The role of job involvement and career commitment between person–job fit and organizational commitment: a study of higher education sector

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Education is the most important sector because it is capable of shaping the future of the nation and its citizens (Jyoti and Bhau, 2016). This sector is majorly based on teachers’ knowledge, skill, competence, communication ability and teaching experience which in turn produce highly capable personnel as well as enhance the economic growth of the country (Naz et al., 2012). Though the education sector is viewed in terms of societal contributions, it is now being questioned (Pucciarelli and Kaplan, 2016) as teachers account for the largest cost and human capital in this sector (Sharma and Jyoti, 2006). The institutions such as universities, colleges and schools have teachers’ turnover problem (Darougheha et al., 2013). A mismatch between the goals, values and demands of the teachers and that of the institution can be one of the factors that result in lack of commitment and higher turnover. Higher education organizations have recognized the importance of good teachers. Their success is dependent on their capability to attract, develop and retain talented employees/teachers (Sharma and Jyoti, 2006). For this purpose, many organizations that use a conventional selection process concerned with work orientation that requires the knowledge of role behaviour has replaced this process with the person–environment fit model, that is, hiring and selecting employees with characteristics and attributes that allow them to fit into their organization (Polyhart and Schneider, 2002; Werbel and Johnson, 2001).

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