Islamic job satisfaction, organizational commitment, and intention to leave: Moderating role of Islamic work ethics
Bibliographic record
Abstract
This study examines the direct influence of Islamic job satisfaction and organizational commitment on the intention to leave, and the direct influence of Islamic job satisfaction on organizational commitment. It also investigates the mediation of organizational commitment in the relationship between Islamic job satisfaction and intention to leave. The study examines the moderating impact of the Islamic work ethic on the influence of Islamic job satisfaction and organizational commitment on intention to leave. This study is explanatory research and used Smart Partial Least Square (SmartPLS) Version 3.2.6. The sample for the study included 164 employees in Islamic banks in North Maluku Province, Indonesia. The results of the empirical research indicate that Islamic job satisfaction had a direct positive and significant influence on organizational commitment. Islamic job satisfaction has a direct negative and significant influence on intention to leave. Organizational commitment has a direct negative and significant influence on intention to leave. Organizational commitment also mediates the relationship between Islamic job satisfaction and intention to leave. Furthermore, these research results reveal that the Islamic work ethic cannot moderate the effect of Islamic job satisfaction on the level of intention to leave. Conversely, the Islamic work ethic may moderate the influence of organizational commitment on intention to leave. Implications, limitations and future research are discussed.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".