is rejected, meaning that the quality of work life has a
positive direct effect on affective commitment. The results of this study are reinforced by
relevant theory and research, namely: The quality of work life and organizational commitment
are positively related [24].The quality of work life has shown a significant effect on
organizational commitment. Research results [25] that the influence of QWL has been linked
to various factors that apply to staff including their satisfaction at work, career advancement,
and organizational commitment. The results of the study [26] that QWL increases
organizational commitment which is a positive behavior. The results of his research proved
that there is a positive and significant relationship between quality of work life and third
organizational commitment [27].
Based on the path coefficient for job design variables on the quality of work life of p21 =
0.623 because t count = 7.56> t table Ho is rejected means job design has a positive direct
effect on the quality of work life. The results of this study are reinforced by relevant theories
and research, namely: Job design can contribute to the quality of work life [28]. Research
results [29] that Indicators of job design have an impact on the quality of work life, which is
influenced by a safe work environment, health services, proper work time and appropriate
salary. Research results [30] revealed that work design is to improve the quality of work life
of employees.
4. CONCLUSIONS
From the results of path analysis and hypothesis testing, it can be concluded that : (1) The
division of tasks and teacher's work well by the principal tends to increase the teacher's strong
affective commitment in the organization, (2) A good, comfortable and conducive quality of
work life tends to increase affective commitment and (3) The design of tasks and teacher
work effectively and efficiently by the principal tends to improve the quality of work life of
the teacher in the school
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ACKNOWLEDGMENT
I would like to express the deepest appreciation to The Office of Education and Culture of
Ternate City, Head of High Junior School in Ternate and my colleagues in Postgreduate
Universitas Negeri Jakarta. Without their guidance and persistent help, this dissertation would
not have been possible. I would also like to thank The University Bumi Hijrah North Maluku
for their financial support granted through predoctoral fellowship.
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