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\title{Does Supervisory Behavior and Support Lead to Teacher's Affective Commitment?}
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             \author[1]{Dr. Vivek  Pachauri}

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\date{\small \em Received: 8 December 2018 Accepted: 4 January 2019 Published: 15 January 2019}

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\begin{abstract}
        


To meet the demand of globalization, war of diversity, talent and fast technological developments, in order to deploy and preserve an innovative workforce specifically in education industry, should allow a greater amount of flexibility and innovation in their HRM policies and practices. Furthermore, Indian universities are presently grappling with the shortage of teachers. Therefore, it is imperative for universities to retain, develop and improve the performance of their existing educators. The central role Human Resource Management (HRM) practices play in creating and maintaining employee?s affective commitment is critical especially in a highly socially interactive job of teaching. HRM is seen as a mechanism that nurtures social relationships in order to support an innovative workforce and enlarge the innovation capacity of organizations.

\end{abstract}


\keywords{supervisory behavior and support (SVBS), affective commitment and job satisfaction.}

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\section[{Does Supervisory Behavior and Support Lead to}]{Does Supervisory Behavior and Support Lead to}\par
Teacher's Affective Commitment? 
\section[{Dr. Vivek Pachauri}]{Dr. Vivek Pachauri}\par
Abstract-To meet the demand of globalization, war of diversity, talent and fast technological developments, in order to deploy and preserve an innovative workforce specifically in education industry, should allow a greater amount of flexibility and innovation in their HRM policies and practices. Furthermore, Indian universities are presently grappling with the shortage of teachers. Therefore, it is imperative for universities to retain, develop and improve the performance of their existing educators. The central role Human Resource Management (HRM) practices play in creating and maintaining employee's affective commitment is critical especially in a highly socially interactive job of teaching. HRM is seen as a mechanism that nurtures social relationships in order to support an innovative workforce and enlarge the innovation capacity of organizations. Supervisory Behavior and support (SVBS) is one of the most significant factor has greater influence on employees' affective commitment. The purpose of the present study is to address the relationship between SVBS, affective commitment and job satisfaction of the academicians of Institutions in Delhi NCR. Variables such as Supervisory Behavior and job satisfaction were proposed to enhance Teachers' affective commitment of their organizations. Supervisory Behavior and support (SVBS), Job satisfaction and affective commitment were proposed as the independent, intervening and outcome variables respectively. The data of this study have been collected from a group of employees in Delhi NCR and other parts of north India through questionnaire survey. The data were analyzed using SPSS.\par
The findings revealed that SVBS has significant relationship with job satisfaction and affective commitment. Likewise; this study suggested that SVBS can improve the employees' affective commitment by presenting a significant relationship between SVBS and affective commitment and job satisfaction. 
\section[{I. Conceptual Background}]{I. Conceptual Background}\par
rganizations do tend to face various challenges such as cut-throat competition, recession and information technological advances. Their survival is, therefore, dependent upon a loyal and committed workforce.  {\ref Robbins \& Coulter, (2005)} concluded that people are the most significant asset of the organization. The modern workplace for most organizations can be very diverse as the workforce today is filled with people with different skills, attitudes, and characteristics which in turn enable themselves to perform accordingly at work place. In current scenario, It must become effective managers of individuals with diverse cultures, backgrounds, and interests. The central role Human Resource Management (HRM) practices play in creating and maintaining employee's affective commitment is critical especially in a highly socially interactive job of teaching. Among the various factors of commitment, the supervisor support is particularly important because supervisors are formally responsible for monitoring the performance and progress of employees, are involved in decisions regarding pay and promotions that affect their employees which in turn is accountable for reducing turnover in their teams (Panaccio and Vandenberghe, 2011). Affective commitment depicts a high quality relationship between employees and their supervisors  {\ref (Cheng et al., 2003)}, It is likely to have a significant bearing on employees' work related attitudes and behaviors. Furthermore, Indian universities are presently grappling with the shortage of committed teachers. Therefore, it is imperative for universities to retain, develop and improve the performance of their existing educators. Managers must have human skills to manage effectively which relates to Organizational commitment of employees especially the affective commitment. Thus, in world of innovation in business organizations, the relationship between Supervisory Behavior and support, Job satisfaction and affective commitment especially in Education Indsutry is a key topic of concern among managers and employees. 
\section[{II. Literature Review a) Supervisory Behavior and Support}]{II. Literature Review a) Supervisory Behavior and Support}\par
Supervisory behavior and support can be defined as the degree to which supervisor is supportive, friendly and considerate, consult subordinates and recognize their contribution. Supervisory Behavior \& support is termed as employees' views concerning the degree to which their supervisors value their contributions at workplace and care about their wellbeing  {\ref (Eisenberger et al., 1986;} {\ref Kottke \& Sharafinski, 1988)}. Supervisory support is a tool which facilitates changes in employees' levels of affective commitment (Sadiya, 2015).\par
It was found in a study that as agents of the firm, supervisors are responsible for directing and evaluating employees' job performance and employees often view their supervisor's feedback as indicative of the organization's orientation toward them  {\ref (Eisenberger et al., 1986;} {\ref Levinson, 1965)}. Employees are aware that their supervisor's evaluations of their job performance are often communicated to managers, who are seen as the executives or representatives of the organization, which further strengthen the association between affective commitment and supervisor support  {\ref (Eisenberger et al., 2002)}. Those employees who believe that their supervisors are considerate leaders will be highly committed than those who do not perceive that their managers as such (Johnston, M.W., Parasuraman, A., Futrell, C.M. and Black, B.C, 1990). 
\section[{b) Job Satisfaction}]{b) Job Satisfaction}\par
Job satisfaction is termed as an employee's overall attitude towards their job  {\ref (Witt, 1991)}. Job Satisfaction is an internal state based assessment about the job and job-related experiences with some degree of like or dislike \hyperref[b13]{(Locke, 1976)}. Job satisfaction is one of the most enduring yet elusive constructs used in the study of industrial relations Locke, (1976) and Yuzuk (1961). Job satisfaction is considered as one of the most heavily researched employee attitudes over five decades. Researchers have measured job satisfaction as a 'global' measure, as well as by focusing on several constituents, or facets, of job satisfaction Price,  {\ref (1997)}. Study reveals that employees with high level of job satisfaction are in a proper state physically and mentally. Job satisfaction is derived from employees' perception that provided them with valuable context and content. Employees' assessment of their job and expression of satisfaction or dissatisfaction can be regarded as the outcomes of their job constituents  {\ref (Robbins 1995)}. 
\section[{c) Affective Commitment}]{c) Affective Commitment}\par
Organizational commitment consists of three components basically such as affective, normative and continuous commitment (Meyer and  {\ref Allen, 1991)}. As far as affective commitment is concerned "it is considered as the most widely studied component, the most generalizable across targets, and the most predictive of employee behavior in organization" (Morin et al., 2011, p. 718). Affective commitment can be broadly termed as to, identification with and involvement in that particular target (Meyer and  {\ref Allen, 1997;} {\ref Meyer and Herscovitch, 2001)}. Employees may develop commitment to a boss or to professional company membership  {\ref (Morrow \& McElroy, 1993;} {\ref Randall \& Cote, 1991;} {\ref Tyree, 1996)}. The degree of Employees commitment may also vary to various companies' aspects such as organizational philosophy (Meyer \& Allen, 1997). Affection and attachment for employees' job occurs when they feel a strong emotional attachment to their organization, and towards their work that they do (Meyer,  {\ref Allen, \&Smith, 1993)}. 
\section[{d) Supervisory Behavior \& Support, Job Satisfaction and Affective Commitment}]{d) Supervisory Behavior \& Support, Job Satisfaction and Affective Commitment}\par
Supervisory Behavior \& Support (SVS) should be an indicator to overall job satisfaction by meeting socio-emotional needs, increasing performance-reward expectancies and ensuring the availability of aid when needed. High level of job satisfaction reveals high enthusiasm, good feeling and truly value the job, which leads then to high affective commitment.  {\ref Luthans (1973:326-329}) developed a model of human behavior which enables the relationship between supervisory behavior, perception, and teacher satisfaction to be established. The model uses an interaction approach to integrate the classic stimulusresponse (behavioristic) view that behavior is determined by the situation, with the humanistic (psychoanalytic) view that behavior comes from within the individual  {\ref (Luthans,. 1973}). Teacher satisfaction with supervision is conceptualized as one element of (but distinct from) job satisfaction.  {\ref Hewitson (1975:13)} suggested that it may depend on two critical aspects of professional autonomy: firstly, their involvement in decisions which directly affect them; and secondly, the supervisory practices of administrators who have the hierarchical power to thwart their needs for esteem and autonomy. Halpin (1969:290) demonstrated that "leadership consideration" and "initiating structure" are key dimensions of leadership behavior. Initiating Structure, refers to the leader's behavior in delineating the relationship between himself and subordinates, while Consideration refers to behavior indicative of trust, respect, and warmth. Miskel,  {\ref Glasnapp and Hatley (1975:40)} hypothesized that attitudinal discrepancies between motivational factors and organizational incentive factors are significant predictors of educators' job satisfaction.  {\ref Thompson (1971:349)} investigated the interrelationships of self-perception, perceived supervisory style and job satisfaction for professional employees and 18 administrators in a state department of education. Neeru Malhotra, Avinandan Mukherjee, (2004) conducted a study together and correlated Job satisfaction and organizational Commitment. Jen-Te Yang (2008) analyzed and found that employee turnover intent is greatly influenced by his/her commitment to the organization and that can be reinforced by providing job satisfaction. (Rose, Raduan che, Kurnar naresh, Ong Gua Pak, 2009) portrays that there is a relationship between organizational learning organizational commitment, job satisfaction and work performance. 
\section[{e) Research Gap}]{e) Research Gap}\par
Based on abovementioned literature review with variety of empirical results available It has been found that there are still some important unanswered questions regarding the connections between Supervisory Behavior, Job Satisfaction and Affective Commitment specifically in highly interactive job of teaching. Employees will most likely identify with the organization's goals and values, and they genuinely want to be there. If employees are satisfied with supervisory behavior and support they will enjoy their work and are likely to be satisfied with their job and feel good which in turn will increased job satisfaction and their feeling of affective commitment. 
\section[{f) Research theoretical framework}]{f) Research theoretical framework}\par
This research study opts for quantitative research to discover the relationship among Supervisory Behavior and support, Job Satisfaction and affective commitment of teachers. 
\section[{g) Objectives of Study}]{g) Objectives of Study}\par
? To find the relationship between Supervisory\par
Behavior \& support and academician's Job satisfaction in education sector.  
\section[{h) Scope}]{h) Scope}\par
The study covered the academicians of Delhi NCR and other parts of North India. With the help of this research Managers can restructure their factors which are responsible for their Supervisory support and can increase their Job Satisfaction and commitment towards the organization. 
\section[{i) Hypothesis}]{i) Hypothesis}\par
The hypothetical model of the study is elaborated in the theoretical framework and these are proposed hypotheses of the study: 
\section[{III. Research Methodology}]{III. Research Methodology}\par
Data were collected through a questionnaire survey from academicians in Delhi NCR and other parts of North India. Among the 205 employees who received the questionnaire, 122 responded to the items capturing our variables of interest as part of a larger survey. The response rate was 60 \% percent and is one of the average response rate for studies that utilized data collected from individuals. Average age was 40 years and 46.8 percent were male. 
\section[{a) Measures}]{a) Measures}\par
The scale for supervisor support concerns about three main things in supervision of the employees such as respecting the views and ideas of the employees, collaborative approach in supervision and safe feedbacks. The researcher used the scale developed by Palomo (2010) which includes two items, They are 'My supervisor is respectful of my views and ideas', 'My supervisor has a collaborative approach in supervision' and 'My supervisor gives feedback in a way that feels safe'. The job satisfaction scale was used to assess whether an individual is satisfied with his or her job. This scale, developed by Wright and Cropanzano (1991), a two-item scale and it is assesing overall job satisfaction including internal and external satisfaction. Sample items include 'All in all, I am satisfied with the work of my job' (Internal JS; Position) and 'All in all, I am satisfied with my pay (total wages and tips)' (External JS; Payment). Affective commitment to the organization is assesd using an organizational scale developed by Meyer and  {\ref Allen (1991)}. It is a two items scale in order to assess the affective commitment dimension, including 'I would be happy to work at my company until I retire' and 'I feel like part of a family at my company'. 
\section[{b) Findings}]{b) Findings}\par
The descriptive and inferential statistical methods were used to conduct the analysis. For hypotheses testing, the Pearson correlation coefficients were used. The first part of the analysis focused on the descriptive analysis of the respondents. After collecting the data, the reliability of the scales was analyzed. An analysis was performed in the study to ascertain the reliability of the measures by using Cronbach alpha reliability coefficient; 0.60 being the acceptable reliability coefficient level in terms of research standards as shown in Table \hyperref[tab_1]{I}. As it can be seen in Table \hyperref[tab_1]{I}, the measures of the study are reliable because all the variables have an acceptable reliability coefficient which ranged from .812 to .948. 
\section[{c) Inferential analysis of the respondents}]{c) Inferential analysis of the respondents}\par
The correlation data shows the relationship between the independent, intervening and dependent variables of study as shown in The results of Table III demonstrated that there is significant positive relationship between supervisor support and job satisfaction at (r=.468; p=0.01) and the correlation is significant if the p=.01. The correlation shows that there is significant relationship between supervisory support and job satisfaction. Hence the alternative hypothesis is supported.\par
Similarly, the results shows that there is significant correlations between job satisfaction and affective commitment (r=.527; p=.01), so the alternative hypothesis is accepted.\par
In addition, Table \hyperref[tab_2]{III} have shown that there is a significant high correlation between supervisor support and affective commitment (r=.354; p=.01), so the proposed alternative hypothesis is accepted 
\section[{IV. Results \& Discussion}]{IV. Results \& Discussion}\par
The study analyzed the relationship between, job satisfaction and affective commitment. Therefore, three hypotheses were proposed in order to achieve the aim of the study. The first hypothesis proposed that there was a positive relationship between Supervisory Behavior \& Support (SVS) and job satisfaction (JS). It indicates that an employee who is given good level of supervisor support in their jobs, will have high level of good perception towards their organization into getting involved in activities. This means that due to that high level of perception, they will reciprocate from the supervisor support to good job satisfaction  {\ref (Isaks, 2002)}. Likewise, the proposed second hypothesis predicted that there was a positive relationship between job satisfaction and affective commitment. The outcome results have supported the prediction of the hypothesis and there was a significant relationship between job satisfaction and affective commitment. This reveals that when the employees get high level of good job satisfaction, their perceptions towards their company increase which will further increases their feeling towards organization and thus affective commitment. Likewise, the third hypothesis examined the relationship between SVS and affective commitment. It followed that the employees having good support from their supervisors, view their employers as being generally caring about their well-being, that type of attitude will influence their affective commitment in a positive way.\par
Therefore, there was a positive strong relationship among these three variables i.e. Supervisory Behavior \& Support (SVS), Job Satisfaction and affective commitment. 
\section[{V. Conclusion}]{V. Conclusion}\par
The aim of the study was to analyze the relationship between supervisory Behavior and support, job satisfaction and affective commitment. The adopted measures of this study have shown remarkable level of reliability. Three hypotheses were developed; all of them were supported. The findings of research reveal that, the affective commitment and job satisfaction have a significant relationship with supervisory support at work. Supervisory Behavior and support shapes employees to be more emotionally positive and stable, thereby making them more productive which results in better quality work and high commitment. This study is certainly capable of inspiring new ideas that can lead in problem statement of other research in the years to come, as well can help add to the literature review of other researchers.\begin{figure}[htbp]
\noindent\textbf{I} \par 
\begin{longtable}{P{0.5855555555555555\textwidth}P{0.2644444444444444\textwidth}}
Variable\tabcellsep Cronbach's Alpha\\
supervisor support\tabcellsep .843\\
job satisfaction\tabcellsep .812\\
Affective commitment\tabcellsep .948\end{longtable} \par
 
\caption{\label{tab_1}Table I :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{III} \par 
\begin{longtable}{P{0.5579893475366178\textwidth}P{0.09394141145139813\textwidth}P{0.04753661784287617\textwidth}P{0.05545938748335552\textwidth}P{0.09507323568575234\textwidth}}
\tabcellsep \multicolumn{3}{l}{Does Supervisory Behavior and support lead to teacher's Affective commitment?}\\
\multicolumn{4}{l}{results of the Pearson correlation show that the}\\
\multicolumn{4}{l}{dimensions of the independent variable and dependent}\\
\multicolumn{4}{l}{variables were positively correlated to each other.}\\
\multicolumn{2}{l}{Relationship}\tabcellsep Correlation Coefficient (r)\tabcellsep Hypothesis Support\\
SVS\tabcellsep JS\tabcellsep .468*\tabcellsep Yes\\
JS\tabcellsep AF\tabcellsep .527*\tabcellsep Yes\\
SVS\tabcellsep AF\tabcellsep .354*\tabcellsep Yes\\
\multicolumn{4}{l}{*. Correlation is significant at the 0.05 level (2-tailed).}\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep Year 2019\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep 15\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep Volume XIX Issue IX Version I\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep ( A )\\
\multicolumn{4}{l}{H1: Supervisory Behavior and support has a significant relationship with job satisfaction. H2: Job satisfaction has a significant relationship with affective commitment. H3: Supervisory Behavior and support has a significant}\tabcellsep -Global Journal of Human Social Science\\
\multicolumn{3}{l}{relationship with affective commitment.}\tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep © 2019 Global Journals\end{longtable} \par
 
\caption{\label{tab_2}Table III :}\end{figure}
 			\footnote{Year 2019Does Supervisory Behavior and support lead to teacher's Affective commitment?} 			\footnote{© 2019 Global Journals Does Supervisory Behavior and support lead to teacher's Affective commitment?} 		 		\backmatter  			 			 			  				\begin{bibitemlist}{1}
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