Examining job satisfaction factors toward retaining Malaysian TVET instructors in the teaching profession

  • Abstract
  • Keywords
  • References
  • PDF
  • Abstract

    The teaching profession in Malaysia has continued to be valued due to the continuous effort and commitment by teachers within the education profession and their desire to benefit better education for future generations. Indeed, the teaching profession has evolved to become a recognised benchmark towards the nation’s vision to develop human resource capital. However, despite the recognition, teachers are noticeably struggling in their attempt to provide high-quality teaching services. Many studies have reported many of the issues within the teaching profession and environment that exists. Many of the issues include severe depression, anxiety, demotivation, and behavioural issues. Consequently, many of these issues also become the reasons why teachers inevitably leave their chosen profession, either voluntarily or pressured by the educational environment and system. As a result, a study to understand the issues for their departure, and more importantly the factors contributing to job satisfaction and retention have investigated in this study. A target population targeting Malaysian training instructors at the Technical and Vocational Education and Training (TVET) educational institutions were selected to participate in a survey. Descriptive and correlational studies were employed to determine job satisfaction the factors among TVET instructors and to identify the factors contributing towards job satisfaction and retention. The findings indicate that most instructors are satisfied with their teaching job. However, many are struggling and not coping with voracious issues brought about through present workloads, student disciplinary problems, and vague expectations from key stakeholders in the TVET system. The findings from this study will further help in determining the perspectives of the instructors and the factors that have attracted them to remain in their chosen profession and to enable them to enjoy their teaching profession and career.


  • Keywords

    Job Satisfaction, Retention, Technical and Vocational Education and Training (TVET), Instructors

  • References

      [1] Billingsley BS (2004), Special education teacher retention and attrition: A critical analysis of the research literature. The Journal of Special Education 38(1), 39-55.

      [2] Gomba C (2015), Why Do They Stay: Factors Influencing Teacher Retention in Rural Zimbabwe. International Journal of Instruction 8(2), 55-68.

      [3] Ingersoll RM & Strong M (2011), The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of educational research 81(2), 201-33.

      [4] Ingersoll RM (2001), Teacher turnover, teacher shortages, and the organization of schools. Seattle, WA: Center for the Study of Teaching and Policy, University of Washington. Retrieved 2/4/05 from http://depts. Washington. edu/ctpmail/PDFs/Turnover-Ing-01-2001. pdf; 2001.

      [5] Perrachione BA, Petersen GJ & Rosser VJ (2008), Why do they stay? Elementary teachers' perceptions of job satisfaction and retention. The Professional Educator 32(2),1.

      [6] Boe EE, Cook LH & Sunderland RJ (2008), Teacher turnover: Examining exit attrition, teaching area transfer, and school migration. Exceptional Children 75(1), 7-31.

      [7] Brill S & McCartney A (2008), Stopping the revolving door: Increasing teacher retention. Politics & Policy 36(5), 750-74.

      [8] Kearney JE (2008), Factors affecting satisfaction and retention of African American and European American teachers in an urban school district: Implications for building and maintaining teachers employed in school districts across the nation. Education and Urban Society 40(5), 613-27.

      [9] Mertler CA (2016), Should I stay or should I go? Understanding teacher motivation, job satisfaction, and perceptions of retention among Arizona teachers. International Research in Higher Education 1(2), 34-45.

      [10] Boyd D, Grossman P, Ing M, Lankford H, Loeb S, O’Brien R & Wyckoff J (2011), The effectiveness and retention of teachers with prior career experience. Economics of Education Review 30(6):1229-41.

      [11] Boyd D, Grossman P, Ing M, Lankford H, Loeb S & Wyckoff J (2011), The influence of school administrators on teacher retention decisions. American Educational Research Journal 48(2), 303-33.

      [12] Morton ML, Williams NL & Brindley R (2006), Colliding cultures: Career switchers transition to elementary school classrooms. Action in Teacher Education 28(1), 40-50.

      [13] Roeper JT. The Employment of Individuals Afflicted with Asperger Syndrome in the United States and the People's Republic of China: A Quantitative Study (Doctoral dissertation, Northcentral University).

      [14] Sabddin Hussin A (2013), Hubungan gaya kepimpinan pengetua dan stres dengan hasrat meninggalkan profesion perguruan [Internet]. Jurnal Pendidikan [cited 2017 June 28]. Available from http://sabdincorner.blogspot.my/2013/12/jurnal-pendidikan- hubungan-gaya.html.

      [15] Clandinin DJ, Long J, Schaefer L, Downey CA, Steeves P, Pinnegar E, McKenzie Robblee S & Wnuk S (2015), Early career teacher attrition: Intentions of teachers beginning. Teaching Education 26(1), 1-6.

      [16] Feng L (2010), Hire today, gone tomorrow: New teacher classroom assignments and teacher mobility. Education Finance and Policy 5(3), 278-316.

      [17] Sass DA, Bustos Flores B, Claeys L & Pérez B (2012), Identifying personal and contextual factors that contribute to attrition rates for Texas public school teachers. Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas 20.

      [18] Müller K, Alliata R & Benninghoff F (2009), Attracting and retaining teachers: A question of motivation. Educational Management Administration & Leadership 37(5), 574-99.

      [19] Abdullah MM, Uli J & Parasuraman B (2009), Job satisfaction among secondary school teachers. Jurnal Kemanusiaan 13.

      [20] Ghavifekr S & Pillai NS (2016), The relationship between school’s organizational climate and teacher’s job satisfaction: Malaysian experience. Asia Pacific Education Review 17(1), 87-106.

      [21] Abas LW, Hairul N, Masood M & Esa A (2014), Job satisfaction among life skills teachers in secondary schools of Kluang District, Johore. Researchjournali’s Journal of Education 2(1).

      [22] Zarisfizadeh S (2012), Job satisfaction factors among English language teachers in Malaysia. International Journal of Applied Linguistics and English Literature 1(4), 30-6.

      [23] Latham GP (2012), Work motivation: History, theory, research, and practice. Sage.

      [24] Herzberg F, Mausner B & Snyderman BB (2011), The motivation to work. Transaction publishers.

      [25] Herzberg FI. Work and the nature of man.

      [26] Johnsrud LK & Rosser VJ (1999), College and university midlevel administrators: Explaining and improving their morale. The review of higher education 22(2), 121-41.

      [27] Aldridge JM & Fraser BJ (2016), Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research. 9(2), 291-307.

      [28] Bogler R & Nir AE (2015), The contribution of perceived fit between job demands and abilities to teachers’ commitment and job satisfaction. Educational Management Administration & Leadership. 43(4), 541-60.

      [29] Shaw J & Newton J (2014), Teacher retention and satisfaction with a servant leader as principal. Education 135(1), 101-6.

      [30] Skaalvik EM & Skaalvik S (2015), Job Satisfaction, Stress and Coping Strategies in the Teaching Profession—What Do Teachers Say? International Education Studies 8(3), 181.




Article ID: 10952
DOI: 10.14419/ijet.v7i2.10.10952

Copyright © 2012-2015 Science Publishing Corporation Inc. All rights reserved.