WORK CULTURE AND ITS RELATIONSHIP WITH JOB SATISFACTION, AND JOB PERFORMANCE AMONG TEACHER IN VOCATIONAL COLLEGE

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1 WORK CULTURE AND ITS RELATIONSHIP WITH JOB SATISFACTION, AND JOB PERFORMANCE AMONG TEACHER IN VOCATIONAL COLLEGE Katijah Abu Bakar Abd Razak Zakaria Abdul Muhsein Sulaiman Hazleena Baharun Educational Foundations and Humanities, Faculty of Education University of Malaya, Malaysia Corresponding authors: Abstract: This study aims to examine the relationship between work culture and job satisfaction among teachers in Vocational Colleges in Malaysia. It also intends to investigate the different aspects of job satisfaction of the teachers. Further, this study also aims to determine the level of job satisfaction of the teachers. To obtain relevant data for the study, a survey research design will be used. Three variables will be investigated and they are work culture, job satisfaction, and teacher s demography. A Likert scale data analysis will be used inferentially using Predictive Analytics Software (PASW). Key words: Vocational College, job satisfaction, work culture 1. Introduction The transformation made in the Technical and Vocational Education has caused several changes made to the technical secondary school and vocational colleges. In year 2013, 79 technical secondary schools were upgraded to vocational colleges. At present, these vocational colleges offer 12 fields of study with 53 competitive courses. The Technical and Vocational Education division aims that 70% of its graduates could secure employment in the various industrial sectors, 20% would further their studies in universities or other tertiary institutions while 10% would venture into businesses and become successful entrepreneurs. With these aims, it is believed that vocational teachers should be well versed both in theories and practical aspects. Hence, they need to be equipped with suitable and up-to-date knowledge as well as adequate experiences to cater to the needs and demands of curriculum design and teaching (Nurul Nadya & Rohana, Amirmuddin, 2011). With the transformation, changes and expectations, vocational teachers are expected to be ready with the latest knowledgeable and well-equipped with the relevant skills. In other words, they are expected to automatically be experts based on the market's needs. For example, as the transformation from school to college status was made in order to ensure that vocational education stays competitive and relevant, the most vital change is made to its curriculum and contents. Hence, the teachers teaching responsibilities changed too. When the institution was known as secondary vocational school, the teachers were required to teach subjects that they majored in. However, now that the institution is known as vocational college, the teachers are expected to teach courses that they did not major in. This expectation leads to major stress to the teachers as they are expected to move from their areas of expertise into something new. These changes and expectations have caused work pressure to the vocational teachers. This pressure due to the change of

2 work culture has affected the quality of work performance of these teachers as well as their job satisfaction. Teachers feel demoralized as they feel that they cannot perform to the best of their abilities as they need to deal with knowledge and input which are unfamiliar to them. As a result, they lack work satisfaction. Studies have shown that women who play multiple roles in their lives (i.e., as a mother, wife and employee) often suffer stress and fall ill due to work pressure and work dissatisfaction (Goveas, 2011; Ronald, Mustafa, Purbudyal, Nihat, Kadife, 2012). Research has also shown that in order to overcome the problem of work pressure and dissatisfaction, employers and organizations need to play major roles. When dealing with something new, for example, the whole new school system, elements like motivation, effective communication and showing appreciation are important as they promote a low positive affective filter working environment (Delguzzi, 2011; Ana, 2003; Boyad, Lyndon & Malker, 2012). Apart from that, solid tools of motivation like coffee maker or any exercise equipment are found able to promote better quality performance and interest in work place (Dellguzzi et.al, 2011). 2. Research Focus One important factor related to motivation to work is perks and opportunities. For example, when teacher training colleges were given the responsibilities to conduct various educational courses such as Education Postgraduate Teaching Course, Pre-Special Programme Graduates Teachers, Special Graduate Programme of Foreign Affairs, the Ministry of Education (MOE) and Teacher Education Division decided that it was important to create a positive working culture due to the extra workload and responsibilities in the colleges. To ensure this, several measures were taken such as providing reward grants to lecturers, reviewing the current salary scheme and giving conference or research leave. It is believed that these perks could motivate lecturers to perform tasks better and eventually increase teaching productivity (Jainabee, 2005). Thus, similar actions should be considered for those teaching at vocational colleges as well in order to ensure motivation and work satisfaction are increased and maintained. Related to the issues of motivation and work satisfaction is training. Zheng Gu and Ricardo Chi Sen Siu (2008) found that 71.5% of their respondents went for training or attended courses due to lack of skills and work dissatisfaction. Hence, vocational teachers should also be sent to attend courses and training sessions in order to improve their skills and enhance their knowledge. Training also plays an important role in improving employees productivity. It should be given to employees in order to increase their competency, performance and competitiveness which will then translate to work satisfaction. Those providing training should have relevant working experiences and equipped with latest knowledge regarding the industry. Training input will be more relevant as it is aligned with the requirements of the job market. (Nurul Nadya, Rohana & Amirmudin, 2011). Teachers workload and the reward that they get are two other factors closely related to motivation and work satisfaction. Teachers work satisfaction is an important element in ensuring knowledge is imparted successfully and effectively in educating the nation (Mariam, 1997; Aminah & Zoharah, 2010). Through good reward, work recognition, fair increment, work satisfaction and motivation can be enhanced (Norasamah Ahmad, Zuraidah Ahmad, Mohd Izham, 2010) and it is important for researchers to investigate this relationship further. The brief review has shown the relationship that exists between motivation and work satisfaction. With the present situation related to the transformation of vocational secondary schools to vocational colleges, it is important for researchers to investigate the relationship between workload, motivation and work satisfaction. The upgrading exercise from vocational secondary schools to vocational colleges

3 brings about a major shift in the teachers work culture. The shift causes stress as teachers are unclear about the objectives and their roles in the new entity. The additional workload further causes work pressure to the teachers. Detailed findings related to workload which includes new syllabus to be implemented, new teaching and learning activities, assessments and other responsibilities would help researchers understand the work pressure teachers at vocational colleges face. Further, an understanding of the different aspects of job satisfaction would enable the Division of Technical and Vocational Education and the Ministry of Education (MOE) to propose better scheme and provide suitable and the much needed training in order to improve and enhance the teachers skills. 3. Purpose of the Study This study aims to examine the relationship between work culture and job satisfaction among teachers in Vocational Colleges in Malaysia. It also intends to investigate the different aspects of job satisfaction of the teachers. Further, this study also aims to determine the level of job satisfaction of the teachers. The objectives of this study are: 1. to identify the relationships between the levels of teachers work culture and demographic factors, 2. to identify the levels of teachers job satisfaction, 3. to determine whether there exists a relationship between job satisfaction and work culture, 4. to determine whether there exists a relationship between the components of work culture, and 5. to determine whether there exists a relationship between demographic factors and work culture that could affect job satisfaction. 4. Methodology This research aims to determine job satisfaction and work culture in vocational colleges in Malaysia. It employs the survey method for data collection and data analysis. Questionnaire is used to collect data and analyzed using PASW. The design used in this research adopts the survey method proposed by Wiersma (1991). It is chosen due to huge population size. As for analysis, the researcher chose descriptive and inferential analysis. Descriptive research elaborates and explains something or a situation once at a time. The data collected from descriptive research can help identify and improve the findings(chua, 2006). The survey items are built based on the main constructs of this research. The study focuses on job satisfaction and work culture in vocational college, thus items built involved several levels. They are; 1. work culture and teacher s demography as the independent variables and job satisfaction as the dependent variable, 2. work culture and job satisfaction as the independent variables and work performance as the dependent variable and, 3. work culture as the independent variable and job performance as a dependent variable. 5. References Ali Bin Boehannoeddin. (1998). Budaya pengurusan dan Prestasi organisasi : Kajian perbandingan ke atas empat Perbadanan Kemajuan Ekonomi Negeri (PKEN). Tesis Doktor falsafah fakulti ekonomi dan pentadbiran. Universiti Malaya. Ahmad, N., Ahmad, Z.,Hamzah,I. (2010). Pengaruh Amalan Pengurusan Sumber Manusia(PSM) terhadap hasil PSM di IPTS bukan bertaraf universiti. Jurnal Pengurusan 31. Aminah Ahmad,Zoharah

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