iii
BURNOUT AND JOB SATISFACTION AMONG SECONDARY SCHOOL COUNSELlORS IN DISTRICT OF JOHOR BAHRU
NEO LAY GEAT
A thesis submitted in fulfilment of the requirements for the award of the degree of Master of Education (Guidance and Counselling)
Faculty of Education Universiti Teknologi Malaysia
MAY 2013
ii
iii
DEDICATION
This dissertation is dedicated to my dearest mum, Ho Nya Rose and my friends, which include Zarina bt Idris, Chew Mei Ying , Ling Sek Yen and Ling Teck Keong who are very supportive, encouraging as well as helpful in giving advice and opinion when needed during the research.
iv
ACKNOWLEDGEMENT
First and foremost, I would like to express my greatest thanks to my research advisor, Assoc. Prof. Dr. Syed Mohamed Shafeq bin Syed Mansor, who has been very supportive, helpful and encouraging throughout the whole research process. Thank you for the advice, practical opinion and guidance that you have given throughout the research process.
Next, I would like to thanks all my friends who give their advices and give me support when needed. In addition, I would like to thank the respondents for their cooperation to spend their time to answer the question in questionnaire.
Finally, I would like to thank my mum for her support, love and encouragement.
v
ABSTRAK
Kajian ini bertujuan untuk mengenal pasti tahap burnout dan kepuasan kerja dalam kalangan kaunselor sekolah menengah di daerah Johor Bahru di samping mengenal pasti hubungan burnout dengan kepuasan kerja dan mengenal pasti perbezaan tahap burnout dari segi demografi. Seramai 97 orang kaunselor sekolah menengah di daerah Johor Bahru telah dipilih secara rawak secara sistematik untuk memberi respon kepada soal selidik mengukur tahap burnout dan kepuasan kerja mereka. Bagi mengukur tahap burnout, instrumen Maslach Burnout Inventory (MBI) telah digunakan manakala Tahap kepuasan kerja mereka pula diukur menggunakan instrumen Job Descriptive Index (JDI). Keputusan kajian menunjukkan majoriti kaunselor sekolah menengah menunjukkan kepuasan kerja yang sederhana, dengan kepuasan yang rendah pada subskala peluang kenaikan pangkat. Hasil dapatan juga menunjukkan bahawa majoriti mereka mengalami tahap burnout yang rendah di subskala Depersonalisasi (DP), ketandusan emosi (KE) and Pencapaian Peribadi (PP) yang tinggi. Selain itu, hasil kajian menunjukkan perbezaan signifikan untuk burnout dari segi Pencapaian Peribadi (PP) untuk tempoh pengalaman kerja, tetapi tidak signifikan pada faktor demografi yang lain. Sementara itu, analisa Korelasi Pearson pula menunjukkan bahawa hanya terdapat hubungan signifikan yang lemah pada semua subskala burnout di aras signifikan k < .05. Seterusnya, implikasi kajian dan cadangan kaedah-kaedah menghindarinya untuk meningkatkan kepuasan dan komitmen bekerja dibincangkan.
vi
ABSTRACT
The purpose of this study was to investigate the level of burnout , level of job satisfaction, and demographic factors in term of subscales for burnout among secondary school counsellors in district of Johor Bahru as well as
correlation
between subscales of burnout with subscale of job satisfaction. This study is conducted among ninety-seven secondary school counsellors through random systemic sampling. In this study,
questionnaire were used. Maslach Burnout
Inventory (MBI) is used to measure the level of burnout, while Job Descriptive Index(JDI) is used to measure the level of job satisfaction. The results showed that majority of high school counsellors have moderate job satisfaction with a low satisfaction subscale salary and opportunities for promotion. The results also indicated
that majority of them have low level of burnout at all subscales (
Depersonalization, emotional exhaustion and Personal accomplishment). Results also showed that there is significant differences between Personal Accomplishment (PP) with year of service, while no significant difference between burnout subscales with other demographic factors (marital status and gender). Meanwhile Pearson correlation analysis showed that there was only a weak significant relationship at all subscale of burnout at significance level p < .05. Lastly, implication of the study ,suggestion to improve job satisfaction and reduce burnout are discussed.
vii
CONTENT
CHAPTER
TITLE
PAGE
DECLARATION
II
DEDICATION
III
ACKNOWLEDGEMENT
IV
ABSTRACT
V
ABSTRAK
VI
TABLE OF CONTENTS
VII
LIST OF TABLES
XI
LIST OF FIGURES
Chapter
LIST OF ABBREVIATION
XIII
LIST OF APPENDIX
IV
Introduction
PAGE
1.0
Introduction
1
1.1
Background of the Study
3
1.2
Statement of the Problem
5
1.3
Purpose of the Study
5
1
viii
Chapter 2
1.4
Research Questions
6
1.5
Research Objective
6
1.6
Research Model
7
1.7
Research Scope
8
1.8
Research Hypothesis
9
1.9
Limitation of the Study
11
1.10
Significance of the Study
12
1.11
Theoretical framework
13
1.12
Definition of Terms
16
1.13
Summary
17
REVIEW OF THE LITERATURE
PAGE
2.0
Introduction
19
2.1
Level of burnout
19
2.2
Relation between Burnout and demographic
23
factors 2.2.1. Gender
24
2.2.2. Marital Status
25
2.2.3. Year of service
26
2.3
Level of job satisfaction
28
2.4
Relationship between Burnout and Job Satisfaction
33
2.5
2.4.1
Work on present job and subscales of burnout
2.4.2
Pay and subscales of burnout
2.4.3
Promotion
opportunities
34 and
subscales
of burnout
34
2.4.4
Cowokers and subscales of burnout
35
2.4.5
Supervision and subscales of burnout
37
Summary
38
ix
Chapter 3
Chapter 4
Chapter 5
REVIEW OF THE LITERATURE
PAGE
3.0
Introduction
41
3.1
Research Design
41
3.2
Population
42
3.3
Sample and sampling method
42
3.4
Research Procedure
43
3.5
Instruments
43
3.5.1
Demographic questionnaire
43
3.5.2
Job Descriptive Index (JDI)
44
3.5.3
Maslach Burnout Inventory (MBI)
48
3.6
Data analysis
51
3.7
Sumarry
53
RESULTS
PAGE
4.0
Introduction
53
4.1
Demographic Information Analysis
54
4.2
Descriptive Data analysis
54
4.3
Inferential Data Analysis
58
4.4
Summary
71
DISCUSSION
PAGE
5.0
Introduction
72
5.1
Sumarry of findings
72
5.1.1 Analysis for level of job satisfaction
73
5.1.1.1 Level of satisfaction towards co-workers
75
5.1.1.2 Level of satisfaction towards work on present 76 job 5.1.1.3 Level of satisfaction towards pay
77
x 5.1.1.4 Level of satisfaction towards opportunities
78
for promotion 5.1.1.5 Level of satisfaction towards supervision
79
5.1.2. Analysis Level of burnout
80
5.1.3. Demographic Deferential Data Analysis
80
5.1.3.1 Level of burnout with regards to gender
81
5.1.3.2 Level of burnout with regards to marital
82
status 5.1.2.3 Level of burnout with regards to year of
83
service
References
5.1.4. Relational Data Analysis satisfaction
87
5.2
Implication of the study
89
5.3
Recommendations for future study
91
5.4
Summary
93
94
xi
LIST OF TABLES
TABLE NO
TITLE
PAGE
3.1
Number of items according to its dimension
43
3.2
Sum of positive and negative items
44
3.3
Scoring for subscale in JDI
45
3.4
Level of Job Satisfaction for subscale in JDI
46
3.5
Level of Overall Job Satisfaction in JDI
46
3.6
Reliability of Job Descriptive Index ( JDI )
46
3.7
Sum of items in each subscales of MBI
47
3.8
Level of burnout subscales of MBI
49
3.9
Level of burnout at subscales of MBI
49
4.1
Demographic characteristic of the sample
53
4.2
Results for Level of Job Satisfaction for subscales in
54
JDI among secondary school
counsellor in district of
Johor Bahru. 4.3
Results for Level of Overall Job Satisfaction in JDI
55
among secondary school counsellors in district of Johor Bahru. 4.4
Results of Burnout Level among secondary school
57
counsellors in district of Johor Bahru 4.5
t-Test analysis between secondary school counsellors
58
with regards to gender at subscale EE 4.6
t-Test analysis between secondary school counsellors with regards to gender at subscale DP
59
xii 4.7
t-Test analysis between secondary school counsellors
60
with regards to gender at subscale PA 4.8
Summary of Overall t Test analyses for intensity of burnout of
60
secondary school counsellors at subscales
(EE, DP and PA ) from gender aspect 4.9
t-Test analysis between secondary school counsellors
61
with regards to marital status at subscale EE 4.10
t-Test analysis between secondary school counsellors
62
with regards to marital status at subscale DP 4.11
t-Test analysis between secondary school counsellors
62
with regards to marital status at subscale PA 4.12
Summary of Overall t Test analyses for intensity of
63
burnout of secondary school counsellors at subscales (EE, DP and PA) from marital status 4.13
Analysis of Mean score of EE with regard to year of
64
service 4.14
ANOVA Analysis of EE with regard to year of service
64
4.15
Analysis of Mean score of DP with regard to year of
65
service 4.16
ANOVA Analysis of DP with regard to year of service
65
4.17
Analysis of Mean score of PA with regard to year of
66
service 4.18
ANOVA Analysis of PA with regard to year of service
68
4.19
Degree of correlation
69
4.20
Relationship between subscales of job satisfaction and
69
burnout at EE, DP and PA
xiii
LIST OF FIGURE
FIGURE NO 1.1
TITLE
Page
Research Model -Relationship between burnout and Job
7
Satisfaction
xiv
LIST OF APPENDIX
A
Questionnaire
101
B
Krejice-Morgan Sampling Table, 1970
111
C
List of Secondary School counsellor in Johor Bahru
112
district D
Letter to school
115
E
Approval letter from Education Department of Johor
116
F
Approval letter from BPPDP
117
G
Analysis for items in MBI
118
H
Analysis for items in JDI
122
xv
LIST OF ABBREVIATION
DP
-
Depersonalisation
EE
-
Emotional exhaustion
JDI
-
Job Descriptive Inventory
MBI
-
Maslach Burnout Inventory
PA
-
Personal Accomplishment
P
-
Significant
R
-
Pearson coefficient
SPSS
-
Statistic Package for the Social Sciences
iii
BURNOUT AND JOB SATISFACTION AMONG SECONDARY SCHOOL COUNSELlORS IN DISTRICT OF JOHOR BAHRU
NEO LAY GEAT
A thesis submitted in fulfilment of the requirements for the award of the degree of Master of Education (Guidance and Counselling)
Faculty of Education Universiti Teknologi Malaysia
MAY 2013
ii
iii
DEDICATION
This dissertation is dedicated to my dearest mum, Ho Nya Rose and my friends, which include Zarina bt Idris, Chew Mei Ying , Ling Sek Yen and Ling Teck Keong who are very supportive, encouraging as well as helpful in giving advice and opinion when needed during the research.
iv
ACKNOWLEDGEMENT
First and foremost, I would like to express my greatest thanks to my research advisor, Assoc. Prof. Dr. Syed Mohamed Shafeq bin Syed Mansor, who has been very supportive, helpful and encouraging throughout the whole research process. Thank you for the advice, practical opinion and guidance that you have given throughout the research process.
Next, I would like to thanks all my friends who give their advices and give me support when needed. In addition, I would like to thank the respondents for their cooperation to spend their time to answer the question in questionnaire.
Finally, I would like to thank my mum for her support, love and encouragement.
v
ABSTRAK
Kajian ini bertujuan untuk mengenal pasti tahap burnout dan kepuasan kerja dalam kalangan kaunselor sekolah menengah di daerah Johor Bahru di samping mengenal pasti hubungan burnout dengan kepuasan kerja dan mengenal pasti perbezaan tahap burnout dari segi demografi. Seramai 97 orang kaunselor sekolah menengah di daerah Johor Bahru telah dipilih secara rawak secara sistematik untuk memberi respon kepada soal selidik mengukur tahap burnout dan kepuasan kerja mereka. Bagi mengukur tahap burnout, instrumen Maslach Burnout Inventory (MBI) telah digunakan manakala Tahap kepuasan kerja mereka pula diukur menggunakan instrumen Job Descriptive Index (JDI). Keputusan kajian menunjukkan majoriti kaunselor sekolah menengah menunjukkan kepuasan kerja yang sederhana, dengan kepuasan yang rendah pada subskala peluang kenaikan pangkat. Hasil dapatan juga menunjukkan bahawa majoriti mereka mengalami tahap burnout yang rendah di subskala Depersonalisasi (DP), ketandusan emosi (KE) and Pencapaian Peribadi (PP) yang tinggi. Selain itu, hasil kajian menunjukkan perbezaan signifikan untuk burnout dari segi Pencapaian Peribadi (PP) untuk tempoh pengalaman kerja, tetapi tidak signifikan pada faktor demografi yang lain. Sementara itu, analisa Korelasi Pearson pula menunjukkan bahawa hanya terdapat hubungan signifikan yang lemah pada semua subskala burnout di aras signifikan k < .05. Seterusnya, implikasi kajian dan cadangan kaedah-kaedah menghindarinya untuk meningkatkan kepuasan dan komitmen bekerja dibincangkan.
vi
ABSTRACT
The purpose of this study was to investigate the level of burnout , level of job satisfaction, and demographic factors in term of subscales for burnout among secondary school counsellors in district of Johor Bahru as well as
correlation
between subscales of burnout with subscale of job satisfaction. This study is conducted among ninety-seven secondary school counsellors through random systemic sampling. In this study,
questionnaire were used. Maslach Burnout
Inventory (MBI) is used to measure the level of burnout, while Job Descriptive Index(JDI) is used to measure the level of job satisfaction. The results showed that majority of high school counsellors have moderate job satisfaction with a low satisfaction subscale salary and opportunities for promotion. The results also indicated
that majority of them have low level of burnout at all subscales (
Depersonalization, emotional exhaustion and Personal accomplishment). Results also showed that there is significant differences between Personal Accomplishment (PP) with year of service, while no significant difference between burnout subscales with other demographic factors (marital status and gender). Meanwhile Pearson correlation analysis showed that there was only a weak significant relationship at all subscale of burnout at significance level p < .05. Lastly, implication of the study ,suggestion to improve job satisfaction and reduce burnout are discussed.
vii
CONTENT
CHAPTER
TITLE
PAGE
DECLARATION
II
DEDICATION
III
ACKNOWLEDGEMENT
IV
ABSTRACT
V
ABSTRAK
VI
TABLE OF CONTENTS
VII
LIST OF TABLES
XI
LIST OF FIGURES
Chapter
LIST OF ABBREVIATION
XIII
LIST OF APPENDIX
IV
Introduction
PAGE
1.0
Introduction
1
1.1
Background of the Study
3
1.2
Statement of the Problem
5
1.3
Purpose of the Study
5
1
viii
Chapter 2
1.4
Research Questions
6
1.5
Research Objective
6
1.6
Research Model
7
1.7
Research Scope
8
1.8
Research Hypothesis
9
1.9
Limitation of the Study
11
1.10
Significance of the Study
12
1.11
Theoretical framework
13
1.12
Definition of Terms
16
1.13
Summary
17
REVIEW OF THE LITERATURE
PAGE
2.0
Introduction
19
2.1
Level of burnout
19
2.2
Relation between Burnout and demographic
23
factors 2.2.1. Gender
24
2.2.2. Marital Status
25
2.2.3. Year of service
26
2.3
Level of job satisfaction
28
2.4
Relationship between Burnout and Job Satisfaction
33
2.5
2.4.1
Work on present job and subscales of burnout
2.4.2
Pay and subscales of burnout
2.4.3
Promotion
opportunities
34 and
subscales
of burnout
34
2.4.4
Cowokers and subscales of burnout
35
2.4.5
Supervision and subscales of burnout
37
Summary
38
ix
Chapter 3
Chapter 4
Chapter 5
REVIEW OF THE LITERATURE
PAGE
3.0
Introduction
41
3.1
Research Design
41
3.2
Population
42
3.3
Sample and sampling method
42
3.4
Research Procedure
43
3.5
Instruments
43
3.5.1
Demographic questionnaire
43
3.5.2
Job Descriptive Index (JDI)
44
3.5.3
Maslach Burnout Inventory (MBI)
48
3.6
Data analysis
51
3.7
Sumarry
53
RESULTS
PAGE
4.0
Introduction
53
4.1
Demographic Information Analysis
54
4.2
Descriptive Data analysis
54
4.3
Inferential Data Analysis
58
4.4
Summary
71
DISCUSSION
PAGE
5.0
Introduction
72
5.1
Sumarry of findings
72
5.1.1 Analysis for level of job satisfaction
73
5.1.1.1 Level of satisfaction towards co-workers
75
5.1.1.2 Level of satisfaction towards work on present 76 job 5.1.1.3 Level of satisfaction towards pay
77
x 5.1.1.4 Level of satisfaction towards opportunities
78
for promotion 5.1.1.5 Level of satisfaction towards supervision
79
5.1.2. Analysis Level of burnout
80
5.1.3. Demographic Deferential Data Analysis
80
5.1.3.1 Level of burnout with regards to gender
81
5.1.3.2 Level of burnout with regards to marital
82
status 5.1.2.3 Level of burnout with regards to year of
83
service
References
5.1.4. Relational Data Analysis satisfaction
87
5.2
Implication of the study
89
5.3
Recommendations for future study
91
5.4
Summary
93
94
xi
LIST OF TABLES
TABLE NO
TITLE
PAGE
3.1
Number of items according to its dimension
43
3.2
Sum of positive and negative items
44
3.3
Scoring for subscale in JDI
45
3.4
Level of Job Satisfaction for subscale in JDI
46
3.5
Level of Overall Job Satisfaction in JDI
46
3.6
Reliability of Job Descriptive Index ( JDI )
46
3.7
Sum of items in each subscales of MBI
47
3.8
Level of burnout subscales of MBI
49
3.9
Level of burnout at subscales of MBI
49
4.1
Demographic characteristic of the sample
53
4.2
Results for Level of Job Satisfaction for subscales in
54
JDI among secondary school
counsellor in district of
Johor Bahru. 4.3
Results for Level of Overall Job Satisfaction in JDI
55
among secondary school counsellors in district of Johor Bahru. 4.4
Results of Burnout Level among secondary school
57
counsellors in district of Johor Bahru 4.5
t-Test analysis between secondary school counsellors
58
with regards to gender at subscale EE 4.6
t-Test analysis between secondary school counsellors with regards to gender at subscale DP
59
xii 4.7
t-Test analysis between secondary school counsellors
60
with regards to gender at subscale PA 4.8
Summary of Overall t Test analyses for intensity of burnout of
60
secondary school counsellors at subscales
(EE, DP and PA ) from gender aspect 4.9
t-Test analysis between secondary school counsellors
61
with regards to marital status at subscale EE 4.10
t-Test analysis between secondary school counsellors
62
with regards to marital status at subscale DP 4.11
t-Test analysis between secondary school counsellors
62
with regards to marital status at subscale PA 4.12
Summary of Overall t Test analyses for intensity of
63
burnout of secondary school counsellors at subscales (EE, DP and PA) from marital status 4.13
Analysis of Mean score of EE with regard to year of
64
service 4.14
ANOVA Analysis of EE with regard to year of service
64
4.15
Analysis of Mean score of DP with regard to year of
65
service 4.16
ANOVA Analysis of DP with regard to year of service
65
4.17
Analysis of Mean score of PA with regard to year of
66
service 4.18
ANOVA Analysis of PA with regard to year of service
68
4.19
Degree of correlation
69
4.20
Relationship between subscales of job satisfaction and
69
burnout at EE, DP and PA
xiii
LIST OF FIGURE
FIGURE NO 1.1
TITLE
Page
Research Model -Relationship between burnout and Job
7
Satisfaction
xiv
LIST OF APPENDIX
A
Questionnaire
101
B
Krejice-Morgan Sampling Table, 1970
111
C
List of Secondary School counsellor in Johor Bahru
112
district D
Letter to school
115
E
Approval letter from Education Department of Johor
116
F
Approval letter from BPPDP
117
G
Analysis for items in MBI
118
H
Analysis for items in JDI
122
xv
LIST OF ABBREVIATION
DP
-
Depersonalisation
EE
-
Emotional exhaustion
JDI
-
Job Descriptive Inventory
MBI
-
Maslach Burnout Inventory
PA
-
Personal Accomplishment
P
-
Significant
R
-
Pearson coefficient
SPSS
-
Statistic Package for the Social Sciences
CHAPTER I
INTRODUCTION
1.0
Introduction
Azizi and et. al (2010) stated that dynamic changes in the today world and vision to achieve the image of globalization has resulted in the existence of stress in work, especially among academics. Moreover, excessive stress will lead to depression among employees. In addition, stress faced by professionals can result in loss of sense towards responsibility and commitment, sympathy and patience will eventually lead to feelings of burnout. (Maslach, 1976; 1978a; 1978b; 1982a). As a result, they are not able to give full concentration to their work and this inevitably affect their performance as well as organizational goal. Previous research findings from several scholars do reported that higher job satisfaction enable employees to contribute to the higher performance in organisation (Locke, 2004). Thus, it is important for an employee to stay healthy physically and psychosocially in order to achieve organizations’ goals.
Coincident with this, many studies have been carried out to study job satisfaction and burnout (Nazlina, 2006), as they do affect productivity and service delivered to the clients (Lim, 2007). According to Samuel O Salami (2010), burnout is resulting from chronic job stress has become an important research in the field of professional education as early as the 1970s . Shanafelt et al (2012) states that
2 burnout is common phenonenom among physicians compared with other career America. According to him, employees who provide direct services to clients are at risk of higher burnout. Thus, it can be concluded that employees who provide direct services to clients, such as teachers and lecturers, and school counsellors are also exposed to high risk of burnout. This is supported by the fact in Magazines Science Daily (2011) that recent studies show that best academics achiever are tend to the at risk of burnout due to high dedication and commitment of work.
According to Schwab (1982),
people who constantly deal with clients in an
emotional environment are tend to become burnout. This is proven by many prior researches which state that people who work in helping profession are susceptible to burnout (Paton and Goddard, 2003).
Burnout is common among professions who
provide service such as accountants, managers, nurses, teachers, social workers and doctors (Roger, 1984). Burnout is related to negative consequences which include job function (such as performance, output), health-related outcomes and mental health problems (Gandi, C. Wai, Paul S.Karick, Haruna Dagona, Zubairu K, 2011).
Burnout may lead to various symptoms which include frequent flu, gastrointestinal problems , headaches, tiredness, insomnia , substance abuse, poor self-esteem, withdrawal behaviour, trouble in social relationships, inflexible to rules, not able to pay attention,
intolerance and tend to blame clients for their own
problems (Cherniss, 1980; Pines & Maslach, 1978)
Apart from that, job satisfaction may affect school counsellor performance. Sarimah and Faridatul (2010) states that satisfaction among employee to improve the image of the organization and at the same time can increase the motivation and productivity of all employees. This is supported by Cranny, Smith & Stone (1992), who claims that job satisfaction is hypothetical construct that describes a positive affective response to a job and has been shown to be associated with both physical and mental well-being. Hence, inevitably, a satisfied employee will be more committed to the organization and be more productive. (Bravendam Research Incorporated, 2002).
3 Meanwhile, Srinika (1991) states that strained related to dissatisfaction with job such as anxiety, depression, bad temper and somatic complaints, are similar to those suggested in burnout. Nevertheless, Maslach & Jackson (1981) states that burnout is not job dissatisfaction due to low correlations between the measures of job satisfaction and burnout.
Nowadays, school counsellors play an important role in education system to achieve philosophy of National Education and to achieve Vision 2020. School counsellor s bear the responsible to assist students to achieve maximum performance in academic, develop healthy personal and social growth and deal with career issue (Campblel & Dahir , 1997).
Srinika (1991) states that inverse relationship was found between quality of performance and degree of burnout in prior researches. Obviously, burnout and job satisfaction among school counsellors would definitely affect school counsellor function to achieve these goals. Hence, it is important for school counsellors to avoid burnout and satisfied with their work so that they can continually provide quality service to students. In conclusion, it is crucial to study burnout and job satisfaction among school counsellors so that the goal can be achieve.
1.1
Background of the study
In Malaysia, the service of guidance and counselling is introduced by department of Ministry of Education since 1964. Following that, each school is required to select a teacher to provide guidance in each school. In 1978, Ministry of Education in Malaysia suggested that guidance and career service to be implemented completely, and not just concentrated on guidance in career only. The implementation of school fulltime counsellors have been practised since 1996 (Nazlinda , 2006).
4 In the era of globalisation, there are many issues related to school counsellors. Among these issues is school counsellors are overwhelmed by increasing tasks and expectation (Kendrick, Chandler, & Hatcher, 1994). These tasks include doing clerical duties like keeping student record, registration of class and administration of test. (Rebak-Rosenthal, 1994). Besides that, school counsellor do face role conflicts (Baker 2000) and were expected to do other non-related tasks (Zulmari Merawi, 2003) as there is lack of understanding of administrator of school department. Moreover, some school counsellors also are expected to engage in other non-related tasks, such as substitute teachers (Kuranz, 2002).
Furthermore, school counsellor do face jealousy by other teachers as they do not need to teach (Zuria Mahmud , 1998). Thus, it is not surprises that school counsellor are at risk of burnout. Bryant (2006) states that school’s employees such as school counsellors are at risk facing mental health complications such as professional burnout. According to Ross, Altmaier, and Russell (1989), employees in service area like school counsellors have higher probability to experience stress and burnout as they face with multiple professional role and organizational stressors. Findings of Researches done by Maslach also reported that burnout exist among service providers who help people (Arenawati, 2008)
Burnout
is
measured
from
three
aspects:
emotional
exhaustion,
depersonalization and personal accomplishment. Burnout is refer to increase feelings of emotional exhaustion and physical fatigue; tendency to have undesirable, sceptical attitudes towards others and tendency to evaluate oneself negatively, which results in feeling of lack of personal accomplishment (Pierce & Molloy,1990).
Prolonged work stress can result in irresponsible and decrease level of commitment, compassion as well as patient, which finally lead to burnout (Freundenberger, 1974). As the consequent, one may get angry easily, and this may frightened the surrounding people (Lim, 2004). Maslach (1981) states that teachers are experiencing burnout on depersonalization subscales and characterized by
5 insensitivity to colleagues and their students. Meanwhile , most of them tend to treat colleagues and students just as inhuman objects. Finding by Musa (2008), highlight that there is strong correlation between work pressure and burnout. Obviously, burnout will adversely affect the learning environment and the achievement of the educational goals (Harden, 1999). Likewise, a new study reported that academics who work hard to maintain regular contact with their students are at high risk of suffering work-related "burnout," (Science Daily, 2011)
1.2
Statement of the Problem
According to Bryant (2006), school counsellors are at risk of experiencing mental health difficulties such as professional burnout as reported in many prior studies. Though there are many relevant studies been carried in foreign country, the study the relationship of burnout and job satisfaction among secondary school counsellor in Johor Bahru is scarce and was not study since 7 years ago.
1.3
Purpose of the study
The purpose of this study is to identify the burnout levels and job satisfactions among the secondary school counsellor in district of Johor Bahru. In addition, the study intends to study the relationship of demography and burnout as well as relationship between burnout and job satisfaction among secondary school counsellor in district of Johor Bahru.
6 1.4
Research Questions
There are three research questions in this study:
1.
What are the level of burnout and job satisfaction among secondary school counsellors ?
2.
What are the differences of burnout in term of demography (gender, age, year of service, ethnicity, marital status, education level )
3.
What are the relationship between burnout’s subscale and job satisfaction’ subscale ?
1.5
Research Objectives
The purpose of this study is to investigate the burnout level and job satisfaction among secondary school counsellor in Johor Bahru. These objectives are as follow:
1.
To identify level of
burnout and job satisfaction among secondary school
counsellor 2.
To identify the differences of burnout in term of demography (gender, year of service,, marital status )
3.
To identify the relationship between burnout and job satisfaction
7 1.6.
Research Model
In this study, the researcher has summarized the relationship of burnout , job satisfaction and demographic factors in the below model. Burnout and job satisfaction are treated as dependence variables, while demographic factors are treated as independent variables as shown in figure 1.1. This study also investigated the relationship between dependence variables and the difference between independent variables and dependent variables.
Dependence Variables Burnout 1.
Emotional Exhaustion
Independence variables Demography
2.
Depersonalization
3.
Personal accomplishment
1. Gender 2. Year of service Relationship 3. Marital Status
Dependence Variables Job Satisfaction 1. Work on present job 2. promotion 3. Supervision 4. Pay 5. Co-workers
Figure 1.1 Research Model -Relationship between burnout and Job Satisfaction
8 1.6
Research Scope
For this study, only the secondary counsellor in district of Johor Bahru will be covered. Based on the scope, level of burnout and job satisfaction among secondary school counsellor in district of Johor Bahru will be studied.
1.8
Research Hypotheses
Based on the previous studies, hypothesis for his research are developed based on relationship and contribution proved by the previous studies. The hypotheses developed are used to measure the significance difference and correlation between the variables in this study. Based on that, the hypotheses of this study are as followed:
1.8.1 Hypotheses on differential aspect :
Ho1:
There
are
no
significant
differences between gender
aspect
on intensity of emotional exhaustion, depersonalisation
and
accomplishment.
Ho1a: There is no significant difference between the gender of counsellors on intensity of emotional exhaustion
personal Ho1b : There is no significant differences between the gender of counsellors
on intensity of
depersonalisation
Ho1c : There is no significant differences between the gender of counsellors on intensity of personal accomplishment
Ho2:
There
are
no
significant Ho2a: There is no significant difference between
9 differences
between
counsellors’ counsellors’
marital
status
on
intensity
of
marital statuses on intensity of emotional exhaustion emotional
exhaustion,
depersonalisation
and
personal Ho2b : There is no significant differences between
accomplishment.
counsellors’
marital
status
on
intensity
of
depersonalisation Ho2c : There is no significant differences between counsellors’ marital status on intensity of personal accomplishment
Ho3: There are
no significant Ho3a: There is no significant difference between
differences between years of service years of service of counsellors on intensity of of
counsellors
on
intensity
emotional depersonalisation
on emotional exhaustion
exhaustion, and
personal Ho3b : There is no significant differences between
accomplishment
years of service of counsellors’ on intensity of depersonalisation
Ho3c : There is no significant differences between years of service of counsellors on intensity of personal accomplishment
Hypotheses on Relational Aspects
Ho4 : There are no significant Ho4a: There is no significant relationship relationship between subscales of job between subscales of job satisfaction at cosatisfaction (co-workers, work on workers in term of subscale of burnout at present job, pay, opportunities for emotional exhaustion promotion and supervision) in term of subscale of burnout at emotional Ho4b: There is no significant relationship exhaustion
between subscales of job satisfaction at work on present job in term of subscale of burnout at emotional exhaustion
10 Ho4c: There is no significant relationship between subscales of job satisfaction at pay, in term of subscale of burnout at emotional exhaustion
Ho4d: There is no significant relationship between
subscales
of
job
satisfaction
at
opportunities for promotion in term of subscale of burnout at emotional exhaustion
Ho4e: There is no significant relationship between
subscales
of
job
satisfaction
at
supervision in term of subscale of burnout at emotional exhaustion
Ho5 : There are no significant Ho5a : There is no significant relationship relationship between subscales of job between subscales of job satisfaction at cosatisfaction (co-workers, work on workers in term of subscale of burnout at present job, pay, opportunities for depersonalisation promotion and supervision) in term of
subscale
depersonalisation
of
burnout
at Ho5b : There is no significant relationship between subscales of job satisfaction at (work on present job in term of subscale of burnout at depersonalisation
Ho5c : There is no significant relationship between subscales of job satisfaction at pay in term of subscale of burnout at depersonalisation Ho5d : There is no significant relationship between
subscales
of
job
satisfaction
at
opportunities for promotion in term of subscale of burnout at depersonalisation Ho5e : There is no significant relationship
11 between
subscales
of
job
satisfaction
at
supervision in term of subscale of burnout at depersonalisation
Ho6 : There are no significant Ho6a: There is no significant relationship relationship between subscales of job between subscales of job satisfaction at cosatisfaction (co-workers, work on workers in term of subscale of burnout at personal present job, pay, opportunities for accomplishment. promotion and supervision) in term of subscale of burnout at personal Ho6b: There is no significant relationship accomplishment.
between subscales of job satisfaction at work on present job in term of subscale of burnout at personal accomplishment. Ho6c: There is no significant relationship between subscales of job satisfaction at pay, in term of
subscale of burnout
at
personal
accomplishment. Ho6d: There is no significant relationship between
subscales
of
job
satisfaction
at
opportunities for promotion in term of subscale of burnout at personal accomplishment. Ho6e: There is no significant relationship between
subscales
of
job
satisfaction
at
supervision in term of subscale of burnout at personal accomplishment.
1.9
Limitation of the Study
This study only selects criteria such as demographic factors in contribution to the job satisfaction and burnout. In fact, there are many other factors, such as
12 personality, working environment, personal psychology condition which can contribute to job satisfaction and burnout. In addition, the sample size is only limited to secondary school counsellors in district of Johor Bahru. Thus, the scope of study is limited.
1.10 Significance of the Study
School counsellors play important role in school system to ensure goals to facilitate student in various aspects can be achieved. From prior numerous literatures, it is obvious that burnout and job satisfaction do affect quality of service provided to the clients.
Since school counsellors are mainly providing service to students,
burnout and job satisfaction among school counsellor may affect the service provided to the students. Consequently, they cannot maximize their performance and provide quality service to the students.
Since there is limited related research been conducted in our country, this study is important to add information to the current studies. With these findings, it can help to create awareness and enable related precaution to be taken to decrease or prevent the burnout incident among school counsellors.
In addition, it also can help
administrators in formulation of effective and efficient policies as well as strategies that can prevent the burnout incident among school counsellors and at the same time increase job satisfaction among secondary counsellors.
13 1.11
Theoretical Frame
In this study, two job satisfaction theories that are motivation–hygiene theory or two-factor theory by Herzberg and expectancy theory by Victor Vroom are chosen. Motivation–hygiene theory is content theory, which states that employee’s need, value and expectation are important to job satisfaction; while expectancy theory is process theory that link interaction between need, value and expectation to job satisfaction (Shafeq, 1997).
Another theory chosen for this study is Theory of
burnout by Christina Maslach.
1.11.1 Herzberg’s Theory (motivation–hygiene theory)
Herzberg’s Theory is also known as ‘the two-factor theory’. In 1959, Herzberg studied the job satisfaction among engineers and accountants in Pittsburgh and framed it. (Linda Evans and Fadekemi Olumide-Aluko, 2010) He placed the values of job satisfaction and job dissatisfaction at two separate continua. He claimed that factors that affect job satisfaction are different of the set of factors that lead to job dissatisfaction.
He named the factors that enhance the job satisfaction as
“motivation factors” and factors that lead to dissatisfaction as “hygiene factors” respectively. According to him, motivation factors contribute to the satisfaction of work, thus satisfaction level will decrease if the motivation factors decrease, however it will not result in dissatisfaction. Meanwhile, if hygiene factors decrease, employee’s dissatisfaction level will decrease but will not lead to satisfaction of work.
Motivation factors are intrinsic to the work, which include capable of providing job satisfaction of work are:
(1) achievement,
14 (2) recognition for achievement, (3) the work itself, (4) responsibility and (5) advancement.
Among these factors, achievement, recognition for achievement, and the work itself is sad to be related to ‘self-autonomy’ and ‘self actualization’ in Maslow’s Hierarchy of Needs. According to Hezberg (1959), job satisfaction can be achieved through recognition of the achievement as the employee can grow psychologically to achieve a meaningful self.
Meanwhile, hygiene factors are extrinsic to the work, which include (1) pay (2) supervision, (3) interpersonal relations, (4) policy and administration, as well as (5) working conditions (Herzberg et al. 1959: 113).
According to Herzberg, factors such as pay and working conditions are needed to ensure employees’ healthiness but do not contribute to job satisfaction (Shafeq, 1997). In other words, these factors are important to ensure healthiness of employees’ mental health condition.
In conclusion, this theory is refer as ‘content theories’ by Cambell et.al, 1970 (in Gruneberg, 1979), as it focus on recognition of factors that contribute to job satisfaction and job dissatisfaction. Thus, this theory is use in this study.
15 1.11.2 Expectancy theory (Victor Vroom)
Expectancy theory is founded by Atkinson, Lewin, Peak and others in 1964. It was then bring into industrial-organizational psychology by Vroom (Locke, Edwin A.; Latham, Gary P, 1990). It is widely used in the field of organizational behaviour to analyse worker performance and its connection to rewards. He states that employee’s performance is a multiplication of expectancy, instrumentality, and valance. Expectancy is employee’s confidence that his or her effort will bring performance, instrumentality refer to employee’s belief that the performance will bring the rewards, while valance is the perceived value of the rewards.
Hence, to be motivated in work, all three factors must be perceived to have a high degree of potential by an employee. In other words, the tendency or probability an employee will carry out a task or action is influence by intensity of his or her expectation that the performance will bring the definite outcome and whether the outcome is valuable to the employee or not. Research by Pitchard, and Jorgenson 1972 (Gruneberg, 1967) show that inequality between pay and job can lead to job dissatisfaction.
This theory is used as it explains that job satisfaction is determined by need ,value and expectation of employees towards the work.
1.11.3 Theory of Burnout
In 1974, Freudenberger introduced the term ‘burnout’ into the human service literature. (Srinika Jayaratne, David P.Himle , Wayne A. Chess, 1991). A few years later, Maslach (1976) and his colleagues and Bekeley Planning Associates came out with the major empirical work on burnout.
Burnout is a reaction to prolonged emotional stress which includes three dimensions: emotional and physical exhaustion, lowered job productivity, and
16 overdepersonalization (Srinika Jayaratne, David P.Himle , Wayne A. Chess, 1991). These components are overlaps to subscales of the Maslach Burnout Inventory (MBI).
Many theories of burnout include negative consequences associated to burnout, which include job function (such as performance, output), health-related outcomes (i.e. increases in stress hormones and coronary heart disease) and also health problems related to mental (i.e. depression).(Gandi, Joshua C. Wai, Paul S.Karick, Haruna Dagona, Zubairu K, 2011)
1.12
Definition of Terms
The definitions used in this study were as followed:
1.12.1 Burnout
Burnout is a syndrome which encompasses three dimensions, which include emotional exhaustion, depersonalization and reduced personal accomplishment that can happen to any employee who work with people in some dimensions (Maslach & Jackson,1981).
The first dimension emotional exhaustion is referred to a feeling of being worn out of energy. Since emotional resources are depleted, the ability to give as themselves as they were able to do earlier also decrease. Meanwhile, second dimension , depersonalisation refers to feeling of dehumanization. As a person burnout, he or she is tend to develop negative, cynical attitudes towards those with whom they work. As a result, they will exhibit excessive unresponsiveness about clients or other people at work. On the other hand, personal accomplishment is the feeling of competency and productivity and to sense of self-efficacy. Thus, with reduced personal accomplishment, feeling of one’s competency and productivity
17 will decrease and hence lowered one’s sense of self-efficacy. As a consequence , one’s tend to evaluate himself negatively, which will cause one’s to experience unhappiness with one’s jobs and himself.
1.12.2 Job satisfaction
Job satisfaction is defined as an enjoyable or positive emotional condition resulting from the appraisal of one's job or job experiences (Locke, 1969, 1976; Mathis & Jackson, 2000). In other words, it makes employee happy and want to come to work. Meanwhile,
Spector (2011) state that job satisfaction is related to
the way and thinking on work and various aspect relate to happiness and the interest one have towards the job. Generally, job satisfaction is recognized as a multi multidimensional construct that includes employee feeling on a variety of both intrinsic and extrinsic job elements. (Mohd Azail, 2012). There are a few specific aspects being measured , they satisfaction related to pay, benefits, promotion, work conditions, supervision, organizational practices, opportunities, communications and relationship with co-workers (Spector, 1997). In brief, Cranny, Smith & Stone (1992) have define job satisfaction as hypothetica construct that describes a positive affective response to a job and has been shown to be associated with both physical and mental well-being.
In this study, the constructs of job satisfaction been
measured include work on present job, opportunities of promotion, supervision, pay, and co-workers.
1.13
Summary
This chapter includes the background of the study, problem statements, purpose of the study, hypothesis, research questions, significance of the study, limitation of the study, and definition of terms. In brief, this chapter explains more
18 about the reasons why this study is conducted and what are the problems that the researcher is looking at. It provides us with a brief overview of the study and tells us the importance of this study in terms of burnout and job satisfaction among secondary
school
counsellors
in
district
of
Johor
Bahru.
