Job Satisfaction of Basic Education Teachers in Southeast Asia: Key Issues and Policy Recommendations
Main Article Content
Abstract
This article is taken from the study project, “Job Satisfaction of Basic Education Teachers in Southeast Asia”, a collaborative endeavor among SEAMEO (Southeast Asian Ministers of Education Organization) Centers. It presents the key issues affecting the level of job satisfaction among basic education teachers in Southeast Asia and provides policy recommendations to increase teacher motivation and job satisfaction. The study employs Herzberg’s Dual Factor Theory of Motivation: Hygiene factor and motivator factor; online survey, group discussion and forum are instruments used to gather data. Analysis of responses has demonstrated that the sources of job dissatisfaction are found to be both hygiene factor and motivator factor. The top three sources of job dissatisfaction are i) job security; ii) work environment; and iii) job responsibility. Significantly, the results indicate that the greatest source of job dissatisfaction is hygiene factor. Further research on key issues affecting teacher job satisfaction unexplored in this study is essential.
Keywords:
Basic education teacher, job satisfaction, job facet, policy recommendation.
References
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[6] K. Leithwood, Teacher Working Conditions That Matter: Evidence for Change. https://www.academia.edu/29343982/Teacher_Working_Conditions_That_Matter_Evidence_for_Change/, 2006 (accessed 18 January 2019).
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[14] Z. Rosenblatt, A. Ruvio, A test of a multidimensional model of job insecurity: The case of Israeli teachers, Journal of Organizational Behavior 17(Spec Issue) (1996) 587-605.
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[16] E.L. Horng, Teacher Tradeoffs: Disentangling Teachers' Preferences for Working Conditions and Student Demographics, American Educational Research Journal 46(3) (2009) 690-717. https://doi.org/10.3102/0002831208329599.
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[18] A. Kianto, M. Vanhala, P. Heilmann, The impact of knowledge management on job satisfaction,
J. Knowl, Manag. 20 (2016) 621-636. https://doi.org/10.1108/jkm-10-2015-0398.
[19] K.D. Baah, G.K. Amoako, Application of Frederick Herzbe rg’s Two-Factor Theory in assessing and understanding employee motivation at work: a Ghanaian Perspective, Journal: European Journal of Business and Management 3 (9) (2011) 1-8.
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[21] R.M. Klassen, M.M. Chiu, Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress, Journal of Educational Psychology 102 (3) (2010) 741-755.
[22] J.M.O. Lopez, M.J. Santiago, A. Godas, C. Castro, E. Villardefrancos, D. Ponte, An integrative approach to burnout in secondary school teachers, International Journal of Psychology and Psychological Therapy, 2008.
[23] C. Kyriacou, Teacher stress: Directions for future research, Educational Review 53(1) (2001) 27-35.
[24] C. Kokkinos, A.M. Davazoglou, G. Panayiotou, C. Kyriacou, Correlates Teacher Appraisals of Student Behaviors. https://www.researchgate.net/publication/232600763_Correlates_of_Teacher_Appraisals_of_Student_Behaviors/, 2001, 2005 (22 February 2019).
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[27] A.H. Maslow, A theory of human motivation: Hierarchy of Needs Theory, Psychological Review 50(4) (1943) 370-96.
[28] W. Glasser, Choice theory: A new psychology of personal freedom, New York, NY: Harper, 1998.
[29] G.R. Salancik, J. Pfeffer, Social Information-Processing Approach to Job Attitudes and Task Design, Administrative Science Quarterly 23 (1978) 224-253. http://dx.doi.org/10.2307/2392563.
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