Assessment of job satisfaction of lecturers who received vocational teacher training in relation to the current learner centered methodology used at a university of technology

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Assessment of job satisfaction of lecturers who received vocational teacher training in relation to the current learner centred methodology used at a university of technology

Alufheli Edgar Nesamvuni

Masters’ thesis Educational Management 2021

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Abstract

Date: May 2021 Author(s)

Alufheli Edgar Nesamvuni Degree programme

MBA Education Management

Report/thesis title: Assessment of job satisfaction of lecturers who received vocational teacher training in relation to the current learner centred methodology used at a university of technology

Number of pages:

62

Number of appendix pages: 4

Abstract

This study was conducted amongst teachers in the faculty of management sciences at the Tshwane University of Technology. The response rate from the study population was 56%.

The study sample had majority of the respondents (55%) were females and a high number of the respondents (60%) were over 40 years of age.

The first objective of this study was to assess the job satisfaction using the MSQ short questionnaire. The outcomes of the survey elicited that the teachers are moderately satisfied with their ability to implement learner centered teaching methodologies. The intrinsic motivation factors were higher (mean=3.68/74%) as compared to extrinsic motivation factors (mean=3.45/69%). The biggest source of dissatisfaction was working conditions, which is an extrinsic motivation factor. This was contrasted by the highest source of satisfaction, which was ability of supervisors’ decision-making. In terms of the Herzberg 2 factor theory, the teachers received satisfaction from two motivators, viz. responsibility and growth in contrast to the hygiene factors of supervision.

Additional concerns that were solicited through open ended questions showed that the teachers a concerned by the following hygiene factors; reputation of the institution, slow decision making by supervisors, working conditions, availability of resources and infrastructure. Upon analysis, the issues raised had a direct impact on their ability to implement learner centered teaching methodologies. The second objective of the study was to elicit from the teachers a priority list of five techniques and tools they wish to implement. The list can be classifies as follows; i) use of video platforms; ii) flipped classroom; iii) interactive presentations; iv) mind map apps and v) technology based classroom management. A number of administrative and infrastructure impediments were raised. The ones which can be changed at faculty level included; i) workload, ii) class attendance, commitment of part-time teachers, iii) acquisition of latest technology and iv) classroom layout.

A developmental project will be presented to ensure the practical implementation of the selected teaching techniques and tools as well as addressing the impediments that are within the span of control of the researcher.

Keywords

Job satisfaction, teachers, learner-centered learning, teaching technology, teaching methods

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Abbreviations

DHET Department of Higher Education and Training TUT Tshwane University of Technology

THE Times Higher Education

SEP Student Enrolment Plan

MSQ Minnesota satisfaction questionnaire

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List of tables

Name of table Page No

Table 3.1 Revision of MSQ short (Schriesheim et al. 1993) 14 Table 3.2 The learner-centered psychological principles (APA Work

Group of the Board of Educational Affairs) 20

Table 3.3 Factors assisting in the educational transformation to learner

centered learning 22

Table 5.1 Demographic characteristics of the study sample 31 Table 5.2 Results of intrinsic and extrinsic job satisfaction measure 32

List of diagrams

Name of figure Page No

Figure 3.1 Conceptual framework of demographic characteristics and their link with employees` turnover intentions

10 Figure 3.2 MSQ analysis according to Herzberg two factor theory. 13

Figure 3.3 Summary of the four theories of learning 19

Figure 3.4 Conceptual Model based on Weimer (2002) 19

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1 Introduction

In general, employee satisfaction is an important aspect of any organization, because it directly influence organizational productivity (Odembo, 2013). Satisfied employees are k nown to produce higher levels of quality, efficiently resulting in the net profit for the organization (Bin Shmailan, 2016). Bin Shmailan (2016) further reported that these employees tend to exhibit creativity and innovation, which results in new breakthroughs causing the organization to grow and change in line with changing markets. All of this rings true for universities teachers because, high on the educational national agenda is improvement of educational performance, there is a renewed focus on assessment, reform of the curriculum, quality of teaching and learning effectiveness (Sharma & Jyoti, 2010). In a study by Bangun, Linda & Gadih (2018), Job satisfaction was found to be an important factor that require careful attention as it increases motivation of university lecturers, this may ultimately improve the job performance.

Majority of studies reported a positive link between satisfaction and performance. Narasuci

& Noermijati (2018) reported that the work environment and direct statistically significant effect on teacher performance, and similarly Bangun, Linda & Gadih (2018), found similar effect positive effect on teachers performance through motivation. In the study by Wahyudi (2018), Job satisfaction had a significant positive effect on the performance of lecturers and job satisfaction and work experience combined also had positive and significant effect on performance. Finally, a study by Hazriyanto, Badaruddin & Frangky (2019), also reported that job satisfaction had a significantly positive effect to lecturer performance, in addition, organizational and job satisfaction combined had a significant and positive performance effect. However, work commitment on its own had an insignificant effect of lecturer performance. They concluded that a combination of Job satisfaction and commitment to the organization tend to result in high performance by lecturers (Hazriyanto, Badaruddin &

Frangky, 2019).

Both extrinsic and intrinsic factors influence teacher satisfaction and the demographic profile of the teachers play a role as well. This study will focus on intrinsic factors based on inner fulfillment of implementing learner centered learning.

Despite recent technological innovations, most students experience learning at universities as isolated and most students see learning as disconnected from that of others (Stebleton & Soria (2013). The only connection they see with the teacher is as a provider of knowledge and most

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teachers in developing countries do not see a possibility of reciprocal learning between them and the students (Todorescu, Popescu-Mitroi, Greculescu (2015). This leads to both teachers and students continuing to engage in individual performances and teaching resulting in an environment showing and telling between teachers and learners (Tinto, 2003). Most learners in higher education are still spectators in the learning space; teachers take the centre stage and only managing to engage a few active student participants (Tinto, 2003).

There are many ways that learner centred learning approach can be implemented, the results however, are positive for both students and teachers always (Di Biase, 2019). Learning s h e be a shared experience for both teacher and student through timely engagement spanning multiple disciplines with the goal of solving complex social issues, this results in the application and the testing of the theories learned or the generation of new knowledge through the experiences (Di Biase, 2019). A properly organized collaborative learning environment, tends to promote more than acquisition of subject content, in addition, there is an enhancement of intellect and both teacher and learner share the responsibility for the learning (Jacoby 1996).

For the collaborative learning to be fully realized, teachers require extensive training in suitable collaborative learning methodologies and the use of available technologies that will keep students engaged in the learning process. At TUT, a number of teachers enrolled and completed vocational teacher training programme offered by the Haaga Helia University of Applied Sciences. The programme provided extensive training to apply collaborative learning methodologies using latest technologies.

The aim of the study is to assess the job satisfaction of TUT teachers who received learner centred teaching approaches in order to assess if their satisfaction will improve after they are provided with an opportunity to implement the learner centred collaborative learning approach for a period of one teaching term.

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2. Objectives

In this chapter, the expected outcomes, research questions, scope of the study as well as the developmental project will be presented.

2.1. Expected outcomes

The outcomes from the TUT teachers will be as follows

 A priority list five (5) of learner centered teaching methodologies or tools/techniques teachers’ wishes to implement in the classroom will be identified and purchased.

 A list of five administrative processes hindering teachers to implement learner centered learning in class will be identified and implementation action plan will be developed to remove them as hindrances.

 After implementing the chosen methodologies/tools/techniques, student success will be measured after completion of study.

The outcomes from the management side

 The job satisfaction of teachers at the faculty will be measured for the first time in the history of the faculty.

 Management of the faculty will set a budget aside to procure all possible equipment required to assist teachers to implement collaborative learning.

2.2 Research questions

RQ1: What is the job satisfaction level of teachers in the faculty of Management Sciences RQ2: What are the administrative factors hindering teachers from implementing learner centered learning methodologies?

RQ3: What are the Infrastructural factors hindering teachers from implementing student centered learning methodologies?

RQ3: Which learner centered teaching methodologies do teachers wish to implement?

2.3 Scope

The study is informed by the fact that the researcher is the executive Dean of the Faculty of Management sciences at TUT. This faculty has the highest number of teachers who

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completed the Haaga-Helia Vocational teacher-training programme. This therefore means that the study will only involve the faculty of Management Sciences at TUT. The faculty has 165 teachers, however only 36 completed the programme and only those teachers will be part of the study population. The ultimate outcome of this study is to identify learner centered teaching methodologies that the teachers wishes to introduce. Through multiple suggestions may be presented, only the top five (5) prioritized methods will be procured and implemented.

The teachers will also be asked to indicate factors that impede the possibility of implementing learner centered teaching in the faculty. In this regards, administrative and infrastructural interventions will be limited to those in the scope of the executive of the faculty of management sciences. The full implementation is envisaged to resume at the start of the 3^rd term of 2021.

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3. Theoretical framework

3.1 Theoretical Concepts

The following are working definitions of the theoretical concepts used for this study:

 Job satisfaction

Job satisfaction has been researched widely but it remains a complex concept (Lumley et al, 2011). It can be defined as “an individual’s total feeling about their job and the attitudes they have towards various aspects or facets of their job, as well as an attitude and perception that could consequently influence the degree of fit between the individual and the organization”

(Ivancevich and Matteson 2002). Armstrong (2006) defines it as “the attitude and feelings people have about their work”. This means that in this study, it will mean a positive and favourable attitude towards teaching at TUT will job satisfaction.

 Learning

Learning is defined “a process that leads to change (knowledge, attitude or behavior), which occurs as a result of experience and increases the potential for improved performance and future learning” (Ambrose et al, 2010).

 Learner centered learning

Learner centred teaching is defined as an approach to teaching were there learner is in the centre and plays the most active role in the learning. The responsibility to learning rests on the learner while the teacher plays a facilitator role. This is also known as student-centred learning.

 Teacher centered learning

“Teacher centred” Means a learning environment were the teacher is in the centre and plays the “active” role. In this situation the learners are “passive” or play a spectator role.

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 Learning tools

This are singular or combination of tools used in the classroom by both teachers and learners to facilitate learning. This day’s most of the tools are technological. There are several examples including electronic boards with multiple functionalities, clickers and mobile phone based applications.

3.2 Research setting, the external environment influencing learning and teaching Tshwane University of Technology (TUT) was formed in 2004 following the merger of three erstwhile technikons (also known as polytechnics in Europe). South Africa has a history of unequal higher education and thus the merger was decided upon in order to redress these inequalities through sharing of infrastructure and increasing access to communities’ majority of them black and African resulting in what is now referred to as the peoples’ university. Since its inception, TUT has become the largest contact University in South Africa. The university is comprised of seven faculties offering programmes in science, engineering and technology, business and management, education, humanities and the arts. The Times Higher Education (THE) in 2018 ranked TUT as one of the top 1000 universities globally and our programmes in engineering in the top 300. In South Africa TUT is ranked eighth out of the 26 universities in the country. In 2017, TUT was ranked as the number one University of Technology in Africa by University Ranking by Academic Performance (URAP).

The 2020 – 2025 strategic planning document has six (6) pillars two of which are related directly to teaching and learning. These are; i) Future-ready graduates who make a positive societal impact and ii) Digitally-advanced University.

i) Future ready graduates who makes a positive societal impact

Specific goals of interest linked to this pillar includes; a) Deployment of creative and innovative educational practices and b) engagement of students as active participants in their learning experiences. This means that the university commits itself to positioning the students in the center of its teaching and learning strategy.

ii) Digitally advanced university

One specific goal of interest linked to this pillar includes the deployment of digital and smart technologies to enhance student learning experiences, facilitation of knowledge creation, increasing engagement and acceleration of technology transfer. The first part of the goal commits the university to the deployment of technology in the classroom. Due to the fact that

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students in the classroom are millennials, this is a commitment to focus of the current profile of the students.

As the executive dean of the faculty, once a year a session is held annually to discuss the state of the faculty. Teaching and learning, research and community engagement are the main discussions points. During the 2019, session, the following issues were raised by teachers:

 The teaching environment at TUT is not set up for student centered learning.

 The teachers require support and finances to acquire latest technologies to implement what they have learnt

 Teaching schedules and timetables require to adaptation to suit collaborative learning

 Some technology applications and programmes need to be purchased to facilitate collaborative

The above is not an exhaustive list but captures the essence of the actions required to make the training to have a good return of investment. The faculty of Management sciences is the only faculty that has over 35% of its lecturers trained to be university teachers. The faculty experience an average success rate of 72% over the past 5 years. One of the ingredients to improve this success rate is improvement in teaching quality. The over 35% of trained teachers can make a positive contribution to improving success rate. Government through the department of Higher Education and Training (DHET) uses success rate and graduation rates to determine funding for universities. This is the first stream of income; this stream of income depend on two main activities, viz. student enrolment as well as student success leading to graduations. The Department of Higher Education and Training (DHET), grant the university a predetermine amount of money based on the number of students enrolled who carry the full academic load. This is predetermined because the same department first need to approve the Student Enrolment Plan (SEP), which determines the maximum number of students to be registered. There is therefore no benefit of enrolling more students than the SEP indicates.

What the university have full control on is the success rate of the students. Student centered learning methodologies can make a positive impact on the income of the university.

Student centered collaborative learning has been found to have a positive impact of student success.

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Academic benefits attributed to Collaborative learning includes (Laal & Ghodsi, 2012);

 Promotion of critical thinking skills

 Active involvement of students in the learning process

 Improvement of classroom

 Modeling of appropriate student problem solving techniques

Improvement of classroom results being a major benefit for the university. It is thus assumed that when students are performing better academically, this should lead to a satisfied teacher.

3.2 The concept of Job satisfaction

As indicated earlier, job satisfaction is complex in this study one definition was adopted. Job satisfaction is defined by Ivancevich and Matteson (2002) as “an individual’s total feeling about their job and the attitudes they have towards various aspects or facets of their job, as well as an attitude and perception that could consequently influence the degree of fit between the individual and the organization”. It is seen as “the attitude and feelings people have about their work”.

Spector (1985), purports that this topic has received attention by both academics and human resources practitioners alike because employee retention or its opposite employee turnover is a known problem for organization caused by high mobility of knowledge workers and general staff. Currently, talented employees are focusing on satisfying their own individual needs this requires that organizations should be alert about these needs (Lumley et al, 2011).

Secondly, research has proved that a satisfied employee has a positive role on the performance of an organization (Latif, et al., 2013:166). Retention of talent is thus important through ensuring their satisfaction in order to motivate them to achieve exceptional results for the organization.

Spector (1997) raised the fact that there are complicated and interdependent aspects of job satisfaction. Glissan and Durick, (1998) lists these facets to include:

 Environment which they work,

 Conditions of work,

 Equity and

 Communications with colleagues.

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The age old theorist of Job satisfaction Herzberg, presented t he “two factor theory” which indicates the two types of needs, namely:

 Hygiene, these are needs that can be satisfied by hygiene factors like supervision, interpersonal working relationships, physical working environment, income, benefits etc.

 Motivation, these are job related such as achievement, recognition, responsibility, advancement and growth.

Gupta (2011) highlighted that there is a difference between job satisfaction, motivation and morale.

 Motivation is the employees willingness to work,

 Satisfaction is a positive emotional state, and

 Morale is an attitude on the job and the work environment

It can be concluded that Satisfaction have an impact on both motivation and morale, a positive emotional state will results in the employee willing to work and he/she will have a positive attitude about the job (Westlund & Harron, 2008). This is the reason why researcher focus on measuring satisfaction instead of the other two concepts.

It is for this reason that Lumley and co-workers (2011), also concluded that it is job satisfaction that is an indicator of company effectiveness, satisfaction is directly correlated to organizational and individual factors, and they agree with the maxim of management that “a happy worker is a productive worker”.

3.2.1 Impact of demographics on turnover intentions

The ultimate outcome of poor job satisfaction is departure from employment/turnover.

Demographic factors were found to have a direct influence on turnover intentions.

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Fig 3.1. Conceptual framework of demographic characteristics and their link with employees`

turnover intentions (Soomro, 2020).

Retention of employees or organisational commitment is an important issue in many organisations since employee turnover has negative consequences inclusive of human capital loss, low productivity and low quality of service (Soomro, 2020; Emiroglu et al 2015 and Datta, 2020). Emiroglu and co-workers (2015) and Datta (2020) further reported that there is a direct relationship between employees’ individual factors/demographics (gender, age, marital status, and academic qualifications) as well as employment tenure and employee turnover intention.

This section will discuss the possible impact of demographics factors in this study on employee turnover intention.

3.2.2 Measuring Job satisfaction

Buitendach & Rothman (2009) analized job satisfaction and similar to others concluded that it is a multiple faceted and global concept. Hirschfield and Rothman, ( 2009) indicates job satisfaction can be measured in two ways, namely single and multiple item measures.

Due to the nature of the job satisfaction concept, multiple measures are more appropriate as it measure holistically satisfaction and its relation to other variable of interests (Hirschfield and Rothman, 2009).

The Minnesota Satisfaction Questionnaire (MSQ) is u s e d in m a n y s t u d ie s t o m e a s u r e and validate employee’s job satisfaction. The Minnesota Satisfaction Questionnaire if

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favored because it is tested and validated to accurately measures satisfaction. The second advantage is that it measures two distinct components, viz. intrinsic and extrinsic job satisfaction (Hirschfield and Rothman, 2009). Intrinsic job satisfaction measures how employees feels regarding the nature of the job tasks in comparison to extrinsic job satisfaction, which focuses on the task outside the work task (Spector, 1997).

3.2.3 The two factor theory

The Herzberg's motivation-hygiene theory commonly known as the two-factor theory was developed by Psychologist Frederick Herzberg in the 60’s (Herzberg, 1966). This theory purports that there are two distinct factors in the work place (Hackman et al, 1976). These are motivators and hygiene factors. The motivators cause job satisfaction and the hygiene factors cause dissatisfaction. The set of factors work independently of each other (Holmberg et al 2015).

According to the two-factor theory, dissatisfaction in employees is caused by hygiene factors and for the employee not to be dissatisfied, these factors should be eradicated. These hygiene factors are mainly extrinsic and include salary, job security and a positive culture or work conditions (Schultz & Schultz, 2010). The hygiene factors are rated with the highest rated being company policies and at the low end is salary and co-worker relations (Muhammad et al, 2018). This means that, better work conditions is rated higher than wages.

It is important to note that by eradicating hygiene factors does not lead to satisfaction. In order to get employees to be satisfied there has to be a deliberate improvement of satisfaction in the workplace (Schultz & Schultz, 2010). Increasing motivation results in employees improving their performance. These motivators are related to the performance of the job itself, employees get satisfied if they perform a task because they want to. Motivation can also be achieved when employees share their knowledge, this cause satisfaction due to the fulfillment of social need and cohesion with co-workers (Muhammad et al 2018. Example of motivators includes; challenging work, recognition at work place, taking responsibility and decisions at work, conducting meaningful tasks and if the employee is made to feel important at work.

The theory however concludes that, to achieve full satisfaction, hygiene factors should be eliminated first before inclusion and improvement of motivators (Schultz & Schultz, 2010).

In the diagram below, the MSQ short was analyzed against the two-factor theory of Herzberg.

The different statements of MSQ are classified according to motivators and hygiene factors.

This analysis will also be used in the findings of this study.

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Fig 3.2. The MSQ analysis according to Herzberg two factor theory.

Since the development of the MSQ, it has been suggested that the original assignment of the MSQ short-form items as specified by the MSQ manual (Weiss et al., 1967) results in sub- optimal level of construct validity. Due to these question marks, Schriesheim et al. (1993) did a detailed content adequacy assessment of the MSQ subscales. The shortcoming of the

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original subscales was the fact that they were based on factor analysis results. The outcome of the study by Schriesheim et al. (1993) concluded that there should be a revision of the original MSQ short-form subscales. The results are depicted in the table below: Table 3.1.

Revision of MSQ short (Schriesheim et al. 1993)

In this study, the original subscales will be used in analyzing job satisfaction to allow for comparisons with other studies and the linkage with Herzberg theory.

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3.2.4 Summary literature about satisfaction in the workplace

Several studies were done through out the world using the MSQ short questionnaire. The findings of these studies are summarized below. This summary is presented for comparison purposes only.

COUNTRY FINDINGS

South Africa (Beitendach & Rothmann, 2009)

In this study, factor analysis was done to compare if job satisfaction is influenced by age and race. The first finding was that there was construct equivalence of scales for both race groups. In terms of job satisfaction, a marked and statistically significant difference was between employees of different ages and most importantly different races. Older employees experienced higher levels of satisfaction compared to young employees.

Gender had an insignificant impact on satisfaction. Lastly, White employees reported better intrinsic job satisfaction as compared to black employees.

Tanzania (Mgaiwa, 2021) The findings of the study revealed that significant predictors of job satisfaction for academics extrinsic factors like freedom to and participation in taking academic decisions, working in a team, quality of supervision and availability of resources.

The demographic factors that contributed significantly were marital status, gender, age, academic rank, and type institution.

Ethiopia (Teklemariam, 2020) The study was on the effect of principals‟

leadership styles on teachers‟ job satisfaction. The study found a significant relationship between the constructs. The main finding was linked to transformational leadership styles of the principal, which resulted 41.2% of job satisfaction variance of teachers’ job satisfaction. Teachers preferred principals were positive and were considerate to their individual needs.

Positive reinforcement reward was found to be a positive predictors of teacher job satisfaction.

Lithuania (Liekis, Aleksandraviciute & Bochko, 2020)

This study on distance education teachers found that dissatisfaction was caused by Income, prevailing working environment, quality and manner of supervision, lack of work responsibility, poor recognition of achievements and interpersonal relationships.

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3.3 The theory of learning and learner centered approaches 3.3.1 Learning

Learning is “a process that leads to change, which occurs as a result of experience and increases the potential for improved performance and future learning” (Ambrose et al, 2010).

After learning has taken place, learners experience changes in the knowledge acquired, change in attitude and most importantly behavior. It is expected that the learners outlook on life and the world is different compared to before learning.

The way students learn vary from one student to the other. This is due to the fact that our brains are wired differently and unique (McConnell, et al 2021). It has also been found that the way we learn is also influenced by experiences we have gone through in life. Academic researchers in the field of psychology have conducted a number of studies to assess and comprehend how students learn. It is thus important to teachers to be trained to cope with facilitation of student learning on the and outside the classroom (Zhu, Valcke & Schellens, 2008). It is thus important that teachers understand the multiple ways learning. A number of tested theories of learning are available for teachers to learn to ensure effective facilitation of learning their classrooms (McConnell, et al 2021). There is evidence that the use and application of different theories results in positive outcomes for the students. This due to the fact that all students in the class will be catered for in terms of their preferred way of learning (Zhu, Valcke & Schellens, 2008). There are four commonly known and used theories that are used to explain how learning occurs. These four theories are briefly described below.

 Cognitive learning theory.

The way people think is in the center of cognitive learning theory. This theory requires understanding of cognition processes and the fact that this can be affected by internal and external factors (Mayer, 1998). Philosophers, Plato and Descartes, originated the theory. At a later stage a deeper study by Jean Piaget, elicited a better understanding on environments and internal structures and their influence on learning (Mayer, 1998). Basically this theory purports that both intrinsic thoughts and external influences are an important part of the cognitive process (Schunk, 2012). It is thus important that students comprehend their learning is impacted by the way they think. This understanding provide the students a better handle to their studies.

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The teacher can use this theory by allowing students to speak out during the learning process, the so-called “thinking aloud” (Schunk, 2012). The better the teacher understand the students cognitive process the better the teacher can create effective learning opportunities.

 Behaviorism learning theory.

This theory is based on the impact of the environment on the way students behaves. The theory purports that people learned behaviours are mainly influenced by external factors instead of internal forces (Ertmer & Newby, 1993). Pavlov initially muted this theory in the 19th century. Pavlov observed classical conditioning that with the dog experiment, which lead to the implementation of positive reinforcement as an element of behaviorism (Dembo, 1994).

Positive reinforcement can be one aspect that teachers can use in the classroom setting help students better understand the content they are learning. This positive reinforcement has been found to contribute to information retention resulting in behavioral change (Dembo, 1994).

 Constructivism learning theory.

The theory is based on the premise that students learn based on previous experiences. The theory states that students add new knowledge to previous experience and knowledge in order to learn (Ertmer & Newby, 1993). This results in the creation of learner specific reality and development of new knowledge. The theory requires that students take active participation in the learning process and this is what results in a unique experience for each student. The teacher, in the facilitation of learning can use this theory by allowing students to bring their own experience in the classroom (Dick, 1991). Due to the active participation of the students, the teacher provides guidance and assist students are responsible for the creation of their own learning to better understand the content. Learner centeredness is the hallmark of this theory because students are allowed to bring their own experiences in order to learn new knoweldege and create new realities (Dembo, 1994).

 Humanism learning theory.

This theory is also learner centered and it is closely related to constructivism. This theory is based on the Maslow’s hierarchy of needs, with self-actualization as the apex need for a mature student. This theory suggests that when all level needs are met, the results is the best possible version of yourself (DeCarvalho, 1991). To meet the apex need students will create learning opportunities that will facilitate achievement of self-actualization. Learning institutions

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and teachers can help students fulfill their low-end needs by providing a learning environment that is comfortable and safe, provision of adequate food and support they need to thrive in their learning (Huitt, 2009). This kind of environment is conducive for learning and allow students to focus on higher needs.

There are specific strategies and techniques that teachers can use in their classrooms utilizing these theories resulting in optimum learning. This requires that teachers are trained to become well-rounded to allow them to apply all kinds of tools and styles for teaching and classroom management (Wu et al, 2012).

In this study, the sample population, namely, the teachers received technical training through the Haaga-Helia Vocational Teacher programme and it is hypothesized that the freedom to implement these techniques will have a positive impact on their job satisfaction. These teachers can utilize digital platforms in their teaching and create opportunity for students to connect with things that are on interest to them as this helps them to learn. The teachers were also trained to develop a link and learning relationship with their students and other teachers to motivate students to learn. These four theories of learning are illustrated in the figure below.

Figure 3.3. Summary of the four theories of learning

3.3.2 Learner centered learning

Learner centred teaching is defined as an approach to teaching were there learner is in the centre and plays the most active role in the learning. The responsibility to learning rests on

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the learner while the teacher plays a facilitator role. This is also reffered to as student-centred learning. Learner centred approach is depicted in Figure 2 below:

Figure 3.4: Conceptual Model based on Weimer (2002)

It is accepted that learner-centered teaching approaches are designed to ensure that students’

are empowered and they learn by collaboration with other learners and reflection of their own learning (Brown, 2008). Naruemon (2013), in relation to the theories of learning, learner- centered approaches are directly related to constructivism and humanism. In these theories as already discussed, the learners are directly and actively involved in the development of their own learning and the teacher acts as a facilitator (Brown, 2008). Naruemon (2013) contradicts this with teacher-centered approaches contrasts were a teacher is expected to act as a transmitter of knowledge

Most countries have realized the advantages of these approaches and many of these countries are introducing reforms to adopt of learner centered approaches (Cheewakaroon, 2011). In South Africa, these approaches are not generally adopted and there is a need for training of the teachers to remove themselves from the center of the learning process. Training is likely to influence how effectively they are able to implement learner-centered classrooms.

Responsibility for Learning

Balance of

Power Role of Teacher

Learner Centered Approach

Evaluation Functions of

Content

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Table 3.2. The learner-centered psychological principles (APA Work Group of the Board of Educational Affairs, 1997)

Domains The principles Summary

Cognitive and metacognitive factors

Nature of the learning process.

Goals of the learning process.

Construction of knowledge.

Strategic thinking.

Thinking about thinking.

Context of learning.

The nature of learning and the characteristics of good learners are emphasized. The effective learning process is based on constructing meaningful knowledge between new information and existing knowledge in the supportive learning environment to achieve learning goals.

Motivational and affective factors

Motivational and emotional influences on learning.

Intrinsic motivation to learn.

Effects of motivation on effort.

Learners’ motivation and emotion influence learning.

Tasks related to personal interests stimulate learners’

intrinsic motivation to learn.

Developmental and social factors

Developmental influences on learning.

Social influences on learning.

The use of appropriate materials, social interactions, interpersonal relationships and communication affect learners’

learning.

Individual differences factors

Individual differences in learning.

Learning and diversity.

Standards and assessment.

Learners have different prior experience and heredity.

Valuing learners’ differences helps enhance their motivation and achievement levels. Using appropriate standards and assessment help support individual differences.

The Table above describes the learning domains that can assist teachers to understand factors associated with facilitating learners.

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Included factors are:

 Cognitive and metacognitive

 Motivational and affective

 Developmental and social

 Individual difference

According to McCombs & Miller (2007), the understanding of these factors assist in the educational transformation to learner centered learning. The factors can be summarized as follows:

Table 3.3. Factors assisting in the educational transformation to learner centered learning (APA Work Group of the Board of Educational Affairs (1997)

FACTORS EXPLANATION

Cognitive and metacognitive Capabilities to set learning goals, use strategies, monitor, and reflect on their learning Motivational and affective Importance of motivation

and emotion in learning such as curiosity, effort and creativity

Developmental and social Focus on social

interactions,

interpersonal relations and communication with other learners to collaboratively learn

Individual difference Emphasize varied

strategies, methods, and capabilities in learning as well as the use of assessment to support individual learning progress and outcomes

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According to Barman (2013), it is important to emphasize those domains, factors are interrelated, and their combination ensure effective learning. Components of learner- centered approaches includes:

 Roles of the teachers and the learners,

 Collaborative learning,

 Learning tasks

 Resources, and

 Assessment.

In this study, there will be more emphasis on the role of the teacher and his/her utilization of the latest resources to facilitate collaborative learning.

3.3.3 The role of teachers

Even though the strategy places the learner on the center of the learning process, there is still an important role played by the teacher, because the teachers either, “do something w i t h students or “they are with students”. This will allow the students to learn and learn together with other students.

These two concepts means that teachers are:

 guiding,

 demonstrating

 creating student learning experiences

According to Jony (2016), the students will be involved in debates and activities like role- playing, problem solving, brainstorming and discussions. Weimer (2013) adds that the role of teachers will also involve creation of suitable learning opportunities and allowing for cascading or scaffolding learning to allow the learner to advance in the learning. This results in a creation of a learning community by both the teacher and the learner Handa (2009). The critical role of the teacher is the development of suitable learning outcomes, relevant content, collection of evidence that will allow for appropriate assessment (Jony, 2016).

A degree of learner autonomy is expected after the teacher has completed the critical tasks (Larasati, 2018). The influence that the learners has include the functioning of the group as

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well as the mode of learning, through this the responsibility and control of the learners increases (Powell and Kalina, 2009).

Jony (2016) emphasize that the support role of teachers and the fact that they should inculcate and encourage learners to take personal responsibility to learning. Because students learn from each other, teachers are expected to encourage rapport between students and open communication between teacher and learners; this helps decrease students’ anxiety and stress (Aliusta & Özer, 2017). “This further helps to build trust, respect and acceptance from students by listening, paying attention, and providing available time for them, facilitate and motivate students to learn” (Namwong, 2020). Namwong (2020) further states that, a teacher who plays his/her role properly allow learners to have awareness of own learning strengths and, in turn, work with their classmate to improve their learning. This helps teachers also better facilitate learning due to a full appreciation that learners learn differently

It should however be understood that, most teachers are trained in teacher centered methodologies and they find it hard to leave the learning to the learners, thus this transition to learner centeredness is a difficult one (Aliusta & Özer, 2017).

3.3.4 The role of learners

As previously indicated, the development and construction of new knowledge requires the active participation of the learner (Weimer, 2013). In this approach learners class activities discussion of ideas, test of thinking around questions posed, allowing learners to take charge of their own learning (Loh & Teo, 2017). At its most complete state learner, can (Al-Zu’be, 2013):

 together with the teacher set classroom rules and regulation,

 partake in the planning o f learning activities,

 invest time on pre-reading before the class,

 share ideas with other learners,

 ask assistance from teachers when necessary.

The active role the learners take leads to responsibility shifting to the learners and results in the increase on internal/intrinsic motivation on the side of the learner. This is fully aligned to the Humanism theory of learning ( Al-Zu’be, 2013). This is in contrast with teacher-centered learning where learners are extrinsically motivated due to lack of control (Aliusta & Özer, 2017).

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For this process to be successful, the learners must be fully aware of their role and take full responsibility coupled with facilitator role of the teacher to guide the learners (Weimer, 2013).

This requires that students should put added effort through problem solving activities that may result in new strategies to assist them learn and seeking constant guidance from the teachers.

As indicated in the previous section, teachers should take responsibility to scaffolding the learning content. It should not be forgotten that this approach is collaborative by its nature and there is a need for learners to support each other in the learning (Weimer, 2013). Learners become sources of information to each other the through discussions one on one or through discussion groups. The additional responsibility that learners should take is to learn and develop collaborative and communicative skills required for effective group discussions (Al-Zu’be, 2013).

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4. Methodology

In this section, the research design, nature of the study, time scale, population and sample selection will be presented.

4.1 Research design

This study will be descriptive in its design and the data was collected using quantitative methods with four open-ended questions. A descriptive study design has limited bias in data collection and there is a likelihood of fewer errors in data interpretation and analysis, this informed the preference in this study (Omair, 2015). Data will be collected from all Lecturers in the faculty of Management Sciences who completed the Haaga-Helia Vocational Teacher Training.

4.2 Selection of participants Target group

All Lecturers (36) in the faculty of Management Sciences who completed the Haaga-Helia Vocational Teacher Training will comprise the study population.

Sampling method:

Convenient sampling method (non-probability) was used to select participants for the study population. All the lecturers who agree to participate and sign consent form will comprise the study sample. A response rate of above 65% is regarded as acceptable.

4.3 Data collection

Method of collection:

A self-administered Minnesota Satisfaction Questionnaire (MSQ) Short Form will completed online by the study sample. Google forms will be used to administer the survey online.

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Method of administration:

The questionnaire will be anonymous and the participants will complete and send it back through a secure online platform. There will be no questionnaires sent or returned by email.

4.4 Measurement instrument Type of Instrument:

The primary data collection instrument used is the Minnesota Satisfaction Questionnaire (MSQ) Short Form. The questionnaire is used globally to assess job satisfaction in different types of work place. The questionnaire used a 5-point Likert scale:

5 = Very Satisfied 4 = Satisfied

3 = Neither Satisfied nor dissatisfied 2 = Dissatisfied

1 = very dissatisfied

The Vocational Psychology Research unit of the University of Minnesota has given free licence to use the questionnaire without a need for written consent. The questionnaire has been tested in multiple settings globally over a number year and it will be used without any adaptation. The content of the questionnaire is described in detail in section 4.2 above.

Four open-ended questions were be included at the end of the MSQ.

1. To name two issues not included on the survey that requires improvement.

2. To list Five (5) learner centered learning methodologies (in order of priority) learnt at the Haaga-Helia Vocational Teacher training that they wish to see implemented at the faculty.

3. List Five (5) administrative processes that can hamper implementation of learner centered learning methodologies.

4. Recommend Four (4) infrastructural changes required in the faculty to facilitate the implementation of learner centered learning methodologies

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4.5 Data preparation and analysis Data preparation & processing

The raw data from the questionnaires will first be captured on an excel spreadsheet and each questionnaire will be assessed for completeness. After all complete questionnaires are captured; the questionnaires will be coded in preparation for analysis.

Data analysis

The raw data collected will be captured on an Excel spreadsheet and coded so that a series of statistical tests can be performed using the software Stata V10 was used for data analysis.

Descriptive statistics will be presented in the form of:

 Percentages,

 Means and

 Standard deviations.

4.6 Description of implementation or working methods

The survey was sent to participants and received by an independent facilitator. The independent facilitator was used to ensure that the participants are guaranteed confidentiality and so that they will not feel, coerced into participation. The survey was done online using Google forms. All covid19 restrictions were observed.

The independent facilitator was an executive secretary to the researcher and a master’s degree student at another University of Technology in South Africa. The researcher remained responsible to ensure that the independent facilitator fully adhered to and complied with the ethical principles applicable to the project. During the collection of data, none of the participants lodged any complaints and all remained anonymous.

4.7 Validity and Reliability 4.7.1 Validity

Validity is the extent to which a construct is accurately measured in a quantitative study. This survey is designed to assess satisfaction of the academics. The Minnesota Satisfaction Survey is designed to measure satisfaction and it is tried and test and was found to be valid.

Content validity is the only type of validity that will be applicable in this study.

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Content validity assess the adequacy of coverage of the instrument regarding the content with respect to the variable. With the MSQ, there is a long and short questionnaire. The short questionnaire was chosen for this study due to the fact that the study is of limited scope and the MSQ short form consists of 20 items from the long form MSQ which best represent each of the 20 scales and has been proven to have content validity over it use over decades (Hirschfeld, 2000).

4.7.2 Ethical implications

Ethically correct behavior is of utmost importance when working with human subjects. The researcher intend to ensure that all participants will be treated with respect and dignity as well as courtesy and their privacy will be respected. Attention will focus on the following:

 Approval of study – Permission to conduct the study will be provided by relevant committees of TUT

 Informed Consent - Respondents will complete an informed consent form that will elaborate on the purpose and scope of the study. The completion of this form will indicate the voluntary wiliness of the lecturer to participate in the study.

 Selection – Participation in the study will be voluntary. Any participant has the right to withdraw from the study whenever they wish to do so.

 Fairness – As the researcher is the Executive Dean and either direct report or 2^nd level report to all the respondents, no direct contact will be made between researcher and respondents. The questionnaire will be anonymous and the researcher will have no way to find out who the respondent is. The researcher will not use any of the information obtained from this study for performance appraisal or disciplinary actions. Even though there are risks attached to this project the researcher is of opinion that it can be managed due to the belief that all in the faculty wants improvement in the teaching and learning environment. The benefits far outweigh the risks.

 Distortion of research findings – The data collection instrument was large close ended and thus opportunities to distort the findings are minimal. The open ended questions will be reported in the findings but will only be utilized after the study is concluded.

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 Confidentiality – The success of this research depends on the relationship of trust that the researcher can build with the respondents. The researcher intends to implement a number of actions to aid privacy and anonymity of respondents. The questionnaire will be anonymous and completed online. There will be no direct contact between the researcher and the respondents.

4.8 Summary

This chapter explained the methodology used. It was revealed the Assessment of Job Satisfaction of Lecturers who received Vocational Teacher Training in relation to the current Learner Centred Methodology used at a University of Technology would be investigated using a quantitative research method. It was also presented that the open-ended information will be subjected to content analysis so that themes could be identified that will be included in determining the teaching methods to be introduced in the faculty.

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5 Implementation and outcomes

5.1 Demographic characteristics of the respondents

A total of 20 teachers volunteered and filled in the questioners from a total population of 36 located in all seven departments of the faculty of Management Sciences. Descriptive statistics of the respondents are in Table 5.1 below.

Table 5.1: Demographic characteristics of the study sample

As indicated in Table 5.1, more females (55%) compared to males (45%) participated in the study. This is reflective of the overall distribution in the faculty were females (64%) outnumber males teachers (36%). The highest age distribution is above 50 years (35%), 31 – 40 years (30%), 41 – 50 (25%) indicating that teachers in faculty are in the middle and towards the end of their academic career. It is important to note that 60% of the teachers were above the age of 40 years. This is crucial in that most are set on their ways of doing things and therefore they may not be keen to change their style of teaching. It was planned that the respondents’

academic qualification will be assessed; it was however felt by the ethics committee that due to the small sample size, enquiring about academic qualifications will reduce the anonymity of the respondents. This is an opportunity missed because education level is the pre-requisite factor in evaluating the level of employees’ job satisfaction.

5.2 Influence of intrinsic and extrinsic motivation to employees’ Job Satisfaction in the study sample

As indicated earlier the initial objective of this survey was to assess the psychometric properties of the MSQ of teachers in the faculty of Management Sciences. This assessment was done using the adapted MSQ short were the respondents were requested to respond to a number of statements regarding job satisfaction with specific reference to their ability to

Item Sub-item Frequency Percentage

Gender Male 9 45

Female 11 55

Total 20 100

Age Below 30 years 2 10

31 – 40 years 6 30

41 – 50 years 5 25

Above 50 years 7 35

Total 20 100

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implement learner centred teaching methodologies. These findings are summarised in Table 5.2 below.

Table 5.2 Results of intrinsic and extrinsic job satisfaction measure

ITEM Mean VD D N S VS

1. Being able to keep busy all the time.

3.60

1 2 2 14 1

5.6% 11.1% 11.1% 66.7% 5.6%

2. The chance to work alone on the job.

3.65

1 1 4 12 2

5.6% 5.6% 22.2% 56.6% 11.1%

3. The chance to do different things from time to time.

3.85 0 2 2 13 3

0% 11.1% 11.1% 61.1% 16.7%

4. The chance to be somebody in the

community. 3.65

1 2 3 11 3

5.6% 11.1% 16.7% 50.0% 16.7%

5. The competence of my supervisor in

making decisions. 4.30

1 0 2 6 11

5.6% 0% 11.1% 33.3% 50.0%

6. Being able to do things that do not go

against my conscience. 4.15

0 0 2% 13% 5%

0% 0% 11.1% 61.1% 27.8%

7. The chance to do things for other

people. 4.10

1 2 11 6

0% 5.6% 11.1% 50.0% 33.3%

8. The chance to tell people what to do.

3.35

2 9 9 0

0% 11.1% 44.4% 44.4% 0%

9. The chance to do something that

makes use of my abilities. 3.65

2 2 0 13 3

11.1% 11.1% 0 61.1% 16.7%

10. The chance for advancement in this

job. 3.25

3 4 1 9 3

16.7% 22.2% 5.6% 38.9% 16.7%

11. The freedom to use my own

judgement. 3.80

1 6 1 6 6

5.6% 33.3% 5.6% 33.3% 22.2%

12. The chance to try my own method of

doing the job. 2.95

3 1 5 6 3

16.7% 5.6% 27.8% 33.3% 16.7%

13. The working conditions.

2.75

5 2 6 7 0

28.8% 11.1% 28.8% 33.3% 0%

14. The way my co-workers get along

with each other. 3.80

2 1 2 9 6

11.1% 5.6% 11.1% 44.4% 27.8%

15. The praise I get for doing a good job.

3.15

2 4 3 6 4

11.1% 22.2% 16.7% 27.8% 22.2%

16. The feeling of accomplishment I get

from the job. 3.70

2 2 3 6 7

11.1% 11.1% 16.7% 27.8% 33.3%

VD = Very dissatisfied; D = Dissatisfied; N = Neither dissatisfied/satisfied; S = Satisfied; VS = Very satisfied

In order to analyze the responses, three categories were created by combining the “ very dissatisfied” with the “dissatisfied” into one group, which can be classified as unhappy, or opposing the statement. The second group was created by combining the “satisfied” and the

“very satisfied” into a group classified as happy or agreeing with the statement. The last group are teachers who are “the undecided”, this group was neither dissatisfied or satisfied with the statement. These three groups were compared and interpreted to provide a deeper understanding of the state of satisfaction of the teachers.

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A comparison on the three groups “unhappy”; “undecided” and “happy”, show that the percentage of unhappy group ranged from 0% to 33.3% as compared to “happy” with a range of 0% to 67%. This is an indication that the majority of the teachers were

“happy”. The lower range of the “undecided” group with a range of 0% to 44%

confirms this. It can thus be concluded that percentages of those who are unhappy and those undecided are lower compared to those who were happy.

The statements were further classified as either intrinsic or extrinsic motivation factors.

Majority of the statements included in the study were extrinsic because four (4) extrinsic motivation were excluded from the survey because there had no direct impact on implementation of learner-centered teaching methodologies. The excluded statements were:

 The way my boss handles his or her workers.

 The way my job provides steady employment.

 The way company policies are put into practice.

 The pay and the amount of work I do.

5.3 Intrinsic motivation factors

The focus of this study was on the intrinsic factors that motivate teachers reach satisfaction with their teaching. Majority of the statements in the study were thus focused on intrinsic motivation factors. Upon analysis the results, the intrinsic motivation factors were very positive with the aggregate mean = 3.68. This mean would have been very positive except for one statement that was very negative namely, “The chance to try my own method of doing the job”. The teachers were negative about this statement with the average = 2.95. The negativity is very crucial to the study because it is indicating that the teachers do not feel empowered to implement the vast number of strategies they have learned through Haaga- Helia vocational teacher training. This issue will be further discussed when analysis is done regarding the impediments that the teachers will raise that make it impossible for them to implement new teaching methods in the classroom.

The following intrinsic motivators were moderately positive (<75%):

 The chance to tell people what to do. (3.35)

 Being able to keep busy all the time. (3.60)

 The chance to work alone on the job. (3.65)

 The chance to be somebody in the community. (3.65)

 The chance to do something that makes use of my abilities. (3.65)

 The feeling of accomplishment I get from the job. (3.70)

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The following intrinsic motivators were positive (75 – 80%):

 The chance to do different things from time to time. (3.85)

 The freedom to use my own judgement. (3.80)

The following intrinsic motivators were positive (>80%):

 Being able to do things that do not go against my conscience. (4.15)

 The chance to do things for other people. (4.10)

Analyzing the finding above with the two-factor theory of Herzberg, it is very evident that the highest degree of satisfaction in the study sample was attained through the inclusion of motivators. The teachers attained the highest degree of satisfaction through feeling responsible by doing work tasks that do not go against their conscience. The other higher motivator was growth, which they achieve through doing things for other people.

It is also important to note that the teachers attained low to moderate satisfaction from factors that are related to the job itself. This is no surprise as the majority of the teachers were experienced teachers who have been doing the same job for an extended period and thus the job itself was not longer a source of satisfaction. The teachers are at the stage of their career were they are satisfied by higher level social needs.

5.4. Extrinsic factors

Upon analysis the results, the extrinsic motivation factors were low positive with the aggregate mean = 3.45. This mean would have been moderately positive except for one statement that was very negative namely, “work conditions”. The teachers were negative about this statement with the average = 2.75. This finding is confirming the negative statement found under intrinsic factors, were the teachers were not satisfied by the fact that the they could not complete their tasks using their own methods. This is now indicating that the work conditions, which could be the physical environment or organizational policy environment is not flexible or agile to allow for teachers to implement new learner centered teaching methodologies.

This means that as the executive responsible, I will be expected to create a conducive environment regarding the current working conditions to give teachers latitude to implement new teaching methodologies. This issue will be discussed further when analyzing the work conditions that the teachers feel needs improvement.

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The following extrinsic motivators were low (<70%):

 The praise I get for doing a good job (3.15).

 The chance for advancement in this job (3.25).

The following extrinsic factors were moderately positive (>75%):

 The way my co-workers get along with each other (3.80).

The following extrinsic motivator was high positive (>80%):

 The competence of my supervisor in making decisions. 4.10

Analyzing the finding above with the two-factor theory of Herzberg, it is evident that some of the extrinsic factors were associate with hygiene factors. This means that the presence of the factors was resulting in dissatisfaction. The elimination of these factors will also eliminate dissatisfaction amongst teachers.

It is however important to note that the teachers were very happy with the supervision of their Heads of departments. Poor supervision by supervisor is one of the biggest factor that dissatisfies employees which normally results in turnover. At TUT, turnover is very low in academic departments and indications from this study leads one to believe that good supervision is contributing. There were two motivators, which were low amongst teachers, namely, recognition and advancement. These extrinsic factors scored below 70%, which is a source concern. This is one action that will be discussed with the Heads of departments as part of the developmental project.

It was encouraging to note that the teachers were satisfied with the relationships they have with their peers. This working condition will require further encouragement because the introduction of new teaching methodologies will require synergistic working relationships amongst teachers. This will be initiated through the development project were, a priority of technologies suggested by the study group will be compiled and the whole group will implement and share available resources.

The findings of this study indicates both intrinsic and extrinsic factors are important in the job satisfaction of teachers in the study sample (mean = 3.68 and 3.45). These scores, indicates that the teachers show a moderate to high levels of job satisfaction, with intrinsic factors having a higher level of influence compared to extrinsic factors. Upon deeper analysis,