Factors influencing the job satisfaction of teachers in lac hong university

MEIHO UNIVERSITY Graduate Institute of Business and Management MASTERS THESIS Factors Influencing the Job Satisfaction of Teachers in Lac Hong University In partial fulfillment of th

MEIHO UNIVERSITY

Graduate Institute of Business and Management

MASTERS THESIS

Factors Influencing the Job Satisfaction of

Teachers in Lac Hong University

In partial fulfillment of the requirements for the degree of

Masters of Business Administration

Advisor: Dr Wei-Shuo Lo Co-advisor: Dr Nguyen Trung Truc Graduate Student: Nguyen Thi Lan Thanh

December, 2010

ACKNOWLEDGMENTS

First of all, I would like to thank the HCM City University of Industry and Meiho Institute of Technology Special thanks to Dr Ta Xuan Te, Rector of HCM City University of Industry and Dr Prof Shan Da Liu, President of Meiho Institute of Technology, Taiwan

I wish to express my profound gratitude to my supervisor Dr Lo, Wei-Shuo and Dr Nguyyen Trung Truc for their sound advice and whole-hearted guidance for the development and completion of this study

I am further indebted to the cooperation of leaders and workers in Cao Cap Brick-Tile join stock company

I am also grateful to my Vietnamese professors and my classmates in EMBA 2 for their valuable suggestions when I was at a loss

Finally, a special thank to my loving and supportive husband who constantly encouraged

me to follow my dreams, thank you for being you; to my daughter who endured many uneventful days while I studied far from home; to my parents and parents-in-law who helped

me to look after my daughter when I was not at home; to all of my family members who have been encouraging me along the way I dedicate this thesis to you for being my foundation I love you all

Factors Influencing the Job Satisfaction of Teachers

in Lac Hong University

ABSTRACT

Job satisfaction is one of the most widely discussed issues in organizational behavior, personnel and human resource management and organizational management As teaching does require a great deal of thoroughness and commitment, so in teaching it is more important to help mental commitment and loyalty than physical presence

The purpose of this research topic is to identify the most important factors affecting job satisfaction of university Lac Hong teachers

A survey of all university teachers in Hong Lac questionnaire survey was through the adjustment of some experts Data collected selective treatment for best results

The study concluded that the superior element to directly influence job satisfaction of teachers and a number of other factor co-workers, welfare regime, and the working environment in addition, elements of salary, bonuses also affect their job satisfaction

Keywords: Lac Hong University’s Teachers, Job Satisfaction, Factors

Factors Influencing the Job Satisfaction of Teachers

in Lac Hong University

Contents

ACKNOWLEDGMENTS I ABSTRACT II Contents III Tables V Figures VI

Chapter1 Introduction 1

1.1 Background and Motivation 1

1.1.1 Name of school and logo 2

1.1.2 History of Lac Hong University 2

1.1.3 Mission and duties of Lac Hong University 3

1.1.4 Vision of Lac Hong University until 2017 3

1.2 Purpose of the Study 3

1.3 Scope and Limitations of the Study 4

Chapter 2 Literature Review 5

2.1 Job Satisfaction and Job Motivation 5

2.1.1 Definition of job satisfaction 5

2.1.2 Job satisfaction and job motivation 5

2.2 Theories of Job Satisfaction 6

2.2.1 Maslow’s theory 6

2.2.2 Clayton Alderfer’s theory 7

2.2.3 Herzberg’s theory 8

2.2.4 Affect theory 9

2.2.5 Dispositional theory 9

2.3 Related Studies on Human Needs 10

2.3.1 Theory of hierarchy needs (Abraham Maslow) 10

2.3.2 McClelland’s theory 12

2.3.3 Expectations theory (Victor Vroom) 13

2.4Related Studies on Human Needs 15

2.4.2 Theory X – Y (Mc Gregor) 16

2.5 Summary 18

Chapter 3 Research Methodology 22

3.1 Research Design 22

3.2 Research Methodology 22

3.2.1 Determining sample size 23

3.2.2 Quantitative research 23

3.2.3 Studying 24

3.2.4 Survey 27

3.3 Summary 30

Chapter 4 Research Results and Analysis 31

4.1 Descriptive Data Statistics 31

4.1.1 Research data sample 31

4.1.2 Description of quantitative variables 31

4.2 Analyzing Factors for Job Descriptive Index JDI (Job Descriptive Index) 34

4.2.1 Regression analysis on the impact of components JDI to Lac Hong University teachers’ satisfaction in work 39

4.2.2 The Level of Job Satisfaction of the Lac Hong University Teachers about Their Teaching and Schools 43

4.2.3 Analysis of the Effects of the Qualitative Variables on the Job satisfaction of the Lac Hong University Teachers 44

Chapter 5 Conclusions and Recommendations 50

5.1 Conclusions 50

5.2 Recommendations 51

5.2.1 Recommendations from the findings 51

5.2.2 Recommendations from the theory 52

5.3 Limitations of the Study 54

5.4 Suggestions for Further Study 54

Reference 55

Appendix 1 Questionnaires in Vietnamese 58

Appendix 2 Questionnaires in English 63

Tables

Table 2-1 Hygiene and Motivating Factors of Dual Factor Theory 16

Table 3-1 Origin Scale Used in the Construction of the Questionnaire 24

Table 4-1 The Characteristics of the Samples 31

Table 4-2 The Result of Quantitative Variable Descriptive 33

Table 4-3 Reliability of the Questionnaire 34

Table 4-4 Model 1 of Regression Showing the Impact of Components JDI to Teachers’ Satisfaction in Work 39

Table 4-5 Model 2 of Regression Showing the Impact of Components JDI to Lac Hong University Teachers’ Satisfaction in Work 41

Table 4-6 The Mean of the Factors 43

Table 4-7 The Effects of Gender on the Job Satisfaction of the Lac Hong University teachers 44

Table 4-8 The Effects of Position of Professional Qualification on the Job Satisfaction of the Lac Hong University Teachers .45

Table 4-9 The Effects of Position of Age on the Job Satisfaction of the Lac Hong University Teachers .47

Table 4-10 The Effects of Time of Teaching on the Job Satisfaction of the Lac Hong University Teachers .48

Table 4-11 The Effects of Salary on the Job Satisfaction of the Lac Hong University Teachers .49

Figures

Figure2-1 Maslow’s Hierarchy of Needs 10 Figure 2-2 Research Framework 20

Factors Influencing the Job Satisfaction of

Teachers in Lac Hong University

Chapter1 Introduction

Through this work, the researcher would like to point out some factors affecting the job satisfaction of the teachers who are teaching at Lac Hong University then suggest a couple of recommendations for Lac Hong’s Board of Management in managing the teaching staff as well as enhancing their cementation toward their second home

In this chapter displays: (1) Background and motivation; (2) Research purposes, and (3) Research scope and limitation

1.1 Background and Motivation

Human resources management nowadays has caused lots of difficulties for the managers In fact, the more the employees satisfy with their job, the more motivation they put into their job and on the contrary, once the employees don’t satisfy with their job, a negative attitude will appear In short, job satisfaction and motivation is very necessary for a teacher because they help in forming the reasons for working

A teacher, who satisfies with his career, plays an important role in encouraging the development of the society This also affects the prestige as well as the quality of an educational organization The adjustment in teacher’s job satisfaction helps a lot in building the comfort as motivation of students in their study Once the teachers don’t satisfy with their job, they tend to be more aggressive and stressful and these feelings will negatively influences the students learning process and study results The term “job satisfaction” simply means a level at which the employees feel good about their job Job satisfaction concerns in the feeling and state of one employee toward his/her job’s requirements (Shamima Tasnim, 2006) The positive or negative attitude relates closely with the job satisfaction in general (D Fisher, 2000) Job satisfaction was defined by Locke (1976), “The result of the state of happy

or positive feeling concluded from the job judgment as well as experience of a person”

The influent scope of job satisfaction, which was considered as the most famous theory, belongs to Edwin A Locke (1976) The main premises of this theory are that job satisfaction is defined by the difference between what we want and what we have in our job

the success of an organization For example, in a university, the teaching staff is a very precious asset It is the teacher that contributes majority in the fame of a university Many researches have shown that unsatisfied employees have a higher rate in quitting their jobs (Hulin, Rznowski and Hachiya, 1985; Kotler and Mathieu, 1993) The situation is the same in Lac Hong University The board of management realizes that whenever there is a resignation,

it is a big loss Therefore, it takes a lot of time and money for the school to train a new one who may not be better The contribution for job satisfaction is not only from the job but from other elements such as working environment (physical and social), the relation between senior and junior staff, corporate culture and managing style, benefits including health care, bonuses, extra time, transportation affect positively in job satisfaction as well (Bonner 1997)

In some cases, the managers cannot keep their teaching staff Do they really understand the teachers? This research is done in order to find out and analyze major factors influencing the job satisfaction of university teachers which help Lac Hong’s Board of Management form appropriate and effective solutions for strengthening the relation of the teaching staff with Lac Hong University

1.1.1 Name of school and logo

Vietnamese: Trường Đại học Lạc Hồng

English: Lac Hong University

Abbreviation: LHU

1.1.2 History of Lac Hong University

1993-1994: Dong Nai Government realized the need of opening a university in Bien Hoa, Dong Nai in order to meet the need of the provincial economic and society development

On November, 13th 1997, In the resolution No.3678/GD-DT, the minister of education and training allowed Lac Hong to hold the first admission exam including some majors such

as Informatics Technology, Electronic and Telecommunication, Construction, Economic (Including 3 majors: Business Administration, Accounting and Finance, Travelling Business) Lac Hong University is a multi-level training organization which produces the labor force supporting directly for the local Industrial Zones, EPZs of Dong Nai Province and nearby areas

Logo :

1.1.3 Mission and duties of Lac Hong University

1.1.3.1 The Mission of Lac Hong University

It is based on the theory of building nursery for talented individuals who will be the main labor force Students get jobs right after graduation without retraining

Besides, Lac Hong University is trying its best to be on the top universities in Vietnam in terms of prestige, high training quality, science research and technology transfer

in order to contribute its part in the industrialization and modernization process of Vietnam in the world of globalization

1.1.3.2 Duties of Lac Hong University

Training is mostly in undergraduate and graduate level

Fostering skillful labor is force for companies, firms, and meeting the urgent need

of people

Combining is between studying and researching the social demands

Strengthening is the relations with other institutes, and universities in all over the world

1.1.4 Vision of Lac Hong University until 2017

Trying is the on top ten universities in Vietnam in 2017

Sticking is with school credit training system

Publishing a national electronic magazine is in sciences and technologies

Getting permission is training doctoral level in Informatics and Business

Administration

Upgrading facilities are teaching and studying purposes

Building new campuses are modern equipments over a stable informatics

infrastructure to bring the best service for each student

Building sport centers to serve the need of entertaining and physical activities of students

1.2 Purpose of the Study

This research is done in order to find out and analyze major factors influencing the job satisfaction of university teachers which help Lac Hong’s Board of Management form appropriate and effective solutions for strengthening the relation of the teaching staff with Lac Hong University

1.3 Scope and Limitations of the Study

The population is taken from the University’s teaching staff as well as some visiting lecturers from prestigious universities in Ho Chi Minh City

Due the limit of time, the researcher just conducts the survey inside Lac Hong University only rather than spreading to others universities

Chapter 2 Literature Review

2.1 Job Satisfaction and Job Motivation

2.1.1 Definition of job satisfaction

"Job satisfaction is defined as "the extent to which people like (satisfaction) or dislike (dissatisfaction) their jobs" (Spector, 1997, p 2) This definition suggests job satisfaction is a general or global affective reaction that individuals hold about their job While researchers and practitioners most often measure global job satisfaction, there is also interest in measuring different "facets" or "dimensions" of satisfaction Examination of these facet conditions is often useful for a more careful examination of employee satisfaction with critical job factors Traditional job satisfaction facets include: co-workers, pay, job conditions, supervision, nature of the work and benefits." (Williams) Satisfaction is determined by a discrepancy between what one wants in a job and what one has in a job ( Edwin A Locke ,1976)

Job satisfaction has been considered to be function of the perceived relationship between what one wants from one’s job and what one perceives it is offering (Locke, 1969), and as the degree of “fit” between what an organization requires of its teacher or employees and what the teacher or employees are seeking from the firm (Mumford, 1972: 5, reported in Sinclair, 1992)

2.1.2 Job satisfaction and job motivation

According to Michaelowa (2002), job satisfaction is not the same as job motivation While job satisfaction gives an indication of Lac Hong University teachers’ well-being induced by the job, motivation is defined as their willingness, drive or desire to engage in good teaching

However, the definitions of job satisfaction and motivation are usually overlapped and

in a lot of researchers, they are considered similar Therefore, in this research, job satisfaction

is not only the well-being but also the willingness and drive of the teachers

2.2 Theories of Job Satisfaction

According to McShane & Von Glinow (2003), satisfaction theories fall into two main categories: content theories Content theories explain the dynamics of teacher or employee needs, such as why people have different needs at different times By understanding a teacher or employee’s needs, we can discover the conditions that motivate that person Process theories describe the processes through which needs are translated into behavior They help us understand, predict, and influence teacher or employee performance, attendance, etc In the scope of the study, only content theories were used due to their relationship with the study objective (identifying factors that influence Lac Hong University teachers’ job satisfaction.) The four following theories are considered dominating content theories of satisfaction and are written in the viewpoint of McShane & Von Glinow (2003)

2.2.1 Maslow’s theory

In 1943, Dr Abraham Maslow 's article "A Theory of Human Motivation "

appeared in Psychological Review, which were further expanded upon in his book: Toward a Psychology of Being In this article, Abraham H Maslow attempted to formulate a needs-based framework of human motivation and based upon his clinical experiences with people, rather than as did the prior psychology theories of his day from authors such as Freud and B.F Skinner, which were largely theoretical or based upon

animal behavior From this theory of motivation, modern leaders and executive managers

find means of motivation for the purposes of employee and workforce

management Abraham Maslow's book Motivation and Personality (1954), formally

introduced the Hierarchy of Needs

The basis of Maslow's motivation theory is that human beings are motivated by unsatisfied needs, and that certain lower factors need to be satisfied before higher needs can be satisfied According to Maslow, there are general types of needs (physiological, survival, safety, love, and esteem) that must be satisfied before a person can act unselfishly He called these needs "deficiency needs." As long as we are motivated to satisfy these cravings, we are moving towards growth, toward self-actualization Satisfying needs is healthy, while preventing gratification makes us sick or act evilly

As a result, for adequate workplace motivation, it is important that leadership understands the active needs active for individual employee motivation In this manner, Maslow's model indicates that fundamental, lower-order needs like safety and

physiological requirements have to be satisfied in order to pursue level motivators along the lines of self-fulfillment

higher-Though Maslow's hierarchy makes sense intuitively, little evidence supports its strict hierarchy Actually, recent research challenges the order that the needs are imposed

by Maslow's pyramid As an example, in some cultures, social needs are placed more fundamentally than any others Further, Maslow's hierarchy fails to explain the "starving artist" scenario, in which the aesthetic neglects their physical needs to pursuit of aesthetic

or spiritual goals Additionally, little evidence suggests that people satisfy exclusively one motivating need at a time, other than situations where needs conflict

While scientific support fails to reinforce Maslow's hierarchy, his thery is very popular, being the introductory motivation theory for many students and managers, worldwide To handle a number of the issues of present in the Needs Hierarchy, Clayton Alderfer devised the ERG theory, a consistent needs-based model that aligns more accurately with scientific research

2.2.2 Clayton Alderfer’s theory

ERG theory was developed by organizational behavior scholar Clayton Alderfer (2000) to everyone the problems with Maslow’s needs hierarchy theory ERG theory groups human needs into three broad categories: existence, relatedness, and growth (Notice that the theory’s name is based on the first letter of each need.) As Exhibit 5.1 illustrates, existence needs correspond to Maslow’s physiological and safety needs Relatedness needs refer mainly to Maslow’s belongingness needs Growth needs correspond to Maslow’s esteem and self-actualization needs

Existence needs include a person’s physiological and physically related safety needs, such as the need for food, shelter, and safe working conditions Relatedness needs include a person’s need to interact with other people, receive public recognition, and feel secure around people (i.e., interpersonal safety) Growth needs consist of a person’s self-esteem through personal achievement as well as the concept of self-actualization presented in Maslow’s model

ERG theory states that an employee’s behavior is motivated simultaneously by more than one need level Thus, you might try to satisfy your growth needs (such as by completing an assignment exceptionally well) even though your relatedness needs aren’t completely satisfied ERG theory applies the satisfaction-progression process described in

more than others As existence needs are satisfied, for example, related needs become more important

Unlike Maslow’s model, however, ERG theory includes a frustration-regression process whereby those who are unable to satisfy a higher need become frustrated and regress to the next lower need level For example, if existence and relatedness needs have been satisfied, but growth need fulfillment has been blocked, the individual will become frustrated and relatedness needs will again emerge as the dominant source of motivation Although not fully tested, ERG theory seems to explain the dynamics of human needs in organizations reasonably well It provides a less rigid explanation of employee needs than Maslow’s hierarchy Human needs cluster more neatly around the three categories proposed by Alderfer than the five categories in Maslow’s hierarchy The combined processes of satisfaction-progression and frustration-regression also provide a more accurate explanation of why employee needs change over time Overall, it seems to come closest to explaining why employees have particular needs at various times

2.2.3 Herzberg’s theory

Frederick Herzberg’s Two factor theory (also known as Motivator Hygiene Theory) attempts to explain satisfaction and motivation in the workplace This theory states that satisfaction and dissatisfaction are driven by different factors – motivation and hygiene factors, respectively An employee’s motivation to work is continually related to job satisfaction of a subordinate Motivation can be seen as an inner force that drives individuals to attain personal and organizational goals (Hoskinson, Porter, & Wrench, p.133) Motivating factors are those aspects of the job that make people want to perform, and provide people with satisfaction, for example achievement in work, recognition, promotion opportunities These motivating factors are considered to be intrinsic to the job,

or the work carried out Hygiene factors include aspects of the working environment such

as pay, company policies, supervisory practices, and other working conditions

While Hertzberg's model has stimulated much research, researchers have been unable to reliably empirically prove the model, with Hackman & Oldham suggesting that Hertzberg's original formulation of the model may have been a methodological artifact Furthermore, the theory does not consider individual differences, conversely predicting all employees will react in an identical manner to changes in motivating/hygiene factors Finally, the model has been criticized in that it does not specify how motivating/hygiene factors are to be measured

2.2.4 Affect theory

Edwin A Locke’s Range of Affect Theory (1976) is arguably the most famous job satisfaction model The main premise of this theory is that satisfaction is determined by a discrepancy between what one wants in a job and what one has in a job Further, the theory states that how much one values a given facet of work (e.g the degree of autonomy in a position) moderates how satisfied/dissatisfied one becomes when expectations are/aren’t met When a person values a particular facet of a job, his satisfaction is more greatly impacted both positively (when expectations are met) and negatively (when expectations are not met), compared to one who doesn’t value that facet

To illustrate, if Employee A values autonomy in the workplace and Employee B is indifferent about autonomy, then Employee A would be more satisfied in a position that offers a high degree of autonomy and less satisfied in a position with little or no autonomy compared to Employee B This theory also states that too much of a particular facet will produce stronger feelings of dissatisfaction the more a worker values that facet

2.2.5 Dispositional theory

Another well-known job satisfaction theory is the Dispositional Theory Template: Jacks on April 2007 It is a very general theory that suggests that people have innate dispositions that cause them to have tendencies toward a certain level of satisfaction, regardless of one’s job This approach became a notable explanation of job satisfaction in light of evidence that job satisfaction tends to be stable over time and across careers and jobs Research also indicates that identical twins have similar levels of job satisfaction

A significant model that narrowed the scope of the Dispositional Theory was the Core Self-evaluations Model, proposed by Timothy A Judge in 1998 Judge argued that there are four Core Self-evaluations that determine one’s disposition towards job satisfaction: self-esteem, general self-efficacy, locus of control, and neuroticism This model states that higher levels of self-esteem (the value one places on his/her self) and general self-efficacy (the belief in one’s own competence) lead to higher work satisfaction Have an internal locus of control (believing one has control over her\his own life, as opposed to outside forces having control) leads to higher job satisfaction Finally, lower levels of neuroticism lead to higher job satisfaction

2.3 Related Studies on Human Needs

2.3.1 Theory of hierarchy needs (Abraham Maslow)

According to Abraham Maslow, “A Theory of Human Motivation”, human needs are organized into five levels as following:

Figure2-1 Maslow’s Hierarchy of Needs

”Self-Actualization: Self-actualization is the summit of Maslow's motivation theory It is about the quest of reaching one's full potential as a person Unlike lower level needs, this need is never fully satisfied; as one grows psychologically there are always new opportunities to continue to grow

Self-actualized people tend to have motivators such as:

• Truth

• Justice

• Wisdom

• Meaning Self-actualized persons have frequent occurrences of peak experiences, which are energized moments of profound happiness and harmony According to Maslow, only a small percentage of the population reaches the level of self-actualization

”Esteem Needs: After a person feels that they "belong", the urge to attain a degree of importance emerges Esteem needs can be categorized as external motivators and internal motivators

Internally motivating esteem needs are those such as self-esteem, accomplishment, and self respect External esteem needs are those such as reputation and recognition

Some examples of esteem needs are:

• Recognition (external motivator)

• Attention (external motivator)

• Social Status (external motivator)

• Accomplishment (internal motivator)

• Self-respect (internal motivator)

Maslow later improved his model to add a layer in between self-actualization and esteem needs: the need for aesthetics and knowledge

”Social Needs: Once a person has met the lower level physiological and safety needs, higher level motivators awaken The first level of higher level needs is social needs Social needs are those related to interaction with others and may include:

• Friendship

• Belonging to a group

• Giving and receiving love

”Safety Needs: Once physiological needs are met, one's attention turns to safety and security in order to be free from the threat of physical and emotional harm Such needs might be fulfilled by:

• Living in a safe area

• Medical insurance

• Job security

• Financial reserves

According to the Maslow hierarchy, if a person feels threatened, needs are further

up the pyramid will not receive attention until that need has been resolved

”Physiological Needs : Physiological needs are those required to sustain life, such as:

As the same time, hierarchy needs theory of Maslow also pointed out that managers must recognize teacher or staffs’s needs at any level if they want to encourage teacher or staffs, thence have appropriate solutions to meet needs of teacher or staffs and guarantee

to get the purpose of the organization at once

2.3.2 McClelland’s theory

David C McClelland, American psychologist, has proposed theory about the need

to promote work in 1961 According to him, in the process of working individuals affected by three factors strongly influence, interact with each other Third factor is also known that the three needs: achievement, power and alliances

Needs achievement (Achievement Motivation): A person usually needs the desired achievement goals have completed the challenge in their efforts, preferring to compete successfully and hope to receive feedback on results their work clearly People with high achievement need to be motivated to work better Some common features reflect the achievement of high demand such as:

- The desire to make personal responsibility

- Tendency to set high goals

- High demand for specific feedback, instantly

- Fast, early mastery of their work

Demand for power (authority / power Motivation): Those who wish to affect the desired power, influence and control of resources, people, if any benefit to them

Coalition needs (Affiliation Motivation): Those who wish to have union want closer ties and friendly people around Coalition needs to make people strive for friendship, cooperation rather like competition; desire to build relationships based on the spirit of mutual understanding

Applied to the fact we can see that people who demand high achievement will be successful in business activity But with demand high achievement will not necessarily become good managers, especially in large organizations Because they only care to make their personal well without support others to do the job well Meanwhile, the demand for power and allied closely related to success in management

One other conclusion drawn from this theoretical achievement is the need to be encouraged to develop through training Therefore, organizations can implement appropriate training programs to promote this demand For example, employees can learn the training on how to achieve high efficiency in work The training program is

particularly useful for employees who work in the field is highly competitive as sales achievement

Demand for power is also common in people with high achievement needs Conventional achievement goals, reinforcing the individual and influence, dominate others However, here also shows the fact that, when high performances are not public record and have adequate power, the individual will reduce the work force, reducing the need of high level achievement

McClelland theory of motivation to encourage the employees to participate in the activities of the organization, to build relationships with colleagues, taking advantage of the encouragement and support of colleagues to do the job more difficult with the participation of many people from many different fields Participation in activities of the organization also facilitates comparisons to the employee, personal assessment; motivation emerged from the impulse of the need for achievement than their peers

McClelland's theory suggests encouraging people to work; leaders must understand who they are under any kind of strong demand, primarily to take measures to satisfy the needs of workers while ensuring goals of the organization Results of research on the needs, motivation of human achievement indicates that the method of work assignment, the level of difficulty and complexity of work for each person and leadership style should

be given special attention if the employers who want to promote the working efficiency of people with high achievement motivation Besides the construction work environment oriented to the value of success is also a good measure to the formation and development

of achievement motivation in employees

According to McClelland, entrepreneurs and successful people in society are usually those who need high performance, high on power, and the need to link the relative level Since then, managers should understand this and know to create conditions and employee development as well as helping them advance to have the opportunity

2.3.3 Expectations theory (Victor Vroom)

Vroom's theory assumes that behavior results from conscious choices among alternatives whose purpose it is to maximize pleasure and minimize pain The key elements to this theory are referred to as Expectancy (E), Instrumentality (I), and Valence (V) Critical to the understanding of the theory is the understanding that each of these factors represents a belief

The Expectancy Theory of Victor Vroom deals with motivation and management Together with Edward Lawler and Lyman Porter, Vroom suggested that the relationship between people's behavior at work and their goals was not as simple as was first imagined

by other scientists Vroom realized that an employee's performance is based on individuals factors such as personality, skills, knowledge, experience and abilities

The expectancy theory says that individuals have different sets of goals and can be motivated if they believe that:

There is a positive correlation between efforts and performance,

Favorable performance will result in a desirable reward,

The reward will satisfy an important need,

The desire to satisfy the need is strong enough to make the effort worthwhile Vroom's Expectancy Theory is based upon the following three beliefs:

Valence (Valence refers to the emotional orientations people hold with respect to outcomes [rewards] The depth of the want of an employee for extrinsic [money, promotion, time-off, benefits] or intrinsic [satisfaction] rewards) Management must discover what employee’s value

Expectancy (Employees have different expectations and levels of confidence about what they are capable of doing) Management must discover what resources, training, or supervision employees need

Instrumentality (The perception of employees whether they will actually get what they desire even if it has been promised by a manager) Management must ensure that promises of rewards are fulfilled and that employees are aware of that

Vroom suggests that an employee's beliefs about Expectancy, Instrumentality, and Valence interact psychologically to create a motivational force such that the employee acts in ways that bring pleasure and avoid pain This force can be 'calculated' via the following formula: Motivation = Valance × Expectancy (Instrumentality) This formula can be used to indicate and predict such things as job satisfaction, one's occupational choice, the likelihood of staying in a job, and the effort one might expend at work

Vroom's theory suggests that the individual will consider the outcomes associated with various levels of performance (from an entire spectrum of performance possibilities), and elect to pursue the level that generates the greatest reward for him or her

Expectancy refers to the strength of a person's belief about whether or not a particular job performance is attainable Assuming all other things are equal, an employee will be motivated to try a task, if he or she believes that it can be done This expectancy

of performance may be thought of in terms of probabilities ranging from zero (a case of "I can't do it!") to 1.0 ("I have no doubt whatsoever that I can do this job!")

A number of factors can contribute to an employee's expectancy perceptions:

• The level of confidence in the skills required for the task

• The amount of support that may be expected from superiors and subordinates

• The quality of the materials and equipment

• The availability of pertinent information

2.4Related Studies on Human Needs

2.4.1 Two factors theory (F Hertzberg)

Fredrick Herzberg's theory of motivation is also called 'Two Factor Theory', 'Dual Factor Theory' and 'Hygiene / Maintenance Theory of Motivation' This theory is based

on the information collected by him and his associates (in the USA in 1959) by interviewing two hundred engineers and accountants The information collected relates to the attitude of people towards work These attics According to Herzberg, the hygiene factors do little contribution to provide job satisfaction He called them "dissatisfies' as their absence cause dissatisfaction but their presence is not motivating but only prevent dissatisfaction The hygiene factors meet man's needs to avoid unpleasantness but do not motivate them to take more interest in the work Hygiene factors (when provided) create a favorable environment for motivation and prevent job dissatisfaction They are not an intrinsic part of a job, but they are related to the conditions under which a job is performed When employer is unable to provide enough of these factors to his employees, there will be job dissatisfaction However, ff they are provided, they will not necessarily act as motivators They will just lead employees to experience no job dissatisfaction Such hygiene factors are as noted below

• Company's Policies and Administration,

• Personal Life, and

• Employee Benefits

Motivating factors act as forces of job satisfaction They create positive and a longer lasting effect on employee’s performance and are related to work it Adequate provision of such factors (called satisfiers) makes people happy with their jobs because they serve man's basic needs for psychological growth In addition, they also motivate employees in their work Such factors are five and are called motivators by Herzberg The motivating factors are:

• Achievement,

• Recognition for Accomplishment,

• Increased Responsibility,

• Opportunity for Growth and Development,

• Creative and Challenging Work

These factors motivate subordinates to take more interest in the work They raise efficiency and productivity of employees According to Herzberg, motivating factors are essential in order to provide job satisfaction and in order to maintain a high level of job performance Employees will not have job satisfaction if the motivating factors are not provided in sufficient quality by the employer

Table 2-1 Hygiene and Motivating Factors of Dual Factor Theory

1 Company's Policies and Administration 1 Achievement

3 Working Conditions 3 Increased Responsibility

4 Interpersonal Relations with superiors and

McGregor argued that the conventional approach to managing was based on three major propositions, which he called Theory X:

1 Management is responsible for organizing the elements of productive money, materials, equipment, and people-in the interests of economic ends

enterprise-2 With respect to people, this is a process of directing their efforts, motivating them, controlling their actions, and modifying their behavior to fit the needs of the organization

3 Without this active intervention by management, people would be passive-even resistant-to organizational needs They must therefore be persuaded, rewarded, punished, and controlled Their activities must be directed Management's task was thus simply getting things done through other people

According to McGregor, these tenets of management are based on less explicit assumptions about human nature The first of these assumptions is that individuals do not like to work and will avoid it if possible A further assumption is that human beings do not want responsibility and desire explicit direction Additionally, individuals are assumed to put their individual concerns above that of the organization for which they work and to resist change, valuing security more than other considerations at work Finally, human beings are assumed to be easily manipulated and controlled McGregor contended that both the classical and human relations approach to management on depend this same set of assumptions He called the first style of management "hard" and identified its methods as close supervision, tight controls, and coercion McGregor drew upon the work of Abraham Maslow (1908-1970) to explain why Theory

X assumptions led to ineffective management Maslow had proposed that man's needs are arranged in levels, with physical and safety needs at the bottom of the needs hierarchy and social, ego, and self-actualization needs at upper levels of the hierarchy Maslow's basic point was that once a need is met, it no longer motivates behavior; thus, only unmet needs are motivational McGregor argued that most employees already had their physical and safety needs met and that the motivational emphasis had shifted to the social, ego, and self-actualization needs Therefore, management had to provide opportunities for these upper-level needs to be met in the workplace, or employees would not be satisfied

or motivated in their jobs

Such opportunities could be provided by allowing employees to participate in decision making, by redesigning jobs to make them more challenging, or by emphasizing

style of management based on the classical school nor the soft style of management inspired by the human relations movement were sufficient to motivate employees Thus,

he proposed a different set of assumptions about human nature as it pertains to the workplace

McGregor put forth these assumptions, which he believed could lead to more effective management of people in the organization, under the rubric of Theory Y The major propositions of Theory Y include the following:

1 Management is responsible for organizing the elements of productive money, materials, equipment, and people in the interests of economic ends

enterprise-2 People are not by nature passive or resistant to organizational needs They have become so as a result of experience in organizations

3 The motivation, potential for development, capacity for assuming responsibility, and readiness to direct behavior toward organizational goals are all present in people-management does not put them there It is a responsibility of management to make it possible for people to recognize and develop these human characteristics for themselves

4 The essential task of management is to arrange organizational conditions and methods of operation so that people can achieve their own goals by directing their efforts toward organizational objectives

Thus, Theory Y has at its core the assumption that the physical and mental effort involved in work is natural and that individuals actively seek to engage in work It also assumes that close supervision and the threat of punishment are not the only means or even the best means for inducing employees to exert productive effort Instead, if given the opportunity, employees will display self-motivation to put forth the effort necessary to achieve the organization's goals Thus, avoiding responsibility is not an inherent quality

of human nature; individuals will actually seek it out under the proper conditions Theory

Y also assumes that the ability to be innovative and creative exists among a large, rather than a small segment of the population Finally, it assumes that rather than valuing security above all other rewards associated with work, individuals desire rewards that satisfy their self-esteem and self-actualization needs

2.5 Summary

From the basis theoretical offered above, the researcher can draw the basic factors affecting the satisfaction of workers in organizations, which have the effects on support the strength of their work, the specific factors are:

1) Working conditions: the environment, infrastructure for the staff to perform tasks

2) Income circulation system: salary workers

3) Benefit: preferential treatment policy, a pension

4) Promotion opportunities/training: teacher or employees’ opportunities to develop by themselves

5) Personal life: obligation family and personal life of each teacher or employee 6) Relationship colleagues (coworkers): concerns between the individuals in the unit

7) The firm and attractive work: the nature of the individual’s work that is responsible

Research Framework and Hypotheses

H2: Teacher satisfaction and welfare regimes will increase the higher the

satisfaction level of their work

H3: Teacher job satisfaction would increase the higher the satisfaction level of their

work

H4: Teachers pleased with colleagues will increase the higher the satisfaction level

of their work

H5: Teachers pleased with the training and promotion will increase the higher the

satisfaction level of their work

Working environment

Job Satisfaction

H1H2H3

H4

H5

H6

H7

H6: Teachers pleased with the higher salary levels will increase their job

satisfaction

H7: Teachers pleased with the work environment will increase the higher the

satisfaction level of their work

Chapter 3 Research Methodology

Define the research motivation

Define the research purpose

Related literature review

Design questionnaires based on Literature

Retesting

Transmit questionnaires

Data collection

Analyze and Interpret data

Solutions, Recommendation and Conclusions

3.2.1 Determining sample size

Sample size (n) is the observed number of subjects to collect information needed for research to reach certain reliability

Estimate sample size: n = 5 * (total number of items asked)

Questionnaire design and scale

The questionnaire construct is shown in table 3.1 In this study, the distance scale is used because it gives high accuracy and is widely used in statistical analysis Scale used

in the questionnaires is five-point-scale with levels from “completely disagree” to

“completely agree”, in which 1 means “completely disagree”, 2 – “disagree”, 3 – “neutral opinion”, 4 – “agree”, and 5 – “completely agree” (See Appendix 2 for the complete questions)

After having been collected data, and then they are enciphered and cleaned the input data by SPSS for Windows 14.0 With SPSS software, data analysis is performed through tools such as

• Descriptive statistics

• Frequency tables

• Checking the reliability of the scale

• Analyzing exploring factor

• Etc

3.2.3 Studying

Table 3-1 Origin Scale Used in the Construction of the Questionnaire

CONCEPTS SOURCE

5 Training opportunities and promotion Stanton & Crossley (2000)

7 Working environment Crosmen & Bassmen (2003)

(1)Superiors

This scale has 7 observable variables, which aims to measure the satisfaction of

teachers with the supervisors in order to see whether the supervisors care or respect them,

or even they are treated well or not

Sup1 Do your superiors have requests related to your job?

Sup2 Do your superiors encourage you to join in main decisions?

Sup3 Do you have any support from your superiors?

Sup4 Are you respected and trusted in work?

Sup5 Do your superiors have graceful and gracious manners?

Sup6 Are your superiors treated well and fairly?

Sup7 Do your superiors can understand other one?

(2)Benefit

This scale has 5 observable variables, which aims to measure the satisfaction of teachers with benefit, health insurance, social insurance, and reward from school

Ben1 Does your school have well benefit?

Ben2 Does your school make social insurance very good?

Ben3 Does your school perform health insurance very good?

Ben4 Does your school get reward on big holidays?

Ben5 Are you satisfied with reward from school?

(3)Work

This scale has 6 observable variables, which aims to measure whether work is exciting, challenging; or it can make teachers use their abilities efficiently or not

Work1 Does your work make you use your abilities efficiently?

Work2 Do you feel your work very exciting?

Work3 Does your work have more challenging?

Work4 Are you welcome when your work is finished well?

Work5 Does your work give you a lot of pressure?

(4)Coworkers

This scale has 4 observable variables, which aims to measure the satisfaction of teachers with their coworkers

Cow1 Are your coworkers very sociable and comfortable?

Cow2 Do you and your coworkers combine in teaching well?

Cow3 Do you and your coworkers often help each other?

Cow4 Do you feel more exciting when teaching with your coworkers?

(5)Training opportunities and promotion

This scale has 5 observable variables, which aims to measure whether teachers are satisfied with their training opportunities and promotion in schools or not

advancement?

Prom2 Are you given any advancement opportunities in schools

Prom3 Do you have many opportunities to develop yourself in school? Prom4 Does your school have many training opportunities abroad?

Prom5 Do you have many opportunities to improve your professional

skill?

(6)Salary

This scale has 4 observable variables, which aims to measure the satisfaction of teachers with their salary

Sala 2 Does your school often increase salary?

Sala 3 Can you live on your salary from school?

Sala 4 Is your salary apposite with your teaching?

(7)Working environment

This scale has 4 observable variables, which aims to measure the satisfaction of teachers with teaching environment at schools such as: teaching tools, overtime work

Env1 Does your job has not require overtime?

Env2 Are material facilities of school comfortable?

Env3 Is teaching tools safe and clear?

Env4 Is your work eternal and don’t you worry about job loss?

3.2.4 Survey

Each teacher was delivered a survey form with the researcher's explanation at the

beginning of the form Data were entered into a database for ensuing analysis Clarified

information through interviews was compiled for further use All original wording was

retained This was necessary in order to analyze the reasons why the factors were selected

And the Questionnaire is as following:

PART 1: PERSONAL INFORMATION

4 Time teaching in school

□ 0 - < 4 years□ 4 - < 8 years□ 8 - < 12 years□ ≥ 12 years

5 Your average income per month (including amount outsite salary)

□ < 5 million VND

□ 5 million - < 7 million VND

□ 7 million < 10 million VND

□ ≥ 10 million VND

PART 2: Please show your agreement level about the following statements For

each statement, please mark X on square due to convention: 1: completely disagree; 2:

disagree; 3: neutral, 4: agree, 5: completely agree (Greater the number is, the more you

Statement 1 2 3 4 5

Superiors

1 Your superiors have requests related to your job

2 Your superiors encourage you to join in main decisions

5 Your superiors have graceful and gracious manners

10 Your school performs health insurance very good

13 Your work makes you use your abilities efficiently

16 You are welcome when your work is finished well

19 Your coworkers are very sociable and comfortable

20 You and your coworkers combine in teaching well

22 You feel more exciting when teaching with your coworkers