The Organizational Commitment of Faculty Members of Jordanian and Algerian Universities: A Comparative Analysis

Mohammad Suleiman Awwad, Djouhara Ali Mohammad Agti


This study is an evaluation of the importance of demographic variables, perceived organizational support (POS), role conflict (RC), and role ambiguity (RA) in explaining the organizational commitment (OC) among the faculty members of Jordanian and Algerian universities through a comparative study. The survey consisted of 469 faculty members from eight universities. Findings revealed that the faculty members of Jordanian universities have stronger affective and normative commitment, but lower continuous commitment than those of Algerian universities. The role ambiguity is the main factor that has influence on both faculty members of Algerian and Jordanian universities' commitment; also the study found that the variance in the education level and income level of faculty members of Algerian and Jordanian universities are important reasons for the differences in the organizational commitment of the two groups. Some relevant recommendations and future researches were also proposed, including Arab universities need to create a positive working environment for faculty members, effective plans, precision in determining the goals, continuous controls, recognize the academicians' contributions, and should care for their well being in order to achieve the organizations' goals.


Organizational commitment, perceived organizational support, Role Ambiguity, Role Conflict, faculty members of Algerian and Jordanian universities.

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