Chapter IV

54
CHAPTER IV
RESULTS AND ANALYSIS
4.1 Survey Result
In this chapter, collected data will be interpreted and analyzed. The result of this
research can be seen from the number of questionnaire have been distributed to senior
high school teachers in Padang which are SMA 10, SMA5, SMA PGRI 4 and SMK
Muhammadiyah 1. Since the numbers of populations are less than 70 teachers, so all
the teachers were expected to take part in the research. Questionnaire distributed on
January 2014. Data was distributed directly to the teachers by researcher and through
the administrative staff of the school. This is the table 4.1 that shows about the
number of questionnaire.
Table 4.1
Survey Results
Number of Questionnaires
Distributed questionnaires 164
Returned questionnaires 164
Returned incomplete 21
Analyzed questionnaires 143

From the table 4.1, 164 questionnaires have been distributed to the teachers in
four senior high schools in Padang. Not all the teachers wanted to fulfill the
questionnaire because they did not have availability time and have another activities
related to the academic activities while the survey occurred. From 164
questionnaires, only 143 questionnaires can be process from filled questionnaire to
55

the next step. Others 21 questionnaires cannot be used due to incomplete responses
from the respondents.
4.2 Characteristics of Respondents
In this research, the researcher examine the impact of perceived organizational
support, psychological empowerment and participative leadership on organizational
commitment of the teachers in four senior high schools in Padang, Sumatera Barat.
The characteristics of the respondents include age, gender, marital status, latest
educational background, years of working, job status and income. The information
about the respondents characteristic obtained from the answer of the questionnaires
by the respondents.
4.2.1 Respondents based on Age
From the table 4.2, respondents are grouped based on age. In age range
characteristic, the higher percentage of respondents age is >50 years old with
percentage about 37.1% from the total of 143 respondents. Respondent with 21-30
years old is 7.7%, in the range 31-40 years old are 20, 3%, and in the range 41-50
years old are 35. 0%.

56

Table 4.2
Characteristic of Respondents Based on Age
Data based on research at 2014
Age (Year) Frequency (f) Percentage (%)
21-30 11 7.7
31-40 29 20.3
41-50 50 35.0
50 > 53 37.1
Total 143 100
Source: processed from questionnaires by SPSS
4.2.2 Respondents based on Gender
Respondents are grouped based on gender. Based on survey result that total
number of respondents is 143, the higher percentage of respondents is female 65 %
(93 teachers). 50 respondents in this research are male; with the percentage is 35%. In
other words, the amount of male respondent is greater than female respondent. It can
be seen in table 4.3:
Table 4.3
Characteristic of Respondents Based on Gender
Sex Frequency (f) Percentage (%)
Male 50 35.0
Female 93 65.0
Total 143 100
4.2.3 Respondents based on Marital Status
The higher percentage of respondents marital status is married. From the total
of 143 respondents, 135 respondents are married, with the degree of percentage is
94.4%. The single respondents only 8, with the degree of frequency are 5.6%.
57

Table 4.4
Characteristic of Respondents Based on Marital Status
Marital Status Frequency (f) Percentage (%)
Married 135 94.4
Single 8 5.6
Total 143 100

4.2.4 Respondents based on latest Educational Background
Based on the latest respondents educational background, bachelor is the
higher percentage of respondents educational background with 129 teachers
(90.2%). Then only 14 teachers graduated from magister degree with percentage
9.8%.
Table 4.5
Characteristic of Respondents Based on Educational Background
Educational Background Frequency (f) Percentage (%)
Diploma 0 0
Bachelor 129 90.2
Magister 14 9.8
Total 143 100

4.2.5 Respondents based on Employment Period
The highest percentage of respondents employment status is in the range of 11
20 years. From the total of 143 respondents, in range <2 years 7.7%, in range 2-5
years 13.3%, in range 6-10 years 23.1%, in range 21-30 years 18.9% and in range
>30 years 19.6%. For more detail, it can be seen in the table 4.6.
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Table 4.6
Characteristic of Respondents Based on Employment Period
Working Years (Year) Frequency (f) Percentage (%)
< 2 11 7.7
2-5 19 13.3
6-10 33 23.1
11-20
36 25.2
21-30 27 18.9
> 30 17 19.6
Total 143 100

4.2.6 Respondents based on Employment Status
The highest percentage of respondents employment status is permanent. From
the total of 143 respondents, 119 respondents are permanent, with the degree of
percentage is 83.2%. The non-permanent employees is 24 respondents with
percentage is 16.8%.
Table 4.7
Characteristic of Respondents Based on Employment Status

Employment Status Frequency (f) Percentage (%)
Permanent 119 83.2
Non- Permanent 24 16.8
Total 143 100

4.2.7 Respondents based on Salary
The highest percentage of respondents salary is Rp 3.000.000 3.500.000. From
the total of 143 respondents, 49 respondents have salary at Rp 3.000.000 3.500.000,
59

with the degree of percentage is 34.3%. In range 3.500.000-4.000.000 with
percentage 20.3%, range 2.000.000-2.500.000 with percentage 18.2%, in range
>4.000.000 with percentage 11.2%, in range 1.500.000-2.000.000 with percentage
9.1% and in range 1.000.000-1.500.000 with percentage 7.0%.
Table 4.8
Characteristic of Respondents Based on Employee Salary
Salary (Month) Frequency (f) Percentage (%)
1.000.000 1.500.000
10 7.0
1.500.000 2.000.000 13 9.1
2.000.000 - 2.500.000 26 18.2
3.000.000 3.500.000 49 34.3
3.500.000 - 4.000.000 29 20.3
> 4.000.000
16 11.2
Total 143 100

4.3 Description of Questionnaire Items on each Variable
In this section, researcher will examine the result of the research. Researcher
get the primary data from the questionnaires.The questionnaires have been distributed
to the teachers of four senior high schools in Padang. The schools are SMA 10, SMA
5, SMA PGRI 4 and SMK Muhammadiyah 1. The description from each item in
questionnaires is showed in the following sections. The score of each item reflect the
level of distributive justice over all respondents for each item. The items are
measured using 5 point likerts scale. The higher mean of the score means the more
positive response obtained from respondents.

60

Table 4.9
Responses of Respondents on Perceived Organizational Support (POS)
No Items Mean
1 The schools strongly considers my goals and values 3.75
2 The schools cares about my opinion 3.60
3 Even if I did the best job possible, the schools would fail to notice 3.71
4 Help is available from the schools when I have a problem 3.39
5 The schools really care about employee well-being 3.73
6 The schools would ignore any complaints from employee 3.65
7 The schools takes pride in my accomplishment at work 3.62
8 The schools values my contribution to its well-being 3.62
9 The schools shows very little concern for employee 3.71
10 The schools is willing to help me when I need a special favor 3.55
11 The schools cares about my general satisfaction at work 3.58
12 The schools tries to make my job as interesting as possible 3.52
Average 3.62
Source: processed from questionnaires by using SPSS

Table 4.9 shows 12 items of perceived organizational support (POS) variable.
The result show that the highest responses from respondents is on 1
st
item

with values
of 3.75. It means that most of respondents viewed that their schools really consider
about the goals and values of teacher in the schools, which means school really care
about teachers goals and values.
Meanwhile, the lowest score can be seen on 4
th
item with values 3.39, which
means that some of respondents think that sometimes help from schools not really
available if teacher have problem of their work in the schools.

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Table 4.10
Responses of Respondents on Psychological Empowerment
No Items Mean
1 The work that I do is important to me 4.20
2 My job activities are personally meaningful to me 4.13
3 The work I do is meaningful to me 4.13
Average of intrinsic interest with task 4.15
4 I am confident about my ability to do my job 4.23
5 I am self-assured about my capabilities to perform my work
activities
4.20
6 I have mastered the skills necessary for my job 4.02
Average of ability to perform task with skill 4.15
7 I have significant autonomy in determining how I do my job 3.72
8 I can decide on my own how to go about doing my own work 3.72
9 I have considerable opportunity for independence and freedom in
how I do my job
3.52
Average of sense of autonomy 3.65
10 My impact on what happens in my school is large 3.00
11 I have a great deal of control over what happens in my school 3.23
12 I have significant influence over what happens in my school 2.96
Average of individual feels to influence 3.06
Average 3.75
Source: processed from questionnaires by using SPSS

The result on the table 4.10 represents about psychological empowerment.
The result show that the highest responses from respondents is in terms of
employees intrinsic interest at work and ability to perform task with skill with values
of 4.15. It means that most of respondents agree with their personal connection to
help the school to achieve goals and the teachers in current schools are confident
about their capability in doing their job as teacher. Meanwhile, the item that shows
that the highest response from respondents is on the 4
th
item with mean is 4.23. It
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means that most respondents are confident with their ability to do their job as a
teacher. Meanwhile, the lowest mean appear on the 12
th
item with mean is 2.96. It
means that teachers still have less significant influence over what happens in their
school.
Table 4.11
Responses of Respondents on Participative Leadership
No Items Mean
1 Leader consults with subordinates when facing a problem.
3.67
2 Leader listens receptively to subordinates ideas and suggestions. 3.75
3 Leader acts without consulting the subordinates 2.85
4 Leader asks for suggestions from subordinates concerning how to
carry out assignments.
3.51
5 Leader asks subordinates for suggestions on what assignments should
be made
3.53
Average 3.46
Source: processes from questionnaires by SPSS

Table 4.11 represents the response about participative leadership. From the total
mean of each item, the table shows that most respondents feel satisfied with their
leader by using participative style. The tables also shows that the highest response
from respondents is on the 2
nd
item with mean are 3.75 agree that the leader really
care about the opinions of the teacher and the leader will listens receptively to the
teachers ideas and suggestion. Meanwhile, the lowest mean appear on 3
th
item with
mean is 2.85. It shows that most of respondents think that they not agreed about their
leader will acts without consultation with the subordinates.

63

Table 4.12
Responses of Respondents on Organizational Commitment
No Items Mean
1 I would very happy to spend the rest of my career in this school 3.96
2 I dont feel a strong sense of belonging to my school 4.06
3 I really feel as if this schools problem are my own 3.34
4 I do not feel like a part of family at my school 3.38
5 This school has a great deal of personal meaning for me 3.57
Average of emotional connection 3.66
6 If I had not already put so much of myself into this organization, I might
consider working elsewhere
3.46
7 It would very hard for me to leave this school right now, even if I wanted to 3.77
8 Too much of my life would be disturbed if I decided I wanted to leave my
school now
3.28
9 I feel that I have too few options to consider leaving this school 3.65
10 If I had not already put so much of myself into this school, I might consider
working elsewhere
2.87
Average of awareness of cost leaving 3.40
11 Even if I were to my advantage, I do not feel it would be right to leave my
school now.
3.86
12 I would feel guilty if I left my school now 3.59
13 This school deserves my loyalty 4.11
14 I would not leave my school right now because I have a sense of obligation
to the people in it
4.01
15 I owe a great deal to my school 3.18
Average of sense of responsibility 3.75
Average 3.61
The result of table 4.12 represents the response about organizational
commitment. The table shows that the highest mean is on the 13
rd
item, which means
that most of respondents think their school can deserves their loyalty as teacher.
Meanwhile, the lowest score is on the 10
th
item with mean is 2.87. That is If I had
not already put so much of myself into this school, I might consider working
64

elsewhere which reflects the respondents might consider working elsewhere if had
not already put so much into this school.
The table also shows the majority types of commitment is depend on teachers
sense of responsibility to continue work in the school. In other words, respondent
agree that they have desire to continue work for that school because they have feeling
of moral obligation so the teacher feel be loyal with current school.
4.4 Data Analysis
4.4.1 Test of Validity
There are 4 variables in the current research and each variable measured by
multiple items. First variable is perceived organizational support (POS) (12 items),
second is psychological empowerment (PE) (12 items), the third is participative
leadership (PL) (5 items) and the fourth is organizational commitment (OC) (15
items).
Hair et al. (1998) argued that validity is concern with how well the concept is
defined by measure. Factor loading greater than 0.3 are considered to meet the
minimal level; loading value of 0.40 are considered more important; and if the
loading are 0.50 or greater, they considered practically significant (Hair et al.1998).
Here, the result for validity testing can be seen at table 4.13 as followed:

65

Table 4.13
Validity Testing of Perceived Organizational Support (POS)
Variable Item Factor Loading Remarks
Perceived
Organizational Support
(POS)
POS 1 0.683
Three items are
not valid
POS 2 0.657
POS 4 0.656
POS 5 0.655
POS7 0.685
POS8 0.619
POS10 0.608
POS11 0.644
POS12 0.643
Source: Processed from questionnaire by using SPSS
From the table 4.13, validity test of perceived organizational support has
showed there are three items are not valid from thirteen items which has factor
loading less than 0.5; it consist of POS 3 with factor loading 0.247, POS 6 has factor
loading 0.346 and POS 9 with factor loading 0.454. Its mean these three factors are
not valid. Therefore, the three items are deleted on validity testing.
Table 4.14
Validity Testing of Psychological Empowerment (PE)
Psychological
Empowerment
PE1 0.537
Three items are
not valid
PE2 0.582
PE3 0.612
PE4 0.731
PE5 0.722
PE6 0.732
PE7 0.547
PE8 0.552
PE9 0.548
Source: processed from questionnaires using SPSS

From table 4.14, the validity test of variable psychological empowerment (PE)
resulted in 4 items out of 12 items are not valid. The items that not valid are those
66

which factor loading less than 0.5. The items are PE 10 with factor loading 0.033, PE
11 with factor loading 0.137 and PE 12 with factor loading 0.098. Therefore, there
are three items are deleted.
Table 4.15
Validity Testing of Participative Leadership (PL)
Participative
Leadership

PL 1 0.678
There is 1 item
is not valid
PL 2 0.752
PL 4 0.760
PL 5 0.716

From table 4.15, the validity test of variable participative leadership resulted
in 1 items out of 5 items are not valid. The items that not valid are those which factor
loading < 0.5. The item is PL 3 with factor loading 0.203. Therefore, the one item is
deleted.
Table 4.16
Validity Testing of Organization Commitment (OC)
Variable Item Factor loading Remarks
Organizational
Commitment
OC 1 0.511
There are 5 items
are not valid

OC 5 0.595
OC 6 0.513
OC 7 0.749
OC 8 0.636
OC 9 0.515
OC11 0.735
OC 12 0.650
OC 13 0.750
OC 14 0.711

From table 4.15, the validity test of variable organizational Commitment
resulted in 5 items out of 15 items are not valid. The items that not valid are those
67

which factor loading < 0.5. The items are OC 2 with factor loading 0. 397, OC 3 with
factor loading 0. 322, OC 4 with factor loading 0.111, OC 10 with factor loading
0. 014 and OC 15 with factor loading 0. 215. Therefore, the five items are deleted.
4.4.2 Reliability Test
Reliability is intended to measure the extent to which a variable or set of
variables is consistent in what is intended to measure (Hair et al. 1998). The purpose
of using reliability test is related with accuracy, stability and consistency. Reliability
test is the instrument which able to explain the symptom of group. The way to
determine the reliability level of one instrument in the research can be accepted if
value of r alpha exists in range 0.60 1.00. The categorize / reliable in range 0.60
0.80, and very good / very reliable for range 0.80-1.00 (Santoso, 2001).
Reliability test of 4 variables that have been tested are perceived
organizational support, psychological environment, participative leadership and
organizational commitment can be seen in table 4.17 below:
Table 4.17
Reliability Testing
Variables
Cronbach'
s Alpha
Item Remark
Perceived Organizational Commitment (POS) 0.834 9 Very Reliable
Psychological Empowerment 0.792 9 Reliable
Participative Leadership 0.705 4 Reliable
Organizational Commitment (OC) 0.839 10 Very Reliable
Source: Processed from questionnaires using SPSS

Based on the Table 4.17 showed that the value of cronbachs alpha for
perceived organizational support (POS) is 0.834, psychological empowerment is
68

0.792, participative leadership is 0,705 and organizational commitment is 0.839. The
result of reliability testing shows that all of variable has cronbanchs alpha value
greater than 0.6 it means that all of the research instruments are reliable and can be
used for further analysis.
4.4.3 Normality Test
Normality test aims to test whether the regression model, independent
variables and the dependent variable, both of them have a normal distribution or not.
Normality test can be used the Kolmogorov Smirnov test, whereby if the significant
value > 0.05, then it can be concluded that the data variables were tested with the
normally spread. From the result of normality test conducted on this research was
obtained as follows:

69

Figure 4.18
Normality Test

70

In graphic, normal graph Q-Q showed the points are around the diagonal line
and it followed the diagonal line. And from histogram graphic, the curve is curved
perfectly.
4.5 Hypothesis Testing
4.5.1 F-test
F-test used to prove the model that have by the result of regression analysis is a
model that can predicts the value of dependent variable (Y). As for F-test, can be seen
ANOVA table as follow:
Table 4.19
ANOVA
b

Model Sum of Squares df Mean Square F Sig.
1 Regression 12.915 3 4.305 19.873 .000
a

Residual 30.110 139 .217

Total 43.025 142

a. Predictors: (Constant), PL, PE, POS

b. Dependent Variable: OC

From the table 4.19 can be seen that the value of F count is 19.873 with
significance 0.000. If the significant value that used in this research (=0.05) then it
proves that the significant value is less significant level that used (0.000<0.05). So, it
means that there is impact between perceived organizational support (POS),
psychological empowerment (PE) and participative leadership (PL) on organizational
commitment (OC) of senior high school teachers in Padang. Based on that analysis,
we can conclude Ha accepted.
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4.5.2 T-test
T-test is a test to determine the significance of the impact of independent
variables (perceived organizational support, psychological empowerment and
participative leadership) or individual partially explain the dependent variable
(organizational commitment).
Table 4.20
T-test
Variables T Sig.
Perceived Organizational Support 3.895 0.000
Psychological Empowerment 3.661 0.000
Participative Leadership 2.573 0.011
Source: Processed from questionnaires by using SPSS

T test analysis results are as follows:
1. Perceived Organizational Support and Organizational Commitment
H1: There is significant impact of perceived organizational support on
organizational commitment.
From the table 4.20 can be implied that H1 is accepted because T value of
perceived organizational support variable is 3.895 with a significant level 0.000,
which is smaller than 0.05 (0.000<0.05). It means that perceived organizational
support has significant impact on organizational commitment of senior high
school teachers.

72

2. Psychological Empowerment and Organizational Commitment
H2: There is significant impact of psychological empowerment on organizational
commitment
psychological empowerment variable is 3.661 with a significant level 0.000,
which is smaller than 0.05 (0.000<0.05). It means that psychological
empowerment has significant impact on organizational commitment of senior
high school teachers.
3. Participative Leadership and Organizational Commitment
H3: There is significant impact of participative leadership on
Participative Leadership variable is 2.573 with a significant level 0.011, which is
smaller than 0.05 (0.011<0.05). It means that participative leadership has
significant impact on organizational commitment of senior high school teachers.
4.6 Coefficient of Determination
The value of coefficient of determination R
2
used to measure model ability to
explain variation of dependent variables. The value of R
2
between 0 and 1. The small
value of R
2
means that the ability of the independent variables to explain dependent
variable is limited. According Sugiyono and Wibowo (2004)
guidelines to provide interpretation correlation coefficient is as follows:
73

0.00 0.199 = very low
0.20 0.399 = low
0.40 0.599 = medium
0.60 0.799 = strong
0.80 1.00 = very strong
Coefficient of determination used to measure how big percentage impact of
variable X (Perceived Organizational Support, Psychological Empowerment and
Participative Leadership) on variable Y (Organizational Commitment). From the
results of calculations using SPSS, the table below shows the coefficient of
determination value (adjusted R square/R2):
Table 4.21

Model Summary
b

Model R R Square
Adjusted R
Square
Std. Error of the
Estimate Durbin-Watson
1 .548
a
.300 .285 .46542 1.753
a. Predictors: (Constant), PL, PE, POS

b. Dependent Variable: OC

Table above represents R value is 0.548; it shows that there is a correlation
between independent variable (perceived organizational support, psychological
empowerment and participative leadership) on dependent variable (organizational
commitment. Standard error of estimate (SEE) is 0.46542.
74

Value of R
2
(R-square) used to measure how big the proportion of variation
from independent variable affects dependent variable. Based on the results of data
processing is known that the value R
2
(R-Square) is 0.300 to construct organizational
commitment. It means that there is low or weak impact of independent variable on
dependent variable. Thus, perceived organizational support, psychological
empowerment and participative leadership give an impact on organizational
commitment of senior high school teachers for 30.0% and the rest is 70.0%
influences by another factors that does not discussed in this research.
4.7 Discussion
This section addresses to the discussion of the research findings on the basis
of the model. The final model of the result is presented in table 4.22.
Table 4.22 Summary of Hypothesis
H Hypothesis Results
H1 The perceived organizational support has significantly
impact on organizational commitment
Supported
H2 The psychological empowerment has significantly impact
on organizational commitment
Supported
H3 The participative leadership has significantly impact on
organizational commitment
Supported

4.7.1 The Impact of Perceived Organizatioal Support on Organizational
Commitment
As citied from Aube, Rousseau and Morin (2007), there are the differences
between perceived organizational support and organizational commitment. The
75

perceived organizational support will concern about the commitment of the
organization to the employees. Meanwhile organizational commitment refers to the
degree to which employees are committed to the organization that employs them.
The result of hypothesis test shows that perceived organizational support has
significantly impact on the organizational commitment of senior high school teachers.
The result of this research is strengthening the previous study conducted by Aube,
Rousseau and Morin (2007). The study was conducted at Canadian Prison in a rural
area. The purpose of study is to understand the relationship between perceived
organizational support (POS) and organizational commitment. The researcher
explained that, perceived organizational support leads to commitment by leading the
employees to have sense of pride and belonging to the organization. Then it can lead
to commitment because if employees get support from the organization, so they will
have moral obligation to keep working for the organization.
Organizational commitment is the strength of an individuals involvement,
identification and motivation in a particular organization (Moyday et al. 1982). The
concept of perceived organizational support come from organizational support theory
that explains about the employees emotional commitment to the organization.
Perceived organizational support refers the degree to which employees perceive their
employer to be concerned with their well-being and to value the employees
contribution to the organization. By having support from the employer, so the
employees will demonstrate their commitment (Eisenberger, et al.,1986). Rhoades
76

and Eisenberger (2002) also stated that organizational support has significant effect
on organizational commitment.
The result of this research also support the previous studies by Beheshtifar
and Herat (2013). The researcher argued that commitment is one of the important
consequences of perceived organizational support. The employees with high level of
perceived organizational support will have impact on positive job attitudes and
organizational behavior. Then, it also impact on commitment because when
employees feel get support from the organization, so they will help to achieve the
organizational goals. In addition, Krishnan and Mary (2012) found that perceived
organizational support can be explained as organization action that reflects about
organizations sense of care and concern for employee has impact to enhance
Even though just a few research about organizational commitment and
perceived organizational commitment in educational institution, but the study that
observed by Rahaman indicated that if level of perceived organizational support
increase so organizational commitment also will increase. This study conducted
among school teachers in Bangladesh. This researcher found that perceived
organizational support had highly correlated with organizational commitment. The
school teachers are likely to be committed to their school if they are satisfied with
their job or activity in that school and they will be supported by authority from the
school they work for.
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4.7.2 The impact of Psychological Empowerment on Organizational
Commitment
Empowering employees is a key factor in managerial and organizational
effectiveness (Moye, Henkin, and Egley, 2005). The topic of empowerment becomes
important issue within the organization. The process of enabling an individual to have
freedom in making decision, more influence and flexibility in self-control ways
known as empowerment implementation in the workplace (Wook & Won, 2013).
According to Speitzer (2007), psychological empowerment refers to a set of
psychological states that are necessary for individuals to feel a sense of control in
relation to their work. In other word, it explains about the personal beliefs of
employees about their role in relation to the organization.
The result of hypothesis test shows that psychological empowerment has
significantly impact on organizational commitment of senior high school teachers.
The result of this research is strengthening the previous study conducted by
Bhatnagar (2005). This researcher explained that psychological empowerment
becomes a predictor of organizational commitment in Indian managers. The study
explained that if level of level of psychological empowerment of employees of
banking sector is high, so the level of organizational commitment is high too.
The result of this research also support the previous studies by Malik, et.al
(2013). The aim of this research is to investigate about the potency to increase
organizational commitment by implementing psychological empowerment. If the
78

employees find the task is meaningful, have authority in making decision, have
enough competence and qualified talent to do the job, so it will make their
organizational commitment is enhanced (Malik, et.al, 2013).
This statement also strengthen by study that conducted by Dee, Henkin and
Duemer (2003) examined about how the empowerment can affect the teachers
commitment to their school. This researcher found that empowerment had a positive
and significant to organizational commitment. The teachers that get empowered from
their school will lead to have strong affective commitment to their school. Then, this
researcher also stated that to reduce the level of teacher turnover and to enhance the
teacher commitment to school can be achieved by empowerment within the school.
As addition, empowerment can create and increase a sense of professionalism as a
teacher, make the better quality of work life in school (Bolin, 1989) and it relate with
organizational benefits such as it can increase performance of the student (Short,
1992; citied in Dee, Henkin and Duemer, 2003).
By implementing psychological empowerment in school, it can relate with
work environments within that school. as citied in Dee, Henkin and Duemer (2003)
explained that school can strengthen the organizational commitment by give chance
of teachers to make decisions based on their specialized knowledge and give trust to
the teacher to do the right thing as good stewards (as citied in Davis and Henkin,
1993).

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4.7.3 The impact of Participative Leadership on Organizational Commitment
By understanding the effects of leadership on commitment, it will be worth to
organization because leadership is viewed by some researchers as one of the key
driving forces for improving commitment of employees to organization. Yousef
(2000) states that many previous researchers curious and make assumption that there
is a great deal of attention about the relationship between leadership behavior and
Participative leadership is the leader that working actively with individuals
and group and this leader will seeks the input of decision and advice from the
employees. A participative leader allows the employees to solicit their opinions. Then
this leader will consult concerning about work related matters with subordinates and
frequently attempts to use subordinates ideas in making decision (Bocar and Pasok,
2011). There are several leadership styles that can impact on employees commitment
but recent studies mainly concern about participative leadership.
The result of hypothesis test shows that participative leadership has
significantly impact on torganizational commitment of senior high school teachers.
The result of this research is strengthening the previous study conducted by Huang,
Shi, Zhang, & Cheung (2006). The researcher found that participative leadership
behaviour was positively related to the organizational commitment for employees
who join the state-owned enterprises. For addition, Atkinson (2013) argued that
participative leader will encourage contribution and participation from the group
80

members and help group members feel relevant and more committed to the decision
making process. By implementing participative leadership, it will encourage staff
commitment and cooperation and strengthens the collective identity.
Actually, just a few studies about participative leadership and organizational
commitment in educational institutions. Somech (2005) also did a research about this
topic in the school. Based on the result, he said that participative leadership will
involve teacher in decision making process and influence on it. Teacher participation
can lead to involvement and commitment because it will create teachers willingness
to carry out it and make teacher have greater trust from the school. The results of this
study suggest that if principal of school adopt participative leadership style, so they
can get a better employee commitment to organization.

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