Workplace spirituality and school improvement

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International Journal of Civil Engineering and Technology (IJCIET)
Volume 10, Issue 01, January 2019, pp. 1694-1703, Article ID: IJCIET_10_01_150
Available online at http://www.iaeme.com/ijciet/issues.asp?JType=IJCIET&VType=10&IType=01
ISSN Print: 0976-6308 and ISSN Online: 0976-6316
© IAEME Publication Scopus Indexed
THE EFFECT OF WORKPLACE SPIRITUALITY ON SCHOOL IMPROVEMENT
IN CONTEXT SCHOOL CULTURE THROUGH THE WORKAHOLISM
Al Amin Mydin
School of Educational Studies
Abdul Ghani Kanesan Abdullah
*Samah Ali Mohsen Mofreh
Aziah Ismail
Muhammad Zuhair Zainal
*corresponding author
ABSTRACT
This research aims to explore the effect of workplace spirituality on school
improvement. The research also investigate the effect between workplace spirituality
and school improvement through the role of workaholism. This research is a
quantitative research with 1,014 teachers as respondents. This research used an
adapted questionnaires Structural Equation Modelling was used in this research to
study the direct and indirect relationships and effect among those variables. Multiple
regression was used to investigate the relationship workplace spirituality as
independent variable and school improvement as dependent variable through the
mediator variable and how this effect of the variables may change the effect of
workplace spirituality on school improvement. The empirical findings showed that
workplace spirituality has a significant direct effect on school improvement.
Meanwhile, workaholism has a mediating effect on the relationship between workplace
spirituality and school improvement.
Keywords: workplace spirituality, school improvement, workaholism, Structural
Equation Modelling, effect
Cite this Article: Al Amin Mydin, Abdul Ghani Kanesan Abdullah, Samah Ali
Mohsen Mofreh, Aziah Ismail and Muhammad Zuhair Zainal, the Effect of Workplace
Spirituality on School Improvement in Context School Culture Through the

Al Amin Mydin, Abdul Ghani Kanesan Abdullah, Samah Ali Mohsen Mofreh, Aziah Ismail and
Workaholism, International Journal of Civil Engineering and Technology, 10(01),
2019, pp. 1694–1703
http://www.iaeme.com/IJCIET/issues.asp?JType=IJCIET&VType=10&IType=01
1. INTRODUCTION
Improving school is always the agenda of school members especially by the school
administrator. The main issues in the school improvement are the implementation improvement
and factor of improvement. School improvement can be seen in the aspect of physical
improvement, organisational performance, and students’ achievement, the happiness of the
organisational members or school culture. Teachers are part of the school organisation that
contribute a great deal to the school improvement and this is proven empirically. So it is very
important to integrate all the possible variables related to the teachers to boost the school
improvement.
Combining the aspect of workplace spirituality has been a trend in organisation to increase
the impact of organisation effectiveness. Even though the term workplace spirituality has
different connotations for people but it is proven empirically that it can bring marvellous
turnover in organisation. In the setting of a school environment workplace spirituality proven
that its existence and it can be the soul of the teaching profession. Studies also show that
leadership styles in school may cultivate workplace spirituality but the question that is whether
workplace spirituality in school can be a driving force to accomplish school improvement and
this research intend to explore this possibility.
Many kinds of researches include mediating variable to be an extra element to impact
dependent variable (Beaudoin, Cianci & Tsakumis, 2015; Portman, 2009; Grayson &
Alvarez, 2008;). While this research tries to portray the role of workaholism as a mediating
variable. In the context of Malaysian school scenario, workaholism among teachers can be
alien variable. Bringing in new a subject as a research variable is the research gap that needs
to be filled in the area of school organisation research. Another interesting fact is that Malaysian
were never portray as workaholic nation compare to Japanese, Korean, Turkish and
Singaporean. Are Malaysian teachers consider workaholic? Do workaholism among teachers
contribute to school improvement and these are some of the questions that will be answered by
paper.
Workplace spirituality is defined as a workplace spirituality that recognizes that employees
have an internal life that nurtures and is nourished by meaningful work that takes place in the
context of employee, community, and organization (Duchon & Plowman, 2005). The first
dimension of workplace spirituality is meaningful work involve employees interaction with
daily work. In the process of interacting with the routine at work, individuals are involved with
self-motivation and effort seeking work intentions in the worker's life (Milliman, et.al, 2002;
Ashmos et al. 2000). Dimitrov’s (2009) and Chalofsky (2003) define the meaning at work as
the way employees express the meaning and purpose of their lives through the activities at the
workplace spirituality Employees feel they can bring their whole selves to work and fully
integrate themselves into their work (Wells-Lepley, 2013). Meaningful work can then imply
that a person would also find a sense of harmony and completeness in their occupational
environment. The work and the workplace spirituality are not merely a place to earn a living
but it is a very special place in the heart of the employee (Dimitrov, 2011). While Bowie (1998)
mentioned about the six Kantians characteristic of meaningful work which explains employee
work freely, exercise independence, develop rational capacities, and wage sufficient and moral
development. Many psychology researchers have recognized consequences for workers

The Effect of Workplace Spirituality on School Improvement in Context School Culture Through
the Workaholism
derived from meaningful work, including workers’ well-being their job and life satisfaction
and a decrease in withdrawal behaviours (Ghadi, et al., 2015).
The second dimension of workplace spirituality is a sense of community which involves
group level. Milliman et al., (2002) believe that this component is very critical because it
involves a relationship with others and feeling a sense of community. The underlying
assumptions of this dimension are that human beings have relationships with people around
them and these relationships form an uncommon community of relationships because of the
close friendship among community members (Milliman, et.al, 2002). The type of community
meant from a sense of community involve a deeper sense of association among individuals,
including support, freedom of expression, and compassionate to others.(Miliman et, al., 2003).
Thus, Neal et al., (2000) used the word "spirit de corps" which meant the relationship involving
mental, emotional and spiritual elements that connected the worker in referring the meaning of
the relationship. Each community members feel so close to each other and feel sense loyalty,
pride, and enthusiasm for the group the members (Yusoff Halim, 2004). Furthermore, the
responsibilities by group’s members towards others portray the bound connections that they
proud of and this is no ordinary relationship.
The last dimension of workplace spirituality is aligned with organizational value will
experience the employees when every individual in the organization shared the same purpose
and mission (Mitroff et al., 1999). This component of workplace spirituality encompasses the
interaction of employees with the larger organizational purpose Alignment with the
organization’s values is related to the premise that an individual’s purpose is larger than one’s
self and should make a contribution to others or society (Ashmos, 2000). The obligations
toward achieving organizational goals are the goal of every employee and this is achieved
through good relationships between all levels in the organization (Kamran, 2011). The
organizational values is not solely monetary value but every organizational members have the
feeling of caring for the welfare of fellow members The belief in the workplace spirituality will
create a high sense of ethics or integrity among its members which will lead to not just financial
gains (Milliman, et.al, 2002; Hawley, 1993). Branson, (2008), believes that leaders can
facilitate organizational values as openness, trust, initiative, team work and collaboration,
humane treatment of worker, creativity, quality, empowerment, delegation for better results
(Becker et al., 2001; Huang et al.,2006). According to Hassan (2007), organizational values
play a crucial role to accomplish an organizational goal and bring happiness to the workplace
spirituality.
2.2. School Improvements
This paper focuses on the school improvement in the aspect of school culture (Le Clear,
2005)The relationship among teacher or known as collegiality act as a community to school,
and it is vital for that community to work among themselves, communicate to bring effective
outcome, organizational benefits, quality, and performance. It is all about the positive
connection among themselves that is the quality of the relationship, respect, norms, trust and
loving relationship. Nowadays, it is hard to find a good community in school as not everyone
can work with each other. They did not want to tolerate among themselves in order to achieve
a better outcome for the school and students.
2.2.1. Collective efficacy means collective self-esteem that teachers in the school make
changes overall to the education that influence the students' homes and societies (Schechter &
Tschannen-Moran, 2006). Bandura defined collective efficacy as “a group’s shared belief in
its conjoint capabilities to organize and execute the courses of action required to produce given
levels of attainments” (Bandura, 1977). The image of collective efficacy in schools is called

collective teacher efficacy (Çalik, Sezgin, Kavgaci, & Kilinç, 2012). (Malinen & Savolainen,
2016) defined as “teachers' beliefs in the capability of the school faculty as a whole to prevent
and manage disruptive student behaviour”. Bandura assumed that “teachers' beliefs in their
collective efficacy influence the type of future they seek to achieve, how they manage their
resources, the plans and strategies they construct, how much effort they put into their group
endeavour, their staying power when collective efforts fail to produce quick results or
encounter forcible opposition, and their vulnerability to discouragement” (Bandura, 1977)
(Lim & Eo, 2014).
2.2.2. Self-efficacy refers to belief in self to achieve goals and access effectiveness, in this
context is teacher effectiveness. Based on Goddard research, both individual and collective
efficacy are “more likely to pursue activities for which they believe they have the capability to
succeed” (R. Goddard & Goddard, 2001). Self-efficacy focused on individual person rather
than collective efficacy that focused on a larger group of organization (Angelle & Teague,
2014), self-efficacy focus on individual classroom performance (R. D. Goddard et al., 2000).
Based on research result by (Salanova et al., 2006), “self-efficacy is a powerful personal
resource to build future positive experiences such as being immersed in one’s work, to enjoy
working, and to feel intrinsically motivated at work”. There’s also a research that, teacher self-
efficacy in behaviour management foresee higher job satisfaction (Malinen & Savolainen,
2016) which is another dimension in this article.
2.2.3. Job satisfaction has become an important factor in a workplace spirituality in order
to improve their efficiency at workplace spirituality. In this context, to improve school status.
(Locke, 1976) Locke defined job satisfaction as an enjoyable condition of a positive emotional
state resulting from the assessment of one’s job or job experiences. Job satisfaction also can be
linked to their performance at work and if they retired before the retirement age, they are most
probably not satisfied with their job. Job satisfaction is the result of a personal assessment of
work and work experiences (Veldman, van Tartwijk, Brekelmans, & Wubbels, 2013) and about
how they feel about their job.
2.2.4. Teaming means come together as a team to achieve a common goal. It is important
to work as a team in any situation as united we stand, divided we fall. It is a common proverb
that almost all people use it. Whether we have the entire stated dimension, if we do not have
teamwork, then it is gone. There are about 14 soft skills that contribute to teamwork that are,
inspiring moral trust, emotional intelligence, strategic thinking, empower talents of others,
flexibility, initiative, resilience, cultural and diversity awareness, inspiring competence-based
trust, persuasion, elicit emotional engagement, conflict resolution, networking and decision
making (Gibert, Tozer, & Westoby, 2017).
2.2.5. Policy-say so is a course of action or guidelines to be followed whereas a procedure
is the 'nitty gritty' of the policy, outlining what has to be done to implement the policy. Teaming
reduces teacher isolation and enhances teacher collaboration. This results in greater collective
motivation and commitment toward the school’s mission and goals, increased satisfaction, and
a willingness to put forth extra effort for the good of the group (Le Clear, 2005).
2.3. Workaholism
Originally, workaholism was defined as “the compulsion or the uncontrollable need to work
incessantly” (Levy, 2015, Oates, 1971, p. 11). In line with this definition, workaholism can be
defined by two characteristics: working excessively and working compulsively (Van den
Broeck et al., 2011; Schaufeli et al., 2008). Workaholics are obsessed with work activities:
They persistently and frequently think about work, even when not working (Andreassen, 2014,
Scott et al., 1997). The tendency to work compulsively is cognitive rather than behavioural in

the Workaholism
nature, such that the syndrome of workaholism consists of overlapping yet complementary
aspects: A behavioural component working excessively and a cognitive component (Van den
Broeck et al., 2011) i.e. working compulsively; (Schaufeli et al., 2007). Empirical research has
indeed shown that workaholics, relative to non-workaholics, generally report more ill-health
as indexed by job stress, burnout, and negative affect, and exhibit lower levels of well-being in
terms of job and life satisfaction (Aziz & Zickar, 2006; Burke & Matthiesen, 2004; Taris et al.,
2005, Van den Broeck et al., 2011)
Hypotheses:
Ho1: There is no significant effect of workplace spirituality on the school
improvement
Ho 3:` There is no mediating effect of workaholism in the relationship between
workplace spirituality and school improvement
3. METHODOLOGY
This research was designed as a quantitative research. This study collected data using adopted
instrument developed by Millman (2003) and Ashmos and Duchon (2000). Meanwhile
Workaholism Battery (WorkBAT) which was developed by Spence and Robbins (1992) was
used as another instrument. And the third part of the questionnaire was SIQ II which was used
by Le Clear, 2005. These three sets of instruments were tested many times by never combined
in a research carried out in Malaysian school settings these items need to be translated and
adapt to the school setting so that it fits the school organizations
The primary data was collected from Malaysian teachers focused in the Northern region of
Malaysia which consist four states (Penang, Kedah, Perak and Perlis). The type of sampling
used was purposive, (Cohen et al, 2000). Two criteria were used in selecting the sample frame.
These were ‘school type’, which is the main criterion and ‘divisional location of school’, which
is the secondary criterion. The school type will be high achieving schools (HPS) and divisional
location of school will be based on the northern region of Malaysia. There are 28 HPS in
northern region and 30 teachers from will take part in the research and that will be 840. The
total 487 respondent answered the questionnaire and this is considered sufficient because more
50 percent return rate that is 58 percentage.
Structural Equation Modelling (SEM) used in this research to study the direct and indirect
relationships and effect among those variables. Measurement model and multiple regression
analysis to study both the measurement model and structural properties of the model.
Therefore, studying the relationship between workplace spirituality as independent variable
and school improvement as dependent variable for investigating the direct relationship and
effect among these variable. Then, multiple regression was used to investigate the relationship
workplace spirituality as independent variable and school improvement as dependent variable
through the mediator variable and how this effect of the variables may change the effect of
workplace spirituality on school improvement.
4. RESULTS
This study aims to test the relationship between the workplace spirituality and school
improvement. To achieve this objective and answer the research question if there is any
significant effect of workplace spirituality and workaholism among teachers? The structural
model was used to test the effect workplace spirituality as independent variable and school
improvement as dependent variable through the mediator variable and how this effect of the

variables. This research adopted the effect of casual effect size greater or equal to 0.5 (Cohen,
2002).
As shown in figure 1 and table 1, the result of casual effect of measurement model showed
that the significant direct relationship of workplace spirituality on school improvement was
0.90 which is greater than 0.50. Table 2 showed that the Standardized Regression estimated of
the direct casual effect of workplace spirituality on school improvement was 0.718 and it was
significant.
Figure 1: The Direct Causal Effect Of WorkplaceSpirituality On School Improvement
Table 1: Standardized Regression Weights
Relationship Estimate
School <--- Workplace Spirituality .904
Table 2: Regression Weights
Relationship Beta Estimate S.E. C.R. P Result
School <--- Workplace spirituality .718 .042 17.169 *** Significant
Figure 2 and table 3 showed the relationship among the research variables under
investigation. The casual effect of workplace spirituality on the school improvement was
significant with 0.74. The causal effect of workplace spirituality on the workahlsim was 0.64
and p value was significant. The causal effect of workalisim on school improvement was 0.25
with significant value of p as shown in table 4.

the Workaholism
Figure 2: The Indirect Causal Effect of Workplace Spirituality on School Improvement Through The
Workahlism
Table 3: Standardized Regression Weights
Relationship Estimate
Workahlism <--- Workplace spirituality .639
School <--- Workahlism .248
School <--- Workplace spirituality .737
Table 4: Regression Weights
Relationship Estimate S.E. C.R. P Result
Workahlism <--- Workplace spirituality .561 .053 10.509 *** Significant
School <--- Workahlism .221 .052 4.220 *** Significant
School <--- Workplace spirituality .577 .050 11.525 *** Significant
5. DISCUSSION
The first result shown in figure 1 is the direct effect and relationship between the workplace
spirituality as independent variable on the school improvement as dependent variable was 0.90
and it was significant. This also shows that all the dimensions of workplace spirituality such as
meaningful at work, sense of community and align with organizational values directly affected
school improvement dimensions. The effect of workplace spirituality may encourage
collegiality among employee. Meanwhile Tiwari, Srivastava and Pathak (2018) prove in their

study that self-efficacy and workplace spirituality had significant effect. From these two
findings indicate that both workplace spirituality and collegiality has a vice versa effect on each
other. Luis Daniel (2010) reveals a findings that team effectives effected by workplace
spirituality and this study also supported the findings because the dimension teaming is part of
school improvement. There was a positive relationship between workplace spirituality and job
satisfaction and this findings also supported by Van der Walt and Klerk (2014). One of the
fruitful findings from this study are the effect of workplace spirituality on the dimension of
personal efficacy and the dimension policy-say so. This showed that workplace spirituality had
great influence employee as individual and in the context implementation organizational
policy. The result of research showed the significant effect on the relationship between the
workplace spirituality and school improvement was changed from 0.90 to 0.74 as shown in
figure 2 and table 2 and 3. This research studies showed the effect of mediating variable which
workaholism in the relationship between the independent variable which workplace spirituality
and its corresponding dependent variable which is school improvement in the model. This
reduction of the effect when mediating variable which workaholism was entered to this
relationship and decreased the beta coefficient of the effect among the variables. That means
the direct effect of workplace spirituality on school improvement was reduced and workplace
spirituality was both significant and direct effect on school improvement and also significant
indirect effect on school improvement through the mediator variable namely workaholism.
Even though the mediating effect was not so high compare to direct effect it shows that
workaholism was able to play as a role of mediator factor. Workplace spirituality with the help
of the dimensions of workaholism such as work improvement, drive and work enjoyment effect
on whole the school improvement.
6. IMPLICATION
The implication of research is that every dimensions of workplace are able intensify
collegiality, collective efficacy, personal efficacy, job satisfaction, implementation of
organisational policy and sense of teaming in an organisation. Even though the mediating effect
was not so strong as direct effect but still the dimensions of workaholism influence all the
factors in school improvement. Practically in an organisation with high sense workplace
spirituality promotes positive organisation from individual to organizational level. For the
future research, the study on the impact of workplace spirituality on negative organisational
behaviour should be explored.
The outcome from this empirical findings shows that workplace spirituality is very essential
element in processing school improvement. Workplace spirituality must be cultivated in school
so it can prosper the factors that is related to school improvement such as collegiality, collective
efficacy, and personal efficacy, and job satisfaction, policy-say so and teaming. Another
significant implication is the combination of two variables, workplace spirituality and
workaholism also contribute to school improvement. Interesting fact from the empirical
findings shows that the conditions teachers is very important for a successful school.
The gist of the research is findings of the effect of workplace spirituality and workaholism
on school improvement. This research focuses purely on the teachers without directly involving
the school leadership. Furthermore, exploring the condition workaholism makes this research
novel especially in the context of Malaysia. This also shows that workaholism may take a role
mediating variable in future research.

the Workaholism
7. CONCLUSION
Workplace spirituality is very essential element in processing school improvement. Thus, this
this research aims to integrate all the possible variables related to the teachers to boost the
school improvement and test the effect of Workplace spirituality on school improvement
through the workaholism as mediating variable. Findings of measurement model and multiple
regression analysis showed that there was a significant implication is the combination of two
variables, workplace spirituality and workaholism which may contribute to school
improvement. Therefore, from the empirical findings showed that the conditions teachers is
very important for a successful school.
ACKNOWLEDGEMENT
This research was funded by Universiti Sains Malaysia, Short Term Research Grant.
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