Job satisfaction and organizational commitment: experiences of family-owned hotels in Ho, Ghana

The study investigates the interplay between demographic variables, job satisfaction and organisational commitment among workers in family-owned hotels in Ho, Ghana. A convenience sample of 280 employees selected from 45 facilities participated in the study by completing self-administered questionnaires. Descriptive statistics and PLS-SEM were used to analyse the data. Path results showed a positive and significant association between extrinsic job satisfaction and affective and continuance commitment. There was a significantly positive association between intrinsic satisfaction and affective and normative commitment. Furthermore, employees within the age group of 30-40 years exhibited higher levels of intrinsic satisfaction and affective commitment compared to those in the 45-50-year age group. The findings of the study provide important implications for family-owned hotels. Managers and proprietors of family-owned hotels must embark on strategies that will help to improve extrinsic and intrinsic satisfaction as well as affective and normative commitment.

Factors to improve job performance and school effectiveness

PurposeIdentify some of the most relevant factors that trigger a private school's workforce to foster a sustainable competitive advantage by reinforcing the intrinsic job satisfaction and the levels of teacher self-efficacy, engagement and job performance.Design/methodology/approachSurveys were applied to private school teachers to assess their perception concerning the studied variables, data were tested at a confirmatory level using the partial least squares path modelling (PLS-PM).FindingsTeachers with a high sense of self-efficacy and possessing elevated intrinsic satisfaction tend to be highly productive and results-oriented. Intrinsic job satisfaction is a key factor that influences more than extrinsic job satisfaction in the previously mentioned relationship.Research limitations/implicationsAlthough the obtained results are constrained and apply to the Mexican context, we suggest that virtual limitation can be overcome by extending the study due to the proposed construct that can be applied in other regions or organizations.Practical implicationsPrincipals will need to develop mainly the intrinsic job satisfaction in the teaching staff, to improve the job and organizational performance. This should be accompanied, secondly, by factors that encourage extrinsic satisfaction such as fair pay or recognition.Originality/valueOpen up an alternative explanation, based on the evidence of this study, to the theory of social exchange, since the factor that most influences teacher’s citizenship behaviours is not extrinsic but intrinsic satisfaction. That is, it is not what the employee receives from the institution, but what the employee does or gives to the institution the source of satisfaction that will encourage greater job performance.

Motivos de participación deportiva y satisfacción intrínseca en jugadores de pádel (Motives for sports participation and intrinsic satisfaction in padel players)

El objetivo principal de este estudio es el de analizar las razones para la realización de práctica deportiva y su nivel de satisfacción intrínseca en una muestra de 146 jugadores de pádel, 82 hombres y 64 mujeres con una media de edad de 39.46 (± 11.60) años y que entrenan, al menos, dos horas semanales. Para ello, se han utilizado dos cuestionarios: el cuestionario de Motivos de Participación (PMQ) y el cuestionario de Satisfacción Intrínseca en el Deporte (SSI). Los resultados obtenidos muestran que el factor más destacado para la práctica deportiva en los jugadores de pádel es el de amistad / grupo de iguales mientras que el factor menos valorado es el del estatus social. Además, el placer interno de los jugadores se basa en la diversión por la práctica del pádel y no en el aburrimiento. Por lo tanto, los clubes deben tener en cuenta la realización de tareas sociales y lúdicas para mantener y aumentar el número de practicantes en esta modalidad deportiva. Abstract. The main aim of this study was to analyze the reasons for practicing sports and the level of intrinsic satisfaction in a sample of 146 paddle players (82 men and 64 women) with average age of 39.46 (± 11.60) years old who trained at least two hours per week. For this, two questionnaires were used: the Participation Motivation Questionnaire (PMQ), and the Intrinsic Satisfaction in Sport Questionnaire. The results show that the factor that stands out as a reason to practice sport in paddle players is friendship / group of peers, whilst the lowest valued factor is social status. In addition, internal pleasure of the players is based on fun of playing paddle and not on boredom. Therefore, clubs must take into account and propose social and recreational tasks in order to maintain and increase the number of practitioners of this sport.

The effect of job characteristics on intrinsic and extrinsic job satisfaction: the moderating role of psychological capital

This paper analyzes the differential effects of autonomy, skill variety, work significance, feedback from the job, and information processing on intrinsic and extrinsic job satisfaction, and the moderating role of psychological capital (PsyCap) in these relationships. The influence of job characteristics on job satisfaction has been well established in previous research, but the distinction between intrinsic and extrinsic satisfaction has hardly been considered. Moreover, their effects also depend on workers’ characteristics. PsyCap is a set of resources (self-efficacy, optimism, hope, and resilience) that could strengthen the positive effects of job characteristics and provide protection from negative ones. Hierarchical regressions analyzed data from 1647 workers in Spanish organizations. Results showed positive relationships between autonomy and feedback from the job and the two satisfaction dimensions, whereas significance and information processing were negatively related to extrinsic satisfaction. Moreover, PsyCap strengthens the positive effect of information processing and autonomy on intrinsic satisfaction, and it weakens the negative effect of information processing on extrinsic satisfaction. However, it also increases the negative effect of significance on extrinsic satisfaction. Therefore, job enrichment would be beneficial for intrinsic satisfaction, especially for people with high PsyCap, but it could be negative for extrinsic satisfaction.

Influence of gender on the tactical skill and motivational aspects in invasion sports in Physical Education

The main purpose of the present study was to compare the objective, perceived and conceptual tactical skill in invasion sports (indoor football and basketball) between male and female elementary schoolchildren; and secondarily was to compare between genders, physical activity´s levels, intention to be physically active, perceived coordination/competence, intrinsic satisfaction in sport and climate task in Physical Education. A total of 104 elementary schoolchildren of 5th-6th grade of Primary Education, 49 males and 55 females (average age = 10,63 ± 0,64 years), were assessed of objective perceived and conceptual tactical skill in invasion sports, through small-sided games, as well as intention to be physically active, perceived coordination/competence, intrinsic satisfaction in sport and climate task in Physical Education. The results showed that male schoolchildren had significant higher levels of objective and perceived tactical skill, intention to be physically active, perceived competence/coordination, and fun than females (p < 0.05), as well as less boredom´s levels (p < 0.05). However, significant differences for the conceptual tactical skill, physical activity´s levels and climate task in Physical Education were not found (p > 0.05). In the teaching of invasion sports, Physical Education teachers should develop specific strategies for this content, to avoid problems derived from gender differences.

Relación entre orientaciones intrínsecas y burnout académico en estudiantes

Resumen El objetivo del presente trabajo fue analizar la relación entre las orientaciones de meta y el burnout académico en una población de 3512 alumnos (M=14.55; DT=1.68) pertenecientes a 18 centros de Educación Secundaria Obligatoria (ESO). Los instrumentos que se utilizaron fueron las versiones españolas del Perception of Success Questionnaire (POSQ), el Maslach Burnout Inventory - Student Survey (MBI-SS) y la Intrinsic Satisfaction Classroom Scale (ISC). Los resultados mostraron relaciones significativas entre las orientaciones de meta hacia la tarea, eficacia académica y la diversión, en una clara línea de comportamientos más adaptativos así como, por otra parte, la relación de las orientaciones de meta hacia el ego con el agotamiento físico/emocional, cinismo y aburrimiento, en línea más desadaptativa. Se dedujo la importancia de la promoción de comportamientos adaptativos orientados al esfuerzo, trabajo y autoeficacia que mejoren el bienestar y la vida académica de los estudiantes en colegios.

Orientaciones de logro, burnout académico y satisfacción intrínseca hacia la escuela en estudiantes de Educación Secundaria Obligatoria

El objetivo del presente trabajo fue analizar la relación entre las orientaciones de logro, el burnout académico y la satisfacción intrínseca hacia la escuela en una muestra de 1756 alumnos (M=14,47; DT=1,63) pertenecientes a 12 centros de Educación Secundaria Obligatoria (ESO). Los instrumentos utilizados fueron las versiones españolas del Perception of Success Questionnaire (POSQ) (Martínez, Alonso y Moreno, 2006), el Maslach Burnout Inventory–Student Survey (MBI-SS) (Schaufeli et al., 2002) y la Intrinsic Satisfaction Classroom Scale (ISC) (Duda y Nicholls, 2002). Los resultados mostraron relaciones significativas entre las orientaciones de logro hacia la tarea, eficacia académica y diversión en la escuela, en una línea de comportamientos más autodeterminados, así como la relación de las orientaciones de logro hacia el ego con el agotamiento físico/emocional, cinismo y aburrimiento, en otra línea de comportamientos menos autodeterminados. Se desprende la importancia de la promoción de comportamientos adaptativos orientados al esfuerzo, autoeficacia y diversión que mejoren el bienestar y vida académica de los estudiantes en sus centros educativos.