43 Table 4. Organizational commitment descriptive statistics (n=158) Variable M SD Skewness Affective 3.71 0.44 -0.41 Normative 3.09 0.47 -0.13 Continuance 2.94 0.51 -0.10 Analysis of the relationship between job satisfaction and organizational commitment Using the conceptual framework for this study, bivariate correlation and multiple regression analysis were used to examine the relationships between job satisfaction and organizational commitment variables. Table 5 reports the correlation coefficients among the variables. The result shows that four of the job satisfaction variables are significantly (p<.05) correlated with normative commitment. These are advancement (r=.24), pay (r=.35), supervision (r=.18), and work itself (r=.37). Only work itself (r=.22) is significant (p<.05) correlated with continuance commitment. All of the 7 job satisfaction variables are significantly (p<.05) correlated with affective commitment. The results of the multiple regression analyses are reported in Table 6. In Model 1, the 7 job satisfaction variables are used to predict organization commitment on a total scale. In Models 2, 3, and 4, the job satisfaction variables are used to predict normative, continuance, and affective commitments, respectively. The set of job satisfaction variables significantly (R2=.317, F(7,150)=9.959, p<.001) explain about 32% of the variance in organizational commitment. Significant predictors are pay (β=.240), work itself (β=.397), and work condition (β= -.264). This result
44 suggests that teachers committed to the organization are more likely to be satisfied with their work as a teacher and the salary they receive, but not the work condition. As a set, the job satisfaction variables significantly explain about 23% of the variance of normative commitment (R2=.227, F(7,150)=6.305, p<.001). Significant predictors are pay (β=.278) and work itself (β=.294). This shows that teachers who feel obligated to stay with the organization (normative commitment) are teachers who are satisfied with the work itself and the pay. The set of job satisfaction variables also significantly (F(7,150)=2.557, p=<.016) predicted continuance commitment, explaining about 11% (R2=.107) of its variance. However, the only significant predictor is work itself (β=.242, p<.01) and work condition (β=-.264, p<.05). This indicates that teachers who may be extrinsically committed (continuance) are likely those who are satisfied with teaching as a profession, though not their work condition. Teachers who feel emotionally attached to stay with the organization (affective commitment) were teachers who were satisfied with the pay (β=.182, p<.01), supervision (β=.31, p<.01), and work itself (β=.386, p<.001). A typical job satisfaction variable that is significantly related to organizational commitment and its three dimensions (affective, continuance, normative) is work itself, suggesting that commitment to the organization is more likely among teachers who are satisfied with their roles as teachers and their interests in the teaching profession. In addition, teachers who are committed to the organization, especially affectively, are teachers who were satisfied with the supervision and the pay they received.
4 Table 5. Correlation coefficients between job satisfaction and organizational com Variable 2 3 4 5 1 Normative 0.345 0.469 0.783 0.240 2 Continuance 0.334 0.751 0.125 - 3 Affective 0.765 0.230 4 Org commitment 0.256 5 Advancement 6 Responsibility 7 Pay 8 Work condition 9 Supervision 10 Colleague 11 Work itself Note: Bolded coefficients are significant at α=.05
5 mmitment variables (n=158) Correlation 6 7 8 9 10 11 0.013 0.354 0.058 0.180 0.153 0.368 -0.080 0.144 -0.130 -0.022 -0.002 0.216 0.233 0.287 0.335 0.477 0.476 0.547 0.063 0.337 0.101 0.262 0.259 0.482 0.070 0.427 0.117 0.255 0.111 0.365 0.006 0.391 0.328 0.359 0.211 0.134 0.130 0.043 0.279 0.721 0.686 0.319 0.820 0.361 0.443
4 Table 6. Regression analysis results Model 1 Model 2 Variable b SE β b SE (Constant) 1.501 0.349 1.495 0.481 Advancement -0.016 0.049 -0.026 -0.008 0.067 Responsibility -0.019 0.073 -0.019 -0.048 0.101 Pay 0.149 0.047 .240** 0.223 0.065 Work condition -0.201 0.079 -.264* -0.195 0.108 Supervision 0.165 0.097 0.227 0.18 0.134 Colleague 0.07 0.119 0.078 0.004 0.163 Work itself 0.339 0.07 .397*** 0.325 0.097 R2 0.317 0.227 F 9.959 6.305 df1,df2 7, 150 7, 150 p <.001 <.001 Note: Model 1 Dependent Variable = Organizational commitment; Mod Continuance; Model 4 Dependent variable = Affective; *p<.05, **p<.01,
6 Model 3 Model 4 β b SE β b SE β 2.5 0.559 0.536 0.392 -0.01 0.012 0.078 0.014 -0.051 0.055 -0.069 -0.037 -0.087 0.118 -0.063 0.077 0.082 0.064 .278*** 0.086 0.076 0.099 0.137 0.053 .182** -0.198 -0.281 0.126 -.264* -0.127 0.088 -0.137 0.192 0.04 0.156 0.039 0.275 0.109 .310** 0.004 0.072 0.19 0.057 0.133 0.133 0.121 .294*** 0.29 0.113 .242** 0.402 0.079 .386*** 0.107 0.422 2.557 15.669 7, 150 7, 150 <.016 <.001 del 2 Dependent variable = Normative; Model 3 Dependent Variable = , ***p<.001
47 Summary of findings 1. Teachers at the refugee schools are satisfied with their responsibilities (M = 4.12, SD = 0.37), the perceived supervision (M = 3.97, SD = 0.50) and their colleague (M = 3.94, SD = 0.4) and that supervision (r =.48) and colleagues (r =.48) were significantly correlate with organizational commitment. 2. Teachers are not satisfied with the pay (M = 2.63, SD = 0.59). 3. Only work itself (r =.37, r = .22, r = .55) is significantly (p <.05) correlated to all the three dimensions of commitment: normative, continuance, and affective commitment, and it is the only variable of job satisfaction that related to continuance commitment. 4. Teachers who are committed to the organization are more likely to be satisfied with the work itself (r = 4.89), pay (r =.337), supervision (r =.262) and colleague (r = .489) but not work condition (r = .489).
48 CHAPTER 5 DISCUSSION This chapter provides a discussion based on the analysis results in chapter four. This chapter aims to gain a deeper understanding of teachers’ levels of job satisfaction and organizational commitment in the refugee schooling context. In addition, it discusses the impact of teachers’ job satisfaction on organizational commitment. The result of the study shows teachers are satisfied with their responsibilities, their perceived supervision, and their colleague. There are different perspectives to explain this finding. First, according to the responses, the highest factor that influences teachers’ job satisfaction is the responsibility (M = 4.16, SD = 0.34) they have to take on. Teachers strongly agree that they have responsibilities for their teaching (M= 4.46, SD = 0.04), and they also agree that they are responsible for planning their daily lessons (M= 4.45, SD = 0.05). Looking at the refugee context of teachers, what shaped the teachers to feel responsible is their inner motivation to educate young people. Even though refugee schools and education systems are neither formalized nor legalized by hosting and origin states (Burma Children Medical Fund, 2018; Tuangratananon et al., 2019), refugees are proactive in setting up their schools (Oh, 2010a). Teachers are obligated to teach and share their knowledge with the community; only 50% wanted to be teachers despite the low compensation (Jorgensen, 2016). This shows teachers in the refugee camp have an intrinsic commitment to teaching and sharing their knowledge with others. In addition, teaching is a highly respected profession by the refugee
49 community because the community entrusts the teachers to teach and guide the students correctly (Yeo, 2020). Therefore, as teachers are being trusted and respected, this could be one reason why teachers have high responsibility. Some studies support the findings, which suggest that teachers who are given a chance to partake in decision-making and have a responsibility have higher levels of job satisfaction (Ghavifekr & Pillai, 2016). Teacher job satisfaction caused by knowing one’s responsibility is related to the motivation to perform better (Nie et al., 2019). In addition, the finding can be related to the study of Baroudi et al. (2020), which found that in less developed countries, the intrinsic factors (i.e., responsibilities) of teachers’ job satisfaction were higher than extrinsic factors (i.e., working condition and professional development). However, Peters’ (2013) study says that too much responsibility or workload can lead to stress and early retirement. Therefore, in the case of refugee teachers, the feeling of being responsible is intrinsic and is beyond the organization itself. If their feeling of being responsible is not intrinsic, their job satisfaction would be very low. The second and third highest factors that influence teachers’ job satisfaction are the supervision (M = 3.97, SD = 0.5) and colleagues (M = 3.94, SD =0.4). The research also found that colleagues and supervision correlate significantly with organizational commitment. There are several reasons why the supervisors or principles and colleagues play a role in influencing teachers’ job satisfaction and organizational commitment. According to the report supervision UNHCR (2021), 93% of the population in Mae La camp are Karen ethnic group. Thus most of the teachers working in the refugee schools are Karen, sharing the same culture and ideas about the education system. This shows that coming from the same culture and background could be one of the reasons that teachers in the refugee camp have
50 supportive colleagues and supervisors. In addition, as they have many similar experiences in life as refugees and the supervisors (principals) are also full-time teachers, they are more understanding toward each other. This study also aligns with several studies that have investigated high job satisfaction levels of teachers in relation to the supervision of the leader having to work as part of a team with colleagues. According to Ilgan et al. (2015); Suchyadi and Nurjanah (2018), the more principal supervises the teachers, the more satisfied teachers tend to be. The interaction and friendship created among teachers highly enhance teachers' satisfaction (Crawford & Jenkins, 2018; Krammer et al., 2018). In addition, supervisor support, directly and indirectly, affected affective organizational commitment through vigor and absorption (Orgambídez & Almeida, 2020). The second finding shows that although teachers reported neutral to moderate job satisfaction, there was a concern with the pay (M = 2.63, SD = 0.59). Teachers' income in the refugee schools is US $15 to US$ 24 a month (Burma Children Medical Fund, 2018; Oh, 2010a). This income is insufficient to support a whole family (Burma Children Medical Fund, 2018). Financial limitations directly affected teachers’ job security. Teachers do not feel secure in their work. Karen News (2018) mentions that many schools in refugee camps are struggling to keep open after the peace agreement between the Myanmar government and the representatives of insurgent ethnic groups as funding from the international community have shifted away from the refugee camp toward Myanmar. This shows that the teacher's work does not guarantee how long they will be employed because the school will have to stop once it runs out of funding. Though teachers are not happy with the pay they receive, pay (r = .35, r = .28) is significantly (p<.05) correlated with normative and affective commitment but not
51 continuance commitment. This shows that pay is not the main reason teachers continue to work with the organization. It is not because they fear losing the benefit from the organization or what they have invested in it. However, pay is a reward that motivates teachers to continue to work with the organization because they need it for daily living. It is an influential factor that facilitates teachers’ normative and affective commitment. Several studies have pointed out that public school teachers show that salary is not the cause of dissatisfaction with their organization. In contrast, when the organization uses money as the primary motivator in private schools, even though teachers are paid more than in public schools, they still are not satisfied with their job because the salary is the motivator that contributes the most to job dissatisfaction (Lee & Sabharwal, 2016; Wang & Liesveld, 2015). Teachers are not only dissatisfied with their job, but they may even quit their job (Shah & Jumani, 2015). However, these findings contrast with Zakariya et al. (2020) study in which teachers were delighted with their teaching carrier in the top economic countries while teachers in the low economic countries had the least job satisfaction. Since money is not the primary motivator, it explains why teachers in the refugee camp can still perceive job satisfaction though they may not receive reasonable compensation. The third finding shows that extrinsically committed (continuance) teachers are likely satisfied with teaching as a profession (work itself). In addition, work is also related to normative, affective, and overall organizational commitment. The teaching profession is one of the most honorable carriers in the refugee community. The research found that refugee students who migrated to countries abroad were highly respecting the teachers they had when they were in the refugee camp. Additionally, the parents may not have had an education, encouraging their children to go to school
52 and view schools as solely responsible for their children’s education (Gilhooly, 2015). In addition, the study showed that teachers are more respected in Asian countries and that more parents wanted their children to be teachers than in other countries (Dalton et al., 2018). This shows that teaching is a highly respected carrier. This act of respecting teachers does not only happen within the refugee community but also in the Asian culture and community, where it is believed that teachers must be respected because they are responsible for children’s futures. This research shows a relationship between work and continuance commitment because there are not many job options in the camp. According to Vang (2016), when the refugee students were interviewed, they said that after they finish high school, they could attend some training and be teachers or work in the hospital. In addition, from the researcher’s experience, when a group of grade 1 refugee students were asked what they wanted to be when they grew up, they responded that they wanted to be a teacher, nurse, taxi driver, salesman (with a small shop) and soldier. This shows that there is not many works option in the refugee camp. This might help explain the predominance of continuance commitment. On the contrary, other research shows that salary or wages are the extrinsic motivators that impact continuance commitment (Abdelmoula, 2020; Kheirkhah et al., 2018; Silalaiy, 2019). The result also showed that teachers committed to the organization are dissatisfied with the work conditions. The working conditions of teacher in the refugee school is very poor due to the inadequate school structure. Oh (2010a) mentions there are restrictions and policies imposed by the Ministry of Interior (Thailand) on Non-Government Organizations that prevent permanent school buildings from being constructed and stipulates that the area designated for a school building cannot be expanded. The school buildings in the Mae La camp are made of
53 bamboo, the roofs are either made of metal or leaves, and the classrooms are separated by a curtain (Vang, 2016). This shows that the working conditions in terms of the school structure are not convenient for learning and teaching because the students can easily get interrupted by the noises from different rooms and the temperature in the classroom is hot since the roof is made of metal. In addition, there are problems related to the curriculum and resources in the refugee school. Textbooks and learning materials are developed when funds and personnel are available, and curricula content is not always presented in logical sequences (Shiohata, 2018). This means that the teaching materials are insufficient for learning, and the curriculum is ineffective. These issues impact teacher working conditions. Despite the concern of not having sufficient funding to support the teachers and their education, teachers’ overall level of job satisfaction is moderate. This is likely due to other factors, such as the responsibility to develop the community and the supportive relationships with colleagues and supervisors. This finding does not agree with Maslow's hierarchy of needs, which states that love and belonging come only after the safety needs. The finding of teachers in the refugee camps shows that though teachers' safety needs were not fulfilled, they still obtained a higher level of needs such as love and belongingness from their coworkers and supervisors, which is explained by Herzberg’s Two- factor theory. According to Herzberg’s Two-factor theory, money is just the extrinsic motivator. Even if the extrinsic motivators are increased, it does not mean that teachers will be more satisfied because they are inconsistent and can be replaced by greater demand (Herzberg, 2003). But responsibility and work are intrinsic motivation, which leads to job satisfaction.
54 CHAPTER 6 CONCLUSIONS AND RECOMMENDATIONS This section is to provide the study's conclusion, the limitations of the study, and some recommendations for application. Conclusion This study aimed to identify the teachers’ job satisfaction and organizational commitment level. And to also investigate the relationship between teachers’ level of job satisfaction and organizational commitment in high schools within Mae La refugee camp in Thailand. The research determined to examine teachers’ job satisfaction, organizational commitment, and the relationship between teachers’ level of job satisfaction and organizational commitment. The study showed that teachers are moderately satisfied with their job and have moderate organizational commitment. Moreover, the study showed a significant relationship between teachers’ level of job satisfaction and organizational commitment. However, teachers who are satisfied with the work, pay, colleagues, and supervision but not working conditions do have organizational commitment. Only work predicts continuance commitment, while teachers who have normative and affective commitment but not continuance commitment are satisfied with the pay. Having inadequate funding affects teachers’ job satisfaction because teachers do not have a sufficient salary to care for their families. They do not have enough facilities and resources to teach, and they are unsure how long the school can keep open, depending on the available budget. However, knowing one’s responsibilities
55 and having supportive colleagues and supervisors influences teachers’ job satisfaction. Teachers’ satisfaction with the teaching profession (work itself) impacts organizational commitment. Therefore, this study implies that schools in a refugee camp may experience a greater shortage of teachers or unmotivated teachers in times to come. This may indicate that although teachers are committed to their work, there may be some difficulty with teacher retention and teacher performance in refugee camps if there is no action taken to increase teachers’ job satisfaction. Limitations of the Study This research was conducted amongst the high school teachers in the Mae La refugee camp in Thailand, and there is very little research on this particular group of people. Therefore, this may affect the writing of this paper as there are very few references related to teachers’ job satisfaction and commitment in this context. In addition, the instrument used to collect the data contained 90 survey questions to explore teachers’ levels of job satisfaction and organizational commitment. Therefore, there is a chance that the teachers randomly answered the questions due to the survey length. In addition, because the reliability of the two factors (job security and recognition) of job satisfaction was low, they had to be eliminated from the analysis. In conclusion, the findings of this research did not cover all the aspects of job satisfaction that the instrument (TJSQ) was supposed to measure. In addition, the short period and difficulty in getting into the camp mean that only quantitative research is convenient. Lastly, this research method does not entirely give in-depth information about the topic.
56 Recommendations for Further Study The study was conducted using only the quantitative research methods to collect data. Therefore, the result may not give a fully comprehensive picture of what influences teachers' job satisfaction in refugee schools. At this point, it is recommended that the next study use qualitative and quantitative research methods to understand better the teachers’ perceptions of the different factors that influence teacher job satisfaction and organizational commitment. Another recommendation is that this survey should also be distributed to foreign teachers who teach voluntarily in refugee schools and to intern teachers who also teach in refugee schools. This could help to give a different perspective of job satisfaction and organizational commitment. It is also recommended that the administrators identify the key factors contributing to teacher job satisfaction, such as (supervision, colleague, working condition, salary, responsibility, work itself, advancement, job security, and recognition). In addition, further steps should be implemented to provide teachers with the resources they need to maintain job satisfaction. More importantly, this will benefit the entire school environment. Lastly, it is recommended that the school should have policies and procedures that enhance teacher job satisfaction. The improvement should be in the areas of teachers’ dissatisfaction identified in this study. By improving teachers’ wages, working conditions, and the teachers’ feelings of job security, teachers’ job satisfaction could be enhanced. While this study finds that teachers are unhappy with these three factors, it does not mean that the other factors should be neglected.
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71 APPENDICE
72 APPENDIX 1: Dear Respondent: You are invited to participate in this study to gather information about teachers’ organizational satisfaction and commitment. Your participation in this study will involve the completion of a questionnaire. Your participation is voluntary. Your identity is not required in this study, so you will not be identified personally through this survey. The responses on the questionnaires along with the data that you submit will be analyzed and reported as general information. The following survey will take approximately 20 minutes of your time to complete. By continuing with this survey, you are consenting to participate in this study. Thank you for taking the time to contribute to this research study through your valuable participation. If you would like to contact the researcher, you can do so at this email address or phone number: [email protected] (or) 086-480-2842 Sincerely, Naw Marvel Thawda Demographics: Please put a for your answer for the following questions: Gender : Male Female Position: Teacher Principal Age: ____________ Years of teaching experience: _______________ Highest academic qualification attained: _________________
73 Direction: The following statements refer to organizational factors that can influence the way a teacher feels about his/her job. These factors are related to teaching and to the individual s satisfaction with his or her job situation. When answering the following statements, place a in the box that indicates your opinion of the statement. Key: 1 = Strongly disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, and 5 = Strongly Agree Statement SD 1 D 2 N 3 A 4 SA 5 1. Teaching provides me with an opportunity to advance professionally. 2. Teacher income is adequate for normal expenses. 3. Teaching provides an opportunity to use a variety of skills. 4. Insufficient income keeps me from living the way I want to live. 5. My immediate supervisor turns one teacher against another. 6. No one tells me that I am a good teacher. 7. The work of a teacher consists of routine activities. 8. I am not getting ahead in my present teaching position. 9. Working conditions in my school can be improved. 10. I receive recognition from my immediate supervisor. 11. I do not have the freedom to make my own decisions. 12. My immediate supervisor offers suggestions to improve my teaching. 13. Teaching provides for a secure future. 14. I receive full recognition for my successful teaching. 15. I get along well with my colleagues 16. The administration in my school does not clearly define its policies. 17. My immediate supervisor gives me assistance when I need help. 18. Working conditions in my school are comfortable. 19. Teaching provides me the opportunity to help my students learn.
74 20. I like the people with whom I work. 21. Teaching provides limited opportunities for advancement. Statement SD 1 D 2 N 3 A 4 SA 5 22. My students respect me as a teacher. 23. I am afraid of losing my teaching job. 24. My immediate supervisor does not back me up. 25. Teaching is very interesting work. 26. Working conditions in my school could not be worse. 27. Teaching discourages originality. 28. The administration in my school communicates new methods. 29. I never feel secure in my teaching job. 30. Teaching does not provide me the chance to develop. 31. My immediate supervisor treats everyone equitably. 32. My colleagues stimulate me to do better work. 33. Teaching provides an opportunity for promotion. 34. I am responsible for planning my daily lessons. 35. Physical surroundings in the school are unpleasant. 36. I am well paid in proportion to my ability. 37. My colleagues are highly critical of one another. 38. I do have responsibilities for my teaching. 39. My colleagues provide me with suggestions or feedback about my teaching. 40. My immediate supervisor provides assistance for improving instruction. 41. I do not get cooperation from the people I work with. 42. Teaching encourages me to be creative. 43. My immediate supervisor is not willing to listen to suggestions. 44. Teacher income is barely enough to live on.
75 45. I am indifferent toward teaching. Statement SD 1 D 2 N 3 A 4 SA 5 46. The work of a teacher is very pleasant. 47. I receive too many meaningless instructions from my immediate supervisor. 48. I dislike the people with whom I work. 49. I receive too little recognition. 50. Teaching provides a good opportunity for advancement. 51. My interests are similar to those of my colleagues. 52. I am not responsible for my actions. 53. My immediate supervisor makes available the material I need to do my best. 54. I have made lasting friendships among my colleagues. 55. Working conditions in my school are good. 56. My immediate supervisor makes me feel uncomfortable. 57. Teaching income is less than I deserve. 58. I try to be aware of the policies of my school. 59. When I teach a good lesson, my immediate supervisor notices. 60. My immediate supervisor explains what is expected of me. 61. Teaching provides me with financial security. 62. My immediate supervisor praises good teaching. 63. I am not interested in the policies of my school. 64. I get along well with my students. 65. Pay compares with similar jobs in other school districts. 66. My colleagues seem unreasonable to me. Direction: The following statements refer to teacher commitment These factors are related to the commitment teacher has for his or her job. When answering the following statements, place a in the box that indicates your opinion of the statement.
76 Key: 1 = Strongly disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, and 5 = Strongly Agree Affective Commitment Scale items Statement SD 1 D 2 N 3 A 4 SA 5 1. I would be very happy to spend the rest of my career with this organization 2. I enjoy discussing my organization with people outside it. 3. I really feel as if this organizations’ problems are my own. 4. I think that I could easily become as attached to another organization as I am to this one 5. I do not feel like part of the family at my organization. 6. I do not feel ‘emotionally attached to this organization. 7. This organization has a great deal of personal meaning for me. 8. I do not feel a strong sense of belonging to my organization. Continuance Commitment Scale items 9. I am not afraid of what might happen if I quit my job without having another one lined up 10. It would be very hard for me to leave my organization right now, even if I wanted to 11. Too much in my life would be disrupted if I decided I wanted to leave my organization now. 12. It wouldn’t be too costly for me to leave my organization now. 13. Right now, staying with my organization is a matter of necessity as much as desire. 14. I feel that I have too few options to consider leaving this organization 15. One of the few serious consequences of leaving this organization would be the scarcity of available alternatives. 16. One of the major reasons I continue to work for this organization is that leaving would require considerable personal sacrifice- another organization may not match the overall benefits I have here. Normative Commitment Scale items Statement SD 1 D 2 N 3 A 4 SA 5
77 17. I think that people these days move from company to company too often. 18. I do not believe that a person must always be loyal to his or her organization. 19. Jumping from organization to organization does not seem at all unethical to me. 20. One of the major reasons I continue to work for this organization is that I believe that loyalty is important and therefore feel a sense of moral obligation to remain 21. If I got another offer for a better job elsewhere, I would not feel it was right to leave my organization. 22. I was taught to believe in the value of remaining loyal to one organization. 23. Things were better in the days when people stayed with one organization for most of their careers. 24. I do not think that wanting to be a company man or company woman is sensible anymore.