TURNOVER INTENTIONS AMONG SECONDARY SCHOOL TEACHERS: THE

ROLE OF OCCUPATIONAL IMAGE, WORKPLACE VARIABLES

AND CAREER COMMITMENT

By

HAMIDAH BT NAINA

Thesis submitted in fulfillment of the requirements

for the degree of Doctor of Philosophy

March 2004
 ACKNOWLEDGEMENTS

In the name of Allah. the Most Gracious and the Most Merciful. I thank You. May peace

and blessings of Allah be upon our Prophet Muhammad (SAW), his family, and

compamons.

First and foremost. I would like to extend my never-ending gratitude and affection to my

husband. Hj. Mohamad bin Hj. Abdullah, and children, Mohd. Saiful Syarafi, Nur Sabrina,

and Nur Syazana. Thank you for providing me with overwhelming patience, support, love,

encouragement, and inspiration that has greatly facilitated the completion of this

challenging work. I also wish to remember my beloved late parents, Naina and Aminah,

\Vho were instrumental in this accomplishment.

I would like to extend my sincere gratitude and appreciation to my main supervisor, Assoc.

Prof Zainal Ariffin bin Ahmad for his constructive ideas, criticisms, guidance, and

patience throughout the duration of preparing this thesis. Due appreciation is also extended

to my co-supervisor. Assoc. Prof Dr. Aizzat Nasurdin, for her advice, comments, and

guidance. I am also greatly indebted to Prof Mahfooz Ansari, Prof. Muhamad Jantan, Prof.

Mohamed Sulaiman. Assoc. Prof. Dr. Yusserie Zainuddin, Dr. Suhaiza Hanim, Assoc. Prof.

Dr. Fauziah ·and Assoc. Prof. T. Ramayah for their valuable insights, ideas, comments, and

suggestions.

Thanks are also due to my sponsors, the Ministry of Education of Malaysia, for granting me

the scholarship and study leave. Special thanks are extended to my friends Noormala,

Norziani, Lilis Surienty, and others for their moral support, guidance and encouragement.'

A note of thanks also goes to all the school principals and teachers for their invalu.able help

ducing data colLection.

r
II
 TABLE OF CONTENTS

Page

Title Page

Ac kno\\'ledge men ts II

TabJe of Contents Ill

List of Tables IX

List of Figures XII

List of App.endices XIII

Abstrak XIV

Abstract XV

Chapter 1 INTRODUCTION

1.1 Background ofthe Study

1.2 Problem Statement 4

1.3 Research Objectives 6

1.4 Research Questions 6

1.5 Significance of the Study 7

1.6 Scope ofthe Study 8

1.7 Definitions of Key Terms 8

1.8 Organization of the Thesis 9

Chapter 2 LITERATURE REVIEW

2.1 Turnover Intentions 10

2.2 Studies on Turnover II

Ill
7_,.).., Determinants ofTurnover 17

2.3. I Demographic Variables 17

2.3.1.1 Age/Tenure 18

2.3.1.2 Gender 19

2.3.1 .3 Education Level 20

.., 7
I_,.),_ Workplace Variables 21
7_,.),.)
.., ..,
Attitudinal Variables 23

2.3.3. I Job Satisfaction 24

2.3.3.2 Organizational Commitment 26

2.3.4 Alternative Employment Opportunities 26

2.4 Independent Variables ofthe StCtdy 27

2.4.1 Occupational Image 28

2.4.2 Workplace Variables 30

2.4.2.1 Student Quality 30

2.4.2.2 Workload 33

2.4.2.3 Relationship with Supervisors 34

2.4.2.4 Relationship with Peers 36

2.4.3 Career Commitment 38

2.5 Control Variables 43

2.6 Gaps in the Literature 43

2.7 Related Theories 44

2.8 Theoretical Framework 46

2.9 Hypotheses 47

iv
Chapter 3 METHODOLOGY

3.1 Type of Study 54

3.2 Sources of Data 54

3.4 Sample and Sampling Techniques 55

3.5 Data Collection Procedure 57

3.6 Research Instrument 57

3.6.1 Measures 57

3.6. I. I Turnover Intentions 58

3.6.1.2 Occupational Image 58

3.6.1.3 Workplace Variables 60

3.6.1.4 Career Commitment 63

3.6.1.5 Control Variables 64

3.6.1.6 Demographic Variables 65

3.6. I .7 Inf01'mation about the School 66

3.6.2 Translation of Questionnaire 68

3.7 Pilot Study 68

3.8 Data Analysis Techniques 70

3.8.1 Factor Analysis 70

3.8.2 Reliability Analysis 71

3.8.3 Descriptive Statistics 72

3.8.4 Zero Order Correlations 72

3.8.5 Test of Difference 72

.:...,,.-
 3.8.6 Multiple Regression Analysis 72

Chapter 4 DATA ANALYSIS AND RESULTS

4.1 Overview of Data Gathered 75

4.1.1 Response Rate 76

4.1.2 Tests ofNonresponse Bias 76

4.1.3 Profile of Respondents· 78

4.2 Goodness of Measures 81

4.2.1 Factor Analyses 81

4.2.1.1 Occupational Image 82

4.2.1.2 Workplace Variables 84

4.2.1.3 Career Commitment 88

4.2.1.4 Turnover Intentions 89

4.2.2 Reliability Analyses 90

4.3 Restatement of Hypotheses 92

4.4 Descriptive Statistics 96

4.5 Correlations 98

4.6 Hypotheses Testing 99

4.6.1 Occupational Image, Workplace Variables and Turnover I0 I

Intentions

4.6.2 Occupational Image, Workpalce Variables and Career I 04

Commitment

4.6.3 Impact of Career Commitment on Turnover Intentions 106

VI
 4.6.4 Tests of Mediation 107

4.6.5 Impact of Interactions on Turnover Intentions 114

4.6.6 Impact of Interactions on Career Commitment 120

4.6.7 The Complete Model 125

4.7 Summary of Findings 127

Chapter 5 DISCUSSION AND CONCLUSION

5.1 Recapituiations of the Study's Findings 129

- 7
),_ Discussion 132

5.2.1 Occupational Image and Workplace Variables 132

5.2.1. I Impact on Turnover Intentions 132

5.2.1.2 Impact on Career Commitment 136

5.2.2 Impact of Career Commitment on Turnover Intentions 137

5.2.3 Mediating Role of Career Commitment 138

5.2.4 Interaction Effect on Turnover Intentions 139

5.2.5 Interaction Effect on Career Commitment 140

5.2.6 The Complete Model 141

5.3 Implications ofThe Study 142

5.4 Limitations of The Study 145

5.5 Suggestions for Future Studies 146

5.6 Conclusion 146

vii
REFERENCES 147

APPENDICES 160

. VIII
 LIST OF TABLES

Table No. Title of Table Page

Table 3.1 Location of Sample Schools 56

Table 3.2 Items Constituting the Turnover Intentions Scale 58

Table 3.3 Items Constituting the Occupational Image Scale 59

Table 3.4 Items Constituting the Students Quality Scale 61

Table 3.5 Items Constituting the Workload Scale 61

Table 3.6 Items Constituting the Relationship with Peers Scale 62

Table 3.7 Items Constituting the Relationship with Supervisors Scale 63

Table 3.8 Items Constituting the Careei· Commitment Scale 64

Table 3.9 · Distribution ofQuestionnaire Items 67

Table 3.10 Reliability Coefficient for Multiple Items Measures in Pilot Study 69

Table 4.1 Results of lrH!er~~t Samples t-test between Early and Late

Response 77

Table 4.2 Chi-square Tests for Early and Late Response 78

Table 4.3 Profile of Respondents 79

Table 4.4 Results of Factor Analysis on Occupational Image 83

Table 4.5 Results ofFactor Analysis on Workplace Variables. 85

Table 4.6 Results of Factor Analysis on Career Commitment 89

Table 4.7 Results of Factor Analysis on Turnover Intentions 90

Table 4.8 Reliability Coefficients for the Var\ables in the Study 91

Table 4.9 Mean Scores and Standard Deviations for Variables in the Study 96

IX
Table 4.10 Pearson Correlations Matrix for Variab-les in the Study 98

Table 4.11 Results of Hierarchical Regression Analysis of Turnover

Intentions on Occupational Image and \Vorkplace Variables I 02

Table 4.12 Summary of Hypotheses Tests of the Impact of Occupational

Image and Workplace Variables on Turnover Intentions 103

Table 4.13 Results of Hierarchical Regression Analysis of Career

Commitment on Occupational Image and Workplace Variables 104

Table4.14 Summary of Hypotheses Tests of the Impact of Occupational

Image and Workplace Variables on Career Commitment 106

Table 4.15 Results of Hierarchical Regression Analysis of Turnover

Intentions on Career Commitment 107

Table 4.16 Results of Regression Analysis of Turnover Intentions on

Occupational Image, Workplace Variables, and Career

Commitment 109

Table 4.17 Summary of Results of Mediated Regression Analyses 110

Table 4.18 Summary of Hypotheses Tests on the Mediating Role of Career

Commitment 113

Table 4.19 Results of Hierarchical Regression Analysis for Turnover

Intentions: Interaction Among Occupational Image and Workplace

Variables 115

Table 4.20 Summary of Hypotheses Tests of the Interaction Effect on

Turnover Intentions 120

X
Table 4.21 Results of Hierarchical Regression Analysis for Career

Commitment: Interaction Among Occupational Image and

\Vorkplace Variables 121

Table 4.22 Sun>mary of Hypotheses Tests of the Interaction Effect on Career

Commitment 125

Table 4.23 Results of Hierarchical Regression Analysis of Turnover

Intentions on Occupational Image, \Vurkplace Variables, and

Career Commitment 126

XI
 LIST OF FIGURES

Figure No. Title of Figure Page

Figure 2.1 Schematic presentation of conceptual framework relating beliefs,

attitudes, intentions, and behaviors with respect to a given object 44

Figure 2.2 Research framework 46

Figure 4.1 Regression equations relating independent, mediator, and

dependent variables 108

Figure 4.2 Mediating impact of career commitment on occupational image-

turnover intentions relationship I II

Figure 4.3 Mediating impact of career commitment on workplace variables-

turnover intentions relationship 112

Figure 4.4 Interaction effect of prestige and student quality on turnover

intentions 117

Figure 4.5 Interaction effect of prestige and non-teaching load on turnover

intentions 118

Figure 4.6 Interaction etTect of prestige and relationship with supervisors

on turnover intentions 118

Figure 4.7 Interaction effect of prestige and teaching load on career

commitment 123

Figure 4.8 Interaction effect of prestige and non-teaching load on career

commitment 124

Xll
 LIST OF APPENDICES

Appendix No. Title of Appendix Page

Appendix A Letters used iri data collection 161

Appendix B Research questionnaire 176

Appendix C T-tests and chi-square tests 189

Appendix D Factor analyses 199

Appendix E Cronbach alpha reliability tests 240

Appendix F Descriptive statistics and pearson correlation 258

Appendix G Hierarchical regression analysis: turnover intentions on 263

occupational image and workplace variables

Appendix H Hierarchical regression analysis: career commitment on 273

occupational image and workplace variables

Appendix I Hierarchical regression analysis: turnover intentions on 283

career commitment

Appendix J Hierarchical regression analysis: turnover intentions on 292

occupational image, workplace variables, and career

commitment

Appendix K Hierarchical regression analysis: interaction effect on 302

·turnover intentions

Appendix L Hierarchical regression analysis: interaction effect on 311

career commitment

Appendix M A Summary ofTurnover Literature 319

XIII
 Niat untuk Meninggalkan Profesion di kalangan Guru-Guru Sekolah Menengah: Peranan

lmej Profesion, Faktor Tempat Kerja, dan Komitmen Kerjaya

ABSTRAK

Kajian terkini menunjukkan bahawa ketidakpuasan utama guru bukannya terletak dalam

lingkungan sekolah tetapi lebih tertumpu kepada konteks kemasyarakatan yang lebih luas.

Cendiakawan berhujah bahawa adalah tidak memadai untuk hanya mengambil kira faktor

persekitaran sekolah atau peluang peketjaan lain sebagai faktor yang dapat mempengaruhi

pengekalan peket:ja. Justeru, kajian ini mengkaji perhubungan di antara imej profesion dan

variabel tempat ketja dengan niat guru untuk meninggalkan profesion. Kajian ini juga

menyiasat peranan komitmen kerjaya sebagai variabel pengantara, dan kesan interaksi di

kalangan dimensi imej profesion dan variabel tempat kerja ke atas komitmen kerjaya dan

niat untuk meninggalkan profesion. Seramai 386 guru sekolah menengah di Semenanjung

Malaysia, kadar respons efektif sebanyak 78.8%, telah menyettai kajian ini dengan mengisi

borang soal selidik secara sukarela. Keputusan kajian menunjukkan bahawa: (I) kedua-

dua imej profesion dan variabel tempat ketja mempunyai perhubungan yang signifikan

dengan niat guru untuk meninggalkan profesion, (2) komitmen kerjaya adalah variabel

pengantara di antara perhubungan imej profesion dengan niat untuk meninggalkan

profesion. (3) komitmen ketjaya juga menjadi variabel pengantara di antara variabel tempat

ketja dengan niat untuk meninggalkan profesion, dan (4) interaksi di kalangan tmeJ

profesion dan variabel tempat kerja mempunyai pengaruh yang signifikan ke atas

komitmen ketjaya dan niat untuk meninggalkan profesion. lmplikasi ke atas teori dan

praktis serta cadangan kajian di masa hadapan dibincangkan.

xiv - 0
 ABSTRACT

Recent studies indicated that the major dissatisfiers for teachers are located not within the

school but within the broader societal context. Scholars argued that it is not enough to look

to the immediate school environment or the current job market for the correlates of teacher

retention. Hence. this study examined the relationship between occupational image and

workplace variables with turnover intentions. This study also investigated the mediating

role of career commitment, and the impact of interactions among the dimensions of

occupational image and workplace variables on career commitment and turnover intentions.

A total of 386 secondary school teachers in Peninsular Malaysia, response rate of 78.8%,

pa11icipated in the study by voluntarily completing the survey questionnaire. The study

results indicated that: (l) both occupational image and workplace variables were

significantly related to turnover intentions. (2) Career commitment was found to mediate

the relationship between occupational image and turnover intentions, (3) Career

commitment also mediates the relationship between workplace variables and turnover

intentions. and (4) interactions among occupational image and workplace variables have

significant intlucnce on both career con1mitment and turnover intentions. Theoretical and

practical implications ofthe study as well as suggestions for future studies were discussed.

XV
 CHAPTER 1

INTRODUCTION

This chapter provides the background, and presents the problem of the study.

Specifically. it includes the background of the study, problem statement, research

objectives, research questions, significance and scope of the study, and definitions of key

terms. It ends with a description of the organization of the remaining chapters in this

thesis.

1.1 Background of the Study

Despite warnings of teacher shortage from educational researchers for the last thirty

years. Malaysia is still facing serious teacher shortage. Numerous newspaper articles

reported acute shortages of qualified teachers in rural areas and some subjects especially

Mathematics, Science and English (The Star, 23 May 2001; The Star, 16 July 2001;

Utusan Malaysia, 6 Sept. 2000). The perennial shortage of teachers has also been ~....,

identified as one of the deep-rooted problems in the Malaysian education system by an

independent panel set up to investigate racial segregation in schools (The Star, 21 Mar.

2002). The data obtained from the Malaysian Educational Statistics 2000 gave similar

evidence: there \vere 6,568 untrained or unqualified teachers teaching in Government or

(]overnment aided schools in Malaysia.

The shortage of teachers wou1d result in large class sizes with high student-teacher

ratios (Baker & Smith, 1997: Mont & Rees, 1996), low teacher quality (Baker & Smith,

1997: Mont & Rees. 1996). teachers engaged in out-of-field teaching (Baker & Smith,

1997: IngersolL 1997; Lam. Yoke & Swee, 1995; Masland & Williams, 1983; Mont &
Rees. 1996). the use of unqualified teachers (ingersoll, 1997) and teachers with excessive

teaching load (Mont & Rees. 1996). Baker and Smith ( 1997) argued that teacher quality

is the underlying issue in discussions of teacher supply and demand, as imbalances tn

supply and demand are often resolved through adjustments in teacher qualifications.

The consequences of teacher shortage have been argued and shown to have negative

impact not only on the teachers but the students as vvell. Past studies have found that

lowering student-teacher ratios have a positive impact on students' achievement

(Anonymous. 200 l) and teachers in these schools reported less stress (French, 1993).

Teaching subjects that. the teachers are not specialized was argued to be directly related

to the quality of educational resources available to students (Baker & Smith, 1997), it was

also considered a poor working condition for teachers (Mont & Rees, 1996). Studies

conducted by the Educational Planning and Research Division (EPRD) of the Malaysian
•
Ministry of Education have indicated that on the average secondary school teachers spend

between 5.4 to 8.6 hours per day teaching continuously and that primary school teachers

faced teaching overload. the average working time is 69.57 hours per week for urban

schools and 61.36 hours per week for rural schools (Kementerian Pendidikan Malaysia,

1992. 1994). Considering the lntemational Labor Organization's definition of teaching

overload to be teaching more than 48 hours per week (The Status ofTeachers, 1984), it is

clear that this problem is a common occurrence among Malaysian schoolteachers.

Therefore. it is argued that all these could jointly be significant factors undermining the

quality of education in Malaysia.

The demand for teachers has steadily increased due to increase in student enrollment,

early teacher retirements, teacher attrition and teachers leaving classroom teaching to

become university lecturers. Despite careful planning in the demand and supply of

2
teachers, the problem of teacher shortage persists. Hence, the argument that the demand

for new teachers is primarily due to teachers leaving their jobs argued by Baker and

Smith ( 1997) and Ingersoll ( 1997) seems strongly supported.

A survey reported by Lumsden ( 1998) indicated that over 40 percent of the teacher

respondents would not again select teaching as a profession whereas 57 percent were

definitely planning to leave, and would leave if something better comes along. Likewise,

Borg and Riding ( 1991) found that 61% of Maltese schoolteachers indicated very high

intentions to quit. Although both studies were not done in Malaysia, it appears that

similar levels of withdrawal persist here. It was reported that 1,782 teachers left through

early retirement between 1991 and 1993 while another 7,000 applied for optional

retirement in 1994 (Baskaran, 1998). The high levels of intentions to quit from Malaysian

school teachers were further indicated when Perak National Union of the Teaching

Profession (NUTP) secretary claimed that NUTP received between 15 to 20 letters every

month from teachers requesting NUTP to help them appeal to the ministry after their

applications for optional retirement were rejected (The Star, 7 Oct. 200 I). Surprisingly.

even when the country faced economic turmoil and the optional retirement avenue was

frozen. sources from the Education Ministry revealed that I ,535 teachers still left the

profession voluntarily bet\veen 1998 and 2000. This does not include teachers who switch

their careers to becotr1e lecturers. In a recent article, CUEPACS's president pointed out

that it was a difficult task to retain people in the medical and teaching sectors (The Star, 6

May 200 I).

In vie\v of the concern about teacher quality, evidence of teacher shortage, indications

of high turnover intentions and the serious consequences of these turnover intentions, it is

imperative to identify factors that could predict turnover intentions among Malaysian

3
schoolteachers. By identifying the key factors that predict teachers' turnover intentions,

effective strategies and interventions could be implemented or new policies could be

formulated to reduce these intentions.

1.2 Problem Statement

A review of the literature on teacher retention revealed that the predictor variables

frequently studied were grouped as demographic (example age, tenure, education, gender,

marital status). organizational (example pay and promotion, organizational size),

immediate work environment (example supervision, wworkers, working conditions), and

attitudinal variables (such as organizational commitment and job satisfaction) (see

Adams. 1996: Baskaran, 1998; Borg & Riding, 1991; Hall, Pearson & Carroll, 1992;

Ingersoll. 1997: Lam. Yoke & Swee, 1995; Litt & Turk, 1985; Mont & Rees, 1996;

Murnane, Singer, & Willett, 1989; Porter & Steers, 1973; Schlechty & Vance, 1981;

Weisberg. 1994). However, recent studies have shown that the major dissatisfiers for

teachers are located not within the school but within the broader societal context (Dinham

& Scott. 2000: Xin & MacMillan, 1999). The results of Dinhani and Scott (2000) and

Scott and Dinham (1999) studies on teachers in three different nations (England, New

Zealand. and Australia) indicated that societal level factors, which include the status and

image of teaching. were the least satisfying for teachers. Their results were consistent

with the results of Chapman and Green's study in 1986, which suggested that it is not

enough to look to the immediate school environment or the current job market for the

correlates of teacher retention. The societal factors found increasingly to be the major

cause for dissatisfaction among teachers vvere the image, and status of the teaching

profession (Dinham & Scott, 2000; Hock, 1988; Lam, Yoke, & Swee, 1995; Scott &

4
Dinham. 1999: Quaglia & Marion, 1991 ). Although these variables have been frequently

cited as problems and sources of teachers' dissatisfaction and stress, their relationship

with turnover intentions have not been systematically studied.

Therefore. in line with the gap in the literature. this study attempted to investigate

whether perceptions of occupational image as well as workplace variables (students

quality. workload, relationship with supervisors, and relationship with peers) have a

bearing on teachers' turnover intentions.

Studies have shmvn that both career commitment and turnover intentions shared

similar antecedents (demographic. work-related variables), and there are also evidence

that career commitment is negatively and significantly related to turnover intentions

(Aryee. Chay. & Chew. 1994; Blau, Tatum, & Cook, 2003; Borg & Riding, 199 I: Chang,

1999; Cohen. 2000; Lachman & Noy, 1997; Lam, Yoke, & Swee, 1995). Therefore, it is

hypothesized that career commitment plays an important mediating role between the

dependent and the independent variables in this study. The basis for the mediating role is

also supported from the theoretical wod< of Fishbein and Ajzen ( 1975) that proposed

attitudes as a mediator between beliefs and intentions.

Barak. Nissly. and Levin (200 1) point out some of the existing gaps in the body of

liter::nure e\amining t·etention and tumover of employees in the human services field, one

of which is the interaction among various predictor variables. Therefore, this study also

investigated the effect of interactions among occupational image and workplace variables

on career commitment and turnover intentions.

Gender. level of academic qualification, and career mobility (age, tenure and

probability of finding an acceptable alternative), which have been frequently linked to

turnover/ turnover intentions in the literature, were included as control variables. Age and

5
tenure have been shown to have consistent effects not only on turnover intentions but also

on career commitment (Adams, 1996; Adams & Beehr, 1998; Balfour & Neff, 1993;

Colarelli & Bishop, 1990; Farber, I 984; Lachman & Noy, I 997; Miller, Katerberg &

Hulin, 1979; Mobley, Horner & Hollingsworth, I 978: Rasch & Harrell, 1990). But, since

age and tenure are highly correlated, only age were included as a control variable. Thus.

age. gender. level of academic qualification, and perceived alternative employment

opponunities \vere statistically controlled in this study.

1.3 Research Objectives

The main purpose of this study is to examine the determinants of teachers' turnover

intentions. A secondary purpose is to investigate. whether career commitment mediates

the relationship between the dependent and the independent variables. Specifically, the

objectives of the £tudy are:

I. To investigate the relationship between perceptions of occupational image and

workplace variables with turnover intentions.

1 To investigate whether career commitment mediates the relationship between

perceptions of occupational image and workplace variables with turnover intentions.

3. To investigate whether the interactions among occupational image and workplace

variables would intluence career commitment and turnover intentions.

1.4 Research Questions

In attempting to till the gaps identitied 111 prev1ous studies. this study attempted to

answer the following research questions:

6
I. What are the relationships between perceptions of occupational image and workplace

variables (students quality, workload, relationship vvith supervisors and relationship with

peers) with turnover intentions?

2. Does career commitment mediates the relationships between perceptions of

occupational image and workplace variables with turnover intentions?

3. Do the interactions among occupational image and workplace variables influence

career commitment and turnover intentions?

1.5 Significance of the study

This study bears significant implications to the generation of new knowledge on the

antecedents of turnover intentions and career commitment to research and researchers, to

practitioners. educationists and policy makers.

The findings of the study may also generate new ideas or provide important insights

that may contribute to the clarification of the role of occupational image, workplace

variables, and career commitment in predicting teachers' turnover intentions.

This study is expected to be of benefit to education policy makers, administrators and

others who are concerned with problems posed by teacher quality, teacher shortage and

teache1· attrition. The results may also lead to the implementation of effective

interventions to attract and retain good teachers.

Another significant contribution of this study is that it may indicate future research

din:'ctions in the generation of new frameworks or hypotheses.

7
1.6 Scope of the Study

In this stud;. the term teacher only encompassed those teaching in regular

government secondar;. schools (fully residential, religious, vocational or technical school

teachers were excluded). This is to control the type of students, workload and working

environment that could differ from each category of these schools.

This study was conducted on teachers in secondary schools 111 Peninsular Malaysia

only. The reason is that there might be cultural, political and social differences between

East and West :Vlala.ysia that might be retlected in the perceptions of occupational image

~111d \\orkplace variables of the teachers. Therefore. generalizations of the results would

be applicable to government or government aided regular secondary school teachers in

Peninsular ivlalaysia only.

1.7 Definitions of Key Terms

The definitions of some of the important terms used in the study are presented below:

Occupational image refers to the ideology or ~ed beliefs on the societal level ab.out

the meaning of occupational membership with respect' to the social status, capability and

behavior patterns of individual members (Birnbaum and Somers, 1986; Birnbaum and

Somet·s. 1989: Lim. Teo. & See. 2000).

Career Commitment is defined as one's attitude towards one's vocation, including a

profession (Biau. 1999~ Chang, 1999). Colarelli and Bishop ( 1990) defined career

commitment as the development of personal career goals, the attachment to, identification

\\ ith. and involvement in those goals.

Tumover Intentions is defined as teacher's intention to leave the profession (Borg &

Riding. 1991 ).

8
1.8 Organization of the Thesis

The thesis is arranged into five chapters including this chapter. Chapter two presents a

review of studies on employee turnover intentions and behavior. This is followed by a

discussion of some of the main factors that have been investigated as antecedents of

turnover intentions and behavior. Then, the variables chosen as the dependent and

independent variables for this study are discussed.

The research design and methodology of this study are discussed in chapter three. This

includes the research framework and statement of hypotheses, the type of study, su~ject

and population of study, the sampling procedure used, the data collection procedure

employed. description of the research instrument utilized, pilot study and the statistical

tools used to analyze the data and test the hypotheses of the study.

Chapter four primarily tests the goodness of the data, and the hypotheses of the study.

Specifically, this chapter first presents an overview of the data collected. This includes

discussion on the response rate, test of nonresponse bias and the profiles of the

respondents. Tl1¢ ·measures in- this study are then tested for their factorial validity and

internal consistency using factor and reliability analysis. Finally, the results of hypotheses

testing are presented.

The tina! chapter, chapter five, presents the discussion and conclusion for the study.

This includes discussion of the findings, theoretical and practical implications, and

discussion on the limitations of the study. The chapter ends with suggestions and

recommendations for future research.

9
 CHAPTEH. 2

LITERATCRE REVIEW

This chapter presents a :·e\'tew of studies on employee turnover intentions and

behavior. This is followed by a discussion of some of the more important factors that had

been investigated as antecedents of turnover intentions and behavior. Then. in the

remaining sections. the variables chosen as the independent variables for this study were

discussed. Finally. the research framework and hypotheses were proposed.

2.1 Turnover Intentions

The role of turnover intentions as the precursor of turnover has been established

(Jaros . .lcrmie:·. Koehler and Sincich. 1993; Mobley et al., !978: Mobley, 1982: Miller,

Katerberg. & Hulin. 1979: Sheridan. 1985: Tett & Meyer. 1993: Vandenberg & Nelson.

1999). Coll\e:·sely. high turnover intentions has been argued to not automatically result in

~Ktual turno\ er behavior (Gardner. 1986; Rosin & l<.orabik, 1991; Vandenberg & Nelson.

1999). V~mdenberg and Nelson ( 1999) argued that individuals possess different motives

for stating a high intention to quit and that these high intentions can be lowered if the

source of disaffect'1on is dealt \Vith. Turnover is just one of the negative consequences of

lllmover intentions. There a:·e other consequences of high turnover intentions such as

absenteeism (Borg & Riding. 1991: Griffeth, Gaetner, Robinson and Sager 1999;

:vlobley. 1982: Russo. 1998: Sheridan, !985; Zhen & Francesco. 2000), lateness (Griffeth

et al .. !999). low performance (Russo. !998: Sheridan, 1985). apathy (Mobley, 1982) and.

reduction of effon (Russo. 1998). As suggested and shown by Sheridan ( 1985), at some

le\els of\\ ithdrawal. the employee. although staying on the job. may show a change in

10
behavior from declining job performance to frequent absenteeism. The results of his

study further suggested that performance, absenteeism and turnover all reflect

discontinuous responses to sociopsychological withdrawal.

Hock ( 1988) suggested that when teachers would like to quit their jobs but were

unable to do so due to lack of alternatives, they may feel trapped in the profession, and

this would have negative effects not only on the teachers but also their students. The

impot1ance of teachers' turnover intentions is underscored when studies found that the

more academically able teachers are the most likely to leave teaching early and in the

greatest numbers (Chapman. 1983; Chapman & Green, 1986; Murnane, Singer & Willett,

1989: Schlechty & Vance, 1981 ). Likewise, Kremer and Hoffman (1981) as cited from

Hall. Pearson. and Carroll ( 1992) pointed out that teachers who are merely thinking of

leaving the field are no less of a concern than those who actually carry out their intentions

because the presence of disgruntled elements in a school system may infect others and

start a chain reaction.

Turnover intentions, which has been identified as an important employee attitude in

maintaining a productive \Vorkforce (Zhen & Francesco, 2000), is an important construct

to study not merely due to its effect on turnover but also because of its other undesirable

behavioral outcomes. It is hoped that by understanding and identifying the predictors of

turnover intentions meaningful efforts to reduce these intentions can be taken.

2.2 Studies on Turnover

Voluntary turnover attracted considerable attention. This is evident from the extensive

studies devoted to develop predictive models fi·om various perspectives, approaches, and

theories or a combination of these. Conventional studies on turnover usually investigate

II
the relationship between employee turnover with job satisfaction and job opportunities.

One such model that has been tested and used thoroughly is the Mobley, Horner and

Hollingswo11h's (1978) simplified version of the Mobley Intermediate Linkages Model

(Mobley. 1977). The model hypothesized that job satisfaction would directly affect

thinking of quitting. Thinking of quitting would lead to intention to search, and this

would then lead to intention to quit. The model also suggested that only intention to quit

would affect turnover directly. The probability of finding an alternative was hypothesized

to affect only intention to search and to quit. The effect of age/tenure on turnover was

argued to be through satisfaction and probability of finding an alternative. Another

equally well-known model is The Expanded Mobley et al.'s Model developed by Mobley,

Griffeth. Hand and Meglino ( 1979). This model was more concerned with the complex

relationships between job-related and non-job factors that can influence the initiation of

the decision process (Mowday, Koberg, & McArthur, 1984). This model has received the

most attention in the psychology literature (Lum, Kervin, Clark, Reid, & Sirola, 1998)

and is the most comprehensive (Mowday et al., 1984) that attempt to capture the overall

complexity of the turnover process. After the introduction of organizational ..commitment

into the turnover model, the research investigating the role of job satisfaction,

,lrg~111iz~Hional commitment and turnover intentions as the precursors of turnover has been

extensive (Tett & Meyer. 1993).

A teacher specific model of retention, grounded in Social Learning theory, was

proposed by Chapman in 1983. The theory posits that psychological functioning can be

explained in terms of the interaction of personal characteristics, previous behavior, and

mental determinants. The model suggests that to understand a teacher's decision to persist

in or leave teaching, it·is necessary to take into account:

12
(a) the personal characteristics of the teacher,

(b) the nature of teacher training and early teaching e\perience,

(c) the degree to which the teacher is socially and professionally integrated into the

teaching professiotl.

(d) the satisfaction teachers derive from their career. and

(e) the external environmental infiuences impinging on the teacher's career.

Ho\vever. recent studies seems to indicate that factors commonly thought to predict

intention to quit have little or no effect on turnover intentions. Lachman and Noy ( 1997)

found that job satisfaction, organizational commitment. and job alternatives are not

important predictors of turnover intentions. Similar to their findings, Khatri, Chong and

Budhwar (200 I) found that factors popularly believed to be important determinants of

turnover only e\pbined 11.7% of the variance in turnover intentions. The factors that

they assessed are age, education, perceived alternative employment opportunities, job-

hopping. and satisfaction with pay. Although the conventional turnover study is hardly

obsolete (Somers. 1996), new ideas, constructs, perspectives, approaches, and directions

are needed not only to advance our knovvledge on turnover but also to better understand

the p1·edictors ofwithdravval for today's ever changing workforce .

.As noted by Somers ( 1996), new approaches to studying turnover have begun to

appear in the literature. Recently, there are studies that attempted to introduce alternative

theoretical perspectives. used different methodologies, introduced new constructs or

combined dif'fe1·ent aspects and perspectives in the development of conceptual

frame\\Orks and models of turnover (see Aquino, Griffeth, Allen and Hom, 1997; Khatri,.

Chong. & Budhwar, 200 I; Lee, Mitchell, Wise & Fireman, 1996; Mitchell, Holtom, Lee.

13
 Sablynski and Erez. 200 I; Sims & Kroeck, 1994; Tang, Kim. Tang, 2000; Trevor, 2001;

Valentine. 2001 ).

Sims and Kroeck ( 1994) suggested and utilized ethical theory in their development of

a conceptual framework of turnover intentions. They argued that ethical work climate is

an important variable in person-organization fit and that individuals who have achieved a

good ·ethical match· will have lower turnover intentions than individuals who have not

experienced an ethical match with the organization. Another contemporary model of

employee turnover was put forward by Lee and Mitchell (Lee, Mitchell, Wise & Fireman,

1996). The model uses image theory as its conceptual underpinning. The major

components of this ·unfolding model' include "shocks to the system" and the amount of

psychological analysis that precedes a decision to quit and the act of quitting (Lee et al.,

1996). They concluded that people use different and distinct psychological processes

when leaving an organization and that some ofthese processes may not be consistent with

existing turnover theories.

Aquino. Griffeth, Allen, and Hom ( 1997) developed and tested a model clarifying the

psychological processes by which felt deprivation instigated quitting. Their model draws

upon Referent Cognitions theory to provide a comprehensive theoretical account of how

,iustice perceptions prompt employee withdrawal. Their findings suggest that poor

management of employee perceptions of interactional justice at the supervisory level may

inspire employees to quit. In an attempt to complement existing turnover models.

Griffeth. Gaertner. Robinson. and Sager ( 1999) proposed a model that predicts and

explains employee turnover within the context of other withdrawal behaviors. They

developed a theoretical model that combined several streams of theoretical and empirical

research in industrial and organizational psychology, The Adaptive Response Model,

14

~··.
ARM. The model suggests how employees adapt to the organization following changes in

organizational policies that are perceived as dissatisfying. They found that different

employees react differently to the same type of events. Some employees might quit

others might complain, some may engage in alternative withdrawal behaviors, while

others just simply accept the situation.

Trevor CWO 1) proposed a model that combined aspects of signaling and human capital

perspectives with approaches emphasizing job satisfaction and general job availability.

He found that the negative effect of unemployment rate on voluntary turnover was of

greater magnitude only when education, cognitive ability and occupation specific training

were low.

Various new constructs were introduced into models of turnover. Some of the

constructs included money ethic endorsement (Tang, Kim & Tang, 2000), job complexity

(Valentine. 2001 ). job embedded ness (Mitchell, Holtom, Lee, Sablynski, & Erez, 200 I),

career stage (Flaherty & Pappas, 2002), human resource management practices (Arthur,

1994~ Huselid. 1995). and occupational image (Lim et al., 2000). Mitchell et al. (200 1)

characterized job embedded ness as (I) the extent to which people have links to other

people or activities. (2) the extent to which their jobs and communities are similar to or

tit \Vith the other aspects in their life spaces, and (3) the ease with which links can be

broken. They found that employees that are embedded in an organization and a

community are less likely to leave. Flaherty and Pappas (2002) found that career stage, a

construct that captures both personal characteristics and attitudes in one, is a better

predictor of turnover intentions than age or tenure. On the other hand, Huselid ( 1995),

found that the use of High Performance Work Practices were associated with lower

15
employee turnover. In sho11, these new constructs have been found, to a ce11ain degree,

associated with turnover intentions or behavior.

Different methodologies and statistical techniques used to study turnover have also

been documented. For example statistical models based on survival analysis were used by

several researchers to study the turnover process (see Lambert, Hogan & Barton, 200 l;

Mont & Rees. 1996: Murnane, Singer & \Villett, 1989; Somers, 1996; Trevor, 200 l ).

Another example is the use of statistical technique of Structural Equation Modeling (see

DeConinck and Bachmann, 1994; Lan1bert, Hogan, & Barton, 200 l; Williams, Konrad,

Scheckler. & Pathman, 200 I).

A review on previous studies of turnover/turnover intentions shows that the

determinants are classified 111 vanou.s yet similar ways. Porter and Steers ( 1973)

categorized the factors related to turnover into four categories:

( 1) Organization-wide (pay, promotion, policies, and organization size),

(2) Immediate work environment,

(3) Job related, and

(4) personal factors.

Rosin and Korabik ( 1991) grouped the reasons why women might wish to leave

organizations into two clusters: workplace variables and affective responses. The

determinants of intention to leave were grouped into biodemographic, organizational, job

characteristics. and labor market factors by Weisberg (1994). Lum, Kervin, Clark, Reid,

and Sirola ( 1998) categorized the determinants into three major classes: individual

factors. economic opportunity, and work-related factors. Khatri, Chong, and Budhw~r

(200 l) summarized the determinants into three sets: demographic (age and education),

controllable Uob satisfaction and organizational commitment), and uncontrollable

16
(perceived job altematives and job-hopping). In a meta-analytic study on nurses in

Taiwan. Yin and Yang (2002) grouped the factors related to intention to quit or stay into

individual. organizational. and environmental factors. In summary, the following

discussion of the major determinants of turnover intentions were grouped into

demographic. workplace variables, attitudinal, and job opportunities.

2.3 Determinants of Turnover

The toiiO\\ing discussion grouped the determinants of turnover intentions/behavior

into four categories: demographic, workplace, attitudinal, and job opportunities.

2.3.1 Demographic Variables

Individual va1·iables that have been frequently included in most turnover studies are

age. tenure. gender, education level, marital status, and ethnicity. Although some of these

vMiables have been found to have significant effects on turnover intentions and behavior.

the variance explained is trivial. For example, Adams ( 1996) carried out a longitudinal

1·esem-ch on 2.327 elementary school teachers to investigate the relationship between

gender. age. ethnicity, education, and certification route. He found that the five variables

only e'-:plained appro'-:imately l 0% of the variance in teacher survival. His findings seem

to concur \\ith the findings of Khatri et al. (200 l) study. Khatri and associates found that

Jge and education together with three other variables only explained 11.7 % of the

var1ance in tumover intentions. In addition, Flaherty and Pappas (2002) reported that

many of the personal characteristic variables (age, job tenure, education) in their study

\\eiT not significant predictors of turnover intentions. Demographic characteristics such

17
as race and marital status have been found to be either poor or inconsistent predictors of

tmnover (Balfour & Neff, 1993; Lambert, Hogan, & Barton, 2001 ).

2.3.1.1 Age/Tenure

Age and tenure are highly correlated and it is not surprising that many stud1es grouped

them together (see Bot·g & Riding, 1991; Lachman & Noy, 1997; Mobley. Horner, &

Hollingswonb. 1978; Miller, Katerberg & Hulin, 1979; Rasch & Harrell, 1990, Schwab,

1991: Weisberg. 1994). Age has been consistently found to be negatively related to

turnover/turnover intention (Adams & Beehr, 1998; Lachman & Noy, 1997; Lamben.

Hogan. Barton. 200 I; Miller et al., 1979; Mobley et al., 1978; Mobley, Hand, Baker, &

Meglino, 1979; Porter & Steers, 1973; Somers, 1996). Generally, age had only a weak,

negative but significant effect on intention to quit. Mobley, Horner, and Hollingswonh

( 1978) suggested that the effect of age on turnover/turnover intention is probably indirect

through job satisfaction or the probability of finding an acceptable alternative. Although

age has generally been accepted to have a consistent negative effect on turnover, there are

also dissonant findings. Borg and Riding ( 1991) study on Maltese secondary school

teachers found that teachers in the 'under 31 years' and the ·46-50 years' subgroups

showed greater intention to leave as compared to their other colleagues. On the other

hand. Baskaran ( 1998) in a study on teachers in Penang found that teachers in the 36 to

-1-0 age groups indicated the highest levels of withdrawal cognitions as opposed to other

age groups. A few studies even indicated that age was not a significant predictor of

turnover intentions (Flaherty & Pappas, 2002; Khatri, Chong, & Budhwar, 200 I).

Similar to age. tenure was also found to be significantly and negatively related to

turnover/turnover intentions (Balfour & Neff, 1993; Flaherty & Pappas, 2002; Hartmann,

18
2000: Mont & Rees. 1996; Lambe1t, Hogan, Barton, 200 I; Lachman & Noy, 1997; Rasch

& HarrelL 1990: Somers, 1996; Weisberg, 1994). However, Khatri and his colleagues

(200 I) found that tenure was positively associated with turnover intentions. Other studies

that were not in harmony with the majority of the studies were the study by DeConinck

and Bachmann ( 1994) and Flaherty and Pappas (2002). Their findings indicated that job

tenure was not significantly related to intention to leave. Although there were a fe\\

contradictory findings, the intluence of age and tenure on turnover intentions received

sufficient empirical support. One probable reason why age is a factor that influences

'' ithdr~mal is that it constrained the options available to the worker. Older workers stay

on their jobs due to lack of equivalent opportunities (Adams & Beehr, 1998). Another

probable reason that has been put forth by Lambe1t et al. (200 I), as theorized by Becker's

side bet theory. is that an employee's investments in an organization increase with age

and tenure and. therefore, this reduces the likelihood that the employee will quit.

2.3.1.2 Gender

The impact of gender on turnover intent or behavim remains inconsistent. Camp

( 1994) noted that not only are the theoretical perspectives for the effects of gender on

tumover intem not fully developed but the empirical findings are lacking as well. Whilst

there a1-e quite a fe\\· studies that found gender to be not signiticantly related to

turnover/turnover intent (.Adams & Beehr. 1998; Baskaran, 1998; Lambert et al., 200 I:

!vlont & Rees. 1996; Valentine, 200 I), Rasch and Harrell ( 1990) found that female

:-~ccounting professionals indicated greater turnover intentions. The results of Adams

( 1996) study on teachers concurred with the results of Rasch and Han·ell ( 1990). Adams

( 1996) found that vvomen were more likely to leave teaching than men. However, Khatri

19
et a!. (2001) in a study on employees in the food and beverage, retail, and shipping

industries in Singapore found that males have greater intention to leave than females. One

suggestion proposed for the lack of relationship or inconsistent relationship between

gender and tmnover is that gender probably interacts vvith other demographic variables

(Adams & Beehr, 1998; Chapman, 1983; Mobley, 1982) or probably the relationship is

contingent on the type of organization (Lambert et a!., 2001 ), occupation, industry,

culture or country.

2.3.1.3 Education Level

The relationship bet\veen education level and turnover intent or behavior seems

incnnclusive. Studies have found that the more academically able teachers are the most

likely to leave teaching early (Chapman, 1983; Chapman & Green, 1986; Murnane,

Singer & \Villett. 1989; Schlechty & Vance, 1981). Similarly, Balfour and Neff (1993)

found that employees with more education were most likely to leave an organization. On

the other hand. Adams ( 1996) found that teachers with higher academic degrees remain in

teaching longer. Funhermore, the findings of Baskaran ( 1998), Flaherty and Pappas

(2002). Khatri. Chong, and Budhwar (200 l ), and Lambert, Hogan, and Barton (200 I)

indicated th::lt education level does not have any significant association with turnover

intentions. In trying to explain the results of their findings, Balfour and Neff ( 1993)

1·easoned that higher education level makes an individual more marketable while Adams

( 1996) reasoned that teachers with higher academic degrees have greater investment that

they may lose i!' they switch jobs. Similar to gender, education probably interacts wit.h

other variables or its relationship with turnover could differ across occupations or

countries.

20
2.3.2 Workplace variables

Porter and Steers ( !973) initially associated immediate work environment with

(a)super\ isor; style. (b) \\Ork-unit size and (c) the nature of peer group interaction. Since

then. \Jrious \\orkplace variables have bee11 investigated in turnover studies. Rosin and

Korabik ( !991) included items such as lack of opportunity, long hours and boredom with

routine. relationship v,ith supervisors and job demands in their study on women

manager's turnO\er intentions. Their results implied that only unsatisfactory vvorkplace

variables make impot1ant contributions towards \vomen's turnover intentions. Lum.

Kervin. Clark. Reid and Sirola ( !998) study on nurses, operationalized work-related

variables as autonomy. task requirements, organizational policies, professional

interactions and job status. They found that work-related variables have both direct and

indit·ect influence on turnover intent. The measures of work environment in Lambert.

Hogan. and Barton's (200 I) study include role conflict, task variety, financial rewards,

relations to coworkers, and autonomy.

The influence of teacher specific workplace variables has also been investigated in

previous turnover studies. Mont and Rees (1996), using a discrete time hazard model to

simulate the effects of changing classmom characteristics on high school teacher

turnovet·. assessed a number of vat·iables relating to current working conditions including

class size. !lUmber of classes taught and the proportion of classes taught in the teacher's

cenified area. They found that working conditions were important correlates of teache1·

turnover. Class size or student-teacher ratio has been identified as one of the workplace

vat·iable that caused teacher bumout in Israel (Pines, 2002). Pines (2002) argued that in

large classes, teachers spend more time restraining and disciplining their students and less

time educating and encouraging them. Litt and Turk (1985) found that the ability of

21
teachers to cope etlectively with their worst problems, the degree to which teachers feel

O\ erloaded with work. and teachers perceptions of the quality of personal relations

among the faculty all bear significantly on their intention to leave teaching, Consistent

\\ ith the literature, Hall, Pearson. and Carroll's ( 1992) study on teachers' long-range

teaching plans found that the perceptions that teachers held about their work environment

are imponant in predicting teacher retention. They found that teachers who were

contemplating quitting the profession and those who planned to continue teaching could
~"'
be distinguished in terms of their satisfaction with their current working conditions.

Subair and Mojaphoko ( 1999), in a study on agriculture teachers in Botswana found that

working conditions such as large class sizes, heavy teaching loads and insufficient

resources to be among the main reasons for attrition. Models of employee turnover

suggested that workplace variables contribute to affective responses to the job (such as

job satisfaction and organizational commitment), which in turn intluence the

de\·elopment of thoughts and intentions of leaving (Rosin & Korabik, 1991 ).

By factor analyzing items covering various aspects of the teachers' work environment,

Borg and Riding ( 1991) found that teachers work environment consisted of four factors:

1. Pupil misbehavior,

1 Time/ resource difficulties.

3. Professional recognition needs, and

4. Poor relationships.

They reported that having a Jm·ge class, pupils' poor attitudes towards school work,

and difticult class to be the top three sources of stress whereas administrative work ·and

attitudes and behavior of other teachers were the least stressful. Similarly, Quaglia and

Marion ( 1991) reported that the most common source of dissatisfaction for teachers were

22
preparation time. the number of hours spent on non-teaching duties and students

discipline.

1\'onon ( 1999) reponed the work conditions that contribute to teacher turnover

includes:.

I. Problems and frustration with the variety of routines and accompanying paperwork,

I Problems relating to student behavior and handling of student discipline,

3. Pmblems relating to teacher load and expectations for assuming extra-curricular

Jssignments. and

4. Concerns about relationships with peers and administrative personnel, including

supervisory relationships.

Like'>vise. in an article on teacher turnover and teacher quality, Ingersoll ( 1997)

reponed that multivariate analyses have shown that low salaries, rampant student

discipline problems and little faculty input into the school's decision making all

contribute to high rates of teacher turnover.

Workplace \ ariables are considered as an important aspect of an individual's work life

because. as suggested by Lum. Kervin, Clark, Reid, and Sirola ( 1998), individuals enter

an organization with certain needs, desires, and skills, and as such, they expect to find a

work environment in which they can utilize their abilities and satisfy many of their basic

needs.

2.3.3 Attitudinal Variables

Among the most widely studied attitudinal variables 1n turnover research are job

satisfaction and organizational commitment

23
2.3.3.1 Job Satisfaction

\\'hik Dessle1· ( 1985) defined job satisfaction as the degree to which one·s import3nt

needs fo1· health. securit;.. nourishment. affiliation. esteem and so on are fulfilled on :he

job as a result of the job. Mobley ( 1982) conceptualized job satisfaction as a present-

cxiented evaluation of the job involving a comparison of an employee's multiple values

and what the employee perceives the job as providing. Job satisfaction has been vie\\ed

as a multi-faceted construct (Dessler, 1985: f\ilobley. 1982; Shann. !998), and an affecti\e

or emotional 1·esponse (Dessler, 1985: Lum. Kervin, Clark, Reid and Sirola, !998). In a

more recent interest in moods and emotions in the workplace, Brief and Weiss (2002)

conceptualized job satisfaction as having tvvo dimensions: affective and cognitive. They

argued that there are two ways to view job satisfaction: l. as an evaluative judgement. or

1 as an affective component.

The relationship between job satisfaction and turnover intention and behavior has been

n:amined extensively (Valentine. 2001) and is well established conceptually and

empirical!) (Adams & Beehr. 1998: Clugston. :2000: DeConinck & Bachmann, 199c.J.:

Lam. Yoke. & Swee. 1995: Lum. Kervin. Clark. Reid. & Sirola. 1998; Mobley, 1982;

Rosin & korabik. 1991: Sims & Kroeck. 1994: Some1·s. 1996: Tett & Meyer. !993:

Trevor. 200 I: Vandenberg & Nelson. 1999: \Vii Iiams. Komad. Scheckler. Pathman etc:! ..

200 l ). Porter and Steers ( !973) concluded that overall job satisfaction, conceptualized as

the surn total of an individual's met expectations on the job, represents an important force

in the individual's participation decision. Hov\ever, they argued that knowing an

employee is dissatisfied and about to leave does not help in understanding why he is

dissatisfied or what needs to be changed in an effor1 to retain him. Therefore, Porter and

Steers ( 1973) broke down the global concept of job satisfaction into categories of factors:

24