Organisational Culture as a Predictor of Employee Commitment: A Study of Management Support Staff of College of Technology Education of the University of Education, Winneba, Ghana

By: Goddana Mensima DARKO, Akua Ahyia ADU-OPPONG, Emma Darkoaa AIKINS

Abstract

A fit between organizational culture and employees’ values enhances their commitment towards service excellence. Hence assessing organisational culture is critical to engendering employee commitment. This study was therefore conducted to examine the influence of organizational culture on the commitment to service excellence of the management support staff of College of Technology Education of the University of Education Winneba. Specifically, four dimensions of organizational culture were examined, namely: clan culture, adhocracy culture, market culture and hierarchical culture. Samples for the study were collected by the convenience sampling technique. Data was collected by the use of questionnaires and analysed with SPSS through descriptive statistics. The findings indicate that hierarchical culture is the topmost factor underlying employees’ commitment to service excellence at the college. The findings depicts that existing organisational cultures have significant effects on the organizational commitment of employees; the clan culture does not have significant effects on the commitment of management support staff to service excellence. The study also found that the commitment of management support staff to service excellence is not predicted by a culture of adhocracy.

Key Words: Culture, Commitment and Service Excellence

URL: https://www.ijcab.org/201800864/                                                                                      View Full Article

This is an open-access article published and distributed under the terms and conditions of the  Creative Commons Attribution 4.0 International License, United States unless otherwise stated.

About the Authors:

  • Goddana Mensima DARKO- Faculty of Business Education, College of Technology Education, Kumasi- University of Education, Winneba, Ghana
  • Akua Ahyia ADU-OPPONG- Centre for Competency-Based Training and Research, College of Technology Education, Kumasi- University of Education, Winneba, Ghana
  • Emma Darkoaa AIKINS- School of Graduate Studies, College of Technology Education, Kumasi- University of Education, Winneba, Ghana