Factors of Faculty Members’ Satisfaction Impacting on the Education and Training in Lac Hong University, Vietnam

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




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.

i


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

ii


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

15
17


3.4 Object of Survey ..................................................................................
3.5 Data Collection Procedures .................................................................
3.6

Questionnaire Design ..........................................................................

3.7

Data Collection ...................................................................................

3.8

Data Encoding and Inputting in SPSS .................................................

3.9 Data Analysis Method ..........................................................................
3.9.1 Exploratory Factor Analysis .......................................................
3.9.2 Reliability Analysis ...................................................................
3.9.3 Regression Analysis ...................................................................
3.9.4 Correlation Analysis ...................................................................
3.10

Chapter Summary ...........................................................................

18
18
18
21
22
25
25
29
30
33
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 .............................................................................................

Chapter 5

65

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

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

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


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.

1


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

2


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 multilevel 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 selfstudy. 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.

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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

4


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.

5


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

6

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.

7


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

8


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.

Primary School
Age 6-10

Junior Secondary
Age 11-14

Senior Secondary
Age 15-17

Post Secondary
Age 18-22

Figure 2.1: Vietnamese Education System

9


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 * />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

10


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).

TYPES OF NEEDS

 Encouragement to complete
employee commitment
 Job becomes a major expressive
dimension of employee’s life

Selfactualization

Ego

Social

Security

Physiological

 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

Figure 2.2: Application of Maslow’s Theory in Organizations

Source: Morgan (1986, 43)

11


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.

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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.

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Research
problem?

Official interviews

Research objectives?

Data encoding and
inputting into SPSS

Object of survey

Data reduction under
Exploratory Factor
Analysis

Questionnaire design
Reliability Analysis
Cronbach’s Alpha
Preliminary interviews
Regression Analysis

Revision
required?

Results and
Report

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.

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