Impact of Stress, Self Esteem and Self Efficacy On Job Satisfaction of Teachers

Iqra University North Nazimabad Research Center
Impact of Self Efficacy, Self Esteem and Job Stress on Job Satisfaction of Teachers
By
Tabassum Ejaz
Thesis submitted in partial fulfillment

of the requirements for the degree of
Master in Business Administration at
Research Centre in Iqra University
North Nazimabad, Karachi
Iqra University
May, 2015
ACKNOWLEDGEMENT
Firstly, I would like to express my gratitude to Almighty Allah for making it

possible to complete this thesis and enlightened the journey of completing my
research. At this moment of achievement I would like to give my sincerest gratitude
to my thesis advisors Sir. Naveed R. Khan, for supporting me with his patience,
knowledge and effort as without his kind advice, efforts and encouragement this thesis
would not have been accomplished. Further, I would like to extend my warmest
thanks to Sir Usama Zaheer and Madam Najamunnisa for their advice, knowledge,
many insightful discussions and suggestions.
At the end, I would like to give my heartfelt thanks to all friends, colleagues,
well wishers and all respondents who contributed in different ways and I am also
thankful to Iqra University for all the administrative help.
ABSTRACT
The purpose of this study was to examine the impact of Self esteem, Selfefficacy and Stress on job satisfaction of teachers in higher education sector of
Karachi including both private and public sector universities. Quantitative method
was adopted to conduct this research, and total 416 responses were collected from
different areas of Karachi by using simple random sampling method, as a data
collection tool a self administered questionnaire adopted from various sources was
used. Mean, correlation and multiple linear regression were used to analyze data. The
findings of research show that Self esteem, Self-efficacy and Job stress all three have
statistically significant impact on the job satisfaction of teachers despite of any gender
differences. Further the predictive model explained by regression conclude that this
predictive model is statistically significant and model is fitted for the analysis.
Although this model is weak in its predictive power, but yet this study contributes in
explaining that the self-esteem turned out to be the strongest predictor of Job
satisfaction of teachers relative to self-efficacy. Therefore, if the inner self confidence
of the teacher is high, then teachers are more likely to be satisfied with their job. But
again considering the research limitations, future studies with more in depth
knowledge of other factors, along with these predictors could bring more statistically
strong predictor model for job satisfaction of teachers.
Keywords: Self esteem, Self efficacy, Job satisfaction, Job stress, Teachers,
Universities
CONTENT
ACKNOWLEDGEMENT..............................................................................................i
ABSTRACT...................................................................................................................ii
LIST OF TABLES.........................................................................................................v
LIST OF FIGURES......................................................................................................vi
CHAPTER 1: INTRODUCTION.................................................................................1
1.1
Background of the study..................................................................................1
1.2
Statement of the Problem................................................................................3
1.3
Research Objectives and/or Questions............................................................6
1.4
Structure of the Study......................................................................................6
1.5
Definition of Terms.........................................................................................7
CHAPTER 2: LITERATURE REVIEW........................................................................9

2.1
Review of Conceptual Papers..........................................................................9
2.2
Review of Empirical Studies.........................................................................13
2.2.1
Job Satisfaction......................................................................................13
2.2.2
Self-esteem and job satisfaction.............................................................15
2.2.3
Stress and Job satisfaction......................................................................18
2.2.4
Self-efficacy and job satisfaction..........................................................24
2.2.5
Job Stress, Self efficacy and Job satisfaction.........................................28
2.3
Development of Conceptual Framework.....................................................29
CHAPTER 3: RESEARCH METHOD.......................................................................32

3.1
Theoretical Framework.................................................................................32
3.2
Hypotheses....................................................................................................33
3.3
Research Design............................................................................................34
3.3.1
Type and Nature of Study......................................................................34
3.3.3
Sampling Design....................................................................................34
3.3.4
Instrument..............................................................................................36
3.3.5
Procedure of Data Collection.................................................................37
3.3.6
Statistical Technique..............................................................................38
3.3.7
Pilot testing............................................................................................38
CHAPTER 4: RESULTS.............................................................................................40
4.1 Respondents profile..........................................................................................40
4.2 Descriptive statistics..........................................................................................42
4.3 Reliability..........................................................................................................42
3
4.4 Analysis of research objective one..................................................................43

4.5 Analysis of research objective two..................................................................45
4.6
Discussion.....................................................................................................50
4.7
Hypotheses assessment summary..................................................................52
CHAPTER 5: CONCLUSION.....................................................................................53
5.1 Key findings.......................................................................................................53
5.2 Conclusion.........................................................................................................55
5.3 Limitations.........................................................................................................57
5.4 Future Recommendations..................................................................................57
REFERENCES.............................................................................................................59
APPENDIX A..............................................................................................................71
APPENDIX B..............................................................................................................74
LIST OF TABLES
S.No.
1.
2.
3.
4.
5.
6.
7.
8.
TABLE
Table 3.3.7 Reliability of pilot testing
Table 4.1
Respondents profile
Table 4.2
Descriptive statistics
Table 4.3
Reliability testing
Table 4.4
Correlations
Table 4.5(a) Model Summary
Table 4.5 (b) Anova
Table 4.5 (c) Coefficients
Page Number
39
41
42
43
45
46
47
47
LIST OF FIGURES
S.No.
1.
2.
Figure
Figure 3.1.1 Theoretical Framework
Figure 4.5 Scatter plot
Page Number
32
49
CHAPTER 1: INTRODUCTION
1.1
Background of the study
The university is the body regulated by the higher education and research that
award academic degrees in various subjects of knowledge. Conventionally, the
universities were made to provide education to the grades of 15 and 16, but now
universities are also providing facilities for four year bachelors degree that is grades
13 to16 classes and programs for MS or M. Phil degree which is the grade 17 and 18
classes. Hoodbhoy (2009). Therefore, higher education institutions are now
considered to be next higher level in the learning and knowledge gaining process of
an individual. This institution is considered to be very critical element of the
development of an individual throughout the world. Its not only responsible for
providing a high level of skilled people required by the labor market in fact, it is also
responsible for the development and training required for professionals like teachers,
doctors, engineers, employees, entrepreneur and many other professionals.
Subsequently, it is because of these trained persons that learn the skills and build up
the capacity within them that in future runs the local economies, imparts knowledge
or teach to coming generation, provide support to society, lead governments
effectively, and able to make decisions that affect whole society. Hoodbhoy (2009).
In Pakistan, like some other countries, the academic institutions are under the
supervision of the provincial governments. Federal government regularly assists in
developing the curriculum, official recognition and, in some cases, financing of
research. According to (http://www.hec.gov.pk), a total of 139 higher education
institutes (universities) are there both operating as private and public sector of
education. Among which 57% are public and 43% are private institutes. The numbers
of teachers in higher education sector (universities) sum up to 70,053. Zaki
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(2013)stated that enrolment ratio in universities has shown tremendous increase since
past six decades along with the increase in funding to universities since 2002,although
access to higher education is still limited to small part of the sufficient population
with having considerable provincial discrepancies, plus there is a lack of formally
qualified teachers as compared to the enrollment ratio and the actual problem that is
the quality of higher education is still not put into consideration by all institutes.
Quality of education is believed to be dependent on teachers individual
quality. Zembat & Gursoy (2012). Now a days teacher is not only considered as the
source of providing education rather the influence to groom and grow student
effectively Karahan (2007). Teacher today is believed to be a good administrator,
observe and mentor. Yenice (2009). Therefore, to become students guide and
facilitator, teacher has to have a high feeling of job satisfaction that ultimately leads to
providing high quality education, as rightly analyzed by Gentrk & Memi (2010).
Teacher having increased satisfaction with the job showed high performance and
participation in the organization and have a high level of bonding and relation to
students. Vanden Berg (2002).
Job satisfaction is a widely studied variable in todays organizations, including
education sectors as it crucially affects upon organizations efficiency and
effectiveness and individual welfare. E.g Vaezi (2011), Gilbert (2014), Ciarnieneet al.,
(2010) etc. Similarly teachers perception of what and how they are being rewarded
and valued positively affect teachers satisfaction to work Francis (2014). Therefore,
educational sectors are now identifying different ways and policies that help increase
teacher job satisfaction since quality teachers are the source of educational sector
advancement and success which cannot be attained if they are highly dissatisfied with
their job (Obineli, 2013). So this study is the contribution to previous researches in
identifying and assessing some of the teachers personality attributes and behavior
along with their relation to each other may help the education management to
maintain quality education through an increase in the teachers performance by
increasing their job satisfaction in a better way.
1.2
Statement of the Problem
Job satisfaction has now become an essential element in the education industry
as the challenges in an education sector in the whole world are huge both in scale and
intricacy for example, low job satisfaction of teachers is resulting in high absence and
deprived quality teaching Gentrk &Memi (2010). Generally Locke 1969 said job
satisfaction is the feeling that one possesses regarding his/her work and the feeling of
achievement they get in return; the essence of job satisfaction lies in people approach
and expectations Klassen et al., (2010). Similarly Aziri (2008) research states that
feeling of job satisfaction comes up through awareness of the job related things and
emotional needs. Therefore job satisfaction of teachers is important to study from the
perspective of producing a quality outcome and maintaining the level of quality
education.
According to the met life survey (2012), which is the survey of teachers of
America, the job satisfaction of teachers has shown a decline of 23% points since
2008. 39% of teachers showed satisfaction with profession, which is the least number
since 1987.Moreover the ratio of teachers who were very satisfied fallen down to 5%
points in 2012. Further the research by Smith & Gillespie (2007) said that teachers
who have the intention to quit job had shown a low satisfaction level and nonpositive
attitude for a teaching job. These entire alarming situations required thorough research
for understanding the reasons behind the dissatisfaction of teachers.
Several factors have been studied on link with teachers satisfaction. Though,
theoretical and empirical indication in link to teachers satisfaction of the higher
education sector is turning out to be alarming in the literature Oshagbemi (1997). In
the UK and USA the majority of studies in link with different aspects of job
satisfaction has been done. Koustelios (2001). The satisfaction factors recognized for
teachers were more inclined towards work itself and the dissatisfaction factors were
towards conditions of work. According to the research done by Karabiyak &
Korumoz (2013)on self efficacy of teachers found out that a positive association lies
with job satisfaction and self efficacy belief within teacher.
Also a research done in Punjab universities by Khalid, Irshad & Mahmood

(2012)showed a positive impact of higher level of social and emotional needs, job
security, salary levels and other materialistic benefits on teachers job satisfaction
which is characterized by financial and non-financial factors. Therefore, to boost
satisfaction of teachers it is important to maintain a fair balance between teachers
effort and the reward they receive. As stated by the Herzberg theory of motivation that
there are certain things like achievement and recognition if not declared, people
become dissatisfied and act rebelliously. According to this theory employees become
discouraged and their satisfaction decreases when they believe that their efforts are
not sufficient been rewarded, though the importance of educations motivational
means and tools cannot be taken for granted as the more the satisfaction level of
teacher the more would be the productivity that ultimately beneficial for all
educational sectors. Ololube (2005).
Due to teachers job satisfaction importance, Higher Education Commission of

Pakistan has shown an effort in improving universitys performance. HEC has started
various programs in order to improve teachers satisfaction; the initiatives include
increasing salary packages and revising teaching compensation and benefit program
(www.hec.gov.pk). There is no doubt that the intention behind these initiatives is to
satisfy teachers for enhanced performance and to improve higher education standard.
But still the implementation of these initiatives are not fully in practice within many
educational institutes of Pakistan therefore the teachers dissatisfaction factor still
prevails within the education sector.
In Pakistan numerous researches have been conducted to examine the factors

enhancing teachers job satisfaction, resultant factors were both tangible and monitory
such as the nature of work, compensation and benefits, attitudes towards supervisor,
relation with co-workers and opportunities for promotion but there is a little work to
understand the intangible factors like the teachers inner feeling and perception with
respect to job, their personal attitude and expectations and how they approach their
job besides the routine duty they perform, particularly in context of public and private
institute of Karachi.
Therefore, as per the above discussion and the references cited accordingly, in
this research I am going to examine the impact of self-efficacy, self-esteem and stress
over job satisfaction of teachers within the context of Karachi Pakistan that is
considered to be a local lab to conduct this research.

1.3
Research Objectives and Questions
The following objectives and questions are being set for the research:
RO1: To identify relationships among Self efficacy, job stress, self-esteem, Job
satisfaction of teachers.
RO2: To check impact of self-efficacy, job stress and self-esteem over a
satisfaction of teachers with job.
And the research questions for the study are:
RQ1: Is there any relationship between self-efficacy, job stress, self-esteem
and Job satisfaction?
RQ2: Does Self-efficacy, job stress and self-esteem have significant impact on
Job satisfaction?
1.4
Structure of the Study
The purpose of research is to identify the teachers job satisfaction with

respect to three characteristics which are Self Esteem, Self Efficacy and Job stress.
Therefore, in the first chapter basic information regarding the job satisfaction and its
effect on the workplace is deeply described. The second chapter is consisting of
literature review in which earlier studies and researches in linked with the job
satisfaction along with the factors affecting job satisfaction are discussed. Third
chapter comprised of research methodology, the way the data has been collected and
assessed. Further the variables to be analyzed, hypotheses, statistical tool and
techniques used for testing data and structure of the questionnaire has also been
discussed. Finally, in fourth and fifth chapter the findings and its evaluation has been
shown with the related conclusion, recommendations and limitations that provide
insights to higher education sectors to build effective work settings with the objective
of maximizing job satisfaction of teachers.
1.5
Definition of Terms
Job Satisfaction.
Locke (1969) defining job satisfaction as the feeling that one possesses
regarding his/her work. Job satisfaction could be either positive or negative that
means if a person is content with the work he/she does and the reward he/she is
receiving it means a person has a positive feeling thus satisfied with a job but if the
person does not feel content with the work and the rewards he/she receives means
having negative feelings thus dissatisfied with their job.
Job Stress.
Work load is defined as the average of duration in hour teacher has to teach
and perform related job activities, thus the negative feeling and sentiment an
individual possess with respect to the work is known as job stress. Kyriacou (2001)
Kyriacou and Sutcliffe (1978) have also defined the stress is a resultant
emotion of an individual due to unwanted emotions and sentiments like
disappointment, worry, anger and despair that come out from the workplace task and
responsibilities.
Self Esteem.
It is defined as the value and worth the individual belief about oneself at work.
It is defined as the belief of an individual about his/her own capability, potential,
competency and worth with respect to the work and responsibility. It is basically a
personal assessment of own worth that reflects through the attitude the individual
possess. Burns (1979)
Similarly, according to the American Heritage Dictionary (2000) the self
esteem is basically a psychological feeling of ones worth and includes the beliefs like
Im confident and capable of doing things.
Self-efficacy.
Tschannen-Moran & Hoy (2001) has defined the self efficacy as an individual
own feeling and belief regarding his/her own proficiency of doing that task
irrespective of what others have accomplished within the same domain. Further the
Tschannen-Moran & Hoy (1998) defines self efficacy as the confidence an individual
has on his potential and ability to complete the given task by defining his own set of
actions.
Bandura (1989) states that self efficacy is the perception of the individual
about the ability of achieving certain goals with no difficulty and organizes the course
of action in order to achieve that particular goal.
CHAPTER 2: LITERATURE REVIEW

2.1
Review of Conceptual Papers
Immense numbers of theoretical work have been done to study different

theories of job satisfaction. Petrescu and Simmons (2008) state every theory has its
own level and strength of implications with respect to different sources of job
satisfaction.
In aligning with Edwards (2008) who argued about the fact that people are
now more likely to join and continue with the job that closely matches their personal
values and skills so as to increase the job satisfaction, the Bernette (2013) suggested a
theoretical framework which suggests that the implicit theory of work plays a
considerable role in understanding the level of job satisfaction based on a variety of
individuals belief regarding the job or work. Further the study suggested that when
destiny theories link up with the job fit model it helps in predicting ones job
satisfaction. The results stated that Destiny Theory multiply with Job Fit have
profound effects on job satisfaction. According to this framework people have
different views and expectations about the nature of careers for some its advancement
and for some its a necessity. Authors adopted developed Work Scale based on
Implicit Theory, that assess discrepancies in an individuals beliefs, and its result
could help managers in the organization in building such practices that would lead to
higher job satisfaction of employees having different beliefs about their career. To
make policies, managers and workers can take advantage from identifying the
importance of implicit theories and additional in depth knowledge of peoples varying
belief of job fit will provide helpful tools in redesigning the program like work life
balance etc. in order to increase job satisfaction.
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Ciarniene et al., (2010) also studied Job satisfaction via different theoretical
perspective and refer job satisfaction the extent to which employees gain a feeling of
enjoyment and fulfillment from their hard work in the workplace. It is widely studied
and empirically testes that high level of job satisfaction is strongly linked with high
organizational performance and individual performance. It states that there are many
models that showed different variable (external or internal) affecting job satisfaction,
but here the authors tries to figure out at what extent does the job satisfaction
influenced due to these factors. In review of different theories. It found out that
hierarchy theory by maslows possess the initial baseline for satisfaction related to the
job. This model helped out to lay the foundation from which other researchers can
develop job satisfaction theories. Unlike Maslow hierarchy which focuses on the
relationship between needs and the resultant circumstances, Vroom expectancy theory
does not rely on needs, rather it focuses on outcomes., Vroom separately discussed
effort (due to motivation), performance, and outcomes. He came up with an idea that
ones performance is based on individuals overall personality, knowledge, abilities
and skills. His theory explains that ones behavior is dependent on personal choice of
alternatives in order to gain maximum pleasure and minimize risk. The greater the gap
between ones expectation and experience one will react with the same intensity and
take action to minimize the gap. According to scientific literature, there is a strong
link between individuals expectations and job satisfaction. The article concluded that
each person is uniquely different in his/her goal, he/she can be motivated if one
positively believes in his/her effort and performance and required reward so if the
craving to satisfy needs is high it will make the effort worthwhile.
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A broader aspect of job satisfaction model has been proposed by Iversen

(1980). The model comprises of a different macro level of independent variables job
and job environment, demographic variables, proficiencies and expectations,
occupation, organizational environment, political and economic environment. These
independent variable affect the level of job satisfaction of employee in line with
intervening variables such as situational personality variables, stable personality
variable, abilities and others. Further, it said that satisfaction outcome could further be
moderated by stress, frustration, and motivation. These outcomes could be found on
the individual level, societal level and organizational level. Another important
variable the model has discussed is the time factor, the author suggests while studying
or assessing job satisfaction, its important to consider that low level satisfaction is a
temporary behavior which generate some prompt behavior by individuals. Analyzing
satisfaction at one point of time ignoring the time factor could lead to ambiguous
results because job satisfaction is not a constant. Rather cause and effect relationship
approaches should be adopted. It concluded that model is just a tentative version that
could assist further studies and management that how complex the situation of job
satisfaction is and how it could be achieved in a better way.
Ibrahim (2013) discussed the Job Demand Control (JDC) model. The author
talked about two aspects of this model related to work environment that is job demand
and job control. From the definition of Karasek (1979) the author said job demand
refers to the factors of psychological stress that create problems in accomplishing the
job tasks. And factors of stress related to personal conflict in terms of jobs. While job
control refers to potential control that individual holds while conducting his/her daily
routine and tasks. The author said in link with Karasek that when there is high
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demand and have low job control, it will result in the most negative psychological job
stress. JDC also helps to identify the moderate effect which is that JC can restrain the
pessimistic results of higher JD resting to individual welfare. This model further
shows the learning capabilities like people are passive (If people face low demand
and control in their work environment are hesitating to participate in activities and
have difficulty in solving problems) or active (If people face high demand and control
in their work environment are productive and acquired new skills). Much empirical
evidence has supported the JDC model and says its highly positively affecting the job
satisfaction. Critics were in line that model has discussed typically psychological
strain and job control as a moderator without considering the social aspect. To
conclude author suggest the JDC model should be extended in terms of demand,
control and social aspect.
Ravari (2011) based on systemic view of satisfaction literature tries to clarify

job satisfaction concept. Quantitative Papers from 1986 till 2009 are reviewed. Things
considered in these articles are: country, setting, subjects, it identifies the actual
meaning job satisfaction, the theory behind it and how to measure it and different
aspects of job satisfaction. It showed that job satisfaction has both practical and theory
groundwork. And job satisfaction has parameters for personal and organizational
magnitude. The purpose of the research was to find different sources of satisfctn and
how they affect the job satisfaction. Though, one own self contributions to assure
himself was ignored. It is important to have positive feelings and attitude within
oneself in order to attain a high level of job satisfaction.
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2.2
13
Review of Empirical Studies
2.2.1 Job Satisfaction

In Petrescu and Simmons (2008) study identified the overall impact of human
resource management practices on job satisfaction and specifically satisfaction with
pay. Questionnaire as well as interviews both methods were used to investigate
changes in British employee satisfaction at two different time frames of data set.
Keeping personal, job and firm characteristic constant the study states the certain
human resource management practices have a positive impact on job satisfaction of
employees. Practices regarding seniority level reward and performance based pay
lead to higher job satisfaction if inequality in pay in the workplace is reduced the job
satisfaction could be higher among employees. Training and learning specifically on
job learning has a greater impact on increased job satisfaction. Similarly, job
autonomy also has a positive impact on job satisfaction while direct supervision has
indirect impact on job satisfaction as people are more uncomfortable if he/she is
always in the eyes of the supervisor. As recruitment and selection practices is
concerned when employee having feeling of fair selection procedure and given
realistic job previews have high job satisfaction rate.
Oshagbemi (2000) studied gender differences of university teacher job

satisfaction. He argued that due to the increasing trend of entrance of the female
workforce in the organization, there is a wide need of identifying the gender level of
job satisfaction so as to make policies that could increase both genders satisfaction
towards job. Total responses of UK academics were 554. The findings of the research
state no such differences among the job satisfaction of both genders although the
authors highlighted the fact that there is a difference in satisfaction among the
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seniority or status level among male and female like senior lecturers, reader or
professor female shown higher job satisfaction as compare to male in the same
seniority position. Besides considering only gender might not reveal any productive
result, but studying as how the job is satisfying individual needs may put forward
differences in satisfaction levels of both genders.
Some benchmarking indicators for job satisfaction were studied by Zoubi
(2012). From 24 private and public organizations data were collected from 4076
employees. Findings showed managerial position workers have more job satisfaction
level as compared to craft workers and according to job title the highest job
satisfaction level lies with sales representative as compared to physician and
university professors. The author argued that benchmarking based on employee
demographics and different occupational sectors helps to improve job performance.
Literature supports the theme of using benchmarking in order to compare firms
achievement relative to best practices going on the market. The author says that
results of this study could help management to incorporate developing plans that lead
to higher job satisfaction.
A mediating role of fairness between job satisfaction and personality traits is
examined by the Camgoz and Karapinar (2011). The author argued that individual
personality trait has an effect on their perception of justice, which in turn has impact
on job satisfaction. Sample was collected from 218 employees working in insurance
company of Turkey. The big five model was considered for dividing personality trait
the result found agreeableness, conscientiousness and extraversion, has positive
impact on job satisfaction and neuroticism has negative impact on job satisfaction. On
the other hand conscientiousness and Job Satisfaction has higher intervening impact
by procedural justice, while the extraversion, agreeableness and neuroticism and JS
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have partially intervening impact by procedural justice. Justice is given a prime

importance in the study to be created within the organization in order to maintain
satisfaction level of employees.
2.2.2
Self-esteem and job satisfaction.
A significant source of job satisfaction is self esteem as stated by Ladebo, et

al., (2008) in their study of extension employees self esteem and its moderating role
in increasing job satisfaction. The study analyzed the moderating role played by selfesteem that enhance job satisfaction which turned out to be negative because the
analyses result showed that self esteem is directly and positively impacting job
satisfaction rather seen it as a moderating role for boosting job satisfaction. It further
elaborated that people having higher self esteem will likely have greater job
satisfaction as compared to lower self esteem people. Therefore, its a managers task
to design such plans and strategies that boost person's self-esteem within the relevant
respective domain. Self-esteem is considered to be important factor in developing
once personality and behavior, the higher self esteem people are more bold, confident,
secure and capable of handling work situations in a better way therefore the study
showed that perceived self-esteem play a significant role in helping managers to build
programs that increase the job satisfaction in align with increasing self-esteem as
bernette studies reveal the theoretical framework for improving the work environment
in order to achieve the high job satisfaction employees.
In link with leadership and job satisfaction a research by Eloy (2004) found
that if the person's behavior are encouraged for self-leadership have direct association
with an increment of level of job satisfaction and self-esteem of team members. The
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article said that accountability to work and duties should be given to the one who is
actually performing the work and the supervisor is there to support and guide and the
team members take ownership and self-rule for problem solving and work related
issues. This increases the employee engagement feeling within the job and the
independence they feel after completing and doing the responsibilities assigned to
them. Plus employee also gains a high level of ownership with the job, they start
owning the role they are in. All these results are then ultimately brings on the
organizations overall high satisfaction and high self-esteem rate.
High self esteem people are less uncertain and affected by the environment
thats why they are highly satisfied from the number of past studies in line with self
esteem and job satisfaction Abraham (1999) generated another rationalize area for
gauging the self esteem and job satisfaction relationship. The study argued that
inequity in working conditions is not only confined to pay inequity rather it can
impact the satisfaction level of employees and intension for life. On the other hand, if
self esteem work as a moderator it can help to lower down the reaction that is caused
by the inequality in working condition. People having a lack of confidence in their
ability are high in blaming the environmental conditions.. The findings also showed
that low-life esteem people are engaging their worth and respect with the
environmental conditions and when they find a work environment inequity they react
more adversely as compared to higher self-esteem people.
Looking self esteem from another point of view McIntyre (2014) analyzed
whether if an individual loses the job which is high in expanding nature so is it a
possibility of losing the self esteem within that person as compared to the individual
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who lose job which is not highly expandable. To identify the answer of this, the
researchers selected unemployed people and ask them questions related to previous
job growth and at what level they are satisfied with it and then they have to rate their
current self-esteem and self concept. The result identified that the more the job is
about expanding nature the more the people have lost their self-esteem after losing the
job. Thus, lower down their self-esteem and self concept. It means self expanding job
is one of the means to increase self esteem thus increasing the job satisfaction.
Keller et al (2013) studied the high quality job (HQJ) predictors which showed
self esteem to be a strong predictor of job related performance and job satisfaction.
Additionally, on the other hand, the work is considered more important as the status of
man rather the woman. On the contrary,the result showed that women needs high
level of self-esteem to produce high quality jobs. They are not associated with task
related accomplishment. The author argued that man and women have vice versa
effects of high quality job or high self-esteem. It concluded that man is more affected
by high quality job based on self-esteem while women is more likely to have a high
quality job effected by high self-esteem. Self-esteem significantly predicts that
women with the passage of time bring up with the high quality job and accordingly
align their characteristics as compared to men they are less likely to do this.. So
therefore, managers and supervisor may also give
or allocate job to boost self
confidence. To conclude, it state, men need and motivate through the career support
provided by the organization, giving them training and development, independence,
skill diversity and further opportunities.
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The Arnolds and Boshoff (2011) article study the overruling role of
personality variables on need satisfaction and job performance affiliation. Further, it
said that the power of need satisfaction by Alderfer theory on self-esteem personality
trait) and the impact of self-esteem on performance intension has been analyzed on
managers and employees. The experiential result showed that self-esteem has
considerable impact on job performance of both managers and employees. Further
author said that this and other findings in the study present important plan for
managers on how to deal with the motivational needs of managers and front workers
subsequently to improve their job performance. For CEO there is a considerable
influence on self esteem by satisfaction of growth needs, because top managers need
to demand assignments, continuous updating, development and autonomy, freedom to
use knowledge and their abilities in the brought up of communities, contrary to the
self-esteem of front employees is increased with regard and respect from their
colleagues, which lead to higher job performance. An organization can practice
several strategies that boost the self esteem of each manger and Front workers
according to their satisfaction need. It is not the monetary compensation rather the
higher order needs that advance job performance due to self-esteem development. In
conclusion, it summarizes that self-esteem is a strong source of job performance.
Getting to know the specific need satisfaction that boost self esteem will advance
employee job performance and effectiveness of organizations at the end.
2.2.3
Stress and Job satisfaction.
Stress has always been a considerable factor that negatively impacts the job
satisfaction as Khalatbari (2012) also contributed in this domain by identifying the
connection of job stress, job satisfaction and job motivation with job exhaustion and
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19
feeling psychological pressure on the workers of the hospital. Research result shows
that a meaningful correlation between job exhaustion and psychological pressure, it
concluded by saying that job exhaustion in turn increases the job stress of the
individual and thus low down the job satisfaction of people. Similarly the more people
face the stress the more would be likely to suffer from job exhaustion as it is resultant
that the most important source that impact job satisfaction are job exhaustion and
ones interest in the job and not considered job as tired in a physical manner and in
terms of reward.
With respect to research on teachers, the association among Job satisfaction

and job stress has been turning out to have considerable effect on each other. The
purpose of Cheng (2014) research is to identify whether the knowledge of stress level
and demographic variables can have an effect over the job satisfaction of teachers
(resource room) in Taiwan. Findings state working conditions and education levels
were significant predictors of job satisfaction. The result showed that education level
has positive significant association with job satisfaction, and poor working conditions
have negative significant association with job satisfaction.further the discussion from
resource room teachers said that most stressful part of the job is to fulfil the reporting
demand that requires the provide insight of evaluation of special education that cannot
be done in the routine job hours. And another point was raised that extra responsibility
of supervising also have a nonpositive effect on the performance with students.
Adera and bullock (2010) research, identify the views of teachers handling
students with emotional and behavioral disorders regarding the different type of
stresses that create disappointment and displeasure with the job they are in. The result
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20
showed that stress related to inside or external to classrooms are major causes of
stress and discontent, that ultimately turn to teacher switching their career. Further
study investigated sources of job stress and to identify the association of views of the
teachers' level of willingness, teacher job satisfaction, and career decisions. The result
showed that job stress related to, e.g., diverse abilities in students, stimulating
misconduct, gaps in school expectations and external to the class like unclear
responsibilities and role lack of teamwork, and short of parental contribution were the
source of making dis contended teachers of students with disorders. Author suggests
that there is a need for a proper counseling for teachers in terms of difficulty they are
facing in dealing with students, having their Jobs clearly defined and apply practices
that enhance more job satisfaction within the teachers, and help them to retain through
these practices. Make sure they are having a reasonable load of work. And help them
with understanding of their role and challenges they will be dealing with this job.
Chen (2008) research was conducted on the association among locus of

control and behavioral measures connected to work as job satisfaction, job stress, and
job performance in Taiwan. The result showed that locus of control which is one of
the measures of the personality trait have significant contribution in gauging the job
satisfaction level, the stress level and job performance in employees of the
bookkeeping organization in Taiwan. The findings showed the linkage of locus of
control as if individuals have higher internal locus of control probably have stress of
low level and satisfaction and performance of high level. Further, the research said
that Locus of control has a mediating part in the relationship of stress in job and job
performance. In link with stress the result showed that ones job stress having an
external locus of control, result to decline overall performance while ones job stress
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21
having an internal locus of control can enhance his or her performance. On

satisfaction perspective comparatively both one with external or internal locus of
control can be without difficulty feel content with the job, therefore enhancing job
performance. But The people with an internal locus of control find it easy to handle
job stress. So author said that for accountant selection and hiring procedure LOC
might be an important variable to predict accountants work-related behavior and
outcomes.
Veloutsou and Panigyrakis (2010) studied job satisfaction as independent

variables in the research. The author examines the impact of role stress, such as the
ambiguity of role, conflict of role and the overload of role perceived performance and
satisfaction on intension to leave. The respondents were brand managers in Greece.
First the findings showed the negative relationship of stress to role perceived
performance and satisfaction as the stress level increases the performance and
satisfaction decreases. But the impact of stress on intention to leave was not turned
out to be significant. On the other hand, high perceived job performance and low level
of satisfaction is positively associated with intention to leave. It further listed the
factors for brand managers satisfaction such as growth and advancement, working
conditions, peer relations, responsibility, achievement and incentive possibilities. In a
further assessment of the findings showed that stress within brand managers are more
increases due to role overloaded and stress has an indirect relation to intension to
leave via performance and satisfaction. Plus intension to leave has negative
relationship to performance and satisfaction. Elimination of stress might not have
direct impact on intention to leave, but it will assist in increasing the satisfaction and
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22
ultimately the performance. To conclude such job description should be made for
brand managers to minimize the stress as much as possible.
Trivellas et al., (2013) examines the influence of stress on satisfaction. The

respondents were nursing staff working in hospitals. The author said job stress is a
most important and crucial factor in employees well being and mental health,
especially in the field of hospitality where job satisfaction is crucially important to
produce quality performance and services to patients. The total number of nurses
respondent to the field survey was 271 in Greek hospitals. The author has examined
the extent to which factors of stress, such as workload, conflict, relationships with
peers, career growth, information access and feedback impact on job satisfaction
enriching factor such as career opportunities, physical environment, management
nature, job enrichment, incentives and job security. The finding revealed that conflict,
job satisfaction dimensions are negatively related with heavy workload and lower or
no job autonomy on the other hand, lack of information access and feedback have
positive impact on employees satisfaction with rewards and job security.
Lin (2013) in the link with the hospitality industry, this article examines the
relationship among, stress, burnout, satisfaction and the organization's commitment.
The respondents were radiologist of Taiwan. The author argues that Taiwan is facing
shortage of nursing and facilitating staff, which is a crucial risk factor for any
hospital, therefore proper measures to maintain the satisfaction level of radiologist so
that work well with appropriate workload and less stress is equally important to
consider. A total of 310 medical radiologists participated in this study. The study used
the factor analysis and the findings showed: 1. Job stress is positively linked with job
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23
burnout. 2. Like other studies, this article also showed job burnouts negative
influence of stress on commitment and satisfaction. 3. Job burnout further has
nonpositive associated with commitment to the organization. 4. Besides Job
satisfaction showed optimistic association with commitment to the organization. To
conclude author recommend mangers or the admin can lesser down job stress by
arranging an appropriate work load, establishing good working condition and
environment etc.
Yashoglu (2013) talks about the direct relationship of Job insecurity and job
related stress on job satisfaction the key element of determining the performance of
companies. Because of the nature or work in logistics company as stressful, and
demanding, they need to have proper mechanism to control the job insecurity and
work related stress otherwise it could result in losing competitive advantage.
Therefore the author conducted this research to find out association among insecurity
of job, job related stress and job satisfaction. The respondents were from Turkish
logistics industry. The focus was more towards the middle managers influence on
employee insecurity of job, job related stress and job satisfaction in a contracted
context. The findings turned out to be that the worker is more in pressure of stress
when they feel, the more chances of losing the job therefore the job insecurity is
positively related to job stress. Subsequently the mental stress of not being in a
powerful and permanent position leads to lose the level of satisfaction. To conclude
the author said the manager should pay enough attention to make their employees feel
less stressful by felling less insecure about their jobs and eventually they can succeed
to increase job satisfaction of their employees.
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24
Kim (2014) analyzes the stress level of employees who have direct dealing
with customers from the external environment; behavior might result in increase of
stress level due to jay-customer behavior. This study is an exploration of employee
stress and satisfaction level that is affected due to jay-customer behavior as incivility
and aggression. The hospitality industry has been surveyed. Total respondents
included in the research are two hundred and ten dealing with guests. The results
confirmed the argument of author that customer rudeness has negative impact on
employee job satisfaction, which could be minimized by the mediating role of job
stress. The article suggests that managers of hospitality should not overlook the
negative contact of jay-customer reactions over employee satisfaction also try to
reduce the chances with the efforts such as coaching, practices and support. Due to
such misbehave of jay customers the service employees stress level remarkably
increased and lower down the performance and satisfaction with the job. Secondly,
managers should initially recognize the kind, intensity or frequency of jay-customer
misconduct and give appropriate instruction to service employees as to how to deal
with such misconduct at their best. They should include stress management. The
practices and instructions should include ways to deal with aggressive emerged due to
jay-customer misconduct and to build up ways to deal mechanisms with such
misconduct.
2.2.4
Self-efficacy and job satisfaction.
An article by Hoigaard (2012) investigated the association among work

engagement and efficacy of teachers and their impact on job satisfaction, suffer
exhaustion and the intention to leave. The respondents were the newly qualified
teachers. Findings suggest that projected work engagement and teacher efficacy have
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25
positive relations with the job satisfaction, but they have a negative association to job
burnout and the intention to leave. Author suggest that based on the analysis of this
study both teachers and school managers should follow the concept given by
Banduras self-efficacy theory. Further the author added that the teacher has to play a
role in a way that increase the self efficacy of student and management should take
initiatives and facilitate teachers in a way that enhance teacher self efficacy. Early
and quick interventions in line with motivation, satisfaction and emotional difficulty
in teacher should be advised.
In depth analysis of self-efficacy was done by Borgogni (2010). The variables

discussed by authors in the article are, self-efficacy, job satisfaction, performance and
social context. Author have tried to find what are the relationship in between these
variables, the result states that: (a) self-efficacy turned out to be related to the
perceptions of social context; (b) perceptions of the social context act as intervening
in the association between self-efficacy and job satisfaction; (c) job satisfaction has a
positive impact on job performance; and (d) lastly, there is a negative relationship
between working years in the organization and job performance. The extensive model
presented in this article gives a clear picture of association among job satisfaction and
job performance. Author said that in line with social cognitive theory, findings
showed that self-efficacy has relation to job satisfaction in link to social realm.
Secondly, it showed facts that job satisfaction has an impact on job performance,
together with organizational occupancy. And lastly, its better to produce high selfefficacious employees because they tend to be more active agents who contribute
positively to their environment.
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26
Busch (1998) surveyed the college sector to identify the relationship between
performance indicators such as job satisfaction, goal commitment, self-efficacy, and
organizational commitment. The study discussed relative variations in result of
different department between the faculties of nursing, teacher, engineering and
business administration. As far as teachers relationship with these variables are
concerned teaching staff shows high beliefs about themselves in their capability to
effectively execute research work, giving lectures and communication to students are
crucial for the qualitative measure of personal performance in the colleges. Further
the result showed the positive correlation of Self-efficacy with goal commitment. On
the other hand, very weak or usually no correlations exist between self-efficacy and
organizational commitment, and as far as job satisfaction is concerned the result
showed there is a weak correlation and in some department negative correlations
between self-efficacy and job satisfaction. The author said the result is indifferent
because a relative measure between the departments is being concerned.
Another research in the domain of teachers is done by Karabiyak and

Korumoz (2013) in which author investigates the association among self-efficacy
perceptions and job satisfaction level of teachers. Respondents were 83 teachers
belonged to different branches of different schools in Turkey. The author used
descriptive statistics and correlation to find out the relationship between the two
variables. The findings showed there is a significant positive influence of self efficacy
on teachers job satisfaction and no difference between the two variables according to
personal variables such as gender, age, branch, place of working institution and level
of schools. Further the authors state that self efficacy perceptions of teachers were
found to be strictly high. So author recommends the policies and procedures should
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27
be made that help either to enhance self efficacy perception of individuals or enhance
the job satisfaction. When one increases the other automatically increase. But for
service industry the author recommends to make implementations that boost efficacy
in order to make teacher autonomy in their task related activities and produce quality
outcomes.
Karatepe (2008) collected data from employees in hotels of Cyprus which

include three, four and five star hotels. The research study effect of variables like selfefficacy, job performance, job satisfaction, and affective organizational commitment.
The author said that the study is unsuccessful to find a positive relationship between
self-efficacy and job satisfaction, though the results exposed that job performance act
as a mediator in finding the association of self-efficacy on job satisfaction. The author
used path analysis test which showed that self-efficacy turned out to be the
considerable interpreter of affective organizational commitment it further elaborated
that age, employment duration and education has a positive influence on efficacy
which in turn lead to high job performance and then job performance lead to job
satisfaction
Mottet (2004) has examined job satisfaction in a different perspective. The

study examined the impacts of the students verbal and nonverbal reactions on selfefficacy and job satisfaction of teachers. Overall, the result suggests so as the student
nonverbal reactions turned out to have greater influence on teacher self-efficacy and
job satisfaction as compared to verbal reactions. Further, it emphasized that teacher
job satisfaction is a more suspectable to student verbal and nonverbal reactions than
teacher self-efficacy. Factors to which, teachers are more affected turned out to be
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students eye contact, body gestures, and head gestures, than by question/answering
session in the class. Also, the available data recommend that teacher job satisfaction is
much more inclined to student verbaland nonverbal reactions than teacher selfefficacy. Although student verbal and nonverbal reactions have significant influence
on teacher self-efficacy, the result of impact was significantly lower than that for job
satisfaction. Student reactions and communication influence the teachers efficacy and
satisfaction in the same manner as the teachers communication ways influence the
students motivation and learning.
2.2.5
Job Stress, Self efficacy and Job satisfaction.

Klason (2010) identified the association among teachers job satisfaction,
efficacy, job stress, and their cultural beliefs of teachers from total three countries two
North American and one East Asia. The findings from the study results that Canadian
and U.S. teachers have high scores in all the mentioned items and variables as
compared to teachers of Korea, but as the research focus was on the associations
among Efficacy of teachers, collectivism, job stress, and job satisfaction, which found
to be different in cross-cultural aspects. Previous research on self efficacy conducted
have shown same patterns of consistently higher efficacy level in Western teachers as
compared to eastern teachers. Further author concludes that Teachers Collective
Efficacy is positively related to job satisfaction across settings, but job stress has no
significant impact on job satisfaction across settings. Further the study showed job
stress is contrariwise associated with job satisfaction in teachers of north America, but
this is not the case for teachers of Korea. For teachers of Korea, job stress has positive
correlation with teachers collective efficacy.
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29
Vase (2011) identified the association between self- efficacy and stress of
teachers in Iran. The result acquired from the study lead to the conclusion that If
teachers' self efficacy willing crease it would help in lowdown the stress level, which
further brings an improvement in teaching style, their behavior, motivation and
willingness and ultimately give positive student outcomes. Findings showed that EFL
teachers should change skills accordingly in monitoring their stress levels. The study
said that the first step for teachers is to give them an awareness of their stress level.
Only after teachers have awareness of their stress level then further steps are taken to
control the situation of stress. Plus school admin and faculty teacher should work
collectively to identify and control the factors of stress. Factors can be identified by
previous literature, but each institute has its own sources of stress and accordingly
their causes should be solved within the context. Further the school decision makers
should take steps to improve the level of teaching with their assistance and support.
2.3
Development of Conceptual Framework
Job satisfaction is a widely studied variable in todays organizations, including

education sectors as it crucially affects upon organizations efficiency and
effectiveness and individual welfare, as huge amount of researches . E.g Vaezi(2011),
Gilbert (2014), Ciarnieneet al., (2010) etc have mentioned that many organizational
outcomes for example; commitment to organization, employee and organizations
performance, citizenship and personality behavior have significant positive impact on
job satisfaction. Though as definition says job satisfaction is observed as positive
affecting expression towards job Mercer (1997) and it is a resultant factor that
emerged out due to the individuals perception about the rewards he/she is receiving
for their job and how they are valuably being treated for their performance; similarly
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30
teachers perception of what and how they are being rewarded and valued positively
affect teachers satisfaction to work, the more appropriately they will be appraised for
their job the more will be their satisfaction to work. Francis (2014). Therefore,
educational sectors are now identifying different ways and policies that help increase
teacher job satisfaction since quality teachers are the source of educational sector
advancement and success which cannot be attained if they are highly dissatisfied with
their job. Obineli (2013).
Teachers being human beings are complex to study as they possess,

developing natures, but somehow identifying and assessing some of their personalities
attribute and behavior along with their relation to each other may help the education
management increase teachers performance by increasing their job satisfaction in a
better way. Some characteristics that result into considerable impact on job
satisfaction of the teachers are self efficacy Yenice (2009), self esteem Zembat and
Gursoy (2012) and job stress Khalatbari (2012) and satisfied teachers possess a high
level of motivation and low level of anxiety.
Theoretically and empirically, it is found that efficacy beliefs, self esteem, job
satisfaction and job stress are independent constructs. But still a significant
relationship exists between them Gilbert (2014). Studies revealed that the teaching
profession is of emotional and stressful job Kyriacou (2001). The reason of leaving
the teaching occupation by mostly teachers based on factors such as low efficacy,
stressful job Veloutsou and Panigyrakis (2010), and dissatisfaction from job Tietjen
and Myers (1998).
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31
Evident from various researches showed that individuals possess high self
efficacy are challenging, they dont hesitate from failure and possess keep trying
beliefs to succeed. They are agile and flexible. While people with low self esteem
hesitate to accept challenging tasks Simbula (2011) and are more prone to external
situations around them, including coworkers relationship, job stress, and supervisors
support.Similarly teachers high level of self-efficacy and self esteem helps in
lowering down the job stress and enhance satisfaction level with the work. Klason
(2010).
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CHAPTER 3: RESEARCH METHOD

3.1
Theoretical Framework
Figure 3.1.1
Theoretical framework
Self efficacy
Job satisfaction
Self esteem
Job stress
There are various HRM models that provide a framework to study human
resource management along with the explanation of the legality of HRM practices;
further these frameworks helps to establish the significance and relationship of
variables that is to be researched. Shabnam (2010). The theoretical framework on
which this study relies is the guest model (1997). This model is a mixture of both hard
and soft views of HRM. It explains the four critical elements (flexibility, strategic
integration, high commitment and high quality) that strengthen the overall
organizational effectiveness. The guest model (1997) assumes that providing high
quality work settings and resources, maintaining the flexibility and high commitment
working culture and the best fit between HR and business strategy will lead to both
organizational level effectiveness (profit and return on investment) and individual
level effectiveness (increased effort, motivation and involvement). Shabnam (2010).
In short, it emphasizes that HRM is more towards strategic management than just
personnel management. Shabnam (2010). Therefore, to bring quality work in
organizations like education sector, it is important to make changes strategically in
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33
various HR components like job design that ensure the employee involvement which
then ultimately lead to individual level effectiveness as satisfaction with work.
Theoretically and empirically, satisfaction with work has been the most affecting
individual behavior usually from the factors like self efficacy beliefs, self esteem and
job stress, proving a significant relationship exists between them Yenice (2009),
Zembat and Gursoy (2012) and Khalatbari (2012). Studies revealed that the teaching
profession is an emotional and stressful job Kyriacou, (2001) and teachers high level
of self-efficacy and self esteem helps in lowering down the job stress and enhance
satisfaction level with the work. Francis (2014).
Therefore this article is the addition to the quantitative research on the impact
of self efficacy, self esteem and job stress on teachers job satisfaction, where self
esteem, self efficacy and jobstress willbe treated as independentvariables like prior
studies such as Ladebo, et al., (2008), Adera(2010) and Hoigaard(2012) had treated
Self esteem, job stress and Self efficacy as independent variable respectively, while
job satisfaction is treated as dependent variable as treated in Petrescu and Simmons
(2008) study.
3.2
Hypotheses
Based on the above mentioned theoretical model and the previous literature
review following are the hypotheses for this study:
Ha1: There is a significant relationship between job stress and job satisfaction of
teachers.
Ha2: There is a significant relationship between self-efficacy and job satisfaction of
teachers.
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34
Ha3: There is a significant relationship between self-esteem and job satisfaction of

teachers.
Ha4: Self efficacy, self-esteem and job stress have significant impact on job
3.3
Research Design
3.3.1
Type and Nature of Study

This study has searched the empirical side of the variables (self esteem, self
efficacy, job stress and job satisfaction) as mentioned in a theoretical framework. The
nature of the study is causal effect. The study is quantitative as this is the best way to
measure the relationship between variables empirically, the problem is a known
dilemma and the study is adopting an already developed model from prior researches
(Saunders et al., 2007). This study has used a research strategy of cross-sectional
survey and data have been gathered via field survey method. A well structured
questionnaire that is adopted from previous studies, as cited subsequent in the
instrument section of chapter three, has been used for collecting the responses. The
questionnaires are self administered. The unit of analysis i-e the respondents for this
study are the individuals who are serving the higher education sector as a teacher.
3.3.3
Sampling Design
According to Pakistan education statistics 2011-2012, total of 139 higher
education institutes (universities) are there both operating as private and public sector
of education. Among these universities 79 which make up 57% are providing services
as of public sector, while 60 which make up 43%are operating under the supervision
of private sector. The numbers of teachers in higher education sector (universities)
sum up to 70,053 among which 54,837 which make up 78%serve in public while
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35
15,216 which make up 22% serve in the private sector. The NEMIS team. (2012)
Data were gathered from Karachi one of the cities of Pakistan. Because
according to Hoodbhoy (2009), the distribution of higher education institutions in
Karachi are amounting to 9 public Degree Awarding Institute, 18 private Degrees
Awarding Institutes, 50 public universities and 37 private Higher education
Commission recognized universities which makes a total of 114 universities and
Degree Awarding Institutes. A brief province-wise enrollment showed that Sindh
turned out to have much greater access than other provinces because Karachi, with
having a population of about 16 million, comprised of the vast number of higher
education institutions in Sindh. The NEMIS team. (2012). Statistics for the year 200405 showed Karachi estimated literacy rate at 65.26%, which is the 3rd Highest in
Pakistan after Islamabad and Rawalpindi, with a Gross Enrollment Ratio of 111%,
which is highest in Sindh. Further, among the institutes of Karachi, most universities
are considered to be the best leading educational institutions of Pakistan. HEC
statistical booklet (2005)
As the population size is very large due to which it is impossible to survey the
large population as of financial and time constraints, so the sample has been drawn
out of the population on which the conclusion is based for achieving the research
objective (Saunders et al., 2007). The study has used convenience sampling to
represent the population. The convenience sampling is only applied when
the population list is available and complete, but even when a list is available, it might
be difficult and challenging to acquire access to all in the list, as written in the book
by Thompson (2012) access to the list might be protected due to privacy policies or
need an extensive process to get permissions. Besides the author also added that
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36
reaching the populations might be an expensive and time consuming task (e.g., via
postal, via telephone, via email), therefore, the conveniesnce sampling helps in
determining the sample that would be highly representative of the population,
assuming that there is less number of missing data. Sample size is 400. The sample
size is chosen due to the limit of the budget and the time given for the research.
Conversely, I have also determined the sample size using an online calculator, one of
the helpful statistical tools. (http://www.surveysystem.com). It has suggested that I
needed as many as 400 individuals teaching at a higher education institute in Karachi,
for data to be valid at a confidence level of 95%.
3.3.4
Instrument
Job Satisfaction of teachers is assessed using a survey of 30 items proposed by
Wellness Councils of America (2004). A Job Satisfaction survey questionnaire is

based on a five point Likert questions ranging from 1- strongly disagree to 5- strongly
agree with its reliability value as alpha = 0.85.
The self esteem of teachers is measured through the Rosenberg self-esteem

scale Rosenberg (1965). This questionnaire consists of 10 items which require
respondents to rate descriptive statements on a five point Likert scale ranging from 1strongly disagree to 5- strongly agree with its reliability value as alpha = 0.8.
Job stress of teachers is measured on the scale adopted from Fimian teacher
stress inventory Fimian (1984). This instrument consists of 49 items which would
measure the stress on different elements like time management, work related stress,
and professional distress, manifestations of occupational stress. Respondent would
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answer on a five point Likert questionnaire ranging from 1- no strength to 5- major

strength with its reliability value as alpha = 0.91.
To assess the efficacy of teachers the scale proposed by Tschannen-Moran and

Hoy (2001) is used. Teacher self-efficacy scale has divided the 24 items in the group
of three that measures the efficacy in terms of student engagement, instructional
strategies and classroom management. The questionnaire was based on a five point
Likert questions ranging from 1- not at all to 5- to great extent with its reliability
value as alpha = 0.94.
3.3.5
Procedure of Data Collection

Participants had completed the paper-and-pencil questionnaires. The brief
description of the study had been provided to each participant and the time for
completion would be approximately 15 minutes as mentioned in the survey.
Respondents will be assured about the confidentiality of their responses and would
only be used for part of thesis completion.
37
3.3.6
38
Statistical Technique
The analysis of the data is performed using PASW (SPSS version 20.0) as
according to the techniques used by Reilly, Dhingra and Boduszek, (2013) in their
study. The reliability of data has been tested through Cronbachs coefficient alpha,
which is the measurement of internal consistency how much the items are closely
related as a group Saunders et al., (2007). Secondly the Descriptive analysis has been
done via Mean and Standard Deviation which is used to summarize a large set of data
where mean is the average of data and standard deviation is the average degree up to
which the data could deviate from mean Baum (2011). Relationship among variables
is analyzed using Pearsons Correlation which is the technique of identifying the
relationship between two quantitative variables. Saunders et al., (2007). Further data
are analyzed using multiple regression analysis, which is used to predict the unknown
value of a variable via a known value/s of a variable/s. Saunders et al., (2007)
3.3.7
Pilot testing
The pilot phase was carried out on 40 data collected from the teachers of randomly
chosen universities from where the selection was based on teachers conveniently
available. But the care has been taken to ensure the appropriate person would be
selected that rightly represent the various dimensions that are important to the study
like professional experience, geographical location, education sector they are serving
etc. after collecting the responses from 40 individuals the reliability of responses are
then checked through SPSS. The reliability of pilot study came out as shown in the
following table; three items were deleted from the self esteem survey similarly three
items were deleted from stress survey and none items from job satisfaction survey
were deleted to increase reliability of each construct
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Table 3.3.7
Reliability of constructs in pilot testing
Scale
Number of items
Cronbachs Alpha
Job Satisfaction
12
0.585
Self Efficacy
13
0.93
Self Esteem
0.616
Job Stress
15
0.869
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CHAPTER 4: RESULTS
4.1 Respondents profile
As my research is based on Job Satisfaction of teachers so the data for the

analysis has been gathered from the teachers of higher education sector as mentioned
in the problem statement (chapter one).The Sample respondents were taken from both
Private along with the Public sector universities. The total data were collected from
430 respondents out of which the 416 data were appropriate and complete rest 14
were not taken into analysis due to missing and inappropriate responses.
Similarly from the profile shown in the table 4.1, 416 respondents were used
for this research out of which 200 (approx. 48%) were female and 216 (approx. 51%)
were male. The respondents have an average of 3.78 total teaching experience over
which the working tenure within the current institute average for 2.42 years. The
majority respondents have a Masters degree which was 54% of total, the rest of the
28% respondents were M-Phill and 17% respondents were Phd. In addition, 46.4%,
which makes total of 193 of the respondents belonged to the age bracket of 31-35
years, following with 36.5% respondents belonged to the age bracket of 36-40 years,
proving the majority of respondents are of the middle ages. Further out of 416 total
respondents38% of them were the teachers of Public sector universities (NED, KU,
MAJU and Jinnah University for women) while 62% belongs to the Private sector
universities(Iqra, IBA, CBM, SZABIST, Preston, KASBIT, Dadabhouy, Baqai
Medical University, Indus, Hamdard University, ICMA, PAF KIET and Sir Syed
University).
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Table 4.1
Respondents profile
Variables
Gender
Category
Female
Male
Marital status
Married
Single
Education
Masters
M-Phil
Phd
Age
26-30
31-35
36-40
41 and above
Working Years in
1
current
2
University/Institute 3
4
Total Working Years 2
3
4
5
6
University/ Institute Baqai medical
respondents belongs university
to
CBM
Dadabhouy
Indus university
Hamdard university
IBA
ICMA
Preston
Iqra
Sir syed University
Jinnah univesity
KASBIT
KU
MAJU
NED
PAF KIET
SZABIST
41
Frequency
200
216
294
122
225
119
72
36
193
152
35
67
149
159
41
56
102
167
60
31
Percentage
48.1
51.9
70.7
29.3
54.1
28.6
17.3
8.7
46.4
36.5
8.4
16.1
35.8
38.2
9.9
13.5
24.5
40.1
14.4
7.5
1.9
57
16
5
17
21
21
7
35
10
13
23
103
9
33
14
24
13.7
3.8
1.2
4.1
5.0
5.0
1.7
8.4
2.4
3.1
5.5
24.8
2.2
7.9
3.4
5.8
42
4.2 Descriptive statistics
Later mean and standard deviation was measured against each variable as
shown in table 4.2 self efficacy (M = 4.54, SD = 0.23, 95% CI ) self esteem (M =
4.47, SD = 0.3, 95% CI ), Stress (M = 2.56, SD = 0.38, 95% CI ) and Job satisfaction
(M = 4.91, SD = 0.11, 95% CI ). Results of mean and standard deviation summarize a
large set of data by indicating the average of the data and by considering the extent to
which the data could diverge from mean Baum (2011). The table indicates that the
respondents have higher levels of job satisfaction and higher level of self efficacy as
the value of their mean 4.91 and 4.56 indicates higher value which deviate by 0.11 SD
and 0.23 SD respectively as compared to the moderate level of self esteem having a
mean of 4.47 with SD=0. 3 and moderately low stress level with mean 2.56 and
SD=0.38.
Table 4.2
Descriptive statistics
Variables
Self Esteem
Self-Efficacy
Stress
Job Satisfaction
Mean
4.4720
4.5458
2.5610
4.9199
Std. Deviation
.30052
.23594
.38368
.11301
4.3 Reliability
Firstly the reliability which is the measure of internal consistency of data

gathered through a self administered questionnaire were analyzed for each variable
through Cronbachs alpha coefficient. The alpha value for Self efficacy, Self esteem,
Stress and Job Satisfaction were 0.93, 0.61, 0.86 and 0.60 respectively as per
mentioned in the table 4.3, the reliability of the data is relatively better and consistent
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as they are nearer to 1 and closer the data to1 the highest would be its internal
consistency as explained by Sekaran (2006).
Table 4.3
Reliability testing
Variables
Self Esteem
No. of Items
7
Cronbachs alpha
Self-Efficacy
13
0.93
Stress
15
0.86
Job Satisfaction
12
0.60
0.61
4.4 Analysis of research objective one
To examine and evaluate the problem statement given in chapter number one,
research objectives were developed in order to test the influencing factors (self
esteem, Self Efficacy and Job stress) on Job Satisfaction of teachers. The objective
number one is to identify the association among self efficacy, self-esteem, job stress
and Job satisfaction of teachers.
The above research objective one was transformed into the research question
one for analysis asIs there any relationship between Self efficacy, self-esteem, job
stress and Job satisfaction?
Further
the above mentioned research question is then interpreted as
following hypotheses for finding out the result:

Ha1: There is a significant relationship between job stress and job satisfaction of
teachers.
Ha2: There is a significant relationship between self-efficacy and job satisfaction of
teachers.
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44
Ha3: There is a significant relationship between self-esteem and job satisfaction of

teachers.
To examine the hypotheses given above, the correlation in SPSS was tested
on variables (Self esteem, Self Efficacy and Job stress) to identify their significant
relationship and strength of relationship with the dependent variable (Job
Satisfaction). As in the table 4.4,if we observedthe column of avgsatisfaction, the sig
value appeared for each independent variable is < 0.05, this shows there is
statistckkysignificnt associatn between each varible used in the research (self efficacy,
Self esteem and Stress) with dependent variable(Job Satisfaction) which is conistent
with the hypothesis Ha4.While pearson r indicates the srtength of independent variable
on dependend variable according to Hair et al., (2006) there is moderate and positive
correlation exist among self esteem and job satisfaction (r = 0.353, p<0.05)and weak,
positive correlation exist among self efficacy and job satisfaction (r = 0.175, p<0.05)
and moderately low and negative correlation exist among Stress and job satisfaction (r
= 0.270, p<0.05). In this case the Self esteem and self efficacy show the positive
relation to job satisfaction (Consistent with Ha3 and Ha4) when one independent
variable increases the dependent variable will also increase and vice versa, while
stress shows the negative relationship with job satisfaction (Consistent with H a1)
when one increases the other will decrease and vice versa.
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45
Table 4.4
Correlations
Self Esteem Self-Efficacy
Pearson
1
Self Esteem
Correlation
Sig. (2-tailed)
Pearson
.169
1
Self-Efficacy Correlation
Sig. (2-tailed)
.001
Pearson
-.344
.033
Stress
Correlation
Sig. (2-tailed)
.000
.500
Pearson
Job
.353
.175
Correlation
Satisfaction
Sig. (2-tailed)
.000
.000
**. Correlation is significant at the 0.05 level (2-tailed).
Stress
Job
Satisfaction
-.270
.000
4.5 Analysis of research objective two
Objective number two is to study the impact of self efficacy, self-esteem and
job stress on Jobssatisfaction of teachers. This research objective is then transformed
into the research question as Does Self efficacy, self-esteem and job stress have
significant impact on Job satisfaction?
Further the above mentioned research question is then interpreted as follows
hypothesis for finding out the result:
Ha4: Self efficacy, self-esteem and job stress have significant impact on job
To analyze the dependent variable of type scale in relation with multiple
independent variables the most appropriate tool is Multiple Linear regression, Hair et,
al (2006). In this research Multiple Regression was performed on variables with enter
or standard method. In which all the independent variables(Self efficacy, self esteem,
Stress) are entered into equation simultaneously and each of the independent variables
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46
is analyzed based on its predictive strength on the dependent variable (job

satisfaction). As shown in table 4.5(a) the R square value shows that 16.8% variance
in job satisfaction can be explained by Self esteem, self efficacy and stress through
this predictive model. Similarly Adjusted R square is relatively the corrected true
value of R square which is 16.2% of the given sample that shows 16.2% variance in
job satisfaction can be explained by Self esteem, self efficacy and stress through this
predictive model. Further, this model is weak in its predictive power, but yet with
p<0.05 all the Independent variables used in the study have significant impact on job
satisfaction so may be by using more predictors other than self efficacy, self esteem
and stress, could increase the adjusted R square value and make the model stronger
predictor of job satisfaction as supported by the researches of Filho D.B.F, Silva
.J.A&RochaE. (2011) and James A. C & Keith M. B. (2002).
Table 4.5 (a)

Model Summary
Model
R Square
Adjusted R2
Std. Error of the

Estimate
1
.409a
.168
.162
.10348
a. Predictors: (Constant), Stress, Self efficacy, Self esteem
b. Dependent Variable: Job satisfaction
DurbinWatson
1.240
The table 4.5 (b) explains the significance of the predictive model where sig
value is < 0.05 that ultimately conclude that this predictive model is statistically
significant Tyrrell, S. (2009). Hence the anova table shows that model is fit for the
analysis.
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Table 4.5 (b)

Anova
Model
Sum of Squares
df
Mean Square
F
Regression
.874
3
.291 27.198
1
Residual
4.337
405
.011
Total
5.211
408
a. Dependent Variable: Job satisfaction
b. Predictors: (Constant), Stress, Self efficacy, Self esteem
Sig.
.000b
Later to identify how much each independent variable is contributing in

identifying the level of Job satisfaction among teachers, the table 4.5 (c) was
examined. It provides meaningful information about the predictor variables (Self
efficacy, self esteem and stress).
Table 4.5(c)
Coefficients
Model
Unstandardized
Standardized
Coefficients
Coefficients
B
Std. Error Beta
t
1 (Constant) 4.313 .129
33.523
Self
.101
.018
.268
5.439
esteem
Self
.065
.022
.136
2.934
efficacy
Stress
-.054 .014
-.183
-3.770
a. Dependent Variable: Job Satisfaction
b. Independent variable Self esteem, Self efficacy, Stress
Collinearity
Statistics
Sig. Tolerance VIF
.000
.000 .849
1.178
.004 .962
1.040
.000 .873
1.145
First of all the sig values of all predictors are less than 0.05 showed that Self
efficacy, self esteem and stress are statistically significant predictors of job
satisfaction (consistent with Ha1,Ha2 and Ha3). Then in the column named asBeta
unstandardised Coefficients shows B values for each independent variable, by
looking these Beta values we can present the regression model as the equation shown
below:
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48
JobSatisfaction= 4.313 + (0.101) Self esteem+ (0.065) Self efficacy+ (-0.054) Stress
According to the above equation the highest contribution to explaining the job
satisfaction despite of negative and positive sign is shown by self esteem which is
0.1 when the variance explained by other variable is controlled. While the efficacy
and stress variables showed a relatively less contribution in explaining the job
satisfaction with = 0.65 and =-0.54 respectively. This value is helpful in
explaining that for every one standard deviation unit change in the Self esteem the job
satisfaction would likely increase by 0.101. Similarly for every one standard deviation
unit change in the Self efficacy the job satisfaction would likely increase by 0.065.
And for every one standard deviation unit change in the Stress the job satisfaction
would likely drop by 0.054.
Further, this table also shows the summary of multicolinearity column that is
used to identify whether any correlation among the independent variables exists or not
if exists than this regression model will not work well. Here the VIF and Tolerance
values indicating that there is no multicolinearity exists between independent
variables because the all resultant numbers of VIF contains values less than 10 and all
values of Tolerance are between 0 and 1. If any of the variables had VIF greater than
10 or a Tolerance value less than 0 or greater than 1then the test need to be applied
again by removing the highly inter-correlated independent variables from the model.
Tyrrell, S. (2009). The sig values of self efficacy, self esteem and stress are 0.000
which is less than 0.05 therefore they all are statistically significant therefore H a4 is
accepted.
Finally by looking at the plot of residuals in figure 4.5, it can be seen that
residuals are spread in constant (same height) around the values for the dependent
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49
variable, so it does not show a pattern of heteroscedasticity which shows that

homoscedasticity which is the last assumption of regression is fulfilled.
Figure 4.5
Scatter plot
Therefore the regression analysis confirms the hypotheses of the study that
self esteem, self efficacy and job stress have significant impact on predicting the job
satisfaction of teachers these results are consistent with Reilly, Dhingra and
Boduszek, (2013) research on job satisfaction of teachers in Ireland.
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4.6Discussion
This study helps in understanding the influence of self-esteem, self efficacy and
job stress on job satisfaction of teachers of higher education sector. In order to
conduct the research total two objectives were developed to analyze whether there is
any association between Self efficacy, self-esteem, stress and Job satisfaction. And
which one of these predictors can successfully and best predicts the job satisfaction.
To measure this objective, total four Hypotheses were examined in the research study.
Ha1, Ha2, Ha3 and Ha4 which are all accepted and supported by the study. The analysis
of the hypothesis Ha4 shows that Self esteem, Self-efficacy and Job stress all three
have statistically significant impact on the job satisfaction of teachers despite of any
gender differences as their sig value in correlation table is all significant this result is
supported by Reilly, Dhingra and Boduszek, (2013) research, except that self-efficacy
has shown no significance in predicting job satisfaction. The research is further
inconsistent with the Hoy (2000) study. It says that teacher efficacy decline as they
grew older in institute or when they lack management support. But the study of this
sample showed that teachers working for three to four years still have high selfefficacy regarding their job. Although the regression model in this study showed selfefficacy as weakly predicting the job satisfaction as compared to self-esteems beta.
The overall job satisfaction level resulted in higher value for both male and female
teachers. Although the strength of correlation between variable are not too high,
according to the results of the model, but in the analysis of hypothesis H a2 and Ha3
showed both self-efficacy and self-esteem possess a positive relationship with job
satisfaction supported by Pierce and Gardiners (2004) research while analysis of
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51
hypothesis Ha1 indicates that stress, possess a negative relationship with job
satisfaction consistent with Yashoglu (2013), Lin (2013), Trivellas et al., (2013).
The second objective of research is then evaluated through the regression, the
result of regression shows that the significance of the predictive model with its sig
value ultimately concludes that this predictive model is statistically significant Tyrrell,
S. (2009). And anova table shows that model is fit for the analysis.Although the
model Adjusted R square which is relatively the corrected true value of R square
turned out to be low for the given sample that shows the variance in job satisfaction
can weakly explain by Self esteem, self efficacy and stress through this predictive
model. Further, this model is weak in its predictive power, but yet with statistically
significant all the Independent variables used in the study have significant impact on
job satisfaction. Thus, this study contributes in explaining that the self-esteem turned
out to be the strongest predictor of Job satisfaction of teachers as according to the
table 4.5 (c), the highest contribution to explaining the job satisfaction despite of
negative and positive sign is shown by Self-esteem relative to self-efficacy which is
the confident they possess for doing their tasks and responsibilities. Therefore, if the
inner self confidence is the high, then probability of teachers to be satisfied with their
job would be high. But again considering the research limitations, future studies with
more in depth knowledge of other factors, along with these predictors could bring
more statistically strong predictor model for job satisfaction of teachers.
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4.7Hypotheses assessment summary
S. No.
Hypotheses
Results
Ha1
There is a significant relationship

between job stress and job satisfaction
of teachers.
Supported
Ha2

between self-efficacy and job
Supported
Ha3

between self-esteem and job satisfaction
of teachers.
Supported
Ha4
Self-efficacy, self-esteem and job stress

have significant impact on job
Supported
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CHAPTER 5: CONCLUSION
This chapter concludes the entire study and analysis done to support the
research on job satisfaction of teachers which is a widely studied and researched
variable as used by Yenice (2009), Zembat and Gursoy (2012) and Khalatbari (2012)
etc. The chapter starts with the discussion of the key findings of the study based on
teachers responses from the higher education sector that is used to examine the
hypotheses defined for the research. It further incorporates the limitation of the study
and end with the recommendation useful for future research.
5.1 Key findings
Several factors that help to predict the job satisfaction of teachers is

extensively being researched (e.g Judge and Church 2000; Judge et al, 2002).
However, limited research has been contributed from Karachi to this vast area of
study. Giving importance to this area of research two objectives were developed to
analyze whether there is any connection among self efficacy, self-esteem, stress and
Job satisfaction. Also which of these predictors can successfully and best predicts the
job satisfaction.
In aligning with the hypothesis Ha1 the result analyzed in the study showed that
there is significant relationship lies among stress and job satisfaction and the
relationship identified in the study turned out to be negative. Both variables are
negatively correlated when one increases the other variable will decreases and vice
versa as supported by researches like Yashoglu (2013), Lin (2013), Trivellas et al.,
(2013) etc. it demonstrates that the teacher who will be having above moderate or
high stress level are more likely to exhibit less job satisfaction due to the immense
amount of stress in the work they do. Further it can also be concluded that stress may
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54
negatively affect the belief and confidence of teachers about themselves and their job
related tasks which is consistent with Beehr (1995) research.
In aligning with the hypothesis Ha2 the student has obtained results which
shows that the self-efficacy and job satisfaction are statistically correlated and have
small but positive relations among them. When one increases it will make other
increases and vice versa. Further the data analyzed with regression technique showed
that self-efficacy turned out as statistically significant predictor of job satisfaction of
teachers which is in not align with Reilly, Dhingra and Boduszek, (2013) research
regarding the job satisfaction of teachers in Ireland, in which the self-efficacy has
shown no significance in predicting job satisfaction. Also the result is not aligned with
the Hoy (2000) study. It says that teacher efficacy decline as they grew older in
institute or when they lack management support. But the study of this sample showed
that teachers working for three to four years still have high self-efficacy regarding
their job. Although the regression model showed self-efficacy as a weak predicting
the job satisfaction, as compared to self-esteems beta. So it can be concluded that
self-efficacy importantly contribute in predicting the satisfaction with work and is
relatively become stable when once established, but considering self-efficacy alone
for boosting the job satisfaction would not be enough, its not necessarily true that
people satisfied with teaching are also more confident in their own ability to perform
work related tasks.
For examining the Ha3 the result showed there is a moderate and positive
correlation exists among self-esteem and job satisfaction. Further the regression
model also showed the result that self-esteem having the larger, predicting capability
than self-efficacy and stress. This result is aligned with Ladebo, et al., (2008) and
Abraham (1999). Also the result is consistent with Pierce and Gardiners (2004)
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which showed review of previous empirical studies that describe the individual selfesteem helps in shaping the job satisfaction to a greater extent.
For examining the Ha4 the correlation was performed to identify the
relationship between self-efficacy, self-esteem and Stress over Job satisfaction. The
result showed there was a significant association of each influencingvariable on Job
satisfaction. As the sig value appeared for each independent variable (self-efficacy,
self-esteem and Stress) is statistically significant, this indicates that there is a
statistclysignificant association lies between all independentevariables (self efficacy,
self esteem and Stress) with the dependent variable (Job Satisfaction) which is
consistent with the hypothesis Ha4.
5.2 Conclusion
The present study seems to provide a good contribution in the area of studying
teachers job satisfaction in link with various influencing factors. It provides
important information regarding the three predictors of job satisfaction of teachers
which are self-efficacy, self-esteem and stress and their implications for higher
education sector. The overall result of the study turned out to be significant, although
there is a weak significance of the regression model in the present study, but could be
improved by adding more predictors to the model. The result indicates that teacher
with having greater confidence within them (Self-esteem) along with the confidence
to perform work related tasks (Self efficacy), are more likely to adhere low level of
stress and thus increasing the job satisfaction.
Several factors have been studied on link with teachers satisfaction. Though,
evidence from research on job satisfaction of teachers of higher education sector has
turned out to be alarming in the literature (Oshagbemi, 2003). Likewise by looking at
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56
previous research done in Punjab universities by Salman et al. (2012) showed a

positive impact of higher order emotional and social needs, job security, pay levels
and other material benefits on teachers job satisfaction which is characterized by
financial and non-financial factors. Therefore, to enhance teachers satisfaction it is
important to look upon various aspects and sources that are impacting the job
satisfaction of teachers and maintain steadiness between teachers effort and the
reward they receive. Though the roles and perspective of educations motivational
means and tools cannot be taken for granted because the higher the satisfaction level
the higher would be their productivity that is ultimately good for the education sector
(Ololube 2004,2005). likewise the result of this resrch convey the message to the
education sector decision makers that they can use better practices and ways to boost
self-efficacy and self-esteem within teachers and lowering down their stress level in
order to attain greater job satisfaction within them.
Further the study also indicates that its not only that self-efficacy solely can
have a high positive impact on improving job satisfaction instead the collective
impact of self-efficacy, self-esteem, and stress are needed to be monitored by the
education sector decision makers in order to boost the overall satisfaction level of
teachers. Because result indicates that instead of highly stressed teachers, they possess
high self-efficacy and self-esteem and are more motivated and enthusiastic to
overcome their stress and are still highly satisfied with the job.
Thus, it is important for higher education institutes and universities to consider
each influencing factors collectively and find ways that increase the self-efficacy and
self-esteem and also help teachers to cope up with their stress level to become highly
satisfied and thus produce quality performance.
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57
5.3 Limitations
As other researches, the present study has its own limitations as well. Firstly, it
has not included the qualitative perspective of the research it is purely quantitative
research, further the sample size of the research is restricted to Karachi plus only few
higher education institutes has been used in the analysis from the huge pool of higher
education institutes Karachi. So the data could be more accurate and representative of
the population by using higher education universities' responses of teachers and could
also be conducted in different cities of Pakistan with different settings. Secondly the
research is based on self-reported information that exclude the involvement of
temporal relation among the variables used in the research. Thirdly, it has included
factors like self-esteem, stress and self-efficacy for analyzing the impact on
satisfaction, but not considered the factors due to which stress, self-efficacy and
esteem boost or reduced, therefore it is unclear that what are the main sources of
stress, self-efficacy and self-esteem. Fourth, the current research has used the limited
predictors in the study and the job satisfaction variance explained by these selfesteem, stress and self-efficacy variables are modest, although the greater range of
factors is there (like locus of control, belongings, social support etc.) to be included to
improve the predictive strength of the model.
Finally the study is limited to the
responses of teachers belong to the higher education sector; it can be used for school
and college teachers as well.
5.4 Future Recommendations
The most beneficiaries of the present study and its outcome would be the
higher education sector. As revealed the result that self-esteem is the highest
contributor in predicting the job satisfaction of teachers along with the stress having
low, but negative relation with job satisfaction and self-efficacy as a positive influence
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58
of job satisfaction, this information can be useful for education sectors to practice the
policies and rules in their effort to increase job satisfaction that help reduce the stress
level as well as boosting the self-esteem and self-efficacy of teachers. The use of
career development opportunities, training, stress management, counseling, job
redesign, etc. can help boost teachers efficacy and esteem and lower stress level can
also be considered by education sector decision makers. Range of stress handling
strategies is also present in Bironet al,. (2012) could serve as a helpful tool for
education management.
Future researches could help strengthen the predictive model in this research
by using more influencing factors of job satisfaction into consideration.
Future researchers can also include distinctive research objectives that would
enhance the study into different perspectives of these three variables such as
examining the mediating role of self-efficacy and self-esteem over stress that lead to
job satisfaction.
Future researchers can use the same present objective and apply it to different
settings or different educational institutes, city or all over the Pakistan higher
education sector. It is a probability that the government owned education sector in
Punjab is relevantly better than Karachi Government educational institutes, so the
result might differ and appropriate specific to that setting. And also they can deviate
from having quantitative exploring of data towards the qualitative aspect of the
research and create some link with each other.
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APPENDIX A
70
71
Questionnaire
This Survey is conducted for MBA thesis to assess the impact of self efficacy, self esteem and job
stress on job satisfaction of teachers. Your answers will be kept confidential and will strictly be
used only for the completion of the thesis.
Please choose the best option for following statements that relate to the way in which you
perceive your self esteem, self efficacy, job stress and Job satisfaction within your institute.
1 Strongly
Disagree
2- Disagree
3-Neither
Agree nor
Disagree
Self Esteem
I feel that I am a person of worth, or at least on an equal
plane with others.
I feel that I have a number of good qualities
All in all, Im inclined to feel that I am a failure
I feel I do not have much to be proud of.
I take a positive attitude toward myself.
On the whole, I am satisfied with myself.
I certainly feel useless at times.
1 Not at all
2-very little
3-some
degree
4-Agree
1
5- Strongly
Agree
3
4-quite a bit
Self Efficacy(IV)
1
How much can you do to get through to the most
difficult students?
How much can you do to help your students think
critically?
How much can you do to control disruptive behavior in
the classroom?
How much can you do to motivate students who show
low interest in school work?
To what extent can you make your expectations clear
about student Behavior?
How well can you respond to difficult questions from
your students?
How well can you establish routines to keep activities
running smoothly?
How much can you do to help your students value
learning?
How much can you do to improve the understanding of a
student who is failing?
How well can you establish a classroom management
system with each group of students?
How much can you do to adjust your lessons to the
71
5-agreat deal
3
72
proper level for individual students?

How well can you keep a few problem students form
ruining an entire lesson?
To what extent can you provide an alternative
explanation or example when students are confused?
1-No
strength;not
noticeable
2- mild strength,
barely noticeable
3- medium
strength;
moderately
noticeable
4-great
strength,
very
noticeable
1
Job stress
I easily over-commit myself.
I have to try doing more than one thing at a time
I think about unrelated matters during conversations.
I feel uncomfortable wasting time.
I rush in my speech.
There is little time to prepare for my lessons/responsibilities
There is too much work to do.
My personal priorities are being shortchanged due to time demands.
There is too much administrative paperwork in my job
I lack promotion and/or advancement opportunities
I need more status and respect on my job
I receive an inadequate salary for the work I do.
I lack recognition for the extra work and/or good teaching I do.
I feel frustrated because of discipline problems in my classroom
I feel frustrated when my authority is rejected by
pupils/administration
1 Strongly Disagree
2- Disagree
3-Neither
Agree nor
Disagree
Job Satisfcation(DV)
Most interactions at work are positive
I have good friends at work.
I feel valued and affirmed at work.
Work is a real plus in my life.
Im engaged in meaningful work.
I feel free to be who I am at work.
I feel free to do things the way I like at work.
I feel involved in decisions that affect our organizational
community.
I feel informed about whats going on.
I know what is expected of me at work.
My manager cares about me as a person.
I know someone at work who encourages my development.
72
4-Agree
5- major
strength;
extremely
noticeable
3 4
5
5- Strongly
Agree
73
General Information
What is your job title? ________________________
What is the name of the university/institute you are teaching in? ______________________
How long have you been with this university/institute? ________________________
How long have you been working as a teacher? ____________________
Select your current status:
Age (Years)
20-25
26-30
31-35
36-40
41-45
46-50
Over 50
Education
Metric
Intermediate
Bachelors
Masters
M Phill
PhD
Other
Marital Status
Married
Unmarried
Gender
Male
Female
End of Survey
Thank you very much for your participation.
73
74
APPENDIX B
SPSS Output
Frequency table
Institute_name
Frequency
Percent
Valid Percent
Cumulative
Percent
Baqai medical
1.9
1.9
1.9
CBM
57
13.7
13.7
15.6
Dadabhouy
16
3.8
3.8
19.5
1.2
1.2
20.7
Hamdard university
17
4.1
4.1
24.8
IBA
21
5.0
5.0
29.8
ICMA
21
5.0
5.0
34.9
1.7
1.7
36.5
Iqra
35
8.4
8.4
45.0
Sir syed University
10
2.4
2.4
47.4
Jinnah university
13
3.1
3.1
50.5
KASBIT
23
5.5
5.5
56.0
103
24.8
24.8
80.8
2.2
2.2
82.9
NED
33
7.9
7.9
90.9
PAF KIET
14
3.4
3.4
94.2
SZABIST
24
5.8
5.8
100.0
416
100.0
100.0
Valid Percent
Cumulative
university
Indus university
Preston
Valid
KU
MAJU
Total
yrs_in_uni
Frequency
Percent
Percent
Valid
67
16.1
16.1
16.1
149
35.8
35.8
51.9
159
38.2
38.2
90.1
41
9.9
9.9
100.0
416
100.0
100.0
Total
74
75
working_yrs
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
56
13.5
13.5
13.5
102
24.5
24.5
38.0
167
40.1
40.1
78.1
60
14.4
14.4
92.5
31
7.5
7.5
100.0
416
100.0
100.0
Total
Age
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
26-30
36
8.7
8.7
8.7
31-35
193
46.4
46.4
55.0
36-40
152
36.5
36.5
91.6
41-45
35
8.4
8.4
100.0
Total
416
100.0
100.0
education
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
Masters
225
54.1
54.1
54.1
M-phil
119
28.6
28.6
82.7
PhD
72
17.3
17.3
100.0
Total
416
100.0
100.0
75
76
Marital_status
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
Married
294
70.7
70.7
70.7
Unmarried
122
29.3
29.3
100.0
Total
416
100.0
100.0
Gender
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
Female
200
48.1
48.1
48.1
Male
216
51.9
51.9
100.0
Total
416
100.0
100.0
Reliabilty testing
Self esteem
Reliability Statistics
Cronbach's
N of Items
Alpha
.616
Self efficacy
Cronbach's
N of Items
Alpha
.938
13
76
77
Stress
Cronbach's
N of Items
Alpha
.869
15
Job satisfaction
Cronbach's
N of Items
Alpha
.606
12
Descriptive Statistics
Descriptive Statistics
N
Mean
Std. Deviation
avgesteem
414
4.4720
.30052
avgefficacy
411
4.5458
.23594
avgstress
415
2.5610
.38368
avgsatisfaction
415
4.9199
.11301
Valid N (listwise)
407
Correlation
Correlations
avgesteem
.001
.000
.000
414
409
413
413
**
.033
.175**
.500
.000
Sig. (2-tailed)
N
Pearson Correlation
avgefficacy
-.344
.001
409
411
410
410
**
.033
-.270**
Sig. (2-tailed)
.000
.500
413
410
415
414
**
**
**
Pearson Correlation
avgsatisfaction
.169
.169
Sig. (2-tailed)
Pearson Correlation
avgstress
avgsatisfaction
.353**
**
avgstress
**
Pearson Correlation
avgesteem
avgefficacy
-.344
.353
.175
.000
-.270
Sig. (2-tailed)
.000
.000
.000
413
410
414
77
415
78
**. Correlation is significant at the 0.01 level (2-tailed).
Regression
Variables Entered/Removeda
Model
Variables
Variables
Entered
Removed
Method
avgstress,
1
avgefficacy,
. Enter
avgesteemb
a. Dependent Variable: avgsatisfaction
b. All requested variables entered.
Model Summaryb
Model
R Square
.409a
Adjusted R
Std. Error of the
Square
Estimate
.168
.162
Durbin-Watson
.10348
1.240
a. Predictors: (Constant), avgstress, avgefficacy, avgesteem

b. Dependent Variable: avgsatisfaction
ANOVAa
Model
Sum of Squares
Regression
df
Mean Square
.874
.291
Residual
4.337
405
.011
Total
5.211
408

b. Predictors: (Constant), avgstress, avgefficacy, avgesteem
78
F
27.198
Sig.
.000b
79
Coefficientsa
Model
Unstandardized
Standardized
Coefficients
Coefficients
Std.
Sig.
Beta
Error
(Constant)
4.313
.129
avgesteem
.101
.018
avgefficacy
.065
.022
-.054
.014
avgstress
95.0% Confidence
Collinearity
Interval for B
Statistics
Lower
Upper
Bound
Bound
Tolerance
VIF
33.523
.000
4.060
4.565
.268
5.439
.000
.064
.137
.849 1.178
.136
2.934
.004
.021
.108
.962 1.040
-.183 -3.770
.000
-.082
-.026
.873 1.145
79
80
80

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Iqra University North Nazimabad Research Center

Thesis submitted in partial fulfillment

Iqra University North Nazimabad Research Center

Firstly, I would like to express my gratitude to Almighty Allah for making it

Iqra University North Nazimabad Research Center

Iqra University North Nazimabad Research Center

Background of the study..................................................................................1

Statement of the Problem................................................................................3

Research Objectives and/or Questions............................................................6

Structure of the Study......................................................................................6

CHAPTER 2: LITERATURE REVIEW........................................................................9

Review of Conceptual Papers..........................................................................9

Review of Empirical Studies.........................................................................13

Self-esteem and job satisfaction.............................................................15

Stress and Job satisfaction......................................................................18

Self-efficacy and job satisfaction..........................................................24

Job Stress, Self efficacy and Job satisfaction.........................................28

Development of Conceptual Framework.....................................................29

CHAPTER 3: RESEARCH METHOD.......................................................................32

Type and Nature of Study......................................................................34

Procedure of Data Collection.................................................................37

Iqra University North Nazimabad Research Center

4.4 Analysis of research objective one..................................................................43

Hypotheses assessment summary..................................................................52

Iqra University North Nazimabad Research Center

Iqra University North Nazimabad Research Center

Iqra University North Nazimabad Research Center

Background of the study

Iqra University North Nazimabad Research Center

Iqra University North Nazimabad Research Center

Statement of the Problem

Iqra University North Nazimabad Research Center

Also a research done in Punjab universities by Khalid, Irshad & Mahmood

Iqra University North Nazimabad Research Center

Due to teachers job satisfaction importance, Higher Education Commission of

In Pakistan numerous researches have been conducted to examine the factors

Iqra University North Nazimabad Research Center

Research Objectives and Questions

Structure of the Study

The purpose of research is to identify the teachers job satisfaction with

Iqra University North Nazimabad Research Center

Iqra University North Nazimabad Research Center

Iqra University North Nazimabad Research Center

CHAPTER 2: LITERATURE REVIEW

Review of Conceptual Papers

Immense numbers of theoretical work have been done to study different

Iqra University North Nazimabad Research Center

Iqra University North Nazimabad Research Center

A broader aspect of job satisfaction model has been proposed by Iversen

Iqra University North Nazimabad Research Center

Ravari (2011) based on systemic view of satisfaction literature tries to clarify

Iqra University North Nazimabad Research Center

Review of Empirical Studies

2.2.1 Job Satisfaction

Oshagbemi (2000) studied gender differences of university teacher job

Iqra University North Nazimabad Research Center

Iqra University North Nazimabad Research Center

have partially intervening impact by procedural justice. Justice is given a prime

Self-esteem and job satisfaction.

A significant source of job satisfaction is self esteem as stated by Ladebo, et

Iqra University North Nazimabad Research Center

Iqra University North Nazimabad Research Center

or allocate job to boost self