Job satisfaction for physical education teachers and its relationship to job performance and organizational commitment Текст научной статьи по специальности «Науки об образовании»

Job satisfaction for physical education teachers and its relationship to job performance and organizational commitment

Kenioua Mouloud, Bachir Bougherra, Bacha Foudil Samir

Institute of physical education and sport University Ouargla

Abstract:

Purpose: this study was to investigate the relation and correlation between job satisfaction, job performance, and organizational commitment among physical education teachers. Material: The participants where 100 physical educations teachers' male and female from secondary schools. Job satisfaction, job performance, and organizational commitment were measured through a questionnaire has 05 axes. Results: The findings indicated that there was a strongly positive relationship between job satisfaction and job performance, and the same relationship between job satisfaction and organizational commitment. Conclusion: there is a need to create an appropriate environment to ensure the success of the professors of physical education as well as providing incentives and promotions through clear standards.

Keywords: job satisfaction, job performance, organizational commitment, physical education teacher.

Кениоуа Моулоуд, Бачир Боугхерра, Бача Фоудил Самир. Удовлетворенность работой у учителей физической культуры и их отношение к работе в динамике организационных решений. Цель: изучение отношения и взаимосвязь между удовлетворенностью работой, производительностью труда и организационной приверженностью среди учителей физической культуры. Материал: в исследовании принимали участие учителя физической культуры из средних школ (мужчины и женщины, п=100). Удовлетворение от работы, выполнение работ, а также организационные обязательства были измерены с помощью вопросника. Результаты: Результаты показали, что существует сильная положительная связь между удовлетворенностью работой и производительностью труда, а также той же связи между удовлетворенностью работой и организационными обязательствами. Выводы: существует необходимость в создании надлежащих условий для обеспечения успеха преподавателей физического воспитания, а также предоставление стимулов и продвижение по службе через четкие стандарты.

удовлетворенность работой, производительность труда, организационные обязательства, учитель физкультуры.

Кениоуа Моулоуд, Бачир Боугхерра, Бача Фоудил Самир. Задоволежсть роботою у вчителiв фтично'Т культу-ри i Тхне ставлення до роботи в ди-намiцi оргажзацшних ршень. Мета: вивчення вщносини i взаемозв'язок мiж задоволенютю роботою, продуктивню-тю прац та оргажзацшною прихильню-тю серед вчтелв фiзичноí культури. Матер'1ал: в дослщженж брали участь вчтел фiзичноí культури з середжх шкт (чоловки та жшки, п=100). Задо-волення вщ роботи, виконання роб^, а також оргажзацшж зобов'язання були вимiрянi за допомогою опитувальника. Результати: Результати показали, що юнуе сильний позитивний зв'язок мiж задоволенютю роботою i продуктивною прац^ а також того самого зв'язку мiж задоволенютю роботою i оргажзацм-ними зобов'язаннями. Висновки: юнуе необхщнють в створены належних умов для забезпечення устху викладачiв фь зичного виховання, а також надання сти-мулiв i просування по службi через чiткi стандарти.

задоволежсть роботою, продуктив-шсть прац, оргашзац/йн зобов'язання, вчитель ф'1зкультури.

Introduction

Physical education teachers, commonly known as Phys Ed or P.E. teachers are responsible for the education of primary and secondary school students in physical activity and psychomotor learning. The physical education class was once little more than an organized recess; however, physical education teachers now engage students in much more than game play. Recent developments have steered the physical education curriculum towards the goal of overall wellness and teachers now incorporate health and nutrition topics into their classes (Shorfi, 2012).

Aboutjob satisfaction there has been a lot of researches since 1930. In this study, it is stated that job satisfaction of employees is associated with psychological and physical health. Job satisfaction has been defined by Locke (1976), as "a pleasurable or positive emotional state resulting from the appraisal of one's job or job experience". Similarly, Schultz (1982) stated that job satisfaction is essentially the psychological nature of people toward their work. In addition, Spector (2003) indicates that the job satisfaction expressed feelings about the work of the employees. Building on Locke's conceptualization, Hulin and Judge (2003) noted that job satisfaction includes multidimensional psychological responses to one's job and that such responses have cognitive (evaluative), affective (or emotional) and behavioral components. According to these definitions, people have attitude

© Kenioua Mouloud, Bachir Bougherra, Bacha Foudil Samir, 2016 doi:10.15561/18189172.2016.0307

with high job satisfaction positively, low job satisfaction negatively against their work.

Researchers agree that job performance can be defined on a micro level as actions and behavior of an employee that contribute to the goals of the organization (Campbell, 1990; Murphy, 1989). A wealth of literature speaks to issues surrounding the structure underlying job performance (i.e., those categories of behaviors that are valued by supervisors). A review of this literature indicates that for some time the only behaviors that received attention in the research literature and by organizations were those behaviors associated with the production of a good or the provision of a service, namely task performance. Some researchers propose that employees do not spend all of their time at work performing activities that are strictly related to task performance (e.g., Borman & Motowidlo, 1993; Katz & Kahn, 1978; Organ, 1988). For example, employees help coworkers or volunteer to engage in activities that benefit the organization. These behaviors also contribute to the organization in positive ways and have been given a variety of names (e.g., organizational citizenship behavior, contextual performance, extra-role behaviors).

Organizational commitment is the power of individual's identification with and participation in the organization. Components of such kind of commitment are defined as having strong belief in and adoption of the objectives and values of the organization, willingness to put forth extra effort for the benefit of the organization and being eager and willing to continue organizational

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membership. In other words, organizational commitment is the strong belief of the employee in the organizational objectives and values, adoption of these objectives and values by the same, intense desire to exert extra effort for organizational objectives and strong wish to stay within and remain a member of the organization (Mowday, Steers &Porter,1979). Sense of organizational commitment is thought to positively affect organizational performance and, in this framework, it is suggested to decrease undesired results such as tardiness, absenteeism and quitting and to make positive contributions to the product and service quality (Dogan & Kilic, 2007). Employees committed to their organizations are believed to work more and make more self-sacrifice for the achievement of organizational objectives. Organizational commitment issue has been studied from many aspects and this concept has been addressed in the three components of affective commitment, continuance commitment and normative commitment (Meyer &Allen, 1988). Present study also addressed organizational commitment in these three dimensions (Goleman, 2000).

The purpose of this study is study of job satisfactions among teacher of physical educations and its relationship to job performance and organizational commitment.

The task of this study is to answer the following question: What is the relationship between the level of job satisfaction for teachers and physical education, and their performance and their commitment to the organization?

Material and Methods

Participant: we have been relying on a random sample using equation the entrance of the American Association for Education to determine the appropriate minimum sample size. The application got the 135 participants, but after the distribution of questionnaires retrieved 107 of which 7 were invalid. It was determined the final size of the sample to 100 participants.95 were male physical education teachers and 5 were female physical education teachers from secondary schools (Jijel city).

Research Design: based on the nature of the data to be collected, the most appropriate and effective tool to achieve the objectives of the study are "questionnaire", the questionnaire covered four main axes:

- The axe of Socio-demographic characteristics (8 items).

- The axe of Job satisfaction (25 items).

- The axe ofjob performance (14 items).

- The axe of organizational commitment (15 items).

Statistical Analysis. The preparation of the

questionnaire was relied on Questions enclosed formula. Items 2, 3, and 4 in the questionnaire are in the form of five option Likert type scale. Cranach alpha reliability and Validity were done (table 1).

Table 1. Cranach alpha reliability and Validity of questionnaire

Axes items Reliability of axe

Job satisfaction job performance organizational commitment General rate of reliability 25 15 14 54 0,990 0,985 0,989 0,995

Results

Socio-demographic characteristics

The socio-demographic characteristics of the respondents are summarized in Table 2. Among the 100 respondents, 95 were males and 05% were females. They represent a young age group under 31 years with an age range of 31-40 years, another age range of 41-50 years, and last age group over 51years.the single participants made up 48% while 52% were the married participants. Majority of the respondents had license qualification. Majority of the respondents had permanent work 84% while 15% and 1% had trainee and temporary work, respectively. Majority of the respondents had monthly salary between 32000 and 42000 DA.

72% of respondents had direct registration while others had transfer.

Determination of the relationship between job satisfaction and job performance to physical education teachers.

As shown in Table 3, there is positive relationship (r = 0.932, p<0.01), between type and circumstances of work and job performance. And there is positive relationship (r= 0.932, p<0.01), between salary and job performance. and the same results (r = 0.888, p<0.01), (r = 0.887, p<0.01), (r = 0.916, p<0.01), between relationship with colleagues and job performance, incentives (motives) and job performance, and relationship with superior and job performance, respectively.

As for the nature of the relationship between job satisfaction in general and job performance table 4 shows that there is a positive and significant (r = 0.936, p<0.01).

This topic has strong positive relationship because the performance is affected by the satisfaction of the professors for their job. So it can predict the level of job satisfaction by performance of teachers.

Determination of the relationship between job satisfaction and organizational commitment to physical education teachers.

As shown in Table 5, all measured dimensions of job satisfactions has a positive relationship with organizational commitment, (r= 0.960, r= 0.885, r =0.95,.0.934, and r= 0.961, p<0.01, type and Circumstances of work, salary, Relationship with colleagues, Incentives (motives), and Relationship with superiors (bosses), respectively. if one of dimensions ofjob satisfaction increases, organizational commitment also will increase.

In table 6 there is positive relationship between job satisfaction in general and organizational commitment (r = 0.980 p<0.01), that mean very strong positive relationship.

Discussion

Many studies have confirmed that job satisfaction is one of the important factors that maintain a high level of performance. Some researchers have pointed out that the low levels of job satisfaction may lead to lower productivity, associated apathy and loss of interest..., as well as, the low level of organizational commitment, because this relationship affect the quality of education and student achievement levels. Job satisfaction has a

Table2.Socio-demographic characteristics

and Sports Department

transfer

Table 3. Results Pearson correlation coefficient between Job satisfaction dimensions and job performance

Job satisfaction dimensions

type and Circumstances of work salary

Relationship with colleagues Incentives (motives) Relationship with superiors (bosses)_

Sig. at 0.01 level (2-tailed)

Table 4. Pearson correlation coefficient between job satisfaction in general and job performance

Variables job performance

Job satisfaction 0.936

Sig. at 0.01 level (2-tailed)

clear impact on the level of Organizational commitment to physical education teachers (Narimawati, 2007; Reyes, 1989; Iermakova, 2014; Podstawski et al., 2014;

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number percentage

95 95%

05 05%

55 55%

33 33°%

08 08°%

04 04%

48 48%

52 52%

0 0%

75 75%

16 16%

01 01%

08 08%

57 57%

28 28%

15 15%

84 84%

15 15%

01 01%

13 13%

67 67%

20 20%

72 72%

28 28%

Table 5. Results Pearson correlation coefficient between Job satisfaction dimensions and organizational commitment Job satisfaction dimensions

type and Circumstances of work salary

Relationship with colleagues Incentives (motives) Relationship with superiors (bosses) Sig. at 0.01 level (2-tailed)

Table 6. Pearson correlation coefficient between job satisfaction in general and organizational commitment

Variables organizational commitment

Job satisfaction 0.980_

Sig. at 0.01 level (2-tailed)

Radchenko, 2015; Nowak et al., 2016).

Other studies, analyzing the dependences between fit and unfit P.E. teachers and the performance of their students

variable

Variable categories

Gender

Age (years)

Social status

Qualification

Work Experience(years)

type of work

monthly salary (DA; Algerian dinar)

how to register in Physical Education

male

Female Under 30

31-40 41-50 Over 51

Single

Married

Other

License

Master Majister

other

Under 5

5-10

Over 11

Permanent

Trainee

temporary

Under 32000

32000-42000

Over 42000

direct registration

job performance

0,932 0,829 0,888 0,887

0,916

organizational commitment

0,960 0,885 0,925 0,934 0,961

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did not reveal significant differences (Bischof, Plowman, & Lindenman, 1988). Still other studies revealed that P.E. teachers consider their lessons successful if students are occupied, happy, and well-behaved (Placek, 1983), without giving as much priority to aspects of teaching such as developing a lifelong positive attitude towards physical activity (Hickson & Fishburne, 2002).

This result is consistent with Salama (1999), where the study concluded that there is a correlation between the degree of organizational commitment to the members of the faculty and the degree of job satisfaction. It also noted the results of the study of the El-Dakhil (1995) to the existence of a positive relationship between job satisfaction and organizational commitment in a sample study by members of the teachers at the University of Riyadh in Saudi Arabia.

Conclusions. Finally, it can be concluded that there is a positive relationship between job satisfaction and job performance, and the same relationship between job satisfaction and organizational commitment.

Based on our findings, we recommend that engaging teachers of physical education in the decision-making within the organization, need to create an appropriate environment to ensure the success of the professors of physical education. And providing incentives and promotions through clear standards.

Conflict of interests

The authors declare, that there are no potential conflicts of interest in respect to research, authorship, and/ or publication of this article.

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Информация об авторах: Кениоуа Моулоуд; http://orcid.org/0000-0002-5405-5723; [email protected] ; Институт физического воспитания и спорта университета Оуаргла.; BP 511, Роуте Гхардаиа, Оуаргла, 30000, Алжир.

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Information about the authors: Kenioua Mouloud; Assistant prof.; http://orcid.org/0000-0002-5405-5723; [email protected]; Institute of physical education and sport University Ouargla; BP 511, Route Ghardaia, Ouargla, 30000, Algeria.

Бачир Боугхерра; http://orcid.org/0000-0002-6015-7013; [email protected] ; Институт физического воспитания и спорта университета Оуаргла.; BP 511, Роуте Гхардаиа, Оуаргла, 30000, Алжир.

Бача Фоудил Самир; http://orcid.org/0000-0002-1969-4722; [email protected] ; Институт физического воспитания и спорта университета Оуаргла.; BP 511, Роуте Гхардаиа, Оуаргла, 30000, Алжир.

Цитируйте эту статью как: Кениоуа Моулоуд, Бачир Боугхерра, Бача Фоудил Самир. Удовлетворенность работой у учителей физической культуры и их отношение к работе в динамике организационных решений // Педагопка, психолопя та медико-бюлопчш проблеми фiзичного виховання i спорту. - 2016. - N3. - С. 47-51. doi:10.15561/18189172.2016.0307

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Дата поступления в редакцию: 01.06.2016 Принята: 15.06.2016; Опубликована: 28.06.2016

Bachir Bougherra; http://orcid.org/0000-0002-6015-7013; [email protected] ; Institute of physical education and sport University Ouargla; BP 511, Route Ghardaia, Ouargla, 30000, Algeria.

Bacha Foudil Samir; http://orcid.org/0000-0002-1969-4722; [email protected] ; Institute of physical education and sport University Ouargla; BP 511, Route Ghardaia, Ouargla, 30000, Algeria.

Cite this article as: Kenioua Mouloud, Bachir Bougherra, Bacha Foudil Samir. Job satisfaction for physical education teachers and its relationship to job performance and organizational commitment. Pedagogics, psychology, medical-biological problems of physical training and sports, 2016;3:47-51. doi:10.15561/18189172.2016.0307

The electronic version of this article is the complete one and can be found online at: http://www.sportpedagogy.org.ua/html/arhive-e.html

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Received: 01.06.2016

Accepted: 15.06.2016; Published: 28.06.2016