key: cord-0908456-e1xihm4m
authors: Chanana, Nisha
title: The impact of COVID‐19 pandemic on employees organizational commitment and job satisfaction in reference to gender differences
date: 2021-05-19
journal: J Public Aff
DOI: 10.1002/pa.2695
sha: fc5cc3c45ea91899d4ff13b666ca5fe4ad1712f0
doc_id: 908456
cord_uid: e1xihm4m

In this study, an attempt has been made to examine the level of organizational commitment and job satisfaction among male and female school teachers working in private schools during the Covid‐19 pandemic. For the present study, descriptive method is used. The sample of 181 private school teachers was drawn using a purposive sampling procedure. The organizational commitment questionnaire is developed by Allen and Meyer in 1990 and job satisfaction index by Brayfield and Rothe in 1951 is used for the study. For descriptive statistics mean, standard deviation (S.D.), and z test is used. Shapiro–Wilks test, Levene's test, and Mann–Whitney U test is used to analyze data in the current study. The results revealed that female teachers are more continuance committed as compared to male teachers during this tough situation of a pandemic. The level of organizational commitment is found low in both female and male teachers during the Covid‐19. No significant difference is found in the overall job satisfaction among male and female teachers during the Covid‐19 pandemic. This study also determines a positive and significant relationship between organizational commitment and job satisfaction during the Covid‐19 pandemic.

Today the industry setup is shifting in relation to the worldwide epidemic of Covid-19. Organizational commitment in the workplace is the connection of an employee's involvement with their organization.

Individuals who are committed to their organization usually feel an association with their organization. Individuals feel that they fit in the organization and also feel they recognize the objectives of the organization. Committed employees are always tending to be more determined in their work and they show quite high efficiency and productivity.

Organizational commitment explains the involvement of an employee with a particular organization. Organizational commitment is characterized by three factors, that is, belief in the organization and acceptance of the goals and values of the organization; readiness to employ considerable effort; and a positive aspiration to continue with the organization (Porter et al., 1974 ). An organizational commitment means a psychological state that attaches the individual to their organization. Organizational commitments have three labels, that is, affective commitment, continuance commitment, and normative commitment. All the three constructs are linked to turnover (Allen & Meyer, 1990) . Thus, organizational commitment is related to the employee involvement and attachment to the organization.

If they are not committed to their organization, they will leave the organization. So this concept is also related to turnover. The model of organizational commitment explains that commitment to an organization is a psychological state, and that it has three dimensions, that is, affective, normative, and continuance commitment that affect how employees feel about the organization that they work for (Meyer & Allen, 1997 ).

The first component of organizational commitment is an affective commitment, which indicates the individual's emotional attachment to the organization. Affective commitment is the employee's emotional attachment and involvement in the organization. Organizational members, who are committed to an organization on an affective basis, continue working for the organization (Meyer & Allen, 1991) .

Affective commitment dimension of organizational commitment is a work-related attitude of employees' positive feelings toward their respective organization (Morrow, 1993) . Affective commitment is the relative strength of an individual's identification with and involvement in a particular organization (Mowday et al., 2013) . Employees who are affective committed to their organization always stay with the organization as they view that their individual employment association with the organization is compatible with the objectives, beliefs, and values of the organization (Beck & Wilson, 2000) . (Kanter, 1968) describes it as the attachment and involvement of an individual's toward their organization affectivity. It is an attitude or an orientation of the employees toward the organization, which associates or attaches the personality of the person to the organization (Sheldon, 1971) . (Meyer & Allen, 1997 ) explain continuance commitment as cognizance of the costs linked with the departure of the organization. (Kanter, 1968) and (Meyer & Allen, 1997 ) also describes that in the continuance commitment, cost is associated with leaving the organization because of the individual's perception of weighing of costs associated with leaving the current organization. (Meyer & Allen, 1991 ) explains that employees whose major link to the organization is built on continuance commitment persist as they want to do so. Hence, continuance commitment can be considered an instrumental attachment of individuals toward their respective organization, where the employees association with the organization created a calculation of monetary assistance gained (Beck & Wilson, 2000) . The strong point of continuance commitment is that in which employees need to stay, is determined by the apparent costs of departure with the organization (Meyer & Allen, 1984) . (Allen & Meyer, 1990 ) also elucidated that accumulated investments and poor employment openings tend to force employees to continue their responsibility with the organization and also committed toward their organizations because they need to. This suggests that employees stay in the organization as employees are attracted by other accumulated investments like pension plans, seniority, or organization-specific skills, which they could lose if they leave the organization. (Meyer & Allen, 1997 ) terms normative commitment a feeling of obligation to remain with the organization. Employees are committed because duty and obligation make them obliged to retain in the organization (Allen & Meyer, 1990) . According to (Meyer & Allen, 1991) individuals who are normative committed always feel obliged and due to this obligation they must remain with the organization. In normative dimension, the individuals stay with the organization because they should do so or it is the appropriate thing to do. The specialty of normative commitment is about give-and-take obligation between the employees and the organization (Suliman & Iles, 2000) . The give-and-take/reciprocal obligation is established on the social exchange theory. Social exchange theory suggests that social behavior and conduct are the result of an exchange process. It means a sturdy normative obligation or rule to reimburse the benefit in some way (Mcdonald & Makin, 2000) . This indicates that employees regularly feel an obligation toward the organization that they have to repay the organization for investing in them. (Meyer & Allen, 1991) discuss that this obligation ascends through the development of socialization within the people or the organization.

Human Resource managers are persistently evolving innovative, creative, and effective ways to satisfy the employees in a healthier way during this difficult time. Organizations always remember that employees who are satisfied with organization will lead to productivity in the place of work and it generates a higher customer satisfaction and unconditionally progresses in sales and provides profit in the company. Job satisfaction meaning described by (Spector, 1997) as how much people like or dislike their jobs. Job satisfaction is a state of mind determined by the level to which the individual perceives her or his job related needs to be being met (Evans, 1997) . A state of depression is present in the young teachers who are taking online lectures because of the Covid-19 Pandemic situation. Further result revealed that teachers who are of young age group and also married they are having high chances of getting depressed because of family and job responsibilities (Sheikh et al., 2020) . The study revealed higher job satisfaction in terms of relationships with colleagues, anti-epidemic work fulfillment, and work recognition. Further results determined that employees showed lower satisfaction in terms of anti-epidemic work intensity, salaries compared with the workload and working environment, and conditions. Education, work experience, antiepidemic work duration, daily sleep duration, and the form of participation were factors influencing their job satisfaction. (Yu et al., 2020) .

Schools should adopt more effective strategies to improve university teachers' professional identity and job satisfaction in order to reduce the practical problems of job burnout, ensure the effectiveness of online teaching, and maintain the sustainable development during the epidemic (Chen et al., 2020) . The positive employee relations contribute to the level of job satisfaction. In addition, trust is an important factor that mediates these relationships. Based on the results of the research, it was possible to describe the mechanism of shaping a supportive work environment during a pandemic.

(Bagie'nska & Anna, 2021).

The severe respiratory syndrome appeared in Wuhan (Hubei province), China. Epidemiological analyses have inferred that the epidemic was linked to a seafood market in Wuhan, China (Tao et al., 2020 WHO is also working in collaboration with scientists, business, and global health organizations. According to the New York Times (Zimmer et al., 2021) vaccines normally involve years of research and testing before reaching the clinic, however, in 2020, scientists entered on a race to create safe and effective coronavirus vaccines. In 2020, there is no effective vaccine or approved drug treatment against COVID-19 is established. In this pandemic situation, most of the states go for lockdown, so that spread of Covid-19 will breakdown soon. Several nations have also sealed borders to evade international travelers from dispersal of the virus (Ghosh et al., 2020) .

According to Business Insider (Kaplan et al., 2020) 

The result of the present study describes that there are no significant sex differences in organizational commitment (Bruning & Snyder, 1983) . Results revealed that females have a higher level of commitment than males (Alvi & Ahmed, 1987) . In this study, it is found that the affective commitment of female workers is higher than that of male workers. The result further determined that the normative commitment of male workers is higher than that of female workers (Cemile, 1992) . The result of the research found that men have higher levels of organizational commitment than women. The study depicted that gender difference in organizational commitment among men and women in family roles, or that the associations of such roles to organizational commitment differ significantly by gender (Marsden et al., 1993) . The results showed no significant gender differences between men and women with respect to the level of organizational commitment. The results indicating that the discretionary measure is of more prominence to organizational commitment for female employees as compared to male employees (Peterson, 2004) .

The finding of the paper tells that there was a significant contribution of work-family role conflict to organizational commitment. Furthermore, the finding displays that there was a significant difference in the level of organizational commitment among male and female respondents based on work-family role conflict (Akintayo, 2010) . The study found no significant difference in the level of organizational commitment based on gender. This result indicates that female and male respondents have similar perceptions related to organizational commitment where they work (Refik & Cemalettin, 2010 ). Females have a lower level of organizational commitment than males. The result of the study showed that on the basis of gender, organizational commitment is in the favor of males. Male respondents can adopt the norms and values of the organization easier than females (Aydin et al., 2011) .

This research paper showed no significant difference in the organizational commitment level of employees on the basis of gender (Abdullah & Ramay, 2012) . In this study, the level of organizational commitment was higher in females as compared to males' participants.

Female participants were found to be more committed to the organization than male participants. In relation to perceived organizational support, the result suggests that the participants who had perceived more organizational support, became more committed to their organizations (Celep & Yilmazturk, 2012) . The outcomes specify that men and women have a similar level of affective commitment, continuance commitment, and an overall organizational commitment. Though, results disclose that women have a higher level of normative commitment than men (Khalili & Asmawi, 2012) . Female respondents show a higher degree of commitment to the organization than male respondents. An investigation of this result indicates a description that there is a perceived difference in alternative employment opportunities between males and females (Nagar, 2012) . This study has highlighted that commitment has countless effects on the successful performance of an organization. Highly committed employees have a stronger desire to associate with the organization and they also have greater organizational citizenship behavior (Suki & Suki, 2012) . Females were more motivated and inclined toward the affective commitment to their respective organization as compared to their male colleagues.

There was no significant difference found for the continuance commitment on the basis of gender, however, males were highly associated with normative commitment as compared to females (Ch et al., 2013) . The paper showed no significant difference between three dimensions (affective, continuance, and normative) of organizational commitment and Gender (Ariffin & Ha, 2014) . In this study, the means for organizational commitment were not statistically different for men and women. However, the aspects that were related to organizational commitment have differed for men and women. Peer networking is related to organizational commitment, women propose that peer networks can develop organizational commitment for women (Macintosh & Krush, 2014) . There is no statistically significant effect on organizational commitment found in terms of gender.

Though results exhibited that females have a higher organizational commitment on average than their male co-workers (Ço galtay, 2015).

The results of the paper showed no significant differences among males and females. Gender does not have any effect on organizational commitment (K onya et al., 2016) . The study found that there is no significant difference among employees with respect to gender. The outcome of the paper found significant difference occurred across level of management and educational qualification in relation to burnout and organizational commitment (Khera, 2017) . The result revealed that delegation-related rewards had a stronger impact on organizational commitment in males than in female personnel. However, other delegation-free rewards, that is, fatigue, supervisor/co-worker support, and role clarity were equally related to organizational commitment for both genders (Kokubun, 2017) . The study reported high levels of affective commitment among workers both male and female, and they both perceive their co-workers as emotionally supportive.

Affective commitment increased job satisfaction and organizational citizenship behaviors. Affective commitment decreased turnover and absences in the organization (Sloan, 2017) . Normative commitment is higher among male employees as compared to female employees.

Females affective commitment and continuance commitment is high as compared to male (Zufiesha et al., 2017) . The result of the study showed that interpersonal relationship and working environment of youths have a positive effect on organizational commitment. Further study revealed that there was a moderating effect of gender on the relationship between interpersonal relationship and organizational commitment of youths (Lee & Cho, 2018) . In terms of gender, results revealed that there are no differences between genders where the values associated to the level of affective commitment. The continuance commitment is more strongly related to the conscientiousness of males in an organization, while in females the decisive factor is the atmosphere in the workplace. Normative commitment to male and females are alike (Leszczynska, 2018) . The results determined that role space is negatively significant related to the overall organizational commitment of the selected employees. Employee perception of the organization is to establish positively significantly related to affective commitment, normative commitment, and overall commitment (Mohammad, 2018) . The result discovered that there was a statistically significant difference with respect to the gender on organizational commitment. The result in the study discloses that the female respondents have a higher organizational commitment in comparison to male respondents (Gyeltshen et al., 2019) . The result indicated that professional commitment is influenced by the personal stress of a teacher (Malik, 2020) . The level of piety, resilience, and a great sense of responsibility determine the commitment of an employee to the organization where he works (Athar, 2020) . Study found that the levels of organizational resilience and the extent of CSR practices reinforce perceived job security of employees, which, in turn, determines their organizational commitment. Organizational response to COVID-19 affects perceived job security and enhances managers' organizational commitment (Filimonau et al., 2020) . The results of the study indicated the direct positive and significant impact of extent of exposure on job stress although direct negative, significant association with commitment. Job stress also observed having direct negative impact on commitment (Zandi et al., 2020) . The results of this study showed that at the time of the coronavirus outbreak, the healthcare workers in Babol had very positive and high organizational and social commitments (Aghalari et al., 2021) .

Result of the study revealed that teachers with higher overall teaching stress had lower job satisfaction and moreover female teachers had higher levels of workload and classroom stress (Klassen & Klassen, 2010) . The results of this study determined that job satisfaction has a positive and significant effect on teacher performance (Santoso et al., 2020) . Job satisfaction defined as a positive emotional state resulting from the person's work perception (Giménez-espert et al., 2020) . Covid-19 pandemic brought about a gender gap in job satisfaction. Women reported similar work productivity and job satisfaction as men before the pandemic. Further result revealed that women were less productive and less satisfied with job than men after the outbreak (Feng & Savani, 2020) . Study reported that more women than men have lost their jobs, more women than men are in essential jobs that expose them to infection and psychological stress. Women have had more work disruption as compared to men because of increases in childcare and other responsibilities (Carli, 2020) . The satisfaction level of the teachers is reported to be less in online teaching (Suganya & Sankareshwari, 2020) . The results revealed job satisfaction are significantly influencing the psychological well-being of the employees (Prasad et al., 2020) . The results of this study show the relationship between employees' job satisfaction and job performance, but with pretty weak intensity. From the study, it is found that male employees and female employees are satisfied with the present job condition of virtual work during the Covid-19 pandemic (John et al., 2020) . A positive and significant direct effect between teacher performance and job satisfaction, has found positive significant effect between personality and job satisfaction (Abidin, 2020) . Secondary teachers demonstrated a high degree of satisfaction at the relational level (students, administrative bodies, and colleagues) after a period of confinement due to the emergence of the Covid-19 (Hawani & Chikha, 2020) . The average job satisfaction of the participants was found in this study. Further result reveals that committed employees had higher job satisfaction levels (Systems et al., 2021) . The results of this study found job satisfaction of university teachers to be significantly negative predictors of job burnout. Further result of the study determines that job satisfaction playing a moderating role between professional identity and job burnout. This study also confirmed that professional identity and job satisfaction are important factors affecting job burnout of university teachers (Chen et al., 2020 ). An increased level of fear of Covid-19 was associated with decreased job satisfaction, increased psychological distress, and increased organizational and professional turnover intentions (Rn et al., 2020) . In this pandemic of Covid-19, organizations know that engaged employees are the key to success in this tough time. In this tough time, companies must keep their personnel satisfied and motivated during pandemic circumstances (Chanana & Sangeeta, 2020) . The highly stressful work environment resulted in job dissatisfaction with tendency to leave job in the future during the pandemic of Covid-19 (Said & El-shafei, 2021) . This paper reveals that online teaching due to the COVID-19 pandemic negatively affected the psychological state of the teachers. This established psychological distress in university teachers. Teachers perceived weak job satisfaction during the Covid-19 pandemic (Ali et al., 2021) . Employees enjoyed their job during COVID 19 pandemic when their job security is guaranteed, all facilities are fulfilled, a happy atmosphere is provided, and suitable workload is given. In this study, majority of employees were satisfied with their overall job (Hidayat et al., 2021) . The outcomes show that a high percentage of teachers revealed anxiety, depression, and The study outcomes show that organizational culture, job satisfaction, and technology provide motivation and have a significant positive effect on employee performance during the Covid-19 Pandemic (Sapta et al., 2021) .

Most of the countries are affected by the Covid-19 pandemic. In this tough situation, WFH regime is executed by most of the organizations, especially in the education sector. But WFH regime is challenging for organizations as well as for employees during this tough situation of pandemic specifically by teachers. During Covid-19, businesses need to satisfy their employees in various refined ways so that they can commit to their organization. This paper is to determine the level of organizational commitment and job satisfaction among male and female school teachers working in private schools during the H 0 6. There is no significant relationship between overall organizational commitment and job satisfaction among male and female teachers of private schools during Covid-19 pandemic.

The present study has been designed to examine the level of organizational commitment and job satisfaction among male and female teachers of private schools during Covid-19 pandemic.

Research Design: For the present study, descriptive method is used. This is a comparative study in which affective commitment, continuance commitment, normative commitment, overall organizational commitment, and job satisfaction among male and female teachers of private schools during Covid-19 pandemic were determined.

Sampling Plan: All male and female teachers of private schools working in Haryana constituted the population of the study for the present investigation. The sample was drawn from the teachers of private schools. The sample of 181 teachers was drawn using a purposive sampling procedure. An individual teacher was the sample unit.

Data Collection: For the present examination, the data has been collected in two ways, that is, primary data and secondary data.

Primary data are collected through a questionnaire focused on teacher working in private schools. Secondary data are collected from various research journals, articles, books, and with the help of internet.

Description of the Questionnaire: This Questionnaire is developed by (Allen & Meyer, 1990) . Eight items each for affective commitment scale, continuance commitment scale, and normative commitment scale. Several studies have examined the reliability (alphas) of the organizational commitment questionnaire. (Allen & Meyer, 1990) reported 0.87 for affective commitment, 0.75 for continuance commitment, and 0.79 for normative commitment. (Dunham et al., 1994) The Job Satisfaction Index developed by Brayfield and Rothe (1951) contains 18 items with thrustone scale, the likert scoring techniques consisting of five categories (agree-disagree) were applied to items. Reliability of the scale was calculated on the present samples.

Cronbach's alpha value of the job satisfaction Index is 0.882, representing that the scale is highly reliable for this particular study.

Administration of the Data: In order to collect data for the present study, an online survey was conducted in November 2020, which included questionnaires on Organizational commitment and job satisfaction. Out of the total 240 questionnaires sent, 181 questionnaires filled online by the respondents were complete in all aspects resulting in an overall response rate of approximately 75.41%.

Scoring of the Questionnaire: Eight items selected for each of the affective commitment scale (ACS), continuance commitment scale (CCS), and normative commitment scale (NCS). Organizational commitment was scored on five-point scale. A score of 1 was given to the response strongly disagree, 2 to disagree, 3 to undecided, 4 to agree, and 5 to strongly agree. For negative items, the scores assigned to each of the alternatives had been reversed. The range of the overall organizational commitment was 24 to 120. A minimum and the maxi- Data Analysis: For descriptive statistics mean, standard deviation (S.D.), and z test is used. To test the assumption of normality, the Shapiro-Wilks test is used (Field, 2013) . Levene's test for equality of variances is used to test the assumption of homogeneity of variance (Field, 2013) . Mann-Whitney U tests are used to compare the groups (Field, 2013) . The effect size is calculated for the Mann-Whitney tests. The effect size is calculated manually. The same is presented with the help of appropriate statistical tables and figures.

In order to fulfill the research objectives of the present study, the collected data are administered using appropriate statistical techniques like mean, standard deviation, z test, Mann-Whitney test, and spearman rank correlation. The organizational commitment scale measures three different types of organizational commitments that are fairly diverse in nature and have different feelings for commitment. The job satisfaction scale measures the overall job satisfaction of employees.

For the measurement of the organizational commitment level and job satisfaction, descriptive analysis has been presented below.

Statistical tools like mean, S.D., and z test were used to measure the level of organizational commitment and job satisfaction of teachers working in private schools during the Covid-19 pandemic. Figure 1 reveals that the affective commitment mean score of male teachers (17.09) is slightly lower than mean score of female teachers (17.15). In continuous commitment, male teachers mean score (19.492) is lower than the female teachers mean score (26.575). In Normative commitment, mean score of male teachers (17.23) is slightly higher than the female teachers mean scores (16.79).

Overall, organizational commitment mean score of female teachers (60.517) is higher than the male teachers mean score (53.82).

In case of job satisfaction female teachers mean score (36.683) is slightly higher than the male teachers mean score (35.508).

6.2 | Affective commitment (Mowday et al., 2013) described attitudinal commitment is the relative strength of an individual associated with a particular organization. (Meyer & Allen, 1984) and (Meyer & Allen, 1991 ) called attitudinal commitment as affective commitment. An examination of the Table 1 reveals that the observed mean score of male teachers (17.098) is significantly lower than the standard mean score of 24. Further, the departure from expectations was tested by applying z test. The value of z = À13.680 is found significant at 0.01 level. Thus, the obtained finding reveals that male school teachers have a lower level of affective commitment. On the other hand, female school teachers also hold a lower level of affective commitment, z values reveals that the observed mean score is significantly different from the standard mean score (z = À20.417, p < 0.01). The observed mean score obtained by the female teachers (17.150) is lower than the standard mean score (24) suggesting thereby that their emotional attachment to their respective school is of lower level during the Covid-19 pandemic.

Continuance commitment means in which employees feel committed to their organization because of the costs that they feel are associated when they exit from the organization (Meyer & Allen, 1984) . Table 1 outcome reveals that the observed mean scores of the male teachers (19.492) are different from the standard mean score (24).

Further z value of male teachers (z = À6.244, p < 0.01) reveals that the observed mean score is significantly different from the standard mean score. It means male teachers are lower committed to their respective schools. Female teachers have highly continuance commitment level toward their schools because z value (7.327) reveals significant difference (p < 0.01) between observed mean score (26.575) and standard mean score (24). Hence, the result found that the female teachers are more continuance commitment as compared to male teachers during this tough time of coronavirus.

6.4 | Normative commitment (Allen & Meyer, 1990) states normative commitment as "the employee's feelings of obligation to remain with the organization". Table 1 depicts that male teachers (z = À12.999, p < 0.01) observed mean score (17.230) is lower than the standard mean score (24). Result reveals that male teachers are lower on normative commitment because they do not feel highly obliged to continue employment due to Covid-19.

From Table 1 it is clear that the value of z (À19.742) is significant at 0.01 level. The observed mean score of female teachers (16.792) is lower than the standard mean score of 24. Hence, a lower level of normative commitment has been found among female teachers. Therefore, the result found that both female and male teachers of the private schools are lower level of normative committed.

6.5 | Overall organizational commitment (Meyer & Allen, 1991) described organizational commitment "is a psychological state that characterizes the employee's relationship with the organization, and has implications for the decision to continue membership in the organization".

From Table 1 it is clear that the observed mean score obtained by the male teachers of the retail sector (53.820) is lower than the standard mean score of 72, and Z value (À16.445, p < 0.01) depicts that the observed mean score is significantly different from the standard mean score.

F I G U R E 1 Mean score of organizational commitment and job satisfaction A perusal of the Table 1 depicts that the overall organizational commitment of female teachers is significantly lower than the expected level. The observed mean score (60.517) is lower than the standard mean score of 72. The departure from expectations was confirmed by applying the z test. The value of z (À19.244) is found significant at 0.01 level. Thus, the obtained finding reveals that during Covid-19 pandemic female teachers are lower level of organizational commitment to their respective schools.

Hence, on the basis of results, we conclude that due to impact of covid-19 female and male teachers working in the private schools are lower level of committed toward their respective school.

Job satisfaction refers to the "attitude and feelings people have about their work. Positive and favorable attitudes toward the job indicate job satisfaction. Negative and unfavorable attitudes toward the job indicate job dissatisfaction" (Armstrong, 2006) . It is clear from Table 1 that observed mean score obtained by the male teachers is 35.508 lower than the standard mean score of 54; z values reveals that the observed mean score is highly significantly different from the standard mean score (z = À25.576, p < 0.01). Thus, the obtained finding reveals that due to the impact of coronavirus disease male teachers are dissatisfied with their jobs.

Table 1 outcome reveals that the observed mean scores of the female teachers (36.683) are different from the standard mean score (54). Further z value of female teachers (z = À33.828, p < 0.01) reveals that the observed mean score is significantly different from the standard mean score. It means female teachers are also dissatisfied with their job during the Covid-19 pandemic.

This section deals with the comparison of affective commitment, continuance commitment, normative commitment, overall organizational commitment, and overall job satisfaction among male and female teachers. <0.05 at a 5% level of significance. Therefore, the assumption of normality has not been met. Table 3 reveals that affective commitment, normative commitment, and overall job satisfaction significant values are more than our alpha of 0.05 (p > 0.05). Continuance commitment and overall organizational commitment significant values are less than our alpha of 0.05 (p < 0.05). So it determined that in affective commitment, normative commitment, and overall job satisfaction there is no significant difference among the variances. But Continuance commitment and overall organizational commitment have significant differences among the variances.

Accordingly, the assumption of homogeneity of variance is not met.

Levene statistics is that assumption of normality and homogeneity of variances has been violated, so in this paper, we use non-parametric tests (Mann Whitney U) for comparison.

H 0 1. : There is no significant difference in the affective commitment among male and female teachers of private schools during Covid-19 pandemic. H 0 6. There is no significant relationship between organizational commitment and job satisfaction during Covid-19 pandemic.

As depicted by Table 9 , a positive and significant relationship (r = 0.170, p < 0.05) found between organizational commitment and job satisfaction during Covid-19 pandemic. Thus, null hypothesis that there is no significant relationship between organizational commitment and job satisfaction has been rejected. It is apparent that male and female teachers who are not committed toward their school due to the Covid-19 are highly dissatisfied with their job.

In this study, a comparison of organizational commitment and job satisfaction on the basis of gender was determined, and also to find out teachers' level of commitment to the three dimensions of organizational commitment, that is, affective commitment, continuance commitment, and normative commitment. The present study found no significant difference in affective commitment among male and female teachers working in the private schools and further stated that overall affective commitment is lower level in both male and female teachers due to the tough situation of coronavirus. The result of the study suggests a significant difference found on the basis of gender on continuance commitment. Female teachers have more continuance commitment as compared to male teachers; but both have lower level of continuance commitment. The study found no significant difference in normative commitment among male and female employees.

Female and male employee's level of normative commitment is almost the same lower level. A significant difference found between male and female teachers on overall organizational commitment. Further results revealed that female teachers are more committed as compared to male teachers during this tough situation of pandemic. The level of organizational commitment is found low in both female and male teachers during Covid-19. They are lower committed to their respective schools during the Covid-19 pandemic.

No significant difference in the overall job satisfaction among male and female teachers during the Covid-19 pandemic is found.

Further study determines a positive and significant relationship between organizational commitment and job satisfaction during the Covid-19 pandemic. Study revealed that male and female teachers, who are not committed to their school in the Covid-19 situation, are highly dissatisfied with their job.

Education Sector should adopt innovative ways to satisfy the employees during this tough time of pandemic Covid-19 to keep employees committed and motivated. Schools should be implementing an effective online practice approach to stay in the competition during this tough situation. Virtual relations should be critical for schools to enhance the satisfaction and commitment of teachers. Committed and satisfied employees always achieve objectives very efficiently. Management of the schools also look into how to satisfy the teachers virtually in order to be able to encourage a positive organization culture and climate. Schools also focused to recognize the various activities that motivate and satisfy the teachers in organizations during this difficult time.

Data available in article supplementary material ORCID Nisha Chanana https://orcid.org/0000-0003-0305-2650

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Professional commitment among secondary school teachers of GURUGRAM district in relation TOPERSONAL stress in COVID-19 pandemic

Gender differences in organizational commitment: Influences of work positions and family roles

The psychological contract, organisational commitment and job satisfaction of temporary staff

Testing the "side-bet theory" of organizational commitment: Some methodological considerations

Commitments in the workplace: Theory. Sage

Role space, organizational commitment and perception about the organization among retail/sales professionals in Saudi Arabia

The theory and measurement of work commitment

Employee-Organization linkages: The psychology of commitment, absenteeism, and turnover

Organizational commitment and job satisfaction among teachers during times of burnout

The psychological state of teachers during the COVID-19 crisis: The challenge of returning to face-to-face teaching

The relationship between perceptions of corporate citizenship and organizational commitment

Organizational commitment, job satisfaction, and turnover among psychiatric technicians

Effect of occupational stress and remote working on psychological well-being of employees: An empirical analysis during covid-19 pandemic concerning information technology industry in Hyderabad

Teachers' perception of organizational culture and organizational commitment in Turkish primary schools

Fear of COVID-19, psychological distress, work satisfaction and turnover intention among frontline nurses

Occupational stress, job satisfaction, and intent to leave: Nurses working on front lines during COVID-19 pandemic in Zagazig City

The role of job satisfaction and organizational citizenship behavior on performance: Evidence from Indonesian teachers

The role of technology, organizational culture, and job satisfaction in improving employee performance during the Covid-19 pandemic

Depression in teachers due to cyberbullying who are working in COVID-19 pandemic: A cross-sectional study

Investments and involvements as mechanisms producing commitment to the organization

Coronavirus disease 2019 (COVID-19

Coronavirus disease 2019 (COVID-19

Gender differences in commitment to state employment: The role of coworker relationships. Public Personnel Management

Job satisfaction: Application, assessment, causes, and consequences

Job satisfaction level on online teaching among higher secondary school teachers during Covid-19 pandemic

Job satisfaction and organisational commitment: The effect of gender

The multi-dimensional nature of organisational commitment in a non-western context

Examination of job satisfaction and anxiety levels of workers working at COVID-19 diagnostic centers during the pandemic

A new coronavirus associated with human respiratory disease in China

Covid-19) Dashboard. (2021). World Health Organization

Factors associated with job satisfaction of frontline medical staff fighting against COVID-19: A cross-sectional study in China

Supporting role of society and firms to COVID-19 management among medical practitioners

Coronavirus vaccine tracker. The New York Times

Measuring organizational commitment and occupational stress of Pakistani doctors: Comparing Lahore and Karachi public hospitals in gender perspective