Perceived Organisational Support and Employee Commitment in Selected Universities in the Democratic Republic of Congo
Esther Kamaro
Abstract
This study examined the relationship between perceived organisational support and employee
commitment in selected universities in the Democratic Republic of Congo, specifically Université
Évangéliste en Afrique (UEA) and Université Catholique de Bukavu (UCB). The study focused
on three dimensions of perceived organisational support, namely supervisor support, co-worker
support, and rewards, and their influence on employee commitment, measured through affective,
continuance, and normative commitment. A descriptive-correlational research design was adopted,
integrating both quantitative and qualitative approaches. The target population comprised 789
academic and non-academic staff, from which a sample of 264 respondents was determined using
Slovin’s formula, alongside 15 key informants selected for qualitative insights. Data were
collected using structured questionnaires and interview guides. Quantitative data were analysed
using descriptive statistics (means and standard deviations) and inferential statistics, including
correlation and multiple regression analysis.
The findings revealed that perceived organisational support significantly influences employee
commitment in the selected universities. Supervisor support showed a moderate influence on
employee commitment (M = 2.55), while co-worker support demonstrated a relatively strong
influence (M = 2.58). Rewards exhibited the highest influence on employee commitment (M =
3.33). Overall, employee commitment levels were high across affective, continuance, and
normative dimensions (M = 3.08). Regression results further indicated that perceived
organisational support variables collectively explained a significant proportion of variance in
employee commitment. The study concludes that organisational support systems play a critical
role in strengthening employee commitment in higher education institutions in the Democratic
Republic of Congo. In particular, collaborative work environments and effective reward structures
are key drivers of commitment. The study contributes to organisational support theory by
providing empirical evidence from a Central African higher education context and offers practical
implications for university management, including strengthening supervisory practices, enhancing
collegial relationships, and developing fair and motivating reward systems to improve employee
commitment.