Factors influencing job satisfaction and work motivation among high school teachers in hai phong city

Therefore, the author has chosen to research "Factors influencing job satisfaction and work motivation among high school teachers in Hai Phong City" as a topic of study for the dissertat

IN HAI PHONG CITY

A DISSERTATION PAPER

Presented to School of Graduate Program Central Philippine University, Philippines

In Collaboration with Thai Nguyen University, Vietnam

DECLARATION OF ORIGINAL WORK

I, Hoang Van Duc, hereby declare that the work entitled Actors Influencing Job Satisfaction and Work Motivation Among High School Teachers in Hai Phong City is my original work I have not copied from any other postgraduates' work or from any other sources except where due references or acknowledgment is made explicitly in the text, nor has any part been written for me by another person

Ph.D candidate's signature

LỜI CAM ĐOAN

Tôi, Hoàng Văn Đức, cam đoan rằng số liệu và kết quả nghiên cứu trong luận án này là trung thực và chưa được sử dụng để công bố cho bất kỳ công trình nghiên cứu nào

Tôi cam đoan tất cả những việc trợ giúp cho việc thực hiện luận án đã được cảm ơn

và thông tin trích dẫn trong luận án đã được chỉ rõ nguồn gốc

Thái Nguyên, tháng 12 năm 2020

TÁC GIẢ LUẬN ÁN

Hoàng Văn Đức

ACKNOWLEDGEMENT

This dissertation has been completed with the help and support of numerous people and organizations I would like to express my sincere thanks to the following people for their understanding and indispensable on my dissertation:

Associate Professor Nguyen Thi Gam, who has been giving me a great support and guidance me during my study as well as the thesis accomplishing process

Professors of the CPU and TUEBA for their instruction and great support during study at the Ph.D program Thank you for extending your support during this learning experience, for which I am eternally grateful

My colleagues at the Hai Phong Department of Education and Training without whose interest and co-operation I could not have produced this study I wish to thank them for supporting this initiative and affording me their time and sharing their experiences Teachers at eight schools selected for survey for their valuable information for me to complete this dissertation

Fellow educators at the seven high schools, who collaborated with me during the data collection, please accept my gratitude

A special thank is giving for parents, my wife and my children who have stayed behind

me, encouraged and supported me to complete the Ph.D programs Their invaluable supports and patience throughout this journey have been unreal and is appreciated from the bottom of

my heart This dissertation is dedicated for them

Thai Nguyen, December 2020

Hoang Van Duc

Xin chân thành cảm ơn các giáo sư của CPU và TUEBA đã chỉ bảo, hỗ trợ và mang lại cho tôi nhiều trải nghiệm trong quá trình theo học chương trình đào tạo tiến sĩ

Tôi xin chân thành cảm ơn Sở Giáo dục và Đào tạo Hải Phòng đã tạo mọi điều kiện thuận lợi về thời gian, các đồng nghiệp luôn động viên, giúp đỡ, chia sẻ để tôi có thời gian tập trung nghiên cứu, thực hiện luận án

Xin gửi lời cảm ơn đến các giáo viên ở các trường được lựa chọn khảo sát đã cung cấp các thông tin quý giá, các đồng nghiệp quản lý đã cộng tác và thu thập dữ liệu để tôi hoàn thanh luận án này

Đặc biệt tôi xin bày tỏ lòng biết ơn sâu sắc tới Cha, Mẹ, Vợ, Con và các anh, chị em trong gia đình, những người luôn dành cho tôi những tình cảm nồng ấm và sẻ chia những lúc khó khăn trong cuộc sống, luôn động viên giúp đỡ tôi trong quá trình nghiên cứu Luận

án cũng là món quà tinh thần mà tôi trân trọng gửi tặng đến các thành viên trong Gia đình

Thái Nguyên, tháng 12 năm 2020

Hoàng Văn Đức

TABLE OF CONTENTS

ACKNOWLEDGEMENT iii

TABLE OF CONTENTS v

LIST OF TABLES viii

LIST OF FIGURES xi

LIST OF ABBREVIATIONS xii

ABSTRACT xiii

CHAPTER 1: INTRODUCTION 1

1 1 Background and Rationale of the Study 1

1.2 Objectives of the study 2

1.2.1 General Objectives 2

1.2.2 Specific Objectives 2

1.3 Theoretical Framework 3

1.3.1 Maslow's Hierarchy of Needs theory 3

1.3.2 Herzberg's Two-Factor theory 5

1.4 Conceptual Framework 6

1.4.1 Conceptual Framework 6

1.4.2 Hypotheses of the Study 7

1.5 The Operational Definitions 8

1.6 Significance of the Study 13

1.6.1 Significance to Theory 13

1.6.2 Significance to Practice 13

1.7 Scope and Delimitation 14

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES 16

2.1 Related literature 16

2.1.1 Work motivation 16

2.1.2 Job satisfaction 18

2.2 Factors influencing job satisfaction 21

2.3 Empirical related studies 25

2.3.1 Job satisfaction and work motivation in teaching profession 25

2.3.2 Empirical related studies on factors influencing job satisfaction 27

2.3.3 Empirical related studies on factors influencing work motivation 29

2.3.4 Factors affecting job satisfaction and work motivation of teachers 31

CHAPTER 3: METHODOLOGY 33

3.1 Research Design 33

3.2 Population, Sample Size and Sampling Technique 34

3.3 Research Instrument 35

3.3.1 Survey questionnaires 35

3.3.2 Test of reliability 38

3.3.3 Test of validity 81

3.3.4 Factor analysis 83

3.3.5 Regression models 83

3.4 Data gathering procedure 83

3.5 Data Processing and Data Analysis 83

CHAPTER 4: DATA PRESENTATION, ANALYSIS AND INTERPRETATION 85

4.1 Introduction about Hai Phong City 85

4.1.1 Brief introduction about Hai Phong city and its education 85

4.1.2 Demographics of the high school teachers in Hai Phong City 86

4.2 Description of the respondents’ profile 87

4.3 Description of the respondent evaluation 90

4.3.1 Descriptive analysis of “salary and benefits” 90

4.3.2 Descriptive analysis of “training and development” 92

4.3.3 Descriptive analysis of “relationship with school leaders” 93

4.3.4 Descriptive analysis of “relationship with colleagues” 95

4.3.5 Descriptive analysis of “working conditions” 96

4.3.6 Descriptive analysis of “recognition” 97

4.3.7 Descriptive analysis of job characteristics 99

4.3.8 Descriptive analysis of “job satisfaction” 100

4.3.9 Descriptive analysis of “work motivation” 102

4.4 Hypotheses testing 104

4.4.1 Factors influencing job satisfaction 104

4.4.2 Factors influencing work motivation 108

4.4.3 Test of relationship between job satisfaction and work motivation 111

4.5 Test of Differences 113

4.5.1 Comparative analysis of differences in job satisfaction 113

4.5.2 Comparative analysis of differences in work motivation 130

CHAPTER 5: SUMMARY, CONCLUSION AND POLICY RECOMMENDATIONS 149

5.1 Summary 149

5.2 Conclusions 150

5.3 Recommendations 151

5.3.1 Salary and benefits 151

5.3.2 Training and development 152

5.3.3 Improve communication 152

5.3.4 Improve working condition 153

5.3.5 Improve recognition and rewards 154

5.3.6 Improve job characteristics 154

REFERENCES 156

APPENDIX: 160

LIST OF TABLES

Table 3.1: Scale of factors affecting Job satisfaction and work motivation 35

of High school teachers 35

Table 3.2: Values of Cronbach’s Alpha 38

Table 3.3: Reliability statistics of “salary and benefits” 39

Table 3.4: Reliability test of training and development 41

Table 3.5: Reliability test for “relationship with school leaders” 42

Table 3.6: Reliability test of “relationship with colleagues” 43

Table 3.7: Reliability test for “working conditions” 43

Table 3.8: Reliability test for “recognition” 44

Table 3.9: Reliability test of job characteristics 45

Table 3.10: Reliability test for “job satisfaction” 46

Table 3.11: Reliability test of work motivation 47

Table 3.12: Correlations 81

Table 3.13: Total Variance Explained for “salary and benefits” 83

Table 3.14: Total Variance Explained for “training and development” 84

Table 3.15: Total Variance Explained for “relationship with leaders” 85

Table 3.16: Total Variance Explained for “relationship with colleagues” 86

Table 3.17: Total Variance Explained for “working conditions” 87

Table 3.18: Total Variance Explained for recognition 88

Table 3.19: Total Variance Explained for “job characteristics” 89

Table 3.20: Total Variance Explained for “job satisfaction” 90

Table 3.21: Total Variance Explained for “work motivation” 91

Table 4.1 The demographics of the high school teachers in Hai Phong City 86

Table 4.2: Work place 88

Table 4.3: Types of schools 88

Table 4.4: Respondent profile 89

Table 4.5 Descriptive statistics of salary and benefits 91

Table 4.6: Descriptive statistics of “training and development” 92

Table 4.7: Descriptive statistics of relationship with “school leaders” 94

Table 4.8: Descriptive statistics of “relationship with colleagues” 95

Table 4.9: Descriptive statistics of “working conditions” 96

Table 4.10: Descriptive statistics of “recognition” 98

Table 4.11: Descriptive statistics of “job characteristics” 99

Table 4.12: Descriptive statistics of “job satisfaction” 101

Table 4.13: Descriptive statistics of “work motivation” 102

Table 4.14: Model Summary……… 105

Table 4.15: ANOVAb 105

Table 4.16: Coefficientsb 105

Table 4.17: Strength of influences on job satisfaction 107

Table 4.18: Model Summary……… 108

Table 4.19: ANOVAb 109

Table 4.20: Coefficientsa 109

Table 4.21: Strength of influences on job satisfaction 111

Table 4.22: Model Summaryb and ANOVA……… ……… …111

Table 4.23: Coefficientsa 112

Table 4.24: Summary of hypothesis testing 112

Table 4.25: Group Statistics of job satisfaction by gender 113

Table 4.26: Comparative analysis of differences in job satisfaction by type of schools Independent Samples Test… 114

Table 4.27: Group Statistics of job satisfaction by gender Group Statistics………… 116

Table 4 28: Comparative analysis of differences in job satisfaction by gender 117

Table 4.29: Descriptive analysis of job satisfaction by ages 118

Table 4.31: Descriptive analysis of job satisfaction by ages 120

Table 4 32: Comparative analysis of differences in job satisfaction by academic background 122

Table 4.33: Descriptive analysis of job satisfaction by work position 123

Table 4.34: Comparative analysis of differences in job satisfaction by work position 125

Table 4.35: Descriptive analysis of job satisfaction by length of service 126

Table 4.36: Comparative analysis of differences in job satisfaction by length of service 127 Table 4.37: Descriptive analysis of job satisfaction by income 128

Table 4.38: Comparative analysis of differences in job satisfaction by income ANOVA 130

Table 4.39: Group Statistics of work motivation by gender 130

Table 4.40: Comparative analysis of differences in work motivation by type of schools Independent Samples Test 132

Table 4.41: Group Statistics of work motivation by gender 133 Table 4 42: Comparative analysis of differences in work motivation by gender 134 Table 4.43: Descriptive analysis of work motivation by ages 135 Table 4.44: Comparative analysis of differences in work motivation by ages………… 137 Table 4.45: Descriptive analysis of work motivation by ages 138 Table 4.46: Comparative analysis of differences in work motivation by academic background ……… ……… ……… … 140 Table 4.47: Descriptive analysis of work motivation by work position 141 Table 4.48: Comparative analysis of differences in work motivation by work positio… 143 Table 4.49: Descriptive analysis of work motivation by length of service 144 Table 4.50: Comparative analysis of differences in work motivation by length of service 145 Table 4.51: Descriptive analysis of work motivation by income 146

LIST OF FIGURES

Figure 1.1: Maslow’s Hierarchy of Needs 3

Figure 1.2: Herzberg's Two-Factor theory 5

Figure 1.3: The conceptual framework 6

Figure 3.1 Research process……… …33

LIST OF ABBREVIATIONS

ABSTRACT

The objective of the study was to investigate which factors affect the job satisfaction and work motivation of the high school teachers in Hai Phong City, Vietnam The independent variables were salary, opportunities for training and development, relationship with leaders, relationship with colleagues, work recognition, work condition and job characteristics

A correlation between each of the variables in the model was investigated to determine if a relationship existed between these variables with their overall job satisfaction and work motivation of high school teachers The independent variables were salary and benefits, training and development, relationship with leaders, relationship with colleagues, work condition, recognition, and job characteristics While the demographic variables were age, gender, academic background, length of service, working position and income Eight high schools, both private and public, were selected Survey questionnaires were sent to all teachers at these 8 selected schools in Ha Phong City 415 responses from high-school teachers were valid and used for a series of statistical analysis tests on the variables These tests included descriptive statistics, frequency distributions, standard deviations, and Pearson’s correlation, ANOVA, T-test and regression model The research questions along with their corresponding hypotheses were then compared and analyzed with the test results The study’s analysis results concluded that:

(1) A positive relationship exists between a high school teachers’ job satisfaction and the variables such as salary and benefits, training and development, work condition, recognition, and job characteristics, while relationship with leaders and relationship with colleagues could not find any relationship with job satisfaction

(2) There is a positive relationship between work motivation and the variables such as salary and benefits, relationship with colleagues training and development, work condition, recognition, and job characteristics, while relationship with leaders could not find any relationship with job satisfaction

(3) There is a positive relationship between job satisfaction and work motivation of the high school teachers in Hai Phong City

The study’s findings would be beneficial to schools and school systems to help in the considering about salary and benefits of the teachers working at public high school

Based on research findings, some recommendations to increase job satisfaction and work motivation of the teachers in Hai Phong City were proposed

CHAPTER 1 INTRODUCTION

1 1 Background and Rationale of the Study

Theories and practicality of education development has shown that teachers are one

of the most important factors in improving the quality of tertiary education Teachers are persons who directly convey knowledge and experience to students Thus, ability to convey the knowledge, and teachers’ knowledge, experience and enthusiasm, dedication has a huge impact on the ability to perceive and apply knowledge of students The empirical studies have shown that job satisfaction has a positive impact on the labor efficiency Vroom (1967) has stated that: "Job satisfaction is a status when employees have clear and effective direction for work in the organization, really excited about their work" Spector (1997) and Kneitner and Kinicki (2007) defined: "Job satisfaction is reactions about the emotions and feelings towards different aspects of the job" Thus, enhancing the job satisfaction and motivating to work for teachers will contribute to improve the teaching quality, thereby improve the quality of education

Education objectives of high schools is to continue perfecting the general knowledge for the students, help them take some simple jobs after high school or study further higher education programs Therefore, the mission of the high schools is very important in education career in particular, and in the economic - social development strategy of Hai Phong City in general

Hai Phong City is one of the big economic - cultural - social centers in Vietnam Education and Training of Hai Phong City is always in the forefront all over the country Currently, Hai Phong has 239 kindergartens, 218 primary schools, 198 secondary schools and 59 high schools Total number of students and teachers at all levels respectively are 375,870 students and 29,813 teachers Recognizing the role of education for the economic

- cultural – social development, Hai Phong City has policies to promote the development

of the education sector However, higher secondary education in Hai Phong is still facing some problems One of the problems comes from the teaching staff They do not satisfy with their job due to the fact that they are increasingly facing with higher pressure not only from the government in improving educational quality and changing teaching method, but also from the parents The working conditions of staff and teachers in the education and training sector in Hai Phong City have not made the high work motivation for the teachers

There are some problems in working conditions such as: teaching facilities are not fully equipped, number of students in the class is overloaded, and teachers have to work both morning shift and afternoon shift Salary is low as compared to other occupation and actual expenses Thus, they do not dedicate as well as motivate them to work harder This leads to the fact that hundreds school teachers were leaving schools yearly to find other careers, especially young teachers and qualified teachers (Hai Phong City Department of Education and Training, 2019) Understanding this problem, the Department of Education and Training in Hai Phong has been promulgating many different policies to motivate teachers, but these policies are not really effective Therefore, in order to keep qualified high school teachers and train qualified teachers, identifying and assessing the factors affecting job satisfaction and motivating teachers at their work in Hai Phong are essential issues to make contributions to improving the education quality of the city, thereby take city’s education integration, and catch up with education of other countries in the region and the world

Therefore, need to specifically research, identify and analyze the factors affecting job satisfaction and work motivation of high school teachers in Hai Phong City

Thus, previous studies pointed out the factors affecting job satisfaction and work motivation of employees in general Some studies have researched job satisfaction of teachers, but there are no studies on job satisfaction and work motivation for teachers in general as well as high school teachers in Hai Phong in particular Therefore, the author

has chosen to research "Factors influencing job satisfaction and work motivation among high school teachers in Hai Phong City" as a topic of study for the dissertation 1.2 Objectives of the study

1.2.1 General Objectives

This study is conducted in order to propose some policy solutions to enhance the job satisfaction and work motivation of high school teachers in Hai Phong City, thus improving tertiary education quality and contributing to meet the strategic objectives of the country in the coming years

1.2.2 Specific Objectives

Specifically, this study aims to:

- Describe the current situation of job satisfaction, work motivation of high school teachers, and factors that effect their job satisfaction and work motivation in Hai Phong City

- Determine the factors influencing job satisfaction and work motivation of high school teachers in Hai Phong City

- Determine the relationship between job satisfaction and work motivation of high school teachers in Hai Phong City

- Compare the level of job satisfaction among different respondent demographics

- Propose some policy recommendations in order to enhance the job satisfaction and work motivation of high school teachers in Hai Phong City in coming years

1.3 Theoretical Framework

In this part of the theoretical framework, the study reviewed some theories relating

to motivation and job satisfaction

1.3.1 Maslow's Hierarchy of Needs theory

Abraham Maslow is well renowned for proposing the Hierarchy of Needs Theory

in 1943 This theory is a classical depiction of human motivation This theory is based on the assumption that there is a hierarchy of five needs within each individual The urgency

of these needs varies These five needs are as follows:

Figure 1.1: Maslow’s Hierarchy of Needs

Source: Abraham Maslow (1943) Physiological needs - These are the basic needs such as air, water, food,

clothing and shelter In other words, physiological needs are the needs for basic amenities of life

Safety needs - Safety needs include physical, environmental and emotional safety

and protection For example: job security, financial security, protection from animals, family security, health security, etc

Social needs - Social needs include the need for love, affection, care,

belongingness, and friendship

Esteem needs - Esteem needs have two types: internal esteem needs (self- respect,

confidence, competence, achievement and freedom) and external esteem needs (recognition, power, status, attention and admiration)

Self-actualization needs - It includes the urge to become what they are capable of

becoming / what they have the potential to become It includes the need for growth and self-contentment It also includes desire for gaining more knowledge, social- service, creativity and being aesthetic The self- actualization needs are never fully satisfaction As

an individual grows psychologically, opportunities keep cropping up to continue growing

According to Maslow, individuals are motivated by unsatisfied needs As each of these needs is significantly satisfied, it drives and forces the next need to emerge Maslow grouped the five needs into two categories -Higher-order needs and Lower-order needs The physiological and the safety needs constituted the lower-order needs These lower-order needs are mainly satisfied externally The social, esteem, and self-actualization needs constituted the higher-order needs These higher-order needs are generally satisfied internally, i.e., within an individual Thus, they can conclude that during boom period, the employees lower-order needs are significantly met

Implications of Maslow’s Hierarchy of Needs Theory for Managers: As far as the

physiological needs are concerned, the managers should give employees appropriate salaries to purchase the basic necessities of life Breaks and eating opportunities should be given to employees; As far as the safety needs are concerned, the managers should provide the employees job security, safe and hygienic work environment, and retirement benefits to retain them; As far as social needs are concerned, the management should encourage teamwork and organize social events; As far as esteem needs are concerned, the managers can appreciate and reward employees on accomplishing and exceeding their targets The management can give the deserved employee higher job rank / position in the organization;

As far as self-actualization needs are concerned, the managers can give the employees challenging jobs in which the employees’ skills and competencies are fully utilized Moreover, growth opportunities can be given to them so that they can reach the peak

Limitations of Maslow’s theory: It is essential to note that not all employees are

governed by same set of needs Different individuals may be driven by different needs at same point of time It is always the most powerful unsatisfied need that motivates an

individual; The theory is not empirically supported; The theory is not applicable in case of starving artist as even if the artist’s basic needs are not satisfied, he will still strive for

recognition and achievement (Management study guide, 2015)

1.3.2 Herzberg's Two-Factor theory

Ever since Maslow’s five-factor need theory was introduced, many modified models have been developed, one of them being Frederick Herzberg’s two-factor theory Herzberg came up with a simplification of Maslow's theory, in which he distinguished two basic needs, not five that are independent on one another

These two needs are called hygiene needs (Maslow’s physical and security needs) and motivator needs (Maslow’s social, esteem and actualization needs) One of the two needs refers to avoidance of pain (hygiene need) and the other one refers to the psychological growth (motivator need) Herzberg argued that when hygiene needs are met,

it will eliminate dissatisfaction, but it will not result in a motivated behavior or a state of positive situation In an opposite way, when motivator needs are met it will result in the expenditure of effort as well as positive satisfaction

Figure 1.2: Herzberg's Two-Factor theory

Source: Herzberg, et al (1959)

Herzberg divided the factors that impact on the efforts of human beings into two groups: Group motivation factors and maintaining factors (sense if done well these factors, the momentum is not lost)

Main motivating factors that Herzberrg mentioned are: the success achieved in the, recognition of achievement, the job itself (the level attractive, challenged levels .), the regulations on responsibilities and job functions, promotion

These are internal factors and if these are not satisfied, the employee will lose the motivation Maintaining factors include: the policies and regulations on the management of the organization, the supervision and guidance, wages, human relations, physical conditions

Based on the theories of Maslow, factors that effect job satisfaction and work motivation are salary, opportunities for advancement, job security, safe and hygiene work environment, team work, job challenges, etc According to and Herzberg, factors that effect job satisfaction and work motivation are hygiene factors and motivational factors These factors were considered to build the conceptual framework in the following part

1.4 Conceptual Framework

1.4.1 Conceptual Framework

Based on the theoretical framework, we propose the conceptual framework for this study as follows (figure1.4)

Figure 1.3: The conceptual framework

Source: Author’s compilation (2019)

WORK MOTIVATION

OF HIGH SCHOOL TEACHERS

teacher

- Salary and benefits

- Opportunities for training and promotion

- Relationship with leaders

- Relationships with colleagues

- Recognition

- Working conditions

- Job characteristics

JOB SATISFACTION

OF HIGH SCHOOL TEACHERS

The conceptual framework includes 3 parts:

- Part 1: Antecedent variables include the profile of high school teachers in terms

of age, gender, educational background, work position, length of service and salary

- Part 2: Independent variables include factors that influencing job satisfaction and

work motivation (salary and benefits, opportunities of training and promotion, relationship with leaders, relationship with colleagues, recognition, working conditions, and job characteristics

- Part 3: Dependent variables include job satisfaction and work motivation

In this conceptual framework of the study, we tried to examine the relationship

between: (1) the independent variables ( including salary and benefits, opportunities of

training and promotion, relationship with leaders, relationship with colleagues, recognition,

working conditions, and job characteristics) with job satisfaction; (2) the independent variables ( including salary and benefits, opportunities of training and promotion,

relationship with leaders, relationship with colleagues, recognition, working conditions,

and job characteristics) with work motivation; (3) the independent variable (job

satisfaction) with wok motivation of the high school teachers in Hai Phong City In addition, we would like to see if there were any differences on job satisfaction and work motivation among different characteristics of the respondent profile

Based on the above mentioned conceptual framework, the following hypotheses were presented in the part 1.4.2

1.4.2 Hypotheses of the Study

Hypothesis 1: Salary and benefits

H1.1 Salary and benefits have a positive impact on job satisfaction of the high school teachers in Hai Phong City

H1.2: Salary and benefits have a positive impact on work motivation of the high school teachers in Hai Phong City

Hypothesis 2: Opportunities for training and promotion

H2.1: Opportunities for training and promotion have a positive impact on job satisfaction of the high school teachers in Hai Phong City

H2.2: Opportunities for training and promotion have a positive impact on work motivation of the high school teachers in Hai Phong City

Hypothesis 3: Relationship with leaders

H3.1: Relationship with leaders has a positive impact on job satisfaction of the high school teachers in Hai Phong City

H3.2: Relationship with leaders has a positive impact on work motivation of the high school teachers in Hai Phong City

Hypothesis 4: Relationship with colleagues

H4.1: Relationship with colleagues has a positive impact on job satisfaction of the high school teachers in Hai Phong City

H4.2: Relationship with colleagues has a positive impact on work motivation of the high school teachers in Hai Phong City

Hypothesis 6: Working conditions

H6.1: Working conditions have a positive impact on job satisfaction of the high school teachers in Hai Phong City

H6.2: Working conditions have a positive impact on work motivation of the high school teachers in Hai Phong City

Hypothesis 7: Job characteristics

H7.1: Job characteristics have a positive impact on job satisfaction of the high school teachers in Hai Phong City

H7.2: Job characteristics have a positive impact on work motivation of the high school teachers in Hai Phong City

Hypothesis 8 Job satisfation has a positive work motivation of high school teachers Hypothesis 9: There were differences on job satisfaction and work motivation

among different characteristics of the respondent profile

1.5 The Operational Definitions

- Age: is time measured in years every person lived This study divided ages into 3

groups: under 35 years old, 35 to 45 years old and over 45 years old (1= under 35 years old; 2 = 35 to 45 years old; 3 = over 45 years old)

- Gender: is the range of characteristics pertaining to, and differentiating between

masculinity and felinity Depending on the context, there characteristics may include biological sex, sex – based social structure or gender identify In this study, gender is understood in two categories: male and female (Male: 0; female: 1)

- Educational background: to be understood as the highest grade completed within

the national education system that he or she attended In this study, levels of education are classified into 3 groups: undergraduate (bachelor), graduate (master) and postgraduate (doctor) (1= undergraduate; 2= graduate; 3 = postgraduate)

- Work position: to be understood as a position or a place to work in an organization

where employees implement a work, which is stable, long-term, regular, repetitive, specifically named under positions or on the characteristics of work associated with the functions and tasks of the organization In this study, positions of work are classified into 4 groups: Principles/ vice principals; head and vice head of the department, teacher and other (Principle/ Vice principle = 1, head and vice head of the department = 2, teacher = 3 and others = 4)

- Length of service: is a number of working years that the respondents have been

working as a high school teacher at high school Length of service is classified into 3 groups: 1 = less than 10 years, 2= from 10 to 20 years, and 3= over 20 years

- Work motivation: is desire and willingness of people to strengthen the efforts to

achieve the purpose or a specific result Work motivation is influenced by many factors; these factors are always changing and elusive This research will specifically study the factors affecting work motivation of high school teachers and level of impact of each such factor Work motivation was evaluated by teachers’ perspective Work motivation is categorized into: 1 (strongly disagree); 2 (Disagree); 3 (Neither agree nor disagree); 4 (Agree) and 5 (Strongly agree) Work motivation is measured by the following questions:

1 Generally, salary and welfare from school motivates me to work harder

2 Generally, training and promotion policy at school motivates me to work harder

3 Generally, the relationship with school leaders motivates me to work harder

4 Generally, the relationship with colleagues motivates me to work harder

5 Generally, the working conditions at school motivates me to work harder

6 Generally, the recognition at school motivates me to work harder

7 Generally, job characteristics at school motivates me to work harder

8 Generally, I feel I am motivated to work harder at the school

- Job satisfaction: is state that employees have clear and effective direction for

work in the organization, really excited to work with interesting attitude in general and aspects of work in particular There are many different factors affecting the job satisfaction This study will point out the factors affecting the job satisfaction of high school teachers and quantify the impact of each such factor Job satisfaction were evaluated by teachers’ perspective Job satisfaction is categorized into: 1 (strongly disagree); 2 (Disagree); 3 (Neither agree nor disagree); 4 (Agree) and 5 (Strongly agree) Job satisfaction is measured by the following questions:

1 Generally, I am satisfied with salary and benefits provided by the school

2 Generally, I am satisfied with training and promotion policy provided by school

3 Generally, I am satisfied the relationship with leaders at the school

4 Generally, I am satisfied the relationship with colleagues at the school

5 Generally, I am satisfied the recognition of achievement at the school

6 Generally, I am satisfied with working conditions at the school

7 Generally, I am satisfied with job characteristics at the school

8 Generally, I am satisfied with my job at school

- Higher secondary education: Referred to as third stage of school education, is the

upper secondary education

- High school teacher: is a person who implements teaching, education, inspection,

marking for high school students, planning, conducting and developing courses in high school curricula In this study, high school teachers are all of high school teachers in Hai Phong City

- Salary per month: is fixed amount that the high school teachers received from the

government or schools for a period of one month In this study, per month salary is a fixed amount that the high school teachers in Hai Phong received over a period of one month The monetary unit used to calculate the salary is VND

- Length of service: is a period of time measured in years an employee undertakes a

specific work In this study, work experience of high school teachers is divided into 3 levels: under 10 years, from 10-20 years, and over 20 years

- Salary and benefits: the cash income and indirect remuneration is paid in the form

of life support for workers The grants that might be the kind of life insurance, social insurance support social services such as housing, travel, education, entertainment, health care In this study, salary and benefits are considered in the following aspects:

1 My salary is fair with other teachers having the same work

2 Benefit policy of the school is clear and accurate

3 The rewards and other benefits I receive from my job performance is fair

4 Salary, rewards, and other supports are fairly distributed

5 Other financial supports from the school is reasonable

6 I receive other financial support and rewards on the occasion of the New Year and teacher's day (20.11)

- Opportunities for training and promotion: is the ability workers are trained to

improve their professional skills at work and ability to be promoted to leadership positions, management in the organization In this study, opportunities for training and promotion can

be understood as: Do high schools regularly create conditions for teachers to participate in professional training courses? Do high schools regularly create conditions for teachers to develop the skills required for tasks such as information technology, new teaching methods…? Are there many opportunities to develop personal capacities, more opportunities for advancement in management, training policies, personnel nominated to positions management equally? In this study, opportunities for training and development are measured by the following questions:

1 I was fully trained necessary qualifications and skills

2 I have a chance to be trained and to improve my knowledge during my work

at school

3 My school creates favorable conditions for me to study and improve my knowledge and skills

4 The training and promotion policy are fair for everyone

5 The school always gives promotion opportunities for capable people

6 I have opportunity to get promotion in accordance with my capacity

7 Teaching at school gives me a good status

- Relationship with leaders: is the habitual interaction between employees and

managers In this study, it is the relationship between teachers and leaders of professional groups, the high school principal and vice principal This relationship is measured by: The extent about professional support the teachers received from the leaders, the extent about being recorded working results of leaders to teachers; courtesy, gentleness of leaders to teachers Relationship with leaders is measured by the following questions:

1 I do not have any difficulties in discussion and communication with school's leaders

2 School’s leaders give me feedback and work performance for me to do my job better

3 Leaders are always encouraged, supported me when necessary

4 School's leaders are treated teachers fairly, without discrimination

5 Leaders are always recognized my contribution to the school

6 My leaders are the qualified person

7 My leaders are friendly and sociable with people

8 I decide how to do the job and duty

- Relationships with Colleagues: is the interaction with the purpose and plan,

making repeatedly, to form stable habit among people doing the same job In this study, Relationships with Colleagues are the habitual interaction between the teachers working in the same high school Relationship with Colleagues is measured by the following questions:

1 Colleagues always support and advise me when necessary

2 Colleagues are friendly, approachable and sociable

3 My colleagues are always willing to help me complete my job

4 My colleagues are reliable

5 The spirit of teamwork at the school is good

- Recognition: is the Communication between management and employees which

rewards them for reaching specific goals or producing high quality results in the workplace Recognizing or honoring employees for this level of service is meant to encourage repeat actions, through reinforcing the behavior you would like to see repeated

In this study, recognition is measured by the following questions:

1 I feel satisfied with my responsibility and role at school

2 I receive spiritual encouragement when I successfully completed my job

3 I receive financial reward when I successfully completed my job

4 Leaders recognize my achievement and contribution to school

5 Colleagues recognize my achievement and contribution to school

6 My useful contribution (initiative) is widely applied

- Working conditions: are the external factors affecting the work of the employees

This study determined the working conditions of high school teachers in Hai Phong

including school facilities, such as offices, classrooms, teaching facilities, internet system body measurement study using scale material: a modern level, level of meeting the requirements of teachers, level of convenience and ease of use of the device This study measures facilities by scale: modern level, level of meeting the requirements of teachers, level of convenience and ease in use of the equipment Working conditions are measured

by the following – questions:

1 The current teaching schedule at school is suitable

2 I am provided necessary teaching equipment and aids for my job

3 Workplace is safe and academic

4 I do not have a job pressure

5 Working environment at school is clean and comfortable

- Job characteristics: According to en.wikipedia.org, job characteristics or job

design provide “a set of implementing principles for enriching jobs in organizational settings Job characteristics relate to skill variety, task identity, task significance, autonomy, and feedback Job Characteristic is an important prerequisite to workplace motivation, as a well-designed job can encourage positive behaviors of the teachers and create a strong infrastructure for them work better for success Job characteristics are measured by the following questions:

1 Teaching is appropriate with my forte and capability

2 I have a clear job description and assignment

3 My teaching job is not too stressful

4 Teaching high school students gives me more work motivation

5 Teaching high school students provides me a lot of interest in my work

6 I am constantly exploring to improve the quality of the lectures

7 Working environment at the school is professional

1.6 Significance of the Study

- For high schools in Hai Phong City, through the study, the headmaster and

managers have a clear picture of the school’s human resources, their current status of job motivation and satisfaction and factors affecting the job satisfaction and motivation of teachers; Based on the research findings, the leaders and managers will propose the policies on the human resource to satisfy, motivate employees, and retain the best teachers for the schools

- For the managers of the Department of Education and Training in Hai Phong:

The study was conducted for high school teachers in Hai Phong but it also provides the basis both in theory and practicality to managers of Department of Education and Training

in Hai Phong to be aware of the factors and the level of impact of those factors to job satisfaction and work motivation of teachers teaching at all levels of tertiary education From which, the managers of Department of Education and Training in Hai Phong can make policies and advise the direct superior and the People's Committee of Hai Phong City about policies in constructing, improving and developing common teaching staffs of Hai Phong City

- For the researcher, this topic is very useful for the researcher who is currently

working at the Department of Education and Training in Hai Phong City as a manager The findings of this study give the researcher an overview picture of job satisfaction and work motivation and help the researcher to better work with high school teacher as well as propose appropriate recommendations for higher leaders of Hai Phong City’s Department

of Education and Training

- For other researchers, the research findings are reference documents for other

researchers in conducting researches on job satisfaction and work motivation in general, and job satisfaction and work motivation of the teachers in particular

1.7 Scope and Delimitation

1.7.1 Scope of the Study

This is a quantitative and qualitative study that used descriptive statistics and correlation analysis It covered the assessment the job satisfaction and work motivation of high school teachers in Hai Phong City, analysis of the impact of factors affecting the satisfaction and motivation; and some proposed recommendations to improve the job satisfaction and enhance work motivation high school teachers in Hai Phong City

The teachers whom were studied are working at high schools in Hai Phong City

The study has analyzed the impact of 7 factors to job satisfaction and work motivation of high school teachers in Hai Phong City, including: Salary and benefits, opportunities for training and promotion, relationship with leaders, relationships with colleagues, Job characteristic, Working condition and recognition

* Place of study: This research is taken place in Hai Phong City

* Duration of study: The primary data were collected in April – May 2019

* Subject of study: this research focused on identification of factors that influence job satisfaction and work motivation Thus, the subject of the study was high school teachers

* Content of the study: This research focused on evaluation of the current status of work motivation, job satisfaction and determination of factors that influencing work motivation and job satisfaction

1.7.2 Delimitation of the Study

This research only focused on factors that affect work motivation and job satisfaction of the high school teachers in Hai Phong City Thus, to some extent, the recommendations of this research are more appropriate for high school teachers A further study on a larger scale is needed for the all level of primary and secondary schools

CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES

Motivation means as drive, energize and action Researchers are agreeing on individuals’ motivations start with cognitive recognition of a desire that is not present at the time the individual noticed, followed by mental desire to achieve something, thus following by physical actions to obtain the desire (adopted from Tan Shen Kian and Wan Fauziah Wan Yusoff (2014)

b Work Motivation

According to Stee & Porter (1983), work motivation is the desire and willingness of the employees to strengthen their efforts towards achieving organizational targets; is the impulse, consistency and persistence in the work process

Mitchell and his colleagues (1997) also agreed with this definition They thought that the motivation is a process showing strengths, determination and persistence in individual’s efforts towards achieving the target

Pinder (1998) defined that work motivation is a set of outside and inside factors leading to behaviors related to establishing, orienting the form and timeframe and action intensity This definition focuses on the influence of external factors (e.g the job characteristics, the reward system of the organization) and congenital factors of an individual (e.g people’s intention and people’s need) to working related action

2.1.1.2 Intrinsic Motivation

If the teachers are satisfied then they would more committee and involve to their job (Sargent &Hannum, 2005) Job stress, unfriendliness, stance of incompetence in the class room and un-conducive working conditions could be a growing problem to keep teacher motivate in the profession of teaching (Engelkng, 1987) Skilled employees‟ efficacy became inadequate, if they are not motivated to perform well in their jobs (Delaney & Huselid, 1996) When the suitable psychological states provided to employees

it helps to enhance high work motivation and work satisfaction, and these parameters depends upon job characteristics (Frase & Sorenson, 1992)

2.1.1.3 Importance of work motivation

Why employee motivation is importance? In this study, the question of why teacher motivation at work is important is a burning question, not only for the management

at the provincial level but also management at the country level Work motivation is a critical aspect at school which leads to the performance of the teacher as well as the quality

of education

Literature has approved that there are several reasons why employee motivation is important The first reason is work motivation allows management to meet the organization’s goals Without a motivated workplace, organization could be placed in a very risky position Especially in case of education, an unmotivated teacher could damage hundreds students yearly, as results, this would leads to poor quality of education

Motivated teachers can lead to increased quality of education and allow school to achieve higher levels of student output Teacher motivation is highly important for every school thanks to the benefits that it brings to the school as well as educational system Benefits can be listed as follows:

- Increased teacher commitment

- Improved teacher satisfaction

- Ongoing teacher development

- Improved teacher efficiency

- Creating supportive work environment

- Helping the managers to introduce changes

2.1.2 Job satisfaction

2.1.2.1 Definition of job satisfaction

a Satisfaction

According to Nancy C Morse (1997) “Satisfaction refers to the level of fulfillment

of one’s needs, wants and desire Satisfaction depends basically upon what an individual want from the world, and what he gets.”

b Job satisfaction

There are many definitions of job satisfaction Oxford Advanced Learner's Dictionary defined 'satisfaction' as to meet a need or desire and so job satisfaction could be understood as the job satisfaction of the staff when they meet the needs of their desire to work One of the first definitions of job satisfaction and was the most cited may include the definition of Robert Hoppock (1935, cited by Scott et al, 1960) The author said that the measurement of job satisfaction in two ways: (a) measuring overall job satisfaction and (b) measuring job satisfaction in various aspects related to the job He also said that overall job satisfaction was not merely a total satisfaction of different aspects, but overall job satisfaction could be viewed as a separate variable According to Spector (1997) job satisfaction simply was when people felt like their work and other aspects of their work As

it was the general assessment, it was an attitude variable Ellickson and Logsdon (2001) argued that job satisfaction was defined generally as the level that employees loved their work, which was based on the attitude of the staff (positive or negative) on their work or work environment More simply, the better work environments meet the needs, values and personality of employees, the higher the job satisfaction was According to Luddy (2005) defined job satisfaction as the emotional reactions and feelings towards different aspects at work of the staff The author emphasized the causes of job satisfaction including job title, level of supervision, relationships with colleagues, job content, compensation, and rewards consisting of promotion, physical conditions of the working environment, as well as the

structure of the organization

Job satisfaction refers to the individual matching of personal needs to the perceived potential of the occupation for satisfying those needs (Kuhlen, 1963) while Price (2001) defined it in terms of the affective orientation that an employee has towards his or her work (Price, 2001) Extensive research has been conducted to measure and predict Job satisfaction (Okpara, 2004) However, recent focus is towards the dimension of job satisfaction now (George et al., 2008) According to different researches organizational commitment, which is the prime area of interest for many researchers, can be influenced affirmatively by job satisfaction (Ho et al., 2009) International Journal of Business and Social Science Vol 3 No 8 [Special Issue - April 2012] 273 It has been noticed that there

is a disparity between pay structures of the younger and experienced employees Research has shown that most young workers are satisfied with the salary they have, but experienced workers are not paid according to their functions so the wage structures require further attention (Khan et al., 2011) This disparity does not bring good results for the organizations Intensity of job satisfaction depends on the discrepancy of expectations of person, what he or she wants and what he or she gains Job satisfaction is an extent to which employee feels positively or negatively about different aspects of job e.g job conditions, timing, structure, compensation, tasks, and relationship with co-workers and responsibilities (Spector, 1997) Employee’s satisfaction results in pleasant environment in

an organization (Khan et al., 2011) Pay is thought to be a key factor behind job satisfaction besides promotion, recognition, job involvement and commitment Job satisfaction is a feeling of an employee about his job (Kamal & Hanif, 2009) The management should give priority to its human resources who play a vital role to give a competitive edge to the organization (Khan et al., 2011) The teachers are more content with communities that are less distant and having better economic and social possession (Sargent &Hannum, 2005) The work itself or the quality of supervision may also contribute towards the job satisfaction The working conditions at school contribute to the satisfaction of teachers They are happy with good pay, big schools where they have the chance of professional growth, where there is not much workload and where they get the

administration support (Sargent &Hannum, 2005)

2.1.2.2 Importance of job satisfaction

The study of job satisfaction enriches management with a range of information pertaining to job, employee, environment etc which facilitated it in decision making and correcting the path of organizational policies and behavior It indicates the general level of

satisfaction in the organization about its programs, policies etc Secondly, it is a diagnostic instrument for knowing employees’ problems, effecting changes and correcting with least resistance Thirdly, it strengthens the communication system of the organization and management can discuss the result for shaping the future course of action Fourthly, it helps in improving the attitudes of employees towards the job and facilitates integration of employee with the organization It inspires sense of belongingness and sense of participation leading to the overall increase in the productivity of the organization Fifthly,

it helps unions to know exactly what employees want and what management is doing Thus, it facilitates mutual settlement of grievances and other unwanted situations Lastly, it facilitates in determining the training and development needs of the both, employees and the organization (Shah et al., 1990)

If we can improve job satisfaction and morale, we can improve job performance as well Soon the management set about to take advantage of this newly found insight and they took action on two fronts First, they initiated attempts to measure the state of employee- feeling in order to know where to concentrate their efforts in improving employee- satisfaction Secondly, they set about to train their managers, especially first-level supervisors, to pay attention to the attitudes and feelings of their subordinates so that performance could thereby be improved (Daftaur et al 1982)

The topic of job satisfaction at work is getting wider attention at this time Job satisfaction is the satisfaction one feels while doing the job Job satisfaction is one of the important factors, which affect not only the efficiency of the laborers but also such job behavior as absenteeism, accidents, etc Job satisfaction is the result of employee perception of how well the job provides those things that are viewed important For the success of any organization, job satisfaction has vital importance The employees who are satisfied are the biggest assets to an organization whereas the dissatisfied employees are the biggest liabilities In fact, no organization can successfully achieve its goal and mission unless and until those who constitute the organization are satisfied in their jobs Dissatisfaction leads to frustration and frustration leads to aggression It is believed 120 that employees dissatisfied with their job may be militant in their attitude towards the management Dissatisfaction is infectious and quickly spreads to other employees and is likely to affect the morale and working of other employees and image of organization A dissatisfied worker may seriously cause damage to the reputation and property of the organization and harm its business interest Job satisfaction/dissatisfaction is the result of

various factors which are related to the present job situations These various factors are opportunities for career advancement, amount of tension at work, work involvement, relations with colleagues and supervisors, due recognition of merit, sufficient emoluments and good working conditions, grievances removal, feeling of fatigue and loneliness and prestige of the organization (Srivastava S.K., 2004)

Job satisfaction is a complex and important concept for human resource managers

to understand most employees do not believe their work is being properly rewarded Nor

do they believe that their companies are doing enough to attract high quality performers, train them, or manage them effectively Since Herzberg’s 1959 work on satisfiers and dissatisfies in the work place, job satisfaction has frequently been held up as means of improving employee motivation With the improvement come increasing individual productivity, job longevity and organizational efficiency The salience of the concept of job satisfaction has become so ingrained in thinking about jobs and employees that its importance is now taken for granted, as though it is a tenant of managerial faith Today human resource managers want to know how to have satisfied employees, not why employees should be satisfied In truth, employees and managers may have different reasons for wanting organizational conditions that foster job satisfaction Employees spend most working hours at work, thinking about work, resting up for work, or preparing for work, because work provides “daily meaning as well as daily bread.” Yet work is not always a place where workers feel satisfied

Human resource manager may be concerned about employees‟ job satisfaction for different reasons than their employees Altruistic managers want satisfied employees because they care about their employees Result-oriented managers want satisfied employees because satisfied employees may perform better and have less absenteeism and greater longevity Satisfied employees also tend to produce higher-quality work than their dissatisfied cohorts In fact, studies on humanizing the workplace indicate that satisfied employees are more productive and that organizations with satisfied employees are more efficient Satisfied employees are more likely to experience high internal work motivation,

to give high quality work performance and to have less absenteeism and turnover (Willa

M Bruce et al., 1992)

2.2 Factors influencing job satisfaction

So far, there have been many studies in the world about evaluating the factors affecting job satisfaction and motivation to work Luddy (2005) emphasized the factors

affecting job satisfaction including: job placement, superior supervision, relationships with colleagues, job content, the treatment and the rewards (promotion, physical conditions of the workplace, organizational structure) Herzberg et al (1959) pointed out that there were two - factor groups relating to job satisfaction They were motivation factor group and maintenance factor group Motivation factor group included: (1) achievement, recognition, (2) the challenging work, (3) the progress, growth in jobs Maintenance factor group included: (1) policies and company management (2) the supervision of their leaders, (3) salary, (4) the relationships between individuals, (5) working conditions, (6) the individual lives, (7) a guarantee for the work Between these two groups only motivation factors could bring satisfaction to employees, and if not done well, the maintenance factors would cause discontent among employees The model “work features” of Hackman and Oldham's (1976) provided 5 core characteristics: 1) the diversity of skills, (2) understanding the work, (3) significant work, (4) the autonomy at work, (5) feedback These characteristics made up three psychological states: understanding the meaning of work and responsibility for the results of work and awareness of the work results From psychological states would produce the results of their work Smith (1967) argued that there were five factors affecting job satisfaction: satisfaction with work, satisfaction with supervision, satisfaction with salary, satisfied with opportunities for advancement and satisfaction with colleagues The Job Descriptive index (Job Descriptive Index (JDI) by Smith (1969) used five factors: job characteristics, superior, salaries, training opportunities - advancement, and colleagues In Vietnam, Tran Kim Dung (2005) conducted the research about measuring job satisfaction

by using JDI scale, Maslow's hierarchy of needs (1943) and added two new factors: the welfare and working conditions

In this study, the author examined the 7 factors that supposed to have an influence

on job satisfaction and work motivation of the high school teachers

Salary and benefits: for the employees as well as the teacher’s salary and

monetary benefits are primary sources of income Salary is a payment that teachers receive monthly from the government (for the public school) and from school (for private one) Salary from work pays for essentials who earn high wages can afford more expensive lifestyles than those who earn a lower wage Minimum salary laws ensure that all teachers earn enough to pay for the basics, and that government can't take advantage

of teachers

In addition, benefits that teachers receive from school/ government include

benefits such as retirement, medical insurance, life insurance, dental insurance, and paid vacation time This includes medical, insurance, and retirement forms of compensation Moreover, in this case, the study refers to other monetary and physical support from the government for teachers in the whole education system in Vietnam

Training and Development: for the teachers at all levels, training is of special

importance The 21sr century is a technological era A lot of things have been changing very fast Thus, teachers have to catch up with such changing in education to meet the new requirement Training program allows teachers to strengthen their knowledge and skills that each teacher needs to improve their teaching methods as well as knowledge they transfer to students A development program brings all teachers to a higher level so they all have similar teaching skills and knowledge This helps reduce any weak links within the school that may perform poor quality of education

Training for the teachers can be an opportunity to pursue higher education such as Master or Ph.D programs Especially for Vietnamese teachers, training in form of short courses that each teacher has to attend in very summer vocation before the new academic year starts

Relationship with leaders: According to Evans (1993, p 112), a supervisor is defined as “a member of the most junior level of management in the organization.”

Spector (1985) indicated that supervision has a strong relationship with employee job satisfaction and that measuring supervision is through demonstrable actions related to rewards and employee’s perceptions of competence, fairness, and support Lately Smith and Shields (2013) conducted a study on job satisfaction, and his findings also supported Spector that perceived supervisor support is a measurement of both observable traits and perceived supportive behaviors under the collective umbrella of supervisor experiences Smith and Shields advance Spector and Eisenberger et al.’s suggestion that perceptions and direct observations are collective experiences that potentially promote employee job satisfaction and organizational performance

Relationship with colleagues: Colleague relationship is an integral part of the

daily lives of most teachers Some studies have shown that colleague relationships can affect the school's atmosphere, contribute to building excitement in working, or may destroy them Nezaam Luddy (2005) in his literature review mentioned that findings of a survey conducted by Madison (2000) on more than 21000 women occupying the most demanding jobs indicated that those participants, who lacked support from co-workers,

were more likely to suffer from job dissatisfaction Another survey conducted amongst

1250 Food Brand employees found that positive relationships with co-workers enhance job satisfaction (Berta, 2005) Empirical evidence indicates that relationships with colleagues have consistently yielded significant effects on job satisfaction of federal government workers in the United States (Ting, 1997)

Working Conditions: for the teachers, work conditions include the classroom,

teaching facilities, rest areas, school yard, and ability to take breaks when teachers feels the need In addition, work conditions include the physical teaching area, safety conditions

Danica Bakotić and Tomislav Babić (2013) Relationship between working conditions and job satisfaction: the case study of Croation Shipbuilding Company Croatian Shipbuilding Company The purpose the empirical research has been conducted

in 2012 in one Croatian shipbuilding company The research results show that there is no statistically significant difference in overall job satisfaction between workers who work under difficult working conditions (at the facility) and those who work in normal working conditions (in the administration); workers who work in normal working conditions are more satisfied with working conditions than workers who work under difficult working conditions; in the case of workers who work under difficult working conditions, the working conditions are important factor of their overall job satisfaction

Recognition: Recognition is both a tangible and an intangible factor that drives

behavior and increases levels of employee job satisfaction as an element of perceived supervisor support Herzberg et al (1959) concluded that recognition functions as an intrinsic motivational construct of employee job satisfaction that confirms job achievement, although it requires extrinsic facilitation through relationships and 50 interactions with supervision, colleagues, and peers Spector (1985) confirmed Herzberg et

al that recognition correlates with supervision and measured recognition as a perceived job characteristic through direct supervisory feedback, acts of perceived supervisory support, and rewards

Job characteristics: Ahmad Adnan Al-Tit and Taghrid Suifan (2015) conducted a

study on “The Mediating Role of Job Characteristics in the Relationship” The study tried

to examine the influence of job characteristics and job satisfaction A random sample was selected from non-managerial employees working at three malls in Amman, the capital city

of Jordan It consists of 750 participants A total of 731 questionnaires were completed and returned The results supported the hypothesized paths among constructs As such, there is

a significant and positive influence of organizational commitment on job characteristics and job satisfaction Additionally, there is a significant and positive influence of job characteristics and job satisfaction Hence, malls in Jordan should pay more attention to organizational commitment since it increases job satisfaction and improves job

characteristics from the employees’ perspective

2.3 Empirical related studies

2.3.1 Job satisfaction and work motivation in teaching profession

Significantly, job satisfaction and motivation are very essential to the continuing growth of educational systems around the world and they rank alongside professional knowledge and skills, centre competencies, educational resources as well as strategies, in genuinely determining educational success and performance (Nwachukwu Prince Ololube, 2006) Teachers are arguably the most important group of professionals for our nation’s future Therefore, it is disturbing to find that many of today’s teachers are dissatisfied with their jobs It is crucial that we determine what increases teacher motivation An organization’s liveliness, whether public or private, comes from the motivation of its employees, although their abilities play just as crucial a role in determining their work performance their motivation Golembiewski (1973, p 597) refers

to motivation as the degree of readiness of an organization to pursue some designated goal and implies the determination of the nature and locus of the forces inducing the degree of readiness Motivation has to do with the forces that maintain and alter the direction, quality and intensity of behaviour According to Hoy and Miskel (1987, p.176), employee motivation is the complex forces, drives, needs, tension states, or other mechanisms that start and maintain voluntary activity directed towards the achievement of personal goals In short, Dessler (2001) defined motivation as the intensity of a person’s desire to engage in some activity From the above definitions some issues are brought to mind that deal with what starts and energizes human behaviour, how those forces are directed and sustained as well as the outcomes they bring about (performance) It follows therefore that there is a relationship between motivation and job satisfaction, which is paramount in any organization’s existence Many factors have been examined in an attempt to find which ones promote teacher motivation Sylvia & Hutchinson (1985) concluded: “Teacher motivation is based in the freedom to try new ideas, achievement of appropriate responsibility levels, and intrinsic work elements… Based upon our findings, schemes such as merit pay were predicted to be counterproductive.” They explain that true job

satisfaction is derived from the gratification of higher-order needs, “social relations, esteem, and actualization” rather than lower-order needs

Moreover, teacher motivation is determined by both pecuniary and non-pecuniary factors Pay levels and other material benefits must be sufficient to meet basic human needs (food, housing, clothing, transport, healthcare, education and training) However, overall job satisfaction among teachers is also strongly determined by higher order emotional and social needs, most notably professional self-esteem, job security, interpersonal relations at work (between teachers, education managers, pupils and parents/communities), opportunities for career progression, the working environment, the workload and productivity/learning outcomes Another key related issue is the level of accountability of teachers to their school managers, pupils, parents and wider community

Ramkisnaial (1980) has found that 93% of the college teachers, who were highly satisfied with theỉ job expressed that they have cordial relationship with the colleagues Noll (2004) examined the job satisfaction and factors, which affect job satisfaction of teachers It was found that school culture, teachers relationship with admitnistration, working conditions and motivation were the factors, which had a signficant relationship with job satisfaction among school teachers Rahmeem and Jamal (2003) studied 236 high school teachers and then shown that female teachers have higher satisfaction than male teachers Rama (2000) concluded that female experienced teachers were more satisfied with their job than other groups

Hoang Thanh Tung and Nguyen Thuy Dung (2018) conducted a research

on the impact of fairness in treatment attitudes of direct managers, colleagues and students to the working motivation of the lecturers The research was carried out

by combining both qualitative and quantitative methods with lecturers working in public and non-public universities in Hanoi Research results showed that the lecturer's perceptions of fairness in the behavior of direct managers, colleagues, and students had a significant impact on their motivation In addition, the study also indicated that there was a difference in motivation between male and female faculty members, and among senior lecturers under the impact of these perceptions of fairness