Factorsaffectingwork motivation of the lectures of universities in hanoi

1
CHAPTER I: INTRODUCTION


1.1 Rationale

Education, especially higher education plays a vital role in any countries.
Lecturers, hence, have big impact on quality of training in particular and quality
of labor force in general. Lectrures with high qualification as passion for their
work will have positive impact on quality of training. It is necessary to create
work motivation for lectrures. One of many factors affecting work motivation of
lecturers identified is organizational justice.
In Vietnam, almost every people pay attention to justice and fight for it
because it is realized that justice has a profound impact on attitude and behavior
of labours, including lecturers (Greenberg, 1993). Justice will lead to positive
behavior such as commitment, satisfaction and belief in managers (Alexander and
Ruderman, 1987). In constrast, injustice will lead to ineffectiveness in work such
as frequent absence, even ethical breach (Skarlicki, Folger, and Tesluk, 1999).
Organizational justice has positive impact on work motivation of labours (Adams,
1965).
Lectrures are people who are intellectual and sensitive to organizational
justice. Rather than other jobs in society, it is essential to create the best
conditions for lectrures to take their important roles for the society.
There are not many studies about organizational justice as well as its effects
on lecturers’ work motivation, especially in Vietnam. Therefore, in this thesis, the
author aims to exploit more about work motivation of lecturers and then propose
some solutions to enhance their work motivation.
The thesis has been conducted in Hanoi, one of two economic – cultural –
political centers of Vietnam. Moreover, Hanoi is the largest centre of education

in Vietnam with a variety of reputable and ancient universities. In addition, almost
every lecture in these universities comes from various pronvinces in the North of
Vietnam, which creates the variety in custome, culture, habits and lifestyle in
comparison with lectureres in other areas. Hence, the conduct of this study in
Hanoi will be more consistent.
With these above analysis, it can be said that the study “Factors affecting
work motivation of lectrures of universities in Hanoi” is essential and useful.

1.2 Objectives
General objective: The general objective of this thesis is to evaluate the effects of
job characteristics and justice on work motivation of lectureres in Hanoi


2
universities.
Specific objectives:
- Review all theories related to work motivation, based on that identify the
reasonableness of justice theory and theory on characteristics of jobs as
studying work motivation of lecturers;
- Build new study model with factors affecting work motivation of lecturers
from the view of organizational justice and job characteristics.
- Test the proposed model with data collected from lecturers in universities in
Hanoi;
- Propose solutions and recommendations to managers in universities in Hanoi,
and policy makers for next studies.

1.3 New contributions of the thesis

1.3.1 New contributions in academic theory
- The thesis has provied the appropriateness of the application of justice

theory in evaluating the effects of organizational justice on work motivation of
lecturers, which is a new contribution compared with prior study, especially in the
context of Vietnam nowadays.
- The thesis has built a new research model and tested this model in the
context of universities in Hanoi. The results have shown that job characteristics
and some justice aspects in organization such as justice of direct leaders, justice of
students’ feedbacks, and justice in income distribution have positive impact on
work motivation of lecturers.
- The thesis was developed for variable scale "justice in treating attitudes
and social assessment for teacher job" and proved that this scale is highly reliable
and consistent with the research context of the thesis.
- The thesis has conducted additional qualitative research after having
quantitative research results in order to clarify, specificly explain and has made
some findings on the relationship between the justice aspects in organization and
work motivation of lectrures. The combination of many different approaches
when studying on sensitive social and economic issues with difficulty in measure
such as justice in the organization and work motivation increase the
comprehensiveness, reliability and depth of the conclusions from the research.

1.3.2 New contributions in practice

- The study has shown the view of lecturers about justice in universities in
Hanoi now. In addition, the study has also demonstrated the attitudes and


3
behaviors of lectrures have effects on this issue;
- The author has proposed some suggestions for managers in universities in
recruitment, which requires to recruit lectrures who prove to have passion for
their careers, love for students because these characteristics are nesscesary to

create work motivation for lecturers, then reach the effectiveness;
- Manageres should reconsider the appointment for managers at department
level; because the qualification and ethics have big impact on the treatment and
their decisions, which affects work motivation of lecturers.
- The study has also proposed some suggestions for edcuational policy
makers as reviewing some current regulations such as awards, and promotion for
lecturers.

CHAPTER 2: BASIS THEORY ABOUT WORK MOTIVATION OF
LABOURERS

2.1 Definition and roles of work motivation
According to Stee & Porter (1983), work motivation is the desire and
willingness of the employees to strengthen their efforts towards achieving
organizational targets; is the impulse, consistency and persistence in the work
process.
Mitchell and his colleagues (1997) also agreed with this definition. They
thought that the motivation is a process showing strengths, determination and
persistence in individual’s efforts towards achieving the target.
Pinder (1998) has pointed out more clearly that work motivation is a set of
outside and inside factors leading to behaviors related to establishing, orienting
the form and timeframe and action intensity. This definition focuses on the
influence of external factors (eg. the nature of work, the reward system of the
organization) and congenital factors of an individual (eg.people’s intention and
people’s need) to working related action.
In this study, the author used the definition of motivation of Stee & Porter
(1983). This concept has been used in studies of Wright (2004), Saleem and et al.
(2010).

2.2 Justice theory

The justice theory in the organization applied in many fields of
organizational management in 1960s, 1970s. One of the first studies on the justice
issue in organizations is Adams (1963, 1965); Adams and Freedman (1976).


4
Nowadays, justice theory has been studied and developed by many different
authors including the Greenberg (1990, 1993, 1994, 1996); Konovsky and
colleagues (1991, 1994, 1995, 1996); Lind and colleagues (1990, 1992, 1997,
1998).
The justice concept in the organization shows the staffs’ feelings about how
they are treated fairly in the organization and how this feeling affects the result of
the work of organization such as the commitment and satisfaction (Greenberg,
1996; Coetzee, 2004; Memarzadeh and Mahmoudi, 2009).
Previously, the justice in the organization refers to the employee's
perception about suitable allocation, equal salary and bonus level in the
organization. Nowadays, many studies have shown that employees are more
interested in high positions, working conditions and good working environment
The justice in organization are understood more broadly that are expressed
through management decisions making the laborers feel reasonable, fair, clear and
unbiased (Greenberg, 1994, 1996, 2005); Konovsky and colleagues (1995, 1996);
Lee (2007).

Roles of justice in organization

There are many reasons why justice theory is so important for both
employees and organizations. In individual level, justice will satisfy individuals’
needs for control, confidence, happiness and ethical obligation. In organizational
level, justice will provide a legal framework for management, which helps reduce

fraud risks, enhance belief in management, decrease fear of abuse and encourage
collaboration (Colquitt, Greenberg, & Zapata-Phelan, 2005). There are some
aspects of justice theory directly related to organizations’ outcomes such as
employees’ behaviors (Mooman, 1991), commitment, satisfaction with work, and
belief in managerial level (Alexander & Ruderman, 1987; Folger & Konovsky,
1989; McFarlin & Sweeney, 1992), work performance, review of managers
(Charash & Spector, 2001; Colquitt, et al. 2001). In contrast, inequal treatments
will lead to frauds such as stealth (Greenberg, 1990), furrniture destroy, intention
to quit job and other unethical activities (Ambrose et al., 2002; Greenberg, 1997;
Greenberg & Lind, 2000; Henle, 2005). Recent studies has identified that
organizational justice has impact on physical and mental health of employees.
Injustice in organization is able to result in intensiveness or work pressure (Judge
and Colquitt, 2004).
Through some decades, theory on organizational justice has developed
from one – dimensional justice in distribution to two – dimensional jutice in
distribution and process, then to three – dimensional justice in distribution,
process and exchange, and to the final achievement which is justice in
distribution, process, individual exchange (behavior) and information (four


5
dimensions). Theory on organizational justice has been now more popular and
popular and applied widely in practice and research. Among many theoretical
models, the model of “Sense of Justice” has been studied and applied most. This
model metions three following aspects:

Distributive justice
Distributive justice shows that people want to be treated (receive benefits)
equally in benefit distributions resulted from work results. Employees intend to
perceive what the get from a job situation (salary levels, bonus, and recognition)

and what they put into it (efforts, experience, knowledge, competence) and then
compare the outcome – input ratio with others. If they perceive a ratio equal to
others, state of justice will exist. Otherwise, justice tension will appear. Adams
(1976) has proposed that there are two opposite states: as employees think that
they are treated unfairly with others (underwarded), the tension will appear
immediately; but if they are overwarded, they feel guilty. Obviously, tension
resulted from being underwarded and overwarded creates motivation for
employees to do something to correct it. Hence, the feeling of unjustice normally
leads to the demand for changing to correct mistakes or improve.

Procedural Justice
Procedure refers to principals, policies, order and procedures used to
determine organizational outcomes. Procedural justice focuses on transparency,
objectivity, equality and consistency with ethics in conducting a work procedure
(performance reiview, election or renumeration procedure).
People take much interest in procedure because they belive that equal
procedure will bring equal benefits, allow them to contribute their ideas, help
them satisfy some needs such as self – recognition and feel being treated fairly.
As a result, procedural justice relates to perception of justice, affecting
employees’ attitudes and behaviours.
Researchers show that how employees are paid salary and other benefits is
more important than those employers pay them. Hence, procedural justice is one
of issues received most concern. There are two factors in procedural justice which
are process control and explainations. Process control refers to the chance the
employees have to express their ideas towards expected outcomes with decision
makers. Explainations are clear and fair reasons that managers present for
employees’ outcomes. Therefore, to make sure that employees consider the
procedure true and fair, they need to have control over final outcomes and know
thoroughly the reasons for them. The important thing here is that the managers
must be consistent and uniformed (with everyone and everytim), unbiased and

give decisions based on reliable information and open to any requests (Leventhal,
1980).


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In short, procedural justice includes these following aspects (1): the
procedure in which employees have a voice and have chances to make
contribution; (2) the procedure in which explainations with sufficient and reliable
information are provided to stakeholders; (3) the procedure which show its
respectiveness over people affected.

Interactional justice
Empoyees nomarlly have demand for justice in communication and
behaviour with their managers. As being treated unfairly (at least in their own
points of view), it may lead to retaliation (backbiting towards managers), based on
studies of Skarlicki, D.P và Folger, (1997). Employees normally intend to link
between behaviours of managers and information as well as decisions in work
provided by them (Cropanzano et al., 2002). If employees think that there is
injustice in behaviours of managers, they alsol think that those managers provide
information as well as make decisions unequally.
The model of “Perception of Justice” has been applied widely in
organizational studies such as renumeration payment, recognization or
appointment (Folger và Konovsky, 1989; Colquitt, Greenberg and Zapata-Phelan,
2005).
2.3 Job Characteristics Theory of Hackman and Oldham

Hackman and Oldham (1980) developed the model of job characteristics.
This model describes five core dimensions of any jobs. Two authors indicated that
if managers are able to manage the jobs as the model, it can create motivation for
employees to work. This model provides a guide for managers in designing the

job assignment.
The authors describe the state in which employees try their best to work
because this job brings satisfaction to them. They indicate that job characteristics
have big impact on individual responses to work. There are five job dimensions
Hackman and Oldham studies as followings:
(1) Skill variety: the degree to which a job creates conditions for employees
to use and develop their a number of different skills. If employees can devote for
a job which help them enhance their skills and knowledge, they will feel satisfied
more with the jobs and work for them harder.
(2) Task identity: the degree to which the job requires completion of a
whole and piece of work. It is expected that the job should be desgined to help the
employees see specific tasks as well as visible outcomes, which motivates the
employees to work harder.


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(3) Task significance: the degree to which the job has a profound impact on
the lives of other people and the community.
(4) Autonomy: the degree to which the jobs provide freedom, independence
and discretion for employees to carry out the work. Employees are more
responsible for the jobs if they are provided with autonomy.
(5) Feedback: the degree to which the jobs provides employees with direct
and clear evaluation about his or her performance. Together with above
characteristics, Hackman and Oldham (1980) indicated that feedbacks or
performance review play important roles in making employees satisfied and
commited more to the jobs.
Theory of Hackman and Oldham has been recognized and supported
widely. The theory is assessed to be more specific than that of Herberzg about
internal factors creating motivation in work. It has been applied widely in many
studies on work motivation and almost every result has shown that job

characteristics have big impact on work motivation of employees.

CHAPTER 3: RESEARCH OVERVIEW AND RESEARCH ASSUMPTION

After reviewing of research on the factors affecting work motivation of
lecturers, the researches in fair perspective and work motivation of the authors in
the world and in Vietnam, and through the author’s qualitative results, the author
has developed original research model (Figure 3.1) and the following
assumptions:

H1: Job characteristics have a positive impact on work motivation of
teachers.
H2a: Justice in income result has positive impact on work motivation of
teachers.
H2b: Justice in income distribution process makes positive impact on work
motivation of teachers.
H3: Justice in recognition has positive impact on work motivation of
teachers
H4: Justice in opportunities for promotion have positive impact on work
motivation of teachers
H5: Justice in colleagues’relationships have positive impact on work
motivation of teachers.
H6: Justice in direct leadership has positive impact on work motivation of
teachers
H7a: Justice in the attitude of students has positive impact on work


8
motivation of teachers.
H7b: Justice in teacher evaluation process of students has positive impact

on work motivation of teachers.
H8: Justice in the attitudes and social assessment has positive impact on
work motivation of teachers.



Figure 3.1: Research model of the thesis

Job characteristics
Justice in income
Justice in
recognition
Justice in direct
leadership

Justice in the
attitude and eva-
luation of students

Work motivation of
lectrures
Control variable:
- Gender
- Age
- Working seniority
- Position
-

Type of university

Justice in
colleagues’relation
-ships
Justice in the
attitudes and social
assessment for
teacher job
Justice in
opportunities for
pro
motion



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CHAPTER 4: RESEARCH METHODS

4.1. Research design
Reseach process has been conducted as described in the table 4.1 below:
Table 4.1: Research process
No Method Samples Objective Date
1

Initial qualitative
research (in-depth
interviews)
Experts: 02
Explore
factors affecting work

motivation of lecturer
s; examine the
appropriateness of justice theo
ry and
proposed research models.

4/2014
Managers : 02

The received answers help to
understand
and assure proposed
theoretical models
before starting the study.

Lecturer: 8
Find out, inspect, identify
lecturers’
perception of justice in their worki
ng
faculty and its impact on their work
motivation.

2
Preliminary
quantitative study
(via questionnaires)

50 lecturers
Assess the reliability of the scale; adjust

some appropriate words.

5/2014
3
Formal quantitative
research (through
questionnaires)
500 lecturers
F
eedback on the questionnaire in order to
understand the factors affecting the
work
motivation of lecturers.

6-9/2014
4
Additional
qualitative research
(in-depth
interviews)
Lecturers:6
Find out the answers
to better explain
quantitative research findings.
10/2014
(Source: Author)
Initial qualitative research and additional qualitative research have been
conducted by in-depth interviews with different groups. The interview were taken
place independently at home or at workplace of the interviewees in about 60
minutes for each. Technical method applied is observation and discussion.

Quantitative research (preliminary and formal) have been conducted by sending
hard versions and online versions of questionnaires to lecturers of the university
in Hanoi. After collecting enough questionnaires as requested, the author has


10

carried out the process of data cleansing, coding the required information in the
questionnaire, recording data and analyzing data using software SPSS version 20 .
The questions of qualitative and quantitative research have been built based
on theories and a number of previous studies. Official quantitative research results
have been conducted as the following:
Firstly: Statistics of the data collected by comparing the frequency among
different groups regarding variables.
Secondly: Assess the reliability of the scale
To ensure the reliability of the scale, the author has chosen scales assuring
that Cronbach Alpha coefficients ≥ 0.65 and total variable correlations> 0.3.
Thirdly: Inspect scales’ values by exploratory factor analysis method =
EFA.
In this study, these variables have load factor coefficients below 0.5 will be
eliminated to ensure the completeness of scale. Factor extraction method is the
method of extracting the principal components and factor rotation method is
Varimax with Kaiser Normalization. Breakpoint is applied when the "Initial
eigenvalues"> 1.
Fourth: After having the results of factor analysis, two factors have been
separated to explain for 4 other factors which are renamed. Therefore, the author
has conducted the reliability of the scale’s test again using Cronbach'Alpha
coefficient.
Fifth: Correlation analysis and multiple regression
The scale ensures reliability and high adhesion (through factor analysis)

have been taken to consider the correlation and regression analysis to test the
research model and attached hypotheses.
After having conclusion of the linear relationship between variables, the
author performed modeling this relationship by multiple linear regression. Linear
regression models were run and test with significance level = 0.1. Research have
been conducted multiple regression by stepwise selection.
Results of regression analysis showed that many assumptions have not fully
supported, there are some conclusions inconsistent with the initial hypothesis and
some earlier studies. Therefore, the author has conducted additional qualitative
research to find out the answer and explanation to better understand the results of
formal quantitative research.

4.1.1 The process of questionaire development

The questionnaire was built as the followings:
(1) Determine the theoretical concepts of variables and measures of the
variables in theoretical models based on studies carried out previously.
(2) Build theVietnamese version of the questionnaire by translating scales


11

from English to Vietnamese.
(3) Translate the Vietnamese version into English one for comparison (author
had compared her translations with qualified people), then edit the Vietnamese
version.
(4) The Vietnamese questionnaires were given to 8 lecturers at public and
non-public universities for reviews, comments to ensure there is no
misunderstanding about the language and content of the questions. The results
from this have been used to modify the question to be more clear.

(5) Adjust the original questionnaire and sent to 50 lecturers in the way of
direct version and online version to test the reliability of the scale.
(6) Form a formal questionnaire to survey a large scale with 500 lecturers.

4.1.2 Scales used in the thesis

Scales are used in the research are summarized in the following table:
Table 4.2: List of variables and scale’s source
No Variables (aspects) Scale’s source
1 Work motivation of lecturers Adapted from Stee & Porter’s
scale (1983)
2 Features of work

Adapted fromHackman và
Oldham’s scale (1980)
3 The justice of results: income, recognition,
promotion opportunities and justice in the
allocation of work, benefit distribution of direct
managers.
Adapted from Colquitt và
colleagues ‘scale (2001)
4 The justice of lecturers regarding behavior
attitudes of colleagues, of direct managers and
students
Adapted from Niehoff và
Mooman’s scale (1993)
5 The justice in income distribution process,
work’s result recognition, staffs appointment
and process in which direct managers make
management decision relating to lecturers

Adapted from Levethal and
colleagues’ scale (1980)
6 The justice in social attitudes and assessment
for vocational teachers
Author (based on the theory
proposed by Tyler (1994) and
Tyler and Lind (1992).
(Source: Author)
4.2 Research samples
4.2.1. The overall research objects
The overall research objects of the thesis are lecturers of universities in
Hanoi including who are working in public and non-public universities in Hanoi.


12


4.2.2. Sample selection

Initial quantitative study was carried out by conducting the in-depth
interiview with two lecturers from National Economics Unviversity, two
managers of two departments of University of Labour and Social Affairs and
Phuong Dong University, eight lecturers of six other universities (four public
universities specializing in economics, technology, social affairs and agriculture,
two private universities specializing in economics, business administration and
technology).
Additional quantitative study was also conducted by interviewing six
lecturers from four universities (including two private ones). These universities
have a variety of departments specializing in economics, technology and social
affairs. Some lecturers attended the initial interview.

In terms of qualitative study, due to difficulty in accessing and getting
sufficient list of study objects, the author has combined two methods including
convenient sample selection and snowball sampling (snowball sampling is a
method in which the next objects will be found based on the clues of existing
objects) to assure the object size of a minimum of 345 lecturers.
Initial quantitative study was conducted by interviewing 50 lecturers directly
and online at three universities. The results of this study were used to evaluate the
confidence level of scales, then adjusting the questionare before applying widely.
In the official quantitative study, the author has segmented the population
into groups based on different faculties. The study had been carried out with
attendance of lecturers with different backgrounds, from economics, technology,
social affairs to culture and art. In each university, the author asks for support
from 20 – 30 lecturers, and then asks them to get more feedbacks from their
acquaintances. Besides, the author also collectes survey online via email in over
20 universities. Direct and online surveys all assure the quantity of lecturers with
a variety of universities, gender, age, years of experience and positions. Due to
low response from online survey, the author had to send email and make phone
call, besides expand the number of university to make sure the required responses.
The time of survey completion is over three months (from June to
September 2014). The number of useful surveys collected is 395/500 surveys
(79%), in which the number of direct surveys collected is 172 (43.5%), the
number of online surveys is 223 (56.5%); female attendants are 264 people
(62.3%); male staffs are 147 (37.7%); 95 lecturers from private universities.






13

CHAPTER 5: STUDY RESULTS ABOUT FACTORS AFFECTING
WORK MOTIVATION OF LECTURERS AT UNIVERSITIES IN HANOI

5.1 Results of initial quantitative study

The results of initial quantitative study have shown that the study model is
very useful. The application of justice theory in evaluating factors affecting work
motivation of lecturers in terms of organizational justice is so practical.
Furthermore, through quantitative study, the author corrected and changed
structure of questionares, some words and meanings of scales. This is
demonstrated in the thesis (Appendix 1.3).

5.2 Results of preliminary quantitative study
The results of the preliminary quantitative study with 50 lecturers have
shown that almost every scale is reliable (Cronbach Alpha > 0.65). Through
responses of participants, the author also corrected and changed some contents of
the questionare, specifically:
To reach the most reliable results as evaluating work motivation of lecturers,
in the scale, the variable “work motivation” is placed after the general
information; and three more items are added to test the accuracy of responses
which are ĐL7, ĐL8, ĐL9.These items are built based on the theory proposed by
Mitchell et al. (1997).
5.3 The results of official quantitative study
(1) 1st analysis results of confidence level of scales: the coefficient
Cronbach’s Anpha indicated that almost every scales showed high confidence level.
Three items of “work motivation” ĐL7, ĐL8, ĐL9 which were rejected due to
insufficient confidence level.
(2) Results of Exploratary Factor (EFA): The author conducted to
analyzed factors two times, specifically as follows:

Table 5.1: Results of Exploratary Factor Analysis - EFA
EFA KMO Index
P-
value

Average
Variance
Extracted

Variables
extracted

Factor
Loading

Result
1st
time
Work
motivation
0.889 0.000 64.868 1 0.889 Meet
requirements
for analysis
Independent
variables
0.953 0.000 71.439 10 All >0.8

Omit three
items

2nd
time
Independent
variables
0.953 0.000 73.063 10 All >0.8 Meet
requirements
for analysis
(Source : Collected data of author)


14

The second analysis results have shown that the factor “”justice in income”
has been separated into two factors naming “justice in income distribution” and
“justice in income result”; the factor “justice in attitude and feedback of students”
has been divided into two others “Justice in evaluation process” and “justice in
attitude and behavior of students”.
Two items of scale for variable “job characteristics” and a items of scale for
variable “justice in income” are not reliable enough, hence rejected from study
model, while other scales are resonable with high confidence level.

(3) The findings on analytical reliability of the scales for the 2
nd
time

After grouping and naming the factors resulting from factor analysis. The
author assessed the reliability of the extracted scales to make sure the new scales
were obtained with satisfactory reliability. Cronbach' Anpha’s results showed that
the scales are ensured reliably (> 0.8).
(4) The findings of correlation analysis of variables in the model

The author implemented the correlation and multicollinearity test. The
results showed that the variables correlated quite closely together, but did not
discover the phenomenal multicollinearity between variables (the tolerable value
of the variable- Tolerance and the magnification variance-VIF were reached
acceptably (Appendix 9 of the thesis). Table 5.3 below shows the relative
relationship of the variables in the model.
(5) Test the studied hypothesis
Based on the above conclusion, all independent variables correlate quite
closely with each other, which leads to the difficulty in evaluating the impact
degree of influence of each variable on the dependent variable “work motivation”
if putting all these variables into the same regression model (Hoang Trong and
Chu Nguyen Mong Ngoc, 2008, page 249). As a result, the author considered the
impact of each separate variable on the dependent variable “work motivation” by
running the regression model with each variable and control variable. Finally, the
author ran the regression model with all independent variables, control variables
and the dependent variable “work motivation” to make comparison. The Table 5.3
below demonstrates the results of regression analysis on factors affecting work
motivation of lecturers.


15

Table 5.3: Mean, standard deviation and coefficient correlation of variables in the model

N=395, significance level- sig (two tailed)=0.01
(Source : Collected data of author)

Mean
Standard
deviation

1 2 3 4 5 6 7 8 9 10 11
1. Woking motivation
3.9511 .62382
1


2. Job characteristics
3.9936 .58645
.626
**
1


3. Justice in income
distribution
3.3850 .70056
.375
**
.382
**
1


4. Justice in income result
2.9790 .65875
.254
**
.254
**
.620

**
1


5. Justice in recognization
3.3751 .66883
.285
**
.273
**
.590
**
.540
**
1


6. Justice in promotion
opportunity
3.3692 .72478
.339
**
.267
**
.512
**
.431
**
.693
**

1


7. Justice in colleague
relationship
3.7033 .55843
.428
**
.439
**
.431
**
.313
**
.558
**
.608
**
1


8. Justice of direct leaders
3.5906 .69754
.427
**
.333
**
.424
**
.346

**
.572
**
.730
**
.670
**
1


9. Justice of students’ attitude
3.9376 .56703
.418
**
.443
**
.269
**
.207
**
.312
**
.294
**
.507
**
.397
**
1

10. Justice of students’
feedback
3.3297 .76220
.254
**
.258
**
.348
**
.399
**
.426
**
.397
**
.370
**
.413
**
.446
**
1


11. Justice of the society’s
attitude and evaluation
3.7090 .56964
.462
**

.483
**
.418
**
.399
**
.466
**
.470
**
.611
**
.535
**
.596
**
.460
**
1




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Table 5.4: Results of regression analysis on factors affecting work motivation
of lecturers
Variables Model 1
β
Model 2

β
Model 3
β
Model 4
β
Model 5
β
Model 6
β
Control variables
Gender

-
.120
**

-
.077
+

-
.106
*

-
.093
+

-
.111

*

-
.115
*

Age

025 .031 .020 .003 029 025
Qualification level

.027

.025

.039

.038

.049

.058

Work position

.007

.013

.014

-
.006

-
.018

-
.003

Years of experience

.067
+

.069
+

.027 .054 .083
+

.096
+

Type of universities

.004

.038

.071
+

.070
+

.089
+

.053

Independent variables
Job characteristi
cs

.638
***






Justice in income
process

.389
***

Justice in income result



.272
***




Justice in recognization




.305
***



Justice in promotion





.378
***

Justice in
colleague
relationship



.451
***

R
2
hiệu chỉnh
.407

.146

.070

.089

.134

.197

F
39.101
***

10.506
***

5.211
***

6.413
***

9.613
***

14.619
***

N=395,
+
p< 0.1,
*
p=< 0.05,
**
p=< 0.01,
***
p=< 0.001
(Source: Collected data from author)

17

Table 5.4: Results of regression analysis on factors affecting work motivation
of lecturers (continued)
Variables Model 7
β
Model 8
β
Model 9
β
Model 10
β
Model 11
β
Control variables

Gender

111
*

114
*

124
**

117
**

120
***

Age

.006 .041 .001 023
Qualification level

.021 .049 .038 .076
+


Work position

.028

-
.013

.046

-
.001


Years of experience

.098
*

.032 .042 .067
+

.110
**

Type of universities

.075
+

-
.005

.067
+

.049


Independent variables

Job characteristics


.495
***

Justice in income process


.082
+

Justice in income

result



Justice in recognization



Justice in promotion



Justice in colleague relationship

Justice of direct leaders

.459
***


.213
***

Justice of students’ attitude

.429
***

.097
*

Justice of students’ feedback


.279
***



Justi
ce of the society’s attitude and

evaluation

.477
***


Adjusted
R
2


.201

.179

.073

.225

.481

F
19.949
***

13.124
***

5.365
***

17.153
***

60.362
***

Changed R
2





.011

Changed F





8.521
**

N=395, +p< 0.1, *p=< 0.05, **p=< 0.01, ***p=< 0.001
(Source: Collected data from author)

Based on the above results, it can be said that work motivation of lecturers
in Hanoi is quite high (based on One-Sample T-test applied with total study

population). Job characteristics and justice in students’ attitude and evaluation



18

towards lecturers have been ranked highest, while justice in income has been
ranked lowest.
Models from 1 to 10 consider each factor separately and its impact on work
motivation of lecturers. The order of these factors has been presented below:
(1): Job characteristics (β= 0.638***)
(2): Justice in attitude and feedback of the society towards lecturers (β=
0.477***)
(3): Justice of direct managers (β= 0.459***)
(4): Justice in relationship with colleagues (β= 0.451***)
(5): Justice in attitude and behavior of students (β= 0.429***)
(6): Justice in income process (β= 0.389***)
(7): Justice in promotion opportunity (β= 0.378***)
(8): Justice in recognition (β= 0.305***)
(9): Justice in evaluation process of students (β= 0.279***)
(10): Justice in income results (β= 0.272***)

The 11
th
model assessed the impact of all the independent variables and
controllable variable as well as work motivation of teachers. The results showed
that the factor "job description", "Justice in the distribution of income", "Justice in
direct leadership", "Justice in treatment of students" have great impacts on "Work
motivation”. “The findings indicated that "Job description" as the most important
factor as it changed R Square value most. F value changed with corresponding

levels showed that significant independent variables and controllable variables in
the model 11 have statistical impacts on the dependent factor "work motivation".
The results also showed that there is a difference about work motivations
related to gender, seniority, types of schools and qualification. In the overall
model (model No. 11), work motivation is differed by gender and seniority.
Analytical results showed no significant differences in the work motivation
teachers based on personal characteristics such as age, education level and job
position.
From the analysis above, we see the hypothesis H1, H2b, H6 and H7a are
fully supported, the remaining hypothesis is supported partially.
(6) Review the relevance of the model

R
2
adjusted results (Table 5.3) shows the developed linear regression models
were consistent with the data set. Moreover, the tolerable value of the variable
(Tolenrance) and the magnification variance (Variance Inflation Factor-VIF) in
the models showed no phenomenal multicollinearity in the data set. In addition,



19

the T-test results also showed that the variables are linearly related to the
dependent "work motivation". F statistic (with p-value <0.001), indicates the
models are significant. Hence, we can say the newly built linear regression model
is relevant. Figure 5.1 below shows this relationship.

*p =<0.05, ***p =<0.001 (Source:
Collected data from author
)

Figure 5.1: Model of factors affecting work motivation of lecturers

5.4 Additional quantitative study on factors affecting work motivation of
lecturers at universities in Hanoi
The results of additional quantitative study on factors affecting work
motivation of lecturers at universities in Hanoi have explained and shown more
clearly about quantitative results, providing overview picture about justice issue at
universities in Hanoi. The results have shown that lecturers who have high
qualifications possess higher internal work motivation, demands for justice in
recognition and promotion, besides that, their motivation is not affected profoundly
by organizational justice. Furthermore, additional quantitative study also indicates

that each lecture will have their own perception about justice in organization, leading
to difference in work motivation of each person.
The author also compares the results of the additional quantitative study with
the study of Vietnam Education Fund (2006, 2014) and studies of foreign authors.
Job characteristics


Justice of students’
attitude
Work motivation

of
lecturers
Control variables

- Gender (- 0.120
**
)
- Years of experience (0.110
**
)

Justice in income
distribution
Justice of direct
leaders
0.495
***

0.082

+

0.213
***

0.097
*




20

This comparison has shown the consistency in conclusions that the author conducted
and tested, which helps to assure these factors affecting work motivation of lectrures
as follows: (1) Job characteristics; (2) Justice in attitude and feedback of the society
towards lecturers; (3) Justice of direct leaderhip; (4) Justice in relationship with
colleagues; (5) Justice in attitude and behavior of students; (6) Justice in income
process; (7) Justice in promotion; (8) Justice in recognition; (9) Justice in feedback
process of students with lecturers; (10) Justice in income results. In which, there are
four factors which is useful in the overall model: Job characteristics, Justice of direct
leadership, Justice in attitude and behavior of students , Justice in income process .
CHAPTER 6: DISCUSSIONS ABOUT RESEARCH RESULT AND
RECOMMENDATIONS PROPOSED IN THE MANAGEMENT OF
EDUCATION

6.1 Discussions about research result
The study result showed that the application of justice theory is consistent
with the objectives and research context of the thesis. The factors such as job
characteristics, the justice of direct leadership, and the justice in treating attitude

of students and justice in income distribution process impact meaningfully and
positively to working motivation of lecturers in assessing model on the overall
impact of many factors. This result is consistent with the qualitative research
result which is implemented by the author afterwards as well as the survey result
of the Vietnam Education Fund (2006, 2014). This is one of the new findings in
comparison with previous studies. Thus the research model on the factors
affecting work motivation of lecturers from the fair perspective and job
characteristics is a new research model in the context of specific study of the
education sector in Vietnam.
However, unlike the results of other researches such as the research of Carr
and colleagues (1996), Stringer and Didham (2011), the justice in the distribution
of income has stronger impaction work motivation of employees than justice in
earnings results (in case of the universities in Hanoi).
The building, testing and regression analysis showed that factor named
justice in attitudes and social assessment for teachers strongly impact on work
motivation of lecturers (when analyzing separately the impact of this factor). This
is a new finding in comparison with many other studies in which research subject
is teacher and the context of research has teacher respect culture as Vietnamese
country.
The results of interview section (in qualitative research) clearly explain
more clearly about organizational justice aspect. The results show
multidimensional and comprehensive appreciation about many justice issues in
the organization. However, as concluded in the study of Robbins and Judge
(2011), the teachers who belong to research subjects also have different views



21

about the justice aspect in the organization. Therefore, the impact of these justice

aspects to their work motivation is very different.
The research results also clarify some issues:
The impact level of factors under fair perspective on work motivation of
lecturers also shows the attitudes and the behavior of teachers to their jobs and
universities. This could see the lack of adherence between many teachers and
their universities.
The study results also showed that the low efficiency of the current policies
and regulations in many universities in Hanoi area such as recognition and
officers appointing policy. This conclusion is similar to the survey result of the
Vietnam Education Fund and the leading American professor (2014). The
difference in work motivation between male teachers and female teachers may
explain the imbalance in working performance issues in the universities in Hanoi
at present.

6.2 Some suggestions for educational managers

6.2.1 Recommendations for the universities in Hanoi
- The managers in the universities in Hanoi should do some tasks as
follows: (1) designing suitable job, always giving the lecturers the opportunity to
express creativity and contribute more in professional skills through receiving
proposals and practical projects; (2) creating conditions for lecturers to develop
professional skills and career skills through knowledge sharing activities which
were initiated and organized in environmental department.
- The universities should ensure the selection and appointment of
department officer who must have sufficient ability and ethics in management
because this could affect the justice of treating attitudes and their management
decision to lecturers.
- To have the intrinsic work motivation, teachers must be enthusiastic
people and be interested in their job. Therefore, the first important thing is that the
managers of the universities need to recruit candidates with professional qualities

in the recruitment and screening step. This will significantly contribute to improve
the quality of education.

6.2.2 Recommendations to the institutions and educational managers
- To attract and maintain the highly qualified teachers, the educational
management authorities should implement a fair remuneration policy in order that
the teachers are really dedicated to their job, especially the teachers in the fisrt
stage of jobs.
- Ministry of Education and Training and the governing body should
consider implementing policies such as emulation and commendation regulation
(particularly the provisions on Emulation Fighter recognition in the grassroots



22

level), early salary increase regulation and the regulation on increasing salary
level, the appointment of staff regulation to ensure fair working environment for
teachers, thus to promote their work motivation.

6.3 Some limitations of the research and directions for further research

6.3.1 Some limitations of the research
- The difficulties in collecting survey forms were a sample size limitation.
The author did not reach the lecturers of some sectors, i.e., architecture,
construction and other specific sectors such as police, security and medicine. This
makes the thesis lack of opinions which are representative for the teachers of
these sectors.
- The motivation of teachers in this research was only evaluated from only
a source. The research results will be more objective and comprehensive if there

are more comments from students and managers of the universities in Hanoi.
- This research reflects only the work motivation of teachers in a point of
time. There is no assessment of this matter at different times to see clearly the
nature of the impact of job characteristics and fair aspects in organization to work
motivation of teachers.
6.3.2 Some orientations for further research
- Expanding the scope of research focusing on the staff of some specific
careers such as Security, Police, Medicine & Pharmacy in order to investigate and
perceive the impact of justice aspects in organization and their professional ethics
behaviour.
- Designing the survey form to evaluate the effect of job characteristics and
the justice aspects in organization to work motivation of teachers from various
sources. Definitely, this will reflect more precisely and objectively about the
teachers’ enthusiasm.
- Continuously researching about the impact on the justice aspects in
organization to work motivation of teachers such as the loyalty with organization
and the responsibility with their career and students…







23

CONCLUSION

Lectrures play important roles in the training quality. Hence, with the aim
of studying factors affecting work motivation of lectrures in universities in

Hanoi, the thesis has introduced new model and tested it in the universities in
Hanoi. The results show that characteristics of job and some aspects related to
organizational justice such as justice of direct higher levels, justice in students’
behavior, etc have positive impact on work motivation of lectrures. The thesis is
conducted in four steps including qualitative study, preliminary quantitative
study, official quantitative study and additional qualitative study. The study
results demonstrated in Chapter 5 has shown that justice theory applied to
evaluate justice aspects in organizations is reasonable. The premilinary and
official quantitative studies have indicated that the selected scales have high
reliability and correlation as giving explaination for variables in the model. The
study has shown that four hypothesis H1, H2b, H6, H7a are totally supported
while six remaining ones are partly agreed. Therefore, work motivation of
lectrures are profoundly affected by characteristics of job and other justice aspects
such as justice of direct leaders, justice in attitude and evaluation of the society to
the work, justice in attitude behavior of students, justice in income distribution,
justice in recognization, justice in promotion opportunities, justice in students’
feedbacks, and justice in income. Work motivation shows the differences between
female and male lectrures, among lectrures with different working experiences
and between lectrures at puplic universities and private ones.
The additional quantitative study has shown a deep picture about justice in
universities in Hanoi. This result has helped explained more clearly about
quantitative study, given the reasons for difference in effects of various factors on
work motivation of lectrures. This result also helps managers in universities see
all justice in the universities in Hanoi nowday and understand lectrures’attitude
towards justice, as well as their behaviors and attitude towards their jobs.
Based on the study result mentioned above, the author proposes some
suggestions to help managers in universities and policy makers understand more
about justice in universities in Hanoi, as well as effectiveness of some policies for
lectrures such as rewards, recognization or appointment.
The thesis also suggests some new studies based on adjusting some

weaknesses of this thesis, as follows: next studies can extend study scope with
study objects including officers from security, or medicine fields to understand,
more thoughly about justice’s effects on organization and unethical behaviors.
The thesis also is a foundation for next researchers to carry out more studies about
organizational justice’s effects on work motivation of lectrures such as the
commitment with organization, and responsibility for their works and students.