This research aims to investigate the influence of personality trait on affective commitment vocational teachers. The population of this survey is vocational teachers in a foundation in the field of education in Surabaya. The technique of collecting data uses questionnaires, while data analysis techniques use regression analysis. The results showed that personality trait had a significant influence on the affective organizational commitment of teachers in Vocational High School. In addition, it was found that two of the five personalities are trait agreeableness and conscientiousness that significantly influenced the affective organizational commitment. It means that teachers who have agreeableness and conscientiousness trait will have emotional attachment, identification and full involvement to organization.
Education in Indonesia has a wide range of formal education consisting of basic education, secondary education, and higher education, while the type of education includes general education, vocational, academic, professional, vocational, religious, and special. Currently the government is improving the function of secondary vocational schools. Law on the National Education System 20 of 2003 states that the objective is to improve the ability of vocational learners to be able to develop themselves in line with the development of science, technology, art, and prepare students enter the workforce and develop a professional attitude [
In order to achieve these objectives required by the role of teachers in each secondary vocational school, the teacher’s role in producing quality graduates is an important component that must be continuously observed. Teachers are required to act in a professional manner. Professionalism and quality of work of teachers is an indicator of the commitment of teachers to the school as an organization where she taught. Therefore it can be said that, a teacher who has a commitment to strive to work in earnest to achieve school goals wholeheartedly for the school progress (Hutapea, 2012) [
Several studies have been conducted several experts produce findings that there are negative impacts that would arise when the human resources within an organization does not have a commitment to the organization for which they work. Research Wong (2002) [
Research on organizational commitment is generally performed in the background of the hospital, business and banking organizations and is rarely found in the context of education or educational institutions, especially in Surabaya Indonesia. Research on organizational commitment in educational institutions in Indonesia, as far as can be found in scientific publications, recently conducted by several researchers such as Seniati research (2006) [
Important organizational commitment is owned by each individual in an organization. Organizational commitment is a condition in which the individual in favor of the organization’s goals and wishes to maintain keangotaannya in the organization (Robbins and Judge, 2007) [
Affective commitment refer to emotional attachment, identification and involvement of individuals to organization. Allen and Meyer (1990) [
Knowledge of the researcher, the research on affective commitment has never been done in Surabaya, so it makes researchers interested in studying the affective commitment of teachers in private vocational high school in Surabaya. Researchers interested in conducting research on teachers working in private schools because when viewed from the side and the revenue earned facility is different than the teachers who work in public schools. Total income and welfare benefits gained teachers working in private schools is much lower than the teachers who work in public schools.
Allen and Meyer (1997) [
Literature study conducted by researchers on the influence of personality trait on organizational commitment, especially affective organizational commitment includes research that is rarely done. Therefore, research Seniati (2006) [
Personality by nature can be seen, among others, by using the big five personality (the big five personality) Big five personality taxonomy is a comprehensive assessment of personality in which individuals perceive how himself and how his relationship with others. Assessment in five major personality not produce one single dominant trait, but it shows how strong each trait in a person Seniati (2006) [
Based on the above, the researchers propose the following hypothesis: Personality trait consisting of agreeableness, conscientiousness, extraversion, openness to experience and neurotic influence affective commitment.
Participants in this study amounted to 105 persons Vocational High School teacher who works in a educational foundation Surabaya Indonesia with minimal education characteristics S1.
This study uses a quantitative approach, where researchers conducted a survey into the field to collect data to the participants.
Researchers used two types of questionnaires, namely a personality trait questionnaires The Big Five Personality Inventory Test by Goldberg (John & Srivastava, 1999) [
Statistical calculations were used to test the research hypothesis is multiple regression analysis (multiple regression analysis) using SPSS 20.00.
This study uses a field of research that is distributing questionnaires directly to the teachers of vocational schools in accordance with predetermined characteristics. Before distributing questionnaires, the researchers requested permission to the head where he did research education foundation. The process of data collection was conducted during 10 working days. This is because the teachers are working on the questionnaire during school recess. The number of questionnaires distributed 115 questionnaires exist but after returning questionnaires returned by the researchers examined the number of questionnaires that could be analyzed there were 105 questionnaires.
The number of participants are 105 with categories male participants by 42.9% (45 people) and the women 57.1% (60 people). Based on the level of education, 94.3% (99 people) of participants had S1, while as much as 5.7% (6 people) have education S2.
Based on the results of the regression analysis in
As each of these factors result that agreeableness give t value of 5.489 (positive) with a significance value of 0.000 is smaller than the significance level α = 0.05 was used. This suggests that the agreeableness factor has an influence on affective commitment. It can be concluded that there is a significant relationship between Agreeablenes with affective commitment. While conscientiousness give t value of 5.442 (positive) with a significance value of 0.000 is smaller than the significance level α = 0.05 was used. This shows that conscientiousness has a significant influence on affective commitment. Extraversion t value of 1.080 (negative) with a significance value of 0.283 is greater than the significance level α = 0.05 was used. This shows that Extraversion not have a significant effect on affective commitment. Thus it can be said that there was no significant effect on affective commitment. Openess can be seen t value of −1.924 (negative) with a significance value of 0.059 is greater than the significance level α = 0.05 was used. This suggests that the Openess not have a significant effect on affective commitment. Neurotism can be seen t value of 0.879 (negative) with a significance value of 0.381 is greater than
Trait Personality | β | t | Sig. |
---|---|---|---|
Agreeableness | 0.560 | 5.489 | 0.000 |
Conscientiousness | 0.395 | 5.442 | 0.000 |
Extraversion | 0.094 | 1.080 | 0.283 |
Openness to experience | −0.173 | −1.924 | 0.059 |
Neuroticism | 0.071 | 0.879 | 0.381 |
Multiple R | 54.197 | ||
R2 | 0.874 | ||
F | 137,391 | ||
Signifikansi | 0.000 |
the significance level α = 0.05 was used. This suggests that Neurotism not have a significant effect on affective commitment. Thus, in this study of the entire personality trait of five personality, only two personalities that show a significant effect on affective commitment.
In this study, we can conclude that the personality trait that has a significant influence on the affective organizational commitment is agreeableness and conscientiousness. Agreeableness trait that can be called also social adaptibility that indicate someone who is friendly, cooperative, tender-hearted, generous, warm, trusting of others, refused to budge, tolerance, and avoid conflicts. This research support result of research by Lee, et al. (2001) [
While conscientiousness described as nature earnest, responsible, diligent, organized, punctual, willing to work hard and success oriented. Therefore, a teacher who has the properties will have a sense of conscientiousness so willing to involvement how to work hard with all their abilities for the betterment of the school because they have responsibility, diligent, organized, punctual, willing to work hard. This research also support research by Erdheim, et al., (2006) [
Finding of this study is the role of conscientiousness that influence the affective commitment of teachers to school, especially for vocational education teachers. This is a complement of the few studies on the influence of personality traits on affective commitment, which previously has not been investigated conscientiousness factor influence on affective commitment to the organization of educators, teachers and lecturers in Indonesia.
This study contains a number of limitations that should be considered. First, the study was only performed on two vocational high schools that are from at the same foundation that emphasizes the religious values with a small number compared to the number of teachers of vocational high schools in Surabaya. Therefore, the results of this study can not be generalized widely but is limited to teachers of vocational high school who became participants of this study. Second, this research has not considered the demographic variables such age, period of employment and marital status can affect affective organizational commitment (Meyer, et al, 2002) [
This study can be considered as a preliminary study and could continue for the development of research because research on affective commitment to the organization of vocational high school teacher’s knowledge has not been much research done in Indonesia. Although this study has some limitations but this research has contributed to the understanding and explanation of affective organizational commitment vocational high school teachers, especially in terms of the personality trait, especially in the fields of organizational behavior and psychology are expected to be useful theoretically and practically.
The findings of this study indicate that 1) Personality trait as predictors of affective organizational commitment of teachers in vocational schools. 2) Agreeableness and conscientiousness trait contribute significantly to the affective organizational commitment.
Based on the results of research and discussion above may be considered suggestions as follows: 1) For other researchers who are interested in the same problems, are expected to conduct research involving a larger number of participants with sampling techniques are more numerous using techniques such as random cluster sampling or sensus; 2) In addition, it is also advisable to involve demographic factors mentioned above; 3) This research can proceed with the design of the study and analysis of different techniques such path analysis more comprehensive.
Umi Anugerah Izzati,Fendy Suhariadi,Cholichul Hadi, (2015) Personality Trait as Predictor of Affective Commitment. Open Journal of Social Sciences,03,34-39. doi: 10.4236/jss.2015.36008