Name of Candidate : SUBATHIRAH A/P MAYANDI

Transcription

1 ii I declare that this dissertation entitled The Impact of Intrinsic Reward, Extrinsic Reward, Teachers commitment towards Performance is the result of my own research except as cited in references. The dissertation has not been accepted for any degree and is not concurrently in candidature of any other degree. Signature : Name of Candidate : SUBATHIRAH A/P MAYANDI Date : MAY 2011

2 iii Dedicated to My dearest husband, Muthu a/l Raman My beloved father & mother, M. Mayandi & G. Dhanaletchemey For the unceasing support and encouragement And For bringing joy and aspiration in my life

3 iv ACKNOWLEDGEMENT In the name of God the Most Gracious, the Most Merciful. First and foremost, I would like to thank god the almighty for providing me with spiritual guidance and strength without which completion of this thesis would not have been possible. Throughout the preparation of this dissertation, I owed much to my supervisor, Assoc. Prof. Dr. Azizi Yahaya whose support, advise and encouragement had been the backbone of the research. Thank you so much, only god knows how much I am indebted to you. My thanks and appreciation goes to my husband, Muthu Raman for his continuous support and understanding, in handling the family when I was away. A very special thanks go to my mother, Mrs. Dhanaletchemey and my brother, for their encouragement and prayers. Your support has helped me to shape the person I am today. Not forgetting, my colleagues, Gaitire Dewadasan and Syamala Devi Doraisamy who would be there to give me support in ups and down. Finally, I would like to thank all those names are not mentioned here but who have helped me a lot in completing my thesis. I am certainly blessed to be surrounded by the people who I can always count on, who love me and believe in me. Words can never truly measure the appreciation and love that I have for them.

4 v ABSTRACT The purpose of this study is to identify the most frequent job satisfaction towards teachers performance. The study also emphasizes on intrinsic reward, extrinsic reward and teachers commitment which influence teachers performance marks. Respondents consisted of 200 teachers from three secondary school in the district of Kluang. Questionnaire was used in this study and was validated by Dr.Azlina. The reliability of this questionnaire is Data was analyzed by using SPSS version The result shows that extrinsic reward is the most frequent job satisfaction among teachers, followed by moderate level of intrinsic reward and low level of teacher s commitment towards performance. Inferential statistics showed significant correlations were revealed between extrinsic reward and job performance and teachers commitment and job performance. However, there is no significant correlation was found between intrinsic reward and job performance. Based on the study, there were also significant differences between lower secondary students and upper secondary students in the three study variables (intrinsic reward, extrinsic reward and teacher s commitment). Multiple regression analysis showed that working colleagues and significant of task are the significant contributor factor of performance marks among teachers in three schools of the Kluang district. Intrinsic reward (significant of task) has value of F(2,197)=7.807, p = < 0.05 equivalent to B=2.377, β = 0.210, t = 2.794, Sig = and R 2 = Extrinsic reward (working colleagues) with value of [F (1,198) = 4.427, p <.05] and this implies that working colleagues, the beta value, (B=1.724, β = 0.148, t = 2.104, Sig = and R 2 = 0.022) contributes 2.2 percent of change in the dependent variable (performance marks). A predictor model was constructed via the analysis of multiple regressions. Several recommendation were presented to Malaysian Ministry of Education and school administration, to permit each and every party to plan and provide a conducive environment and organizing a workshop, seminar, or course on teachers behaviour to motivate them and get high performance.

5 vi ABSTRAK Kajian ini bertujuan untuk mengenal pasti kepuasan bekerja yang paling kerap terhadap prestasi guru. Kajian ini juga memberi tumpuan kepada tiga pembolehubah iaitu ganjaran intrinsik, ganjaran ekstrinsik dan komitmen guru yang mempengaruhi prestasi guru. Responden terdiri daripada 200 guru dari tiga buah sekolah menengah di daerah Kluang. Kesahihan Soal selidik dalam kajian ini dinilai oleh Dr.Azlina. Kebolehpercayaan daripada soal selidik ini ialah Data dianalisis melalui SPSS versi Statistik deskriptif menunjukkan bahawa ekstrinsik adalah kepuasan pekerjaan yang paling kerap di antara guru, diikuti dengan tahap yang sederhana ganjaran intrinsik dan rendahnya tahap komitmen guru terhadap prestasi. Statistik deskriptif menunjukkan korelasi yang signifikan yang terungkap antara ganjaran ekstrinsik dengan prestasi kerja dan komitmen guru dengan prestasi kerja. Namun, tidak ada hubungan yang signifikan ditemui antara intrinsik dengan prestasi kerja. Dapatan kajian menunjukkan bahawa terdapat perbezaan yang signifikan antara pelajar-pelajar menengah bawah dan pelajar sekolah menengah atas di tiga pembolehubah kajian (reward intrinsik, ganjaran ekstrinsik dan komitmen guru). Analisis regresi berganda menunjukkan bahawa rakan sekerja dan signifikan tugas merupakan faktor penyumbang yang signifikan terhadap markah prestasi antara para guru di tiga sekolah daerah Kluang. Ganjaran intrinsik (signifikan dari tugas) dengan nilai F (2,197) = 7.807, p = < 0.05 setara dengan B = 2.377, β = 0.210, t = 2.794, Sig = 0,006 dan R 2 = Ganjaran ekstrinsik (rakan kerja) dengan nilai [F (1,198)=4.427, p <.05] dan turut menunjukkan bahawa rakan kerja, nilai beta, (B = 1,724, β = 0,148, t = 2,104, Sig = 0,037 dan R 2 = 0.022) menyumbangkan 2.2 peratus perubahan terhadap pembolehubah dependen (Penilaian prestasi). Satu model peramal juga telah dibina oleh penyelidik berdasarkan analisis regresi pelbagai. Beberapa cadangan telah dikemukakan kepada Kementerian Pendidikan Malaysia dan pentadbiran sekolah untuk membenarkan masing-masing dan semua pihak untuk merancang dan menyediakan persekitaran yang kondusif dan menyelenggarakan workshop, seminar, atau kursus kepada guru untuk memotivasikan mereka supaya mendapatkan prestasi yang tinggi.

6 vii TABLE OF CONTENTS CHAPTER TITLE PAGE TITLE PAGE DECLARATION DEDICATION ACKNOWLEGEMENT ABSTRACT ABSTRAK TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURES LIST OF APPENDICES ii iii iv v vi vii xiv xviii xx 1 INTRODUCTION Introduction Research Background Problem Statement Research Objectives Research Question Hypotheses Significant of Research Conceptual Framework Scope of Study Limitation of Study 20

7 viii 1.11 Definition of Terms Conceptual Definition Operational Definition Conclusion 39 2 LITERATURE REVIEW Introduction Job Satisfaction Intrinsic Autonomy Task Involvement Task Significant Task Extrinsic Income Conveniences Superior officers Working Colleague Teachers Commitment Affective Commitment Normative Commitment Continuance Commitment Performance Theoretical of The Study Need-based Approach or Content theory Abraham Maslow s Hierarchy of Needs Herzberg et al. s Two Factor Theory Process Theories Expectancy Theory 78

8 ix Reinforcement Theories Theoretical Framework Previous Studies Study on Job Satisfaction Study on Intrinsic Study on Extrinsic Study on Teachers Commitment Study on Performance Hypothetical Model Conclusion 98 3 RESEARCH METHODOLOGY Introduction Research Design Source of Data Questionnaire Form Population of Study Sample of Study Research Instrument Demographic Characteristics of Respondents Intrinsic Motivation Extrinsic Motivation Teachers Commitment Item Distribution for Performance Marks Validity Reliability Exploratory Factor Analysis & Confirmatory factor analysis Procedure of Study 117

9 x 3.11 Data Analysis Variables Types of Analysis Used Descriptive Statistics Inferential Statistics Simple Regression Analysis Multiple Regression Analysis Interpretive Scales for study variables Intrinsic Extrinsic Teachers Commitment Pilot Study RESULTS Introduction Description of Respondents Demography Descriptive Analysis Objective (i): Most Frequent Intrinsic Reward Objective (ii): Most Frequent Extrinsic Reward Objective (iii): Most Frequent Teachers Commitment Inferential Analysis Objective (iv): Relationships between intrinsic 183 reward, extrinsic reward and teacher s commitment towards performance marks Matric Correlations Objective (v): Differences between Lower 187 Secondary and Upper Secondary

10 xi Objective (vi): Significant contribution 188 among variables such as intrinsic reward, extrinsic reward and teacher s commitment towards variance of performance marks among the teachers Objective (ix) Predictor Model: Intrinsic 190 Reward, Extrinsic reward, teacher commitment and Performance Marks 4.5 Conclusion DISCUSSION, SUMMARY & RECOMMENDATIONS Introduction Discussion Objective (i): Most Frequent Intrinsic Reward Objective (ii): Most Frequent Extrinsic Reward Objective (iii): Most Frequent Teachers Commitment Objective (iv): Relationships between intrinsic 202 reward, extrinsic reward and teacher s commitment towards performance marks Objective (v): Differences between Lower 204 Secondary and Upper Secondary Objective (vi): Significant contribution 204 among variables such as intrinsic reward, extrinsic reward and teacher s commitment towards variance of performance marks among the teachers Objective (ix): To construct a predictor model 205 of all variables such as intrinsic reward, extrinsic reward and teacher s commitment towards

11 xii variance of performance marks among the teachers. 5.3 Summary of the Findings Objective (i): To identify most frequent factor 206 of performance marks in aspects of intrinsic reward such as autonomy task, significant of task and Involvement in task in our school among the teachers Objective (ii): To identify most frequent factor 206 of performance marks in aspects of extrinsic reward such as Income, work colleague, Superior and Officer Convenience Objective (iii): To identify most frequent factor 206 of performance marks in aspect of teacher s commitment such as Affective commitment, Continuance commitment and Normative commitment Objective (iv): To identify whether there are 204 significant relationship between intrinsic reward, extrinsic reward and teacher s commitment with the performance marks Objective (v): Are there are differences in 207 Intrinsic reward, extrinsic reward and teacher s commitment towards performance marks between lower secondary teachers and upper secondary teachers Objective (vi): Are there any significant 208 contribution among variables such as intrinsic

12 xiii reward, extrinsic reward and teacher s commitment towards variance of performance marks among the teachers 5.37 Objective (ix): To construct a predictor model 210 of all variables such as intrinsic reward, extrinsic reward and teacher s commitment towards variance of performance marks among the teachers. 5.4 Implications of the Study Recommendations Based on the Findings Recommendations for Future Research Conclusion 217 REFERENCES 218 Apendices A-C 238

13 xiv LIST OF TABLES TABLE NO TITLE PAGE 2.1 Classification Of Motivation Theories Maslow Hierachy VS Herzberg Theory Krejcie, R.V. and Morgan, D.W. Schedule indicating rate 105 for determining sample total from population. 3.2 Items Distribution for Intrinsic Reward Items Distribution for Extrinsic Reward Items Distribution for teacher commitment Types of Statistical Approach Used Interpretation of Correlation Coefficient Compensation Policies Related to Path -Goal Attitudes Reward Policies Related to Path-Goal Attitudes Scoring Scale for the Likehood of job satisfactions (reward 146 intrinsic & reward extrinsic) 3.10 Interpretive Scale for the reward intrinsic and reward 148 Extrinsic 3.11 Scoring Scale for the teacher commitment 148

14 xv 3.12 Interpretive Scale for the teachers commitment Cronbach s Alpha Values Cronbach s Alpha coefficient of the instrument Frequency and Percentage Distribution on Respondents 153 Gender 4.2 Frequency and Percentage Distribution on Respondents 154 Age 4.3 Frequency and Percentage Distribution on Respondents 154 working period 4.4 Frequency and Percentage Distribution on Respondents 155 Academic 4.5 Frequency and Percentage Distribution on Respondents 155 Race 4.6 Frequency and Percentage Distribution on Respondents 156 Income 4.7 Frequency and Percentage Distribution on Respondents 156 Position 4.8 Frequency and Percentage Distribution on Respondents 157 Status 4.9 Frequency and Percentage Distribution for Autonomy in 158 Task 4.10 Frequency and Percentage Distribution for Significant in 161 Task 4.11 Frequency and Percentage Distribution for Involvement in 163 Task

15 xvi 4.12 Overall Frequency Difference Distributions According To 165 Type of Reward Intrinsic 4.13 Frequency and Percentage Distribution for superior officer Frequency and Percentage Distribution for working 169 Colleagues 4.15 Frequency and Percentage Distribution for income Frequency and Percentage Distribution for convenience Overall Frequency Difference Distributions According To 175 Type of Reward Extrinsic 4.18 Frequency and Percentage Distribution for Affective 177 Commitment 4.19 Frequency and Percentage Distribution for 178 Continuance Commitment 4.20 Frequency and Percentage Distribution for Normative 180 Commitment 4.21 Overall Frequency Difference Distributions According To 182 Type of Teacher Commitment 4.22 Matric Correlations among Reward Intrinsic, Reward 186 Extrinsic, teacher commitment and Performance marks 4.23 Comparison Analysis of t-test on three study variables 188 between Lower Secondary and Upper Secondary teachers 4.24 Result of Multiple Regression Analysis for Contributions 189 of intrinsic reward, extrinsic reward and teacher s commitment towards variance of performance marks among the teachers 4.25 Result of Multiple Regression Analysis for Contributions 191 of intrinsic reward, extrinsic reward and teacher s

16 xvii commitment towards variance of performance marks among the teachers 4.26 Result of ANOVA Analysis for Contributions of intrinsic 193 reward, extrinsic reward and teacher s commitment towards variance of performance marks among the teachers 4.27 Result of Coefficients Analysis for Contributions of 194 intrinsic reward, extrinsic reward and teacher s commitment towards variance of performance marks among the teachers 5.1 Summary Results for Relationship between Variables and 207 Performance Marks 5.2 Summary Results for some variables between Lower and 208 Upper Secondary Teachers 5.3 Summary Results for significant contribution among 210 variables towards variance of teacher commitment among teachers.

17 xviii LIST OF FIGURES FIGURE NO TITLE PAGE 1.1 Conceptual Framework Relationship among Work Motivation, Competence, 62 Attitude, Performance and Satisfaction 2.2 Maslow's Hierarchy of Needs Maslow s Hierarchy of Needs Summary of Herzberg et al. s (1959) research Findings The Relationship Between, extrinsic reward, intrinsic 81 reward and Teachers Commitment towards Performance Marks in Teaching and Learning 3.1 The Common Factor Model The Original Path Model Study Relationship between Policy Variables, Path-Goal 130 Perceptions, and Behavior 3.4 Porter and Lawler Path-Gold Model Wage Rate Distribution for a Given Skill 134

18 xix 4.1 Hypothetical model: intrinsic reward, extrinsic reward 192 and teacher s commitment towards variance of performance marks among the teachers 4.2 Predictor Model: Intrinsic Reward, Extrinsic reward, 195 teacher commitment and Performance Marks

19 xx LIST OF APPENDICES APPENDICES TITLE PAGE A Certification of Student Status from University 238 B Permission Letter from Kementerian Pelajaran 239 Malaysia C Questionnaire 240