A COMPARATIVE ANALYSIS OF ORGANIZATIONAL COMMITMENT AMONG TTS AND BPS TEACHERS IN PUNJAB PUBLIC UNIVERSITIES
Abstract
This paper presents a comparative study of the organizational commitment levels among teachers working under the Tenure Track System (TTS) and Basic Pay Scale (BPS) system in public universities of Punjab, Pakistan. The study employs the Organizational Commitment Questionnaire (OCQ) to assess affective, continuance, and normative commitment dimensions. The results indicate significant differences between TTS and BPS teachers, with TTS faculty exhibiting higher levels of affective commitment. The findings suggest that differences in job security, incentives, and professional growth opportunities play crucial roles in shaping these commitment levels. The study highlights implications for university management and policy reform in the public higher education sector.
