COMPETENCY SKILL OF TEACHER TOWARDS ORGANIZATIONAL COMMITMENT

C. Sonia 1 , Dr.Jayashree Krishnan 2 and D.Krishnamoorthy 3 . 1. Research Scholar, Mother Teresa Women‟s University, Kodaikanal, Tamilnadu. 2. Professor, St.Joseph‟s College of Engineering, Chennai, Tamilnadu. 3. Assistant Professor, Sri Sankara Arts & Science college, Kanchipuram, Tamilnadu. ...................................................................................................................... Manuscript Info Abstract ......................... ........................................................................ Manuscript History


Organizational commitment:-
Commitment is the act of binding yourself (intellectually or emotionally) to a course of action. Organizational commitment is an employee favoring certain organizations as well as the objectives and the desire to maintain membership in the organization. Organizational commitment is the extent to which employees accept organizational goals, as well as the desire to stay with or leave a company (Mathis and Jackson.,2006). Organizational commitment is an attitude that reflects the extent to which an individual knows to the organization. An individual who has committed is likely to see himself as a true member of the organization (Griffin, 2005). Faculty commitment is a factor influencing teaching-learning process. Nabila (2008) (2012) indicates that there is a direct and indirect relationship between competence (ability), motivation and organizational culture on organizational commitment. Ulrich (1998), that commitment without competence would lead to the failure to maintain a sustainable life of the organization. Hsiang Wu (2010), the analysis result that competency training was positively related to organizational commitment. Fadli, et al (2012), the competence of employees had positive influences on work commitments. It proves that there is a significant relationship between the competence of employees to work commitments, so competencies are strong enough to influence employee"s work commitment. Competency of the lecturer does not have significant effect on organizational commitment at state university of East Kalimantan (Ana Sriekaningsih & Prof. Dr. Djoko Setyadi, 2015)

Statement of problem:-
Only little research has developed a linkage between competency & organizational commitment among faculty in higher education sector. In Tamil Nadu, however most of the higher educational sectors are not assessing competencies of teacher. Competency is key performer for commitment towards Job or Organization. Competency & commitment of a teacher elicits a lot of importance in this context. One of the purposes of the present study is to describe the influence of each competency on organizational commitment. The variables in the present study are competency and Organizational Commitment. To produce reliable questionnaire primary data were collected. The survey employs a five-point Likert Scale with scale ranging from 1 to 5, 1 representing strongly disagree and 5 representing strongly agree. The scale consisted of 30 items. The scales of the instrument were reliable and fit. No item was dropped from the survey questionnaire because all the factors had high alpha reliability coefficients, ranging between 0.80 and 0.90. In the present study statistical tool used are descriptive statistic, factor analysis and multiple linear regression models. Descriptive statistic was employed for explaining demographic profile of the respondent. Factor Analysis was carried out through SPSS to simply and reduces the data. To investigate the underlying dimension of Competencies and Organizational commitment, a principal component factor analysis was conducted, using varimax rotation. Multiple Linear Regression Model was used to identify the influence of each competency on organizational commitment.

Measured variable:-
In this study the dependent or criterion variable is organizational commitment and independent or predictor variable is Academic competencies, Behavioral competencies, Research competencies and Managerial competencies 716  Table 1 shows the demographic background of teachers selected for the study from higher education sector. The researcher has undertaken the principal component analysis with varimax rotation (Churchill procedure) to explore the significant competency attributes. To explore the number of factors, the study considered the most usual rule of Kaiser Criterion (selected the factors corresponding the to the Eigen values above 1.0). Only items with communality greater than 0.5 and the absolute value of their co-relation to an axis greater than 0.6 were retained. Then the Cronbach alpha was used to assess the reliability of the antecedents. The estimated coefficients can be described as acceptable as they are all above 0.70 (Peterson 1994).
From the below Table 2 The Kaiser-Meyer-Olkin (KMO) value of 0.838, which is greater than 0.5 indicates the measure of sample adequacy which proves that the given primary data is fit for data analysis using factor analysis. Since the p-value is 0.000 i.e. the p-value is less than 0.05 which indicates that the correlation is significant. It is clear from the factor analysis that four factors F1-Academic Competencies, F2-Behavioural Competencies, F3-Research Competencies and F4-Managerial Competencies are the important Competency related constructs 717 comprises (23 constructs out of 23 Constructs ) were extracted which cumulatively explains 68.839 per cent of the total variance. The rotated component matrix shows that the factor loading of the items on the factors. From the below Table 3 The Kaiser-Meyer-Olkin (KMO) value of 0.875, which is greater than 0.5 indicates the measure of sample adequacy which proves that the given primary data is fit for data analysis using factor analysis. Since the p-value is 0.000 i.e. the p-value is less than 0.05 which indicates that the correlation is significant. It is clear from the factor analysis that one factor F1-organizational commitment is the important commitment related aspect comprises (7 constructs out of 7constructs) were extracted which cumulatively explains 60.783 per cent of the total variance. The rotated component matrix shows that the factor loading of the items on the factors. The Table 4 shows the multiple regression model summary and over fit statistics. The adjusted R 2 of the model .328 with R 2 value of .341 that means the linear regression explained is 34.1 % of the variance in the data. As per Table 5 the F-test is highly significant, thus it proves that there is a linear relationship between the variables in our model.  Table 6 shows the multiple linear regression estimates including the intercept and the significance levels. The independent variable Behavioural Competencies significantly influence on organizational commitment. One unit of Behavioural Competencies influence 0.251unit of organizational commitment. . The independent variable Research Competencies significantly influence on organizational commitment. One unit of Research Competencies influence 0.284 unit of organizational commitment. . The independent variable Managerial Competencies significantly influence on organizational commitment. One unit of Managerial Competencies influence 0.285 unit of organizational commitment. The other aspects like Academic Competencies does not significantly influence on organizational commitment.

Conclusion:-
The present study reveals that Organizational commitment is influenced by the Behavioural Competencies, Research Competencies and Managerial Competencies. An academic competency does not influence organizational commitment. Hence to increase commitment, faculty must develop behavioural, research and managerial competencies. Always Competent faculty will have higher degree of commitment & intension to stay in same profession and thereby they can easily achieve organizational goals. Further research may also examine how academic competencies triggers Performance effectiveness, Job Satisfaction and Rewards.