Job Satisfaction vs. Organizational Commitment

reply to the Teacher. Specialists like Ely (1984) and Samimy (1991) contemplated Risk taking and considered Risk Taking as one of the attributes of good students. Swain (1985) states that active participation of the students in arrangement of importance through information gives students significant output. Important input is basic in framing semantic skill and significant output is vital in shaping syntactic skill. Thus, Student quietness in classroom is the issue of EFL Teachers. In any case, scientists don’t all concur that absence of Risk Taking capacity isn’t exclusively external. Analysts included not just non-Student related components or outside elements yet additionally Student related or inner variables. Student related variables comprise of individual and full of feeling factors identified with students Risk Taking performance. They incorporate age, gender, identity, motivation, confidence and anxiety. Students’ Risk taking conduct is affected by outer factors, for example, their social convictions or practices, their learning circumstance, for example, Teachers’ attitude, teaching style and other course related components like class size and classroom exercises. Ely (1989), in a classroom perception and sound chronicle the members trying to discover the connection between Risk Taking and oral support, reasoned that there was a critical connection between classroom participation and oral capability. Risk Taking elements can be sorted as Student related variables those that influence students from inside and non-Student related elements those that influence students from outside and exist in Language learning condition. Student related variables or interior components are those that the individual Language student carries with him/her to the specific learning circumstances include: inspiration, confidence, anxiety, and personality trait. External elements are those that portray the specific Language-learning circumstance. Non Student related elements affecting risk taking conduct of the Language students incorporate their learning circumstance, for example, Teacher’s attitude and teaching styles and course related elements like class size and classroom action. Community Language learning or advising getting the hang of as indicated by Curran (1976), proposes an agreeable and warm atmosphere in which students are urged to practice activities t

Sample Solution

When considering what is more important to me, job satisfaction or organizational commitment, I believe that both are equally important. Job satisfaction refers to an individual’s positive attitude towards their work and how much they enjoy performing it (Kowalski & St John 2016). On the other hand, organizational commitment involves loyalty and dedication to a company’s goals and objectives (Baron et al., 2017). I feel that achieving a balance between job satisfaction and organizational commitment is key in order for me to be a successful employee. If I were only focused on job satisfaction without any sense of loyalty or accountability, then this could potentially lead to unproductiveness or lack of motivation down the line. Similarly, if I am overly committed yet lack enjoyment from my daily duties—or worse still have feelings of animosity towards them—then this can lead to lower productivity as well as potential burnout over time. Thus in order for me to perform optimally at work it is essential that I have a good balance between enjoying what I do while also feeling accountable for ensuring that the organization succeeds through my efforts. This can help create an environment where everyone involved benefits from the relationship—the employer gains higher quality output from workers who are engaged with their tasks while employees gain emotional reward based on their contributions (Lazenby et al., 2018). By having both these aspects working together harmoniously one can reap great rewards when properly managed.