The Moderating Effect of Compensation on the Relationship between Teachers Sense of Calling and Professional Commitment in Public Universities in Ethiopia
DOI:
https://doi.org/10.63990/2026ajoldvol11iss1pp227-248Keywords:
teachers’ sense of calling, professional commitment, compensation, moderating effect, public universitiesAbstract
This study investigated the relationship between teachers’ sense of calling and professional commitment in Ethiopian public universities using compensation as a moderating variable. Based on Work-as-Calling Theory, Organizational Commitment Theory, and Equity Theory, the study adopted a quantitative survey research design. For this study, quantitative data were collected from 540 teachers recruited from eight public universities selected through multistage sampling techniques. The study used standardized questionnaires for survey data collection from the respondents. The study employed both descriptive and inferential analyses using SPSS, SmartPLS 4, and Hayes’ PROCESS Macro Model-1. The findings from the study revealed that Ethiopian public university teachers have moderately high professional commitment and moderately possess a sense of calling. Among types of commitment, teachers scored highest in student and teaching profession commitment. The results revealed that sense of calling and professional commitment of teachers and pay had a significant and positive correlation. Results from moderation analysis showed that compensation significantly moderated teachers' sense of calling and professional commitment relationship while compensation had a significant direct effect on teachers’ professional commitment. The positive relationship between sense of calling and professional commitment increases as pay increase but decreases as pay decreases. This research finding suggests that although sense of calling or intrinsic motivation plays a great role in teachers' professional commitment, appropriate compensation should exist to enhance and maintain high levels of relationship. To conclude, boosting long-term professional commitment among teachers in Ethiopian public universities should be matched with teachers' extrinsic rewards as well.
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