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Moderating Role of School Climate into the Relationship of
Perceived Social Support, Rewards and Job Satisfaction Amongst
the Newly Hired Educators: Evidence from Bahawalpur District
A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR
THE DEGREE OF MASTER OF SCIENCE
Submitted By
Bilal Javaid Gondal
MS (Management)
Roll # FA18M3LA034
Session: 2018-2020
Supervisor
Dr. Shahid Yaqub
Assistant Professor
School of Business Management & Administrative Sciences
The Islamia University of Bahawalpur
i
DECLARATION
I, Bilal Javaid Gondal, certify that the thesis entitled “Moderating Role of School Climate
into the Relationship of Perceived Social Support, Rewards and Job Satisfaction Amongst
the Newly Hired Educators: Evidence from Bahawalpur District” is an original research
work done by me and it does not incorporate (without acknowledgment) any material
previously submitted for a degree or diploma in any University, and that to the best of my
knowledge and belief it does not contain any material previously published or written by
another person where due reference is not cited in the text.
______________________
Bilal Javaid Gondal
Roll # FA18M3LA034
MS (Management)
Date: __________________
ii
FORWARDING CERTIFICATE
The thesis entitled “Moderating Role of School Climate into the Relationship of Perceived
Social Support, Rewards and Job Satisfaction Amongst the Newly Hired Educators:
Evidence from Bahawalpur District” is conducted under my supervision, and this thesis is
submitted to the School of Business Management & Administrative Sciences, The Islamia
University of Bahawalpur, in partial fulfillment of the requirements for the degree of Masters
of Science (MS) in Management with my permission.
_______________________________
Dr. Shahid Yaqub
Assistant Professor,
Department of Marketing,
School of Business Management & Administrative Sciences,
The Islamia University of Bahawalpur.
Date: __________________________
iii
RIGHTS OF THE THESIS
All rights of the thesis entitled “Moderating Role of School Climate into the Relationship of
Perceived Social Support, Rewards and Job Satisfaction Amongst the Newly Hired Educators:
Evidence from Bahawalpur District” are reserved for the researcher. No part of this research
may be reproduced or transmitted in any form or by any means, electronic or mechanical
including photocopy, recording, or any information storage and retrieval system, without
permission in writing from the researcher.
iv
APPROVAL CERTIFICATE
v
DEDICATION
This thesis is dedicated to my family,
teachers and friends.
Without their endless support and love,
I could not complete this degree program.
Bilal Javaid Gondal
vi
ACKNOWLEDGEMENT
First of all, I’d like to express my gratitude to Allah Almighty, Who enabled me to complete
my research in form of this thesis. I am grateful to Him for giving me strength, patience, and
being steadfast in completing my task in time.
Next, I’d like to pay my utmost thankfulness and appreciation to Dr. Shahid Yaqub, my
supervisor, and mentor for this research work. Without his guidance at every step of this
arduous task, I could not have completed my thesis. I wish him the very best for his successful
future.
Lastly, I’d like to thank my family and friends for supporting me in every step of the whole
process and for being there for me with sincerity, kindness, and love. I am obliged to all of you
for being there for me. My special thanks are to all the teachers, employed in the education
sector of Bahawalpur District who provided their valuable responses to complete this research.
Sincerely,
Bilal Javaid Gondal
vii
Abstract
Job satisfaction has gathered a lot of attention and focus throughout the world from scholars as
well as researchers. This study aims to address and find a solution for an existing dilemma i.e.
shortage of qualified teachers and their increase in turnover rate. This is an emerging concern
for researchers and practitioners. Turnover of teachers is related to interconnected philosophies
such as relocation or migration of teachers and attrition. Past studies recommend that especially
in low performing institutes, the troublemaking effect of turnover depicts the quality of an
educator. The turnover of teachers disturbs collegiality, trust, and directs towards a deficit of
formal knowledge, which is important to support the learning of a student. It will affect the
learning of students and their motivation, and the overall performance of the school. This study
is chiefly concerned with examining and analyzing the relationships among perceived social
support, rewards, and job satisfaction. In this study perceived social support and rewards are
considered as independent variables while job satisfaction is considered as a dependent
variable. Additionally, the moderating effect of school climate will be investigated between the
relationships of perceived social support and rewards with job satisfaction, respectively. Data
were collected from 200 teachers working in government schools of Bahawalpur District using
self-administered questionnaires. This research is quantitative and cross-sectional, and it has
adopted the convenience sampling technique. Tools such as Statistical Package for Social
Sciences and Partial Least Squares-Structured Equation Modelling have been used for data
analysis and hypotheses testing. This study finds out that there exists a positive and significant
relationship between perceived social support and job satisfaction. Also, the relationship
between rewards and job satisfaction is positive and significant. However, no moderation of
school climate is observed in both relationships of perceived social support and rewards with
job satisfaction. The findings of this study suggest that the school management should focus
on implementing various procedures of providing support to their employees i.e. the teachers.
Also, this study has found empirical evidence that rewards have a positive and significant
relationship with job satisfaction thus the school management and authorities should focus on
providing adequate compensation, perks, and performance-related rewards to the employees.
While school climate should also be kept in focus as it is a problematic area and further research
is required in this area. Finally, limitations of the study are provided, and future research
directions are given as well.
Keywords: Job satisfaction, perceived social support, rewards, school climate, teachers,
moderation, education system
viii
Table of Contents
Abstract .................................................................................................................................... vii
Chapter # 01 ............................................................................................................................... 1
Introduction ................................................................................................................................ 1
1.1 Introduction ...................................................................................................................... 1
1.2 Background of Study ........................................................................................................ 4
1.3 Research Gaps .................................................................................................................. 9
1.4 Problem Statement ......................................................................................................... 10
1.5 Research Questions ........................................................................................................ 12
1.6 Research Objectives ....................................................................................................... 12
1.7 Significance of Study ..................................................................................................... 13
1.8 Limitations and Delimitations ........................................................................................ 13
1.9 Organization of Thesis ................................................................................................... 14
Chapter # 02 ............................................................................................................................. 15
Literature Review..................................................................................................................... 15
2.1 Related Theories ............................................................................................................. 15
2.1.1 Maslow’s Theory of Motivation/Satisfaction .......................................................... 15
2.1.2 Herzberg’s Two-Factor Theory ............................................................................... 17
2.1.3 Locke’s Value theory ............................................................................................... 19
2.2 Job Satisfaction .............................................................................................................. 19
2.3 Perceived Social Support ............................................................................................... 23
2.4 Rewards .......................................................................................................................... 25
2.5 School Climate ............................................................................................................... 27
2.6 Relationship between Perceived Social Support and Job Satisfaction ........................... 29
2.7 Relationship between Rewards and Job Satisfaction ..................................................... 30
2.8 Moderating role of School Climate among the relationships of Perceived Social
Support and Rewards with Job Satisfaction ......................................................................... 31
ix
2.9 Theoretical Framework .................................................................................................. 32
Chapter # 03 ............................................................................................................................. 33
Methodology ............................................................................................................................ 33
3.1 Introduction .................................................................................................................... 33
3.2 Research Design ............................................................................................................. 33
3.2.1 Type of Study .......................................................................................................... 33
3.2.2 Purpose of Study ...................................................................................................... 34
3.2.3 Extent of Researcher Interference ........................................................................... 34
3.2.4 Study Setting............................................................................................................ 34
3.2.5 Unit of Analysis ....................................................................................................... 34
3.2.6 Time Horizon ........................................................................................................... 35
3.3 Population of Study ........................................................................................................ 35
3.4 Sample of Study ............................................................................................................. 35
3.5 Sampling Technique ....................................................................................................... 36
3.6 Research Instrument ....................................................................................................... 36
3.7 Operationalization of Job Satisfaction ........................................................................... 37
3.8 Operationalization of Perceived Social Support ............................................................ 37
3.9 Operationalization of Rewards ....................................................................................... 37
3.10 Operationalization of School Climate .......................................................................... 38
3.11 Instrumentation............................................................................................................. 38
3.12 Data Analysis Tools ..................................................................................................... 39
3.12.1 Statistical Package for Social Sciences (SPSS) ..................................................... 40
3.12.2 Partial Least Square-SEM ..................................................................................... 40
Chapter # 04 ............................................................................................................................. 42
Results & Findings ................................................................................................................... 42
4.1 Demographic Characteristics ......................................................................................... 42
4.2 Descriptive Statistics ...................................................................................................... 44
x
4.3 Reliability and Validity Analysis ................................................................................... 44
4.4 Analysis of Multicollinearity ......................................................................................... 47
4.5 Normality Analysis ........................................................................................................ 48
4.6 Missing Data Analysis ................................................................................................... 49
4.7 Analysis of Direct Relationships .................................................................................... 51
4.8 Analysis of Moderation .................................................................................................. 54
Chapter No. 05 ......................................................................................................................... 57
Discussion & Conclusion ......................................................................................................... 57
5.1 Relationships between Perceived Social Support & Rewards with Job Satisfaction ..... 57
5.2 Moderating Effect of School Climate ............................................................................ 58
5.3 Study Implications.......................................................................................................... 59
5.3.1 Managerial Implication............................................................................................ 59
5.3.2 Theoretical Implication............................................................................................ 59
5.3.3 Methodological Implication .................................................................................... 60
5.4 Future Research .............................................................................................................. 60
5.5 Conclusion ...................................................................................................................... 60
References ................................................................................................................................ 61
QUESTIONNAIRE ................................................................................................................. 87
xi
List of Tables
Table 3.1: Questionnaire items and authors ............................................................................. 36
Table 3.2: Instrument Measures ............................................................................................... 38
Table 4.3: Summary of Respondent Demographics ................................................................ 42
Table 4.4: Descriptive Statistics of Variables .......................................................................... 44
Table 4.5: Cronbach's Alpha of Constructs ............................................................................. 45
Table 4.6: Construct Reliability and Validity .......................................................................... 46
Table 4.7: Outer Loading of Indicators .................................................................................... 46
Table 4.8: Collinearity Statistics of Constructs ....................................................................... 47
Table 4.9: Correlation Matrix .................................................................................................. 48
Table 4.10: Missing Value-Demographics .............................................................................. 49
Table 4.11: Missing Values-Items of Variables ...................................................................... 50
Table 4.12: Value of R2 ........................................................................................................... 51
Table 4.13: PLS-SEM Bootstrapping for Direct Relationship ................................................ 51
Table 4.14: PLS-SEM Blindfolding Results ............................................................................ 52
Table 4.15: PLS-SEM Bootstrapping Results for Moderation ................................................ 54
Table 4.16: PLS-SEM Blindfolding Results for Moderation .................................................. 55
List of Figures
Figure 2.1: Theoretical Framework ......................................................................................... 32
Figure 4.2: PLS-SEM Bootstrapping for Direct Relationship ................................................. 53
Figure 4.3: PLS-SEM Bootstrapping for Moderation.............................................................. 56
1
Chapter # 01
Introduction
1.1 Introduction
Generally, the education system that is dominant in a society, serves as a basis for the success
of every nation. If educators perform their part in assuring educational accomplishments that
are vital for a schooling system, the schooling can turn out to be productive as well as
convincing (Fives & Gill, 2015). According to Bishay (1996), on the success directory of any
nation, the profession of educators is ranked at the top. Educators encourage and teach
upcoming students and they are thought to be the foundation of any education system, also
educators are regarded as producers of any society. According to Spector (2008), as a matter
of fact, teachers and educators are known as the backbone of a happy and healthy nation as
they are the only people who can loyally carry out the arduous job of building the society.
Educators should competently do their professional duties in order to attain this important goal
and if the purpose is understood by the educators then they perform their job responsibly and
school officials must give enough consideration to factors, like job satisfaction.
Usually, it is found that the workers’ and the institution’s efficiency in business, organizational
backgrounds, and performance are most importantly impacted by job satisfaction (Bhatti,
Cheema, Shaikh, Syed & Bashir, 2014; Asrar-ul-Haq, Iqbal & Kuchinke, 2017). Belias &
Koustelios (2014), acclaimed, “job satisfaction refers to the employees’ perceptions of their
working environment, relations with colleagues, institution aims and strategies and success
criteria”. According to Green (2000), job satisfaction is a mindset where an employee feels
relaxed at the place of work, deprived of any trouble, and it is considered as a minor level of
an impression of life. Similarly, when the requirements of employees have been considered,
job satisfaction is related to those responses of employees (Sönmezer & Eryaman, 2008).
Good quality of job performance can be attained if the level of production is increased by
workers. Employers must give enough opportunities to their employees for their achievement,
growth, rewards, responsibility, and recognition. It is vital for an employer to make employees
satisfied and happy with the environment where they work because this will enhance the level
of productivity. Hence, it is vital to reward the employees who have performed very well at
their jobs, for improvement in job development opportunities. The establishment of good
quality service increases customer retention. It will help in appealing to new customers,
2
enhance productivity, control turnover of staff and control the operating cost, it will also
enhance employee’s morale and increase financial performance (Duncan & Elliott, 2004;
Ranaweera & Neely, 2003; Jamal & Naser, 2003).
Shaju & Subhanshini (2017), proposed in their study that job satisfaction is furnished as a
response to the work, every worker owns his or her present place in the organization. A variety
of studies have been conducted in the last few decades, having employee satisfaction as a major
research variable. It is observed as an important attribute that has been measured very
frequently by organizations, to ensure the presence of a warm attitude for their employees
towards the responsibilities and duties they deal with. Despite the global need for considering
employees as assets for the companies, the scenario of profit-oriented businesses is that they
are not providing fair remunerations and not extending welfare-oriented activities for their
employees. Therefore, the rate of turnover in all the employment levels has been increased in
most of the businesses. So, it is important to ensure the position of job satisfaction in the
workforces of an institute, which increases the effectiveness of the organization.
Simply, job satisfaction is the extent to which employees like their jobs (Spector, 2008). Job
satisfaction is extensively studied in the researches associated with organizational behavior and
it is defined as an “effective variable that results from the person’s job experience” (Fritzsche
& Parrish, 2005). Attitudes and feelings are involved with job satisfaction, and these are
perceived by an individual about his/her job. All sides of a job either positive or negative have
their effect on the satisfaction or dissatisfaction of an employee (Imbert, 2004). According to
Wangenheim, Evanschitzky, & Wunderlich (2007), “Job satisfaction” is the purpose of
supposed affiliation between the desire of one’s from his/her job and what he/she perceives
about job offerings. Chi & Gursoy (2009), define worker satisfaction as a connection that
employees like their work.
The role of a teacher is very significant in every nation as educators support the learners through
their skills and their knowledge so that they can achieve success for themselves and also for
the nation, in all crucial steps of academic life educators are the real antecedents of direction
for the students. Teachers remain concerned to work in institutes where they can feel
satisfaction. But genuinely, nowadays it is a significant issue that how much the teachers are
satisfied with their jobs.
Mostly, social support qualifies school participation if the representative who offers it also
encourages student engagement. According to Wang & Holcombe (2010), the social support
3
of teachers shows many aspects of school engagement, represented by school identification,
school participation, and the use of self-regulation strategies. Perceived social support is
defined as the perception that anyone is esteemed, cared for, and a portion of a supportive social
network (Taylor, 2011), social support is seen as a vital factor in organizations that improves
job satisfaction of employees (Adams et al. 1996; Ferguson et al. 2012).
Social support has been considered and studied in many ways within a variety of theoretical
and empirical contexts. Social support is the presence of social associations, quality of
relationships, and the amount of help a person trust or amount they receive (Sanderson, 2004).
More description of social support which is discussed commonly among several investigators
is described as information, which leads persons to have faith in terms of them being esteemed,
valued, and cared for (Taylor 2009; Sheridan & Radmaches, 1992; Bloom, 1990; Ganster &
Victor, 1988; Cohen & Wills 1985) and the persons belong to such a system which comprises
of mutual obligation and communication (Taylor, 2009; Bloom, 1990).
Both tangible and intangible benefits are used in the rewards system to gratify the worker.
These reimbursements can be in way of promotions, salary, extra advantages, training, and
expansion (Thai et al., 2013).
School climate is another aspect that also affects the job satisfaction of educators (Spector,
2008). School climate is a very vital matter of research, its definition is not compliance (Thapa,
Cohen, Guffey, & Higgins-D’Alessandro, 2013). Back in the 1950s, the empirical research of
school climate begins (Cohen, McCabe, Michelli, & Pickeral, 2009). Frequently used
definitions comprise of “shared beliefs, values, and attitudes that shape interactions between
the students, teachers, and administrators” (Mitchell, Bradshaw, & Leaf, 2010) and “the quality
and character of school life” (National School Climate Center, 2007).
It has been observed in the previous studies that in making educators feel gratified, and making
their services more useful, desirable, and more productive, school climate is a significant factor
(Zahoor, 2011). Rigorous investigations and studies have been subsidized to realize the
signification of organizational climate in over-all management, organizational climate is an
important aspect of any association (Adeymi, 2008; Schneider & Barbara, 2014).
Many national, international, social organizations and education ministries have documented
that school culture is essential for every child. Importantly, schools play a part in shaping the
skills plus personality of students and it places all the responsibility on teachers. Mostly the
community of the learners is covered by the government teachers in their institutes as the
4
government applies a big amount in the shape of salaries of the educators, school construction,
and other factors. Management is very anxious to deliver good quality schooling to the students
at the school stage. Most of the educational scholars discuss salaries, performance, and
gratification of educators, associated with the excellence of schooling because the educators
and school children’s accomplishments are not according to the standards due to negligence of
these elements. So, the quality of directions might be influenced by the level of job satisfaction,
excellent schooling is straightly linked with the job satisfaction of educators (Perie & Baker,
1997).
1.2 Background of Study
Modern-day corporations and organizations encounter various challenges but one of the most
critical challenges is that of teacher’s wellbeing. ‘Satisfaction’ is not just vital for the
organization’s benefit, but it is also significant for the workers’ welfare. To find out the
connection between an employee’s behavior and the organization the organizational behavior
investigators have done much work in the last few years and this provides support to satisfy
the needs of both parties (Taylor, 1911).
In the nineties, when employee job responsibilities and work training started to be researched,
the concept of job satisfaction was initiated. In past literature related to organizational behavior,
the idea of job satisfaction has been broadly researched (Taylor, 1911). When the Hawthorne
research was investigated by Elton Mayo, worker’s adverse and affirmative association at the
workplace started to be considered (Bruce & Walton, 1992). Job satisfaction has been
explained by Rue & Byars (1992), as a sense of a worker regarding his/her work. When the
employees are very gratified from their profession and workers exhibit a constructive attitude
towards their work and when they are not satisfied with their jobs, that is how employees
establish an adverse attitude towards their job. Job satisfaction is ever so developing and it is a
significant field in the study (Levine, 1995).
In the established countries to discover and comprehend job satisfaction, issues ranging from
research developments have been steered and ongoing. For instance, amongst the municipal
government employees in America, the aspects of job satisfaction have been revealed by
Ellickson & Logsdon (2001). The association between burnout and job satisfaction has been
studied by Rocca & Kostanski (2001). The associations between job satisfaction and
psychological contract have been studied by Nelson et al. (2006) within Australia. Moreover,
factors of turnover in the workforces have been considered by Clark-Rayner & Harcourt (2000)
5
in New Zealand. Based on the organizational attitudes, Furnham et al. (2002) have researched
discrete features of the personnel in the United Kingdom. Facts have been collected by Grebner
et al. (2003) based on work-related conditions and the behavior of employees in Switzerland.
In Japan, Hiroyuki et al. (2007) investigated the associations between work satisfaction and
morale in the workers from Japan.
Developed nations and the emerging world is aware of the significance related to job
satisfaction. Likewise, researches are being conducted in all the developing countries to handle
the behaviors of the workers in private and government-owned organizations. The objective of
many of the studies is to unearth the nature, consequences, and process of job satisfaction and
dissatisfaction. For instance, on job satisfaction, burnout, and work situations many studies
have been formulated (Agunga et al., 1997); individual-related variables of the job satisfaction
in the government-owned organizations and their effects on the practice of management and
the philosophy in the growing societies (Tella et al., 2007).
Similarly, according to Mulinge (2000), organizational commitment and job satisfaction have
been researched in Euan and Kenya, and in 2007 in Tanzania. Likewise, Saiyadain (1996) in
the executives of Malaysia, has investigated the correlations of the job satisfaction; Yusof &
Shamsuri (2006) have recognized the conclusions on administrative righteousness as an aspect
of job satisfaction besides with organizational commitment; Wai, (2006) did a quantitative
study of relationships amongst job satisfaction and organizational culture in health care sector
of Malaysia; whereas, the association between the Islamic work ethics and the organizational
commitment has been confirmed by Rahman et al. (2006). Other study results were evident
from Taiwan (Jiunn & Wu, 2005; Lee & Lin, 1999); Singapore (Tan et al., 2007; Koh & Ten,
1998), and India (Lacity & Iyer, 2007; Bhatt, 1997).
Mutually, measurement of job satisfaction related to private and public areas of the Islamic
Republic of Pakistan has been found by a variety of investigation projects which have steered
in Pakistan. Mostly, the survey method is used (data collection tools were questionnaire and
interviews) to find out the factors of organizational commitment with the addition of job
satisfaction by (Bodla & Naeem, 2004); organizational commitment by (Chughtai & Zafar,
2006); impression of demographics on the motivation and the organizational support by
(Qammar et al., 2006); the connection among productivity, performance evaluation, and job
satisfaction by (Khan, 2010); factors of institutional commitment in the IT-experts by (Bashir
6
& Ramay, 2008); and the effect of age on job satisfaction of the executive employee’s in the
country of Pakistan by (Tirmizi et al., 2008).
Furthermore, a vast frame of research and multiple studies have been done, besides these
additional dimensions of research are in process related to public and private sector
organizations (Wai, 2006). It has been identified that job satisfaction is researched very
frequently because it differs not just from country to country but also it varies from an
organization to another organization and this is because of cultural differences in every location
(Moynihan & Pandey, 2007; Asadi et al., 2008). Though, there is a curiosity in each person’s
study that has assumed the acknowledgment as a process and constructed it socially.
Employees must be observed as energetically involved at their jobs i.e. individuals involved in
emphasizing, amending, reducing effort, and attention to the characteristics and features of
their jobs. Norms, principles, and prospects of an individual form how the tasks are completed
(Kuchinke et al., 2009).
In the whole life of a person, education is a never-ending process. Education may be formal or
informal. A teacher has an important role in the formal education system for the development
of education. The importance of the teacher is the same although the role of a teacher in society
has been changing over time (Imbert, 2004). Bogler (2001) proposed more in his research that
teachers and individuals related to the education system must do their jobs with passion and
interest so that the system of education works effectively. A gratified teacher is strong enough
to dedicate his/her energy and time to his/her students and the profession. Erdamar & Demirel
(2016), proposed schooling is a career that is chosen out of passion but not out of obligation.
A teacher who enjoys teaching and loves teaching will be having a high level of job satisfaction.
The investigation of job satisfaction is a significant research movement all through the world
and in all paths of authoritative life including training. Much of the work is completed in the
field of business and industry, though a handsome number of researches have also been done
in the education sector all over the world. Everyone in society needs a job to satisfy their basic
requirements. An individual’s job aids by reinforcing and adding strength to the financial needs
required for the lifestyle of an individual. According to Koustelios (2001), for various scholars
and researchers, job satisfaction remains one of the most fascinating areas of interest to conduct
their research and to study employees’ work behaviors. Chambers (1999) clarifies that it
becomes a chief priority for every organization to attain its anticipated aims and objectives.
This is done by enhancing the level of organizational satisfaction, and it is gained when
7
satisfied employees demonstrate better job performance. Job satisfaction is also necessary since
it promotes the mental and physical wellbeing of the employees. It has meticulously
relationships with work-related attitudes for instance productivity, turnover absenteeism, etc.
In addition to the humanitarian significance of job satisfaction, it also enables the organizations
with respect to the economic basis to achieve maximum financial benefit.
It is commonly found, job satisfaction is an important aspect of workers’ effectiveness and
organizational achievements in organizational and work situations (Laschinger, 2001; Riketta,
2002; Bhatti, Cheema, Shaikh, Syed & Bashir, 2014; Asrar-ul-Haq, Kuchinke & Iqbal, 2017).
As Green (2000), job satisfaction is a thought in which employees believe they are happy at
the place of work with no intrinsic and extrinsic issues, it is considered as an impression of life.
“job satisfaction refers to the employees’ Thinking of the workplace setting, the aim of the
organization, relationships with the coworkers and success standards” Belias & Koustelios
(2014). (Sönmezer & Eryaman, 2008) have found that job satisfaction is related to the
obsessive responses when their requirements are well-thought-out.
There are different sentiments for work fulfillment that put accentuation on the states of
individuals or representatives, associations, their arrangements, rules, guidelines, and on the
work laws of any nation are whether appropriately actualized or not.
An employee takes inspiration from a psychological state of intellect which is known as job
satisfaction, in which the person is associated with life satisfaction and performing his duties
and obligations for the progress of his nation. Homes, relationships, and nations are the facets
to which people are very much associated. Essentially, the progress of any nation is the
betterment of people and the future of the people. The combination of natural and psychological
circumstances is job satisfaction, which leads an individual to say that he or she is pleased with
his work. The research of Hoppock (1935), is associated with the inner and outer feelings of
the workers either in direct or indirect manners. It is commonly said in the Sindhi language that
if an individual is upbeat and fulfilled internally, in some specific circumstances he would see
each piece of the world and individual cheerful and fulfilled. Nothing can make satisfy an
individual if he/she is not internally gratified. Towards the jobs, job satisfaction is a motivation
for the employee. The representatives or instructors in any institute can be more gratified by
affirmation and giving more honor to the worker, acknowledge him as a decent and dependable
individual, it has been studied by Vroom (1964). During the work, the personal conduct of an
employee is firmly connected with his/her job satisfaction (Davis & Nestrom, 1985).
8
The sentiment of satisfaction is aroused by affirmation, salary, advancement, and the
achievement of the purposes (Kaliskhi, 2007), and particularly by the internal encouragement,
and it is gratified by the compensation given to the workers by the organization he/she works
for (Statt, 2004). According to Armstrong (2006), the optimism and positive mentality of an
employee towards the work show job satisfaction.
Besides, sentiments and opinions are the ingredients of job satisfaction that a person has about
their existing place of employment, because of the work type, work satisfaction can range from
outrageous fulfillment to unusual disappointment. Some factors have impacts like work,
associates, chiefs, juniors, and rewards (George & Jones, 2008). According to Mullins (2005),
It is naturally linked with discrete feelings of success, encouragement, and inside the condition.
It shows the emotions that come from the recognition that work authorizes the material and
psychological requirements of the worker (Aziri, 2008). Then again, the potentials and
aptitudes of the students are brought up by the teachers and they make them up for the
forthcoming accomplishments. Likewise, the students have their significance for the future. it
implies educators are also substantial for the present day and eventual fortune of students and
as well as the whole society
The teachers who are gratified with their job, do their tasks with more dedication and attention.
Job value is being achieved by the job satisfaction or it consents to achieve the job values, it
will enhance the degree of acceptance, values are compatible with the need of any individual
(Locke, 1976). In past researches, the literacy and education department of Sindh, Pakistan is
the responsible sector of education in the unprivileged and common people of Sindh.
It is a branch which hires, deputes, monitor, and assesses the schoolteachers through offices in
each district of Sindh. DEO, ADEO, EDEO, and other staff and officers are hired to cope with
the daily routine issues of teachers, students, and all the stakeholders of the schools and
education department. Right now, concerns were examined by relevant people and
understudies functioning as HSTs in Govt. Secondary Schools. Precisely from that opportunity,
according to the authors' perception that whether the instructor is contented with the work.
Educator work fulfillment signifies instructors' enthusiastic relations with their activity and
impression of the results of the showing task (Zembylas & Papanastasiou, 2004). Natural
wellsprings of occupation fulfillment are an inspiration to have a constructive outcome in
others' lives (Scott, Stone, & Dinham, 2001), sentiments of having a place and passionate
depletion (Skaalvik & Skaalvik, 2011), and the positive feeling of delight while extraneous
9
wellsprings of employment fulfillment incorporate the pay, status, and school support (Afshar
& Doosti, 2016; Stride, Wall, & Catley, 2007) and school managers' initiative styles (Cerit,
2009).
Every public winning in each country relies on its instruction framework. Instruction is helpful
and productive if the educators ensure the instructive accomplishments by assuming an urgent
job in the framework (Fives and Gill, 2015). As per Bishay (1996), the instructing calling
especially contributes to the achievement of the public. Instructors are considered to establish
the framework of a country since they are the foundations of any training framework to teach
and support forthcoming ages. Educators are known to be the spine of a solid and merry country
since they are just instructors who can steadfastly bear the repetitive errand of the country
building (Spector, 2008). To accomplish this loved point, educators ought to execute their
professional commitments and obligations well.
While the job of educators' work for understudy results is broadly perceived, the inquiry about
whether instructors are content with their workplace is regularly disregarded (Bascia &
Rottmann, 2011; Liang & Akiba, 2017). In the interim, educator work fulfillment has numerous
significant and extensive ramifications. In the first place, it adds to instructor prosperity as
fulfilled educators are vulnerable to impulse and exhaustion (Kyriacou & Sutcliffe, 1977;
Skaalvik & Skaalvik, 2011). According to Perry, Shapka & Collie (2012). the students are
found more improved who studies from the pleased instructors. Moreover, improved learnings
and good instructions are provided by the satisfied educators to their respective students
(Kunter et al., 2013; Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008). Conclusively,
satisfied educators exhibit stronger work commitment and responsibility and are less inclined
to quit the school job; and this is particularly significant when instructor turnover is immense
in the industry (Klassen & Chiu, 2011; Blömeke, Houang, Hsieh, & Wang, 2017).
1.3 Research Gaps
After a thorough study of previous researches, certain research gaps are identified and this
study will focus on reducing and overcoming these research gaps and contributing to the
existing knowledge about job satisfaction.
According to Asumah, Agyapong & Owusu (2019) job satisfaction has been associated with
social support and emotional labor. The scholar work was steered on workers of the finance
sector in South Africa. Also, in another study job satisfaction was studied along with variables
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like motivational traits and effects of extrinsic and intrinsic rewards of Korean public-sector
employees (Lima, Leea & Baeb, 2019).
While quoting job satisfaction, a study by Edinger & Edinger (2018) has identified the role of
social capital, teacher efficacy, and support in improving teacher job satisfaction in the USA.
Mebrate & Lemma (2017) conducted a study on job satisfaction, on basis of the school climate
of teachers in Ethiopia. The relationship between perceived social support and self-esteem has
been studied according to life satisfaction among Chinese adolescents (Chen et al., 2017).
Social support and job satisfaction in schoolteachers in India has also been studied before
Rajakala & Kumar (2016). The Impact of rewards on job satisfaction and employee retention
of health sector employees of South Africa has also been done in a study (Terera & Ngirande,
2014).
From the above research gaps, it can be recognized that in recent studies job satisfaction, with
respect to teachers working in Pakistani schools, has been neglected and in Pakistan, perceived
social support, rewards, and school climate have never been combined in a model. Past
researches show evidence that these relationships exist, but they have not been studied with
respect to Pakistani schools and specifically in Bahawalpur district or any other area of
southern Punjab. Another uniqueness in this research is using school climate as a moderator in
the relationships among perceived social support, rewards, and job satisfaction. School climate
is hypothesized to moderate all three relationships. The findings of this will surely fill the
research gaps and contribute to the prevailing literature on job satisfaction.
1.4 Problem Statement
For a long time, organizational experts are focusing on different business concerned activities.
Job satisfaction is one of the important practices amongst them. Job satisfaction is an essential
subject for government-controlled and privately-owned organizations in emerging nations. Job
satisfaction encourages an employee to shape their effectiveness & efficiency, organizational
duty, decreases the turnover intentions, increases the interest in work and in the matter, a
manager performs a significant part persuading job satisfaction and decreasing undesirable
behaviors (Ahmed et al., 2018; Qureshi et al., 2018). The workers of organizations are pleased
with their work they will enhance the individual profitable as well as the organization. It will
shape a country’s economy.
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No organization can work or last without its employees. Employees are one of the vital bases
on which any organization can last for a long period. Utilizing and understanding the
implications of the connection can enhance satisfaction and performance, these both are
valuable and helpful to employers and the employees (Bahani, 2013).
The shortage of qualified teachers and an increase in turnover rate is an emerging concern
(European Commission, 2018; Ingersoll, 2017). Teacher turnover contains interconnected
philosophies of the migration or relocation of teachers and attrition, migration defines when a
teacher transferred to another school, while attrition means that teacher leaving this profession
(Ingersoll, 2001; Rinke, 2008). Though, irrespective of forms of the rate of turnover, few
undesirable significances are there for the specific institute from which an educator is leaving.
Ronfeldt, Loeb, & Wyckoff (2013), recommended, especially in the institutes that are low
performing, the troublemaking effect of the turnover above the variations in the quality of
educator. The turnover of teachers disturbs collegiality, trust, and directed towards a deficit of
formal knowledge, which is actually important to support the learning of a student. It will affect
the learning of students and their motivation, the overall performance of a school is affected
(Ingersoll, 2001; Ingersoll & Smith, 2004).
According to Sutcher, Darling-Hammond, & Carver-Thomas (2016), the lack of qualified
teachers is an international dilemma. Due to attrition, in North America, educationalist
deficiency is growing or the teachers leaving their positions in the schools (Scheopner, 2010).
Research recommends that the likelihood of the teacher displease is narrowed when the
educators are gratified with their careers (Skaalvik & Skaalvik, 2011).
International research indicates that diminishing respect of educators together with an
unsatisfactory environment of work is the main reason for the turnover of teachers, with the
salaries, are a minor reason of disappointment (TemaNord, 2010; Borman & Dowling, 2008;
Ingersoll & Smith, 2004). Furthermore, the scarce work situations of the institutes weaken the
position of a teaching career and it is tough to employ fresh educators (Ingersoll, 2001).
According to Ingersoll (2017) and Sutcher, Darling-Hammond, & Carver-Thomas (2016), the
turnover issue would not be solved by employing new educators as new educators will also be
leaving the institutes, by dissatisfying with the status of the profession and the work settings
Also, as by Ronfeldt et al. (2013) recruiting, appointment along with the preparation of fresh
educators also require an important financial cost and these financial costs requires resources
that can be used for upgrading schools working situation, which is a critical step on the way to
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retaining capable educators (Borman & Dowling, 2008). Job satisfaction is growing its
significance, as the talent competition is increasing and rising. Competing for the discrete
rudiments regarding employees like benefits and salaries is not that hard for a competitor.
Boyens (2007), focuses on specifics of voluntary job leaving, involuntary job exits, and
employee preferment to leave an institute. Moreover, he focuses that two types of turnover that
are most devastating for the organizations. Knowledge loss, performance, expertise,
relationships, loss of resources, and time that remain associated with training any employee,
are the effects of voluntary turnover. This will lead to disturbance and distracts employees’
performance who then discontinue because of undesirable changes and continuous disturbance
of services and it will impact the overall institution’s productivity (Odembo, 2013).
For the growth and healthier working of public institutes and generally for all the nation and
the knowledgeable and capable work power of the country, the satisfaction of a job is a
significant subject. The government established institutions where this study is performed are
government schools of Bahawalpur, Pakistan. These institutions serve as laying the foundation
of education in the youth of our country. It is quite critical to study the job satisfaction of
teachers because they are the people responsible for shaping our youth and providing them
with basics to grow and prosper. Consequently, job satisfaction is important to be inspected
and very vigorous to be considered at the upper level in such kinds of institutes.
1.5 Research Questions
The research gaps and problem statement give rise to the following research questions:
● Is there a relationship between Perceived Social Support and Job Satisfaction?
● Is there a relationship that exists between Rewards and Job Satisfaction?
● Does School Climate moderate the relationship between Perceived Social Support and Job
Satisfaction?
● Does School Climate moderate the relationship between Rewards and Job Satisfaction?
1.6 Research Objectives
Following are the research objectives of this study:
● To examine the relationship between Perceived Social Support and Job Satisfaction
● To study the relationship between Rewards and Job Satisfaction
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● To identify that School Climate moderates the relationship between Perceived Social
Support and Job Satisfaction
● To observe that School Climate moderates the relationship between Rewards and Job
Satisfaction
1.7 Significance of Study
According to Koustelios (2001), in the pace of organizational life along with education, the
research on job satisfaction is an important exploration, globally. Mostly the research has been
done in the area of industry & businesses, though a number of researches have been done in
the education field globally. Every person needs a job to meet his or her needs. It establishes
the financial base of any individual’s life. So, for many scholars and investigators job
satisfaction is one of the most fascinating fields to study the attitudes of employees.
It is the highest precedence of all the organizations to attain the desired goals by improving an
employee’s satisfaction due to the improved performance found in the satisfied employees
(Chambers, 1999). It is vital because of its significance to the psychological and physical well-
being of employees. It is associated with behaviors like absenteeism, turnover, and
productivity. Apart from value for humanity, it is related to the economic basis to maximize
financial payments. Few pointers of gratification and unhappiness are identified by the studies
concentrating uniquely on job satisfaction. Job satisfaction, likewise, is connected with the
educator’s characteristics, hierarchical duty, and execution regarding educational
accomplishment, disposition of students, educator turnover, and performance of the
administration (Ostroff, 1992; Mathieu, 1991). It is accepted that job satisfaction plays a double
part as a perspective to duty and as the main factor that intervenes in the segment and structural
elements with the obligation (Mueller, Boyer, Price & Iverson, 1994; Price, 1997).
1.8 Limitations and Delimitations
Every study is believed to have certain limitations. This study also has limitations as follows:
● Shortage of time is a limitation. Data cannot be expansively gathered from respondents all
over the country.
● The small sample size is also a limitation of this study. This may lead to non-accurate
results after data collection.
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● A shortage of resources is another limitation. This study is not funded by any means. It is
difficult for a student to carry out the research in a broad spectrum. This might limit the
generalizability of the results of this study.
● The last limitation is adopting a convenience sampling technique. Due to a shortage of time
and financial resources, this sampling technique is used so it might again affect the
generalizability of this study.
The delimitation or scope of this study is that data will be collected from teachers working in
Bahawalpur. The sampling technique used will be convenience sampling which is a
nonprobability sampling method. Also, this study will be collect data from respondents only
once hence it is a cross-sectional study and is quantitative in nature.
1.9 Organization of Thesis
This thesis consists of five chapters.
● The 1st chapter is the Introduction; here the variables are introduced, research gaps are
discussed, problem statement is explained, research questions are developed, research
objectives are defined. Also, the significance of the study and limitations & delimitations
are described.
● The 2nd chapter is the Literature Review. The literature sums up the job satisfaction idea,
theories of job satisfaction, relationships of other variables with job satisfaction. In the end,
a theoretical framework is given.
● The 3rd chapter is Methodology. It discusses the research design, research instrument,
population, sampling, and different types of statistical tools for analysis.
● The 4th chapter is Results & Findings. It involves all the analyses, findings, and results of
the analysis performed after data collection.
● Finally, the 5th chapter is Discussion & Conclusion. It is about results, suggestions, and
recommendations for the future. Moreover, references and appendices for figures and tables
are attached at the end.
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Chapter No. 05
Discussion & Conclusion
This chapter aims at providing a detailed discussion with respect to empirical evidence from
the previous chapter. This chapter also focuses on aligning and comparing the findings of this
study with the past literature and studies. Further implications of the study will be discussed
along with directions for future research and in the end, a conclusion will be given.
Based on the problem statement, the research questions of this study were made, and the
fundamental purpose of this study was to answer them. The following is are the research
questions of this study:
● Is there a relationship between Perceived Social Support and Job Satisfaction?
● Is there a relationship that exists between Rewards and Job Satisfaction?
● Does School Climate moderate the relationship between Perceived Social Support and Job
Satisfaction?
● Does School Climate moderate the relationship between Rewards and Job Satisfaction?
The results and findings of Chapter No. 04, Results & Findings have led to answering the above
research questions. They are further discussed in detail.
5.1 Relationships between Perceived Social Support & Rewards with Job
Satisfaction
The first research question was formulated to analyze the positive and significant relationship
between perceived social support and job satisfaction. Social support is a multifaceted concept
(Flannbry & Wieman, 1989). It has been characterized by numerous analysts to develop
essentially in operational terms, which include tangible support, informational support, and
emotional support (Taylor 2009; Bloom, 1990). Social support can also be explained as the
quantity of help that persons accept as true; that is, supposed social support. Bozo, Toksabay
& Kurum (2009) enlightened perceived social support as directed to how much persons feel
protected and sociable in the working environments. Table 4.13 describes that hypothesis is
supported for the first research question i.e. H1 is supported and the research question is
affirmed.
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It is the discernment by the workers, they get support in the work, and when they get support
in non-work matters from the loved ones (Lambert et al., 2010). Outside the work environment,
the essential social support for individuals is their loved ones (Adams, King & King, 1996).
Work issues can be assisted to manage, by such type of supports (Kurtz, 2008). The view of
support from peers on the job is alluded to by workmate support (Liaw, Chi & Chuang, 2010).
The work tensions and minor issues are rapidly facilitated before they turn uncontrollable and
they can be managed by associate support. All these factors can be responsible for job
satisfaction (Bakker, Demerouti & Schaufeli, 2005). Thus, this research question is answered,
and it is similar to the previous researches.
The second research question was regarding the positive and significant relationship of rewards
with job satisfaction. Clifford (1985), stated that factors and elements that are identified with
job satisfaction need to be understood by the nature of work-life and these aspects are
improving the nature of work-life. Job satisfaction is identified to be related to the rewards in
numerous studies, for instance, Lam et al. (2001) investigated that rewards are viewed as a key
factor in deciding job satisfaction of employees as there is a positive connection between job
satisfaction and rewards. Table 4.13 indicates that the hypothesis for this research question i.e.
H2 is supported and thus aligned with the previous studies this research question is also
affirmative. In stimulating employees to be better at their job, performance rewards are
assumed as an essential measure. To advance the activities of employees, it can especially be
an ideal way. Rewards are characterized as material rewards and passionate rewards depending
on the previous studies that incorporate commendation, opportunity, strengthening, and
acknowledgment as the factors that structure some portion of passionate rewards. Incorporating
a motivating force, promotion, uncommon leave, and certificates are the aspects that structure
some portion of material rewards.
5.2 Moderating Effect of School Climate
The third and fourth research questions were formulated with respect to the moderating role of
school climate in both positive and significant relationships of perceived social support and
rewards with job satisfaction. The first two research questions are positively answered based
on a statistical analysis of the data. Table 4.15 indicates that there is no moderating effect of
school climate in both relationships respectively. The hypotheses were not supported.
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School climate can be described as “shared beliefs, values, and attitudes that shape interactions
between the students, teachers, and administrators” (Mitchell, Bradshaw, & Leaf, 2010) and
“the quality and character of school life” (National School Climate Center, 2007).
This study had novelty to analyze the role of school climate as a moderator. This study
conducted on young educators of Bahawalpur District shows that school climate does not
moderate the positive and significant relationships of perceived social support and rewards with
job satisfaction.
Although schools are expected to support nurture civics and properties of good citizenship in
youngsters, they are not just about as settings for creating subjective abilities (Mann, 1855).
More secure school conditions and less crime over the long period likely prompts by good
instructions. The probability that youngster learning happens is decreased by less problematic
and dangerous school conditions (Brookmeyer, Fanti & Henrich, 2006). But here it is not
supported.
5.3 Study Implications
This study has certain implications based on its findings such as managerial implication,
theoretical implications, and methodological implications described as below:
5.3.1 Managerial Implication
The findings of this study suggest that school management should consider the practice of such
approaches and tactics that are related to perceived social support and rewards in order to
enhance the level of job satisfaction among young teachers employed in the Bahawalpur
district. This study has empirical evidence that there is a positive and significant relationship
between perceived social support and job satisfaction. So, the school management should focus
on implementing various procedures of providing support to their employees i.e. the teachers.
Also, this study has found empirical evidence that rewards have a positive and significant
relationship with job satisfaction thus the school management and authorities should focus on
providing adequate compensation, perks, and performance-related rewards to the employees.
5.3.2 Theoretical Implication
This study has empirical evidence that perceived social support and rewards have positive and
significant relationships with job satisfaction within the Pakistani context, particularly in the
Bahawalpur District. This will add to the existing literature and provide knowledge for further
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research. School climate does not play a moderating role in this research, but it has added to
the literature and may serve as grounds for future researches. Also, this study adds support to
the theories used in this study i.e. Two-factor theory and Maslow’s Hierarchy of needs theory.
5.3.3 Methodological Implication
There are very few studies conducted as this study and its theoretical framework. Most past
researches have only used SPSS or AMOS for conducting their analysis, but this study has also
used Smart PLS 3.0 for conducting its analysis in terms of measurement models and structural
models. Thus, this study has played a role in strengthening the variables in terms of adding to
their reliability and validity.
5.4 Future Research
Based on the limitations of the study the future research directions are as following:
Firstly, large sample size and increasing the population can be opted to generate better results
and enhance understanding of the topic. Secondly, this study is cross-sectional, using a
longitudinal study might help the researchers to achieve better results. Thirdly, inducting other
variables in the theoretical framework such as motivation, commitment, talent retention can be
done in future researches. Also, conducting this research in private schools may result in
different findings as this study was only conducted in public sector schools. Lastly, the school
climate may be replaced as a mediator in future studies.
5.5 Conclusion
This study can be conclusively stated that research objectives such as investigating the positive
and significant relationships between perceived social support and rewards with job satisfaction
were fulfilled and respectively both the relationships were supported through empirical
evidence. The research objectives related to the moderating role of school climate among
positive and significant relationships of perceived social support and rewards with job
satisfaction were not achieved based on data gathered from the said population.
Overall this study has contributed value to the existing literature and has provided managerial,
theoretical, and methodological implications and recommendations for future research.
