FACTORS THAT IMPACTS TEACHERS‘ COMMITMENT IN INTERNATIONAL INSTITUTIONS IN HO CHI MINH CITY, VIETNAM By NGO HOANG TU MY A Thesis Submitted in Partial Fulfillment of the Requirements For the Degree of Master of Education Emphasis in Educational Administration Faculty of Education Asia-Pacific International University Year 2021
i Thesis Title: Factors that Impacts Teachers‘ Commitment in International Institutions in Ho Chi Minh City, Vietnam Researcher: Ngo Hoang Tu My Thesis Principal Advisor: Dr. Darrin Thomas Thesis Co-Advisor: Dr. Josephine Program: Master of Education with Emphasis in Educational Administration Academic Year: 2021
ii ABSTRACT This study set out to investigate the possible factors that affect the commitment of teachers in primary and secondary international schools in Ho Chi Minh City (HCMC), Vietnam for the collegiate year 2019-2020. The purpose of the study was to examine the relationship between teacher commitment and job satisfaction, including pay and benefits, job security, feelings towards staff/ colleagues, and professional growth and development on offer to teachers. A cross-sectional descriptive correlational study using Likert scales was applied with a sample of 163 participants. Descriptive statistics, independent samples t-test, bivariate correlation, and multiple regression analysis were used with statistical significance set at α=.05. The descriptive results indicated that teachers were moderately satisfied with their job with a moderate level of commitment. The model of job satisfaction explained 71% of the variance in teacher commitment. Multiple regression analysis found no gender difference commitment (p = .32), but significant difference in age group (p = .04).
iii ACKNOWLEDGEMENTS First and foremost, praises and thank you to the mighty God for his shower of blessings throughout my study. The completion of my thesis would not have been possible without the sincere support, guidance, true friendship, and leadership offered by my advisors, colleagues, family, and friends. I would also like to express my deep and sincere gratitude to my thesis advisor, Dr. Darrin Thomas, and professors - Dr. Josephine Katenga, Dr. Kijai, Dr. Adelio Libato, and Dr. Kham Khai for all of their invaluable guidance, encouragement, and tutelage during the course of my research. I cannot begin to express my deep appreciation to my husband, Dr. Shinejoy Shongzan, who led me to APIU and guided me to work on the right path of life. I appreciate his patience, financial and academic support. Next to him are my daughters, Susanna and Evelina, and my mother who have been an endless source of emotional support to keep me moving towards success. I am extremely grateful to my former-principal of Vietnam Australia International School, Mr. Neville Francis Sherman, who has been a brilliant teacher to me for the countless hours spent on my paper, the profound belief and encouragement in my abilities. I am obliged in taking this opportunity to thanks all of my colleagues, friends who have been helping and encouraging me thought out the year. My heart is still full for the favors received from each person. Ngo Hoang Tu My
iv TABLES OF CONTENTS ABSTRACT....................................................................................................................... ii ACKNOWLEDGEMENTS ............................................................................................iii LIST OF TABLES........................................................................................................... vi LIST OF FIGURES ..................................................................................................... vivii CHAPTER 1 THE PROBLEM AND ITS BACKGROUND....................................... 1 Background Information..................................................................................................1 Statement of Research Problem.......................................................................................2 Rationale and Purpose of the Study.................................................................................3 Research questions...........................................................................................................4 Hypotheses.......................................................................................................................5 Scopes and Limitations....................................................................................................6 Significance of the Study.................................................................................................6 Definitions of terms.........................................................................................................6 CHAPTER 2 LITERATURE REVIEW........................................................................ 8 Introduction......................................................................................................................8 Concepts and Related Theories........................................................................................8 Job Satisfaction ............................................................................................................8 Pay and Benefits ........................................................................................................10 Job Security................................................................................................................11 Relationship with Staff/Colleagues............................................................................12 Growth and Development Opportunities...................................................................13 Teachers’ Commitment..............................................................................................14 Organizational Commitment......................................................................................15 Demographic Profile of the Respondents ..................................................................18 Gender................................................................................................................... 18 Age........................................................................................................................ 18 Marital Status........................................................................................................ 19 Length of Service.................................................................................................. 20 Educational Attainment. ....................................................................................... 20 Conceptual Framework..............................................................................................21 Research Paradigm.....................................................................................................21
v CHAPTER 3 RESEARCH METHODOLOGY.......................................................... 23 Research Design ............................................................................................................23 Population and Sampling Techniques............................................................................23 Data Gathering Procedures............................................................................................24 Research Instruments.....................................................................................................24 Data Analysis Techniques .............................................................................................25 Ethical Consideration.....................................................................................................26 CHAPTER 4 RESULTS OF STUDY AND DISCUSSION ....................................... 28 Demographic Characteristics.........................................................................................29 Internal Consistency Reliability.....................................................................................30 Order of Presentation in Line with Research Questions and Data Analysis .................31 Research question 1. ..................................................................................................31 Research Question 2. .................................................................................................34 Research Question 3. .................................................................................................36 Research Question 4. .................................................................................................37 Gender and Teacher Commitment.............................................................................38 Age Groups and Teacher Commitment .....................................................................39 Marital Status and Teacher Commitment ..................................................................40 Years of Teaching Experience and Teacher Commitment ........................................41 Educational Level and Teacher Commitment............................................................42 CHAPTER 5 SUMMARY, CONCLUSION, AND RECOMMENDATIONS......... 43 Summary of The Study..................................................................................................43 Conclusion of Research Findings..................................................................................45 Limitations of the Study ................................................................................................45 Recommendations for Application ................................................................................46 Board of Trustees.......................................................................................................46 Educational Administrators........................................................................................48 Teachers.....................................................................................................................48 Recommendations for Further Study.........................................................................48 REFERENCES.................................................................................................................50 APPENDICE....................................................................................................................56 RESEARCH INSTRUMENTS......................................................................................57
vi LIST OF TABLES Table 1. Demographic Characteristics............................................................................ 29 Table 2. Reliability Estimates......................................................................................... 30 Table 3. Mean, Standard Deviation ................................................................................ 31 Table 4. Job Satisfaction Subscale Descriptive Statistics (n=163)................................. 32 Table 5. Feelings Towards Staff/Colleagues Item Statistics (n=163)............................. 33 Table 6. Pay and Benefits Item Statistics (n=163).......................................................... 33 Table 7. Job and Security Item Statistics (n=163).......................................................... 34 Table 8. Growth and Development Item Statistics (n=63) ............................................. 34 Table 9. Teacher Commitment Item Statistics (n=163).................................................. 35 Table 10. Variable Mean, Standard Deviation, and Bivariate Correlation (n=163)....... 37 Table 11. Regression Analysis Results (n=163)............................................................. 38 Table 12. Independent Samples T-Test Result For Gender............................................ 39 Table 13. Analysis of Variance Results Comparing Age Groups .................................. 39 Table 14. Independent Sample T-Test Result Comparing Marital Status...................... 41 Table 15 Analysis of Variance Results Comparing Years of Experience Groups ......... 42 Table 17. Independent Sample T-Test Result Comparing Educational Level................ 42
vii LIST OF FIGURES Figure 1. Research Paradigm.......................................................................................... 22 Figure 2. Means Plot Of Teacher Commitment By Age Group. .................................... 40
1 CHAPTER 1 THE PROBLEM AND ITS BACKGROUND Background Information Teacher commitment is one of the most critical factors in the success of education. According to the research, professional commitment is an attitude that someone has toward his or her job. According to Mart, (2013) committed teachers tend to perform their roles effectively. Frelin and Fransson (2017) stated that teacher commitment is an essential factor in giving a full picture of how and why students’ learning, as well as their well-being, are secured and emotionally invested in by teachers. Many studies show that there are many reasons why teachers leave their positions and do not fully commit to the institution they worked in (Garcia & Weiss, 2019, Cooper Gibson Research, 2018). These include job dissatisfaction, economic factors, lack of motivation, low morale, lack of administrative support, and most importantly, lack of organizational and personal commitment. As a result, the turnover rate among teachers is comparatively high (Colquit, Lepine, & Wesson, 2013). A study by Wilshaw (2014), showed that two-fifths of teachers leave the profession within five years despite large investment in their training. In the context of education, job satisfaction and commitment to organizations are important. Understanding the relationship between job satisfaction and organizational teacher commitment is crucial because people for various reasons tend not to work for the same organization or remain in the same job throughout their working career. Job
2 satisfaction measures how much workers are content with their job. This is one of the main concerns in any organization and leadership studies since it has a direct impact on individuals’ sense of commitment to their work and the feelings of belonging to their workplace (Belias & Koustelios, 2014). Job satisfaction is related to pay and benefits, job security, relationship with colleagues, and growth and development. Teachers’ commitment and efficiency would be greatly impacted without their sense of contentment with their job (Abdu, N. & Nzilano, L.J., 2018). Organizational commitment (OC) is a key factor in determining whether or not an employee will commit to working for the same organization for a long time coupled with a high level of enthusiasm towards the mission and goals of an associated organization. The degree of success of an organization has been determined by employees’ job satisfaction (Alsiewi, Syed & Agil, 2014). This chapter presents the background of the study, statement of the problem, the purpose of the study, research questions, hypotheses, scopes and limitations of the study, and significance of the study. Statement of Research Problem Teachers demonstrating a possible lack of commitment towards their organization may lead to several problems for schools, such as high turnover rate, low performance of students’ education, low student satisfaction, an increase in hiring cost of new staff, or delay in delivery of education. These things can destroy the good reputation of a school (Tehseen & Ul Hadi, 2015). Commitment is an essential element of the successful teaching and development of students.
3 Rationale and Purpose of the Study Over the past two decades, education in Vietnam has undergone a major if not radical, transformation. It has changed its basic institutional framework in different ways. There has been tremendous growth of international schools, primarily in Hanoi and Ho Chi Minh City thus providing an alternative route for parents who may be able to afford such provision compared to the local education sector. Further elements of transformation include the changes in the political and economic environment influenced partly by the acceleration of globalization and the development of neo-liberalism. The other element of reform is due to the rapid development of information technology, which encouraged the cross-border academic programs offered through conventional and internet-based campuses. This consequently attracts more expatriates who are from various professional backgrounds to come and work in the different educational sectors within Vietnam. These can be ultra-committed overseas teachers who desire to give pupils the best education possible. They are passionate, committed, enthusiastic, and work fully for the school in all its provision including extra-curricular activities. However, some others demonstrate the opposite and are only there for finance and the experience of working and living in Vietnam. Some lie in the middle ground - occasionally passionate and other times reluctant in their efforts. The purpose of this study is to gain an intuitive understanding of the current conditions of teachers’ commitment in international schools in Ho Chi Minh City (HCMC). The focus is the factors that impact teacher’s commitment toward their organizational commitment.
4 Teachers’ commitment contributes to workforce stability and better customer service, increases business performance (Nguyen, Mai, & Nguyen, 2014). However, unfortunately not many studies have been undertaken in the school sectors. Therefore, this study aims to explore the important factors that may contribute to teachers’ lack of commitment towards their work and organization. In addition, what exactly makes an employee be fully committed in their roles and willing to abide by the school expectations? This study should be able to provide information regarding teacher satisfaction and organizational commitment among teachers as this is considered one of the most important areas of study for many researchers and organizations including schools in HCMC, Vietnam. Research questions This study examined the factors that affect teachers’ commitment towards organization among regular teachers in international schools in Ho Chi Minh City (HCMC) for the collegiate year 2019-2020. Specifically, it answered the following questions: 1. What is the perception of job satisfaction of teacher among primary and secondary International School in HCMC in terms of? a. Pay and Benefits b. Job Security c. Feelings towards staff/colleagues d. Professional growth and Development Opportunities 2. What is the degree of commitment of the respondents in terms of ‘teacher commitment’?
5 3. Is there a significant relationship between teacher commitment and the job satisfaction of the respondents? 4. Is there a significant difference in the teacher commitment of the respondents when grouped according to? a. Gender b. Age c. Marital status d. Length of service e. Educational attainment Hypotheses Based on the problems of the study, the following hypotheses will be tested: 1. There is no significant relationship between organizational commitment and job satisfaction considering constructs in factors such as: a. Pay and Benefits b. Job Security c. Feelings towards staff/colleagues d. Growth and Development Opportunities 2. There is no significant difference in the teachers’ commitment of the respondents when respondents are grouped according to: a. Gender b. Age c. Marital status d. Length of service
6 e. Educational attainment Scopes and Limitations The study will be conducted among selected primary and secondary International Schools in HCMC during the collegiate year 2019-2020. The independent variables include pay and benefits; job security; relationship with teaching staff and principals, and growth and development opportunities. The dependent variable includes organizational commitment. In general, other variables such as rewards, promotion, working conditions, training, and motivation comprise teacher’s commitment. These dependent variables are important because they directly or indirectly affect commitment and correlate to organizational commitment among the teachers of international schools in HCMC. Significance of the Study The study results would be significant to the field of education, specifically to educational institutions. It would give a stronger insight into factors contributing to teachers’ commitment. This study aims to provide educational leaders with a deeper understanding of factors that affect their teacher commitment toward the organization. The findings would also help researchers and educationalists for future potential development and further research. This could also indicate where future research could be carried out, especially in HCMC. Definitions of terms Teacher commitment: is an internal force that derives to invest more time and energy in keeping up involvement in the school.
7 Job satisfaction: is a measure of an employee’s contentedness with their job, whether the employee is satisfied with the job itself or individual aspect or facets of the job. Job security: refers to the state of having a job that is secure and from which an employee is unlikely to be dismissed. Pay and benefits: refer to compensation/salary and other monetary benefits passed on by a firm to its employees. Feelings towards staff/colleagues: refer to emotional states of an employee in the workplace, that have substantial significance for individuals, groups, and society. Growth and Development Activities: refer to opportunities given by an organization to enable employees to gain new skills and work experience that can help them reach a goal in their career.
8 CHAPTER 2 LITERATURE REVIEW Introduction This chapter explores and discusses relevant literature on the theories, principles, and concepts relevant to this study. Literature and articles were evaluated from various sources including books, magazines, journals, periodicals, internet, and online database information, published and unpublished thesis, and other sources such as newspaper articles. The purpose of this review is to investigate the possible factors and reasons that contribute to teachers’ commitment to international schools in Ho Chi Minh City (HCMC). Concepts and Related Theories Job Satisfaction Job satisfaction or employee satisfaction is the degree to which workers have a sense of contentment with their job and the organization. It indicates whether or not they enjoy the working environment, agree with the leadership style of the organization or have the feeling of being motivated, and what the correlation between these facets is. These help to ensure the level of job satisfaction that individuals may have. Parvin and Nural (2011) in an evaluation of employees working in the pharmaceutical sector argue: ‘Our results show that salary, efficiency in work, fringe supervision, and co-worker relation are the most important factors contributing to job satisfaction’ (p.113).
9 Belias and Koustelios (2014) in a study of Greek bank employees suggest that job satisfaction is one of the most important concerns in any organizational and leadership studies because it has a direct impact on individual’s senses of commitment to their positions and also provides a sense of belonging within the workplace. They suggest that the majority of employees gain a high level of personal satisfaction if their intrinsic needs of a friendly working atmosphere, positive relationships as well as personal ambitions are acknowledged and a sense of teamwork is also engendered. Following on from the above, it can be reasonably argued that employee satisfaction or job satisfaction should be one of the key goals of an educational Human Resource department as highly motivated staff enthused by their work can directly impact positively on the achievement of their students. A magazine article by Bathena (2018) supports this supposition that Human Resource should consider how its senior management, culture, and its operational policies will have a direct impact on the contentment of its staff and how well the company prospers. Alsiewi and Syed Agil (2014) in evaluating the factors underpinning job satisfaction of teachers working in Libya, concluded that levels of remuneration, security of tenure, the quality of relationship among colleagues, and equally importantly, relationship with their principals, professional development opportunities, and the concept of the teacher being intrinsically committed to their position are all conflate to support teachers’ sense of satisfaction. These include levels of remuneration, security of tenure, the quality of relationships between their colleagues and equally importantly, their principals, professional development opportunities, and the concept of the teacher being intrinsically committed to their position. Their study found that of the different elements,
10 job security and commitment were the strongest factors. From their study, they conclude that: Job satisfaction is one of the most significant difficulties for decision-makers, education planners, and principals in Libya. This is because any lack of job satisfaction would have a great impact on teacher’s efficiency and may also result in a decrease in the performance of work (p.43). Pay and Benefits Pay and benefits are important elements in determining a teacher’s commitment to a school and in making a significant contribution to the school in the role they undertake. Miller (2019) reported that 60% of employees rated pay and benefits as a very important contributor to having a high level of job satisfaction. Alam and Farid (2013) in a study of 80 teachers in secondary schools in Rawalpindi, India concluded that as high as 74% of them were felt inadequately rewarded financially, and this impacted negatively on their level of commitment to both the school in which they work and their work as a teacher generally. A study conducted by Parvin and Nurul Kabir (2011) in three large pharmaceuticals companies, indicated that financial remuneration and other elements such as minimum supervision, high levels of management efficiency, and positive working relationships with colleagues prove to be high motivators in job satisfaction for employees. The Employee Benefit Research Institute in America (2017) argues that six out of 10 workers who are extremely satisfied with their pay and accompanying benefits were also extremely satisfied with their job overall. Mabaso and Dlamini (2017) in a research study of the factors impacting job satisfaction for 279 college lectures in South
11 Africa concluded that if higher education institutions aim to attract and retain their academic staff, a more proper structure of financial compensation needed to be developed. They added, that because this was the sole determiner of what contributed to an individual’s level of job satisfaction. The authors argue “If employees are not compensated well a state of emotional dissatisfaction will be developed. These emotional discrepancies will grow and accumulate over time thus make employees unhappy and unsatisfied working for the organization” (p.25). Job Security Job security refers to the sense of assurance that an employee has about the degree of continuity of steady work and payment in his or her working career with the organization they work for, according to businessdictionary.com. Dayton (2019), defines job security as the belief that one’s employment position is secure and carries the minimum risk of becoming unemployed. In a 2013 Harris Interactive Poll, Woods (2019) reported that more than 56 percent of American employees are troubled about job security. Woods’ study indicated that when job security decreases, satisfaction and performance levels by staff are impacted negatively. Moreover, turnover rates of staff increased and a further impact was the reduction in the overall level of customer satisfaction. Job security provides workers with a much-needed sense of structure and confidence in planning for their future. Artz and Kaya (2014) strongly argue that having a high level of job security is a significant determinant of job satisfaction. Many studies confirm that there is a significant relationship between job security and teacher commitment toward an organization. Alsiewi and Syed Agil (2014) in a study of teachers in 96 Libyan primary schools concluded that the strongest correlation of the
12 independent factors in helping to define job satisfaction was the security of tenure. The levels of this determined the degree of commitment to their school when job satisfaction has been attained. Teachers increase the sense of commitment to their schools when job satisfaction has been attained. A further study by Scott (2012), confirmed that job security and organizational commitment are significant, positive predictors of job satisfaction. A study of employees in Sweden by Furåker and Berglund (2014) concluded that if employees were faced with a negative situation of possible unemployment and increasing job insecurity, this may have contradictory effects on their commitment to their organization. In short, they argued that job commitment is more secure when job insecurity is diminished. They further argue that job insecurity is diminished when employment is secure but is bolstered in the absence of it making employees less motivated and committed to their organization. Relationship with Staff/Colleagues In aiming to establish a strong sense of job satisfaction and commitment to an organization, Robinson (2003 - as cited by Alsiewi & Syed Agil, 2014) suggests it should look for ways to build up a sense of affinity and emotional attachments amongst the workforce. This, as being suggested, could be done through professional or group activities both in and out of the workplace. Building, nurturing, and sustaining a successful school learning climate amongst those who work in the school has long been regarded as a pivotal task of educational leaders and a necessary lever to improve student learning and achievement. The finding supports the argument that principals have a strong influence on student outcomes through and by how they manage and relate to their teachers (Price & Moolenaar, 2015).
13 The relationship between staff, supervisors, and principals is significant in any organizational structure. Educational institutions are complex organizations, to achieve quality results as well as to maintain a friendly working environment where staff is mindful and supportive of each other. Alsiewi and Syed Agil (2014) study cited earlier, indicated that the feelings of satisfaction towards teaching staff and principals were the fourth-highest determinant in ensuring commitment of staff to their schools. Meador (2019) argues that the quality of relationships between teachers and principals may be polarizing or at least contrasting at times. However, if the relationship is supportive, yet professionally challenging, and equally encouraging, then one of the roles of a principal in developing teachers’ potential for the benefits of the pupils they teach may be reached. This would boost an individual’s sense of job satisfaction at the same time. However, if relationships are supportive, challenging, and encouraging, then one of the roles of a principal, which is to develop their teachers’ needs to maximize their potential for the benefits of the pupils they teach, can be reached. This can boost an individual’s sense of job satisfaction at the same time. Meador further argues that teachers should understand that the principal will fill whatever role they need to help a teacher grow and improve. At the same time, teachers should also recognize the value of building a trusting relationship with their principal as they too will ultimately benefit. Growth and Development Opportunities If management teams provide their employees with further opportunities for growth and development, the employees should be able to grow professionally and academically. This would further contribute to positive levels of their job satisfaction. Such opportunities may include providing or continuing education courses,
14 reimbursement of the costs of these, career development, skill training, and opportunities for further promotion, for example. McElroy (2010) in a study evaluating the impact of career growth on organizational commitment indicated that developing one's professional abilities allows an employee to identify with the goals and values of the organization in which they work. Alsiewi and Syed Agil (2014) also indicate that there is a significant relationship between job satisfaction with growth and development opportunities and affective commitment amongst government primary school teachers. A similar study done by Rogel (2018), indicates that an employee’s perception of the opportunities they are provided to enable their personal professional growth and development is one of the most important predictors of employee engagement and satisfaction. However, Olurotimi, Asad and, Abdulrauf’s (2015) findings from a study of all secondary schools in Uganda in the district of Mbale concluded that there is only a moderately significant relationship between the teacher commitment to their place of work and the development opportunities they are afforded. Teachers’ Commitment Teachers play an important role in educating a country’s population and educating the future leaders of the society in which they work. One of the ways how this is achieved is through the degree and extent of the teachers’ commitment to their work and the organization. A study was undertaken in the banking sector comprising 201 respondents in Ho Chi Minh City, Vietnam by Nguyen, Mai, and Nguyen (2014) indicated that commitment can contribute to workforce stability and improved customer service. Teacher commitment has been viewed as a multidimensional concept. For instance,
15 Meyer and Allen (1991) reviewed prior research to define three dimensions or ‘mindsets’ that underpin a definition of commitment. They label these affective, normative, and continuance. Altun (2017) defines commitment as a sense of belonging to an organization that people show their dedication and loyalty to work towards its goals. Teacher commitment can be viewed as an emotional link between teachers and the school in which they give full engagement in promoting the school they work for through the quality of teaching. In a study evaluating the impacts of teacher commitment on student achievement in schools in Iraq, Altul (2017) also argues that teaching commitment is an essential force that encourages teachers to put more effort into meeting the needs of every individual student. In addition, the idea of passion is added as another core descriptor in defining committed teachers. Passionate teachers, he suggests, tend to take a proactive approach in creating an effective learning environment to bring out the best possible outcomes for students. Mart (2013) further argues that the commitment of a passionate teacher is recognized as distinctive through his or her enthusiasm in helping students with achievement. Organizational Commitment Organizational commitment plays a pivotal role in determining whether an employee will stay with the organization for a longer time and work wholeheartedly and passionately towards supporting the organization’s aims and goals. According to Sinani (2016), the concept of organizational commitment is a relatively new concept in the field of Organizational Management and Psychology which is a separate field. Meyer and Allen (1991) describe organizational commitment as a member's psychological attachment to an organization or institution in which they work.
16 However, Colquit et al. (2013) describe organizational commitment as the desire on the part of an employee to retain their position within the organization whereas, Zhu, Devos, and Li (2011) state that organizational commitment reflects a sense of belonging, and individuals garner common values, aims, and the culture of the organization. According to Scholl (2008), organizational commitment consists of the following components: Identification with the organization's goals and/or mission statement. This is often demonstrated through voicing and exhibiting a sense of pride in, and defense of the organization. A desire to cultivate a long-term membership in the organization and intention to remain within it. This is often described as loyalty. High levels of ‘extra-role behavior’, that is behavior and actions that go beyond required day-to-day performance that are basic tenets of the position. This is often referred to as ‘citizenship behavior’ or ‘pro-social behavior’. Meyer and Allen (1991) proposed a three-component model of organizational commitment. These three components have implications for the continuing participation of the individual in the organization. They argue that these three elements closely refer to the psychological state of an employee. Hence, affective, continuance, and normative. Affective commitment refers to psychological attachment, identification, and involvement that an employee has with its organization and organizational goals (Kumari & Alfroz, 2013). It also refers to the willingness and readiness of the employee to exert effort and energy on assisting the organization to achieve its goals (Meyer & Allen 1991). One of the main factors of affective commitment is a strong desire to remain a member of the organization, often for many years at a time. Affective commitment encompasses
17 loyalty, but it is also characterized by a deep concern for the organization’s welfare (Nelson & Quick, 2013). Teachers will demonstrate affective commitment if they perceive that the organization is being supportive or treating them fairly and equitably (Meyer & Allen 1991). The affective commitment may also be influenced by whether the organization is seen as a source of rewarding outcomes (Jex & Britt, 2008). Continuance commitment is employees’ or teachers’ in particular, willingness to remain in an organization because of the investment that the employee has with a nontransferable investment such as training opportunities (Umoh, Amah, & Wokocha 2014). A study by Muma, Bravo, and Omandi (2014) of 173 lecturers in Kenyan universities indicated that where professional training for staff was found to be inadequate, the commitment was less forthcoming. A similar study by Nelson and Quick (2013) stated that continuance commitment is an employee’s tendency to remain in an organization because the person may not afford to leave. It also refers to costs associated with leaving the organization. Sometimes, teachers believe that if they leave, they will ‘lose’ the investment they have made in the current organization in respect of time, effort, accrued benefits and that perceive that they cannot readily replace these investments. Jex and Britt (2008) pointed out that the proposed determinant of continuance commitment is the degree to which teachers perceive other viable alternatives on offer compared to those offered by their present employer. Normative commitment is perceived as a sense of obligation or commitment that an employee has towards the workplace (Meyer & Allen 1991; Nelson & Quick, 2013). This type of commitment occurs when the employee feels the sense of obligation to stay in the organization because they believe that is the right thing to do.
18 Demographic Profile of the Respondents Gender. Vlosky and Aguilar (2009) as cited in Shongzan (2015) reported that the position for females was often lower in stature and income than for males, yet females reported higher levels of commitment and job commitment, particularly if there is higherlevel job security evident in the workplace. DeCotis and Summers, as cited in Kargar (2012) showed that females tend to be more dedicated to the organization and pay more attention to the organization’s fate rather than males do. However, the difference is not significant. However, Khalili and Asmawi (2012), as cited in Clarence and George (2018), conducted a study involving 108 employees in a small company in Iran. The research explored the effect of gender differences on organizational commitment indicated that men and women have no difference in overall organizational commitment, although there was a significant difference in normative commitment where women demonstrated a higher level of this. In affective and continuance scale, men were found to be more committed than women. However, whether gender has any role in facilitating organizational commitment remains a steady area of research for many scholars. Age. There is an ongoing discussion on whether age affects a personal commitment to their organization. Allen and Meyer (1993) proposed that it becomes difficult to investigate age as one of the variables because there are other variables that also affect age such as tenure, life experience, and career experience (Clarence & George, 2018). However, Ostroff and Atwater (2003) as cited in Shongzan (2015) in a study of 2173 managers in the USA asserted age is another demographic characteristic that may
19 be associated with workplace value and overall commitment. Yucel and Bektas (2012) as cited in Clarence and George (2018) undertook a study of teachers in secondary schools in Turkey to explore whether age plays a moderator role in the relationship between job satisfaction and employees’ commitment. The outcomes of the study indicated that age differences among teachers have a moderating effect on relationships between the degree of job satisfaction and employees’ commitment. In summary, the results showed that the effects were not significant. Having said that, Khurshid (2012) as cited in Clarence & George (2018) study indicates that older workers are more committed to their place of work compared to newly appointed workers. Jena (2015) found that age was positively related to employees’ commitment. Marital Status. Personal characteristics like marital status and length of service have a significant positive correlation with organizational commitment (Igbeneghu & Popoola (2010) as cited in Clarence & George (2018). An analysis of different studies on the influence of marital status on organizational commitment of teachers in Turkey concluded that it is debatable to argue one way or the other whether married employees are more committed to their place of work compared to single employees (Çoğaltaya (2015) as cited in Clarence and George (2018). However, Southgate (2005) as cited in Shongzan (2015) demonstrated that there is a relationship between marital status and teachers' commitment and there are different reasons for this. Findings showed that single teachers had higher levels of career commitment than those that may be divorced, for example. Daly (2011) Brad and Wilcox studies revealed that on average, men who are and stay married work harder, more effectively, and earn more money than their unmarried peers. However, Shongzan (2015) in Higher Education in Asia study indicates
20 that on organizational commitment, both single and married were equally committed. Length of Service. Clarence and George (2018) undertook a study to determine the impact of demographic variables on organizational commitment in the Catholic teaching colleges in Bangalore, India. The study indicated that there was no significant difference due to work experience in the level of Organizational Commitment of employees or as characterized by age or educational qualifications attained. Khurshid and Fauzia (2015) examined the role of a demographic factor in predicting the commitment among college teachers in Islamabad. The results indicated that teachers who work for longer years demonstrate higher commitment. Educational Attainment. The argument here is whether the educational qualifications that an employee has attained are viewed positively or negatively concerning organizational commitment. In a study of hotel employees’ satisfaction in the province of Cordoba, Spain aiming to determine the impact of prior educational attainment affected employees’ job satisfaction, the researchers, Gonzale, Sanchez & Lopez-Guzman (2016) concluded that where a lower level of educational attainment was evident in the workforce, a higher level of commitment was, however, evident. In addition, a further study by Mathieu and Zajac, as cited in Adio (2010) indicated that older personnel demonstrate more commitment to an organization as younger people have more of a tendency to alternate jobs more frequently. Buchanan, as cited in Hargar’s (2012) study indicated that there is a weak correlation between education and organizational commitment. The study proposes that the more educated a person appears to be, the more aspirational in terms of seeking different job opportunities.
21 Conceptual Framework The theory of teacher commitment is concerned with people that are involved and committed to remaining in the organization. This is operated in three different ways based on different states of psychology. These three components of teacher commitment are: (a) Affective Commitment which is defined as the positive emotional attachment that employees have for their organization; (b) Continuance Commitment refers to the level of commitment where employees are well acknowledged that it would be better to stay rather than leave the organization; (c) Normative Commitment is the degree of employees’ desire to be loyal to an organization because of a sense of obligation (Meyer & Allen 1991). Research Paradigm Research Paradigm illustrating the relationship between teacher commitment and job satisfaction in international schools in HCMC is shown in figure 1.
22 Figure 1. Research Paradigm
23 CHAPTER 3 RESEARCH METHODOLOGY This chapter deals with the methodology of the study. It presents the research design used in this study and variables, population and sampling, and research instruments. It also presents data gathering procedures, statistical treatment, and ethical considerations used in this study. Research Design The researcher utilized a quantitative research method and used a DescriptiveCorrelation research design that allowed the researcher to determine if two or more variables were associated with each other by explaining their relationship (Fraenkel & Wallen, 2010). The researcher collected the information without making any attempt to make the changes to the study subject. The researcher tried to avoid direct interaction with the environment. Data was collected using a structured questionnaire. Population and Sampling Techniques The population of the study was comprised of regular teachers working in primary and secondary international schools in HCMC for the collegiate year 2019-2020. Regular non-teaching personnel was not be included. The sampling mainly focused on regular teachers who were knowledgeable about English, and who were present and willing to participate in this study were given the questionnaires. The survey was taken in four international schools in Ho Chi Minh City, namely
24 Vietnam Australia International School (VAS), EMG education, Canadian International School (CIS), and EMASI bilingual international School. All the respondents were fulltime teachers including expatriate teachers and local teachers, who were working in International Programs. Therefore, no translation was required. Data Gathering Procedures The data was gathered through the administration of a questionnaire. The researcher immediately started the data gathering right after the validation and reliability test. In the data gathering process, the researcher procured an approval letter from the chair, Faculty of Education, University office. Contacts then were made with all school principals through e-mail, phone, including personal visits, and identify the schools where the researcher was able to personally conduct the study. The researcher personally administered the questionnaire to all the identified primary and secondary international schools. However, in some cases of time and financial constraints or unavoidable circumstances, the researcher used family members and friends to administer on my behalf. They were given a thorough briefing about the procedures of conducting and retrieving the questionnaires. The briefing covered voluntary participation, confidentiality, ethics, distribution, collection, and sending out of questionnaire. Research Instruments To achieve the purposes of the study, the researcher used a constructed Likerttype questionnaire for both variables as guided by the literature. This instrument was be sub-divided into three parts: Part I deals with the demographic profile of the respondents of the study, Part II deals with the dependent variable, teacher commitment, with the
25 following construct of organizational commitment. And Part III independent variable, overall job satisfaction with the following construct: pay and benefits, job security, relationship with teaching staff and principals, and growth and development opportunities with a Likert’s five scales range: 5 = strongly agree, 4 = agree, 3 = moderately agree, 2 = disagree, and 1 = strongly disagree. Data Analysis Techniques The data was gathered, analyzed, interpreted, and determined with the assistance of the University Statistician using the Statistical Package for Social Sciences (SPSS). The study will describe the statistics particularly as the following: Percentage and Frequency were used to compute for the demographic profile of the respondents, whereas Mean and Standard Deviation were used to determine the degree of teacher commitment. Cohen’s D was also used to indicate the standardized size difference between the two means. Reverse coding was used with items that are negatively phrased so that all the variables are consistent. This is to recode the responses so that a high score is transformed into the corresponding low score on the scale. Cronbach Alpha was used as a measure of scale reliability and consistency. Skewness measurement was used to check if the data is symmetrical, or more precisely, the lack of symmetry. Pearson-r Correlation was used to determine the correlation between organizational commitment and job satisfaction. Multiple Regressions were used to determine the predictor of teacher commitment.
26 T-test and ANOVA were used to examine whether group Mean differs from one another. The results of the study in terms of correlation and prediction were interpreted at .01 and .05 levels of significance. Ethical Consideration These guidelines dealt with voluntary participation, no harm to respondents, anonymity, and confidentiality, identifying purpose and sponsor, analysis as well as reporting. The researcher carefully considered whether any type of unintended harm including psychological harm, financial harm – for example, researching unethical behavior within a given firm may provide a leader team with information of individual employees that might result in an individual gets fired or other emotional disturbance, and social harm – for example, researching a biography of respondents may unintentionally disclose an individual’s sexual orientation while that person wanted it to be confidential, could occur when planning the research to ensure that mechanisms were instituted to remove it. Each guideline was addressed clearly to help eliminate or control any ethical concerns. For confidentiality, each ethical guideline was to avoid possible harm to respondents. The questionnaires answered by the teachers were quickly placed in an envelope, not to be shared with anyone. For anonymity, respondents’ identities will be protected. The names of schools and teachers will not be disclosed in the questionnaires. For purpose of the study, all the respondents are well informed about the purpose of the survey which will be utilized only for academic purposes. Part of the ethical guidelines is the responsibility of the researcher to accurately report both the methods and the results of the surveys to professional colleagues in the educational community. The researcher assumes the responsibility to report problems and
27 weaknesses experienced as well as the positive results of the study. The researcher personally administered the questionnaires in four international schools in Ho Chi Minh City. However, due to the time constraints, and the pandemic situation given, some of the data was collected through emails. The data collection started on the first of March, 2020, and ended on the end of November, 2020. The process took 9 months, which was longer than expected due to the pandemic situation.
28 CHAPTER 4 RESULTS OF STUDY AND DISCUSSION This chapter presents a detailed analysis and interpretation of data generated in assessing the relationship between job satisfaction and the commitment of teachers in selected international schools in Ho Chi Minh City, Vietnam. Multiple regression was applied to explain the variance of teacher commitment through its relationship with job satisfaction factors and the control variables of gender, age, marital status, length of service, and educational attainment. First, the demographic characteristics of the data analyses are presented. Second, the reliability estimates of the main variables used in this study are reported. Finally, the results of the analysis for each research question are reported and interpreted. The study reveals that teachers, in general, tend to put more personal investment, sacrifices and seem to be faithful to the organization for the good fate of the institution or the organization (Al – zu’bi, 2014). According to Brown et al. (2011), loyalty is one of the key elements to assess high performance in any workplace. Loyalty is considered the major focus. According to Keiningham and Aksoy (2009), the core element of the success of any institution is laid in the loyalty of workers. Teachers may be provided with all the conveniences, but once the values of one’s loyalty are affected, they are more likely to leave the institution (Reichheld, 2001).
29 Demographic Characteristics There were one hundred and sixty-three teachers at four international schools in Ho Chi Minh city participating in this study, namely Vietnam Australia International School (VAS), EMG education, Canadian International School (CIS), and EMASI bilingual international School. The demographic characteristics are summarized in table 1. These respondents are mostly males (52.1%), under 35-year-old-group (52.7%), married (61.3%), and with Bachelor degree (62.0%). In addition, most of the participants have fewer teaching experiences from 1 to 5 years (44,8%). Table 1. Demographic Characteristics Variable n % Gender Male 85 52.1 Female 78 47.9 Marital status Single 52 31.9 Married 100 61.3 Separated 11 6.7 Age group 26 - 30 18 11.0 31 – 35 68 41.7 36 – 40 33 20.2 41 – 45 21 12.9 46 – 50 4 2.5 51 – 55 17 10.4 56 + 2 1.2 Educational level Two-year course 6 3.7 Bachelors 101 62.0 Masters 55 33.7 Doctorate 1 0.6
30 Table 1 continues Years of experience 1 – 5 73 44.8 6 – 10 39 23.9 11 – 15 18 11 16 – 20 24 14.7 21 – 25 8 4 26 – 30 1 0.6 Internal Consistency Reliability Table 2 indicates the internal consistency reliability for all the items including total scale and sub-scales. Taber (2008) suggested that the following criteria for evaluating Cronbach’s alpha are .7 - acceptable, .8 – good, .9 – very good. For teacher commitment, the total scale reliability is .85 and for job satisfaction, the total scale reliability is .90. In addition, the subscales for job satisfaction have reliabilities from a low of .65 for growth and development to a high of .86 for feelings towards staff/ colleagues. Overall, based on this reliability, the general estimates may be considered satisfactory. Table 2. Reliability Estimates Variable Number of item Cronbach’s alpha Teacher commitment 15 0.85 Job Satisfaction 20 0.90 Pay and benefits 5 0.83 Job security 4 0.77 Feeling towards staff/colleague 7 0.86 Growth and development 4 0.65
31 Order of Presentation in Line with Research Questions and Data Analysis Research question 1. What is the perception about job satisfaction of primary and secondary teachers at International Schools in Ho Chi Minh City in terms of the following? a. Pay and Benefits b. Job Security c. Feelings towards teaching staff/colleagues d. Growth and Development activities In this study, descriptive statistics were used to analyze the data to determine the levels of job satisfaction among teachers at international schools. Table 3 provides a summary of the descriptive statistics for each of the continuous variables. For job satisfaction, the total scale means is 3.84 (SD = 0.56) indicates an overall moderate level of satisfaction. Table 3. Mean, Standard Deviation Variable M SD Teacher Commitment 3.70 0.50 Job Satisfaction 3.84 0.56 Note. M and SD are used to represent mean and standard deviation, respectively. Table 4 summates the descriptive statistics of the four aspects of job satisfaction. It is reported that there is a subscale mean range from a low level of satisfaction of 3.62 (SD = 0.61) for growth and development to a high level of satisfaction of 4.07 (SD = 0.72) for feelings towards staff/colleagues. From these results, it can be claimed that the
32 teachers in international schools in HCMC have a moderate level of satisfaction with these four aspects of job satisfaction. In addition, with skewness statistics from the lowest of -.017 to the highest of -1.15, these variables may be considered as normally distributed (George and Mallery, 2003). Table 4. Job Satisfaction Subscale Descriptive Statistics (n=163) Variable min max M SD Skewness Feelings towards staff/colleagues 1.86 5.00 4.07 0.72 -1.15 Pay and benefits 2.40 5.00 3.80 0.71 -0.17 Job security 1.75 5.00 3.72 0.71 -1.07 Growth and development 2.00 4.75 3.62 0.61 -0.30 Note. M and SD are used to represent mean and standard deviation, respectively. Tables 5, 6, 7, 8 report the details of item level statistics for each of the job satisfaction sub-scales. The data is presented from the most satisfying features to the least satisfying features. For example, regarding feelings towards staff and colleagues, item means range from a low of 3.63 (SD = 1.23) for their perception of their leaders in the workplace to a high of 4.42 (SD = 0.89) for being “happy with the job location”. For pay and benefits, teachers were satisfied with the “present working hours” (M = 3.93, SD = 0.84) and with “employee assistance policy” (M = 3.87, SD = 0.82). However, there is a big difference with existing payment satisfaction. Teachers are mildly happy with the payment structure of the company (M = 3.68, SD = .90). For job security, they appear to be “happy with overall job security” (M = 3.76, SD = 0.96). Also, in doing their jobs, they are satisfied and felt a sense of “personal achievement” (M = 4.00, SD = 0.71). In contrast, respondents did not agree with the performance appraisal policy of the company (M = 3.50, SD = 1.19). They thought they have not been awarded accordingly to what
33 they have been putting in accomplishing the given tasks (M = 3.45, SD = 0.76). Given these results, teachers at international schools in Ho Chi Minh city were seen to be moderately satisfied with their job. Eighty percent or more of the teachers “mildly agreed”, “agreed”, or “strongly agreed” with each of the job satisfaction items. Table 5. Feelings Towards Staff/Colleagues Item Statistics (n=163) Statement M SD %a 12 I am happy with the job location. 4.42 0.89 95.1 11 I am happy with my work responsibilities. 4.25 0.71 99.4 10 I am satisfied with the working environment. 4.16 1.00 95.1 13 I am satisfied with various activities in the firm and love participating in them. 4.05 0.93 94.5 14 I am satisfied with the working relationships with people around me. 4.00 1.02 95.1 15 I am satisfied with the given right to put forward my opinions. 3.96 0.96 95.1 16 I am satisfied with the leaders in my workplace as positive role model. 3.63 1.23 79.8 Note: aPercent “mildly agree, agree and strongly agree”. Table 6. Pay and Benefits Item Statistics (n=163) Statement M SD %a 1 I am satisfied with present working hours. 3.93 0.84 95.7 5 I am satisfied with employee assistance policy (e.g.-lunch & transport etc.) of the company. 3.87 0.82 92.6 3 I am satisfied with the compensation I receive, and I think it reflects my responsibilities. 3.82 1.10 83.4 4 I am happy with the leave policies. 3.71 0.87 93.9 2 I am satisfied with the existing payment structure of the company. 3.68 0.9 90.2 Note: aPercent “mildly agree, agree and strongly agree”
34 Table 7. Job and Security Item Statistics (n=163) Statement M SD %a 8 I am happy with overall job security. 3.76 0.96 94.5 6 I am satisfied with long-term benefits and insurance policy of the company. 3.76 0.87 87.7 7 I am satisfied with the medium and long-term prospects by working for the company. 3.75 0.91 94.5 9 I am satisfied and able to maintain a healthy balance between work and family life. 3.63 0.93 85.3 Note: aPercent “mildly agree, agree and strongly agree” Table 8. Growth and Development Item Statistics (n=63) Statement M SD %a 19 Fulfilling my responsibilities gives me a feeling of satisfaction and personal achievement. 4.00 0.71 100.0 18 I am satisfied with the recognition and rewards for my works and contribution. 3.53 0.79 91.4 17 I am satisfied with the present performance appraisal policy of the company. 3.50 1.19 79.2 20 I am satisfied and I think I have been awarded right set of duties, as per my ability. 3.45 0.76 95.7 Note:aPercent “mildly agree, agree and strongly agree”. Research Question 2. What is the degree of commitment of the respondents in terms of ‘teacher commitment’? Teachers were asked to complete the Teacher Commitment Questionnaire (TCQ), a general measure of commitment to an organization which, in this study, are the school at which the teachers were teaching. The overall scale mean was 3.70 (SD = 0.50) which
35 indicates a moderate level of commitment. Table 9 indicates the statistics of the level of each teacher commitment item. Teachers reported that they made a good contribution to decision working at their current schools (M = 4.85, SD = 0.44). Also, they agreed to put extra effort to contribute to the success of their schools (M = 4.47, SD = 0.73). Respondents also claimed that they were royal to their schools (M = 4.28, SD = 0.85); and were “extremely glad” that they chose the schools to work (M = 4.24, SD = 0.92). In addition, respondents agreed with the statement that “I am proud to tell others that I am part of this organization” (M = 4.08, SD = 0.84) and “I talk up this organization to my friends as a great organization to work for” (M = 4.01, SD = 0.96). Overall, it is reported that 70% or more of the teachers “mildly agreed”, “agreed”, or “strongly agreed” with each of the teacher commitment items. Table 9. Teacher Commitment Item Statistics (n=163) Statement M SD %a 15R Deciding to work in this organization was a definite mistake on my part. 4.85 0.44 99.4 1 I am willing to put in a great deal of effort beyond that normally expected in order to help this organization be successful. 4.47 0.73 100 3R I feel very little loyalty to this organization. 4.28 0.85 95.1 10 I am extremely glad that I chose this organization to work for over others I was considering at the time I joined. 4.24 0.92 94.5 6 I am proud to tell others that I am part of this organization. 4.08 0.84 99.4 2 I talk up this organization to my friends as a great organization to work for. 4.01 0.96 93.9 13 I really care about the fate of this organization. 3.91 0.92 90.2
36 Table 9 continued 5 I find that my values and organization values are very similar. 3.59 0.8 88.3 11R There’s not too much to be gained by sticking with this organization indefinitely. 3.45 1.12 86.5 8 This organization really inspires the best in me in the way of job performance. 3.33 1 77.9 4 I would accept almost any job assignment in order to keep working for this organization. 3.29 1.16 77.3 12R Often, I find it difficult to agree with this organization’s policies on important matters relating to its employees. 3.26 0.95 76.1 9R I would take very little change in my present circumstances to cause me to leave this organization. 3.18 1.36 68.7 14 For me this is the best of all possible organizations for which to work. 3.18 1.34 73.7 7R I could just as well be working for a different organization as long as the type of work was similar. 2.41 0.87 38 Note: aPercent “mildly agree, agree and strongly agree”.R refers to reversed. Research Question 3. Is there a relationship between teacher commitment and the job satisfaction of the respondents? A multiple regression analysis was conducted to determine the extent to which teacher commitment was related to job satisfaction. Statistical significance was set at α=.05. Table 10 indicates the bivariate correlation coefficients. All coefficients are statistically significant a p < .001. It is reported that the correlation between teacher commitment and pay and benefits is weak at .35. However, the strongest correlation is the correlation between teacher commitment and feelings towards staff/colleagues, which is at .80. This is followed by the correlation between teacher commitment and growth and development activities; teacher commitment and job security, which is at .70 and .60 respectively.
37 Table 10. Variable Mean, Standard Deviation, and Bivariate Correlation (n=163) Variable M SD 2 3 4 5 1 Teacher commitment 3.70 0.55 0.35 0.60 0.80 0.70 2 Pay and benefits 3.80 0.71 0.64 0.31 0.56 3 Job security 3.72 0.71 0.53 0.51 4 Feelings towards staff/colleagues 4.07 0.72 0.68 5 Growth and development activities 3.62 0.61 Note: all correlation coefficients are significant at .001. Table 11 indicates the results of the standard regression analysis. The set of job satisfaction variables, including pay and benefits, job security, feelings towards staff/colleagues, and growth and development, explains about 72% (R2=.715, Adj. R 2=.708) of the variances in teacher commitment. The regression model is statistically significant (F (4,158) = 99.27, p<.001). In addition, all job satisfaction sub-scales were significant predictors (p≤.001). The strongest predictor is feelings towards staff/colleagues (β=.477), followed by growth and development (β=.321) and job security (β=.283) and lastly pay and benefits (β=.161). From these results, it is indicated that teachers who are committed to their schools are more likely to be satisfied with their relationships with their colleagues and school staff, opportunities for professional growth and development, as well as with their job security. Research Question 4. Is there a significant difference in the organizational commitment of the teachers when grouped according to…? a. Gender b. Age
38 c. Marital status d. Length of service e. Educational attainment Table 11. Regression Analysis Results (n=163) Model b SE β t p (Constant) .823 .164 5.031 <.001 Pay and Benefits -.126 .048 -.161 -2.591 .001 Job security .221 .048 .283 4.563 <.001 Feelings towards teaching staff/colleagues .367 .049 .477 7.473 <.001 Growth and development activities .387 .060 .321 4.765 <.001 Note: R 2=.715, Adj. R 2=.708, F (4,158) = 99.27, p<.001 To answer this research question, independent samples t-test and one-way analysis of variance were used to analyze the data. Independent samples t-test was used to examine gender, marital status, and educational level differences on teacher commitment. One-way analysis of variance was used to examine age group and years of experience differences. Statistical significance was set at α=.05. The results are as follows: Gender and Teacher Commitment Table 12 summarizes the result of the independent samples t-test for comparing male and female teachers on commitment. It is reported that female teachers seemed to be slightly more committed to the schools (M=3.80, SD=0.30) rather than their male counterparts (M=3.6, SD=0.70). However, this difference is not statistically significant (p=.32). The magnitude of the difference is also small (Cohen’s d= -.34).
39 Table 12. Independent Samples T-Test Result For Gender. Gender n M SD t df p ES(d) Male 85 3.61 0.70 -2.17 161 .0.32 -0.34 Female 78 3.80 0.30 Age Groups and Teacher Commitment Table 13 indicates the result of the one-way analysis of variance used to compare age group on teacher commitment. Also, a plot of the group means is illustrated in Figure 1. It is reported that the group of the 46+ and 26-30-year-old range appeared to be the most committed teachers (M = 3.90, SD = 0.13), followed by the age group of 26-30 (M = 3.89, SD = 0.28) and teachers who were aged from 41-45 (M = 3.81, SD = 1.27). Meanwhile, those who were 31-35 years old are reported to show the least commitment to the workplace (M = 3.58, SD = 0.30). Overall, it can be seen that the levels of commitment based on age groups are statistically significant (F(4,158)= 2.54, p=.04, η 2=.06). Table 13. Analysis of Variance Results Comparing Age Groups Age Group N M SD F df1, df2 p η2 26-30 18 3.89 0.28 2.54 4, 158 .04 .06 31-35 68 3.58 0.30 36-40 33 3.65 0.45 41-45 21 3.81 1.27 46 + 23 3.90 0.13
40 Figure 2. Means Plot Of Teacher Commitment By Age Group. Based on Games-Howell Post Hoc comparison results, it is indicated that teachers who were 26-30-year-old (M=3.89, SD=0.28) and those who were 46 years and above (M=3.90, SD=0.13) are significantly more committed to their organization than those who were 31-35 years old (M=3.58, SD=0.30). Figure 1 also shows that teachers aged 46 and above (M=3.90, SD=0.13) were significantly more committed than those who were 36-40-year-old (M=3.65, SD=0.45). Marital Status and Teacher Commitment Table 14 indicates the result of a one-way analysis of variance which was used to compare marital status on teacher commitment. Among 163 participants, there were 6 ‘separated’ teachers. Therefore, for the purpose of this study, the 6 ‘separated’ teachers were combined with the ‘married’ teachers as a combined group for comparison purposes. It is reported that single teachers had a mean of 3.64 (SD=0.22) while married/previously married teachers had a mean of 3.74 (SD=0.65). This meant there was 3.89 3.58 3.65 3.81 3.9 3.38 3.5 3.63 3.75 3.88 4. Teacher commitment Mean 26 - 30 31 - 35 36 - 40 41 - 45 46 + Age Group Teacher Commitment by Age Group GroupMean
41 a slight difference in terms of commitment between single teachers and married teachers. Teachers who were married seemed to show more commitment to the workplace compared to those who were single. However, the independent samples t-test showed that there was no statistically significant difference between the groups of teachers on organizational commitment (t(136.9)= -1.38, p=.17, d=-0.18). Table 14. Independent Sample T-Test Result Comparing Marital Status Marital status n M SD t df p ES(d) Single 60 3.64 0.22 -1.38 136.9 .17 -0.18 Married/previously married 103 3.74 0.65 Years of Teaching Experience and Teacher Commitment Table 15 indicates the differences in organizational commitment based on years of teaching experience. Teachers who have 6-10 years of experience were reported to have the highest level of commitment while teachers with 1-5 years of experience had the lowest level of commitment (M = 3.82, SD = 0.24 and M = 3.61, SD = 0.31, respectively). Meanwhile, teachers with 11-15 years of experience (M = 3.77, SD = 0.10) and those with more than 16 years of experience (M = 3.77, SD = 1.07) seemed to have the same level of commitment to the workplace. However, the differences in commitment among the four groups of teachers were not statistically significant (F(3, 159)=1.46, p=.23, η 2=.03). This result suggests that organizational commitment is not dependent upon years of teaching experience.
42 Table 15 Analysis of Variance Results Comparing Years of Experience Groups Experience n M SD F df1, df2 p η2 1-5 80 3.61 .31 1.46 3, 159 .23 .03 6-10 35 3.82 .24 11-15 16 3.77 .10 16+ 32 3.77 1.07 Educational Level and Teacher Commitment. Table 16 indicates the result of the independent samples t-test which was used to compare levels of commitment between teachers who held Bachelor’s Degrees and teachers who held Masters. It is reported that both teachers with Bachelors (M=317, SD=0.33) and those with Masters (M=3.69, SD=0.83) appeared to have a moderate level of organizational commitment. Overall, there was no significant difference between the two groups of teachers (t(154)=0.248, p=.80, d=0.04). Table 16. Independent Sample T-Test Result Comparing Educational Level Degree n M SD t df p ES(d) Bachelors 101 3.71 0.33 0.248 154 .80 0.04 Masters 55 3.69 0.83