the economics of communication: a study on teachers

TIJARI International Journal of Islamic Economics, Business and Entrepreneurship

Volume 1, Issue 1, 2021

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THE ECONOMICS OF COMMUNICATION: A STUDY ON TEACHERS’

BEHAVIOR TOWARDS WORK ISSUES

ABEL RAJ 1

1* Universiti Tunku Abdul Rahman, 31900 Kampar, Perak, MALAYSIA. E-mail: [email protected]

Received: 08 March 2021 Accepted: 11 March 2021 Published: 30 March 2021

Abstract: Communication at the workplace between individuals is crucial for the success of the

organization. However, there are situations whereby teachers equate the outcome of communicating

crucial work issues either to the management or colleagues in terms of costs and rewards. This research

seeks to discover if such behavior is demonstrated when teachers encounter difficulties implementing

the School Based Assessment (SBA) in their respective schools. This research design utilized a

quantitative approach, using a survey instrument. Reliability and Validity tests were conducted with

satisfactory results. An average alpha value of > 0.70 for the Reliability investigation. Following that,

the actual study was carried out on 320 teachers, identified using the simple random sampling method.

The instruments were personally distributed and collected by the researcher. The analysis of data was

carried out using Inferential Statistics. The findings indicated that teachers too have a tendency to equate

the outcome of communicating SBA issues to costs and benefits, thus supporting the Social Exchange

Theory (SET). The significance of this study is to emphasize the importance of upward and

communication in the form of feedback (specifically the SBA), solely for the benefit of organizational

growth. Besides, effective teacher-peer-management communication can create a conducive

environment which motivates all individuals. Policy makers at the Ministry of Education Malaysia too

can benefit by considering the outcome of this study to further refine the SBA so that the issues and

problems faced by teachers will be given due attention. In conclusion, all parties concerned need to

strive to create a healthy environment at schools so that a free-flow communication that benefits the

workplace becomes a culture among all individuals in the organization

Keywords: Communication, Comfort Levels, Job Satisfaction, Costs, Benefits, Social Exchange Theory

Cite This Article:

Abel Raj (2021). The Economics Of Communication: A Study On Teachers’ Behavior Towards Work Issues

TIJARI International Journal of Islamic Economics,Business and Entrepreneurship 2 (1), 18-43.

INTRODUCTION

BACKGROUND

Communication at workplace between employer-employee is crucial for the success of the

organization. Top-down as well as upward communication between management and teachers

allows a healthy environment at schools for collaborative decision making. However, there are

situations whereby employees equate the outcome of communicating crucial work issues in

terms of costs and benefits. As such, it is crucial for school administrators to understand and

observe the behaviour of teachers so that an open communication climate that is free of personal



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interests exists at schools. This research examines the behavioral patterns in communication

among teachers when faced with issues and problems in the SBA at their respective schools.

THE PROBLEM STATEMENT

The factors that affect teacher’s behavior in relation to the challenges in their work (SBA) can

motivate them to adopt the cost-benefit principle in the SET when deciding to communicate the

issue. When communicating the issue is perceived as a burden, it can escalate to problems due

to unreported issues in the form of feedback to the management. Besides, refraining from

communicating issues due to for personal reasons is a selfish behavior. Such behavioral

attitudes may be harmful and detrimental to the work environment as it does not take into

consideration the welfare of the overall work atmosphere. Communicating work-related issues

must always be encouraged for the benefit of organizational growth.

LITERATURE REVIEW

THE SCHOOL BASED ASSESSMENT

According to Yong and Lim (2008), School Based Assessment can be considered as a device

to measure the efficiency of both teaching and learning processes. It should not be understood

as the aim of student’s learning process. It is a way of reaching educational goals. It is the

perfect system of assessment to relieve the students from their pressure. At the same time, it

allows the teacher to initiate in reviewing their students.

Having mentioned the benefits of the SBA, studies revealed that teachers faced issues

such as Lack of Knowledge, Maximization of Workload, Inability of Teachers, and Lack of

Monitoring (Narayan, 2014 & Chan, et al., 2009).

THE DEFINITION AND IMPORTANCE OF TEACHER JOB-SATISFACTION

According to Papanastasiou and Zembylas (2005), job satisfaction of the teachers can be

explained as,

“affective relation to his or her teaching role and is a function of the perceived

relationship between what one wants from teaching and what one perceives it is offering to a

teacher”.

Research by Chamundeshwari (2013) indicated that teachers who enjoyed satisfaction

in job and performance was attributed to the good facilities and congenial working

surroundings. Another research revealed that there are strong relationships between top

performing schools and the quality of teaching (Burns & McIntyre, 2017).

The revelations above indicate several reasons as to why leaders and the management

in organizations ought to motivate employees because motivation causes a goal-directed

behavior. The school environment needs individuals who are highly motivated in order to

produce high performing teachers, students as well as management (Hallerström, 2006). The

individual principal can affect the leadership process through his/her traits, role, skills,

experience, support and style (Hoy & Miskel, 1996; Northouse, 2007; Yukl, 1998).

Besides, emotional support too must be enjoyed by all in order for goal driven

communication to take place at schools among teacher-management, teacher-peers, and

teacher-students on a daily basis (Christopher, 2017).



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THE CHALLENGES OF SBA

Research revealed that teachers had lacked adequate knowledge to undertake the School Based

Assessment and that teachers were bothered about numerous assessment perspectives involving

their roles and capabilities to attain the entire School Based Assessment needs (Khairiah, 2008).

Most of the teachers faced insufficient learning and teaching materials and that they

required a lot of assistance in the form of equipment and teaching materials. Besides, minimal

management-teacher communication and contact was identified as added issues to supervision

(Mweemba & Chilala, 2007; Kellaghan & Greaney, 2003).

Sahrir, Ismail, Muh, & Mummad, 2016 added that frequent communication in an

organization ensures the overall well-being of the organization. A summary of research by

Rakotmetsi (2000) and Tladi (2000) mentioned that teachers had commented that the School

Based Assessment was an unpleasant burden for students while interrupting the basic

responsibilities of teachers, which are learning and teaching. Workload too was another issue.

In Malaysia, Nair et al., (2014) who had examined qualitatively and quantitatively

concepts such as School Based Assessment of teacher’s knowledge and the problems faced,

concluded that collaboration and teamwork among teachers required to be developed. Chan et

al., (2006) mentioned that teachers were worried that School Based Assessment would take

their valuable amount of time in teaching and they had to finish the syllabus in a quick way.

THE SOCIAL EXCHANGE THEORY (SET)

This is an interpersonal communication theory based on the exchange of rewards and costs to

calculate the values of outcomes for an individual on various circumstances in a relationship.

(Julia, 2000).

In a relationship, rewards may not just be in material, but also in emotional and other

attached benefits. The benefits of understanding and applying the underlying principles in this

theory is that it broadens ones’ views of interactions and employers can refer to this theory to

understand why individuals at the workplace choose not to pursue and build up a relationship

(Thibaut & Kelley, 1959).

THE SOCIAL EXCHANGE THEORY (SET) AND TEACHER BEHAVIOR

School management must ensure fairness in implanting policies in order to encourage positive

behaviour among teachers in the form of feedback. Positive behaviour demonstrated at schools

can be achieved by influencing teacher trust and this was clarified in the research by Hassanreza

& Keyvan (2011) which showed that along with trust, justice and fairness can influence teacher

commitment only through teacher job satisfaction.

Besides management, organizational support consisting of peers, facilities and the

general atmosphere of the workplace plays an important part to the psychological welfare of

individuals in the workplace environment (Nadim, 2016). Groups give teachers a sense of social

identity, a sense of belonging to the social world (Tajfel, 1986). Moreover, the assumption is

that engaged employees are committed to the organization because the organization provides

them with job resources that not only enable them to achieve their work goals as individuals as

well as a team, but that also provide opportunities for learning, growth, and development.

Further investigations by Elstad et al. (2011) examined a model of clear leadership and

relational building between head and teachers as antecedents, and organizational citizenship

behaviour as a consequence of teacher-school exchange, revealed that there was a clear

relationship between leadership and organizational citizenship behaviours



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Teacher-students relationship was also found to be a contributory factor for teachers’

satisfaction and wellbeing in schools and through sensitivity towards the socio-emotional needs

of students. A conducive workplace is a reflection of a democratic society whereby individuals

have influence over and play a part in the decisions and activities of the organization (Miller,

1999).

THE USE OF MODERATORS IN THE CURRENT STUDY

O’Reilly (1974), Morrison and Milliken (2000) and Van Dyne et al. (2003) had identified

moderators that influence individuals to communicate various aspects about their work in

business organizations. Similar moderators had been tested on teachers by Daniel (2013) to

observe its effect on teachers. These can be divided into Intrinsic and Extrinsic Factors. These

moderators are utilized in this research to observe if teachers too are influenced by the

moderators when deciding to communicate SBA issues.

RESEARCH ON MODERATING EFFECTS ON TEACHER BEHAVIOR

Moderators have been used to effectively in education to describe how they influence teachers

to communicate various work experiences.

TEACHER-MANAGEMENT RELATIONSHIP

Elstad et al. (2011) indicated that teacher-management trust contributes positively towards

increased job autonomy and commitment to the organisation. Clarity of roles and commitment

were associated with teachers’ comfort and trust in the organization when the atmosphere is

comforting.

Good leadership created a positive effect when teachers perceived high participation in

school decision making (Liu, Shengnan & Yin, Hongbiao, 2020). Moorman (1991) and Organ

(1988), suggested that employees who believe they are fairly treated tend to hold positive

attitudes that influence work-related variables, whereas those who perceive unfairness would

withdraw themselves from positive behaviour (Sloat, 1999). It is expected that employees who

perceive fairness at work would increase their work engagement too.

Additionally, increased communication was identified by Sheeraz, Irfan, Norulkamar,

Ishaq, Nor & Khalil, 2020) as a significant moderator between organizational justice and

organizational behavior.

The conclusion is, teachers’ overall motivation, performance, satisfaction, gains

(wages), etc. can be obtained from a healthy relationship with the management and colleagues.

Whereas, dissatisfaction, lack of commitment, lack of trust, etc. all can be traced to bad

experiences and dissatisfaction at the work environment.

TEACHER-PEER RELATIONSHIP

Marlow & Inman, (1996); Loeb, Darling-Hammond, & Luczak (2005) had recommended that

to boost teacher satisfaction, the teachers expect much support from the school. Furthermore,

studies indicate that trusts in the management and colleagues is an important aspect of the

openness and health of school climate (Tschannen-Moran, Megan & Hoy, Wayne (1998).

Further on, Yeop et al. (2019) studied and discovered that social influence was a

significant factor affecting behaviour at schools. The findings revealed that workload factors



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moderate behavioral relationships. Therefore, as (Houkes, Janssen, De Jonge, & Nijhuis, 2001)

argued, the challenge to school managers is to facilitate and motivate teachers to adapt to their

workload that comes along through goal-driven communication among all individuals in order

to create a conducive working environment. Moreover, the assumption is that engaged

employees are committed to the organization because the organization provides them with job

resources opportunities for learning, growth, and development. Research on the moderating role

on work motivation also indicated its influence on commitment and organizational competence

among educators in their work.

To conclude, teacher-peer relationship brings along behaviors that are related to

teachers’ motivation level, teams, peer support, self-esteem, pride as well as other behavioral

experiences.

TEACHER-SCHOOL ENVIRONMENT/CLIMATE

Organizational culture that is successful and progressive is beyond a management technique

(Dygert & Jacobs, 2006), it is a way of life that is built upon a solid and influential culture.

Cammellia & Jati (2016) added that teachers' job satisfaction is needed for successful

implementation of policies, requiring total commitment from teachers

Kassing (1998) researched that teachers who departed their workplace were mainly

because of their bad experiences, whose organizational commitment level are not as strong as

the more experienced teachers. Elstad et al. (2011) & Tiplic et al. (2016) explained that

feedback by school leaders, role clarity and perceived organizational support are strongly

associated with collaborative learning activities and involvement among teachers. The

implication is that leadership that promotes organizational factors will also promote

collaborative activities.

A study by Borgas & Kenny (2020), had discovered that organization support had

significantly moderated the relationship between organizational commitment and

organizational behaviour. The implication of the outcome explains that organizational support

is crucial in understanding the relationship between organizational commitment and

organizational behavior. Therefore, frequent communication ensures the overall well-being of

the organization as it can boost the motivation levels of the individuals (Sahrir, Ismail, Muh, &

Mummad, 2016).

In support of Borgas’ findings, was a study on psychosocial safety climate moderating

the effects of daily job demands and recovery on fatigue and work engagement. These results

offer insight into the mechanisms by which psychosocial safety climate may act as a buffer to

protect worker mental health (Garrick, Adam & Mak, Anita & Cathcart, Stuart & Winwood,

Peter & Lushington, Kurt (2014).

Analysing the situations above, the cost-reward concept in the Social Exchange Theory

is applicable in schools when observation of how issues such as trust, positive-negative

experiences, commitment, work conditions, discussions, feedback, etc., affect teacher-behavior

and attitudes.



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SIGNIFICANCE OF STUDY

SIGNIFICANCE TO THE MINISTRY OF EDUCATION MALAYSIA

Policy:

Changes are necessary to be competitive at the global level due to the fact that the

Education Blueprint timeline stretches to 2025 (Ministry of Education Malaysia). Research on

effective communication patterns that contribute to the overall well-being and growth of

schools must be a feature that is given due attention by the Ministry. Communication patterns

that create comfortable work environments are known to produce performing institutions

(Norton, 1983).

Theory:

This study seeks to contribute in the theoretical aspects to the existing knowledge about

the relationship between the SBA and Teacher Behavior in Malaysia. As such, it is hoped that

the outcome of this study is capable of contributing valuable insights to existing knowledge

about teacher-behavior. Teacher-behavior towards policies, new developments in instructional

strategies and other educational innovations must be monitored to observe the effects on the

organizations in the long run.

Method:

This research had adopted a quantitative investigation and the findings here reveal that

teachers too apply the SET when faced with workplace issues (SBA). These investigations may

benefit students too because teachers are the individuals who have direct contact with them at

schools. As such, studies on teacher behavior from other angles and aspects such as emotional

conditions, family, threats, etc. should be encouraged.

Practicality:

The rapid societal, innovative, educational, as well as various other changes that takes

place on a daily basis, both locally and at the global stage affects us either directly or otherwise.

As such, research done on Work Policies, and Human Behavior at workplace situations can

contribute immensely to human progress. It is hoped that this work is able to add to the existing

knowledge on Work Culture, Human Behavior, and Education practices, within the Malaysian

context.

Significance To Stakeholders In The Malaysian Education Field

Teacher satisfaction at workplace indicate that teachers obtain satisfaction through their

roles as educators. (Palestini, 2011; Price, 2011) confirmed that communication that is

comfortable to all school stakeholders impact interpersonal relationship among members,

which in turn affects the school climate towards the desired direction.

The Research Gap

This study is an extension of prior research about the effects of the SET on teachers.

This study had relied specifically on the research done by Daniel (2013), which observed

teacher-behavior towards their general work at schools (without any specific area of focus), and

Nair et al., (2014), which utilized the Spiral of Silence as the basis to examine teacher-behavior

towards the implementation of the SBA. This study had focused on the issues faced by teachers

when implementing the SBA and whether it benefits them to communicate the problems at the

workplace. Literature review identifies Lack of Knowledge, Maximization of Workload,

Inability of Teachers, and Lack of Monitoring as the main problems faced by teachers with



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reference to the SBA (Yip & Cheung, 2005; Chan et al., 2006). The moderating factors

identified above function as motivating elements that help teachers to make a final decision

whether to communicate the problems to their superiors and colleagues or to remain silent.

As there are no prior research on the effects of SBA issues (Independent Variable)

operating together with the Moderators on Teacher Behavior (Dependent Variable), this is the

obvious gap in knowledge for this research. Teacher-Behavior here is the decision to refrain

from communicating problems faced in the SBA to the management and peers based on costs

and benefits.

RESEARCH FRAMEWORK

The research framework explains how teachers are led to make a decision whether they should

communicate or remain silent regarding problems faced when implementing the SBA

(Independent Variable/s) in their respective schools. Intrinsic and extrinsic factors (Moderators)

help them make a decision either to communicate the issues or not whereby the benefits and

costs of communicating are taken into consideration (Teacher Behavior: Dependent Variable).

Figure 1: The Research Framework

Extrinsic Factors:

- Fear Of

Management

Retaliation If

Issues Are

Voiced

- Fear That Peers

Will

React

Negatively If

Issues Are

Voiced

Intrinsic Factors:

- Experience

- Promotional

Ambitions

- Organizational

Trust

- Teacher-

Management

Relationship

- Belief That

Voicing Will

Make

No Difference

SBA Issues:

Lack of Knowledge

Maximizatio

n of Work

Inability of

Teachers

Lack of

Monitoring

Teacher

Behavior::To

communicate or

not to

communicate

work issues



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OPERATIONALIZATION OF VARIABLES AND MEASUREMENTS

The variables in this study are measured based on measurements utilized in previous research

(Daniel, 2013). The variables are as follows:

INDEPENDENT VARIABLES:

These were identified as the issues and problems faced by teachers when implementing the

SBA, which are Lack of Knowledge, Maximization of Workload, Inability of Teachers, and

Lack of Monitoring. These were identified through the works of: Yip & Cheung, 2005; Norzila,

2013; Chan et al., 2009.

MODERATING VARIABLES:

These were identified as the factors that motivate teachers to either voice to the management or

remain silent about the issues and problems related to the Work Innovation (SBA). The

Moderating Variables are classified as follows:

Intrinsic Factors: Experience, Promotional Ambitions, Organizational Trust, Relationship

With Superiors, Belief That Voicing Will Not Make Any Difference. Extrinsic Factors: Fear

of Retaliation From Superiors, and, Fear of Negative Reaction From Peers.

These were identified and classified through the works of: O’Reilly, 1974; Morrison &

Milliken, 2003, and Van, 2003.

THE DEPENDENT VARIABLE:

The Dependent Variable is Teacher-Behavior (comfort levels that leads them either to voice or

remain silent). This decision is based on their comfort levels after being influenced by the

moderators (intrinsic and extrinsic factors) on teachers’ emotions. Teachers will speak up when

they are comfortable and perceive communication as benefitting but remain silent if they are

not. The Dependent Variable was picked from the works of (Daniel, 2013).

DETERMINING THE VALIDITY AND RELIABILITY OF INSTRUMENT ITEMS

A Pre-Test was administered among 5 secondary school teachers selected from the District in

order to observe the face validity of the questionnaire items. There were no major issues besides

minor spelling and typo errors. In order for any measurement to be valid, it must first

demonstrate reliability, through a Pilot Test which was conducted to determine the reliability

of the questionnaire items. A selection of 10 teachers were identified schools located in the

Kuala Langat District. There were no issues regarding the time taken to complete the test by

teachers in all schools.

The content and clarity in language was satisfying and the result recorded an acceptable

average alpha reading of ≥ 0.70. As for the questionnaire items, all were based on a 5-point

Likert type scales, the lowest value to the highest:

1: Strongly Disagree

2: Disagree

3: Somewhat Agree

4: Agree

5: Strongly Agree



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RESEARCH OBJECTIVE:

To examine the influences intrinsic and extrinsic factors (moderators) on the relationship

between teacher-behavior and the challenges in their work

(SBA).

Hypothesis:

The intrinsic and extrinsic factors do not effectively moderate the relationship between teacher-

behavior (comfort levels that leads them to voice when it is beneficial or remain silent about

SBA issues) and challenges in the work (SBA).

METHODOLOGY

The researcher used quantitative research method because it has been used successfully in

examining the SBA (Senivirathne & Mukunthan, 2012). Research by Daniel (2013) and Nair

et al. (2014) had been closely followed as these studies were done on teachers’ work. The

questionnaire items for this study were adapted from the research works mentioned above.

Besides, the moderators, and issues faced in the SBA were also adopted from prior research

works. The instrument used here comprised of 4 main sections with a total of 23 questions.

The population consists of all secondary school teachers in Kuala Langat District public

schools, identified as 1440 individuals consisting both genders and of all major races. Teachers

here are from 14 schools in the district (The Human Resources Division, Selangor State

Education Department).

Kuala Langat District was specifically chosen for the study because of several reasons;

convenience and practicality, well dispersed schools, size of district, and racial composition of

teachers.

The Krejcie and Morgan Table (1970) was observed to determine the effective sample

size. The precise number to be 306. However, the researcher had distributed a total of 320

instruments so as to make allowance for unexpected circumstances.

Simple random sampling was used to choose the participants without any bias. and the

distribution of instruments was carried out personally by the researcher.



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RESULTS

The demographic profile of the respondents are as follows:

Table 1

___________________________________________________________________

Survey Item Frequency Percentage of Sample

a. What is your gender?

Male 80 27.4 Female 212 72.6

b. What is your age? 20-30 years 69 23.6 31-40 years 107 36.6 41-50 years 83 28.4 51+ years 33 11.3 c. What is your job status as a teacher in this school? Permanent 292 100 Temporary 0 0 Temporary (Contractual) 0 0 d. What is your highest education qualification? Diploma 0 0 Bachelor 255 87.3 Master 37 12.7 Doctoral 0 0 e. How many years of experience do you have as a teacher? 0-3 years 77 26.4 4-9 years 102 34.9 10-15 years 68 23.3 16-22 years 36 12.3 Above 22 years 9 0

__________________________________________________________________

ANALYSIS OF RESEARCH OBJECTIVE

The analysis of data was done using a Multiple Regression where all precautions were observed

to avoid Type 1 and Type 2 errors. The purpose is to examine the influences of intrinsic and

extrinsic factors (Moderators) on the relationship between teacher-behavior (Dependent

Variable) and challenges in their work (SBA) (Independent Variable).



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Analysis (a)

Table 2(a) Regression Model of Predictors (Lack of Knowledge and

Moderating Variables) of Comfort Levels ___________________________________________________________________________________ b SE b β F change t R² R² change ___________________________________________________________________________________ Step 1 Constant 4.62 0.22 LK -0.64 0.06 -0.51 (1,290) = 101 -10.05 0.26 0.26 Step 2 Constant 4.65 0.22 LK -0.59 0.07 -0.47 Teacher-superior -0.23 0.10 -0.12 (2,289) = 53.74 -2.25 0.27 0.27 relationship Step 3 Constant 4.61 0.22 LK -0.56 0.07 -0.44 Believe that voicing -0.32 0.10 -0.18 (2,289) = 57.51 -3.27 0.29 0.29 will not make any difference Step 4 Constant 4.62 0.22 LK -0.59 0.07 -0.47 Fear of retaliation -0.18 0.12 -0.08 (2,289) = 51.79 -1.47 0.26 0.26 from superiors Step 5 Constant 4.62 0.22 LK -0.64 0.06 -0.51 (1,290) = 101 -10.05 0.26 0.26 Lack of 0.00 0.00 0.00 organizational trust

Table 2(b) Summary and Interpretation: [Effects of Lack of Knowledge and

Moderating Variables on Teacher Behavior] ___________________________________________________________________________________ Steps Outcome Interpretation Remarks ___________________________________________________________________________________

1 Comfort Levels There was a significant negative = 4.62 – 0.64 relationship between LK and Comfort = 3.98 Levels. As Comfort Levels decreased, teachers were not motivated to communicate the issue (LK) in their Work to others. Refraining from communication is equated to cost. 2 Comfort Levels There was a significant negative = 4.65 – 0.59 – 0.23 relationship between Teacher- = 3.83 Management Relationship which is not close and Comfort

Table 2(b) Continued ___________________________________________________________________________________ Steps Outcome Interpretation Remarks ___________________________________________________________________________________ Levels. As Comfort Levels decreased, teachers were not motivated to communicate the issue (LK) in their Work to others. Refraining from communication is equated to cost. 3 Comfort Levels There was a significant negative = 4.61 – 0.56 – 0.32 relationship between Belief that



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= 3.73 voicing will not make any difference and Comfort Levels. As Comfort Levels decreased, teachers were not motivated to communicate the issue (LK) in their Work to others. Refraining from communication is equated to cost. 4 Comfort Levels There was a significant negative The outcome of = 4.62 – 0.59 – 0.18 relationship between Fear of this model was = 3.85 retaliation from the management and not relevant to Comfort Levels. As Comfort Levels the research decreased, teachers were not because p > 0.05, motivated to communicate the the predictor did issue (LK) in their Work to others. not make a Refraining from communication significant is equated to cost. contribution to the model. 5 Comfort Levels The results of the regression = 4.62 – 0.59 – 0.00 indicated that while Lack = 3.98 of Knowledge contributed significantly to the model (β = -0.64), Lack of organizational trust did not (β = 0.00). It means that Teachers’ Comfort Levels was not affected and remained unchanged. Teachers in this case were not influenced either by cost or rewards to communicate the issue (LK) to others or to remain silent. ___________________________________________________________________________________

Analysis (b)

Table 3(a) Regression Model of Predictors (Maximization of Workload and

Moderating Variables) of Teacher Behavior ___________________________________________________________________________________ b SE b β F Change t R² R² change ___________________________________________________________________________________ Step 1 Constant 4.27 0.21 MW -0.54 0.06 -0.47 (1,290) = 80.12 -8.95 0.21 0.21 Step 2 Constant 4.10 0.24 MW -0.44 0.09 -0.38 Promotional desires -0.19 0.14 -0.11 (2,289) = 41.12 -1.37 0.22 0.22 Step 3 Constant 4.27 0.21 MW -0.54 0.06 -0.47 (1,290) = 80.12 -8.95 0.21 0.21 Fear of negative 0.00 0.00 0.00 reaction from peers Step 4 Constant 4.33 0.21 MW -0.48 0.06 -0.41 Fear of retaliation -0.30 0.12 -0.14 (2,289) = 44.06 -2.55 0.23 0.23 from superiors Step 5 Constant 4.30 0.21 MW -0.57 0.08 -0.49 Teacher-superior -0.08 0.13 0.04 (2,289) = 40.14 0.58 0.22 0.22 relationship Step 6 Constant 4.28 0.25 MW -0.54 0.10 -0.47 Work experience -0.01 0.15 0.01 (2,289) = 39.93 0.06 0.22 0.22



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Step 7 Constant 4.19 0.21 MW -0.48 0.08 -0.41 Believe that voicing -0.16 0.12 -0.09 (2,289) = 41.13 -1.37 0.22 0.22 will not make any difference -------------------------------------------------------------------------------------------------------------------------------------------

Table 3(b) Summary and Interpretation: [Effects of Maximization of

Workload and Moderating Variables on Teacher Behavior] ___________________________________________________________________________________ Steps Outcome Interpretation Remarks ___________________________________________________________________________________ 1 Comfort Levels There was a significant negative = 4.62 – 0.54 relationship between MW and = 4.08 Comfort Levels. As Comfort Levels decreased, teachers were not motivated to communicate the issue (MW) in their Work to others. Refraining from communication is equated to a cost. 2 Comfort Levels There was a significant negative The outcome of = 4.10 -0.44 -0.19 relationship between Promotional this model was = 3.47 desire and Comfort Levels. As not relevant to Comfort Levels decreased, teachers the research were not motivated to communicate because p > 0.05, the issue (MW) in their Work to the predictor did others. Refraining from communication not make a is equated to a cost. significant contribution to the model.

3 Comfort Levels The results of the regression = 4.27 – 0.54 indicated that while MW contributed = 3.73 significantly to the model (β = -0.54), Negative reaction from peers did not (β = 0.00). It means that Teachers’ Comfort Levels was not affected and remained unchanged. Teachers in this case were not influenced either by the cost or rewards to communicate the issue (MW) to others or to remain silent. 4 Comfort Levels There was a significant negative = 4.33 – 0.48 – 0.30 relationship between Fear of = 3.55 retaliation from the management and Comfort Levels. As Comfort Levels decreased, teachers were not motivated to communicate the issue (MW) in their Work to others. Refraining from communication is equated to a cost. 5 Comfort Levels There was a significant negative The outcome of = 4.30 – 0.57 – 0.08 relationship between Teacher- this model was = 3.65 management relationship which is not relevant to not close and Comfort Levels. As the research Comfort Levels decreased, teachers because p > were not motivated to communicate 0.05, the the issue (MW) in their Work to predictor did others. Refraining from communication not make a is equated to a cost. significant contribution to the model. 6 Comfort Levels There was a significant negative The outcome of = 4.28 – 0.54 – 0.01 relationship between Limited work this model was



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Table 3(b) Continued ___________________________________________________________________________________ Steps Outcome Interpretation Remarks ___________________________________________________________________________________ = 3.73 experience and Comfort Levels. not relevant to As Comfort Levels decreased, teachers the research were not motivated to communicate because p > the issue (MW) in their Work to others. 0.05, the Refraining from communication is predictor did equated to a cost. not make a significant contribution to the model. 7 Comfort Levels There was a significant negative The outcome of = 4.19 – 0.48 – 0.16 relationship between Voicing this model was = 3.55 will not make any difference and not relevant to Comfort Levels. As Comfort Levels the research decreased, teachers were not because p > motivated to communicate the 0.05, the issue (MW) in their Work to others. predictor did Refraining from communication not make a is equated to a cost. significant contribution to the model __________________________________________________________________________________ Analysis (c)

Table 4(a) Regression Model of Predictors (Inability of Teachers and

Moderating Variables) of Teacher Behavior ___________________________________________________________________________________ b SE b β F Change t R² R² change ___________________________________________________________________________________ Step 1 Constant 4.23 0.29 IT -0.52 0.09 -0.34 (1,290) = 37.01 -6.08 0.11 0.11 Step 2 Constant 4.08 0.28 IT -0.36 0.09 -0.23 Work experience -0.49 0.10 -0.28 (2,289) = 32.40 -4.98 0.18 0.18 Step 3 Constant 4.03 0.31 IT -0.39 0.11 -0.25 Fear of retaliation -0.30 0.15 -0.14 (2,289) = 20.63 -1.97 0.13 0.13 from superiors Step 4 Constant 3.99 0.28 IT -0.33 0.09 -0.21 Promotional desires -0.54 0.10 -0.31 (2,289) = 35.02 -5.42 0.20 0.20 Step 5 Constant 4.36 0.28

Table 4(a) Continued ___________________________________________________________________________________ b SE b β F Change t R² R² change ___________________________________________________________________________________ IT -0.43 0.08 -0.28 Believe that voicing -0.52 0.10 -0.28 (2, 289) = 34.06 -5.26 0.19 0.19 will not make a difference Step 6 Constant 4.23 0.29 IT -0.52 0.09 -0.34 (1,290) = 37.01 -6.08 0.11 0.11 Fear of negative 0.00 0.00 0.00 reaction from peers



15

-------------------------------------------------------------------------------------------------------------------------------------------

Table 4(b) Summary and Interpretation: [Effects of Inability of Teachers

and Moderating Variables on Teacher Behavior] ___________________________________________________________________________________ Steps Outcome Interpretation Remarks ___________________________________________________________________________________ 1 Comfort Levels There was a significant negative = 4.23 – 0.52 relationship between IT = 3.71 and Comfort Levels, which means as Comfort Levels decreased, teachers were not motivated to communicate the issue (IT) to the management and peers. Refraining from communication is equated to a cost. 2 Comfort Levels There was a significant negative = 4.08 – 0.36 – 0.49 relationship between Limited work = 3.23 experience and Comfort Levels, which means as Comfort Levels decreased, teachers were not motivated to communicate the issue (IT) to the management and colleagues. Refraining from communication is equated to a cost.

3 Comfort Levels There was a significant negative = 4.03 – 0.39 – 0.30 relationship between Fear of = 3.34 retaliation from management and Comfort Levels, which means, as Comfort Levels decreased, teachers were not motivated to communicate the issue (IT) to others. Refraining from communication is equated to a cost. 4 Comfort Levels There was a significant negative = 3.99 – 0.33 – 0.54 relationship between Promotional = 3.12 desires and Comfort Levels, which means as Comfort Levels decreased,

Table 4(b) Continued ___________________________________________________________________________________ Steps Outcome Interpretation Remarks ___________________________________________________________________________________ teachers were not motivated to communicate the issue (IT) to the management and colleagues. Refraining from communication is equated to a cost. 5 Comfort Levels There was a significant negative = 4.36 – 0.43 – 0.52 relationship between Belief that = 3.41 voicing will not make any difference and Comfort Levels, which means, as Comfort Levels decreased, teachers were not motivated to communicate the issue (IT) to the management and others. Refraining from communication is equated to a cost. 6 Comfort Levels The results of the regression = 4.23 – 0.52 indicated that while Inability = 3.71 of Teachers contributed significantly to the model (β = -0.52), Fear of negative reaction from peers did not (β = 0.00). It means that Teachers’ Comfort Levels was not affected and remained unchanged. Teachers in this case were not influenced either to communicate



16

the issue (IT) to others or remain silent. ___________________________________________________________________________________

Analysis (d)

Table 5(a) Regression Model of Predictors (Lack of monitoring and

Moderating Variables) of Teacher Behavior ___________________________________________________________________________________ b SE b β F Change t R² R² change ___________________________________________________________________________________ Step 1 Constant 4.62 0.24 LM -0.67 0.07 -0.47 (1,290) = 83.75 -9.15 0.22 0.22 Step 2 Constant 4.62 0.24 LM -0.67 0.07 -0.47 (1,290) = 83.75 -9.15 0.22 0.22 Lack of organizational 0.00 0.00 0.00 trust Step 3 Constant 4.62 0.24 LM -0.67 0.07 -0.47 (1,290) = 83.75 -9.15 0.22 0.22 Fear of negative 0.00 0.00 0.00

Table 5(a) Continued ___________________________________________________________________________________ b SE b β F Change t R² R² change ___________________________________________________________________________________ reaction from peers Step 4 Constant 4.59 0.24 LM -0.61 0.08 -0.43 Fear of retaliation -0.19 0.13 -0.09 (2,289) = 43.23 -1.53 0.23 0.22 from superiors Step 5 Constant 4.50 0.24 LM -0.58 0.09 -0.41 Believe that voicing -0.22 0.11 -0.12 (2,289) = 44.29 -2.00 0.24 0.24 will not make any difference Step 6 Constant 4.37 0.26 LM -0.52 0.09 -0.37 Promotional desires -0.29 0.11 -0.17 (2, 289) = 45.19 -2.55 0.24 0.24 ___________________________________________________________________________________

Table 5(b) Summary and Interpretation: [Effects of Lack of Monitoring

and Moderating Variables on Teacher Behavior] ___________________________________________________________________________________ Steps Outcome Interpretation Remarks ___________________________________________________________________________________ 1 Comfort Levels There was a significant negative = 4.62 – 0.67 relationship between LM and = 3.95 Comfort Levels, which means as Comfort Levels decreases, teachers were not motivated to communicate the issue (LM) to the management and others. Refraining from communication is equated to a cost. 2 Comfort Levels The results of the regression = 4.62 – 0.67 indicated that while Lack of = 3.95 Monitoring contributed significantly to the model (β = -0.67), Lack of



17

organizational trust did not (β = 0.00). It means that Teachers’ Comfort Levels are not affected and remained unchanged. Teachers in this case were not influenced either to communicate the issue (LM) to the management and colleagues or remain silent. 3 Comfort Levels The results of the regression indicated = 4.62 – 0.67 that while Lack of Monitoring contributed = 3.95 significantly to the model (β = -0.67), Fear of negative reaction from peers did not (β = 0.00). It means that Teachers’ Comfort Levels was not affected, and remained

Table 5(b) Continued __________________________________________________________________________________ Steps Outcome Interpretation Remarks __________________________________________________________________________________ unchanged. Teachers in this case were not influenced either to communicate the issue (LM) to the peers and management or remain silent. 4 Comfort Levels There was a significant negative The outcome of = 4.59 – 0.61 – 0.19 relationship between Fear of retaliation this model was = 3.79 from management and Comfort Levels. not relevant to It means that as Comfort Levels decreased, the research teachers were not motivated to because p > communicate the issue (LM) in their 0.05, the Work Innovation to the management predictor did and peers. Refraining from communication not make a is equated to a cost. significant contribution to the model. 5 Comfort Levels There is a significant negative = 4.50 – 0.58 – 0.22 relationship between Belief that = 3.70 voicing will not make any difference and Comfort Levels. It means that as Comfort Levels decreased, teachers were not motivated to communicate the issue (LM) to the management and others. Refraining from communication is equated to a cost. 6 Comfort Levels There was a significant negative = 4.37 – 0.52 – 0.29 relationship between Promotional = 3.56 desires and Comfort Levels, which means as Comfort Levels decreases, teachers were not motivated to communicate the issue (LM) to others. Refraining from communication is equated to a cost. __________________________________________________________________________________

INTERPRETATION AND DISCUSSION OF RESULTS

The results showed that Lack of Knowledge operated with two moderators (Teacher-

Management Relationship which is not close, and Belief that voicing will not make any

difference) separately and had predicted teacher behavior (Comfort Levels that is equated to

gains or costs).

Next, Maximization of Workload and one moderator, Fear of retaliation from the

management could predict the Comfort Levels of teachers. The test showed that this model was

a significant predictor of teacher Comfort Levels.

In the following test, Inability of teachers had predicted the Comfort Levels of teachers

when tested separately with four moderators (Limited Work Experience, Fear of retaliation



18

from the management, Promotional desires, and Believe that voicing will not make any

difference). All tests showed that the models were significant predictors of teacher Comfort

Levels.

In the final test, Lack of Monitoring and one moderator (Believe that voicing will not

make any difference) could predict the Comfort Levels of teachers. This model was a significant

predictor of teacher Comfort Levels.

Overall, the results obtained in this objective rejects the hypothesis that Intrinsic and

Extrinsic Factors have no effect on Teacher’s Behavior in their issues with the SBA and

supports that the alternative hypothesis is true. The moderator variables (Teacher-Management

Relationship which is not close, Belief that voicing will not make any difference, Fear of

retaliation from the management, Limited Work Experience, and Promotional desires) were

found to have caused significant negative effects on the relationship between the Independent

Variables and Dependent Variable in the regression models tested. These moderators had

weakened the relationship of the Independent variables and the Dependent variable in the tests.

IMPLICATION OF FINDINGS

The four regression tests showed that teachers’ behavior (comfort levels to voice or to remain

silent) are affected by the problems and difficulties they face when implementing the Work

Innovation (SBA) in their respective schools. The moderators function as motivating elements

to help teachers decide either to voice to the management or colleagues regarding issues faced

or to remain silent. Voicing issues indicate that teachers are comfortable and equate the outcome

to rewards. Opposite to that, teachers refrain from communicating issues because they equate

the outcome to costs.

An open communication climate, stressing on feedback, is needed at schools to facilitate

the support needed by both teachers and administrators to steer schools towards greater heights.

An efficient and comprehensive communication system in an organization contributes to

achieving organizational objectives. However, this requires commitment from all individuals.

A positive growth in the performance of schools has a strong influence on the commitment of

teachers towards the quality of teaching (Sato, 2017).

LIMITATIONS OF STUDY

Firstly, the variables selected here were limited. As such, the investigation does not include a

wider range of variables that can affect individuals at schools.

Next, this study examined teacher behavior among secondary school teachers only,

however, primary schools also utilize the SBA.

Finally, this investigation started before the the Covid 19 pandemic period. As such,

issues that affecting education stakeholders is not included here. However, a study by Hazliezah

& Maslawati (2020), discovered that the challenges faced by school stakeholders were mainly

familiarizing with the use of technology. The study concluded that problems faced must be

overcome in order to survive in the 21st-century demands on Virtual Learning Environment

(VLE). As such, these challenges and demands require more investigations to prepare the

education system for unexpected and sudden changes.

CONCLUSION

The conclusion derived from the findings and discussions above show that there are evidence

of support for the theory utilized in the study. Frequent two-way communications in

organizations are a positive indicator of a good employer-employee relation. Besides, recent



19

investigations by (Rin & Al Hajar, 2016) show that the patterns of school-principal

communication and its effectiveness has an influence on teacher-satisfaction at schools.

The research outcome strengthens the understanding on human communication of

teachers as it reveals that teachers too have a tendency to refrain from communicating issues

when it is seen as a burden or cost. However, the purpose of communicating work issues must

go beyond personal opinions and perceptions and must take into consideration the overall well-

being of the school. As such, school administrators and policy makers at the Ministry level must

emphasize the importance of adopting an open communication climate at schools so as to

facilitate a free flow of opinions and ideas from every level of employment in order for school

heads to make decisions, set targets as well as make appropriate planning for the overall growth

of the school.

Finally, together with the channeling of resources to upgrade infrastructure of the

school, much attention should be given to the psychological and emotional aspect of teachers

in order to provide them intrinsic motivation. An open communication setting at schools

encourages teachers to build their trust in the organization, creates a strong management-

teacher-peer bond, and, at the same time minimizes the fear of retaliation from the management

when opinions are voiced.

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