Factors affecting job satisfaction of lecturers of the Faculty of Business Administration at

Abstract

This article analyses the factors affecting job satisfaction of lecture of the Faculty of Business Administration at Ho Chi Minh City University of Industry and Trade in relations to other same or similar faculty of other universities in Vietnam. Baseb on that and based on the benchmarking analysis, the study proposes the ways to improve lectures' satisfaction as well as teaching and academic performance to boost the competitiveness of their work place.

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International Journal of Social Science
Exceptional Research
Factors affecting job satisfaction of lecturers of the Faculty of Business Administration
at Ho Chi Minh City University of Industry and Trade
Waczkowski Kazimierz 1*, Nguyen Hoang Tien 2
1 Warsaw University of Technology, Poland
2 WSB Merito University in Gdansk, Poland
* Corresponding Author: Waczkowski Kazimierz
Article Info
ISSN (online): 2583-8261
Volume: 03
Issue: 01
January-February 2024
Received: 02-12-2023;
Accepted: 04-01-2024
Page No: 11-15
Abstract
This article analyses the factors affecting job satisfaction of lecture of the Faculty of
Business Administration at Ho Chi Minh City University of Industry and Trade in
relations to other same or similar faculty of other universities in Vietnam. Baseb on
that and based on the benchmarking analysis, the study proposes the ways to improve
lectures’ satisfaction as well as teaching and academic performance to boost the
competitiveness of their work place.
Keywords: job satisfaction, business administration, industry and trade
Introduction
1. Reason for choosing the topic
University lecturer satisfaction is a significant factor in higher education and makes an important contribution to improving the
efficiency of the higher education system. The number of research projects on lecturer satisfaction is very limited in developing
countries as well as in Vietnam. This article explores the job satisfaction of lecturers of the Department of Business
Administration at Ho Chi Minh City University of Food Industry and the factors that affect their satisfaction.
2. Objectives of the study
Through the research article, the group wants to find out the factors affecting the satisfaction of lecturers at the Faculty of
Business Administration at the University of Food Industry.
3. Research subjects
The research object is expressed through factors
+ Students' learning attitude
+ School teaching schedule
+ Lecturer's income level
+ School facilities
+ Emulation activities of the faculty delegation
+ Colleague relationships between lecturers
4. Research Methods
The study used a survey questionnaire to collect data from full-time lecturers of the Department of Business Administration at
the University of Food Industry. From the surveys, we have received valid answers.

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However, when applying this method, there are some
difficulties because the surveyor only answers the content of
the author and that means the respondents do not have their
own opinions. At the same time, the advantage of this method
is that it will collect information very quickly and without
incurring additional costs. In addition, the essay also uses
qualitative methods to find documents and information
related to the research topic. Because this is primary data,
there is a lot of information but it must be filtered to get
accurate information for the topic being researched.
2: Theoretical basis
1. Some concepts
“Service quality” and “educational service quality”
According to Parasuraman, “service quality” is the degree of
difference between consumers' expectations of a service and
their perception of the service's results. service. "Service
quality" can be understood as customer satisfaction measured
by the difference between expected quality and achieved
quality. Service quality is the customer's assessment of the
overall superiority and excellence of an entity. It is a form of
attitude and results from a comparison between what is
expected and received. aware of what we receive. Service
quality is the result of a comparison made between customers'
expectations of a service and their perception of using that
service. Service quality means meeting and satisfying
customer needs. Thus, service quality is determined by
customers at many levels depending on the customer .
Inheriting the above viewpoints, we believe that: "Quality of
educational services is the expectations and perceptions of
learners when using and participating in educational
activities".
2. Satisfaction and satisfaction of university students
with the quality of educational services
According to Oliver, satisfaction is a consumer's response to
having his or her desires met. This definition implies that
satisfaction is the consumer's satisfaction in consuming a
product or service because it meets their expectations,
including the level of satisfaction above the desired level and
below desired level. Zeithaml V. and Bitner R. believe that
customer satisfaction is the customer's assessment of whether
a product or service has met their needs and expectations.
According to Brown, “customer satisfaction is a state in
which what customers need, want, and expect from products
and services is satisfied or exceeded. From the above
concepts, we believe that: "Lecturers' satisfaction with the
quality of educational services is a comprehensive
assessment of the educational activities provided by the
school that meet the expectations of lecturers." Evaluations
of quality are not only made from the service but also from
the task execution process.
3. Factors affecting student satisfaction with the quality
of educational services
In university educational activities, there are many factors
that affect lecturers' satisfaction. This VJE Journal of
Education study, Special Issue 1, May 2018, pages 133-137
134, focuses on analyzing the influence of factors on
lecturers' satisfaction. These are factors that have a direct
impact on the school's educational activities. Access to
educational services is the enthusiasm of the technical
department as well as the level of readiness to respond and
provide services to instructors in a timely manner. Facilities
are tangible means such as equipment, lecture halls, and
libraries. Educational environment is the physical and mental
conditions that affect the educational activities, learning,
training and development of learners.
4. Objects and research methods
To measure lecturers' satisfaction with the quality of
educational services of Ho Chi Minh City University of Food
Industry, we conducted a survey on 5 factors: Access to
educational services , facilities , educational environment,
educational activities, educational results above using many
research methods such as: theoretical research, questionnaire
survey, mathematical statistics and using SPSS software
version 20.0 to process data management.
5. Research hypothesis
 H1: Access to educational services has a positive
relationship with satisfaction
 H2: Facilities have a positive relationship with
satisfaction
 H3: Educational environment has a positive relationship
with satisfaction
 H4: Educational activities have a positive relationship
with satisfaction
 H5: Educational outcomes have a positive relationship
with satisfaction
3: Research methods
3.1. Qualitative preliminary research
The focus group interview method is an appropriate tool to
exploit, adjust and supplement scales for factors in the
proposed research model before conducting official research
(Stewart et al. (1990) )). This study aims to adjust and
supplement the scale of research concepts. Interview subjects
were carefully selected to ensure representativeness
according to a number of main criteria: Gender, income, age
are lecturers of the Department of Business Administration
of Ho Chi Minh City University of Food Industry. Group
essay research team with students at Ho Chi Minh City
University of Food Industry. Respondents in the interview
group expressed their personal views on the factors given.
Variables with more than 50% agreement will be retained in
the research model.
Qualitative research results show that factors from model to
export all affect the job satisfaction of teachers of the
Department of Business Administration of Ho Chi Minh City
University of Food Industry.
The factors of subjective standards, attitudes, cognitive
behavioral control, risk perception, and risk acceptance
greatly affect the work of teachers of the Faculty of Business
Administration at Ho Chi Minh City University of
Technology.
3.2. Preliminary quantitative research
Preliminary quantitative research was conducted to make a
preliminary assessment of the reliability and validity of the
designed and adjusted scales. The scale was preliminarily
evaluated through Crohnbach's Alpha reliability coefficient
and objective factor analysis EFA. This research was
conducted using survey method through detailed
questionnaires. The survey subjects are people living in Ho

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Chi Minh City. After analysis, the questions were adjusted in
terms of wording to ensure the discrimination of each
variable in the model, not causing confusion for respondents.
4. Research results
4.1 Statistics by sample
The survey process will be conducted from September 24,
2022 to October 25, 2022. With 80 questionnaires distributed,
the results were 64 questionnaires. After eliminating
unsatisfactory answer sheets, the remaining number of
questionnaires is 50.
Table 1: Gender statistics
Frequency of appearance
Percentage
Sex
Male
32
sixty four
Female
18
36
total
50
100.0
Table 2: Students' learning attitudes
Frequency ofappearance
Percentage
Students'
learning
attitude
dissatisfaction
0
0
Unsatisfied
twelfth
24
Satisfied
13
26
Very pleased
25
50
total
50
100.0
Table 3: School teaching schedule
Frequency of appearance
Percentage
School
teaching
schedule
Not much
0
0
Much
5
ten
Pretty much
13
26
So many
32
sixty four
Total
50
100.0
Table 4: Income level
Frequency of appearance
Percentage
Income
10-15
14
28
15-20
29
58
20-25
5
ten
Over 25
2
4
50
100.0
Table 5: School facilities
Frequency of appearance
Percentage
School
facilities
Not modern
0
0
Quite modern
27
54
Modern
20
40
Very modern
3
6
Total
50
100.0
Table 6: Emulation activities of the faculty delegation
Frequency of appearance
Percentage
Emulation
activities
of the
faculty
delegation
Unsatisfied
9
18
Quite satisfied
18
36
Satisfied
19
38
Very pleased
4
8
Total
50
100.0
Table 7: Colleague relationships
Frequency of appearance
Percentage
Colleague
relationships
Not good
4
8
Good
30
60
Very good
16
32
Total
50
100.0
4.2. Correlation analysis
Before conducting multivariate regression analysis, the linear
correlation between variables needs to be considered.
Table 8
Correlations
GT
TDHTCSV
LGDCT
MTN
CSVCCT
CHĐTDCCDK
MQHDN
GT
Pearson Correlation
first
.550 **
.416 **
.468 **
.228 **
.307 **
.354 **
Sig. (2-tailed)
.000
.000
.000
.004
.000
.000
N
160
160
160
160
160
160
160
TDHTCSV
Pearson Correlation
.550 **
first
.345 **
.494 **
.300 **
.252 **
.308 **
Sig. (2-tailed)
.000
.000
.000
.000
.001
.000
N
160
160
160
160
160
160
160
LGDCT
Pearson Correlation
.416 **
.345 **
first
.482 **
.380 **
.232 **
.433 **
Sig. (2-tailed)
.000
.000
.000
.000
.003
.000
N
160
160
160
160
160
160
160
MTN
Pearson Correlation
.468 **
.494 **
.482 **
first
.421 **
.412 **
.511 **
Sig. (2-tailed)
.000
.000
.000
.000
.000
.000
N
160
160
160
160
160
160
160
CSVCCT
Pearson Correlation
.228 **
.300 **
.380 **
.421 **
first
.245 **
.620 **
Sig. (2-tailed)
.004
.000
.000
.000
.002
.000
N
160
160
160
160
160
160
160
CHĐTDCCDK
Pearson Correlation
.307 **
.252 **
.232 **
.412 **
.245 **
first
.297 **
Sig. (2-tailed)
.000
.001
.003
.000
.002
.000
N
160
160
160
160
160
160
160
MQHDN
Pearson Correlation
.354 **
.308 **
.433 **
.511 **
.620 **
.297 **
first
Sig. (2-tailed)
.000
.000
.000
.000
.000
.000
N
160
160
160
160
160
160
160
**. Correlation is significant at the 0.01 level (2-tailed).
Correlation analysis table

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When we look at the correlation matrix, we can see that the
values are very small (Sig < 0.05), so most of the correlation coefficients are statistically significant and qualified to be
included in regression analysis.
Table 9
Model
Unstandardized Coefficents
Standardized Coefficients
T
Sig.
Collinearity Statistics
B
Std.Error
Beta
Tolerance
VIF
(Constant)
.674
.336
2,005
.047
Sex
.125
.081
.115
1,545
.210
.606
1,649
Attitude
.049
.073
.050
.567
.001
.617
1,619
Schedule
.116
.072
.112
1,602
.0008
.686
1,458
Income
.231
.085
.213
2,710
.251
.547
1,829
Facility
.406
.058
.456
7,021
.002
.768
1,301
Rivalry
.404
.055
.405
.717
.03
.808
1,238
Relationship
.040
.084
.046
.156
.192
.777
1,225
Coefficient results table
According to linear regression analysis with hypotheses, the
team has tested the hypotheses
H 1: Gender affects the job satisfaction of teachers of the
Faculty of Business Administration at the University of Food
Industry, City. HCM
β=0.115; Sig. =0.210>0.05 => Reject the hypothesis
H 2: Students' learning attitude affects the job satisfaction of
teachers of the Faculty of Business Administration at the
University of Food Industry, City. HCM
β =0.050; Sig.=0.001<0.05=> Accept the hypothesis
H 3: The school's teaching schedule affects the job
satisfaction of teachers of the Faculty of Business
Administration at the University of Food Industry, City.
HCM
β =0.112; Sig=0.0008<0.05 => Accept the hypothesis
H 4: Income level affects the job satisfaction of teachers of
the Faculty of Business Administration at the University of
Food Industry, City. HCM
β =0.213; Sig. =0.251>0.05 => Reject the hypothesis
H 5: School facilities affect the job satisfaction of teachers of
the Faculty of Business Administration at the University of
Food Industry, City. HCM
β =0.456; Sig.=0.02<0.05 => Accept the hypothesis
H 6: Emulation activities of the faculty group affect the job
satisfaction of teachers of the Faculty of Business
Administration at the University of Food Industry, City.
HCM
β =0.405; Sig.= 0.03< 0.05 => Accept the hypothesis
H 7: Colleague relationships affect the work satisfaction of
teachers of the Faculty of Business Administration at the
University of Food Industry, City. HCM
β =0.046; Sig.=0.192>0.05 => Reject the hypothesis
Thus, there will be 4 variables kept: Students' learning
attitude, School's teaching schedule, School's facilities, and
Faculty's emulation activities.
5. Conclusion
5.1. Conclusion
The research achieved its goal by identifying 7 factors
affecting the satisfaction of lecturers at the Faculty of
Business Administration at the University of Technology,
City. Ho Chi Minh City through data analysis of 50 survey
questionnaires for lecturers of the Faculty of Business
Administration. Influencing factors include: Gender
statistics, students' learning attitudes, the school's teaching
schedule, income level, school facilities, emulation activities
of the faculty, relationships colleague's network.
Therefore, the ability to be flexible in combining and
interweaving theory and practical application, when teaching,
will arouse students' interest in the learning process. The
lecturers all have extensive knowledge of their teaching
majors, and a good teaching environment will contribute to
creating better conditions for students to learn.
The research has important practical significance for the
principal in bringing a comprehensive, new perspective and
satisfaction to lecturers who have been teaching in the school,
especially lecturers of the Faculty of Business
Administration.
5.2. Limitations and directions
5.2.1 Limitations
The research also has limitations such as the data not being
highly representative due to the survey using a non-
probability method, difficulty accessing subjects in the
survey due to the busyness of teachers, and the truthfulness
of the information. Trust is not high because online surveys
often produce inconsistent response rates and earnings data
are often incomplete.
5.2.2 Orientation
We can guide future research: Surveys should be made using
many methods, especially direct surveys are required because
of high accuracy and reliable information sources; It is
necessary to identify survey objects that are easy to collect
information and are not too defensive; The questionnaire is
brief, the questions must be reasonable and logical, and the
person doing the research must clearly understand the
problem to be researched.
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