




































 

  

Estimating Job Satisfaction and Commitment Correlate 

of Senior Staff Members of the University for 

Development Studies, Tamale, Ghana 

Yussif Abdallah and Ibrahim Alhassan 

 



European Journal of Human Resource                                                                                      

ISSN 2520-4697 (Online)     

Vol.5, Issue 2 pp 19 - 32, 2021                                                            www.ajpojournals.org                                          

 

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Estimating Job Satisfaction and Commitment Correlate of Senior 

Staff Members of the University for Development Studies, 

Tamale, Ghana 

Yussif Abdallah1 & Ibrahim Alhassan2 

1University for Development Studies, Human Resource Section, Tamale, Ghana 

2University for Development Studies, Human Resource Planning and Research Unit, Tamale, 

Ghana 

Corresponding Author’s Email: ibrahim.alhassan@uds.edu.gh 

Abstract  

Purpose: Employees’ Job Satisfaction (JS) is becoming an important asset to an organisation, 

especially in the recent past. All other things being equal, satisfied employees are likely to be 

more productive as a result of citizenship and/or loyalty, decreased-absenteeism, high-

commitment and so on. With the knowledge that a positive relationship may exist between 

employees JS and their commitment, it becomes imperative that management of universities 

institute measures to regularly collect data on employees’ JS. Thus, this study examined Senior 

Staff (SS) JS and their commitment relationship in the University for Development Studies 

(UDS), Tamale.  

Methodology: A structured questionnaire was administered to 231 Senior Staff (SS) members 

of the University. Of this number, which was determined using the Taro Yamane’s formula for 

sample size determination, valid data retrieved and analysed represented a response rate of 92 

per cent (212). Whilst the study employs One-Way ANOVA to compare the JS and the 

commitment level among the SS employee group to the University, Correlation and Regression 

Analyses were performed to establish associations and to determine the cause-effect 

relationship between the two variables.  

Findings: The results of the study indicated that 74 per cent of SS commitment is influenced 

by their satisfaction level. Thus, the study concluded that the management of the University 

should priorities staff JS in almost all its corporate decisions, as this will engender their 

commitment to the University. 

Unique Contribution to Practice and Policy: Organisational Commitment (OC) with all its 

dimensions (affective, continuance and normative) were confirmed to have a positive 

relationship with the JS of SS of a multi-campus public university; suggesting that OC does 

not only predicts JS in terms of teaching staff, as indicated by previous studies, but it also does 

so even with SS (who are in the non-teaching category). It was, therefore, recommend, based 

on the findings of this study, that the management of the UDS should priorities staff JS in 

almost all its corporate decisions, as this will engender their commitment to the University. 

Keywords: Organisational Commitment, Job Satisfaction, Senior Staff, Public Universities. 

 

 

 

 

 

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mailto:ibrahim.alhassan@uds.edu.gh


European Journal of Human Resource                                                                                      

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Introduction  

Job Satisfaction (JS), as a construct in the human resource parlance, has long and widely been 

studied, and yet remains elusive among scholars in social and organisational management 

sciences. In view of this, literature on personnel management is flooded with myriad definitions 

of the construct. Job Satisfaction of employees is becoming an important asset to an 

organisation, especially in the recent past. All other things being equal, satisfied employees are 

likely to be more productive as a result of citizenship and/or loyalty, decreased absenteeism, 

high commitment and so on. With the knowledge that a positive relationship may exist between 

employees JS and their commitment, it becomes imperative that management of universities 

institute measures to regularly collect data on employees’ JS. 

In a typical public university in Ghana, employees are grouped into Junior Staff, Senior Staff 

and Senior Members. Senior Members can also be categorized into Teaching Staff (TS) and 

Non-Teaching Staff Whilst the NTS carry out the day-to-day administrative related functions 

of the University, the TS perform teaching and other academic-related activities. The SS, on 

the other hand, are the auxiliary support staff to both the TS and the NTS in providing basic 

administrative and other clerical services (Abukar, Francis, & Alhassan, 2019). The focus of 

the study was on the SS group.  

The Senior Staff members of the University for Development Studies (UDS), are the first line 

of contact with students, parents, visitors and other stakeholders. All enquiries for admission 

and enrollment take place at the central administration of the University where the SS members 

are found mostly at the front desk. Students’ data or records are processed, stored and produced 

by this group of employees. They also process, keep and produce records on the recruitment 

and appointment and promotions of staff. Furthermore, SS administer staff salaries and manage 

all kinds of staff leave. Almost all the offices in the University are flooded with this category 

of staff providing various kinds of administrative services. Of course, they perform these 

activities under the supervision of their superiors. 

Therefore, SS of the University are required to put up their optimum best towards academic 

excellence, but they are unable to sometimes discharge their duties willingly and 

professionally. It is worth noting that some sections (Article 10, Sections 10.02 and 10.04) of 

the Unified Condition of Service Policy of Public Universities in Ghana, make it categorical 

that all staff (this includes SS) are entitled to rewards that result from overtime work and 

additional duties and responsibilities. In view of this, some of the SS members feel dissatisfied 

when they are denied access to these benefits, especially when they have carried out additional 

responsibilities. This leads to emotional displeasure among many of them to the extent that 

their institutional citizenship wanes, and this invariably affects their level of commitment to 

their job. Thus, most SS members sometimes display a cynical attitude towards their job. This 

is largely noticed in the manner in which they (SS members) handle and process official 

documents. This phenomenon is louder in public universities than in private universities.  

The SS members also get frustrated sometimes because of delays in promotions to the senior 

member category resulting from the non-existence of vacancies.  It is important to note that in 

most public universities in Ghana, the promotions of staff in the SS category to the senior 

member group is now tied to the availability of vacancies. This development has a significant 

effect on staff attitudes, behaviours, passion and commitment to the work they do. Despite this 

observation, not many studies have focused on exploring SS JS and their commitment 

relationship in public universities, especially in the Ghanaian higher education landscape.  

Therefore, at the very least, an analysis of the relationship between JS and Job Commitment 

(JC) of the SS members will serve as feedback to employers and policymakers alike on 

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European Journal of Human Resource                                                                                      

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employees’ attitudinal evaluations of their job and job situations, particularly within the 

Ghanaian higher education context. This may be useful for planning and human resource 

development purposes, effective administration as well as teaching and learning. This study 

was, therefore, intended to explore the JS and commitment relationship among the SS of the 

UDS. 

Literature Review  

The Concept of Job Satisfaction  

Although JS has been studied for a long time and wide, the views of scholars remain divergent 

on what really constitutes the construct (Abukar, Francis, & Alhassan, 2019). For example, 

Abukar et al., (2019) define JS to mean the extent to which an employee is happy with his or 

her work, which is generally expressed in terms of fulfilment of professional objectives as well 

as physical and psychological needs. It usually found expression in the degree to which an 

individual feel positive or negative about his or her job.  Job satisfaction is the extent of passion 

a worker attaches and feels about his or her work at the workplace. Fogarty (1994) rather 

defined job satisfaction to be the extent to which workers gain enjoyment from their efforts at 

the workplace. This suggests that satisfaction with job performance is quite elastic and can 

decline over a period. It may also be seen as an attitude or emotional response to one's tasks as 

well as to the physical and social conditions of the workplace.   

Several factors influence the level of an employee’s satisfaction. They include satisfaction with 

supervision at work, the work itself, pay and conditions, appraisal, promotion practices and co-

workers (Schermerhorn et.al, 2005). Therefore, the ability of an organisation to sustain such a 

degree of satisfaction of workers or workers themselves working harder to enjoy what they 

earn is such an interesting phenomenon to be studied. Obviously, it is not easy for individual 

workers or the organisation as a whole to sustain the level of satisfaction workers enjoy at the 

workplace. In fact, a worker’s feelings, attitude or passion at the workplace can be attributable 

to either internal or external factors. For example, an external factor such as favourable working 

conditions greatly influences the worker's attitude to work. It is for this reason that Shadid et.al 

(1996) emphasized feelings of self-actualization and accomplishment on job performance as 

elements of intrinsic satisfaction. For example, a sales manager who achieves an unprecedented 

target set by a company gets the feeling of accomplishment and begins to work harder with all 

enthusiasm. Though this may not be true in all such cases since labour efforts to higher 

productivity depends on a larger extent the rewards and motivation given at any given in time.  

Organizational Commitment  

Employee commitment is the will and desire that an employee passionately demonstrates 

towards a job with loyalty and optimal effort. Commitment is underpinned by a growth-

oriented mindset and relates to an individual sense of perceiving what can be done to deliver 

work of a more satisfying level. This is most obvious in a worker's sense of responsibility to 

achieve work goals. Job commitment exposes the strengths and weaknesses of workers as they 

challenge themselves with the job they do. Improving upon the strengths, and working on the 

weaknesses of workers enhances work performance and life satisfaction (Rashid & Rashid, 

2011). For example, a weakness such as poor human relations of a public relations officer who 

is responsible for various correspondences is likely to negatively affect the organisation in both 

domestic and international dialogues.  

Without a doubt, higher educational institutions are labour intensive, as reiterated earlier; and 

strong organizational performance and success require strong employees’ commitment and 

support (Wilkins, Butt, & Annabi, 2017). Employees’ commitment is, therefore, an important 

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determinant of the success or failure of organizations. Indeed, organizations need a more 

involved and committed workforce to succeed in this competitive global economy (Kanter & 

Mirvis, 1989). Research in employee commitment has received increased interest and attention 

in the social sciences and in industrial psychology in recent years. Such heightened interest has 

resulted in the explication of the construct, both empirically and conceptually (Mowday, T, 

Steers, & Porter, 1979).  

Conceptually, many definitions and approaches to OC have been suggested in the literature. 

For example, Meyer & Allen, (1991) developed a three-component model of OC, which has 

gained considerable popularity in employee commitment research over the years. These 

components, according to the study are; affective, continuance and normative commitments. 

Characteristically, these components support the view that commitment is psychological in 

nature that embodies an employee’s relationship with his or her organisation, and which further 

dictates his or her decision as to whether to continue or discontinue membership with the 

organization (Meyer & Allen, 1991). Affective commitment, according to Meyer and Allen 

(1991), refers “to employees’ emotional attachment to, identification with, and involvement in 

the organisation.” Accordingly, employees with strong affective commitment are more likely 

to continue employment with their organizations willingly and voluntarily. Continuance 

commitment refers to involuntary loyalty due to an awareness of the cost involved in leaving 

an organization, and lastly, normative commitment reflects a feeling of obligation to continue 

employment.  

Becker (1960) “side-bet theory” of commitment also provides a useful contribution in literature 

to the conceptual explanation of employee commitment, with the inclusion of the influence of 

both the internal and external factors of an organization. Jamal and Muhammad (1979), citing 

the work of Becker (1960), maintained that, the more an employee invests his or her time, 

energy, skill and other personal assets in the course of his or her engagement with an 

organization, the more it increases the employee’s cost of leaving, and hence it is rationally 

sensible to expect greater commitment on the part of the employee to the organization; in the 

course of time. Becker (1960), proffered that “commitment comes into being when a person, 

by making a side bet, links extraneous interest with a consistent line of activity.” This implies 

that employees become voluntarily committed to their organizations when they reckoned that 

the cost of leaving is expensive by virtue of social, economic and other factors incurred as a 

result of their involvement with their organisations.  

This thinking is consistent with Mowday, Steers and Porter (1979) conceptualization of OC. 

Their definition of OC provided ‘actionable’ orientation to the commitment concept, which 

they later developed into a 15-item instrument to measure employees’ commitment. They 

defined the concept as “the relative strength of individual identification with, and involvement 

in a particular organization. This, according to these researchers, is characterized by three 

related factors: first, a strong conviction to accept the goals and values of their organizations, 

second, a willingness to sacrifice and put up much effort for and on behalf of the organization, 

and third, a clear passion to maintain alliance and membership with their organizations. 

Accordingly, the boundaries of commitment in the light of the above, transcends mere beliefs 

and opinions, to include an active relationship with the organization, as well as the tendency 

of individuals to make an honest sacrificial contribution in order to enhance the image and 

wellbeing of their organizations (Mowday, Steers, & Porter, 1979).  

 

 

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European Journal of Human Resource                                                                                      

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Relationship between Job Satisfaction and Organizational Commitment  

Job satisfaction is associated with job commitment, and organisational commitment is linked 

to employee commitment. In many studies (Markovits, Davis, Fay, & Dick, 2010; Srivastava 

2013; Suri & Petchsawang, 2018; Abukar, Francis, & Alhassan, 2019) of organisational 

commitment leading to job satisfaction or life satisfaction, more emphasis is placed on 

employee commitment to helping organisations achieve their goals and objectives. However, 

Schoemmel and Jonsson (2014) argued that affective commitment impacts job performance 

rather than the department or the organisation an employee works.  

Arguably, JS and OC are two important work attitudes among many that are widely studied 

(Robbins & Judge, 2016). The two constructs have enjoyed considerable discourse among 

academicians and practitioners alike, more especially, following the findings of the Hawthorne 

Studies (Gangai & Agrawal, 2015). Practically, the two concepts are ‘bed-fellows with causal 

and reciprocal interactive relationship, especially in a contemporary work setting where norms 

of exchange reciprocity govern the psychological contract process between employers and their 

employees (Morrison & Robison, 1997).  

Over the years, the relationship between JS and OC have been examined by myriad scholarship, 

albeit mixed and varied findings characterizing the causal, reciprocal and linear relationships 

between the two variables. For instance, in their structural model examining the causal and 

reciprocal relationships between JS and OC, Vandenberg & Lance (1992) findings revealed 

that OC is a causally antecedent of JS of employees in organizations, thus OC is postulated to 

cause JS. Their findings are consistent with that of Bateman & Strasser, (1984), wherein the 

results of their longitudinal survey found OC as a predictor variable, rather than an outcome. 

This finding contradicts other studies (Eleswed & Fatema Mohammed, 2014; Sikorska- 

Simmons, 2005) that suggest that JS predicts OC. This also differs from the findings of 

Saridakis, Yanqing Lai, and Gourlay (2018) that support the reciprocal relationship between 

the two variables. More so, in a study to investigate the association between JS and OC of 

teaching staff, Donald, Lucia, and  Victor, (2016) also found a significant positive relationship 

between employees’ JS and their affective and continuance commitment in some selected 

South African HEIs. However, the researchers acknowledged the uncertainty in generalizing 

their findings to other employee groups in South African HEIs. The findings of Donald, Lucia, 

and Victor, (2016) found favour in many other studies (e.g., Markovits, Davis, Fay, & Dick, 

2010; Srivastava 2013; Vujicic et al., 2015; Suri & Petchsawang, 2018) wherein significant 

relationships were established between JS and OC.  

Materials and Method  

Population and Setting  

The study was conducted in University for Development Studies. The University is Ghana’s 

first public multi-campus university located in the Northern part of the country. It was 

established in May 1992 by the Government of Ghana to blend the academic world with that 

of the community in order to provide constructive interaction between the two for the total 

development of Northern Ghana, in particular, and the country as a whole. With eight (8) 

Schools, six (6) Faculties, three (3) Institutes, five (5) Centres and eleven Directorates, the 

University has three (3) main campuses located at Dungu, Nyankpala and Choggu all in the 

Northern Region of Ghana. Currently, the University runs both graduate and undergraduate 

programmes; and as of the end of the 2020/2021 academic year, it had a student and staff 

populations of 22,093 and 1,734 respectively (University for Development Studies, 2021). 

 

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European Journal of Human Resource                                                                                      

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Target Population 

The target population of a study is defined as a total set of observations from which a sample 

is drawn. It is the complete set of individuals (subjects), objects or events that have common 

observable characteristics in which the researcher is interested in studying (Alhassan, 2020). 

The target population was made up of about 600 SS members of the University. This number 

was reduced to about 491 after the authors conducted a technique known as population 

refinement. Population refinement is the process of specifying a General population (GP), as 

defined above, to reach the required sample called Accessible Population (AP) that has the 

relevant information and is available and willing to respond to your instrument (Asiamah, et 

al., 2017). It is on the AP that a sample determination formula is usually apply to obtain the 

study sample. 

Sampling and Data Collection 

The senior staff members were divided into three distinct homogenous strata (independent 

sample groups) on the basis of the three campuses of the University. The quota sampling 

technique was then used to conveniently select subjects of, at least, a year of working 

experience from each campus. This technique was necessary for ensuring the spread of the 

data, and to avoid skewness towards a particular demographic variable, e.g. gender, age, and 

so on. 

The Yamane’s formula   n = 
𝑁

1+𝑁(𝑒)2
 ,   with “N” being the population, and “e”, the margin of 

error (0.05), was used to determine a sample size of 231 for the study, which was 

proportionately distributed and among the three campuses. Of the 231 questionnaires 

administered, a usable 212 questionnaires were retrieved – representing 92% response rate– 

for analysis; using Statistical Package for Social Sciences (SPSS) version 26 for windows. Data 

were collected in September 2021 during the first trimester of the 2021/22 academic year.  

Instrumentation 

A structured questionnaire was adapted from the literature and was refined to fit into the study 

context. The adopted instrument was pre-tested to a sample of 7% of the study sample (231). 

According to Mugenda and Mugenda (1999), a sample size from 1% to 10% is considered 

acceptable for pre-testing an instrument. The instrument was then modified to incorporate the 

feedback from the pre-test and was eventually administered to the target respondents through 

personal contacts by the researchers for almost a month.  

Job Satisfaction was measured using a 10-item Generic Job Satisfaction Scale (GJSS) 

developed by Macdonald and Maclntyre, (1997). The scale was considered appropriate for this 

study, as it shares features of both the facet and general measurement approaches. It has a 

sufficient number of items for reliability purposes, and a sizable number of items convenient 

for the organizational environment. The GJSS is also suitable for measuring the JS of 

employees across diverse occupations, and across diverse cultural settings. The Cronbach 

Alpha Reliability for the scale is 0.77.  

OC was measured using Mowday, Steers, and Porter, (1979) OC scale. Despite its existence 

for a long time, the scale is still relevant and was adopted by studies such as Srivastava, (2013); 

Vandenberg & Lance, (1992); Mohamed Aly, Ghanem, & El-Shanawany, (2016). Also, the 

scale has been validated and tested across different cultures and environments globally. It 

contains 15 items and is measured on a five-point Likert scale ranging from Strongly Disagree 

to Strongly Agree. The reliability of the instrument was evaluated for the purpose of assessing 

its consistency. Alpha Correlation Coefficient (ACC) was thus, used to measure the internal 

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European Journal of Human Resource                                                                                      

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consistency of the items. An ACC of 0.911 was obtained; which is evidence of the high degree 

of reliability. According to Mugenda and Mugenda, (1999) and Fraenkel & Wallen (2006), an 

ACC of 0.70 and above of a given scale is considered reliable and acceptable, especially in 

social science research.  On the JS scale, the test results produced an ACC of 0.843, which is 

also considered acceptable.  

Methods of Data Analysis 

SPSS was used for the various statistical analysis, as mentioned earlier. Accordingly, Pearson 

correlation and Linear Regression analysis were performed to determine the relationship 

between SS’ JS and their commitment to the University. Model diagnostic tests such as 

normality, linearity and test of independence were performed to attach credibility to the results.  

Results  

This section discusses SS’ JS and their committed relationship. Therefore, the correlation and 

the regression analyses are run and their results interpreted. 

Correlation between Commitment and Satisfaction  

On the correlation between Commitment and Satisfaction, a partial correlation was the method 

used to explore the relationship between the two variables utilised for the study. Careful 

analysis was done to ensure that none of the correlation assumptions (normality, linearity and 

homoscedasticity), as reiterated earlier was violated. The results computed explains the 

correlation among the variables on holding the age, status and rank of respondents as controlled 

variables. The results are shown in Table 1 below giving details on the Pearson correlation 

significant at the 0.01 level (2 tailed).  

Table 1: Commitment and Satisfaction Correlation Matrix  

 Age Status Rank Affect

ive 

Contin

uance 

Norm

ative 

Commi

tment 

Satisf

action 

Age 1        

Status 0.043 1       

Rank 0.021 0.023 1      

Affective -.269** 0.083 0.005 1     

Continuance -.256** 0.07 0.024 .991** 1    

Normative -.278** 0.067 0.022 .989** .979** 1   

Commitment -.267** 0.076 0.016 .997** .995** .993** 1  

Satisfaction -.285** -0.111 -

0.053 

.874** .865** .836** .860** 1 

**Correlation is significant at 0.01 level (2-tail) 

An aggregation of commitment and satisfaction dimensions (affective, continuance, normative 

and satisfaction) was used for the computation of the correlation. It is important to note that a 

‘0’ correlation value depicts that there is no relationship between the variables. However, all 

loadings have values that are greater than ‘0’ except all loadings under the controlled variable 

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European Journal of Human Resource                                                                                      

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(age, status and rank). The age and rank of respondents had no relationship with the satisfaction 

SS of the University (Table 1).   

For the commitment of SS, r = (0.874, 0.865 and 0.836) for affective, continuance and 

normative in that order. The ‘r’ values underline the impact of the various components on the 

overall satisfaction of SS. These positive values show a positive relationship between the 

variables. The coefficient of determination was also calculated to estimate the exact percentage 

variance the components shared. The results of the computations were (0.874 0.874) * 100 = 

76%, (0.865 * 0.865) * 100 = 75% and (0.836 * 0.836) * 100 = 70% for affective commitment, 

continuance commitment and normative commitment respectively. The aggregate commitment 

also recorded an ‘r’ of 0.860 with a coefficient of determination of 74%. From the results, the 

SS commitment level is over 70%.  Also, 74% of the aggregate commitment serves perfectly 

the average of the affective, continuance and normative commitment. The affective 

commitment domain increases an individual’s satisfaction on a job by 76% whereas the 

continuance commitment domain exhibition of SS of UDS increases their satisfaction and 

contentment by 75%.  

Regression Analysis on Commitment and Satisfaction  

Regression analysis was conducted to ascertain the predictive power of each independent 

variable. Just like the correlation, regression also estimates the variance between the various 

variables. Therefore, in this study, the regression analysis was done to estimate the degree of 

the impact of commitment on the satisfaction levels of the SS of UDS. Table 2 below shows a 

model summary of the regression analysis.  

Table 2: Model Summary of Regression Analysis 

Model R R Square Adjusted R Square Std. Error of Estimate 

1 0.900a 0.810 0.807 2.770 

Predictors: (Constant), Commitment, Total Normative, Total Affective, Total Continuance 

The analysis, shows that the predictive power of the model used for this study is over 80%. 

Also, the results are marked by a significant measure of 0.000 (Table 3). 

Table 3: ANOVA 

Model Sum of Squares df Mean of Square F Sig 

 

1 

Regression 6815.971 4 1703.993 222.101 .000b 

Residual 1595.804 208 7.672   

Total 8411.775 211    

a. Dependent Variable: Total Satisfaction. 

b. Predictors: (Constant), Commitment, Total Normative, Total Affective, Total Continuance. 

It was evident from the study that affective, continuance and normative commitment, whether 

individually or aggregated, led to on average 74% satisfaction level of SS. This suggests that 

the satisfaction level is relatively high by these dimensions. However, poor interpersonal 

communications continue to affect willingness and cooperativeness on the part of most SS. 

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Hence, negative attitudes and work behaviours towards work affect job satisfaction levels. This 

is evidenced by Meyer and Allen’s three-dimensional conceptualization of commitment 

(affective, continuance and normative) which is confirmed to have a positive relationship with 

JS, even in this study.  

Moreover, the commitment levels of SS commensurate over 70% of satisfaction among SS and 

this is perhaps due to fear of losing their jobs but not necessarily being satisfied with terms and 

conditions of service as well as other benefits obtainable from the job. It was established by 

the study however that age and status of SS had no influence on their commitment and 

satisfaction levels. SS age was also found not to have any significant effect on their 

commitment levels. This is because age is not a determining factor of neither job satisfaction 

nor job commitment. If staff is satisfied with a job, it does not matter the age of the person but 

rather the passion attached to doing that job. Besides, the study revealed that the status of the 

SS was no influential factor on job commitment and JS. 

It was also observed that the rank of SS had a direct and positive bearing on their commitment 

and satisfaction. This is perhaps due to additional remunerations, benefits or entitlements 

attached to some designations. Interestingly, some SS did not want to lose such positions so as 

to be affected by those additional benefits. Institutions of higher learning contribute to the 

development of a country with which Ghana is no exception. They are seen as the backbone to 

knowledge transfer and acquisition and contribute massively towards a nation’s Gross 

Domestic Product and the economic stability of nations. Their contribution towards economic 

performance is recognized and accepted worldwide as significant. Organisational commitment 

as a whole and the commitment levels of individuals within an organisational context has been 

a focus of numerous studies over the years. It has become one of the most intensively 

investigated construct along with JS.  For example, in a study to explore the relationship 

between JS and OC among teaching staff members in some selected Higher Education 

Institutions, Donald, etal., (2016), found JS to be positively related to all the dimensions 

(affective, continuance, normative, etc) of OC. Similarly, in their attempt to establish a 

relationship between JS and OC among hospital employees in Turkey, Metin et al, (2012) also 

found a positive correlation between JS and OC. 

In Ghana, Abukar et al, (2019) conducted a study to determine the relationship between JS and 

OC among three employee-groups in a multi-campus public university in the northern part of 

the country. Their study found a significant relationship between JS and OC and that 

employees’ JS predicts their commitment to the University. The researchers further maintained 

that theoretically, their work will extend the understanding of how JS is a critical determinant 

of employees’ commitment in the Higher Education Institutions (HEIs) context. In view of 

this, the used of the two constructs (job satisfaction and commitment) in this study was founded 

on literature and in practice.  

Conclusion and Recommendation 

To assess the commitment of employees, the researchers employed Meyer and Allen’s three-

conceptualization of organisational commitment. The dimensionality of Meyer et al. (1993) 

and their relationships with JS was examined, and the individual and interactive effects of job 

commitments dimensions and job satisfaction were computed and analysed. The study used 

age, current status and current rank of respondents as controlled variables in estimating the 

degree of impact on job commitment and job satisfaction and the results proved that age and 

status of SS had no influence on their commitment and satisfaction, however it was established 

that the rank of workers had a direct and positive relationship with their level of commitment 

and satisfaction.  

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More importantly, the study indicates that OC, with all its dimensions (affective, continuance 

and normative) were confirmed to have a positive relationship with the JS of SS of a multi-

campus public university; suggesting that OC does not only predicts JS in terms of teaching 

staff, as indicated by previous studies, but it also does so even with SS (who are in the non-

teaching category). It was, therefore, recommend, based on the findings of this study, that the 

management of the UDS should priorities staff JS in almost all its corporate decisions, as this 

will engender their commitment to the University. 

This study has contributed uniquely to knowledge in the employee satisfaction and 

commitment by exploring the JS and OC relationship of a multi-campus university. Other 

studies have only worked on non-multi-campus universities. Besides, SS members were used 

as subjects but not senior members, as usually done by most studies. Lastly, the study also 

employed practical observations that are products of dissatisfaction resulting from some 

decision taken by the management of the institution where the study was conducted. 

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