Prepared by Esther Mingel

1. To identify the effects of WorkInterference with Family (WIF)

towards teacher’s job satisfaction.

2. To identify the effects of FamilyInterference with Work (FIW) towardsteacher’s job satisfaction.

1.Research findings over the past 10-15 years have indicated that there are two directions in which work-family conflict can occur; work to family and family to work, and that both directions of conflict may be independently related to negative outcomes (O’Driscoll,Brough & Kalliath, 2004).

2.According to Brough & Kelling,2002; Kinnumen et. al., (2004), the relationships between both Work Interference and Family and Family Interference with Work and individual’s levels of job satisfaction with their job and their family life, have been shown to be critical indicator for overall psychological well-being.

3.Duxbury & Higgins (2003) mentioned that emotional feelings generated at work have also been found to spill over into family life. In almost all cases, spillover involves negative emotional feelings such as worries, tensions and concerns. Thus, to have a healthy home life, one must therefore manage negative emotions that arise at work. Job satisfaction has been found to be a critical variable with respect to positive work to family spillover. Individuals who are satisfied with their jobs have been found to be more emotionally and interpersonally available to their family members.(p.25)

>>Conceptual framework:

>>Hypotheses:

Ha1: There is a significant relationship between Family Interference with Work and Job Satisfaction.

Ha2: There is a significant relationship between Work Interference with Family and Job Satisfaction.

Family Interference with Work (FIW)

Work Interferencewith Family (WIF)

JobSatisfaction

IV

DV

Variables: Number of Items

Sections: Sources:

Family Interference with Work

15 Section B Netemeyer, Boles & McMurrian (1996), Kelloway, Gottlieb & Barham (1999).

Work Interference with Family

16 Section C Netemeyer, Boles & McMurrian (1996), Kelloway, Gottlieb & Barham (1999).

JobSatisfaction

17 Section D Spector (1994), Warr Cook & Wall (1979).

Section B

Section C

Section D

Reliability and Validity test : variables Total items Cronbach Alpha

value

Family interference with work (FIW)

15 0.841

Work interference with family (WIF)

16 0.949

Job satisfaction 17 0.840

>>for the Pilot test, there are 25 survey questionnaires were distributed to teachersat Tabuan Jaya Secondary School, but only 19 were returned.>>Cronbach Alpha values’ above shown are more than 0.700, so this indicates ahigh level of internal consistency for our scale(using 5-likert scale) and all the itemsare reliable.

Name of School (location) Total of teachers: Name of school’s Principal:

SMK Batu Lintang(Kuching)

143 Tuan Haji Mohd. Syariff Affendy Bin Mat Jeraie.

SMK Green Road( Kuching) 141 Encik Putit Bin Haji Ped

Total: 284

The minimum size of sample was determined by usingformula suggested by Luck,Taylor and Robin(1987). Thus,from the total population of 284 teachers, 54 teachers arerequired for this research.

>>Therefore, out of 160 survey questionnaires thatwere distributed; there were 101 that were returned, a totalfrom two schools.

Reliability and Validity test. (for Actual test)

variables Total items Cronbach Alphavalue

Family interference with work (FIW)

15 0.845

Work interference with family (WIF)

16 0.914

Job satisfaction 17 0.724

Cronbach Alpha values’ for the Actual test above, shown are more than0.700, so this indicates a high level of internal consistency for ourscale(using 5-likert scale) and all the items are reliable.

1.Age of teachers frequency percent

20-30 18 17.8

31-40 25 24.8

41-50 42 41.6

51-60 16 15.8

2.Gender frequency Percent

Male 18 17.8

Female 83 82.2

3. Ethnicity frequency percent

Malay 36 35.6

Chinese 45 44.6

Indian 2 2.0

Iban 5 5.0

Bidayuh 6 5.9

Melanau 3 3.0

Others 4 4.0

4. Religion frequency percent

Islam 43 42.6

Christian 33 32.7

Buddha 18 17.8

Others 7 6.9

5.Marital status frequency Percent

Single 23 22.8

Married 77 76.2

Divorced 1 1.0

6.Duration of service in the school frequency percent

1-10 years 55 54.5

11-20 years 30 29.7

21-30 years 13 12.9

31-40 years 3 3.0

41-50 years 0 0

7. Level of education frequency percent

STPM 6 5.9

Diploma 8 7.9

Degree 78 77.2

Masters 5 5.0

PhD 4 4.0

8. Teachers’ grades frequency percent

DG32 12 11.7

DG41 54 53.5

DG44 23 22.8

DG52 9 9.0

Others 3 3.0

9. Number of classes taught frequency Percent

1-5 classes 70 69.3

6-10 classes 31 30.7

10.Teaching hours per week frequency percent

10-20 hours 21 20.8

21-30 hours 80 79.2

11.Number of subject taught frequency Percent

1-5 101 100.0

6-10 0 0.0

total 101 100.0

section SkewnessValue(±1)

Std. error of Skewness

Kurtosis value(±2)

Std. error of Kurtosis

Univariatenormality assumption

(section B):

Family Interference with Work

(15 items)

0.477 0.240 0.011 0.476 normal

(section C):

Work Interferencewith Family

(16 items)

0.216 0.240 -0.220 0.476 normal

(section D):

JobSatisfaction

(17 items)

-0.070 0.240 0.139 0.476 normal

Measure. Item. Factor loading.

KMO. Bartlett’s test ofSphericity

Eigenvalue Variance explained.

Section B 15 0.468-0.800 0.809 489.176 4.994 33.291

Section C 16 0.449-0.821 0.922 1030.645 8.599 53.741

Section D 17 0.347-0.723 0.604 254.475 2.678 15.756

Job satisfaction

Family interference with work

Pearson correlation -0.244*

Sig. (2-tailed) 0.014

N 101

*correlation is significant at the 0.05 level (2-tailed)

The test is significant (r=-0.244*, p=0.014). Therefore, alternate hypothesis is accepted. This shows that there is a significant relationship between family interference with work and job satisfaction but the correlation is weak. The negative r value indicated that when no interference of family on work, thus job satisfaction will increase.

Ha1: There is a significant relationship between Family Interference with Work and Job Satisfaction.

Aminah Ahmad (1996), cited that study done by Aryee(1992) in a cross-cultural study examiningthe antecedents and outcomes of work-family conflict in a sample of working women in Singapore,found a correlation of -0.31 between work-family conflict and job satisfaction. Thus, concluded thatwork-family conflict did explain the variance in family and job satisfaction although thecontribution was only 11% and 15% respectively.

Job satisfaction

Work interference with family

Pearson correlation -0.248*

Sig. (2-tailed) 0.012

N 101

* correlation is significant at the level 0.05 level (2-tailed)

The test is significant (r=-0.248*, p=0.012). Therefore, alternate hypothesis is accepted. This shows that there is a significant relationship between work interference with family and job satisfaction but the correlation is weak. The negative r value indicated that when no interference of work on family, thus job satisfaction will increase.

Ha2: There is a significant relationship between Work Interference with Family and Job Satisfaction.

As cited by Salguero C. et. al., (2010), the work role may not perceived as an intrusionon the family role as it is intertwined with the family roles. One support for thisreasoning comes from different studies in which these cultural values are shown topossibly influence the degree in which work-family conflict relates to job satisfaction(Grzywacz et. al., 2007; Masuda et. al., 2008; Spector et. al., 2004; Yang et. al., 2000).

Hypotheses: Measure: Significance:

Ha1 There is a significant relationship between Family Interference with Work and Job Satisfaction.

Pearson Correlation

P= 0.014 (< 0.05 level)r=-0.244*[accepted]

Ha2 There is a significant relationship between Work Interference with Family and Job Satisfaction.

Pearson Correlation

P=0.012(<0.05 level)r=-0.248*[accepted]

• Segmentation theory.

• Positive spillover theory.Theoretical Implication

•School as a whole need to have the awareness of this work family conflict that can affecting their job satisfaction.

•School might take improvement actions such as providing additionalbenefits such as flexible working hour, reduce workload, family-friendly policies as a contribution to the employees.

Implication to school

•This study contributes to broadening teacher’s knowledge about the ones various roles in life which are parental, spouse and worker in the relationship between WIF ,FIW and job satisfaction.

Implicationto teacher

1. This survey is limited to few public schools inKuching.

2. This survey do not cover schools in rural areas as therecould be differences in terms of teachers’ workload orless student activities than other schools in Kuching.

3. Even more limited or possibly none of the publishedstudies look into this issue among school teachers inthe region of Sarawak. Due to this limitation, there is aneed to conduct more studies to help fill the literaturegap in this discipline.

>>The recommendation is to reduce Work-Family Interferences:

1. Take advantage of the supportive policies and flexible workarrangements available in your school.2. Raise work-life balance issues (an open discussion) withinthe school and the community.3. Educate yourself on how to deal effectively with stress.4. Say “no” to overtime work hours if work expectations areunreasonable.5. Try to limit the amount of take-home works in the evenings,if teachers have to do so, make every effort to separate time forwork from family time. (for example, do work after children goto bed.)6.Make full use of weekends for family time.

(1) I hope that this research findings enables the school to take work life balanceissue, that is Work-Family Interferences more seriously as more and moreresearch done on teacher’s job satisfaction , burnout, and job stress but notmany emphasize on teacher’s work family conflict issue as we know that thefamily institution and the family relationship is one of the most importantelement that contribute to one’s satisfaction be it in work or non work.

(2) I hope that even though Work-Family interferences showed no interferencehappened either from work to family and family to work amongst theteachers, but in the future, in order to sustain teacher’s job satisfaction,hopefully in the coming research will be doing on the ability of organizationalinterventions/resources such as flexible work hour, reduce workload to predictWork-Family Interferences and their job satisfaction.

(3) To conduct a semi structured interview, as semi-structured interview mightprovide more accurate findings and meaningful data which were not is able tobe collected from the survey questionnaire itself in the future because it mighthelp researcher in describing certain meaning of the phenomenon happened inthe organization.

Health Communities Division, Health Canada. (2003). Work-Life Conflict in Canada in the New Millennium. Canada : Duxbury L. & Higgins C.

Brough P. , O’ Driscoll M. P., & Kalliath T. J. (2005). The ability of family friendly organizational resources to predict work-family conflict and job and family satisfaction. New Zealand Journal of Psychology, 21, 223-243.

Chua, L. C. (2005). A Critical Review of Commitment Studies : A call for research in Sarawak School settings. Jurnal Penyelidikan MPBL, 6, 74-92.

Salguero C. et. al., (2010). Relationship between work-family conflict and job satisfaction: The moderating effect of gender and the salience of family and work roles. Journal of Business Management, 4(7) 1247-1259.

Aminah Ahmad (1996). Associations of Work-Family Conflict, Job Satisfaction, Family Satisfaction and Life Satisfaction : A study of Married Female Secretaries. Pertanika Journal of Social Science & Humanities, 4(2) 101-108.