WORK ENVIRONMENT AND JOB SATISFACTION AMONG SECONDARY SCHOOL TEACHERS IN SEREMBAN: A CASE STUDY BY JERALD FERNANDEZ INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA JUNE 1998
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WORK ENVIRONMENT AND JOB SATISFACTION AMONG SECONDARY SCHOOL TEACHERS IN SEREMBAN: A CASE STUDY BY JERALD FERNANDEZ A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE DEGREE OF MASTER OF EDUCATION KULLIYYAH OF ISLAMIC REVEALED KNOWLEDGE AND HUMAN SCIENCES INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA JUNE 1998
ABSTRACT This study describes the work environment and job satisfaction of secondary school teachers. It also examines the relationship between perceived work environment and perceived job satisfaction. The study is based upon the responses to a questionnaire distributed to 90 teachers from three selected grade A secondary schools in the district of Seremban. The sample was obtained using the stratified sampling method. The work environment dimension was represented by five domains: job autonomy, status, job competency, collegial relationships, and career commitment. The findings indicate that generally most of the respondents have a low perception of work environment and job satisfaction. Out of the five work environment domains, only job competency is perceived highly. This can be interpreted as an indication that the majority of the teachers are not happy with their work environment. Results also show that there exists a positive relationship between perceived work environment and perceived job satisfaction. The existence of a positive relationship between work environment and job satisfaction shows that they influence each other. Efforts should be made to improve the existing work environment in secondary schools as it can lead to higher job satisfaction and higher productivity level among the teachers. iii
APPROVAL PAGE I certify that I have supervised and read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate in scope and quality, as a thesis for the degree of Master of Education. Dr. Yedullah Kazmi Supervisor Date I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a thesis for the degree of Master of Education. Dr. Rosnani Hashim Examiner Date This thesis was submitted to the Department of Education and is accepted as partial fulfillment of the requirements for the degree of Master of Education. Dr. Rosnani Hashim Head, Department of Education Date This thesis was submitted to the Kulliyyah of Islamic Revealed Knowledge and Human Sciences and is accepted as partial fulfillment of the requirements for the degree of Master of Education. Dr. Jamal Barzinji 92
DECLARATION Dean, Kulliyyah of Islamic Revealed Knowledge and Human Sciences. Date I hereby declare that this thesis is the result of my own investigations, except where otherwise stated. Other sources are acknowledged by footnotes giving explicit references and a bibliography is appended. Name : Jerald Fernandez Signature : Date :.. 93
Copyright by Jerald Fernandez and 94
the International Islamic University Malaysia DEDICATED TO: my wife, Santhy Fernandez my daughters, Monica Prissha and Lavinia my parents, Margaret and Wilfred Fernandez and my in-laws, Mr. & Mrs. K. Balaraman. 95
ACKNOWLEDGEMENTS I wish to thank the following people without whose help this thesis would not have been possible. Special appreciation to my supervisor, Dr. Yedullah Kazmi, for his guidance and supervision throughout this endeavor, Dr. Ratnawati Mohd Asraf and Dr. Sahari Nordin for their time and invaluable guidance, and Dr. Rosnani Hashim, my examiner and Head of the Department of Education, for her advice, encouragement and meticulous guidance from the initial stage till the completion of this thesis. Special thanks to the teachers from the three schools in Seremban who gave their full cooperation and assistance. My utmost gratitude to the Aminuddin Baki Institute (IAB), the Ministry of Education, Malaysia, and the International Islamic University Malaysia, for providing scholarship and giving me the opportunity to pursue Master of Education Programme. Thanks are also due to the staff of the Department of Education, IIUM, for their assistance and cooperation. Finally, but most importantly, I wish to express my gratitude to my parents, Mr. & Mrs. Wilfred Fernandez, and my in-laws, Mr. & Mrs. K. Balaraman, for their encouragement and help in many ways. My special appreciation to my wife, Santhy Fernandez, for her continuous encouragement and support which was a source of 96
inspiration especially during trying times. Not forgetting my two little girls, Monica Prissha and Lavinia, who were always there to cheer me. TABLE OF CONTENTS Abstract ii Abstract in Arabic. iii Approval Page.. iv Declaration v Acknowledgements viii List of Tables xi CHAPTER 1 : INTRODUCTION. 1 Statement of the Problem. 3 Purposes of the Study.. 5 Significance of the Study. 6 Delimitations of the Study.. 6 Definition of Terms. 7 Research Methodology. 9 CHAPTER 2 : REVIEW OF LITERATURE. 11 The Theoretical Bases in Relation to Work Environment.. 12 Definition of Work Environment.. 12 Determinants of Work Environment. 15 Job Satisfaction.. 20 Definition of Job Satisfaction 20 Theories of Job Satisfaction.. 22 Major Causes of Job Satisfaction 25 Work Environment and Job Satisfaction 27 Findings on Studies Related to Teachers Work Environment and Job Satisfaction 27 CHAPTER 3 : RESEARCH METHODOLOGY.. 32 Setting 32 Instrument.. 34 Development of the Instrument. 35 Item Generation.. 35 Establishing the Validity of the Instrument.. 38 Pilot Study and the Reliability of the Instrument..38 Research Procedures.. 40 Data Analysis Procedures 43 Summary. 46 97
CHAPTER 4 : RESULTS AND DISCUSSIONS 48 Teachers Perception of their Work Environment.. 49 Teachers Perception of Job Autonomy. 49 Teachers Perception of the Status of the Profession 52 Teachers Perception of Job Competency.. 53 Teachers Perception of Collegial Relationships. 57 Teachers Perception of Career Commitment.. 59 Teachers Perception of Job Satisfaction.. 60 Teachers Work Environment and Job Satisfaction. 62 Summary of the Findings.. 68 CHAPTER 5 : SUMMARY, CONCLUSIONS AND RECOMMENDATIONS. 70 Summary 70 Findings and Implications.. 72 Conclusions. 78 Recommendations 80 BIBLIOGRAPHY.. 87 APPENDIX I.. 91 APPENDIX II... 95 APPENDIX III... 96 APPENDIX IV.. 105 98
LIST OF TABLES Table No. Page 3.1 Profile of Schools involved in the Study 33 3.2 Academic Qualification and Teaching Experience of School Teachers 41 3.3 Academic Qualification and Teaching Experience of Sampled Teachers 42 4.1 Teachers Perception of Job Autonomy 50 4.2 Teachers Perception of the Status of the Profession 52 4.3 Teachers Perception of Job Competency 54 4.4 Teachers Perception of Collegial Relationships 56 4.5 Teachers Perception of Career Commitment 59 4.6 Teachers Perception of Job Satisfaction 61 4.7 Crosstabulation of Job Satisfaction by Job Autonomy 62 4.8 Crosstabulation of Job Satisfaction by Status of the Profession 64 4.9 Crosstabulation of Job Satisfaction by Job Competency 65 4.10 Crosstabulation of Job Satisfaction by Collegial Relationships 66 99
4.11 Crosstabulation of Job Satisfaction by Career Commitment 67 100
CHAPTER 1 INTRODUCTION The work environment of secondary school teachers constitute a large dimension of physical and psychological factors. The general perception of teachers work environment is often limited to ability to handle and manage a class, and command of subject content. This perception portrays a simple work environment, and consequently regard this area as relatively insignificant. In addition to such images, the common assumptions are that teachers have an exciting and interesting day, and everyday is a fulfilling part of a teachers work life. This clearly is a reflection of a failure to truly understand the work environment of a teacher and ultimately its consequences. It may or may not be completely all that satisfying, and it is not that simple either to result in a satisfying day. Naceur Jabnoun (1994), in his work, Islam and Management emphasized that it is every individual s duty and responsibility to right the wrong. Jabnoun s contention is based upon the following Hadith; p.27) Whoever see wrong should correct it. ( Muslim, cited in Jabnoun 1994, In this context, efforts should be made to ensure that a real view of teachers work environment is known and understood by the public. This can also lead to a better understanding of important areas in this work environment. 101
Being the vital component of the school system, teachers are its live wires and the prime movers. How these teachers go about conducting their daily duties and responsibilities may very well be determined by the level of perceived work environment within their respective school organization. The teachers perception of their work environment and consequently of the perceived level of job satisfaction are not as clearly visible as other observable or measurable traits. These physical and psychological factors are critical components that have the ability to influence the daily functions of the teacher. These factors are of great interest in the field of human resources management. The quality of a teacher s work environment is indeed an important and significant factor. Apart from being able to stimulate the work force to further improve their skills and abilities, the teaching profession in general, will be able to entice quality and committed aspirants to this profession. School administrators, play an important role in this respect. They are, after all, the people who have the authority to ensure a conducive work environment that is able to stimulate and motivate the teaching force, and ultimately lead school teachers towards attaining a high level of job satisfaction. Every administrator and people in authority, in particular, Muslims as vicegerents of Allah, should always remind themselves of their mission. Worship of Allah, includes guiding and managing subordinates well and also looking into their welfare and being. 102
Statement of the Problem Job satisfaction has of late, received considerable attention in educational administration. Among the notable studies include Blauner (1964), Quitugua (1975), Lortie (1975), Inagaki (1993), Browder (1994), and Dinham (1994). These studies basically indicate job satisfaction as a significant factor in determining workers morale, regularity at work, turnover, and to a certain extent productivity. The above mentioned studies also indicated that the degree or level of dedication and effort exerted by employees in their occupation is to a large extent affected by the perceived satisfaction experienced. In this context, it is felt that the work environment factors of secondary school teachers should be given due attention and priority. Teachers do not just teach and instruct students, they are also looked upon as role models. The work environment of the teacher may result in how satisfied he/she will be. Ultimately, this may be reflected in the degree of effort exerted by the teacher in the school. It may also be displayed by his/her character and personality. These outcomes have significant consequences on students. Frustration, dissatisfaction, and non-compliance to regulations and responsibilities, are among the notable manifestations which could be reflected in schools. Many factors exist in a teacher s work environment that significantly influence the way a teacher views his/her job. Some of these factors may be significant in their relationship on a given day, while some may become significant as a routine in the daily work environment. The routine relationships are an important area which needs to be looked into. They could be the basis of perceived 103
dissatisfaction or satisfaction. The routine relationships include encounters with colleagues and superiors, support and encouragement received, interest towards their job, and recognition accorded by the administration and public. The work environment and job satisfaction of secondary school teachers may be significant aspects that influence the teachers life and career. This notion needs to be investigated. It is crucial and significant not only to the individual teacher, but also to the school system. In this context, it is essential to understand the key areas that are crucial in influencing the motivation and dedication of the teaching work force. An average teacher spends almost eight hours of the day in the work place. The work environment thus may have a high degree of influence towards the level of perceived job satisfaction. If the existing perceived level of work environment is not up to the desired level, it may reflect a low perceived level of job satisfaction. As a consequence, the school s productivity in terms of the services generated by the work force may fall far below the optimum level. The existence of low work environment factors may result in the existence of a teaching work force which lacks motivation and dedication to the system. A satisfied work force will be an asset to the organization, whereas a dissatisfied workforce could become its liability. This study will focus on the work environment and job satisfaction of secondary school teachers in three schools located in the district of Seremban. Teachers work environment is broken down into five domains. The five domains are job autonomy, status, job competency, collegial relationships, and career commitment. Purposes of the Study 104
The purpose of this study is to find out the prevailing work environment and job satisfaction situation as perceived by secondary school teachers from three selected schools located in the district of Seremban. It will also try to determine if there exist any relationship between perceived work environment and perceived job satisfaction among teachers in the three secondary schools. The study attempts to answer the following questions; 1. What are teachers perceptions of their work environment? Specifically, what are teachers perceptions of the following: a. job autonomy b. status of the profession c. job competency d. collegial relationships e. career commitment 2. What are the teachers perceptions of job satisfaction? 3. Which among the five domains of work environment selected for this study, seems to reflect patterns of responses to job satisfaction? Significance of the Study 105
Conducive work environment is gaining more attention as well as importance by today s work force. Most organizations have begun to respond positively to this demand as they realize that failure to do so could result in the manifestation of frustration, unhappiness, and consequently, lack of commitment and dedication amongst employees. To date, a search revealed that no similar study of this nature has been done concerning the work environment and job satisfaction of secondary school teachers in Malaysia. It is hoped that the findings obtained in this study could give us an insight on the prevailing situation. The findings in this study will be especially beneficial to school administrators (See Appendix IV). The relevant school administrators will be able to identify key areas and aspects that enhance conducive work environment for the teachers and/or look into factors that need to be rectified in order to realize a more conducive work environment. Delimitations of the Study The following limits were set for this study: 1. Only 3 Grade A secondary schools from the district of Seremban which fulfilled specific characteristics were selected for the purpose of this study. 2. The study involved 90 full time permanently employed teachers that were identified according to the stratified sampling method. 3. Five domains were selected for the purpose of defining the teachers work environment dimension in this study, as it was felt that these domains justify a fair representation and is also manageable in terms of quantity and time 106
constraints. Definition of Terms The following operational definitions are used in this study: Superiors: Apart from the school Principal, this category includes all administrators within the school administrative structure. They include among others, the Senior Assistants, Heads of Department, Subject Heads, Chairpersons of various subcommittees and activities within the school system. School Administrators: Headed by the Principal, followed in hierarchy by the Senior Assistant(s): Administration and Curriculum, Student Affairs and Co- Curriculum, and Afternoon Supervisor, Heads of Departments- Language, Science and Mathematics, Commerce/Technical and Vocational Studies, and Humanities Studies, Heads of specific subjects, and also Chairpersons of various Curriculum and Co-Curriculum committees within the school system. Graduate Teachers: Teachers who possess at least a basic first degree as their academic qualification. Non-Graduate Teachers: Teachers who possess either Sijil Pelajaran Malaysia (Malaysia Certificate of Education), Sijil Tinggi Persekolahan Malaysia (Malaysia High School Certificate), or both as the highest academic qualification. 107
Junior Teachers: Teachers with less than ten years of teaching experience. Senior Teachers: Teachers with ten or more years of teaching experience. Work Environment: Refers to the secondary school teachers work environment dimension in this study which comprise the following five domains: job autonomy, status, job competency, collegial relationships, and career commitment. Job Autonomy: A work environment domain which refers to the freedom, independence, and discretion that the teacher has in scheduling his/her work and determining the procedures to be used. In this study job autonomy reflects the teachers independence, opportunity, and freedom to make decisions regarding their work. Status: Refers to the recognition and acknowledgment of the teaching profession in the eyes of society and also of the teachers themselves. Job Competency: A work environment domain which refers to the teacher s ability to apply the skills and knowledge to practical use. This application includes observable and in some cases cognitive activities. It includes the ability to manage the class, be in control, able to contribute effectively, and being accorded recognition in school activities. 108
Collegial Relationships: A work environment domain which refers to interaction, cooperation, support, rapport, and collaborative relationships among fellow teachers and with their superiors. Career Commitment: A work environment domain which refers to the teacher s sense of involvement, dedication, and love towards the teaching profession. Job Satisfaction: The teacher psychological, physiological, and environmental circumstances which leads the teacher to a positive emotional state, and consequently perceive satisfaction in his/her job. Research Methodology The study involved 90 respondents who were identified according to the stratified sampling method from 3 grade A secondary schools located in the district of Seremban, Negeri Sembilan. The 3 secondary schools were selected based on a set of characteristics determined by the researcher. A two section self administered survey questionnaire was utilized to obtain the relevant data required for this study. The instrument is an adapted version of the original instrument previously utilized in a study on teacher interns in Singapore (Lam, Foong, & Moo, 1995). The instrument was personally administered by the researcher. The gathering of data process took approximately 3 weeks to be completed. The data was then analyzed using the Statistical Package for the Social Sciences (SPSS), in order to answer the research questions posed in this study. 109
CHAPTER 2 REVIEW OF LITERATURE The purpose of this chapter is to review the literature on the two areas of interest in this study. These areas are introduced and discussed in relation to teachers, specifically secondary school teachers. For the purpose of organization the literature reviewed in this chapter is divided into the following parts: Part One: The theoretical bases in relation to Work Environment. This includes discussions on the definition of work environment and determinants of a work environment. Part Two: Job Satisfaction. In this section the definition of job satisfaction and three theories of job satisfaction are discussed. Included in this part is a discussion on major causes of job satisfaction. Part Three: Work Environment And Job Satisfaction. This section will consist of discussions on findings related to studies on Teachers Work Environment and Job Satisfaction. The purpose of this section is to illustrate the importance of work environment and job satisfaction in the teaching profession. The Theoretical Bases in Relation to Work Environment 110
The secondary school teachers work environment is as important a work environment as in any other organization or work place. More significance should be given to understanding the mechanics of this work environment. The best approach towards gaining a better understanding of a secondary school work environment is by first understanding the bases regarding the definitions of a work environment. This is discussed in this section. There is also a discussion of the determinants of a work environment. These discussions will hopefully lead us to a better understanding of the scope of the work environment. A theoretical command of the concept can also assist us in understanding the secondary school teachers work environment dimension of this study. Definition of Work Environment Various terms exist in the present literature referring to the concept of work environment. Among the terms noted include; work life, organizational climate, and work climate. Although different terms have been used, they nevertheless refer to the same phenomenon. They share the same characteristics and dimension. For the purpose of this review, these terms will be examined as how they have been used, since they share the same object domain in this study as work environment. Litwin and Stringer (1968), defined organizational climate as, the perceived, subjective effect of the formal system, the informal style of managers, and other informal factors on the attitudes, beliefs, values, and motivation of people who work in an organization. They regard an organization s climate or work environment as the personality of an organization as perceived by its employees. In such situations, the totality of individuals working in the organization will have an impact 111