Vol.

6 JulyInternational
2013
IAMURE
Journal of Multidisciplinary Research
Print ISSN 2243-8327 Online ISSN 2244-0429
International Peer Reviewed Journal
doi: http://dx.doi.org/10.7718/iamure.v6i1.652
This Journal is produced by IAMURE Multidisciplinary Research,
an ISO 9001:2008 certified by the AJA Registrars Inc.

Job Satisfaction, Work Centrality, Job

Recognition and Acceptance as Determinants
of Quality of Work-Life and Aspiration

NOREEN S. BUGADOR
ORCID No. 0000-0001-9407-8869
noreenbugador@gmail.com
Mariano Peralta National High School
Davao del Sur, Philippines
MARY CRIS L. IPAN
ORCID No. 0000-0003-3323-3858
marycrisipan.mci@gmail.com
University of Mindanao
Davao City, Philippines
ABSTRACT

Changing societies and economies pose novel challenges to the lives and work
of secondary school teachers. These challenges affect them in various levels which
include their personal, professional and aspirations in life. In the literature, this is
understood as the condition of their Quality of Work-Life (QWL). The objective
of this study is to examine the essential relationship of QWL and aspirations
of secondary school teachers through a descriptive-correlation research design.
The study conducted a survey which involved 118 respondents which represent
92 percent response rate. As regards aspirations, the results show that although
respondents oftentimes experienced from moderate to high level of aspirations,
the overall rating was high. The highest is in self-acceptance, which indicates that
the most important aspirations for the respondents are to accept ones self, having
a meaningful life and effectively handle ones self amidst problems. As for QWL,
the respondents oftentimes perceived and experienced a high level of QWL. The
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highest is in social relevance of work, which indicates that respondents find their
job to be challenging, rewarding and meaningful. In conclusion, the correlation
analysis shows that there exist a significant relationship between QWL and
Aspirations, which results to the rejection of the null hypothesis of this study.
KEYWORDS
Human resources management, quality of work-life, level of aspiration,
secondary school teachers, descriptive-correlational design, Davao del Sur,
Philippines
INTRODUCTION
Educators have been part of every notable society in the world. They mold
learners to become successful in every aspect of their lives. Today, however, the
changing societies pose novel challenges to educators. The struggle of teachers for
professional recognition and the associated working conditions and rewards has a
long and chequered history. More pay, higher status, greater autonomy, increased
self-regulation and improved standards of trainingthese recurrent themes have
underscored the individual and collective struggles of teachers for many decades
(Goodson & Hargreaves, 1996).
In the Philippine setting, teachers are likewise facing various challenges in their
lives and profession. The shifting of policies and leadership in the government
brought new orientations in the way they conduct their roles (UNESCO,
2010). Most of the time, this policy changes entail considerable adjustments
and additional work, which make them very vulnerable to mistakes and even
burnouts. Teachers attend to these circumstances first, before their aspirations or
goals in life.
Circumstance of teachers in the Davao region has no difference with the
national setting. The centralization approach of the Department of Education,
local teachers put extra effort to implement the national policies in the local
context. As a result, local teachers face a considerable amount of stress in the
conduct of their work. Also added to their burden are the persistent issues of lack
of adequate remuneration and other benefits in the local teaching profession.
These include salary, school equipment and facilities, workplace safety, and
equitable workload (Davao Today, 2010). Thus, it is very crucial to look at these
circumstances of teachers as they affect the quality of their work, life and future
goals or aspirations.
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The challenge now is to see how certain levels of quality of work-life of

secondary school teachers relate to their levels of aspirations or goals in the
teaching profession. Specifically, it is important to know the connection
between quality work-life and aspiration as it has not been fully investigated in
the literature. The intersection of these two factors may eventually explain the
situation of secondary school teachers as they continue to carry their work in
their respective schools.
FRAMEWORK
This research is anchored on the theory of Walton (1973), who suggested
that there are various dimensions to understand Quality of Work life (QWL)
of employees. He said that these dimensions are important in explaining how
employees perceive the output of their work effort, relative to their personal
goal or aspiration in life. Also, he emphasized that employees have certain
expectations when they join their respective organizations; and when their
QWL and aspirations do not fit well, their performance will likely to decline as
a consequence.
Furthermore, Indira and Ancheri (2009) attempted to connect multifaceted
dimensions of QWL to aspirations through satisfaction and affiliation variables
and found a positive relationship in many dimensions. Finally, there are theories
supporting the value of connecting QWL and Aspirations. Pugalendhi (2010)
asserted that a certain level of perception towards QWL of teachers develop their
stability and loyalty in their organization. The Quality of Work Life facilitates
training opportunities, job satisfaction and working conditions. A better Quality
of Work Life improves the growth of the teachers along with the organization
growth. Also, Sahu and Sundaray (2011) theorized that Quality of work life
is a way of thinking about (people, work, and organization) and it is a major
contributing factor in achieving greater satisfaction, improving productivity, and
overall effectiveness of an organization.
The conceptual framework shown in Figure 1 shows the level of QWL
condition and practices of secondary teachers and how it relates to aspirations.
Since QWL studies in the academe are scarce, offering the model below would
give the study a good foundation to answer its specific research problems. The
independent variable of this study was the level of QWL of secondary school
teachers. This was a related model discussing the components of QWL offered by
Cascio (2010). It was also a modification of the model offered by Walton in 1973
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which focused on 8 dimensions. This study adopted the measurement offered by

Jain (1991) as it offered 40 statements to fully measure QWL.
On one hand, the dependent variable of this study was Aspiration, measured
by the following indicators: Self-Acceptance, Affiliation, Community Feeling,
Physical Fitness, Financial Success, Attractive Appearance and Social Recognition.
This measurement, which was called the Aspiration Index (AI), was offered by
Kasser and Ryan (1996). The first four indicators were considered intrinsic
aspirations while the last three were considered as the extrinsic aspirations.
Independent Variables
QUALITY OF WORK-LIFE (QWL)
Adequate income and fair
compensation
Safe and healthy working
conditions
Opportunities to use and
develop human capacity
Opportunity for career growth
Social integration in the workforce
Constitutionalism in work
organization
Work and quality life space
Social relevance of work

Dependent Variables
ASPIRATION

Self-Acceptance
Affiliation
Community Feeling
Physical Fitness
Financial Success
Attractive Appearance
Social Recognition

Figure 1. An illustration of quality of work-life as it relates to aspiration

Quality of Work-Life
Quality of Work Life (QWL) is a gauge of how ones work treats them (Akhila
& Jagannathan, 2009). It is more than just job satisfaction and work happiness.
Pranee (2010) listed the following as issues concerning QWL: Occupational
Hazards and Safety, Human Resource Development through Welfare Measures,
Professional Training, Working Conditions, Consultative Work and Participative
Mechanisms. In addition to this, he also stated that the system of imparting
results from the gains of productivity as well as use of a small group activities and
job rotations must also be tackled in QWL.
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Ballou and Godwin (2007) differentiated Quality of Life (QOL) from that
of Quality of Work Life (QWL). They defined QOL as a person or groups
standard of living, environment, public health and safety, and/or general
surroundings. On the other hand, they defined QWL as something that includes
everything that may have an effect on the person while he/she is working. This
may include salary, benefits, company facilities, workplace safety, and the like.
As explained by Levine et al. (1984), studies regarding QWL are a good way
of finding out employee preferences on work-related matters. This in turn will
help the organization in implementing actions and making decisions with regards
to their employees. In other words, the organization must integrate in its system
whatever information gathered through the research done concerning QWL.
The above study tackled QWL in different ways, specifically on human
resource development and work related matters. On the contrary, this study
broadly conceptualized Quality of Work Life as being affected by the complex
interaction of many factors such as a secondary school teachers personality and
home life, and how well they were able to do their job, the support they got from
colleagues and supervisors/institution and the way in which they were asked to
do their job.
According to Cascio (2010), there are two ways to understand QWL. First is
to some extent, a set of organizational stipulations that an employee must adhere
to. Another way is to look at it in the point of view of employees. Basically, QWL
is successfully achieved if the individual feels satisfied with his organization. This
satisfaction can be attained through fulfilling the tasks that are assigned to them.
Cascio (2010) also stated that QWL entails giving employees the opportunity to
make their own decisions regarding some matters.
Rethinam and Maimunah (2008) have used almost the similar concept with
Cascio in their paper entitled Constructs of Quality of Work Life: A Perspective
of Information and Technology Professionals. They offered the following
elements: Job Security, Job Satisfaction, Competency Development, Work and
Non-work Life Balance, and Health and Well-being. These elements of QWL are
very important in an organization. Moreover, knowing what makes up the QWL
of an organization would be of great help in addressing other issues without
affecting much the QWL of their employees.
The above study was very much related to the present as they tried to
investigate how QWL was best applied in an organization. Similarly, previous
authors looked at how particular characteristics of organizational environment

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affect employees QWL. In contrast however, the present study relied heavily on
the original model proposed by Walton, which generally captured the elements
of QWL as could be applied as a model for the school setting.
Employee participation indicates job satisfaction, involvement, and
commitment. A research conducted by Igbaria et al. (1994), found out that
employees, who are working in an environment that is in line with their career
direction, have higher levels of contentment in their careers as compared to
employees who have lower compatibility with their current job. The level of
participation of an employee could be an indication of their job satisfaction.
Other than job satisfaction, which is generally perceived as the primary result
of a high degree of Quality of Work Life, job involvement and organizational
commitment are also indicative of the degree of the Quality of Work Life as
these are important behavioral effects of the internal career (Davis & Cherns,
1975). Although these terms may be occasionally interchanged, job involvement
and job satisfaction are technically different. Moreover, Markey et al. (2010) has
also studied that there is a correlation between quality of work environment of
firms and participation of employees. This means that a good work environment
encourages better participation of employees.
Cascio (2010) defines career as a progression of positions undertaken by an
individual over a period of time. It is considered important to an individual
because it is associated with ones self-concept and identity. Career, as stated in
other terms, is defined as the evolving sequence of a persons work experiences
over time, or it can be referred to as the succession of related jobs, arranged in
a hierarchy of prestige, through which persons move in an ordered, predictable
sequence. It normally takes place when a person gets involved in organizations as
well as the society and interacts with them. Career not only creates a certain kind
of meaning to an individual, but also provides experience along the course. When
an employee experience career development, it affects their career satisfaction and
career achievement, thereby likely creating an impact on Quality of Work Life.
The sense of having achieved a greater degree of accomplishment would enable
employees to have higher self-esteem and self-confidence. They may feel that the
Quality of Work Life has increased from what it used to be (Rose et al., 2006).
According to Lewin (2005), conflict in the workplace is inevitable because
organizations consist of numerous employees, each having different personalities,
set of values, and opinions on matters regarding work. Conflict in the workplace
can take many forms and may involve different kinds of people. Conflict between
the management and the employees or a conflict among the employees may arise
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in the workplace. Conflict resolution is connected to the Quality of Work Life

in a way that the better the firms system is for handling conflict, the better the
Quality of Work Life is for the employees.
As a response to the conflicts that arise in the workplace, Lewin (2005) has
suggested some ways in order to handle them, which includes several steps that
both parties must follow. Having an efficient grievance process is one way in
order to control conflict professionally. In addition, Cascio (2010) suggested
that an open door method would also work well for some companies. Having
an open door system means that all employees are welcome to file a grievance
to anyone in the workplace, as long as there is a valid reason. These methods
somewhat ensure that all the employees are given equal treatment when it comes
to resolving conflicts in the workplace.
Some companies resort to unions in order for them to resolve conflicts
(David, 2005). This is to the employees advantage since there is a higher chance
that the management will adhere to their concerns because they have a collective
voice. Nevertheless, the management trusts the union that they will not abuse
the power that has been given to them. Ideally, the management and the union
should work together in order to achieve a common goal.
Communication is vital in the workplace as instructions, and information is
passed on indefinitely. In an everyday setting, communicating between different
employees is very important because nowadays, people are more collaborative.
Certain information in the company is passed through communicating
them with one another. Decisions are carried out through communication.
Communication is established through one on one contact between workers,
group meetings, and the companys publication. In totality, the efficiency and
effectiveness of communication in the workplace affects the Quality of Work Life
of an organization (Lau, 2000).
Aspirations
In the study of Kasser and Ryan (1996) on seven life goalsaccumulation
of wealth and material possessions, social recognition and fame, being physically
attractive and having an appealing image, personal growth and development,
meaningful affiliation and close relationships, generativity and community
involvement, and being physically healthy they proposed that those aspirations
were likely to fall into two general categories. They found that money, fame,
and image loaded on one factor, which they labeled extrinsic, whereas personal
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growth, close relationships, community involvement, and physical health

loaded on another factor, which they labeled intrinsic. The intrinsic factor was
so labeled because its goals are expressive of humans inherent growth tendency
and are conducive to satisfaction of the basic psychological needs for autonomy,
competence, and relatedness; the other factor was labeled extrinsic because its
goals typically are pursued as a means to some separable outcome and are not
directly linked to satisfaction of the basic psychological needs.
The study of Kasser and Ryan enumerates the seven life goals or aspirations
as well as their characteristics being intrinsic or extrinsic. Following the authors
idea, this study looked at the life goals of the individuals involved in this study.
The study conceptualized aspiration to be the overall life goal of secondary school
teachers in relation to their work and life as an educator. It attempts to identify
which among the aspirations or goals would apply to the teaching profession.
Kasser and Ryan (1996) and Kasser (2002) initiated a program of research
exploring the distinction between intrinsic and extrinsic aspirations. They
specifically proposed that there are significant individual differences in peoples
focus on intrinsic versus extrinsic aspirations and that these would have a
predictable effect on a variety of wellness-relevant outcomes, from subjective
happiness, to relationship quality, to physical health. It was suggested that the key
difference between the intrinsic and extrinsic aspirations, and the reason that the
pursuit and attainment of the two groups of aspirations are differentially related
to psychological health, is the degree to which they are linked to the satisfaction
of the basic psychological needs for autonomy, competence, and relatedness. The
need for autonomy refers to a sense of choice and volition in the regulation of
behavior. The need for competence concerns the sense of efficacy one has with
respect to both internal and external environments. The need for relatedness
refers to feeling connected to and cared about by others.
In sum, the framework that is presented here offers a novel understanding
on the important variables, namely QWL and Aspiration. The framework also
serves as a synthesis of the two variables as applied in the succeeding analysis in
this study. Finally, the value of the framework lies on the potential relationship
of the two variables, as depicted above, which gives a better understanding and
advancement on the concepts of quality of work- life and aspirations.

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OBJECTIVES OF THE STUDY

The main objective of this study is to determine the Quality of Work-Life
(QWL) situations of teachers and to assess its levels and see if it is related to their
aspirations.
METHODOLOGY
Research Design
The study used the descriptive-correlational design which attempted to
answer questions particularly in relationships between two variables. Descriptive
design answers the questions what, where, and who and the correlational design
measure the degree of relationship between the two variables (Creswell, 2002).
Research Subjects
The study utilized seven secondary schools from the Municipality of Malita,
Davao del Sur, as the main population of the study. The respondents were from
the teaching personnel or secondary school teachers of the target schools. To be
considered in the survey, the respondents should have worked as a secondary
school teacher for two years and has obtained a permanent working status.
Table 1 shows the distribution of respondents of the study, a total of 118
secondary school teachers coming from the DepED in the Municipality of
Malita, Davao del Sur. They are composed of 38 males or 32.2 percent and
80 females or 67.8 percent. Among them, there are 77 or 65 percent who are
married, while 41 or 34.7 percent are single. This composition of respondents
represents the variation which the study clearly achieved by involving all parties
as much as possible.
Research Instrument
This study adopted a Quality of Work Life survey and Aspiration Index
questionnaires (see appendix A and B) to gather relevant information from the
respondents. The Quality of Work Life survey was based on the Quality of Work
Life Scale that was developed by Jain in 1991. Jain based this on the Eight (8)
conceptual areas that were developed by Walton in 1973. The QWL questionnaire
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had a total of 40 statements, each of which the respondent had to rate from 1 to
5. The numbers in the scale corresponds to the following qualitative meaning: 1=
Strongly Disagree; 2= Disagree; 3= Neutral; 4= Agree; 5= Strongly Agree.
Table 1. Distribution of respondents
Respondents

Frequency

Percentage

38

32.2

Female

80

67.8

Total

118

100

Single

41

34.7

Married

77

65.3

Total

118

100

Gender
Male

Status

On the other hand, the Aspiration index (AI) was developed by Kasser and
Ryan (1996). The Aspiration Index allowed assessment of various goals on various
dimensions allowed for the assessment of the relative centrality of particular goals
within an individuals personal goal system. Briefly, the AI presented individuals
with a variety of possible goals they might have for the future and asked them to
rate them on different kinds of dimensions. The following were the dimensions of
AI: Self-Acceptance, Affiliation, Community Feeling, Physical Fitness, Financial
Success, Attractive Appearance and Social Recognition.
Both contents of the questionnaires were validated through consultations
with the researchers thesis adviser, expert validators, Dr. Eugenio Guhao Jr., Dr.
Gloria Gempes. Dr. Marilou Lozarita, Dr. Pedrito Castillo ll, and a statistician.
The purpose of the consultations was to ensure that the survey questionnaires
were appropriate and comprehensible to the target respondents. It was given an
overall mean rating of 3.64 or very good.
This rating scale is a method that measures the Quality Work Life of the
secondary teachers. With the numerical rating from 1-5 requires the rater to
assign a descriptive value from very low to very high. Each numerical rating and
descriptive level has an interpretation.

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Table 2. Numerical, descriptive, and interpretation indicators

for QWL and aspirations
Numerical Rating

Descriptive Level

Interpretation

4.50-5.00

Very High (VH)

This means that the QWL item is experienced all

the time

3.50-4.49

High (H)

This means that the QWL item is experienced

oftentimes

2.50-3.49

Moderate (M)

This means that the QWL item is experienced

sometimes

1.50-2.49

Low (L)

This means that the QWL item is rarely experienced

1.00-1.49

Very Low (VL)

This means that the QWL item is never experienced

Aspiration

Below are the corresponding measurement indicators for Aspiration. They are composed of the
numerical, descriptive and interpretation. The Aspiration response from the respondents will be
evaluated according to these measures.
Numerical Rating

Descriptive Level

Interpretation

4.50-5.00

Very High (VL)

This means that the item in the questionnaire is

aspired all the time

3.50-4.49

High (H)

This means that the item in the questionnaire is

aspired oftentimes

2.50-3.49

Moderate (M)

This means that the item in the questionnaire is

aspired sometimes

1.50-2.49

Low (L)

This means that the item in the questionnaire is

rarely aspired

1.00-1.49

Very Low (VL)

This means that the item in the questionnaire is

never aspired

Data Gathering Procedure

The steps were followed in the gathering of data for the study:
Asking permission to conduct the study. As a protocol, the researcher prepared
a courtesy letter asking for permission to conduct the study in the target locale.
The researcher personally handed the letter to the office of the Assistant Schools
Division Superintendent, Louella S. Tancontian, seeking permission to involve
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secondary schools in the Municipality of Malita, Davao del Sur. Soon after the
approval of the division superintendent, the researcher then contacted secondary
school principals and school in-charge in the district to request for their guidance
in the conduct of the survey involving their secondary school teachers.
Administration and retrieval of the instruments. The questionnaire was
administered to the Seven Public secondary schools in the second district of
the Municipality of Malita, Davao del Sur. The survey was conducted from
the period of November to December 2011. The research targeted the entire
population of secondary school teachers, as the respondents of the study. The
researcher administered a total of 128 sets of the questionnaire. In the retrieval
phase, the study was able to collect 118 filled questionnaire or about 92 percent
response rate. This response rate was fast enough to draw statistical significance,
reliable conclusions, and generalizable to the entire population based from the
results of the study.
Data collation and processing. After the retrieval of the questionnaire, the
responses were collated and tallied in excel spread sheet to create a database. The
database was then checked for normal distribution test and missing values. After
thorough processing, the data eventually met the criteria for statistical analysis.
Analysis and interpretation of data. The data obtained from the questionnaire
were interpreted and analyzed. The data analysis was intended to seek the degree
of the relationship of the variables, specifically the respondents level of QWL
and Aspirations.
Statistical Treatment of Data
The data gathered were analyzed and interpreted using the appropriate
statistical tools:
Mean. It was used to determine the level of Quality of Work-life and
Aspiration of the secondary school teachers.
Standard deviation (SD). In quantitative research, standard deviation is
widely used to measure variability or diversity. A low standard deviation indicates
that the data points tend to be very close to the mean, whereas high standard
deviation indicates that the data points are spread out over a large range of values.
Pearson r. In quantitative research, pearson-r is used to test the relationship
between two variables. This inferential statistical tool returns the degree of
relationship between two or more variables, the variable r, whose value is between
0 and 1. A value nearing 0 shows no relationships while an r-value nearing 1 show
very high or perfect relationship.
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The study used the arithmetic mean to determine the level of Quality of
Work-life (QWL) and Aspiration of the secondary school teachers. It also made
use of the standard deviation to see how diverse and spread out the responses of
the respondents are. Finally, to test the significant relationship between QWL
and aspirations, the study employed the pearson correlation. Correlation is suited
in this study as it is a statistical tool which measures the degree of relationship
between two or more variables. The r, which is the correlation coefficient,
provides a value of 0 to 1. A value nearing 0 shows no relationships while an
r-value nearing 1 show very high or perfect relationship.
Correlation is suited in this study as it is a statistical tool which measures the
degree of relationship between two or more variables. Although correlation gives
the value of the strength of the relationship between the two variables, it does
not tell us about causality. The causal design such as the regression analysis is also
ideal in this study provided that the data are well controlled and measured.
Correlation Results
The correlation results of the overall relationship of QWL and Aspirations
is r=.217 at .05 level significance. This is a positive relationship at a minimal
level. This also means that there is in fact sufficient evidence to say that a change
in QWL level will affect a change in Aspirations at roughly 20 percent rate.
Although it is weak, it is still considered significant which positively answers the
research question.
In total, there are Six (6) components of the QWL having a direct positive
relationship with Aspirations at .05 level of significance. These are: Safe and
healthy working conditions (r=.194); Opportunities to use and develop human
capacity (r=.218); Opportunity for continued Growth and Security (r=.329);
Social integration in the workforce (r=.234); Constitutionalism in work
organization (r=.236) and Social relevance of work (r=.257). Although significant,
the correlation coefficient of the components ranging from r=.194 to r=.329 are
considered to be little or weak correlation. In other words, these components of
QWL could only affect small changes to Aspirations in general.
CONCLUSIONS
This study is a combination of theory building and testing. It is a novel
contribution in the literature by attempting to examine the relationship of two
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variables namely, QWL and Aspirations for the first time. Nonetheless, the
results also confirm some implications of the prevailing theories. It is clear that
the findings of this study support the theory of Kasser and Ryan (1996) with
regard to fulfillment or satisfaction of significant psychological needs prior to
having high Aspirations. The findings also supported the study of Rose et al.
(2006) and Kandasamy and Sreekumar (2009), wherein they found out that
there are various factors affecting career aspirations of employees and one of it is
QWL and its components. This study confirms that secondary school teachers
have high aspirations due to their perception of their work which gives them the
opportunity for continued growth and security, social integration, and favorable
constitutionalism in the workplace.
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