| Summary: | Teaching nowadays requires high
commitment from teachers; the workload is heavy, the role
is broad and the teachers are directly responsible for
educating and developing the students. Educating and
developing technical and vocational students requires
quality, competent and high commitment teachers. Without
commitment and motivation, they feel dissatisfied, or lack
of passion in their job and the worst situation, some of them
may withdraw or turnover from the profession. Teachers
will achieve job satisfaction when the motivation and
hygiene factors complement each other. Vocational
colleges want their teachers to have the best possible
performance. However, how to motivate the teachers?
There is not much point in motivating them if they do not
care about hygiene factors. Motivating people to work
when the things they complain about disappear. When the
dissatisfaction is taken away, the institutions can focus on
motivating teachers effectively. Hence, the purpose of this
study is to highlight the factors that affect job satisfaction
in vocational colleges in Malaysia and identify the factors
that affect job satisfaction. This study used Two-Factor
Theory from Herzberg to decide how significant hygiene
and motivator factors are related to job satisfaction among
the vocational teachers and how the two factors
complement each other. Among the factors identified are
company policy, supervision, work conditions, salary,
recognition, the work itself, personal growth, and
achievement. This study also has theoretical implications
for directing future developments study and offers practical
suggestions to the management in the improvement of job
satisfaction among vocational teachers. Job satisfaction is
essential for individuals and vocational colleges. Factors
affecting job satisfaction need to be given more attention to
improve the quality of education and thus achieve student
success. Herzberg Two-Factor Theory provides two factors
that affect teachers' motivation in the workplace. Hygiene
factors will influence teachers’ working less if they are not
present, while motivational factors will motivate teachers
to work better if they are present. Therefore, any hygiene
factors must be resolved first, and then motivating factors
must be boosted.
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