The thesis focuses on in-depth study of the nature of conflict about the role of female university lecturers in work and in family; The impact of work-family conflict on job satisfaction
Trang 1INTRODUCTION
1 Reasons for choosing the topic
Research topics on the work-family conflict have been paid special attention to
researchers in the world for a long time in many different aspects and many scientific results
have been published on prestigious specialized journals Studies have shown that work
issues affect families, personal life and vice versa Work-family conflict can lead to positive
or negative consequences for workers such as job satisfaction, poorly performance-related
job roles and job abandonment (According to Rathi and Barath in 2013 Greenhaus and
Beutell in 1985) However, up to now, there has not been much research to deeply examine
the effects of work-family conflict on the satisfaction of highly qualified workers, especially
female teachers in higher education environment
Therefore, I decided to implement the thesis “The impact of work-family conflict on
job satisfaction of female lecturers in universities in Vietnam” to make useful
contributions theoretically and practically
2 Research objectives
The thesis aims to study the effect of work-family conflict on job satisfaction of
female lecturers at universities in Vietnam Based on the research objectives and research
context mentioned above, the research questions are posed as follows: (1) What is the nature
of a work-family conflict of female lecturers in public universities in Vietnam? (2) How do
work-family conflict affect job satisfaction for female university lecturers? (3) How does
the support of co-worker and the families impact on the relationship between work-family
conflict and job satisfaction?
3 Subjects and scope of the research
The main research object of the thesis is the impact of work - family conflict on job
satisfaction
The thesis focuses on in-depth study of the nature of conflict about the role of female
university lecturers (in work and in family); The impact of work-family conflict on job
satisfaction (the general emotional response of individuals feeling from work) through
direct impact as well as the regulatory role of support social assistance (supports for
colleagues and for family)
4 Research Methodology
To achieve the objectives of the thesis, I conducted research using a combination of
qualitative and quantitative research methods On the basis of theory and research overview,
I proposed a research model and research hypotheses, conducting surveys and testing
research hypotheses
5 New contributions of the thesis
- In theory: (a) The thesis has clarified the nature of the conflict about the work roles
and family roles of female university lecturers, specifically in terms of time, stain and
behavior In particular, the “Time” element for female university lecturers is most evident
due to the nature of the work and the role of women in Vietnamese families; (b) The thesis
2 has described the extent and mechanism of the impact of work-family conflict on job satisfaction of female university lecturers in Vietnam through direct impact test as well as the regulatory role of social support (supports to colleagues and family)
- In practice: (a) The thesis has provided suggestions for female lecturers, managers
and socio-political organizations in universities to take practical measures to reduce impulses betwen the roles of work and family roles, thereby improving the job satisfaction
of female lecturers, contributing to the improvement of school performance in the context of
higher education innovation in Vietnam (b) The results of the study are also good
references to raise the awareness of teachers, management staffs and families on the issue of conflict with the role of female teachers and their roles in the family, thereby increasing social support to help reduce conflicts and increase corresponding job satisfaction
6 The layout of the thesis
The thesis consists of seven parts: introduction, research overview, theoretical basis
of work-family conflict, research methods, research results, conclusions and recommendations
CHAPTER 1: LITERATURE OVERVIEW ON WORK - FAMILY CONFLICT AND
WORK SATISFACTION OF FEMALE TEACHERS 1.1 Work-family conflict and influencing factors
1.1.1 Work-family conflict (WFC)
Although the work-family conflict (WFC) had been built in role theory since the 1964s (Greenhaus and Beutell, 1985), the conceptualizations of work-family conflict in the middle of 1980 and now have many changes Kahn, Wolfe, Quinn, Snoek and Rosenthal in
1964 defined work-family conflict as a form of inter-role conflict, in which pressures from work roles and family roles were not compatible with each other in some aspects
1.1.2 Work to family conflict
Conflicts between work and family fall into one of two structures of work-family conflict (WFC) According to Netemeyer et al (1996), work to family conflict is "a form of conflict among roles, in which general requirements, time requirements and strain in the role the job created will interfere with the fulfillment of responsibilities related to the role in the family"
1.1.3 Family to work Conflict
Family to work conflict is “a form of conflict among roles in which the common requirements, the time requirements and the tension in the family roles created obstacles for fulfillment of responsibilities related to role in work”
Family to work conflict can be expressed in three forms: conflicts of time, conflicts
of strain and behavioral conflicts (Greenhaus and Beutell, 1985)
1.2 The relationship between work-family conflict and job satisfaction
1.2.1 Job Satisfaction
Trang 23 Job satisfaction is also a topic that researchers have been interested in recently,
especially considering the level of employee job satisfaction under the impact of
work-family conflict Socio-economic changes not only affect economic sectors but also put great
pressure on the higher education system, higher education requirements in which in which
directly university lecturers who equip students with new knowledge to work in new,
modern fields and pressures in scientific research The socio-economic change also led to a
change in the family structure and the role of women in Vietnam, including female
university lecturers
1.2.2 Work-family conflict and its impact on job satisfaction
The contradictions between the demands of the workers' job roles and organizational
responsibilities had consistently shown negative consequences for both individuals and
organizations (Aryee, 1992; Frone et al., 1992) Many employees were not willing to work
long hours, they desired to reduce working time to perform family roles, anxiety, fatigue
and strain stemming from the roles in work that might affect their performance of family
roles in workers and vice versa (Frone et al., 1997)
On the other hand, in 1987 Wiley pointed out that the greater the conflict of family
roles with job roles, the greater effects of effective participation in work roles and
organizational commitment would be, while Frone in 2000 argued that work-family conflict
was positively associated with anxiety disorders, mood disorders and substance abuse, his
results also showed a relationship between work-family conflict and anxiety disorders in
men was stronger than women
1.3 The regulatory role of social support in the relationship between work-family
conflict and job satisfaction
1.3.1 Social support in the relationship between work-family conflict and job satisfaction
With a growing number of employees dissatisfied with their work over the past
decades, academics and managers have been interested and seeked out the most effective
ways to help organizations assist their employees to be more satisfied with their jobs
(Kossek et al, 2011) In work-family studies, social support was defined as social awareness
of caring, sharing and supporting each other at work (Taylor, 2011), Social supports from
colleagues and family were seen as key elements in organizations to improve their
employees' satisfaction with jobs (Adams et al., 1996; Ferguson et al., 2012)
1.3.2 The regulatory role of social support
Previous research had also shown that the relationship between work-family conflict
and job satisfaction was related to social support Carlson and Perrewe in 1999 suggested
that social support could reduce the negative effects of work-family strain and conflict
Many researchers have considered social support as influencing factors (Studies of Aryee in
1992; Carlson and Perrewe in 1999; Granrose et al in 1992; Greenhaus and Beutell in 1985;
Parasuraman et al in 1996) or as a controlling intermediary (Stdies of Carlson and Perrewe
in 1999; Paden and Buehler in 1995; Parasuraman et al in 1992)
1.4 Research gaps and research orientation
4
1.4.1 Research gaps
In the context of globalization and socio-economic development, the role and position of women in society as well as in the family are gradually changing, leading to a conflict between work roles and roles of women in family Despite its importance, most studies on the issue of work-family conflict have been conducted in developed countries in the West and there has not been many researches on this issue in developing countries such
as in Vietnam (Joplin et al., 2003; Hassan et al., 2010) and studies on the conflict between the work and family roles of female trainers in context of university's education and training organization in Vietnam has not studied in-depth the field of work-family conflict and the research results are not consistent
1.4.2 Research orientation
From the point of view of inheriting and continuing to develop previous studies, the thesis will continue to research on work-family conflict and job satisfaction Howeverm in order to enhance the job satisfaction of female teachers, it is necessary to consider the dimensions of work-family conflict through the components of time, strain and behavior Therefore, the thesis will focus on testing the impact of work to family conflict (WIF) and family to work conflict (FIW) on job satisfaction
CHAPTER 2: THEORETICAL BASIS AND RESEARCH MODEL 2.1 Theoretical basis relating to work-family conflict of female lecturers
2.1.1 Work-family conflict
Work-family conflict (WFC) is a term that is often used to describe conflict between roles in work and family roles Kahn, Wolfe, Quinn, Snoek and Rosenthal in 1964 defined work-family conflict as a form of interrole conflicts, in which the pressure from work roles and family roles are not compatible in some respects
Greenhaus and co-workers said that the conflict of work roles and family roles may manifest in three forms: time, strain and behavior (Greenhaus and Beutell in 1985)
Role Pressure Incompatibility Time devoted to one role
makes it difficult to fulfill requirements of another role
Strain produced by one role
makes difficult to fulfill requirements of another role
Behavior required in one
role male it difficult to fulfill requirements of another role
Family Domain
Illustrative of Pressures Time Young Children Spouse Employment
Large families
Strain Family conflict Low Spouse Support Behavior Expectations
for Warmth and Openness
Work Domain
Illustrative Pressures Hours Worked Time Flexible Working schedule Shiftwork Role conflict Strain Role Ambiguity
Boundary-Spanning Activities Expectations for: Behavior Secretiveness
and Objectivity
Trang 3Hình 2.1 Work - Family Conflict Model
Source: Greenhaus, J.H and Beutell, N.J (1985), page 78
2.1.2 Job satisfaction
Satisfaction of work has been defined for many different areas of work Imran and
associates (2014) defined job satisfaction as the general or overall emotional response of
individuals who are felt from work, job satisfaction is the degree to which a person feels
like their job Harter and Stone in 2011 provided a broader definition covering awareness of
aspects of job satisfaction Locke in 1969 defined job satisfaction is the level of expectation
that an individual in a certain job position is received from the job Job satisfaction has
described as an attitude involving the extent to which people feel like or disliked their work
(Spector in 1997)
2.1.3 Social Support
According to Etzion in 1984, social support can be defined as an informal social
network that supports individuals emotionally (e.g care), tangible (e.g financial assistance),
information (e.g advice) or friendship, co-workers (e.g sympathetic), and invisible (e.g
personal advice) Social support can be divided by source (organization, supervision,
colleagues); by field (work, family); in the form or the different type (emotion, tool) (House
and Associates in 1985)
2.2 Theoretical schools as the basis for research
2.2.1 Role Theory
The concept of "role" is derived from the stage, in which the role of the individual as
a role requires the actor to know by heart, learn to play the role and have the behaviors
portrayed in accordance with the characters on stage The social role of an individual is that
the person must take or adequately express behaviors and obligations on the basis of their
positions, the individual role is one or more functions that the individual must take in
advance of society In a simple way, the role is to gather everyday human activities
(Lattimore and associates in 2004) As defined by Linton (in 1945 and 1995), the role is a
set of rights and obligations defined by the organizational position of the individual, the role
is the behavior of the position holder which is directed at meeting the expectations of others
about the rights and responsibilities associated with the position
The expectation of the role is defined as the pressure of an individual who is aware of
the increased role responsibilities (Cooke and Rousseau, 1984) The higher the expectations
of the work role lead to the higher work conflicts (Greenhaus and Beutell, 1985; Gupta and
Jenkins, 1985; Piotrkowski, 1979; Pleck, 1979; Staines and associates, 1978; Voydanoff,
1987) Similarly, highly family role expectations also lead to a high level of family conflict
(Bohen and Viveros-Long, 1981; Holahan and Gilbert, 1979; Keith and Schafer, 1980;
Pleck and associates, 1980)
According to the gender approach, a gender role is defined as a system of standard
behavioral norms that have been specifically related to men and women, in a certain group
6
or social system Caroline Moser believes that women often have to take on three roles: reproduction, production and social activities Meanwhile, men only have to take on two roles: production and social activities Males primarily focus on the performance of their production roles, and females often have to take many roles at the same time so that they regularly arrange their own needs and their families in order to be able to perform both production and social activities
2.2.2 Scarcity Theory
The theory of scarcity believes that human needs and desires are infinite, while resources are finite Society cannot have enough production resources to satisfy all human needs In other words, the scarcity also makes sense that it is impossible to pursue many social goals at the same time with the same number of resources available, the trade-offs that will occur, causing this goal to conflict with other objectives
2.2.3 Conservation of resources theory-COR
The theory of resource conservation describes the motivation for people to maintain the current resource and pursue new resources The fundamental principle of resource conservation theory is that people strive to achieve, preserve, protect and maintain the resources they value, such as: objects, conditions, personal characteristics, and energy Hobfoll (1989) believes that psychological strain occurs when people (a) are being threatened with loss of resources, (b) actually losing resources or (c) not reaching the original resources after investing resources
2.3 Impact of work-family conflict on job satisfaction
Review studies involving work-family conflict and job satisfaction, Allen and associates, (2000) Kossek and Ozeki (1998) suggested that a more accurate understanding
of the relationship between WFC and job satisfaction may be hampered by the forms that have been used to measure these two structures An issue of concern is the majority of previous studies skipped the multidimensional of WFC Because both family and work areas are required and highly expected from them, it is easy to lead to conflicts between workplace roles and family roles This can also lead to dissatisfaction in work, family role requirements that are expected to interfere with the completion of roles and responsibilities
in the work and vice versa Based on this, the author proposed the following research
hypothesis: Hypothesis 1: Work-family conflict (WIF) has a negative relationship with the satisfaction of the female lecturer's work; Hypothesis 2: Family-work conflict (FIW) has a
negative relationship with the satisfaction of the female lecturer
2.4 The impact of social support on the relationship between work-family conflict and job satisfaction
Conflict theory suggested that work-and family-related issues might not be compatible as they are determined by different norms and requirements (Zedeck and Mosier
in 1990) Moreover, the theory of work-family conflict believes that when increasing role performance in a field (e.g work) leads to a concern with that role, while reducing role performance in other fields (e.g., family; Greenhaus and Beutell in 1985) Social assistance
Trang 4in the field of work often refers to the provision of support tools, emotional attention,
information of colleagues to increase the satisfaction of the lecturer (House in 1981; Michel
and associates in 2011)
Social support from the field of work provides support tools and interest in workers’
emotions that alleviate time conflicts, strain and work pressures due to overloading in both
job and family roles When employees can be aware of social assistance can minimize work
pressure, they will lessen the sense of accountability and create positive attitude towards
their work (Buonocore and Russo in 2013) In this opinion, the author analyzes the secretion
of social support can reduce the negative relationship between work-family conflict and job
satisfaction of the workers (Allen and associates in 2000; Shockley and Singla in 2011;
Amstad and associates in 2011) From the above analysis, the author theorized the
following: Hypothesis 3: The support of colleagues will reduce the negative impact of work
to family conflict (WIF) to job satisfaction; Hypothesis 4: Support of the family will reduce
the negative impact of work to family conflict (WIF) to job satisfaction; Hypothesis 5:
Support of colleagues will reduce the negative impact of family to work conflict (FIW) to
job satisfaction; Hypothesis 6: Support of the family will reduce the negative impact of
family to work conflict (FIW) to job satisfaction
2.5 Research Model and Hypothesis
Based on the results of the above research overview, the author suggests hypotheses
and research models to have a better understanding the effects of both WIF and FIW to the
job satisfaction of the female lecturers, especially in the context of university education in
Vietnam
Hình 1.5: Mô hình nghiên cứu
CHAPTER 3: RESEARCH METHODS 3.1 Research process
3.1.1 Methods of scientific research
8 According to Creswell and Associates in 2003, when studying science in the field of business, there were 3 commonly used research methods: quantitative studies, quantitative and mixed studies (including quantitative and quantitative studies)
Figure 3.1 Research process
3.2 Qualitative research
3.2.1 Qualitative research objectives
I conducted qualitative research with in-depth interview method The first objective of the qualitative research through in-depth interviews was to explore and examine the perceptions of female lecturers about work-family conflict, overloading of roles in work and roles in the family which influenced on job satisfaction, thereby i could show the appropriateness of the application of role theory in the implementation of research objectives
3.2.2 Qualitative research methods
To accomplish the research objectives, the author conducted many interviews with 3 target groups: Experts group, university leadership group and female lecturer group The interviews were conducted independently at home or at the workplace of the interviewees, the interview time for each subject is about 60 minutes Interview technique is observation and hand-to-hand discussion
In qualitative research, the author had designed a discussion framework of open-ended questions with content related to the research model and scale The content of the interviews was recorded in paper or in audio (if the interviewes were allowed by the interviewees)
3.2.3 Qualitative research results
Trang 59 The results of qualitative research through in-depth interviews in consultation with
experts, department leaders and female lecturers were as follows:
Relevance of role theory and scarcity theory in the study of work-family conflict:
The results showed that role theory and scarcity theory were assessed as suitable theories in
considering the dimensions of work-family conflict, the role of women in the family and
their role at work The research model of job-family conflict was considered appropriate and
was a new perspective to learn and study its impact on job satisfaction of female teachers in
the university education context
3.3 Preliminary quantitative research
3.3.1 Preliminary quantitative research objectives
In the preliminary quantitative research, the author conducted a research and
discovery at a public university in Hanoi Discovery research at Trade Union University
aimed at clarifying the current state of work-family conflict (WFC) issue of female
university lecturers and its impact on job satisfaction
3.3.2 Methods of conducting preliminary quantitative research
The author conducting preliminary quantitative research based on the survey of 140
managers and lecturers who had been working more than 3 years of teaching in the content
related to the research model and research hypotheses to assess the reliability of the adjusted
scales and correct in qualitative research steps
3.3.3 Development scale
The author based on the theoretical basis and the previously published research
results related to job role conflict and family role and job satisfaction In order to develop a
suitable scale for testing hypotheses based on the proposed research model, I had developed
the scale according to the following steps:
• Overview of research related to the research variables in the proposed research
model
• Conduct qualitative research through interviews and group discussions with female
lecturers and experts in the field of research
• Preliminary quantitative research through conducting discovery research at a
university in Hanoi
• Adjusting and completing the scale to serve the large-scale research process
3.3.3.1 Scale for work and family roles conflict
In this study, the author used a multi-dimensional scale of Carlson et al (2000) to
measure work-family conflict (WFC) Each direction of WFC (WIF - work to family
conflict or FIW - family to work conflict) is nested in three forms of WFC (time, strain, and
behavior) Each form of 6-dimensional model consists of 3 observed variables forming 18
observed variables in total and using a scale from 1 to 5, from strongly disagree (1) to
strongly agree (5) For example, for each form, WIF over time, "I don't have much time take
care of family members because of my work"
3.2.2.2 Job satisfaction scale
10 Job satisfaction is an overall measure of how well an individual is satisfied or dissatisfied with his or her job In order to measure job satisfaction, Spector in 1997 divided two common measurement methods for Global job satisfaction and Composite job satisfaction The Hackman and Oldham evaluation questionnaire in 1975 and the Michigan organization (Cammann et al in 1979) were used to assess overall job satisfaction It included observed variables to measure general satisfaction In this study, the author used the Global Job Satisfaction Scale to measure the overall job satisfaction level of female university lecturers
3.2.2.3 Social support scale
The Social Assistance Scale of Caplan et al 1980 assessed three aspects: family support, supervisory support, and co-worker support Each aspect consists of 4 observed variables forming 12 observed variables in total and using a scale from 0 to 4, from strongly disagree (0) to strongly agree (4) In this study, the author assesses the aspect of social support that are peer support and family support as variables that regulate the relationship between work-family conflict and job satisfaction of female university lecturers
3.4 Official quantitative research
3.4.1 Designing research samples
3.4.1.1 Overall sample
According to statistics of the Ministry of Education and Training of Vietnam, there were 242 universities in 2017-2018 period The number of non-public universities is 49 (accounting for 20%), the number of public universities is 80%, which is 193 (including financial autonomous public universities) The total number of lecturers at public universities is 59,232 people In particular, female lecturers are: 29,942 people, accounting for 50.6% of the total lecturers of public universities in the country
3.4.1.2 Method of sampling
Official quantitative research with samples of the whole country and the purpose of this study is to clarify the conflict of work and family roles of female lecturers in public universities in Vietnam and I want to conduct research in groups of female lecturers in financial autonomous public universities and non-autonomous universities
To ensure the reliability of the research data, which is representative of the whole population with the 95% confidence level and the research quality shown by the allowed tolerance level of +/- 5% as well as the requirement of the number of research samples for exploratory factor analysis (CFA) and linear structure model (SEM) Wolf et al (2013) was
at least 5 times the size of the total number of indicators in the scales The questionnaire of this study includes 35 indicators used in factor analysis Therefore, the minimum sample size to achieve is: 35 * 5 = 175 observations
3.4.2 Questionnaire design and data collection
3.4.2.1 Process of building a questionnaire
The questionnaire was built in the following order:
Trang 611 (1) Defining the theoretical concept of variables and how to measure variables in the
theoretical model based on previous studies
(2) Developing a Vietnamese version of the questionnaire by translating the scales
from English into Vietnamese
(3) Together with native speakers who have deep expertise in the field of research to
translate the Vietnamese version into English for comparison, then to edit the Vietnamese
version
(4) Vietnamese questionnaires are discussed and consulted by lecturers at public and
private universities to evaluate and comment in order to ensure there is no misunderstanding
about the language and content of questions
(5) Adjusting the original questionnaire and sending it to 140 lecturers in an online
and direct form to verify the reliability of the scales
(6) Final modification to finalize the official questionnaire
3.4.2.2 Data collection
The author conducted the survey by sending the questionnaire directly (the
questionnaire was sent to universities by sending paper copies by mail to a contact point at
each university or distributed and retrieved via direct surveys of the author) and online to
900 lecturers working at autonomous and non-autonomous public universities in Vietnam
Each university, the author asked for the opinion of 25 - 40 female lecturers
3.5 Analyzing and processing data
3.5.1 General process
Based on preliminary quantitative research results, the author made some
adjustments in the questionnaire and conducted official quantitative research
The official questionnaire was sent to 900 female university lecturers in Vietnam via
direct and online form The questionnaire after being collected would be conducted to clean
the data, encoding the necessary information in the questionnaire, entering and analyzing
data using SPSS software version 22
3.5.2 Data description Statistics
Through the data collected from a total of 624 lecturers of 27 universities across the
country, the value of inclination (Skewness) and sharpness (Kurtosis) are within the
allowable limits respectively in the range +/- 2 The minimum and maximum values of the
scale are from 1 to 5 and the values fluctuate around the equilibrium value of 2.9
3.5.3 Evaluating reliability and exploratory factor analysis (EFA)
EFA discovery factor analysis aimed to test the value of variables to assess the
convergence of the scales of each factor Observed variables with load factors <0.5 would
be removed Next, the author evaluated the reliability of the scale based on Cronbach's
coefficient alpha> 0.6 and the scale would meet the requirements when the total variance
were more than 50% according to Hair et al in 2006 The author then explored Factor
Analysis with Principal Axis Factoring method, Promax rotation
3.5.4 Confirmatory factor analysis (CFA)
12 The author conducted an EFA-scale test to help with preliminary screening and identify the structure of the scale used in the study To ensure the reliability and quality assurance of the measurement scale, the author continued to use the CFA affirmative factor analysis method to verify the structure of each factor according to the measurement scales
of variables in the research model (Nguyen Dinh Tho and Nguyen Thi Mai Trang in 2008)
CHAPTER 4: RESEARCH RESULTS 4.1 Research background
4.1.1 Higher education and career characteristics of lecturers
In the recent period, when knowledge economy is the choice of most countries, education, in particular, higher education plays an vital role as a key factor and a driving force for economic development Education and training contribute to social and political stability, improving the human development index and contributing to the labor market In particular, lecturers are an important resource in higher education institutions because they play an important role in achieving the goals and successes of higher education institutions (According to Sharma and Jvoti in 2009)
4.1.2 Characteristics of management in universities in Vietnam
According to statistics as of April 2017 of the Ministry of Education and Training of Vietnam, there has been 242 universities in the country, including 193 public universities (accounting for 80%) For public universities in Vietnam, the Ministry of Education and Training manages all professional activities on enrollment, training, examinations and education quality assurance
Resolution No 14/2005 on the comprehensive renovation of Vietnamese higher education and the main objective of the Resolution 77/NQ-CP have clearly stated to
“encourage public higher education institutions to actively exploit, rational and effective use
of resources to improve the quality of university training and reduce costs for the state budget” (Government in 2014) According to the current resolution on public universities, there are two financial mechanisms: state control (non-autonomy universities) and autonomy activities through state supervision (university autonomy)
4.2 Descriptive statistics research sample
The results of the survey data collection are as follows: I have conducted the survey
by sending direct and online questionnaires to 900 lecturers who have been working at autonomous and non-autonomous public universities in Vietnam The survey period was from September 2018 to August 2019 The number of votes collected was: 715 votes (79.4%) The number of valid votes was: 624 votes (reaching 87.2%) In particular, the direct votes were 479 votes (76.8%), online votes were 145 votes (23.2%); There were 624 lecturers from 27 public universities who were autonomy and not self-sufficient in the survey
4.3 Situation of level of work-family conflict and job satisfaction of female lecturers in universities in Vietnam
Trang 713 Through the survey data collected, the comments of 624 lecturers from 27
autonomous public universities and non-autonomous public universities across the country
The author has synthesized and analyzed the evaluation opinions according to all collected
data and the autonomous and non-autonomous university governance model according to
Table 4.4 below
The individual opinions indicated that the overall average value of the work to family
conflict (WIF) factor was 3.445 In particular, the average value of the autonomous school
group was higher than the average value of the non-autonomous school group, namely
3.516 and 3.380 The evaluation of family to work conflict (FIW) factor with an overall
average of 2,886 showed lower than the overall average of the work to family conflict
(WIF) At the same time, the mean value of the family to work conflict (FIW) of the
autonomous university group was 3.033, which was also higher than that of the autonomous
university group of 2.750 This result showed that the level of conflict among female
teachers in autonomous schools was higher than that of non-autonomous group teachers At
the same time, the mean value of the family to work conflict (FIW) of the autonomous
university group was 3.033, which was also higher than that of the autonomous university
group of 2.750 This result showed that the level of conflict among female teachers in
autonomous schools was higher than that of non-autonomous group teachers
The overall average value of the “Co-worker support” variable was 2.571, in which,
the average value of the group of lecturers who were in non-autonomy public universities
was 2.773 - higher than that average value of the group of autonomously public universities
lecturers which was 2.353 Meanwhile, the average value data of the Family Support
variable also showed similar results, the group of lecturers in non-autonomous public
universities has received more support from the family than that group in autonomous
public ones with corresponding figures of 2.773 and 2.353 respectively
4.4 Test results of research hypotheses
4.4.1 The impact of work-family conflict on job satisfaction
In ordet to test the research hypothesis after testing the scales, the author used the
SEM linear structure model to examine the relationship between the study variables in the
model
14
Figure 4.1 The results of SEM analysis through the theoretical model
The results of the linear structure analysis of the research model show that the model
is consistent with the survey data with the parameters: Chi-square / df = 2.002; df = 239; GFI = 0.942; TLI = 0.965; IFI = 0.970 are both more than 0.9 and RMSEA = 0.040 The results of estimating standardized and non-standardized parameters, standard errors and critical values in the theoretical model are presented in the following Table 4.7:
Table 4.7 The results estimate the impact of the independent variables on the
dependent variable Impacts
Estimating by the Maximum
error (SE)
Critical
The above estimation results show that the estimates are statistically significant (P
<0.05) The standardized regression coefficients in Table 4.7 show that the work to family conflict (WIF) and the family to work conflict (FIW) have a negative impact on job satisfaction with the corresponding values are -0,344 and -0,233 respectively with P <0.05, the standard errors are 0,047 and 0,044 respectively That means hypotheses 1 and 2 are supported by the research data
4.4.2 The impact of social support on the relationship between work-family conflict and job satisfaction
The author has examined the influence of the variables regulating the co-worker support and family support respectively on the relationship between work to family conflict and job satisfaction; The relationship between family to work conflict and job satisfaction will be used in a regression-hierarchical technique - MMR (Nguyen Dinh Tho in 2011)
Trang 8Table 4.8 Regulating regression results of effects of colleague support
Job Satisfation
β
Step 1
Controlation variable
Step 2
Independent variable
Step 3
Moderator variable
Step 4
Support
Note: *p<0.05
The results of the regression analysis in Table 4.8 show that support for colleagues
regulates the relationship between work to family conflict (WIF) and job satisfaction
Specifically, the relationship between work to family conflict (WIF) and job satisfaction
will become less negative as the support of colleagues increases The estimated coefficient
of the interaction variable WIF * SSW is β = 0.066 *; p <0.05 Hypothesis 3 is accepted
16
Figure 4.2 The graph of the regulatory effect of co-worker support on the relationship
between work to family conflict (WIF) and job satisfaction (JS)
It can be seen that, along with the increase of WIF, the slope of the regression line reflects the relationship between JS and WIF becomes more comfortable when SSW is high, and the slope is also in a lower position when SSW is low This means: when there is good co-worker support, even though the WIF is high, the level of JS reduction is limited; and vice versa, when co-worker support is not positive, when WIF increases, JS decreases at a more significant level
Table 4.9 The results of the regressive influence of family support
Job satisfation
β
Step 1
Controlation variable
Step 2
Independent variable
Step 3
Moderator variable
Step 4
1 2 3 4 5 6 7 8 9 10
Co-worker support (SSW)
Low SSW High SSW
Trang 9Job satisfation
β
Support
Note: *p<0.05
On the other hand, the regression analysis results in Table 4.9 show that family
support is not statistically significant The estimated coefficient of the interaction variable
WIF * SSF is ββ = 0.067 with p> 0.05 This reflects the relationship between work-family
conflict (WIF) and job satisfaction (JS) which will be no less negative when family support
increases Or when work to family conflict decreases, the support of the family will not
affect to increase the job satisfaction of female teachers Therefore, hypothesis 4 in the
research model is not supported by research data
Figure 4.3 The graph of the regulatory effect of family support on the relationship
between work to family conflict (WIF) and job satisfaction (JS)
Co-worker support will reduce the relationship between family-work conflict (FIW)
and the job satisfaction of female trainers This is shown by the estimated coefficient of
interaction between FIW and SSW (the SSW variable modified the relationship between
FIW and JS), The estimated coefficient of the interaction variable FIW * SSW is ββ = 0.086
*; p <0.05 (Table 4.10), so this result shows that the role of family to work conflict when
the regulation of the SSW variable affects job satisfaction (JS) in the direction will become
less negative when the support of colleagues increases In other words, when there is
support from colleagues (SSW variable), family roles conflict will decrease, job satisfaction
of female teachers will increase This shows that hypothesis 5 is accepted
1 2 3 4 5 6 7 8 9 10
Family Support (SSF)
Low SSF
18
Table 4.10 Regulating regression results of effects of co-worker support
Job satisfation
β
Step 1
Controlation variable
Step 2
Independent variable
Step 3
Moderator variable
Step 4
Support
Note: *p<0.05
It can be seen that, along with the increase of FIW, the slope of the regression line reflects the relationship between JS and FIW becoming more comfortable when SSW is high, and the slope is also in a lower position when SSW is low This means: when there is good SSW support, even though FIW is high, the JS reduction is limited; and vice versa, when SSW is not positive, FIW increases, JS decreases at a more significant level
Family support will reduce the relationship between family to work conflict (FIW) and job satisfaction Specifically, the relationship between work to family conflict (WIF) and job satisfaction (JS) will not diminish negatively as family support increases This result
is proved by the estimated coefficient of the interaction variable between FIW and SSF (FIW*SSF) is ββ = 0.084 with p <0.05 (Table 4.11) Thus, the moderation of the SSF variable changed the impact of the FIW variable on the job satisfaction of female lecturers, which means that hypothesis 6 is accepted by the research data
The regulatory impact of family support (SSF) on the relationship between family to work conflict and job satisfaction is illustrated in the following figure:
Trang 10Figure 4.5 The graph of the regulatory effect of family support on the relationship
between family to work conflict (FIW) and job satisfaction (JS)
It can be seen that, along with the increase of FIW, the slope of the regression line
reflects the relationship between JS and FIW becomes more comfortable when SSF is high,
and the slope is also in a lower position when SSF is low This means: when there is good
SSF support, even though FIW is high, the level of JS reduction is limited; and vice versa,
when SSF is not positive, FIW increases, JS decreases at a more significant level
4.4.3 Examining the difference of SEM structure model according to the university
governance model
In examining the difference according to the model of university governance, the
author conducted a multi-group structure analysis including the variable and immutable
methods (Nguyen Dinh Tho and Nguyen Thi Mai Trang in 2008) to compare research
models in groups of qualitative variables university governance model Analyzing
multi-group structure using ML and Chi-square maximum estimation method was used to test the
difference between mutable model invariant pattern
The samples were divided into two groups: autonomous university governance
models and the non-autonomous university governance models with sample sizes for each
group of N1 = 324 and N2 = 300 respectively Inspection results of shifting paradigm
invariant pattern of the autonomous university governance model group and the
non-autonomous university governance model are presented in Figure 4.6 and Figure 4.7 below:
SEM results of the mutable model for two groups of autonomous university
governance models and non-autonomous university governance models: Chi-square =
866,911; df = 482; P = 0,000, Chi-square / df = 1,799; GFI = 0.900; TLI = 0.945; IFI =
0.952; RMSEA = 0.036
SEM results of the invariant model for two groups of autonomous university
governance models and non-autonomous university governance models: Chi-square =
880,693; df = 484; P = 0,000, Chi-square / df = 1,820; GFI = 0.899; TLI = 0.943; IFI =
0.951; RMSEA = 0.036
1
2
3
4
5
6
7
8
9
10
Support of Family Low SSF
20 The results show that both the mutable and the invariant models of the two groups of autonomous university governance models and the non-autonomous university governance models are consistent with market data
Table 4.12 Differences of compatibility criteria between the mutable and the invariant
models based on the university governance model Comparative
Constant invariant
Mutable model 866,911 482 0,000 0,900 0,945 0,952 0,036
Value difference 13,782 2 0,000 0,001 0,002 0,001 0,000
The results of testing the differences in compatibility criteria between the mutable and the invariant models (Table 4.12) are statistically significant with P = 0.00 <0.05 indicating the difference between the two models Therefore, we choose a mutable model and this means that there is a difference between the autonomous and non-autonomous public university governance model in assessing the impact of work-family conflict on job satisfaction of female university lecturers
4.4.4 Personal characteristics and job satisfaction of female lecturers
Job satisfaction with age and position: Research data shows that there is no difference in the satisfaction level between the characteristics in each age group and the position of female lecturers (P- value> 0.05)
Job satisfaction and training level: The above data shows that the average score for faculty members with bachelor's degrees have the lowest average satisfaction level of 3.15, while the faculty team is doctoral have the highest satisfaction level of 3.42
Job satisfaction and work experience: The results of the thesis show that there are differences in the level of satisfaction and work experience of female teachers
Job satisfaction and income: The research results of the thesis are consistent with the results of Oshagbemi (2000)
Table 4.18 Summary of test results of research hypotheses Research hypotheses
Standardized regression coefficient
P value Result
H1
Work to family conflict (WIF) has a negative relationship with the job satisfaction of
female trainers
-0,344 0,000 Accepted
H2
Family to work conflict (FIW) has a negative relationship with the job satisfaction of
female trainers
-0,233 0,000 Accepted
