(Luận văn) higher education and job satisfaction , a stydy with postgraduates in ho chi minh city

MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF ECONOMICS, HO CHI MINH CITY ng hi ep w n lo Lê Thị Mỹ Nhung ad ju y th yi HIGHER EDUCATION AND JOB SATISFACTION: pl IN HO CHI MINH CITY n ua al A STUDY WITH POSTGRADUATES n va ll fu m oi MASTER‟S THESIS at nh z z ht vb In Business Administration Ology code: 60.34.05 k jm n a Lu Dr Trần Hà Minh Quân om l.c gm Supervised by n va y te re th Ho Chi Minh City – 2010 Acknowledgement Completing a dissertation is one of great efforts in my education It is an ng hi opportunity for me to practice, apply the knowledge and understand how market is ep working However, I would not able to finish it without kind helps and supports from w whom I would like to express my eternal gratitude n lo I highly appreciated the lecturers in the University of Economic Ho Chi Minh ad City who provided me precious knowledge during last three years Specially, the y th ju MBA course in English was so pleased that I had a chance to know how a student can yi have new approach and new studying method in second language within limited time pl ua al and budget n A sincere thankfulness is for my supervisor, Dr Tran Ha Minh Quan, for all his va n guidance, ideas and inspiration throughout the research as well as during the course fu ll I would express my heartfelt thanks to my MBA Batch 16 classmates, m oi especially Mr Nguyen Thanh Trung, Mr Lam Hong Phong and Ms Dang Hai Yen nh They all have been along with me for years and given me so many supports and at z encouragement to complete this thesis z ht vb Many thanks to all my close friends, my colleagues and interviewees who I jm may not mention herein, but they did help me on data and gave me many kind advice k to improve the study gm l.c Finally, I am deeply indebted to my parents, who gave me the life and shape of om how I am now, for their loves, encouragement, understanding and patient to keep a Lu asking me how I was doing n Let me take a chance to give them my best regards and dedicate this work as a va n gift to them all y te re th ii Abstract ng hi ep Attending higher education, especially Master level, is a movement in Vietnam in recent years Meanwhile, job satisfaction is a well know research topic for years w However, a link better these two dimensions have not been either reviewed much or n lo performed in Vietnam A model was developed from extensive literature and a study ad of 220 postgraduates from many Master programs in Ho Chi Minh City was y th ju conducted to examine the relationship between reason for pursuing Master‟s degree yi courses and participants‟ overall job satisfaction Besides, some extensions were done pl ua al to find out the different concepts among groups of postgraduates Fine hypotheses were developed to represent three research questions and analysis techniques n n va including multiple linear regression, sample t-test and ANOVA were then applied to ll fu test all the hypotheses According to the result, the original measurements could be oi m applicable in Vietnam market, but the content was changed as local respondents‟ nh evaluation It showed insignificant impacts from attending Master‟s degree courses to at overall job satisfaction In addition, there were small variances among groups of z z postgraduates when they were different from each other in job level, study languages vb ht and study duration k jm gm l.c Key words: higher education, Master’s degree course, postgraduates, Job om satisfaction n a Lu n va y te re th iii Table of Contents ng hi Acknowledgement ii ep Abstract iii w Table of Contents iv n lo List of Tables vi ad List of Figures vii y th List of Abbreviation viii ju yi pl Chapter 1: Introduction al Introduction 1.2 Rationale of the research 1.3 Research objectives and Questions 1.4 Scope of the study 1.5 Methodology of research 1.6 Implication of the research 1.7 Structure of the study n ua 1.1 n va ll fu oi m at nh z z ht vb jm Chapter 2: Literature Review Higher education and relevant theories 2.2 Reasons for continuing education and PRS 11 2.3 Job Satisfaction 14 k 2.1 om l.c gm 2.3.1 Definitions and outcomes of job satisfaction 14 a Lu 2.3.2 Measuring Job Satisfaction 17 n Relationship between continuing higher education and Job satisfaction 24 2.5 Summary 25 n va 2.4 y te re 3.1 Research design 27 iv th Chapter 3: Research Methodology 27 3.1.1 Research process 28 3.1.2 Measurement and Scales 28 3.1.3 Focus group discussion 30 ng 3.1.4 Pilot testing 31 hi ep 3.1.5 Main survey 33 3.2 Conclusion 39 w n lo Chapter 4: Data analyses and results 40 ad Descriptive statistics of sample 40 y th 4.1 Scales assessment 43 4.3 Hypotheses testing 48 ju 4.2 yi pl ua al 4.3.1 Correlation between reasons for pursuing Master‟s level and Job n satisfaction 48 n va 4.3.2 Difference in reasons for pursuing Master‟s degree courses among ll fu groups of postgraduates 50 in overall job satisfaction among groups of oi m 4.3.3 Difference Conclusion 58 at 4.4 nh postgraduates 55 z z vb ht Chapter 5: Conclusion and Implication 60 jm Introduction 60 5.2 Conclusions from the research 60 5.3 Implication of the research 63 k 5.1 l.c gm om 5.3.1 Theoretical implications 63 Limitation and recommendation for further researches 66 n 5.4 a Lu 5.3.2 Practical implications 64 va List of References 68 n Survey Questionnaire 72 Total Variance Explained 76 v th Focus group outline 71 y te re Appendixes 71 List of Tables ng Table 3.1: Scales to measure reasons for pursuing Master‟s degree courses 32 hi Table 3.2: Scales to measure Job satisfaction 33 ep Table 3.3: Estimating margin of Error on Sample survey results 36 w Table 4.1: Communication methods and respondents 40 n lo Table 4.2: Respondents‟ demographic profiles 41 ad Table 4.3: Reliability of measurement instruments 45 y th Table 4.4: Rotated Component Matrix 47 ju yi Table 4.5: Linear Regression 49 pl ua al Table 4.6: Group Statistics of Job Level 50 Table 4.7: Independent Sample T tests for Job Level groups 52 n n va Table 4.8: Group Statistics of Language 53 ll fu Table 4.9: Independent Sample T tests for Language groups 54 oi m Table 4.10: Independent Sample T tests 56 Table 4.11: Test of Homogeneity of Variances 57 nh at Table 4.12: ANOVA Testing 57 z z Table 4.13: Multiple Comparisons 58 ht vb k jm om l.c gm n a Lu n va y te re th vi List of Figures Figure 2.1: Aspects of participation 12 ng Figure 2.2: Definitions of job satisfaction 15 hi ep Figure 2.3: Consequences of high and low job satisfaction 19 Figure 2.4: Average Job Satisfaction levels by facet 22 w n Figure 2.5: Proposed Research model 26 lo ad Figure 3.1: Research process 29 y th Figure 4.1: Language characteristics 42 ju Figure 4.2: Duration characteristics 42 yi pl Figure 4.3: Job level characteristics 43 al n ua Figure 4.4: Hypothesis testing results 58 n va ll fu oi m at nh z z ht vb k jm om l.c gm n a Lu n va y te re th vii List of Abbreviation ng hi ep CPE Continuing Professional Education JDI Job Descriptive Index w Job in General Scale n JIG lo ad JSS Higher Education ju yi Lifelong Learning pl LLL y th HE Job Satisfaction Survey MOET al MSQ Minnesota Satisfaction Questionnaire NOSQ Neutral Objects Satisfaction Questionnaire PRS Participation Reasons Scale SPSS Statistical Package for the Social Sciences n ua Ministry of Education and Training n va ll fu oi m at nh z z ht vb k jm om l.c gm n a Lu n va y te re th viii Chapter 1: Introduction ng hi 1.1 ep Introduction In the first chapter, researcher provides general introduction of the study w n through five sections Rationale and objectives of the research help explain the lo ad circumstance and concerns in which the study may become necessary From that, y th research questions as well as their hypothesis are developed in the context However, ju the mentioned circumstance would be so wide and overall that researcher needs to yi pl narrow down the scope of the study in section 1.4 Then, section 1.5 presents research ua al methodology used for this study, section 1.6 mentions main implications of the n research while the hypotheses are tested in other chapter later on Finally, section 1.7 va n provides whole structure of the essay fu Rationale of the research ll 1.2 oi m Higher education (HE) has been prioritized and considered as one of the nh at essences in national strategy for the development of education and training in Vietnam z z towards the years The aims are to build a modern system that is capable of training vb professionals with the high level of education demanded by the causes of ht k jm industrialization and modernization, and to secure development of the country as well gm The growth of HE in Vietnam during recent years, especially in the training field, has l.c resulted in the increase of high level human resources; thus it meets requirements of om economy and social, as well as creates good opportunities for citizens in various a Lu backgrounds who have the desire and the ability to keep up with their studies of HE, improves the common cultural standard in the whole country (Ministry of Education n n va and Training [MOET], 1998) Over the past ten years, HE in Vietnam has universities (divided into public and non-public groups) in 2007-2008 Particularly, th accreditation model According to statistic data from MOET, there were 140 y institutions and the establishment of quality improvement standards for its developing te re continuously experienced many changes including diversification in types of mentioned by Dung (2009), Vietnam had 160 universities by August 2008 They were invested in many types such as public, private (the fastest growing sector), and foreign related Primary authority for governing the HE system in Vietnam lies with the ng highly centralized MOET, which is responsible for drafting and implementing policy hi ep guidance, as well as supervising the connection between all education programs and management of HE institutions The government allocated 20% of the national budget w for education (VND 67 trillion or US$ 4.3 billion in 2007) of which HE received n lo VND 297 billion or US$ 18 million (MOET, 2006) Dung (2009) also lists out ad y th characteristics of the higher education system of Vietnam as following: ju  Training focus: be small size, create a restricted market; little research on the yi pl potential of higher education; formal institutional uniformity (although there al ua are numerous types of institutions) with hierarchy ostensibly recognised n  Centralised management: relatively centralised control of the curriculum, va n funding, and resources; low institutional initiative, since the conditions of fu ll centralisation inhibit the taking of initiatives, challenging bureaucratic rule in m oi the universities, or the developing an entrepreneurial spirit at nh  Restricted competition: not due to markets, students, or business but to state- z controlled resources; high consumer demand but low recognition of this by the z vb universities With limited resources (teaching staff, facilities and funding), ht universities are able to select only more capable students (about 15-25%) jm k In the respect that labor markets have been seeking for skilled, well-trained gm people, higher education graduates and postgraduates, there are more and more people om l.c attending higher education including Master‟s degree courses They are not only spending money but also sacrificing time and taking into account the trade-off a Lu between time for academic learning and time for working and families, and they n n va choose the course for some specific reasons Recently, globalization trends have made abroad, but mainly are to gain knowledge from the developed countries and high th MOET, 2008 – cited by Thuy, 2009) The students have different purposes to study y United States, Europe countries, United Kingdom, Australia, Japan, etc (Vietnam te re thousands of Vietnamese apply to study abroad The most favorite countries are attending the courses in Vietnamese did The own evaluation on job satisfaction showed the difference with mean value was 4.5081 (English/Bilingual courses) vs 3.9972 (Vietnamese courses) As mentioned above, other factors rather than Master‟s ng degree courses explained job satisfaction by 92.8% For this specific case, the hi ep academic training may also have minor influence while other factors such as pay, promotion, rewards, benefits, etc make the people feel more satisfied with the jobs w Somehow, the postgraduates attend the courses in English might be in good financial n lo condition or supported by the company with higher promotion, benefits that they are ad y th happy with the company and satisfy with their jobs then This finding is not surprised ju result because there were many researches on job satisfaction and they normally found yi the difference between groups of interviewees pl ua al Lastly, researcher extended the analyses to see whether statistically significant n difference in overall job satisfaction among people who are studying, who are in thesis va n preparation and who have graduated It found no significant difference in job ll fu satisfaction between “In progress” and “Thesis preparation”; between “Graduated” oi m and “Thesis preparation” Nevertheless, “Graduated” and “In progress” were at nh significantly different Prior to the study, researcher supposed there were difference z among the groups and “In progress” group may have less overall job satisfaction than z vb others Then the results from statistical analysis were aligned It could be explained ht by practical facts that the people who are in “Thesis preparation” might be either jm k happy or unhappy depend on how they are doing with the dissertation Meanwhile the gm people who had completed the courses would have more time for their job and would om l.c not worry about the courses or essay preparation that might help them feel more comfortable and happy a Lu 5.3 Implication of the research n va 5.3.1 Theoretical implications n between the groups of participants while their job level, study languages and study 63 th overall job satisfaction Besides, researcher extended the scope to see how differences y between reasons why postgraduates attending Master‟s degree courses and their te re The main purpose of this study is to examine if there is any relationship duration varied from each other The findings showed the model was not fully supported when the many insignificant relationships found However, the first application of Participation Reasons Scale in Vietnam and with specific education ng level – Master‟s degree- contributes to the educational research a practical to see how hi ep the scale was applied and evaluated by Vietnamese participants There is a variation from other countries because the reason groups changed and created new terms w instead of original measurement Secondly, the research introduced a new approach to n lo review separately the relationship between Master‟s degree training and job ad y th satisfaction to see how the academic training influenced job satisfaction ju 5.3.2 Practical implications yi pl The study provides surprising results on relationship between reasons why al n ua postgraduates attending Master‟s degree courses and their job satisfaction Even va though the impact is small, the result may useful for educators and managers n somehow The common understanding that attending academic training as Master fu ll level obviously helps to improve job satisfaction might not be demonstrated in this m oi case It proved that academic training such as Master‟s degree courses have not been nh at contributed much to motivate the employees Job satisfaction might be explained by z other factors (92.2%) rather than attending Master‟s degree courses Coming back z ht vb with Dung (2009)‟s comments about quality of higher education system in Vietnam jm which was mentioned in Chapter 1, 1.2, this study added more facts to see a weak link k between universities and industry, as well as between training and economic gm development From that, the educators may need to review and develop the courses to om l.c enhance the effectiveness and to provide the participants more benefits then they can improve their own job satisfaction a Lu For business, to motivate the employees, the managers may consider many n n va other factors instead of asking their staff joining the long-term Master courses if the applied that managers or key persons who are potential for future manager positions y te re budget and time are limited Otherwise, there should be appropriate training policy manager levels were more satisfied with their job while attending Master‟s degree 64 th may be supported for academic training This implication is gained from the study that courses In other words, it is much more effective to investigate into small group of potential persons in a business to both improve their knowledge and job satisfaction that helps increase their performance subsequently ng Regarding the courses, the results presented that postgraduates who attend the hi ep courses in English or Bilingual (Vietnamese and English) evaluate the importance of the courses higher than their friends who were in Vietnamese courses did It might be w a concern to educators in local programs why there are different evaluations between n lo participants If we consider the impact of training cost, we can see the participants are ad y th reasonable to highly evaluate the courses in English/Bilingual and expect more from ju these courses because they have invested much more into the courses However, it yi does not mean educators should not consider improving the quality of local programs pl ua al in any ways to strengthen their positions in Vietnam higher education system It may n be a time to develop the higher education to catch up international education system va when the students pay appropriately for precious benefits they get from the academic n ll fu training m oi The last finding of different job satisfaction among groups of postgraduates: at nh “In progress”, “Thesis preparation”, and “Graduated”, implied that the courses were z some obstacles that might make the participants feel unhappy To reduce that, the z vb courses should be more practical and useful to provide more professional knowledge ht that participants may apply during the time of study or new technologies to update jm k them all the time Somehow, these changes may help postgraduates realize the courses gm more interesting such as motivators to encourage their participation om l.c For postgraduates, the study can be found as a review of the real reasons why they want to join the Master‟s courses or what they expect from the training because a Lu the Participation Reasons Scale covers all reasons for pursuing the training During n va three weeks of data collection, there were some comments from interviewees that they n did not consider carefully which group of reasons before joining the courses; or they y te re generally thought that the courses would help them improve knowledge Somehow, if it can help to prevent the movement that hundreds of people joined the courses with 65 th people pay more consideration to choose which training programs they should apply, unclear expectation, which can make them disappointed and influence their life and job satisfaction then 5.4 Limitation and recommendation for further researches ng hi The study has some limitations that further researches can help to cover and ep extend the study to have results that are more significant w Thru www.Sirvina.com, online questionnaires were sent to several people but n did not focus on any specific Master‟s degree programs and researcher could not lo ad control if the respondents were qualified interviewees, so all respondents were y th supposed to be eligible Therefore, if further researches select the population and ju yi sample with more care such as targeting specific Master programs or universities may pl produce a better research sample al n ua This study does not include factors of training cost as well as personal income va that may influence people in their Universities selection and their job satisfaction n Other researches also can extend the review to consider how large impacts of the costs ll fu are m oi The study considers only impact of formal training in Master‟s degree level, nh at and does not include other trainings that may influence job satisfaction A research on z different training such as short term, long term ones should be conducted to find out z ht vb exactly the real impact of academic training versus other trainings jm The application of Participation Reasons Scales is limited with Master‟s degree k level might be changed with extension to various trainings to see if the measurement gm can be appropriate tool in local market Besides, highlight from respondents were that om l.c some of questions translated in Vietnamese version with unclear meaning and sounded strange to local respondents It made them sometime confusing to answer and a Lu evaluate From that, if other researchers would apply the scale, they may need to test n n va and get more consult to build up better questionnaire in Vietnamese version specific statements from Job Satisfaction Survey A suggestion would be to utilize the y te re Regarding job satisfaction, the study uses only overall question and some better evaluation on job satisfaction, then better correlations between attending higher 66 th current tool or use different instrument to measure the job satisfaction It can provide education and job satisfaction However, researchers should consider number of questions and questionnaire design to ensure appropriate and effective interviews ng hi ep w n lo ad ju y th yi pl n ua al n va ll fu oi m at nh z z ht vb k jm om l.c gm n a Lu n va y te re th 67 List of References ng hi ep Alessandro Tampieri (2010), Higher Education Effects in Job and 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continuing professional education and job satisfaction for information technology professionals in higher education, Dissertation prepared for degree of Doctor of philosophy, University of North Texas ng hi ep Serife Zihni Eyupoglu and Tulen Saner (2009), The relationship between job satisfaction and academic rank: a study of academicians in Northern Cyprus, World Conference on Educational Sciences 2009, Procedia Social and Behavioral Sciences (2009) 686–691 w Timothy A Judge (1992), Does affective disposition moderate the relationship between job satisfaction and voluntary turnover, Working paper, 92-19 n lo ad University of North Carolina at Chapel Hill Libraries (2010, July 06) APA Citation Style Citing Information Retrieved from y th ju http://www.lib.unc.edu/instruct/citations/apa/online.html yi World conference in higher education (1998), Higher education in the 21st century – Vision and Action – Vietnam, UNESCO, Paris pl al n ua Zahidur Rashid and Barrington Clifford (2009), Alumni as Lifelong Learners Towards a Business Model for Lifelong Learning in Higher Education, Master Thesis, 15 ECTS, Department of Informatics, School of Economics and Management, LUND University n va ll fu oi m at nh z z ht vb k jm om l.c gm n a Lu n va y te re th 70 Appendixes Focus group outline ng hi ep Xin chào anh/chị! w Cảm ơn anh/chị nhận lời tham gia buổi thảo luận nhóm hơm Buổi thảo luận dự tính thực khoảng 2.5 giờ, nhằm mục đích thơng qua bảng câu hỏi nghiên cứu n lo ad Tên đề tài trình bày sau bảng câu hỏi thơng qua Tồn bảng câu hỏi chia làm nhóm (5 + nhóm), anh/chị đọc qua nhóm câu cho biết: y th ju Q.1 Những câu tiếng Việt sát nghĩa với câu tiếng Anh hay chưa? Nếu chưa, cần dịch lại nào? yi pl ua al Q.2 Những câu có phù hợp với bối cảnh Việt Nam hay khơng? Nếu khơng, nên điều chỉnh nào? n Q.3 Theo anh/chị, nhóm lý đề cập đến vấn đề gì? va n Q.4 Theo anh/chị, có cần bổ sung thêm hay bỏ bớt câu cho phù hợp với đề tài nghiên cứu (câu hỏi nghiên cứu) bối cảnh Việt Nam hay không? ll fu oi m Factor X: nh at To increase the likelihood of benefits for family and friends Gia tăng khả đem lại lợi ích cho gia đình bạn bè To increase the likelihood of personal financial gain Gia tăng khả thu nhập tài cho cá nhân To help me develop leadership capabilities for my profession Phát triển khả lãnh đạo cho nghề nghiệp To consider changing the emphasis of my present professional responsibilities Nhằm xem xét thay đổi trách nhiệm chuyên môn To increase the likelihood of professional advancement Gia tăng khả tiến chuyên môn To enhance my individual security in my present work condition Gia tăng tính an tồn cho cơng việc z z ht vb k jm om l.c gm n Q.5: Theo anh chị đề tài nghiên cứu vấn đề gì? a Lu ……… va n Q.6 Sau xem qua nhóm câu, theo anh/chị, nhóm có liên quan hay trùng lặp ngữ nghĩa với hay khơng? Nếu có, nên điều chỉnh nào? th 71 y buổi tối hôm Chúc anh/chị sức khỏe thành đạt te re Xin cảm ơn anh/chị nhiệt tình tham gia thảo luận đóng góp ý kiến Survey Questionnaire Xin chào anh/chị! Cám ơn anh/chị nhận lời tham gia khảo sát Bảng câu hỏi nhằm mục đích tìm ng hiểu mối liên hệ việc học lên bậc Cao học mức độ hài lịng cơng việc hi ep Thông tin trả lời trình bày dạng tổng hợp kết nghiên cứu thông tin cá nhân giữ kín w Trân trọng kính chào! n lo ad BẢNG CÂU HỎI KHẢO SÁT y th ju Nghiên cứu mối quan hệ lý học lên bậc Cao học yi mức độ hài lịng cơng việc pl ua al I Thông tin chung: n 30 – 40 40 ll oi m Độ tuổi: 30 nữ fu Giới tính: nam n va Tên / E-mail anh/chị: ………………………………………………… at nh II Thơng tin chương trình học: z Anh/chị theo học chương trình Cao học: z Năm tốt nghiệp (nếu hồn tất khóa học): k gm Mơ hình đào tạo: jm Đang học năm (nếu chưa hồn tất khóa học): ht vb Khóa: .Ngành: Trường: a Lu Chương trình đào tạo đại học nước ngồi om Chương trình đào tạo đại học nước l.c Chương trình liên kết với nước ngồi n Ngơn ngữ sử dụng n Hồn toàn tiếng Việt va Hoàn toàn tiếng Anh độ mà anh/chị đánh giá: 72 th nghĩa hay sai, mà đánh giá theo mức độ Vui lòng chọn (đánh dấu X) mức y Xin cho biết lý anh/chị tiếp tục học lên bậc Cao học Các câu trả lời không mang ý te re Cả hai ngơn ngữ (Việt & Anh) Khơng quan Bình thường Rất quan trọng Lý anh/chị tiếp tục học lên bậc Cao học: trọng Giúp làm việc hiệu vị trí chun ng mơn ep Tăng cường hình ảnh nghề nghiệp Duy trì lực Gia tăng khả tài cho cá nhân w Đáp ứng nhu cầu khách hàng hiệu n hi Vận dụng kiến thức chuyên môn kỹ ad Cập nhật tiến bộ/phát triển lĩnh vực ju y th lo Nâng cao khả cạnh tranh công việc Duy trì chất lượng giám sát 10 Đáp ứng cao mong đợi khách hàng 11 Làm tăng tính chuyên nghiệp làm việc với khách yi pl n ua al n va hàng Làm tăng mức độ hài lòng khách hàng 13 Nâng cao vận dụng kiến thức kỹ theo ll fu 12 oi nh 14 m yêu cầu công việc Gia tăng tầm ảnh hưởng cá nhân (đến người) at vai trò người quản lý z Nâng cao khả trao đổi, tranh luận với đồng vb nghiệp ht Làm tăng thành thạo để trì thành tích 17 Được học hỏi từ chuyên gia 18 Được thử thách qua nhận xét đề xuất k jm 16 bè 21 Đảm bảo an tồn cho cơng việc 22 Duy trì vai trò cá nhân nghề nghiệp 23 Tự đánh giá mức độ cam kết nghề n Nhằm xem xét tầm quan trọng công việc a Lu 20 om Gia tăng khả đem lại lợi ích cho gia đình bạn l.c gm đồng nghiệp 19 z 15 n va y te re nghiệp th 24 Trau dồi hiểu biết chuyên môn ứng dụng 25 Đánh giá việc định hướng cho nghề nghiệp 73 tương lai 26 Xem xét hạn chế tơi vai trị người quản lý 27 Phát triển khả lãnh đạo cho nghề nghiệp ng hi ep 28 Gia tăng tiến chuyên môn 29 Phản ánh giá trị thân cơng việc w III Thông tin công việc: n lo Hiện anh/chị làm việc trong: ad Doanh nghiệp (DN) nhà nước DN tư nhân y th DN 100% vốn nước ngồi Loại hình khác: ju yi DN liên doanh pl al n n Trưởng nhóm/ Giám sát va Nhân viên ua Trong doanh nghiệp, anh/chị vị trí: fu ll Quản lý cấp trung (vd: Trưởng phòng…) m oi Quản lý cấp cao (vd: thuộc ban giám đốc) at nh z Xin cho biết mức độ hài lịng cơng việc anh/chị Các câu trả lời không z mang ý nghĩa hay sai, mà đánh giá theo mức độ Vui lòng chọn (đánh dấu vb ht X) mức độ mà anh/chị đồng ý: jm Không Công việc tơi thật thú vị Tơi hài lịng với cơng việc n a Lu om Tơi thích làm cơng việc l.c ý gm đồng ý k Câu hỏi Rất đồng Trung dung y te re Chân thành cảm ơn giúp đỡ anh/chị Chúc anh/chị sức khỏe thành đạt n va Ngày .tháng … năm 2010 th 74 ng hi ep w n lo ad ju y th yi pl n ua al n va ll fu > oi m at nh z z ht vb k jm om l.c gm n a Lu n va y te re th 75 ad ju y th yi pl ua al Total Variance Explained n n va Extraction Sums of Squared Loadings Total % of Variance Cumulative % Total oi Component m ll fu Initial Eigenvalues Rotation Sums of Squared Loadings % of Variance Cumulative % Total % of Variance Cumulative % nh 11.109 41.143 41.143 4.249 15.737 15.737 49.282 2.197 8.138 49.282 3.743 13.864 29.601 vb 7.069 56.351 3.097 11.472 41.073 1.650 6.111 62.461 2.822 10.451 51.524 4.420 66.881 2.778 10.291 61.815 70.733 2.408 8.918 70.733 11.109 41.143 41.143 2.197 8.138 1.909 7.069 56.351 1.909 1.650 6.111 62.461 1.193 4.420 66.881 1.193 1.040 3.852 70.733 1.040 837 3.100 73.832 757 2.805 76.637 691 2.559 79.196 10 608 2.253 81.449 11 575 2.130 83.580 12 501 1.855 85.435 13 449 1.663 87.097 14 407 1.506 88.603 at z z k jm ht gm om l.c 3.852 an Lu va n y te re ac th si g e cd jg hg 76 ad ju y th yi pl 1.441 90.045 16 353 91.353 17 308 1.142 92.495 18 279 1.032 19 268 991 20 251 929 95.447 21 229 847 96.294 22 223 825 97.119 23 207 767 97.885 24 173 640 98.525 25 150 555 99.080 26 149 550 99.630 27 100 370 100.000 n 389 va ua al 15 1.308 n oi m ll fu 93.527 at nh 94.518 z z k jm ht vb om l.c an Lu Component va Principal Method: gm Extraction n Analysis y te re ac th si g e cd jg hg 77