Factors Affecting Employee Commitment in the Workplace: An Analysis

In today’s organizational settings whether private or government agencies are continuously facing different challenges concerning unrelenting productivity and producing committed workforce. No organization can perform at ultimate levels unless each employee is committed to the organization’s objectives and goals. Therefore, undeniably it is important that the organization understands the concept of employee commitment and its feasible outcome and viable impact. This study explored factors affecting employee commitment in the workplace of private and public higher education institutions. Specifically, it sought to answer the current work-relationship of the employee towards manager, colleagues and the perception on employee commitment in the workplace. In the present study, the models used to explore the work-relationship and commitment is the social exchange theory or norm of reciprocity, and psychological contract. Psychological contract explained individuals’ beliefs about their employment relationship and guide employee beliefs about what they think they are entitled to receive because of real or perceived promises from their employing organization and as we are living in a social world, reciprocity creates a normative bond among people and injects in them the obligation to return, any benefits received by them. Keywords: Education, Management, Commitment, Workplace, Employees DOI: 10.7176/JEP/11-27-19 Publication date:September 30th 202

Reading and writing in the 21st century: An analysis of preferences among pre-service language teachers

This study analyzed the reading and writing preferences of 150 male and female preservice language teachers in seven (7) higher education institutions. A descriptivequantitative-correlational design was utilized to determine these preferences, identify the relationship between these preferences, and whether there is significant difference between genders in terms of these preferences. The results and findings of the study showed the majority of the pre-service teachers still prefer to read printed materials and write manually over their digital counterparts. When it comes to gender, both male and female pre-service teachers gave the same responses by favoring writing by hand and reading through print. These results illustrate a backward viewpoint in terms of reading and writing preferences on the part of the pre-service teachers. This “backward” preferences, which in turn become actual practices can be attributed to the “anxiety” toward digitalization and sometimes the “inaccessibility” of these technologies to the preservice language teachers. These findings, however, provide an important evidence to introduce the concept of biliteracy for further teacher training on the foundational skills of reading and writing in the digital world

Teaching inside a digital classroom: A quantitative analysis of attitude, technological competence and access among teachers across subject disciplines

This study delves into the attitudes of educators toward online teaching, their technological proficiency, and access to technology, with a particular emphasis on examining potential gender distinctions. Employing a quantitative-descriptive-correlational research design, this research meticulously examines the intricate relationships among these variables. The primary objectives of this investigation involve scrutinizing teachers' attitudes toward online instruction, evaluating their technological competency, and gauging their accessibility to technology. The results reveal that, by and large, teachers exhibit a moderately favorable disposition toward online teaching, signifying their eagerness to embrace this pedagogical approach. Furthermore, these educators demonstrate a commendable level of technological competence, showcasing their adeptness in harnessing technology for instructional purposes. In the context of technological accessibility, most teachers report encountering minimal impediments; however, science teachers disclose relatively restricted access.A gender-based analysis of the data suggested a notable absence of significant disparities in attitudes, technological proficiency, and access between male and female educators. This finding substantiates the assertion that gender exerts a negligible influence on shaping teachers' perspectives regarding online teaching and their technological adeptness. Moreover, this research revealed a substantial positive correlation between teachers' attitudes toward online teaching and their technological competence, as well as their access to technology. This implies that educators endowed with enhanced technological proficiency and enhanced access are more likely to harbor favorable attitudes toward online teaching.The implications of these findings underscore the paramount significance of supporting teachers in augmenting their technological competence while simultaneously ensuring equitable access to technology resources. These two factors emerge as pivotal catalysts for facilitating the seamless integration of online teaching into contemporary education. In the era of the COVID-19 pandemic, where online instruction has become indispensable, the imperative for ongoing professional development and support has become unmistakably evident. This study calls for a sustained commitment to nurturing and further enhancing teachers' affirmative attitudes toward online teaching to effectively navigate the ever-evolving landscape of education