Hubungan tekanan kerja dengan komitmen dan kepuasan kerja dalam kalangan guru program pendidikan khas integrasi bermasalah pembelajaran di empat buah sekolah rendah daerah Pontian
This study was conducted to determine the relationship between the pressure and commitment and job satisfaction among teachers in special education programs, integration with learning disabilities (PKIBP) primary school in Pontian. A total of 28 special education teachers were selected as samples. T...
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| 格式: | Thesis |
| 語言: | English |
| 出版: |
2013
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| 主題: | |
| 在線閱讀: | http://eprints.utm.my/id/eprint/78183/1/MazlinaSulaimanMFP20131.pdf |
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| 總結: | This study was conducted to determine the relationship between the pressure and commitment and job satisfaction among teachers in special education programs, integration with learning disabilities (PKIBP) primary school in Pontian. A total of 28 special education teachers were selected as samples. The questionnaire consists of 50 items used to obtain data from a sample. Data were analyzed in the form of descriptive and inferential statistics using the software Statistical Package for Social Science (SPSS) Version 17.0. Results showed that pressure (mean=3.6214), commitment (mean=3.6499) and job satisfaction (mean=3.4143) at a moderate level. Inferential statistical analysis using t- test showed no significant difference between stress, commitment and teacher job satisfaction based on gender and type of school. Meanwhile, by using Pearson correlation test showed a significant correlation with stress commitment (r=0.217, p>0.01) and job satisfaction (r=0.329, p>0.01), while the commitment is not related to job satisfaction significantly at r=0.572, p<0.01. The results reject the null hypothesis and found a significant correlation between stress levels of commitment and job satisfaction (r=0.229, p>0.01). This study has shown that there is no significant relationship between the level of stress with commitment and job satisfaction among teachers in special education programs, integration with learning disabilities in primary schools in Pontian. Some suggestions for future research are also presented. |
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