Exploratory Factor Analysis and Variables Validity of Job Satisfaction on Head Teachers Job Performance in Palestine

Good governance is the heart of effective head teacher performance. Conversely, ineffective head teacher performance management may be a symptom of ineffective governance. Effective oversight of the head teacher is the most important part played by the governing body in the overall governance of the school. The aim of this paper was to the use of Exploratory factor Analysis in extracting factors of Job Satisfaction and the factors of job performance among Palestinian headteachers primary school. Hence, this study intends to explore and determine the dimensionality of items measuring the job satisfaction and performance variables. A quantitative method is commonly used with survey and is considered the mainstay of the research for collecting data. The study was based on a pilot study conducted of a 100 headteachers respondents. The study also established content validity through a series of expert review, pre-test before running the EFA. Alpha coefficient (Cronbach’s al pha) provided a reliable measure of internal consistency in pilot testing.


Introduction
Development school is one of the Ministries of Education priorities with considering that school is the main part of Educational institutions (Majed et al., 2016). The education sector in developing countries facing real challenges. They are not in a position to offer good quality education (Al-hazmi, 2013). Primary education, it is viewed as the most important corner in the education process and the first stage of obligatory schooling (Alawneh & Mazoz, 2011). In Palestine, the education system has passed through some crucial stages, as well as a distinct political transition. The Integrated Learning Project was one of a series of educational reforms introduced in Palestinian primary schools by the newly established Palestinian National Authority (PNA), which put health and education under its administration (Al-Ramahi & Davies, 2012). However, good governance is the heart of effective head teacher performance.
According to (Hamail, 2018) headteachers satisfaction is one of the major things that bring a satisfactory in the whole educational institutions, which in turn affects the whole school and the student's sake, therefore enhancing academic process (Volkwein & Parmley, 2000). However, there are limited studies that have investigated the head teachers job satisfaction particularly in the context of Palestine (Mansoor, 2010). Factors such as a lack of salaries, affect negatively on their satisfaction and constantly among their performance (Abd-Alqader, 2013) Job satisfaction (JTS) refers to the extent of one's satisfaction with work. A satisfied employee is bound to feel happy, self-motivated, and content with his or her current responsibilities. Job satisfaction (JTS) is also related to stability and work-life balance Therefore, it is a necessity to investigate and address the issue of school head teachers job satisfaction (Al-Zaidi, 2008). Researchers (Al-hazmi, 2013;Alzaidi, 2008) pointed out that lack of cooperation and inconsistent decisions such as constraints, regulations, and lack of delegation authority to perform some tasks contribute to job dissatisfaction (Al-hazmi, 2013), eventually, their performance will be weak (Khoury, 2009). Thus, the objective of this study is to determine and analyse the factors which might affect the head teachers primary school job satisfaction and performance factors.

Literature Review
Numerous researchers have shown the relationship between job satisfaction and job performance. Job satisfaction is the general attitude that people have about their jobs (Abbas, 2014;Arifin, 2014;Farooqui, 2011;Dugguh, 2014). It can affect the satisfaction or dissatisfaction of employees if the job factors are considered positive or otherwise (Alhazmi, 2013). Despite the theoretical underpinnings, there is a lack of empirical investigation within school settings and contexts (Watson, 2013), and little is known about how the relationship between teachers and head teachers emerges (Spicer, 2012). In a study by Alhazmi (2013), concludes that female secondary school headteachers overall attitudes to their job were negative, were the factors of dissatisfaction linked to educational administration by the education authorities outside the school, including lack of cooperation and inconsistent decisions. A study concluded by (Mehrad, 2014) revealed that job satisfaction is one of the main factors in education that should be considered by managers and improve the needs of academic units toward work and its climates conditions, and one of the factors that affect positively is income. Additionally, Dugguh (2014), showed positive impacts of job satisfaction towards work performance. He recommended that orgnisation should use these factors in their job to make their employees satisfied and happy.

The Objective
This study intends to explore and determine the dimensionality of items measuring the job satisfaction and performance variables.

Sample
The researcher proceeded the sample for this study at primary school head teachers in city of Hebron in Palestine. Overall, the researcher distributed the survey to 100 head teachers as a minimum number of sample size for conducting a pilot study to run the EFA as recommended by (Awang, 2012). Furthermore, the researcher assured of confidentiality and anonymity.

Research Instrument
The questionnaire was designed based on previous literature. Items were adopted, customize and modified by the researcher to suit for the study. For job satisfaction variable ten measurements items were adapted from (Al-Zaidi, 2008; Torlak & Kuzey, 2019) and 14 items for work performance variable were adapted and customized from (David, 2006). As a consequence, a pre-test was conducted. The questionnaire was given for expert reviewer in the field of study when designing the questionnaire in order to ensure that the questionnaire is valid and reliable, and suit for this study (Muda et al., 2017). The instruments employed a seven-point Likert scale from 1 (strongly disagree) to 7 (strongly agree). Likert scale is a measure of attitude designed to allow respondents to indicate how strongly they agree or disagree with carefully statements. This Likert scale was selected because it takes less time and easy to answer (Brown, 2000). Whereby they indicated the extent they agree or disagree ranging from these variable and ratings 1 for "strongly disagree" to 7 for "strongly agree. The data was first coded for the different variables on the instruments before the initial input of the data into SPSS Version 19. Coding of the data is essential to ease the analysis. The variables or items are abbreviated according to the variable name or variable name in SPSS and equally assigned numbers to easily identify the response for each respondent (Sekaran & Bougie, 2010).

Findings & Discussion Exploratory Factor Analysis for Job Satisfaction
Exploratory factor analysis was performed on all subsets of the sample by using IBM -SPSS version 25.0 with the Principal Component Analysis (PCA) as the extraction method and the rotation method used was Varimax (Variation Maximization). In the EFA, the extraction involves grouping the items into possible component (s). The components having Eigenvalue closer to 1 or mostly above 1 are preferred. The results in table 1 showed that the data is adequate in order to proceed further with the data reduction in EFA, while the results indicated that the measure of sampling adequacy by Kaiser-Meyer-Olkin ( KMO ) value is excellent for all variables since it exceeded the required value of (0.60) Bandalos and Finney (2001); Awang (2012); Sharma (1996) and it indicated that the items were interrelated and they share common factors as recommended by (Coakes et al., 2006). Furthermore, the Bartletts' Test of Sphericity is significant (P-Value < 0.001) as suggested by (Hair et al., 2014,b). The results in the below table 3 shows the results of Rotated Component Matrix that was conducted for the study. The factor loading of the all items belonging to Job Satisfaction variable were all exceed ( 0.60 ) as recommended by Hair et al (2006); Awang (2012) that the item with factor loading below 0.6 will not be accepted and will excluded from further analysis ,and the factor loading for items were ranges from 0.693 to 0.860, except one item JS6 has been deleted from further steps factor analysis due to low factor loading < ( 0.6 ). The items for job satisfaction variable JS4, JS2, JS3, JS1 were grouped under component number one "Salary", while JS8, JS9, JS10 were grouped under component number two labelled by "Authority and Support", and JS5,JS7 items were grouped under component number 3 "Morale". Similarly, the Factor loading of all items belonging to work performance variable were all exceed (0.60) and were ranges from 0.643 to 0.842, except one item WP15 get factor loading less than (0.60) has been deleted from further analysis (Awang, 2012). Thus, two items would not be used to measure their variables in the field study. Furthermore, the first component for performance variable, have five items JP19, JP20, JP18, JP17, JP22 were grouped under "quality & managerial ability". While the second component have 3 items JP21, JP24, JP13 were grouped under "quantity & Job Proficiency ", and the third component have 2 items were grouped under "professional development". The Forth component have 2 items were grouped under "Self-Appraisal & Job related Skill " and JP15 were excluded from further analysis. Instead of dealing with 24 items, it was reduced to 22 items, two items were excluded as mentioned above from further analysis.

Reliability Test
Reliability refers to the extent to which a scale produces consistent result, if the measurements are repeated a number of items (Hair, 2010) and how far the relationship exists between indicators in the variable (Hair, 2010).Internal reliability can be reviewed using the Cronbach's Alpha value (Awang, 2014). As one of the pioneer researchers who discussed reliability, Nunnally (1978) recommended that Cronbach's Alpha values of more than 0.70 are acceptable . Table 4 Reliability Test Table 4 shows the Cronbach's Alpha value for all the variables, and they have been exceeded ( 0.6 ) for all variable s as recommended by (Hair et al., 2014;Awang, 2012). This reliability analysis indicated that the three variable s involved in this study had good values for the reliability coefficient and were acceptable for further analysis.

Conclusion
In conclusion, the EFA assesses the dimensionality, validity and reliability of the job satisfaction and job performance measures evaluated by head teachers. As a result, there are twenty two items remaining for the final measurement framework, nine items under job satisfaction, and thirteen items remaining under job performance variable. The finding of this study offers a modification and new measures for the variable of job satisfaction and job performance based on headteachers evaluation. It is hoped that further analysis will contribute to sustainable development of the measurement items in education sector.
Theoretically, the contribution of this study lies in its ability to extend the insights on Two factor theory on the relationship between job satisfaction and job performance in the context of education. The outcome of this study is expected would further enhance new discoveries on the association between job satisfaction and job performance in education sectors worldwide.