This study aims to understand the relationship among recognition of duties ability, job education and job satisfaction of lifelong education workers. Distributing 300 questionnaires to lifelong education workers in Gwangju and Jeonnam regions, total 2...
This study aims to understand the relationship among recognition of duties ability, job education and job satisfaction of lifelong education workers. Distributing 300 questionnaires to lifelong education workers in Gwangju and Jeonnam regions, total 246 questionnaires were used for the final analysis after excluding 21 questionnaires with insincere responses from the collected 267 questionnaires.
Using the job competency awareness scale to measure the awareness of job competency, the sub-factors of the scale were the planning, progress, analysis, and evaluation, The sub-factors of awareness of job training included motivation for participating in job training and job training environment. The sub-factors of job satisfaction scale were the work itself, relation with boss, relation with colleagues, and HR affairs/wage.
The research questions of this paper are like below. First, are there any differences in awareness of job competency, job training, and job satisfaction in accordance with demographic variables? Second, are there any significant relations between awareness of job competency and job satisfaction? Third, are there any significant relations between awareness of job training and job satisfaction?
Using SPSS 21.0 for data analysis, first, the frequency analysis was conducted. Second, the reliability analysis was conducted to understand the level of reliability of each scale. Third, the independent t-test and one-way ANOVA were performed to verify differences in awareness of job competency, job training, and job satisfaction in accordance with demographic variables. Also, Duncan test was used for post-test. Fourth, the descriptive statistical analysis was conducted to calculate mean and standard deviation of main variables while also conducting the correlation analysis to understand the relations between awareness of job competency, job training, and job satisfaction. Fifth, in order to verify the influence of awareness of job competency and job training on job satisfaction, the multiple regression analysis was performed.
The results of this study through the analysis above are like following. In the results of the study in accordance with demographic variables, regarding awareness of job competency, the progress was the highest, and then followed by analysis, evaluation, and planning in the order. Among sub-factors of job competency, regarding the awareness of job competency in accordance with academic background, the matter of having the lifelong educator license, service period, number of training participation, and wage level, the whole and all the sub-factors were statistically significant. Regarding the awareness of job training, only in the area of number of training participation and wage level, the whole and all the sub-factors showed statistically significant values. Regarding the awareness of job satisfaction, there were no factors showing statistically significant values.
Regarding the relations between awareness of job competency and job satisfaction, overall, among the awareness of job competency, when the awareness of planning and analysis was high, job satisfaction was also high. As the awareness of planning & analysis competency had positive(+) relations with job satisfaction, it would be necessary to strengthen the planning & analysis competency of lifelong education workers.
In the relations between awareness of job training and job satisfaction, overall, among the awareness of job training, when motivation for participation was high and the job training environment was satisfactory, job satisfaction was high. The motivation for participation showed statistically significant results only with the relation with colleagues among sub-factors of job satisfaction while the job training environment showed positive(+) relations with all the sub-factors of job satisfaction. This result shows that the environmental factors of job training such as effective enforcement of job training, provision of abundant education opportunities to show staffs' abilities, maintenance of job training program, provision of abundant information about job training, and provision of fair education opportunities to every staff would contribute to the improvement of job satisfaction of lifelong education workers.
In relations between awareness of job competency and job satisfaction, among sub-factors of job training and awareness of analysis among sub-factors of awareness of job competency, the environmental factor of job training had positive(+) relations with all the sub-areas of job satisfaction. In other words, when the awareness of analysis competency is high and the awareness of job training environment is favorable, the sub-factors of job satisfaction such as satisfaction with work itself, satisfaction with boss, satisfaction with colleague relation, and satisfaction with HR affairs/wage as sub-factors of job satisfaction will be high.
In the results of this paper, to increase lifelong education workers' job satisfaction, it would be important to perform job training for the development of planning & analysis competency among job competency, and also to improve the job training environment that can fully satisfy their educational desires. Based on the results of this study, it is expected to establish the job training course that can improve lifelong education workers' job satisfaction as soon as possible.