Hubungan Antara Beban Tugas Dengan Efikasi Diri dan Kepuasan Kerja Pensyarah di Kolej Vokasional
DOI:
https://doi.org/10.11113/sh.v9n1-5.1174Keywords:
Work load, self efficacy, job satisfaction, technical and vocational educationAbstract
Previous studies have shown that self-efficacy and job satisfaction become critical factors that motivate educators to become productive in their career, and promote organizational excellence in education. However, changes in education policies resulting the teachers to have high workload in the workplace. This is a correlational research, and carried out to identify the relationship between workload and self-efficacy and job satisfaction among lecturers at vocational colleges. A total of 373 questionnaires containing 60 items were collected from the lecturers from 15 vocational colleges which were selected using cluster random sampling technique. Data was analyzed using SPSS version 22. Data were analyzed using t-test, ANOVA and Pearson-r correlation. Results showed that the workload of the lecturers at vocational colleges are at a high level (mean = 3.73), self-efficacy remained at a high level (mean = 3.81) and job satisfaction lecturer at the medium level (mean = 3.57). Based on the analysis, it was found that the workload significantly correlated with self-efficacy and job satisfaction in a negative direction and the strength of the relationship is at the low level. Self-efficacy was found to have a significant relationship with job satisfaction and the strength of the relationship is at the medium level.
References
Adams, J. S. (1965). Advance in Experimental Social Psychology. (2nd Edition). New York: Academy Press.
Alliata, R., Benninghoff, F., & Müller, K. (2009). Attracting and Retaining Teachers: A Question Of Motivation, Educational Management Administration and Leadership, 37, 574- 599.
Azarudin (2004). Beban Tugas Guru Bengkel Dalam Pengurusan Bengkel Di Lima Buah Sekolah Menengah Teknik Di Negeri Sembilan. Universiti Teknologi Malaysia : Kajian Ijazah Sarjana Muda.
Ballet, K., & Kelchtermans, & Loughran, J. (2006). Beyond Intensification To A Scholarship Of Practice: Analyzing Changes In Teachers’ Work Lives. Teachers and Teaching: Theory and Practice, 12(2), 209-229.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W. H. Freeman.
Bao, D. (2002). Dangjin Woguo Zhongxiaoxue Jiaoshi Xintai Daxing Diaocha Baodao (A Survey Of Primary And Secondary School Teachers In China). Chinese Education, 9.
Bartlett, L. (2004). Expanding Teacher Work Roles: A Resource For Retention Or A Recipe For Overwork? Journal of Education Policy, 19(5), 565-582.
Buchanan, J. (2009). Where Are They Now? Ex-Teachers Tell Their Life-Work Stories. Issues in Educational Research, 19(1), 1-13.
Butt, G., Lance, A., Fielding, A., Gunter, H., Rayner, S., & Thomas, H. (2005). Teacher Job Satisfaction: Lessons from the TSW Pathfinder Project. School Leadership and Management, 25(5), 455–471.
Caprara, G.T., Barbaranelli, C., Steca P. & Malone P.S. (2006). Teacher’s Self Efficacy Beliefs As Determinants Of Jobs Satisfaction And Students’ Academic Achievements: A Study At The School Level. Journal of School Psychology, 44(6), 473-490.
Chen, J. (2010). Chinese Middle School Teacher Job Satisfaction And Its Relationships With Teacher Moving. Asia Pacific Educ. Rev, 11, 263–272
Cheung, R. (2009). Nurturing Commitment To Struggling Students: Here Are Some Strategies School Leaders Can Use To Sustain The Efforts Of Committed Teachers And Reduce Teacher Burnout. Leadership, 16-19.
Chughati, F. D. & Perveen, U. (2013) A study of Teachers Workload And Job Satisfaction In Public And Private Schools At Secondary Level in Lahore City Pakistan. Asian Journal of Social Sciences & Humanities, 2(1), 202-214.
Clark, K. (2010). The Extreme School Makeover. US News and World Report, 25-31.
Cropley, M., Dijk, D. J., & Stanley, N. (2006). Job Strain, Work Rumination, And Sleep In School Teachers. European Journal of Work and Organisational Psychology, 15(2), 181-196.
Crotwell, W. G. (2011). Elementary School Teachers’ Experience Of Professional Workload And Time. Ph.D Thesis. Walden University.
Currall, S. C., Towler, A. J., Judge, T., & Kohn, L. (2005). Pay Satisfaction And Organizational Outcomes. Personnel Psychology, 58, 613−640.
Day, C. (2004). A Passion For Teaching. London: Routledge Falmer.
Day, C. (2008). Committed For Life? Variations In Teachers’ Work, Lives And Effectiveness. Springer, 243-260.
Day, C. & Smethem, E. L. (2009). The Effects Of Reform: Have Teachers Really Lost Their Sense Of Professionalism? Journal of Educational Change, 10, 141–157.
Ehrhart, G. M., Klein, J. K., & Major, S. V. (2002). Work Time, Work Interference With Family, And Psychological Distress. Journal of Applied Psychology, 87(3), 427-436.
Ganster, D. C., Fox, M. L., & Dwyer, D. J. (2001). Explaining Employees' Health Care Costs: A Prospective Exam Ination Of Stressful Job Demands, Personal Control, And Physiological Reactivity. Journal o f Applied Psychology, 86(1), 954-964.
Gleibermann, E. (2007). Teaching Even 100 Hours A Week Leaves Children Behind. Phi Delta Kappan, 88(6), 455-459.
Greiner, C., & Smith, B. (2006). Determining The Effect Of Selected Variables On Teacher Retention. Education, 126(4), 653-659.
Groenewegen, P. P. & Hutten, J. B. (1991). Workload and Job Satisfaction Among General Practitioners: A Review Of The Literature. Pergamon Press PLC, 32(10), 1111-1119.
Hall, B. W., Pearson, L. Carolyn; C., & DeLos. (1992). Teachers’ Long-Range Teaching Plans: A Discriminant Analysis. Journal of Educational Research, 85, 221-225.
Hargreaves, A. (1997). Positive Change For School Success: The 1997 ASCD Yearbook. Alexandria, VA: Association for Supervision and Curriculum Development.
Herzberg, F., Mausner, B. & B. Synderman. (1959). The Motivation To Work (2nd edition). New York: John Wiley & Sons.
Ingersoll, R. M. (2003). Who controls teachers’ work? Cambridge, MA: Harvard University Press.
Johnson, M. D (2006). The Effect Of Workload On Individual And Team Learning, Affect, And Performance. Ph.D Dissertation, Michigan State University.
Kesatuan Perkhidmatan Perguruan Kebangsaan (NUTP). (2005). Pandangan dan Syor NUTP: Beban guru. Kuala Lumpur: Kesatuan Perkhidmatan Perguruan Kebangsaan.
Krejcie, R. V., & Morgan, D. W. (1970). Determining Sample Size For Research Activities. Educational and Psychological Measurement, 30(1), 608-618.
Lam, P., Foong, Y., Moo, S. N. (1995). Work Life, Career Commitment, And Job Satisfaction As Antecedents Of Career Withdrawal Cognition Among Teacher Interns. Journal of Research and Development in Education, 28, 30-236.
Lanner, M. (2010). Contributing Factors To Teacher Satisfaction For Jewish Day School Educators. UMI Dissertations Publishing: Yeshiva University.
Locklear, T. M. (2010). Factors Contributing To Teacher Retention In Georgia. Ph.D dissertation. The University of Alabama.
Marvel, J., Lyter, D. M., Peltola, P., Strizek, G. A. & Morton, B. A. (2006). Teacher Attrition And Mobility: Results from the 2004-05 Teacher Follow-up Survey. NCES 2006.
Menlo, A. & Poppleton, P. (1990). A Five Country Study Of The Work Perceptions Of Secondary School Teachers in England, the United States, Japan, Singapore and West Germany (1986-88). Comparative Education, 26 (2-3), 173-182.
PaulÃk, K. (2012). Job Satisfaction And Stress Among Teachers. EBSCOhost. The New Educational Review, 30(4), 138-149.
Poon, M. L. & Lim, B. L. (1997). Kesan Efikasi Diri Terhadap Komitmen, Daya Usaha dan Prestasi Kerja di Kalangan Guru Sekolah. Jurnal Pendidikan, 18(2), 37-55.
Punanesvaran, A. Nadairaja. (2000). Hubungan Bebanan Kerja Dengan Tekanan Kerja Di Kalangan Guru Lelaki Dan Guru Wanita Di Sebuah Sekolah Rendah Di Kawasan Bandar. Universiti Kebangsaan Malaysia: Kajian Ilmiah.
Ramlee Mustapha. (2009). Job Satisfaction Among Vocational Teachers in Malaysia. International Journal for Educational Studies, 1(2), 169-186.
Ramlee Mustapha. (2011). Factors That Influence Job Satisfaction Among Vocational Teachers In Malaysia. Journal of Asian Vocational Education and Training, 4(1), 61-76.
Ramlee Mustapha (2013). Transforming Education Toward K-economy in Malaysia. International Journal for Educational Studies, 6(1), 1-16.
Schor, J. (2002, September 2). Why Americans Should Rest. New York Times, p.15.
Smithers, A., & Robinson, P. (2003). Factors Affecting Teachers’ Decisions To Leave The Profession. Research Report RR430. London: DfES.
Somech, A. & Drach-Zahavy, A. (2000): Understanding Extra-Role Behavior In Schools: The Relationships Between Job Satisfaction, Sense Of Efficacy, And Teachers’ Extra-Role Behavior. Teaching and Teacher Education, 16, 649-659.
Spector, P. E. (1997). Job Satisfaction: Application, Assessment, Causes, And Consequences. Thousand Oaks, CA: Sage Publications.
Tschannen-Moran, M. & Hoy, A.W. (2001). Teacher Efficacy: Capturing An Elusive Construct. Teaching and Teacher Education. 17, 783-805.
United States Department of Labor, Bureau of Labor Statistics. (2010). Occupational Outlook Handbook, 2010-2011 Edition. Indianapolis, IN: JIST Works, Inc.
Wong, K. H., & Wong, T. R. (2009). The First Days Of School. Mountain View, CA: Harry K. Wong Publications, Inc.
Xiao, Z., & Li, C. (2003). Woguo Jiaoshi Xuyao Yanjiu Shuping (Teachers’ Needs in China). Journal of Hebei Normal University, 3, 28-31.
Zembylas, M., & Papanastasiou, E. (2004). Job Satisfaction Among School Teachers in Cyprus. Journal of Educational Administration, 42(3), 357-374.
