Job Satisfaction and Multinational Companies in Malaysia

The provided content consists of academic articles and research studies that explore the relationship between organizational climate, job satisfaction, and various other factors such as superior-subordinate relationships, trust, and occupational stress. The studies aim to understand how these factors influence job satisfaction and performance among employees in different settings. Some of the key findings include the positive impact of superior-subordinate relationships on commitment, job satisfaction, and performance, the negative effect of organizational climate on job satisfaction, and the moderating role of trust in predicting job performance and satisfaction.

Advanced Quantitative Methods and Analysis,
Final Assignment
Organizational Climate and Job Satisfaction in
Education: an Exploratory Study in the Private
Education Sector in the United Arab Emirates

Table of Contents
Abstract:.................................................................................................................................... i
1. Introduction:...................................................................................................................... 1
1.1 The Problem of the Study......................................................................................................3
1.2 Rationale of the Study............................................................................................................ 3
1.3 Aim/Objectives of The Study............................................................................................... 3
2. Literature Review............................................................................................................. 4
2.1 Job Satisfaction......................................................................................................................... 4
2.2 Organizational Climate.......................................................................................................... 4
2.3 Impact of Organizational Climate on Job Satisfaction.................................................5
3. Methodology...................................................................................................................... 6
3.1 Theoretical Background........................................................................................................7
3.2 Sample and Procedures......................................................................................................... 8
3.3 Variables and Measures........................................................................................................ 8
3.4 Null Hypotheses Development............................................................................................9
4. Results of the survey..................................................................................................... 12
4.1 Reliability Test....................................................................................................................... 12
4.2 Factor Analysis Test............................................................................................................. 13
4.3 Correlation Test..................................................................................................................... 16
4.4 Paired t-test............................................................................................................................. 19
Discussion............................................................................................................................. 20
Conclusion............................................................................................................................ 22
References............................................................................................................................ 24

Abstract:
This paper aims to explore the relationship between organizational climate and
teachers’ job satisfaction in the private school system in the United Arab Emirates. A
self-administered survey was conducted in order to collect data from a total
population of 65 teachers and teaching assistants. Five hypotheses were developed in
the null format. These hypotheses were tested using various tests by SPSS application.
The findings confirmed the multidimensionality nature of organizational climate.
They indicated a significant positive relationship between organizational climate and
job satisfaction in general, a significant positive relationship between the performance
appraisal quality and job satisfaction, a significant positive relationship between the
distributive justice and job satisfaction, a significant positive relationship between the
task characteristics and job satisfaction, and a significant positive relationship
between the supervisor subordinate relationship and job satisfaction. The implications
of the study to research and practice are discussed in this paper, with some
recommendations for future researchers.
Keywords: Organizational Climate, Job Satisfaction, Private Schools, UAE
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1. Introduction:
Organizations that are looking to achieve their full potential and survive the fierce
competition require satisfied workers. The ability of any organization to maximize such
potential is dependent on its success in recruiting and retaining competent and satisfied
employees. The United Arab Emirates since the oil boom has become an attraction to a
mixed workforce from around the globe seeking opportunities to improve their income.
These communities of expatriates brought along with them rich experiences, talents, and
cultural traditions that enriched the local community. Some of these experiences are
evident in the educational and health sectors as there were very few schools and
hospitals in the UAE prior to the discovery of oil.
Education in the UAE is regarded as one of the strategic sectors in the country’s
economic plan approved by the president and supported by all sectors in the local
economy. This recognition came from the appreciation the country renders education as
the driving force behind the prosperity since the discovery of oil. The availability of
competent workforce is a constant concern of all organizations and therefore their
support for the economic plan to focus on education was unanimous. Educational
institutions are the incubators for future workforce that will feed the national growth. At
the same time, these educational institutions are organizations whose educational
product is affected by the level of satisfaction of their staff. Therefore, Sigma School is
continuously analysing the work context under which its teachers operate, to maximize
the level of their satisfaction, and subsequently the quality of educational services
rendered.
The management of the school promotes a healthy interaction among staff, and
implements a rigorous program that ensures continuous skills improvement, in addition
to an attractive incentive system that allows the employees of the school to, in some
cases, double their monthly salaries based on rewards related to their performance.
Despite the efforts by the management of Sigma School to satisfy staff, the teachers’
turnover has become a major concern in the past few years. The rate of turnover to rival
schools is very alarming taking into consideration the high cost the school incurs in the
wellbeing and the development of their teachers.
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Therefore, the school is looking to analyse its success in the efforts it makes in
providing the ideal working climate to satisfy its teachers, and consequently retain them.
Also, scholars in the field of human resources management are constantly looking to
analyse the relationship between organizational climate and job satisfaction to examine
the link between the variables, and to test if organizational climate can be a measure for
job satisfaction, and subsequently reduce turnover.
Educators face severe challenges in performing their duties, which may affect their job
satisfaction, which in turn will affect the organizational productivity (Adenike, 2011).
Organizational climate reflects the individual perceptions of employees about their
organization. The organizational climate as argued by Adenike (2011) consists of
“leadership styles, participation in decision making, provision of challenging jobs to
employees, reduction of frustration, provision of benefits, personnel policies, provision
of good working conditions and creation of suitable career ladder for academics”.
Whereas, job satisfaction is one of the most reliable variables used in research in
organizational behaviour. It is an attitudinal reaction to one’s organization (Sulaiman et
al., 2012). Sulaiman (2012) state that happy employees reflect their satisfaction in their
performance.
Although this study is inspired by the attrition and turnover phenomenon of teachers,
this work does not examine the attrition and turnover directly. The focus of this study is
to test the antecedents of attrition and turnover, particularly job satisfaction and the
motivation to leave the teaching job.
The purpose of this study is to examine the relationship between organizational climate
variables (Task Characteristics, Team Orientation, Motivations, Employee Competence,
Superior-subordinate Relationship, Involvement in Decision Making, Performance
Reward Relationship, Pressure to Produce, Psychological Contract, Distributive Justice,
Satisfaction with Appraisal), and teacher job satisfaction variables (Pay, Promotion
Opportunities, Supervisory Style, Co-workers Relations, Job-itself). The relationship
between organizational climate and teacher job satisfaction is important because
working conditions can be improved to enable better performance and subsequently
increase productivity and reduce turnover.
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1.1 The Problem of the Study
The shortage of competent teachers is a significant issue in the educational field in
mostly all countries. The problem is on the rise because of the high turnover rates
attributed to many factors including job dissatisfaction related to their organizational
climate. This is evident in the statistics reported by Einar and Sidsel (2011) in their
research on teacher’s job satisfaction. They reported that 40% of elementary teachers in
the USA leave their profession within the first five years. Additionally, the majority of
teachers leave their jobs before reaching retirement age. The high rates of attrition and
turnover are not only reported in the USA, it is evident in most countries around the
globe, regardless of the educational system adopted. Einar and Sidsel (2011) reported
that teachers’ attrition and turnover has been extensively studied in the past covering
areas such as roles and responsibilities, organizational climate, and personal
characteristics. However, more is needed since the phenomenon is on the rise.
1.2 Rationale of the Study
Although researchers have extensively studied job satisfaction, very little has been done
in the educational industry in the UAE, particularly in private schools. Furthermore, to
our knowledge, no one has studied job satisfaction among employees of a British
curriculum school in the UAE, as it is the leading curriculum adopted by the best
performing schools in the UAE.
1.3 Aim/Objectives of The Study
The aim of this report is to advance the understanding related to organizational climate
and its relationship to job satisfaction. Specifically, this report will highlight the
relationship between organizational climate and teachers' job satisfaction in the private
education sector in the United Arab Emirates. The findings of this report will furnish the
basis for future research that will focus on improving teachers’ working context to
improve their satisfaction, and in turn stay in their jobs.
Specifically, this report intends to:
1. Find the relationship between organizational climate and teachers' job
satisfaction in private schools in UAE.
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2. Identify the organizational climate variables that are most significant in
impacting teachers’ job satisfaction.
2. Literature Review
2.1 Job Satisfaction
The literature review indicates a large number of studies have been done by various
scholars on the relationship between organizational climate and job satisfaction.
Sulaiman et al. (2012) introduced the view that job satisfaction includes psychological
and physiological elements of the environment to cater for the feelings of staff in the
organizational context. Sulaiman et al. (2012) further added that job satisfaction of
workers in the organizational context is a reaction in feelings that is linked to the
association with being part of the actual experience. The traditional definition of job
satisfaction is the one reported by Aziri (2011), where he stated “job satisfaction has to
do with the way how people feel about their job and its various aspects. It has to do with
the extent to which people like or dislike their job.” Sulaiman et al. (2012) quoted
another definition of job satisfaction, where it was described as the “feelings a worker
has about his or her job or job experiences in relation to previous experiences, current
expectations, or available alternatives.” Therefore, it can be drawn from these
definitions that job satisfaction is the feelings the employee holds for his job. There are
some factors that lead to satisfaction such as pay, promotion opportunities, supervisory
style, co-workers relations, and the nature of the job itself. Sulaiman et al. (2012)
presented the view of Waxely and others (1984) that referred job satisfaction to all
elements of the organizational context. They further extended the definition by arguing
that job satisfaction means the majority of the workers are satisfied with the job. The
degree to which such satisfaction is achieved depends upon certain factors such as pay
structure, working context, management style, etc. (Sulaiman et al., 2012)
2.2 Organizational Climate
Researchers in work-related behaviour have long been intrigued by the worker’s
perception of their organizational context and how such perceptions influence their
attitudes and behaviours. They suggested that the environment created at the
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organization had a significant impact on the employees' perception of their workplace,
and consequently influenced the organizational productivity (Adenike, 2011).
Adenike (2011) argued that the construct of organizational climate has been studied
thoroughly and has been effective in determining the perceptions of work context.
Adenike (2011) introduced climate as “an experientially based description of the work
environment and, more specifically, employees’ perceptions of the formal and informal
policies, practices and procedures in their organization.” Organizational climate is
suggested to be a unit-level construct. When employees within a level of an
organization have an agreement on their perceptions of their work environment, then it
is claimed that organizational climate is said to exist. Adenike (2011) cited researchers
such as Jones & James (2004) and Joyce & Slocum (2004) to support such claim.
Scores of studies have constantly demonstrated relationships between organizational
climate and individual outcomes including job satisfaction. Organizational climate has a
significant leverage on workers performance through its direct impact on their
motivation and job satisfaction. The workers’ perception of organizational climate
governs the expectations for their rewards. Bhutto et al. (2012) cited Lehal’s (2004)
argument that workers have certain expectations, the fulfilment of which depends upon
their perception if organizational climate suits their needs. Bhutto et al. (2012) as well
introduced the findings of Rice’s (1982) investigation into the relationship between
organizational climate and job satisfaction, who asserted that people are the heart of any
organization because of their efforts and attitudes that are the key enablers of success.
Furthermore, the findings indicated that for the maximization of performance, workers
must be satisfied (Suliman and Al-Kuthairi, 2010; Suliman and Al Obaidli, 2011). “This
was best accomplished by understanding their ideas, capabilities, feelings, attitudes,
hopes, dreams, and goals and nurturing an organizational climate which supported
them.”(Bhutto et al., 2012).
2.3 Impact of Organizational Climate on Job Satisfaction
Gratto (2001) introduced the findings of an investigation conducted by Morf (1986)
regarding the quality of the working environment. The study found that work was a
social activity that shaped the quality of life of the workers because of what people
experience while at work. A high level of job satisfaction was found in organizations
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that recognized the human value and provided a supportive work environment. Gratto
(2001) cited Ford (1979) who confirmed the relationships in his research that involved
industrial engineers, where it was found that the organizational climate impacted the
satisfaction of those engineers on the job.
The components of organizational climate such as advancement opportunities, were
identified as having direct influence on employees’ job satisfaction. Schlesinger (1982)
as reported by Gratto (2001), investigated the quality of workers’ life at work. This
study revealed that it was critical to provide a work environment that caters for workers
continuous development, provides opportunities, and reflects a genuine interest in the
workers’ job satisfaction.
Gratto (2001) asserted that in a variety of work environments studied such as industry
and education, employees wanted organizations that are polarized politically, enabled
open communications, and provided sufficient opportunities for employee’s
advancement. He further cited the interviews conducted by Bisconti and Solmon (1977),
where hundreds were interviewed from a wide variety of organizational climates to
investigate the relationship between organizational climate and job satisfaction. This
research revealed that employees became more satisfied in organizations that allowed
autonomy and positive relationships among co-workers and supervisors.
Organizational climate that honoured the accomplishments of workers, and prioritized
their best interests are likely to yield job satisfaction. Regardless of the competition
among employees in the work place, successful organizations are the ones that develop
a climate that enables workers to succeed. This will lead to the optimum result, a mutual
success for the individual and the organization (Gratto, 2001; Jain et al., 2007; Suliman,
2009; Downey et al., 2012).
3. Methodology
This section will discuss the methods and procedures for conducting this report in order
to answer the research questions, satisfy the objectives, and establish the validity and
reliability of the proposed hypotheses.
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Diagram 1: Model Development adapted from Sulaiman et al. (2012)
3.1 Theoretical Background
Based on the literature review and the purpose of this study, the theoretical framework
is developed and variables associated with the relationship between organizational
climate and job satisfaction were identified. Furthermore, many factors associated with
both variables, organizational climate the independent variable, and job satisfaction the
dependent variable, were highlighted.
The aim of this study is to find out if there is a relationship between organizational
climate and job satisfaction. Does work climate affect satisfaction of the employees? To
what degree such influence impacts satisfaction whether positively or negatively? These
questions need to be tested to establish whether there is an affect of the organizational
climate of job satisfaction. Previous studies have indicated that there is a relationship
between organizational climate variable and job satisfaction variable. However, the
factors contributing to this relationship, especially in the educational industry are not
sufficiently confirmed.
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Assuming that there will be a relationship between all factors of the dependent (Job
Satisfaction) and independent (Organizational Climate) variables, that will mount up to
55 relationships between these factors as illustrated in (Diagram 1).
3.2 Sample and Procedures
Data for this study was collected from full-time teachers and teaching assistants
working at Sigma School, a British curriculum school in the UAE. The study population
comprised of 70 teachers and teaching assistants, some of which held managerial scopes
as well. To ensure generalizability across the school and similar schools working in the
private sector in the UAE, the researchers selected the full population as a sample. 65
self-administered questionnaires were passed out to all teaching staff who were present
on the day of the survey. Ample time was given to reply to the researchers.
Three administrators, who provided thorough explanation of the questionnaires to
respondents, and helped in distribution of the questionnaires and collected completed
ones, assisted the researchers. This has contributed to the high response rate of 80%, as
the returned completed questionnaires were 52.
Prior to distributing the questionnaires, the management of Sigma school was
approached to explain to them the intention of the study and its expected contribution to
the satisfaction of employees in the educational sector. The questionnaire was
accompanied by a covering letter explaining the intention of the study and the value of
their contribution. Anonymity and full confidentiality of responses were assured. The
respondents were assured as well that there were no hidden agendas and their responses
were going to be used solely for academic purposes.
3.3 Variables and Measures
The research used the Organizational Climate and all of its dimensions (Task
Characteristics, Team Orientation, Motivations, Employee competence, Superior-
subordinate Relationship, Involvement in Decision Making, Performance Reward
Relationship, Pressure to Produce, Psychological Contract, Distributive Justice,
Satisfaction with Appraisal) and other moderating variables (Gender, Age, Marital
status, Education, Job Tenure, Organizational Tenure, Nationality) as the independent
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variable. And, teacher Job Satisfaction and all of its dimensions (Pay, Promotion
opportunities, Supervisory style, Co-workers relations, Job-itself) as the dependent
variable.
In order to measure organizational climate variables, thirty seven-item scale was
adapted form organizational climate literature linked to Newman (1977). The measure
used for job satisfaction consisted of twenty one-item scale adapted from the literature
related to job satisfaction mentioned earlier cited to Sulaiman et al. (2012).
Respondents were requested to mark their answers on part two: organizational climate,
and part three: job satisfaction on a Likert five-point scale, ranging from one strongly
agree to five strongly disagree.
Variables related to demographic and job-related items made up part one of the survey,
and were included to test their impact on both dependent and independent variables and
their components. Organizational level was measured using a thee-point scale. Sex,
Marital status, and Nationality were measured using a two-point scale. Age,
Organizational tenure, Job tenure were measured using five-point scale. And, finally
Education is measured using six-point scale.
3.4 Null Hypotheses Development
Reporting on studies conducted on organizational climate and job satisfaction, Castro
and Martins (2010) cited that organizations that demonstrated characteristics such as
task characteristics, team orientation, motivations, superior-subordinate relationship,
performance reward relationship and satisfaction with appraisal, yielded highly satisfied
workers. They reported as well that salary, benefits, and opportunity to advance were
the dimensions of the organizational climate that directly affected job satisfaction.
Therefore, organizational climate and job satisfaction are distinct constructs but related
as reported Castro and Martins (2010). “Organisational climate is focused on
organisational/institutional attributes as perceived by organisational members, while job
satisfaction addresses perceptions and attitudes that people have towards and exhibit
about their work” (Castro and Martins, 2010).
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Although scores of recent studies found organizational climate to be strongly correlated
with job satisfaction, studies investigating organizational climate and job satisfaction in
educational industry are less frequent, especially in the United Arab Emirates.
Given the purpose of the study, and following from the above introduction, the
following hypothesis is proposed:
Ho 1: There is no significant relationship between Organizational Climate and Job
Satisfaction.
Job satisfaction is the product of the employee’s perception of how sufficient their
employer in providing the things that are essential in his view (Darehzereshki, 2013).
One of these essential things is the quality of performance appraisal, which is expected
to improve the feelings of employee’s self-accomplishment and self-worth of the value
he or she adds to the organization. Therefore, a high quality performance appraisal that
is fair and thorough is essential in promoting a high level of job satisfaction.
Whereas, low quality performance appraisal that does not take into consideration the
accuracy and sensitive areas to employees may result in low job satisfaction. The
employees may feel that their contributions are of no significant value to the
organization. The process of self-correction in attempting to reach the vague
expectations of the appraisal will gradually diminish the achievement sense in the
employee, and in turn will reduce the job satisfaction (Fairbrother and Warn, 2003;
Darehzereshki, 2013).
Given the purpose of the study, and following from the above introduction, the
following hypothesis is proposed:
Ho 2: There is no significant positive relationship between performance appraisal
quality and job satisfaction.
Bakhshi, et al. (2009) cited many studies related to organizational climate and job
satisfaction, in particular the ones related to Distributive Justice. They cited McFarlin
and Sweeney (1992) asserting that distributive justice was a powerful predictor of job
satisfaction. Bakhshi, et al. (2009) reported that if the employees perceived the
distributive justice at their organization to be reasonable, they would be more motivated
into staying in their jobs and would be highly satisfied.
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Given the purpose of the study, and following from the above introduction, the
following hypothesis is proposed:
Ho 3: There is no significant positive relationship between distributive justice and
job satisfaction.
Considerable amount of studies were focused on task characteristics that have an effect
of job satisfaction. Cheney (1984) showed from various research that employees will be
highly motivated if their job is characterized by task significance and identity, and
variety of skill. Cheney (1984) reported that the core dimensions of task characteristics
were found to be positively related to job satisfaction.
Given the purpose of the study, and following from the above introduction, the
following hypothesis is proposed:
Ho 4: There is no significant positive relationship between task characteristics and
job satisfaction.
Most of research related to the quality of the relationship between supervisors and
subordinates indicated a significant positive influence of this relationship on the overall
job satisfaction as reported by Bull (2005) citing work done by Aamodt, 1999; Kinicki
& Vecchio, 1994; Luthans, 1992; Moorhead & Griffen, 1992; Robbins, 1998. It is
suggested that individuals are likely to have a higher level of satisfaction if their
supervisors supported them and cooperated with them. Bull, (2005) further quoted
Sherwood (1973) who found that “principals that demonstrated excellent human
relations skills heightened teachers loyalty and improved teacher satisfaction.” (Golden
and Veiga, 2008).
Given the purpose of the study, and following from the above introduction, the
following hypothesis is proposed:
Ho 5: There is no significant positive relationship between supervisors-
subordinates relationship and job satisfaction.
4. Results of the survey
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The means, variance, and standard deviations between organizational climate and job
satisfaction variables are presented in Table 1 below:
Table 1: The Reliability Analysis
Mean Variance Standard
Deviation
Number of Items
Organizational
Climate 84.10 136.481 11.682 37
Job Satisfaction 39.10 36.912 6.076 17
Table 2: Results of Reliability Test
Number of Valid
Cases
Number of Items Cronbach's Alpha
Organizational Climate 55 37 .852
Job Satisfaction 52 17 .714
4.1 Reliability Test
In order to examine the reliability of organizational climate and job satisfaction scales
and factors, the reliability test was conducted. Cronbach's alpha is a measure of internal
consistency, that is “how closely related a set of items as a group” (ATS, 2012). The
minimum acceptable cut-off point level is 0.70. In general, the alpha values for both
organizational climate and job satisfaction were above 0.70, and was 0.852 and 0.714
respectively as illustrated in Table 2. There was no need to delete any item to improve
the value of alpha. Therefore, there was inter-consistency (homogeneity) among each
scale and its remaining elements. In conclusion, all scales and their remaining elements
are reliable. The demographic information of the respondents is detailed below in Table
3.
Table 3: Personal and job-related variables frequencies.
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Frequencies Percentage
Organizational level
Top management 3 5.8
Middle Management 10 19.2
General staff 39 75.0
Sex
Female 8 15.4
Male 44 84.6
Marital status
Married 39 75.0
Non-married 13 25.0
Education level
Less than high school 9 17.3
High school certificate 10 19.2
College degree 23 44.2
Graduate degree 8 15.4
High diploma 2 3.8
Master or above 9 17.3
Age category
Less than 25 4 7.7
25 to 35 17 32.7
36 to 46 26 50.0
47 to 57 5 9.6
58 or above 0 0
No. of years worked in the
company
One year or less 29 55.8
2 to 7 18 34.6
8 to 13 5 9.6
14 to 19 0 0
20 or above 0 0
Number of years in the
position or job
One year or less 22 42.3
2 to 7 21 40.4
8 to 13 5 9.6
14 to 19 1 1.9
20 or above 3 5.8
Nationality
UAE national 0 0
Non-UAE national 52 100
4.2 Factor Analysis Test
Factor analysis, Variamax rotation, was utilized from SPSS application to determine
whether the factors of organizational climate were multidimensional, and the
interrelationship among all factors of both organizational climate and job satisfaction.
Organizational climate consists of 11 factors including 37 items, and job satisfaction
consists of 5 factors including 17 items. The criteria utilized by the authors of this report
to arrive at a meaningful factor analysis were as follows: first, the cut off point of
loading of any item on a factor must be 0.50 or greater. Second, the minimum number
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of items per factor must be two items. And finally, any item loading above 0.5 on any
factor must have a low cross loading on the remaining factors.
The results of the factor analysis test are detailed per factor as follows. The four items
for Task Characteristics loaded all above 0.5, there was no high cross loading for the
same items on other factors, and therefore no items were deleted from this factor. Items
2 & 3 of Team Orientation loaded above 0.5, and had no high cross loading on other
factors, therefore item 1 and 4 of Team orientation were excluded from any further
analysis. Two items of Motivation loaded above 0.5, however they loaded on the same
factor that 4 items of Task Characteristics loaded on, therefore the researchers decided
to keep the one with highest items, and decided to exclude Motivation items from any
further analysis. Items 1 and 2 of Employee Competence loaded above 0.5 with low
cross loading on other factors, the third loaded below and was excluded from an further
analysis. All 3 items of Supervisor-Subordinate Relationship loaded above 0.5 with low
cross loading and therefore remain as is. Involvement in Decision Making loaded below
0.5 for all items of the factor, therefore the full factor was removed from the analysis.
Two items of Performance Reward Relationship loaded above 0.5, however it was on
the same factor that all three Distributive Justice items loaded above 0.5, therefore the
researchers deleted Performance Reward Relationship and kept Distributive Justice.
Non of Involvement in Decision Making items loaded above 0.5 and therefore excluded
from any further analysis. Similarly, Pressure to Produce items did not load above 0.5
and was deleted. And finally, Appraisal Satisfaction all items loaded above 0.5 and no
deletions were required. Regarding the items of Job Satisfaction, Pay items 1, 2, and 3
loaded above the cut off point, whereas the fourth one loaded lower and therefore was
removed from the Pay factor. All three items of Promotion loaded above 0.5. Items 1
and 2 of Supervisory Style passed the loading test, only item 3 loaded below and
therefore was excluded. Co-workers items passed except item 2, and the same for the
items of Job Itself ,where only item 1 did not load above 0.5. Based on the results of
Factor Analysis, all factors were corrected, and all low scoring items were excluded
from global factors. Eigen values show how many factors explain how much variance.
As illustrated in Table 4, there are 37 possible components. However, the first 10
components, which are the extraction components since they were calculated after
extraction of components, together explain 74% of variance in the dependent variable.
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Table 4:Rotated Component Matrix of Organizational Climate
Component
1 2 3 4 5 6 7 8 9 10 11
Task Characteristics1 -.111 .732 -.086 -.046 .136 .048 .217 -.264 .067 .028 -.080
Task Characteristics2 .009 .708 -.067 .174 -.085 .130 .054 .222 .309 .099 .104
Task Characteristics3 .218 .813 -.034 .092 -.116 .230 .078 .066 .174 .084 .082
Task Characteristics4 .245 .672 .306 .148 .117 .284 .110 .017 -.146 .148 .081
Team Orientation1 -.268 .056 .297 -.163 -.108 .517 -.056 .178 .215 .138 -.433
Team Orientation2 -.136 .297 .043 .050 .283 .105 -.268 .675 -.050 -.201 -.111
Team Orientation3 .049 .000 -.184 .121 .053 .024 -.243 -.810 -.110 .111 .026
Team Orientation4 -.318 .007 .225 .095 -.024 .548 .031 .211 -.117 -.235 .027
Motivation 1 .137 .246 .039 .055 .315 .763 .034 -.157 .085 .064 -.030
Motivation 2 -.042 .608 .414 .117 -.055 -.168 -.188 .197 .073 .084 -.071
Motivation 3 .114 .700 .355 .089 .206 -.175 -.046 .090 .173 -.274 .089
Employee competence1 -.042 .267 .032 .052 -.086 .157 -.231 .227 .700 .324 .006
Employee competence2 -.156 .256 .209 -.050 .021 -.046 .142 -.073 .785 -.178 -.024
Employee competence3 .163 .129 -.152 .490 .184 .287 .139 -.202 .119 -.216 -.158
Superior-sub. Relationship 1 .296 -.123 .644 .229 .357 .083 .037 .141 -.071 -.007 -.205
Superior-sub.Relationship2 -.008 .118 .892 .102 .002 -.056 .048 .139 -.003 -.007 -.032
Superior-sub.Relationship3 .171 .071 .781 .028 -.092 .301 .162 -.082 .229 -.142 -.038
Involvement in Dec.Making1 .137 .215 .454 .278 .127 .206 .302 -.015 .348 .266 .164
Involvement in Dec. Making 2 .066 .185 .483 .246 .056 .391 .287 .215 .173 -.110 .185
Involvement in Dec. Making 3 .008 .240 .343 .259 -.022 .149 .757 .041 -.053 .097 .101
Involvement in Dec. Making 4 .274 .389 .474 .015 .133 .127 .335 .134 .192 .056 .284
Performance Rewards Rel. 1 .809 .136 .043 .048 -.008 .079 .055 -.200 .000 .062 -.053
Performance Rewards Rel. 2 -.442 .064 .036 -.119 .036 -.062 .142 -.059 .055 .073 .704
Performance Rewards Rel. 3 .826 .148 -.132 .019 .068 -.123 -.092 .116 -.050 .178 -.027
Pressure to Produce 1 .722 .116 .026 .166 .001 -.200 -.254 -.004 -.076 .153 .133
Pressure to Produce 2 -.007 .102 -.032 -.147 .127 -.055 .103 -.279 .051 .803 .076
Psychological Contract 1 -.051 .386 .045 .016 .550 -.278 .496 .053 .061 .271 .031
Psychological Contract 2 .009 .080 .110 .003 .741 .229 .253 .198 .153 .012 .170
Psychological Contract 3 -.020 -.058 .017 -.035 .847 .048 -.175 -.065 -.137 .025 -.053
Psychological Contract 4 .189 .201 -.129 .081 .430 .118 -.442 -.273 -.011 .244 .477
Distributive Justice 1 .751 -.073 .204 .023 .142 .077 .103 -.052 .054 -.241 -.146
Distributive Justice 2 .828 -.018 .182 .222 -.069 .068 .148 .014 -.154 -.075 -.068
Distributive Justice 3 .631 -.051 .321 .250 -.297 .010 .042 -.097 .120 -.328 .050
Appraisal Satisfaction 1 .316 .138 .011 .770 .143 -.185 .079 -.070 -.067 -.120 -.088
Appraisal Satisfaction 2 .102 .060 .114 .894 -.102 .036 .113 .019 -.055 .049 .019
Appraisal Satisfaction 3 .069 .161 .233 .739 -.149 .118 -.096 .075 .039 .010 .119
Appraisal Satisfaction 4 -.024 -.138 .207 .502 .199 .022 .041 -.129 .154 -.310 -.346
Khalid Almarri-120077 15

Table 5: Rotated Component Matrix of Job Satisfaction
Component
1 2 3 4 5 6
Pay 1 .129 .187 .888 .033 .049 -.119
Pay 2 .109 .108 .867 .208 .067 .018
Pay 3 .141 .587 .586 .093 -.058 -.002
Pay 4 -.012 -.153 -.057 -.677 -.278 .284
Promotions 1 .005 .797 .030 .253 -.031 -.053
Promotions 2 -.100 .562 .416 -.029 .133 -.260
Promotions 3 .262 .812 .262 -.015 .032 -.119
Supervisory Style 1 .352 .131 .105 -.087 .773 .317
Supervisory Style 2 -.192 .118 -.028 -.150 -.733 .334
Supervisory Style 3 .613 .320 .047 .323 .368 .236
Co-Workers 1 .881 .109 -.061 .023 .190 -.140
Co-Workers 2 .263 .340 -.091 .491 -.200 .193
Co-Workers 3 .896 -.098 .201 .091 .092 -.046
Co-Workers 4 .800 .163 .194 .222 .084 -.098
Job Itself 1 Item -.162 -.214 -.101 -.037 -.011 .842
Job Itself 2 Item .249 .083 .267 .676 -.232 -.076
Job Itself 3 Item .070 -.014 .081 .783 .111 .078
4.3 Correlation Test
Pearson correlation coefficients were calculated for all variables to measure the strength
of any relationship between the variables. The test provides valuable information
regarding the strength, significance and the direction of such relationships, in order to
accept or reject the null hypotheses. Normally, the established criteria for the strength of
the correlations is as follows, when r value is 0 to 0.2 weak, 0.3 to 0.6 moderate, and 0.7
to 1 strong (SPSS, 2012). There was a significant positive relationship between
Organizational Climate and Job Satisfaction (r = 0.768, p < .001).
Table 6: Total Variance Explained in Organizational Climate
Component Initial Eigenvalues Extraction Sums of Squared Loadings
Total % of
Variance
Cumulative % Total % of
Variance
Cumulative %
1 7.619 20.592 20.592 7.619 20.592 20.592
2 4.585 12.391 32.982 4.585 12.391 32.982
3 3.410 9.217 42.200 3.410 9.217 42.200
4 2.383 6.441 48.641 2.383 6.441 48.641
5 2.120 5.729 54.369 2.120 5.729 54.369
Khalid Almarri-120077 16

6 1.898 5.131 59.500 1.898 5.131 59.500
7 1.749 4.727 64.227 1.749 4.727 64.227
8 1.289 3.483 67.710 1.289 3.483 67.710
9 1.253 3.386 71.096 1.253 3.386 71.096
10 1.035 2.796 73.892 1.035 2.796 73.892
11 .998 2.698 76.591
12 .953 2.575 79.166
13 .878 2.373 81.539
14 .769 2.079 83.618
15 .699 1.889 85.507
16 .631 1.705 87.212
17 .586 1.583 88.796
18 .551 1.488 90.284
19 .483 1.306 91.590
20 .447 1.209 92.799
21 .372 1.006 93.805
22 .344 .931 94.736
23 .324 .875 95.610
24 .288 .778 96.389
25 .243 .657 97.046
26 .206 .556 97.602
27 .167 .451 98.053
28 .142 .384 98.437
29 .124 .335 98.772
30 .098 .265 99.037
31 .093 .250 99.287
32 .074 .200 99.487
33 .068 .183 99.671
34 .045 .121 99.791
35 .038 .102 99.893
36 .032 .086 99.980
37 .008 .020 100.000
There was a significant positive relationship between the performance appraisal quality
and job satisfaction (r = 0. 448, p < .001). There was a significant positive relationship
between distributive justice and job satisfaction (r = 0. 680, p < .001). There was a
significant positive relationship between task characteristics and job satisfaction (r = 0.
362, p < .008). And finally, there was a significant positive relationship between the
supervisor subordinate relationship and job satisfaction (r = 0. 614, p < .001).
Therefore, all of the five null hypotheses are rejected
Table 7: Correlations
TASK SUP.SUB
REL
APPRAIS.
SATISF.
GLOBAL.
JS
GLOBAL
OC
DISTRIB.
JUST
TASK
Pearson Correlation 1 .194 .197 .362** .640** .105
Sig. (2-tailed) .168 .161 .008 .000 .459
N 52 52 52 52 52 52
SUPERIOR.SUB
RELATIONS
Pearson Correlation .194 1 .330* .614** .679** .432**
Sig. (2-tailed) .168 .017 .000 .000 .001
Khalid Almarri-120077 17

N 52 52 52 52 52 52
APPRAISAL
SATISFACTION
Pearson Correlation .197 .330* 1 .448** .634** .391**
Sig. (2-tailed) .161 .017 .001 .000 .004
N 52 52 52 52 52 52
GLOBAL JS
Pearson Correlation .362** .614** .448** 1 .768** .680**
Sig. (2-tailed) .008 .000 .001 .000 .000
N 52 52 52 52 52 52
GLOBAL OC
Pearson Correlation .640** .679** .634** .768** 1 .595**
Sig. (2-tailed) .000 .000 .000 .000 .000
N 52 52 52 52 52 52
DISTRIBUTIVE
JUST
Pearson Correlation .105 .432** .391** .680** .595** 1
Sig. (2-tailed) .459 .001 .004 .000 .000
N 52 52 52 52 52 52
4.4 Paired t-test
To confirm the findings of the Pearson correlation test, a paired t-test was conducted on
all five hypotheses. “The paired t-test is used when comparing the means of two sets of
observations from the same individuals or from pairs of individuals” (SPSS, 2012)
Table 8: Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1 APPRAIS.SATS 10.1346 52 1.96068 .27190
GLOBAL.JS 30.0962 52 5.68196 .78795
Pair 2 TASK 6.9808 52 2.33885 .32434
GLOBAL.JS 30.0962 52 5.68196 .78795
Pair 3 SUP.SUB.REL 5.4423 52 2.09025 .28987
GLOBAL.JS 30.0962 52 5.68196 .78795
Pair 4 DISRUPT.JUST 8.3269 52 2.42310 .33602
GLOBAL.JS 30.0962 52 5.68196 .78795
Pair 5 GLOBAL.OC 45.4808 52 6.75768 .93712
GLOBAL.JS 30.0962 52 5.68196 .78795
The results of the paired samples correlation as illustrated in Table 9, are exactly
matching the ones from the Pearson correlation coefficients. For the paired t-test
analysis of the five relationships as illustrated in Table 10, the t statistic and p value for
Khalid Almarri-120077 18

the pairs are respectively are as follows: (t1=-28.146, p1=.000), (t2=-31.421, p2=.000),
(t3=-37.840, p3=.000), (t4=-35.608, p4=.000), (t5=25.487, p5=.000). Therefore, there is
a very little probability that any of these results are occurring by chance, since p < 0.05.
The negative sign of t only indicates that the first variable in the pair is lower on the
average mean of the second variable (SPSS, 2012).
Table 9: Paired Samples Correlations
N Correlation Sig.
Pair 1 APPRAIS.SATS & GLOBAL.JS 52 .448 .001
Pair 2 TASK & GLOBAL.JS 52 .362 .008
Pair 3 SUP.SUB.REL & GLOBAL.JS 52 .614 .000
Pair 4 DISRUPT.JUST & GLOBAL.JS 52 .680 .000
Pair 5 GLOBAL.OC & GLOBAL.JS 52 .768 .000
There is strong evidence that organizational climate and all its elements are improving
the teachers’ job satisfaction. If the experiments were to be repeated 100 times, 95 times
the true value would lie in the 95% Confidence Interval of the Difference. For our study
of the five pairs, the confidence interval is: (-21.3, -18.5), (-24.6,-21.6),(-26, -23.3), (-
23, -20.6), (14.2, 16.6). Therefore, all of the five null hypotheses are rejected, which
concurs with the findings of the Pearson correlation coefficients’ finding.
Table 10: Paired Samples Test
Paired Differences t df Sig.
(2-tailed)Mean Standard
Deviation
Std.
Error Mean
95% Confidence Interval of
the Difference
Lower Upper
Pair 1 APPRAIS.SATS - GLOBAL.JS -19.96154 5.11423 .70922 -21.38535 -18.53773 -28.146 51 .000
Pair 2 TASK - GLOBAL.JS -23.11538 5.30502 .73567 -24.59231 -21.63846 -31.421 51 .000
Pair 3 SUP.SUB.REL - GLOBAL.JS -24.65385 4.69829 .65154 -25.96186 -23.34583 -37.840 51 .000
Pair 4 DISRUPT.JUST - GLOBAL.JS -21.76923 4.40862 .61137 -22.99660 -20.54186 -35.608 51 .000
Pair 5 GLOBAL.OC - GLOBAL.JS 15.38462 4.35284 .60363 14.17278 16.59645 25.487 51 .000
Khalid Almarri-120077 19

Discussion
The link between organizational climate and job satisfaction indicates if the employee is
satisfied with pay, promotion opportunities, supervisory style, co-workers relations, and
job-itself, he or she will also perceive the working climate as favourable. The results
from both the Pearson correlation coefficients test and the paired t-test of this study
revealed that there is a significant positive relationship between organizational climate
and job satisfaction (r = 0.768, p < .001). This strong positive relationship indicates that
the more the teachers are satisfied, the more they will perceive their organizational
climate as favourable. These results are congruent with previous studies as argued by
Latif et al. (2010). Latif et al. (2010) reported on studies of researchers such as Keuter et
al. (2000) and Urden (1999), who conducted research on organizational climate and job
satisfaction and found that the organizational climate and its dimensions were
significantly correlated to the overall job satisfaction. For the purpose of confirming the
relationship between organizational climate and job satisfaction, the authors have
employed paired t-test. Correlation is confirmed, and, since p < 0.05 (t1=-28.146,
p1=.000), there is a very little probability that any of these results are occurring by
chance. The negative sign of t only indicates that the first variable in the pair is lower on
the average mean of the second variable. Given the above, the null hypothesis 1 was
rejected.
The results of Pearson correlation between performance appraisal and job satisfaction (r
= 0. 448, p < .001) indicate a high positive correlation between the two variables.
Darehzereshki (2013) reported on the study by Coetzee (2009) who explained the strong
linear relationship between performance appraisal and job satisfaction. The key findings
of the study conducted by Darehzereshki (2013) revealed that high quality performance
appraisal impacts positively the overall job satisfaction. The same study concluded
“there is a relatively strong relationship between the high quality performance appraisal
and job satisfaction”, which concurs with expectations of the authors of this study.
Therefore, the result that there was a significant positive relationship between the
performance appraisal quality and job satisfaction is congruent with the findings of
most research studying performance appraisal and job satisfaction. And, since p < 0.05
Khalid Almarri-120077 20

(t2=-31.421, p2=.000), there is a very little probability that any of these results are
occurring by chance. Therefore, null hypothesis 2 was rejected.
Distributive justice was found in most studies to be positively related to job satisfaction.
As reported by Bakhshi (2009), on the study conducted by McFarlin and Sweeney
(1992), distributive justice was a more important predictor in their variable “personal
outcomes” which is consisting of pay satisfaction and job satisfaction. This falls in line
with our predictions, and with other findings such as the study conducted by Aslam,
Shumaila, Sadaqat, Bilal, & Intizar, (2009), where the findings revealed that
organizational justice has a positive impact on job satisfaction. Aslam et al. (2009)
further argued, “It means that if employees find their organization just and fair in
distribution, processes and interactional system, employees feel more satisfied in terms
of their pay, future progress opportunities, work schedule, co-workers, and supervisors.”
The results of this study are therefore supported by previous studies. The findings
proved that teachers are more satisfied when their perception of their outcomes and
rewards are to be fair. Therefore, Aslam et al. (2009) concluded that “There is positive
and significant relationship between Organizational justice and overall job satisfaction,
which means organizational justice, resulted in overall job satisfaction.” Furthermore,
the p value (t3=-37.840, p3=.000) was insignificant leading to the conclusion that there
is a very little probability that any other reasons others than distributive justice are
occurring by chance, since p < 0.05. Therefore, for all the findings supported by
literature above, the null hypotheses 3 was rejected. Following these findings related to
distributive justice and its impact on job satisfaction, and in order to increase positive
feelings and job satisfaction, efforts must be exerted in improving organizational justice
particularly in distributive justice element of organizational justice.
The correlation results from both Pearson correlation coefficients test and the paired t-
test, (r = 0. 362, p < .008), showed that there is a significant positive relationship
between task characteristics and job satisfaction which is consistent with most studies
related to task characteristics and their relationship to the overall job satisfaction such as
studies by Birnbaum et al, 1986; Awamleh, R., & Fernandes, C., 2007 as reported by
Kumar et al (2008). Furthermore, the p value was insignificant leading to the conclusion
that there is a very little probability that any other reasons others than task
characteristics are occurring by chance, since p < 0.05, therefore null hypotheses 4 was
Khalid Almarri-120077 21

rejected. Conclusively, the findings of this research revealed that job satisfaction of
teachers does increase because of the quality of task characteristics.
One of the primary purposes of this study was to examine the impact of supervisors-
subordinate relationships on teachers’ job satisfaction. Consistent with our assumptions,
job satisfaction was significantly affected by supervisors-subordinate relationships.
According to the findings of Pearson correlation coefficients test and which was further
confirmed by the paired t-test, there was a significant positive relationship between the
supervisor subordinate relationship and job satisfaction, (r = 0. 614, p < .001) therefore,
teachers who have a high quality exchange with their supervisors are likely to
demonstrate a high level of job satisfaction. Goris, Vaught, & Pettit (2003) reported that
traits such as trust in supervisors helped improve the outcomes of employees and helped
achieve the goals of the organizations. They further added that superior’s influence is
found to bring better performance, positive context, and job satisfaction. Therefore,
supervisors-subordinate relationships is significantly and positively related to job
satisfaction, which leads to the rejection of null hypothesis 5. (Goris, Vaught & Pettit,
2003; Golden & Veiga, 2008).
Conclusion
The main objective of this study was to test the applicability in the private education
industry in the UAE of the widely acknowledged theory that job satisfaction is a result
of the organizational climate under which the employees perform their duties. The study
contributed to the body of literature scores of facts and ideas that can increase the
understanding of the relationships between organizational climate variables and job
satisfaction variable, which can be implemented by practitioners to improve the
environment that promotes higher levels of satisfaction, and therefore reduce the
numbers of teacher turnover.
This study indicated a significant positive relationship between organizational climate
and its variables and job satisfaction and its variables at Sigma School. Therefore, it has
contributed to researchers and practitioners in the private education system in the non-
Western contexts, particularly in the UAE. The study has focused on the positive effects
on teachers’ job satisfaction by organizational climate and all of its dimensions, task
characteristics, team orientation, motivations, employee competence, superior-
Khalid Almarri-120077 22

subordinate relationship, involvement in decision making, performance reward
relationship, pressure to produce, psychological contract, distributive justice,
satisfaction with appraisal, and their impact on job satisfaction. Therefore Sigma School
can benefit from strategies that will further improve the organizational context that will
be perceived by teachers as favourable and subsequently will further improve their level
of satisfaction and minimize the rates of turnover. The study confirmed that
organizational climate is a multidimensional concept among Sigma School teachers and
is directly related to job satisfaction.
This study had some limitations that hindered wider reliability and validity of its
findings. This study was focused on a single private school in the UAE. For
generalizability, future research should have a wider participation from similar schools
within the same context. “in order to reach more generalizable conclusions on the
subject, a greater number of studies need to be conducted with employees sampled from
a wide variety of organizations, rather than on only one as in the current study”
(Suliman and Al-Junaibi, 2010). Future researchers should further study this
relationship especially in the private schools in the United Arab Emirates. Researchers
are advised to employ more tests such as the regression test that would give more
reliability to the findings. Furthermore, all variables in organizational climate not tested
in this study should be included in future studies to further the understanding of their
effects on teachers job satisfaction. Another limitation was the number of participants
and respondents of this study. Therefore, it is suggested for future researchers to seek
much higher numbers of respondents from various private schools in UAE, and within a
specific period of time to ensure similar conditions.
Khalid Almarri-120077 23

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