Researching on the job satisfaction of lecturees at HIAST college

From the results of construction and measurement scale model as well as factors affecting job satisfaction of lecturers, higher educational institutions can apply to measure the job sati

RESEARCH PROJECT (BMBR5103)

RESEARCHING ON THE JOB SATISFACTION OF LECTURERS AT

Advisor’s assessment

Advisor’s signature

Acknowledgements

A completed study would not be done without any assistance Therefore, the author who conducted this research gratefully gives acknowledgements to their support and motivation during the time of doing this research as a requirement of completing my Master of Business Administration

First of all, I would like to express my endless thanks and gratefulness to my

supervisor Assoc Prof Dr Nguyen Phan His kindly support and continuous

advices went through the process of completion of my thesis Without his motivation and instructions, the study would have been impossible to be done effectively

A part from doing this, I would like to state my thanks to Open University Malaysia

in collaboration with HUTECH University, academic lecturers and staffs at

HUTECH Institute of International Education, where brings this program to Vietnam for us be able to joint such a great program

My special thanks approve to my parents for their endless love, care and have most

assistances and motivation me I also would like to explain my thanks to my

siblings, brothers and sisters for their support and care me all the time

As last, my deeply thanks come to all members in Class K08A with their kindly

support during time I joint this program

With Kindest Regards,

Huynh Thi My Dieu

ABSTRACT

The aim of this study is to identify factors that affecting lecturers’ job satisfaction, and to evaluate lecturers’ satisfaction This study will contribute to the confirmation of the scale factors system that affecting the job satisfaction in general and job satisfaction of lecturers

in particularly The results of this research will be a valuable source for future related research on measuring job satisfaction of lecturers The research model is based on the theory and results from previous research on satisfaction A 28-items questionnaire involving six categories (Nature of Work; Relationship with Colleagues; Salary and Benefits; Promotion Opportunity and Recognition, Working Condition and Policy and Management) were used to ensure the reliability and validity Results show that a majority

of the lecturers are satisfied with their job though not thoroughly Besides, the research also shows that there is no difference in the levels of satisfaction among lecturers according to demographic factors

Key words: job satisfaction, lecturers

TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION 1

1.1 Problem Statement 2

1.2 Research Objectives 2

1.3 Research Questions 2

1.4 Scope of Research 3

1.5 Research Methodology 3

1.6 Significants of the Research 3

1.6.1 Theoretical significances 3

1.6.2 Practical Significances 3

CHAPTER 2: LITERATURE REVIEW AND CONCEPTUAL MODEL 5

2.1 Theory of jobs satisfaction 5

2.1.1 The Concepts 5

2.1.2 The need of assessment the job satisfaction 5

2.1.3 The factors affect on job satisfaction of lecturers 7

2.1.3.1 Intrinsic Factors 7

2.1.3.2 Extrinsic Factors 8

2.1.3.3 Demographics Factors 10

2.1.4 Measuring job satisfaction: 11

2.2 Overview the situations of research 12

2.3 Reasearch Model and Hypothesis 16

2.3.1 Basement of building research model 16

2.3.2 Proposal research model 21

2.3.3 Hypothesis 22

CHAPTER 3: RESEARCH METHODOLOGY 24

3.1 Research Design 24

3.2 The Scale 26

3.2.1 Salary and benefits scale 28

3.2.2 Working conditions scale 28

3.2.3 Nature of work scale 29

3.2.4 Promotion opportunities and recognition scale 29

3.2.5 Relationship with colleagues scale 30

3.2.6 Policies and management scale: 30

3.2.7 General satisfaction scale 31

3.3 Data collection 31

3.4 Methods of data analysis process 32

3.4.1 Refresh data 32

3.4.2 Reliability and value of scale 32

3.4.3 Descriptive Statistics 34

3.4.4 Deductive Statistics 34

3.4.4.1 Pearson Correlation Coefficient 34

3.4.4.2 Variance Analysis (ANOVA) 35

3.4.4.3 Multivariate regression analysis 36

CHAPTER 4: DATA ANALYSIS 37

4.1 Analysis of research factors 37

4.1.1 Descriptive Statistic based on Age and Gender: 37

4.1.2 Descriptive Statistic based on working experiences 38

4.1.3 Descriptive Statistic based on Average Income per Month 38

4.1.4 Descriptive Statistic based on Destinations 39

4.2 Factor affecting on job satisfaction of lecturers 39

4.2.1 The scale of salary and benefits: 39

4.2.2 The scale of working conditions 40

4.2.3 The scale of nature of work 41

4.2.4 The scale of promotion and recognition 41

4.2.5 The scale of relationship with the colleagues 42

4.2.6 The scale of policy and management 42

4.3 Testing scale with Cronbach Alpha reliability coefficient 43

4.4 EFA Analysis 48

4.5 Testing the research model 49

4.5.1 Analysis Pearson correlation coefficient: 49

4.5.2 Regression analysis 49

4.6 ANOVA ANALYSIS 57

4.6.1 Job satisfaction between male and female 57

4.6.2 Job satisfaction among ageing group 57

4.6.3 Job satisfaction by working experiences 58

4.6.4 Job satisfaction by average income 59

4.6.5 Job satisfaction by destination 59

CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 62

5.1 Conclusion 62

5.2 Recommendations 64

5.3 Limitations and suggestions 68

5.3.1 Limitations of study: 68

5.3.2 Suggestion for further research: 68

REFERNCES 70

APPENDIX 74

List of Figures [Figure 2-1]: Maslow’s Hierarchy of Needs 17

[Figure 2-2]: Summary of Herzberg et al.’s two factors theory 20

[Figure 2-3]: Proposed research model 21

[Figure 3-1]: Research Process 25

List of Tables [Table 3-1]: Salary and benefits scale 28

[Table 3-2]: Working conditions scale 29

[Table 3-3]: Nature of work scale 29

[Table 3-4]: Promotion opportunities and recognition scale 30

[Table 3-5]: Relationship with colleagues scale 29

[Table 3-6]: Policies and management scale 31

[Table 3-7]: General satisfaction scale 31

[Table 3-8]: Interpret of Correlation Coefficient 34

[Table 4-1]: Age and Gender of respondents 37

[Table 4-2]: Statistics based on working experiences 38

[Table 4-3]: Statistic based on average income per month 38

[Table 4-4]: Statistic based on Destination 39

[Table 4-5]: Results of evaluation on job satisfaction of lecturers based on salary and benefits 39

[Table 4-6]: Results of evaluation on job satisfaction of lecturers based on working conditions 40

[Table 4-7]: Results of evaluation on job satisfaction of lecturers based on the nature of work 41

[Table 4-8]: Results of evaluation on job satisfaction of lecturers based on promotion opportunity and recognition 41

[Table 4-9]: Results of evaluation on job satisfaction of lecturers based on relationship

with the colleagues 42

[Table 4-10]: Results of evaluation on job satisfaction of lecturers based on relationship with the colleagues 42

[Table 4-11]: Results of reliability test for scale of Salary and Benefits 43

[Table 4-12]: Results of reliability test for scale of working conditions 44

[Table 4-13] Results of reliability test for scale of nature of work 44

[Table 4-14]: Results of reliability test for scale of Promotion Opportunity and Recognition 44

[Table 4-15]: Results of reliability test for scale of relationship with the colleagues 45

[Table 4-16]: Results of reliability test for scale of policy and management 45

[Table 4-17]: Results of Cronbach alpha reliability coefficient of the scale 46

[Table 4-18]: Resullts of KMO and Bartlett's Test from EFA Analysis 46

[Table 4-19]: EFA Analysis factor 48

[Table 4-20]: Model summary 51

[Table 4-21]: Pearson analysis’ results of factors affecting lecturers’ satisfaction 52

[Table 4-22]: Pearson Analysis Results on level affecting of factors 53

[Table 4-23]: Results of coefficients regression analysis 54

[Table 4-24]: Results of ANOVA Analysis in comparison level of job satisfaction between male and female 57

[Table 4-25]: Results of ANOVA Analysis in comparison level of job satisfaction among Ageing group 58

[Table 4-26]: Results of ANOVA Analysis in comparison level of job satisfaction by Working Experiences 58

[Table 4-27]: Results of ANOVA Analysis in comparison level of job satisfaction by Monthly Income 59

[Table 4-28]: Results of ANOVA Analysis in comparison level of job satisfaction by Destination 60

[Table 4-29]: One-Sample Test 61

CHAPTER 1: INTRODUCTION

1.1 Problem Statement

Teaching staffs are always considered as a core force and the most important factor

in the decision of improving the quality of education Resolution of the Central Committee 2 session VIII has identified: “Teacher is the decisive factor for the quality of education” The Direction 40-CT/TW of the Party Central Committee's Secretariat on Building, Improving the Quality of Teachers and Educational Management also clearly indicated that: “Teachers and educational management are the core forces and having an important role” Therefore, to develop education - training, the most important is firstly to take care of the construction and development of teachers

Generally, the recent changes in the environment of universities in Vietnam has yielded important results and created major challenges for innovation in operational management of lecturers Recently, universities are focusing on the key issue is that

to develop and evaluate lecturers (Tran Xuan Bach, 2006) Researching on job satisfaction of lecturers is one of the topical issues related to comprehensive improvement quality of lecturers; the level of job satisfaction of lecturers is up front factors about attracting and retaining quality lecturers Therefore, for the educational institutions, to ensure the quantity, quality lecturers as well as the effectiveness of training need to understand the factors that influence their job satisfaction at workplace (Saeed Karimi, 2006; Sharma and Jyoti, 2009)

Ho Chi Minh City Institute of Applied Science and Technology (HIAST) is assigned to train human sources with synchronization of economic and technical knowledge to meet the requirements of the nation’s development Same as other universities and colleges, HIAST is facing such difficulties in the process of building the teaching staff with high, ethical and passionate professional qualifications to meet the need of training On the other hand, although there is having the limit of lecturers’ evaluation, but in general, the development of lecturers

is somehow remaining issues need to be concerned The growing demand of

lecturer is an urgent task Researching on the job satisfaction of lecturers at

HIAST College to find out the strategic solutions, stable and gradual development

of the college in the competitive environment, is considered an essential duty

1.2 Research Objectives

This study aims to identify the key factors affecting the job satisfaction of lecturers

in HIAST College and give some solutions to improve job satisfaction of lecturers Specifically, this study was conducted to achieve the three objectives in the following:

- Identify the key factors affecting job satisfaction of lecturers in HIAST College

- Determine the level of job satisfaction of lecturers by elements of influencing

factors

- Propose some recommendations to improve the job satisfaction of lecturers

1.3 Research Questions:

The study focus on answering the following questions:

- What are the key factors affecting the job satisfaction of lecturers at HIAST

College?

- How do lecturers at HIAST College feel satisfied with their job?

- What are the solutions to improve the job satisfaction of lecturers at HIAST

College?

1.4 Scope of the Research

The object of research is involved in teaching staff at the college The study focuses

on aspects of job satisfaction of lecturers The scope of research includes all lecturers of Ho Chi Minh City Institute of Applied Science and Technology (HIAST)

1.5 Research Methodology

Based on the theory of job satisfaction and the results of previous relevant studies to build the conceptual model (This content will be discussed in details in Part 2: Literature Review and Conceptual model of research) The study was done by two steps: preliminary research and formal research Model of correlation coefficient alpha of Cronbach (Cronbach's alpha) and the method of EFA (Exploratory Factor Analysis) are used to evaluate the reliability and validity of the scale, testing model

of the study through Pearson correlation coefficient, ANOVA analysis Interpretation of data through a number of tools and descriptive statistics and statistical inference are done by SPSS software Data was collected from all lecturers of the college

1.6 Significances of the Research

1.6.1 Theoretical significances

This study will contribute to the confirmation of the scale factors system that affecting the job satisfaction in general and job satisfaction of lecturers in particularly The use of results of foreign research with additional scales adjusted to suit the training environment in Vietnam is necessary The results of this research will be a valuable source for future related research on measuring job satisfaction of lecturers

1.6.2 Practical significances

The results of the study will provide to the school leaders recognize the important factors affecting lecturers’ job satisfaction Then propose the solutions of management to improve job satisfaction of lecturers more effectively, thereby improving the quality of training and education of the college

Job satisfaction of lecturers at the college will assist the school leaders have the opportunity to review themselves from the perspective of a customer This is the database for the college to identify the strengths and weaknesses, which help to

focus on its activities and provide specific and practical policies and programs to improve satisfaction reasonably

From the results of construction and measurement scale model as well as factors affecting job satisfaction of lecturers, higher educational institutions can apply to measure the job satisfaction of lecturers with same conditions, in order to propose rational policies in the construction and development of lectures together with improving quality of its training and education

CHAPTER 2: LITERATURE REVIEW AND CONCEPTUAL MODEL

2.1 Theory of jobs satisfaction

2.1.1 The concepts

There are many definitions of job satisfaction, one of the first and the most cited of job satisfaction and can include the definition of Hoppock (1935), he said that a number of psychological factors or physiological environment can also make people feel satisfied with the work Vroom (1964) defined job satisfaction is a love of labor for their current job According to Webster's Dictionary (1986), job satisfaction is defined as an emotional state of an individual to be assessed on the job, a positive response to the work or attitude toward work (led by Mai Ngoc Khuong and Phan

Le Vu, 2014) Locke (1976); Odom, Boxx and Dunn (1990) resulting from Iram & Ozaira (2013) defined job satisfaction as an extension in which employees feel positively or negatively about their work The definition of job satisfaction has risen

in the past decades, but most of studies have noted that a general job satisfaction is

a positive emotional response to the work However, these studies did not agree on the cause of creating this feeling Wezley and Yuel (1984) suggested that this is influenced by many factors including the nature of individual and job characteristics

Obviously, the concept of job satisfaction is very wide The work of a person does not simply by transferring the documents, paperwork, waiting customers, or driving The work usually requires the interaction with others; compliance with laws, regulations, and policies of the organization; achieve the performance’s standards; live in the unexpected environments This means that the assessment of an employee in terms of satisfaction or dissatisfaction with their work is a synthesis of many complex factors of work separately

2.1.2 The need of assessment the job satisfaction

Job satisfaction is a center point of researchers for decades There are such reasons

why researchers pay attention to this issue

Firstly, job satisfaction related to the human spirit The job satisfaction impacts on issues such as family life, leisure activities, personal issue which does not solve or solve unreasonable by rational individuals are causing by that person does not find satisfaction for their work Many studies have provided evidences to show that job satisfaction is very important for the psychological life and personal happiness (Blackbum, Horowitz, Edington, and Klos, 1986 resulted by Saeed Karimi, 2006) Therefore, measuring of job satisfaction will help identify and improve the negative relationship between stress with health, morale and satisfaction with life

Secondly, is to spread goodwill for the organization According to the view of an organization, those feel positive about the jobs tend to speak good news about their organization They determine the behavior of workers in the organization (M.D Pushpakumari, 2008) When a company is praised, the great and dynamic people want to work for that company Therefore, the company can attract many talents It can be said that job satisfaction be able to make the community have good views for the organization

Finally, job satisfaction may help to reduce turnover situation and wasting status If

we would calculate the damage caused by waste and turnover of staff, then we could see the importance of job satisfaction In a society in which people spend most of the time for work, this is even more important than Job satisfaction is essential for employees as well as organizations, the more job satisfaction, the more efficient with work of particular individuals and companies in general In fact, jobs are not simply evaluated by the number of goods being produced, labor productivity and profit it brings but also by the level of satisfaction that participants get from it

In the educational sector, measurement of job satisfaction has become a key element

in the study of management and organizational behavior (Spector, 1997, Cranny, Smith and Stone, 1992, led by Gerard A Postiglione et al., 2009) In addition to the skills and expertise, managers need a better knowledge of understanding the level of satisfaction of lecturers in various aspects, the difficulties which lecturers are facing

and how to increase the level of overall satisfaction with their job (Houchins, Shippen & Cattret, 2004; Protheroe, Lewis & Paik, 2002; Quaglia & Marion, 1991) Researching on measurement the job satisfaction of lecturers will help policy makers and managers at universities or colleges know the current situation of lecturers, then the job satisfaction will affect to the teaching procedure, effectiveness of their performances (Spector, 1997; Katzell, Thompson, and Guzzo, 1992; Latham, Mertler, 1998 and 2002), the quality of training at an educational institution and the most when lecturers dissatisfied with their work will lead to the results that they will absence from or transfer to other work which raises the cost of labor and instability of the organization (Steers and Rhodes, 1978; Spector, 1997)

2.1.3 The factors affecting on job satisfaction of lecturers

The topic of job satisfaction and job satisfaction of lecturers has been widely studied From theoretical considerations and previous researches on this issue can

be seen that the factors affecting on job satisfaction of lecturers are Intrinsic Factors (motivating factor), Extrinsic Factors (maintaining factors) and Demographic Factors

2.1.3.1 Intrinsic Factors

Lecturers’ satisfaction may be caused by the activities in the classroom, daily interaction with students, students’ characteristics and control of lecturers in the classroom (Lee, Dedrick and Smith, 1991), the assign empower for lecturers such as autonomy and freedom rights to choose textbooks, methods of communication, curriculum, creativity (Boe and Gilford, 1992) and the opportunities in advanced promotion are intrinsic factors that affecting lecturers’ satisfaction

a) The nature of work The task of lecturers include to prepare lectures, delivery the lesson’s contents, assessment the learning process of students, classroom management, etc In generally, lecturers and workers tend to prefer to work jobs that giving them the opportunity to use the skills and their capacity and create multi-tasks, freedom and

getting the feedback on their job These features make the job with challenging in the level of intelligence The works with less challenging create boring The challenge means that it is not too easy but also not too difficult, lecturers can describe the nature of their work as “routine or change, too easy or too difficult” (Herzberg et al, 1959), lecturers could give up their work if they would found that managers prevent their creativity (Maslow and Inman, 1993), a challenging job will satisfy and please workers

b) Promotion Opportunity and Recognition Herzberg et al (1959) defined promotion is changing responsibilities on jobs; in many cases lecturers easily change the position while still being a lecturer Progression creates opportunities for personal growth, more responsibility, and higher social status If lecturers are awareness that the promoted decision in the school is fair then will give them satisfaction

Recognition, the recognition of well completed job This can be created from the individual themselves or from the appreciation of other people, that is attention activities such as praise or reprimand by superiors, colleagues, managers, clients or community (Padilla-Velez, 1993 and Bowen, 1980, led by Castillo, J.X and Cano, J., 2004) According to Herzberg et al (1959), the recognition that is the communication received in writing or orally on the record or praise, this is different from other rewards by get rewarded in materials Recognition for lecturers can come from many different sides as students, parents, colleagues or managers

c) Relationship with students The relationship between lecturers with students creates favorable conditions for students in the process of learning and their progress are one of the important factors in job satisfaction of lecturers (Scott, Cox and Dinham, 1999) A research by Friedlander (1978) also showed that the interaction with the students is the main factor of satisfaction

2.1.3.2 Extrinsic Factors

The various aspects of the extrinsic factors related to job satisfaction of lecturers include: working conditions, policies and management, supervision, co-workers, and received valuable materials If there are poor working conditions, the unsafe environment and the management is weak, etc then these characteristics are studied

by many researchers that the lecturers are not met, they will not have motivation, and if they are not satisfied with the work then they will quit or transfer to another school (Choy et al., 1993) However, while the internal factors pushing individuals

to become lecturers, these external factors affect their desire to maintain their career

a) View and attitude of the leaders The role of the rector, the school management is a key part of overall job satisfaction of lecturer (Memon and Christou, 2002) The professional major, communication skills and social openness of the rector or manager are one of the external factors, including its fairness, the willingness or unwillingness of leaders in direct responsibility for the appointment or willing to give instruction for his colleagues (Castillo and Cano, 2004), provide feedback, encourage lecturers (Rosenholtz, 1989)

b) Relationship with colleagues Relationships with colleagues consist of the treatment among individuals with each other, relationships with leaders and colleagues The relationship between lecturers and peers are as one of the external factors, there are many studies of the relationship between lecturer and colleagues and these are important factors in overall job satisfaction (Luckner and Hanks, 2003; Bogler, 2001; Ebmeir, 2003, Popkewitz and Myrdal, 1991)

c) Salary and Benefits The salary is of each person's income According to Stanton and Croddley (2000), satisfaction with salary related to employee perception of fairness in payment Teachers entering to the teaching career do not enclose with the dreams of getting

rich, but the importance of salary cannot be ignored Some studies showed the significant effect of low wages in the educational sector need to be concerned, related to the reason of quitting job from teachers (Billingshley, 1993; Brownell & Smith, 1992; Darling & Hammond, 1996)

Benefits are what a person can get from their work except from the salary which he

or she received The benefits which the employees concerned including social insurance, health insurance, the statutory vacation, personal and sick leave when required, retirement benefits, housing, transportation, achievement bonus, overtime payment, etc According to Artz (2008) benefits is an important role and have affect

on job satisfaction

d) Working environments The working environment has always been of interest to employees because the working environment related to personal convenience, but it also is a factor to help them complete the task Employees do not like the work environment with dangerous, disadvantage and inconvenience Temperature, light, noise, and other environmental factors must be consistent Moreover, many workers prefer to work

at where closer to home, with clean, modern and appropriate equipment

e) Policy and Management Policy and management of an organization means how all activities of an organization are managed organized? If the organization's policies conflict with the purpose of either individual or a department, it will bring bad consequences Castillo and Cano (2004) explained the components of policy and management in two-factor theory of Herzberg (1959) is the incident in which some or all aspects of the organization related to job satisfaction

2.1.3.3 Demographics Factors

The job satisfaction of employees in general as well as the job satisfaction of lecturers in particular will be affected by demographic factors such as age, education, marital status and gender, etc Many researchers have found the

relationships between demographic characteristics with job satisfaction of lecturers (Smith, 1982; Camp, 1987; Berns, 1990; Stone, 2000; Cano and Miller, 1992; Clark, Oscwald and Warr, 1996; Haque, 2004; S.Schulze, 2006)

2.1.4 Measuring job satisfaction

Job satisfaction is the general attitude of an individual for their job This means that the assessment of an employee on job satisfaction is a synthesis of many complex factors separately Researchers in around the world had proposed many valuable and widely used measurement tools

The Job Descriptive Index (JDI) was developed by Smith, Kendall and Hulin (1969), researchers of Cornell University, to assess the level of job satisfaction The scale of JDI consists of 90 items was designed to measure the satisfaction of a person through the nature of work, salary, promotion, co-workers and supervision This scale has been used by many researchers extensively over forty years; it has become one of the most popular tools measuring job satisfaction

The Job Satisfaction Survey (JSS) was developed by Paul E Spector (1985) to assess employee attitudes about every aspects of the job JSS consists of 36 questions in nine separate aspects of job satisfaction These aspects include wages, promotional opportunities, benefits, supervision, organization and management, relationships with colleagues, nature of work, recognition and responsibility Every aspect was assessed with four items, and the total score is calculated from all 36 items Each item was judged from scale of strongly disagree to strongly agree Minnesota Satisfaction Questionnaire (MSQ) was developed by Weiss et al (1967) from the University of Minnesota This questionnaire survey has become a widely used tool to measure job satisfaction Three forms of MSQ were developed, two100-item form (version 1977 and version 1967) and a short form of 20 items MSQ questionnaire survey was designed to measure specific aspects of job satisfaction

Teacher Job Satisfaction Questionnaire (TJSQ) is defined by Lester (1982) is a

dedicated tool to measure job satisfaction of lecturers TJSQ has linked 66 asking sections in 9 elements of the job These factors are defined as supervision, co-workers, working conditions, wages, responsibilities and nature of work, promotion, safety and recognition The JTSQ tools presented questionnaires and answer form

of Likert scale with 5 level from 1 is strongly disagree to 5 is strongly agree The theory of Maslow (1954) and Herzberg (1959) was the foundation to build and develop this tool TJSQ Reliability and validity guarantee and has been used extensively to measure the job satisfaction of teachers in many educational institutions in the world

2.2 Overview the situations of the research

Around the world, there have been many studies mentioned about job satisfaction, job satisfaction of lecturers in particular Recently, in Vietnam also have some studies about the job satisfaction of the employees in many fields and industries such as healthcare, postal, education, etc

The research of Luddy Nezaam (2005) was used Job Index Directive (JID) of Smith, Kendall & Hulin (1969) to study the job satisfaction of workers at the Institute of Public Health in the Western Cape, South Africa Luddy surveyed 203 employees about their job satisfaction in five aspects of income, promotion, supervision, colleagues and the nature of work Although the results of Luddy’s study said that all five factors are related to the job satisfaction of employees, but he said that future research needs to be done in further to confirm this relationship Another significant point need to be noted in this study of Luddy is that he attempted to break the factors affecting job satisfaction in two groups of factors The first group is the individual factors including race, gender, education, working experiences, age and marital status The second group is called institutional factors including the nature of work, the compensation/salary, supervision, promotional opportunities and position

In the field of education, Saeed Karimi (2005) also studied job satisfaction of 120

teaching staff at the University of Bu-Ali Sina, Iran This study described the level

of job satisfaction that was explained based on the theory of Herzberg's two-factor, Mausner, and Snyderman (1959) including elements of motivation (Intrinsic Factor) such as achievement, recognition, nature of work, responsibility, promotion and Maintaining factors (Extrinsic Factors) including policy and management, supervision, salary, relationship with other individuals and the working conditions The study used 5 point Likert-type scale with level 1 is Very Unsatisfied and level 5

is Very Satisfied through 75 sections question based on a questionnaire titled “Job Satisfaction Index” being developed by Warner (1973) The given results are all the factors that promoted factor or maintaining factors have both affected moderately or very large to the overall job satisfaction Besides that, the author also stated that the characteristics of demographics such as age, working experiences, titles are almost irrelevant significantly to job satisfaction

Similarly, study of Edith Elizabeth Best (2006) on job satisfaction of teachers at secondary school and primary school in Chapel Hill Krishna by using a questionnaire called TJSQ (Teacher Job Satisfaction Questionnaire) defined by Lester (1982), the survey sample is quite large objects, including 620 teachers Research approach based on the theory of two factors of Herzberg (1959), in which are intrinsic factors such as responsibilities, nature of work, achievement, promotion, recognition and Extrinsic Factor such as supervision, co-workers, working conditions, wages and policies management of the Krishna school (ISKCON) has a relationship with general satisfaction with statistical significance, besides that research also showed that the impact of demographic factors to the general satisfaction of teachers was also different among demographic factors Another study by Boeve (2007) conducted a study of job satisfaction of lecturers belongs to faculty of physician assistants in medical schools in the United States on the basis of using the two factor theory of Herzberg (1959) and the job description index JDI of Smith, Kendall & Hulin (1969) Accordingly, the factors of job satisfaction were divided into two groups: intrinsic factors including the nature of

work, opportunities for development and promotion and extrinsic factors including salary, superior supporting and relationships with colleagues Results of correlation analysis between the JDI factors for job satisfaction showed general factors: the nature of work, relationships with peers and opportunities for development and promotion are strongly relative to job satisfaction, other factors such as the level of supporting from management and salary have weak correlation with job satisfaction

of lecturers Regression analysis showed that excepting from the four factors are the nature of work, relationship with colleagues, opportunities for development and supporting, the time working also affecting on job satisfaction of lecturers (the more working with the faculty the more job satisfaction they get) Duration of work have affected on job satisfaction in this case is due to the particular nature of work at the faculty Among the influencing factors to be considered in this study, the nature of work is the most influential factor in the overall job satisfaction Through researching, Boeve also tested the correctness of the theory of Herzberg and job descriptions of JDI

Especially, recent studies of Heng - Wong (2009) by using two-factor theory of Herzberg (1959), the author measured job satisfaction of lecturers at two major selected universities in Malaysia According to the author, the most satisfied factors are policy and management of the school, salary; unpleased factors are achievement, personal development opportunities, and relationship with colleagues, recognition, job responsibilities, supervision and working conditions The authors also suggested that if the educational institutions do not design the tool to measure perception of lecturers’ job satisfaction, then management can select the measurement tools measured in this study to achieve similar results In addition, the author also gave the information that according to the study of Cranny et al (1992) estimated there were more than 5000 papers did research on the relationship between individual and job satisfaction in developing countries

In Vietnam, there were some studies related to the job satisfaction of the employees, the authors have applied qualitative research methods combined with quantitative

research to explore the factors that affecting on the satisfaction and measure levels

of employees’ satisfaction and offer solutions to improve satisfaction

Research by Tran Kim Dung and colleagues (2005), the authors used the Index JDI

to measure the level of job satisfaction in the context of Vietnam by conducting survey about 500 employees are full-time working Apart from five factors in the JDI scale such as nature of work, salary, promotion, co-workers and the supervision, the author has added two more factors including benefits and working conditions in accordance with the specific situation in Vietnam, notable results in this report is the satisfaction level of wages have negative relationship with the level

of effort of staff This paradox is explained by due to the lack of business knowledge and skills about the market wage system, design methodologies payroll system in a scientific way, the bonus is often fraught with emotional, arbitrary and not clearly defined policy As a result, the more effort they try to contribute to the organization, the more increasingly dissatisfied with the current salary policy

Research of Le Thanh Nhuan & Le Cu Linh (2009), the authors used the method of described cross-sectional to assess the job satisfaction of the medical staff at the grassroots level and find out the related factors The study was conducted on above

142 medical staff are working at the grassroots level in general hospitals, health centers and district provision in a district of Vinh Phuc province, with tools set includes 40 sections belong to 7 factors: salary and benefits, facilities, knowledge, skills and performance, relationships with leaders, learning, development and affirmed, interactive environment in organization, relationship with colleagues The results showed that general job satisfaction have relation to the seven factors of job satisfaction (p =0.001) General job satisfaction does not have relation to the following factors: gender, marital status, education, qualifications, main income, middle-income/month, time working, management, positions, working place, the time working per day, type of work and type of working groups (p >0.05) There is significant statistics differences in general job satisfaction between the age groups (p =0.001), similar to the results of the study by Tran Thuy (2005) that “job

satisfaction of nurses in hospital and related factors” (led by LeThanh Nhuan & Le

Cu Linh, 2009) also showed that the satisfaction of the nursing works has an association with age group in the direction of greater increases with the rising of age Besides, the author also suggested that when assessing job satisfaction of nurses need to assess the satisfaction in every aspect of the work and the context of the organizations rather than the common sense Thus, the evaluation will help the management having specific and suitable solutions to improve the level of job satisfaction of employees

Latest studies of Vuong & Duong (2013) on comparing level of job satisfaction between Male and Female at Vietnam National University of Ho Chi Minh City showed that Male faculty members were more satisfied than their counterparts This results is opposite with the results’ study of Dr Saroja at el (2013) which was there is no significant differences in job satisfaction between genders and of OM Raj Katoch (2012) which is Female college teachers are more satisfied than male

2.3 Research Model and Hypothesis

2.3.1 Basement of building research model

Abraham Maslow’s Hierarchy of Needs

Abraham Maslow’s (1943-1970) need-based theory of motivation is the most widely recognized theory of motivation and perhaps the most referenced of the content theories According to this theory, a person has five fundamental needs: physiological, security, affiliation, esteem, and self-actualization The physiological needs include pay, food, shelter and clothing, good comfortable work conditions, etc the security needs include the need for safety, fair treatment, protection against threats, job security, etc Affiliation needs include the needs of being loved, accepted, part of a group, etc where esteem needs include the needs for recognition, respect, achievement, autonomy, independence, etc Finally, self-actualization needs, which are the highest in the level of Maslow’s need theory, include realizing one’s full potential or

self-development, called it the pinnacle of one’s calling According to Maslow, once a need is satisfied it is no longer a need It ceases to motivate employees’ behavior and they motivated by the need at the next level up the hierarchy

[Figure 2-1]: Maslow’s Hierarchy of Needs However, in spite of Maslow’s effort and insights into the theories of motivation, replicate studies failed to offer strong support of the need-based theories Also, studies aimed at validating Maslow’s theory failed to find substantiation in support of the needs hierarchy (Ifinedo, 2003; Lawler & Suttle, 1972, although many continue to find the hierarchy model very attractive (Naylor, 1999)

Herzberg et al.’s Two Factor Theory

Herzberg, Mausner and Snyderman’s (1959) two-factor theory is heavily based on need fulfillment because of their interest in how best to satisfy workers They carried out several studies to explore those things that cause workers in white-collar jobs to be satisfied and dissatisfied The outcome of their study showed that the factors that lead to job satisfaction when present are not the same factors that lead to dissatisfaction when absent Thus, they saw job satisfaction and dissatisfaction as independent They referred to

Actualization Needs:

Self-those environmental factors that cause workers to be dissatisfied as Hygiene Factors The presence of these factors according to Herzberg at al does not cause satisfaction and consequently failed to increase performance of workers in white-collar jobs The hygiene factors are company policy and administration, technical supervision, salary, interpersonal relationship with supervisors and work conditions; they are associated with job content

Herzberg et al indicated that these factors are perceived as necessary but not sufficient conditions for the satisfaction of workers They further identified motivating factors as those factors that make workers work harder They posited that these factors are associated with job context or what people actually do in their work and classified them as follows: achievement, recognition, work itself, responsibility and advancement Achievement is represented by the drive to excel, accomplish challenging tasks and achieve a standard of excellence The individuals’ need for advancement, growth, increased responsibility and work itself are said to be the motivating factors (see Figure 2-2)

Herzberg et al (1959) pointed out that the opposite dissatisfaction is not satisfaction but no dissatisfaction Both hygiene factors and motivators are more important but in different ways (Naylor, 1999: 524) Applying these concepts to education for example, if school improvement depends, fundamentally, on the improvement of teaching, ways to increase teacher motivation and capabilities should be the core processes upon which efforts

to make schools more effective focus In addition, highly motivated and need satisfied teachers can create a good social, psychological and physical climate in the classroom Exemplary teachers appear able to integrate professional knowledge (subject matter and pedagogy), interpersonal knowledge (human relationships), and intrapersonal knowledge (ethics and reflective capacity) when he/ she satisfied with the job (Collision, 1996; Connell & Ryan, 1984; Rosenholtz, 1989)

Nonetheless, commitment to teaching and the workplace have been found to

be enhanced by psychic rewards (acknowledgement of teaching competence), meaningful and varied work, task autonomy and participatory decision making, positive feedback, collaboration, administrative support, reasonable workload, adequate resources and pay, and learning opportunities providing challenges accomplishment (Firestonee & Pennell, 1993; Johnson, 1990; Rosenholtz, 1989) In the contrast, extrinsic incentives, such as merit pay or affective teaching rewards have not been found to affect teacher job satisfaction and effectiveness among Nigerian teacher (Ubom, 2001) The extrinsic factors evolve from the working environment while the actual satisfiers are intrinsic and encourage a greater effectiveness by designing and developing teachers higher level needs That is giving teachers greater opportunity, responsibility, authority and autonomy (Whawo, 1993) Conversely, Ukeje at al (1992:269) are of the opinion that however highly motivated to perform a teacher may be, he or she needs to possess the necessary ability to attain the expected level of performance Nevertheless, it

is hoped that if educational administrators and education policy makers can understand teachers’ job satisfaction needs, they can design a reward system both to satisfy teachers and meet the educational goals

[Figure 2-2]: Summary of Herzberg et al.’s two factor theory The research model with hypotheses is built based on the theory of job satisfaction, previous related studies and qualitative research of the author Proposed research model is presented in Figure 2.3

In the proposed model, the assumptions about the relationship between the factors

of job satisfaction and job satisfaction of lecturers will be tested In addition, this study also looked at whether there are differences in the level of job satisfaction of lecturers in the characteristics of demographic or not

2.3.2 Proposal Research Model

[Figure 2-3]: Proposed research model The equations show the relationship between these factors and the level of lecturers’ satisfaction with the following format:

Y = 0 + 1X1 + 2 X2 + 3 X3 + 4 X4 + 5 X5 + 6 X6

- Y is the dependent variable represents the predicted value of the satisfaction level of lecturers

- 0, 1, 2, 3, 4, 5, 6 are the regression coefficient

- X1, X2, X3, X4, X5, X6 are the independent variables in the following order: Nature of work, Promotion opportunities and Recognition, Relationship with the colleagues, Salary and Benefits, Working Conditions, and Policy and Management

Nature of work

Promotion opportunities and recognition

Relationship with the colleagues

Salary and Benefits

Working conditions

Policies and Management

Job satisfaction of lecturers

2.3.3 Hypothesis

Nature of work: Wallace D Boeve (2007) conducted a study of job satisfaction of lecturers in faculty of assistants for doctor in medical schools in the United States based on the use of two-factor theory of Herzberg (1959) Among the influencing factors to be considered in this study, the nature of work is the most influential factor in the overall job satisfaction Similarly, a study by Jaime X Castillo, Jamie Cano (2004) also said that the “nature of work” is the most important advocate’s factor of job satisfaction of teaching staff in the faculty of Food, Agriculture and Environment at the University of Ohio From this document, the first hypothesis is derived:

Hypothesis H1: There is a positive relationship between nature of work and job satisfaction of lecturers

Promotion opportunities and recognition: Herzberg's theory (1959) supposed that the jobs with the opportunity, achievement, recognition and progress have affecting on motivation and job satisfaction, the lack of opportunities for promotion is one of the factors that have direct relations to job satisfaction (Yousef, 2002) The promotion is also recognized in the influence of job satisfaction of an individual (and Jyoti Sharma, 2006) Therefore, the next hypothesis is:

Hypothesis H2: There is a positive relationship between promotion opportunities and recognition with the job satisfaction of lecturers

Relationship with the colleagues: Billingsley's study (1993) showed that the support and interaction with colleagues affected on job satisfaction of lecturers, lecturers in some cases having the well support or good cooperation with the colleagues would be more satisfying Ramakrishanaiah (1998) found that 93% of lecturers in university are satisfied with their work through the close relationships with colleagues Therefore, the next hypothesis is:

Hypothesis H3: There is a positive relationship between job satisfaction of lecturers and the relationship with the colleagues

Salary and Benefits: Denlinger (2002) suggested that if salary increases in education sector, then the shortages of teacher do not exist Salary and attitude

of people working on salary issues are the main topics of Lawler’s research (1971), he said that satisfaction with salary payment is a function of two concepts (1) the amount of money which people want to receive accordingly

to their ability and (2) the amount of salary that workers are paid Therefore, the next hypothesis is:

Hypothesis H4: There is a positive relationship between salary and benefits with job satisfaction of lecturers

Working conditions: A research in Cyprus (Menon and Christou, 2002) cited that working conditions are the main reasons create dissatisfaction with the work of lecturers, a research of Plananandanond, Laksana and Jose (2004) showed that based on the working conditions can predicted satisfaction Based

on this, drawn hypothesis is:

Hypothesis H5: There is a positive relationship between working conditions with job satisfaction of lecturers

Policies and Management: Styles and policies of management is a factor

contributing to job satisfaction (Menon and Christou, 2002, Scott and Cox, 1999; Stockard and Lehman, 2004; Latham, 1998) Similarly, a study of Ololube Nwachukwu Prince (2006) on the satisfaction of lecturers at State River Nigeria also showed that job satisfaction of lecturers depending on factors of policy and educational management

Hypothesis H6: There is a positive relationship between job satisfactions of lecturers with policies and management of the school

CHAPTER 3: RESEARCH METHODOLOGY

3.1 Research Design

The purpose of this study is to research to solve practical problems based on theory and research of previous author in compared with the conditions of Vietnam and especially measure the level of job satisfaction of lecturers - a strong field but brand new also Therefore, this study used research method designed mixture (Mixed Methods Design) and was conducted in two phases of research and formal research The preliminary studies are done by qualitative methods through technical team discussions This study aimed to explore, adjust and add elements and measurable attributes which have the impact on lecturer’s satisfaction, in addition to the factors given in the proposed model The process of group discussion is carried out by the author as follows:

- The first interview: The objective is to adjust the initial proposed model for the factors affecting job satisfaction of lecturers Before interviewing, the author has given topic, the purpose of the study, a prepared outline, interview questions, etc in the process of discussing, the author adheres to the principle of creating the opportunities for all team members to express their opinions, personal views, all the content of comments are carefully recorded The contents of the interviews are presented in Appendix Participants who join in the first discussion including 5 school officers, teachers (02 managers and 03 lecturers) expert in research, results

of the first interview will be the foundation to adjust the model of affecting factors, the asked items (items) in the elements and distribution of attributes in the demographic factors

- The second interview: Test on a small sample to test the questionnaire When the questions have been prepared for the questionnaire, author tested those questions on

a group with ten-lecturers Results of the second round interview are regarded as a basis for rewriting the ambiguous questions which are (ambiguous or obscure) difficult to answer, the questions are still abstract, the word is not satisfactory, the

questions make lecturers do not want to answer or hard to answer honestly Following the qualitative research, items will be asked to edit, add more appropriately, as the basis for completing formal questionnaires in order to conduct quantitative research

Official research is done by formal quantitative methods through questionnaires, data processing on SPSS software (version 16.0) This study aims to assess the scale (reliability, the value of the scale), the relationships between these factors with overall satisfaction, measure the level of teachers satisfaction followed by each involved factor, predict the intensity for the impact of each factor in the model Subjects in this study surveyed the entire organic lecturers of HIAST College in June 2014

Research Process

- Cronbach’ Alpha coefficient

- Exploratory Factor Analysis (EFA)

Quantitative research (n=225)

Formal Scale Qualitative research

(group discussion)

Assess reliability, value of scale

Check hypothesis, Measure satisfactory level, and Multivariate regression analysis

Research results & Recommendations

Theoretical basic for job satisfaction

Model & Hypothesis Expected scale

- Descriptive statistics

- Inference Statistics

[Figure 3-1]: Research Process 3.2 The Scale

The scale for job satisfaction level of lecturers in this study is primarily established based on attitudes scales TJSQ (Teacher Job Satisfaction Questionnaire) is defined

by Lester (1982) Attitude scale TJSQ is a dedicated tool to measure job satisfaction

of lecturers has been widely applied in the world; the needs of Maslow's theory (1954) and two-factor theory Herzberg (1959) are regarded as the foundation to build and develop this tool TJSQ To develop tools TJSQ, Lester was set based on large data samples collected from 620 primary school teachers, secondary school, and high school in four locations in New York, including 66 TJSQ items in 9 work factors These factors are defined as supervision, colleagues, working conditions, salary, and responsibility, nature of work, progression, safety and recognition TJSQ scale items presented question items in the form of Likert 5 level 1 is Strongly Disagree and 5 is Strongly Agree Reliability, validity is strictly and rigorously checked, and proven is guaranteed and is widely used to measure the satisfaction of teachers in many different educational institutions (the overall coefficient of Cronbach's overall was 0.93 for the remaining scales in the study was from 0.71 (scale safety factor) to 0.92 (scale factor surveillance)

The reliability and validity of this scale TJSQ have also been confirmed in several recent studies Research by Victoria M Hughes (2006) has applied the TJSQ questionnaire to measure job satisfaction of lecturers of Missouri University-Columbia, by gathering input from 84 lecturers through 66 question items in 9 work factors based on research by Lester (1982), Cronbach's alpha coefficient of the gain factor measured with high reliability Similarly, studies of Edith Elizabeth Best (2006) measured job satisfaction of Krishna teachers in England through the 78 question items in 10 factors, except for 9 factors based on study of Lester (1982), this has added elements and management policies, the scales have high reliability, Cronbach's alpha coefficient was reached from 0.58 (scale factor recognition) to

0.84 (scale factor policy and management)

When TJSQ measurement tool is applied for this study, TJSQ will be interpreted, cultural adaptation (normalization) in order to determine the reliability, and value before proceeding measurement By referencing to previous research and qualitative analysis step of the questions have been edited to fit the respondents, according to the scale of the originally proposed theoretical model was kept (no additional factors), except for relationship measurement scale relationships with colleagues were asked to add two items are “my colleagues offer suggestions or feedback on

my teaching activities” and “my colleagues are willing to share raised ideas in teaching activities” scale variations in demographic factors have no attributes for distance learning because of no academic subjects

The used questionnaire surveying the official lecturers’ satisfaction was lasted 04 pages, was divided into 2 parts: Part 1, measuring the level of job satisfaction of lecturers followed by the elements through the 28 questions (items) in 6 factors were: the nature of work (5 items), opportunities for promotion and recognition (4 items), relationships with colleagues (4 items), salary and benefits (6 items), working conditions (5 items), policy and management (4 items) and a factor

“General Satisfaction” are considered result factors in satisfaction for faculty jobs This variable is used to explore the relationship of job satisfaction with the demographic variables and job satisfaction factors Part 2 describes the attributes of the demographic attributes in each author’s attributes based on the principle of statistics to ensure service for the evaluation of research results and in line with the actual data Study objects’ information are specified in accordance with the following scale: Gender with 2 variable attributes (male, female), the time variable with four attributes (≤ 5 years, 5-10 years, 10-15 years, >15 years), based on the work unit structure of medical units and organizations in the field including: The Faculty of Basic Science, Faculty of Political Science, Faculty of Foreign Language, Faculty of Electrical - Electronics, Faculty of Mechanical Engineering - Construction, Faculty of Business Administration, Faculty of Accounting - Banking

and Finance, Faculty of Information Technology, Faculty of Biotechnology, Faculty

of Intermediate Professional

The questionnaire was designed in the form of close questions, attitude and the use

of Likert-type scale with 5 options from (1) is Strongly Disagree to (5) is Strongly Agree; lectures circled themselves to the extent available Scale measuring job satisfaction of lectures is specifically established as follows:

3.2.1 Salary and Benefits scale

Salary and benefits scale is established based on a survey of Lester in 1982 (according Elizabets Best, 2006) was measured by four variables observed in this study includes salary allowances as salary, insurance and social allowances, content reflects the views of the faculty salary current expenditure needs to meet their daily personal or not, or when compared to other schools as well as the implementation of salary increases and the welfare of the school Scale of salary and benefits are presented in Table 3-1

[Table 3-1]: Salary and benefits scale

SAB1 I am well paid in proportion to my ability Lester (1982) SAB2 I am satisfied with the bonus New addition SAB3 School conducted the suitable salary increasing and benefits Thanika (2005) SAB4 Pay compares with similar jobs in other school districts Lester (1982) SAB5 Annual Leave allowances are reasonable New addition SAB6 Annually organize of holiday trips New addition

3.2.2 Working conditions Scale

Working conditions scale are established based on a survey of Lester in 1982 (according to Elizabets Best, 2006) was measured by four observed variables related content to personal convenience as the response of the equipment to work, school or place for the working environment comfortable This scale is presented in Table 3-2

[Table 3-2]: Working conditions scale

WCO2 Working conditions in my school are comfortable Lester (1982) WCO3 Working conditions in my school are good Lester (1982) WCO4 Physical surroundings in my school are pleasant Lester (1982)

3.2.3 Nature of Work Scale

Nature of work scale is established based on a survey of Lester in 1982 (according Elizabets Best, 2006) and in study of Thanika Juwaheer Devi (2005) is measured by 5-observing variables in the content mentioned on the responsiveness, creativity and challenges for the work This scale is presented in Table 3-3

[Table 3-3]: Nature of work scale

NOW1 Teaching encourages me to be creative Lester (1982)

NOW2 My workload is reasonable Thanika (2005) NOW3 I often get comments about my job Thanika (2005) NOW4 Teaching is very interesting work Lester (1982)

NOW5 Teaching is a challenging career Lester (1982)

3.2.4 Promotion and Opportunity and Recognition Scale

Promotion opportunities and recognition scale is established based on a survey of Lester in 1982 (according Elizabets Best, 2006) and in studies of Thanika Juwaheer Devi (2005) is measured by four variables observed concentration the recognition, career development opportunities and promote standards of transparency and fairness of the school This scale is presented in Table 3-4

[Table 3-4]: Promotion opportunities and recognition scale

POR1 I receive full recognition for my successful teaching Lester (1982) POR2 I always have opportunities to develop my advance skills Thanika (2005) POR3 Teaching provides an opportunity for promotion Lester (1982) POR4 The implementation of promotional criteria is transparency and

fairness

Lester (1982)

3.2.5 Relationship with colleagues Scale

Relationships with colleagues scale is established based on a survey of Lester in

1982 (according Elizabets Best, 2006), 02 observed variables with an asterisk are added based on the study of Nguyen Thuy Tuong Vy (2007) has been adjusted accordingly after discussion with the instructor, this scale is measured by four variables related to the collaboration and support between colleagues A scale relationship with co-workers is presented in Table 3-5

[Table 3-5]: Relationship with colleagues scale

RWC1 My colleagues stimulate me to do better work Lester (1982) RWC2 My colleagues provide me with suggestions or feedback about my

3.2.6 Policy and Management Scale

Policy and management satisfactory scale of the school was established based on a survey of Lester in 1982 (according Elizabets Best, 2006) and in studies of Thanika Juwaheer Devi (2005) have been adjusted accordingly if, after discussion with the instructor, this scale is measured by four observed variables given the content of the common problems, such as, communication and strategic objectives, policies and regulations of the school and fast settling time of the complaint, proposed by faculty This scale is presented in Table 3.6

[Table 3-6]: Policies and Management scale

PAM1 The policies and regulations of the school are reasonable Thanika (2005) PAM2 The administration in my school communicates its policies well Lester (1982) PAM3 The school leaders consider lecturers are the most important

asset of the college

Thanika (2005)

PAM4 The college effectively and quickly solve the claims from

lecturers

Thanika (2005)

3.2.7 General Satisfaction Scale

General satisfaction scale is considered factors of satisfaction results to understand the relationship between satisfaction with demographic factors and job satisfaction factors This scale is measured by one observed variables; specific content is presented in Table 3.7

[Table 3-7]: General satisfaction scale

S29 I am satisfied with the current job New addition

3.3 Data collection

The issue of questionnaires to gather information is received the permission of school authorities and the consensus of the scientific leaders, balcony attached The questionnaire was given to each lecturer and suggested recording time after completion In order to achieve the objective responses and ensure the confidentiality of the respondents, the questionnaire did not ask respondents to provide information about their names

After explaining the research objectives and methods of implementation, teachers answered questionnaires in order to assess the complete satisfaction (Appendix 1) Data collection is performed on the entire faculty of the school property as of June

2014, the data collected by the author choose the appropriate time, specifically from May 2014 to June 2014

3.4 Methods of data analysis process

The whole surveyed data were processed by SPSS software version 16.0 (SPSS software dedicated Statistical Package for the Social Sciences) Methods of descriptive statistics and statistical inference are applied to interpret the data

3.4.1 Refreshing Data

Before handling - data analysis, the questionnaires are checked to eliminate careless answer sheet, answer sheet contradiction After the data is entered into a computer data entry error checking (error, fault, excess), eliminating the scores observed abnormalities in the test allows descriptive statistics (frequency tables, table combination)

3.4.2 Reliability and value of scale

Reliability is the extent to which scale is considered consistent and stable (Parasuraman, 1991) In other words, the reliability of a measure is the extent to which measurements to avoid random errors In this study, to assess the reliability

of each scale, assess the relevance of each question (items) correlation coefficient of Cronbach alpha (Cronbach's Coefficient Alpha) were used

Coefficient of Cronbach's Alpha is a permitted test statistics for levels closely that the question of scale correlated (Hoang Trong & Chu Nguyen Mong Ngoc, 2008), this coefficient assess the reliability of measurements calculated based on the variance of each item and the correlation of each item with the total score of the remaining items of the measurement Cronbach's alpha coefficients quoted in (Nguyen Dinh Tho and Nguyen Thi Mai Trang, 2007) is calculated by the following formula:

Among this:

α : Cronbach’s alpha coefficient