CHAPTER 1: Introduction

1.1 Background of the study

Education is considered crucial for any nation to progress and prosper socially, rationally and
economically. Teachers can subscribe greatly to this prosperity by keeping the value of the
education activity, so it is important for educational forces at all stages to enhance the
condition and capability of teachers’ performance. Institutions demand inspired and devoted
educators who are protected in their task and who have the capacity to expand their functions
to a great standard in order to develop academicals approach strongly and to attain objectives.

The analysis of job satisfaction and motivation in learning in general and among teachers in
particular has appealed to the preoccupation of many researchers. Enough literature addresses
the importance of teachers’ job satisfaction and motivation, including its effects on their
confinement, acknowledgement and absenteeism (Dupré & Day, 2007; Perrachione, Rosser, &
Petersen, 2008; Oshagbemi, 1999; Shann, 1998), their capacity, originality and achievement (Al-
Hussami, 2008; Ellickson, 2002) and their prosperity (Akhtar, Hashmi, & Naqvi 2010). Satisfied
and motivated teachers also ameliorate students’ inducement and acquirement (Bishay, 1996;
Hurren, 2006; Jesus & Lens, 2005; Shann, 1998; Nguni, Sleegers, & Denessen, 2006) and
constitute it more achievable that educational ambitions and work objectives will be
accomplished (Aronson, Laurenceau, Sieveking, & Bellet, 2005; Otube, 2004; Rasheed, Aslam, &
Sarwar, 2010; Warr & Clapperton, 2010).

Thus,in UDM and in any other institutions, teachers’ job satisfaction and motivation can be
identify to influence not only the lecturers themselves, but their students also, the condition
of the educational evolution, the advancement of the academical combination and the
wellbeing of the radical association.

Demographically associated aspects have also began to influence job satisfaction among
institutions. With interest to ‘gender’, the outcomes of studies have recorded that male
academics had fundamentally bigger levels of inclusive job satisfaction than their female
opposite [46-48]. In different circumstances, Egbule [49] established that male lecturers were
accordingly less satisfied with their job than their female counterparts were.

Beyond this, ‘age’ has been addressed to affect the job satisfaction levels of lecturers. Sadeghi
et al [47] created that academic staff of 56 years or more was more appeased than those in
other age groups. In contrast, Paul & Phua [37] found that the fulfillment level collapsed for
those aged between 45 to 52 years. In a cross-national research to analyse teachers’
commitment in five countries: Australia, Canada, China (Hong Kong), Indonesia, and Oman, the
results indicated a powerful but exhausted interconnection between workers ages and
obligation [50]. Conversely to this, Karslı & Iskender [51] found that age was not a significant
element arrousing the motivational level of teachers and their commitment to the organisation.

Moreover, ‘status’, that is, the job position/rank has also been reported to affect job
satisfaction. In a study carried on at three Malaysian Research Universities, Sadeghi et al [47]
proclaimed that professors were more contented in terms of their overall indulgence in
comparison to their correspondents in other academic ranks. Also, the results came out with
that co-worker lecturers were less satisfied related to the more advanced lecturers and
lecturers, but a cogent characteristic only abind between associate teachers and teachers.

1.2 Problem Statement

Many research have look into employees’ job satisfaction and motivation from different
judgement. Analysts and directors assume to put consequential aims into determining and
appraising the elements stirring job satisfaction (Gautam, Mandal, & Dalal, 2006; Spector,
1997). In the educational relation, teachers’ job satisfaction has been extensively explored,
particularly in developed countries such as the UK and the USA (Koustelios, 2001), although
Hinks (2009) altercates that the argument is fairly essential to developing countries, for the
same critical apprehensions. Certainly, teachers in several parts of the world have been
established to alter in their equivalent satisfaction at work.
MetLife (2011; 2012) broadcasts an expressive fresh fall in US teachers’ satisfaction, spreading
to its lowest stage in 25 years, bring together with an increasing number who advised to seek
another avocation or who did not feel that their actual jobs as teachers were safe. In the UK,
Klassen and Anderson (2009) described a fall in teachers’ job satisfaction since the 1960s, when
extrinsic factors such as salary, buildings and equipment were abundantly devolving on
teachers’ dissatisfaction, whereas their analogs in 2007 were more abstracted with intrinsic
factors including time compression and students’ action. Therefore, employees who seems
happy with the work now could well be disappointed in the future and vice versa (Gesinde &
Adejumo, 2012). This advocates a continuing need for exploration to arbitrate how satisfied
employees are with their jobs and to identify the aspects causing changes in satisfaction levels.

1.3 Research Question and Research Objectives

Research Question:

How does motivation influence job satisfaction at UDM?

Research Objectives:

 To determine the level of motivation among teaching staffs in UDM.

Find the time to build professional development into the life of UDM. Reorganize the
school day to enable lecturers to work together as well as individually, both daily
and weekly, and throughout the year. Redefine the teaching job to include blocks of
extended time for teachers’ professional development.

 To determine the level of job satisfaction among teaching staffs in UDM.

We wanted to focus more on the lecturers’ emotional orientation towards their
job; this is mainly due to the fact that we believe that job satisfaction trends can
affect labour market behaviour and influence work productivity, work effort,
employee absenteeism and staff turnover.
  To determine whether there is a relationship between teaching staffs’ job
satisfaction and motivation.
There is a positive correlation between motivation and job satisfaction i.e.,
motivation increases with increase in job satisfaction and vice-versa. However,
motivation remains unaffected of both age as well as the length of the service of the
employees. It may be because of the fact that the factors responsible for motivation
and satisfaction seem to be present in the working environment of UDM.

1.4 Hypothesis

H0: There is no relationship between teaching staffs’ motivation and job satisfaction.

H1: There is a relationship between teaching staffs’ motivation and job satisfaction.