What Is An Individual Characteristic

1. Introduction

The job satisfaction has been a pivotal effect in defining the organizational effectiveness. It reflects an private feelings' towards piece of work that affects both the individual's and organization performances ^[1]. Hence, the importance of job satisfaction is to motivate organizational members to engage in a kind of beliefs that facilitate them in accomplishing the effective performance and productivity with their work ^[two].

Extant literature suggests that individual job satisfaction is adamant by individual feature, job characteristic and, career evolution (run across for example [3-10]^[three]. The basic premise of the relationship between individual characteristic, task characteristic, and career development with chore satisfaction is derived from the trait and cistron theory highlighting that the private is different, and their different capacities may influence their professional occupations ^[xi]. Furthermore, ^[12] also emphasize that the conclusion on an occupation from an individual involves the individual desire and expectation on the task thus tin make his/her performance become satisfactory. According to Sharf (1992) in ^[eleven], traits are adamant past private characteristics and factors are measured by particular expectation required by an private to achieve his/her successful job performances. In this study, traits are adamant by Individual Characteristics (X1). Factors involve Chore Characteristics (X2) and Career Evolution (X3). And these traits and factors variables' are partially and simultaneously influence Chore Satisfaction (Y).

The Individual Characteristics variable is extracted from Hackman and Oldham theory of job characteristics which focusing on personal characteristics that make up one's mind their job motivations ^{[7, 8]}. Previous studies from ^[four] and ^[10] reveal that personal characteristics such equally historic period, tenure, gender, educational level, and strong work ideals of an individual are factors that influence individual perceiveness on his/her task satisfaction.

The job characteristics model has been used as a platform for managers in designing jobs that volition further satisfy the individual needs ^[5]. The authors also highlight that job feature proxies of the Hackman and Oldham's consisting of autonomy, feedback, skill variety, job identity, and chore significance influence the job satisfaction. When employers are suited with the appropriate autonomy, relevant feedback, sufficient skill variety, clear task identity and significance; they volition be more firm psychologically. Thus, information technology is important for employees beingness occupied with these characteristics equally it will affect their perceiveness on the job they are attached with, increasing their responsibility and significantly enhancing their vision on every task they should exist working ^{[viii, 13]}. Furthermore, the employee volition be more satisfied with their job and in turn, it will reduce the employee absence and turnover ^[5].

The career development involves employees to relate their efforts and the world of their work in fashioning their individual piece of work identity ^[14]. More importantly, the author emphasize the influences on and outcomes of career development are one aspect of socialization equally part of a broader process of human development in establishing their existence as a social actor in a professional institution. Put another way, the career development will satisfy the individuals need to be acknowledged within a particular social circumstance. According to ^[3] and ^[15], the efforts on employee development contribute to the employee commitment to the organisation improving the work productivity and likewise reducing absenteeism and turnover intentions. This study measures the career development based on the argument modified within ^[three] underlining five major factors. They are: (i) skills development; (ii) the evolution of career maturity; (3) the sufficient knowledge of the individuals on their chore; (4) the employees' expectation on their career development, and; (5) emotional responses, and; (6) the relevancy between employees' job, noesis and skills with their existing career development.

As the educator, a instructor plays an important function in building and developing students' intellectual capacity for their future needs. As this young generation will take the pb to continue the development of the nation, providing them with a high-quality learning process must exist taken into consideration by respective bodies in the relevant government construction. Accordingly, the capability of teacher, like any other profession, needs to be continuously upgraded to fit with the nearly current condition and stakeholders' needs, hence reserving them with a pride as an educator. They will also grant a respect from the stakeholders valuing the teacher's professional job as a cornerstone in the development of a nation.

Nonetheless, in conducting their educating duties, the teachers face up many challenges that influence their efforts in achieving the objectives as earlier mentioned. These challenges are vary among educators which too influenced past particular factors coming from both internal and external weather condition of the instructor ^[16]. More specifically, according to ^{[17, xviii, 19]}; factors related to the private psychological status east.g. individual satisfaction, work condition, pride, and motivation are considered as the determinants for internal factors of private to maximize their operation. Externally, the teachers' job satisfaction tin can be reflected in the work-identify condition, the social-relationship among the teacher, colleagues and stakeholders, and the provision of job-related training that benign to maintain teacher'southward professionalism ^[20].

The school atmosphere is a unique condition as this is the place where various social interests are integrated. The characteristic of this social interactions likewise varies across educational levels, from elementary to mail-graduate, or educational systems, betwixt general and vocational schools. The arguments to decide which side to be more emphasized have been remained unsolved ^[21]. For instances, such schools establish their item role in different societies. In a more than details, these authors illustrate that the Germany'southward system – which involves fully vocational schools besides as those mixing vocational and full general education – is highly regarded and consisted over half of the country'south upper secondary students. In other countries, all the same, vocational schools serve as markers of a students' lower socioeconomic status: in Hungary, 54% of pupils in vocational schools were from the lesser socioeconomic quartile, and in Southward Korea the figure is 52%. In other countries still, these schools are simply treated as a last port for students who are unable to succeed in more than academic environments. As the consequence, these phenomena underline the creativity of the teachers involved within particular educational systems to maintain the broader success of their students.

The Indonesian pedagogy system has also faced quite challenges in equipping the students for the successfulness of their further bookish paths. In particular, ^[22] highlight the disproportion number of qualified teachers between secondary schools (including vocational schools) and principal schools equally one of the major concern affecting the low quality in the teaching process. Appropriately, ^[23] emphasizes that the importance on teachers' preparation to improve teachers' performances to strengthening the teaching and learning process in the actual classrooms. Thus, it volition further create the dynamic growth and elevate the knowledge index of local students in the Asian region.

As mentioned earlier, chore dissatisfaction amongst teachers, if not addressed seriously, will further touch on the pedagogy of the young generation. To the best of the writer's knowledge, very limited study have been demonstrated the influence of private characteristic, job characteristic, and career evolution on chore satisfaction of educational workers, particularly on teachers in the vocational schools. Given the importance of the study, this research aims to analyze the influence of individual characteristic, job feature, and career development on the task satisfaction of vocational schoolhouse teachers in the Province of Sumatera Utara, Indonesia. This written report provides significant insights resulted from dissimilar blazon of organization extensifying the important of valuing individual characteristic, job characteristic, and career development to increase task satisfaction of vocational school teachers.

2. Research Methodology

2.1. Inquiry Model and Hypotheses

As described in the previous section, the basic premise of this written report underlines that individual characteristic, job characteristic, and career evolution on job satisfaction of educational workers, particularly on teachers in the vocational schools. It is derived from the trait and factor theory complemented with the Hackman and Oldham'southward job characteristic models to further rationalize the enquiry framework of this study. Figure 1 provides a visualization of the relationship between individual characteristic, chore characteristic, and career development with job satisfaction.

For the purpose to explicate the objective of written report set earlier on, this study develops 5 major hypotheses focusing on the direct human relationship between all independent variables (individual characteristics, task characteristics, and career evolution) and chore satisfaction. The overall hypotheses are described as follows:

Hypothesis 1. The private characteristics positively influence the career development.

Hypothesis 2. The job characteristics positively influence the career development.

Hypothesis 3. The individual characteristics directly influence the job satisfaction.

Hypothesis 4. The task characteristics directly influence the task satisfaction.

Hypothesis v. The career development positively influences the chore satisfaction.

two.2. Sample, Data Collection and, Data Analysis

The sampling frame used in this study was obtained from the Advisers of Elementary Teachers Education ^[24] focusing on total number of vocational school teachers from land and private vocational schools in the Province of North Sumatera, Republic of indonesia. The population of this study was all teachers who are specialized on the subject field of Mechanical Applied science Skills amounting 238 teachers in full. The sample size of this study was gathered based on the proportional random sampling which further resulting a total number of 166 teachers who were plant having the expected qualification.

For the purpose of data collection, a questionnaire was developed as the main instrument of this written report and distributed to all samples. All of items questioned inside the instruments were constructed relevant to research objectives, enquiry questions, and literature review references. The research questionnaires consist of number of Likert-scaled queries following the four variables inside this study: individual characteristics, task characteristics, career development, and chore satisfaction.

To test the hypotheses, this study used a path analysis method. According to ^[25], the path analysis approach is suitable to determine the magnitude and significance of the causal relationship between the observed variables (see Effigy ane. research framework). The author also underline that the path analysis is more powerful to measure out the causal relationship using the mediating variable(southward) in a unmarried model without segregating several regression testing. The testing result volition judge the structure of the master path from the contained variable(southward) to a dependent variable. The main path volition be indicated from a standardized regression coefficient, demonstrating whether there is a straight outcome or indirect effect occurred within the research model. A Specht's Goodness of Fit Estimate was used to examine that the model fits the data based upon how well the model reproduces the observed correlation matrix ^[26]. The writer suggests a perfect fit would requite a Q of ane; less than perfect fits yield Q'southward less than i.

Fig ure 1 . Inquiry Model

iii. Give-and-take and Analysis

Based on the theoretical perspective earlier mentioned, this study expects that personal characteristics, chore characteristics, and career development are determinant factors of the teachers' job satisfaction in vocational schools in the Province of North Sumatera Utara. Before conducting hypothesis testing, we examined bivariate correlation between two different variables and the results are in-line with the hypothesized relationships (see Table 1). Accordingly, path coefficients in the path analytical method are extracted using Maximum Likelihood (ML) estimation (run across Figure 2). In particular, the hypotheses testing were conducted into ii structures. Firstly, it examined the partial relationship betwixt individual characteristics and chore characteristics with career development (H₁ and H₂). And secondly, it estimated whether in that location are direct influences between individual characteristics and job characteristics with the mediating event of career evolution on job satisfaction (H_three, H₄, and H₅).

Tabular array 1. Path Coefficient and significance levels for initial model

The results from hypotheses tests reveal that all hypotheses (H_i - H₅) are accepted. In a more detail, the results indicate that:

1. Individual Characteristics influence Career Evolution (p=0.255, significant at 0.001)

two. Chore Characteristics influence Career Development (p=0.535, significant at 0.001)

three. Individual Characteristics directly influence Job Satisfaction (p=0.134, pregnant at 0.001)

four. Task Characteristics directly influence Job Satisfaction (p=0.134, significant at 0.001)

v. Career Development influence Job Satisfaction (p=0.501, meaning at 0.001)

Fig ure ii . The Result of Path Analysis Model

4. Concluson and Implication

In general, the job satisfaction reflects the affective reaction from an individual to both the set of work and work related factors he/she is dealing with ^{[5, 27]}. The results of hypotheses tests indicates that Individual Characteristics Job Characteristics, and Career Development partially (as well as simultaneously) influence Teachers' Job Satisfactions in Vocational Schools in the Province of Due north Sumatera Utara, Indonesia. In brief, the overall findings likewise consistent ^{[4, 6, 9, 10]} studies highlighting that individual demographic, job characteristics variables and career development variables are considered equally pregnant determinants for employees' job satisfaction. Information technology can be concluded that the larger the gap within the teachers' individual characteristics, chore characteristics, and career development; the higher the levels of both job dissatisfaction and yet resulting the higher level of chore turnover intentions. Accordingly, the findings of this study confirm the traits and factor theory highlighting the differences in individual preferrences and capacities that influence their perceiveness on the satisfactory of their professional person occupations ^{[11, 12]}. Traits are signified from the internal attributes of individual characteristics, and Factors are derived from external drives as reflected in job characteristics and career development.

^[iii] emphasize that the employee growth and development activities due east.g. standing educational activity courses, tuition reimbursement, career evolution skills training, opportunities for promotion and internal career advocacy, coaching, mentoring, and leadership evolution programs positively associate with the employees' job satisfaction. In accordance to ^[xv], the efforts put forrad employee evolution has contributed to the employee commitment to the organization, increasing their work productivity and in turn decreasing absence and turnover intentions. Relevant to this study, the career development program facilitates vocational teachers to maximize their individual task satisfaction. Information technology tin be done through several activities east.thousand task transfer to a different location, peer assistance and continuous educational grooming; to refresh and elevate teachers' noesis, skills, power, and experience. Therefore, these programs can increase teachers' satisfaction in committing on to their existing professional job.

The findings from this report besides underline the importance on minimizing the gap amidst personal characteristics and improving the clarity of chore assigned relevant to teachers' competencies through proper and continuous career development. Thus, it tin maximize teachers' commitment and motivation to achieve the goals of their respective educational institution. Respectively, it will also assist the accomplishment of the general objectives of national educational system.

Nevertheless, at that place are several limitations for further concerns in future studies. Starting time, this report was conducted in the Province of North Sumatera and the results may provide item magnitude to the respective region. The sample size too raised business organization for the generalizability outcome. Hence, future studies tin can consider these limitations to provide a stronger justification on the level of magnitude and directions of the human relationship among observed variables in a broader scope of analysis.

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