Southern Taiwan University of Science and

Technology

Graduate School of Business Adminstration

Master’s Thesis

Factors of Faculty Members’ Satisfaction Impacting on

the Education and Training in Lac Hong University,

Vietnam

Graduate Student: Nguyen Nhu Thang

研究生: 阮如勝

Advisor: Dr. Lin, Yu-Li

指導教授: 林育理

2013

i

ABSTRACT

Recent studies carried out in a number of countries have drawn attention to the

degree of job satisfaction among teachers and have shown that the human resources of

educators are the most important group of professional for the nation’s future.

The current study aims to analyze the factors that are closely associated with

teachers’ job satisfaction as well as to investigate the possible influence of individual

background variables upon teaching career.

In this study, we implemented the investigation by surveying job satisfaction

among Faculty Members of Lac Hong University, Vietnam. The data are carried out by

using multiple statistical analyses, including exploratory factor analysis, reliability

analysis, multiple linear regressions, and correlations analysis.

The results show that Administration, Compensation and Human Relation are

factors that have the strongest impact on the overall satisfaction. These research

findings have emphasized the necessity of conducting more researches on job

satisfaction of educators. The findings also provide useful implications for educational

policies with the goal in terms of teachers’ teaching satisfaction, improving teaching

and learning quality, and stabilizing the teachers who can retain in education and

reducing the turnover rate.

Key words: Job Satisfaction, Teaching and Learning Quality, Teacher Job

Satisfaction, Educational Background.

ii

ACKNOWLEDGMENTS

First and foremost, I would like to express my deepest gratitude to my supervisor, Lin, Yu-Li,

PhD for his excellent guidance, caring, patience, and providing me with an excellent

atmosphere for doing research. His wisdom, knowledge and commitment to the highest

standards inspired and motivated me. What I have learnt from him, is not only academic

course, including research method, academic writing and perfect computer skills, etc., but also

the social skills, self-research management and benefit advices for my life, and so

on. Therefore, I highly appreciate my advisor’ efforts and support in inspiring my research.

I would like to express much-hearted thanks to …. With their knowledgeable and intelligent

comments, the current dissertation is much better refreshed with a lot of new ideas and views.

I am so deeply appreciative that I can develop more of my ambition from their precious

suggestions in my life.

I am particularly grateful for the assistance given by classmates, who taught me the software

SPSS from basic to advance. They have given me a lot of constructive comments and

valuable suggestions in all the way long. I wish to acknowledgment the help provide by all

my classmates and all my friends in Taiwan.

I would like to offer thanks to Southern Taiwan University of Science and Technology

for granting me study leave and supporting me during my stay.

I am especially indebted to my family and friends for their love and encouragement. They are

always supporting me and encouraging me with their best wishes.

Nguyen Nhu Thang

Contents Title ............................................................................................................. 0

Abstract ....................................................................................................... i

Acknowledgements...................................................................................... ii

Chapter 1 Introduction

1.1 Introduction ......................................................................................... 1

1.2 Research Background........................................................................... 1

1.3 Research Objectives ............................................................................. 4

1.4 Organization of the Dissertation ........................................................... 4

Chapter 2 Theory Foundation

2.1 Introduction ......................................................................................... 6

2.2 Excellent Teachers and their Role in Education Quality ........................ 6

2.3 Factors that Impact on the Quality of Teacher....................................... 7

2.4 Literature Review for Teacher Job Satisfaction ..................................... 8

2.4.1 Definition for Teacher Job Satisfaction ....................................... 8

2.4.2 Previous Researches on Teacher Job Satisfaction ........................ 8

2.4.3 The Impact of Teacher Job Satisfaction towards Social Context . 9

2.4.4 Background of the Educational System in Vietnam .................... 9

2.5 High Qualified or Excellent Lecturers in Lac Hong University ............. 10

2.6 Theoretical Framework ........................................................................ 12

2.6.1 Maslow’s Need Theory ............................................................... 12

2.6.2 The Herzberg’s Two- Factors Theory .......................................... 12

2.7 Conclusion ........................................................................................... 12

Chapter 3 Methodology

3.1 Introduction ......................................................................................... 12

3.2 Research Problem and Research Objectives ......................................... 12

3.3 Research Hypotheses and Research Framework ................................... 14

3.3.1 Research Hypotheses .................................................................. 14

3.3.2 Theory Foundation for the Research Framework ........................ 15

3.3.3 Research Framework .................................................................. 17

3.4 Object of Survey .................................................................................. 18

3.5 Data Collection Procedures ................................................................. 18

3.6 Questionnaire Design .......................................................................... 18

3.7 Data Collection ................................................................................... 21

3.8 Data Encoding and Inputting in SPSS ................................................. 22

3.9 Data Analysis Method .......................................................................... 25

3.9.1 Exploratory Factor Analysis ....................................................... 25

3.9.2 Reliability Analysis ................................................................... 29

3.9.3 Regression Analysis ................................................................... 30

3.9.4 Correlation Analysis ................................................................... 33

3.10 Chapter Summary ........................................................................... 34

Chapter 4 Data Analysis and Results

4.1 Introduction ....................................................................................... 35

4.2 Demographic analyses ………………………………………………… 35

4.3 Factors affecting employee job satisfaction ........................................ 42

4.3.1 Exploratory factor analysis .......................................................... 42

4.3.2 Reliability analysis for measurement scales ................................. 48

4.3.3 Mean value comparisons ............................................................. 54

4.4 Hypothesis testing ................................................................................ 59

4.4.1 Correlation Analysis ……………………………………………. 59

4.4.2 Regression Analysis ……………………………………………… 60

4.4.3 The summary of hypothesis testing ………………………………. 64

4.5 Summary ............................................................................................. 65

Chapter 5

Research implication and Conclusions

5.1 Introduction ......................................................................................... 66

5.2 Discussions and implications .............................................................. 67

5.3 Research contributions ....................................................................... 71

5.4 Limitations and future Researches ...................................................... 71

5.5 Conclusions ……………………………………………………………... 72

Reference ................................................................................................................................73

Appendix Questionnaire English and Vietnamese version

Part 1. General Information Questions ...................................................... . 76

Part 2. Questions of Satisfaction and Importance....................................... . 77

Part 3. Question of Overall Satisfaction Level ......................................... 78

Phần 1. Câu hỏi thông tin chung ............................................................... 79

Phần 2. Câu hỏi đánh giá mức độhài lòng ................................................. 80

Phần3. Câu hỏi đánh giá chung mức độ hài lòng ....................................... 81

List of Tables

Table3.1 Encoding system for part 1 and part 2 of the questionnaire………

22

Table3.2 Encoded system for part 02 of the questionnaire …………. 23

Table3.3 Encoded system for part 03 of the questionnaire ………….. 25

Table3.4 Identify significant factor loadings based on sample size……. 28

Table3.5 Summary of criteria used in this study ……………………….. 29

Table3.6 Cronbach’s Alpha-Rule of Thumb ………………………………. 30

Table 4.1 Statistics of the Sampled Teachers’ Characteristics ....................... 35

Table 4.2 KMO and Bartlett’s Test ……………………………………………….. 42

Table 4.3 Total Variance Explained ................................................................. 43

Table 4.4 Rotated Component Matrix ................................................................. 45

Table 4.5 Rotated Component Matrix for the Revised Step ................................... 46

Table 4.6 Reliability Analysis for Administration ................................................ 48

Table 4.7 Reliability Analyses for Working Conditions ....................................... 49

Table 4.8 Reliability Analyses for Compensation ................................................ 50

Table 4.9 Reliability Analyses for Human Relation ……………………………. 51

Table 4.10 Reliability Analyses for Professional Development ............................. 52

Table 4.11 Reliability Analyses for Institution’s Safety ......................................... 53

Table 4.12 Summary Statistic Means Value of Six Factors in Satisfaction and Important Level ................................................................................

55

Table 4.13 Satisfaction level on each item in FAC1 ................................................ 55

Table 4.14 Satisfaction level on each item in FAC2 .............................................. 56

Table 4.15 Satisfaction level on each item in FAC3 .............................................. 57

Table 4.16 Satisfaction level on each item in FAC4 .............................................. 57

Table 4.17 Satisfaction level on each item in FAC5 .............................................. 58

Table 4.18 Satisfaction level on each item in FAC6 .............................................. 59

Table 4.19 Correlation Analysis ............................................................................ 60

Table 4.20 Model Summaryb .............................................................................. .61

Table4.21 ANOVA …………………………………………………………………… 62

Table4.22 Predictors ………………………………………………………………… 63

Table4.23 Predictors2 ………………………………………………………………. 63

Table4.24 Summary of Hypotheses Testing …………………………………………. 65

List of Figures

Figure 2.1 Vietnamese Education System ........................................................... 9

Figure 2.2 Application of Maslow’s Theory in Organizations .......................... 11

Figure 3.1 Flow chart of research method in this study ........................................ 14

Figure 3.2 Herzberg’s two factor theory (Schultz et al., 2003) ...................... 16

Figure 3.3 Research Framework ......................................................................... 17

Figure 3.4 The 5-step Exploratory Factor Analysis Protocol (Williams et al, 2010) 26

Figure 4.1 Distribution of Respondents by Age ............................................... 37

Figure 4.2 Distributions of Respondents by Genders ........................................... 37

Figure 4.3 Distributions of Respondents by Marital Status .................................. 38

Figure 4.4 Distributions of Respondents by Year of Experience .......................... 39

Figure 4.5 Distributions of Respondents by Educational Background .................. 40

Figure 4.6 Distributions of Respondents by Income .............................................. 41

Figure 4.7 Distributions of Respondents by Position …………………………….. 41

1

CHAPTER ONE

1.1 Introduction

Teaching has always been considered as one of the noblest professions in the world and

teachers are worthy professionals that contribute practically to a nation’s development.

The topic of teacher job satisfaction has been explored in many papers by scholars from

different countries over the years and thousands of articles have been published

worldwide (Zembylas and Papanastasiou, 2006). It is noted that, although the topic of

teacher job satisfaction has drawn interests among researchers, most of the studies have

just been investigated in developed countries, such as United States of America and

New Zealand. But very few of studies have been undertaken in the developing

countries. Therefore, it’s suggested that in correlation with teachers’ contribution

towards education system and a nation’s development, more studies on teacher job

satisfaction should be developed in developing countries.

Over the past, in Vietnam, teacher job satisfaction is emerging faster as a phenomenon

that has been attracting much attention from the government and society. Thus, in this

paper, we examine job satisfaction among faculty university members in LacHong in

order to explore the factors that are associated with job satisfaction. The results may

give evaluations and implications towards teaching career in Vietnam. Based on the

research findings, this study may give necessary contributions to improve the level

satisfaction and expectations of lectures at university. The finding may also draw an

urgent need for policy makers recognize the fact that educational quality is largely

related to teacher job satisfaction (Zembylas and Papanastasious, 2006).

The following sections of this chapter are organized as follows. Section 1.2 describes

the background and motivation of this study. In section 1.3, the research objectives are

presented. Finally, in section 1.3, the organization of this dissertation is outlined

1.2 Research Background

Promotion of learning and respect for teachers are the precious traditional values of the

Vietnamese people. Actually, from the old days, there was a perception among

intellectuals in Vietnamese society that teacher's position was higher than parents and

only lower than the king.

2

Nowadays, with the aim of achieving the Education for All (EFA) goals by 2015

(UNESCO 2005) and with a view of meeting the requirements of industrialization and

modernization in the context of globalization, Vietnam government, the leaders of

Ministry of Education and Training and the society tend to listen to teachers’

expectations deeply and have attempted to find solutions to make teaching career

improved. It can be seen as a good sign for Vietnamese teachers in all levels of

education.

Understanding the urgent need of teachers’ contribution, under article 26th of the

College Charter—The Education Law, General School Charter Higher Education Act—

Vietnamese Government has given priorities of releasing different policies for teacher

salary, for waiving tuition fees of students who learn at pedagogical colleges and

universities, and to invest in the professional development of teachers and educational

managers (Nguyen Thi My Loc, 2008). It implied that if teachers feel more satisfied

with their job, they will devote the entire of their capacity and qualification for the

mission of training best human resources for the nation’s progress of development.

Lac Hong University in the current study is the private university work under the

control of Vietnamese Ministry of Education and Training. There are several reasons

explained why the researcher choose this school to investigate. The first reason belongs

to school’s location. Because the school is built in suburban area, teachers’ standards of

living in these organizations are worse than teachers who currently work at the capital

or big cities. Thus, the researcher hopes that the study will bring more accurate findings

and can reflect closer with teachers’ life in other poor provinces of the nation. Secondly,

Lac Hong University, in correlated with all kinds of universities, has been working

under the education policy, issued by Ministry of Education and Training. It implied

that only doing an investigation on the satisfaction level of these teachers, it also can

partly reflect similar situation of teachers in other organizations towards school

administration, salary and compensation, policies of professional development, etc.

Finally, collecting data conveniently and easily from all departments of this university

also brings researcher more motivation.

Historical Background *

Lac Hong University is one of the first private ones in Viet Nam located in Dong Nai -

an industrial province situated in the Southern key economic zone (including Dong

Nai, Binh Duong, Ho Chi Minh City, Ba Ria - Vung Tau). Dong Nai has many

industrial zones formed before 1975. Up to 1990s, implementing the policy of the Party

- State on the process of industrialization and modernization through receiving the

*Adopted from lhu.edu.vn

3

capital of foreign direct investment (FDI), Dong Nai has increasingly established and

developed more industrial parks.

Starting from the demand for human resources for the industrialization of Dong Nai

province in particular and the Southern key economic zone in general, Dong Nai’s

authorities and people desire to have a university in Dong Nai.

On November 13th, 1997, in Decision No. 3678/GD-DT, the Minister allowed the

school to hold the first enrolment including departments: Information Technology,

Electronics and Telecommunication, Architectural Engineering, Economics (with three

majors: Business Administration, Accounting and Finance, Trade and Tourism). New

majors were added in the following years. Presently, the school has 24 different

disciplines.

Lac Hong University is an educational establishment with interdisciplinary and multi-

level training programs, combining training with scientific research, technology transfer

in the fields of technology, economics, and social humanities. On the one hand, the

school ensures to provide those who need training and retraining programs with high

quality learning conditions, on the other hand, it ensures the supply of human resources

qualified and knowledgeable about politics for labor markets in Dong Nai province in

particular and the country in general.

Also, Lac Hong University directly provides human resources for Dong Nai provincial

industrial parks, export processing zones and neighboring areas. Therefore, the school

has developed training programs under the rate 60% theory, 40% practice and self-

study. In addition to manpower training, the school focuses on breeding ground for

young talents. Students who have academic results from superior and above have to

participate in research activities. The school always has a firm belief that each student

has a potential and the school is responsible for arousing that potential by research

activities. With such training programs, students can immediately find jobs after their

graduation.

The school tends to close to export processing zones, industrial parks, enabling officers

and staff to get professional knowledge and serve lifelong learning needs of school

lecturers, staff members and students.

4

1.3 Research Objectives

Locke (1976) defined job satisfaction as a positive or pleasant emotional state resulting

from a person’s appreciation of his/her own job or experience. Besides, Shann (2001)

implied that teachers’ effectiveness depend on motivation, morale and job satisfaction.

Thus these statements demonstrate that teachers’ job satisfaction has a strong impact on

the success of any school and of any country. Rao (2001) indicated that giving

education to the people is the best way to build up a nation’s future. It implied that

teacher career is always considered as one of the most important groups of professionals

that contribute to a nation’s development. And job satisfaction is not only important to

teachers themselves but also for the effectiveness of school organization, for improving

teaching and learning quality and for a nation’s development.

In recent years, understand the importance of teachers’ contributions, both developing

and developed country, such as Vietnam, Nigeria, the United States, etc. have also taken

into consideration towards teacher job satisfaction. It can be summed up that the success

of every educational system depends on the quality of human resources.

Because understanding the importance of teachers’ satisfaction, in our case study, we

aimed to explore how satisfied of Lac Hong University teachers in Dong Nai Province

through their career’s experience.

Therefore, the objectives of this study were to:

To investigate the key factors determining teachers’ job satisfaction.

To examine the level of job satisfaction among teachers in LHU.

To ascertain the basic model of teachers’ job satisfaction at Lac Hong University in

Dong Nai Province, Vietnam.

To give implications for the influential factors on perceptions related to the ideal job.

1.4 Organization of the Dissertation

This paper is organized into five chapters. In this chapter, we provide an overview of

the whole dissertation:

In Chapter 1, we describe the whole picture of the current paper, including research

background and research objectives.

In Chapter 2, we address theoretical foundations for the present dissertation. A

theoretical stream of teacher’s role in modern society and literature review of teacher

5

job satisfaction were presented in order to help the researcher have a better overall view

of the field study.

In Chapter 3, we describe the research design and methodology. With reference to

theoretical research framework, this chapter discusses research framework, research

hypotheses, sampling design, the development of measurement instrument, and data

collection and analysis methods.

In Chapter 4, we report the data analysis in detail and present the findings.

Finally, in Chapter 5 we provide discussions of implications to the findings. It also

draws a conclusion for the research.

6

CHAPTER TWO

Theory Foundation

2.1 Introduction

This chapter outlines the theoretical research foundation applied in this study. By

presenting a theoretical knowledge of job satisfaction, it contributes good foundation for

building research framework and managing next chapters. Based on the context, the

following sections can be organized. In section 2.2, literature review is carried out the

definition of job satisfaction and related factors which affect to the level of job

satisfaction. Section 2.3 is concerned with definition of teacher job satisfaction and the

impact of teacher job satisfaction towards society. Section 2.4 presents theoretical

framework which can be applied for our research framework. Finally, section 2.5

summarizes the current chapter.

2.2 Excellent Teachers and their Role in Education Quality

Evidence shows that, the progress as well as the attitude of students in studying depends

much on the effectiveness of teachers. The Teacher Excellence for All Children Act of

California states: "Nothing is more important to a student's academic success than a

highly qualified teacher," (Imig D.G and Imig S.R., 2007).

In the studies of Hammond L.D. (January 1, 2000) showed that, the achievement of

students gained different from the assign to ineffective and effective teachers, from

those whose assigned to effective teachers are always higher than in sequence.

Similarly, the gap in math between disadvantaged and rich students is erased when

replacing average teachers with excellent ones, noticed by Hanushek and his colleagues

(cited from Hammond L.D, January 1, 2000).

The success of students are always accompanied with highly qualified lecturers who

with pedagogical knowledge and great skills. The Department for Children, Schools and

Local Authorities in England, (2007) defines Excellent Teachers as teachers that must

have the length, breadth, depth and have excellent teaching experience trained and

7

skilled consultants. They will play an important role for the outstanding teacher in the

teaching learning experience.

In conclusion, an excellent lecturer is the one who is a subject matter expert,

pedagogical expert, excellent communicator, student-centered mentor and a systematic

and continual assessor (Penn State, 2010).

At Lac Hong University, excellent teachers are considered as:

• New pedagogues (who are teach creatively, develop student potential in the context of

globalization and ICT development)

• New educators (who educate global citizens)

• ICT users Researchers and Community activists

2.3 Factors that Impact on the Quality of Teacher

Educators consider quality of lecturer results from the training process, job experiences,

continuous learning and professional enhancement. The quality of lecturer is impacted

by different factors:

• Inputs: competencies; their standards and the quality of the education curriculum;

training conditions (quality of lecturers of the training colleges; learning environment

and infrastructure)

• Quality of instructional processes

• Outcome quality

• Policies of using and creating a working environment for the professional

development of faculty members.

Because these factors impact lecturer quality and professional development, different

policies are carried out in different countries to attract the talents to become lecturers

and attract and retain talented lecturers for excellent universities.

1. Attract, recruit, and retain capable people in the teaching profession

This policy allows for attracting potential candidates to become faculties by creating

convenient exams, financial supports and incentives, and opportunities for job as well as

professional development for them.

8

2. Develop faculties’ professional norms, knowledge, and skill.

These policies require equipping lecturers with the knowledge and necessary

understanding about the teaching profession to realize students’ learning needs.

Margaret Spellings – the US Education Secretary of State in her 2005 report required

that all higher education institutions have to learn principles of developing curricula to

prepare and train 21st century excellent teachers with important teaching skills.

Faculties have to be trained in research methods and to make teaching decisions based

on the research information of teaching subjects and students. In order to achieve these

objectives, it is necessary to tie the training in higher education institutions to

practicum’s, internships and good supervisions at universities (Spellings, 2005).

3. Create incentives and organizational conditions that support lecturers’ work

Universities must have incentive policies (non-material and material) to award them.

2.4 Literature Review for Teacher Job Satisfaction 2.4.1 Definition for Teacher Job Satisfaction

Job satisfaction is defined as an effective response to one's situation at work. Thus,

teacher job satisfaction infers to a teacher’s affective relation to his or her teaching role

and is a function of the perceived relationship between what one wants from teaching

and what one perceives it is offering to a teacher (Zembylas and Papanastasiou, 2004).

Besides, in term of definitions, there may be some international trends suggest that

teacher job satisfaction refers to their satisfied feeling towards intrinsic matters, such as

helping student, positive relationships with students and others, self growth and so on

(Dinham and Scott, 2002; Van den Berg, 2002).

2.4.2 Previous Researches on Teacher Job Satisfaction

Many studies were done during over last two decades, and scholars have attempted to

find out sources of teacher satisfaction and dissatisfaction. Some studies identified that

teachers job satisfaction varied on school characteristics and educational background of

lecturers (Spear et al., 2000).

In addition, Norton and Kelly (1997) indentified the causes of teacher dissatisfaction.

Concerns about the complex of the administrative routines and paperwork accompany;

problems relating to school grading and the progress of student performance evaluation;

concerns about workload and curricular assignments; the bad relationship with

colleague and administrators; low salary; lack of promotion opportunities; and so on are

9

factors that contribute to increased teacher dissatisfaction and even cause teacher

burnout.

Conversely, scholars around the world also made effort to identify factors which

contribute to improve lecturer motivation and satisfaction. These factors are social

relations, freedom and independence, expression of creativity, opportunity for getting

knowledge, and so on (Bishay, 1996; Borg and Riding, 1991; Dinham and Scott, 2000;

Evans 1998, 2001).

2.4.3 The Impact of Teacher Job Satisfaction Towards Social Context

Lathem (1998, 83) emphasized that job satisfaction not only can help prevent lecturer’s

burnout rate but also can improve teaching quality. Besides, Shann (2001) confirmed

that job satisfaction contributes to retain teachers and makes them more concentrated on

professional. In other words, job satisfaction helps school effectiveness improved.

To sum up, these scholars imply that if faculties are satisfied with their job, they can

increase teaching and learning quality. Furthermore; the researcher also suggests that

the school administrator board and ministry of education should indentify the causes of

teacher dissatisfaction as well as factors associated with teacher satisfaction to give

perfect implications for each specific matter. In the case of teachers are satisfied with

their job, they make teaching and learning quality improved, and they can create a good

human resource for a nation’s future. With talents created by high motivated teachers, it

gives good advantages for the development for our society.

2.4.4 Background of the Educational System in Vietnam

An overview of the Vietnamese Educational System

Figure 2.1 show that Vietnamese education system includes primary, secondary and

tertiary education. Students between the ages of 6-10 attend primary school; students

between the ages of 11-17 attend secondary school and they are graduated from

secondary school as completing of 12th grade. It lasts three years for a college course

and from four to six years for universities.

Figure 2.1: Vietnamese Education System

Primary School

Age 6-10 Senior Secondary

Age 15-17

Post Secondary

Age 18-22

Junior Secondary

Age 11-14

10

2.5 High Qualified or Excellent Lecturers at Lac Hong University

Considering excellent lecturers as one who master well his/her teaching subject,

University decided to train teachers by recruiting from different science member

universities within the Lac Hong University and other neighboring universities. The

university offer, implement, and manage programs with diplomas in teacher education

for secondary and higher education teachers at either the University or joint institutions

with a regular annual enrolment of over 1,500 students * http://lhu.edu.vn/.

Lac Hong University prepares students as 21st century lecturers who can teach their

students creativity, the skills needed to search for information and live in a digital

environment of a knowledge society. Programs are developed for different teaching

subjects considering their focus on defined outcomes; ensuring systematic approaches

and balance between theory and practice. They are equipped with new, creative teaching

methods and knowledge so that they can teach students creatively. Besides, financial

conditions and equipment are well-prepared for the lecturer to teach and students to

learn. Good relationships between our university and schools have been developed.

Lac Hong University continues to improve the preparation of excellent teachers by

working with internal and external education experts as well as implementing different

policies for them. They are the new educators who are and will bring new education to

school students in Vietnam to contribute to the high quality of human resource training

in our country.

2.6 Theoretical Framework There are many theories of job satisfaction which has been investigated by scholars

around the world. In this section, the research considers the two most influenced

theories towards motivation and job satisfaction. The research model of this study was

also developed based on the foundation of these theories. The content theories discussed

in this section include (1) Maslow’s Need Theory, (2) Herzberg’s Two- Factor Theory.

2.6.1 Maslow’s Need Theory

Over sixty years ago, Abraham Maslow proposed the theory of motivation and job

satisfaction. He said that human needs are arranged in a hierarchy of desires, wants and

needs. This hierarchy is organized by the most basic to the highest (1) physiological

needs, (2) safety or security needs, (3) social and belonging or affiliation needs, (4) self

11

esteem, ego or status needs and (5) the need for self actualization (Maslow 1987,

D’’Souza, 1989 and Mbua 2003).

Few years later, Lunenburg and Ornstein (2004) restated five needs of Maslow’s

theories into organization contexts, which can be applied in a school or a business unit.

In the study of Morgan (1986, 40), he again confirmed employees are people with

complex needs that must be satisfied if they want to lead full and healthy lives and to

perform effectively in the workplace. He shows how Maslow’s theory can be applied in

workplaces (Figure 2.2).

Figure 2.2: Application of Maslow’s Theory in Organizations Source: Morgan (1986, 43)

Encouragement to complete employee commitment

Job becomes a major expressive dimension of employee’s life

Creation of jobs with scope for achievement, autonomy, responsibility and personal control

Work enhancing personal identity Feedback and recognition for good

performance e.g. promotion, “employee of the month” awards

Work organization that permits interactions with colleagues

Social and sports facilities Office and factory parties [SIC] outings

Pension and health care plans Job tenure Emphasis on career paths within the organization

Salary and wages

Safe and pleasant working conditions

Self-

actualization

Ego

Social

Security

Physiological

TYPES OF NEEDS

12

2.6.2 The Herzberg’s Two- Factors Theory

Herzberg (1959) presented a two - factors theory, which looks at motivator and hygiene.

He identified two sets of different factors that have a strong impact on job satisfaction

and dissatisfaction. The first set of factors called the motivator, which includes

recognition, achievement, advancement, responsibility, and intrinsic aspects of the job.

The absence of motivator did not lead to dissatisfaction, although it’s the cause of

enduring states of motivation in workers. It noted that measuring employee’s job

satisfaction, one must include these facets in his/her own research. The second set of

factors called the hygiene, which includes supervision, salary, work environment,

company policies, and relationship with colleagues. Hygiene created an acceptable

working environment but did not improve satisfaction and their absence leads to job

dissatisfaction.

The research model of this study was constructed based on the two- factors theory of

job satisfaction and Maslow’s Theory because these theories suggest how people’s jobs

can be redesigned to incorporate more motivators. The research model of this study will

be developed in the next chapter.

2.7 Conclusions This chapter outlined the theoretical research foundation applied in this study. The

definition of job satisfaction, teacher job satisfaction, the impact of teacher job

satisfaction towards society and the analyzing of facets that have influenced on job

satisfaction and dissatisfaction were also mentioned in this chapter. The overall view of

university education system in Vietnam, which helped to provide a context for the

current research, is also reviewed. This study, finally, presented the theories towards

motivation and job satisfaction, in which contribute a foundation for the establishment

of the research model in the chapter three.

13

CHAPTER THREE

Methodology

3.1 Introduction

The research methodology is presented in chapter three. Section 3.2 states out the

research hypotheses and the research framework of the study. In section 3.3, the author

presents data collection procedures. Section 3.4 describes approaches to the process of

analyzing data collected. Section 3.5 is a brief summary of the chapter.

3.2 Research Problem and Research Objectives

This study aims at finding both the determinants that impact on the satisfaction of

teacher in LHU and the teachers’ satisfaction level that LHU has offered to its

employees. In this study, Exploratory Factor Analysis (EFA), Reliability Analysis

(Cronbach’s Alpha) and Regression analysis are used with the assistance from a

computer-software called Statistical Package for Social Sciences (SPSS). The whole

method used in this research is briefly demonstrated in Figure 3.1.

14

Figure 3.1: Flow chart of research method in this study

3.3 Research Hypotheses and Research Framework

3.3.1 Research Hypotheses The precursor to a hypothesis is a research problem, usually framed as a question.

Research hypotheses are all acceptable statements that give the researcher a focus for

constructing a research experiment. The researcher must generate testable hypotheses

which they can build the experiment and the research issue or the problem is pared into

something testable. Moreover, an ideal study hypothesis should contain some suitable

predictions.

The hypotheses help to provide focus and direction for the study. For that reason, the

research hypotheses of the current dissertation were formulated. They are as follows:

H1: Administration has a positive effect on teachers’ satisfaction.

H2: Working Conditions has a positive effect on teachers’ satisfaction.

Research

problem?

Research objectives?

Object of survey

Questionnaire design

Preliminary interviews

Revision

required?

Official interviews

Data encoding and

inputting into SPSS

Data reduction under

Exploratory Factor

Analysis

Reliability Analysis

Cronbach’s Alpha

Regression Analysis

Results and

Report

15

H3: Compensation has a positive effect on teachers’ satisfaction.

H4: Human Relation has a positive effect on the satisfaction.

H5: Professional Development has a positive effect on teachers’ satisfaction.

H6: Institution Safety has a positive effect on teachers’ satisfaction.

3.3.2 Theory Foundation for the Research Framework

Paul (2003) suggested that job satisfaction as a cluster of evaluative feelings about the

job and indentified nine factors of job satisfaction. These facets are pay amount and

fairness of salary; the fairness of promotion opportunities; supervision fairness; the

fairness of compensation at work; high respect, recognition and appreciation; operating

procedure-policies, procedures, rules, perceived red tape; competence and pleasantness

among colleague; nature of career enjoyment; human relations and interaction.

Herzberg’s two factor theory (Schulz et al., 2003)

In 1959 Herzberg suggested motivation-hygiene theory. In his theory, he emphasized

the factors that make employees feel satisfied or at work. According to his theory,

employees who are satisfied at work attribute their satisfaction to internal factors, while

dissatisfied employees ascribe their behavior to external factors. Motivators are factors

that make employees satisfied, while hygiene’s are factors that make them dissatisfied

at work. These set of two factors are also called the intrinsic and extrinsic factors.

Schultz et al., (2003) gave a schematic representation of the two-factor theory as the

figure 3.2 follows: It can be argued that if the hygiene factors are removed, that it is

unlikely workers will be satisfied. Both the hygiene factors and motivators play an

important role in the performance of the individual.

16

Motivator continuum Hygiene continuum

Figure 3.2: Herzberg’s two factor theory (Schultz et al., 2003)

Theories of Teacher Job Satisfaction

Evans (2001) divided job satisfaction into three levels and indicated some facets of job

satisfaction for teacher. At level I, he emphasized policy, condition of service and

payment has much impact on satisfaction. At level II, leader styles of headmasters and

senior teacher, and organizational climate have much impact on satisfaction. In this

case, managerial style consists of the pattern of management of the schools, method of

accountability of the teachers, level of local people interference, freedom of teachers,

etc. At level III, he listed determinants of job satisfaction. Individual’s attitude, norms,

values, personality and emotion also reflects in this level.

Determinants of Teacher Job Satisfaction

Determinants of teacher job satisfaction can be summarized into some groups of

variables as the followings:

- Teachers’ characteristics variables can be described by gender, family status, job

experience, qualification.

- Human relations variables can be described by colleagues interaction and

communication, meetings with the director, vice director, headmasters, parents and

school inspectors.

- Contract conditions variables can be described by civil servant or private

employee, job perspectives, additional work apart from teaching.

- Working environment and school variables can be described by class size and

structure, students’ performance, availability of books, electricity, tables, blackboards

Ideal

Bad

Satisfaction No Dissatisfaction

No Satisfaction Dissatisfaction

17

and other equipment.

- Compensation variables can be describes as salary, insurance, bonus, flexible

schedules, union help, holiday, parental leave.

- Labour Rule variables can be describes as school safety rules, safe guarding;

first aid’s facilities.

- Country-specific differences can be described as management regulation,

policies, specified principals for national education.

3.3.3 Research Framework

The research framework of this current study is constructed based on the theories of job

satisfaction. These theories, especially the Herzberg theory (1959), help to suggest the

researcher to construct the research framework as the figure 3.3 follows.

Figure 3.3: Research Framework

Teachers’ Job

Satisfaction

Administration

Working Conditions

Compensation Institution’s Safety

Prof.Development

Human Relation

18

3.4 Object of Survey

This study focuses on the employees of LHU in Bien Hoa City, Vietnam.

Questionnaires were personally delivered and collected from 15th December, 2012 to

15th January, 2013.

3.5 Data Collection Procedures

Data were primarily collected through questionnaires and interviews (preliminary

interviews and official interviews). The researcher sent the questionnaires to LHU staff

directly and waited for get back results. The researchers also gave help enthusiastically

by using email. The data collection in the natural setting was important because the

natural setting is the place where the researcher is most likely to discover, or uncover,

what is known about the incident of interest (Maykut and Morehouse 2003).

3.6 Questionnaire Design

Questionnaire plays an important role in the success of a survey research. Therefore,

this questionnaire was based on fundamental theories of the book “Questionnaire

design, interviewing, and attitude measurement” by Oppenheim, A.N. (Abrahan

Naftali), 1992.

This research paper is written for education planners, policy makers, educators,

academics and human resource development and strategic managers that might help

them improve LHU. A questionnaire was designed as an instrument of data collection.

The research questionnaire was designed by the author with the help of his adviser and

some experts. Besides, translation is employed during the process of using questionnaire

to help interviewers answer questions easily.

Questionnaire was designed with typical standard of reliability and validity. Firstly,

about reliability, it was in clear sections and well defines in order to not confuse the

respondents and repeatability. In using questionnaires, researchers should rely totally on

the honesty and accuracy of participants ‘responses. Secondly, an instrument is valid if

it measures what is intended to measure. Muijs (2004) recommends that literature had to

be reviewed to get the theoretical knowledge about the content or definitions of

concepts that are used before designing the instrument for the particular study. Reliability is a characteristic of the instrument itself, but validity comes from the way

the instrument is employed. The validity of a questionnaire relies first and foremost on

19

reliability. If the questionnaire cannot be shown to be reliable, there is no discussion of

validity.

Questionnaire Content

The title of the research’s questionnaire is “Factors of Faculty Members’ Satisfaction

Impacting on the Education and Training in Lac Hong University, Vietnam”.

The questionnaire used in this survey is composed of three parts: Demographics,

Importance Level and Satisfaction Level and Overall Satisfaction.

The first step is to decide what to be known from the respondents in order to achieve the

survey's objectives. Based on the objectives of this study, it is clearly that there are at

least two parts of information needed:

+ the determinants that impact on the satisfaction of teacher in LHU

+ the teachers’ satisfaction level that LHU has offered to its employees

A thorough overview of other studies in the same or similar problems previously will be

done to find out what factors have not been examined yet and how this questionnaire

can be developed from what have already been discovered. As a result, in this study, the

following aspects are to be examined:

- The personal information: Gender, Age, Profession, Income, etc.

- General information relating to the observations

- Factors of Faculty Members’ Satisfaction Impacting on the Education and Training

in Lac Hong University, Vietnam

- Also from these factors, what is the current satisfaction level that LHU has offered

to its employees?

The first part of the questionnaire is about demographics. It is consisted of

several items about the personal information of the school staff and the teachers and the

staff such as age, gender marital status, experience, education level, teaching field,

income. All of these factors usually affect the need and requirement in choosing their

favorite career. Descriptive statistics are used in analyzing the data in this part.

20

The next parts (Evaluation of the importance level and satisfaction) composed of

two matched sets of 28 items. There are six aspects in total that are given to collect

teachers’ opinion about the importance and satisfaction of teaching career in the

progress of working in LHU. Each of these items describes the expectations and

perceptions for six dimensions of teacher job satisfaction, including School

Administration, Working Conditions, Teacher-Student Interaction, Professional

Development and School Safety. The respondents will evaluate the importance of each

statement in above six dimensions. The evaluation is arranged in a column named

“Importance level”. And, in order to evaluate the current performance of LHU, any

employees who used to or currently work at here will evaluate his/her satisfaction level

on the statements based his/her actual experience. This evaluation is organized in a

column named “Satisfaction level”. From the partial evaluation, they are finally asked to

express their overall satisfaction level to LHU.

The last part is overall question about teachers’ satisfaction towards this

organization.

In order to analyze the data in part 3, Exploratory Factor Analysis (EFA), Reliability

analysis and Regression analysis are used with the help of computer software called

SPSS.

The average time to fill out this questionnaire is about four minutes.

As mentioned above, the followings are 28 items describes the expectations and

perceptions for six dimensions of teacher job satisfaction, including School

Administration, Working Conditions, Teacher-Student Interaction, Professional

Development and School Safety.

- School Administration dimension has 5 items: Support and encourage of

administrators and head masters; Procedure for teacher performance evaluation;

Influence of teacher over school policy and practices; Respondents of head masters to

teachers’ suggestion; Cooperative effort among the staff.

- Working Conditions dimension has 5 items: Teaching workload; Institution

facilities; Teaching aids; Role of teacher in classroom; Sense of achievement getting

from work.

- Compensation dimension has 5 items: Parental leave; Rewards for faculties’

children; Bonuses; Time off and flexible schedules; Long term incentives

Human Relation dimension has 5 items: Students’ discipline; Ability to work

effectively through and with other people; Competition at workplace; Can you get

along well with others in the workplace?; Students’ respect to faculties.

- Professional Development dimension has 4 items: Training courses provided by

21

university; Professional development evaluation and reward; Promotion opportunity;

Improving teaching skills exams.

- Institution Safety dimension has 4 items: local area’s attention towards the

security around (your) campus; school safety rules; instrumentation and laboratory

practice; safe guarding and first aid’s facilities.

There are many types of variable but the most important, for the vast majority of

research methods, are the independent and dependent variables. The independent

variable is the core of the experiment and is isolated and manipulated by the researcher.

The variables of six dimensions, includes School Administration, Working Conditions,

Teacher-Student Interaction, Professional Development and School Safety are

considered as independent ones. The dependent variable, which named as overall

satisfaction, is the measurable outcome of this manipulation, the results of

the experimental design. For many physical, isolating the independent variable and

measuring the dependent is generally easy.

The five-point Likert scale (Rensit Likert)

These items were in the form of five-point Likert scale. A likert scale is

a psychometric scale commonly involved in research that employs questionnaires. The

scale is named after its inventor, psychologist Rensit Likert (wikis). When responding

to a Likert questionnaire item, respondents specify their level of agreement or

disagreement on a symmetric agrees-disagree scale for a series of statements.

The research questionnaire’s options were ordered as; “Strongly dissatisfy”,

“Dissatisfied”, “Undecided”, “Satisfied” and “Strongly satisfied” in Satisfaction level

and “very unimportant”, “unimportant”, “moderate”, “important”, and “very

important”. The answers were ordered from “Strongly Dissatisfied” to “Strongly

Satisfied” and “Very unimportant” to very important” by grading them from 1 to 5.

The last part included the question evaluates the overall level of satisfaction of

teachers and school staff. Options were ordered as “Strongly dissatisfy”,

“Dissatisfied”, “Undecided”, “Satisfied” and “Strongly satisfied”. The answers were

ordered from “Very Dissatisfied” to “Very satisfied” by grading them from 1 to 5. In

this part, to determine the validity of questionnaire was used the technique of content-

related validity according to the opinions of the experts.

22

3.7 Data Collection

The questionnaire was personally delivered and collected from 15th December, 2012 to

15th January, 2013 by the researcher after receiving objective criticisms and suggestions

from the instructors who are experts in Measurement and Evaluation. The research

questionnaire was designed and sent to LHU employees in current case study taken in

Bien Hoa city, Vietnam. The participants were teachers and staff who had earned

permanent status and were employed full time.

In the cases where respondents did not answer every question, the questionnaires were

discarded. Therefore, in the total of 235 questionnaires retrieved, 35 questionnaires were

discarded; thus 175 questionnaires were deemed good to be analyzed, which represented

a response rate of 85, 1%.

3.8 Data Encoding and Inputting into SPSS

In order to analyze the data from the survey, it is important to have a fixed encoding

system for the responses. The valid responses are encoded as in Table 3.1, Table 3.2 and

Table 3.3.

Table 3.1: Encoding system for part 1 and part 2 of the questionnaire

Question# Content Variable Response Encoding

PART 1: PERSONAL INFORMATION

1 Position A1

Dean 1

Vice-dean 2

Senior Staff 3

Staff 4

Lecturer 5

2 Age A2

< 30 1

31 ~ 40 2

41 ~ 50 3

51 ~ 60 4

3 Gender A3 Male 1

23

Female 0

4 Marital Status A4 Marital 2

Single 1

5 Year Experience A5

1-5 yrs 1

6-10 yrs 2

11-15 yrs 3

16-20 yrs 4

>20 yrs 5

6 Income A6

$200USD-

$3OOUSD 1

$300USD-

$5OOUSD 2

Above $500USD

3

2 Academic

Qualifications A7

College 1

Bachelor 2

Master 3

Ph.D. 4

Prof. Dr. 5

Table 3.2: Encoded system for part 02 of the questionnaire

No. Statement Importance

level

Satisfaction

level

1 Support and encourage of school

administrators X1 Y1

2 Procedure for teacher performance

evaluation X2 Y2

24

3 Influence of teacher over school policy and

practices X3 Y3

4 Respondents of head masters to teachers’

suggestion X4 Y4

5 Cooperative effort among the staff X5 Y5

6 Teaching workload X6 Y6

7 Institution facilities X7 Y7

8 Teaching aids X8 Y 8

9 Role of teacher in classroom X9 Y 9

10 Sense of achievement getting from work X10 Y10

11 Parental Leave X11 Y11

12 Time off and flexible schedules X12 Y12

13 Bonuses X13 Y13

14 Rewards for faculties’ children X14 Y14

15 Long term incentives X15 Y15

16 Students’ Discipline X16 Y16

17 Ability to work effectively through and

with other people X17 Y17

18 Can you get along well with others in the

workplace? X18 Y18

19 Competition at workplace X19 Y19

20 Students’ respect to faculties X20 Y20

21 Local area’s attention towards the security

around campus X21 Z21

22 Professional development evaluation and

reward X22 Y22

23 Promotion opportunity X23 Y23

24 Improving teaching skills exams X24 Y24

25

25 Training courses provided by university X25 Y25

26 University’s safety rules X26 Y26

27 Instrumentation and laboratory practice X27 Y27

28 Safe guarding; first aid’s facilities X28 Y28

Table 3.3: Encoded system for part 03 of the questionnaire

No. Statement General

Satisfaction level

1 Overall, how satisfied are you with this organization as

an employer? DV

3.9 Data Analysis Method

3.9.1 Exploratory Factor Analysis (EFA)

EFA, traditionally, has been used to explore the possible underlying factor structure of a

set of observed variables without imposing a preconceived structure on the outcome

(Child, 1990). EFA is a technique within factor analysis whose overarching goal is to

identify the underlying relationships between measured variables. It is commonly used

by researchers when developing a scale (a scale is a collection of questions used to

measure a particular research topic) and serves to identify a set of latent

constructs underlying a battery of measured variables.

EFA is also defined as a variable reduction technique which identifies the number of

latent constructs and the underlying factor structure of a set of variables, ƒ hypothesizes

an underlying construct, a variable not measured directly, estimates factors which

influence responses on observed variables, allows you to describe and identify the

number of latent constructs (factors), includes unique factors, error due to unreliability

in measurement, traditionally has been used to explore the possible underlying factor

structure of a set of measured variables without imposing any preconceived structure on

the outcome (Child, 1990).

26

There are two major classes of factor analysis: Exploratory Factor Analysis (EFA), and

Confirmatory Factor Analysis (CFA). In general speaking, EFA is heuristic. In EFA, the

researcher has no idea about the variables which are to be explored in nature; whereas,

CFA approach is usually used to test a proposed theory or model. In contrast to EFA,

CFA has assumptions and expectations based on priori theory regarding the number of

factors (Williams et al, 2010).

This study also applied exploratory factor analysis as a highly useful and powerful

multivariate statistical technique for effectively extracting information from large

bodies of interrelated data. When variables are correlated, the researcher needs ways to

manage these variables: grouping highly correlated variables together, labeling or

naming the groups, and perhaps even creating a new composite measure that can

represent each group of variables (Joseph et al. 1992). In this study, the factors that

affect the employees’ satisfaction are not known; hence, it is proposed to use EFA

approach which will group highly correlated variables together into a factor. The factors

are assumed to represent dimensions within the data set. Therefore, it could be said that

EFA approach will identify representative variables from a much larger set of variables

for use in subsequent multivariate analysis and create an entirely new set of variables

which are much less than the original set. The process to reduce the number of variables

from a larger set is called “Data reduction” which is conducted as per the steps in Figure

3.4.

Figure 3.4: The 5-step Exploratory Factor Analysis Protocol (Williams et al, 2010)

27

Goals of factor analysis are to help an investigator determine the number of latent

constructs underlying a set of items (variables), to provide a means of explaining

variation among variables (items) using a few newly created variables (factors), to

define the content or meaning of factors.

Step 1: Is the data suitable for factor analysis?

Prior to the extraction of the factors, several tests should be used to assess the suitability

of the respondent data for factor analysis. These tests include Kaiser-Meyer-Olkin

(KMO), Measure of Sampling Adequacy and Bartlett's Test of Sphericity. The KMO

index, in particular, is recommended when the cases to variable ratio are less than 1:5.

The KMO index ranges from 0 to 1, with 0.50 considered suitable for factor analysis.

The Bartlett's Test of Sphericity should be significant (p<0.05) for factor analysis to be

suitable (Williams et al, 2010).

Step 2: How will the factors be extracted?

The aim of rotation is to simplify the factor structure of a group of items, or in other

words, high item loadings on one factor and smaller item loadings on the remaining

factor solutions. There are numerous ways to extract factors: Principal components

analysis (PCA), principal axis factoring (PAF), image factoring, maximum likelihood,

alpha factoring, and canonical. However, PCA is used most commonly in the published

literature in EFA approach (Williams et al., 2010).

Step 3: What criteria will assist in determining factor extraction?

The aim of the data extraction is reduce a large number of items into factors. In order to

simplify the factor solutions, several criteria are available to researchers. However,

given the choice and sometimes confusing nature of factor analysis, no single criteria

should be assumed to determine factor extraction. Many extraction rules and approaches

exist including: Kaiser’s criterion (Eigenvalue > 1 rule), the Scree-test, the cumulative

percent of variance extracted, and parallel analysis.

Among approaches, Kaiser’s criterion is widely used and also known as Latent root

criterion technique. Its rationale is that any individual factor should account for the

variance of at least a single variable if it is to be retained for interpretation. With the

component analysis, each variable contributes a value of 1 to the total eigenvalue.

Hence, only factors that have the eigenvalues greater than 1 are considered significant;

all other factors with eigenvalues less than 1 are considered insignificant and

disregarded.

28

According to Hair et al. (2010) in the natural sciences, factors should be stopped when

at least 95% of the variance is explained. In the humanities, the explained variance is

commonly as low as 50-60%.

Step 4: Selection of Rotational Method

Rotation maximizes high item loadings and minimizes low item loadings, therefore

producing a more interpretable and simplified solution. There are two common rotation

techniques: orthogonal rotation and oblique rotation. Researchers have several methods

to choose from different rotation options, for example, Varimax/ Quartimax

(Orthogonal) or Olbimin/ Promax (Oblique). Orthogonal Varimax rotation, first

developed by Thompson, is the most common rotational technique used in factor

analysis which produces factor structures that are uncorrelated. As a result, Varimax

rotation is suggested to use in this study.

Step 5: Interpretation

After relevant factors are extracted, the researcher examines which variables are

attributable to a factor, and giving that factor a name or theme. Traditionally, at least

two or three variables must load on a factor so it can be given a meaningful

interpretation. The labeling of factors is a subjective, theoretical, and inductive process.

In this stage, it is important to consider the values of factor loading which is defined as

the correlation between the original variables and the factors. Squared factor loadings

indicate what percentage of the variance in an original variable is explained by a factor.

In order to evaluate the significance of a factor, the sample size in a study must be met.

Based on the significance level of 0.05, the factor loadings are proposed as in Table 3.4

(Hair et al, 2010).

Table 3.4: Identify significant factor loadings based on sample size

Factor loading Minimum sample size

0.30 350

0.35 250

0.40 200

0.45 150

0.50 120

0.55 100

29

In short, in this study, the overall criteria making the Exploratory Factor Analysis

appropriate are summarized in Table 3.5.

Table 3.5: Summary of criteria used in this study

No. Parameters Values

1 Kaiser-Meyer-Olkin (KMO) ≥ 0.50

2 Bartlett's Test of Sphericity significance < 0.05

3 Eigenvalue > 1.00

4 Total variance explained ≥ 50%

5 Factor loading ≥ 0.40

In this study, EFA is used to find out the determinants of decision-making of people in

Hanoi in buying their favorite beer. The factors extracted will be further analyzed for

their reliability of internal consistency.

3.9.2 Reliability Analysis

Reliability analysis is an assessment of the degree of consistency among multiple

measurements of a variable. One of the most important usages of reliability is to test the

internal consistency which applies to the consistency among variables in a summated

scale. Its rationale is that the individual items or indicators of the scale should all be

measured under the same construct for its high inter-correlation. And, one of the

popular measures is Cronbach's alpha which is usually believed to indicate the degree to

which a set of items measures a single unidimensional latent construct. Cronbach’s

Alpha is most appropriately used when the items measure different substantive areas

within a single construct (Cronbach, 1951)

A commonly accepted rule of thumb for describing internal consistency using

Cronbach's alpha in exploratory research is illustrated in Table 8 (George and Mallery,

2003).

30

Table 3.6: Cronbach’s Alpha-Rule of Thumb

Cronbach’s Alpha Internal Consistency

0.90 ≤ α Excellent

0.70 ≤ α < 0.90 Good

0.60≤ α < 0.70 Acceptable

0.50≤ α < 0.60 Poor

Professional Development Unacceptable

Besides the above rule of thumb, it is also required that the Corrected item-total

Correlation of each item be at least 0.3 so that the items are capable to measure the

construct.

In this study, Cronbach’s Alpha is used to measure the internal consistency of the

variables in relevant factors extracted. Once a factor is considered consistent,

Cronbach’s Alpha is used to create a summary statistics for the factors under the

“Importance level” and relevant variables under the “Satisfaction level”. Based on the

mean, maximum and minimum values of each factor, it is then compared together to

know if LHU has satisfied its employees to what extent and what advantage and

disadvantage LHU has in its organization. This is to find out the gap between the

employees’ expectation on their favorite matters and the actual performance of LHU

based on their judgments.

3.9.3 Regression Analysis

It is clearly that if LHU can recognize the current satisfaction level that it offers to its

customers as well as the negative causes of the problem, LHU will try to carry out some

appropriate solutions to either maintain its good situation or improve its negative

problem so as to stably grow its organization. And of course, these solutions will be

prioritized for better performance in reality.

However, under the comparison based on the summary statistics of reliability analysis,

it is almost impossible to find out the important role of each factor in forming the

overall satisfaction level of the employees. If the role of each factor is unknown, LHU

31

cannot concentrate on any priority solutions. To solve this problem, it is suggested to

apply regression analysis in this study.

Regression analysis is a statistical tool for getting to know the relationships between

variables. Usually, the researcher aims to ascertain the causal effect of one variable

upon another. To explore such issues, the researcher assembles data on the underlying

variables of interest and employs regression to estimate the quantitative effect of the

causal variables (independent variables) upon the variable that they influence

(dependent variable). The researcher also typically assesses the “statistical significance”

of the estimated relationships, that is, the degree of confidence that the true relationship

is close to the estimated relationship (Hair et al., 2010).

The basic formulation of regression analysis is as the following:

0 1 1 2 2 n ny a a x a x a x

Where: - y: dependent variable

- x1, x2,…, xn: independent variables.

- a0: intercept

- a1, a2,…, an: Regression coefficients

The regression coefficient represents the estimated change in the dependent variable for

a unit change of a relevant independent variable while others are kept unchanged. The

regression coefficients can be achieved through least squares (LS) method.

The term “least squares” is usually used to solve over-determined or inexactly specified

systems of equations in an approximate sense. Instead of finding an exact solution for

an equation, it is only necessary to minimize the sum of the squares of the residuals.

Nowadays, the least square method is widely used to estimate the numerical values of

the parameters to fit a function to a set of data and to characterize the statistical

properties of estimates. There are several variations of least squares; such as, its simple

version is called ordinary least squares (OLS), a more advanced version is called

weighted least squares (WLS), which often outperforms OLS because it can modulate

the importance of each observation in the final solution. Recent variations of the least

square method are alternating least squares (ALS) and partial least squares (PLS).

32

The ordinary least square (OLS) method defines the estimate of these parameters as the

values which minimize the sum of the squares between the measurements and the

model. Let ˆ&i iy y be respectively the measurement and model values of entry ith; the

residuals of this model is defined as:

niniiiii xaxaayyy ...ˆ110 mi ,1

The OLS method is expressed as:

min1

2

m

ii

Nowadays, with the great advances in computer technology and software, the

parameters a0, a1, a2,…, an in the regression models are easily obtained.

After the parameters are determined, it is of great importance to test the significance of

the overall model and of each regression coefficients.

With the outputs from computer-programs, the significance of the overall model is

determined by comparing the significance of F-statistics (F-sig.) in Anova statistics with

a given significance. If the F-sig. is higher than the given significance, the model is not

good enough; or it can be said that the model is not fit to actual data set in the real

phenomena. If it is concluded that the model is statistically significant, the model is

confidently said to be not specific to just this sample but would be expected to be

significant in multiple samples from this population. The given significance level is

usually chosen at 0.05 (or 5%).

Whereas, a variable is said to be statistically significant if the T-statistics significance is

not greater than a given significance. The given significance level is actually the

probability that a decision to reject a certain hypothesis will be made when it is in fact

true and should not have been rejected. If a variable in the regression model is said not

to be statistically significant, it should be dropped out from the model.

The parameters a0, a1, a2,…, an are often referred to as the metric regression

coefficients. It is often difficult to say which of the independent variables has the most

influence in determining the value of the dependent variable, because the value of the

regression coefficients depends on the choice of units to measure the variable itself.

When there is a need to figure out which of the independent variables with different

33

units of measurement has greater impact on the dependent variable, the regression

coefficients must be standardized. The standardized regression coefficient represents the

change in dependent variable for a change of one standard deviation in an independent

variable. The standardized coefficients can be easily recognized from the coefficient

output window of SPSS.

Based on the above-mentioned basics on regression analysis, it is therefore strongly

suggested to apply regression analysis to this study to find out the importance role of

each factor to the overall satisfaction level.

In order to use regression analysis in this study, it is mandatory to convert the factors

extracted into appropriate independent variables. This can be done through the

computation of factor scores.

Factor score is computed based on the factor loadings of all variables on the factor and

therefore, it can represent the measure of the group of variables in the factor. In SPSS,

the factor scores are easily achieved by selecting the factor score option and they will be

saved as independent variables for further analysis.

3.9.4 Correlation Analysis

The correlation coefficient, denoted by r, is a measure of the strength of the linear

relationship between two variables. The correlation coefficient takes on values ranging

between +1 and -1. The points are the accepted guidelines for interpreting the

correlation coefficient:

It indicates no linear relationship when r = 0.

R (+1) indicates a perfect positive linear relationship: as one variable increases in

its values.

R(-1) indicates a perfect negative linear relationship: as one variable increases in its

values.

Values R between 0 and 0.3 (0 and -0.3) indicate a weak positive (negative) linear

relationship via a shaky linear rule.

Values R between 0.3 and 0.7 (0.3 and -0.7) indicate a moderate positive (negative)

linear relationship via a fuzzy-firm linear rule.

Values R between 0.7 and 1.0 (-0.7 and -1.0) indicate a strong positive (negative)

linear relationship via a firm linear rule.

The value of r squared is identifies the proportion of variance in one variable

accounted for by the other variable. Correlation, applied in this study, aimed to find out

34

correlation between 5 dimensions with dependent variable (the overall satisfaction

variable.

3.10 Chapter Summary

In this chapter, the researcher develops a theoretical framework and proposes the

hypotheses for testing. This chapter deals with selecting sample and collecting data as

well as data analysis. The methodological approach is also illustrated in this chapter.

35

CHAPTER 4

Data Analysis and Results

4.1 Introduction

This chapter is to present the empirical results of the study including the results of data

collection and analysis that display the finding of data analysis based on research

hypotheses. Section 4.2 describes characteristics of respondents and descriptive

analysis. Exploratory factor analysis and reliability test of measurement scales are

conducted in section 4.3 to confirm the postulated construct of the research framework.

Section 4.4 tests the hypothesis. Section 4.5 presents is a brief summary for the current

chapter.

4.2 Demographic Analyses

On the 15th December in the year 2012, the author designed the research questionnaire

and sent it to the total of 235 employees of Lac Hong University, Vietnam. The

correspondents who joined in this survey were both employees who had earned

permanent status and employees who worked on contract.

In cases of respondents did not answer the question, the questionnaires were discarded.

At the end, on the 15th January, 2013 in the total of 235 questionnaires retrieved, 35

questionnaires were discarded; thus 200 questionnaires were deemed good to be

analyzed, which represented a response rate of 85, 1%. And table 4.1 summarizes the

statistics of the sampled respondents’ characteristics.

Table 4.1: Statistics of the Sampled Respondents’ Characteristic

Category Frequency Percentage

Age Less than 30 years old 54 27 31-40 years old 66 33 41-50 years old 53 26.5 51-60 years old 27 13.5 Gender Female 128 63.5 Male 72 35.5 Marital Status Single 79 39.5 Married 121 60.5

36

Years of Experience 1-5 yrs exp 32 16 6-10 yrs exp 68 34 11-15 yrs exp 32 16 16-20 yrs exp 9 4.5 21 yrs exp or Above 59 29.5 Academic Qualifications College 20 10

Bachelor 59 29.5

Master 69 34.5

PhD 34 17

Prof.Dr 18 9

Income (USD) From $200 to $300 41 20.5

From $300 to $500 144 720

Above $500 15 7.5

Position Dean 12 6

Vice-Dean 20 10

Senior Staff 50 25

Staff 60 30

Lecture 5 2.5

Total 200 100%

Concerning this part of the current research, there are 07 figures in total that describe

demographic characteristics of the 200 respondents.

In figure 4.1, 27 percent of the respondents were under the age of 30 years old, 33

percent of them were of the same age 31-40 years old, 26.5 percent were between 41 to

50 years old and 13.5 percent were ranged from 51 to 60 years old. We can conclude

that the number of teachers who have just graduated is similarly equal to senior

teachers. Thus, headmasters and leaders should pay attention on organizational policies,

which can fulfill the younger’s expectation, make them satisfied and prevent labor

turnover. Furthermore, policy makers also need to support the old and experienced

employees. Moreover; incentive money should be paid well and retirement plan should

be in good design for seniors.

37

Figure 4.1: Distribution of Respondents by Age

Figure 4.2 shows that among 200 respondents, there are 128 females and 72 males, or

female accounts for 64 percent and male accounts for 36 percent of the observations.

From this figure, we can see that female has a tendency of choosing educational career

much more than male. Thus, the role of them in the organization should be noticed by

the policy maker. For instance, some policies like parental leave or children care service

should be noticed carefully.

Figure 4.2: Distributions of Respondents by Genders

In figure 4.3, there are 79 respondents, which account for 39.5 percent were single while

121 respondents, which account for 60.5 percent has got married. Practically, teachers

who got married have the family burden. School policy makers should understand the

risk that teachers may quit the job if the monthly teaching career salary cannot support

38

well. In fact, they have to pay for many kinds of fee in order to maintain their family

lives whereas in Vietnam teaching salary is ranged at the lowest one.

Figure 4.3: Distributions of Respondents by Marital Status

Figure 4.4 pointed out that 16 percent of the respondents have worked for 1 to 5 years,

while 34 percent of them have worked for 6 to 10 years. There are 16 percent of

respondents have worked for 11 to 15 years; only 4.5 percent of them have worked for

16-20 years. The next group of senior teacher accounts for 29.5 percent have been

working for over 21 years. This experience collected from respondents indicates that in

this organization the distribution of senior employees and young employees seems

suitable. The number of lacking experience people does not exceed the number of senior

employees. This helps guarantee the organization’s productivity. Besides,

administrators also should respect employee who has cooperated for over six year

because they absolutely may become the main force of human resource of the

organization later. For long term cooperation with the organization, these people may

wish for suitable treatments, for instance: promotion, chances for further studying,

incentive policies, etc. Thus, administrators should treat them in best ways in order to

remain talented people for the organization. Besides, seniors employees should give

help to lacking people in way of working experience as well as the administrators

should listen to employee’s expectation to make policy better.

39

Figure 4.4: Distributions of Respondents by Year of Experience

Figure 4.5 shows respondents according to their academic qualifications. For both

permanent and full time employees in the school, 10 percent hold college educational

degrees’; 29.5 percent hole Bachelor’s while 34.5 percent already got Master’s. It’s an

honorific that most of the headmasters and leaders in this organization have got the

Doctor of Philosophy degree and has the status of Doctor and Professor Doctor, which

account for 17 percent and 9 percent respectively. It concludes that the respondents have

got with various level of educational qualification. The College’s and Bachelor’s holders

should go further study for updating enough knowledge and skill in order to ensuring

teaching quality. In other words, it implies that administrators should give higher study

opportunities to help them meet their educational goals. Actually these objectives also

force to obey the school rule of improving their educational background in certain time

period unless they will be cut the contract.

40

Figure 4.5: Distributions of Respondents by Educational Background

Based on the school policy of the first month salary towards anyone entering the

organization, employees who got Bachelor degree, Master degree and Doctor of

Philosophy can receive the amount of salary above $USD250, $USD400 and $USD800

per month respectively.

According to the research results, employees in Lac Hong University almost have the

salary value above $USD300. Figure 4.6 shows the monthly income of respondents.

According to statistics, there are 20.5 percent of the total respondents who can earn

from $300USD to $400USD per month. There are 144 persons whose salary is ranged

from $300USD to $500USD per month and they are occupied 72 percent of the total

respondents. Employees who can earn more than $500USD occupied for 7.5 percent of

the total respondents.

Practically, employees can earn much better depend on what they have done for their

working positions, year of experience, bonus, incentive, etc. Comparing to others’

professionals’ basic salary, teachers’ salary is much lower, thus government and policy

makers should concentrate on guarantee their lives better.

41

Figure 4.6: Distributions of Respondents by Income

Figure 4.7 pointed out the distribution of respondent by position. According to the

statistics, 6 percent of employee is occupied dean chair; 10 percent holds Vice-Dean, 25

percent is Senior Staff, 26.5 percent is Staff, while 30 percent is giving lecture. There

are 2.5 percent of respondents who occupy other positions (They are security men,

cleaners, stationery sellers, etc.).

Figure 4.7: Distributions of Respondents by Position

42

4.3 Factors Affecting Employee Job Satisfaction

4.3.1 Exploratory Factor Analysis

The statements from X1-X28 are analyzed with EFA approach to find out the factors

affecting employee job satisfaction in LHU. The outputs from SPSS under EFA are as

the followings.

As shown in Table 4.2, the KMO is 0.812 and the significance is lower than 0.01. Then

we concluded that the 28-subject questionnaire item is suitable for factor analysis.

Table 4.2: KMO and Bartlett’s Test

Kaiser-Meyer-Olkin Measure of Sampling Adequacy. 0.812

Bartlett’s Test of Sphericity Approx. Chi-Square

df

Sig.

2.037E3

210

.000

The eigenvalues for the first six components are all greater than 1 and these factors

account for more than 69% of the total variance. This suggests that the scale items are

unidimensional.

43

Table 4.3: Total Variance Explained

Component

Initial

Eigen

values

% of

Variance

Cumulative

%

Extraction Sums of Squared

Loadings

% of

Variance

Cumulative

%

Rotation Sums of Squared

Loadings

% of

Variance

Cumulative

%

Total Total Total

1 6.788 32.326 32.326 6.788 32.326 32.326 4.037 19.222 19.222

2 2.164 10.303 42.629 2.164 10.303 42.629 2.556 12.172 31.394

3 1.728 8.227 50.857 1.728 8.227 50.857 2.217 10.559 41.953

4 1.556 7.408 58.264 1.556 7.408 58.264 2.162 10.297 52.250

5 1.294 6.161 64.425 1.294 6.161 64.425 1.891 9.004 61.253

6 1.149

5.470 69.896 1.149 5.470 69.896 1.815 8.643 69.896

7 .906 4.315 74.211

8 .684 3.259 77.470

9 .635 3.024 80.494

10 .568 2.706 83.200

11 .522 2.485 85.685

44

12 .461 2.197 87.882

13 .416 1.983 89.864

14 .379 1.803 91.667

15 .356 1.696 93.363

16 .306 1.457 94.820

17 .268 1.275 96.095

18 .261 1.244 97.339

19 .226 1.077 98.416

20 .181 .864 99.280

21 .151 .720 100.000

Extraction Method: Principal Component Analysis

45

The set of 21 statements are extracted into five factors as shown in Table 4.4

Table 4.4: Rotated Component Matrix

Rotated Component Matrixa

Component

1 2 3 4 5 6 7 8

X1 .850

X2 .799

X4 .700

X3 .693

X10 .650

X5 .585

X6

X27 .900

X26 .894

X28 .871

X24 .779

X23 .742

X22 .620

X25 .553

X19 .827

X18 .787

X17 .759

46

X7 .833

X8 .772

X9

X12 .829

X13 .768

X11 .678

X15 .836

X14 .726

X16 .578

X21 .818

X20 .619

Extraction Method: Principal Component Analysis.

Rotation Method: Varimax with Kaiser Normalization.

a. Rotation converged in 7 iterations.

Factor analysis was also carried out on 7 items ( X6, X9, X14, X15, X16, X20, X21)

with relatively low factor loadings (<0.5) and difference of factor loading within 0.1

were eliminated, thus 21 remained. After performing factor analysis, 21 items was

finally summarized to 6 underlying factors. These items are suitable for Cronbach’s

Alpha analysis at the next step. The set of 21 statements are extracted into five factors

as shown in Table 4.5.

Table 4.5: Rotated Component Matrix for the Revised Step

Component 1 2 3 4 5 6

X1 .851 -- -- -- -- --

47

X2 .818 -- -- -- -- --

X3 .721 -- -- -- -- --

X4 .701 -- -- -- -- --

X5 .638 -- -- -- -- --

X10 .608 -- -- -- -- --

X7 -- .851 -- -- -- --

X8 -- .768 -- -- -- --

X11 -- -- .773 -- -- --

X12 -- -- .820 -- -- --

X13 -- -- .740 -- -- --

X17 -- -- -- .766 -- --

X18 -- -- -- .784 -- --

X19 -- -- -- .837 -- --

X22 -- -- -- -- .663 --

X23 -- -- -- -- .608 --

X24 -- -- -- -- .741 --

X25 -- -- -- -- .789 --

X26 -- -- -- -- -- .797

X27 -- -- -- -- -- .650

X28 -- -- -- -- -- .600

Extraction Method: Principal Component Analysis.

Rotation Method: Varimax with Kaiser Normalization.

Note: Rotation converged in 7 iterations.

As table 4.5 shown, 6 underlying factors were summarized as the 6-dimension. Firstly,

the 6-item X1, X2, X3, X4, X5, and X10 is Administration. Secondly, the 2-item X7

and X8 is Working Conditions. Thirdly, the 3-item X11, X12, and X13 is

Compensation. Fourthly, the 3-item X17, X18, and X19 is Human Relations. Fifthly,

the 4-item X22, X23, X24 and X25 is Professional Development. Lastly, the 3-item

X26, X27, and X28 is Institution’s Safety.

48

4.3.2 Reliability Analysis for Measurement Scales

Factor 1: Administration

The first factor is now named as FAC1, including the 6 items:

X1 Support and encourage of administrators

X2 Procedures for teacher performance evaluation

X3 Influence of teacher over policy and practices

X4 Respondents of head masters to teachers’ suggestion

X5 Cooperative efforts among the staff

X10 Sense of achievement getting from work

These 6 items are mainly about Institution Administration. The result of the reliability

analysis for FAC1 is as in Table 4.6. Table 4.6 shows Cronbach’s alpha for the

variables related to Institution Administration was 0.874, indicating acceptable internal

consistency reliability. No item of this subscale was removed based on the item total

correlation (> 0.30). Therefore; this dimension is suitable for the next analysis.

Table 4.6: Reliability Analysis for Administration

Reliability Statistics

Cronbach's Alpha Cronbach's Alpha Based on

Standardized Items N of Items

.874 .876 6

Item-Total Statistics

Scale Mean if Item

Deleted

Scale Variance

if Item Deleted

Corrected Item-Total

Correlation

Squared Multiple

Correlation

Cronbach's Alpha if

Item Deleted

49

X1 18.40 11.402 .760 .633 .840

X2 18.28 12.906 .748 .606 .841

X3 18.10 13.618 .652 .459 .857

X4 17.88 13.527 .706 .536 .849

X5 17.81 12.989 .649 .476 .859

X10 17.94 14.533 .580 .353 .868

Source: Output from SPSS

Factor 2: Working Conditions

The second factor is now named as FAC2, including the 2 items:

X7 Institution facilities

X8 teaching aids

These 2 items are mainly about Working Conditions. The result of the reliability

analysis for FAC2 is as in Table 4.7. Table 4.7 shows Cronbach’s alpha for the

variables related to the dimension of Working Conditions was 0.711, indicating

acceptable internal consistency reliability. No item of this subscale was removed based

on the item total correlation (> 0.30). Therefore; this dimension is suitable for the next

analysis.

Table 4.7: Reliability Analyses for Working Conditions

Reliability Statistics

Cronbach's Alpha Cronbach's Alpha Based

on Standardized Items N of Items

.711 .713 2

50

Item-Total Statistics

Scale Mean if Item

Deleted

Scale Variance if

Item Deleted

Corrected Item-Total

Correlation

Squared Multiple

Correlation

Cronbach's Alpha

if Item Deleted

X7 3.73 .821 .554 .307 .612

X8 3.83 .691 .554 .307 .632

Factor 3: Compensation

The third factor is now named as FAC3, including the 3 items:

X11 Parental leave

X12 Rewards for faculties’ children

X13 Bonuses

These 3 items are mainly about Compensation. The result of the reliability analysis for

FAC2 is as in Table 4.8. Table 4.8 represents Cronbach’s alpha for the variables related

to Compensation was 0.700, indicating acceptable internal consistency reliability. No

item of this subscale was removed based on the item total correlation (> 0.30).

Therefore; this dimension is suitable for the next analysis.

Table 4.8: Reliability Analyses for Compensation

Reliability Statistics

Cronbach's Alpha Cronbach's Alpha Based on

Standardized Items N of Items

.700 .710 3

Item-Total Statistics

Scale Mean if Item

Deleted

Scale Variance if

Item Deleted

Corrected Item-Total

Correlation

Squared Multiple

Correlation

Cronbach's Alpha

if Item Deleted

X11 13.08 6.470 .522 .319 .628

51

X12 13.06 6.388 .514 .422 .629

X13 12.64 6.974 .406 .311 .671

Source: Output from SPSS

Factor 4: Human Relation

The third factor is now named as FAC4, including the 3 items:

X17 Students’ discipline

X18 Students’ attitude towards studying

X19 Ability of students

These 3 items are mainly about Teacher-Student Interaction. The result of the reliability

analysis for FAC4 is as in Table 4.9. Table 4.9 represents Cronbach’s alpha for the

variables related to the dimension of Human Relation was 0.824, indicating acceptable

internal consistency reliability. No item of this subscale was removed based on the item

total correlation (> 0.30). Therefore; this dimension is suitable for the next analysis.

Table 4.9: Reliability Analyses for Human Relation

Reliability Statistics

Cronbach's Alpha Cronbach's Alpha Based on

Standardized Items N of Items

.806 .808 3

Item-Total Statistics

Scale Mean if

Item Deleted

Scale Variance if

Item Deleted

Corrected Item-Total

Correlation

Squared Multiple

Correlation

Cronbach's Alpha

if Item Deleted

X17 6.16 2.346 .644 .428 .738

52

X18 5.89 2.705 .653 .427 .740

X19 5.63 2.427 .662 .438 .727

Source: Output from SPSS

Factor 5: Professional Development

The third factor is now named as FAC5, including the 4 items:

X22 Professional development evaluation and reward

X23 Promotion opportunity

X24 Improving teaching skills exams

X25 Training courses provided by university

These 3 items are mainly about Professional Development. The result of the reliability

analysis for FAC5 is as in Table 4.10. Table 4.10 represents Cronbach’s Alpha for the

variables related to the dimension of Professional Development dimension was 0.764,

indicating acceptable internal consistency reliability. No item of this subscale was

removed based on the item total correlation (> 0.30). Therefore; this dimension is

suitable for further analysis.

Table 4.10: Reliability Analyses for Professional Development

Reliability Statistics

Cronbach's Alpha Cronbach's Alpha Based on

Standardized Items N of Items

.764 .767 4

Item-Total Statistics

Scale Mean if Item

Deleted

Scale Variance if

Item Deleted

Corrected Item-Total

Correlation

Squared Multiple

Correlation

Cronbach's Alpha

if Item Deleted

X22 10.22 3.693 .568 .327 .706

X23 10.14 3.512 .644 .422 .666

53

X24 10.42 3.732 .544 .327 .719

X25 10.22 3.529 .510 .270 .742

Source: Output from SPSS

Factor 6: Institution’s Safety

The third factor is now named as FAC6, including the 3 items:

X26 Local area’s attention towards the security around (your) campus

X27 University’s safety rules

X28 Instrumentation and laboratory practice

These 3 items are mainly about Institution’s Safety. The result of the reliability analysis

for FAC6 is as in Table 4.11. Table 4.11 represents Cronbach’s Alpha for the variables

related to the dimension of School Safety was 0.801, indicating acceptable internal

consistency reliability. No item of this subscale was removed based on the item total

correlation (> 0.30). Therefore; this dimension is suitable for further analysis.

Table 4.11: Reliability Analyses for Institution’s Safety

Reliability Statistics

Cronbach's Alpha Cronbach's Alpha Based on

Standardized Items N of Items

.902 .903 3

Item-Total Statistics

Scale Mean if

Item Deleted

Scale Variance if

Item Deleted

Corrected Item-Total

Correlation

Squared Multiple

Correlation

Cronbach's Alpha

if Item Deleted

54

X26 6.99 3.090 .841 .709 .831

X27 6.88 3.145 .801 .657 .864

X28 6.81 3.130 .777 .610 .885

Source: Output from SPSS

4.3.3 Mean Value Comparisons

And in order to find out the satisfaction level of the employees to LHU, it is now

necessary to calculate the values of relevant factors in the column of Satisfaction level

and then compared to the values in the column of Importance level. Table 4.10

demonstrates how this can be done.

Factor Satisfaction Level Importance Level

Administration

X1

X2

X3

X4

X5

X10

Y1

Y2

Y3

Y4

Y5

Y10

Working

Condition

X7

X8

Y7

Y8

Compensation

X11

X12

X13

Y11

Y12

Y13

Human Relations

X17

X18

X19

Y17

Y18

Y18

55

Professional

Development

X22

X23

X24

X25

Y22

Y23

Y24

Y25

Institution’s

Safety

X26

X27

X28

Y26

Y27

Y28

Based on the correspondence in Table 4.11, the mean values of all six factors in the

satisfaction level and the importance level are calculated under the reliability analysis

and briefly demonstrated in Table 4.12.

Table 4.12: Summary Statistic Means Value of Six Factors in Satisfaction and Important Level

Factor

Mean value Satisfaction and

Importance ratio Satisfaction

Level

Important

Level

Administration 3.613 3.800 95 %

Working Condition 3.782 3.915 97%

Compensation 3.275 3.681 89%

Human Relations 2.945 3.358 88%

Professional Development 3.417 3.682 93%

Institution’s Safety 3.445 3.870 89%

Source: Output from SPSS

Table 4.13: Satisfaction level on each item in FAC1

Item

X/Y Content

Satisfaction

Mean

Importance

Mean

Satisfaction

and

Importance

ratio

56

X1/Y1

Support and encourage

from school

administrators

3.28 3.69 89%

X2/Y2 Procedure for teacher

performance evaluation 3.40 3.66 93%

X3/Y3

Influence of teacher

over school policy and

practices

3.58 3.76 95%

X4/Y4

Respondents of head

masters to teachers’

suggestion

3.80 3.92 97%

X5/Y5 Cooperative effort among

the staff 3.87 3.98 97%

X10/Y10 Sense of achievement

getting from work 3.74 3.80 98%

Source: Output from SPSS

Based on table 4.12 and table 4.13, the overall ratio of FAC1 is more than 95% which

indicates that LHU Administration has its advantages in this factor. Employees seem

much satisfied with Administration factor.

However, in considering each item in the factor, table 4.13 shows that employees need

more support and encourage from administrators.

Table 4.14: Satisfaction level on each item in FAC2

Item

X/Y Content

Satisfaction

Mean

Importance

Mean

Satisfaction

and

Importance

ratio

X7/Y7 Institution facilities 3.90 3.84 102%

X8/Y8 Teaching aids 3.93 3.73 105%

Source: Output from SPSS

57

Based on table 4.12 and table 4.14, Working Condition (FAC2) has well satisfied LHU

employees (3.782) with good facilities and teaching aids. Working Condition (FAC2) is

also the factor which occupies the most important position in employees’ perception

(3.915).

Table 4.15: Satisfaction level on each item in FAC3

Item

X/Y Content

Satisfaction

Mean

Importance

Mean

Satisfaction

and

Importance

ratio

X11/Y11 Parental leave 3.29 4.06 81%

X12/Y12 Time off and flexible

schedules 3.32 3.78 88%

X13/Y13 Bonuses 3.73 3.78 99%

Source: Output from SPSS

Based on table 4.12 and table 4.15, in regarding to Compensation (FAC3),

Compensation (FAC3) only can meet of 89% employees’ satisfaction in comparison

with what they expect about. Bonuses can meet 99% of the employees’ expectation.

However, some discipline policies about Parental leaving and Time off and flexible

schedules are not suitable for the current situation of this organization. They are judged

to make employees satisfied only about 81% and 88% respectively. This table advises

that LHU still need to improve these matters.

Specially, according to research interview, employees expect that LHU could pay them

better in comparison with what they have sacrificed for the school development. They

also hope the price for piecework and overtime work could be increased annually and

simultaneously. Furthermore, they are in hope of getting more occasional bonus. Also

according to research interview, the way of payment (cash payment) is not convenient

for employees. Pay card is preferred because it provides the benefits of significant cost

savings, convenience and security. Employees also want is to get the payment properly,

especially in time and on time.

Table 4.16: Satisfaction level on each item in FAC4

Item Content Satisfaction

Mean

Importance

Mean Satisfaction

and

58

X/Y Importance

ratio

X17/Y17

Ability to work

effectively through and

with other people

2.68 3.30 81%

X18/Y18

Can you get along well

with others in the

workplace?

2.95 3.56 73%

X19/Y19 Competition at

workplace 3.21 3.76 85,3%

Source: Output from SPSS

Based on table 4.12 and table 4.16, in regarding to (FAC4), this factor only can meet

88% of employees’ satisfaction in comparison with what they expect to receive about

Human Relation at workplace. This table advises that LHU must find best solution to

improve these matters.

Table 4.17: Satisfaction level on each item in FAC5

Item

X/Y Content

Satisfaction

Mean

Importance

Mean

Satisfaction

and

Importance

ratio

X22/Y22

Professional

development evaluation

and reward

3.44 3.68 93%

X23/Y23 Promotion opportunity 3.52 3.78 93%

X24/Y24 Improving teaching

skills exams 3.25 3.62 90%

X25/Y25 Training courses

provided by university 3.45 3.64 95%

Source: Output from SPSS

Based on table 4.12 and table 4.17, Professional Development (FAC5) has well

satisfied LHU employee. This factor can meet 93% of employees’ satisfaction in

comparison with what they expect to receive about the potential of career at

59

workplace. However; it is advised that the leaders should eager to provide employees

new changes in career development.

Table 4.18: Satisfaction level on each item in FAC6

Item

X/Y Content

Satisfaction

Mean

Importance

Mean

Satisfaction

and

Importance

ratio

X26/Y26 safety rules 3.35 3.66 92%

X27/Y27 Instrumentation and

laboratory practice 3.46 3.94 88%

X28/Y28 Safe guarding; first

aid’s facilities 3.52 4.00 88%

Source: Output from SPSS

Based on table 4.12 and table 4.18, in regarding to Institution Safety (FAC6), this factor

only can meet 89% of employees’ satisfaction in comparison with what they expect to

receive about the safe protection at workplace.

Overall, the satisfaction level of employees in LHU is at high level. There is no factor

that have too big gap between satisfaction and expectation). Nevertheless, to increase

labour productivity and improve the satisfaction level of employees, the management of

LHU not only has to invest money for good facilities but also need to take care about

employees’ life and demand. Especially, the policy maker should concentrate on the

important factors like Compensation, Human Relation, and Safety.

4.4 Hypotheses Testing

4.4.1 Correlation Analysis

In this section, researcher used correlation analysis to measure the relationship between

each factor and job satisfaction. A strong or high correlation means that two or more

factors have a strong relationship with overall satisfaction while a weak or low

correlation means that the factors are hardly related. Correlation coefficients can range

60

from -1.00 to +1.00. The value of -1.00 represents a perfect negative correlation while a

value of +1.00 represents a perfect positive correlation. A value of 0.00 indicates that

there is no relationship among the factors being tested.

Proposition 1: Which one of six factors have correlated to job

satisfaction?

The table 4.19 indicates that all hypotheses support for positive correlations.

Administration is found to be significant and strongly positive correlated with job

satisfaction (correlation coefficient or “r”= 0.796). Working Condition, Human

Relation and Professional Development are found to be significant and moderate

positive correlated with job satisfaction (correlation coefficient or “r”=0.438, 0.338,

0.410 respectively). Compensation and Institution’s Safety are found to be significant

and weak positive correlated with job satisfaction (correlation coefficient or “r”= 0.208,

0.221 respectively).

We can conclude that hypotheses H1, H2, H3, H4, H5, and H6 are supported.

Table 4.19: Correlation Analysis

Factor Pearson Correlation Sig. (2-tailed) N

Administration .796’’ .000 200

Working Condition .438’’ .000 200

Compensation .208’’ .003 200

Human Relations .338’’ .000 200

Professional Development .410’’ .000 200

Institution’s Safety .221 .000 200

Overall Satisfaction 1 200

4.4.2 Regression Analysis

Proposition 2: Among Administration, Working Condition, Compensation,

Human Relation, Professional Development and Institutions’ Safety, which factors

have the strongest impact on general satisfaction?

61

The objective of multiple regression analysis is to predict the changes in the dependent

variable in response to changes in the independent variables. This objective is most

often achieved through the statistical rule of least squares. Whenever the researcher is

interested in predicting the amount or magnitude of the dependent variable, multiple

regressions is useful. In this section, by using multiple linear regressions the researcher

selects one single dependent value, named as the Overall Satisfaction and five

independent values, named as Administration, Working Condition, Compensation,

Human Relation, Professional Development and Institutions’ Safety to make a

prediction. The research’s objective is to predict the changes of employees’ overall

satisfaction (dependent variable) in the relationship with Administration, Working

Condition, Compensation, Human Relation, Professional Development and Institutions’

Safety (independent variable).

And, with the above satisfaction level of each factor, now, it becomes critical to know

which the role of each factor in affecting the overall satisfaction level so that LHU

would decide the priority of its strategies in enhancing its employees’ satisfaction. To

do this, Regression analysis is applied. In this analysis, the overall satisfaction level

(DV) is considered as the dependent variable and the four factors are independent

variables. The analysis results are as in Table 4.20.

Table 4.20: Model Summaryb

Mod

el

R R

Square

Adjusted

R Square

Std. Error

of the

Estimate

Change Statistics

R Square

Change

F

Change df1 df2

Sig. F

Change

1 .811a .658 .651 .487 .658 93.807 4 195 .000

a. Predictors: (Constant), Administration, Working Condition, Compensation,

Human Relation, Professional Development and Institutions’ Safety

b. Dependent Variable: Overall Satisfaction (DV)

SPSS will generate quite a few tables in its results section for a linear regression. In this

session, we are going to look at the important tables. The first table of interest is the

Model Summary table (Table 4.20). This table provides the R and R2 value. The R

value is 0.811, which represents the simple correlation and, therefore, indicates a high

62

degree of correlation. The R2 value indicates how much of the dependent variable,

overall satisfaction of employees can be explained by the independent variable,

Administration, Working Condition, Compensation, Human Relation, Professional

Development and Institutions’ Safety. In this case, 65.8% can be explained, which is

very large.

Note: In statistics, the coefficient of determination R2 is used in the context of

statistical models whose main purpose is the prediction of future outcomes on the basis

of other related information. R2 is most often seen as a number between 0 and 1.0, used

to describe how well a regression line fits a set of data. An R2 near 1.0 indicates that a

regression line fits the data well, while an R2 closer to 0 indicates a regression line does

not fit the data very well. The coefficient of determination (R2= 0.658) shown in table

4.20 indicates that our regression line fits the data well.

The next table is the ANOVA table. This table indicates that the regression model

predicts the outcome variable significantly well. How do we know this? Look at the

"Regression" row and go to the Sig. column. This indicates the statistical significance of

the regression model that was applied. Here, P < 0.0005 which is less than 0.05 and

indicates that, overall, the model applied is significantly good enough in predicting the

outcome variable.

Table 4.21: ANOVA

ANOVAb

Model

Sum of

Squares df Mean Square F Sig.

1 Regression 89.094 4 22.274 93.807 .000a

Residual 46.301 195 .237

Total 135.395 199

a. Predictors: (Constant), Administration, Working Condition, Compensation,

Human Relation, Professional Development and Institutions’ Safety

b. Dependent Variable: Overall

Satisfaction

63

The regression output, reproduced in Table 4.22 shows that Working Condition,

Professional Development and Institutions’ Safety are not significant (sig >5%).

These variables barely fail to reach significance and drop out of the regression model.

They are one by one removed from the regression model.

Table 4.22: Predictors

COEFFICIENTS

Model

Un-standardized

Coefficients

Standardized

Coefficients t Sig.

B Std.

Error Beta

Constant .457 .280 -- 1.631 .104

Administration .141 .009 .733 15.567 .000

Working Condition .055 .025 .103 2.190 .052

Compensation .028 .012 .103 2.395 .018

Human Relation .032 .014 .102 2.336 .021

Professional

Devel. .010 .018 .027 .536 .060

Institution’s Safety .006 .017 .017 .337 .057

Then, the final results from regression analysis are as in Table 4.23

Table 4.23: Predictors2

COEFFICIENTS

Model

Un-standardized

Coefficients

Standardized

Coefficients t Sig.

B Std.

Error Beta

64

Constant .457 .280 -- 1.631 .104

Administration .141 .009 .733 15.567 .000

Compensation .028 .012 .103 2.395 .018

Human Relation .032 .014 .102 2.336 .021

Dependent Variable: General Satisfaction of Employees

• What is the unstandardised regression equation?

– Overall Satisfaction = 0.457 + 0.141 Administration + 0.028Compensation + 0.032 Human Relation

• Which predictors are statistically significant?

– Administration, Compensation, Human Relation.

All have positive coefficients, which mean that Administration, Compensation, and

Human Relations have positive correlations with employees’ general satisfaction.

Standardized Coefficients of Administration, Compensation, and Human Relations

are 0.733, 0.103, and 0.102 respectively. These indexes indicate that Administration

factor plays the most important role in making customers satisfied at LHU. Besides,

Compensation and Human Relation occupied the second and third position.

These findings are the foundations for LHU to make proper strategies in its business to

make its employees more satisfied. One of the most important issues is that Human

Relation, Compensation and Safety does not meet the employees’ expectation;

whereas the Administration itself plays such an important role in enhancing the

employees’ satisfaction. This issue should be seriously considered for immediate

improvement and actions.

Besides, LHU should conduct further research in development so that it can be easily

used and stored when necessary. It should also find out proper ways to deliver enough

information about LHU. This could be done parallel to the improvement of the quality.

- Last but not least, LHU must also improve the way of paying.

4.4.3 The Summary of Hypothesis Testing

65

In this chapter, there are two objectives to achieve. The first objective was concern with

the relationship between the independent variables (predictor) and the dependent

variable (criterion). The other objective has been testing the relationship between the

dependent variable and respondents’ personal background variables. The results of the

hypotheses testing were summarized in the Table 4.24.

Table 4.24: Summary of Hypotheses Testing

Research Hypotheses Supported

Not Supported

H1 Administration has a positive effect on teachers’ satisfaction

H2 Working Conditions has a positive effect on teachers’ satisfaction.

H3 Compensation has a positive effect on teachers’ satisfaction

H4 Human Relation has a positive effect on teachers’ satisfaction

H5 Professional Development has a positive effect on

teachers’ satisfaction

H6 Institution’s Safety has a positive effect on teachers’ satisfaction

4.5 Summary

This chapter aims to carry out data analysis and hypothesis testing. To testing

hypotheses, the important steps in the current study were exploratory factor analysis

(EFA), reliability analysis for measurement scale (Cronbach’s Alpha), multiple linear

regressions (MLR) and Correlations Analysis. The findings could be used for

discussion, suggestion and implications in the next chapter.

66

CHAPTER 5

Research Implication and Conclusions

5.1 Introduction

In current study, the author analyzes the factors that are closely associated with job

satisfaction of teachers and staffs in Lac Hong University, Vietnam (LHU). Results,

research implications and future research are discussed in the last chapter. Deeply

exploring literature review and previous researches in the field of job satisfaction, the

current research proposed a framework for measuring the level of job satisfaction of

employees working in this organization.

Chapter 1: In this chapter, the research background, research problems are dicussed.

The motivation and research objectives were established.

Chapter 2: In this chapter, the definitions and literature review was introduced under

following headings:

Definitions of job satisfaction and teacher satisfaction.

Factors that impact on the satisfaction of employees.

Frame works applied to this research.

Chapter 3: In this chapter, the research hypotheses, data analysis procedure and

research framework was built. Then the construct measurement and questionnaire will

be defined and discussed.

Chapter 4: In this chapter, the process of data analyses was conducted. After that, the

author also presented the study results.

Chapter 5: In this chapter, findings are discussed and research implications as well as

future research avenues are offered. Besides, the contributions s and limitations of this

research also were mentioned.

67

5.2 Discussions and Implications

Based on the findings in Chapter 4, as table 4.12 showed, we can conclude that all over

the employees in LHU were satisfied with their job. However, even though they feel

satisfied with all the factors, their real satisfaction is lower than what they expected to

receive.

The correlation result in table 4.19 shows that all factors are found to be significant and

positive correlated with the overall satisfaction.

Moreover, in regression model in table 4.23, we can predict that there are three

important factors that have the strongest impact on the overall satisfaction; they are

Administration, Compensation and Human Relation. Standardized Coefficients of

Administration, Compensation, and Human Relations in table 4.23 shows that

Administration factor has strongest impact on the overall satisfaction of employees in

LHU. Compensation comes second. Human Relation comes third.

It has been found out that there are three important factors directly affecting to the

overall customer satisfaction level of the employees towards LHU; they are

Administration, Compensation and Human Relation. Among the factors,

Administration has the highest influence and Compensation and Human Relation

come after. Therefore, LHU should have their proper policies and actions to firstly

increase the satisfaction level on Administration; then Compensation and finally

Human Relation.

Suggested solutions to enhance the satisfaction level on Administration

Administration is the factors which have strongest impact on the overall satisfaction of

employees. Keep the workplace fair and peaceful requires much from the good leader.

If the leader could solve this problem, it also means the overall satisfaction level can

increase.

For details, as Table 4.12 stating that factor Administration can meet about 95% of the

employee’s expectation. This indicates that factor Administration seems go very well.

However, satisfaction and importance ratio, as shown in table 4.13, indicates that

employees need more support and encourage from administrators.

The next problem is the procedure for evaluating teacher and staff performance that

should be noticed carefully. When leaders determine the procedure for teacher

performance evaluation, they tend to get strict and put hard requirements on young

employee performance. Moreover, the elderly also hold conservative thinking, thus they

would not be flexible in case of urgency. All these things may lead to some

68

dissatisfaction feelings on teachers. Therefore, the procedure for evaluating teacher and

staff performance should be taken carefully and effectively.

Finally, a good leader should consider about the influence of teacher and staff over

policy and practices. The organization can be only operated effectively if teacher and

staff can self-recognize themselves as important resources that have scarified all their

life for leaders should keep work place to be fair in all aspects: promotion, evaluation

and discipline. Besides, all teachers must obey the rule of the school and respect the

decision making by the leaders. A great leader should create his organization to become

a nice, peaceful and trusted place.the development of working place. In order to

improve employee’s satisfaction toward organization policy, it is necessary to put their

rights as priorities.

Leadership and Self-Assessment Evaluations are also found as one of the most

important elements. Good leaders should keep a good image in employees’ thinking

because they give the privilege and the responsibility of managing others. It is necessary

to give clear instructions and decisions. Besides, leaders should manage employees in

such a way that their talents and skills are utilized to bring in maximum productivity in

work. To increase teachers’ satisfaction level, these are:

Suggested solutions to enhance the satisfaction level on Compensation

Compensation, which comes second after Administration, has much impact on overall

job satisfaction of employees in LHU.

The income of employees in LHU depends on three elements: years of working

experience, education background, and position status. Because of the standard and

characteristic of a university, it requires high number of educated employees. Besides,

the salary has counted by the time of working experience and it can increase year by

year. The salary of people who get on high position status also may higher than the

employees with the same time of working. They are duly and directly paid on the 15th

day after the end of the relevant month.

Although the employees in LHU were satisfied with the policies of income but it is still

lower than their expectation. The income was counted by basic salary, monthly welfare

and overtime working. Because of inflation and the prices of every item are increasing,

they spend much more. For these reasons, the employees may not concentrate on their

job, it directly affected to working performance. In this study, researcher suggests some

solutions to solve this problem.

69

As on table 4.12 and table 4.15, in regarding to Compensation, it only can meet of 89%

employees’ satisfaction in comparison with what they expect about. Bonuses can meet

99% of the employees’ expectation. However, the two policies about Parental leaving

and Flexible schedules are not suitable for the current situation of this organization.

They make employees satisfied only 81% and 88% respectively. This table advises that

LHU still need to improve these matters.

Parental leave is an employee benefit that provides paid or unpaid time off work to care

for a child or make arrangements for the child's welfare. The problem of Parental leave

in LHU has been solved by the new law of Vietnamese Labour Bureau. In comparison

with only four month off, the new law provides more than 6 paid month job-protected

leave and also paid 100% maternity leave. It assists parents that are employed prior to

giving birth much more 2 months so that they are able to care for the child. Parental

leave is important not only for the mother but for the father as well. Paid leave gives

parents the time to provide great prenatal and postnatal care, lowers accident rates and

allows a great sense of bonding. This will give the family the opportunity to unite, relax,

and be together as a family before work and family spill over is introduced. This will

lead to higher job satisfaction and in return will lead to better work productivity.

LHU staffs are not happy with working time, especially flexible schedule. According to

Wiki definition of flexi-time, it is a variable work schedule, in contrast to traditional

work arrangements requiring employees to work a standard 9 a.m. to 5 p.m. day. Under

flexi-time, there is typically a core period (of approximately 50% of total working day)

of the day, when employees are expected to be at work (for example, between 11 a.m.

and 3 p.m.), while the rest of the working day is "flexi-time", in which employees can

choose when they work, subject to achieving total daily, weekly or monthly hours in the

region of what the employer expects, and subject to the necessary work being done. A

flex time policy allows staff to determine when they will work, while a flex place policy

allows staff to determine where they will work. Advantages include allowing employees

to adopt their work hours to public transport schedules, to the schedules their children

have, and that road traffic will be less congested, more spread out.

Although flexible time brings much advantage for the organization, it is difficult to

apply flexibly in LHU. LHU is an organization of education, so it has different time

70

table for students and it requires teachers and staffs to obey that given time. However,

the leader should give priority for anyone who has emergency stuffs.

Suggested solutions to enhance the satisfaction level on Human Relations

Human Relation, which comes third after Administration, has much impact on overall

job satisfaction of employees in LHU.

Based on table 4.12 and table 4.16, in regarding to Human Relation, this factor only can

meet 88% of employees’ satisfaction in comparison with what they expect to receive

about Human Relations at workplace. LHU employees have encountered so many

problems in Human Relations. The satisfaction and importance ratio, which is just about

81%, shows employees’ ability of teamwork is limited. Employees even feel hard in

getting along well with others in the workplace (Satisfaction and Importance ratio is just

about 73%). Moreover; the situation of workplace competition makes employees not

happy (Satisfaction and Importance ratio is just about 85.3%).

In order to improve satisfaction level, researcher suggested solutions to enhance the

satisfaction level on Human Relations. First, we should mention the definition of

Human relations. This concept refers to the study of how organizations manage and

interact with their employees in their efforts to improve employee and

organizational effectiveness. Human relations are a broad term that includes such

previously discussed subjects as leadership, organizational design, extent of

decentralization, and willingness to delegate authority and responsibility. In addition, it

involves such fundamental issues as individual, group, and organizational needs;

motivation; and attempts to improve the quality of work life.

To enhance this factor, it requires much effort from the leaders. They must have good

skills of human resources management. A progressive leader can encourage

socialization through team sports and outside activities to improve employees’ ability

of getting along well with colleague. Astute managers recognize that friendships should

be encouraged and that work life needn’t be separate and distinct from one’s personal

life. In truth, people bring their personal lives to work each day and often talk about

them with colleagues. Even those who don’t share what’s going on outside the

workplace bring their moods to the office. Intelligent leaders and managers recognize

that each employee is a whole person with a private life that accompanies him or her to

work. Ignoring this reality prevents leaders from learning what makes people tick.

Leaders can encourage employers to promote workplace friendships by creating a fund

71

to pay for employee outings, some of which include family members. They also create a

work environment in which people can socialize.

To conclude, it depends on the real situation, the leaders of LHU can think of

suitable ways to improve the relationship of employees at workplace effectively.

5.3 Research Contributions

Based on the findings in this study, the researcher investigated job satisfaction among

the employees who are working in Lac Hong University. The empirical result of this

research may contribute towards improving job satisfaction of employees and teachers

working in the organization. The study also contributed to other future researches in this

field and carried practical significance.

The findings of this study indicate that all factors (administration, compensation, human

relation, professional development and labour safety) are associated with job

satisfaction. Enhancing job satisfaction is the solution to increase work performance and

increasing teacher’s satisfaction may prevent the risk of teacher burnout.

This research’s findings also remind policy-makers to recognize the fact that

compensation, human relation and school’s principal for administration system are

central components of effective policy-making. Increasing job satisfaction at workplace

means supporting more motivation for teachers who love teaching career and therefore

they have enough conditions for continue for scarify for the teaching job.

5.4 Limitations and Future Researches

As any studies, this research is not without limitations and gaps. Firstly, this survey is

limited because it investigates the situation of restricted amount of respondents.

Next, there are some factors of organization were not mentioned and analyzed clearly in

this study, such as type of university and management style, so on. Further researches

should include other factors in the research’s area. For example, future research in this

area may further examine not only university levels but also teachers at primary,

secondary or high school level. Similarity, a comparison of teachers’ satisfaction in

public and private organization is current also a very important issue to examine by

other researcher.

72

5.5 Conclusions

The overall development of Vietnamese Education in recent years has been improved.

Lac Hong University in the current study is the private university work under the

control of Vietnamese Ministry of Education and Training. The researcher hopes that

the study will bring more accurate findings and can reflect closer with teachers’ life in

other poor provinces of the nation.

Lac Hong University, in correlated with all kinds of universities, have been working

under the education policy, issued by Ministry of Education and Training. It implied

that only doing an investigation on the satisfaction level of these teachers, it also can

partly reflect similar situation of teachers in other organizations towards school

administration, salary and compensation, policies of professional development, etc.

This research has found out three main factors that have strong impact on employee’s

satisfaction. The first one is the factor Administration, which determine the

effectiveness of every organization. The second factor is Human Relation. Keep the

workplace fair and peaceful requires much from a good leader. If a leader could solve

this problem, it also means the overall satisfaction level can increase. The third factor is

Compensation. Although the employees in LHU were satisfied with the policies of

income but it is still lower than their expectation. The solutions for this issue are still

studying by many researchers in the context of inflation, which affects on the economy

and the difficulties of government, which have to spend a great deal of

money fighting on everything. Above all, the employees always hope their boss to have

equal treatment for anybody. Besides, the approval of opinion and rewards for good

performance aim to encourage employee seem motivate them to work hard.

Finally, to increasing level of job satisfaction is increasing work performance, quality

and benefit for any organization. After this study was published, the research hopes to

give some important information for the Vietnamese Education, for improving every

aspects of LHU as well as caring human life in the organization better.

73

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STAFF SATISFACTION QUESTIONNAIRE

76

Factors of Faculty Members’ Satisfaction Impacting on the Education and Training in Lac Hong University, Vietnam

***

I am Nguyen Nhu Thang. I am a graduate student at Southern Taiwan University. As well, I am

also taking up Master Degree of Southern Taiwan University. Due to the research, I sincerely ask

for your help to fill out the questionnaire.

I am very proud of Vietnam- a country where many talents were born. Vietnam is now in the

position of a developing country in the South East Asian, and the education field has contributed

partly for that. Therefore; people who have worked for Vietnamese Education should be taken

considerate carefully. Teachers or training staff should be paid more attention on their satisfaction

in their working progress and daily life, such as salary, working conditions, .etc. They can work

well only if the education ministry makes them satisfied. Besides, a nation can come to the edge of

development only if there are more and more talents trained from the education field. This was

motivated me to carry out the survey concerning my Master study, the title of which is “Factors of

Faculty Members’ Satisfaction Impacting on the Education and Training” for a typical

Vietnamese university – Lac Hong University. The main purpose of the study is to investigate a

school administration, concerning their staff satisfaction, as well as its own policies that

influencing the education’s development.

I assure you that all the information you provide us will be treated in security. All data that go into

the research will also be aggregated, only the results of which will be presented and publicized.

Enclosed is the related information. If you have any questions, please do not hesitate to contact me

by email or telephone. We very much appreciate you for your great assistance and time. As well, I

am looking forward with great relish to your response.

Contact information:

Nguyen Nhu Thang

Faculty of Foreign languages

Lac Hong University (Vietnam)

No. 10 Huynh Van Nghe st., Buu Long Ward, Bien Hoa city, Dong Nai province, Vietnam.

Hand phone: (+886) 963.084.025 (Mr. Thang)

STAFF SATISFACTION QUESTIONNAIRE

77

Student doing Research: Nguyen Nhu Thang

Advisor: Prof. Lin, Yu-Li

FACULTY MEMBERS’ SATISFACTION QUESTIONNAIRE

Firm/Organization Lac Hong University, Vietnam

Address Headquarter: No. 10 Huynh Van Nghe str., Bien Hoa, Dong Nai - Vietnam

Completed by (optional)

Position

Dean Vice-Dean Senior staff Staff Lecturer

Age < 30 31 ~ 40 41 ~ 50 51 ~ 60

Income (USD) 200-300 300-500 > 500

Gender Male Female

Marital Status Single Married

Year Experience 1-5 yrs 6-10 yrs 11-15 yrs 16-20 yrs > 20 yrs

Academic

Qualifications

College Bachelor Master Ph.D. Prof. Dr.

I. Please CIRCLE the Degrees for Each of the Following Items

1 = very dissatisfied; 2 = dissatisfied; 3 = moderate; 4 = satisfied; and 5 = very satisfied

1 = very unimportant; 2 = unimportant; 3 = moderate; 4 = important; and 5 = very important

1. Administration Degree of Satisfaction Degree of Importance

1.1 Support and encourage of school administrators 1 2 3 4 5 1 2 3 4 5

1.2 Procedure for teacher performance evaluation 1 2 3 4 5 1 2 3 4 5

1.3 Influence of teacher over school policy and practices 1 2 3 4 5 1 2 3 4 5

1.4 Respondents of head masters to teachers’ suggestion 1 2 3 4 5 1 2 3 4 5

1.5 Cooperative effort among the staff 1 2 3 4 5 1 2 3 4 5

2. Working Conditions Degree of Satisfaction Degree of Importance

2.1 Teaching workload 1 2 3 4 5 1 2 3 4 5

STAFF SATISFACTION QUESTIONNAIRE

78

II. Please Rate your General Satisfaction towards the University

1 = very dissatisfied; 2 = dissatisfied; 3 = moderate; 4 = satisfied; and 5 = very satisfied Overall, how satisfied are you with this organization as an

employer? 1 2 3 4 5

2.2 Institution facilities 1 2 3 4 5 1 2 3 4 5

2.3 Teaching aids 1 2 3 4 5 1 2 3 4 5

2.4 Role of teacher in classroom 1 2 3 4 5 1 2 3 4 5

2.5 Sense of achievement getting from work 1 2 3 4 5 1 2 3 4 5

3. Compensation Degree of Satisfaction Degree of Importance

3.1 Parental leave 1 2 3 4 5 1 2 3 4 5

3.2 Time off and flexible schedules 1 2 3 4 5 1 2 3 4 5

3.3 Bonuses 1 2 3 4 5 1 2 3 4 5

3.4 Rewards for faculties’ children 1 2 3 4 5 1 2 3 4 5

3.5 Long term incentives 1 2 3 4 5 1 2 3 4 5

4. Human Relation Degree of Satisfaction Degree of Importance

4.1 Students’ discipline 1 2 3 4 5 1 2 3 4 5

4.2 Ability to work effectively through and with other people

1 2 3 4 5 1 2 3 4 5

4.3 Can you get along well with others in the workplace? 1 2 3 4 5 1 2 3 4 5

4.4 Competition at workplace 1 2 3 4 5 1 2 3 4 5

4.5 Students’ respect to faculties 1 2 3 4 5 1 2 3 4 5

5. Professional Development Degree of Satisfaction Degree of Importance

5.1 Training courses provided by university 1 2 3 4 5 1 2 3 4 5

5.2 Professional development evaluation and reward 1 2 3 4 5 1 2 3 4 5

5.3 Promotion opportunity 1 2 3 4 5 1 2 3 4 5

5.4 Improving teaching skills exams 1 2 3 4 5 1 2 3 4 5

6. Institution’s Safety Degree of Satisfaction Degree of Importance

6.1 Local area’s attention towards the security around campus 1 2 3 4 5 1 2 3 4 5

6.2 University’s safety rules 1 2 3 4 5 1 2 3 4 5

6.3 Instrumentation and laboratory practice 1 2 3 4 5 1 2 3 4 5

6.4 Safe guarding; first aid’s facilities 1 2 3 4 5 1 2 3 4 5

We heartedly appreciate you for your great help and the

precious opinion in finishing this questionnaire.

STAFF SATISFACTION QUESTIONNAIRE

79

Các Nhân Tố của Sự Thỏa Mãn Giảng Viên Ảnh Hưởng Đến Quá Trình Giáo Dục và Đào Tạo tại Trường Đại học Lạc Hồng, Việt Nam

***

Kính thưa Quý Thầy/ Cô,

Tôi là Nguyễn Như Thắng hiện nay là sinh viên Cao học và đang theo học chuyên ngành quản lý kinh doanh quốc tế tại trường Đại Học Nam Đài, Đài Loan. Tôi rất cảm ơn nếu như thầy/cô có thể giành chút ít thời gian giúp tôi hoàn thành bản điều tra khảo sát này. Việt Nam là một quốc gia giàu tiềm năng với những nguồn lực vô tận chưa khai thác hết. Bên cạnh đó, đất nước này cũng đóng một vị thế quan trọng đối với nền kinh tế thế giới.Và tất nhiên để đến được đà phát triển như các quốc gia phương Tây thì Việt Nam cần chú trọng thêm nhiều lĩnh vực, nhưng quan trọng hơn cả là giáo dục. Cụ thể hơn, chính phủ Việt Nam nên chú ý hơn đến các vấn đề của giáo dục , ví dụ như trợ cấp xã hội, lương bổng, điều kiện làm việc, , v.v của giáo viên các cấp. Giáo dục trên thực tế thì hiện nay là vấn đề ưu tiên ở các quốc gia phát triển như Mỹ, Anh, Đức, v.v. Trong đó, người giáo viên rất đang được chú trọng đến mọi mặt trong điều kiện làm việc của họ, bởi các cơ quan chức năng của chính phủ. Do vậy, ở Việt Nam, chính phủ cũng nên lưu ý đến nhưng vẫn đề mà giáo viên đang gặp phải trong điều kiện làm việc hàng ngày. Điều này đã thúc đẩy tôi thực hiện bản điều tra khảo sát để biết rõ hơn về những khúc mắc mà người giáo viên Việt Nam đang phải đương đầu trong xã hội hiện nay, và từ đó tôi rất mong có cơ hội đóng góp những kiến nghị giúp giáo viên có một đời sống và làm việc tốt hơn.Tựa đề của bản điều tra khảo sát này gọi là: “Các Nhân Tố của Sự Thỏa Mãn Giảng Viên Ảnh Hưởng Đến Quá Trình Giáo Dục và Đào Tạo tại Trường Đại học Lạc Hồng, Việt Nam”. Mục đích chinh đó là xem xét hệ thống quản lí giáo dục trong nhà trường, mối quan hệ giữa lãnh đạo, nhân viên, và giáo viên, sự thõa mãn của họ đối với công tác quản trị trường học, cũng như sự ảnh hưởng của các chính sách chi phối nền giáo dục Việt Nam với những người đang cộng tác trong lĩnh vực này. Tôi xin đảm bảo rằng mọi thông tin tôi được quý thầy cô cung cấp đều được tôi đảm bảo xử lí an toàn nhất. Tất cả các dữ liệu thu thập được cho nghiên cứu sau khi xử lí sẽ được hủy, chỉ có kết quả sẽ được giữ lại và công bố. Đây là một số thông tin liên quan của tôi. Nếu có bất kì câu hỏi nào, đừng do dự liên lạc đến tôi.

Tôi rất cảm kích vì quý thầy cô đã sẵn lòng bỏ ra thời gian và công sức giúp đỡ cho đề tài này.

Chân thành cảm ơn,

Thông tin liên lạc:

Nguyễn Như Thắng

Khoa Ngoại Ngữ - Đại học Lạc Hồng

Số 10 Huỳnh Văn Nghệ, Bửu Long, Biên Hòa, Đồng Nai, Việt Nam.

Hand phone: (+886) 963.084.025 (Mr. Thắng)

STAFF SATISFACTION QUESTIONNAIRE

80

Thực hiện Đề tài: Nguyen Nhu Thang

Giáo sư hướng dẫn: Prof. Lin, Yu-Li

BẢN KHẢO SÁT ĐỘ HÀI LÒNG CỦA CÁN BỘ GIẢNG VIÊN

Đơn vị Trường Đại học Lạc Hồng, Việt Nam

Địa chỉ Số 10 Huỳnh Văn Nghệ, Biên Hòa, Đồng Nai – Việt Nam

Người được khảo sát

(có thể bỏ qua)

Vị trí công việc (Trong Khoa, Phòng,

Trung tâm)

Trưởng Phó Nhân viên Giảng viên Khác

Độ tuổi < 30 31 ~ 40 41 ~ 50 51 ~ 60 > 60

Giới tính Nam Nữ

Mức lương (USD) 300-400 400-500 > 500

Tình trạng hôn

nhân Độc thân Kết hôn

Số năm làm việc 1-5 6-10 11-15 >15

Bằng cấp

Cao Đẳng Cử Nhân Ths TS GS.Ts Khác

I. Hãy KHOANH TRÒN các mức độ theo mục dưới đây

1 = Rất không hài lòng; 2 = Không hài lòng; 3 = Bình thường; 4 = Hài lòng; and 5 = Rất hài lòng 1 = Rất không quan trọng; 2 = không quan trọng; 3 = Bình thường; 4 = quan trọng t; and 5 = rất quan trọng

1. Quản lý Mức độ hài lòng Mức độ quan trọng

1.1 Sự hỗ trợ và khuyến khích của cán bộ quản lí cấp trên 1 2 3 4 5 1 2 3 4 5

1.2 Qúa trình đánh giá phê bình khen thưởng 1 2 3 4 5 1 2 3 4 5

1.3 Sự ảnh hưởng của giáo viên đối với chính sách quản lí và thực tiễn giảng dạy

1 2 3 4 5 1 2 3 4 5

1.4 Hồi đáp của ban lãnh đạo về khúc mắc của giáo viên 1 2 3 4 5 1 2 3 4 5

1.5 Những nỗ lực hợp tác giữa các nhân viên trong nhà trường 1 2 3 4 5 1 2 3 4 5

STAFF SATISFACTION QUESTIONNAIRE

81

II. Hãy chọn mức độ hài lòng chung của bạn về Trường 1 = Rất không hài lòng; 2 = Không hài lòng; 3 = Bình thường; 4 = Hài lòng; and 5 = Rất hài lòng

Nói chung bạn cảm nhận như nào về Trường? 1 2 3 4 5

2. Điều kiện làm việc Mức độ hài lòng Mức độ quan trọng

2.1 Lượng công việc được giao 1 2 3 4 5 1 2 3 4 5

2.2 Cơ sở vật chất trong nhà trường 1 2 3 4 5 1 2 3 4 5

2.3 Đồ dùng giảng dạy 1 2 3 4 5 1 2 3 4 5

2.4 Vai trò quản lí của người giáo viên trong lớp học 1 2 3 4 5 1 2 3 4 5

2.5 Thành tựu kết quả nhận được trong quá trình công tác 1 2 3 4 5 1 2 3 4 5

3. Các khoản phụ cấp, khen thưởng Mức độ hài lòng Mức độ quan trọng

3.1 Nghỉ sinh đẻ 1 2 3 4 5 1 2 3 4 5

3.2 Lương bổng 1 2 3 4 5 1 2 3 4 5

3.3 Khen thương con/em giáo viên 1 2 3 4 5 1 2 3 4 5

3.4 Tiền thưởng 1 2 3 4 5 1 2 3 4 5

3.5 Nghỉ phép 1 2 3 4 5 1 2 3 4 5

4. Đối tượng giảng dạy Mức độ hài lòng Mức độ quan trọng

4.1 Hỗ trợ từ phụ huynh sinh viên 1 2 3 4 5 1 2 3 4 5

4.2 Tác phong kỉ luật của sinh viên 1 2 3 4 5 1 2 3 4 5

4.3 Thái độ học tập của học sinh 1 2 3 4 5 1 2 3 4 5

4.4 Năng lực học tập của học sinh 1 2 3 4 5 1 2 3 4 5

4.5 Sự kính trọng của học sinh đối với giáo viên 1 2 3 4 5 1 2 3 4 5

5. Khả năng phát triển nghề nghiệp Mức độ hài lòng Mức độ quan trọng

5.1 Các khóa học củng cố hay bổ sung phương pháp mới 1 2 3 4 5 1 2 3 4 5

5.2 Hỗ trợ học lên cao 1 2 3 4 5 1 2 3 4 5

5.3 Các hoạt động nâng cao tay nghề và phẩm chất sư phạm 1 2 3 4 5 1 2 3 4 5

5.4 Các kì thi giáo viên giỏi 1 2 3 4 5 1 2 3 4 5

6. An toàn lao động Mức độ hài lòng Mức độ quan trọng

6.1 Sự quan tâm về an ninh của địa phương 1 2 3 4 5 1 2 3 4 5

6.2 Nội quy trường học 1 2 3 4 5 1 2 3 4 5

6.3 An toàn phòng thí nghiệm 1 2 3 4 5 1 2 3 4 5

6.4 Tổ sơ cấp cứu và thiết bị sơ cấp cứu tai nạn 1 2 3 4 5 1 2 3 4 5

Xin chân thành cảm ơn sự giúp đỡ của quý Thầy/Cô và xin nhận tất

cả các ý kiến đóng góp về phiều điều tra này.