RELATIONSHIP OF ETHNICITY AND JOB SATISFACTION:

A Case of Music Teachers In Private Commercial Music Schools

Around Klang Valley, Malaysia.




by


Yew-Chee, Chew








A Thesis Proposal submitted to the Taylor's Business School
in partial fulfillment of the requirements for the degree of

MASTERS IN BUSINESS ADMINISTRATION
UNIVERSITY OF THE WEST OF ENGLAND, BRISTOL


1
st
March 2015



INTRODUCTION

I have worked as an educational manager for the past decades and it is unquestionably
true that teaching faculty forms the backbone of any educational organization. Learning
new strategies to retain teaching staff has been my prime concern throughout my past
management experiences and the emergence of the idea for this study was initiated by my
interest to gain new insights of job satisfaction among educational human capital,
particularly in the music field.

BACKGROUND TO THE STUDY

In 1992, it was estimated that over 5,000 articles and dissertations have examined the
topic of job satisfaction (Wong & Teoh, 2009; Cranny et al., 1992), and this is a
continuing topic for research until today. In the corporate business world, many
companies today still struggle in maintaining their employees and many relied on salary
and bonus increment to retain high caliber workforce. Despite the talent retention efforts,
studies revealed that more than 50 percent of workforce still has plans to change jobs
(Chew, 2000).

Ethnic diversity in workplaces has been often discussed as the cause of workplace
inequality, discrimination and segregation; thus creating much challenge in many
companies (Sorensen, 2007). On the other hand, some felt that ethnic segregation made
use of talents to the fullest in an organization and many corporations have identified that
the segregation actually contributes to company savings as retaining good employees is
simplified; lowering training costs and developing a reputation that helps attract new
employees (Green, 2006).

STATEMENT TO THE PROBLEM

The establishment of commercial music stores, music schools or music studios; whatever
the owner named it, is a global phenomenon. Fresh music graduates usually start their
music-teaching career in these private music schools and they are usually paid a
commission for teaching each student or an hourly salary. They usually gain referrals
from parents during the course of their service in the school while the owner of the music
school enjoys recruiting more students, generating new income through profit sharing and
selling musical products such as books, accessories and instruments that complement the
classes. After many years of gaining experience and network, teachers tend to leave the
music school and continue either teaching from home or venturing into their own music
store. In some cases, the turnover of teachers would also cause the students to leave the
school and seek elsewhere for an alternative teacher (Twedt, 2012; Hannan, 2003).

The turnover of music teachers in music schools has been proven to be an ongoing global
phenomenon. There were many reasons that caused turnover of teachers and of the main
reasons would definitely be the decrease of job satisfaction. Ethnicity variable was found
to have high relationship with job satisfaction and this is especially true in countries that
have very strong national and ethnic identity. Studies had demonstrated this phenomenon
in the past and some notable ones include Victorino et al. (2013), Luu & Hattrup (2010),
Kwan (2008) and Lin et al. (2003). The concept of intrinsic and extrinsic elements of job
satisfaction in relation to different ethnicity is proven to have significant connection to
job performance. Consequently, by realizing and maintaining the levels of job
satisfaction, commitment and performance of music teachers with different ethnic
background in music schools would be the key to effectiveness and functionality of the
organization as a whole.

RESEARCH QUESTIONS

According to the rationale of the problem, the basis of this study seek to solve the
following questions:

Does ethnic diversity shows any relationship to the intrinsic and extrinsic job-
satisfaction of music teachers despite the many controversial findings in past
literatures?
Is ethnic difference a significant predictor of job satisfaction?
Does Herzberg Two-Factor theories of motivators and hygiene factors agreeable in
the context of music teachers job satisfaction?

AIMS AND SIGNIFICANCE OF THE STUDY

The various purposes of this study were identified as follows:

To test the validity of Herzberg Two-Factor Theories in the context of music teachers.
To compare the job satisfaction of music teachers from three different ethnic groups
in Klang Valley.
To expand our knowledge of Herzbergs theories into the context of music education.
To understand the cause of high turnover rates of music teachers working in music
schools in Malaysia.
To identify and justify the relationship between ethnic factors and job satisfaction
while filling the literature gap.
To form recommendations on how to enhance job satisfaction among music teachers
in commercial music schools.

INITIAL LITERATURE REVIEW

Recent researchers defined job satisfaction as a positive emotional state of an employee
as a result of comparing the received job benefits with what that was actually desired,
anticipated or observed (Al-Zoubi, 2012). In the past, Locke's (1976) job satisfaction
definition that was quoted as a pleasurable or positive emotional state resulting from
the appraisal of ones job or job experiences, was proved to be most popular
definition among researchers in past literature with similar topics (Saari & Judge, 2004).
In this study, we define job satisfaction as the pleasurable state of mind that involves a
better perception of the job in comparison with what is being expected.


Various historical theoretical frameworks in the past was used to research job satisfaction
in the area of organizational and motivational psychology. Referring to Boeve's (2007)
thesis, researchers believed that the frameworks could be classified into three categories:
content theorists (eg. Herzberg, 1966; Maslow, 1954), process theorists (eg. Vroom,
1964; Adams, 1963) and situational theorists (eg. Quarstein, et al., 1992; Glisson &
Durick, 1988). Content theorists believed that fulfillment of individual needs brings
overall job satisfaction (Locke, 1976); process theorists stated that job satisfaction has
direct relationship with human needs, expectancies and values (Gruneberg, 1979); and
finally situational theorists which findings showed that job satisfaction is influenced by
individual, job and organizational variables (Hoy & Miskel, 1996).

According to Herzbergs (1959) Two-Factor Theory, he found that there were two main
separate factors that determine job satisfaction or dissatisfaction. In his study in 1966, he
concluded that only intrinsic variables [motivator factors] such as recognition,
achievement, work itself, responsibility, and advancement, all will lead to job
satisfaction; whereas variables that only bring job dissatisfaction include extrinsic
variables [hygiene factors] such as company policies and administration, supervisory
practices, salary, interpersonal relations, physical working conditions, benefits and job
security (Sadeghi, 2012; Oshagbemi, 1997; Hackman & Oldham, 1976; Herzberg, 1966).
Herzberg believes that the resulting two factors have significant different ends of effects
on job satisfaction. Hygiene factors can only prevent dissatisfaction whereas only the
motivator factors are the key elements that bring motivation and further encourage
performance in organization. (Sadeghi, 2012; Francesco & Gold, 2005; Andrew et al.,
2002).

According to Herzberg's believes, the demographic variables do not have influence on
job satisfaction (Herzberg, 1966). However, different studies have found that these
variables are associated with job satisfaction (Sadeghi, 2012; Scheroder, 2008; Worrell et
al., 2006; Okpara et al., 2005; Oshagbemi & Hickson, 2003; Oshagbemi, 2000; Hickson
& Oshagbemi, 1999). Sadeghi (2012) had successfully studied how an analysis of
demographic (independent) variables showed influence on job satisfaction of academic
staffs in research-based universities despite the fact that Herzberg theories suggested that
demographic variables had very little affect on job satisfaction. In her study, she had also
proven that age, academic rank, level of education and gender had significant influence
on job satisfaction of university employees. Along with Sadeghis study, researchers also
found that countries that have very contrasting national and organizational cultures
showed different results (Kwan, 2008; Lin et al., 2003). Due to the fact that Malaysia is a
multicultural country with people from both conservative and extreme ideologies, it is
inevitably crucial to specifically study ethnicity as a demographic factor that influences
job satisfaction of employees.
PROPOSED METHODOLOGY AND THEORETICAL FRAMEWORK

The integration of Herzbergs (1959) Two-Factor theory using the Weiss et al. (1967)
Short-Form Minnesota Satisfaction Questionnaire were utilized in this study as both
theories and research tool was known to be the most widely used among job satisfaction
researchers. Quantitative questionnaires with Likert scales and multiple choices questions
were generated with Googles Survey Form. These questionnaires were used to collect
data using random sampling method from social medias and distribution of questionnaire
link in several commercial music schools around Klang Valley. A target of 100 samples
will be randomly chosen from the pool of respondents. All data will be processed with
SPSS software and means and standard deviation will be generated. Using a descriptive
statistic method, data will be analyzed and interpreted. Diagram 1 illustrated the initial
proposed theoretical framework to this study

SCOPE OF THE STUDY (DELIMITATION)

In this highly civilized and globalized society, it is not unusual to address the existence of
various identities and interest; and this is greatly shaped by the multiple layer of
categorization such as gender, race, nationality, religion and occupation. Malaysia is



















chosen in this study partly due to its classic case where there are coexistence of some
major ethnic groups with distinct identities; and where the state has used wide-ranging
preferential policies to manage ethnic problems (Haque, 2003). This all existed somehow
due to the differences of cultural identities and brought-up; hence different expectations
in job satisfaction.

In Malaysia, according to the census conducted by Department of Statistic Malaysia
(2011), the total population in Malaysia was 28.3 million of which 91.8% were
Malaysian citizens and 8.2% were non-citizens. Malaysian citizens consist of ethnic
groups Bumiputera (67.4%), Chinese (24.6%), Indians (7.3%) and Others (0.7%).
However, the ethnic scope categorized in this study would be within the three largest
ethnic groups of Bumiputera (Malays and indigenous people), Chinese and Indians.

Malaysias music education was heavily influenced by British elements since the colonial
D
Ethnicity
Motivator Factors
Ability Utilization
Achievement
Activity
Advancement
Authority
Creativity
Independence
Moral values
Recognition
Responsibility
Social services
Variety
Hygiene Factors
Company policies
Compensation
Co-worker
Job security
Social status
Human supervision
Technical supervision
Working conditions


Cultural
identity &
expectations
Job Satisfaction
Diagram 1: Conceptual Framework of Ethnicity and Job Satisfaction
era and it was not until 23 years after the countrys independency, formal music
education started to appear in elementary public schools (Abdullah, 1990). Many music
researchers all agreed that commercial music schools started to spread around the nation
due to the unsuccessful integration of music education system in public schools (Chelliah
& Abdullah, 2007; Yong, 2003; Ross, 2002; Abdullah, 1990). Klang Valley was chosen
as the scope of this study as it was known that this state host the most music examination
candidates in the whole nation, and it is not surprising that these areas housed the most
commercial music schools that employ many music teachers from diverse background
(Ross, 2002).

LIMITATION TO THE STUDY

Due to the fact that the questionnaire survey scope is limited only to commercial music
schools around Klang Valley it is inevitable that results might vary if studied in different
locations or across different industries. Consequently, further studies are needed outside
the scope of this study. Questionnaire validity and reliability are subject to respondents'
accuracy and honesty. However, the validity and reliability is enhanced with a short
cover message in the questionnaire; convincing the respondents that their participation
remain anonymous and confidential as their names and identity are not needed in the
study. The reliability of the data collected will also be tested with Cronbach's Alpha tests.
Sample size of Bumiputera and Indian music teachers might be too small in comparison
with their Chinese peers which mostly dominated the music teaching field, so the need to
look for more Bumiputera and Indian music teacher to participate in the survey might be
challenging.

OUTLINE OF THE STUDY

The thesis comprises five main chapters. It is designed to incorporate structural
components that consist of establishment of research problems; review of literature;
identification of a theoretical framework and methodologies used; followed by the
presentation, analysis and synthesis of the research results. Finally, the thesis closes with
a comprehensive discussion and a proposed recommendation.

Chapter 1 The opening of the thesis lays the foundation and background to the
research problem. The research questions are clearly defined, followed by the aims,
significance, scope and limitations to the study. A brief description of research
methodologies used was also discussed. Finally, it closes with a layout on how the thesis
is structured and presented.

Chapter 2 In this chapter, a substantive literature review related to job satisfaction and
ethnicity were thoroughly explored. It helps to put the research problems in the right
context and gives the reader an account to the relevant literature to the topic and the
theoretical focus before engaging immensely into formation of a conceptual framework.

Chapter 3 Based on the identified framework formed, this chapter includes a brief
explanation of the main strategies and methodologies of this research. The strategies
include sampling size and procedure, research design, instrumentation, data collection
technique and data analysis. The strengths and limitations of the method used is
recognized and defined. It also unfolds how data were generated; which include
questionnaire prepared based on related variables extracted from the literature review.

Chapter 4 Basically, this chapter consist of findings drawn from the results of the data
gathered. A comprehensive discussion was made from all the data gathered, complete
with detailed analysis and synthesis. This is the chapter where the data obtained from the
application of the research strategies are processed and sorted. Tables and charts are used
to represent the data of the findings so results are more vivid and clearly presented.

Chapter 5 A final account on what the findings and what are the conclusions made to
the study. A comparison of the findings from this study is also done with the results
extracted from several past literatures. The discussion in this chapter will then form a
basis for a recommendation proposal on how to further improve job satisfaction of music
teachers working in private commercial music schools.
RESEARCH ETHIC

See attached ethic form

PROPOSE PROJECT PLAN



INITIAL REFERENCES

Abdullah, J. (1990). Music Education in Malaysia: An Overview. The Quarterly, 1(4),
pp. 4453. Reprint. 2010 [online]. Available from: http://www-usr.rider.edu/~vrme/

Adams, J.S. (1963). Toward an understanding of inequity. Journal of Abnormal and
Social Psychology. 67 (5). pp. 422-436.

Al-Zoubi, M.T. (2012). Generating benchmarking indicators for employee job
satisfaction. Total Quality Management. 23 (1), pp.27-44.

Andrew, J.D., Faubion, C.W. & Palmer, C.D. (2002). The relationship between counselor
satisfaction and extrinsic job factors in state rehabilitation agencies. Rehabilitation
Counseling Bulletin, 45 (4), pp. 223-232.

Boeve, W.D. (2007). A National Study of Job Satisfaction Factors among Faculty in
Physician Assistant Education. Doctoral Dissertation. Michigan, US: Eastern Michigan
University.

Chelliah, J. & Abddullah, J. (2007). Music Education In Malaysia [online]. Available
from: http://www.joechelliah.blogspot.com/2007/01/music-education-in-malaysia.html

Chew, J. (2000). The Influence of Human Resource Management Practices on the
Retention of Core Employees of Australian Organisations: An Empirical Study. Doctoral
Dissertation. Perth, Australia: Murdoch University.

Department of Statistics Malaysia (2011). Population Distribution and Basic
Demographic Characteristic Report 2010 [online]. Available from:
http://www.statistics.gov.my/portal/index.php?option=com_content&id=1215

Cranny, C.J., Smith, P.C. & Stone, E.F. (1992). Job Satisfaction: How People Feel About
Their Jobs and How It Affects Their Performance. New York: Lexington Books.

Francesco, A.M., & Gold, B.A. (2005). International organizational behavior: Text,
cases, and exercises (2nd Ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Glisson, C., & Durick, M. (1988). Predictors of job satisfaction and organizational
commitment in human service organizations. Administrative Science Quarterly, 33(1).
pp. 61-81.

Green, E.D. (2006). Redefining Ethnicity. 47th Annual International Studies Association
Convention, March 2006. London: London School of Economics.

Gruneberg, M.M. (1979). Understanding job satisfaction. New York: The Macmillan
Press, Ltd.

Hackman, J.R., & Oldham, G.R. (1976). Motivation through design of work.
Organizational behaviour and human performance. 16 (2), pp. 250279.

Haque, M.S. (2003). The Role of the State in Managing Ethnic Tensions in Malaysia: A
Critical Discourse. American Behavioral Scientist. 47(3), pp. 240-266.

Hannan, M. (2003). Studio Teacher [online]. Available from:
www.musiccareer.com.au/index.php?title=Studio_Teacher

Herzberg, G.F., Mausner, B., & Snyderman, B. (1959). The motivation to work. New
York: Wiley.

Herzberg, G.F. (1966). Work and the nature of man. New York: World Publishing.

Hickson, C. & Oshagbemi, T. (1999). The effect of age on the satisfaction of academics
with teaching and research. International Journal of Social Economics. 26 (4), pp. 537-
544.

Hoy, W.K. & Miskel, C.E. (1996). Educational administration: Theory, research, and
practice (5th Ed.). New York: McGraw-Hill.

Kwan, T.S. (2008). Prediction Job Satisfaction with Cultural Self Identity and
Organizational Culture Among Chinese Employees in Hong Kong. Postgraduate
Diploma. HK: City University of Hong Kong.

Lin, C.P., Chang, S.S. & Chu, C.S. (2003). A Causal Model of Job Satisfaction under
Two Different Cultures. Asia Pacific Management Review. 8(1), pp. 71-98.

Locke, E.A. (1976). The nature and causes of job satisfaction. In: M.D. Dunnette (Ed.),
Handbook of Industrial and Organisational Psychology. pp. 1297-1349. Chicago: Rand
McNally.

Luu, L. & Hattrup, K. (2010). An Investigation of Country Differences in the
Relationship Between Job Satisfaction and Turnover Intentions. Applied H.R.M.
Research 2010. 12 (1), pp. 17-39.

Maslow, A.H. (1943). A Theory of Human Motivation. Psychological Review. 50,
pp.370-396.

Okpara, J. O., Squillace, M., & Erondu, E. A. (2005). Gender differences and job
satisfaction: A study of university teachers in the United States. Women in Management
Review, 20(3), pp. 177-190.

Oshagbemi, T. (1997). Job satisfaction and dissatisfaction in higher education. Education
& Training, 39 (8/9), pp. 354-359.

Oshagbemi, T. (2000). How satisfied are academics with their primary tasks of teaching,
research and administration and management? International Journal of Sustainability in
Higher Education+Training. 1 (2), pp. 124-136.

Oshagbemi, T. & Hickson, C. (2003). Some aspects of overall job satisfaction: a
binominal logit model. Journal of Managerial Psychology. 18 (4), pp. 357-366.

Quarstein, V.A., McAfee, R.B. & Glassman, M. (1992). The situational occurrences
theory of job satisfaction. Human Relations 45 (8). pp. 859-873.

Ross, V. (2002). External Public Piano Examinations in Malaysia: Social and Symbolic
Significance. Phd. Australia: Deakin University.

Saari, L.M. & Judge, T.A. (2004) Employee Attitudes and Job Satisfaction. Human
Resource Management, Winter 2004. 43 (4), pp. 395407.

Sadeghi, A., Zaidatol, A.L.P., Habibah, E. and Foo, S.F. (2012). Demographic Analysis
on Academic Staffs Job Satisfaction in Malaysian Research Universities. Pertanika
Journal Social Sciences & Humanities. 20 (S), pp. 1-20.

Scheroder, R. (2008). Job satisfaction of employees at a Christian university. Journal of
Research on Christian Education. 17, pp. 225-246.

Sorensen, J.N. (2007). Organizational Diversity, Labor Markets, and Wage Inequality.
American Behavioral Scientist. 50 (5), pp. 659-676.

Twedt, C. (2012). How Multilevel Music Stores And Schools Hurt Private Music
Teachers. Cerebroom [online]. Available from: www.blog.twedt.com/archives/2045

Victorino, C.A., Gibson, K.N. & Conley, S. (2013). Campus Racial Climate: A Litmus
Test for Faculty Satisfaction at Four-Year Colleges and Universities. The Journal of
Higher Education. 84 (6), pp. 769-803.

Vroom, V.H. (1964). Work and motivation. New York: John Wiley & Sons.

Weiss, D.J., Dawis, R.V., England, G.W. & Lofquist, L.H. (1967). Manual for the
Minnesota Satisfaction Questionnaire. Washington: University of Minnesota.

Wong, E. & Teoh, N.H. (2009). Case Study of Factors Influencing Jobs Satisfaction in
Two Malaysian Universities. International Business Research. 2 (2), pp. 86-98.

Worrell, T.G., Skaggs, G.E., & Brown, M.B. (2006). School psychologists job
satisfaction a 22-year perspective in the USA. School Psychology International. 27 (2),
pp. 131-145.

Yong, J. (2003). The Roles of The Malaysian Government and Private Sectors In The
Development of Music Education. MMus. US: University of Florida.