Fostering interests for teaching: Job satisfaction and motivation fators of Malaysian TVET instructors

 
 
 
  • Abstract
  • Keywords
  • References
  • PDF
  • Abstract


    Often, when the public is asked of what teachers normally do in class, the most common response would be: What else will they do? Teaching students is their core business. In general, the role of teachers in school is restricted to the traditional conception of what teachers should teach. Undoubtedly, the notion of ‘to only teach’ was relevant in the last thirty years unlike now. With respect to this matter, this study explored the reasons why some teachers retain while some leave this noble profession based on previous studies. Also, Adam’s Equity Theory (AET) of motivation was examined. Essentially, the theory served as a guideline for the researchers to ascertain the job satisfaction factors that contributed to the narratives of TVET instructors with regards to their reasoning process. Notably, the research was carried out using a mixed-method design which employs a convergent parallel design. For the purpose of this article, the results were derived from the narrative section through an online survey named Qualtrics. The population of this survey comprised of Malaysian training instructors at the Technical and Vocational Education and Training (TVET) educational institutions. In addition, a thematic analysis using the Atlas.ti software was employed to determine the reasons of TVET instructors retaining in the teaching profession and to identify the contributing factors of job satisfaction. Based on the findings, six themes with regards to teaching job satisfaction factors of TVET instructors were identified: conducive working environment, deep interest towards teaching profession, performing tasks well, satisfactory achievement among students, student factor, and students’ understanding during class. Ultimately, the understanding of teaching job satisfaction among TVET instructors can be construed as an eye-opener to enhance teaching motivation in alignment with the overarching advancement of this field.

     


  • Keywords


    Technical and Vocational Education and Training (TVET), Job Satisfaction, Retention, Motivation.

  • References


      [1] Billingsley BS (2004), Special education teacher retention and attrition: A critical analysis of the research literature. The Journal of Special Education 38(1), 39-55. doi:10.1177/00224669040380010401

      [2] Gomba C (2015), Why do they stay: Factors influencing teacher retention in rural Zimbabwe? International Journal of Instruction 8(2), 55-68.

      [3] Ingersoll RM (2001), Teacher turnover, teacher shortages, and the organization of schools (No. R-01-1). Seattle: University of Washington, Center for the Study of Teaching and Policy.

      [4] Perrachione BA, Rosser VJ & Petersen GJ (2008), Why do they stay? Elementary teachers' perceptions of job satisfaction and retention. The Professional Educator 32(2), 1.

      [5] Boe EE, Cook HL & Sunderland JR (2008), Teacher turnover: Examining exit attrition, teaching area transfer, and school migration. Exceptional Children 75(1), 7- 31.

      [6] Brill S & McCartney A (2008), Stopping the revolving door: Increasing teacher retention. Politics & Policy 36(5), 750-774. doi:10.1111/j.1747-1346.2008.00133.x

      [7] Kearney JE (2008), Factors affecting satisfaction and retention of African American and European American teachers in an urban school district: Implications for building and maintaining teachers employed in school districts across the nation. Education and Urban Society 40(5), 613-627. doi:10.1177/0013124508316047

      [8] Mertler CA (2016), Should I stay or should I go? Understanding teacher motivation, job satisfaction, and perceptions of retention among Arizona teachers. International Research in Higher Education 1(2), 34-45.

      [9] Reynolds A & Wang L (2005), Teacher retention: What role does professional development school preparation play? The New Educator 1(3), 205. doi:10.1080/15476880590966312

      [10] Kwiek M & Antonowicz D (2013), Academic work, working conditions and job satisfaction. In the work situation of the academic profession in Europe: Findings of a survey in twelve countries, 37-54. Springer, Dordrecht.

      [11] Shin JC & Jung J (2014), Academics job satisfaction and job stress across countries in the changing academic environments. Higher Education 67(5), 603-620.

      [12] Chou CH (2011), Teachers’ professional development: Investigating teachers’ learning to do action research in a professional learning community. The Asia-Pacific Education Researcher 20(3), 421-437.

      [13] Gujarati J (2012 April), A comprehensive induction system: A key to the retention of highly qualified teachers. In The Educational Forum 76(2), 218-223. Taylor & Francis Group.

      [14] Devos C, Dupriez V & Paquay L (2012), Does the social working environment predict beginning teachers’ self-efficacy and feelings of depression?. Teaching and Teacher Education 28(2), 206-217.

      [15] Pyhältö K, Pietarinen J & Salmela-Aro K (2011), Teacher–working-environment fit as a framework for burnout experienced by Finnish teachers. Teaching and Teacher Education 27(7), 1101-1110.

      [16] Simon NS & Johnson SM (2015), Teacher turnover in high-poverty schools: What we know and can do. Teachers College Record 117(3), 1-36.

      [17] Toom A & Husu J (2016), Finnish teachers as ‘makers of the many’. In Miracle of education 41-55. SensePublishers, Rotterdam. Check printed version

      [18] Salanova M, Rodríguez-Sánchez AM, Schaufeli WB & Cifre E (2014), Flowing together: A longitudinal study of collective efficacy and collective flow among workgroups. The Journal of Psychology 148(4), 435-455.

      [19] Aldridge JM & Fraser BJ (2016), Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research 19(2), 291-307.

      [20] Suldo SM, McMahan MM, Chappel AM & Bateman LP (2014), Evaluation of the teacher–student relationship inventory in American high school students. Journal of Psychoeducational Assessment 32(1), 3-14.

      [21] Kraft MA, Marinell WH & Shen-Wei Yee D (2016), School organizational contexts, teacher turnover, and student achievement: Evidence from panel data. American Educational Research Journal 53(5), 1411-1449.

      [22] Pedota PJ (2015), How can student success support teacher self-efficacy and retention? Clearing House: A Journal of Educational Strategies, Issues and Ideas 88(2), 54-61. doi: 10.1080/00098655.2014.998600


 

View

Download

Article ID: 20613
 
DOI: 10.14419/ijet.v7i4.9.20613




Copyright © 2012-2015 Science Publishing Corporation Inc. All rights reserved.