TESL 602 Statistics Applied to Language First Semester, School Year 2013-2014 Time: SUNDAY 8:00-5:00 Room: _406_

FINAL EXAMINATION

LEVEL OF JOB SATISFACTION OF RANK AND FILE EMPLOYEES OF SIGNAL VILLAGE NATIONAL HIGH SCHOOL, TAGUIG CITY

Submitted to: Engr. LEODEGARIO M. BAUTISTA

Submitted by: RONALD F. CAGAMPAN

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA The researcher conducted the study in SIGNAL VILLAGE NATIONAL HIGH SCHOOL , among its rank and file employees. This chapter shows the summary of the responses of the 50 respondents on different aspects of Job Satisfaction with respect to their profile. PROBLEM 1

Profile of the respondents Table 1 Frequency and Percent Distribution of the Respondents by Age Age 21-30 years old 31-40 years old 41-50 years old 51-60 years old TOTAL Frequency 16 27 6 1 50 Percent (%) 32 54 12 2 100

As shown in Table 1, of the 50 respondents, 16 or 32% belong to 21-30 years old and and 27 or 54% are 31-40 years old. We can consider that the age of the teachers/workers as a part is young. According to (Kalleberg & Loscocco) The study of age differences in job satisfaction is a useful focus for investigating the interplay among work, self, and family concepts as they produce changes in role outcomes during the life course. Using data from the 1972-73 Quality of Employment Survey as well as other data sets, we find that age is positively related to job satisfaction. A relatively substantial portion of these differences are explained by age variations in work values and job rewards. These findings are consistent with both cohort and job change explanations of age differences in job satisfaction. However, some of these age inequalities are not explicable on the basis of the variables in our model. Though some unknown portion of these age differences are undoubtedly due to compositional effects, we argue that they also partly reflect more general processes of aging and development.

Table 2 Frequency and Percent Distribution of the Respondents by Gender Gender Male Female TOTAL Frequency 15 35 50 Percent (%) 30 70 100

As shown in Table 2, of the 50 respondents, 15 or 30% are male and 35 or 70% are female. There are more female faculty than male. Accroding to (Jepsen & Sheu 2003) Men and women should experience similar career life stages and developmental tasks, even though the gender role demands affecting their work are extremely different. Considering the gender, differences in job satisfaction two perspectives have emerged. Compared to men, womens job satisfaction may have different correlates, such as workplace social support, and gender concentration within an occupation. Therefore, matches for women may differ from those for men (p. 162)

Table 3 Frequency and Percent Distribution of the Respondents by Civil Status Status Single Married TOTAL Frequency 28 22 50 Percent (%) 56 44 100

As shown in Table 3, of the 50 respondents, 28 or 56% are single and 22 or 44% are married. The gap between single teachers and the married teachers is not that much. According to (Knerr 2000) In the corporate realm, job satisfaction reflects employee vitality. Overall, satisfied workers tend to be more productive than their dissatisfied counterparts because they are less prone to shirking and inefficiency. Therefore, businesses and corporations must strive to bolster employee satisfaction. This process benefits both employer and employee by maximizing a firms total utility. In other words, a symbiosis exists between satisfied employees and satisfied employers. However, an exogenous factor seems to account for individual discrepancies in job satisfaction across all segments of the labor force.

Table 4 Frequency and Percent Distribution of the Respondents by EDUCATIONAL ATTAINMENT BACHELORS MASTERS DOCTORATE TOTAL Frequency 34 15 1 50 Percent (%) 68 30 2 100

As shown in Table 4, of 50 respondents, 34 or 68% are Bachelors Degree holders while only few took their post-graduate studies. Many researchers have found positive relationships between education levels and job satisfaction (Rogers,1991). Falcone (1991) in her study found that educated managers expressed more job satisfaction in both public and private sectors than less educated managers. In a survey that was conducted in four municipalities in the Midwest and Southwest of the USA, Howard and Frink (1996) found that individuals with greater levels of education would experience more growth opportunities than those who are lesseducated. Level of job satisfaction of the respondents Table 5 Level of Job Satisfaction of the Respondents In Terms of the Organization Aspects Organization Aspects I am proud to tell people I work for this company. My company is one of the best companies to work for. My company treats me well. GRAND MEAN Weighted Mean 4.58 3.82 3.88 4.09 Verbal Interpretation
SATISFIED SATISFIED SATISFIED SATISFIED

As shown in Table 5, of the 50 respondents, with the weighted mean of 4.09, the respondents say that they are generally satisfied in terms of the organization aspect. As indicated indirectly in a study of HR professionals (Rynes, Colbert, & Brown,2002), as well as based on our experience, the major practitioner knowledge gaps in this area are: (1) the causes of employee attitudes, (2) the results of positive or negative job satisfaction, and (3) how to measure and influence employee attitudes. Within each gap area, we provide a review of the scientific research and recommendations for practitioners related to the research findings. In the final section, additional recommendations for enhancing organizational practice in the area of employee attitudes and job

satisfaction are described, along with suggestions for evaluating the implemented practices. Table 6 Level of Job Satisfaction of the Respondents In Terms of Work Weighted WORK Mean I understand what is expected of me in 4.56 my work I have the material/equipment and tools I 4.02 need to do my job well I am satisfied with my working conditions. 3.76 I am satisfied with my job and the kind of 4.32 work I do. My job is challenging and interesting. 4.42 I am getting enough relevant training for 3.38 my present job. My manager recognizes and 3.46 acknowledges my good performance. Overall, I am satisfied with my present 3.80 job. GRAND MEAN 3.97

Verbal Interpretation SATISFIED SATISFIED SATISFIED SATISFIED SATISFIED SOMEWHAT SATISFIED SOMEWHAT SATISFIED SOMEWHAT SATISFIED SOMEWHAT SATISFIED

1. 2. 3. 4. 5. 6. 7. 8.

As shown in Table 6, of the 50 respondents, with the grand mean of 3.97 which says that the faculty is somewhat satisfied only. The most-used research definition of job satisfaction is by Locke (1976), who defined it as . . . a pleasurable or positive emotional state resulting from the appraisal of ones job or job experiences (p. 1304). Implicit in Lockes definition is the importance of both affect, or feeling, and cognition, or thinking. When we think, we have feelings about what we think. Conversely, when we have feelings, we think about what we feel. Cognition and affect are thus inextricably linked, in our psychology and even in our biology. Thus, when evaluating our jobs, as when we assess most anything important to us, both thinking and feeling are involved.

Table 7 Level of Job Satisfaction of the Respondents In Terms of Career and Development Weighted CAREER AND DEVELOPMENT Mean I was given enough feedback on my 3.54 performance I am satisfied with the opportunities for 3.14 training. The company makes every effort to fill vacnacies from within before recruiting 3.48 from outside. I am satisfied with the job opportunities in 3.38 the company. Promotion goes to those who most 2.96 deserve it. GRAND MEAN 3.30

Verbal Interpretation SATISFIED SOMEWHAT SATISFIED SOMEWHAT SATISFIED SOMEWHAT SATISFIED SOMEWHAT SATISFIED SOMEWHAT SATISFIED

1. 2. 3.

4. 5.

As shown in Table 7, of the 50 respondents, with the grand mean of 3.30 which states that the employees are somewhat satisfied. Survey feedback and action help support and drive organizational change, and the ability to manage change is evaluated by line managers as the most important competency for HR professionals (Ulrich, Brock-bank, Yeung, & Lake, 1995). There are many variations of survey feedback and action, though an important research finding is that participation in feedback sessions alone will not result in changeand this is often where organizations fall short. In fact, Rynes et al. (2002) found that one of the highest percentages of HR professionals responding contrary to the research facts was to the statement Ensuring employees participate in decision making is more important for improving organizational performance than setting performance goals. Extensive research does not support this statement, yet 82% of HR professionals marked it as true. In fact, actual action, not just involvement in survey feedback discussions and the development of plans, is critical for an employee survey to result in improved performance. Feedback sessions that result in concrete goals and resulting actions have the most impact. This is supported by extensive research on goal-setting theory, which shows that having specific goals is a major factor for motivation and performance (Locke, Feren, McCaleb, Shaw,& Denny, 1980; Locke & Latham, 2002).

Table 8 Level of Job Satisfaction of the Respondents In Terms of the Relationship with Supervisors/Managers

RELATIONSHIP WITH SUPERIORS 1. My manager establishes plans and work objectives with me. 2. My manager gives me clear instructions. 3. My manager is available when I need advice. 4. My manager (immediate supervisor) trusts me. 5. My manager helps me to improve myself. 6. My manager takes prompt and fair corrective action on employees who fail to perform their work satisfactorily. 7. I feel free to talk openly and honestly to my manager. 8. My manager praises me when I do a good job. 9. My manager holds regular meeting with my work group. 10. Those meetings keep me informed and enable me to do a better job. 11. My manager is effective in making decisions. 12. My manager knows what is going on in my work group. 13. My manager is doing a good job. GRAND MEAN

Weighted Mean 3.64 3.42 3.52 4.00 3.66 3.56 3.38 3.50 3.60 3.66 3.26 3.44 3.46 3.55

Verbal Interpretation
SATISFIED SOMEWHAT SATISFIED SATISFIED SATISFIED SATISFIED SATISFIED SOMEWHAT SATISFIED SATISFIED SATISFIED SATISFIED SOMEWHAT SATISFIED SOMEWHAT SATISFIED SOMEWHAT SATISFIED SATISFIED

As shown in Table 8, of the 50 respondents, with the weighted mean states that the level of job satisfaction in terms of the relationship with supervisors is somewhat satisfied. As in any marriage, trust, security and the knowledge that your needs and opinions are being considered are among the traits that keep commitment strong. At work, these qualities can be even more important than the value of monetary compensation and rewards - in fact, emotional rewards can actually have a larger impact than monetary rewards on overall-employee-satisfaction. In other words, although employees might leave one job for another with better pay, their cause for leaving might not be salary at all but a myriad of other

reasons - often more than likely having to do with mistrust of the company, feeling unappreciated, not respected or not recognized for the time and effort they have put into their work. The primary implication is to emphasize the importance of employee-employer relations and the need for organizations to really demonstrate that they are serious about their workers. The mentoring is used for development-orientation(Scandura and Williams, 2004). When a supervisor provides mentoring, the relationship affects the protgs skill development and intentions to remain with the employer (McManus and Russell, 1997). On the other hand non-supervisory mentor may increase mentees confidence by providing access to outside organization (Scanduraa and Williams, 2004). The immediate supervisor support is very important in organizational change. Although the support of supervisor is not very crucial in satisfaction but it has positive impact on satisfaction (Griffin, Patterson and West, 2001). According to Chakrabarty, Oubre, and Brown (2008) perhaps the finest way in which supervisors can portray himself as a role model is to personally demonstrate proper techniques so that employee could understand how job should be done. J.D. Politis (2001) has examined the roles played by leadership in the process of knowledge acquisition and a survey was carried out on 227 persons who have been engaged in knowledge acquisition activities to examine the relationship between leadership styles and knowledge acquisition attributes. The results showed that the leadership styles that involve human interaction and encourage participative decision-making are related positively to the skills essential knowledge acquisition.

Table 9 Level of Job Satisfaction of the Respondents In Terms of the Relationship with Co-Workers RELARTIONSHIP WITH CO-WORKERS 1. I am satisfied with how members of my work group solve problems. 2. My work group works well together. 3. Work is fairly distributed in my work group. 4. I feel free to talk openly and honestly with members of my work group. GRAND MEAN Weighted Mean 3.70 3.88 3.48 3.90 3.74 Verbal Interpretation SATISFIED SATISFIED SOMEWHAT SATISFIED SATISFIED SATISFIED

As shown in Table 9, of the 50 respondents, the level of job satisfaction in terms of the relationship with co-workers shows a grand mean of 3.74 which means somewhat satisfied. According to the study conducted by Friedlander and Margulies (1969), it was discovered that management & friendly staff relationships contribute to the level of job satisfaction. However, this result contradicts with view of Herzberg (1966) who supported the view that supervision is irrelevant to the level of job satisfaction. According to Frame (2004) work conditions are defined as an employees work place, work instruments, the work itself, organization policy, and organizational rules. Arnold and Feldman (1996), promoted factors such as temperature, lighting, ventilation, hygiene, noise, working hours, and resources as part of working conditions.

Table 10 Level of Job Satisfaction of the Respondents In Terms of the Work Condition and Environment WORK CONDITION AND ENVIRONMENT 1. I believe my job is secured. 2. My physical working conditions are good. 3. Deadlines at the company are realistic. 4. My workload is reasonable. GRAND MEAN Weighted Mean 4.68 4.12 3.48 3.80 4.02 Verbal Interpretation SATISFIED SATISFIED SOMEWHAT SATISFIED SATISFIED SATISFIED

As shown in Table 10, of the 50 respondents, the level of job satisfaction of the respondents in terms of the work condition and environment shows a grand mean of 4.02 which means that the employees are satisfied. The worker would rather desire working conditions that will result in greater physical comfort and convenience. The absence of such working conditions, amongst other things, can impact poorly on the workers mental and physical well -being (Baron and Greenberg, 2003). Robbins (2001) advocates that working conditions will influence job satisfaction, as employees are concerned with a comfortable physical work environment. In turn this will render a more positive level of job satisfaction. Arnold and Feldman (1996) shows that factors such as temperature, lighting, ventilation, hygiene, noise, working hours, and resources are all part of working conditions. Employees may feel that poor working conditions will only provoke negative performance, since their jobs are mentally and physically demanding.

Table 11 Level of Job Satisfaction of the Respondents In Terms of the Benefits and Compensation BENEFITS AND COMPENSATION 1. I am satisfied with the companys employee welfare programs such as rewards, incentives, food coupons, insurance and health care, etc. 2. I am satisfied with the recreational activities provided by the company, e.g. picnics and annual dinner. 3. I am satisfied with the companys people programs, such as birthday announcements, valuable employee of the month, bulletins and newsletter, etc. GRAND MEAN Weighted Mean 3.74 Verbal Interpretation SATISFIED

3.26

SOMEWHAT SATISFIED SOMEWHAT SATISFIED SOMEWHAT SATISFIED

3.02

3.34

As shown in Table 11, of the 50 respondents, the level of job satisfcation in terms of the benefits and compensation shows that they are somewhat satisfied based on the grand mean of 3.34. Different people interpret compensation differently. Reward, recognition, and wages are terms used in different situations (Zobal, 1998). The compensation is defined by American Association is cash and non-cash remuneration provided by the employer for services rendered (ACA, p. 9). Salary was found to be the prime factor for the motivation and job satisfaction of salaried employees of the automobile industry from the results of the survey by Kathawala, Moore and Elmuti (1990). The survey tried to asses the various job characteristics and the way the employees ranked them as motivators and satisfiers. The results showed that compensation was ranked as the number one job element for job satisfaction and increase in salary for performance was ranked as the number one job element for motivation. Compensation is very valuable tool for retention and turnover. It is also a motivator for an employee in commitment with the organization which in result enhances attraction and retention (Zobal, 1998; Moncarz et al.,2009; Chiu et al., 2002). It also works as communicator when it is given to employee against his services which shows how much an employee is valuable for its organization (Zobal, 1998).

Test of significant difference Table 12 Significant Difference in the Level of Job Satisfaction of the Respondents by Age Job Satisfaction Aspects The Organization Work Career and Development Relationship with Managers/Supervisors Relationship with Coworkers Working Conditions and Environment Benefits and Compensation F-value 3.167 5.538 2.346 2.279 2.316 5.838 .798 p-value .033 .002 .085 .092 .088 .002 .501 Decision
Accept Ho Accept Ho Reject Ho Reject Ho Reject Ho Accept Ho Reject Ho

Remarks
SIGNIFICANT SIGNIFICANT NON-SIGNIFICANT NON-SIGNIFICANT

NON-SIGNIFICANT

SIGNIFICANT

NON-SIGNIFICANT

As shown in Table 12, of 50 respondents, there is not much significant difference in the level of job satisfaction and age. This indicates that age, as a chronological variable, is not a viable predictor of job satisfaction. Table 13 Significant Difference in the Level of Job Satisfaction of the Respondents by GENDER Job Satisfaction Aspects The Organization Work Career and Development Relationship with Managers/Supervisors Relationship with Coworkers Working Conditions and Environment Benefits and Compensation F-value 10.289 4.338 9.364 1.951 8.890 1.622 17.198 p-value .140 .056 .430 .225 .070 .386 .304 Decision
Reject Ho Reject Ho Reject Ho Reject Ho Reject Ho Reject Ho Reject Ho

Remarks
NON-SIGNIFICANT NON-SIGNIFICANT NON-SIGNIFICANT NON-SIGNIFICANT

NON-SIGNIFICANT

NON-SIGNIFICANT

NON-SIGNIFICANT

As shown in Table 13, of the 50 respondents, gender and job satisfaction show no significant differences.

Table 14 Significant Difference in the Level of Job Satisfaction of the Respondents by CIVIL STATUS Job Satisfaction Aspects The Organization Work Career and Development Relationship with Managers/Supervisors Relationship with Coworkers Working Conditions and Environment Benefits and Compensation F-value 20.514 3.285 54.699 9.464 .001 4.232 13.124 p-value .000 .005 .000 .000 .014 .000 .005 Decision Accept Ho Accept Ho Accept Ho
Accept Ho Accept Ho Accept Ho Accept Ho

Remarks SIGNIFICANT SIGNIFICANT SIGNIFICANT

SIGNIFICANT SIGNIFICANT SIGNIFICANT SIGNIFICANT

In contrary of the most researches, Table 14 shows significant difference between job satisfaction and civil status. As reviewed above, much research has investigated specific family and job characteristics that are related to home-to-job conflict. Despite scientific and policy debates over whether single parents are successfully meeting their dual demands of paid work and family life (Heymann, 2000), little research has focused on how single parents differ from married parents in home-to-job conflict. In some studies, single parents and single adults without minor children were combined as one group (Grzywacz & Marks, 2000; Mennino, Rubin, & Brayfield, 2005; Schieman, McBrier, & Van Gundy, 2003), in spite of the marked differences in the levels of family demands between the two groups. Other studies showed that single parents felt more home-to-job conflict than married parents at the descriptive level, but did not further examine the differences at the multivariate level (Avison, Ali, & Walters, 2007; Bellavia & Frone, 2005). Using a Canadian sample, Duxbury, Higgins, and Lee (1994) found no differences in home-to-job conflict between single and partnered parents. Further, McManus, Korabik, Rosin, and Kelloway (2002) found that lower family income was associated with more home-to-job conflict for single mothers than for partnered mothers, suggesting that predictors of home-to-job conflict may differ by marital status. Very little is known about how single fathers differ from other parents in home-to-job conflict. This paper is among the first to assess how the interception of marital status and gender uniquely shapes the levels and the predictors of home-to-job conflict among employed parents.

Table 15 Significant Difference in the Level of Job Satisfaction of the Respondents by EDUCATIONAL ATTAINMENT Job Satisfaction Aspects The Organization Work Career and Development Relationship with Managers/Supervisors Relationship with Coworkers Working Conditions and Environment Benefits and Compensation F-value 7.368 1.700 1.976 .031 1.208 .740 .382 p-value .002 .194 .150 .969 .308 .483 .684 Decision Accept Ho Reject Ho Reject Ho
Reject Ho Reject Ho Reject Ho Reject Ho

Remarks
SIGNIFICANT NON-SIGNIFICANT NON-SIGNIFICANT NON-SIGNIFICANT

NON-SIGNIFICANT

NON-SIGNIFICANT

NON-SIGNIFICANT

Job Satisfaction and Job Related to Degree are not statistically significant. In these two cases I ran a test to determine if the overall effect of the variables were significant. In each case the outcome indicated the overall effect was significant, so Job Satisfaction and Job Related to Degree were maintained in the model specification.