Specific objectives: - Review all theories related to work motivation, based on that identify the reasonableness of justice theory and theory on characteristics of jobs as studying work
Trang 1CHAPTER I: INTRODUCTION
1.1 Rationale
Education, especially higher education plays a vital role in any countries
Lecturers, hence, have big impact on quality of training in particular and quality
of labor force in general Lectrures with high qualification as passion for their
work will have positive impact on quality of training It is necessary to create
work motivation for lectrures One of many factors affecting work motivation of
lecturers identified is organizational justice
In Vietnam, almost every people pay attention to justice and fight for it
because it is realized that justice has a profound impact on attitude and behavior
of labours, including lecturers (Greenberg, 1993) Justice will lead to positive
behavior such as commitment, satisfaction and belief in managers (Alexander and
Ruderman, 1987) In constrast, injustice will lead to ineffectiveness in work such
as frequent absence, even ethical breach (Skarlicki, Folger, and Tesluk, 1999)
Organizational justice has positive impact on work motivation of labours (Adams,
1965)
Lectrures are people who are intellectual and sensitive to organizational
justice Rather than other jobs in society, it is essential to create the best
conditions for lectrures to take their important roles for the society
There are not many studies about organizational justice as well as its effects
on lecturers’ work motivation, especially in Vietnam Therefore, in this thesis, the
author aims to exploit more about work motivation of lecturers and then propose
some solutions to enhance their work motivation
The thesis has been conducted in Hanoi, one of two economic – cultural –
political centers of Vietnam Moreover, Hanoi is the largest centre of education
in Vietnam with a variety of reputable and ancient universities In addition, almost
every lecture in these universities comes from various pronvinces in the North of
Vietnam, which creates the variety in custome, culture, habits and lifestyle in
comparison with lectureres in other areas Hence, the conduct of this study in
Hanoi will be more consistent
With these above analysis, it can be said that the study “Factors affecting
work motivation of lectrures of universities in Hanoi” is essential and useful
1.2 Objectives
General objective: The general objective of this thesis is to evaluate the effects of
job characteristics and justice on work motivation of lectureres in Hanoi
universities
Specific objectives:
- Review all theories related to work motivation, based on that identify the reasonableness of justice theory and theory on characteristics of jobs as studying work motivation of lecturers;
- Build new study model with factors affecting work motivation of lecturers from the view of organizational justice and job characteristics
- Test the proposed model with data collected from lecturers in universities in Hanoi;
- Propose solutions and recommendations to managers in universities in Hanoi, and policy makers for next studies
1.3 New contributions of the thesis
1.3.1 New contributions in academic theory
- The thesis has provied the appropriateness of the application of justice theory in evaluating the effects of organizational justice on work motivation of lecturers, which is a new contribution compared with prior study, especially in the context of Vietnam nowadays
- The thesis has built a new research model and tested this model in the context of universities in Hanoi The results have shown that job characteristics and some justice aspects in organization such as justice of direct leaders, justice of students’ feedbacks, and justice in income distribution have positive impact on work motivation of lecturers
- The thesis was developed for variable scale "justice in treating attitudes and social assessment for teacher job" and proved that this scale is highly reliable and consistent with the research context of the thesis
- The thesis has conducted additional qualitative research after having quantitative research results in order to clarify, specificly explain and has made some findings on the relationship between the justice aspects in organization and work motivation of lectrures The combination of many different approaches when studying on sensitive social and economic issues with difficulty in measure such as justice in the organization and work motivation increase the comprehensiveness, reliability and depth of the conclusions from the research
1.3.2 New contributions in practice
- The study has shown the view of lecturers about justice in universities in Hanoi now In addition, the study has also demonstrated the attitudes and
Trang 2behaviors of lectrures have effects on this issue;
- The author has proposed some suggestions for managers in universities in
recruitment, which requires to recruit lectrures who prove to have passion for
their careers, love for students because these characteristics are nesscesary to
create work motivation for lecturers, then reach the effectiveness;
- Manageres should reconsider the appointment for managers at department
level; because the qualification and ethics have big impact on the treatment and
their decisions, which affects work motivation of lecturers
- The study has also proposed some suggestions for edcuational policy
makers as reviewing some current regulations such as awards, and promotion for
lecturers
CHAPTER 2: BASIS THEORY ABOUT WORK MOTIVATION OF
LABOURERS
2.1 Definition and roles of work motivation
According to Stee & Porter (1983), work motivation is the desire and
willingness of the employees to strengthen their efforts towards achieving
organizational targets; is the impulse, consistency and persistence in the work
process
Mitchell and his colleagues (1997) also agreed with this definition They
thought that the motivation is a process showing strengths, determination and
persistence in individual’s efforts towards achieving the target
Pinder (1998) has pointed out more clearly that work motivation is a set of
outside and inside factors leading to behaviors related to establishing, orienting
the form and timeframe and action intensity This definition focuses on the
influence of external factors (eg the nature of work, the reward system of the
organization) and congenital factors of an individual (eg.people’s intention and
people’s need) to working related action
In this study, the author used the definition of motivation of Stee & Porter
(1983) This concept has been used in studies of Wright (2004), Saleem and et al
(2010)
2.2 Justice theory
The justice theory in the organization applied in many fields of
organizational management in 1960s, 1970s One of the first studies on the justice
issue in organizations is Adams (1963, 1965); Adams and Freedman (1976)
4
Nowadays, justice theory has been studied and developed by many different authors including the Greenberg (1990, 1993, 1994, 1996); Konovsky and colleagues (1991, 1994, 1995, 1996); Lind and colleagues (1990, 1992, 1997, 1998)
The justice concept in the organization shows the staffs’ feelings about how they are treated fairly in the organization and how this feeling affects the result of the work of organization such as the commitment and satisfaction (Greenberg, 1996; Coetzee, 2004; Memarzadeh and Mahmoudi, 2009)
Previously, the justice in the organization refers to the employee's perception about suitable allocation, equal salary and bonus level in the organization Nowadays, many studies have shown that employees are more interested in high positions, working conditions and good working environment The justice in organization are understood more broadly that are expressed through management decisions making the laborers feel reasonable, fair, clear and unbiased (Greenberg, 1994, 1996, 2005); Konovsky and colleagues (1995, 1996); Lee (2007)
Roles of justice in organization
There are many reasons why justice theory is so important for both employees and organizations In individual level, justice will satisfy individuals’ needs for control, confidence, happiness and ethical obligation In organizational level, justice will provide a legal framework for management, which helps reduce fraud risks, enhance belief in management, decrease fear of abuse and encourage collaboration (Colquitt, Greenberg, & Zapata-Phelan, 2005) There are some aspects of justice theory directly related to organizations’ outcomes such as employees’ behaviors (Mooman, 1991), commitment, satisfaction with work, and belief in managerial level (Alexander & Ruderman, 1987; Folger & Konovsky, 1989; McFarlin & Sweeney, 1992), work performance, review of managers (Charash & Spector, 2001; Colquitt, et al 2001) In contrast, inequal treatments will lead to frauds such as stealth (Greenberg, 1990), furrniture destroy, intention
to quit job and other unethical activities (Ambrose et al., 2002; Greenberg, 1997; Greenberg & Lind, 2000; Henle, 2005) Recent studies has identified that organizational justice has impact on physical and mental health of employees Injustice in organization is able to result in intensiveness or work pressure (Judge and Colquitt, 2004)
Through some decades, theory on organizational justice has developed from one – dimensional justice in distribution to two – dimensional jutice in distribution and process, then to three – dimensional justice in distribution, process and exchange, and to the final achievement which is justice in distribution, process, individual exchange (behavior) and information (four
Trang 3dimensions) Theory on organizational justice has been now more popular and
popular and applied widely in practice and research Among many theoretical
models, the model of “Sense of Justice” has been studied and applied most This
model metions three following aspects:
Distributive justice
Distributive justice shows that people want to be treated (receive benefits)
equally in benefit distributions resulted from work results Employees intend to
perceive what the get from a job situation (salary levels, bonus, and recognition)
and what they put into it (efforts, experience, knowledge, competence) and then
compare the outcome – input ratio with others If they perceive a ratio equal to
others, state of justice will exist Otherwise, justice tension will appear Adams
(1976) has proposed that there are two opposite states: as employees think that
they are treated unfairly with others (underwarded), the tension will appear
immediately; but if they are overwarded, they feel guilty Obviously, tension
resulted from being underwarded and overwarded creates motivation for
employees to do something to correct it Hence, the feeling of unjustice normally
leads to the demand for changing to correct mistakes or improve
Procedural Justice
Procedure refers to principals, policies, order and procedures used to
determine organizational outcomes Procedural justice focuses on transparency,
objectivity, equality and consistency with ethics in conducting a work procedure
(performance reiview, election or renumeration procedure)
People take much interest in procedure because they belive that equal
procedure will bring equal benefits, allow them to contribute their ideas, help
them satisfy some needs such as self – recognition and feel being treated fairly
As a result, procedural justice relates to perception of justice, affecting
employees’ attitudes and behaviours
Researchers show that how employees are paid salary and other benefits is
more important than those employers pay them Hence, procedural justice is one
of issues received most concern There are two factors in procedural justice which
are process control and explainations Process control refers to the chance the
employees have to express their ideas towards expected outcomes with decision
makers Explainations are clear and fair reasons that managers present for
employees’ outcomes Therefore, to make sure that employees consider the
procedure true and fair, they need to have control over final outcomes and know
thoroughly the reasons for them The important thing here is that the managers
must be consistent and uniformed (with everyone and everytim), unbiased and
give decisions based on reliable information and open to any requests (Leventhal,
1980)
In short, procedural justice includes these following aspects (1): the procedure in which employees have a voice and have chances to make contribution; (2) the procedure in which explainations with sufficient and reliable information are provided to stakeholders; (3) the procedure which show its respectiveness over people affected
Interactional justice
Empoyees nomarlly have demand for justice in communication and behaviour with their managers As being treated unfairly (at least in their own points of view), it may lead to retaliation (backbiting towards managers), based on studies of Skarlicki, D.P và Folger, (1997) Employees normally intend to link between behaviours of managers and information as well as decisions in work provided by them (Cropanzano et al., 2002) If employees think that there is injustice in behaviours of managers, they alsol think that those managers provide information as well as make decisions unequally
The model of “Perception of Justice” has been applied widely in organizational studies such as renumeration payment, recognization or appointment (Folger và Konovsky, 1989; Colquitt, Greenberg and Zapata-Phelan, 2005)
2.3 Job Characteristics Theory of Hackman and Oldham
Hackman and Oldham (1980) developed the model of job characteristics This model describes five core dimensions of any jobs Two authors indicated that
if managers are able to manage the jobs as the model, it can create motivation for employees to work This model provides a guide for managers in designing the job assignment
The authors describe the state in which employees try their best to work because this job brings satisfaction to them They indicate that job characteristics have big impact on individual responses to work There are five job dimensions Hackman and Oldham studies as followings:
(1) Skill variety: the degree to which a job creates conditions for employees
to use and develop their a number of different skills If employees can devote for
a job which help them enhance their skills and knowledge, they will feel satisfied more with the jobs and work for them harder
(2) Task identity: the degree to which the job requires completion of a whole and piece of work It is expected that the job should be desgined to help the employees see specific tasks as well as visible outcomes, which motivates the employees to work harder
Trang 4(3) Task significance: the degree to which the job has a profound impact on
the lives of other people and the community
(4) Autonomy: the degree to which the jobs provide freedom, independence
and discretion for employees to carry out the work Employees are more
responsible for the jobs if they are provided with autonomy
(5) Feedback: the degree to which the jobs provides employees with direct
and clear evaluation about his or her performance Together with above
characteristics, Hackman and Oldham (1980) indicated that feedbacks or
performance review play important roles in making employees satisfied and
commited more to the jobs
Theory of Hackman and Oldham has been recognized and supported
widely The theory is assessed to be more specific than that of Herberzg about
internal factors creating motivation in work It has been applied widely in many
studies on work motivation and almost every result has shown that job
characteristics have big impact on work motivation of employees
CHAPTER 3: RESEARCH OVERVIEW AND RESEARCH ASSUMPTION
After reviewing of research on the factors affecting work motivation of
lecturers, the researches in fair perspective and work motivation of the authors in
the world and in Vietnam, and through the author’s qualitative results, the author
has developed original research model (Figure 3.1) and the following
assumptions:
H1: Job characteristics have a positive impact on work motivation of
teachers
H2a: Justice in income result has positive impact on work motivation of
teachers
H2b: Justice in income distribution process makes positive impact on work
motivation of teachers
H3: Justice in recognition has positive impact on work motivation of
teachers
H4: Justice in opportunities for promotion have positive impact on work
motivation of teachers
H5: Justice in colleagues’relationships have positive impact on work
motivation of teachers
H6: Justice in direct leadership has positive impact on work motivation of
teachers
H7a: Justice in the attitude of students has positive impact on work
8
motivation of teachers
H7b: Justice in teacher evaluation process of students has positive impact
on work motivation of teachers
H8: Justice in the attitudes and social assessment has positive impact on
work motivation of teachers
Figure 3.1: Research model of the thesis
Job characteristics
Justice in income
Justice in recognition
Justice in direct leadership
Justice in the attitude and eva- luation of students
Work motivation of lectrures
Control variable:
- Gender
- Age
- Working seniority
- Position
- Type of university
Justice in colleagues’relation -ships
Justice in the attitudes and social assessment for teacher job
Justice in opportunities for promotion
Trang 5CHAPTER 4: RESEARCH METHODS
4.1 Research design
Reseach process has been conducted as described in the table 4.1 below:
Table 4.1: Research process
1 Initial qualitative
research (in-depth
interviews)
Experts: 02
Explore factors affecting work motivation of lecturers; examine the appropriateness of justice theory and proposed research models
4/2014 Managers : 02
The received answers help to understand and assure proposed theoretical models before starting the study
Lecturer: 8
Find out, inspect, identify lecturers’
perception of justice in their working faculty and its impact on their work motivation
2
Preliminary
quantitative study
(via questionnaires)
50 lecturers
Assess the reliability of the scale; adjust some appropriate words 5/2014
3
Formal quantitative
research (through
questionnaires)
500 lecturers
Feedback on the questionnaire in order to understand the factors affecting the work motivation of lecturers 6-9/2014
4
Additional
qualitative research
(in-depth
interviews)
Lecturers:6
Find out the answers to better explain quantitative research findings
10/2014
(Source: Author)
Initial qualitative research and additional qualitative research have been
conducted by in-depth interviews with different groups The interview were taken
place independently at home or at workplace of the interviewees in about 60
minutes for each Technical method applied is observation and discussion
Quantitative research (preliminary and formal) have been conducted by sending
hard versions and online versions of questionnaires to lecturers of the university
in Hanoi After collecting enough questionnaires as requested, the author has
carried out the process of data cleansing, coding the required information in the questionnaire, recording data and analyzing data using software SPSS version 20 The questions of qualitative and quantitative research have been built based
on theories and a number of previous studies Official quantitative research results have been conducted as the following:
Firstly: Statistics of the data collected by comparing the frequency among different groups regarding variables
Secondly: Assess the reliability of the scale
To ensure the reliability of the scale, the author has chosen scales assuring that Cronbach Alpha coefficients ≥ 0.65 and total variable correlations> 0.3 Thirdly: Inspect scales’ values by exploratory factor analysis method = EFA
In this study, these variables have load factor coefficients below 0.5 will be eliminated to ensure the completeness of scale Factor extraction method is the method of extracting the principal components and factor rotation method is Varimax with Kaiser Normalization Breakpoint is applied when the "Initial eigenvalues"> 1
Fourth: After having the results of factor analysis, two factors have been separated to explain for 4 other factors which are renamed Therefore, the author has conducted the reliability of the scale’s test again using Cronbach'Alpha coefficient
Fifth: Correlation analysis and multiple regression The scale ensures reliability and high adhesion (through factor analysis) have been taken to consider the correlation and regression analysis to test the research model and attached hypotheses
After having conclusion of the linear relationship between variables, the author performed modeling this relationship by multiple linear regression Linear regression models were run and test with significance level = 0.1 Research have been conducted multiple regression by stepwise selection
Results of regression analysis showed that many assumptions have not fully supported, there are some conclusions inconsistent with the initial hypothesis and some earlier studies Therefore, the author has conducted additional qualitative research to find out the answer and explanation to better understand the results of formal quantitative research
4.1.1 The process of questionaire development
The questionnaire was built as the followings:
(1) Determine the theoretical concepts of variables and measures of the variables in theoretical models based on studies carried out previously
(2) Build theVietnamese version of the questionnaire by translating scales
Trang 611
from English to Vietnamese
(3) Translate the Vietnamese version into English one for comparison (author
had compared her translations with qualified people), then edit the Vietnamese
version
(4) The Vietnamese questionnaires were given to 8 lecturers at public and
non-public universities for reviews, comments to ensure there is no
misunderstanding about the language and content of the questions The results
from this have been used to modify the question to be more clear
(5) Adjust the original questionnaire and sent to 50 lecturers in the way of
direct version and online version to test the reliability of the scale
(6) Form a formal questionnaire to survey a large scale with 500 lecturers
4.1.2 Scales used in the thesis
Scales are used in the research are summarized in the following table:
Table 4.2: List of variables and scale’s source
1 Work motivation of lecturers Adapted from Stee & Porter’s
scale (1983)
Oldham’s scale (1980)
3 The justice of results: income, recognition,
promotion opportunities and justice in the
allocation of work, benefit distribution of direct
managers
Adapted from Colquitt và colleagues ‘scale (2001)
4 The justice of lecturers regarding behavior
attitudes of colleagues, of direct managers and
students
Adapted from Niehoff và Mooman’s scale (1993)
5 The justice in income distribution process,
work’s result recognition, staffs appointment
and process in which direct managers make
management decision relating to lecturers
Adapted from Levethal and colleagues’ scale (1980)
6 The justice in social attitudes and assessment
for vocational teachers
Author (based on the theory proposed by Tyler (1994) and Tyler and Lind (1992)
(Source: Author)
4.2 Research samples
4.2.1 The overall research objects
The overall research objects of the thesis are lecturers of universities in
Hanoi including who are working in public and non-public universities in Hanoi
12
4.2.2 Sample selection
Initial quantitative study was carried out by conducting the in-depth interiview with two lecturers from National Economics Unviversity, two managers of two departments of University of Labour and Social Affairs and Phuong Dong University, eight lecturers of six other universities (four public universities specializing in economics, technology, social affairs and agriculture, two private universities specializing in economics, business administration and technology)
Additional quantitative study was also conducted by interviewing six lecturers from four universities (including two private ones) These universities have a variety of departments specializing in economics, technology and social affairs Some lecturers attended the initial interview
In terms of qualitative study, due to difficulty in accessing and getting sufficient list of study objects, the author has combined two methods including convenient sample selection and snowball sampling (snowball sampling is a method in which the next objects will be found based on the clues of existing objects) to assure the object size of a minimum of 345 lecturers
Initial quantitative study was conducted by interviewing 50 lecturers directly and online at three universities The results of this study were used to evaluate the confidence level of scales, then adjusting the questionare before applying widely
In the official quantitative study, the author has segmented the population into groups based on different faculties The study had been carried out with attendance of lecturers with different backgrounds, from economics, technology, social affairs to culture and art In each university, the author asks for support from 20 – 30 lecturers, and then asks them to get more feedbacks from their acquaintances Besides, the author also collectes survey online via email in over
20 universities Direct and online surveys all assure the quantity of lecturers with
a variety of universities, gender, age, years of experience and positions Due to low response from online survey, the author had to send email and make phone call, besides expand the number of university to make sure the required responses The time of survey completion is over three months (from June to September 2014) The number of useful surveys collected is 395/500 surveys (79%), in which the number of direct surveys collected is 172 (43.5%), the number of online surveys is 223 (56.5%); female attendants are 264 people (62.3%); male staffs are 147 (37.7%); 95 lecturers from private universities
Trang 7CHAPTER 5: STUDY RESULTS ABOUT FACTORS AFFECTING
WORK MOTIVATION OF LECTURERS AT UNIVERSITIES IN HANOI
5.1 Results of initial quantitative study
The results of initial quantitative study have shown that the study model is
very useful The application of justice theory in evaluating factors affecting work
motivation of lecturers in terms of organizational justice is so practical
Furthermore, through quantitative study, the author corrected and changed
structure of questionares, some words and meanings of scales This is
demonstrated in the thesis (Appendix 1.3)
5.2 Results of preliminary quantitative study
The results of the preliminary quantitative study with 50 lecturers have
shown that almost every scale is reliable (Cronbach Alpha > 0.65) Through
responses of participants, the author also corrected and changed some contents of
the questionare, specifically:
To reach the most reliable results as evaluating work motivation of lecturers,
in the scale, the variable “work motivation” is placed after the general
information; and three more items are added to test the accuracy of responses
which are ĐL7, ĐL8, ĐL9.These items are built based on the theory proposed by
Mitchell et al (1997)
5.3 The results of official quantitative study
(1) 1st analysis results of confidence level of scales: the coefficient
Cronbach’s Anpha indicated that almost every scales showed high confidence level
Three items of “work motivation” ĐL7, ĐL8, ĐL9 which were rejected due to
insufficient confidence level
(2) Results of Exploratary Factor (EFA): The author conducted to
analyzed factors two times, specifically as follows:
Table 5.1: Results of Exploratary Factor Analysis - EFA
P-value
Average Variance Extracted
Variables extracted
Factor Loading Result
1st
time
Work
motivation
0.889 0.000 64.868 1 0.889 Meet
requirements for analysis Independent
variables
0.953 0.000 71.439 10 All >0.8 Omit three
items 2nd
time
Independent
variables
0.953 0.000 73.063 10 All >0.8 Meet
requirements for analysis
(Source : Collected data of author)
The second analysis results have shown that the factor “”justice in income”
has been separated into two factors naming “justice in income distribution” and
“justice in income result”; the factor “justice in attitude and feedback of students”
has been divided into two others “Justice in evaluation process” and “justice in attitude and behavior of students”
Two items of scale for variable “job characteristics” and a items of scale for
variable “justice in income” are not reliable enough, hence rejected from study
model, while other scales are resonable with high confidence level
(3) The findings on analytical reliability of the scales for the 2 nd time
After grouping and naming the factors resulting from factor analysis The author assessed the reliability of the extracted scales to make sure the new scales were obtained with satisfactory reliability Cronbach' Anpha’s results showed that the scales are ensured reliably (> 0.8)
(4) The findings of correlation analysis of variables in the model
The author implemented the correlation and multicollinearity test The results showed that the variables correlated quite closely together, but did not discover the phenomenal multicollinearity between variables (the tolerable value
of the variable- Tolerance and the magnification variance-VIF were reached acceptably (Appendix 9 of the thesis) Table 5.3 below shows the relative relationship of the variables in the model
(5) Test the studied hypothesis
Based on the above conclusion, all independent variables correlate quite closely with each other, which leads to the difficulty in evaluating the impact degree of influence of each variable on the dependent variable “work motivation”
if putting all these variables into the same regression model (Hoang Trong and Chu Nguyen Mong Ngoc, 2008, page 249) As a result, the author considered the impact of each separate variable on the dependent variable “work motivation” by running the regression model with each variable and control variable Finally, the author ran the regression model with all independent variables, control variables and the dependent variable “work motivation” to make comparison The Table 5.3 below demonstrates the results of regression analysis on factors affecting work motivation of lecturers
Trang 815
Table 5.3: Mean, standard deviation and coefficient correlation of variables in the model
N=395, significance level- sig (two tailed)=0.01 (Source : Collected data of author)
1 Woking motivation 3.9511 62382 1
2 Job characteristics 3.9936 58645 .626 **
3 Justice in income
distribution 3.3850 .70056 .375
**
.382 **
4 Justice in income result 2.9790 65875 .254 **
.254 **
.620 **
5 Justice in recognization 3.3751 66883 285 **
.273 **
.590 **
.540 **
6 Justice in promotion
opportunity 3.3692 .72478 .339
**
.267 **
.512 **
.431 **
.693 **
7 Justice in colleague
relationship 3.7033 .55843 .428
**
.439 **
.431 **
.313 **
.558 **
.608 **
8 Justice of direct leaders 3.5906 69754 427 **
.333 **
.424 **
.346 **
.572 **
.730 **
.670 **
9 Justice of students’ attitude 3.9376 56703 418 **
.443 **
.269 **
.207 **
.312 **
.294 **
.507 **
.397 **
10 Justice of students’
feedback 3.3297 .76220 .254
** .258 ** 348 ** 399 ** 426 ** 397 ** 370 ** 413 ** 446 ** 1
11 Justice of the society’s
attitude and evaluation 3.7090 .56964 .462
**
.483 **
.418 **
.399 **
.466 **
.470 **
.611 **
.535 **
.596 **
.460 **
1
16
Table 5.4: Results of regression analysis on factors affecting work motivation
of lecturers
β
Model 2
β
Model 3
β
Model 4
β
Model 5
β
Model 6
β
Control variables
Gender -.120** -.077+ -.106* -.093+ -.111* -.115*
Years of experience 067+ .069+ .027 054 083+ .096+ Type of universities 004 038 071 + 070 + 089 + 053
Independent variables
Job characteristics 638***
Justice in income process
.389***
Justice in colleague relationship
.451***
F 39.101*** 10.506*** 5.211*** 6.413*** 9.613*** 14.619***
N=395, +p< 0.1, *p=< 0.05, **p=< 0.01, ***p=< 0.001
(Source: Collected data from author)
Trang 9Table 5.4: Results of regression analysis on factors affecting work motivation
of lecturers (continued)
β
Model 8
β
Model 9
β
Model 10
β
Model 11
β
Control variables
Independent variables
Justice in income result
Justice in recognization
Justice in promotion
Justice in colleague relationship
Justice of the society’s attitude and
evaluation
.477***
N=395, +p< 0.1, *p=< 0.05, **p=< 0.01, ***p=< 0.001
(Source: Collected data from author)
Based on the above results, it can be said that work motivation of lecturers
in Hanoi is quite high (based on One-Sample T-test applied with total study
population) Job characteristics and justice in students’ attitude and evaluation
towards lecturers have been ranked highest, while justice in income has been ranked lowest
Models from 1 to 10 consider each factor separately and its impact on work motivation of lecturers The order of these factors has been presented below: (1): Job characteristics (β= 0.638***)
(2): Justice in attitude and feedback of the society towards lecturers (β= 0.477***)
(3): Justice of direct managers (β= 0.459***) (4): Justice in relationship with colleagues (β= 0.451***) (5): Justice in attitude and behavior of students (β= 0.429***) (6): Justice in income process (β= 0.389***)
(7): Justice in promotion opportunity (β= 0.378***) (8): Justice in recognition (β= 0.305***)
(9): Justice in evaluation process of students (β= 0.279***) (10): Justice in income results (β= 0.272***)
The 11th model assessed the impact of all the independent variables and controllable variable as well as work motivation of teachers The results showed that the factor "job description", "Justice in the distribution of income", "Justice in direct leadership", "Justice in treatment of students" have great impacts on "Work motivation” “The findings indicated that "Job description" as the most important factor as it changed R Square value most F value changed with corresponding levels showed that significant independent variables and controllable variables in the model 11 have statistical impacts on the dependent factor "work motivation" The results also showed that there is a difference about work motivations related to gender, seniority, types of schools and qualification In the overall model (model No 11), work motivation is differed by gender and seniority Analytical results showed no significant differences in the work motivation teachers based on personal characteristics such as age, education level and job position
From the analysis above, we see the hypothesis H1, H2b, H6 and H7a are
fully supported, the remaining hypothesis is supported partially
(6) Review the relevance of the model
R2 adjusted results (Table 5.3) shows the developed linear regression models were consistent with the data set Moreover, the tolerable value of the variable (Tolenrance) and the magnification variance (Variance Inflation Factor-VIF) in the models showed no phenomenal multicollinearity in the data set In addition,
Trang 1019
the T-test results also showed that the variables are linearly related to the
dependent "work motivation" F statistic (with p-value <0.001), indicates the
models are significant Hence, we can say the newly built linear regression model
is relevant Figure 5.1 below shows this relationship
*p =<0.05, ***p =<0.001 (Source: Collected data from author )
Figure 5.1: Model of factors affecting work motivation of lecturers
5.4 Additional quantitative study on factors affecting work motivation of
lecturers at universities in Hanoi
The results of additional quantitative study on factors affecting work
motivation of lecturers at universities in Hanoi have explained and shown more
clearly about quantitative results, providing overview picture about justice issue at
universities in Hanoi The results have shown that lecturers who have high
qualifications possess higher internal work motivation, demands for justice in
recognition and promotion, besides that, their motivation is not affected profoundly
by organizational justice Furthermore, additional quantitative study also indicates
that each lecture will have their own perception about justice in organization, leading
to difference in work motivation of each person
The author also compares the results of the additional quantitative study with
the study of Vietnam Education Fund (2006, 2014) and studies of foreign authors
Job characteristics
Justice of students’
attitude
Work motivation of lecturers
Control variables
- Gender (- 0.120**)
- Years of experience (0.110**)
Justice in income
distribution
Justice of direct
leaders
0.495***
0.082+ 0.213***
0.097*
20
This comparison has shown the consistency in conclusions that the author conducted and tested, which helps to assure these factors affecting work motivation of lectrures
as follows: (1) Job characteristics; (2) Justice in attitude and feedback of the society towards lecturers; (3) Justice of direct leaderhip; (4) Justice in relationship with colleagues; (5) Justice in attitude and behavior of students; (6) Justice in income process; (7) Justice in promotion; (8) Justice in recognition; (9) Justice in feedback process of students with lecturers; (10) Justice in income results. In which, there are
four factors which is useful in the overall model: Job characteristics, Justice of direct leadership , Justice in attitude and behavior of students , Justice in income process
CHAPTER 6: DISCUSSIONS ABOUT RESEARCH RESULT AND RECOMMENDATIONS PROPOSED IN THE MANAGEMENT OF
EDUCATION
6.1 Discussions about research result
The study result showed that the application of justice theory is consistent
with the objectives and research context of the thesis The factors such as job characteristics, the justice of direct leadership, and the justice in treating attitude
of students and justice in income distribution process impact meaningfully and
positively to working motivation of lecturers in assessing model on the overall impact of many factors This result is consistent with the qualitative research result which is implemented by the author afterwards as well as the survey result
of the Vietnam Education Fund (2006, 2014) This is one of the new findings in comparison with previous studies Thus the research model on the factors affecting work motivation of lecturers from the fair perspective and job characteristics is a new research model in the context of specific study of the education sector in Vietnam
However, unlike the results of other researches such as the research of Carr and colleagues (1996), Stringer and Didham (2011), the justice in the distribution
of income has stronger impaction work motivation of employees than justice in earnings results (in case of the universities in Hanoi)
The building, testing and regression analysis showed that factor named
justice in attitudes and social assessment for teachers strongly impact on work motivation of lecturers (when analyzing separately the impact of this factor) This
is a new finding in comparison with many other studies in which research subject
is teacher and the context of research has teacher respect culture as Vietnamese country
The results of interview section (in qualitative research) clearly explain more clearly about organizational justice aspect The results show multidimensional and comprehensive appreciation about many justice issues in the organization However, as concluded in the study of Robbins and Judge (2011), the teachers who belong to research subjects also have different views