Title
Author(s)
Factors contributing to job satisfaction amongst Macau secondary and primary school teachers: implications forschools management
Wong, Ip-kit, Edward.; 黃業傑
Citation
Issued Date 1985
URL
Rights http://hdl.handle.net/10722/51126
The author retains all proprietary rights, (such as patent rights) and the right to use in future works.

FACTORS CONTRIBUTING TO JOB SATISFACTION
AMONGST MACAU SECONDARY AND PRIMARY SCHOOL TEACHERS:
IMPLICATIONS FOR SCHOOL MANAGEMENT
WONG Ip-Kit, Edward
University of Hong Kong
Dissertation presented in part fulfilment of the requirements of the degree of Master of Education, University of Hong Kong.

TRE UNIVERSITY OF HONG KONG
LIBRARY
Deposited by the Author

TABLE OF CONTENTS
ACKNOt'LEDGEMENTS
LIST OF TABLES
LIST OF FIGURES
LIST OF APPENDICES
ABSTRACT
CHAPTER
I.
INTRODUCTION
Education Systems of Macau
Teachers of Macau
Purpose of the Study
II.
THEORETICAL FRAMEWORK
Review of the Literature
Motivation and Satisfaction
The hierarchy of Needs Theory
Motivation - Hygiene Theory
Job Satisfaction Among Teachers
Hypotheses
Assumptions of the Study
Definitions
III.
METHODOLOGY
Sampling
Instrument
Data Collection
Data Analysis
Page i i i iv y vi vii
7
7 i i
4
4
23
25
26
7
8 iO i5 i7
18
18
22
22

IV.
RESULTS
Rank of Importance of Factors
Ranking of Factors as Related to
Demographic VAriables
V.
DISCUSSIONS, RECOMMENDATIONS
Discussion
Summary
Recommendations for Administrators
BIBLIOGRAPHY
APPENDICES
47
47
56
59
63
66
30
30
34
11

LIST OF TABLES
TABLE PAGE
1. Types of Participating Secondary Schools and Rate of Return
2. Types of Participating Primary and Rate of Return
3. Importance Scores and Rank of Importance of Factors Contributing to Job Satisfaction in Secondary and Primary
Teachers of Macau
4. Rank of Importance of Motivators and Hygiene
Factors in Contributing to Job Satisfaction amongst Macau Secondary and Primary School
Teachers
27
28
31
33
5. Rank of Importance of Factors in Job Satisfaction by Sex amongst Macau Secondary
Teachers
6. Rank of Importance of Factors in Job Satisfaction by Sex amongst Macau Primary
School Teachers
7. Rank of Importance of Factors in Job Satisfaction by Training amongst Macau Secondary School Teachers
8. Rank of Importance of Factors in Job Satisfaction by Training amongst Macau Primary
School Teachers
9. Rank of Importance of Factors in Job Satisfaction by Teaching Experience amongst
Macau Secondary School Teachers
35
37
38
39
41
10. Rank of Importance of Factors in Job Satisfaction by Teaching Experience amongst Macau
Primary
Teachers
11. Rank of Importance of Factors in Job Satisfaction by Type of Secondary School in
Macau
42
44
12. Rank of Importance of Factors in Job Satisfaction by Type of Primary School in
Macau
45 iv

LIST OF FIGURES
FIGURE
1.
2.
3.
Maslow's Hierarchy of Needs
Comparison of Maslow's and Herzberg's
Theories of Motivation
Summarization of the Ranks of Importance of Factors Contributing to Job Satisfaction amongst Macau Secondary and
Primary School Teachers
12
48

LIST OF APPENDICES
APPENDIX
A
B
The Questionnaire on the Job Satisfaction
Factors among Secondary School Teachers
(Chinese and English Version)
The Questionnaire on the Job Satisfaction
Factors among Secondary School Teachers
( Portuguese Version)
C The Questionnaire on the Job Satisfaction
Factors among Primary School Teachers
(Chinese Version)
66
67
68 vi

ABSTRACT
The purpose of this study is to gain information on factors contributing to job satisfaction among secondary and primary school teachers in Macau.
It attempts to find out what factors do teachers identify as important sources of job satisfaction and how do the ranks of importance of the factors vary in relation to demographic variables such as sex, training, teaching experience, and type of school.
Sixteen Macau secondary and forty primary schools were randomly selected from the population of seèndary and primary schools in Macau in proportion to the number of the three types of schools, namely, Portuguese, English and
Chinese schools.
A self-designed questionnaire, which contained the
16 factors contributing to job satisfaction originally constructed by Herzberg, was translated into Portuguese and Chinese and modified after the pilot test with the help of experienced teachers and experts.
A total of 136 secondary school teachers and 348 primary school teachers completed the questionnaire and the return rate was 39% and 69%.
Each teacher was asked to indicate, on a five point scale, the importance of each of the sixteen factors in contributing to job satisfaction according to their teaching experiences and opinions.
Based on the importance vii

scores calculated, the rank orders of the importance of the factors were obtained.
Cross tabulations of data according to demographic variables were done in order to make comparisons of the rank orders.
Spearman Rank Correlation coefficients were calculated to see the degree of relatedness between the rank orders as perceived by different groups of teachers.
By examining the rank orders of the factors, it is found that for both secondary and primary school teachers, the perceived degree of importance of the hygiene factors is higher than the perceived degree of importance of the motivators in contributing to job satisfaction.
In fact, for secondary school teachers, five out of the eight top-ranking factors are hygiene factors and only three are motivators.
For primary school teachers, five out of the eight top-ranking factors are hygiene factors and only three are motivators.
Also for both groups of teachers, responsibility is perceived as themost important factor in contributing to job satisfaction while advancement is perceived as the least important factor ìn contributing to job satisfaction.
In comparing the ranks of importance of the factors as related to sex, teaching experience and training, not much differences are noted as indicated by the high Spearman
Rank Correlation coefficients.
viii

As for the rank orders of importance of the factors in relations with type of schools, some significant differerices are noted in the secondary school teachers as indicated by the relatively low Spearman Rank Correlation coefficients.
Teachers in different types of secondary schools perceive different factors as most important in contributing to job satisfaction, working conditions for
Portuguese schools, responsibility for both English and
Chinese schools.
In view of the findings of this study, recommendations to promote job satisfaction among secondary school and primary school teachers are made for the school administrators.
The major recommendation is to improve the salary, job security, working conditions, status and enrich the teaching task by upgrading the benefits, scope and challenge for the teachers.
ix

CHAPTER ONE
INTRODUCTION
I.
Education Systems of Macau
When asked about Macau, most Asians will smile and mention gambling while most Europeans will draw a blank.
Macau is situated on the right bank of the Pearl
River at the Southern tip of China, about one hour trip by hydrojet from Hong Kong.
The area of Macau is 6 square miles and its population is about 450,000.
Macau was first settled by the Portuguese in 1557 to provide a base for trade with China, India and Japan.
In 1974 after a military coup in Portugal, the Portuguese government wanted to return Macau to China.
When China refused, Portugal changed Macau's status to a Chinese territory under Portuguese administration.
Many experts on China feel that China did not want to deal with the future of Macau during the delicate Sïrio-British negotiations on the future of Hong Kong.
Since it has been decided that Hong Kong will revert to China in 1997, the same experts believe that Macau will also revert to China in 1997 as the
Sino-Portuguese talk begins in 1986.
At the present, Macau is still administered by Portugal which appoints the Governor i

2 of Macau.
However, as of 1976, Macau citizens elect the members of the Assembly.
The official language of Macau is Portuguese, although 987e of the population is Chinese who speak Cantonese and very few of them speak Portuguese which is the language required for all government jobs.
Therefore, the government jobs are filled primarily by the Macanese who represent about 2% of the population.
Most of the Macanese were born in Macau of Portuguese-
Chinese descent and speak both Cantonese and Portuguese.
Education in Macau is not compulsory, but the
Macau government provides 9 years of free education to
Portuguese speaking citizens of Macau.
Since 98% of the population does not speak Portuguese, most children in
Macau have to attend private schools.
There are approximately 52,600 students studying in the Macau educational system.
About 10,000 students are enrolled in 59 kindergartens, 31,300 in 66 primary schools and 11,300 in 25 secondary schools.
Of the 150 schools in Macau, 142 are private and 8 are public.
The government of Macau provides education to
3,600 students which is 6.8% of the total student population in Macau.
The language of instruction is Portuguese and the syllabi and curricula are imported from Portugal.
The public system consists of i kindergarten, 4 primary schools and 3 secondary schools.

3
Upon completion of grade 12, students who wish to qualify for entrance into a university in Portugal must take and pass written examinations which are set and marked by the Department of Education in Portugal.
All students i_n Macau who qualify for entrance into a university in
Portugal are guaranteed a space and free tuition.
schools.
Almost 94% of students in Macau attend private
Approximately 25,000 students study in Catholic schools, 20,000 students study in private schools not affiliated with any denomination and 5,000 study at Protestant schools.
The government of Macau provides 14.5% of its annual educational budget of 30 millions patacas as a subsidy to private schools.
The private schools in Macau do not follow a common curriculum, because the Department of Education does not offer a school leaving certificate examination.
Therefore, each school adopts a curriculum which best serves its needs.
In English schools, their teaching medium is English and follow G.C.E. 'O' and 'A' level syllabuses.
Most of the form 5 students have taken the G.C.E. London 'O level exam.
by the time they graduateç/.
The Chinese schools use Chinese as their medium of teaching and aim their students to take the Chinese University of Hong Kong Entrance Examination when they reach form 6, so those Chinese schools follow the
Chinese University syllabus.
t'(other type of Chinese

4 schools aim its students to continue their further education in universities o mainland China, they follow the
"China" syllabuses.
As of 1981, students in Macau have the opportunity to pursue higher education at home at the University of
East Asia (UEA).
UEA is a private institution of higher education recognized by Macau Government with English as the medium of instruction.
II.
Teachers of Macau l
According to 1982 census, thre-a approximately two thousand teachers in Macau of whiçh 40% are secondary school teachers.
Since there is no government policy on the qualification of teachers, most teachers are not
4' formally trained and majority received their tertiary education from China.
Portuguese school teachers receive higher salary and fringe benefits than the private school teachers.
III.
Purpose of the Study
In view of the fact that/many empirical studies
C on job satisfaction in various contexts little_o-r ione
L-
is made f,çMacau teaching profession, I have therefore explored this area in hope to bring out some of the

5 vital problems arid stimulate more educational research in
Macau.
The purpose of the present study is to investig,ate the perceived degree of importance of factors in contributing to job satisfaction amongst Macau secondary and primary school teachers.
And the relationship between the degree of importance and demographic variables such as sex, training, teaching experience, and type of school.
The present study therefore attempts to answer questions such as, i) What factors do teachers identify as important sourceof job satisfaction?
ii) What is the perceived degree of importance of the factors in contributing to job satisfaction?
iii) Does the perceived degree of importance of the factors vary in relation to the demographic variables?
If sorne factors leading to satisfaction can be identified among teachers, then school administrators can take steps to create conditions conducive to job satisfaction or alleviate job dissatisfaction.
It is therefore hoped that the present study would provide some informative data which would contribute to the

administration of secondary and primary schools in Macau.

CHAPTER TO
THEORETICAL FRAMEWORK
Managing requires the creation and maintenance of an environment in whích individuals work together in groups toward the accomplishment of a common objective.
The primary task of managers is to get people to contribute activities that help to achieve the mission and goals of an enterprise or other organiz4unit within it.
Thus to guide people's activities in desired directions requires knowing, to the best of any administrator's ability, what leads people to do things, what motivates them.
Review of the Literature
Motivation and Satisfaction
Motivation refers to the drive and effort to satisfy a want or goal.
Satisfaction refers to the contentment experienced when a want is satisfied.
From a management point of view, a person might have high job satisfaction but have a low level of motivation for the job, or the reverse might be true.
There is understandably the probability that highly motivated

persons with low job satisfaction will look for other positions.
Likewise, those people who find their positions rewarding but are being paid considerably less than they desire or think they deserve will probably search for other jobs.
The Hierarchy of Needs Theor
One of the most widely mentioned theories of motivation is the hierarchy of needs theory put forth; by psychologist Abraham Maslow (1954).
Maslow saw human needs in the form of a hierachy, starting in an ascending order from the lowest to the highest needs, and he concluded that when one set of needs was satisfied, this kind of need ceased to be a motivator.
The basic human needs identified by Maslow in an ascending order of importance and shown in Figure 1 are these:
1.
Physiological needs - These are the basic needs for sustaining human life itself - food, water, warmth, shelter, sleep, and sexual satisfaction.
Maslow took the position that until these needs are satisfied to the degree necessary to maintain life, other needs will not motivate people.
2.
Security, or safety, needs - These are the needs to be free of physical danger and the fear of loss of a

Fig. 1 Maslow's Hierarchy of Needs.

job, property, food, or shelter.
3.
Affiliation, or acceptance, needs - Since people are social beings, they need to belong, to be accepted by others.
4.
Esteem needs - According to Maslow, once people begin to satisfy their need to belong, they tend to want to be held in esteem both by themselves and by others.
This kind of need produces such satisfactions as power, prestige, status, and self-confidence.
5.
Need for self-actualization - Maslow regards this as the highest need in his hierarchy.
It is the desire to become what one is capable of becoming - to maximize one's potential and to accomplish something.
Motivation-Hygiene Theory
Maslow's need approach has been considerably modified by Frederick Herzberg and his associates (1959).
Their research purports to find a two-factor theory of motivation.
The job context factors (the dissatisfiers) were called hygiene factors because in Herzberg's view, they were like physical hygiene - they did not make things better but prevented them from getting worse, The hygiene factors are companypolicy and administration, supervision,

11 working conditions, interpersonal relations (with peers, subordinates, supervisors), salary, status, job security and personal life.
Herzberg called the job content factors (the satisfiers) rnotivators because they brought about satísfaction and resulted in motivation.
The rnotivators are achievement, recognition, responsibility, advancement, the work itself and growth in the job.
Placing these two sets of factors, motivators and hygiene factors, in perspective, Herzberg concluded that hygiene prevented dissatisfaction while motivators brought about satisfaction.
Hygiene established a "zero level" of motivation; if management did not provide hygiene factors, dissatisfaction resulted.
If hygiene factors were provided, then there was no dissatisfaction but there was no satisfaction either.
Satisfaction resulted only from the presence of motivators (Herzberg 1968).
The 16 factors, identified by Herzberg are similar to those suggested by Naslow as we can see from Figure 2
(Hersey and Blanchard 1972).
It has been suggested that the hygiene factors of
Herzberg correspond most closely to the lower needs of the
Maslow hierarchy, whereas the motivator factors tend to involve the needs of self-actualization and the ego.
The

Fig. 2 Comparison of Maslow's arid Herzberg's Theories of
Motivation.
MA SLO W S
NEED
HI ERARCHY
Self-
Actualization
Esteem or
Status
Social or
Affiliation
Safety or
Security
Physiological
Needs
HERZBERG'S
TWO-FACTOR THEORY
,-'
V)CI)
Ozj
E-'E0< z
C1D
4'_'
-4
V) i:''
Work Itself
Achievement
Growth
Responsibility
Advancement
Recognition
Interpersonal relations with students
Status
Interpersonal relations with coworkers
Interpersonal relations with superiors
Policy & Administration
Working Conditions
Job Security
Salary
Personal Life
Note:
Supervision can be a matter of satisfying both affiliation and security needs.
12

13
Maslow hierarchy proposes a continuous, rather than a disconnected, sequencing of felt needs, whereas the
Herzberg theory would not require hygienic factors to be provided as a prerequisite to motivation on the job.
Kosmo & Behling (1969) found that individuals with a high level of motivators and a low level of hygienes were not significantly more satisfied than those who perceived low levels of rnotivators and high levels of hygíenes.
In other words, a "good" challenging job in a "bad" environment will not necessarily result in greater satisfaction than a "bad" job in a "good"environment.
Martin Wolf (1970) suggests that the Herzberg theory is correct in that the job content variables are more powerful in their overall impact upon satisfaction than the context or environmental factors.
However, Wolf contends that both content and context factors can affect the level of employee satisfaction.
If satisfaction can be considered an end state, and motivation as a force to achieve that end state, then the Herzberg thesis is an excellent motivation theory.
The context variables of the environment are rarely under the control of the employee.
If, however, an employee has an interesting and challenging job where he or she experiences a sense of achievement and personal growth, that person can increase the level of gratification by simply doing more of this job.
Thus,

14 motivation occurs when an employee perceives an opportunity to satisfy an active need through job-related behaviors, and the strength of this job motivation is a function of the individual's subjective probability estimate of the likelihood that the desired consequences will follow given job-related behaviors.
Thus, the context environmental factors may attract and retain an employee in an organization, but the content or motivators are more likely to lead to the employee decision to produce.
Atchison & Lefferts (1972) suggests that Herzberg motivators are related to productivity, and his hygiene factors are related to turnover.
The motivator-hygiene theory is not without its detractors.
Vroom (1964), Locke (1973), Schneider and
Locke (1971) criticised the procedure that Herzberg used is limited by its methodology.
when things are going well, people tend to take the credit themselves.
Contrarily, they blame failure on the extrinsic environment.
Graen (1968), Waters & Waters (1969), and Schmidt
(1976) indicated that the reliability of Herzberg's methodology is questionable.
Since raters has to make interpretations, it is possible that they nay interpreti one response in one manner while treating another similar response differently.

15
House & igdor (1967) stated that the theory is inconsistent with previous research and it ignores situational variables.
The motivators and hygiene factors may not be undimensional or independent.
Herzberg assumes that there is a relationship between satisfaction and productivity, but the research methodology he used looked only at satisfaction, not at productivity.
To make such research relevant, one must assume a close relationship between satisfaction and productivity (Gordon, Pryor & Harris, 1974; Miner 1980).
However, Davis (1977) stated that the assumption of high job satisfaction led to high productivity incorrect.
Starcevich (1972) in his study, found that job content factors such as achievement, recognition and growth on the job ranked among the most important for both job satisfaction and job dissatisfaction.
Job Satisfaction Among Teachers
Sergiovanni (1965) replicated Herzberg's study using teachers in a New York County and Schmidt (1976) tested the theory with a group of public school administrators in the Chicago area.
Their results generally supported Herzbergts findings.

Many recent studies regarding teacher job satisfaction and dissatisfaction are focussed on the relationship between teachers and students.
Savage (1967) found in his study with teachers in Georgia that good perosnal relations with students was found to be a motivator rather than a hygiene factor.
Wickstrom (1971), in his study with Saskatchewan
Teachers, found that interpersonal relations with students was considered central to teaching as a job content factor rather than as a job context factor as Herzberg discovered among engineers and accountants.
Holdaway (1978) considered the facet associated most frequently with overall satisfaction in teaching was
'the work itself' which applied to the classroom activities, especially interaction with students.
It seems therefore that current research leads one to conclude that motivators and hygiene factors can be sources of both job satisfaction and job dissatisfaction, but that motivators are stronger in both cases (Wernimont,
1966; and Wolf, 1970).
There is littleinformationconcerning job satisfaction among Macau teachers.
As teachers in Macau are mostly Chinese, one might wonder whether Western theories

17 on job satisfaction are applicable to them.
Herzberg
(1966) has conducted researches with Finnish, Hungarian and Russian,.
He concluded that the pattern of job attitudes in a communist society is no different from that in the
Western nations. The results are not dependent on any particular set of circumstances at the place of study.
Hypothesis
Based on the review of literature, the following hypothesis is established.
Among Macau secondary and primary school teachers, the perceived degree of importance of the motivators is higher than the perceived degree of importance of hygiene factors in contributing to job satisfaction.
The related null-hypotheses are listed below, i)
The perceived degree of importance of motivators of secondary school teachers is the same as the perceived importance of hygiene factors in contributing to job satisfaction.
ii)
The perceived degree of importance of motivators of primary school teachers is the same as the perceived importance of hygiene factors in contributing to job satisfaction.

Assumptions of the Stu4
1.
It was assumed that Herzberg's 16 factors (niotivators and hygiene factors) used in the questionnaire of this research could be applied to the secondary and primary school teachers in Macau.
2.
It was assumed that the Chinese and Portuguese translations of the questionnaire from English would be accurate and appropriate for this research.
3.
It was assumed that the sample represented the general situation in Macau secondary and primary schools of the public and private sectors.
Definitions
The terms used in this study are defined as follows
Job Satisfaction: A perception of good feelings of the respondent in certain eyts in his job which he is able to report.
Job Dissatisfaction: A perception of bad feelings of the respondent in certain .e-tits in his job which he is able to report.
Motivators: The factors related to the actual doing of the job, the job content, or the intrinsic

19 aspects of the job.
The factors identified as motivators are achievement, work itself,recognítion, responsibility, advancement, possibility of growth and interpersonal relations with students.
Hygiene Factors: The factors related to the conditions and environment of the job, or the extrinsic aspects of the job.
The factors identified as hygiene factors are school policy and administration, supervision, interpersonal relations with superior, interpersonal re1ationswithcorkers, working conditions, salary, personal life, status and security.
Working Conditions: Physical conditions of the work, the supplies or equipment available for performing the work.
Personal Life: Job situation changed in such a way as to improve or aggravate the respondent's personal or family life.
Recognition: Some act of praise or criticism directed toward the respondent for the way he did his work.
Interpersonal Relations - Superior: Working relationship or interaction that the respondent had with his principal, panel chairman, supervisor, etc.
Policy and Administration: The beneficial or harmful effects of the school policy as perceived by the respondent.

Responsibility:
The amount of duties or areas of authority incumbent upon a position.
Advancement: An actual change of the status or position of the respondent.
Status: The esteem in the eyes of others, high or low, as provided by the job.
Job Security: The feeling of secure or insecure in the job, may refer to tenure or stability.
Work Itself; The activities of the work, the respondent enjoyed or disliked doing the work.
Interpersonal Relations - Students: Working relationship or interaction that the respondent had with students.
Interpersonal Relations - Cq4orkers: Working relationships or interaction that respondent had with workers at his level.
Supervision: The competence or incompetence, effectiveness or ineffectiveness of the respondent's principal or panel chairman, etc.
Achievement: Genuine feeling of achievement or little feeling of achievement in the work that the respondent was doing.
Salary: Expecting or not expecting, received or did not receive a salary increase.
Possibility of Growth: The awareness of the

21 respondent of possible opportunity or no opportunity for advancement or professional growth.
Teacher: Secondary or primary school teacher teaching any subject who does not carry administrative duties, excluding the senior master and the principal.
Training: The training obtained by the respondent as represented by his status, graduate teacher or nongraduate teacher.
Teaching Experience: Number of years of teaching that therespondenthas accumulated, including the current academic year.
Type of School: The three types of grammar secondary and primary school in Macau, i.e., Portuguese
(government), Chinese (private), and English (private) schools.

CHAPTER THREE
METHODOLOGY
Sampling
The sampling strategy of this study is one of proportional stratified random nature. For secondary school teachers, a total of 16 secondary schools, i Portuguese
(government), 6 English (private) and 9 Chinese (private) schools, were randomly selected from the population of secondary schools in Macau in proportion to the number of these three types of schools.
For primary school teachers, a total of ¿+0 primary schools, i Portuguese (government), 2 English (private) and 37 Chinese (private) schools, were randomly selected from the population of primary schools in Macau in proportion to the number of these three types of schools.
An updated schools list used for random selection was obtained from the Appointments Service of the University of East Asia.
Teachers with odd numbers on the staff list in each school were chosen to make up the sample for this study.
The sample size is about 350 for secondary school
22

23 and 500 for primary school.
Instrument
A questionnaire was used to collect data from the selected teachers.
This questionnaire with a covering letter attached, consists of two parts (see Appendix A).
The covering letter briefly explains the purpose and the nature of this study.
It also emphasizes that the information collected, except statistical data, will be kept strictly confidential so that the teachers may feel free to express their opinions.
The questionnaire for this study was self-designed. It is designed to find out the perceived degree of importance of the factors in contributing to job satisfaction.
The reliability, clarity, and level of response were vertified by my colleagues and myself in a pilot study,
Part I of the questionnaire asks the personal informations of the teacher.
Part II asks the teacher to indicate, on a five-point scale, the importance of each of the 16 factors in contributing to job satisfaction based on his own teaching experience and opinion.
The 16 factors are factors identified by Herzberg in his studies.
The questionnaire allows the respondent to indicate his perceived degree of importance of each factor as
*f no

24 importance", "of minor importance", "of some importance",
"quite important" or "of major importance".
This, of course, will give better results than simply indicating a factor as important or unimportant.
The reason of using a five-point scale in this study is to avoid tie scores inì the analysis of data.
The questionnaire was translated into Chinese as most of the school teachers in Macau are Chinese. The readability of theChinese version of the questionnaire was improved with the help of ari experienced secondary school
Chinese teacher and an university lecturer.
The Chinese version of the questionnaire was then pilot-tested before its adoption.
The Junior College of the University of East Asia in Macau was chosen for this purpose.
Ten teachers completed the questionnaire and they were informally interviewed to see if there were ambiguities in the questionnaire.
Consequently some minor changes in wording were made.
The final form of the Chinese version of the questionnaire was then offset-printed (see Appendix B).
The questionnaire was also translated into Portuguese as most of the Portuguese school teachers in Macau are
Portuguese.
The readability of the Portuguese Version of the questionnaire was improved with the help of the former
Director of Education of Macau, Dr. T. Tomaz.

25
The questionnaire was then sent to the Director of
Education of Macau Government for inspection and approval for distribution to the Portuguese school teachers (see
Appendix C).
Data Collection
The author personally visited the principals of the schools selected explaining the nature of the study and seeking their permission to distribute the questionflaires in their schools.
Because of the nature of this study, it was emphasized to the principals that the names of their schools would never be disclosed.
In case a school refused to participate in this project, a school of the same type was randomly selected again and the process of inviting the school was repeated.
As a result, permissions from 16 secondary schools (1
Portuguese, 6 English an
:1
9 Chinese), and 40 primary schools (1 Portuguese, 2 English and 37 Chinese) were obtained.
For schools which had accepted the invitation, questionnaires were handed to the principal of each school for distribution to teachers.
Teachers were instructed in the questionnaire to return the completed questionnaires to me by mail in sealed stamp-paid envelopes provided.

26
The whole process of contacting the principals and collecting data from the teachers took more than 2 months' time.
Data Analysis
I.
Secondary School
Altogether 350 questionnaires were distributed for secondary schools and 136 questionnaires were returned.
The return rate is 39%.
The low return rate may be due to the nature of the study which requested the respondents to give personal opinions and also lacked
çf some principals' cooperation in distributing the questionnaires.
Of the 136 questionnaires returned, ten questionnaires with some particular data missing were deleted.
For details on the return rate of the secondary schools, see Table 1.
II. Primary School
Altogether 500 questionnaires were distributed for primary schools and 348 questionnaires were returned.
The return rate is 69°h.
Of the 348 questionnaires, 24 questionnaires were deleted because of e4ata missing.
For details on the return rate of the primary schools, see Table 2.

27
TABLE i
TYPES OF PARTICIPATING SECONDARY SCHOOLS
AND RATE OF RETURN
Typeof School
Portuguese (Government)
Chinese (Private)
EngLish (Private)
No. of
Schools
QuestionQuestionPercentnaires naires age sent returned return i
9
6
80
175
95
16
82
38
20
47
40
Total 16 350 136 39

TABLE 2
TYPES OF PARTICIPATING PRIMARY SCHOOLS
AND RATE OF RETURN
Type of School
No. of
Schools
QuestionQuestionPercentnaires naires age sent returned return
Portuguese (Government)
Chinese (Private)
English (Private) i.
37
2
90
310
100
35
269
44
39
87
44
Total 40 500 348 69

29
In order to measure the degree of perceived importance of each factor, each point on the scale from nno importance" to "major importance" was given arbitrary value of 1, 2, 3, 4 or 5 respectively.
The values of a particular factor given in all the questionnaires were summated to obtain the "importance score" of that factor.
The process was then repeated for each factor to obtain the "importance score" for each of those 16 factors.
The factors were then ranked in importance on the basis of the imp74ance scores and the results were then tabulated.
The null hypotheses (a) and (b) were tested by comparing the rank orders of the motivators and the hygiene factors in both the secondary and primary school incidents.
Cross tabulations of data by demographic variables were done so that comparisons of the ranks could be made.
Spearman Rank Correlation coefficients were calculated when appropriate and necessary.
The analysis and computations were done by using the computer micro-stat package.

CHAPTER FOUR
RESULTS
Rank of Importance of Factors
Based on the calculated importance scores of the factors, the ranks of importance of the factors in contributing to job satisfaction obtained and tabulated in
Table 3.
For the secondary school teachers, the most important factor was responsibility with a score of 577.
The next seven most important factors in contributing to job satisfaction were job security, salary, working conditions, policy and administration, work itself, status and interpersonal relations with students.
Among these eight topranking factors, three of them are rnotivators.
Because of the large human relations element involved in teaching and in developing students, interpersonal relations with students is central to the work of a teacher.
Enjoying the work itself and assuming a great deal of responsibility are also job content factors and are intrinsic to the job.
Five factors
: salary, working conditions, policy and adminIstration, status and job security are hygiene or job context factors.
30

31
TABLE 3
IMPORTANCE SCORES AND RANK OF IMPORTANCE
OF FACTORS CONTRIBUTING TO JOB SATISFACTION
IN SECONDARY AND PRIMARY SCHOOL TEACHERS OF MACAU
Factors
Working Conditions
Personal Life
Recognition
Interpersonal Relations --
Superiors
Policy and Administration
Secondary Primary
School Teachers School Teachers
Score Rank Score Rank
537 4 1439
3
485
454
458
535
12
15
14
5
1285
1195
1235
12
15
14
4
1
1434
1500 1 Responsibility
Advancement
Status
Job Security
Work Itself
Interpersonal Relations --
Students
Interpersonal Relations --
Coworkers
577
406
523
554
532
519
495
16
7
2
6
8
11
927
1415
1455
1413
1400
1337
16
6
2
7
9
10
Superv i s ion
Achievemen t
Salary
Possibility of Growth
502
508
544
481
10
9
3
13
1292
1253
1428
1406
11
13
5
8
N 126 324

32
For the primary school teachers, responsibility was also the most important factor with a score of 1,500.
The next seven roost important factors in contributing to job satisfaction were job security, working conditions, policy and administration, salary, status, work itself and possibility of growth.
Among these eight top-ranking factors, three of them are motivators since responsibility, work itself and possibility of growth are all job content factors and are intrinsic to the job.
The rest, that is, salary, status, policy and administration, working conditions and job security are hygiene or job context factors.
Looking at motivators and hygiene factors separately, we notice three out of the seven motivators and five out of the nine hygiene factors are amongthe eight top-ranking
(ç
' factors secondary and primary school teachers as presented in Table 4.
By mere visual examination, the hypothesis of this study, i.e., the perceived degree of importance of the motivators is higher than the perceived degree of importance of hygiene factors in contributing to job satisfaction is thus not confirmed in both secondary and primary school teachers of Macau.
In comparing the rank orders in the secondary school teachers with the rank orders in the primary school teachers,

33
TABLE 4
RANK OF IMPORTANCE OF MOTIVATORS AND HYGIENE FACTORS
IN CONTRIBJTING TO JOB SATISFACTION AMONGST
MACAU SECONDARY AND PRIMARY SCHOOL TEACHERS
Factors
Motivators
Interpersonal Relations --
Students
Work Itself
Possibility of Growth
Achievement
Responsibility
Recognition
Advancement
Rank in Rank in
Secondary Primary
School Teachers School Teachers
8*
6*
13
15
16
9
1*
9
7*
8*
13
1*
15
16
Hygiene Factors
Interpersonal Relations --
Coworkers
Supervísion
Job Security
Interpersonal Relations --
Superiors
Working Conditions
Policy and Administration
Personal Life
Status
Salary
11 lO
2*
14
4*
5*
12
7*
3*
10
11
2*
14
3*
4*
12
6*
5*
* Ranks with asterisks represent the eight top-ranking factors

34 we notice that responsibility ranked first while advance-.
merit ranked sixteen in both groups.
Quite a few factors, for example, job security, recognition, interpersonal relations with superior, personal life, working conditions, administration and policy, work itself, status and salary, obtained the same or very similar ranks.
when the Spearman
Rank Correlation was calculated between the rank orders in the secondary school teachers and the rank orders in the primary school teachers, the coefficient obtained was .92
showing a very strong relationship.
The present study therefore leads us to believe that the removal of a dissatisfying factor is likely to improve job satisfaction in both groups.
Both motivators and hygiene factors contribute to job satisfaction, however, between the two, hygiene factors are more potent than motivators as seen from the perceived rank orders.
Ranking of Factors as Related to Demographic Variables
The relationship between ranks of importance of factors in job satisfaction and sex of secondary school teachers were tabulated in Table 5.
Responsibility ranked top and advancement ranked last as perceived by both groups of teachers.
Many factors received similar or identical ranks and, in fact, the Spearman Rank Correlation coefficieni

TABLE 5
RANK OF IMPORTANCE OF FACTORS
I JOB SATISFACTION BY SEX
AMONGST MACAU SECONDARY SCHOOL TEACHERS
Factors
Responsibility
Job Security
Working Conditions
Salary
Policy and Administration
Work Itself
Status
Interpersonal Relations -- Students
Possibility of Growth
Supervision
Interpersonal Relations -- Coworkers
Personal Life
Interpersonal Relations -- Superiors
Achievement
Recognition
Advancement
Male
Rank
Female i
15
5
4
2
3 g
6
4 ii
10
12
14
7
13
16
7
2
3
6
5 i
4
8
14 g
10
15
16
11
12
13
N 5g 67
35

36 was calculated to be .66 which showed a quite strong relationship between the ranks as perceived by male and female secondarjv school teachers of
Macau.
The relationship between ranks of importance of factors in job satisfaction and sex of primary school teachers were tabulated in Table 6.
Responsibility ranked top in the female teachers and working conditions ranked first in the male teachers.
Both groups ranked advancement the last.
Many factors received very similar or identical ranks and, in fact, the Spearman Rank Correlation coefficient was calculated to be .88 which showed a very strong relationship between the ranks as perceived by male and female primary school teachers of Macau.
The relationship between ranks of importance of factors in job satisfaction and training of secondary school teachers were tabulated in Table 7.
Again, responsibility ranked top and advancement the last as perceived by both the graduate and non-graduate secondary school teachers.
The Spearman Rank Correlation coefficient was calculated to be .78 which showed quite strong relationship.
The relationship between ranks of importance of factors in job satisfaction and training of primary school teachers were tabulated in Table 8.
Again, responsibility ranked topandadvancement the last as perceived by both the graduate and non-graduate primary school teachers.
The

RANK OF IMPORTANCE OF FACTORS
IN JOB SATISFACTION BY SEX
AMONGST MACAU PRIMARY SCHOOL TEACHERS
Factors
Responsibility
Job Security
Working Conditions
Salary
Policy and Administration
Work Itself
Status
Interpersonal Relations -- Studerts
Possibility of Growth
Supervision
Interpersonal Relations -- Coworkers
Personal Life
Interpersonal Relations -- Superiors
Achievement
Recognition
Advancement
Male
Rank
Female
4
6 i
5
3
9
8
7
12
14
13
15
16
2
11
10
5
4
6
7
9
1
2
3
12
14
13
15
16
8
11
10
N 22 302
37

TABLE 7
RANK OF IMPORTANCE OF FACTORS
IN JOB SATISFACTION BY TRAINING
AMONGST MACAU SECONDARY SCHOOL TEACHERS
Factors
Responsibility
Job Security working Conditions
Salary
Policy and Administration
Work Itself
Status
Interpersonal Relations -- Students
Possibility of Growth
Supervision
Interpersonal Relations -- Coworkers
Personal Life
Interpersonal Relations -- Superiors
Achievement
Recognition
Advancement
Graduate
Rank
Non-Graduate i i.
3
8
13
9
11
12
14
10
15
16
6
2
4
7
5
2
9
4
12
3
5
7
8
11
10
13
15
6
14
16
N 86 40

39
TABLE 8
RANK OF IMPORTANCE OF FACTORS
IN JO
SATISFACTION BY TRAINING
AMONGST MACAU PRIMARY SCHOOL TEACHERS
Factors
Responsíbility
Job Security
Working Conditions
Salary
Policy and Administration
T4ork Itself
Status
Interpersonal Relations -- Students
Possibility of Growth
Supervision
Interpersonal Relations -- Coworkers
Personal Life
Interpersonal Relations -- Superiors
Achîevernent
Recognition
Advancement i
3
2
8
4
9
7
6
13
12
10
11
5
15
14
16
Graduate
Rank
Non-Graduate i
2
3
5
4
-1
6
9
8
11
10
12
14
13
15
16
N
14 310

Spearman Rank Correlation coefficient was calculated be .75 which showed a quite strong relationship.
to
The relationship between ranks of importance of factors in job satisfaction and teaching experience of secondary school teachers were tabulated in Table 9.
Teachers were divided into two groups, i.e.
those with
1-lo years of experience and those with over 10 years of experience.
Responsibility ranked top in all two groups.
Salary ranked second in the 1-lo years group while job security ranked second in over 10 years group.
Although some differences in the ranking were observed, many factors still received very similar ranks.
Spearman Rank
Correlation coefficients were calculated to be .88 which showed a very strong relationship between the ranks as perceived by both groups of secondary school teachers.
The relationship between ranks of importance of factors in job satisfaction and teaching experience of primary school teachers were tabulated in
Table 10.
Teachers were divided into two groups, i.e., those with
1-10 years of experience and those with over lO years of experience.
Responsibility ranked top in both two groups.
Working conditions ranked second in the 1-10 years group while job security ranked second in over 10 years group.
Many factors received very similar or identical ranks and, in fact, the Spearman Rank CorrelatIon coefficient was calculated to be .94 which showed a very high relationship.

41
RANK OF IMPORTANCE OF FACTORS
IN JOB SATISFACTION BY TEACHING EXPERIENCE
AMONGST MACAU SECONDARY SCHOOL TEACHERS
Factors
Responsibility
Job Security
Working Conditions
Salary
Policy and Administration
Work Itself
Status
Interpersonal Relations -Students
Possibility of Growth
Supervision
Interpersonal Relations -Coworkers
Personal Life
Interpersonal Relations -Superiors
Achievement
Recognition
Advancement
1-10 Yrs.
Rank
Over 10 Yrs.
i
3
4 i
2
6
8
11
10
12
13
14
5
15
16
2
6
9
7
5
3
4
7
8
13
10
11
12
14
9
15
16
N
43 83

42
RANK OF IMPORTANCE OF FACTORS
IN JOB SATISFACTION BY TEACHING EXPERIENCE
AMONGST MACAU PRIMARY SCHOOL TEACHERS
Factors
Responsibility
Job Security
Working Conditions
Salary
Policy and Administration
Work Itself
Status
Interpersonal Relations -- Students
Possibility of Growth
Supervision
Interpersonal Relations -- Coworkers
Personal Life
Interpersonal Relations -- Superiors
Achievement
Recognition
Advancement
7
9
6
11
10
12
14
13
15
16
2
4
5
8 j.
3
1-lo Yrs.
Rank
Over 10 Yrs.
j.
8
9
12
10
11
14
13
15
16
6
5
7
3
2
4
N 201 123

43
The relationship between ranks of importance of factors in job satisfaction and type of secondary school were tabulated in Table 11.
The secondary schools in which the respondents were teaching were categorized into three types, namely, Portuguese (government), English and
Chinese schools (both are private).
Responsibility was again perceived as the most important factor in contributing to job satisfaction by both English and Chinese secondary school teachers.
However, working conditions was ranked first by Portuguese secondary school teachers.
Salary was ranked second by the Chinese school teachers, job security was ranked second by the English school teachers and responsibility was ranked second by the
Portuguese school teachers.
Although some factors received somewhat different rankings, yet the relationships of the rankings between these groups were still quite significant as indicated by the following Spearman Rank Correlation coefficients, .87 between Chinese and English; and .57
between English and Portuguese.
However it was low between
Chinese and Portuguese as indicated by the Spearman Rank
Correlation coefficient .29.
As a whole, the overall relationship among these three sets of ranks was still significant at .01 level as indicated by the Kendall's
Coefficient of Concordance of .68.
As shown in Table 12, the rankings of factors as

44
TABLE 11
RANK OF IMPORTANCE OF FACTORS
IN JOB SATISFACTION BY TYPE OF SECONDARY SCHOOL IN MACAU
Factors
Responsibility
Job Security working Conditions
Salary
Policy and Administration
Work Itself
Status
Interpersonal Relations --
Students
Possibility of Growth
Supervision
Interpersonal Relations --
Coworkers
Personal Life
Interpersonal Relations --
Superiors
Achievemen t
Recognition
Advancemen t
Rank
Portuguese Chinese English
(Government) (Private) (Private) i
13
8
6
15
2
5
7
2
4
6
5
1
3
5
8
3
6
1
2
4
14
12
4
7
9
16
3
10
11
8
14
9
10
12
13
11
15
16
:10
9
12
11
13
15
7
14
16
N 14 78 34

45
TABLE 12
RANK OF IMPORTANCE OF FACTORS
IN JOB SATISFACTION BY TYPE OF PRIMARY SCHOOL IN MACAU
Factors
Responsibility
Job Security
Working Conditions
Salary
Policy and Administration
Sork Itself
Status
Interpersonal Relations --
Students
Possibility of Growth
Supervision
Interpersonal Relations --
Coworkers
Personal Life
Interpersonal Relations --
Superiors
Achi evemen t
Recognition
Advancement
Rank
Portuguese Chinese English
(Government) (Private) (Private)
3
10
5
4
1
2
8
8
6
3
4
1
2
5
6
2
7
4
3
1
8
6
12
13
15
11
14
16
7
9
9
7
12
10
11
13
14
15
16
5
9
12
11
13
15
10
14
16
27
N 28 269

perceived by primary school teachers in the three types of schools were quite similar.
Responsibility was ranked the most importànt factor in contributing to job satisfaction by all three groups of teachers.
Job security was ranked second by both Chinese and Portuguese school teachers, and work itself was ranked second by English school teachers.
The relationships of rankings between these groups were relatively high as indicated by the following Spearmari Rank Correlation coefficients: .82
between Chinese and English primary school teachers; .80
between Portuguese and Chinese primary school teachers;
.82 between English and Portuguese primary school teachers.
The Kendall's Coefficient of Concordance was calculated to be .80 which showed that the overall relationship among these three sets of ranks was significant at .01 level.

47
CHAPTER FIVE
Discussion, summary and recommendations
Overall, speaking for the findings of both the secondary and primary school teachers, as we note from figure 3, among the top eíght ranking factors, hygiene factors are ranked more important than the rnotivators.
Thus the hypothesis stated before is incorrect and its reverse seems to be true.
In the following we are going to discuss these top eight ranking factors individually.
1.
Responsibility (Motivator, Satisfier)
This factor is ranked first and regarded as the most important factor contributing to job satisfaction in the overall results by both the primary and secondary school teachers.
Since most school teachers in Macau are Chinese, the perception of responsibility as the most important factor may be due to the cultural influences of which, according to the Chinese culture, responsibility has always been regarded as a virtue to be adopted by the
Chinese in whatever they do.
Even in the appraisal

F10.
Sun,.r I 1 Ion o a i o n g s i 4 s c . u
1h. r.rki
' r n e r s nd o hpor arc.* oi
S i b
' d r S t h o o tor t ciir tui np io Job e ech er
.
.* tsl.ci tn
4
,.
,.
2'
MASLOWS
NL(D
HfRARCHT slit,.
ActuII2e1IOfl
-
Es$e'.rn
or
SbIu$
Soclel or
AUIJI.tion
______________
Sefety or
Security
--*----
Physloioglcei
H(RZB(RGS
1W(-rACTOR TH(ORY t
.!
z i t
' t
L
' e
,.-
°
.!
,
I.
.
o
r; r
O,
:r
I t
I
C
L r
-
-.
C
I t t
-
U
1
.
E s
C
V r
).
O
o i.
.
O
4'
.,
I
I z w.
.
u
C work Nett
ACMS4.w..ent
----*
-+ x u,
V, U
&rowth u
ReSponlbII1y o-
I-t
____________
Adancemen
» V)
,-
-
-
RecognitIon
InerpersorrrrI reI1Ions uenfs with
6 6
9 tO
13
16 16 16 16
15
14
15
4 i)
4
C,
8
14
7
-4
)
Stefus
InierpersneI CIIII Ions wIth coworkers
In1rperoreI reletlons
V,
'o .n
uw with superiors
PoIIcy&AdmInIstreion
u, u
-
Supersston w Iz <
-u WØrUSQCOfldItIons e -
5.-Q
X-
JobSecurify
Sdiery
PrsoI tile i
I I lo
4
,
2 i
5
II
13
3
9 Ii
7
4
2
9 2
IO IO
4
15
5
2
5
'
II
II
9
3
2
16
IR a
5
14 i
4
6
3
7
17 2 12
7
IO
9
5
4 f, 16
15 15
R R
7 7
I?
Id
6
9 iO
IC) 9
4 i i
3
I
(
'
7
2
II
4
14
5 f
H
7
14
If
IO 15
9
II
4
,.
.1
4
H il II I?
7 ii
6
I
7
4
3
I
3 2 2 f 2
3
' I
M
2 2 2
2
¶
5
Q
16
14
10
II
0 i I
4
1
9
17
1
(.
7
3
R
16
I
15 I'
9
6
()
14
¶
7
4
H
7
O r (
'
9
)
6
7
,
4
R
D
13
,
D 13
1
14
Ú
7
2 12
R
16
9
.
7
?
R ie
5 14
9
(
6
7
(.
I i&
5
I
9
7 i
9
6
R
5
12 e
7
I
6
14 15 Id
R
R
9 d
I r r C' r O r C> r P
1 1'
II
18 ¶4 15
I
,
9 12
4
'
4
2
4 5 2837221
3
'
I
I i
(
I;
I I
I?
I i I i
9
7
BI14
111
SI 13:41 22IO2llO!4
1201 jI23 2H 1b9 j 2
N 117f' 159 t67 lao t 86 I 43
I..
R'ih 01 importesco od Iectors crn'trII'utin9 to Job setIectIorr emocI Mwçrru
5'Conder chool iectrers
2.
RerrI Ql Importence ol fectors In Job satislecflon by sex emongst I4SCeu succ.'drt school teechers,
3.
Renk ot Imporfenco ol feIors In Job setisfectlon by trtlning s.oQsI Møu socon5ery school *e*chers.
4.
flsnI
01
Imporlence ot daclors in job stlsIectlon by tetching euprIwur' m,,nysI
M*Cu scondry shool tuectrrs
5* oI tepor$encc 01 Iector in Job stI1feC1IOn by type ot econdsry teecher s.
I s f CC t 00
5
Ù ' I M u i
R e h o I I mprr t en c r o I I e t or c o r t r i 1 u i I n t O Job w e t
':i: primer5 schuol tw.ecP.w'rS-
Rtnk of Impor lence of Iectors In Job set t siect school $ierhtrs.
3 R5ft1..
Ct importence of Iector5 In primary yçhúi tee(HIrrs.
ion by S' em(nqsI Mr u pr lnr y
Job setisieCtIon by trinir9 6CflQI
Rank cri tmi.orteco of Ióctor5 in job satislectiOn by Ieerhlr'9 ('1'' i 4r
Mereu pr 1m9e1 s SChOOl tcachtr5.
od
I*pw.r I ence ol I CC tor s tre( 3rr s
I n JI, 5et I
1 er t I or' b y t yp' O I pr i mnt
'.
.

49 of an employee's job performance for promotion, Chinese employers always take responsibility as one of the important factors for consideration.
2.
Job Security (Hygiene Factor, Dissatisfier)
Both secondary and primary school teachers rank job security as the second most important factor contributing to job satisfaction.
This may reflect that most teachers are insecure about their job for two main reasons.
The first reason is that most schools in
Macau do not provide tenure for their teachers.
The second reason is that the Macau Government imposes no code to regulate schools' personnel policies.
Thus a school Principal can lay off a teacher easily just by giving a month's notice in advance and the teacher has no means of appealing such a decision.
Due to
Macau's limited job opportunities, a teacher being laid out of work in this way finds it quite difficult to obtain another teaching position.
3.
Salary (Hygiene Factor, Dissatisfier)
Salary is ranked third by the secondary school teachers and fifth by the primary shcool teachers.
This may reflect that the majority of teachers are not satisfied with their pay.
En this survey, 71% of the

50 private secondary school teachers indicated that their monthly pay is less than 3,000 patacas, and 80% of the private primary school teachers indicated that their monthly pay is less than 2,000 patacas.
For the
Portuguese school teachers, their monthly pay is much higher than the others ranging from 4,000 to 8,000 patacas.
4.
Working Conditions (Hygiene Factor, Dissatisfier)
This hygiene factor is ranked third and fourth by the primary and secondary school teachers respectively.
This may reflect that most teachers are not satisfied with their working conditions.
In fact the local
Portuguese schools are publicly supported and better equipped, but their teachers rank this factor much higher than those working in the private schools which can only provide basic facilities and resources for their staff.
One may infer that the working conditions in Macau shcool is low according to the gestern standard.
5
.
F g)i cian d Ad minis tration
(Hygiene
DíssatisfaCtíT)
This factor is ranked fourth and fifth by the primary arid secondary school teachers respectively.

51
To explain this phenomenon, we have to examine other factors_-interpersonal relations with superiors, recognition, and advancement-which were ranked fourteenth, fifteenth and sixteenth respectively by all teachers of both primary and secondary schools.
The low ranking of these factors indicate that the school policy and administration have failed to recognized the achievements of the teachers, provide opportunities for the teachers to advance in their career path, and establish a meaningful interpersonal relationship between the teachers and administrators.
It is not surprising that the management style of local school administrator is authoritarian in which the decision making process is highly centralized.
6.
Work Itself (Motivator, Satisfier)
This factor is ranked sixth and seventh by the secondary and primary school teachers respectively.
It may infer that most of the teachers do enjoy teaching as their career and some might even experience self-actualization through teaching.
7.
Status (Hygiene Factor, Dissatisfier)
This factor is ranked sixth and seventh by the primary and secondary school teachers respectively.

52
This indicates that most teachers are dissatisfied with their profession being regarded as a low status and esteem occupation by the society.
This feeling is probably caused by the low salary, job insecurity and lack of support by the Macau
Government.
In contrast the Portuguese teachers rank this factor fifteenth (the seocnd least important) because they receive better pay and benefits from the government.
8.
Interpersonal Relations with students (Motivator,
Satisf 1er)
This factor is ranked eighth and ninth by the secondary and primary school teachers respectively.
Actually both factors-work itself and interpersonal relations with students-are strongly interrelated in the teaching task and together form a potent source of satisfaction as perceived by local teachers.
This also explains the concept that the actual instruction of studnets involves a great deal of teacherstudent interactions and consequently, good interpersonal relations with students affect the learning of the students.
Other Findings and Interpretations - Secondary School
In relating ranks of importance to sex, training,

53 teaching experience, and types of schools, some differences are noted.
tors,
There are two observations related to sex differences which may yield insights for school administra-
The possibility of growth is a more potent source of satisfaction for female teachers than male teachers, while job security and salary are more potent sources of satisfaction for male teachers.
This may imply that men need to support their family and consequently are more concerned with salary and job security, while women who may be able to rely on their husband's income and are therefore more concerned with professional growth and are willing to undertake further training.
As far as training is concerned, the graduate teachers perceive salary, status, policy and administration as more potent sources of satisfaction than those non-graduate teachers.
This may be due to their having more training and thinking that they deserve better salary, higher status and more humane school policy and adminstration.
Refering to teaching experience, the teachers with less teaching experience perceive salary, working condidtions and achievement as more potent sources of

54 satisfaction than those teachers with more teaching experience.
This reflects that younger teachers are more enthusiastic about achieving and being promoted so that they can increase their income.
But once they do not achieve either intrinsic or extrinsic satisfaction from their job, they might eventually drop out of the teachíng profession.
As for consideration of the type of school,teachers in the Portuguese school consider achievement, growth, recognition and interpersonal relations with students as more potent sources of job satisfaction while the other teachers of the Chinese and English schools percieve salary, status and job security as more potent sources of satisfaction.
This simply reflects that the teachers of the private schools are still trying to fulfill their basic needs but the teachers of the
Portuguese schools, having fulfilled their basic needs, are seeking other higher level of needs according to
Maslow's theory.
Other Findings and Interpretations - Primary School
En relating ranks of importance to sex, training, teaching experience, and type of schools, some differences are also noted.
As Ear as sex is concerned, growth is a more potent

55 source of satisfaction for male teachers than female teachers, while responsibility is the most potent source of satisfaction for female teachers than male teachers.
This may explain why the male teachers are far less in number compared with the female teachers because men are more concerned with professional growth so that they can be promoted, while women are more willing o assume responsibility ín educating the children.
Referring to training, the non-graudate perceive job security as the second most important factor of satisfaction than graduate teachers.
This insecure feeling may be caused by their sense of inadequacy in their training to obtain a better job.
The graduate teachers perceive the interpersonal relations with superiors as a more potent source of satisfaction than the non-graudate teachers.
This may reflect that the graduate teachers consider having a good interpersonal relations with a superior is vital for their future promotion prospects.
As far as teaching experience is concerned, teachers with less teaching experience perceive salary and growth as more potent sources of satisfaction than teachers with more teaching experience.
This may imply that the younger teachers are more enthusiastic about obtaining

r
J professional growth arid increasing their salary level to support their young family.
When type of school is considered, both Chinese and English school teachers perceive salary as a more potent source of satisfaction than the teachers of
Portuguese school.
This proves that there is a big difference in salary level between the public and private shcool teachers in Macau.
Summary
The purpose of this study is to gain information on factors contributing to job satisfaction among secondary and primary school teachers in Macau.
It attempts to find out what factors teachers identify as important sources of job satisfaction and how the ranks of importance of these factors vary in relation to demographic variables such as sex, training, teaching experience, and type of school.
Sixteen Macau secondary and forty primary schools were randomly selected from the population of secondary and primary schools in Macau in proportion to the number of the three types of schools, namely, Portuguese, English and Chinese schools.
A self-designed questionnaire, which contained the

7
16 factors contributing to job satisfaction originally constructed by Herzberg, was translated into
Portuguese and Chinese and modified after the pilot test with the help of epxerienced teachers and experts.
A total of 136 secondary school teachers and 348 primary school teachers completed the questionnaire and the return rate was 39% and 69%.
Each teacher was asked to indicate, on a five point scale, the importance of each of the sixteen factors in contributing to job satisfaction according to their teaching experiences and opinions.
Based on the improtance scores calcualted, the rank orders of the importance of the factors were obtained.
Cross tabulations of data according to demographic variables were obtained in order to make comparisons of the rank orders.
Spearman Rank
Correlation coefficients were calculated to see the degree of relatedness between the rank orders as perceived by different groups of teachers.
By examining the rank orders of the factors, it was found that for both secondary and primary school teachers, the perceived degree of importance of the hygiene factors is higher than the perceived degree of importance of the motivators in contributing to job satisfaction.
In fact, for secondary school teachers, five out of the eight top-ranking factors are hygiene factors and only three are rnotivators.
For primary school teachers, five out of the eight top-

58 ranking factors are hygiene factors and only three are motivators.
Also for both groups of teachers, responsibility is perceived as the most important factor in contributing to job satisfaction while advancement is perceived as the least important factor in contributing to job satisfaction.
In comparing the ranks of importance of the factors as related to sex, teaching experience and training, few differences were noted as indicated by the high Spearman
Rank Correlation coefficients.
In the rank order of importance of factors in relation to type of school, some significant differences are noted between the secondary school teachers as índicated by the relatively low Spearman Rank Correlation coefficients.
Teachers in different types of secondary schools perceive different factors as most important in contributing to job satisfaction.
These are particularly working conditions in Portuguese schools, and responsibility in both English and Chinese schools.
In view of the findings of this study, recommendations to promote job satisfaction among secondary school and primary school teachers are made to the school administrators in the following passage.
The major recommendation is to improve the salary, job security, working conditions and status, and to enrich the teaching task by

59 upgrading the benefits, scope and challenge for teachers.
Recommendations for Administrators
It has been found that the perceived importance of hygiene factors is higher than the perceived improtance of motivators in contributing to job satisfaction amongst
Macau school teachers.
The significance of this is that hygiene factors are regarded as basic needs for teachers which most schools have failed to satisfy.
This would cause teachers not to function adequately.
Thus in return, schools may expect little from the teachers they employ.
However, if these needs were to be satisfied, teachers would have a desire to seek esteem from others as well as gain self-respect for themselves.
Thus if an effort were to be made to translate these findings as presented, into recommended courses of action, it may lead to the development of higher job satisfaction and, in turn, increase productivity, and decrease turnover and absenteeism amongst Macau school teachers.
The following guidelines are therefore recommended.
1.
To increase the salary level of private school teachers.
Hamilton (1980) and Askar (1981) revealed employees would be dissatisfied if they were inadequately or unfairly paid.
The salary levels of the private
(Chinese and English) school teachers are quite

compared to the public school (Portuguese) teachers.
Private school teachers should be paid fairly by each independent school proprietor who should not try to exploit teachers by taking advantage of the poor employment in Macau.
Since 94% of the students in
Macau are enrolled in private schools, Government should increase its annual financial subsidy to the private shcool.
Presnetly 86% of its annual education budget goes to the public school sector which only has
67 of Macau students enrolled in it.
2.
To improve the working conditions in school, e.g. by improving class size, teacher-pupil ratio, type of facilities and teaching load.
Pagne (1974) Kyriaco..
& Sutcliffe (1978) and Dunham (1981) in their studies identified one of the sources of stress of school teachers was poor working conditions.
3.
To provide job security for the teachers by establishing a system of tenure.
The Macau Government should also introduce sorne legislation to protect the employment of teachers as is provided by the Hong Kong's
Code of Aid to Secondary School.
4.
To have the Macau Government introduce a centralized uniform educational policy and standarize the curriculurn for all types of schools in Macau.
This will

61 help to improve the teaching and education standards of different schools and in turn by having such a policy it will improve the social status of teachers and provide a better image of the local education system.
Kahn (1977) and Bass (1981) showed that there is a positive relationship between social status and job satisfaction.
People with a higher social status level have greater job satisfaction.
5.
To delegate more responsibilities to teachers and to involve them in decision making in order to provide a real sense of achievement, and to avoid misunderstandings or complaints of school policy and aministration.
Reíd (1980), Flannery (1981) and Thíerbach
(1981) in their studies indicated that there was a positive relationship between teachers feeling of job satisfaction and the decision making process of school policy.
6.
To enrich the work itself to give real meaning of teaching to the teachers by upgrading the responsibility, scope and challenge in the teaching task.
Students who are performing well will definitely give job satisfaction to the teachers.
7.
To encourage close teacher-student interactions by providing more opportunities for teachers and students

62 to mix together, e.g. extra-curricular activities, pifies and camping, seminars on counselling and interpersonal relations held for teachers so that they can be more skillful in dealing with students.
8.
To have the school principals show more recognition and appreciation to teachers whenever possible.
This could take the form of personal tributes or recommendations for advancement or salary increase.
Bradford
(1981) found that advancement and promotion prospects did effect job satisfaction.
9.
To provide more opportunities for teachers to pursue their professional growth providing or subsidizing in service training.
lo.
To improve the interpersonal relations with coworkers through better organized activities, committees and encouraging experienced teachers to help younger teachers.
11.
To improve the interpersonal relations with superiors by obtaining feedback from teachers on their perceptions of the problems which conern them personally or the school generally.
This could take the form of monthly principal-teacher 'trap periods"

BI BLIOCRAPHY
Askar, A.3. "A Study of Teacher Job Satisfaction in Kuwait."
Dissertation Abstracts International, 1981, 42 446A.
Atchison, T.J. & Lefferts, E.A. "The Prediction of Turnover
Using Herzberg's Job Satisfaction Technique." Personnel
Psychology, 25(1), (Spring 1972), 61.
Bass, B.M., & Barrett, C.V.
People, Work and Organizations:
An Introduction to Industrial and Organizational
Psychology, Allyn and Bacon, Inc., Boston, 1981.
Bradford, J.S.B.
"Ari Investigation of Job Satisfaction Among
Elementary Teachers within he East Baton Rouge Parish
School System." Dissertation Abstracts International,
1981, 41, 3793A.
Davis, K.
Human behavior at work: organizational behavior,
New York: McGraw-Hill, 1977.
Dunham, J.
"Disruptive Pupils and Teacher Stress."
Educational Research, 1981, 23(3), 205-213.
Flannery, D.N.
"Teacher Decision Involvement and Job
Satisfaction in Wisconsin High Schools." Dissertation
Abstracts International, 1981, 41, 3798A.
Craen, G.E. "Testing Traditional and Two-Factor Hypothesis
Concerning Job Satisfaction." Journal of Applied
Psycho1ogy Vol. 52, No. 5, (1968), 366-371.
Hamilton, J.?. III.
"The Status of Job Satisfaction Among
Selected Florida Public School Management Personnel and its Relationship to Selected VAriables." Dissertatiop
Abstracts International, 1980, 40, 4826A
Hersey, P., and Blanchard, K.H.
Management of Organizational Behavior.
Eriglewood Cliff, N.J.: Prentice-Hall,
1972.
Herzberg, F., Mausner, B., and Snyderman, B.
The Motivation to Work.
New York: John Wiley and Sons, 1959.
Herzberg, F.
Work and the Nature of Man.
New York: World
PublishingCo. , 1966.
Herzberg, F.
"One More Time: How Do You Motivate Employees?"
Harvard Business Review, (January - February, 1968),
5h-62.

Holdaway, D.A.
"Facet and Overall Satisfaction of Teachers."
Educational Administration Quarterly, Vol. 14, No. 1,
(Winter, 1978).
House, R)., & igdor, L.A.
"Herberg: Dual-Factor Theory of Job Satisfaction andMotivation: A Review of the
Evidence and a Criticism." Personnel Psychology, (Winter
1967), 385-386.
Kahn, R.L.
Job Satisfaction.
In: K. Davis, Human Behavior at Work, New York: McGraw-Hill, 1977, 73-88.
Kosmo, R., and Behling, O.
"Single Continuum Job Satisfaction vs. Duality: An Empirical Test." Personnel
Psychology, 22(3), (Autum 1969), 327-334.
Kyriacou, C., & Sutcliffe, J.
"Teacher Stress: Prevalence,
Sources and Symptoms." British Journal of Educational
Psychology, 1978b, 48, 159-167.
Locke, E.A., & Schneider, J.
"A Critique of Herzberg's
Incident Classification System and a Suggested Revision."
Organizational Behavior and Human Performance, Vol. 6
(171), 411-57.
Locke, E.A.
"Satisfiers and Dissatisfiers among White-collar and Blue-collar Employees." Journal of Applied
Psychology, Vol. 58, No. 1 (1973), 67-76.
Maslow, A.H, Motivation and Personality.
New York: Harper and Row, 1954.
(2nd ed., 1970).
Pagne, R.
"Organizational Stress and Social Support." (1974)
In C.L. Cooper & R. Payne, (Eds.), Current Concerns in
Occupational Stress, Chichester: Wiley, 1980.
Pastor, C.B.
"Higher Order Need Strength and Job Satisfaction in Secondary Public School Teachers."
Dissertation Abstracts International, 1981, 41, 2866A.
Reid, E.J.
"A Study of the Relationship Between Job
Security, Feelings of Security, Job Satisfaction and
Role Involvement of Teachers in Selected public Secondary
Schools in New York State." Dissertation Abstracts
International, 1980, 41, 91A-92A.
Savage, R.M.
"A Study of Teacher Satisfaction and Attitude."
Unpublished Doctoral Dissertation, Auburn University,
1967,

(r
U j
Schmidt, C.L.
"Job Satisfaction among Secondary School
Administrators."
Educational Administration Quarterly,
Vol. 12, No. 2, (Spring, 1976), 68-86.
Sergiovanni, T.J.
"Satisfaction and Dissatisfaction of
Teachers."
Unpublished Doctoral Dissertation, University of Rochester, 1965.
Starcevich, M.M.
"Job Factor Importance for Job Satisfaction and Dissatisfaction across Different Occupational
Levels."
Journal of Applied Psychology, Vol. 56,
(1972), 467-471.
Thierbach, C.L.
"Decision Involvement and Job Satisfaction in Middle and Junior High Schools." Dissertation
Abstracts International, 1981, 41, 3827A.
Vroom, V.
Work and Motivation.
New York: John Wiley and
Sons Inc., 1964.
Waters, L.K., and Waters, C.W.
"Correlates of Job Satisfaction and Job Dissatisfaction Among Female Clerical
Workers." Journal of Applied Psychology, Vol. 53,
No. 5, (1969), 388-391.
Wernimont, P.F.
"Intrinsic and Extrinsic Factors in Job
Satisfaction." Journal of Applied Psychology, Vol. 50,
No. 1, (1966), 41-50.
Wickstrom, R.A.
"An Investigation into Job Satisfaction among Teachers." Unpublished Doctoral Dissertation,
University of Oregon, 1971.
Wolf, M.G.
"Need Gratification Theory: A Theoretical
Reformulation of Job Satisfaction/Dissatisfaction and
Job Motivation." Journal of Applied Psychology, Vol.
54, (February, 1970), 90.
Gordon, M.E., Pryor, N.M. and Harris, B.V., "An Examinatian of Scaling Bias in Herzberg's Theory of Job
Satisfaction." Organizational Behavior and Human
Performance, Feb. 1974, 106-21.
Miner, J.B., Theories of Organizational Behavior, Dryden
Press, 1980.

APPENDIX A
'
' o o o
,
'
Edward I. Wong
Director of Studies
Associate Degree Program
University of East Asia,
Taipa, Macau
5 /1 985

Please provide the following information about yourself
2. Sex ll : (
) Male (
) Female
3. MaritaI Status l
: ( ) Single (
) Married B
4. Education
: (
) non-graduate
5. Years of Teaching Experience
:
(
) Divorced
(
) grattiate
(including this academic year
'
-
6. Type of school in which you are teaching
(
) Portuguese School
(
U
) English School
7. Teaching Subjects
(
) Chinese Sclioolct or
(
) Part-time teacher l 8. ( ) Full-time teacher l
9. Teaching Level Z E *
(
(
) F.4-F.5
(
(
) F.64t
lo. Average teaching periods per week
(
(
(
Il
O I O periods + t T
) 21-3Operiodst-E+
) 41 -
50 periods
-
-h
Z i I
.
Please specify the duration per teaching period i
(
(
( ) I I -
20 periods ±
d
) 3l-4Operiodsffl-±
) more than 5 1 periods
.
-h
B
: minutes
I 2. Your present monthly salaryij
(
) Ptc. 1 ,000 2,000
-
:
)Ptc.3,OOl -4,000
(
(
(
)Ptc.5,OOl 6,000
)Ptc.7,OOl -8,000
)Ptc.9,OOl 10,000 tr\F
(
(
(
(
) Ptc.4,OOl 5,000
)Ptc.6,OOl 7,000
(
) Ptc.8,OOl -
Orothers
9,000 R 1
)

INSTRUCTIONS (
:
According to your opinions and teaching experiences. please mark (j ) in the appropriate space beside Each
Factor to indicate how important you consider each factor is in contributing to your own job satisfaction.
i indicates this factor is of No importance
2 indicates this factor is of
Littte importance
3 indicates this factor is of Some importance Th t
4 indicates this factor is of
Quite importantance
2 '
5 indicates this factor is of
Major importance
Th 1t
Z
2
2 i
L
!
'.
No Minor
Importance importance i (
)
2 (
)
(
'
Same Quite Major lmpoxtance Importance Importance
3 ( 4 (
) )
5 ( ) I
.
.
.
.
.
Working conditions in school
\
2. The quality of your personal life I
( )
3 (
3. Recognition of i (
)
2 (
)
3 (
)
4 ( )
5
(
4. The quality of interpersonal relations with superiors i ( )
2 (
)
3 (
)
4 (
)
5 (
)
(principal, panel chairman)
(
)J
5. School policy and i ( )
2 (
)
3 (
)
4 (
)
5 ( )
)
I
(
)
2 (
)
3 (
)
4 (
)
4 (
)
5
(
)
5 (
)
> 6. iob responsibility
7. Opportunity for advancement
8. Social Status of Teacher
9. Job securityI1 i o
The nature of work itself i (
1
( i (
I (
)
2 (
)
2
(
)
2 (
)
2 (
)
2 (
)
3 (
)
3 (
)
3 (
)
3 (
)
4 (
)
4 (
)
4 (
)
4 (
)
5 (
)
5 (
)
5 (
)
5 (
)
)
)
)
I i
The quality of interpersonal relations with students I (
)
2 (
)
3 (
)
4 (
)
5 (
)
1 2. The quality of interpersonal relations with co-workers
I ( )
2 ( )
3 ( )
4 ( )
5 (
)
16.
Opportunity for professional i ( i (
)
)
2 (
2 (
)
'3 (
)
3 (
)
)
4 (
4 (
)
)
5 (
13. Working under capable and effective supeison
14. Sense ofjob achievement
If'
I (
)
2 (
)
3 (
)
4 (
)
5 C
)
2
C 15. Salary leveII
1 ( )
)
3 (
)
4 (
)
5 (
)
5 ( )
)

APPENDIX B GOV1RNO DE MACAU
D1RECQAO DOS SERVIÇO3 D ED'JCAÇAO E CULTURA
Gabinete do Director 00117 r
L
Exmo. Senhor
Edward I.K.Wong
Director de Estudos
Col&gio Universitrio
Universidade da Âsìa Oriental
P.O. Box 3001
Macau
J
1
Sua rcferncia Sua comunicaço de Nossa referência C. P. 187-MACAU
GD/85
23
AY
ASSUNTO: Inqurito aos Professores do Liceu Nacional do Infante D.
Henrique.
Em. resposta à carta de \7.Exa. de 15 de Maio p.p.
sobre o assunto ein epigrafe, cumpre-nos informar, em conformidade corn o parecer emitido pelo Exino. Senhor Chefe da Repartiço do Ensino, em 20 do corrente,que nada ternos a oper pretenso apresentada.
Mais informarnos V.Exa. que dever contactar directarnente o Sr. Chefe da Repartiço do Ensino, corn vista à obtenço de quaisquer esclareciinentos necessrios concre tizaçio do estudo que pretende levar a efeito.
Corn.os meihores cumprirnentos.
d Director dos Serviços,
Manuel Coelho da Silva
Formato A.4

INGUERITO SOBRE OS FACTORES QUE
PODEN TORNAR CONPENSADORA A PROFISSAO
ENTRE OS DOCENTES DO ENSINO
SECUNDARIO EN MACAU
..
:ina_idade deste inque'rito consiste eu obter informa3es sobre os
:3:tors que contribuam para os professores de ensino secundrio de
:wa:au e sentirei realizados na sua profisso.
Os resultados deste
3:uàc sero, possivelmente, de valor aprecive1 para a educao a
.'-I
.
I
::das as infortna9oes coligidas terao carcter confidencial.
E favor,
:poi J
::iveridade da £siaOriental, no sobrescrito e1ado que vai junto.
UNVERSWADE DA ÁSA 0RIENTAL MACAU
UNVERSTY OF EAST ASIA, MACAU
: k_
-
Edward L Wong s.s., 1BA.,
M.A
Drectnr
Of SttJdL3
Assûcia' Decree Proqrn,rn
JuO( CQH
P.O Bo 3001 Macau Tel: 27322 T&ec: 88397 UEA 0M

Por favor, preencha os seguintes quesitos respeitantes a si prprio.
1.
Idade :
2.
Sexo
: (
>< ) masculino
(
) feminino
3.
Lf
Estado civil :
Situa,'o
: (
(
) solteiro
) prouissionalizado
(
(
'(
) casado
) n profissionalizado
5.
Anos de experincia profissional:
6
.
7.
Tipo de escola em que ensina
)ç
(
(
) Portuguesa
) Englesa
Matrias
(
) Chinesa
ue ensa :
/J a (
) a tempo inteiro
C lj i.
(incluindo este ano lectivo)
.
(_
) a tempo parcial n
9.
N(vel de ensino
(.><
)
(_
)
( .
) loe,
70 e
12°
90 anos
Ensino Preparatrio lo.
Horas de aerviço semanal
-
(
)
O-10
(
20-30
)
11.
Especificar a duraio de cada tempo deaulas
12.
0 seu ordenado mensal, reste momentos e
)
1,000 - 5,000 patacas
(
5,001 - 7,000 patacas
( )
(
C x
)
7,001 - 9,000 patacas mais de 9,000 patacas
)
¿ 5

instruçSes
Conforme as suas opini'es e experi'ncias docentes, favor marcar C '7 ) no sitio apropriado, frente de cada factor, para mostrar a sua opinìo sobre o modo conio cada factor podecontrihuirpara que o professor (ou o pr6prio) se sinta profissionalmente satisfeito.
Marque i para indicar que o factor iuiportante
2 para indicar que o factor e de menor import&ncia
3 para indicar que o factor tern alguina import&ncia
Lf para indicar que o factor e bastante importante
5 para indicar que o factor e muito importante i .
Boas condicoes de trabaj.ho '
2.
Vida pessoal satisfatria
N tmportanca Algum importante menor
Bastante Multo importancia importante importante
I (
) 2 (
) 3 (
) 4 ( )
( J )
I (
)
2 (
) 3 C )
' (
) 2 ( ) ( ) 4 (
)
) 5 ( J
5 ( j)
3.
Recoriheciinento de boa actuao
I (
Lf
Boas re1apes corn superiores
( ) 2 ( ) 3 ( 'i
)
4 ( ) 5 C )
5.
Poltica e aoministra5o e acolares sat isfatár jas
6
.
Responsabilidade profissional
7.
Oportunidades para. promo2o
8.
Posio social do professor
9.
Segurana na profiss'o lo.
Natureza do trabaiho
I (
(
IC
(
(
'
)
)
)
11.
Boas re1ae5 corn os eatudantes 1(
12.
Boas re1aes corn os companbe iras de traba].ho
(
13.
Direco capaz e efectiva do supervisor
iLL Rea1iza'o peesoal
I (
C
)
)
)
)
)
15.
Ordenado
16.
Possjbjlidade de meihorar profissiorialmente
1(
)
)
)
)
2 (
2 C
2 (
2(
2 (
2 (
2(
2 (
2 C
2 C
2(
2(
)
)
)
)
)
)
)
3 (
) 3 (
)
)
3(
3 (
)
)
3 (
3(
3(
3(
C
C
)
)
)
)
)
4 (
4 C
4 (
4( k (
)
)
)
5 (
J )
5(/
)
5 ( J )
)
)
4 (
) (
)
4(
)
5( ky
)
C J
)
1
(
3 ( J
)
)
)
) k (
4 ( k(
)
)
) 5 ( 'J
)
5 ( k).)
)
5
)
)
5 (
4(
\J
)
5(
)
)
C J )
( if)
)

APPENDIX C
5 r j
\I132
,
$Ai'J , r-f
° o z$
,
,
Edward I. Wong
Director of Stu ches
Associate Degree Program
University of East Asia,
Taipa, Macau
1.
:
2. 'U: (
3.
4.:(
(
)
)5
(
(
(
6.
(
7
8.
(
9.
(
( o.
(
(
(
11
.
)IJ\tçL
) 1J\)J\
(
(
(
(
(
ç
(
)
) (
)
)JJ\A
) 1J\-JJ\
)
12. 11
(
(
(
(
(
)
)
)
(
(
(
( )-+
)E++

ç +r9JT
' o
2
.
3.
4.
5.
---
8.
9.
lo.
11.
12.
5.
6.
7.
13.
14.
ic:
IL)
I
.
2.
3.
4.
-r -' ci IU
:
)
1(
1(
1(
1(
1(
1(
1(
1(
1(
1(
1(
1(
1(
1(
1(
)
)
)
)
)
2(
2(
2(
2(
2(
)
)
)
)
2(
2(
2(
2(
)
)
)
2(
2(
2(
)
)
)
2(
2(
2(
)
)
3(
)
)
3(
3(
)
)
)
)
)
)
3(
3(
)
)
3(
3(
3(
3(
3(
3(
3(
3(
)
)
3(
3(
)
4(
)
)
)
)
)
)
)
)
4(
4(
)
)
)
4(
4(
)
)
4(
4(
)
4(
4(
)
4(
4(
4(
4(
4(
4(
)
5(
5(
)
5(
)
5(
)
5(
)
5(
)
5(
)
5(
)
5(
)
)
5(
)
5(
5(
)
)
5(
)
5(
)
5(
)
)
)
)
)
)
)
)
)
)
)
)
)

XtTh?B 8606