Impact of Self Efficacy, Self Esteem and Job Stress on Job
Satisfaction of Teachers
By
Tabassum Ejaz
Thesis submitted in partial fulfillment of the requirements for
the degree of Master in Business Administration at Research Centre
in Iqra University North Nazimabad, Karachi
Iqra University
Iqra University North Nazimabad Research Center 80 May, 2015
80
ACKNOWLEDGEMENT
Firstly, I would like to express my gratitude to Almighty Allah
for making it possible to complete this thesis and enlightened the
journey of completing my research. At this moment of achievement I
would like to give my sincerest gratitude to my thesis advisors
Sir. Naveed R. Khan, for supporting me with his patience, knowledge
and effort as without his kind advice, efforts and encouragement
this thesis would not have been accomplished. Further, I would like
to extend my warmest thanks to Sir Usama Zaheer and Madam
Najamunnisa for their advice, knowledge, many insightful
discussions and suggestions. At the end, I would like to give my
heartfelt thanks to all friends, colleagues, well wishers and all
respondents who contributed in different ways and I am also
thankful to Iqra University for all the administrative help.
ABSTRACT
The purpose of this study was to examine the impact of Self
esteem, Self-efficacy and Stress on job satisfaction of teachers in
higher education sector of Karachi including both private and
public sector universities. Quantitative method was adopted to
conduct this research, and total 416 responses were collected from
different areas of Karachi by using simple random sampling method,
as a data collection tool a self administered questionnaire adopted
from various sources was used. Mean, correlation and multiple
linear regression were used to analyze data. The findings of
research show that Self esteem, Self-efficacy and Job stress all
three have statistically significant impact on the job satisfaction
of teachers despite of any gender differences. Further the
predictive model explained by regression conclude that this
predictive model is statistically significant and model is fitted
for the analysis. Although this model is weak in its predictive
power, but yet this study contributes in explaining that the
self-esteem turned out to be the strongest predictor of Job
satisfaction of teachers relative to self-efficacy. Therefore, if
the inner self confidence of the teacher is high, then teachers are
more likely to be satisfied with their job. But again considering
the research limitations, future studies with more in depth
knowledge of other factors, along with these predictors could bring
more statistically strong predictor model for job satisfaction of
teachers.
Keywords: Self esteem, Self efficacy, Job satisfaction, Job
stress, Teachers, Universities
CONTENT
ACKNOWLEDGEMENTiABSTRACTiiLIST OF TABLESvLIST OF
FIGURESviCHAPTER 1: INTRODUCTION11.1 Background of the
study11.2Statement of the Problem31.3Research Objectives and/or
Questions61.4Structure of the Study61.5Definition of Terms7CHAPTER
2: LITERATURE REVIEW92.1Review of Conceptual Papers92.2 Review of
Empirical Studies132.2.1 Job Satisfaction132.2.2 Self-esteem and
job satisfaction.152.2.3 Stress and Job satisfaction.182.2.4
Self-efficacy and job satisfaction.242.2.5 Job Stress, Self
efficacy and Job satisfaction.282.3 Development of Conceptual
Framework29CHAPTER 3: RESEARCH METHOD323.1 Theoretical
Framework323.2Hypotheses333.3Research Design343.3.1 Type and Nature
of Study343.3.3Sampling Design343.3.4 Instrument363.3.5 Procedure
of Data Collection373.3.6 Statistical Technique383.3.7 Pilot
testing38CHAPTER 4: RESULTS404.1 Respondents profile404.2
Descriptive statistics424.3 Reliability424.4 Analysis of research
objective one434.5 Analysis of research objective
two454.6Discussion504.7Hypotheses assessment summary52CHAPTER 5:
CONCLUSION535.1 Key findings535.2 Conclusion555.3 Limitations575.4
Future Recommendations57REFERENCES59APPENDIX A71APPENDIX B74
LIST OF TABLES
S.No.TABLEPage Number
1.Table 3.3.7 Reliability of pilot testing39
2.Table 4.1Respondents profile 41
3.Table 4.2Descriptive statistics42
4.Table 4.3Reliability testing43
5.Table 4.4Correlations45
6.Table 4.5(a)Model Summary46
7.Table 4.5 (b)Anova47
8.Table 4.5 (c)Coefficients47
LIST OF FIGURES
S.No.FigurePage Number
1.Figure 3.1.1 Theoretical Framework32
2.Figure 4.5 Scatter plot49
CHAPTER 1: INTRODUCTION
1.1 Background of the studyThe university is the body regulated
by the higher education and research that award academic degrees in
various subjects of knowledge. Conventionally, the universities
were made to provide education to the grades of 15 and 16, but now
universities are also providing facilities for four year bachelors
degree that is grades 13 to16 classes and programs for MS or M.
Phil degree which is the grade 17 and 18 classes. Hoodbhoy (2009).
Therefore, higher education institutions are now considered to be
next higher level in the learning and knowledge gaining process of
an individual. This institution is considered to be very critical
element of the development of an individual throughout the world.
Its not only responsible for providing a high level of skilled
people required by the labor market in fact, it is also responsible
for the development and training required for professionals like
teachers, doctors, engineers, employees, entrepreneur and many
other professionals. Subsequently, it is because of these trained
persons that learn the skills and build up the capacity within them
that in future runs the local economies, imparts knowledge or teach
to coming generation, provide support to society, lead governments
effectively, and able to make decisions that affect whole society.
Hoodbhoy (2009).In Pakistan, like some other countries, the
academic institutions are under the supervision of the provincial
governments. Federal government regularly assists in developing the
curriculum, official recognition and, in some cases, financing of
research. According to (http://www.hec.gov.pk), a total of 139
higher education institutes (universities) are there both operating
as private and public sector of education. Among which 57% are
public and 43% are private institutes. The numbers of teachers in
higher education sector (universities) sum up to 70,053. Zaki
(2013)stated that enrolment ratio in universities has shown
tremendous increase since past six decades along with the increase
in funding to universities since 2002,although access to higher
education is still limited to small part of the sufficient
population with having considerable provincial discrepancies, plus
there is a lack of formally qualified teachers as compared to the
enrollment ratio and the actual problem that is the quality of
higher education is still not put into consideration by all
institutes.Quality of education is believed to be dependent on
teachers individual quality. Zembat & Gursoy (2012). Now a days
teacher is not only considered as the source of providing education
rather the influence to groom and grow student effectively Karahan
(2007). Teacher today is believed to be a good administrator,
observe and mentor. Yenice (2009). Therefore, to become students
guide and facilitator, teacher has to have a high feeling of job
satisfaction that ultimately leads to providing high quality
education, as rightly analyzed by Gentrk & Memi (2010). Teacher
having increased satisfaction with the job showed high performance
and participation in the organization and have a high level of
bonding and relation to students. Vanden Berg (2002).Job
satisfaction is a widely studied variable in todays organizations,
including education sectors as it crucially affects upon
organizations efficiency and effectiveness and individual welfare.
E.g Vaezi (2011), Gilbert (2014), Ciarnieneet al., (2010) etc.
Similarly teachers perception of what and how they are being
rewarded and valued positively affect teachers satisfaction to work
Francis (2014). Therefore, educational sectors are now identifying
different ways and policies that help increase teacher job
satisfaction since quality teachers are the source of educational
sector advancement and success which cannot be attained if they are
highly dissatisfied with their job (Obineli, 2013). So this study
is the contribution to previous researches in identifying and
assessing some of the teachers personality attributes and behavior
along with their relation to each other may help the education
management to maintain quality education through an increase in the
teachers performance by increasing their job satisfaction in a
better way. 1.2Statement of the ProblemJob satisfaction has now
become an essential element in the education industry as the
challenges in an education sector in the whole world are huge both
in scale and intricacy for example, low job satisfaction of
teachers is resulting in high absence and deprived quality teaching
Gentrk &Memi (2010). Generally Locke 1969 said job satisfaction
is the feeling that one possesses regarding his/her work and the
feeling of achievement they get in return; the essence of job
satisfaction lies in people approach and expectations Klassen et
al., (2010). Similarly Aziri (2008) research states that feeling of
job satisfaction comes up through awareness of the job related
things and emotional needs. Therefore job satisfaction of teachers
is important to study from the perspective of producing a quality
outcome and maintaining the level of quality education. According
to the met life survey (2012), which is the survey of teachers of
America, the job satisfaction of teachers has shown a decline of
23% points since 2008. 39% of teachers showed satisfaction with
profession, which is the least number since 1987.Moreover the ratio
of teachers who were very satisfied fallen down to 5% points in
2012. Further the research by Smith & Gillespie (2007) said
that teachers who have the intention to quit job had shown a low
satisfaction level and nonpositive attitude for a teaching job.
These entire alarming situations required thorough research for
understanding the reasons behind the dissatisfaction of
teachers.Several factors have been studied on link with teachers
satisfaction. Though, theoretical and empirical indication in link
to teachers satisfaction of the higher education sector is turning
out to be alarming in the literature Oshagbemi (1997). In the UK
and USA the majority of studies in link with different aspects of
job satisfaction has been done. Koustelios (2001). The satisfaction
factors recognized for teachers were more inclined towards work
itself and the dissatisfaction factors were towards conditions of
work. According to the research done by Karabiyak & Korumoz
(2013)on self efficacy of teachers found out that a positive
association lies with job satisfaction and self efficacy belief
within teacher.
Also a research done in Punjab universities by Khalid, Irshad
& Mahmood (2012)showed a positive impact of higher level of
social and emotional needs, job security, salary levels and other
materialistic benefits on teachers job satisfaction which is
characterized by financial and non-financial factors. Therefore, to
boost satisfaction of teachers it is important to maintain a fair
balance between teachers effort and the reward they receive. As
stated by the Herzberg theory of motivation that there are certain
things like achievement and recognition if not declared, people
become dissatisfied and act rebelliously. According to this theory
employees become discouraged and their satisfaction decreases when
they believe that their efforts are not sufficient been rewarded,
though the importance of educations motivational means and tools
cannot be taken for granted as the more the satisfaction level of
teacher the more would be the productivity that ultimately
beneficial for all educational sectors. Ololube (2005).
Due to teachers job satisfaction importance, Higher Education
Commission of Pakistan has shown an effort in improving universitys
performance. HEC has started various programs in order to improve
teachers satisfaction; the initiatives include increasing salary
packages and revising teaching compensation and benefit program
(www.hec.gov.pk). There is no doubt that the intention behind these
initiatives is to satisfy teachers for enhanced performance and to
improve higher education standard. But still the implementation of
these initiatives are not fully in practice within many educational
institutes of Pakistan therefore the teachers dissatisfaction
factor still prevails within the education sector.
In Pakistan numerous researches have been conducted to examine
the factors enhancing teachers job satisfaction, resultant factors
were both tangible and monitory such as the nature of work,
compensation and benefits, attitudes towards supervisor, relation
with co-workers and opportunities for promotion but there is a
little work to understand the intangible factors like the teachers
inner feeling and perception with respect to job, their personal
attitude and expectations and how they approach their job besides
the routine duty they perform, particularly in context of public
and private institute of Karachi.Therefore, as per the above
discussion and the references cited accordingly, in this research I
am going to examine the impact of self-efficacy, self-esteem and
stress over job satisfaction of teachers within the context of
Karachi Pakistan that is considered to be a local lab to conduct
this research.
1.3Research Objectives and QuestionsThe following objectives and
questions are being set for the research: RO1: To identify
relationships among Self efficacy, job stress, self-esteem, Job
satisfaction of teachers.RO2: To check impact of self-efficacy, job
stress and self-esteem over a satisfaction of teachers with job.
And the research questions for the study are:RQ1: Is there any
relationship between self-efficacy, job stress, self-esteem and Job
satisfaction?RQ2: Does Self-efficacy, job stress and self-esteem
have significant impact on Job satisfaction?1.4Structure of the
StudyThe purpose of research is to identify the teachers job
satisfaction with respect to three characteristics which are Self
Esteem, Self Efficacy and Job stress. Therefore, in the first
chapter basic information regarding the job satisfaction and its
effect on the workplace is deeply described. The second chapter is
consisting of literature review in which earlier studies and
researches in linked with the job satisfaction along with the
factors affecting job satisfaction are discussed. Third chapter
comprised of research methodology, the way the data has been
collected and assessed. Further the variables to be analyzed,
hypotheses, statistical tool and techniques used for testing data
and structure of the questionnaire has also been discussed.
Finally, in fourth and fifth chapter the findings and its
evaluation has been shown with the related conclusion,
recommendations and limitations that provide insights to higher
education sectors to build effective work settings with the
objective of maximizing job satisfaction of teachers.1.5Definition
of TermsJob Satisfaction.Locke (1969) defining job satisfaction as
the feeling that one possesses regarding his/her work. Job
satisfaction could be either positive or negative that means if a
person is content with the work he/she does and the reward he/she
is receiving it means a person has a positive feeling thus
satisfied with a job but if the person does not feel content with
the work and the rewards he/she receives means having negative
feelings thus dissatisfied with their job.Job Stress. Work load is
defined as the average of duration in hour teacher has to teach and
perform related job activities, thus the negative feeling and
sentiment an individual possess with respect to the work is known
as job stress. Kyriacou (2001)Kyriacou and Sutcliffe (1978) have
also defined the stress is a resultant emotion of an individual due
to unwanted emotions and sentiments like disappointment, worry,
anger and despair that come out from the workplace task and
responsibilities.Self Esteem.It is defined as the value and worth
the individual belief about oneself at work. It is defined as the
belief of an individual about his/her own capability, potential,
competency and worth with respect to the work and responsibility.
It is basically a personal assessment of own worth that reflects
through the attitude the individual possess. Burns (1979)Similarly,
according to the American Heritage Dictionary (2000) the self
esteem is basically a psychological feeling of ones worth and
includes the beliefs like Im confident and capable of doing
things.Self-efficacy.Tschannen-Moran & Hoy (2001) has defined
the self efficacy as an individual own feeling and belief regarding
his/her own proficiency of doing that task irrespective of what
others have accomplished within the same domain. Further the
Tschannen-Moran & Hoy (1998) defines self efficacy as the
confidence an individual has on his potential and ability to
complete the given task by defining his own set of actions.Bandura
(1989) states that self efficacy is the perception of the
individual about the ability of achieving certain goals with no
difficulty and organizes the course of action in order to achieve
that particular goal.
CHAPTER 2: LITERATURE REVIEW
2.1Review of Conceptual PapersImmense numbers of theoretical
work have been done to study different theories of job
satisfaction. Petrescu and Simmons (2008) state every theory has
its own level and strength of implications with respect to
different sources of job satisfaction. In aligning with Edwards
(2008) who argued about the fact that people are now more likely to
join and continue with the job that closely matches their personal
values and skills so as to increase the job satisfaction, the
Bernette (2013) suggested a theoretical framework which suggests
that the implicit theory of work plays a considerable role in
understanding the level of job satisfaction based on a variety of
individuals belief regarding the job or work. Further the study
suggested that when destiny theories link up with the job fit model
it helps in predicting ones job satisfaction. The results stated
that Destiny Theory multiply with Job Fit have profound effects on
job satisfaction. According to this framework people have different
views and expectations about the nature of careers for some its
advancement and for some its a necessity. Authors adopted developed
Work Scale based on Implicit Theory, that assess discrepancies in
an individuals beliefs, and its result could help managers in the
organization in building such practices that would lead to higher
job satisfaction of employees having different beliefs about their
career. To make policies, managers and workers can take advantage
from identifying the importance of implicit theories and additional
in depth knowledge of peoples varying belief of job fit will
provide helpful tools in redesigning the program like work life
balance etc. in order to increase job satisfaction.
Ciarniene et al., (2010) also studied Job satisfaction via
different theoretical perspective and refer job satisfaction the
extent to which employees gain a feeling of enjoyment and
fulfillment from their hard work in the workplace. It is widely
studied and empirically testes that high level of job satisfaction
is strongly linked with high organizational performance and
individual performance. It states that there are many models that
showed different variable (external or internal) affecting job
satisfaction, but here the authors tries to figure out at what
extent does the job satisfaction influenced due to these factors.
In review of different theories. It found out that hierarchy theory
by maslows possess the initial baseline for satisfaction related to
the job. This model helped out to lay the foundation from which
other researchers can develop job satisfaction theories. Unlike
Maslow hierarchy which focuses on the relationship between needs
and the resultant circumstances, Vroom expectancy theory does not
rely on needs, rather it focuses on outcomes., Vroom separately
discussed effort (due to motivation), performance, and outcomes. He
came up with an idea that ones performance is based on individuals
overall personality, knowledge, abilities and skills. His theory
explains that ones behavior is dependent on personal choice of
alternatives in order to gain maximum pleasure and minimize risk.
The greater the gap between ones expectation and experience one
will react with the same intensity and take action to minimize the
gap. According to scientific literature, there is a strong link
between individuals expectations and job satisfaction. The article
concluded that each person is uniquely different in his/her goal,
he/she can be motivated if one positively believes in his/her
effort and performance and required reward so if the craving to
satisfy needs is high it will make the effort worthwhile.
A broader aspect of job satisfaction model has been proposed by
Iversen (1980). The model comprises of a different macro level of
independent variables job and job environment, demographic
variables, proficiencies and expectations, occupation,
organizational environment, political and economic environment.
These independent variable affect the level of job satisfaction of
employee in line with intervening variables such as situational
personality variables, stable personality variable, abilities and
others. Further, it said that satisfaction outcome could further be
moderated by stress, frustration, and motivation. These outcomes
could be found on the individual level, societal level and
organizational level. Another important variable the model has
discussed is the time factor, the author suggests while studying or
assessing job satisfaction, its important to consider that low
level satisfaction is a temporary behavior which generate some
prompt behavior by individuals. Analyzing satisfaction at one point
of time ignoring the time factor could lead to ambiguous results
because job satisfaction is not a constant. Rather cause and effect
relationship approaches should be adopted. It concluded that model
is just a tentative version that could assist further studies and
management that how complex the situation of job satisfaction is
and how it could be achieved in a better way.
Ibrahim (2013) discussed the Job Demand Control (JDC) model. The
author talked about two aspects of this model related to work
environment that is job demand and job control. From the definition
of Karasek (1979) the author said job demand refers to the factors
of psychological stress that create problems in accomplishing the
job tasks. And factors of stress related to personal conflict in
terms of jobs. While job control refers to potential control that
individual holds while conducting his/her daily routine and tasks.
The author said in link with Karasek that when there is high demand
and have low job control, it will result in the most negative
psychological job stress. JDC also helps to identify the moderate
effect which is that JC can restrain the pessimistic results of
higher JD resting to individual welfare. This model further shows
the learning capabilities like people are passive (If people face
low demand and control in their work environment are hesitating to
participate in activities and have difficulty in solving problems)
or active (If people face high demand and control in their work
environment are productive and acquired new skills). Much empirical
evidence has supported the JDC model and says its highly positively
affecting the job satisfaction. Critics were in line that model has
discussed typically psychological strain and job control as a
moderator without considering the social aspect. To conclude author
suggest the JDC model should be extended in terms of demand,
control and social aspect.
Ravari (2011) based on systemic view of satisfaction literature
tries to clarify job satisfaction concept. Quantitative Papers from
1986 till 2009 are reviewed. Things considered in these articles
are: country, setting, subjects, it identifies the actual meaning
job satisfaction, the theory behind it and how to measure it and
different aspects of job satisfaction. It showed that job
satisfaction has both practical and theory groundwork. And job
satisfaction has parameters for personal and organizational
magnitude. The purpose of the research was to find different
sources of satisfctn and how they affect the job satisfaction.
Though, one own self contributions to assure himself was ignored.
It is important to have positive feelings and attitude within
oneself in order to attain a high level of job satisfaction.
2.2 Review of Empirical Studies2.2.1 Job Satisfaction
In Petrescu and Simmons (2008) study identified the overall
impact of human resource management practices on job satisfaction
and specifically satisfaction with pay. Questionnaire as well as
interviews both methods were used to investigate changes in British
employee satisfaction at two different time frames of data set.
Keeping personal, job and firm characteristic constant the study
states the certain human resource management practices have a
positive impact on job satisfaction of employees. Practices
regarding seniority level reward and performance based pay lead to
higher job satisfaction if inequality in pay in the workplace is
reduced the job satisfaction could be higher among employees.
Training and learning specifically on job learning has a greater
impact on increased job satisfaction. Similarly, job autonomy also
has a positive impact on job satisfaction while direct supervision
has indirect impact on job satisfaction as people are more
uncomfortable if he/she is always in the eyes of the supervisor. As
recruitment and selection practices is concerned when employee
having feeling of fair selection procedure and given realistic job
previews have high job satisfaction rate.
Oshagbemi (2000) studied gender differences of university
teacher job satisfaction. He argued that due to the increasing
trend of entrance of the female workforce in the organization,
there is a wide need of identifying the gender level of job
satisfaction so as to make policies that could increase both
genders satisfaction towards job. Total responses of UK academics
were 554. The findings of the research state no such differences
among the job satisfaction of both genders although the authors
highlighted the fact that there is a difference in satisfaction
among the seniority or status level among male and female like
senior lecturers, reader or professor female shown higher job
satisfaction as compare to male in the same seniority position.
Besides considering only gender might not reveal any productive
result, but studying as how the job is satisfying individual needs
may put forward differences in satisfaction levels of both
genders.Some benchmarking indicators for job satisfaction were
studied by Zoubi (2012). From 24 private and public organizations
data were collected from 4076 employees. Findings showed managerial
position workers have more job satisfaction level as compared to
craft workers and according to job title the highest job
satisfaction level lies with sales representative as compared to
physician and university professors. The author argued that
benchmarking based on employee demographics and different
occupational sectors helps to improve job performance. Literature
supports the theme of using benchmarking in order to compare firms
achievement relative to best practices going on the market. The
author says that results of this study could help management to
incorporate developing plans that lead to higher job satisfaction.A
mediating role of fairness between job satisfaction and personality
traits is examined by the Camgoz and Karapinar (2011). The author
argued that individual personality trait has an effect on their
perception of justice, which in turn has impact on job
satisfaction. Sample was collected from 218 employees working in
insurance company of Turkey. The big five model was considered for
dividing personality trait the result found agreeableness,
conscientiousness and extraversion, has positive impact on job
satisfaction and neuroticism has negative impact on job
satisfaction. On the other hand conscientiousness and Job
Satisfaction has higher intervening impact by procedural justice,
while the extraversion, agreeableness and neuroticism and JS have
partially intervening impact by procedural justice. Justice is
given a prime importance in the study to be created within the
organization in order to maintain satisfaction level of
employees.2.2.2 Self-esteem and job satisfaction.
A significant source of job satisfaction is self esteem as
stated by Ladebo, et al., (2008) in their study of extension
employees self esteem and its moderating role in increasing job
satisfaction. The study analyzed the moderating role played by
self-esteem that enhance job satisfaction which turned out to be
negative because the analyses result showed that self esteem is
directly and positively impacting job satisfaction rather seen it
as a moderating role for boosting job satisfaction. It further
elaborated that people having higher self esteem will likely have
greater job satisfaction as compared to lower self esteem people.
Therefore, its a managers task to design such plans and strategies
that boost person's self-esteem within the relevant respective
domain. Self-esteem is considered to be important factor in
developing once personality and behavior, the higher self esteem
people are more bold, confident, secure and capable of handling
work situations in a better way therefore the study showed that
perceived self-esteem play a significant role in helping managers
to build programs that increase the job satisfaction in align with
increasing self-esteem as bernette studies reveal the theoretical
framework for improving the work environment in order to achieve
the high job satisfaction employees.
In link with leadership and job satisfaction a research by Eloy
(2004) found that if the person's behavior are encouraged for
self-leadership have direct association with an increment of level
of job satisfaction and self-esteem of team members. The article
said that accountability to work and duties should be given to the
one who is actually performing the work and the supervisor is there
to support and guide and the team members take ownership and
self-rule for problem solving and work related issues. This
increases the employee engagement feeling within the job and the
independence they feel after completing and doing the
responsibilities assigned to them. Plus employee also gains a high
level of ownership with the job, they start owning the role they
are in. All these results are then ultimately brings on the
organizations overall high satisfaction and high self-esteem
rate.
High self esteem people are less uncertain and affected by the
environment thats why they are highly satisfied from the number of
past studies in line with self esteem and job satisfaction Abraham
(1999) generated another rationalize area for gauging the self
esteem and job satisfaction relationship. The study argued that
inequity in working conditions is not only confined to pay inequity
rather it can impact the satisfaction level of employees and
intension for life. On the other hand, if self esteem work as a
moderator it can help to lower down the reaction that is caused by
the inequality in working condition. People having a lack of
confidence in their ability are high in blaming the environmental
conditions.. The findings also showed that low-life esteem people
are engaging their worth and respect with the environmental
conditions and when they find a work environment inequity they
react more adversely as compared to higher self-esteem people.
Looking self esteem from another point of view McIntyre (2014)
analyzed whether if an individual loses the job which is high in
expanding nature so is it a possibility of losing the self esteem
within that person as compared to the individual who lose job which
is not highly expandable. To identify the answer of this, the
researchers selected unemployed people and ask them questions
related to previous job growth and at what level they are satisfied
with it and then they have to rate their current self-esteem and
self concept. The result identified that the more the job is about
expanding nature the more the people have lost their self-esteem
after losing the job. Thus, lower down their self-esteem and self
concept. It means self expanding job is one of the means to
increase self esteem thus increasing the job satisfaction.
Keller et al (2013) studied the high quality job (HQJ)
predictors which showed self esteem to be a strong predictor of job
related performance and job satisfaction. Additionally, on the
other hand, the work is considered more important as the status of
man rather the woman. On the contrary,the result showed that women
needs high level of self-esteem to produce high quality jobs. They
are not associated with task related accomplishment. The author
argued that man and women have vice versa effects of high quality
job or high self-esteem. It concluded that man is more affected by
high quality job based on self-esteem while women is more likely to
have a high quality job effected by high self-esteem. Self-esteem
significantly predicts that women with the passage of time bring up
with the high quality job and accordingly align their
characteristics as compared to men they are less likely to do
this.. So therefore, managers and supervisor may also give or
allocate job to boost self confidence. To conclude, it state, men
need and motivate through the career support provided by the
organization, giving them training and development, independence,
skill diversity and further opportunities.
The Arnolds and Boshoff (2011) article study the overruling role
of personality variables on need satisfaction and job performance
affiliation. Further, it said that the power of need satisfaction
by Alderfer theory on self-esteem personality trait) and the impact
of self-esteem on performance intension has been analyzed on
managers and employees. The experiential result showed that
self-esteem has considerable impact on job performance of both
managers and employees. Further author said that this and other
findings in the study present important plan for managers on how to
deal with the motivational needs of managers and front workers
subsequently to improve their job performance. For CEO there is a
considerable influence on self esteem by satisfaction of growth
needs, because top managers need to demand assignments, continuous
updating, development and autonomy, freedom to use knowledge and
their abilities in the brought up of communities, contrary to the
self-esteem of front employees is increased with regard and respect
from their colleagues, which lead to higher job performance. An
organization can practice several strategies that boost the self
esteem of each manger and Front workers according to their
satisfaction need. It is not the monetary compensation rather the
higher order needs that advance job performance due to self-esteem
development. In conclusion, it summarizes that self-esteem is a
strong source of job performance. Getting to know the specific need
satisfaction that boost self esteem will advance employee job
performance and effectiveness of organizations at the end.2.2.3
Stress and Job satisfaction.
Stress has always been a considerable factor that negatively
impacts the job satisfaction as Khalatbari (2012) also contributed
in this domain by identifying the connection of job stress, job
satisfaction and job motivation with job exhaustion and feeling
psychological pressure on the workers of the hospital. Research
result shows that a meaningful correlation between job exhaustion
and psychological pressure, it concluded by saying that job
exhaustion in turn increases the job stress of the individual and
thus low down the job satisfaction of people. Similarly the more
people face the stress the more would be likely to suffer from job
exhaustion as it is resultant that the most important source that
impact job satisfaction are job exhaustion and ones interest in the
job and not considered job as tired in a physical manner and in
terms of reward.
With respect to research on teachers, the association among Job
satisfaction and job stress has been turning out to have
considerable effect on each other. The purpose of Cheng (2014)
research is to identify whether the knowledge of stress level and
demographic variables can have an effect over the job satisfaction
of teachers (resource room) in Taiwan. Findings state working
conditions and education levels were significant predictors of job
satisfaction. The result showed that education level has positive
significant association with job satisfaction, and poor working
conditions have negative significant association with job
satisfaction.further the discussion from resource room teachers
said that most stressful part of the job is to fulfil the reporting
demand that requires the provide insight of evaluation of special
education that cannot be done in the routine job hours. And another
point was raised that extra responsibility of supervising also have
a nonpositive effect on the performance with students.
Adera and bullock (2010) research, identify the views of
teachers handling students with emotional and behavioral disorders
regarding the different type of stresses that create disappointment
and displeasure with the job they are in. The result showed that
stress related to inside or external to classrooms are major causes
of stress and discontent, that ultimately turn to teacher switching
their career. Further study investigated sources of job stress and
to identify the association of views of the teachers' level of
willingness, teacher job satisfaction, and career decisions. The
result showed that job stress related to, e.g., diverse abilities
in students, stimulating misconduct, gaps in school expectations
and external to the class like unclear responsibilities and role
lack of teamwork, and short of parental contribution were the
source of making dis contended teachers of students with disorders.
Author suggests that there is a need for a proper counseling for
teachers in terms of difficulty they are facing in dealing with
students, having their Jobs clearly defined and apply practices
that enhance more job satisfaction within the teachers, and help
them to retain through these practices. Make sure they are having a
reasonable load of work. And help them with understanding of their
role and challenges they will be dealing with this job.
Chen (2008) research was conducted on the association among
locus of control and behavioral measures connected to work as job
satisfaction, job stress, and job performance in Taiwan. The result
showed that locus of control which is one of the measures of the
personality trait have significant contribution in gauging the job
satisfaction level, the stress level and job performance in
employees of the bookkeeping organization in Taiwan. The findings
showed the linkage of locus of control as if individuals have
higher internal locus of control probably have stress of low level
and satisfaction and performance of high level. Further, the
research said that Locus of control has a mediating part in the
relationship of stress in job and job performance. In link with
stress the result showed that ones job stress having an external
locus of control, result to decline overall performance while ones
job stress having an internal locus of control can enhance his or
her performance. On satisfaction perspective comparatively both one
with external or internal locus of control can be without
difficulty feel content with the job, therefore enhancing job
performance. But The people with an internal locus of control find
it easy to handle job stress. So author said that for accountant
selection and hiring procedure LOC might be an important variable
to predict accountants work-related behavior and outcomes.
Veloutsou and Panigyrakis (2010) studied job satisfaction as
independent variables in the research. The author examines the
impact of role stress, such as the ambiguity of role, conflict of
role and the overload of role perceived performance and
satisfaction on intension to leave. The respondents were brand
managers in Greece. First the findings showed the negative
relationship of stress to role perceived performance and
satisfaction as the stress level increases the performance and
satisfaction decreases. But the impact of stress on intention to
leave was not turned out to be significant. On the other hand, high
perceived job performance and low level of satisfaction is
positively associated with intention to leave. It further listed
the factors for brand managers satisfaction such as growth and
advancement, working conditions, peer relations, responsibility,
achievement and incentive possibilities. In a further assessment of
the findings showed that stress within brand managers are more
increases due to role overloaded and stress has an indirect
relation to intension to leave via performance and satisfaction.
Plus intension to leave has negative relationship to performance
and satisfaction. Elimination of stress might not have direct
impact on intention to leave, but it will assist in increasing the
satisfaction and ultimately the performance. To conclude such job
description should be made for brand managers to minimize the
stress as much as possible.
Trivellas et al., (2013) examines the influence of stress on
satisfaction. The respondents were nursing staff working in
hospitals. The author said job stress is a most important and
crucial factor in employees well being and mental health,
especially in the field of hospitality where job satisfaction is
crucially important to produce quality performance and services to
patients. The total number of nurses respondent to the field survey
was 271 in Greek hospitals. The author has examined the extent to
which factors of stress, such as workload, conflict, relationships
with peers, career growth, information access and feedback impact
on job satisfaction enriching factor such as career opportunities,
physical environment, management nature, job enrichment, incentives
and job security. The finding revealed that conflict, job
satisfaction dimensions are negatively related with heavy workload
and lower or no job autonomy on the other hand, lack of information
access and feedback have positive impact on employees satisfaction
with rewards and job security.
Lin (2013) in the link with the hospitality industry, this
article examines the relationship among, stress, burnout,
satisfaction and the organization's commitment. The respondents
were radiologist of Taiwan. The author argues that Taiwan is facing
shortage of nursing and facilitating staff, which is a crucial risk
factor for any hospital, therefore proper measures to maintain the
satisfaction level of radiologist so that work well with
appropriate workload and less stress is equally important to
consider. A total of 310 medical radiologists participated in this
study. The study used the factor analysis and the findings showed:
1. Job stress is positively linked with job burnout. 2. Like other
studies, this article also showed job burnouts negative influence
of stress on commitment and satisfaction. 3. Job burnout further
has nonpositive associated with commitment to the organization. 4.
Besides Job satisfaction showed optimistic association with
commitment to the organization. To conclude author recommend
mangers or the admin can lesser down job stress by arranging an
appropriate work load, establishing good working condition and
environment etc.
Yashoglu (2013) talks about the direct relationship of Job
insecurity and job related stress on job satisfaction the key
element of determining the performance of companies. Because of the
nature or work in logistics company as stressful, and demanding,
they need to have proper mechanism to control the job insecurity
and work related stress otherwise it could result in losing
competitive advantage. Therefore the author conducted this research
to find out association among insecurity of job, job related stress
and job satisfaction. The respondents were from Turkish logistics
industry. The focus was more towards the middle managers influence
on employee insecurity of job, job related stress and job
satisfaction in a contracted context. The findings turned out to be
that the worker is more in pressure of stress when they feel, the
more chances of losing the job therefore the job insecurity is
positively related to job stress. Subsequently the mental stress of
not being in a powerful and permanent position leads to lose the
level of satisfaction. To conclude the author said the manager
should pay enough attention to make their employees feel less
stressful by felling less insecure about their jobs and eventually
they can succeed to increase job satisfaction of their
employees.
Kim (2014) analyzes the stress level of employees who have
direct dealing with customers from the external environment;
behavior might result in increase of stress level due to
jay-customer behavior. This study is an exploration of employee
stress and satisfaction level that is affected due to jay-customer
behavior as incivility and aggression. The hospitality industry has
been surveyed. Total respondents included in the research are two
hundred and ten dealing with guests. The results confirmed the
argument of author that customer rudeness has negative impact on
employee job satisfaction, which could be minimized by the
mediating role of job stress. The article suggests that managers of
hospitality should not overlook the negative contact of
jay-customer reactions over employee satisfaction also try to
reduce the chances with the efforts such as coaching, practices and
support. Due to such misbehave of jay customers the service
employees stress level remarkably increased and lower down the
performance and satisfaction with the job. Secondly, managers
should initially recognize the kind, intensity or frequency of
jay-customer misconduct and give appropriate instruction to service
employees as to how to deal with such misconduct at their best.
They should include stress management. The practices and
instructions should include ways to deal with aggressive emerged
due to jay-customer misconduct and to build up ways to deal
mechanisms with such misconduct.2.2.4 Self-efficacy and job
satisfaction.
An article by Hoigaard (2012) investigated the association among
work engagement and efficacy of teachers and their impact on job
satisfaction, suffer exhaustion and the intention to leave. The
respondents were the newly qualified teachers. Findings suggest
that projected work engagement and teacher efficacy have positive
relations with the job satisfaction, but they have a negative
association to job burnout and the intention to leave. Author
suggest that based on the analysis of this study both teachers and
school managers should follow the concept given by Banduras
self-efficacy theory. Further the author added that the teacher has
to play a role in a way that increase the self efficacy of student
and management should take initiatives and facilitate teachers in a
way that enhance teacher self efficacy. Early and quick
interventions in line with motivation, satisfaction and emotional
difficulty in teacher should be advised.
In depth analysis of self-efficacy was done by Borgogni (2010).
The variables discussed by authors in the article are,
self-efficacy, job satisfaction, performance and social context.
Author have tried to find what are the relationship in between
these variables, the result states that: (a) self-efficacy turned
out to be related to the perceptions of social context; (b)
perceptions of the social context act as intervening in the
association between self-efficacy and job satisfaction; (c) job
satisfaction has a positive impact on job performance; and (d)
lastly, there is a negative relationship between working years in
the organization and job performance. The extensive model presented
in this article gives a clear picture of association among job
satisfaction and job performance. Author said that in line with
social cognitive theory, findings showed that self-efficacy has
relation to job satisfaction in link to social realm. Secondly, it
showed facts that job satisfaction has an impact on job
performance, together with organizational occupancy. And lastly,
its better to produce high self-efficacious employees because they
tend to be more active agents who contribute positively to their
environment.
Busch (1998) surveyed the college sector to identify the
relationship between performance indicators such as job
satisfaction, goal commitment, self-efficacy, and organizational
commitment. The study discussed relative variations in result of
different department between the faculties of nursing, teacher,
engineering and business administration. As far as teachers
relationship with these variables are concerned teaching staff
shows high beliefs about themselves in their capability to
effectively execute research work, giving lectures and
communication to students are crucial for the qualitative measure
of personal performance in the colleges. Further the result showed
the positive correlation of Self-efficacy with goal commitment. On
the other hand, very weak or usually no correlations exist between
self-efficacy and organizational commitment, and as far as job
satisfaction is concerned the result showed there is a weak
correlation and in some department negative correlations between
self-efficacy and job satisfaction. The author said the result is
indifferent because a relative measure between the departments is
being concerned.
Another research in the domain of teachers is done by Karabiyak
and Korumoz (2013) in which author investigates the association
among self-efficacy perceptions and job satisfaction level of
teachers. Respondents were 83 teachers belonged to different
branches of different schools in Turkey. The author used
descriptive statistics and correlation to find out the relationship
between the two variables. The findings showed there is a
significant positive influence of self efficacy on teachers job
satisfaction and no difference between the two variables according
to personal variables such as gender, age, branch, place of working
institution and level of schools. Further the authors state that
self efficacy perceptions of teachers were found to be strictly
high. So author recommends the policies and procedures should be
made that help either to enhance self efficacy perception of
individuals or enhance the job satisfaction. When one increases the
other automatically increase. But for service industry the author
recommends to make implementations that boost efficacy in order to
make teacher autonomy in their task related activities and produce
quality outcomes.
Karatepe (2008) collected data from employees in hotels of
Cyprus which include three, four and five star hotels. The research
study effect of variables like self-efficacy, job performance, job
satisfaction, and affective organizational commitment. The author
said that the study is unsuccessful to find a positive relationship
between self-efficacy and job satisfaction, though the results
exposed that job performance act as a mediator in finding the
association of self-efficacy on job satisfaction. The author used
path analysis test which showed that self-efficacy turned out to be
the considerable interpreter of affective organizational commitment
it further elaborated that age, employment duration and education
has a positive influence on efficacy which in turn lead to high job
performance and then job performance lead to job satisfaction
Mottet (2004) has examined job satisfaction in a different
perspective. The study examined the impacts of the students verbal
and nonverbal reactions on self-efficacy and job satisfaction of
teachers. Overall, the result suggests so as the student nonverbal
reactions turned out to have greater influence on teacher
self-efficacy and job satisfaction as compared to verbal reactions.
Further, it emphasized that teacher job satisfaction is a more
suspectable to student verbal and nonverbal reactions than teacher
self-efficacy. Factors to which, teachers are more affected turned
out to be students eye contact, body gestures, and head gestures,
than by question/answering session in the class. Also, the
available data recommend that teacher job satisfaction is much more
inclined to student verbaland nonverbal reactions than teacher
self-efficacy. Although student verbal and nonverbal reactions have
significant influence on teacher self-efficacy, the result of
impact was significantly lower than that for job satisfaction.
Student reactions and communication influence the teachers efficacy
and satisfaction in the same manner as the teachers communication
ways influence the students motivation and learning.2.2.5 Job
Stress, Self efficacy and Job satisfaction.
Klason (2010) identified the association among teachers job
satisfaction, efficacy, job stress, and their cultural beliefs of
teachers from total three countries two North American and one East
Asia. The findings from the study results that Canadian and U.S.
teachers have high scores in all the mentioned items and variables
as compared to teachers of Korea, but as the research focus was on
the associations among Efficacy of teachers, collectivism, job
stress, and job satisfaction, which found to be different in
cross-cultural aspects. Previous research on self efficacy
conducted have shown same patterns of consistently higher efficacy
level in Western teachers as compared to eastern teachers. Further
author concludes that Teachers Collective Efficacy is positively
related to job satisfaction across settings, but job stress has no
significant impact on job satisfaction across settings. Further the
study showed job stress is contrariwise associated with job
satisfaction in teachers of north America, but this is not the case
for teachers of Korea. For teachers of Korea, job stress has
positive correlation with teachers collective efficacy.
Vase (2011) identified the association between self- efficacy
and stress of teachers in Iran. The result acquired from the study
lead to the conclusion that If teachers' self efficacy willing
crease it would help in lowdown the stress level, which further
brings an improvement in teaching style, their behavior, motivation
and willingness and ultimately give positive student outcomes.
Findings showed that EFL teachers should change skills accordingly
in monitoring their stress levels. The study said that the first
step for teachers is to give them an awareness of their stress
level. Only after teachers have awareness of their stress level
then further steps are taken to control the situation of stress.
Plus school admin and faculty teacher should work collectively to
identify and control the factors of stress. Factors can be
identified by previous literature, but each institute has its own
sources of stress and accordingly their causes should be solved
within the context. Further the school decision makers should take
steps to improve the level of teaching with their assistance and
support.2.3 Development of Conceptual Framework
Job satisfaction is a widely studied variable in todays
organizations, including education sectors as it crucially affects
upon organizations efficiency and effectiveness and individual
welfare, as huge amount of researches . E.g Vaezi(2011), Gilbert
(2014), Ciarnieneet al., (2010) etc have mentioned that many
organizational outcomes for example; commitment to organization,
employee and organizations performance, citizenship and personality
behavior have significant positive impact on job satisfaction.
Though as definition says job satisfaction is observed as positive
affecting expression towards job Mercer (1997) and it is a
resultant factor that emerged out due to the individuals perception
about the rewards he/she is receiving for their job and how they
are valuably being treated for their performance; similarly
teachers perception of what and how they are being rewarded and
valued positively affect teachers satisfaction to work, the more
appropriately they will be appraised for their job the more will be
their satisfaction to work. Francis (2014). Therefore, educational
sectors are now identifying different ways and policies that help
increase teacher job satisfaction since quality teachers are the
source of educational sector advancement and success which cannot
be attained if they are highly dissatisfied with their job. Obineli
(2013).
Teachers being human beings are complex to study as they
possess, developing natures, but somehow identifying and assessing
some of their personalities attribute and behavior along with their
relation to each other may help the education management increase
teachers performance by increasing their job satisfaction in a
better way. Some characteristics that result into considerable
impact on job satisfaction of the teachers are self efficacy Yenice
(2009), self esteem Zembat and Gursoy (2012) and job stress
Khalatbari (2012) and satisfied teachers possess a high level of
motivation and low level of anxiety.
Theoretically and empirically, it is found that efficacy
beliefs, self esteem, job satisfaction and job stress are
independent constructs. But still a significant relationship exists
between them Gilbert (2014). Studies revealed that the teaching
profession is of emotional and stressful job Kyriacou (2001). The
reason of leaving the teaching occupation by mostly teachers based
on factors such as low efficacy, stressful job Veloutsou and
Panigyrakis (2010), and dissatisfaction from job Tietjen and Myers
(1998).
Evident from various researches showed that individuals possess
high self efficacy are challenging, they dont hesitate from failure
and possess keep trying beliefs to succeed. They are agile and
flexible. While people with low self esteem hesitate to accept
challenging tasks Simbula (2011) and are more prone to external
situations around them, including coworkers relationship, job
stress, and supervisors support.Similarly teachers high level of
self-efficacy and self esteem helps in lowering down the job stress
and enhance satisfaction level with the work. Klason (2010).
CHAPTER 3: RESEARCH METHOD
3.1 Theoretical FrameworkFigure 3.1.1Theoretical framework
Self efficacySelf esteemJob stressJob satisfaction
There are various HRM models that provide a framework to study
human resource management along with the explanation of the
legality of HRM practices; further these frameworks helps to
establish the significance and relationship of variables that is to
be researched. Shabnam (2010). The theoretical framework on which
this study relies is the guest model (1997). This model is a
mixture of both hard and soft views of HRM. It explains the four
critical elements (flexibility, strategic integration, high
commitment and high quality) that strengthen the overall
organizational effectiveness. The guest model (1997) assumes that
providing high quality work settings and resources, maintaining the
flexibility and high commitment working culture and the best fit
between HR and business strategy will lead to both organizational
level effectiveness (profit and return on investment) and
individual level effectiveness (increased effort, motivation and
involvement). Shabnam (2010). In short, it emphasizes that HRM is
more towards strategic management than just personnel management.
Shabnam (2010). Therefore, to bring quality work in organizations
like education sector, it is important to make changes
strategically in various HR components like job design that ensure
the employee involvement which then ultimately lead to individual
level effectiveness as satisfaction with work. Theoretically and
empirically, satisfaction with work has been the most affecting
individual behavior usually from the factors like self efficacy
beliefs, self esteem and job stress, proving a significant
relationship exists between them Yenice (2009), Zembat and Gursoy
(2012) and Khalatbari (2012). Studies revealed that the teaching
profession is an emotional and stressful job Kyriacou, (2001) and
teachers high level of self-efficacy and self esteem helps in
lowering down the job stress and enhance satisfaction level with
the work. Francis (2014).Therefore this article is the addition to
the quantitative research on the impact of self efficacy, self
esteem and job stress on teachers job satisfaction, where self
esteem, self efficacy and jobstress willbe treated as
independentvariables like prior studies such as Ladebo, et al.,
(2008), Adera(2010) and Hoigaard(2012) had treated Self esteem, job
stress and Self efficacy as independent variable respectively,
while job satisfaction is treated as dependent variable as treated
in Petrescu and Simmons (2008) study.
3.2HypothesesBased on the above mentioned theoretical model and
the previous literature review following are the hypotheses for
this study:
Ha1: There is a significant relationship between job stress and
job satisfaction of teachers.Ha2: There is a significant
relationship between self-efficacy and job satisfaction of
teachers.Ha3: There is a significant relationship between
self-esteem and job satisfaction of teachers.Ha4: Self efficacy,
self-esteem and job stress have significant impact on job
satisfaction of teachers.3.3Research Design3.3.1 Type and Nature of
Study
This study has searched the empirical side of the variables
(self esteem, self efficacy, job stress and job satisfaction) as
mentioned in a theoretical framework. The nature of the study is
causal effect. The study is quantitative as this is the best way to
measure the relationship between variables empirically, the problem
is a known dilemma and the study is adopting an already developed
model from prior researches (Saunders et al., 2007). This study has
used a research strategy of cross-sectional survey and data have
been gathered via field survey method. A well structured
questionnaire that is adopted from previous studies, as cited
subsequent in the instrument section of chapter three, has been
used for collecting the responses. The questionnaires are self
administered. The unit of analysis i-e the respondents for this
study are the individuals who are serving the higher education
sector as a teacher.3.3.3Sampling Design
According to Pakistan education statistics 2011-2012, total of
139 higher education institutes (universities) are there both
operating as private and public sector of education. Among these
universities 79 which make up 57% are providing services as of
public sector, while 60 which make up 43%are operating under the
supervision of private sector. The numbers of teachers in higher
education sector (universities) sum up to 70,053 among which 54,837
which make up 78%serve in public while 15,216 which make up 22%
serve in the private sector. The NEMIS team. (2012)
Data were gathered from Karachi one of the cities of Pakistan.
Because according to Hoodbhoy (2009), the distribution of higher
education institutions in Karachi are amounting to 9 public Degree
Awarding Institute, 18 private Degrees Awarding Institutes, 50
public universities and 37 private Higher education Commission
recognized universities which makes a total of 114 universities and
Degree Awarding Institutes. A brief province-wise enrollment showed
that Sindh turned out to have much greater access than other
provinces because Karachi, with having a population of about 16
million, comprised of the vast number of higher education
institutions in Sindh. The NEMIS team. (2012). Statistics for the
year 2004-05 showed Karachi estimated literacy rate at 65.26%,
which is the 3rd Highest in Pakistan after Islamabad and
Rawalpindi, with a Gross Enrollment Ratio of 111%, which is highest
in Sindh. Further, among the institutes of Karachi, most
universities are considered to be the best leading educational
institutions of Pakistan. HEC statistical booklet (2005)As the
population size is very large due to which it is impossible to
survey the large population as of financial and time constraints,
so the sample has been drawn out of the population on which the
conclusion is based for achieving the research objective (Saunders
et al., 2007). The study has used convenience sampling to represent
the population. The convenience sampling is only applied when
thepopulation listisavailableandcomplete, but even when a list is
available, it might be difficult and challenging to acquire access
to all in the list, as written in the book by Thompson (2012)
access to the list might be protected due to privacy policies or
need an extensive process to get permissions. Besides the author
also added that reaching the populations might be an expensive and
time consuming task (e.g., via postal, via telephone, via email),
therefore, the conveniesnce sampling helps in determining
thesamplethat would behighly representativeof the population,
assuming that there is less number of missing data. Sample size is
400. The sample size is chosen due to the limit of the budget and
the time given for the research. Conversely, I have also determined
the sample size using an online calculator, one of the helpful
statistical tools. (http://www.surveysystem.com). It has suggested
that I needed as many as 400 individuals teaching at a higher
education institute in Karachi, for data to be valid at a
confidence level of 95%.3.3.4 Instrument
Job Satisfaction of teachers is assessed using a survey of 30
items proposed by Wellness Councils of America (2004). A Job
Satisfaction survey questionnaire is based on a five point Likert
questions ranging from 1- strongly disagree to 5- strongly agree
with its reliability value as alpha = 0.85.
The self esteem of teachers is measured through the Rosenberg
self-esteem scale Rosenberg (1965). This questionnaire consists of
10 items which require respondents to rate descriptive statements
on a five point Likert scale ranging from 1- strongly disagree to
5- strongly agree with its reliability value as alpha = 0.8.
Job stress of teachers is measured on the scale adopted from
Fimian teacher stress inventory Fimian (1984). This instrument
consists of 49 items which would measure the stress on different
elements like time management, work related stress, and
professional distress, manifestations of occupational stress.
Respondent would answer on a five point Likert questionnaire
ranging from 1- no strength to 5- major strength with its
reliability value as alpha = 0.91.
To assess the efficacy of teachers the scale proposed by
Tschannen-Moran and Hoy (2001) is used. Teacher self-efficacy scale
has divided the 24 items in the group of three that measures the
efficacy in terms of student engagement, instructional strategies
and classroom management. The questionnaire was based on a five
point Likert questions ranging from 1- not at all to 5- to great
extent with its reliability value as alpha = 0.94.
3.3.5 Procedure of Data Collection
Participants had completed the paper-and-pencil questionnaires.
The brief description of the study had been provided to each
participant and the time for completion would be approximately 15
minutes as mentioned in the survey. Respondents will be assured
about the confidentiality of their responses and would only be used
for part of thesis completion.
3.3.6 Statistical Technique
The analysis of the data is performed using PASW (SPSS version
20.0) as according to the techniques used by Reilly, Dhingra and
Boduszek, (2013) in their study. The reliability of data has been
tested through Cronbachs coefficient alpha, which is the
measurement of internal consistency how much the items are closely
related as a group Saunders et al., (2007). Secondly the
Descriptive analysis has been done via Mean and Standard Deviation
which is used to summarize a large set of data where mean is the
average of data and standard deviation is the average degree up to
which the data could deviate from mean Baum (2011). Relationship
among variables is analyzed using Pearsons Correlation which is the
technique of identifying the relationship between two quantitative
variables. Saunders et al., (2007). Further data are analyzed using
multiple regression analysis, which is used to predict the unknown
value of a variable via a known value/s of a variable/s. Saunders
et al., (2007)3.3.7 Pilot testing
The pilot phase was carried out on 40 data collected from the
teachers of randomly chosen universities from where the selection
was based on teachers conveniently available. But the care has been
taken to ensure the appropriate person would be selected that
rightly represent the various dimensions that are important to the
study like professional experience, geographical location,
education sector they are serving etc. after collecting the
responses from 40 individuals the reliability of responses are then
checked through SPSS. The reliability of pilot study came out as
shown in the following table; three items were deleted from the
self esteem survey similarly three items were deleted from stress
survey and none items from job satisfaction survey were deleted to
increase reliability of each construct
Table 3.3.7 Reliability of constructs in pilot testing
ScaleNumber of itemsCronbachs Alpha
Job Satisfaction120.585
Self Efficacy130.93
Self Esteem70.616
Job Stress150.869
CHAPTER 4: RESULTS4.1 Respondents profileAs my research is based
on Job Satisfaction of teachers so the data for the analysis has
been gathered from the teachers of higher education sector as
mentioned in the problem statement (chapter one).The Sample
respondents were taken from both Private along with the Public
sector universities. The total data were collected from 430
respondents out of which the 416 data were appropriate and complete
rest 14 were not taken into analysis due to missing and
inappropriate responses.Similarly from the profile shown in the
table 4.1, 416 respondents were used for this research out of which
200 (approx. 48%) were female and 216 (approx. 51%) were male. The
respondents have an average of 3.78 total teaching experience over
which the working tenure within the current institute average for
2.42 years. The majority respondents have a Masters degree which
was 54% of total, the rest of the 28% respondents were M-Phill and
17% respondents were Phd. In addition, 46.4%, which makes total of
193 of the respondents belonged to the age bracket of 31-35 years,
following with 36.5% respondents belonged to the age bracket of
36-40 years, proving the majority of respondents are of the middle
ages. Further out of 416 total respondents38% of them were the
teachers of Public sector universities (NED, KU, MAJU and Jinnah
University for women) while 62% belongs to the Private sector
universities(Iqra, IBA, CBM, SZABIST, Preston, KASBIT, Dadabhouy,
Baqai Medical University, Indus, Hamdard University, ICMA, PAF KIET
and Sir Syed University).
Table 4.1Respondents profile
Variables CategoryFrequencyPercentage
GenderFemale20048.1
Male21651.9
Marital statusMarried29470.7
Single12229.3
EducationMasters22554.1
M-Phil11928.6
Phd7217.3
Age26-30368.7
31-3519346.4
36-4015236.5
41 and above358.4
Working Years in current University/Institute16716.1
214935.8
315938.2
4419.9
Total Working Years25613.5
310224.5
416740.1
56014.4
6317.5
University/ Institute respondents belongs toBaqai medical
university81.9
CBM5713.7
Dadabhouy163.8
Indus university51.2
Hamdard university174.1
IBA215.0
ICMA215.0
Preston71.7
Iqra358.4
Sir syed University 102.4
Jinnah univesity133.1
KASBIT235.5
KU10324.8
MAJU92.2
NED337.9
PAF KIET143.4
SZABIST245.8
4.2 Descriptive statisticsLater mean and standard deviation was
measured against each variable as shown in table 4.2 self efficacy
(M = 4.54, SD = 0.23, 95% CI ) self esteem (M = 4.47, SD = 0.3, 95%
CI ), Stress (M = 2.56, SD = 0.38, 95% CI ) and Job satisfaction (M
= 4.91, SD = 0.11, 95% CI ). Results of mean and standard deviation
summarize a large set of data by indicating the average of the data
and by considering the extent to which the data could diverge from
mean Baum (2011). The table indicates that the respondents have
higher levels of job satisfaction and higher level of self efficacy
as the value of their mean 4.91 and 4.56 indicates higher value
which deviate by 0.11 SD and 0.23 SD respectively as compared to
the moderate level of self esteem having a mean of 4.47 with SD=0.
3 and moderately low stress level with mean 2.56 and SD=0.38.
Table 4.2Descriptive statistics
VariablesMeanStd. Deviation
Self Esteem4.4720.30052
Self-Efficacy4.5458.23594
Stress2.5610.38368
Job Satisfaction4.9199.11301
4.3 Reliability Firstly the reliability which is the measure of
internal consistency of data gathered through a self administered
questionnaire were analyzed for each variable through Cronbachs
alpha coefficient. The alpha value for Self efficacy, Self esteem,
Stress and Job Satisfaction were 0.93, 0.61, 0.86 and 0.60
respectively as per mentioned in the table 4.3, the reliability of
the data is relatively better and consistent as they are nearer to
1 and closer the data to1 the highest would be its internal
consistency as explained by Sekaran (2006).Table 4.3Reliability
testing
VariablesNo. of ItemsCronbachs alpha
Self Esteem70.61
Self-Efficacy130.93
Stress150.86
Job Satisfaction120.60
4.4 Analysis of research objective oneTo examine and evaluate
the problem statement given in chapter number one, research
objectives were developed in order to test the influencing factors
(self esteem, Self Efficacy and Job stress) on Job Satisfaction of
teachers. The objective number one is to identify the association
among self efficacy, self-esteem, job stress and Job satisfaction
of teachers.The above research objective one was transformed into
the research question one for analysis asIs there any relationship
between Self efficacy, self-esteem, job stress and Job
satisfaction?Further the above mentioned research question is then
interpreted as following hypotheses for finding out the result:Ha1:
There is a significant relationship between job stress and job
satisfaction of teachers.Ha2: There is a significant relationship
between self-efficacy and job satisfaction of teachers.Ha3: There
is a significant relationship between self-esteem and job
satisfaction of teachers.To examine the hypotheses given above, the
correlation in SPSS was tested on variables (Self esteem, Self
Efficacy and Job stress) to identify their significant relationship
and strength of relationship with the dependent variable (Job
Satisfaction). As in the table 4.4,if we observedthe column of
avgsatisfaction, the sig value appeared for each independent
variable is < 0.05, this shows there is statistckkysignificnt
associatn between each varible used in the research (self efficacy,
Self esteem and Stress) with dependent variable(Job Satisfaction)
which is conistent with the hypothesis Ha4.While pearson r
indicates the srtength of independent variable on dependend
variable according to Hair et al., (2006) there is moderate and
positive correlation exist among self esteem and job satisfaction
(r = 0.353, p
