30-06-2012, 04:24 PM
Motivation, Empowerment, Service Quality and Polytechnic Students’ Level of Satisfaction in Malaysia
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Abstract
This study aims to uncover the relationship between lecturers’ motivation, empowerment and service quality
with students’ level of satisfaction in Malaysian polytechnics. This study is based on previous studies which
had looked into the relationship between the quality of teaching and learning with students’ satisfaction level.
About 200 questionnaires had been distributed to students in four polytechnics but only 98 questionnaires
were analysed. The data collected was analysed using the SPSS software version 17.0.
Introduction
Students could be considered as the main customers in higher institutions of education as their needs would
have to be fulfilled by the relevant parties, such as the need to acquire a valuable educational experience and
good service quality. According to Tang Swee Mei and Lim Kong Teong (2002), students have the right to
acquire quality education; in fact it is the responsibility of the educational institution to guarantee the quality
of a particular course or degree programme. As stated by Yosuke, Gregg and James (2007), a client or
customer would be satisfied if the service quality offered is much better than their expectations. Conversely,
the customer would not be satisfied if the service quality received is much lower than his/her expectation.
Halimah (2006) also stated that teacher attitude, interest and motivation are important aspects in the teaching
and learning process to achieve the targeted objectives.
Students’ Satisfaction
Helen Khoo Chooi Sim and Rozhan Idrus (2003) conducted a study which measured students’ satisfaction
level with the customer-based student support system in a distance learning programme. The researchers
discovered that 16 of the students’ support system dimensions, which included Intensive Courses, Printed
Teaching Material, Academic Planner and Teletutorial helped the students to learn effectively. Additionally,
continuous quality improvement should be done for the Teletutorial which was in the `try-to-improve’ zone.
According to Fornell (1992), Boulding (1993) and Tan Swee Mei and Lim Kong Teong (2002), customer
satisfaction could be measured after the first utilisation of service or after the subsequent utilisation of service
or product. As stated by Tan Swee Mei and Lim Kong Teong (2002), teachers or lecturers would be able to
measure the students’ satisfaction the first time using the survey method after the end of the teaching period.
The teachers and lecturers could also measure the students’ cumulative satisfaction level using the same
method after the completion of the classes or at the end of the semester.
Service Quality
According to Tan Swee Mei and Lim Kong Teong, (2002), the quality of teaching and learning could be
divided into four main dimensions which are teaching, assessment, guidance and courses. As stated by Moore
(2003) and Ramlee Ismail and Marinah Awang (2004), teaching requires the teaching staff to behave in a
specific way in order to help another person to achieve his full potential in all aspects. As such, Tan Swee Mei
& Lim Kong Teong (2002) share the opinion that students’ assessment of lecturers’ teaching would be the
most suitable approach for measuring the quality of teaching and learning. According to Yosuke, Gregg and
James (2007), service quality could be divided into two main aspects: core service and additional service.
These two services play important roles in influencing customer satisfaction. Therefore, this may indicate that
in addition to providing effective teaching, lecturers should also pay attention to the students’ comfort and
facilities as these would also contribute to students’ level of satisfaction.
Empowerment
Bogler and Somech (2004) conducted a study about the effects of teacher empowerment on three dependent
variables which were organizational commitment, professional commitment, and organizational citizenship
behaviour. The study was conducted on the three variables based on the six components in teacher
empowerment as stated by Short and Rinehart (1992) like decision making, professional development, status,
self-efficacy, efficacy and impact. The study had been conducted on 983 teachers in Israel and the findings
were positive. An increase in self-efficacy, status and professional development helped to increase the
dependent variables organizational commitment and professional commitment.
Motivation
Nurul Atikah et al., (2006) had conducted a study about English language teachers’ motivation in using
computers for teaching and learning purposes. The study respondents were 62 teachers who had completed the
questionnaires. Additionally, six English language teachers were interviewed. The findings of the study
indicated the existence of a positive relationship between the teachers’ internal and external motivation with
their perception of computer usage in the teaching and learning of English. In fact, the researchers reported
that the teachers fully supported the use of computers in English language teaching. The teachers realised the
importance of using computers in the classes as the technology helped to improve the students’ motivation to
study. The teachers also agreed that the computers provided a pedagogical tool as they were able to present
the teaching content to the students via an interesting and stimulating medium.