The effect of organizational culture on trainers’ job satisfaction in the Addis Ababa City Administration, Ethiopia

Ambo, Aklilu Alemu Article The effect of organizational culture on trainers’ job satisfaction in the Addis Ababa City Administration, Ethiopia Cogent Business & Management Provided in Cooperation with: Taylor & Francis Group Suggested Citation: Ambo, Aklilu Alemu (2024) : The effect of organizational culture on trainers’ job satisfaction in the Addis Ababa City Administration, Ethiopia, Cogent Business & Management, ISSN 2331-1975, Taylor & Francis, Abingdon, Vol. 11, Iss. 1, pp. 1-17, https://doi.org/10.1080/23311975.2024.2375999 This Version is available at: https://hdl.handle.net/10419/326416 Standard-Nutzungsbedingungen: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen. 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If the documents have been made available under an Open Content Licence (especially Creative Commons Licences), you may exercise further usage rights as specified in the indicated licence. https://creativecommons.org/licenses/by/4.0/ Cogent Business & Management ISSN: 2331-1975 (Online) Journal homepage: www.tandfonline.com/journals/oabm20 The effect of organizational culture on trainers’ job satisfaction in the Addis Ababa City Administration, Ethiopia Aklilu Alemu Ambo To cite this article: Aklilu Alemu Ambo (2024) The effect of organizational culture on trainers’ job satisfaction in the Addis Ababa City Administration, Ethiopia, Cogent Business & Management, 11:1, 2375999, DOI: 10.1080/23311975.2024.2375999 To link to this article: https://doi.org/10.1080/23311975.2024.2375999 © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group Published online: 16 Jul 2024. Submit your article to this journal Article views: 1997 View related articles View Crossmark data Citing articles: 1 View citing articles Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=oabm20 ManageMent | ReseaRch aRticle Cogent Business & ManageMent 2024, VoL. 11, no. 1, 2375999 The effect of organizational culture on trainers’ job satisfaction in the Addis Ababa City Administration, Ethiopia aklilu alemu ambo Department of educational Planning and Management, College of education and Behavioral studies, Madda Walabu university, Bale, Robe, ethiopia ABSTRACT this study aimed to examine the influence of organizational culture on job satisfaction among trainers in technical and vocational education and training (tVet) colleges in addis ababa city administration. Utilizing a cross-sectional survey design, a sample of 230 trainers was selected from two colleges through simple random sampling. standardized questionnaires were employed to collect data on organizational culture and job satisfaction, which underwent analysis using statistical techniques, including frequency, percentage, mean and standard deviation, spearman’s rho correlation, Mann-Whitney U test, and multiple regression analysis with sPss version 23. the findings revealed that adhocracy was the dominant cultural type in tVet colleges, and trainers expressed satisfaction with their jobs in both institutions. Furthermore, the study identified that organizational culture types explained 30% of trainers’ job satisfaction, with market culture emerging as the sole significant and positive predictor of job satisfaction in the area (0.74). additionally, a weak to moderate positive correlation was observed between organizational culture and trainers’ job satisfaction. notably, a statistically significant difference was noted between male and female trainers regarding job satisfaction. consequently, the study recommends prioritizing efforts to enhance market culture to sustain trainers’ job satisfaction. Introduction Organizational culture, a complex and multi-layered entity (ellinas et al., 2017; Pathiranage et al., 2020; törnblom, 2018), poses challenges for comprehension due to ontological and epistemological debates resulting in multiple paradigms (gaus et al., 2019). Despite this complexity, certain perspectives on the nature, substance, and implications of organizational culture have gained popularity (hofstede, 2011). Organizational culture believed to consist of shared beliefs and conventions represented through symbols (hofstede, 2015), is formed through social interactions among members of specific groups, reflecting shared values and standards that significantly influence their ideas and actions (schein, 2004). When engaging with people, phenomena, and events, organizational members are guided by cultural values— inspiring ideals (li et al., 2021)—and cultural norms that serve as a guide for certain social expectations (Balthazard et al., 2006). cultural values and norms guide organizational members, impacting everyday decisions, actions, and interactions, even for those who do not personally share the dominant values and norms, as deviation is penalized (sackmann, 2021). this cultural influence extends to various aspects of management and organizational functioning, affecting institutional approaches (Baird et al., 2007; Klein, 2011), employee performance (Deem et al., 2010; elifneh & embilo, 2023; noora et al., 2021), reward systems (chen, 2010), transfer of organizational knowledge (alavi et al., 2005), better outcomes (Pagan & Malo, 2021; Platis et al., 2015), organizational leadership (Wilderom et al., 2000), institutional structure (Yarbrough et al., 2011), and job satisfaction © 2024 the author(s). Published by informa uK Limited, trading as taylor & Francis group CONTACT aklilu alemu ambo [email protected] Department of educational Planning and Management, College of education and Behavioral studies, Madda Walabu university, P.o. Box: 247, Bale, Robe, ethiopia https://doi.org/10.1080/23311975.2024.2375999 this is an open access article distributed under the terms of the Creative Commons attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. the terms on which this article has been published allow the posting of the accepted Manuscript in a repository by the author(s) or with their consent. ARTICLE HISTORY Received 10 March 2022 Revised 14 February 2024 accepted 1 July 2024 KEYWORDS addis ababa; cVF; ethiopia; job satisfaction; organizational culture; tVet REVIEWING EDITOR huifen (helen) cai, Middlesex University Business school, United Kingdom SUBJECTS education Policy and Politics; education studies; higher education; school leadership, Management and administration 2 a. aleMU aMBO (Mali etal., 2022; Meng & Berger, 2019; tran, 2021). Job satisfaction is a complex and subjective attitude that reflects an individual’s cognitive, emotional, and evaluative responses to their work (luthans, 2005). it is influenced by both personal experiences and institutional values (lund, 2003; schneider etal., 2011; silverthorne, 2004). it also depends on the perceived importance and rewards of the job features to the individual (Kinicki et al., 2002; topino et al., 2021). Job satisfaction is a significant concept in organizational behavior, as it is believed to have a positive impact on employee productivity, despite the lack of conclusive evidence for this relationship (Voordt & Jensen, 2023; Wright & cropanzano, 2004). Organizational culture has been identified by numerous researchers as a factor that influences job satisfaction (Belias et al., 2015; Bigliardi etal., 2012; Körner etal., 2015; Mali etal., 2022; tran, 2021). Previous studies have examined the relationship between job satisfaction and institutional culture (Belias et al., 2015), described the underlying mechanisms (Macintosh & Doherty, 2010), and investigated the effects of different types of organizational culture on job satisfaction (Belias et al., 2015). Most of the studies conducted to determine the effects of organizational culture on job satisfaction were done in the Western world (asiedu, 2015), which is characterized by individualistic societies (hofstede, 2016). however, ethiopian society is characterized by collectivism and a high-power distance (getahun & Kassu, 2014). in a collective society, interpersonal peace and group solidarity are highly valued, as well as behavior towards in-group members (Van hoorn, 2015). in a high-power distance society, tolerance for inequality is higher, and the advantages received by high-status individuals are significantly different from those received by low-status individuals (house et al., 2004). Power distance was also highlighted as a significant factor in most collectivist countries (ghosh, 2011; Varela etal., 2010). therefore, organizational culture studies conducted in individualistic societies with low power distance cannot accurately represent a collective society with high power distance. While widespread job dissatisfaction exists at all education levels, including tVet colleges in ethiopia (aweke et al., 2017; Befekadu, 2021; Birhanu et al., 2020; gemeda & tynjälä, 2015; gessesse & Premanandam, 2023; Yohannes & Wasonga, 2023), the contribution of organizational culture to this dissatisfaction is unknown. conversely, studies conducted in both developing (hosseinkhanzadeh et al., 2013; hwang, 2019; Purwadi etal., 2020; sadeghi etal., 2013; tran, 2021) and developed countries (elena & Dmitry, 2010; Macintosh & Doherty, 2010; Meng & Berger, 2019) have shown that organizational culture has a positive impact on job satisfaction. in the ethiopian context, job dissatisfaction among teachers is prevalent, particularly in technical and vocational education and training (tVet) (temesgen, 2017). Despite this, there is a dearth of research on whether job dissatisfaction is influenced by organizational culture in tVet. Previous studies in ethiopia have explored relationships between organizational culture and variables other than job satisfaction or vice versa (Daniel, 2020; tadele, 2014). although relevant, these studies differ in emphasis from the current research, which specifically aims to assess the impact of organizational culture on trainers’ job satisfaction at tVet colleges in the addis ababa city administration. While Dereje et al. (2020) examined the relationship between organizational culture and job satisfaction in the healthcare industry, emphasizing medical service, patient care, and empathy, the present study seeks to address this relationship in the unique context of tVet, focusing on technical education, skill development, and trade preparation. therefore, the present study aimed to assess the impact of organizational culture on trainers’ job satisfaction at tVet colleges in the addis ababa city administration. Research questions 1. What is the overall level of job satisfaction at entoto and Misraq tVet colleges in the addis ababa city administration? 2. Which culture type determines trainers’ job satisfaction at the tVet colleges in the addis ababa city administration? 3. What is the link between job satisfaction and organizational culture types at the tVet colleges in addis ababa city administration? 4. is there a statistically significant difference in job satisfaction among male and female trainers in the addis ababa city administration with regard to their attitude? cOgent BUsiness & ManageMent 3 Significance of the study this study provides clear policy implications, advocating for the promotion of adhocracy culture in tVet colleges to foster innovation and creativity. it urges policymakers to design policies that grant autonomy and decision-making roles to trainers, aligning with the dynamic and externally focused structure required for educational innovation. this study also calls for diversity in assessment tools to measure job satisfaction and to recognize gender differences in policies, highlighting the need for inclusive measures and equal opportunities for all trainers. Moreover, the study enriches the existing literature by offering nuanced insights into the relationship between organizational culture and job satisfaction in the specific context of tVet colleges. it resolves discrepancies in previous findings by attributing them to differences in assessment tools and recommends the use of more comprehensive tools in future research Literature review Organizational culture the intricate set of norms and values governing the members of an organization is termed as organizational culture (schein, 2010). Organizational culture, as defined by chatman and choi (2022), encompasses widely held beliefs and assumptions within a company. Quinn (2011) characterizes organizational culture as a pattern of norms and ideas influencing individual behavior within an organization. the type, dynamic pattern, and strength of organizational culture play a crucial role in evaluating organizational performance, facilitating internal integration, and enabling external adaptation (schein, 2010). the literature proposes various classifications of organizational culture (aboramadan et al., 2020; assens-serra et al., 2021; Balthazard et al., 2006; cameron & Quinn, 2006; Denison, 2003; Rita, 2022). these classifications consider dimensions, such as external vs. internal focus and flexibility vs. stability (cameron & Quinn, 2006; Denison, 2003); the needs and orientation of individuals within the organization (Balthazard etal., 2006); the level of risk and speed of market feedback (Deal & Kennedy, 1999); and egalitarianism vs. vertical power distribution and people-consideration vs. task consideration (trompenaars, 1994). in this study, the culture classification is based on characteristics related to employee job satisfaction, adopting Balthazard et al. (2006) categorization, which considers individual wishes and orientations within the institution. this categorization aims to determine the impact of different organizational culture types on job satisfaction. additionally, trompenaars (1994) has provided categorizations considering features, such as power-sharing norms and norms related to job and relationship orientations. to examine institutional culture profiles based on assumptions, norms, interpretations, and organizational characteristics, this study employed cameron and Quinn (2006) Organizational culture assessment instrument (Ocai) version questionnaire. the Ocai has demonstrated validity and reliability across multiple studies in various organizations (cameron & Freeman, 1991; cameron & Quinn, 1999; colyer, 2000). Kalliath et al. (1999) validated the initially-developed Ocai measurement scale (Quinn & spreitzer, 1991) using a competing value framework structural model and reported ‘excellent validity and reliability estimates’ (p. 143). Furthermore, the subscales of the Ocai show moderate to high internal consistency, as indicated by cronbach’s alphas ranging from 0.58 to 0.88 (colyer, 2000). The competing value framework (CVF) Quinn and Rohrbaugh (1983) introduced the cVF for studying organizational culture across diverse settings. later, Quinn and Mcgrath (1985) popularized it as a tool for assessing organizational culture. the cVF, derived from the competing values model (Quinn & Mcgrath, 1985), explores the characteristics and values that underlie organizational effectiveness. Widely recognized as a valuable tool, the cVF assists firms in understanding the cultural shifts necessary to achieve their desired quality culture (cameron & Quinn, 1999). this concept posits that all human organizations can be categorized based on cultural dimensions (colyer, 2000). the initial component of the cVF is organizational focus, ranging from an external, macro-emphasis on organizational welfare and development to an internal, micro-emphasis on 4 a. aleMU aMBO employee well-being and growth. the cVF comprises four cultural types: clan, adhocracy, market, and hierarchy. each cultural value encompasses distinct organizational aspects, including shared values, leadership styles, dominant qualities, strategic emphases, and success criteria. as depicted in Figure 1, the vertical axis illustrates organizational structure in terms of flexibility and stability, while the horizontal axis spans from inner to outer. each cultural type competes with or opposes the set of values associated with the opposite cultural type. clan culture places the highest importance on human ties and values adaptability, emphasizing group culture to maintain cohesion. adhocracy culture stresses flexibility and change, with a strong focus on the external environment. Market culture prioritizes productivity, performance, goal achievement, and accomplishment, aiming to pursue well-defined objectives. hierarchy culture emphasizes internal efficiency, consistency, coordination, and evaluation, focusing on stability and internal institutional logic. Organizations with a hierarchical culture generally aim to enforce regulations, with motivating factors including security, order, rules, and regulations (cameron & Quinn, 1999). a key application of the cVF is guiding organizational change, enabling researchers to assess organizational culture and provide recommendations for promoting change. similarly, the cultural Profiles and the cVF offer a straightforward approach to characterizing the complexities of organizational culture, which workers can use to identify and intervene in organizations (Brown & Dodd, 1998). When comparing the current organizational profile to the ideal state, it facilitates discussions on ways to enhance and broaden each of the four quadrants (cameron & Quinn, 1999). consequently, the development of organizational culture profiles proves valuable in comprehending human resource management, change planning and implementation, and quality initiatives. Job satisfaction Over the past four decades of organizational study, extensive research has been conducted on job satisfaction (currivan, 1999). scholars have offered various perspectives and definitions for the term ‘job satisfaction’, considering it both as a global construct and a concept influenced by different factors (Price, 1997). Job satisfaction encompasses multiple elements, including job design, supervision, rewards, level of influence, and opportunities for advancement, communication, evaluation, and co-worker relationships. evans (1997) defines job satisfaction as ‘a state of mind determined by the extent to which individuals perceive their job-related needs being met’ (p. 833). similarly, schmidt (2007) views job satisfaction as a person’s perception of the desirability of a specific job. Moreover, saiyadain (2007) defines job satisfaction as the feelings employees experience after completing tasks. this feeling can manifest as either a positive or negative attitude toward the job. according to armstrong (2006), the term ‘job satisfaction’ pertains to individuals’ emotions and attitudes regarding their employment. Furthermore, armstrong suggests that job satisfaction entails positive perceptions of the work and the surrounding environment, whereas job dissatisfaction relates to negative attitudes toward the job. these definitions imply that job satisfaction encompasses employees’ overall sentiment toward their work, including their evaluation of job-related experiences and factors, such as management, salary and benefits, interpersonal relationships, and work characteristics. Various instruments have been employed by academics to assess job satisfaction. among these, the Job Descriptive index (JDi) is widely used and evaluates satisfaction levels connected to supervision, promotion, pay, co-workers, and the work itself (smith et al., 1969). the Minnesota satisfaction Stability Clan Market External Focus Internal Focus Flexibility Adhocracy Hierarchy Figure 1. the competing values framework (Cameron & Quinn, 2006, p. 49). cOgent BUsiness & ManageMent 5 Questionnaire (MsQ) (Weiss et al., 1967) examines 20 categories related to job satisfaction. the Faces scale (Kunin, 1955) has also been widely used. lester (1987) developed the teacher Job satisfaction Questionnaire (tJsQ) specifically for measuring teachers’ job satisfaction. additionally, spector (1985) developed the Job satisfaction survey (Jss), which assesses nine facets of job satisfaction: supervision, operating conditions, fringe benefits, nature of work, contingent rewards, pay, co-workers, communication, and promotion. in this study, a global version of the Jss, with no specific areas of job satisfaction, was used to determine the impact of cultural types on overall trainer job satisfaction. this particular measurement scale was chosen due to the author’s permission to use it for free for non-commercial purposes (spector, 1997). The relationship between organizational culture and job satisfaction Organizational culture, as highlighted by Joo and Ready (2012), is a crucial factor that fosters employee development and satisfaction. Managers play a pivotal role in cultivating a culture of continuous learning, which, in turn, enhances coordination and teamwork, ultimately leading to increased job satisfaction. the management style within an organization can influence various aspects of employee satisfaction, including job satisfaction (Walumbwa et al., 2008), involvement in decision-making (Daniels & Bailey, 1999), and empowerment (Johnson & Mcintye, 1998). clan culture, and to a lesser extent, adhocracy culture, are more likely to exhibit these features. lund’s (2003) study on american superiors further supports this hypothesis, revealing that work satisfaction positively impacts adhocracy and clan cultures but has an adverse effect on hierarchy and market cultures. the correlation between individual characteristics and institutional culture has been identified as a significant influence on workers’ job satisfaction (Robinson & Wolfe Morrison, 2000). this implies that individuals are more likely to perform well at work when their personal qualities align with the company’s objectives. Jabeen and isakovic (2018) have emphasized that employee satisfaction is strongly supported by a clan culture, where subordinates are devoted to their employers due to their positive experiences in the workplace. conversely, the hierarchy culture is frequently cited as a major factor contributing to low job satisfaction (Belias & Koustelios, 2014; top et al., 2015). a work culture that adheres to certain values and norms can bolster job satisfaction, while a market culture may have a detrimental effect on it. The relationship between gender and job satisfaction Researchers have extensively investigated the influence of demographic variables on personal and institutional performance, particularly examining the effects of age and gender on job satisfaction and organizational culture. according to Zou (2015), male workers tend to express lower levels of satisfaction compared to their female counterparts. however, Fernández Puente and sánchez-sánchez (2021) found that male workers exhibit higher satisfaction levels than their female counterparts. additionally, several researchers have explored how different aspects of job satisfaction affect gender, noting that males are more content with their pay, promotion opportunities, and supervisory attitude. in contrast, females tend to report higher satisfaction levels with their co-workers and working conditions (Okpara, 2006; Okpara et al., 2005). the influence of gender on organizational culture has been observed (aaltio & Mills, 2002; Koenig etal., 2011). in their study of gender theories, ely and Meyerson (2000) discovered that male and female employees undergo different socialization processes, leading to their separation into more homogeneous groups. however, there have been very few studies examining the impact of gender and age on organizational cultural ideals. Materials and methods Research design this study utilized a cross-sectional survey design. the primary objective of cross-sectional studies is to gather pertinent and reliable data for answering research questions, drawing conclusions, and making 6 a. aleMU aMBO recommendations (cohen etal., 2007). this design was deemed suitable since the study aimed to investigate the impact of organizational culture on employees’ job satisfaction. Samples and sampling methods in the addis ababa city administration, there were six government tVet colleges. among these, only entoto and Misraq colleges were selected using a simple random sampling technique for manageability purposes. including 33.3% of the colleges in the study facilitates the external validation of the findings for other colleges as well. in these colleges, there were 433 trainers. two hundred and eight trainers were selected using a simplified sample determination formula developed by Yamane (1967). the formula is as follows: n N Ne nNe=+ () = = = 12 5Where sample size population margin of error %;; (( ) =+ () = n n 433 1 433 0 5 2 208 . since the numbers of trainers in the two colleges were not equal, the researcher used a proportional sampling technique to enhance genuine population representation. an additional 10% of the samples were included to enhance response rates (Johnson & christensen, 2008). consequently, a total of 230 samples participated in this study. however, for data analysis purposes, the researcher gathered 200 valid questionnaires, resulting in an 87% response rate, which is considered high (Babbie, 1990). Instrumentation The organizational culture assessment instrument (OCAI) the Ocai aimed to assess organizational culture across six dimensions: dominant characteristics, institutional leadership, employee management, organizational glue, strategic emphasis, and success criteria (cameron & Quinn, 2006). in each dimension, the first alternative represents clan culture, while the second alternative represents adhocracy culture. Market culture and hierarchy culture are represented by the third and fourth alternatives, respectively (cameron & Quinn, 2006). Participants responded to a total of 24 items using a five-point likert scale, ranging from strongly disagree (1) to strongly agree (5). let’s examine one dimension, specifically dominant characteristics, and review sample items for clan, adhocracy, market, and hierarchy cultures. Culture type Denoted by letter—in the questionnaire sample item (statement) Clan a the organization is a very personal place. it is like an extended family. People seem to share a lot of personal information. adhocracy B the organization is a very dynamic entrepreneurial place. People are willing to stick out their necks and take risks. Market C the organization is very result-oriented. a major concern is getting the job done. People are very competitive and achievement-oriented. Hierarchy D the organization is a very controlled and structured place. Formal procedures generally, govern what people do. Job satisfaction instrument this study utilized the Job satisfaction survey (Jss) developed by spector (1985) to evaluate the overall job satisfaction of trainers. a global version of the Jss, which did not focus on specific aspects of job satisfaction, was administered using a likert scale ranging from strongly dissatisfied (1) to strongly satisfied (5). the Jss demonstrated high reliability coefficients of 0.91 (spector, 1997). cOgent BUsiness & ManageMent 7 Both instruments underwent pilot testing at entoto tVet college in 2018, with the participation of fifty trainers. the reliability of the organizational culture types and overall job satisfaction surveys was assessed using cronbach’s alpha. the reliability statistics for each culture type were as follows: clan (0.83), adhocracy (0.78), market (0.82), and hierarchy (0.76). the overall job satisfaction survey showed a reliability statistic of 0.90. these reliability statistics exceed the recommended threshold of 0.7, as suggested by McMillan and schumacher (2010). Method of data analysis the data underwent a thorough process of checking, coding, and entry into the statistical Package for social sciences (sPss) version 23. to analyze respondents’ characteristics, frequency and percentage were used, while the mean was employed to explore the prevalent cultural types in the tVet colleges. the relationship between organizational culture types and overall job satisfaction was examined using the spearman rho correlation coefficient. additionally, the study utilized the Mann-Whitney U test to determine whether there was a statistically significant difference in job satisfaction between male and female trainers. Furthermore, multiple regression analysis was conducted to assess the impact of organizational culture on trainers’ job satisfaction. Ethical issues in 2018, the researcher requested the Department of educational Planning and Management of addis ababa University to write cooperation letters to entoto and Misraq colleges while pursuing his third degree at addis ababa University. subsequently, the college deans were contacted by the researcher, and two facilitators were allocated for the study. the participants provided informed consent before their participation, ensuring complete anonymity and confidentiality. the researcher emphasized that participation in the study was entirely voluntary, and there was no means of identifying the respondents of the questionnaires in this study. Results Respondents’ characteristics the results obtained from the study, involving 200 participants, revealed an 87% response rate, as detailed in this section. among the respondents, the majority (66%) were male trainers, while the remaining 34% were female trainers. Regarding age distribution, 38% fell between the ages of 20 and 30, 44% fell between 31 and 40, 12% fell between 41 and 50, and the remaining 6% were 51 years old or older. additionally, 27% of trainers held a diploma, 48% held a first degree, and 25% held a second degree. Descriptive results table 1 displays the mean and standard deviation values for clan, adhocracy, market, and hierarchy culture types, as well as the overall job satisfaction. in general, all cultural types received ratings ranging from medium to high, ranging from 3.57 to 4.00 on a five-point scale. conversely, the overall job satisfaction was rated as 4.23 on a five-point scale. according to the data presented in the table, the dominant cultural type is adhocracy (4.00), followed by clan (3.92), market (3.88), and hierarchy (3.57). the findings of this study indicate that colleges were primarily characterized by an adhocracy culture, known for its entrepreneurial, dynamic, and creative workplace. Table 1. 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