A REVIEW OF THE JOB SATISFACTION THEORY FOR VOCATIONAL COLLEGE EDUCATION PERSPECTIVE

Abstract

Job satisfaction signifies a positive attitude toward tasks performed, fostering confidence and enthusiasm among individuals as they engage in their work. The concept of job satisfaction has been explored through various theories relevant to vocational teachers. This paper aims to formulate a comprehensive theory of job satisfaction, integrating variations in work values and perceived job characteristics as key explanatory factors. The study delves into the intricate relationship between job satisfaction and specific work-related elements. Through a literature review analysis, relevant theories are selected to map out the theory of job satisfaction and to understand the interplay between Maslow's Theory and Herzberg's Two-Factor Theory. The findings demonstrate that both Maslow's theory and Herzberg's Two-Factor Theory influence job satisfaction within the organizational work environment of vocational colleges. Furthermore, the extent to which individuals can attain perceived job rewards is contingent on their level of control over their employment circumstances. Additionally, this paper examines previous theories related to teacher job satisfaction, providing valuable insights to teachers regarding the influencing factors that shape their control over achieving job satisfaction within the context of Malaysian Technical and Vocational Education and Training (TVET) institutions.