JOB SATISFACTION AND ORGANIZATIONAL COMMITMENT AMONG HIGH SCHOOL TEACHERS IN THE MAELA REFUGEE CAMP, THAILAND

JOB SATISFACTION AND ORGANIZATIONAL COMMITMENT AMONG HIGH SCHOOL TEACHERS IN THE MAELA REFUGEE CAMP, THAILAND By NAW MARVEL THAWDA A Thesis Submitted in Partial Fulfillment of the Requirements For the Degree of Master of Education Emphasis in Educational Administration Asia-Pacific International University Year 2022

i Thesis Title: Job satisfaction and organizational Commitment Among High School Teachers in Maela Refugee Camp Author: Naw Marvel Thawda Thesis Principal Adviser: Amanda Simon, PhD Thesis co-advisor: Maxine Newell, PhD Program: Master of Education with Emphasis in Educational Administration Academic Year: 2022

ii ABSTRACT The sustainable development goals recently published by the UN state that all children should have access to education. However, educators of disadvantaged populations, including teachers at refugee schools, are facing challenges in providing quality education for the students due to the lack of support and motivation. To improve teachers’ work performance, it is important to consider what teachers need to increase their job satisfaction and organizational commitment. This study aimed to discover teachers’ levels of job satisfaction and organizational commitment in High Schools within the Mae La refugee camp, Thailand. This study used a correlational, multiple regression, and descriptive survey design. The study sample was 158 respondents selected using a convenience sampling procedure. The questionnaires were given to teachers willing to participate in this study. Quantitative analysis results showed that teachers’ job satisfaction was mainly connected to their responsibilities (M = 4.12, SD = 0.37), supervisor (M=3.97, SD=0.5) and colleague (M = 3.94, SD = 0.4) but they were not satisfied with the pay (M = 2.63, SD = 0.59). The result also shows that only work itself (r=.37, r=.22, r =.55) is significantly (p<.05) correlated with all the threedimension (affective, continuance, normative) organizational commitment, and work itself is the only variable that is related to continuance commitment. This research can be used to inform future policies and procedures aimed at enhancing teachers’ job satisfaction.

i TABLE OF CONTENTS ABSTRACT.................................................................................................................iii LIST OF TABLES ......................................................................................................... LIST OF FIGURES ....................................................................................................... CHAPTER 1 INTRODUCTION...............................................................................1 Background and context of the study...................................................................1 Organizational Commitment................................................................................2 Job satisfaction and Organizational Commitment ...............................................3 The Refugee Schooling Context ..........................................................................3 Job Satisfaction and Organization Commitment to the Refugee School Context .....................................................................................................4 Statement of the Problem .....................................................................................6 Rationale...............................................................................................................6 Objectives of Research.........................................................................................7 Research Questions ..............................................................................................7 Hypotheses of Research .......................................................................................7 Delimitation of the Study .....................................................................................8 Significance of the Study .....................................................................................9 Definition of Terms..............................................................................................9 Overview of Following Chapters.........................................................................9 CHAPTER 2 REVIEW OF THE LITERATURE.................................................11 Introduction ........................................................................................................11 The History of Myanmar Refugee in Thailand. .................................................12 Education System in Mae La Refugee Camp.....................................................13 The Concept of Job Satisfaction.........................................................................15 Theories- from Employee Motivation to Job Satisfaction .................................16 Content Theories................................................................................................16 Hierarchy of Needs........................................................................................16 Herzberg’s Two-factor Theory......................................................................17 Process Theories.................................................................................................18 Expectancy Theory........................................................................................18

ii Goal-setting Theory.......................................................................................19 Equity Theory................................................................................................20 Factors Influencing Teacher Job Satisfaction ....................................................21 Supervision ....................................................................................................22 Colleagues .....................................................................................................22 Working conditions.......................................................................................23 Work itself.....................................................................................................23 Salary.............................................................................................................24 Responsibility................................................................................................24 Advancement.................................................................................................25 Job Security ...................................................................................................25 Recognition....................................................................................................26 Teacher Organizational Commitment ................................................................26 Affective commitment...................................................................................27 Continuance commitment..............................................................................28 Normative commitment.................................................................................28 Job Satisfaction and Organizational Commitment in Refugee School Context ...................................................................................................30 Conclusion..........................................................................................................31 CHAPTER 3 METHODOLOGY............................................................................32 Research Questions ............................................................................................32 Research Design.................................................................................................32 Population and sample .......................................................................................33 Procedure............................................................................................................34 Research instrument ...........................................................................................35 Teachers’ job satisfaction...................................................................................35 Data analysis techniques ....................................................................................37 Ethical consideration ..........................................................................................37 Conclusion..........................................................................................................38 CHAPTER 4 RESULTS OF STUDY......................................................................39 The Sample.........................................................................................................39 Demographic Characteristics .............................................................................40 Results Presentation ...........................................................................................40 Analysis of teacher’s levels of job satisfaction and organizational commitment............................................................................................41

iii Analysis of the relationship between job satisfaction and organizational commitment............................................................................................43 Summary of findings..........................................................................................47 CHAPTER 5 DISCUSSION ....................................................................................48 CHAPTER 6 CONCLUSIONS AND RECOMMENDATIONS ..........................54 Conclusion..........................................................................................................54 Limitations of the Study.....................................................................................55 Recommendations for Further Study .................................................................56 REFERENCES...........................................................................................................57 APPENDICE ..............................................................Error! Bookmark not defined.

LIST OF TABLES Table 1. Demographic Characteristics of Participants (n = 158).................................40 Table 2. Reliability estimates.......................................................................................42 Table 3. Job satisfaction descriptive statistics (n=158) ...............................................42 Table 4. Organizational commitment descriptive statistics (n=158) ...........................43 Table 5. Correlation coefficients between job satisfaction and organizational commitment variables (n=158)......................................................................45 Table 6. Regression analysis results ............................................................................46

LIST OF FIGURES Figure 1. Conceptual Framework ..................................................................................8

1 CHAPTER 1 INTRODUCTION Background and context of the study The Sustainable Development Goal (SDG) and 2030 agenda that aims to end global poverty, build a life of dignity for all and leave no one behind have especially enlightened the future of the refugee children by giving them opportunities to access education and receive quality education (UNHCR, 2016). Due to the adoption of the SDG, there has been an increased number of student enrollments in all member countries of the United Nations (Giannakis & Bullivant, 2016; Nhat & Bich, 2017). This shows that now is the time of transition in which everyone is given the right to access education and receive a quality education. In regards to implementing the SDG and 2030 agenda of education, schools have realized that having satisfied and committed teachers are imperative in this period of change to retain teachers and provide quality education (Evans & Yuan, 2018; Kartika & Purba, 2018; Thomas & Hammond, 2017). This means having more quality teachers is important as more people seek to be educated and improve their lives. However, in recent years, education researchers have called attention to the growing shortage of qualified teachers worldwide. It is worrying that many qualified teachers today are dissatisfied with their jobs. Learning Policy Institutes’ 2016 seminal reports state that many school districts have difficulty restoring student-toteacher ratios to the pre-crisis levels and finding qualified teachers (Sutcher et al.,

2 2016). United States Department of Education also reports that from 2010 to 2014, there was a decreasing number of high school students interested in pursuing an education major or teaching career. Many of those who enter the profession report poor job dissatisfaction, leading to teacher turnover in 46 percent of movers and leavers after five years (Aragon, 2016). There are also increasing problems in teacher turnover in schools that are financially under-resourced because the schools cannot provide what the teachers need related to equipment and supplies for teaching (Allen et al., 2018). This shows that there is a need to provide teachers with professional working conditions, understand teachers’ needs and support them to sustain or increase teacher numbers. This is even more so the case within the refugee school context. The job satisfaction workers feel towards their jobs depends on different factors of the employees’ needs (Abu-Shamaa et al., 2015). If teachers are provided with resources and their basic needs are met, job satisfaction increases and makes them happy to work (Capelleras, 2005). And as teachers are happy and satisfied with their job, they can facilitate effective and successful learning-teaching processes and deliver a quality education that helps students succeed (Chowdhury, 2015; Demirtaş, 2010). This shows that when teachers are satisfied with their job, they can perform effectively in their work when their needs are met. Organizational Commitment Organizational commitment is the emotional attachment a person creates to the organization, which keeps them working within the organization and enables them to perform effectively. Both external and internal factors can affect a person's commitment to the work because of the bonding, the excellent relationship the employee has with the organization, or the employee feeling happy to work there.

3 Employees who are satisfied and committed to their organization naturally work effectively and improve their productivity (Mathur, 2013). For the employees who experience bonding with the organization, it makes them feel that they are connected to the organization, that they fit with it, and that they also understand the mission and goal of the organization (Werf, 2021). This affiliation with the organization also increases a person’s commitment to the work as they are satisfied with their job (Khan et al., 2016). This shows that organizational commitment is one of the contributors to the organization in that it is because of this factor that the employee shows high productivity and is more active in offering their support to the organization. Job satisfaction and Organizational Commitment Having a happy and committed teacher in the school is equal to a successful school because the ultimate goal of the school is to produce good products in terms of student achievement, performance, and quality, where all of these successes depend on how teachers interact with the students in the class. The studies of Teacher Motivation Working Group in low-income contexts assert that as teachers are poorly motivated, it results in poor learning outcomes (Burns & Guajardo, 2016), and it causes the teacher to seek a new job (Mangaleswarasharma, 2017). This indicates that teachers’ commitment levels are decreased when they are not satisfied with the place they are working with. The factors that impact teacher commitment are low morale, dissatisfaction and lack of resources, unmet psychological needs and lack of relevant training and professional development, and lack of respect and recognition (Dou et al., 2017). This indicates that when teachers’ needs are met, it increases their job satisfaction and, at the same time, increases their commitment. The Refugee Schooling Context

4 Thailand, a middle-income country in Southeast Asia, is both a country of transit and a country of destination and has been a shelter for about 90,000 refugees from Myanmar while the refugees are searching for a dignified, sustainable, and comprehensive end to this situation of protracted encampment (UNHCR, 2019). As a hosting country for refugees, the Thai Government has ratified rights to education for all children in Thailand since 2005 (Tuangratananon et al., 2019). However, the refugee education system is excluded. It is not fully inclusive of Thais’ because most teachers and students do not speak the local language and do not follow the national curriculum (Global Education Monitoring Report Team, 2018). As a result, a refugee high school certificate is not recognized in the Thai workplace, nor are students able to use it to transfer to a Thai school or university. Due to displacement, poverty, and exclusion, refugee students are not motivated to continue their studies. Hence, they tend to drop out after secondary school as they do not see any benefit of studying for their future (UNHCR, 2019). Oh (2010b) mentioned that the most significant reasons for dropout were (1) to get married – 43.6%, (2) learning difficulties – 18.2%, and (3) to help their family by working – 10.9%. UNHCR (2019) says that only 3% of refugees are enrolled in Higher education, whereas 63% are enrolled in Primary School and 24% in Secondary school. This has shown a drop in student enrolment numbers when it comes to continuing their studies in Higher education. Refugee teachers are at the frontline, helping to brighten students’ hopes for the future, influencing the community, and guiding the students when they are most vulnerable. The refugee schools, however, are facing challenges in supplying the needs of the teachers to equip them for teaching and motivate them to teach, which affects teacher job satisfaction and organizational commitment (Ring & West, 2015). Job Satisfaction and Organization Commitment to the Refugee School Context

5 Looking into the schools in the refugee context, teachers are poorly motivated by the organization. Educational organizations are having a hard time retaining teachers and improving the students’ learning outcomes because their funding for education is minimal. The funding does not adequately cover teaching and learning resources because funding for the refugees is also used in different areas such as food, shelter, water, and sanitation (Ring & West, 2015). Consequently, those refugee teachers are at a double disadvantage, as they are not provided with sufficient supplies, and at the same time, they must live in difficult situations. Fortunately, despite the difficulties the refugee teachers face, refugee teachers at the Thailand border are committed to their work even though the education organization cannot provide for their needs and satisfy them. Only 50 percent of refugee teachers in Thailand want to be teachers. Their motivation for teaching is their obligation to the community and their desire to share their knowledge to help the community and produce educated leaders capable of solving society’s problems (Johnston, 2016). However, the refugee schools have very limited funding to support the teachers, and they often do not know how long the school will be in operation (Oh, 2010a). Some schools have to merge, and some schools have to close due to financial problems (Zar, 2018). Although refugee schools’ finances are in crisis, there are still teachers who are motivated and committed to teaching due to the community's needs. Quality teachers in a refugee camp are crucial for improving student outcomes. Refugee teachers are mentors, motivators, protectors, and champions with dedication and perseverance in dealing with the most challenging jobs. Therefore, besides adequate and regular pay, they are to be treated as respected professionals in decision-making, improvement in working, and support for professional development

6 to motivate the teachers in their teaching (UNHCR, 2017). Thus, serious support for the refugee teachers is needed to equip and motivate the teachers to do the work effectively. Statement of the Problem There is a great need for refugee children to receive a quality education as it is the central key to brightening their future. However, the quality of refugee education is threatened by a lack of support, leading to lower refugee teacher rates and educational quality (Richardson et al., 2018). Therefore, more support is needed to motivate the teachers to be fully committed and equipped to work effectively in their field. Besides teachers’ job satisfaction, teachers’ commitment to the school is very much needed to uphold the organization's values and goals. Teachers love their profession and are willing to give their best for the students’ successful outcomes (Ni, 2017). For the teacher to be committed to their institution, there must be intrinsic and extrinsic motivation. Therefore, investigating the level of refugee teachers’ job satisfaction and organizational commitment could indicate what teachers need to perform better. Rationale Refugees have gone through wars and are displaced, excluded, and poor. Increasing numbers of new generation refugees need a good education as it is a critical factor that can help them fulfill their dreams and live peacefully. This study meets the current Global goal that no one is left behind. This includes refugee children whose education is not to be overlooked as well as the training of teachers in the refugee camps setting. In this case, just like all professional teachers, the level of

7 refugee teachers’ job satisfaction and organizational commitment must be considered so that they work effectively with the refugee students. Previous studies show that refugee school teachers are willing to serve the community. Still, they need to be understood, supported, and heard to be more effective in dealing with different problems in teaching and the student (Mason & Orcutt, 2018). The results of this study could help institutions adjust to provide the support teachers need and increase the level of satisfaction and commitment. There is very little theoretical literature and empirical research on the satisfaction and commitment of refugee teachers in Thailand. Thus, the finding is relevant, current, and significant. Objectives of Research The specific objectives of the study are stated as follows: To identify the teachers’ level of job satisfaction and organizational commitment. To investigate the relationship between teachers’ level of job satisfaction and organizational commitments. Research Questions Following are the research questions that will be investigated within this study: What are teachers’ levels of job satisfaction? What are teachers’ levels of organizational commitment? What is the relationship between teachers’ levels of job satisfaction and organizational commitment? Hypotheses of Research

8 There is a statistically significant relationship between teachers’ level of job satisfaction and organizational commitment. Figure 1. Conceptual Framework Delimitation of the Study The study was delimited to only high school teachers in one of the nine refugee camps in Thailand to make the study manageable with the timescale given. The survey in this study only focuses on the factors of Teacher Job Satisfaction Questionnaires developed by Lester in 1982. The questionnaires include factors that influence teachers’ organizational satisfaction, such as supervision, colleagues, working conditions, pay, responsibility, work itself, advancement, security, and recognition that affect teachers’ job satisfaction. The questionnaire also includes various kinds of teacher commitment, such as affective and normative commitment (Ariffin et al., 2013). In addition, this study only focuses on a few factors that impact teachers’ job satisfaction, whereas there are many other factors affecting job satisfaction that could have been examined. H1 Job Satisfaction Supervision Colleagues Working Condition Pay Responsibilities Work Itself Advancement Job Security Recognition Organizational Commitment Affective commitment Continuance commitment Normative commitment

9 Next, this study only uses quantitative research to collect the data, so the information is limited based on the scope of the responses that I have been given. Significance of the Study To promote teacher’s organizational commitment and job satisfaction in the Mae La refugee camp, this study has the potential to (1) help the educational institution become more aware of different factors in terms of professional development, teachers’ recognition, policy, and the administration that may increase the teacher’s job satisfaction and organizational commitment, (2) inform the future policies and procedures aimed at enhancing teachers job satisfaction and organizational commitment and (3) encourage other researchers who are interested in this study context and topic to use this study as reference material for their further studies. Definition of Terms Job Satisfaction The extent to which an employee feels self-motivated and satisfied with their job results from the perception that one’s job fulfills one’s needs to grow and teach effectively (Locke, 1976, as cited in Patil & Joshi, 2018). Organizational Commitment An individual devotes one’s herself to work and upholds the organizational value for the organizational mission achievement (Ni, 2017). Overview of Following Chapters Chapter two discusses the key concepts and factors of the variables from the broader perspective of related literature. Chapter three presents the methodology of how the research has been carried out. The chapter starts by delineating who and how

10 many people have participated in the study and also provides the instruments used for collecting data. The chapter ends with an account of the data analysis. Chapter four presents the study's results and includes a description of the sample and a preliminary analysis, leading to the results of each research question. Chapter five present the discussion of results based on research findings. And chapter six gives the summary of the study, the conclusion of research findings, the limitation and implications of the study for theory and practice and future research

11 CHAPTER 2 REVIEW OF THE LITERATURE Introduction In today’s modern world, teaching is considered one of the most significant and challenging professions, as teachers play a crucial part in disseminating knowledge and improving the livelihoods of students and communities. However, there is a shortage of teachers all over the world. Besides managing their human resources, the main challenges that educational organizations are facing are satisfying and retaining experienced and excellent teachers (Irabor & Okolie, 2019; Koul, 2016). A study of teacher job satisfaction and motivation showed that teachers leave their jobs because of a lack of belongingness and emotional exhaustion (Skaalvik & Skaalvik, 2011). This indicates that teachers are quitting their teaching carrier because they are unsatisfied with their job and do not feel part of it. The organization needs to ensure that the employees are satisfied with the provisions of the organization. Employees’ level of satisfaction toward the organization impacts their attitude toward the job and affects the entire system of the organization (Sarnacchiaro et al., 2019) or influences their motivation to work harder and decrease turnover rates (Harrison et al., 2006). If the organization fails to recognize the satisfaction of the teachers, it fails to let them perform effectively. Thus, exploring the issue of teachers’ job satisfaction gives a deeper understanding of the organization about the factors hindering teachers from functioning effectively.

12 Before exploring job satisfaction and organizational commitment of refugee teachers, it is helpful to consider a brief history of the Myanmar refugee followed by a literature review. The literature review discusses factors influencing a teacher’s job satisfaction based on Lester (1987, as cited in Ariffin et al., 2013), including supervision, colleagues, working conditions, pay, responsibility, work itself, advancement, security, and recognition. The chapter also examines the different theories related to job satisfaction, such as Maslow’s theory of needs, Herzberg’s two factors, Locke’s value, Vroom’s expectation theories, and Adam's Equity Theory. The chapter will additionally discuss teachers’ commitment based on Allen and Meyer’s three models: affective commitment, continuance commitment, and normative commitment. In exploring all of the areas mentioned above, the chapter will provide a comprehensive context for the study. The History of Myanmar Refugee in Thailand. Myanmar is a country of 135 ethnic groups with eight major ethnic groups such as Burman, Chin, Kachin, Karen, Kayah, Mon, Arakanese, and Shan (Al Jazeera, 2017). However, since independence in 1948, Myanmar has struggled to forge a national identity reflective of its ethnic diversity and the intention to take power over the other ethnic groups. This has caused the ethnic groups to take up arms to protect their communities against the militarization and insecurity of the Burmese government (International Crisis Group, 2020). Due to decades of war and internal conflicts in Myanmar, many people have been displaced. The latest numbers show that 2.2 million Myanmar migrants and 100,000 refugees have crossed the border and temporarily taken refuge in Thailand (ASEAN Today, 2020). According to the report (UNHCR, 2021), out of the 24,291 total population in Mae La camp, 93% of its

13 population are Karen, and they have influenced people in the camp by their language, culture, and education system. There are nine refugee camps along the Thai-Myanmar border, and this research took place in Mae La Camp, one of the biggest camps. Mae La refugee camp was established in 1984 due to people fleeing from armed conflict in Myanmar. Since 2005, refugees have been resettled in other countries abroad, especially refugees who have stayed long in the refugee camp. In 2019, the governments of Thailand and Myanmar, with the support of the United Nations High Commissioner for Refugees (UNHCR) and other partners, formed the Facilitated Voluntary Return (FVR) programed. However, only 38 families from Mae La Temporary Shelter have returned to Myanmar through the FVR program (UNHCR, 2019). This shows that not many people are willing to go home, and there are one or more durable solutions to the refugee crisis, such as the refugees being received and integrated into a host country, resettlement in a third country, or voluntary return to the home country. Education System in Mae La Refugee Camp From the start, the Myanmar refugees in the camps have been proactive in setting up their schools even though the Thai government restricts the refugees' movement, livelihood, and education. With the help of local Non-Government Organizations (NGOs) and the sacrifices of principals, teachers, and caretakers, schools function daily, and there is a high level of community ownership over the education. (Oh, 2010a). Because the schools were set up by refugee leaders and resourced by the refugee communities, the education system is neither formalized nor legalized. Still, it functions as a trans-border system of non-state education. As a result, refugee education faces significant struggles due to a lack of accreditation and standards (Oh et al., 2019). This means that refugee education is somehow

14 marginalized by hosting and origin states. This causes significant difficulties due to the lack of accreditation and standards (Purkey & Irving, 2019) Camp school labels differ from ordinary schools. In the Mae La refugee camp, the schools with Grade 1 to 6 are called primary schools. Those with Grade 1 to 9 are called middle schools, and schools with Grade 1 to 12 are called high schools. In addition, the Mae La refugee camp is referred to as a temporary shelter that follows the jurisdictions of the Thai government. Higher education institutes built by communities inside the camp are not allowed to be called universities but are labeled as post-12 schools and post-10 schools referred to as post-secondary (Yeo et al., 2020). Therefore, the high school where this research took place includes teachers who are teaching from grades 1 to 12. Many schools in refugee camps are struggling to keep open after the peace agreement was made between the Myanmar government and the representatives of insurgent ethnic groups. Funding from the international community has shifted away from the refugee camp to Myanmar (Karen News, 2018). In addition, three is little cooperation between government agencies and NGOs involved in education management. In addition, there is a lack of political will to address refugee education as an urgent matter that needs improvement and a lack of an integrated work system in terms of the inability to verify qualifications received in the refugee camp. These issues have affected the refugee children’s education quality and further study (Tuangratananon et al., 2019). This shows that besides the lack of resources, the refugee education system was poorly constructed by the government, which has neglected the importance of refugee education. The restrictions and policies imposed by the Thailand Ministry of Interior (MOI) on Non-Government Organizations (NGOs) have directly affected the quality of refugee education. Oh (2010a) says that

15 staff (NGO) personnel are allowed to work as advisors to teachers, not as teachers, and no permanent school building may be constructed, and the area of the school buildings cannot be expanded. These stipulations have impacted the quality of education delivered to refugee students. For instance, the students do not have a chance to learn from anyone outside the camp, and using bamboo and cloth to separate the room means that the students are subject to noise distraction from other classes. Moreover, the small size of the school compound, has taken away the opportunity for students to experience cooperative learning style or have proper physical education. Though there is a lack of funding and limitations in education, refugee education is far better than civilian schools in Myanmar. (Yeo et al., 2020). The focus on the education of the refugee resulted in better education for refugees compared to that provided to Myanmar people. Young people in Myanmar who had heard about the refugees’ education were eager to receive this education to have more working opportunities in the camp. The Concept of Job Satisfaction Job satisfaction usually refers to the state where the employee appreciates the job and its environment and enjoys their work experiences. Over time and across different paradigms, the constructed definition of job satisfaction has been adopted. Job satisfaction includes having positive attitudes toward the work and implementing the organization's goal as it provides for the workers' specific needs and helps them reach their ultimate goal (Herzberg, 2003). Locke (1968), a psychologist and theorist, defined job satisfaction as a positive emotional state resulting from the appraisal of one’s job experiences and performance based on one’s set of values on the job. Vroom's theory focuses on the expectancy that drives a person’s working performance

16 (Lunenburg, 2011a). Generally, job satisfaction is the positive attitude and emotion a person builds toward the job and workplace. Despite the variation in the definitions, writers generally agree that the idea of job satisfaction results in an effective and positive job reaction to the workplace. Theories- from Employee Motivation to Job Satisfaction Motivation is needed for teachers to give their best in what they do and increase their satisfaction with the job. There are different theories on motivation and job satisfaction for understanding the employee. Such motivational theories can be classified into two categories: The first is content theories, which focus on what people need in their lives to motivate them to do something. The second category is process theories which explore how behavior is caused, sustained, or stopped by motivational factors (Pratap, 2016). As content theories deal with the needs that motivate people, Maslow’s hierarchy of needs and Herzberg’s two factors are the theories that could help understand what people need to trigger their motivation. Regarding the process theories, Vroom’s expectancy theory, Locke’s goal-setting theory, and Adam's equity theory are the theories that could help people to understand how human psychological and behavioral processes affect an individual motivation. However, both content and process theories give a better understanding of a person’s motivation. Content Theories Hierarchy of Needs In 1954, Abraham Maslow, a humanistic psychologist, developed the Hierarchy of Needs Theory. He organized the needs into three levels: physiological needs, which include air, food, and water; psychological needs, which includes safety,

17 love, and self-esteem; and self-actualization, where human reaches the highest of consciousness and wisdom. He suggests that the employee and people will be motivated to seek the next level of needs when the current level has been satisfied. For example, people cannot attain self-actualization if they are starving for food or still seeking love and affection from others. His theory also suggests that individuals progress through a hierarchy of needs to maintain satisfaction and reach fulfillment. However, there are criticisms of Maslow’s approach to understanding motivation as it assumes that all people are similar, which threatens the theory's validity (Nwagwu, 2015). It is challenging for the organization to consider or cater to employees' needs, as people's needs are not positioned in order or hierarchy. Based on the culture, some people may emphasize ‘belonging’ needs more than ‘self-esteem’ or ‘being honored to be loyal to family or company more than self-actualization (Pham, 2016). Therefore, needs are not necessarily fulfilled. Some conditions appear independent factors and do not necessarily have a procedural sequence. Herzberg’s Two-factor Theory Relating to the motivation to do something, Frederick Herzberg found out that providing for the employee’s needs is the key to driving the employee to work effectively (Herzberg, 2003). To prove his hypothesis, Herzberg did a study on engineers and accountants. After the studies, he discovered that the factors involved in producing job satisfaction are different from those that lead to job dissatisfaction, as motivation was derived from two different sets of factors. Since then, Herzberg introduced the two-factor theory known as Hygiene or extrinsic factors and Motivators or intrinsic factors. The lack of hygiene factors such as working conditions, pay, interpersonal relations, job security, company policies, and administration produce job

18 dissatisfaction. For example, although a person receives more money for what they do, they will not necessarily work harder having acquired the raise. However, motivator factors intrinsic to the job are achievement, recognition for achievements, the work itself, responsibility, and growth or advancement. Such factors are related to the positive or good feeling about the job as they are consistent. For example, promotion would be why there is a sudden increase in an individual income. However, employees are concerned with intrinsic and extrinsic factors and their satisfaction or a good feeling about their job. There is criticism about the Two-factor theory. The study of Rynes et al. (2005) found that the factors such as payment can be both hygiene factors and motivators because improving the pay may increase job satisfaction. At the same time, improving the pay may decrease job dissatisfaction. However, until now, Herzberg’s theory is still valid, and the controversies are not able to entirely disprove the original theory of Herzberg (Malik & Naeem, 2013). In summary, both Maslow’s hierarchy of needs and Herzberg's r two-factor theories are related to the concern of how to make the employee work effectively. While Maslow’s hierarchy of needs focuses on fulfilling the needs to motivate a person to work better, Herzberg Two -factor theories focus on the intrinsic and extrinsic motivators, which make the employee increase job satisfaction and decrease job dissatisfaction. Process Theories Expectancy Theory The expectancy theory differs from the need’s theories. Need theories explain what motivates people in the workplace, whereas expectancy theories explain how a

19 person can be motivated. In 1964, Victor H. Vroom first formulated the Expectancy Theory, which deals with human motivation that is based on the reward they will receive from their effort and performance (Van-Eerde & Thierry, 1996). The expectancy theory has three key elements: expectancy, instrumentality, and valence (Lunenburg, 2011a). Expectancy is the degree to which a person believes that effort will lead to acceptable performance, and instrumentality is the belief that good performance will be rewarded. Valence is about the value a person places on a particular outcome. An fMRI study on the brain conducted by Kohli et al. (2018) showed that there was a human signal in the midbrain, ventral striatum, sensorimotor cortex, and visual cortex that map to motivation during reward anticipation. This indicates that reward is a variable that triggers people’s motivation to achieve it. Thus, in the job, an employee’s good performance might not be due to satisfaction or dissatisfaction, but they may perform well because of the reward that awaits them. In addition, giving rewards might be one of the keys to motivating teachers to perform better and reach a state of satisfaction with their job. Goal-setting Theory Based on the theory of work motivation and goal setting, which improves and sustains employee performance, Locke (1968) suggested that the right goal, which is fulfilling and attainable, can increase motivation and productivity (Lunenburg, 2011b). The goal helps people to develop their strategies so that they can achieve the goal. The more challenging goals are the higher level of accomplishment, and when a person accomplishes the goal, it can lead them to satisfaction and further motivation (Locke, 1968). This shows that setting a specific and challenging goal is crucial to motivating the employee to reach the goal.

20 Some studies indicate that setting a goal helps people to perform well. Goals drive people to work effectively and adaptable to changes (Aarts, 2019). It improves the self-set goals when the person is coupled with implementation intention (Seo et al., 2018). and it impacts achievement outcomes when the feedback is given while processing the goal (Lee, 2016; Schunk & Swartz, 1993). Thus, setting a goal helps the employees work hard, and feedback is needed to lead them to reflect on themselves. And when they reach their destination, it makes them happy and satisfied with their job. Equity Theory As for the equity theory of motivation, John Adams focused on balancing the output and input based on wages and work efforts (Çevi̇ k-Kiliç 2016). When applied equity theory is applied to the workplace, the employee will usually adjust to balance what they can get from the organization and what they give to the organization (Adam, 1963). Input is the variables a person brings to the job, such as education, experiences, and effort. In contrast, the output here refers to the rewards received for their services, including pay, intrinsic rewards, and status symbols (Mahoney, 2013). Adam (1963) explains that the perception of inequity occurs when the employee sees that she works better and works more than another but receives the same salary. The employee may feel dissatisfied with the job organization and will work less to make things fair. Therefore, if the employee sees that her wages depend on the work she does, the employee will be motivated to work harder. Disagreeing with Equity theory, Dittrich & Carrell (1979) see that people perceive equity/inequity in terms of the inputs and outputs and the overall system that determines those inputs and outputs. For example, some people might feel that their compensation is equitable to others, while some might think that the entire

21 compensation system is unfair. However, Pritchard (1969) finds that equity theory can only predict the underpayment but not the overpayment work because it has no effects. The study of Romer (1977) suggests that the negative-inputs controversy can be resolved if the range of application of equity formulations outcomes has a fixed value. In summary, Expectancy theory focuses on the person's actions in exchange for rewards based on their expectations. Still, equity theory suggests that a person works hard by comparing their effort and reward with others. Therefore, these two factors are like reinforcement to motivate the employee. However, whether the employee will enjoy their work or feel stress in striving for the reward depends on which approach of theories is used because expectancy theory creates an environment where the worker will work harder or do better by comparing their work. In contrast, equity theory motivates a person to do better by comparing himself with others. Therefore, it is important that the organization carefully choose which theories to motivate teachers to perform well so that they may perceive job satisfaction and not feel stressed while striving for the reward. Factors Influencing Teacher Job Satisfaction Teachers are the heart of classroom instruction and a key to learner productivity. For the teachers to devote themselves to serving the community, they need proper supplies or skills to accomplish their duties. Studies show that teacher commitment to the school depends on job satisfaction and support from the organization toward the teaching profession (Mkumbo, 2012). Therefore, recognizing what teachers need is important to influence teacher job satisfaction and motivation. According to Teacher Job Satisfaction Questionnaires created by Lester (1982, as cited in Clark, 2006), nine factors influence teacher job satisfaction and are still used

22 today to test employee job satisfaction. The nine factors are supervision, colleague, working condition, salary, responsibility, work, advancement, job security, and recognition. Supervision The supervision of the leader is one of the factors that promote job satisfaction among teachers. Studies indicate the more the principals supervise the teachers, the more satisfied teachers tend to be (Ilgan et al., 2015; Suchyadi & Nurjanah, 2018). Transformational leadership styles also influence teacher job satisfaction (Ahmad, 2018; Anderson, 2017), motivation (Finnigan, 2010), and improve organizational performance (Gemeda & Lee, 2020). The study by Labrague et al. (2020) shows that nurses who work with a transformational leader have high job contentment and lower intent to leave the profession. On the contrary, nurses who work with a manager who toxic leadership behavior have lower job contentment, higher stress levels, frequent absenteeism, and higher intent to leave the profession. This shows that the supervisors must enhance and maintain the teacher’s job satisfaction because this helps motivate and create a stable environment for the students. Colleagues Teachers enjoy their work much more if they work as a team. Teachers prefer to have social interaction or work as a team because they can share the responsibility, improve their courses and lectures, and get feedback from their peers. , They can also have a full partnership in planning, executing, and evaluating courses, leading to job satisfaction (Crawford & Jenkins, 2018; Krammer et al., 2018). This collaboration also benefits teachers and students because students learn from a broader knowledgebased contribution by different teachers, and teachers can learn teaching skills from

23 each other (Liebel et al., 2017; Perry & Stewart, 2005). Most of all, teamwork creates friendship among teachers as the respected staff members, which enhances their job satisfaction in teaching (Nyamubi, 2017). Working conditions Working conditions include the formation of school policies by the administration and the overall physical condition of the work environment. A study done on a school in North Carolina indicates that working conditions are also related to affective teacher retention because teachers are provided with sufficient planning time, which empowers teachers in a trusting environment causing them to feel satisfied and fulfilled (Hirsch & Emerick, 2007). Indeed, the high turnover of teachers in the US is related to poor working conditions (Burkhauser, 2017). It is suggested that good working conditions such as adequate time, effective leadership, and adequate facilities and resources will improve students learning conditions and help retain teachers (Ni, 2017). Good working conditions also permit teachers to work efficiently and confidently (Leithwood & McAdie, 2007; Raziq & Maulabakhsh, 2015). This shows that teacher working conditions also impact students learning conditions. Work itself Work itself relates to the teacher’s interest in working as a teacher. It involves the teacher enjoying the routine work, the freedom to be creative in teaching, and the freedom to make decisions and use skills and abilities in teaching. However, if the schools do not allow the teachers to use their skills or be creative in teaching, it could affect their job satisfaction (Shabbir et al., 2014). The study showed that the organization could support satisfaction for creativity and, at the same time,

24 satisfaction for creativity, and it is also enhanced by intrinsic and socially oriented motivation (Sacchetti & Tortia, 2013.). This means that even though teachers may love the teaching work, the organization should still enhance their job satisfaction to increase the teachers’ performance. Ahmad et al. (2017) say that it is important to strengthen teacher job satisfaction because when teachers are happy with their jobs and love the work, there is a reduction in teachers’ absence, stress level, and turnover. Salary Money may be important for living expenses, but it is not the main factor that leads to job satisfaction for many teachers. When comparing public schools with private schools, public school teachers show that salary is not the cause of dissatisfaction with their organization. Still, in private schools, teachers prioritized salary. Low salaries contributed the most to job dissatisfaction even though they were paid more than public school teachers (Lee & Sabharwal, 2016; Wang & Liesveld, 2015) and may even lead to quitting the job (Shah & Jumani, 2015). Responsibility In school, teachers hold a high responsibility for students’ performance. Teachers are responsible for teaching, effectively interacting with students, and facilitating students' achievements (Eren, 2017). In addition, if greater responsibility is given to the teacher, it increases their satisfaction with their job. Teachers who were given a chance to partake in decision-making and responsibilities have higher levels of job satisfaction (Ghavifekr & Pillai, 2016), and teacher job satisfaction is related to motivation (Nie et al., 2019). However, too much responsibility or workload sometimes leads to stress and early retirement (Peters, 2013).

25 Advancement Improving one’s skills as a teacher is vital to raising the standard of education within the institution. This changing trend in 21st Century education systems demands competent teachers to improve their knowledge, skills, and abilities of teaching and conduct research to bring their expertise to their classroom and share their knowledge with their students (Chowdhury, 2015; Parvez et al., 2015). Therefore, support for the professional development of teachers should not be neglected, for it is supposed to be an ongoing learning process to improve their teaching skills (Nishimura, 2014). Studies suggest that teachers' most effective professional development activity is to do it in the classroom because teachers can stay in groups and solve problems in groups. This enables teachers to develop their profession rather than participating in professional development activities outside the school without the students (Gridina et al., 2019; Johnston, 2016). There is a high correlation between professional development, job satisfaction (Abdullah & Arokiasamy, 2016; Kim & Yang, 2016), and commitment (Afif, 2018). The suggestion here is that providing and organizing professional development programs improves teachers’ skills so that they are equipped to teach. As they become equipped, they become more satisfied with working in the workplace. Job Security The fear of losing jobs has increased amongst workers in many places due to the economic crisis (Lucky et al., 2013). Workers vary in their expectations of the security of their jobs. Studies show that when teachers are not feeling secure about their job, they experience threats (Akpan, 2013), affecting their well-being. In particular, employees with traditional high values tend to suffer more health problems (Wang et al., 2014). In addition, uncertain job security can affect teachers’

26 commitment and job satisfaction and increase the turnover rate (Dhuryana & Hussain, 2018; Wang et al., 2014). Abolade (2018) noted that workers with low job security tend to lose faith in their organization and do not perform well. In contrast, the workers with high job security enjoy their work and effectively perform their tasks. This shows that it is important to ensure the organization is certain and secure for the teacher to put their confidence in the organization. Recognition Recognizing the efforts of the teachers impacts both teachers' and students’ achievement. Acknowledging and praising their efforts boosts their motivation and productivity in teaching, which in turn aids student achievement (Zeb et al., 2016) and impacts job satisfaction. Every teacher has a unique talent, but performance will flourish when their efforts are noticed and celebrated (Reason, 2014). An empirical study on employee motivation and satisfaction showed that reward and recognition are the factors that are highly associated with employee motivation and job satisfaction (Ali & Ahmed, 2009). Thus, recognizing the hard work of the teachers by the organization helps build relationships and motivate the workers. In summary, each of the nine job satisfaction factors enhances teachers’ job satisfaction. The absence of one of the factors could affect job satisfaction as a whole. Therefore, finding out the level of teachers’ job satisfaction based on these nine factors (supervision, colleague, working condition, salary, responsibility, work itself, advancement, job security, and recognition) could contribute to the researcher and the schools with the information of what influences teachers’ job satisfaction. Teacher Organizational Commitment

27 The definition of commitment can vary considerably depending on the context of use. In terms of the organizational perspective, it refers to the upholding of the organizational value; a professional perspective is an attachment to the work and profession; and from a teacher perspective, commitment refers to holding the responsibility for students’ behavior and learning (Ni, 2017). However, combining these definitions into one provides a different perspective of organizational commitment. In this case, organizational commitment refers to teachers' devotion to work and upholding the organization’s mission and values, resulting in student achievement. From some writers’ and theorists’ perspectives, organizational commitment is defined as a feeling to continue with the organization, accept the organization's values and goals, and be willing to help the organization achieve such goals and values (Sharma & Pareek, 2019). Allen & Meyer (1990) have proposed the three-component model for a commitment from all the definitions of organizational commitment. The three components are affective commitment, continuance commitment, and normative commitment. Affective commitment Affective commitment is the worker's willingness to voluntarily continue working at the organization (Nasiri, 2015). The workers are working not because they are forced to work or they have to work but the commitment that they want to work. According to Allen and Meyer (1990), affective commitment is the emotional attachment to the organization where the individual is firmly committed to the organization involved in the organization and enjoys being part of the organization. Studies show that employees who reported high affective unit commitment are happy with their base pay level in exchange for their service because what they are doing is partly mediated by intrinsic motivation (Kuvaas, 2006). Studies indicate that ethical

28 leadership is crucial in influencing employees’ affective commitment (Ribeiro et al., 2018) and can also positively impact retention rates (Demirtas & Akdogan, 2015). Organizational support and procedural justice increase the affective commitment, which positively influences employee performance (Sharma & Pareek, 2019), development, and detainment (Malik et al., 2011). This shows that supervision, support, and procedural justice are a few factors influencing employee affective commitment. However, to increase employees’ effectiveness and commitment, the organization must create a culture to influence teachers’ commitment (Ribeiro et al., 2018). Continuance commitment According to Meyer, Allen, and Smith, continuance commitment is defined as the individual remaining in his work or being linked to a lack of work alternatives and remuneration (as cited in Dorenkamp & Ruhle, 2019). This shows that an individual with high continuance commitment will feel that they need to stay in the organization to receive the value or cost they have invested, or they may be afraid that they will not find another job. Based on the finding on the relationship between continuance or professional commitment and job satisfaction, they argued that external motivation leads to continuance commitment and that the taking away of external stimulus results in job dissatisfaction, adverse outcomes, and even turnover (Ahluwalia & Preet, 2019; Fernet et al., 2017; Kuvaas et al., 2017). This shows that a balance of intrinsic and extrinsic motivation is needed for the employee to work effectively. Normative commitment Normative professional commitment refers to commitment as a responsibility of the employee to the organization. It implies that this individual does not leave the

29 job due to the personal sacrifice involved in leaving it. An individual’s feeling to remain in and *-+loyal to the organization is based on the positive experiences and the relationship they have with the organization (Allen & Meyer, 1990). A study was conducted in an underserviced area of Taiwan to test both professional and organizational commitment in the relationship between the perceived investment of employee development and intention to leave among healthcare workers. This study discovered that perceived investment in employee development is related to professional normative and organizational commitment, which helps retain the workers (Du et al., 2019). Mansour et al. (2017) suggested that when the employees are satisfied with the training, their normative commitment increases, positively affects readiness to transfer learning, and negatively affects absenteeism. This shows that the support from the organization plays a vital role in increasing employees’ normative commitment and will encourage them to continue to work. In summary, it is better to help the employee experience greater affective commitment and carefully manage the amount of continuance and normative commitment that people may feel because it is better to have an employee who is willing to work. The study of Lizote et al. (2017) on municipal civil servants shows that affective commitment has a significant relationship with job satisfaction while normative commitment works the opposite way. It shows that the higher the normative commitment of employees, the lower their satisfaction with their job. However, the employee will likely experience continuance commitment at some point in their carrier and feel a sense of normative commitment if their organization has invested in their training and development. On the other hand, organizational commitment can be considered an extension of job satisfaction, as it deals with an employee's positive attitude, not toward her job but the organization. The emotions,

30 however, are much stronger in the case of organizational commitment. It is characterized by the employee's attachment to the organization and readiness to make sacrifices for the organization. Job Satisfaction and Organizational Commitment in Refugee School Context Teachers in the refugee camp are at higher risk of job dissatisfaction because there are many factors of job satisfaction that the organization could not provide for the teachers. For example, salary is one factor that plays a role as a motivator and influences job satisfaction. As for the teachers in a refugee camp, their efforts are more voluntary work for the community as their income from teaching is only US$15 and US$24 a month (Burma Children Medical Fund, 2018; Oh, 2010a). However, when comparing teachers’ income with other jobs in the camp, where the wages are as low as the US $ 0.03 and US$3 a month, teachers’ salaries are more than earning from other occupations. The Burma Children Medical Fund (2018) said that though the teaching profession may be a good job compared to many others in the camp, a teacher's salary is not enough to support the whole family. With the low incomes and low donor funds for school staff, low salaries contribute to high teacher turnover because they can take up part-time jobs with an NGO that offers high wages (Oh, 2010a). In addition, teachers sometimes do not feel motivated to teach or encourage their students to study, as they cannot envisage a bright and hopeful future (Yeo et al., 2020). By looking at the refugee teacher experiences, it could be said that teachers are not satisfied with their job concerning their pay. Though the job satisfaction of teachers in the refugee schools may be low in terms of salary, it could be said that their organizational commitment is high. This is

31 shown through their additional work and the extra measures taken. For instance, there is a shortage of teachers at both primary and secondary levels. Some also teach in night schools (Oh, 2010b). Conclusion This chapter has discussed job satisfaction and its relationship with selected factors such as supervision, colleague, working condition, salary, responsibility, work, advancement, job security, and recognition. The study of these factors is essential to enhance teachers’ overall job satisfaction and that job satisfaction might lead to organizational commitment. The literature suggests that empowering a school begins with empowering the teachers as they can affect the effectiveness of an organization. Therefore, providing possible support promotes a healthier educator and environment.

32 CHAPTER 3 METHODOLOGY This study aimed to determine the level of job satisfaction and organizational commitment amongst teachers in a selection of refugee camp schools along the ThaiMyanmar border by using the different factors that comprise job satisfaction and organizational commitment. In addition, the study sought to decipher the relationship between job satisfaction and commitment levels of teachers within refugee schools. This chapter maps out the methodological journey of the research addressing the research question, research design, population and sample, instrumentation, procedure, and data analysis. Research Questions Following are the research questions for this study: What are teachers’ levels of job satisfaction? What are teachers’ levels of organizational commitment? What is the relationship between teachers’ levels of job satisfaction and organizational commitment? Research Design The study uses a cross-sectional survey and correlation design to assess the teachers’ job satisfaction and organizational commitment levels. A cross-sectional survey design is a survey collected during a specific period (Bhat, 2018). According to Sandilands (2014), a bivariate correlational is “A statistical exists between two variables, the degree of association exists between two variables, the degree of

33 association if one exists, and whether one variable may be predicted from another” (p. 416). In addition, this overall research design is suitable for this study because due to time constraints and the difficulty of entering the refugee camp, it was better to conduct the quantitative research and involve a large number of participants to get a comprehensive picture of the situation in a short period. The other reason that correlational design is suitable for this study is that the purpose of this study is to find the relationship between the data for two variables. However, one of the limitations of this design is that it cannot help the researcher get the information about the cause and effects of what exactly satisfies teachers and what makes teachers committed to the organization. Population and sample The population for this study is the teachers teaching in the seven high schools in the Mae La refugee camp in Thailand. Of all the 7 seven schools, 181 teachers are working full-time. These 181 teachers participated in the survey in the seven high schools within the Mae La refugee camp. Ninety-six percent (174) of the questionnaires were returned, and 16 were incomplete and contained missing values, leaving 158 (87%) usable surveys. The study used a convenience sampling technique that allowed any participants who were willing to be involved in the study from the target population to participate (Thomas, 2016). This technique is suitable for this study because the objectives and the research questions from this study focus only on teachers in the refugee camp. It also has the advantage of recruiting large numbers of people quickly in a short time. Therefore, any teachers in the chosen schools willing to participate in this study could be involved. The study included teachers of different ages, years of teaching experience, highest qualification attained, status, and gender

34 Procedure A request for permission to conduct this study in the selected school was made known to the Karen Refugee Committee Education Entity (KRCEE) and Office of Camp Education Entity (OCEE). Once KRCEE and OCEE granted permission on behalf of the schools, the researcher translated the survey paper into the Karen language. The survey was screened by two native Karen speakers who understand English well. The screening included checking whether the translated Karen language was understandable and comparing whether the translated version was similar to the original one. Regarding the Burmese translation, the researcher asked the Burmese native speaker to translate the survey paper. Following this, a native Burmese speaker screened the survey paper and compared the translated version with the original one. After the survey questionnaires were translated, the officers at OCEE again checked the paper in all three languages, English, Burmese, and Karen, to ensure that it was appropriate and understandable for the refugee teachers. Next, the researcher handed the survey paper and pencil cases as an incentive to OCEE, and their officers distributed the survey paper folders to each school administrator and the incentives for the administrators to distribute it to the teachers after the teacher had completed the survey paper. Once the administrators had received the survey papers, OCEE officers explained the purpose of the survey. They explained the three parts of the survey paper to the administrators: the Demographic Data Sheet, TJSQ, and OCQ. Administrators were also told that after the surveyed forms were filled, the teachers should return them to the administrator by placing them in a large envelope. All of the procedures were explained to the administrator, who was expected to pass the information to the teachers before giving them the survey. After a

35 week, the OCEE staff returned to each school, collected the completed survey paper, and sent all the survey documents back to the researcher. Research instrument The survey started with an explanatory consent letter followed by the demographic items for collecting participants’ background information. The research instrument had 90 questionnaires items divided into two sections: the first section contained 66 items that measured teachers’ organizational satisfaction and the second section contained 24 items that measured teachers’ commitment to their job (Appendix 1). The following delineates the two main sections of the survey. Teachers’ job satisfaction. The Teacher Job Satisfaction Questionnaire (TJSQ) was adapted from Lester (1982, as cited in Clark, 2006). Nine factors refer to the questions related to measuring teachers’ job satisfaction. This includes nine items on supervision, ten on colleagues, seven on working conditions, seven on pay, eight on responsibility, nine on the work itself, five on advancement, three on security, and three on recognition. There are 66 items in total for this section. A Likert scale was employed in which 1 = strongly disagree, 2 = disagree, 3 = neutral, 4= agree, and 5 = strongly agree. TJSQ by Lester was developed based on the work of Maslow related to the hierarchy of needs and the works of Herzberg related to motivation. The TJSQ was translated into different language versions, and the instrument was at an acceptable level of reliability and validity. The Cronbach alpha coefficient for the full scale is 0.93, and the Cronbach alpha coefficient for each factor was 0.92 for supervision, 0.82 for colleagues and worked itself, 0.83 for working conditions, 0.80 for pay, 0.73 for responsibility, 0.81 for advancement, 0.71 for security and 0.74 for recognition.

36 Lester et al. (2014) indicate that a panel of judges must verify the questions to ensure the validity of TJSQ. The TJSO statements are purposely created for the teachers in the educational organization. They are either rewritten clearly and concisely or are rejected if there is less than 80 percent agreement among the judges. This process is undertaken to avoid bias. Fifty percent of the items were phrased positively, while the other 50 percent were phrased negatively. Teacher Organizational Commitment. The OCQ by Allen and Meyer was first developed in 1984 and included two dimensions of Commitment: affective commitment and continuance commitment. The Organizational Commitment Questionnaires (OCQ) Scale used in this study was adapted from Allen and Meyer (1990). This 24-item questionnaire includes three subscales: Affective commitment (AC), Continuance commitment (CC), and normative commitment (NC), with eight items for each subscale. Affective commitment refers to the emotional attachment to the organization, and the continuance commitment emphasizes the perceived costs of leaving the organization. However, in 1990, Allen and Meyer introduced a third component, the normative commitment, which emphasizes the perceived obligation to remain with the organization. This instrument is the most accepted tool to measure organizational commitment as it has the three dimensions above (Bar-Haim, 2019). The reliability of each scale was measured by the alpha coefficient of 0.87 for Affective Commitment Scales, 0.75 for Continuance Commitment Scales, and 0.79 for Normative Commitment Scales ( Allen & Meyer, 1990).

37 Data analysis techniques Prior to the statistical analysis, a number of the questions on the teacher Job Satisfaction and Organizational Commitment Inventory were recoded. Those items were recoded to change negatively worded items into positively worded items. The negative items for Teacher Job Satisfaction were 4, 5, 6, 7, 8, 9, 11, 16, 21, 23, 24, 26, 27, 29, 30, 35, 37, 41, 43, 44, 45, 47, 48, 49, 52, 56, 63 and 66. The negative items for Organization Commitment were 4, 5, 6, 8, 9, 12, 18, 19, and 24. Items that were recoded were originally scored 1= strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, 5 = strongly agree. The recoding process changed the meaning of the responses given to indicate 1= strongly agree, 2 = agree, 3 = neutral, 4 = disagree, 5 = strongly disagree. As a result of the recoding, all items were coded to show that a low score on the Likert scale indicated dissatisfaction on a specific variable on the job satisfaction category being measured. In contrast, a high score indicated satisfaction in the job satisfaction category. For the descriptive data, items such as the mean of each factor were calculated. Bivariate correlation analysis was used to determine the existence of relationships between two different variables and multiple regression analysis was used to predict another variable on the basis of one or more variable. The papers with missing values or those that were not filled in were not coded or counted in the study. Ethical consideration Teachers were invited to participate in this study and were told that their participation was voluntary. The participants’ identification was not recorded. After respondents had completed the survey paper, they were asked to put the papers in the big envelope in front of the room to maintain privacy and confidentiality. There was no risk of physical and mental harm to those who participated. The participants were

38 aware of the consent section at the top of the survey paper that stated that if they continued with the survey questions, they were consenting to participate in this study. The administrators also informed the participants about the research and its focus before giving the survey paper. When analyzing the data or drawing conclusions about the research, the name and number of the schools are not revealed. These actions were taken to maintain confidentiality and to maintain teachers’ anonymity. Conclusion The methodology outlined in this chapter is a suitable means of investigating the relationship between Job Satisfaction and Organizational Commitment within the refugee school setting. Through the above methods, I gained comprehensive data that revealed important information about teachers’ level of Job satisfaction and organizational commitment and the relationship between the two variables.

39 CHAPTER 4 RESULTS OF STUDY The results presentation for this section shows the reliability estimates of the Cronbach’s alpha, descriptive statistics of teacher’s job satisfaction, organizational commitment, and a correlation between job satisfaction and organizational commitment of high school teachers within Mae La Refugee Camp. This chapter presents the sample size and statistical analysis of the data obtained by analyzing the responses from all seven high schools. To investigate teacher job satisfaction and organizational commitment, surveys were administered to teachers employed in the selected schools. The Sample The study had 158 respondents who were teachers at the Mae La refugee school. Of all the participants, the result showed that 101 (64%) were female, 88 (56%) respondents were between 21-30 years old, 150 (95%) respondents were teachers, and 8 (5%) were principals but were also fulltime teachers as well. Sixtyeight (43%) participants had 1-2 years of teaching experience and seventy-four (47%) respondents’ highest academic qualification was at the high school level. Table 1 provides more detail on the respondents’ profiles.

40 Demographic Characteristics Table 1. Demographic Characteristics of Participants (n = 158) Variables n % Gender Male 57 36.1 Female 101 63.9 Position Teacher 150 94.9 Principal 8 5.1 Age group 20 and younger 28 17.7 21-30 88 55.7 31-40 22 13.9 41-50 10 6.3 51 and older 10 6.3 Experience (in years) 1-2 68 43 3-4 28 17.7 5-6 26 16.5 7-8 6 3.8 9-10 13 8.2 11 or more 17 10.8 Education High school 75 47.5 Bachelor’s degree 42 26.6 Post 12 41 25.9 Results Presentation The internal consistency reliability estimated in the data analysis shows that Cronbach’s alpha for the seven factors of teacher job satisfaction was acceptable, and two were not. Cortina (1993) and Taber (2018) suggest the following criteria for evaluating Cronbach’s alpha: .6= acceptable for research purposes, .7 = good; .8 = good, and .9 = very good. Thus, the acceptable factors were: the supervision subscale which consisted of 14 items (α = .84), the colleague subscale with 10 items (α = .74),

41 the working condition subscale, which consisted of 6 items (α = .56), the pay subscale with 7 items (α = .65), the responsibility subscale with 7 items (α = .61), the work itself subscale, which consisted of 9 items (α = .58), and the advancement subscale, which had 5 items (α = .56). The unacceptable factors were job security, which consisted of 3 items (α =.13) and recognition, which consisted of 3 items (α = .43). The Cronbach’s alpha for all the three dimensions of organizational commitment was acceptable. The affective commitment consisted of 8 items (α = .71), the continuance commitment consisted of 8 items (α =.62), and the normative commitment consisted of 8 items (α = .55). Since Cronbach’s alpha of job security and recognition was low and unacceptable, the researcher chose to exclude them from further analysis. See Table 2 below for details. Skewness statistics for the variables are reported in Tables 3 and 4. With skewness within ± 1, these variables may be considered as normally distributed (George and Mallery, 2003; Morgan, Griego, and Gloekner, 2001). Analysis of teacher’s levels of job satisfaction and organizational commitment In relation to teachers’ job satisfaction, the results in Table 3 reveals that teachers are highly satisfied in the areas of responsibility (M = 4.12, SD = 0.37), moderately satisfied in the areas of supervision (M = 3.97, SD = 0.50), colleagues (M = 3.94, SD = 0.40), and work itself (M = 3.78, SD = 0.43). Teacher’s job satisfaction is neutral for advancement (M = 3.62, SD = 0.60) and work condition (M = 3.58, SD = 0.48). It is quite clear that teachers were not satisfied with the pay (M = 2.63, SD = 0.59) they received. This means that though teachers are not satisfied with the pay they receive, they are still satisfied with the other 6 factors that influence their job satisfaction.

42 Table 2. Reliability estimates Variable # of items Cronbach’s alpha Job satisfaction Supervision 14 0.85 Colleague 10 0.74 Working condition 6 0.56 Pay 7 0.65 Responsibility 7 0.61 Work itself 9 0.58 Advancement 5 0.56 Job Security 3 0.13 Recognition 3 0.43 Organizational Commitment Affective 8 0.71 Continuance 8 0.62 Normative 8 0.55 Table 3. Job satisfaction descriptive statistics (n=158) Variable M SD Skewness Responsibility 4.12 0.37 -.061 Supervision 3.97 0.50 -.414 Colleague 3.94 0.40 -.173 Work itself 3.78 0.43 -.315 Advancement 3.62 0.60 -.147 Work Condition 3.58 0.48 .114 Pay 2.63 0.59 .038 For organization commitment, the results in Table 4 reveals that majority respondents agree that they are having affective commitment (M = 3.71, SD = 0.44) whereas continuance commitment (M = 2.94, SD = 0.51) and normative commitment (M = 3.09, SD =0.47) are neutral. This shows that teachers emotionally attached (affective commitment) to their organization.