As discussed in our textbook, job characteristics may influence job satisfaction negatively or positively (Schneider, Gruman, & Coutts, 2012). A job characteristic may be understood as what an occupational task contains, as well as its “nature”. An individual’s view of his or her occupation and the features of the job may be considered the degree of satisfaction with his or her job. Now, Schneider, Gruman, and Coutts (2012) did not directly mention work passion, which may feature similarities to job satisfaction. According to Lautongmeesakun and Wichian’s (2016) research, work passion involves 5 aspects (with 4 aspects listed in their research) which include passion for: organization (desiring to remain for the longest possible time and eagerness to work with optimal potential), duty (displaying responsibility, eagerness to work with optimal potential, effectiveness, and carefulness), growth (developing new methods in order to expand career, participating in behaviors that will benefit the growth of their occupation and occupational environment), and profession (pride, confidence, and gratefulness for career).
Moreover, work passion may be related to job satisfaction in that passion for one’s occupation may be a form of satisfaction with one’s job. Additionally, while job characteristics may impact job satisfaction, the aspects of a job may also influence work passion, as indicated in some studies (Zigarmi et al., 2009; Zigarmi et al., 2011; Joubert, 2005; Obi-Nwosu et al., 2013; Kangure et al., 2014; Lee, 2010; Ozturka et al., 2014). On the other hand, Lautongmeesakun and Wichian (2016) found contrastive results in their examination of the impact of work resilience, social support, and job characteristics on Thai teachers’ work passion. Self-report questionnaires were utilized to evaluate the participant Thai teachers’ work passion, work resilience, social support, and job characteristics. In addition, a 4-point Likert scale asked the participating teachers questions that may or may not have applied to them (from “absolutely true” to “absolutely not true”).
As a result of Lautongmeesakun and Wichian’s (2016) study, job characteristics showed no significant influence on Thai teachers’ work passion. This finding differs from the studies mentioned in the previous paragraph, which displayed that job characteristics may impact work passion (e.g. Zigarmi et al., 2009). Instead, Lautongmeesakun and Wichian (2016) found that with work resilience, social support indirectly influenced Thai teachers’ work passion. According to the researchers, this may suggest that the participant teachers’ perceptions of school associate support was a more powerful influence on work passion compared to job characteristics. With increasing support from other school associates, the more the teachers’ resilience and passion for work would increase. Lautongmeesakun and Wichian (2016) concluded that with their findings, programs may be developed to train and encourage work passion in teachers.
Conclusively, job characteristics may or may not affect work passion, possibly depending on culture, cultural values, and how certain studies are conducted. For example, Lautongmeesakun and Wichian’s (2016) research found no effect from job characteristics on work passion, however, this study was limited to Thai teachers. Other studies such as Ozturka et al. (2014) and Kangure et al. (2014) may have discovered results that differed from Lautongmeesakun and Wichian’s (2016) findings due to potential contrasts in who was studied (e.g. hotel workers in Turkey or employees in Kenya) and how variables were studied. More research is needed to explore the possible effects of job characteristics on work passion in different cultures and areas.
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