Universal Journal of Educational Research 7(11): 2432-2443, 2019 http://www.hrpub.org
DOI: 10.13189/ujer.2019.071121
Influence of Organizational Culture on Teachers'
Organizational Commitment and Job Satisfaction:
The Case of Catholic Higher Education
Institutions in the Philippines
Ma. Leodevina C. Batugal1,*, Darin Jan C. Tindowen2
1Saint Paul University Philippines, Philippines
2University of Saint Louis, Philippines
Received April 15, 2019; Revised October 7, 2019; Accepted October 17, 2019
Copyright©2019 by authors, all rights reserved. Authors agree that this article remains permanently open access under
the terms of the Creative Commons Attribution License 4.0 International License
Abstract This article examines the influence of 2018; Byun & Kim, 2011; Lane & McAndrew, 2010)
organizational culture on the organizational commitment especially in the delivery of quality instruction and
and job satisfaction of teachers in the context of Catholic education to the students (Calderon, Slavin, & Sanchez,
higher education institutions in the Philippines. Results 2011; Thoonen, Sleegers, Oort, Peetsma, & Geijsel, 2011).
show that clan is the most dominant culture type of Hence, educational administrators should see to it that their
Catholic HEIs in the Philippines. In addition, teachers are teachers are satisfied to their profession and committed to
highly committed to their organization and satisfied to their the organization. In fact, a substantial number of literature
job. Furthermore, among the four culture types, clan has a and studies had proven that employees who are satisfied on
high positive influence on the organizational commitment their jobs manifest loyalty to the organization (Hoyt, 2012;
of teachers and has a slightly positive influence on their job Salehi & Gholtash, 2011; Lim, 2010; Gokce, 2013). In fact,
satisfaction. Implications and directions for future research they also tend to perform well and work well for the love of
are also discussed. their work. Employees with high job satisfaction level are
related to a pro-social behavior that is, having a helpful
Keywords Organizational Culture, Organizational behavior to customers, co-workers and supervisors to the
Commitment, Job Satisfaction, Teachers, Catholic Higher benefit of the employees and their organization (Thomas,
Education Institutions 2010; Fatima, Amiraa, & Halim, 2011). On the other hand,
dissatisfied employees with negative behavior lead to poor
service, destructive rumors, and even theft which can lead
to employees’ absenteeism and fast turnover (Malik,
Nawab, Naeem, & Danish, 2010; Mawoli & Babandako,
1. Introduction 2011). With these, organizational commitment and job
Through the years, human resources are considered as satisfaction are considered integral part of the organization
the most important assets in any organization. Human in order to maintain quality, development, and
resources are the moving force of an organization and sustainability. Hence, these two indicators should not be
harnessing their capabilities will contribute much in underestimated by educational administrators and
bringing about quality and productivity (Tindowen, 2019; supervisors.
Wright & McMahan, 2011; Ployhart & Molterno, 2011). However, despite numerous studies conducted, looking
Because persons are vital in organizations, it is then into the organizational commitment and job satisfaction of
necessary that top level management should treat them as teachers in their organization, still the results are confusing
the utmost priority. (Nagar, 2012; Nawab & Bhatti, 2011; Awang, Ahmad, &
This is also true in the educational setting (Secundo, Zin, 2010; Yucel & Bektas, 2012). Moreover, majority of
Margherita, Elia, & Passiante, 2010; Raj Adhikari, 2010). the studies conducted focused on the teachers of primary
Teachers play a very important role in the success and and secondary teachers (Naderi Anari, 2012; Cerit, 2010;
sustainability of the organization (Wiesner & Yuniarti, Hulpia, Devos, & Rosseel, 2009; Canrinus, Helms-Lorenz,
, Universal Journal of Educational Research 7(11): 2432-2443, 2019 2433
Beijaard, Buitink, & Holfman, 2012). In addition, studies teachers’ organizational commitment and job satisfaction
conducted on Higher Education institutions were focused (Huey Ying & Zaman Bin Ahmad, 2009).
on teachers in government and public owned institutions
(Rose, Kumar, & Pak, 2009; Perrachione, Petersen, &
Rosser, 2008; Okpara & Wynn, 2008). Finally, studies on 2. Organizational Culture
organizational commitment and job satisfaction of college
teachers were limited and available on developing Organizational culture is a set of values that help people
countries (Moynihan & Pandey, 2007; Chan, Lau, Nie, Lim, in an organization understand which actions are considered
& Hogan, 2008) such as the Philippines (Brown & Sageant, acceptable and which are considered unacceptable
2007; Ereno & Nunez, 2014) were a huge gap can be (Cameron, 2008). These are specific collection of values
manifested in which public and government owned school and norms that are shared by people and groups in the
are at par with private educational institutions in terms of organization and that control the way they interact with
security and tenure, compensation and benefits, and each other and with stakeholders outside the organization.
workloads and conditions (Yamauchi, 2005). Organizational culture is consists of six dimensions which
Meanwhile, among the different indicators of are dominant characteristics, organizational leadership,
organizational behaviors in the schools such as management of employees, organization glue, strategic
organizational commitment and job satisfaction, one emphases, and criteria of success. Each of these
important indicator is also considered that may have a dimensions has four culture types which are adhocracy,
profound influence on teachers’ work behavior which is clan, hierarchy, and market (Cameron & Quinn, 1999;
organizational culture (Lindahl, 2006; Sarros, Cooper, & Masood, Dani, Burns, & Backhouse, 2006).
Santora, 2008). Organizational culture comprises the Adhocracy – it is a culture profile of an organization that
attitudes, experiences, beliefs and values of an organization concentrates on external positioning with a high degree of
which are shared by people and groups in an organization flexibility and individuality.
and that control the way they interact with each other and Clan – it is a culture profile of an organization that
with stakeholders outside the organization (Cameron & concentrates on internal maintenance with flexibility,
Quinn, 1999; Hartnell, Ou, & Kinicki, 2011). Previous concern for people, and sensitivity for customers.
studies had been conducted emphasizing the vital role Hierarchy – it is a culture profile of an organization that
organizational culture plays in organizations (Fralinger & focuses on internal maintenance with a need for stability
Olson, 2007). However, limited studies had been and control.
conducted in determining its role in Higher Educational Market – it is a culture profile of an organization that
Institutions (Hemmelgarn, Glisson, & James, 2006; Louis, focuses on external maintenance with a need for stability
2007; Hatcher, 2005) and its important influence on and control.
DOI: 10.13189/ujer.2019.071121
Influence of Organizational Culture on Teachers'
Organizational Commitment and Job Satisfaction:
The Case of Catholic Higher Education
Institutions in the Philippines
Ma. Leodevina C. Batugal1,*, Darin Jan C. Tindowen2
1Saint Paul University Philippines, Philippines
2University of Saint Louis, Philippines
Received April 15, 2019; Revised October 7, 2019; Accepted October 17, 2019
Copyright©2019 by authors, all rights reserved. Authors agree that this article remains permanently open access under
the terms of the Creative Commons Attribution License 4.0 International License
Abstract This article examines the influence of 2018; Byun & Kim, 2011; Lane & McAndrew, 2010)
organizational culture on the organizational commitment especially in the delivery of quality instruction and
and job satisfaction of teachers in the context of Catholic education to the students (Calderon, Slavin, & Sanchez,
higher education institutions in the Philippines. Results 2011; Thoonen, Sleegers, Oort, Peetsma, & Geijsel, 2011).
show that clan is the most dominant culture type of Hence, educational administrators should see to it that their
Catholic HEIs in the Philippines. In addition, teachers are teachers are satisfied to their profession and committed to
highly committed to their organization and satisfied to their the organization. In fact, a substantial number of literature
job. Furthermore, among the four culture types, clan has a and studies had proven that employees who are satisfied on
high positive influence on the organizational commitment their jobs manifest loyalty to the organization (Hoyt, 2012;
of teachers and has a slightly positive influence on their job Salehi & Gholtash, 2011; Lim, 2010; Gokce, 2013). In fact,
satisfaction. Implications and directions for future research they also tend to perform well and work well for the love of
are also discussed. their work. Employees with high job satisfaction level are
related to a pro-social behavior that is, having a helpful
Keywords Organizational Culture, Organizational behavior to customers, co-workers and supervisors to the
Commitment, Job Satisfaction, Teachers, Catholic Higher benefit of the employees and their organization (Thomas,
Education Institutions 2010; Fatima, Amiraa, & Halim, 2011). On the other hand,
dissatisfied employees with negative behavior lead to poor
service, destructive rumors, and even theft which can lead
to employees’ absenteeism and fast turnover (Malik,
Nawab, Naeem, & Danish, 2010; Mawoli & Babandako,
1. Introduction 2011). With these, organizational commitment and job
Through the years, human resources are considered as satisfaction are considered integral part of the organization
the most important assets in any organization. Human in order to maintain quality, development, and
resources are the moving force of an organization and sustainability. Hence, these two indicators should not be
harnessing their capabilities will contribute much in underestimated by educational administrators and
bringing about quality and productivity (Tindowen, 2019; supervisors.
Wright & McMahan, 2011; Ployhart & Molterno, 2011). However, despite numerous studies conducted, looking
Because persons are vital in organizations, it is then into the organizational commitment and job satisfaction of
necessary that top level management should treat them as teachers in their organization, still the results are confusing
the utmost priority. (Nagar, 2012; Nawab & Bhatti, 2011; Awang, Ahmad, &
This is also true in the educational setting (Secundo, Zin, 2010; Yucel & Bektas, 2012). Moreover, majority of
Margherita, Elia, & Passiante, 2010; Raj Adhikari, 2010). the studies conducted focused on the teachers of primary
Teachers play a very important role in the success and and secondary teachers (Naderi Anari, 2012; Cerit, 2010;
sustainability of the organization (Wiesner & Yuniarti, Hulpia, Devos, & Rosseel, 2009; Canrinus, Helms-Lorenz,
, Universal Journal of Educational Research 7(11): 2432-2443, 2019 2433
Beijaard, Buitink, & Holfman, 2012). In addition, studies teachers’ organizational commitment and job satisfaction
conducted on Higher Education institutions were focused (Huey Ying & Zaman Bin Ahmad, 2009).
on teachers in government and public owned institutions
(Rose, Kumar, & Pak, 2009; Perrachione, Petersen, &
Rosser, 2008; Okpara & Wynn, 2008). Finally, studies on 2. Organizational Culture
organizational commitment and job satisfaction of college
teachers were limited and available on developing Organizational culture is a set of values that help people
countries (Moynihan & Pandey, 2007; Chan, Lau, Nie, Lim, in an organization understand which actions are considered
& Hogan, 2008) such as the Philippines (Brown & Sageant, acceptable and which are considered unacceptable
2007; Ereno & Nunez, 2014) were a huge gap can be (Cameron, 2008). These are specific collection of values
manifested in which public and government owned school and norms that are shared by people and groups in the
are at par with private educational institutions in terms of organization and that control the way they interact with
security and tenure, compensation and benefits, and each other and with stakeholders outside the organization.
workloads and conditions (Yamauchi, 2005). Organizational culture is consists of six dimensions which
Meanwhile, among the different indicators of are dominant characteristics, organizational leadership,
organizational behaviors in the schools such as management of employees, organization glue, strategic
organizational commitment and job satisfaction, one emphases, and criteria of success. Each of these
important indicator is also considered that may have a dimensions has four culture types which are adhocracy,
profound influence on teachers’ work behavior which is clan, hierarchy, and market (Cameron & Quinn, 1999;
organizational culture (Lindahl, 2006; Sarros, Cooper, & Masood, Dani, Burns, & Backhouse, 2006).
Santora, 2008). Organizational culture comprises the Adhocracy – it is a culture profile of an organization that
attitudes, experiences, beliefs and values of an organization concentrates on external positioning with a high degree of
which are shared by people and groups in an organization flexibility and individuality.
and that control the way they interact with each other and Clan – it is a culture profile of an organization that
with stakeholders outside the organization (Cameron & concentrates on internal maintenance with flexibility,
Quinn, 1999; Hartnell, Ou, & Kinicki, 2011). Previous concern for people, and sensitivity for customers.
studies had been conducted emphasizing the vital role Hierarchy – it is a culture profile of an organization that
organizational culture plays in organizations (Fralinger & focuses on internal maintenance with a need for stability
Olson, 2007). However, limited studies had been and control.
conducted in determining its role in Higher Educational Market – it is a culture profile of an organization that
Institutions (Hemmelgarn, Glisson, & James, 2006; Louis, focuses on external maintenance with a need for stability
2007; Hatcher, 2005) and its important influence on and control.
