Factors affecting academic burnout and job performance a study of married working women in vietnam

UNIVERSITY OF ECONOMICS HO CHI MINH CITY International School of Business Vo Thuy Thanh Tam FACTORS AFFECTING ACADEMIC BURNOUT AND JOB PERFORMANCE: A STUDY OF MARRIED WORKING WOMEN IN VIETNAM ID: 22130066 MASTER OF BUSINESS (Honors) SUPERVISOR: DR PHAM NGOC THUY Ho Chi Minh City – Year 2015 ACKNOWLEDGEMENT I would like to express my very great appreciation to my adviser - Dr Pham Ngoc Thuy with all my respect and gratitude I have been fortunate in receiving lots of her valuable guidelines, recommendations and feedbacks during this research I am sincerely thankful to Professor Nguyen Dinh Tho, Associate Professor Tran Ha Minh Quan, Associate Professor Nguyen Thi Mai Trang and Dr Nguyen TN Que for their valuable time as proposal examination committee Their comments and meaningful advice contributed significantly for me to complete this thesis My special gratitude is extended to all instructors and staffs of School International Scholl of Business – University of Economics Ho Chi Minh City for their teaching and guidance during my Master course Most especially to my family, my closet friends for giving me strengths, support and love to overcome all the difficulties throughout my period of study i Contents ACKNOWLEDGEMENT i LIST OF FIGURES .iv LIST OF TABLES v ABBREVIATIONS vi ABSTRACT vii 1.1 INTRODUCTION Research background 1.2 Research problems 1.3 Research objectives .4 1.4 Research methodology 1.5 The significance of the study 1.6 Research structure .6 LITERATURE REVIEW AND HYPOTHESES .7 2.1 Theoretical foundation 2.2 Definition of constructs 2.3 Hypotheses development 11 2.4 The proposed research model 15 2.5 Chapter summary 16 METHODOLOGY 17 3.1 Research process .17 3.2 Measurement scales 18 3.3 Questionnaire design 21 3.4 Sampling 22 3.5 Data analysis 23 3.6 Chapter summary 24 DATA ANALYSIS .25 4.1 Data collection process 25 4.2 Sample characteristics .26 4.3 Exploratory Factor Analysis 28 ii 4.4 Reliability Test 34 4.5 Testing research model using SEM 35 4.5.1 Confirmatory Factor Analysis (CFA) 35 4.5.2 Structural Model 40 4.6 Bootstrap method 43 4.7 Discussion 45 4.8 Chapter summary 47 CONCLUSION, IMPLICATION, AND LIMITATION 48 5.1 Main findings 48 5.2 Managerial implication 49 5.2.1 Implication for married working women 49 5.2.2 Implication for human resource management 50 5.2.3 Implication for training institutes .50 5.3 Limitations 51 REFERENCES 52 APPENDICES .61 Appendix A List of in-depth interviews’ participants 61 Appendix B Refined measurement scales 62 Appendix C Questionnaire (Vietnamese Version) 68 Appendix D Questionnaire (English Version) 71 Appendix E Total Variance Explained (first round) 74 ii LIST OF FIGURES Figure 2.1 Core self-evaluations, work-family conflict, and job burnout (Haines et al., 2013) .8 Figure 2.2 Core self-evaluations, life satisfaction, and burnout (Lian et al., 2014) Figure 2.3 Research model .16 Figure 3.1 Research process 17 Figure 4.1 Diagram CFA (first round) 36 Figure 4.2 Diagram CFA (last round) 37 Figure 4.3 SEM 41 LIST OF TABLES Table 2.1 Summary of hypotheses 16 Table 3.1 Scales and coding 19 Table 4.1 Sample characteristics .26 Table 4.2 KMO and Bartlett's Test (first round) .29 Table 4.3 Pattern Matrix (first round) .30 Table 4.4 KMO and Bartlett's Test (last round) 31 Table 4.5 Total Variance Explained (last round) .32 Table 4.6 Pattern Matrix (last round) 33 Table 4.7 Reliability Results 34 Table 4.8 Standardized Regression Weights 38 Table 4.9 Fit indices for the test model result in CFA 39 Table 4.10 Composite reliability and average variance extracted 39 Table 4.11 Discriminant Validity 40 Table 4.12 Regression Weights .42 Table 4.13 Standardized Regression Weights 43 Table 4.14 Regression Weights (bootstrap standard errors) 44 Table 4.15 Removed Items .44 ABBREVIATIONS AMOS: Analysis of Moment Structures CEO: Chief Executive Officer CFA: Confirmatory Factor Analysis EAC: Asian Economic Community EFA: Exploratory Factor Analysis NGOs: Non-Governmental Organizations SEM: Structural Equation Modeling SME: Small and Medium-sized enterprises SPSS: Statistical Package for Social Sciences ABSTRACT In the age of integration, retaining and managing talented employees are extremely meaningful for organizations to ensure their competitive advantages Moreover, the demands of employees’ knowledge and soft skills improvement is also increasing highly In recent years in Vietnam, more and more women have been holding important roles in national and foreign companies However Vietnamese women still framed in request to quality their roles as wives and mothers in family This creates psychological pressure and causes difficulties in married working women Thus, the paper aims to examine the factors affecting academic burnout and job performance of married working women Findings from the research will be very useful for the human resources department to make plans and policies to manage and develop female staffs in firms The measures were based on a thorough review of the previous literature This study included two phases, preliminary and main research, which were implemented in Ho Chi Minh City Using the data collection of 343 respondents, the author found that academic burnout was influenced negatively by core self-evaluation and positively by work-family (and family-work) conflict whereas job performance was affected positively by core selfevaluation and negatively by work-family (and family-work) conflict Finally, the results suggested that married working women should have optimistic self-view to deal easier with conflicts between job and family Consequently, they could reduce academic burnout and improve job performance Besides, the human resource department should establish more supportive policies to help female employees reduce stress from work and family conflicts so that they could perform job effectively Furthermore, the results could be applied for training institutes in attracting new students by supporting married working female students to achieve better study outcomes Some limitations of this research were shown at the end Keywords: core self-evaluation, academic burnout, work-family conflict, family-work conflict, job performance vii INTRODUCTION 1.1 Research background Enhancing job performance is an important issue in survival and development of companies (Lai & Chen, 2012) Recruiting and retaining exceptional human talent can provide value of “human capital advantage” (Wang, Chiang & Tung, 2012) Otherwise, failure in these roles can lead extremely serious consequences for both company and economics Karatepe (2013) indicated that employees with full of stress could cause negative effect on their job performance Finding solutions to reduce employees’ burnout and improve employees’ performance is never an easy answer and could cost much time and money from not only organizations but also society On the other hand, globalization reached its peak at the beginning of the twentieth century, which had heated up the market, especially the growing ones of the Third World In order to take more advantages in a highly competitive market, the demand to develop knowledge, skills and a global mindset for each individual in firms is supposed to increase significantly (Dobre, 2012) In literatures, many studies have been carried out to investigate the factors affecting job performance (Springer, 2011; Ahmad & Omar, 2012; Ram, 2013; Fu & Deshpande, 2014) and job burnout (Bakker, Demerouti & Verbeke, 2004; Beheshtifar & Omidvar, 2013; Li et al., 2015) Academic burnout, which is considered as another type of job burnout applying in learning, has received much more concern of management sector in recent decades (Galbraith & Merrill, 2012; Harris, Gallagher & Rossi, 2013; Haines et al., 2014; Anuradha & Jha, 2014; Lian et al., 2014; Hojat et al., 2015) Among these factors, core self-evaluation has become a hot issue in psychological researches due to its relevance to job burnout and job performance not only in a medical sector but also in economics (e.g Li, Guan, Chang & Zhang, 2014; Javed, Abrar, Haq & Shabir, 2014) According to Haines et al., (2013), individual who has high core self-evaluation has less conflicts between work and family related activities These conflicts cause unbalance in individual’s life and decrease their quality of life (Md-Sidin, Sambasivan & Ismail, 2010; Lian et al., 2014) Thus, they are recognized the main reasons for individuals stress in modern Chinese female nurses: The mediating effect of psychological capital BMC Public Health, 12, 915 Wang, Y., Zheng, L., Hu, T., & Zheng, Q (2014) Stress, burnout, and job satisfaction: Case of police force in China Public Personnel Management, 43(3), 325-339 Zhou Y, Lu J, Liu X, Zhang P, Chen W (2014) Effects of Core Self-Evaluations on the Job Burnout of Nurses: The Mediator of Organizational Commitment PLoS One 9(4), e95975 69 APPENDICES Appendix A List of in-depth interviews’ participants No Full name Age Job title Lê Nguyễn Hoàng Anh 32 Marketing manager, KIS Vietnam Securities Corporation Đàm Ngọc Hiền Linh 24 Consultant, ADS Vietnam Design Institute Trần Thị Lan 33 Lecturer, Tay Nguyen University Quách Ngọc Trân 39 Sales Director, Gia Minh Investment Ltd Phạm Thị Thanh Hải 35 HR manager, Song Da JSC Phan Thị Trúc Mai 32 Accountant, Asian Union Exporting Co., Ltd Appendix B Refined measurement scales Concept No Original scale Core self-evaluations (Tự đánh giá thân) An individual's most fundamental evaluation of his own ability and value (Zhou et al., 2014) I am confident I get the success I deserve in life (Tôi tự tin xứng đáng đạt thành công sống.) When I try, I generally succeed (Khi cố gắng, thường thành công.) I complete tasks successfully (Tôi hồn thành nhiệm vụ cách thành cơng.) Overall, I am satisfied with myself (Nói chung tơi hài lịng với thân mình.) I determine what will happen in my life (Tơi định xảy sống tôi.) I am capable of coping with most of my problems Comment Mrs Anh, Mrs Lan, and Mrs Tran suggested to delete this item because it is not suitable in this context, due to the faith of Vietnamese women of supernatural Final scale (Tơi có khả đối phó với hầu hết vấn đề tôi.) Work-family conflict Workfamily conflict occurs when individual could not play a good role in family since he focuses much more on his job (Mihelic & Tekavcic, 2014) The demands of my work interfere with my home and family life (Những yêu cầu công việc can thiệp vào sống gia đình.) The amount of time my job takes up makes it difficult to fulfill family responsibilities (Lượng thời gian mà cơng việc tơi địi hỏi làm cho tơi khó hồn thành trách nhiệm gia đình.) Mrs Linh suggested changing the word “interfere” to “influence too much” to make it clearer and more understandable Things I want to at home not get done because of the demands my job puts on me (Những điều muốn làm nhà khơng thực nhu cầu mà cơng việc địi hỏi tơi.) 10 My job produces strain that makes it difficult to fulfill family duties (Công việc tạo căng thẳng khiến tơi khó hồn thành nhiệm vụ gia đình.) Mrs Lan, Mrs Hai, and Mrs Mai suggested changing the structure of sentence to make it clearer and more understandable Mrs Hai and Mrs Mai suggested changing the structure of sentence to make it clearer and more understandable Mrs Linh, Mrs Anh suggested changing the structure of sentence to make it clearer and more understandable The demands of my work influence too much on my family life (Những yêu cầu công việc ảnh hưởng nhiều tới sống riêng gia đình tơi.) I not have enough time to fulfill family responsibilities because I have to spend too much time on working (Tôi đủ thời gian để hồn thành bổn phận gia đình tơi phải dành thời gian q nhiều cho công việc.) I can not complete tasks at home because I have to work too much at the office (Tơi khơng thể hồn thành cơng việc nhà tơi phải làm nhiều việc quan.) Due to my job demands, I am too stressful to fulfill family duties (Tôi căng thẳng công việc đến mức khơng thể hồn thành nhiệm vụ gia đình.) 72 11 Due to work-related duties, I have to make changes to my plans for family activities (Do nhiệm vụ liên quan đến công việc, phải thay đổi kế hoạch sinh hoạt gia đình.) Family-work conflict 12 The demands of my family or Family– spouse/partner interfere with work work-related activities conflict (Những u cầu gia đình tơi appears vợ/người bạn đời can thiệp when man vào hoạt động liên quan đến spends too công việc.) much time worrying 13 I have to put off doing things at his family work because of demands on than work my time at home (Mihelic & (Tơi phải trì hỗn thực Tekavcic, cơng việc quan nhu 2014) cầu thời gian nhà.) 14 Things I want to at work don't get done because of the demands of my family or spouse/partner (Những điều muốn làm quan không thực nhu cầu mà gia đình/người bạn đời địi hỏi tơi.) 15 My home life interferes with my responsibilities at work Mrs Linh suggested changing the word “interfere” to “influence too much” to make it clearer and more understandable The demands of my family influence too much on my workrelated activities (Những yêu cầu gia đình tơi ảnh hưởng nhiều đến việc hồn thành cơng việc quan tôi.) Mrs Lan, Mrs Hai and Mrs Mai suggested changing the structure of sentence to make it clearer and more understandable I can not complete tasks at work because I need to solve familyrelated problems (Tôi hồn thành cơng việc quan tơi cần giải vấn đề liên quan đến gia đình.) such as getting to work on time, accomplishing daily tasks, and working overtime (Cuộc sống gia đình tơi cản trở trách nhiệm tơi quan làm giờ, hoàn thành nhiệm vụ hàng ngày, làm thêm giờ.) 16 Family-related strain interferes with my ability to perform jobrelated duties (Căng thẳng liên quan đến gia đình cản trở khả hồn thành nhiêm vụ liên quan đến công việc tôi.) Academic burnout: The stress which reached its peak level, affecting student’s academic performanc e It appears when students have no interest in studying, 17 I feel emotionally drained by my studies (Tơi cảm thấy cạn kiệt tình cảm với việc học tôi.) Mrs Anh suggested changing the structure of sentence to make it clearer and more understandable 18 I feel used up at the end of a day at university (Tôi cảm thấy kiệt sức vào cuối ngày trường đại học.) 19 I feel tired when I get up in the morning and I have to face another day at the university (Tôi cảm thấy mệt mỏi thức dậy vào buổi sáng phải đối Mrs Linh, Mrs Tran suggested to delete this item because it is not suitable in the context Mrs Mai suggested to change the sentence to be more suitable with the context I not love my studies any more (Tôi không cịn u thích việc học tơi nữa.) I feel tired of going to school (Tôi cảm thấy mệt mỏi phải đến trường.) annoyed with lecturers’ expectations , and are tired of studying Anuradha & Jha (2014) 20 21 22 23 mặt với ngày khác trường đại học.) Studying or attending a class is really a strain for me (Việc học tham dự vào lớp học thật sự căng thằng cho tôi.) I feel burned out from my studies (Tôi cảm thấy mệt mỏi từ việc học tôi.) I have become less interested in my studies since my enrollment at the university (Tơi trở nên hứng thú việc học kể từ vào trường đại học.) I have become less enthusiastic about my studies (Tôi trở nên nhiệt tình việc học.) 24 I have become more cynical about the potential usefulness of my studies (Tôi ngày nghi ngờ lợi ích sau việc học tôi.) 25 I doubt the significance of my studies (Tôi nghi ngờ tầm quan trọng việc học tôi.) Mrs Lan suggested delete the phrase “since my enrollment at the university” to make it more suitable Mrs Anh, Mrs Tran suggested to delete this item because it has nearly the same meaning with question 22 I have become less interested in my studies (Tôi trở nên hứng thú việc học.) Job performance (Hiệu suất công việc) Job 26 I completed work in a timely performanc and effective manner e covered (Tơi hồn thành công việc all cách kịp thời hiệu quả.) behaviors 27 I performed high-quality work that were (Tôi thực công việc với chất controlled lượng cao.) by 28 I feel happy with my quality of employees work themselves (Tơi cảm thấy hài lịng với chất to achieve lượng cơng việc mình.) company 29 I did my job better than others goals (Tôi làm công việc tốt Campell et so với người khác.) al (1993, as 30 Overall, I satisfied with my job cited in performance Parker, (Nói chung, tơi hài lịng với hiệu 2007) suất công việc tôi.) Appendix C Questionnaire (Vietnamese Version) PHIẾU KHẢO SÁT Xin chào Chị, Tôi tên Võ Thụy Thanh Tâm, học viên cao học MBus – Viện đào tạo Quốc tế, trường Đại học Kinh Tế TP HCM Hiện thực đề tài “Các yếu tố ảnh hưởng đến tình trạng căng thẳng mệt mỏi học tập hiệu suất công việc phụ nữ lập gia đình, vừa làm vừa học.” Rất mong Chị dành chút thời gian để trả lời số câu hỏi sau Xin lưu ý khơng có câu trả lời hay sai, tất ý kiến thơng tin hữu ích cho nghiên cứu Xin chân thành cám ơn Chị! PHẦN 1: THÔNG TIN TỔNG QUÁT Chị vừa làm vừa học: Đúng Không Tên quan chị làm việc: ……………………………………………… Thâm niên công tác chị: Dưới năm 1- gần năm năm trở lên Cao học Bồi dưỡng nghiệp vụ Chương trình chị theo học: Đại học Thời gian hồn thành khóa học: năm trở lên – gần năm Dưới năm Đồng ý Trung lập Hoàn toàn đồng ý Nội dung câu hỏi Khơng đồng ý STT Hồn tồn khơng đồng ý PHẦN 2: NỘI DUNG Xin cho biết mức độ đồng ý không đồng ý chị phát biểu sau cách đánh dấu (√) vào ô tương ứng Core self-evaluation Tôi tự tin xứng đáng đạt thành công sống Khi cố gắng, thường thành cơng Tơi hồn thành nhiệm vụ cách thành cơng Nói chung tơi hài lịng với thân Tơi có khả đối phó với hầu hết vấn đề tơi Work-family conflict Những yêu cầu công việc ảnh hưởng nhiều tới sống riêng gia đình tơi Tơi khơng thể hồn thành trách nhiệm với gia đình cơng việc quan chiếm q nhiều thời gian Tôi làm hết cơng việc nhà tơi phải làm nhiều việc quan Tôi căng thẳng cơng việc đến mức khơng thể hồn thành trách nhiệm gia đình 10 Do nhiệm vụ liên quan đến công việc, phải thay đổi kế hoạch tơi sinh hoạt gia đình Family-work conflict 11 Những u cầu gia đình tơi ảnh hưởng nhiều đến việc hồn thành cơng việc quan tơi 12 Tơi phải trì hỗn thực cơng việc quan việc nhà chiếm nhiều thời gian tơi 13 Tơi khơng thể hồn thành cơng việc quan tơi cần giải vấn đề liên quan đến gia đình 78 14 Cuộc sống gia đình tơi cản trở trách nhiệm quan làm giờ, hoàn thành nhiệm vụ hàng ngày, làm thêm 15 Căng thẳng liên quan đến gia đình cản trở khả hồn thành nhiêm vụ liên quan đến công việc Academic burnout 16 17 18 19 20 21 Tơi khơng cịn u thích việc học Tôi cảm thấy mệt mỏi phải đến trường Học tham dự vào lớp học khiến căng thằng Tôi cảm thấy mệt mỏi từ việc học tơi Tơi trở nên hứng thú việc học Tôi ngày nghi ngờ lợi ích sau việc học tơi 22 Tôi nghi ngờ tầm quan trọng việc học Job performance 23 24 25 26 27 Tôi hồn thành cơng việc cách kịp thời hiệu Tôi thực công việc với chất lượng cao Tơi cảm thấy hài lịng với chất lượng cơng việc Tơi làm cơng việc tơi tốt so với người khác Nói chung, tơi hài lịng với hiệu suất cơng việc tơi PHẦN 3: THƠNG TIN KHÁC Xin Chị cho biết số thơng tin cá nhân để tiện cho việc phân loại liệu thống kê Nhóm tuổi: Dưới 25 25-35 35 trở lên Tình trạng nhân: Độc thân Có gia đình/chưa có Có gia đình/có Nghề nghiệp: Quản lý Nhân viên VP Giáo viên/Giảng viên Thu nhập hàng tháng: Khác Dưới 10 triệu đồng 10 – 20 triệu đồng 20 triệu đồng trở lên Xin chân thành cám ơn hợp tác Chị! 79 Appendix D Questionnaire (English Version) Dear Madam, I am Vo Thuy Thanh Tam, a student of Master Program of University Economics Ho Chi Minh City I am undertaking a research “Factors affecting academic burnout and job performance A study of married working women in Vietnam.” I am appreciate if you could spend about your 10 minutes to finish the questionnaire Please note that there is no right or wrong answer All your ideas are useful information for the research Thank you! SECTION 1: GENERAL INFORMATION You are now both working and studying: Yes No Your company: ……………………………………………………… Your working experiences: Under year – years years and above Master / PhD Short course Your study program: Bachelor How long that you finish your study program: years and above – years Under year SECTION 2: MAIN CONTENT Please provide your level of agree or disagree to each below items by ticking (√) into the Core self-evaluation I am confident I get the success I deserve in life When I try, I generally succeed I complete tasks successfully Overall, I am satisfied with myself I am capable of coping with most of my problems Work-family conflict The demands of my work influence too much on my family life I not have enough time to fulfill family responsibilities because I have to spend too much time on working I can not complete tasks at home because I have to work too much at the office Due to my job demands, I am too stressful to fulfill family duties 10 Due to work-related duties, I have to make changes to my plans for family activities Family-work conflict 11 The demands of my family influence too much on my workrelated activities 12 I have to put off doing things at work because of demands on my time at home 13 I can not complete tasks at work because I need to solve family-related problems 14 My home life interferes with my responsibilities at work such as getting to work on time, accomplishing daily tasks, and working overtime Agree Neutral Strongly agree Questions Disagree No Strongly disagree suitable blanks 15 Family-related strain interferes with my ability to perform jobrelated duties Academic burnout 16 17 18 19 20 21 I not love my studies any more I feel tired of going to school Studying or attending a class is really a strain for me I feel burned out from my studies I have become less interested in my studies I have become more cynical about the potential usefulness of my studies 22 I doubt the significance of my studies Job performance 23 24 25 26 27 I completed work in a timely and effective manner I performed high-quality work I feel happy with my quality of work I did my job better than others Overall, I satisfied with my job performance SECTION 3: OTHER INFORMATION Please provide some your personal information which help me to classify statistical data Age group: Under 25 25 – 35 35 and above Marital status: Single Married, no child Married, have children Job: Manager / Team leader Officer Teacher / Lecturer Other Income per month: Under 10 million VND 10 – 20 million VND 20 million VND and above Thank you for your co-operation in completing this questionnaire! Appendix E Total Variance Explained (first round) Total Variance Explained Initial Eigenvalues Extraction Sums of Squared Loadings Rotation Sums of Squared Loadingsa Total 5.967 % of Variance 22.102 Cumulative % 22.102 Total 5.562 % of Variance 20.600 Cumulative % 20.600 Total 3.727 3.227 11.951 34.052 2.831 10.484 31.084 3.548 2.495 9.240 43.292 2.056 7.613 38.697 3.346 2.168 8.028 51.320 1.779 6.589 45.286 3.250 1.954 7.238 58.558 1.569 5.812 51.098 3.131 1.070 3.961 62.520 595 2.205 53.303 2.582 1.028 3.806 66.326 560 2.073 55.375 919 962 3.564 69.890 873 3.232 73.121 10 803 2.975 76.096 11 688 2.548 78.644 12 616 2.281 80.925 13 558 2.067 82.992 14 501 1.854 84.846 15 448 1.660 86.506 16 410 1.520 88.026 17 403 1.492 89.517 18 358 1.327 90.845 19 348 1.287 92.132 20 328 1.214 93.346 21 317 1.172 94.518 22 298 1.102 95.620 23 272 1.008 96.628 24 244 904 97.532 25 235 871 98.403 26 224 828 99.231 27 208 769 100.000 Factor Extraction Method: Principal Axis Factoring a When factors are correlated, sums of squared loadings cannot be added to obtain a total variance ... need to find solutions of developing and retaining their current potential talents to avoid brain drain As a result of this, examining factors affecting academic burnout and job performance are important... causes difficulties in married working women Thus, the paper aims to examine the factors affecting academic burnout and job performance of married working women Findings from the research will be very...UNIVERSITY OF ECONOMICS HO CHI MINH CITY International School of Business Vo Thuy Thanh Tam FACTORS AFFECTING ACADEMIC BURNOUT AND JOB PERFORMANCE: A STUDY OF MARRIED WORKING WOMEN IN VIETNAM