The study was conducted to assess the effect of employee engagement on the commitment of teachers in the Cape Coast Metropolis of Ghana and also examined the mediating role of career satisfaction in the employee engagement and organizational commitment relationship. The estimated target population were 530 teachers. Explanatory survey design was used and 228 senior high school teachers were systematically selected and surveyed accordingly. Internal consistency of .863 was obtained for the instrument. Data processing and analysis were done through SPSS and Smart PLS (reflective model) to assess the effect of employee engagement on the four dimensions of organizational commitment (affective, continuance, normative and value commitment). The quality criteria were met by the measurement model. It was discovered that employee engagement positively influences all the four dimensions of organizational commitment. Likewise, employee engagement positively influences career satisfaction. Also, career satisfaction positively influences all the four dimensions of organizational commitment. Additionally, career satisfaction mediated the predictive relation between employee engagement and all the dimensions of organizational commitment except value commitment. It was suggested that the Government of Ghana, Ghana Education Service and headteachers in public senior high schools, must ensure that teachers are actively engaged at work based on scientifically-driven job designs and resource allocation. Also, all relevant stakeholders in the educational sector must constantly engage teachers on all labour issues in order to avoid unnecessary strike actions. Furthermore, there is the need for establishment of policies and systems that will reinforce the career needs of teachers to achieve careers satisfaction devoid of favoritism.
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In-Text Citation: (Domfeh, 2020)
To Cite this Article: Domfeh, H. A. (2020). The Mediating Effect of Career Satisfaction in the Predictive Relation between Employee Engagement and Organizational Commitment of Teachers in Ghana. International Journal of Academic Research in Business and Social Sciences, 10(2), 505–521.
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