Organizational Commitment: A Comparative Study of Public and Private Higher Education Institutions in Punjab

Abstract

This study examined and compared levels of organizational commitment (OC) between public and private university teachers in Punjab province, Pakistan. Understanding distinctions in factors influencing teacher retention and engagement across institutional contexts holds value. Yet this topic remains under-researched, especially locally. Multistage stratified sampling selected comparable public and private Punjab-based universities and faculty profiles. A sample of 315 public and private sector university faculty completed an adapted (OC) scale. Independent t-tests and descriptive analyses were utilized to assess differences across affective, normative, and continuance commitment means. Analyses revealed moderately higher overall OC among public university teachers, particularly driven by heightened continuance commitment tied to perceiving greater barriers and difficulties exiting their jobs. Affective and normative commitment promoting emotional connections and a sense of obligation also differed slightly. Tailored OC interventions should account for public teachers' "trapped" mindsets due to limited career alternatives; private faculty warrant strengthening of socioemotional rewards and mentoring. Developing context-appropriate retention strategies necessitates addressing differential needs across university types. Implementing targeted professional growth, culture building, career pathing services, and HR policies catering to distinct public and private settings can enhance teacher commitment. Further qualitative inquiries to deeply explore influencing factors are also advised.