International Journal of Management (IJM)

Volume 11, Issue 8, August 2020, pp. 753-763, Article ID: IJM_11_08_068
Available online at http://www.iaeme.com/IJM/issues.asp?JType=IJM&VType=11&IType=8
ISSN Print: 0976-6502 and ISSN Online: 0976-6510
DOI: 10.34218/IJM.11.8.2020.068

© IAEME Publication Scopus Indexed

AN INVESTIGATION OF THE RELATIONSHIP

BETWEEN SELF-ACTUALIZATION AND JOB
SATISFACTION OF ACADEMIC LEADERS
Dr. R. Gopinath
D.Litt. (Business Administration)-Researcher, Madurai Kamaraj University,
Tamil Nadu, India

ABSTRACT
Background: Job Satisfiers of academic people including academic leaders is bit
different from the satisfiers of employees. According to past researches the common
factors determining the employee’s Job Satisfaction are working environment,
financial benefits, relationship with peer and superior (Gopinath,2016). But this is
different in case of academic leaders, they need a kind of psychological satisfaction
(Gopinath, 2020 a) and that would be the intrinsic factor determining the overall
satisfaction. So when the academic institutions aim for their faculties Job Satisfaction,
first they have to focus on the Academic Leader’s Self-Actualization.
Objective: This paper is an attempt to identify the factorial influence of Self-
Actualization on Job Satisfaction of academic leaders.
Methodology: The researcher used descriptive research design and collected 187
samples using continent stratified random sampling technique. Structural Equation
Modeling was used to analyze the samples.
Findings and Conclusion: The researcher found significant and prominent
relationship between various dimensions of Self-Actualization and Job Satisfaction. It
was concluded that the Job Satisfaction of academic leaders can be enhanced by
giving training on Self-Actualization.
Key words: Academic Leaders, Self-Actualization, Job Satisfaction
Cite this Article: Dr. R. Gopinath, An Investigation of the Relationship between Self-
Actualization and Job Satisfaction of Academic Leaders, International Journal of
Management, 11(8), 2020, pp. 753-763.
http://www.iaeme.com/IJM/issues.asp?JType=IJM&VType=11&IType=8

1. INTRODUCTION
The psychological and physiological satisfaction paves the base for Job Satisfaction. The
extent of Job Satisfaction of academic leaders can be measured by measuring the extent of
satisfaction of psychological and physiological needs (Schein, 1965). In the educational
institutions, Job Satisfaction is important to enhance the productivity of the academicians and

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 Dr. R. Gopinath

academic leaders in terms of better examination results, better grades of the students and
extensive research output by teachers. In India, there have been a number of studies
concentrating on primary and secondary school teachers and their satisfaction, (Sivakumar &
Chitra, 2018) but, there are limited work done on university level academicians‟ and academic
leaders satisfaction. The study of academic leaders has to be concentrated because an
institution with enthusiastic satisfied faculties is an asset and prominent for the transformation
of the students community (Cohen, 1974). Self-Actualization is known as an individual‟s
inclination to attain what he really wants (Maslow, 1954). He also found that the need for
Self-Actualization depends on the prior satisfaction of physiological, safety, love, and esteem
needs. Early fulfillment of physiological, safety, love, and esteem needs creates early
requirement of Self-Actualization need. Self-Actualization is considered as educative and it is
concerned with the person‟s distinctive development and, living of good life. (Gopinath, 2020
b) In recent days academic institutions are also facing intense competition and the
expectations of academic leaders are getting increased and the institutions are feeling tough to
satisfy their expectation, and Self-Actualization is expected to support them in withstanding
the intensive competition (Gopinath, 2020 c). So the Self-Actualization of academic leaders
has lot to do with the satisfaction and performance level of academic leaders, this paper is an
attempt to study the factorial influence of Self-Actualization on Job Satisfaction of academic
leaders (Gopinath, 2020 f). Gopinath (2020 j) has investigated the job involvement and
organizational commitment of academic leaders in Tamil Nadu.

2. REVIEW OF LITERATURE
Self-Actualization is the highest sate of motivation state and one can able to express and
accept ones inner core and actualize their capabilities and potential (Maslow, 1968). Although
Self-Actualization is essential, the life experiences and learning processes from the childhood
is the prominent determinant in their Self-Actualization (Gopinath, 2020 d). And also studied
the prominence of self-actualization in organizational environment especially related to job
satisfaction, job involvement and organizational commitment (Gopinath, 2020 e). Childhood
has a critical importance in creation of ego and emotional intelligence, healthy and positive
surrounding also plays a pre dominant role in shaping the personality and Self-Actualization
of the child (Gopinath & Chitra, 2020). Rogers (1961), in his study he insisted that parenting
the child with unconditional love will enhance their value system and emotional intelligence,
otherwise the child would feel valuable only under certain conditions where they are getting
importance (Chitra, 2020). And even it places a prominent role in managing stress also
(Gopinath & Ganesan, 2014) they very well know about their strength and weakness. Apart
from parenting educational institutions are also playing crucial role in Self-Actualization
(Gopinath, 2020 k). Education should free the individual from the illusions of cultural
conditions, so that they think about the values of themselves (Miller, 2001).
Thomas Moore (1992) also insisting education should strive to develop the feelings and
imaginations instead of focusing only knowledge and skill set. So our educational institutions
should be the vehicle for enhancing the Self-Actualization, even from the school level
(Gopinath & Kalpana, 2020 b). In their study, they investigated the Relationship of job
involvement with job satisfaction; from results of structural equation modeling the researchers
find Job Involvement motivates employee towards fulfillment of the personal life goals.
Obviously the fulfilled goals give satisfaction to the academic leaders of university Gopinath
& Kalpana (2020 a). Individuals who have realistic aims for themselves, who has thinking
and studying skills, and have strong self-respect and confidence are more successful in
attaining Self-Actualization than the others. The term Job Satisfaction is complex and
ambiguous to define, because it is too subjective and multidimensional. As everyone and
every profession has their own needs and goals, the satisfaction of a person depends on their

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 An Investigation of the Relationship between Self-Actualization and Job Satisfaction of Academic Leaders

personal vision, role in the company, expectations at work, and their experiences in daily life
(Gopinath & Shibu, 2016). Due to this peculiar character and complication in nature, Job
Satisfaction has so many researches in the sphere of human resource management and
organizational behavior. Researchers at the University of Minnesota concluded that
satisfaction study from 20 different dimensions including: acknowledgment, compensation,
administration, job security, and carrier advancement (Weiss et al., 1967).
Beyth-Marom (2006) emphasized that, when studying Job Satisfaction, the peculiarities of
human resources management must be considered. The Job Satisfaction is defined as a
“pleasurable or positive emotional state resulting from the appraisal of one´s job or job
experiences” (Schneider & Snyder, 1975; and Locke & Latham, 1990). Spector (1997)
defined „Job Satisfaction and dissatisfaction are functions of the perceived relationship
between, what one expects and obtains from one‟s job and how much importance or value one
attributes to it‟. Job Satisfaction is an important determinant for employee motivation, which
is an essential factor for one‟s success and behavior in an organization. It is a blend of any
psychological, physiological and environmental circumstances that cause a person honestly
satisfied with the job and job environment (Hoppock, 1935; and Singhai, 2016). It has the
positive outcomes of reduction in employee turnover, less absenteeism, and enhancing
motivation and enhanced organizational commitment. Happy employees are extremely
important for organizational success. Happiness at work is a foundation for productivity,
creativity, innovation, organizational commitment and organizational citizenship behavior.
We couldn‟t even imagine a workplace full of cantankerous, dissatisfied employees who are
deeply unhappy with their jobs, which create so many issues to the organization.
(SumbulTahir & Sajid, 2019) related Job Satisfaction with the organization‟s responsibilities;
he concludes Job Satisfaction encompasses the extent to which the company can promote the
health and well-being of its employees. It also represents the extent to which expectations are
and match the real awards. (Davis & Nestrom, 1985; and Spector, 1997) insisted that to
understand employees attitudes it is important to understand the dimensions of Job
Satisfaction. Weiner (1980) stated that Job Satisfaction is predominantly dependent on the
nature of the job itself; job challenges, independence, skill variety and job scope are the
secondary determinants. As a whole Job Satisfaction is a subjective process and it will vary
according to individuals, it is very difficult to define, it is subject to the influenced by the
internal and external forces of the organization, it has the power to affect the physical and
mental health of the worker, as well as the capability to affect, in their personal and
professional behavior (Robbins, 2005).
Gopinath (2016 a) studied made an effect to analysis the impact of job satisfaction on
managing people. The job satisfaction was evaluated by using work, supervision, pay,
promotion and co worker in Job Descriptive Index (JDI) Scale (Smith et al., 1969). It
concluded HRD practices techniques of managing people, which makes the employees, were
highly satisfied in doing their jobs. Similarly, another research concluded good industrial
relation process with the employees was highly satisfied (Gopinath, 2016 b). Gopinath
(2016c) suggested that based up on the HRD importance to the Job Satisfaction using by JDI
Scale. From the CFA model and path model of this study concluded that, HRD practices
giving high impact to the job satisfaction. Another research study revealed that Compensation
Management and Welfare Measure gives good impact to Job Satisfaction for the employees
by the measure of JDI scale (Gopinath, 2016 d). Gopinath (2016 e) confirmed that the effect
to analysis the impact of job satisfaction employee health and safety system which is highly
accepted through job satisfaction by using work, supervision, pay, promotion and co worker
in JDI scale . Gopinath (2016 f & g) investigated the impact of job satisfaction on industrial
relation and Promotion and Transfer of the organization‟s good performance management

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 Dr. R. Gopinath

systems and transparent, quick widely accepted promotion & transfer policy which makes the
employees, were highly satisfied.
Gopinath (2016 h) examines the impact of to Job Satisfaction using JDI Scale. It analyzed
Measurement and Path Model „Recruitment & Selection and Job Satisfaction‟. Similarly, job
satisfaction evaluated by using work, supervision, pay, promotion and co worker in JDI scale.
Study concluded impact of job satisfaction on training and development, which makes the
employees, were highly satisfied (Gopinath, 2016 i). Gopinath (2016 j) studied made an effect
to analysis the impact of job satisfaction analysis by JDI scale on appraisal and reward. The
Employee attitudes typically reflect in Performance Management, Managing People and
Industrial Relations Influencing Job Satisfaction.

3. OBJECTIVE
To study the relationship between Self-Actualization and Job Satisfaction.

4. HYPOTHESIS
H0: there is no significant relationship between Self-Actualization and Job Satisfaction.

5. METHODOLOGY
The researcher used descriptive research design to analyze the influence among Self-
Actualization factors and on Job Satisfaction of academic leaders. The questionnaire includes
items intended to measure Self-Actualization and job satisfaction. The Self-Actualization
scale was adapted from Kaufman (2018) quality scale. Among more recent attempts to
measure the characteristics of Self-Actualization (Sumerlin, 1995; Sumerlin & Bundrick,
1996), only one scale (Sumerlin & Bundrick, 1996) was a direct attempt to capture the
characteristics of Self-Actualization based directly on Maslow‟s writings. While that scale
does show improved psychometric properties compared with earlier scales, the loadings of the
subscales on the general “Core Self-Actualization” factor were small to moderate (0.27 to
0.59), with only two subscales (capacity and purpose) having a loading greater than 0.60 on
the general factor. All measurement items are adapted, with slight modification, from the
literature. All the constructs are measured by using multiple items to ensure perfect
representation of the concept. All measuring items are measured on five-point Likert scales
with anchors ranging from strongly agree to strongly disagree. Job Satisfaction questionnaire
requires the respondent to answer each item on a 5 point rating scale ranging from strongly
disagree to strongly agree. Primary data have been collected from respondents. The
questionnaire was pre-tested with twenty academic leaders prior to the field survey. The
purpose of this pre-test was to identify any ambiguous wording, and to discover whether
respondents had any difficulties in answering the questions. Totally 187 samples were
collected with purposive stratified random sampling technique using mailing technique.

6. DATA ANALYSIS AND INTERPRETATION

In order to test the hypothesized research model, we used structural equation model (SEM)
with Analysis of Moment Structures (AMOS version 20) and Statistical Package for the
Social Sciences (SPSS version 20) software for the purpose of preliminary analysis. SEM is
an extension of the multiple regression and path analysis that enables us to test a set of
regression equations simultaneously, with measurement errors of the indicators taken care of.
Relationships can be examined with SEM between or among one or more independent
variables and one or more dependent variables, each being either a factor or measured
variable (Hair et al., 2009). A recent study by Haar (2013) on WFC research used SEM as a
hypothesis testing technique using AMOS software. To evaluate the overall model fit, several

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 An Investigation of the Relationship between Self-Actualization and Job Satisfaction of Academic Leaders

fit indices were used, viz. χ2 goodness-of-fit statistic, the goodness of- fit index (GFI), the
comparative fit index (CFI), the root mean square error of approximation (RMSEA), and the
root mean residual (RMR). A model is considered to have very good fit if the χ2 statistic is
non-significant, the GFI, and CFI are greater than .90, and the RMSEA and RMR is below .08
(Hair et al., 2009).

Table 1 Measurement Model Result

Model Df χ2 χ2/df CFI GFI RMSEA
1 437 828.066 1.895 .901 .914 .058
χ : Chi-square value; df: degrees of freedom; CFI: comparative fit index; GFI: goodness of fit index;
2

RMSEA: root mean square error of approximation.

All the measurement models were estimated using the Asymptotic Distribution Free estimation
method.
All the variables are considered as single factor.

The measurement model and structural model tests were then conducted as suggested by
Anderson and Gerbing (1988). In the first step, the measurement properties of the manifest
variables were tested. The fit indices were within the cutoff limit as prescribed by Hair et al.
(2009). The multivariate normality of the data was tested and the multivariate kurtosis critical
ratio value which should be <5 was found to be 15.80 (Byrne, 2009). So it was concluded that
the data were non-normal. To avoid biased estimation of parameters with non-normal data, we
used the Bollen–Stine bootstrap estimation technique.

Figure 1

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 Dr. R. Gopinath

There existed a chance of common method bias as the constructs were measured using a
self-reported online survey at a single point of time. To detect common method bias,
Harman‟s one factor test was conducted, which resulted in a single-factor solution. However,
the single-factor solution did not account for larger variances. Hence, it was decided that this
study was free from the common method bias (Podsakoff et al., 2003).
To test the dimensionality of the measures, confirmatory factor analysis was also carried
out with several measurement models such as the one-factor to five-factor models (see Table
1). This step was performed particularly to find the dimensionality of the measures. Result
shows that the one-factor model did not fit well with the data and the five-factor model
provided a good fit to the data (GFI = .914, CFI = .901, and RMSEA = .058), thus supporting
dimensionality of the measures.

Table 2 Convergent and Discriminant Validity

Var CR AVE 1 2 3 4 5 6 7 8 9 10 11
1 .70 .56 .75
2 .76 .50 .35 72
3 .72 .51 .37 62 .69
4 .73 .53 -.41 -.30 -.12 .73
5 .70 .45 .26 -20 -.16 .54 .80
6 .88 .53 .43 .12 .40 .10 .14 .74
7 .80 .51 .55 .54 .22 .56 -.58 .12 .80
8 .76 .57 .43 .42 .25 .29 .63 .54 .35 .77
9 .77 .54 -.40 .32 .11 -.44 .24 .51 .37 .35 .62
10 .74 .60 .51 .21 .31 .41 -.21 .57 -.41 .37 .23 .70
11 .89 .70 .31 .36 .21 -.08 .67 .54 .72 -.41 .54 .54 .81
AVE: average variance extracted; CR: composite reliability.
Diagonal values representing square root of the AVE.
Convergent validity was assessed by average variance extracted (AVE) and except for
variable 5, all the constructs AVE were above the cutoff value of .5 (Straub et al., 2004).
Table 2 shows the AVE; composite reliability (CR), and discriminant validity of the construct
and it was assessed by comparing the square root of AVE with its corresponding construct
correlation values. All the construct correlations were less than the square root of AVE.
Hence, all the constructs used in this study were distinct and theoretically related (Straub et
al., 2004).
In the second step, the structural model was tested using the Bollen–Stine bootstrap
estimation method (Byrne, 2009), because this method is appropriate to estimate the
parameter values with the non-normal data. This method of estimation is best suited to the
data for the proposed structural model (Hair et al., 2009).
The parameter estimate and its unstandardized regression (b) values along with the
confidence interval (CI) and p are given in Table 3. If the CI included zero between its upper
and lower bound limit, then the direct or indirect effect value is considered to be insignificant.

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 An Investigation of the Relationship between Self-Actualization and Job Satisfaction of Academic Leaders

Figure 2. Standardized path Coefficient for the Structural Model

Table 3 Results of Goodness of- fit indices for Structural Model

Model Df χ2 χ2/df CFI GFI RMSEA
1 479 1290.622 2.694 .924 .903 .046
The required level is achieved
The structural model can be evaluated based on a set of fit indices to be examined in CFA
model assessment. The overall structural model is depicted in Figure 2. The goodness-off-fit
indices for the structural model were presented in Table 4. The adequacy of the structural
model provides a statistically significant evidence that generated a good fit statistics with a χ2
value of 1290.622(df=479) and is found to be significant (p<0.001). The ratio of χ2/df is 2.694
which is below the threshold value level 3. All other models fit indices of absolute fit
measures (GFI= 0.903, AGFI=0.891, RMSEA= 0.046) and the incremental fit measures
include (CFI=0.924). All these fit indices have attained their minimum cut-off values
recommended by the previous literature (Byrne, 2010; and Hair et al., 2013).

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 Dr. R. Gopinath

6.1. Standardized Regression Path Coefficient of the Structural Model

After the assessment of model fit indices for both the measurement and structural models, the
structural model can further be examined and find the hypothetical relationship between latent
constructs. In the present study, the SEM was developed based on 33 items in ten different
latent constructs such as Continued Freshness of Appreciation (CFA), Acceptance (AC),
Authenticity (AU), Equanimity (EQ), Purpose (PU), Efficient Perception of Reality (EPR),
Humanitarianism (HU), Peak Experiences (PE), Good Moral intuition (GM), Creative Spirit
(CS) and Job Satisfaction. Figure-2 depicts the significance of the regression coefficient for
the various latent constructs with their respective items. The findings also indicate that all the
factor loading values were found to be above the threshold value 0.70 indicating that all items
can measure the respective constructs.

7. RESULTS OF HYPOTHESIS TESTING

After assessment of the model adequacy of both CFA and Structural Models, hypothetical
relationships should be examined. The results of the regression path coefficients are depicted.
The hypothetical relationship is statistically found through assessment by the consideration of
the regression weight estimates and critical ratios. Relation with seven latent path coefficients
was found to be statistically significant with critical ratios (t-values) greater than 61.96
significant at 0.001.
The results of the research statistically prove that hypotheses, H1 are accepted and found
to be statistically significant, as their respective p-value is significant at 0.001 levels. Hence,
the factor, Self-Actualization was found to be significant determinants of Job Satisfaction
from the academic leaders‟ perspective. In the Self-Actualization, the results indicate that Job
Satisfaction as the most significant determinant of academic leaders (β= 0.84, t-values=10.87,
p<0.001).

8. CONCLUSIONS
The findings of the research support the proposed research model depicted in Figure 2.
Additionally, the findings of the research support the hypothetical relationships among the
various dimensions. The standardized regression path coefficients and its significance level
indicated that among the ten-dimensions of Self-Actualization, was found to be a strong
predictor followed by Job Satisfaction dimensions. In this study, since the data were collected
through self-reporting, there was a possibility of common method bias. The common method
bias was tested by the single-factor (Harman‟s) test. As the Academic Leaders lead the
employees with care, the employees not only would enhance the Job Satisfaction, but also
show their Organizational Commitment(Gopinath, 2020 l). However, common method bias is
not a serious concern and it may not inflate the relationship among the constructs (Spector,
2006). Another limitation of this study with respect to sampling is the limited availability of
the database of academic leaders. This study lays the foundation for specific future research.
Despite the above-mentioned limitations, this study has provided key insights to the existing
Self-Actualization and Job Satisfaction literature. Finally, it was established that academic
leaders‟ can enhance their Job Satisfaction in through Self-Actualization.

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