1.

A study of Job Satisfaction among Teachers (Badril Anuar bin Su @ Busu, 2009) The main purpose of this study is to examine the job satisfaction among teachers in the remote area of Sik, Kedah. Based on the objectives, several factors had been identified in influencing the job satisfaction of the teachers involved. The factors are personal factors that comprise age, gender, working experience and personality as well as organizational factors, which consist of workload, promotion and administrative supervision. These factors seem to be influencing job satisfaction. Objectives: To investigate the influence of personal factors such as age, working experience, gender and personality in determining the job satisfaction of teachers. To investigate the influence of organizational factors such as workload, promotion and administrative leadership (supervision) in determining the job satisfaction of teachers. The data was collected from 73 respondents by using a structured questionnaire as primary data, thus the secondary data will using through some magazine, articles, journals, textbooks, internet and etc. The data was then analyzed using the SPSS Version 12.0 software. In this study, dependent variable was job satisfaction among teachers, while the workload, promotion, personality, gender, age and working experience were independent variables. There were seven main hypotheses that were tested using correlation analysis. Results of the study indicate that there exists significant relationships between administrative supervision and job satisfaction (beta value = .462, p .01 significant relationship), between workload and job satisfaction (beta value = .675, p .01 significant relationship), between personality and job satisfaction (beta value = .574, p .01 significant relationship) , between promotion and job satisfaction (beta value = .271, p .05 significant relationship), and finally between gender and job satisfaction (beta value = .281, p .05). Results of the study also indicated that there exists a significant relationship with a negative value between age and job satisfaction (beta value = -.279, p .05 significant relationship), as well as between working experience and job satisfaction (beta value = -.262, p .05 - significant relationship). Based on the results, all the factors do influence job satisfaction in both a positive and negative way. Therefore, all the factors should be taken into account and consideration when any suggestion or plan is to be made on the teachers job satisfaction. This is to ensure that the teachers will deliver the best services to their students, thus contributing to the development of the nation through human capital development.

2. Job satisfaction among secondary school teachers (Jurnal Kemanusiaan bil.13, Jun 2009, M.M. Abdullah & J. Ul & B. Parasurama) This paper aimed at provides empirical evidence on the differences in the job satisfaction among secondary school teachers in Sabah with respect to gender, service category, job title, tenure and place of origin. The general objective of the study is to examine teachers job satisfaction in government schools and the specific objectives of the present study are as follows: i) To assess the level of job satisfaction among secondary school teachers in Tawau, Sabah related to their teaching profession. ii) To compare job satisfaction of the secondary school teachers in Tawau, Sabah by gender, academic and professional qualification, career development stage, tenure in service and place of origin (hometowns). iii) To identify the dimensions of work that affect job satisfaction of Sabah secondary school teachers. iv) To examine the relationship of work dimensions with job satisfaction and their influence on various groups of teachers identified in the second objective A survey was conducted with the participation of 200 teachers selected from five secondary schools located in the Tawau region of Sabah by using cluster sampling. The primary data were collected by questionnaires. The data were analyzed using the Statistical Package for Social Science (SPSS) for MS Windows. To describe the respondents background information, the statistical techniques such as frequency, mean and percentage were used. T-tests and F-tests (ANOVA) were employed to determine the differences between job satisfaction and other selected independent variables of this study. Pearsons correlation was used to determine the direction and magnitude of association between the independent and dependent variables. The teachers job satisfaction (dependent variables) were determined by two separate measures namely overall and facet specific overall job satisfaction. The work dimension factors (independent variables) were clustered into six comprising pay, working conditions, co-workers, promotion, work itself and supervision. This study reveals that secondary school teachers in Tawau, Sabah were generally satisfied with their job; there is a significant relationship between job satisfaction and gender, whereby the male teachers were generally more satisfied than female teachers. The graduate teachers were more satisfied than non-graduate teachers. The higher ranking teachers were more satisfied than the ordinary teachers while the older teachers were more satisfied than their younger counterparts. However, there is no significant relationship between places of origin of teachers with job satisfaction. Based on the bivariate correlation tests, six work dimensions of teaching job are significantly related to teachers job satisfaction. In addition, there were significant different between the six dimensions by gender and service category of teachers. Only co-workers dimension is not significantly different among teachers career stage and their tenure of service. There was no significant difference between all the work dimensions and teachers place of origin. Based on the findings of the study several recommendations are forwarded.

3. An Investigation into Teachers' Career Satisfaction

(Rahman, S.A., 1999)

This study aims to investigate the levels and sources of satisfaction and dissatisfaction among teachers in the state of Sarawak, Malaysia, in both primary and secondary schools. Objectives are: (i) To describe and analyse the levels of job satisfaction and job dissatisfaction among primary and secondary school teachers. (ii) To describe and analyse the intrinsic factors & extrinsic factors that contribute to job satisfaction and job dissatisfaction among primary and secondary school teachers. (iii) To study the relationships between the levels and factors of satisfaction on the one hand and demographic variables on the other. The data was collected from 776 respondents from 29 schools in Sarawak. The method selected for the study was predominantly quantitative with survey questionnaires based on the Job Descriptive Index and Job in General scales, others resources will use through some magazine, articles, journals, textbooks, internet and etc. The data was then analyzed using the SPSS Version 10.0 software. In this study, dependent variable was career job satisfaction among Sarawak teachers, while the age, academic qualifications, professional qualifications, teaching experience, tenure at present school were independent variables. There were seven main hypotheses that were tested using correlation analysis. The study shows that the correlations between age and the extrinsic factors are only significant in relation to promotion while in the administrators sample even that correlation is not significant. The negative correlation between teachers age and promotion indicates that older teachers are less satisfied with promotion practices. In terms of education levels, the study shows that teachers and administrators with higher academic qualifications are less satisfied than the teachers and administrators with lower academic qualification in relation to the extrinsic factors of teaching. In terms of professional qualifications, in this study both teachers and administrators who have higher professional qualifications are less satisfied with their career in relation to the extrinsic factors of teaching. Although the correlation between teaching experience and the overall total Extrifacts is not significant for either teachers or administrators, the negative and significant correlation between teaching experience and promotion in the teachers sample shows that the more experienced teachers are less satisfied with promotion practice.