Factors Affecting Job Satisfaction for Teachers - Research Proposal Example

JOB SATISFACTION REPORT Table of Contents Abstract 3 1.0.Introduction and Background 4 2.0. Methodology 7 3.0.Results 8 Figure 1 shows teachers’ views on their functions in education. 8 Figure 2: Analyses of job satisfaction 9 Table 1: Respondents’ perception of teaching related sources of job satisfaction 9 4.0.Discussion 10 5.0. Limitations of the study 13 6.0.Conclusion 13 7.0.References 15 Abstract This study investigated hypothesis that there are many factors affecting job satisfaction for teachers. Data collection was by use of questionnaires that collected data on demographic and level of job satisfaction. The research participants were obtained by random sampling at Eynesbury College, in total, 22 teachers were included in the study. The data collected was analysed using various statistical tools which placed the data into percentages and mean scores. The results showed that there were different factors that influenced teachers satisfaction. Nature of work, which is the work itself, was found to be most satisfying factor. In general, all the factors investigated were found to be significant in influencing job satisfaction for teachers with a range of between 55% -80%. This research is important to the learning institutions managements in understanding the factors that should be enhanced to promote performance. 1.0. Introduction and Background Job satisfaction is the degree to which staff/employees like work they do (Ellickson & Logdon 2002, p.344). According to Schulze (2006, p.320) job satisfaction is pleasurable and positive emotional state that comes from appraisal of an individual’s experience in place of work. It has been found that employees who are satisfied normally maintain conducive environment for learning. Job satisfaction plays an important role in employee retention. In the contemporary world where human resource has become the driving force for organmisational success, employers have found themselves with challenges on how to ensure employees are satisfied. Employees in different sectors have been trying to ensure that they attain satisfaction in the place of work (Arnolds & Boshoff 2001, p.41). A research carried in United States of America show that Americans of diverse are unhappy at work. This is a trend that is supposed to be a source of worry for many employers as indicated by a report by Heathfield (2014, p.1). In a survey consisting of 5000 American employees, it was found that only 45% of the people surveyed were satisfied within their jobs (Heathfield 2014, p.1). According to Schulze (2006, p. 324) job satisfaction plays an integral role in the wellbeing of an individual. It has high implication on mental and physical health of employees. Job satisfaction affects labour turnover, absenteeism and consequently performance of an organization. There are different factors that contribute to job satisfaction; one key influence is the work situational (Schulze 2006, p. 322) factors. Academics have been carrying studies to determine the level of job satisfaction within different disciplines. However, academicians have been doing these studies on job satisfaction for other people. Despite of the researches that have conducted by academicians on other disciplines, there is evidence that job satisfaction for the academicians has not been studied (Schulze 2006, p. 322). The primary work of academicians is described as teaching, community service and research. Job satisfaction is enhanced by motivators, these motivators or intrinsic are factors such as responsibility and achievement that are key to feeling of being satisfied when present but at the same time when absent, they do not lead to dissatisfaction (Shulze 2006, p. 322). There are also job context features that affect the extent of job satisfaction. These factors are referred to as hygienic factors or extrinsic, which include policies relating to job as set by the company, remunerations and supervisions. When inadequate, they cause dissatisfaction but their presence does not lead to satisfaction (Shulze 2006, p. 322). In the application of Herzberg’s theory to determine role played by hygienic and motivator factors in achieving job satisfaction of academics, in relation to motivators, academics have been found to be satisfied by the nature of work but are not satisfied with the advancement opportunities. In relation to hygienic factors, academicians, interpersonal relations that exist within the faculty are the source of most satisfaction. However, the level and means used in determination of their salary were having been found to make them to be least satisfied (Parvin & Kabi 2011, p. 119). The aim of this study is to investigate how different factors influence job satisfaction among teachers. The hypothesis of the study is that there exist multiple factors that affect job satisfaction for teachers. The findings of the study will be beneficial in the education sector to understand measures that can be put in place to motivate teachers in order to increase performance in institutions of learning. 2.0. Methodology The research aimed to investigate job satisfaction among teachers at Eynesbury College in Adelaide, South Australia. 22 teachers were randomly selected to participate in the research, and they presented a sample of teachers in Academic support, science, accounting, math and statistics, foundation study and English. The number of males and females was random. Initial meetings were conducted with individual participants to explain the purpose and the method of the research and confronting any concerns about the research and help the participants better decide to participate. The research was conducted through that questionnaire, which included two sections. The first section aimed to gather general information about age, work, years of current employment, and the arrangement of work (part time / full time). The second section included 9 questions aimed to measure the level of job satisfaction among participants. There were two types of questions in this section. The first type asked participants to rate a statement and decide whether they strongly disagree, disagree, agree and strongly agree. The second type of questions had multiple options and participants were asked to select only one option. The questionnaire was administrated during one day, Friday 24th of October 2014. The research administrator had a face-to-face meeting with participants where he explained the questionnaire questions and gave some instructions. The sample contained only a group of teachers who are teaching only academic levels of English at Eynesbury College. The results from questionnaire were collected after completion and convert the data into visual charts and graphs. The results were used to generate percentages and analyze related data. 3.0. Results Figure 1 shows teachers’ views on their functions in education. From these results it is shows that teachers were most satisfied with management function (80%). Co-workers were also source of satisfaction accounting for over 75%. Other areas of satisfaction included teaching (55%), administration work (55%) and physical condition accounting for 56%. The management was also the cause of least dissatisfaction with most of the dissatisfaction coming from teaching. All the factors except co-workers had some causes of dissatisfaction. Overall teachers were more satisfied in their functions in education, all recording a score between 55% and 80%. Figure 2: Analyses of job satisfaction The main findings as indicated in the table are that work itself was the greatest source of job satisfaction among teachers. Supervision was the second source of satisfaction. Other factors that contributed to job satisfaction included; job security, advancement and recognition played a role in satisfaction. Recognition was the least factor contributing to job satisfaction. In general, teachers were most satisfied with their work itself and job supervision with recognition played the least role in attainment of satisfaction. Table 1: Respondents’ perception of teaching related sources of job satisfaction Source Ranking Mean Job security and conditions 1 4.31 Work itself 3 4.90 Personal growth 2 4.81 Advancement 11 7.95 Achievements and standards of excellence 7 6.40 Recognition 10 7.90 Authority and independence 8 6.54 Responsibility within teaching 5 5.95 Creativity 4 5.86 Pay 6 6.18 Making contribution 9 6.81 Status 12 9.81 Table 1: Shows respondents’ perception of teaching related sources of job satisfaction. Source of job satisfaction varied depending on the source among academics. Job security and working were perceived as the top in relation to job satisfaction. Personal growth within the job was ranked as second source of satisfaction with a mean rate of 4.81. The least source of satisfaction as was advancement with a mean score of 7.95%. 4.0. Discussion The hypothesis for the study was that teachers’ job satisfaction is affected by varying factors i.e. both extrinsic and intrinsic factors. The different ranks, percentages and mean for different factors as represented in figure 1, 2 and table 1 support the hypothesis. Work itself was found to be main factor that contribute to attaining job satisfaction. This factor was also supported by the perception that job security ranks high in correlation to satisfaction. These findings are crucial in understanding how teachers perceive their job and the source of job satisfaction. As noted by Lane et al (2010, p.17) job satisfaction influences performance by affecting absenteeism and turnover (Schulze 2006, p. 319) The results point evidence that factors that relates direct to work itself play a crucial role in determining job satisfaction. As noted in figure 1, work itself was identified as the main source of job satisfaction. In the view of their functions, teachers were founds to be mostly satisfied with all functions which entailed teaching job. For instance, they were satisfied with interaction with co-workers (78%) and in management functions (80%). Overall 55% to 80% were satisfied with the different functions of their job. The findings point to multiple of factors that affect job satisfaction for teachers. These findings aligns to earlier findings by Valadez & Anthony (2000) that found that employees derived most of job satisfaction from their core work, interpersonal relationship with colleagues and their research work. For many years, work itself has been regarded as the most notable situational factor that affects job dissatisfaction. However, these findings are contrary to that belief and points to fact that employee satisfaction is depended on many facets that culminate to job satisfaction, such factors include pay, promotion, supervision, recognition and relationships with co-workers (Arnolds & Boshoff, 2001, p.43). These factors have different degree of job dissatisfaction and they represent both the intrinsic and extrinsic factors. In many researchers conducted across the globe, different organizations and industries, work itself has been considered as the most important factor influencing satisfaction. Findings illustrated in table1 and figure 2 point to the fact that intrinsic and extrinsic factors that relate to nature of work are main determinants of job satisfaction. For instance, personal growth, activity and responsibility within teaching job play a key role in influencing job satisfaction. However, as identified in the table 1, job satisfaction depends on multiple factors that include extrinsic factors which includes pay as integral factor influencing job satisfaction, pay relates to policy factor. Thus, the findings support Herzberg’s Theory that is premised on motivation and hygienic factors role in attaining job satisfaction (Schulze 2006, p.327). It is interesting that the physical condition and co-worker interaction scored high than teaching as shown in figure 1. These findings align to the fact job dissatisfaction and satisfaction do not solely depend on nature of the job itself, they are also determined by the expectations of what the job is to supply to employees (Lane, Esser, Holte & McCusker 2001, p.19). According to Schulze (2006, p.328) intrinsic rewards and social orientations increase job satisfaction. The function of co-workers proved the social aspect while the physical conditions inherent in the job influence the individual to either get satisfaction or dissatisfaction. A study conducted by Griffin, Patterson, West (2001, p.539). relates to this perception, friendly and staff relationships play a significant role in job satisfaction. It is worth noting that management also plays a vital role in ensuring that there is job satisfaction or dissatisfaction, in figure 2 supervision which is a component of management accounted for a total mean score of 12 making it second influential factor after work itself. This is very interesting bearing in mind that there have been a general perception that management has no effect on job satisfaction (Griffin, Patterson, West 2001, p.539). It also contradicts earlier perspective of Herzberg who argued that supervision does not play a relevant role in determination of job satisfaction (Schulze 2006, p. 329). 5.0. Limitations of the study The study included 22 teachers only; this is relatively small sample that cannot be used to draw generalisations for the whole teaching fraternity. In addition, sampling was done in one teachers’ college, Eynesbury College. This meant that there could be respondent bias as all the teachers were subjected to same management and physical work conditions. Despite of the study pointing to the multiple factors that affect job satisfaction, it did not include demographic factors that could help in further understand n how personal attributes such as age and gender affect job performance. Future research should focus on wider coverage in which teachers form different learning institutions will be included. The future studies should also use large study samples and integrate a cross-sectional study design that will capture the different factors happening in institutions and how teachers respond to such factors. It will also be prudent to include the aspect of personal demographics in result analysis as this will give a wide scope of how different factors correlate and affect job satisfaction. 6.0. Conclusion Job satisfaction plays an integral role in improving the quality of service employees offer to the customers. In this study to investigate factors influencing job satisfaction among teachers, results suggest that different factors come to play. Thus an important pointer of the study is for the managers of various learning institutions in creating awareness on the myriad of factors that act as motivators to teachers. Putting in place factors that will enhance the morale of teachers will boost the performance of institutions and create a good work environment. It is worth noting that people who are satisfied give their best which in turn increases work performance. 7.0. References Arnolds, C. and Boshoff, C. 2001. The challenge of motivating top management: A need Satisfaction perspective. Journal of Industrial Psychology, 27(1), pp. 39- 42 Ellickson, M. and Logsdon, K. 2002. Determinants of job satisfaction of municipal government employees. Public Personnel Management, 31(3), pp.343-358 Griffin, M., Patterson, M. and West M. (2001). Job satisfaction and team work: the role of supervisor. Support Journal Organisational Behaviour, 22 (1): pp.537-550. Heathfield, S. 2014. Keys to Employee Satisfaction: What You Can Do to Increase Employee Satisfaction. Available at, http://humanresources.about.com/od/employeesatisfaction/a/employee_satisfaction.htm (Accessed on 2nd November, 2014) Lane, K. Esser, J., Holte. B. and McCusker, M. 2010. A study of nurse faculty job satisfaction in community colleges in Florida. Teach. Learn. Nurs, 5(1), pp.16-26 Parvin, M. and Kabi, M. 2011. Factors affecting employee job satisfaction of pharmaceutical sector. Australian Journal of Business and Management Research, 1(9), pp. 113-123. Schulze, S. 2006. Factors influencing the job satisfaction of academics in higher education. SAJHE, 20 (2), pp. 318-335 Valadez, J. R. and J. S. Anthony. 2000. Job satisfaction and commitment of two-year college part-time faculty. Community College Journal of Research and Practice, 25 (2): 97-108 Read More