Relationship between Adding Value, Trust and Job Satisfaction Based on Teachers’ Perceptions

Authors

  • Baharak Talebloo PhD in Educational Administration Faculty of Educational Studies, Universiti Putra Malaysia (UPM)
  • Sara Kasmaienezhadfard PhD Candidate in Curriculum and Instruction Faculty of Educational Studies, Universiti Putra Malaysia (UPM)
  • Masoumeh Pourrajab Post-Doctoral Research Fellow, University of Malaya (UM)
  • Roya Roustaee Master in Educational Administration Faculty of Educational Studies, Universiti Putra Malaysia (UPM)
  • Ramli Bin Basri Senior Lecturer in Faculty of Educational Studies, Universiti Putra Malaysia (UPM)

DOI:

https://doi.org/10.12928/jehcp.v4i3.3685

Abstract

Abstract

 

The aim of this study is to determine the relationship between adding value; trust and teacher satisfaction among primaryand secondary school teachers in Malaysia.In this research,375 teachers were selected based on convenience random sampling from teachers who study in educational field. This study is quantitative research and data were collected based on questionnaire and were analyzed using descriptive, correlation and regression analysis. Based on Pearson Product-Moment Correlation Coefficient the results show that the high significant relationship exists between trust and teacher job satisfaction. However, low and negative relationship was found to exist between adding value and teacher’s satisfaction. Regarding to multiple regression, there are significant contribution of trust and teacher satisfaction. However, just adding value was not increase teacherjob satisfaction.

 

Key words: Adding value –Job Satisfaction -Trust -Primary school- Teachers-Malaysia.

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How to Cite

Talebloo, B., Kasmaienezhadfard, S., Pourrajab, M., Roustaee, R., & Bin Basri, R. (2015). Relationship between Adding Value, Trust and Job Satisfaction Based on Teachers’ Perceptions. Journal of Educational, Health and Community Psychology, 4(3), 125–135. https://doi.org/10.12928/jehcp.v4i3.3685

Issue

Vol 4 No 3 December 2015

Section

Articles

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