Open AccessTHE TEACHERS' AFFECTIVE COMMITMENT THROUGH THE EFFECTS OF QUALITY OF WORK LIFE AND JOB INVOLVEMENT IN THE SCHOOL
Author(s) -
Burmansah Burmansah,
Bedjo Sujanto,
Mukhneri Mukhtar
Publication year - 2019
Publication title -
asia proceedings of social sciences
Language(s) - English
Resource type - Journals
eISSN - 2663-6638
pISSN - 2663-662X
DOI - 10.31580/apss.v4i1.535
Subject(s) - psychology , friendship , loyalty , work (physics) , path analysis (statistics) , quality (philosophy) , sample (material) , social psychology , school teachers , mathematics education , engineering , marketing , computer science , mechanical engineering , philosophy , chemistry , epistemology , chromatography , machine learning , business
Teachers with high affective commitment can feel a strong emotional bond, loyalty, and dedication to the school. The teachers really want to be in school if they enjoy, feel comfortable, and satisfied with their works. So the teachers will be stronger if their experiences in a school are consistent with expectations and satisfy their basic needs, friendship, the work atmosphere or culture, comfortability in completing tasks, and also help to see how far the teachers identify and involve themselves with the school. This research uses causal survey method by using path analysis technique. This study uses the sample from 138 teachers (data were collected by personal distribution) in 8 Buddhist Senior High Schools in the Capital City of Jakarta, which was selected using the Slovin formula. The study proposed three hypothesis and results indicated (1) there is a positive effect between the quality of work life and the affective commitment, (2) there is a positive effect between job involvement and affective commitment, and (3) there is a positive effect between the quality of work life and job involvement.