Sample Introduction - Background of The Study

Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Teaching is acknowledged as a highly esteemed and respected career. It is a
profession with the mission to inspire and motivate students to help them realize and
exceed their potentials. Through this profession, teachers devote their time and effort to
inspiring and empowering their students to achieve great things in life and to become
good human beings. However, despite its nobility, the issue of teachers leaving their
profession has been noticeably prevailing all around the world. Job satisfaction and
turnover intentions are now a matter of concern related to any organization, and to no
exempt, teaching is considered as one of the most suffering professions in terms of
turnover. There is also an increase in the number of teachers declining from the teaching
profession and the student enrolment has been reduced because of the problem
(Ingersoll, 2001). Thus, educational administrators should consider and see to it that their
teachers are satisfied with their profession and committed to their organization. There are
many literatures and studies which have proved that employees who are satisfied with
their job manifest loyalty to the organization (Hoyt, 2012).
Job Satisfaction is one work attitude of particular importance. It is defined as a
pleasurable or positive emotional state resulting from the appraisal of one’s job or job
1
experiences (Locke, 1976) or the overall domain of a person’s job (Malik et al., 2010). It
deals with the general feeling of the employee (Kosi et al., 2015). Employee satisfaction
results in an agreeable environment in an organization (Khan et al., 2011). Job
satisfaction is a task that is positively matched to the potential to which personal needs
have been met in the work situation (Simatwa, 2011). Based on the Hierarchy of Needs
Theory, job satisfaction is achieved when the job and its environment meet the needs of
the individual (Maslow, 1954). Consequently, a lack of job satisfaction and emotional
exhaustion leads to increased intention to leave the organization (Skaalvik & Skaalvik,
2011).
Turnover Intention may have been termed differently over the years as intent to
leave, intention to leave, or propensity to leave but researchers generally defined turnover
intention as one’s desire or willingness to leave the employing organization. Owolabi
(2012) identified two categories of turnover as voluntary and involuntary. Voluntary
turnover is when employees decide to leave the organization while involuntary turnover
occurs when the organization decides to lay off some of the employees. Simply put, it
gives a general idea of how long employees tend to stay in an organization. In his study,
Buenaventura (2013) quoted that a high turnover often means that employees are
unhappy with the work or compensation, but it can also indicate unsafe or unhealthy
conditions, or that too few employees give an unsatisfactory performance while low
turnover indicates that none of the above is true, that employees are satisfied, healthy
and safe, and their performance is satisfactory to the employer.
2
This study is important as it aimed to find out the relationship between job
satisfaction and the turnover intention of teachers in Georgia Academy Schools in
Antipolo, Iloilo and Cagayan De Oro. Moreover, it sought to find out the predictors of job
satisfaction and the relative factors for the teachers’ turnover intention, specifically the
other factors behind the movement such as workload and teacher preparation, student
behavior, and parent support which do not only affect the teachers themselves but also
the educational institution at large. The findings can greatly help school administrators
by utilizing the information gathered when considering professional development, policy
planning, hiring practices, and school culture.
Background of the Study
While the roles of teachers’ work for student outcomes are widely recognized, the
question whether teachers are content with their job and working environment is often
overlooked. Meanwhile, teacher job satisfaction has many significant and far-reaching
implications.
The connection between job satisfaction and turnover intention has been studied
and documented by many researchers. According to Odembo (2013), employees’
contentment may be attributed to some factors, such that their performance, attitudes,
and views, much more towards their jobs, are always a reality of today’s improving work
environments.
3
In the study conducted in Pakistan by Shah, Rehman, Akhtar, Zafar, & Riaz (2012) on the
Job Satisfaction and Motivation of Teachers of Public Educational Institutions, they have found out
that there is a positive and direct relationship between reward and recognition, satisfaction with
supervision, and the work itself with job satisfaction. They have also observed a positive and
significant relationship between job satisfaction and intrinsic motivation. Further, job satisfaction
was found to have a direct negative relationship with turnover intention (Amah, 2009). The same
was found by Mburu (2015) showing that a significant negative correlation exists between job
satisfaction and turnover intentions among public school teachers in Kenya.
Based on the findings of the studies presented above, there was no study conducted relative to job
satisfaction and turnover of teachers in Georgia Academy. This is the gap being tried to be
addressed by this study.
This study will help identify the factors affecting the job satisfaction and turnover of teachers
in Georgia Academy Antipolo, Georgia International School Iloilo and Georgia Academy Cagayan
De Oro. It further seeks to help the school management and administration find ways to improve
the working conditions of our teachers which is a great deciding factor for them more than the
salary increase. Teachers who are more satisfied with their jobs tend to be less likely to leave their
jobs. It is hoped that this study could be useful in the formulation, implementation and review of
existing school policies aimed at increasing the teachers’ job satisfaction and reducing teacher
turnover.

Sample Introduction - Background of The Study

Uploaded by

Copyright:

Available Formats

Sample Introduction - Background of The Study

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Sample Introduction - Background of The Study

Uploaded by

Copyright:

Available Formats

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Teaching is acknowledged as a highly esteemed and respected career. It is a

exempt, teaching is considered as one of the most suffering professions in terms of

their job manifest loyalty to the organization (Hoyt, 2012).

Job Satisfaction is one work attitude of particular importance. It is defined as a

results in an agreeable environment in an organization (Khan et al., 2011). Job

intention as one’s desire or willingness to leave the employing organization. Owolabi

(2012) identified two categories of turnover as voluntary and involuntary. Voluntary

and safe, and their performance is satisfactory to the employer.

satisfaction and the turnover intention of teachers in Georgia Academy Schools in

by utilizing the information gathered when considering professional development, policy

planning, hiring practices, and school culture.

Background of the Study

and documented by many researchers. According to Odembo (2013), employees’

satisfaction and turnover intentions among public school teachers in Kenya.

addressed by this study.

You might also like