DOI: 10.1002/joe.

22172

APPLIED RESEARCH

Continuance in organizational commitment: The role of

emotional intelligence, work-life balance support, and
work-related stress

Felicity Chigeda1 Takawira Munyaradzi Ndofirepi2 Renier Steyn2

1 Departmentof Human Capital

Management, Lupane State University, Abstract
Lupane, Zimbabwe The study uses the job demands-resources (JD-R) theory to examine the effects
2 Graduate School of Business Leadership, of work-related stress, life-work balance support, and emotional intelligence
University of South Africa, Midrand,
South Africa
on the organizational continuance commitment of workers in under-resourced
organizations. Quantitative cross-sectional survey data were collected from 212
Correspondence workers at selected independently owned schools in western Zimbabwe. Correla-
Takawira Munyaradzi Ndofirepi,
Graduate School of Business Leadership, tion and multiple-regression analyses techniques were used to analyze the data.
University of South Africa, Midrand, Positive significant relationships were found between all three independent vari-
South Africa.
ables (work-related stress, work-life balance support and emotional intelligence)
Email: [email protected]
and organizational continuance commitment. Hayes’ PROCESS analyses results
demonstrated that emotional intelligence significantly moderated the effect of
work-related stress on organizational continuance commitment, and that of
work-life balance support and organizational continuance commitment. The
results highlight the importance of factors including work-related stress, work-
life balance support, and emotional intelligence in efforts to help inadequately
resourced entities retain employees.

KEYWORDS
cross-sectional survey, emotional intelligence, job demands-resources, staff retention

1 INTRODUCTION ees may have to their specific organizations, is common

in management and organizational studies literature, par-
Committed employees are crucial to organizational suc- ticularly that which concerns developed countries (Choi
cess in today’s demanding economic environment where et al., 2015; Fischer et al., 2020; Lambert et al., 2020;
workers are encouraged to exceed expectations to help Meyer & Allen, 1984). Of note, many of the previous stud-
their employers to compete more effectively (Rubel et al., ies rely on Meyer and Allen’s (1991) three-components
2021; Shabir & Gani, 2020). Such workers usually identify of organizational commitment, namely affective organiza-
with and have a deep understanding of their organizations’ tional commitment (a favorable emotional connection to
aims and ideals (Lambert et al., 2017). Due to its practical an organization), normative organizational commitment
significance, the concept of organizational commitment, (perception that an individual is inextricably linked to
which refers to a psychological attachment that employ- the organization once he or she joins), and continuance

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© 2022 The Authors. Global Business and Organizational Excellence published by Wiley Periodicals LLC.

22 wileyonlinelibrary.com/journal/joe GBOE. 2022;42:22–38.

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CHIGEDA et al. 23

organizational commitment (the perceived cost or reward influence employee commitment. By utilizing a novel
of leaving an organization). conceptual model based on the job demands-resources
The purpose of this study is to decipher the dynamics (JD-R) theory to examine the moderating effect of the emo-
underlying the continuance organizational commitment tional intelligence variable on the relationships between
variable which has been neglected in previous organiza- work-related stress and continuance organizational com-
tional and human resource management research (Far- mitment on the one hand, and work-life balance support
rukh et al., 2017). This is a deficiency in the current corpus and continuance organizational commitment on the other,
of research about organizational commitment, given the this research contributes to the body of literature on
centrality of the idea of continuance organizational com- organizational commitment.
mitment in management practice. The study recognizes More precisely, while it is accepted that organizations
that despite the trivialization of the continuance organi- benefit from employees who have high emotional intel-
zational commitment variable, some researchers affirm ligence (Barreiro & Treglown, 2020; Koubova & Buchko,
that it aids organizational performance and success in (1) 2013; Sahoo & Sia, 2015), there is minimal research on
entrepreneurial entities (Abdul Rashid et al., 2003), (2) sit- how the variable influences the continuance organiza-
uations where workers are less unionized and institutional tional commitment of the workers. Although emotional
leaders are dominant, and (3) where workers believe that intelligence has previously been connected to benefi-
working harder for organizational success will enhance cial personal emotional reactions, task performance, and
their long-term personal interests (Suliman & IIes, 2000). organizational citizenship behaviors (Alferaih, 2017; Latif
In the current study, the focus is exclusively on this variable et al., 2017), organizational studies have only lately begun
due to its relevance to the unique condition of workers in to explain the psychological process by which it influ-
under-resourced institutions functioning in contexts with ences such results. Understanding such processes sheds
few better alternative job prospects. In such circumstances, light on the impact of emotional intelligence on desired
an individual’s decision to quit or remain in an organiza- organizational outcomes. According to Varshney and
tion is heavily influenced by the payoffs associated with Varshney (2020) and Zysberg et al. (2017), emotional
leaving or remaining. Thus, leaders of such organizations intelligence can give a helpful coping mechanism in
cannot afford to discount the continuance organizational response to difficult work situations. As a result, we
commitment variable’s relevance. In addition, previous speculate in this study that the emotional intelligence
studies have focused overwhelmingly on the affective and variable affects the impact of work-related stress and
normative dimensions with scant regard for continuance work-life balance support on continuance organizational
organizational commitment. commitment.
The present study draws on the views of a sample of The collective effects of work-related stress, work-life
employees of selected independent but non-trust funded balance support, and emotional intelligence on contin-
schools in western Zimbabwe. Many of these schools are uance organizational commitment needs closer scrutiny
severely under-resourced, struggle to retain staff, and occa- given their link to organizational performance-related
sionally provide subpar services to students (Mangwaya matters. For instance, previous studies have shown that if
et al., 2014; Mhandu & Dambudzo, 2016; Nyagadza & work-related stress is not appropriately handled in orga-
Mazuruse, 2021; Tichagwa, 2012). It is worth noting that nizations, it often leads to worker dissatisfaction and
managers and leaders in these organizations struggle to increases labor turnover (Ketkaew et al., 2020; H. Kim
reduce high staff turnover, even though departing employ- & Kim, 2021; Van Diepen et al., 2022). Other studies
ees have few job options in the Zimbabwean labor market. have demonstrated that a low level of tension between
According to the Zimstats (2021), only 26% of the coun- work and home roles contributes to successful employee
try’s employed population worked in the formal sector, engagement at work, career satisfaction, and organiza-
highlighting the country’s ongoing job problem. tional involvement (Karassvidou & Glaveli, 2015; Lambert
A key gap in the literature, which this study addresses, et al., 2006). Equally significant, emotional intelligence,
is the insufficient explanation of how psychosocial factors “an awareness and ability to regulate one’s emotions”
such as employees’ emotional intelligence, work-related (Koman & Wolff, 2008, p. 56), is understood to be critical
stress, and work balance support intersect to influence to individual decision-making processes relating to matters
continuance organizational commitment. To our knowl- of personal and emotional significance in work environ-
edge, no previous research has examined the intricate ments. Against this background, the overarching research
dynamics underlying the relationships between these fac- question is as follows:
tors in a single study. Such dynamics clarify, partially, the
various ways in which individuals’ emotional qualities, What effect does emotional intelligence,
job-related pressures, and employee support structures work-life balance support and work-related
 19322062, 2022, 1, Downloaded from https://onlinelibrary.wiley.com/doi/10.1002/joe.22172 by EBMG ACCESS - ZIMBABWE, Wiley Online Library on [23/04/2024]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
24 CHIGEDA et al.

stress have on continuance organizational factors, Xanthopoulou et al. (2007) successfully extended
commitment? the JD-R framework by integrating the variable of per-
sonal resources (psychological characteristics or aspects of
The remainder of the article is arranged as follows. Firstly, the self). Nonetheless, the literature is unclear about how
the literature review is presented in the next section. Sec- personal resources should be classified within the JD-R
ondly, the research design and data collection methods framework (Schaufeli, 2017). To this end, this study con-
then follow. Thirdly, details of data analyses and results tributes to the development of theory through this study by
are presented. Fourthly, the theoretical and practical impli- proposing a conceptual model guided by the JD-R model
cations of the results are discussed. Lastly, conclusions that incorporates emotional intelligence as a critical per-
are drawn and recommendations for future research are sonal resource that moderates the collective influence of
presented. work-related stress (a job demand) and work-life balance
support (a job resource) on continuance organizational
commitment.
2 LITERATURE REVIEW AND
HYPOTHESES DEVELOPMENT
2.2 Continuance organizational
In this section, we present the theoretical framework of the commitment
present study and review the existing literature on continu-
ance organizational commitment, emotional intelligence, Meyer and Allen (1984, p. 289) define continuance organi-
work-related stress, and work-life balance support. We zational commitment as “the extent to which employees
also hypothesize relationships between the four variables feel that they are committed to their organizations when
and present a conceptual model depicting the proposed considering the costs of leaving the organization.” Work-
interlinkages. ers become psychologically attached to their employers
over time (Clarke, 2010). This is because workers generally
invest in long-standing stays in organizations (Vanden-
2.1 Theoretical framework berghe & Panaccio, 2013). Ultimately, they consider these
investments when contemplating leaving an organiza-
The versatile JD-R theory is a useful lens for deconstruct- tion (Lambert et al., 2015). If new job opportunities arise
ing and interpreting the inter-relationships between the elsewhere, individuals make cost-benefit comparisons of
variables in the current study. Demerouti et al.’s (2001) quitting or remaining using opportunity costs as a crite-
JD-R theory was originally framed for the study of the rion. Continuance organizational commitment is stronger
antecedents and consequences of work engagement but when personal stakes in the current role surpass the
has in the past been used to study how job characteris- perceived benefits of a new job offer (Wang et al., 2010).
tics related other workplace outcomes such as employees’ Results from research on the effects of continuance orga-
well-being (Mudrak et al., 2018) and turnover intentions nizational commitment on organizational performance
(Carlson et al., 2017). The theory posits that a general work are mixed. Some suggest continuance organizational
setting consists of job demands, (“aspects of the job that commitment does not enhance performance (Kaplan
require sustained physical or mental effort and are there- & Kaplan, 2018; Rahman et al., 2015) and entrenches
fore associated with certain physiological and psycholog- employee resistance to change (Genevičiūtė-Janonienė
ical costs”), and job resources (“those physical, social, or & Endriulaitienė, 2014). However, others claim that the
organizational aspects of the job that may be functional in nature of the relationship is circumstantial. For instance,
achieving work goals; reduce job demands and the associ- results of Abdul Rashid et al.’s (2003) study of the influ-
ated physiological and psychological costs, and stimulate ence of culture and organizational commitment on finan-
personal growth and development”) (Demerouti et al., cial performance in Malaysian firms suggested that in
2001, p. 501). An excess of job demands over resources corporations with entrepreneurial cultures, continuance
has detrimental consequences such as burnout, exhaus- organizational commitment has a greater influence on
tion, staff frustration, and disengagement from work, organizational success. Suliman and Iles (2000) also assert
while the inverse energizes workers and generates bene- that where labor is less unionized and managers are power-
ficial results. Bakker et al. (2005) and Xanthopoulou et al. ful, workers work harder to ensure continued membership
(2007) found that about 60% of the interactions between of their organizations. In such circumstances, continuance
job demands and job resources confirmed the above- organizational commitment motivates employees to work
mentioned relationship. Recognizing that human behavior harder and enhance firm performance to protect personal
is the result of the combination of personal and contextual interests.
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CHIGEDA et al. 25

2.3 Emotional intelligence and intelligence as a skill that workers can use to optimize their
continuance organizational commitment performance.
Emotional intelligence attracts keen interest from
Different scholars interpret emotional intelligence in vari- management scholars and practitioners due to its per-
ous ways. However, two major models (abilities and mixed) ceived impact on interactions in work environments.
are prominent in the literature (Meisler & Vigoda-gadot, For instance, Anari (2012) highlights the importance of
2014). The fundamental difference between the two is that teachers’ emotional intelligence to successful teaching in
one regards emotional intelligence as a learned capabil- schools. Although evidence of the effect of emotional
ity and the other treats it as an inherent human attribute intelligence in the educational environment is develop-
(Ghuman, 2011). Salovey and Mayer (1990, p. 189) define ing, previous studies showed that it improves personal
emotional intelligence as “the ability to monitor one’s feel- performance in work and non-work environments, aids
ings and emotions, to discriminate between them, and to organizational performance and success (Alferaih, 2017;
use this information to guide one’s thinking and action.” Koubova & Buchko, 2013), and influences leadership styles
The definition fits the abilities model and relates emo- (Maamari & Majdalani, 2017). Emotional intelligence is
tional intelligence to competence and aptitude. According also linked to psychological capital which, in turn, is
to AL-Abrrow et al. (2020), emotional intelligence com- related to greater organizational commitment in the liter-
prises four related sub-components, that is (1) the ability ature (Sahoo & Sia, 2015). Accordingly, it is hypothesized
to detect emotions in oneself or others, (2) the skill to that:
utilize emotions to one’s advantage, (3) the ability to
make sense of feelings and desires, and (4) the power H1: Emotional intelligence is a statistically significant
to control emotions. In contrast, mixed models, as rep- predictor of continuance organizational commit-
resented by Goleman (1998) and Petrides and Furnham ment.
(2006), characterize emotional intelligence as an assem-
blage of emotional qualities based on natural personality
characteristics such as drive, decisiveness, versatility, flex- 2.4 Moderating effect of emotional
ibility, competence, and friendliness. That said, there are intelligence
questions about the legitimacy of emotional intelligence
as a unique construct since it overlaps with some psy- Workers often experience bodily, emotional, and mental
chological notions such as personality and self-efficacy. overload which if not effectively managed cause stress
The line between emotional intelligence and psychologi- (Reinke & Ohly, 2021), anxiety, burn-out (Karakuş, 2013),
cal capital, which includes mental resources such as hope, job dissatisfaction, absenteeism (Anari, 2012; Arif & Ilyas,
efficacy, resilience, and optimism, is even more blurred 2013) and other negative behaviors and attitudes at work-
(Luthans et al., 2007). Both psychological constructs are places (Michael et al., 2009). People with elevated emo-
multifaceted resources to workers for coping with different tional intelligence deal better with emotional burdens than
workplace challenges, but they have distinct character- someone with lower levels (Carmeli, 2003; Carmeli et al.,
istics. While cognitive coping capabilities are a big part 2009; Latif et al., 2017; Zysberg et al., 2017). Hence, the abil-
of psychological capital, emotional intelligence includes ity to recognize and regulate emotional variables is a useful
additional factors such as motives, mood, self-assessment, resource for lowering personal susceptibility to negative
and self-esteem (Rahimnia et al., 2013). Another dis- environments (Karakuş, 2013) and ameliorates resultant
tinction is that emotional intelligence is portrayed as a adverse attitudes and behaviors of workers (Carmeli, 2003;
more solid personality attribute or set of mental abilities, Carmeli et al., 2009; Latif et al., 2017).
whereas psychological capital is a more dynamic mental Koubova and Buchko’s (2013, p. 706) “emotions and
state amenable to further development (Gomes da Costa emotional intelligence in work-life balance” framework
et al., 2021). underscore the positive contribution of work and private
Koubova and Buchko (2013) claim that emotions are life events in the progressive development of emotional
fundamental to humankind and impact behavior. For intelligence in people. The framework posits that emo-
some, emotions facilitate fast thought and decision- tional skills which enable people to cope with omnipresent
making, and yet in others, they overwhelm and clouds emotions emerge through personal dealings with family,
rationality (Öngöre, 2020). Usually, individuals with friends, mentors, as well as interactions at work at differ-
higher levels of emotional intelligence are better equipped ent stages in life. Once acquired, emotional intelligence
to deal with emotional issues in life compared to those enables an individual to manage conflicting demands of
with lower levels (Ozor & Eze, 2018). This perception the life and work domains, which otherwise could have
underscores Aslam et al.’s (2016) depiction of emotional diminished their work performance and satisfaction with
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26 CHIGEDA et al.

their workplace. Against this background, we propose the arises when there is a disparity between an individual’s
following hypotheses: expectations and their ability to fulfil such obligations. In
academia unfulfilled career expectations, student miscon-
H2: Emotional intelligence moderates the effect of work- duct, poor working environments, poor working relation-
related stress on the continuance organizational ships, and paucity of growth prospects are acknowledged
commitment of staff members. as major causes of teacher stress (Harmsen et al., 2018).
H3: Emotional intelligence moderates the effect of work- Previous studies show a negative correlation between
life balance support on the continuance organiza- work stress and organizational commitment (Ngirande,
tional commitment of staff members. 2021). Besides, there are indications that high job stress
erodes workers’ sense of institutional identity (Bright,
2021) and raises job dissatisfaction, leading to lower contin-
2.5 Work-life balance and continuance uance organizational commitment (Meyer & Allen, 1997).
organizational commitment Work stress also triggers negative workplace behavior by
employees (Forster et al., 2020), frustration and attrition
Workers divide their time between work and family (Harmsen et al., 2018), and plans to exit organizations
responsibilities (Stoilova et al., 2020). How they man- (Pogodzinski et al., 2013). However, Michael et al.’s (2009)
age these demands is extensively studied by management study on the effect of work-related stress on continuance
scholars who use the term work-life balance to describe organizational commitment based on a random sample
the phenomenon (Chang et al., 2010). According to Dil- of coordinators in an educational mentoring organization
maghani and Tabvuma (2019), work-life balance refers found no significant association between the two vari-
to how individuals manage and are happy with their ables. Considering the inconclusive findings cited above,
work and personal life activities. Optimal work-life bal- we hypothesize that:
ance is not fixed and differs by the person (Wheatley,
2012). Inability to strike a balance leads to role conflict H5 Work-related stress is a statistically significant pre-
and affects one’s general well-being and performance at dictor of continuance organizational commitment of
work (Mas-Machuca et al., 2016; Mello & Tomei, 2021; organizational members.
Salehi et al., 2020). The outcome of Arif and Ilyas’s (2013)
study at selected private universities in Pakistan revealed
that work-life balance impacted employees’ work attitudes 3 METHODS
and behavior, job satisfaction, engagement, and commit-
ment. This resonates with other studies that link work-life 3.1 Respondents and settings
imbalance to workplace burnout (Shields & Chen, 2021),
job stress (Kim & Cho, 2020), career discontent and Respondents comprised employees of various designations
withdrawal attitudes (Shin & Jeong, 2020). Against this at non-trust and non-religious organizations-owned edu-
backdrop, we postulate the following: cational institutions in the urban (central business district
and residential) areas of western Zimbabwe. Although
H4: Work-life balance support at work is a statistically they are relatively under-resourced, these schools employ
significant predictor of the continuance organiza- approximately 1500 workers in various capacities in the
tional commitment of organizational members. western region of the country (Chigeda, 2019). A conve-
nient sample of 212 respondents was drawn from teaching
and non-teaching staff at the said institutions. While teach-
2.6 Work-related stress and ing and non-teaching employees have distinct task and
continuance organizational commitment job expectations, they were included in the same sample
and analyzed together since they worked under similar
According to Guinot et al. (2014 p. 99), work-related stress conditions of service and, thus, were expected to demon-
is “the feeling of personal dysfunction an employee expe- strate similar response patterns to the factors examined
riences as a result of perceived conditions or workplace in this study. Of the sampled respondents, 55.66% were
events.” Griffin (2001) describes job-related stress as a males, 50.94% were aged between 31 and 40 years, 57.55%
personal reaction to perceived incapacity induced by work- were single, 50.94% had dependents, 72.64% were univer-
environment events. Similarly, George and Zakkariya sity graduates, 80.19% occupied teaching roles, and 91.51%
(2015) depict job-related stress as mental and physical had served 5 years at most at current place of employ-
responses caused by distressing stimuli from a working ment. Further details of the respondents’ demographic
environment. Guinot et al. (2014) claim work-related stress characteristics are presented in Exhibit 1.
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CHIGEDA et al. 27

EXH IBIT 1 Personal details of respondents Thus, the actual sample size of 212 satisfied this condi-
Variable N = 212 % tion and guaranteed substantially high statistical power.
Gender Note that we identified 13 cases as outliers using boxplots
Male 118 55.66 and excluded them from the subsequent correlation and
Female 94 44.34
regression tests.
Age in years
20–30 76 35.85
3.2 Measuring instrument
31–40 108 50.94
41–50 16 7.55
Data was collected using a questionnaire comprising
51–60 10 4.72 closed-end items written in the English language. There
61–70 2 0.94 was no need to translate the questionnaire to the local lan-
Marital status guages given that members of the target population could
Single 122 57.55 read and write in the English language. The following con-
Married 86 40.57 stituted the five sections of the questionnaire: section A –
Divorced 4 1.89 demographic details of respondents; section B – work-life
Highest educational qualification balance support; section C – work-related stress; section D
Certificate 10 4.72 – emotional intelligence; and section E – continuance orga-
Diploma 48 22.64
nizational commitment. It took the respondents 20 min at
most to complete the questionnaire.
Bachelor’s degree 90 42.45
Master’s degree 62 29.25
Doctorate degree 2 0.94
3.2.1 Work-life balance support scale
Any dependents
Yes 108 50.94 A five-item work-life balance support scale adapted from
No 104 49.06 Thompson et al. (1999) was used to elicit data from
Department respondents. Examples of items used include “In this orga-
Sciences 54 25.47 nization employees are encouraged to strike a balance
Commercials 68 32.08 between their work and family lives,” “In this organiza-
Humanities 62 29.25 tion, it is generally okay to talk about your family at work,”
Administration 28 13.21 “In this organization, employees can easily balance their
Designation work and non-work lives”, “Work timetables are flexible
Teacher 170 80.19
enough,” and “My employer allows employees off-days to
attend to personal issues.” Response categories for each
Laboratory Technician 8 3.77
item ranged from 1 (strongly disagree) to 5 (strongly agree).
Secretary 10 4.72
Note that some of the measuring items originally had seven
Principal 18 8.49
response categories but, in this study, were tightened to five
Deputy Principal 2 0.94
for parsimony. A higher score represented greater work-life
School Administrator 2 0.94 balance support, and vice-versa. The Cronbach alpha value
Information Technology 2 0.94 for the scale was 0.92.
Years of service
1–5 years 194 91.51
6–10 years 16 7.55 3.2.2 Work-related stress scale
Over 10 years 2 0.94
Work-related stress was measured using five items adapted
from Lambert et al.’s (2006) job stress scale. Examples of
Determining the appropriate sample 5 is complicated. the items used include the following: “There are a lot of
According to Cohen (1992), in regression analysis, a mini- aspects of my job that make me upset,” and “When I’m
mum sample size of 30 units is required if one expects to at work I often feel tense or uptight.” The response cate-
obtain a coefficient of determination (R2 ) of at least 0.75 gories for each item ranged from 1 (strongly disagree) to 5
(an indicator of a strong predictive ability) for a dependent (strongly agree). One item (“I am usually calm and at ease
variable with a maximum of three predictors, at a signif- when I’m working”) was reverse coded before compiling
icance level of 0.05 and a statistical power level of 80%. the work-related stress index. A higher score represented
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28 CHIGEDA et al.

EXH IBIT 2 Construct reliability and validity

Number of
Construct items α ρ AVE
Organizational continuance commitment 4 0.93 0.95 0.87
Emotional intelligence 10 0.88 0.92 0.75
Work-life balance support 5 0.92 0.94 0.86
Work-related stress 5 0.91 0.93 0.79

high work-related stress while a lower score demonstrated collected between May and July 2019. The drop-and-pick
lower stress levels. Tetteh et al.’s (2020) study reported a method was used to administer the questionnaire. The
reliability score of 0.82 for the same scale. The scale had a co-authors travelled to different institutions distributing
Cronbach alpha coefficient of 0.91 in the present study. questionnaires to respondents and then collecting them
after they had been completed. Cases of non-response
were minimal and were resolved using the mean replace-
3.2.3 Emotional intelligence scale ment technique where omissions on an indicator variable
are substituted with the average of valid values of that
To assess emotional intelligence, respondents completed indicator.
Davies et al.’s (2010) 10-item Brief Emotional Intelligence
Scale (BEIS). Each item had five Likert-type response cat-
egories ranging from 1 (strongly disagree) to 5 (strongly 3.4 Reliability and validity
agree). A higher score depicted higher emotional intel-
ligence, and vice-versa. The scale had a Cronbach alpha As part of the reliability and validity tests, we calculated
value of 0.76 in Ugwu et al.’s (2017) study. In the present the following: the internal consistency of indicators, fac-
study, the Cronbach alpha value was 0.88. tor loadings, communalities and discriminant validity for
the variables. Internal consistency is assumed when both
Cronbach’s alpha(α) and Dillon-Goldstein’s rho(ρ) values
3.2.4 Continuance organizational are high (α ≥ 0.7 and ρ ≥ 0.7, respectively). Researchers
commitment scale prefer Dillon-Goldstein’s rho(ρ) to Cronbach’s alpha(α)
as a measure of composite reliability because it leads to
Continuance organizational commitment was measured “higher estimates of true reliability” (Garson, 2016 p. 63).
using four measuring items adapted from Barksdale Jr Like the Cronbach’s alpha(α) approach, the minimum cut-
et al. (2003). In the above-mentioned study, the scales had off point for acceptable reliability using Dillon-Goldstein’s
a Cronbach alpha value of 0.77. For the current study, the rho(ρ) is 0.7. The results for the two tests confirming the
Cronbach alpha coefficient was 0.93. internal consistency are summarized in Exhibit 2. Further,
also presented in exhibit are the average values extracted
(AVE), all of which are greater than 0.5, demonstrating
3.3 Data collection procedure and convergent validity of the indicators measuring all four
ethical issues latent constructs.
Additional information confirming the convergent
Access to research respondents was granted by the man- validity of all the latent constructs is contained in
agement of the various educational institutions in the Exhibit 3. Convergent validity is established when factor
earlier mentioned locality. Participation in the study was loadings for indicator variables measuring a latent con-
voluntary and respondents had a right to withdraw from struct exceed 0.7 and communality values are higher than
the study at any stage of the research process. To assess 0.5 (Chin, 2010; Henseler et al. 2009).
the suitability of the research instrument for the present We tested for discriminant validity among the four con-
study, ten copies of the questionnaire were pilot tested tinuous scale variables using the heterotrait-monotrait
using respondents selected from an independent school ratio of correlations (HTMT). This novel approach mea-
in the city of Bulawayo (Zimbabwe). These respondents sures the uniqueness between variables. It highlights pairs
did not partake in the main study. The responses obtained of variables which are different and those which are not.
showed that the respondents did not encounter any chal- Discriminant validity is established if the HTMT ratio for a
lenges with the questionnaire thereby confirming the pair of variables is less than one. For this study, all pairs
instrument’s appropriateness. Data for the main study was of variables were discriminant valid as the HTMT ratios
 19322062, 2022, 1, Downloaded from https://onlinelibrary.wiley.com/doi/10.1002/joe.22172 by EBMG ACCESS - ZIMBABWE, Wiley Online Library on [23/04/2024]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
CHIGEDA et al. 29

EXH IBIT 3 Factor loadings and communality

Indicator Construct Loading Communality

CC1 Organizational continuance commitment 0.93 0.87
CC2 Organizational continuance commitment 0.95 0.90
CC3 Organizational continuance commitment 0.92 0.85
CC4 Organizational continuance commitment 0.90 0.81
EI1 Emotional intelligence 0.74 0.55
EI2 Emotional intelligence 0.94 0.88
EI3 Emotional intelligence 0.93 0.86
EI4 Emotional intelligence 0.84 0.71
EI5 Emotional intelligence 0.91 0.83
EI6 Emotional intelligence 0.78 0.61
EI7 Emotional intelligence 0.86 0.74
EI8 Emotional intelligence 0.74 0.55
EI9 Emotional intelligence 0.92 0.85
EI10 Emotional intelligence 0.85 0.73
WLB1 Work-life balance support 0.92 0.85
WLB2 Work-life balance support 0.94 0.88
WLB3 Work-life balance support 0.90 0.81
WLB4 Work-life balance support 0.94 0.88
WLB5 Work-life balance support 0.94 0.88
WS1 Work-related stress 0.85 0.72
WS2 Work-related stress 0.86 0.74
WS3 Work-related stress 0.93 0.73
WS4 Work-related stress 0.94 0.88
WS5 Work-related stress 0.95 0.90

EXH IBIT 4 HTMT test results IBM SPSS 27 with the PROCESS add-on for moderation
analysis was used to run the tests electronically. Detailed
HTMT outcomes are presented next.
Pairs of variables ratio
Emotional intelligence - Organizational continuance 0.650
commitment 4.1 Correlation analysis
Work-life balance support - Organizational 0.511
continuance commitment A Pearson’s correlation test was performed to evaluate
Work-life balance support - Emotional intelligence 0.824 the association between respondents’ gender, age, mari-
Work-related stress - Organizational continuance 0.486 tal status, level of education, whether they had depen-
commitment dents, designation, tenure, emotional intelligence, work-
Work-related stress - Emotional intelligence 0.552 related stress, work-life balance support and continuance
Work-related stress - Work-life balance support 0.304
organizational commitment. Note that this test is also
appropriate for ascertaining the point biserial correla-
tion between continuous and categorical scale variables.
Exhibit 5 summarizes the results of the test. According
obtained were less than 0.85. The results for the test are
to Cohen’s criteria, coefficients between 0.10 and 0.29
presented in Exhibit 4.
depict a small effect size, those from 0.30 to 0.49 repre-
sent a moderate effect size, and lastly, values bigger than
4 RESULTS 0.50 suggest a large effect size. From Exhibit 4, the cor-
relation coefficients for the associations between the four
Correlation and regression tests were conducted to ver- continuous scale variables were all statistically significant,
ify the hypothesized relationships. The computer software positive, and ranged in strength from moderate to strong.
 19322062, 2022, 1, Downloaded from https://onlinelibrary.wiley.com/doi/10.1002/joe.22172 by EBMG ACCESS - ZIMBABWE, Wiley Online Library on [23/04/2024]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
30 CHIGEDA et al.

EXH IBIT 5 Variables’ correlations matrix

1 2 3 4 5 6 7 8 9 10 11
1. Gender –
2. Age 0.06 –
3. Marital status 0.102 −0.295b –
4. Level of −0.164 a
0.284 b
−0.196b –
education
5. Any dependents 0.014 −0.367b 0.600b −0.221b –
6. Designation 0.048 −0.200 b
0.11 0.001 0.105 –
7. Tenure 0.042 0.326b −0.13 −0.08 −0.08 −0.303b –
8. Emotional 0.018 −0.07 0.05 0.200 b
−0.06 0.276 b
−0.271b –
Intelligence
9. Work-related −0.07 −0.162a 0.02 0.087 −0.01 −0.033 −0.359b 0.501b –
stress
10. Work-life −0.07 −0.09 0.03 0.183b −0.150a 0.147a −0.291b 0.488b 0.405b –
balance support
11. Organizational −0.05 −0.139a 0.05 −0.03 0.076 0.229b −0.261b 0.588b 0.455b 0.476b –
continuance
commitment
Note: N = 199.
a
Correlation is significant at the 0.05 level (2-tailed).
b
Correlation is significant at the 0.01 level (2-tailed).

Statistically significant correlations were also observed tive influence on continuance organizational commitment
between some of the demographic and continuous scale (regression coefficient = 0.307, p < .001), thus confirming
variables. As a result, all the variables tested in the hypothesis 1. This was followed by work-life balance sup-
correlation analysis were incorporated in the multiple port (regression coefficient = 0.245, p = .001), work-related
regression model which tested the statistical significance stress (regression coefficient = 0.20, p = .0080. Thus,
of the proposed predictors of continuance organizational hypotheses 4 and 5 were also supported. The demographic
commitment. variable designation (information technology) accounted
for the least change in continuance organizational com-
mitment, regression coefficient = -0.107, p = .050.
4.2 Multiple regression analysis

A multiple linear regression analysis was conducted to 4.3 Moderation test results
assess whether respondents’ gender, age, marital status,
whether a respondent had dependents, level of educa- Two moderation models were tested using the PROCESS
tion, designation, tenure, emotional intelligence, work- procedure for SPSS which calculates the interaction effect
related stress, and work-life balance support significantly of an independent and moderator on an outcome variable.
predicted continuance organizational commitment. The Model 1 specified in Hayes PROCESS procedure manual
results of the linear regression model were significant, was used to derive both moderation models (see Hayes,
F (12,105) = 2.24, p < .001, R2 = 0.484, indicating the 2017). The first model considered work-related stress as the
predictors explained a significant proportion of varia- predictor variable, emotional intelligence as the modera-
tion in continuance organizational commitment. Exhibit 6 tor, and continuance organizational commitment as the
depicts the results of the regression analysis, showing the outcome variable. The results from PROCESS procedure
contribution of each predictor to the overall model. demonstrate that the overall moderation model had sig-
Exhibit 6 indicates that emotional intelligence, work- nificant effects, R2 = 0.4979, F (6,191) = 31.57, p = .000.
life balance support, work-related stress, and designation The interaction effect (work-related stress x emotional
(information technology) were the only significant predic- intelligence) was also statistically significant, (regression
tors of the continuance organizational commitment vari- coefficient = -0.0185, p = .000). Exhibit 7 shows line plots
able in the regression model. Specifically, emotional intel- depicting the nature of the interaction effect. These line
ligence accounted for the largest variance and had a posi- plots suggest that at lower levels of emotional intelligence
 19322062, 2022, 1, Downloaded from https://onlinelibrary.wiley.com/doi/10.1002/joe.22172 by EBMG ACCESS - ZIMBABWE, Wiley Online Library on [23/04/2024]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
CHIGEDA et al. 31

EXH IBIT 6 Multiple linear regression analysis results

Standardized
Unstandardized Coefficients Coefficients
Variables B Std. Error Beta t Sig.
(Constant) 2.463 1.313 1.876 0.062
Age=20-30 years −0.019 0.379 −0.003 −0.049 0.961
Age=41-50 years −1.105 0.768 −0.081 −1.439 0.152
Age=51-60 years −0.481 0.729 −0.044 −0.66 0.51
Age=61-70 years 1.215 1.752 0.041 0.694 0.489
Designation=Principal −1.244 0.755 −0.117 −1.648 0.101
Designation=Deputy Principal −1.98 1.643 −0.066 −1.205 0.23
Designation=School Administrator −1.622 1.614 −0.054 −1.005 0.316
Designation=Secretary 0.824 0.764 0.06 1.078 0.283
Designation=Lab Technician 1.814 1.021 0.104 1.777 0.077
Designation=Information −3.198 1.633 −0.107 −1.959 0.050
Technology
Years of service=6-10 years 0.447 0.808 0.04 0.553 0.581
Emotional intelligence 0.21 0.053 0.307 3.968 <0.001**
Work-related stress 0.081 0.029 0.2 2.844 0.005**
Work-life balance support 0.113 0.03 0.245 3.692 <0.001**
Note: N = 199.
**means p-value was less than 0.01.

E X H I B I T 7 Line plot for the moderation effect of emotional intelligence on the relationship between work-related stress and
organizational continuance commitment

the positive relationship work-related stress and continu- tional intelligence on continuance organizational com-
ance organizational commitment is strengthened, while at mitment. The overall moderation model was statistically
higher levels of emotional intelligence the relationship is significant, R2 = 0.584, F (6,192) = 44.916, p = .000. The
weakened. interaction term accounted for a significant proportion of
The second regression model considered the effect of the the variance in continuance organizational commitment,
interaction between work-life balance support and emo- ∆ R2 = 0.1048, ∆ F = (1,198) = 48.37, p = .000, regression
 19322062, 2022, 1, Downloaded from https://onlinelibrary.wiley.com/doi/10.1002/joe.22172 by EBMG ACCESS - ZIMBABWE, Wiley Online Library on [23/04/2024]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
32 CHIGEDA et al.

E X H I B I T 8 Line plot for the moderation effect of emotional intelligence on the relationship between work-life balance support and
organizational continuance commitment

coefficient = 0.0308, p = .000. Examination of the interac- only one percent had served for at least 10 years. Fur-
tion plot presented in Exhibit 8 shows that at lower levels of thermore, only 13% of those polled were above the age of
emotional intelligence the strength of the positive relation- 41. These findings suggest a challenge with retaining key
ship between work-life balance support and continuance personnel and obtaining long-term commitment from the
organizational commitment weakened. At higher levels of staff at the institutions studied. Despite the harsh operat-
emotional intelligence, the positive relationship between ing climate, the findings pointedly highlight the need for
work-life balance support and continuance organizational organizational leaders and administrators to take steps to
commitment increased in strength. From the foregoing, retain personnel notwithstanding the difficult operating
both hypotheses two and three were supported. environment.
Secondly, the results obtained proved the hypothesis
that emotional intelligence positively predicted continu-
5 CONCLUSIONS ance organizational commitment. The results corroborate
claims by Latif et al. (2017) that workers with higher
The study sought to scrutinize some of the possible interre- emotional intelligence were inclined to work harder and
lationships between work-related stress, work-life balance showed greater commitment to their current organiza-
support, emotional intelligence, and continuance orga- tions.
nizational commitments using evidence from employees Thirdly, the results also evidenced the positive and
of independent educational institutions in western Zim- statistically significant predictive effects of work-life bal-
babwe. It contributes to theory by proposing a conceptual ance support on continuance organizational commitment.
model based on the links between emotional intelli- From the outcome, it can be concluded that the respon-
gence, work-life balance support, work-related stress, and dents recognized some care from their respective organi-
continuance organizational commitment. Besides, it con- zations, and, because of that, they thought it sensible to
firms the pertinence of the JD-R theory to the study persist in their current jobs irrespective of hostile circum-
of precursors to continuance organizational commitment stances than to venture outside into unfamiliar terrain.
in a low-income context. The findings are discussed These results validate previous research which postu-
below. lated a close association between employees’ perception
Firstly, the demographic information of the respondents of supportive human resource practices and organiza-
revealed that 92 percent of the respondents had less than tional commitment in general (Choo et al., 2016; Johari
5 years of tenure at their respective organizations, while et al., 2018; Rubel et al., 2021). They also lend credibility
 19322062, 2022, 1, Downloaded from https://onlinelibrary.wiley.com/doi/10.1002/joe.22172 by EBMG ACCESS - ZIMBABWE, Wiley Online Library on [23/04/2024]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
CHIGEDA et al. 33

to the calls for organizational policies and practices that Mérida-López & Extremera, 2017), the outcome was not
promote employee work-life balance, job quality and well- surprising.
being for the ultimate good of employees and organiza- Lastly, the moderating effect of emotional intelligence
tions (European Commission, 2017; Hughes & Bozionelos, on the relationship between work-life balance support and
2007). continuance organizational commitment was positive and
Fourthly, a positive and statistically significant direct statistically significant. In other words, the respondents’
relationship between work-related stress and continuance higher levels of emotional intelligence levels enhanced
organizational commitment was also proved. This demon- their appreciation of positive workplace assistance mea-
strates that respondents were disposed to stay in their sures, and vice-versa. This result is expected given that
present jobs notwithstanding the pressure which they more emotionally competent individuals are better pre-
underwent. The result resonates with Lambert et al.’s pared to leverage supportive work environment policies to
(2015) postulation that continuance organizational com- make tough decisions and to stay optimistic in a hostile set-
mitment may be a kind of stressor, hence the close affinity ting even if the choices may not have long-term economic
between the variables observed in this study. The outcome, benefits.
however, contradicts previous studies which proposed
that overwhelming pressures at work generated nega-
tive reactions such as demotivation, job dissatisfaction 5.1 Managerial implications
(Johari et al., 2018), and withdrawal attitudes and behav-
ior (Hughes & Bozionelos, 2007). The result seems logical This research highlighted that retaining qualified staff was
in the location of the respondents where other job opportu- critical to the success of insufficiently funded organiza-
nities are rare. Thus, the respondents elected to stick with tions that could not afford to pay the same level of salaries
their current employers not out of any emotional affin- as well-resourced organizations. It was proved that cer-
ity to their employers or belief in the values espoused by tain psychological factors may contribute to this endeavor.
the employer, but because of a careful consideration of the Bearing in mind that emotional intelligence emerged as
trade-offs involved if they were to leave. a key determinant of continuance organizational commit-
Fifth, the results also established that emotional intel- ment, leaders of poorer organizations should incorporate
ligence negatively moderated the positive effects of work- emotional intelligence tests as a selection criterion when
related stress on continuance organizational commitment. recruiting new members of staff. In other words, prefer-
In other words, higher levels of emotional intelligence ence should be accorded to applicants with some level of
negated the positive relationship between work-related emotional intelligence as this study suggested that such
stress. This relationship is complex and, therefore, diffi- individuals adjust to stressful work environments better
cult to explain. It could be that respondents with higher and that they demonstrate lesser inclination to exit an
levels of emotional awareness and capabilities were better organization when faced with adversity.
placed to rationalize and cope in a stressful environment Furthermore, the administrators should design and
to the extent that they did not see themselves as being implement coaching and training sessions for both leaders
miserably stuck in their respective organizations. Never- and workers to enhance the emotional intelligence levels
theless, the relationship between work-related stress and and continuance and other forms of commitment of the
continuance organizational commitment was stronger at workforce as part of human capital development efforts.
lower levels of emotional intelligence. Hence, respon- Developing such capabilities not only helps employees
dents with lower emotional intelligence felt obliged to to devise strategies to cope with their own and other
stay on in their respective workplaces regardless of a people’s emotional difficulties but is also a resource that
negative work environment than to leave for uncertain enhances overall team effectiveness and performance and
scenarios. This is a reasonable option in Zimbabwe’s lessens adverse outcomes. In this regard, institutions can
poorly performing economy where alternative employ- use emotional competence training as a tool for enhancing
ment prospects are very limited if one was to opt to leave employee well-being and efficacy. This is important, par-
present employment (Mtemeri & Mashavira, 2019). Per- ticularly, in the hostile and uncertain economic environ-
haps the lower levels of emotional intelligence enabled ment in which many Zimbabwean organizations operate
the respondents to endure the strain of job stress but did and struggle to keep their employees motivated.
not weaken the feeling of entrapment. Given the exist- This study unraveled a positive interlinkage between
ing evidence which supports emotional intelligence as work-life balance support and continuance organizational
a beneficial resource for analyzing environmental inputs commitment of employees. This means when the respon-
and managing the emotional reactions that follow in dents perceived greater work-life balance support from
some organizations (Martínez-Monteagudo et al., 2019; their employers, they saw more advantages in staying than
 19322062, 2022, 1, Downloaded from https://onlinelibrary.wiley.com/doi/10.1002/joe.22172 by EBMG ACCESS - ZIMBABWE, Wiley Online Library on [23/04/2024]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
34 CHIGEDA et al.

leaving their current place of employment. Since many AU T H O R CO N T R I B U T I O N S

of the organizations studied struggled to pay competitive Felicity Vimbai Chigeda: Conceptualization; Data cura-
financial rewards to their employees, they could motivate tion; Formal analysis; Funding acquisition; Investigation;
their employees by enhancing the work-life balance sup- Methodology; Project administration; Resources; Writing –
port interventions such as inter alia mental health and original draft; Writing – review & editing. Renier Steyn:
well-being initiatives, flexible working patterns and gen- Methodology; Writing – review & editing
erous leave (annual, emergency, paternal, maternal, study
or sick) policies. For the staff members, such measures will D A T A AVA I L A B I L I T Y S T A T E M E N T
serve to facilitate positive workplace behaviors and accen- The data that support the findings of this study are
tuate the costs of leaving compared to staying with the available from the corresponding author upon reasonable
organization, notwithstanding their loyalty and belief in request.
their respective organizations.
ORCID
Takawira Munyaradzi Ndofirepi https://orcid.org/0000-
5.2 Limitations and recommendations 0001-7409-2241
for further research Renier Steyn https://orcid.org/0000-0002-0330-5956

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Zysberg, L., Orenshtein, C., Gimmon, E., & Robinson, R. (2017). Renier Steyn is a full professor of leadership and
Emotional intelligence, personality, stress, and burnout among organisational behaviour at the Graduate School of
educators. International Journal of Stress Management, 24(Suppl
Business Leadership at the University of South Africa.
1), 122–136. https://doi.org/10.1037/str0000028
He holds four doctorates from different South African
universities. He conducts research on human resource
AU T H O R B I O G R A P H I E S
management, workplace diversity, research design,
psychometrics, supervision, and publication ethics.
Felicity Chigeda is a former Lupane State University
student. She earned a Bachelor’s and a Master’s degree
in Human Resource Management from the university.
Her research focuses on human resource management
and industrial psychology. How to cite this article: Chigeda, F., Ndofirepi,
T. M., & Steyn, R. (2022). Continuance in
organizational commitment: The role of emotional
Takawira Munyaradzi Ndofirepi is a postdoctoral
intelligence, work-life balance support, and
researcher at the Graduate School of Business Lead-
work-related stress. Global Business and
ership at the University of South Africa. He earned
Organizational Excellence, 42(1), 22–38.
a Doctor of Business Administration degree from
https://doi.org/10.1002/joe.22172
South Africa’s Central University of Technology. His