Vol. 2 No. 3 (2026): JITSS (Journal of Innovation and Trend in Social Sciences)

Gender differences in organizational commitment remain inconsistently reported across studies, highlighting the need for further empirical investigation. This study aims to examine differences in organizational commitment between male and female employees. A cross-sectional comparative design was employed using a quantitative approach. The sample consisted of 85 employees (45 females and 40 males). Data were collected using an organizational commitment scale based on Meyer and Allen’s framework and analyzed using the Rasch model to obtain logit measures, followed by a Welch t-test to assess group differences. The results revealed a significant difference in organizational commitment between female and male employees, with females demonstrating higher levels of commitment, t (81) = 3.50, p = 0.001, and a moderate-to-large effect size (Cohen’s d ≈ 0.77). These findings indicate that gender is significantly associated with variations in organizational commitment. This study contributes to the literature by integrating Rasch measurement with inferential statistical analysis to provide a more robust examination of gender differences in organizational commitment. The findings also suggest the importance of developing targeted human resource strategies to enhance employee engagement and organizational attachment.

This study examines buyer power beyond conventional price-based mechanisms, positioning buyers as collective and ethical agents who shape market outcomes. Drawing on perspectives from capitalism, sustainability, and consumer collectivism, the research explores how demographic characteristics, brand loyalty, life-stage dynamics, and evaluative behaviours influence purchasing decisions and customer satisfaction. Using a quantitative methodology, survey and company data were analysed through descriptive statistics, regression analysis, and chi-square tests. The findings show that age, spending level, brand loyalty, and product ratings significantly predict customer satisfaction, while purchasing preferences vary systematically across life stages. Young single couples and retirees tend to favour mainstream offerings, whereas family groups are more budget-oriented, reflecting differing social responsibilities and financial constraints. These patterns demonstrate that buyer power operates not only through purchasing capacity but also through shared values, feedback mechanisms, and collective behaviour. Overall, the study highlights buyers as socially situated actors whose choices influence pricing strategies, competition, and long-term market sustainability beyond narrow capitalist interpretations.

This study was conducted against the growing importance of Information and Communication Technology (ICT) in enhancing teaching effectiveness and achieving sustainable development in education. However, despite increased access to ICT, concerns remain regarding the competency of academic staff in its effective utilization. This study therefore investigated the influence of ICT teaching competency skills on the productivity of academic staff at Alvan Ikoku Federal University of Education, Owerri. A quantitative approach using a descriptive survey design was adopted. The population comprised 735 academic staff, from which a sample of 300 was selected using cluster random sampling. Data were collected using a validated researcher-developed rating scale (ASICTTCSRS) with reliability coefficients of 0.86 and 0.81. Mean and standard deviation were used to answer research questions, while z-test was employed to test hypotheses at 0.05 level of significance. Findings revealed that ICT teaching competency skills significantly enhance academic staff productivity. However, the level of ICT competency possessed by the staff was significantly below the expected average, indicating a gap between awareness and practical skills. The study concludes that improving ICT competency is essential for enhancing productivity and achieving sustainable development. It recommends targeted training and institutional support to strengthen ICT integration in teaching practices.

Body shaming is a prevalent issue among adolescents and is associated with negative psychological outcomes. This study aimed to examine the predictive effect of body shaming on self-blaming among vocational high school students. A quantitative predictive correlational design was employed, involving 820 students. Data were analyzed using simple linear regression. The results showed that body shaming significantly predicted self-blaming (β = 0.146, p = 0.039). The correlation coefficient (R = 0.346) indicated a weak to moderate relationship, while the coefficient of determination (R² = 0.321) revealed that body shaming accounted for 32.1% of the variance in self-blaming. These findings contribute to the literature by highlighting the role of body shaming in shaping maladaptive self-evaluative processes. Practically, the results emphasize the importance of school-based interventions to reduce body shaming and strengthen adolescents’ self-concept to mitigate negative psychological outcomes.

Teachers’ organizational commitment is an important factor in maintaining performance quality, loyalty, and the sustainability of educational processes in schools. However, the level of teachers’ commitment often varies in practice, highlighting the need to understand the factors that can enhance it. This study aims to analyze the influence of organizational culture and agile leadership on teachers’ organizational commitment. A quantitative approach was employed using the SEM-PLS analysis method. Data were collected through questionnaires distributed to teacher respondents and analyzed to examine the relationships among variables in the research model. The results show that agile leadership has a positive and significant effect on organizational commitment, with a path coefficient of 0.181, a t-statistic of 3.047, and a p-value of 0.002. In addition, organizational culture also has a positive and significant effect on organizational commitment, with a path coefficient of 0.699, a t-statistic of 11.519, and a p-value of 0.000. These findings indicate that stronger implementation of agile leadership and a well-established organizational culture contribute to higher levels of teachers’ organizational commitment. Therefore, strengthening organizational culture and implementing adaptive leadership are important strategies to enhance teachers’ commitment within educational institutions.