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TESL 602 Statistics Applied to LanguageFirst Semester, School Year 2013-2014Time: SUNDAY 8:00-5:00 Room: _406_

FINAL EXAMINATION

LEVEL OF JOB SATISFACTION OF RANK AND FILEEMPLOYEES

OFSIGNAL VILLAGE NATIONAL HIGH SCHOOL,

TAGUIG CITY

Submitted to:Engr. LEODEGARIO M. BAUTISTA

Submitted by:

RONALD F. CAGAMPAN


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Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The researcher conducted the study in SIGNAL VILLAGE NATIONALHIGH SCHOOL , among its rank and file employees. This chapter shows thesummary of the responses of the 50 respondents on different aspects of JobSatisfaction with respect to their profile.

PROBLEM 1

Profile of the respondents

Table 1

Frequency and Percent Distribution of theRespondents by Age

Age Frequency Percent (%)

21-30 years old 16 32

31-40 years old 27 54

41-50 years old 6 12

51-60 years old 1 2

TOTAL 50 100

As shown in Table 1, of the 50 respondents, 16 or 32% belong to 21-30years old and and 27 or 54% are 31-40 years old. We can consider that the ageof the teachers/workers as a part is young. According to (Kalleberg & Loscocco)The study of age differences in job satisfaction is a useful focus for investigatingthe interplay among work, self, and family concepts as they produce changes inrole outcomes during the life course. Using data from the 1972-73 Quality ofEmployment Survey as well as other data sets, we find that age is positivelyrelated to job satisfaction. A relatively substantial portion of these differences areexplained by age variations in work values and job rewards. These findings areconsistent with both cohort and job change explanations of age differences in job

satisfaction. However, some of these age inequalities are not explicable on thebasis of the variables in our model. Though some unknown portion of these agedifferences are undoubtedly due to compositional effects, we argue that they alsopartly reflect more general processes of aging and development.


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Table 2

Frequency and Percent Distribution of theRespondents by Gender

Gender Frequency Percent (%)

Male 15 30

Female 35 70

TOTAL 50 100

As shown in Table 2, of the 50 respondents, 15 or 30% are maleand 35 or 70% are female. There are more female faculty than male. Accrodingto (Jepsen & Sheu 2003) Men and women should experience similar career lifestages and developmental tasks, even though the gender role demands affectingtheir work are extremely different. Considering the gender, differences in job

satisfaction two perspectives have emerged. Compared to men, womens jobsatisfaction may have different correlates, such as workplace social support, andgender concentration within an occupation. Therefore, matches for women maydiffer from those for men (p. 162)

Table 3Frequency and Percent Distribution of the

Respondents by Civil Status

Status Frequency Percent (%)

Single 28 56Married 22 44

TOTAL 50 100

As shown in Table 3, of the 50 respondents, 28 or 56% are single and 22or 44% are married. The gap between single teachers and the married teachersis not that much. According to (Knerr 2000) In the corporate realm, jobsatisfaction reflects employee vitality. Overall, satisfied workers tend to be moreproductive than their dissatisfied counterparts because they are less prone toshirking and inefficiency. Therefore, businesses and corporations must strive tobolster employee satisfaction. This process benefits both employer and

employee by maximizing a firms total utility. In other words, a symbiosis existsbetween satisfied employees and satisfied employers. However, an exogenousfactor seems to account for individual discrepancies in job satisfaction across allsegments of the labor force.


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Table 4

Frequency and Percent Distribution of theRespondents by EDUCATIONAL ATTAINMENT

Frequency Percent (%)BACHELORS 34 68

MASTERS 15 30

DOCTORATE 1 2

TOTAL 50 100

As shown in Table 4, of 50 respondents, 34 or 68% are Bachelors Degreeholders while only few took their post-graduate studies. Many researchers havefound positive relationships between education levels and job satisfaction(Rogers,1991). Falcone (1991) in her study found that educated managersexpressed more job satisfaction in both public and private sectors than less

educated managers. In a survey that was conducted in four municipalities in theMidwest and Southwest of the USA, Howard and Frink (1996) found thatindividuals with greater levels of education would experience more growthopportunities than those who are lesseducated.

Level of job satisfaction of the respondents

Table 5Level of Job Satisfaction of the Respondents

In Terms of the Organization Aspects

Organization Aspects WeightedMean

VerbalInterpretation

I am proud to tell people I work for this company. 4.58 SATISFIED

My company is one of the best companies towork for.

3.82 SATISFIED

My company treats me well. 3.88 SATISFIED

GRAND MEAN 4.09 SATISFIED

As shown in Table 5, of the 50 respondents, with the weighted mean of4.09, the respondents say that they are generally satisfied in terms of theorganization aspect. As indicated indirectly in a study of HR professionals

(Rynes, Colbert, & Brown,2002), as well as based on our experience, the majorpractitioner knowledge gaps in this area are: (1) the causes of employee at-titudes, (2) the results of positive or negative job satisfaction, and (3) how tomeasure and influence employee attitudes. Within each gap area, we provide areview of the scientific research and recommendations for practitioners related tothe research findings. In the final section, additional recommendations forenhancing organizational practice in the area of employee attitudes and job


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satisfaction are described, along with suggestions for evaluating the implementedpractices.

Table 6

Level of Job Satisfaction of the Respondents

In Terms of WorkWORK

WeightedMean

VerbalInterpretation

1. I understand what is expected of me inmy work

4.56 SATISFIED

2. I have the material/equipment and tools Ineed to do my job well

4.02 SATISFIED

3. I am satisfied with my working conditions. 3.76 SATISFIED

4. I am satisfied with my job and the kind ofwork I do.

4.32 SATISFIED

5. My job is challenging and interesting. 4.42 SATISFIED

6. I am getting enough relevant training formy present job.

3.38 SOMEWHATSATISFIED

7. My manager recognizes andacknowledges my good performance.

3.46SOMEWHATSATISFIED

8. Overall, I am satisfied with my presentjob.


GRAND MEAN3.97

SOMEWHATSATISFIED

As shown in Table 6, of the 50 respondents, with the grand mean of 3.97which says that the faculty is somewhat satisfied only. The most-used research

definition of job satisfaction is by Locke (1976), who defined it as . . . apleasurable or positive emotional state resulting from the appraisal of ones jobor

job experiences (p. 1304). Implicit inLockes definition is the importance of bothaffect, or feeling, and cognition, or thinking. When we think, we have feelingsabout what we think. Conversely, when we have feelings, we think about whatwe feel. Cognition and affect are thus inextricably linked, in our psychology andeven in our biology. Thus, when evaluating our jobs, as when we assess mostanything important to us, both thinking and feeling are involved.


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Table 7

Level of Job Satisfaction of the RespondentsIn Terms of Career and Development

CAREER AND DEVELOPMENT WeightedMean VerbalInterpretation

1. I was given enough feedback on myperformance

3.54 SATISFIED

2. I am satisfied with the opportunities fortraining.


3. The company makes every effort to fillvacnacies from within before recruitingfrom outside.


4. I am satisfied with the job opportunities inthe company.


5. Promotion goes to those who mostdeserve it.

2.96 SOMEWHATSATISFIED

GRAND MEAN3.30

SOMEWHATSATISFIED

As shown in Table 7, of the 50 respondents, with the grand mean of 3.30which states that the employees are somewhat satisfied. Survey feedback andaction help support and drive organizational change, and the ability to managechange is evaluated byline managers as the most important competency for HRprofessionals (Ulrich, Brock-bank, Yeung, & Lake, 1995). There are manyvariations of survey feedback and action, though an important research finding is

that participation in feedback sessions alone will not result in changeand this isoften where organizations fall short. In fact, Rynes et al. (2002) found that one ofthe highest percentages of HR professionals responding contrary to the researchfacts was to the statement Ensuring employees participatein decision making ismore important for improving organizational performance than settingperformance goals. Extensive research does not support this statement, yet82% of HR professionals marked it as true. In fact, actual action, not justinvolvement in survey feedback discussions and the development of plans, iscritical for an employee survey to result in improved performance. Feedbacksessions that result in concrete goals and resulting actions have the most impact.This is supported by extensive research on goal-setting theory, which shows that

having specific goals is a major factor for motivation and performance (Locke,Feren, McCaleb, Shaw,& Denny, 1980; Locke & Latham, 2002).


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Table 8

Level of Job Satisfaction of the RespondentsIn Terms of the Relationship with Supervisors/Managers

RELATIONSHIP WITH SUPERIORSWeighted

MeanVerbal

Interpretation

1. My manager establishes plans and workobjectives with me.

3.64 SATISFIED

2. My manager gives me clear instructions. 3.42SOMEWHATSATISFIED

3. My manager is available when I needadvice.

3.52 SATISFIED

4. My manager (immediate supervisor)trusts me.

4.00 SATISFIED

5. My manager helps me to improve myself. 3.66 SATISFIED

6. My manager takes prompt and faircorrective action on employees who fail toperform their work satisfactorily.

3.56 SATISFIED

7. I feel free to talk openly and honestly tomy manager.


8. My manager praises me when I do agood job.

3.50 SATISFIED

9. My manager holds regular meeting withmy work group.

3.60 SATISFIED

10. Those meetings keep me informed and

enable me to do a better job.

3.66 SATISFIED

11. My manager is effective in makingdecisions.


12. My manager knows what is going on inmy work group.


13. My manager is doing a good job. 3.46SOMEWHATSATISFIED


As shown in Table 8, of the 50 respondents, with the weighted meanstates that the level of job satisfaction in terms of the relationship withsupervisors is somewhat satisfied. As in any marriage, trust, security and theknowledge that your needs and opinions are being considered are among thetraits that keep commitment strong. At work, these qualities can be even moreimportant than the value of monetary compensation and rewards - in fact,emotional rewards can actually have a larger impact than monetary rewards onoverall-employee-satisfaction.

In other words, although employees might leave one job for another withbetter pay, their cause for leaving might not be salary at all but a myriad of other


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reasons - often more than likely having to do with mistrust of the company,feeling unappreciated, not respected or not recognized for the time and effortthey have put into their work. The primary implication is to emphasize theimportance of employee-employer relations and the need for organizations toreally demonstrate that they are serious about their workers.

The mentoring is used for development-orientation(Scandura andWilliams, 2004). When a supervisor provides mentoring, the relationship affectsthe protgs skill development and intentions to remain with the employer(McManus and Russell, 1997). On the other hand non-supervisory mentor mayincrease mentees confidence by providing access to outside organization(Scanduraa and Williams, 2004). The immediate supervisor support is veryimportant in organizational change. Although the support of supervisor is not verycrucial in satisfaction but it has positive impact on satisfaction (Griffin, Pattersonand West, 2001). According to Chakrabarty, Oubre, and Brown (2008) perhapsthe finest way in which supervisors can portray himself as a role model is topersonally demonstrate proper techniques so that employee could understand

how job should be done.J.D. Politis (2001) has examined the roles played byleadership in the process of knowledge acquisition and a survey was carriedout on 227 persons who have been engaged in knowledge acquisition activitiesto examine the relationship between leadership styles and knowledge acquisitionattributes. The results showed that the leadership styles that involve humaninteraction and encourage participative decision-making are related positively tothe skills essential knowledge acquisition.


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Table 9

Level of Job Satisfaction of the RespondentsIn Terms of the Relationship with Co-Workers

RELARTIONSHIP WITH CO-WORKERS WeightedMean VerbalInterpretation

1. I am satisfied with how members of mywork group solve problems.

3.70 SATISFIED

2. My work group works well together. 3.88 SATISFIED

3. Work is fairly distributed in my workgroup.


4. I feel free to talk openly and honestly withmembers of my work group.

3.90 SATISFIED


As shown in Table 9, of the 50 respondents, the level of job satisfaction interms of the relationship with co-workers shows a grand mean of 3.74 whichmeans somewhat satisfied. According to the study conducted by Friedlander andMargulies (1969), it was discovered that management & friendly staffrelationships contribute to the level of job satisfaction. However, this resultcontradicts with view of Herzberg (1966) who supported the view that supervisionis irrelevant to the level of job satisfaction. According to Frame (2004) workconditions are defined as an employees work place,work instruments, the workitself, organization policy, and organizational rules. Arnold and Feldman (1996),promoted factors such as temperature, lighting, ventilation, hygiene, noise,working hours, and resources as part of working conditions.


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Table 10

Level of Job Satisfaction of the RespondentsIn Terms of the Work Condition and Environment

WORK CONDITION AND ENVIRONMENT WeightedMean VerbalInterpretation

1. I believe my job is secured. 4.68 SATISFIED

2. My physical working conditions are good. 4.12 SATISFIED

3. Deadlines at the company are realistic.3.48

SOMEWHATSATISFIED

4. My workload is reasonable. 3.80 SATISFIED


As shown in Table 10, of the 50 respondents, the level of job satisfactionof the respondents in terms of the work condition and environment shows a

grand mean of 4.02 which means that the employees are satisfied. The workerwould rather desire working conditions that will result in greater physical comfortand convenience. The absence of such working conditions, amongst otherthings, can impact poorly on the workers mental and physical well -being (Baronand Greenberg, 2003). Robbins (2001) advocates that working conditions willinfluence job satisfaction, as employees are concerned with a comfortablephysical work environment. In turn this will render a more positive level of jobsatisfaction. Arnold and Feldman (1996) shows that factors such as temperature,lighting, ventilation, hygiene, noise, working hours, and resources are all part ofworking conditions. Employees may feel that poor working conditions will onlyprovoke negative performance, since their jobs are mentally and physically

demanding.


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Table 11

Level of Job Satisfaction of the RespondentsIn Terms of the Benefits and Compensation

BENEFITS AND COMPENSATION WeightedMean VerbalInterpretation

1. I am satisfied with the companysemployee welfare programs such asrewards, incentives, food coupons,insurance and health care, etc.

3.74 SATISFIED

2. I am satisfied with the recreationalactivities provided by the company, e.g.picnics and annual dinner.


3. I am satisfied with the companys peopleprograms, such as birthday

announcements, valuable employee ofthe month, bulletins and newsletter, etc.

3.02SOMEWHAT

SATISFIED

GRAND MEAN3.34

SOMEWHATSATISFIED

As shown in Table 11, of the 50 respondents, the level of job satisfcationin terms of the benefits and compensation shows that they are somewhatsatisfied based on the grand mean of 3.34. Different people interpretcompensation differently. Reward, recognition, and wages are terms used indifferent situations (Zobal, 1998). The compensation is defined by American

Association is cash and non-cash remuneration provided by the employer for

services rendered (ACA, p. 9).Salary was found to be the prime factor for themotivation and job satisfaction of salaried employees of the automobile industryfrom the results of the survey by Kathawala, Moore and Elmuti (1990). Thesurvey tried to asses the various job characteristics and the way the employeesranked them as motivators and satisfiers. The results showed that compensationwas ranked as the number one job element for job satisfaction and increase insalary for performance was ranked as the number one job element formotivation. Compensation is very valuable tool for retention and turnover. It isalso a motivator for an employee in commitment with the organization which inresult enhances attraction and retention (Zobal, 1998; Moncarz et al.,2009; Chiuet al., 2002). It also works as communicator when it is given to employee against

his services which shows how much an employee is valuable for its organization(Zobal, 1998).


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Test of significant difference

Table 12

Significant Difference in the Level of Job Satisfactionof the Respondents by Age

Job Satisfaction Aspects F-value p-value Decision Remarks

The Organization 3.167 .033 Accept Ho SIGNIFICANT

Work 5.538 .002 Accept Ho SIGNIFICANT

Career and Development 2.346 .085 Reject Ho NON-SIGNIFICANT

Relationship withManagers/Supervisors

2.279 .092Reject Ho NON-SIGNIFICANT

Relationship with Co-workers


Working Conditions andEnvironment

5.838 .002 Accept Ho SIGNIFICANT

Benefits andCompensation

.798 .501Reject Ho NON-SIGNIFICANT

As shown in Table 12, of 50 respondents, there is not much significantdifference in the level of job satisfaction and age. This indicates that age, as achronological variable, is not a viable predictor of job satisfaction.

Table 13

Significant Difference in the Level of Job Satisfactionof the Respondents by GENDER


The Organization 10.289 .140 Reject Ho NON-SIGNIFICANT

Work 4.338 .056 Reject Ho NON-SIGNIFICANT




Relationship with Co-

workers






As shown in Table 13, of the 50 respondents, gender and job satisfactionshow no significant differences.


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Table 14

Significant Difference in the Level of Job Satisfactionof the Respondents by CIVIL STATUS



Work 3.285 .005 Accept Ho SIGNIFICANT

Career and Development 54.699 .000 Accept Ho SIGNIFICANT


9.464 .000Accept Ho SIGNIFICANT


.001 .014Accept Ho SIGNIFICANT


4.232 .000Accept Ho SIGNIFICANT


13.124 .005 Accept Ho SIGNIFICANT

In contrary of the most researches, Table 14 shows significant differencebetween job satisfaction and civil status. As reviewed above, much research hasinvestigated specific family and job characteristics that are related to home-to-jobconflict. Despite scientific and policy debates over whether single parents aresuccessfully meeting their dual demands of paid work and family life (Heymann,2000), little research has focused on how single parents differ from marriedparents in home-to-job conflict. In some studies, single parents and single adultswithout minor children were combined as one group (Grzywacz & Marks, 2000;

Mennino, Rubin, & Brayfield, 2005;Schieman, McBrier, & Van Gundy, 2003), inspite of the marked differences in the levels of family demands between the twogroups. Other studies showed that single parents felt more home-to-job conflictthan married parents at the descriptive level, but did not further examine thedifferences at the multivariate level (Avison, Ali, & Walters, 2007; Bellavia &Frone, 2005). Using a Canadian sample, Duxbury, Higgins, and Lee (1994)found no differences in home-to-job conflict between single and partneredparents. Further, McManus, Korabik, Rosin, and Kelloway (2002) found thatlower family income was associated with more home-to-job conflict for singlemothers than for partnered mothers, suggesting that predictors of home-to-jobconflict may differ by marital status. Very little is known about how single fathers

differ from other parents in home-to-job conflict. This paper is among the first toassess how the interception of marital status and gender uniquely shapes thelevels and the predictors of home-to-job conflict among employed parents.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3496794/#R20http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3496794/#R20http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3496794/#R15http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3496794/#R28http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3496794/#R34http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3496794/#R2http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3496794/#R3http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3496794/#R3http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3496794/#R9http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3496794/#R27http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3496794/#R27http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3496794/#R9http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3496794/#R3http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3496794/#R3http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3496794/#R2http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3496794/#R34http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3496794/#R28http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3496794/#R15http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3496794/#R20http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3496794/#R20


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Table 15

Significant Difference in the Level of Job Satisfactionof the Respondents by EDUCATIONAL ATTAINMENT



Work 1.700 .194 Reject Ho NON-SIGNIFICANT









.382 .684 Reject Ho NON-SIGNIFICANT

Job Satisfaction and Job Related to Degree are not statisticallysignificant. In these two cases I ran a test to determine if the overall effect of thevariables were significant. In each case the outcome indicated the overalleffect was significant, so Job Satisfaction and Job Related to Degree weremaintained in the model specification.

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