IAHRW International Journal of Social Sciences © 2019 Indian Association of Health, Research and Welfare Review, 2019, 7(3), 334-341 I S S N 2- 347-3797 UGC Journal No 41948 and NAAS Rating 2.72 A study of quality of work life and organizational comn1itment lnduBala Department of Management I.K. Gujral Punjab Technical University Kapurthala, Punjab Ramandeep Saini Business Management Chandigarh Group of Colleges Landran, Mohali, Punjab B. B. Goyal University Business School Panjab University Chandigarh The plll])ose of this study is to investigate the level of quality of work life (QWL) of professional and non­ professional faculty members in educational institutions of higher learning and to investigate the relationship between the QWL and Organizational Commitment (OC) between professional and nonprofessional faculty members. The first objective of this study is to identify the significant dimensions ofQWL of academic and the second objective is to compare the relationship between quality of work life and organizational commitment between the faculty members teaching professional and non -professional courses at private institutions. This study adopted descriptive research and 300 respondents were taken, out of which I 50 from public institutions and 150 from private institutions. The results indicate that faculty members teaching professional courses are slightly more satisfied than the faculty teaching nonprofessional courses on the organizational factors, environmental factors and on normative commitment.On the other hand faculty members teaching nonprofessional courses are more satisfied than the faculty members teaching professional courses on the personal factors and continuance commitment. However on the affective commitment both types of faculty members are dissatisfied with the same mean score. Discussions and recommendation are provided in this study. Keywords: organizational commitment, private institution of higher learning, quality work life Quality of Work Life (QWL) refers to the favourableness or unfavourableness of a work environment for Employees. The quality of work life (QWL) is a wide term covering an immense variety of programmes, techniques, theories and management styles through which organizations and jobs are designed so as to grant employees more autonomy, responsibility and authority than is usually done. A highs quality of work life is essential for organizations to continue, to attract and to retain employees. Several studies have been done on quality of work life. QWL means the sum total of values, both material andnonmaterial, attained by a worker throughout his career. This includes aspects of work-related life such as wages and hours, work environment, benefits and services, career prospects and human relations, which is possibly relevant to worker satisfaction and motivation (Bindu & Yashika, 2013 ). It is rather difficult to define the QWL in educational institutions. The Quality management concepts in education are quite different from business. In an educational institute, students are the customers of the teacher, whereas the faculty and the Institute's head are the suppliers of the services. The supplier customer concept of Quality management cannot be applied in education because the customers do not understand what is to be acquired or what is of good Quality. The faculty members teaching to the students play a major role in the educational institutes. It is also mentioned that one of the reasons for them to leave is due to overworked. There is a need to find out the factors responsible for enhancing the quality of work life. So, that the employees working in an organization can stay longer and have the full satisfaction with the work environment, which boost them to Corresponding Author: Indu Bala Research Scholar, Department of Management I.K. Gujral Punjab Technical University, Kapurthala, Punjab E-mail: [email protected] work with full dedication. Review of literature Various studies have been conducted by previous researchers on OC (dependent variable) and the dimensions ofQWL namely role stress, job characteristics and supervision (independent variables). Organizational commitment • A desire (Affective Commitment); where the staff wanted to be part of the members in the faculty or university. In other words, the staff wanted to be accepted in the organization or group and to have the sense ofbelonging to the faculty. • A need (Continuance Commitment); where the staff feels that they have been in the university for years and had invested many efforts and therefore, they feel that it is a waste for leaving the organization or starting new at other places. • An obligation (Normative Commitment); where the staffs have the strong desire to be in the organization due to the high sense of responsibility and willingly to be attached to the department. Lin (2007) argued that employees' commitment to their organi­ zation is also related to their behavior toward other members of the organization, in terms of trust and group membership, and that empl­ oyees will more likely have feelings of commitment to the organization if they have a good relationship with their peers. Organizations can motivate positive behavior and foster better relationships between employees by encouraging them to share the organization's goals and values and to realize that it will benefit them by doing so. Chan et al. (2008) observed that when employees are committed to the organization, they can devote their time and effort to working on different roles within the organization. This increased concentration frequently results in increased effort and productivity from the employees. IAHRW International Journal of Social Sciences Review, 2019, 7(3), 3 3 4 3- 41 Norman et al. (2010) normative commitment is based on a person's feelings of moral obligation to and organization and it is rooted in employee's cultural values, and social norms, and belief in organizational loyalty. Norman et al. (2010) had revealed that affective commitment is related to employee outcomes such as productivity, attendance, and retention. Brown et al. (2011) high employee commitment towards organization increases the job satisfaction among employees, job performance, overall productivity, sales and also high employee commitment decreases employee turnover, intention to leave and absenteeism. Bhati et al. (2012) study identifies a significant relationship between employee commitment and productivity, they used three components to measure the status of employee commitment they are affective, continues and normative. Lee et al. (2013) research identifies that biographical characteristic of the employees like age, gender, job level, education level, job status etc effects on employee's commitment with the organization. Nguyen (2014) opined that employee's organizational commitment pays a vital role in Employee stability and better customer service hence increases business performance. Abraham (2015) argued that by providing fair and reasonable working practices it is possible to enhance the employee's organizational commitment. Quality ofwork life Garg et al. (2012) conducted a study of "Quality of work life: An overview and concluded that QWL holds great significance if it is undermined then it can affect organization adversely. Therefore in order to become employer of choice as well as the best organization to work for every organization must provide a healthy quality of work life to its employees, many factors like, changing demographics of the work force, increasing expectation of the employees and greater stress level are posing major challenges in the organizations but if these issues handled strategically that organization can reap the desired benefits so maintain QWL is the need ofhour". According to Jerome (2013), "Quality of work life deals with various aspects of work environment, which facilitates the human resource development efficiently. Quality of work life helps in the development of human resources. In fact, QWL includes and motivates the employees to born further for present and future roles. QWL as a process by which an organization responds to employees needs for developing mechanisms to allow them to share fully in making the decisions that design their lives at work." According to Hussain et al. (2014),"There is a good condition between the quality of work life and teachers' job satisfaction, but it's needed a lot of welfare services for better effectiveness of the quality of work life. The community and education are very important to determine teachers' attitudes and applications at workplace. The community can cause a good condition of teachers' mental by providing sufficient educational facilities and reducing job stresses. Thus it causes to increase their interest to teach and job satisfaction". Shahhoseihi et al. (2015) conducted a study to gain scientific knowledge about the relationship between quality of work life and organizational commitment. Female girly High School Teachers, in a 335 district of the city of U rmia, the first to examine the relationship between them and the hypotheses noted in the study conducted, Organizational commitment is one of the decisive factors of mental health. It is recommended to pay more attention to the issue of quality of working life female teachers to enhance their commitment to the organization. Hacli et al. (2015) showed that there is a high significant relationship between quality of work life and organizational commitment amongst academician. This study also contributes to the existing literature and suggests improving human resource development strategies on how the related ministry and universities could improve their employees' commitment. Factors affectingquality ofwork life There are various factors that affect the quality of work life. Several research had been done to find out the factors affecting quality of work life in an organization. In this research, we have focused on some of these factors. Mainly three factors are highlighted under the study that is organizational factors, environmental factors and personal factors. Let us have the brief overview. Organizational factors • Development ofhuman capacity • Adequate and fair compensation • Growth and security Environmental factors • Safe and healthy working conclitions • Socialrelevance Personal factors • Social integration • Constitutionalism • Total life Space Organizational Commitment • Affective • Continuance • Normative Development of human capacity • Groot and Molen (2000) defined human resources capacity building as the development of knowledge, skills and attitudes in inclividuals and groups of people relevant in design, development, management and maintenance of institutional and operational infrastructures and processes that are locally meaningful. Based on this definition, capacity building for employees in a broad sense may refer to improvements in the ability of all employees to perform appropriate tasks within the broader set of performance standards of the organization. • The United Nations suggests that capacity builcling can be defined as "the process by which individuals, groups, organizations, and communities increase their abilities to: (1) perform core functions, solve problems, define and achieve objectives; and (2) understand and deal with their development needs in a broad context and in a sustainable manner" (United Nations Development Programme, Management Development & Governance Division, 1998). Adequate andfair compensation: The salary given to the employees should be just, fair and equitable. The wages offered to the employees should help to maintain their desired standard of life. Payment of Wages Act, 1936 and Minimum Wages Act 1948 336 BALA ET AL./ A STUDY OF QUALITY OF WORK LlFE AND ORGANIZATIONAL COMMITMENT safeguard the interests of the workers regarding payment of wages. Growth and security: Job security is the probability that an individual will keep their job; a job with a high level of job security is such that a person with the job would have a small chance of becoming unemployed. When businesses are experiencing growth, job confidence and security typically increase. If a person a get a chance to uplift its growth in an organization and the employee feels secure in an organization, there will be very less chance for an employee to leave the workplace. Employees who settle into a position are more likely to achieve long-term career goals, better position themselves financially, and gain marketable skills that appeal to future employers. All these factors provide sufficient reminders about the importance striving for job security. Safe and healthy working condition: Technology is getting advanced day by day. Workplace is facing rapid development. Economic and social development changes the daily life of the employees. With these rapid changes the need is to focus on the work place whether it is safe and healthy for the workers working at that place. Lots of improvement is needed but these changes give rise to new problems. Therefore in many areas the amount of accidents and health problems of workers are increasing. There is a need to uplift the work place by making some changes at the work place and ensuring that the workplace is safe and healthy for the workers. Social relevance: Social relevance of work life means balancing the time of the employees between work and personal life. The organization in which employees work needs to pay attention to the basic needs of the employees at the work place and their aspirations in terms of career development. Social system plays an important role in the work life of employees. The social system includes all the employees in an organization, and their relationship with each other and with the rest of the world. To make the term more clear let us have a look on some of the questions included in the questionnaire .Regarding the proud of performing your work, how do you feel? Are you satisfied with the image this organization has in society? How satisfied are you with contribution to the society that your organization has made? How satisfied are you with the services and quality of students that your organization gives to the society? Every employee working in an organization needs the good reputation ofit. Employees feel good if they find the organization doing good for the society. Organization needs serious steps to maintain the quality of work life so that the employees are ready to stay longer. Social integration: Social integration and social relations that employees secure at the work place with their seniors or colleagues is naturally influenced by the ability and attitude of the employees. Good social integration leads to good socialisation with an employee which is an important aspect of Quality of Work Life. Social integration is a dynamic and structured process in which all members with peaceful conversation try to achieve and maintain social relations. Constitutionalism: Constitutionalism meaning respect to laws. Let us have the look on questions used in this research study. First question that is 'How satisfied are you with the organization for respecting the teacher's rights?' Then the second question that is 'How satisfied are you with your freedom of expression at work? ' Both these questions. Make us clear that the word 'constitutionalism 'used with quality of work life refers to freedom of expression and to respect others. Now let us have the look on some other questions that is 'How satisfied are you with the norms and rules at your work? "Regarding the respect to your individuality, how do you feel?' Now the term is clear in elaborate way. It refers to norms and rules at the workplace as well as the respect individual feel at the workplace. All these concepts highlight the importance of quality of work life. The term 'quality of work life' becomes so broader concept that the organization has to focus on its employees with keen interest to provide them satisfaction at each and every point. Total life space: Every employee working in an organization needs some space in his/her personal life. Outcome will be best if an organization maintains a friendly relation in the working hours. There is a need to maintain a gap between the work schedule and leisure time. An employee should feel satisfaction with his schedule of work and rest. Employee will get dissatisfaction if the work influence on their family life. There is a need for an organization to maintain a quality of work life such that every employee enjoys the task provided to them. Organizational commitment John Meyer and Natalie Allen developed their three component model of commitment and published it in the 1991 "Human Resource Management Review". The model explains that commitment to an organization is a psychological state, and that it has three distinct components that affect how employees feel about the organization that they work for. The three components are: • Affective commitment. • Continuance commitment. • Normative commitment. Organization can use this model to increase commitment and engagement in the employee, while also help to an employee to experience a greater feeling of well being and job satisfaction. Let's look at each ofMeyer and.Allen's three types of commitment: Affective commitment: Affective commitment is defined as the employee's positive emotional attachment to the organization. Meyer and Allen defined as the "desire" component of organizational commitment. An employee who is affectively committed strongly identifies with the goals of the organization and desires to remain a part of the organization. Affective Commitment + + + + Emotional Attachment Identify With the goals Satisfaction Desire to remain Continuance commitment: This type of commitment occurs when an employee observes the pros and cons of leaving the organization. Employee may feel that he/she need to stay in the organization, because a benefit of joining another role in some other job is not higher. There can be various reasons for the continuity of the job. It may be monetary, professional (seniority or role related skills) or social that is friendship and home feeling. Continuance commitment gets increased if an employee is in well-established organization, IAHRW International Journal of Social Sciences Review, 2019, 7(3), 3 3 4 3- 41 have successful role or have several promotions in less time. Normative commitment: This type of commitment occurs when an employee feel a sense of obligation towards the organization. It doesn't mean that the employee feels happy with the role provided in the organization. Employee feels that it's moral obligation to stay with the organization. This sense of obligation can originate from several factors. Employee might feel that it has invested money or time in your training. Or perhaps it provided a reward in advance, such as paying for the college tuition. Sometimes, family might have stressed that he/she should stay loyal to the organization. Method Participants and procedure The research adopts a descriptive research design. Structured Questionnaire is used for data collection. Stratified Sampling technique is used. SPSS 21 is used for analysis purpose . The study is based on the primary as well as on secondary data. Questionnaire was get filled from different public and private institutions. 300 samples were selected where 150 from public institutions and 150 from private institutions. Questionnaire was divided in 2 parts based on quality of work life and organizational commitment. Under quality of work life the questionnaire is divided into 8 sections. The first section is containing questions related to demographic information of the respondents. The three sections are set of questions related to dimensions of QWL (independentvariables). Finally, the last section consists of questions on OC (dependent variables), which is divided based on affective, continuance and normative commitment. Secondary Data is used in the research is collected from internet, newspaper, existing literature, magazines, etc. Analysis tool was descriptive and inferential statistics has been used. In inferential statistics t test, multiple regression, and correlation has been applied. Types of courses respondents teaching Professional Courses Non Professional Courses Total Frequency Percent 158 142 300 52.7 47.3 100.0 Out of 300 respondents 52.7 percent of the respondents are teaching professional courses and47.3 percent of the respondents are teaching non professional courses. Results Out of 300 respondents, 37 percent of the respondents are male and 63 percent of the respondents are female. Out of 600 respondents, 30. 7 percent of the respondents belong to 22-31 years. In the age category 42-51 years there are 27.7 percent of the respondents followed by the age category 32-41 years in which there are 27.2 percent of the respondents. Finally in the age category 52 years and more there are 14.5 percent of the respondents. Hence the majorities of the respondents those are in the teaching professions are youngster and are in the age category of 22-31 Years and the least number of the respondents are ofage 52 years and more. For the validity of the questionnaire we have done a pilot study by taking 20 respondents each from the government and private institutions/colleges and have seen that the questionnaire was well understood by the respondents and there was no flaws reported by the respondents. 337 Reliability is related to the consistency of the measure. In order to measure the reliability we have used Cronbach's Alpha technique. A questionnaire is considered to be well consistent if the value of Cronbach'sAlpha lies between O.6 to 0.7 or higher. Four important factors have been taken that is organizational factors (development of human capacity, adequate & fair compensation & growth & security), environmental factors (safe & healthy working conditions & social Relevance), personal factors (social integration & constitutionalism & total life space) and organizational commitment (affective commitment, Continuance Commitment & normative commitment). The research shows that all Cronbach's Alpha scores are more than .6 and the overall score is 8. 0 which is very good. So from here we can conclude that scale we are using is reliable. Descriptive comparison analysis is done under which all the three dimensions of organizational factors that is development of human capacity, adequate and fair compensation, Growth and security. Under the descriptive analysis of development of human capacity, the statements are checked one by one. First statement is checked under development of human capacity that is "Are they satisfied with the opportunities they get at the work ". 49 percent of the faculty members teaching in government colleges and 47 percent of the faculty members teaching in private colleges are satisfied with the opportunities they get at work for making decision. So the dissatisfaction among the faculty teaching in private colleges is slightly more as compared to the faculty teaching in government colleges with the opportunities they get atwork for making decision. Likewise second statement is checked that is "Are you satisfied with the importance of the work assigned to you ".We get that 45 percent of the faculty members teaching in government colleges and 38 percent of the faculty members teaching in private colleges are satisfied with the importance of the work/activity assigned to them at work. So the dissatisfaction among the faculty teaching in private colleges is more as compared to the faculty teaching in government colleges with the importance of the work/activity assigned to them at work. Now the third statement is checked under development of human capacity that is " Are you satisfied with the opportunities you get for performing different types of tasks. "Finally 45 percent of the faculty members teaching in government colleges and 33 percent of the faculty members teaching in private colleges are satisfied with performing different types of tasks at work. So the dissatisfaction among the faculty teaching in private colleges is more as compared to the faculty teaching in government colleges with performing different types of tasks at work. Similarly the statements under adequate and fair compensation are checked then under growth and security. Then environmental factors and personal factors are considered. In the end the organizational commitment is studied that is affective, continuance and normative commitment. Part] Organizational factors • Developmentof human capacity 5 statements • Adequate and fair compensation 5 statements • Growth and security - 6 statements Environmental factors • Safe and healthy working conditions 7 statements • Social Relevance -6 statements 338 BALA ET AL./ A STUDY OF QUALITY OF WORK LlFE AND ORGANIZATIONAL COMMITMENT Personal factors • Social Integration 5 statements • Constitutionalism 4 statements • Total life space 3 statements Organizational Commitment-Part2 • Affective commitment 5 statements • Continuance commitment 4 statements • Normative commitment 4 statements An effort has been made to compare the relationship between quality of work life and organizational commitment between the faculty members teaching professional courses and faculty members teaching non professional courses in the private colleges. First of all a comparison between the mean scores of the quality of work life and organizational commitment between the faculty members teaching professional courses and faculty members teaching non professional courses is done. In addition to this, mean scores are compared with the help of the t-test for difference of means between two independent samples. Then a comparison of the correlations of quality of work life and organizational commitment between the faculty members teaching professional and non professional courses has been done. Mean scores and Standard deviations of faculty of private institutions Factors Development of Human Capacity Adequate and Fair Compensation Growth and Security Organizational Factors Safe and Healthy Working Conditions Social Relevance Environmental Factors Social Integration Constitutionalism Total Life Space Personal Factors Affective Commitment Continuance Commitment Normative Commitment FacultyTeaching Faculty Teaching Non Professional Courses Professional Courses Mean SD Mean SD 3.19 1.22 3.10 1.30 2.98 1.21 3.13 1.79 2.93 3.03 3.14 1.19 1.21 1.23 2.74 2.99 3.19 1.12 1.42 1.27 3.62 3.38 2.99 2.82 2.85 2.88 2.97 2.96 3.23 1.00 1.15 1.14 1.14 1.34 1.20 1.184 1.185 1.17 3.49 3.34 3.04 3.10 3.17 3.10 2.97 3.10 3.19 1.03 1.17 1.17 1.13 1.35 1.20 1.20 1.17 1.19 From the above table it can be easily interpreted that faculty members teaching professional courses in private colleges are slightly more satisfied regarding development of human capacity with a mean value of 3.19 than the faculty members teaching non professional courses with a mean value of 3 .10. Faculty members teaching professional courses are more dissatisfied on adequate and fair compensation with a mean value of 2.98 than faculty members teaching non professional courses with a mean value of 3 .13. On the third dimension of organizational factor, growth and security, faculty members teaching non professional courses feel more dissatisfied with a mean value of 2.74 as compared to faculty teaching professional courses with a mean value of 2.93. Finally faculty members teaching professional courses are slightly more satisfied with mean value of 3 .03 than the faculty members teaching non professional courses on organizational factors. Likewise further conclusions can be interpreted from the above table. Hypotheses ofthe study An attempt has been made to study the difference of mean between the factors of the quality of work life and factors of organizational commitment between the faculty members teaching professional courses and non professional courses in private colleges with the help of T-test of difference of mean. For this the following four hypothesis have been set up HO/ There is no significant difference in organizational factors between the faculty members teaching professional and non professional courses in the private institutions. H02 : There is no significant difference in environmental factors between the faculty members teaching professional and non professional courses in the private institutions. H03 : There is no significant difference in personal factors between the faculty members teaching professional and non professional courses in the private institutions. HO,: There is no significant difference in organizational commitment between the faculty members teaching professional and non professional courses in the private institutions. P (sig) value should be greater than .05 so that the null hypothesis will be accepted at 5% level of significance . There is a significant difference at 5% level of significance between the means scores of constitutionalism, total life space and overall means scores of personal factors as the p (sig) value is less than .05. So null hypothesis will be rejected and alternative hypothesis will be accepted in case of constitutionalism, total life space and overall means scores of personal factors. However there is no significance difference on the means of development of human capacity, adequate and fair compensation, growth of security, organizational factors, safe and healthy working conditions, social relevance, environmental factors, social integration, affective commitment, continuance commitment and normative commitment at 5% level of significance between the faculty teaching professional courses and the faculty teaching non professional courses in private institutions as the p (sig) value is greater than .05 in these cases. So null hypothesis in case of development of human capacity, adequate and fair compensation, growth of security, organizational factors, safe and healthy working conditions, social relevance, environmental factors, social integration, affective commitment, continuance commitment and normative commitment will be accepted at 5% level of significance. Now, proceeding to the next step that is comparison of correlation of quality of work life and organizational commitment between the faculty members teaching professional and non professional courses in private colleges. We will start it one by one. Firstly, the correlation between the factors of quality of work life and affective commitment. From the above table it is evident that for the faculty members teaching professional courses organizational factors have low (.035) and insignificant correlations with the affective commitment. On the other hand for the faculty members teaching non professional courses this Correlation (.179) is slightly higher than faculty members teaching professional courses and is significant at 5% level IAHRW International Journal of Social Sciences Review, 2019, 7(3), 3 3 4 3- 41 339 Correlation between quality of work life and affective commitment Factors Organizational Environmental Personal Professional Courses Nonprofessional Courses Correlation Sig (2 Tailed) Correlation Sig (2 Tailed) .o35 .029 .137* .278 .308 .143 .179* .108* .043 .043 .033 .644 * Indicates correlation is significant at 5% level of significance of significance. Likewise overall we get the conclusion that organizational factors, environmental factors and personal factors have low and insignificant, low and insignificant, low and significant correlation respectively with the affective commitment in case of faculty members teaching professional courses. On the other hand organizational factors, environmental factors and personal factors have low and significant, low and significant and low and insignificant correlation respectively with the affective commitment in case of faculty members teaching nonprofessional courses. Similarly, the correlation between quality of work life and continuance commitment is checked. Then the correlation between quality of work life and normative commitment is checked. Correlation between quality of work life and continuance commitment Factors Professional Courses Correlation Organizational Environmental Personal .032 .170* .132* Nonprofessional Courses Sig (2 Tailed) .703 .023 .021 Correlation .009 .267** .078 Sig (2 Tailed) .923 .004 .417 (*, ** Indicates correlation is significant at 5% and I% respectively) From the above table it is evident that for the faculty members teaching professional courses organizational factors have low (.032) and insignificant correlations with the continuance commitment. On the other hand for the faculty members teaching non professional courses this correlation (.009) is lower than faculty members teaching professional courses and is also insignificant at 5% level of significance. Next, environmental factors have low (.170) and significant correlation with the continuance commitment for the faculty members teaching professional courses but this is slightly higher (.267) and is highly significant at 1% level of significance for the faculty members teaching non professional courses. Finally the correlation of personal factors with continuance commitment is slightly higher (.132) and significant for the faculty members teaching professional courses than the faculty members teaching non professional courses where the correlation is (.078) and is insignificant. Correlation between quality of work life and normative commitment Factors Professional Courses C01relation Organizational Environmental Personal .138* .117 .047 Nonprofessional Courses Sig (2 Tailed) .035 .126 .555 Correlation .168 .250** .139 Sig (2 Tailed) .074 .007 .143 (*, ** Indicates correlation is significant at 5% and I% respectively) From the above table it is evident that for the faculty members teaching professional courses organizational factors have low (.13 8) and significant correlations with the normative commitment. On the other hand for the faculty members teaching non professional courses this correlation (.168) is slightly higher than faculty members teaching professional courses and is also insignificant at 5% level of significance. 340 BALA ET AL./ A STUDY OF QUALITY OF WORK LlFE AND ORGANIZATIONAL COMMITMENT Next, environmental factors have low (.117) and insignificant correlation with the normative commitment for the faculty members teaching professional courses but this is slightly higher (.250) and is highly significant at 1% level of significance for the faculty members teaching non professional courses. Finally the correlation of personal factors with normative commitment is slightly lower (.047) and insignificant for the faculty members teaching professional courses than the faculty members teaching non professional courses where the correlation is (.139) and is insignificant. Conclusion Richard Walton proposed eight major conceptual categories as a framework for analyzing and assessing the phenomenon. It has been divided in three parts that is organizational factors, environmental factors and personal factors. Various public and private institutions are taken for the survey. The professional and non professional faculty member responds differently to different questions asked under these factors. Organizational factors are divided into three parts and they have different questions according to the different headings. Faculty members respond differently to all these questions. Then the environmental factors, under these two headings are set and then the personal factors and so on. Descriptive comparison analysis is done. Different statements under development of human capacity are checked. In conclusion we get that dissatisfaction among private faculty members are more as compared with the public faculty members. Then under the four aspects of adequate and fair compensation, salary, salary compared to other colleges, salary compared to colleagues and increment at the end of the year faculty members teaching in the private colleges are more dissatisfied as compared to the faculty members teaching in the government colleges but on the fifth aspect extra benefits provided to faculty, the private faculty members are more satisfied than the government faculty members. Then come under growth and security .Dissatisfaction among the private faculty members are more as compared to the public faculty members. Likewise Environmental factors are studied. Statements under Safe and healthy working conditions and social relevance are checked. Results are predictable that is satisfaction among public faculty members is more as compared to private faculty members. Then the personal factors are checked that is Social integration, constitutionalism and total life space. With the factor social integration, dissatisfaction among the private faculty members is more as compared to the public faculty members with work influence on their family life routine. Then comes the constitutionalism, the satisfaction of private faculty members is more as compared to the public faculty members with work influence on possibilities of leisure. Under total life space, the satisfaction of public faculty members is more as compared with the private faculty members. A study by Parvar et al. (2013) refers from a previous study made by Walton (1974) explains that QWL is backed by eight conditions of employment as mentioned in the paper. These eight factors will contribute a good QWL and reflects on the organizational commitment (OC) of an employee. Using methods of increasing QWL will increase employee's commitment, and doing their job more effective. Same results showed on a study made by Daud (2010) in Malaysia, where the QWL has a positive relationship on OC. QWL provide the opportunity for an organization to have proper growth and development. Training provided to the employees at proper time will enhance the job satisfaction. Other than that the job satisfaction will improve when work environment is conductive and congenial. A significant relation between job satisfaction, personal growth, and team effectiveness can be seen even in the academic. However, a high QWL is required in order to ensure the growth and the development of both the employees and the organization. A study in India among academicians was made, and the result shows that the QWL level is low (Bindu & Yashika, 2013). Hence, a huge change is needed in order to improvise the level of QWL. Now let's have the view on the descriptive comparison analysis of the organizational factors that is affective, continuance and normative commitment. Under affective commitment, the faculty members of public institutions are more dedicated as compared to the faculty members of private institution. Same as the result of affective commitment, under continuance commitment, the faculty members of public institutions are more dedicated as compared to the faculty members of private institutions. Then comes the normative commitment, the result is same as affective and continuance commitment. An effort has been made to compare the relationship between quality of work life and organizational commitment between the faculty members teaching professional courses and faculty members teaching non professional courses in the private colleges. Overall we find that faculty members teaching professional courses are slightly more satisfied than the faculty teaching non professional courses on the organizational factors, environmental factors and on normative commitment. On the other hand faculty members teaching non professional courses are more satisfied than the faculty members teaching professional courses on the personal factors and continuance commitment. However on the affective commitment both types of faculty members are dissatisfied with the same mean score. A study by Lew (2009) suggests that the academic will give greater commitment if they receive a good support by the department in achieving their goals. Taking care of the academic's well-being would develop a normative commitment among the staff to the faculty (Normal, MdNor, & Ishak, 2015). Interestingly, it is good to retain those who have high affective commitment than those who have high continuance commitment. Wasti (2005); as mentioned by Saez et al. (2009); Boas and Morin (2013); and Lew (2009) have also agreed that having affective commitment would reduce the chance of the academic leaving. 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