Becoming University Language Teachers in South Korea: The

250

Journal of Education and e-Learning Research

Vol. 7, No. 3, 250-257, 2020

ISSN(E) 2410-9991 / ISSN(P) 2518-0169

DOI: 10.20448/journal.509.2020.73.250.257

Becoming University Language Teachers in South Korea: The Application of the

Interpretative Phenomenological Analysis and Social Cognitive Career Theory

Luis Miguel Dos Santos

Woosong Language Institute, Woosong University, Daejeon, South Korea.

Abstract

Due to the developments of globalisation, the international reputation, the entertainment

industry, and Korean pop culture, a large number of language teachers, international

schoolteachers, and professional school staff decided to travel to South Korea for career

development and enhancement. However, due to a constant shortage of teachers through high

turnover, many South Korean schools and universities are facing recruitment issues. The purpose

of this study was to investigate two problems. Why do individuals decide to come to South Korea

as foreign language university teachers, and how do individuals describe their teaching

experiences as foreign language teachers at one of the university teaching and learning

environments in South Korea. From the perspective of the Social Cognitive Career Theory

(SCCT), the results indicated that all participants travelled to South Korea for financial and career

development goals. Also, all faced negative experiences and discrimination due to their skin

colours and nationalities. The researcher hopes the appropriate personnel can take this study as an

opportunity to improve and enhance their current workplace and community for a better

environment and development.

Keywords: Discrimination, Foreign language teaching, Interpretative phenomenological analysis, Language teaching, School teachers,

Social cognitive career theory, South Korea.

Citation | Luis Miguel Dos Santos (2020). Becoming University

Language Teachers in South Korea: The Application of the

Interpretative Phenomenological Analysis and Social Cognitive

Career Theory. Journal of Education and e-Learning Research, 7(3):

250-257.

History:

Received: 13 May 2020

Revised: 25 June 2020

Accepted: 29 July 2020

Published: 6 August 2020

Licensed: This work is licensed under a Creative Commons

Attribution 3.0 License

Publisher: Asian Online Journal Publishing Group

Funding: This study received support from Woosong Academic Research

Funding 2020.

Competing Interests: The author declares that there are no conflicts of

interests regarding the publication of this paper.

Transparency: The author confirms that the manuscript is an honest,

accurate, and transparent account of the study was reported; that no vital

features of the study have been omitted; and that any discrepancies from the

study as planned have been explained.

Ethical: This study follows all ethical practices during writing.

Contents

1. Introduction .................................................................................................................................................................................... 251

2. Methodology ................................................................................................................................................................................... 252

3. Finding and Discussion ................................................................................................................................................................. 253

4. Conclusion, Limitation, and Implementation .......................................................................................................................... 255

References ............................................................................................................................................................................................ 256

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251

Contribution of this paper to the literature

This study outlines the application of the Interpretative Phenomenological Analysis and Social Cognitive

Career Theory, and lists the recent studies that employed the Interpretative Phenomenological Analysis.

The study further discusses the nature and orientation of the Interpretative Phenomenological Analysis.

1. Introduction

Teaching away from their home country is one of the best known and most meaningful career developments

for many new university graduates, language teachers, and intercultural professionals who want to expand their

horizons to an international location (Hardman, 2001). As evidenced over the last few decades, P12 schools and

universities are facing teacher shortages and recruitment difficulties for their foreign language teacher staffing.

There are also shortages of native language speakers for their classrooms and students, particularly for some

minority languages other than English, Chinese Mandarin, and Spanish (Dos Santos, 2018). Although there are a

reasonable number of junior and senior-level language educators in the market, many of these decided to join

international schools due to the attractive salaries and compensations (Young, 2018). As a result, many university

foreign language and culture departments need to recruit language instructors and lecturers all-year-round to

cover the demand shortage.

Several factors may influence the career decisions and development of teachers who are providing teaching and

learning instruction at overseas schools and universities. Besides the financial consideration, a recent study (Dos

Santos... 2019c) investigated teachers’ career decisions and perspectives at international schools in a remote

archipelagic country in the Asian-Pacific region. The research study focused on in-depth interview data from the

participants’ lived experience and, personal backgrounds. It is worth noting that their preceding background may

influence a teacher’s career decision and development and lived experience prior to engaging in their teaching and

learning services (Kim & Seo, 2014). Although the participants shared the same nationalities and studied in the

same country (i.e. Australia) before joining the Fijian international schools, their previous lived experiences could

not be the same. The researcher employed Interpretative Phenomenological Analysis (IPA) and rich sharing to

gain an in-depth understanding of the participants’ various career decisions and rich sharing. The results indicated

that the remote and isolated location, and limited social networking, in the South Pacific region were two of the

limitations which led them to leave their teaching positions. However, many teachers advocated that the

respectfulness from the parents and students encouraged them to continue their teaching and learning experiences

and career developments in Fiji. Therefore, although people with a similar prior lived experience from the same

home country of Australia, the career decisions and development of each teacher could be influenced due to their

personality (Dos Santos 2019b).

Besides remote locations and schools facing recruitment challenges, subject matter shortage is another

significant issue in the contemporary educational environment (Dzikunu, Asiaman, & Pajibo, 2019; Fishman, 2015;

Zakaria & Yunus, 2020). Unlike social sciences and liberal arts subjects, which may have higher populations of

potential teachers, the areas of science, technology, engineering, and mathematics (STEM) education continues to

face extreme shortages of qualified teachers, particularly teachers with industrial and professional experience from

the workplace and business environment (Reinhold, Holzberger, & Seidel, 2018). Second-career teachers might be

one of the effective ways to fill the gaps. A recent research study (Dos Santos, 2019a) also explored second-career

teachers’ career decisions based on the perspective of the SCCT via IPA (Smith, Flowers, & Larkin, 2009). The

study (Dos Santos, 2019a) investigated the reasons why a health science professional planned to enter a rural

school district after completing their qualifying initial teacher’s license programme. In fact, switching their career

development path during mid-age is one of the hardest decisions made by many individuals and their families. Also,

health science professionals who are working in an urban facility usually have better career advancement

opportunities. Therefore, it is significant to seek an understanding of why and how this career-switching decision is

made. Based on the in-depth interview data acquired using IPA, the research indicated that stable employment,

money, and an understanding of the teaching mission of health science education were key factors. However, more

importantly, the results indicated that the backgrounds and personal goals of switching their career development

path from urban environments to rural communities were significant. The outcomes of this study provided

meaningful information for rural school districts (Zeidler, 2016).

1.1. Theoretical Framework

Due to the nature of this study (i.e. the career decisions and development of university foreign language

teachers), it is essential to locate the appropriate theoretical framework for guidelines and examination. Based on

the purpose of this study, the researcher decided to employ the SCCT (Addis & Yigzaw, 2018; Brown & Lent, 2017;

Dickinson, Abrams, & Tokar, 2017; Dos Santos & Lo, 2018; Lent, Brown, & Hackett, 1994; Tuomainen, 2019;

Weda & Juanda, 2019). The SCCT was developed based on the directions of Social Cognitive Theory and Social

Learning Theory by Bandura (1982); Bandura (1986); Bandura (1988); Bandura (1989); Bandura (1990); Bandura

(1991); Bandura (1993); Bandura and Adams (1977) one of the most famous psychologists in the United States. The

SCCT adapted the ideas and directions from the Social Cognitive Theory by investigating how an individuals’

career decisions and development could be influenced by intention (i.e. personal achievements, goals, purposes, and

life directions), internal and external behaviours (i.e. practices, ways of conduct, decisions, steps, exercises), and

educational backgrounds (i.e. university degrees, training, student-teaching experience, and research interests).

Figure 1 refers to the relationship between the three elements and factors and the career decisions and

development of individuals.

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252

Figure-1. The relationship between the three elements and factors

and the career decisions and development of individuals.

Source: Lent et al. (1994).

Previous research Lent and Brown (2008) indicated that individuals’ career decisions and development could be

interconnected and inter-influenced by each element. Also, individuals might be influenced by a single source or

multiple sources due to both the internal and external decision-making process and sense-making procedures. In

other words, individuals’ career decisions and development could be complicated by various reasons (Dickinson et

al., 2017). As research studies indicated, international schoolteachers from a similar background and educational

environment might have different career decisions and development due to their personality, lived experience, and

expectations. Therefore, based on the SCCT, each research study would produce individual findings and results

with different groups of individuals and teachers based on both internal and external elements and factors (Flores,

Robitschek, Celebi, Andersen, & Hoang, 2010).

1.2. Purpose of the Study

Based on the literature reviews, the current research study employed the qualitative research method as the

structure to investigate two research questions, which were:

 Why do individuals decide to come as foreign language teachers at one of the university teaching and

learning environments in South Korea?

 How do individuals describe their teaching experience as foreign language teachers at one of the

university teaching and learning environments in South Korea?

There were two reasons why this research study was essential to the current school environment. First, the

research study took place in South Korea, a well-known location for overseas teachers and educators to provide

educational services and instruction. The researcher attempted to understand and investigate why teachers,

particularly university foreign language instructors, decide to come to South Korea. Currently, only a few studies

are concerned with this issue. Therefore, it is significant for the researcher, potential teachers coming to South

Korea, and school leaders to understand.

Second, unlike China and Japan with rich historical backgrounds and unlimited career opportunities, South

Korea is a small region with only one large-sized metropolitan area. Also, many research studies indicate that the

suicide rate in South Korea is among the highest internationally. In other words, many South Korean residents and

working professionals tend to commit suicide due to workplace bullying, stress, discrimination, and age

discrimination from their local and foreign peers in society. Therefore, the researcher attempted to understand and

investigate why teachers, particularly university foreign language instructors, decide to come to South Korea for

teaching.

2. Methodology

The qualitative research methodology is one of the most common strategies in the field of social sciences,

education, political sciences, religious studies, psychology, and even health sciences (Creswell, 2012). Unlike the

quantitative research methodology which relies heavily on statistical reports and analysis, qualitative research

methodology mainly focuses on textual data, such as interview transcripts, lived experiences sharing, and field note

marking (Creswell, 2007; Merriam, 2009). Although qualitative research studies and reports cannot collect large-

sized samples internationally, the qualitative research methodology tended to collect rich and in-depth data from a

reasonable number of the population, such as sense-making process and lived experiences of a social problem

(Smith et al., 2009). As a result, the researcher decided to employ IPA as the tool to investigate the reasons why

individuals decide to come to South Korea as foreign language teachers at one of the university teaching and

learning environments.

2.1. The Application of Interpretative Phenomenological Analysis

IPA is one of the newest qualitative research approaches that was developed by Smith et al. (2009) during the

1990s. Although the method shared many characteristics with phenomenological analysis (Moustakas, 1994), IPA

tends to collect in-depth, vibrant, and intensive data about individuals’ lived experiences, personal approaches, in-

depth understanding, and sense-making processes of social issues and phenomena. Jonathan (1996) argued that IPA

is a type of symbolic interactionism which relies on the understanding, social world, and sense-making processes of

individuals. Researchers seek to understand how the individuals describe the meaning of a situation through a

process of interpretation. The process may involve how the situation happens, occurs, creates, and makes sense of

Journal of Education and e-Learning Research, 2020, 7(3): 250-257

253

the individuals, and how the process further impacts the social interactions and behaviours of the individuals.

Researchers Jonathan (1996); Smith et al. (2009); Smith and Osborn (2003); Tang and Dos Santos (2017) argued

that without the background of the sense-making process, researchers could not understand the motivations and

reasons why the individuals conducted and reacted differently to some situations within the community.

2.2. Participants

The number of participants is one of the essential elements of IPA. Unlike other qualitative research methods,

which may recommend a large number of participants in order to cover the broader population for social issues and

problems, IPA tends to focus on a smaller number of participants with in-depth understanding and life experience

collections. IPA always focuses on how the individuals explain and describe their inner worlds and sense-making

procedures. Therefore, the current research study only invited seven participants. The following table refers to the

demography of the participants:

Table-1. Demography of the participants.

Name

Age

Nationality and Taught Language

Years of Teaching Experience

Years in South Korea

Amy

French, French

Betty

French, French

Christy

Italian, Italian

David

Swiss, German

Edison

Tunisian / British, Arabic

Felix

Turkish, Turkish

George

Japanese, Japanese

2.3. Data Collection

Based on previous studies and the nature of IPA, the researcher decided to employ two sessions of semi-

structured interviews with each participant. The first sessions focused on the reasons why individuals decide to

come to South Korea as foreign language teachers at one of the university teaching and learning environments. For

example, some interview questions addressed their previous personal backgrounds and lived experiences before

entering South Korea.

The second interview sessions focused on their current teaching experience and how they describe and make

sense of their teaching experience as foreign language teachers at one of the university teaching and learning

environments in South Korea. Each interview session lasted between 78 and 156 minutes. All conversations were

audio-recorded, transcribed, written, and returned to the participants for member checking procedures.

2.4. Data Analysis

The general inductive approach (Thomas, 2006) was employed to narrow down the larger-sized transcripts

(231 pages) into first-level themes using an open-coding strategy from the perspective of the grounded theory

approach. After the open-coding strategy, the first-level themes and subthemes were merged. However, many

qualitative researchers advocated that axial-coding strategy should be employed in order to merge into second-

level themes and subthemes for reporting. As a result, the researcher needed to narrow down the first-level themes

and subthemes with axial-coding strategy. Therefore, two themes and four subthemes were categorised for

reporting.

2.5. Human Subjects Protection

The protection of human subjects was important, particularly given the study’s focus. Therefore, the researcher

made every effort to protect their identities, allowing them to remain completely anonymous. The unsigned and

signed agreements, personal contacts, audio recordings, written transcripts, completed data, computers, and related

documents were all locked in a password-protected cabinet. Only the researcher had the right to access. After the

completion of this research study, the related materials were destroyed in order to protect the privacy of the

participants.

3. Finding and Discussion

For each interview session, participants were consistently asked the same protocol interview questions with the

same content and directions. Based on the theoretical framework, the interview questions tended to focus on the

intention (i.e. personal achievements, goals, purposes, and life directions), internal and external behaviours (i.e.

practices, ways of conducts, decisions, steps, exercises), and educational backgrounds (i.e. university degrees,

training, student-teaching experience, and research interests). The analysis of the interviews yielded two themes

and four subthemes, outlined in Table 2.

Table-2. Themes and subthemes.

Themes and Subthemes

Coming to South Korea for Career Development and Advancement

1.1.

Financial Consideration

1.2.

Career Advancement

Dislike the Living and Teaching Experience as Foreign Teachers and Professionals

2.1.

Discrimination based on Skin Colour

2.2.

Discrimination based on Nationality

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3.1. Coming to South Korea for Career Development and Advancement

Unlike new university graduates with only a few years of teaching and learning experience, who tended to gain

international teaching experience for personal enhancement, participants were mid- and senior-level teachers at

university (Hardman, 2001; Young, 2018). All participants had at least ten years of teaching and learning

experience at both P12 and university level before joining this study. Therefore, they were all seeking career

development and advancement rather than personal enhancement of life experience. For example, David told the

researcher that he came to South Korea for an advancement in position at university level, said,

I came to this region because of the university position. I enjoyed my teaching position in Germany and Switzerland before

coming to South Korea. I came here absolutely because of the career development, not for fun and not for leisure. (David,

German)

3.1.1. Financial Consideration

All seven participants expressed financial consideration as one of their reasons for teaching in South Korea.

Based on the SCCT, this element reflected the intention (e.g. financial consideration, goals, and purposes for

individuals) (Brown & Lent, 2017; Lent. et al., 1994). Unlike many new university graduates and professionals with

interests in the cultural perspective of South Korea and East Asian regions, these participants were established

language teachers in their home countries or regions. Therefore, the financial consideration was significant as

many of them came to South Korea to save money due to lower tax payments. One said:

South Korea has relatively lower renting fees than many cities and large-size regions in Japan. The renting fees and

living expenses in Tokyo and Osaka are pretty high if you compare it to Seoul. But the salary is almost the same.

Therefore, coming to South Korea is because of the living expenses and probably the salary. (George, Japanese)

Besides the salary and living expenses, many also expressed that the tax rate is low. Notably, most of the

teachers from European countries, believed that the South Korean tax level is much lower than their home

countries and regions. One said:

The current tax level in France is very high. Although we may receive pension and retirement fees once we reach the 60s,

there is still a long time to go before retirement. Also, it is very hard to save money in Paris. I can save nearly 1,000 Euro

each month if I do not spend too much. (Amy, French)

Edison, an Arabic teacher who taught in Europe for nearly ten years before joining the South Korean

environment also echoed a similar statement about the retirement and tax. He said:

I spent most of my time in the United Kingdom during the first part of my life. In the United Kingdom, I have to pay a lot

of fees, such as Council Tax and Insurance…I cannot see how I can receive benefits from the government…in South Korea,

I did not receive any benefits as well as the government in South Korea is even worse, but I paid less…(Edison, Tunisian

/ British, Arabic)

In short, most of the participants believed that the teaching services in South Korea usually presented good

salary, lower tax, reasonable pension plans, and insurance. The participants understood their needs and their

purposes based on the intention elements of the SCCT (Lent. et al., 1994). The previous study also indicated that

many international school teachers considered salary and financial sources as their purposes and intentions while

selecting jobs and positions internationally (Weiner, 2012). Although none expressed a positive experience about

the insurance and long-term investments for their pension, many stated the renting fees and lower taxes attracted

them to the current teaching position in South Korea.

3.1.2. Career Advancement

All participants expressed that they came to South Korea because of career advancement and promotion (Lent.

et al., 1994). SCCT’s element concerning the intention of goals and purposes has been reflected (Bocanegra, Gubi,

& Cappaert, 2016; Dos Santos... 2019c). All these participants used to hold positions of secondary school teachers

and university language instructors in their home countries and regions. However, most of them were university

lecturers or assistant professors in their current working environments. Based on the sharing process, they came to

South Korea because they tended to gain some upper-level experience before returning. One said:

This country always provided the upper-level title to language instructors. For example, if you are teaching at the

university level, they tended to give you the title lecturer or assistant professor…I wanted to gain several years of experience

before I returned to Turkey. (Felix, Turkish)

Several similar ideas and sharing experiences were captured during the interview sessions. For example, Betty also

expressed her intention of being an assistant professor in South Korea, and said:

I am here just for the title…no other reasons. I don’t like the school and I don’t like the school administrative leaders…I

am here for the title. Once I reached the years of experience, I will return and go to another better country (Betty, French).

In short, financial consideration and career advancement were two of the major factors why the participants

decided to come to east Asia where they did not have any living or social experiences during the first parts of their

lives. In fact, coming to an unfamiliar teaching and learning environment, and living society is a challenging

decision and action as most of these participants were not new university graduates or young adults (Gerner, 1990;

Hardman, 2001; Skinner, 1998). Specifically, all of them were parents and spouses with family responsibilities.

Therefore, most of the sharing tended to focus on financial considerations and career advancement, due to their

responsibilities and internal needs (Lent & Brown, 2008).

3.2. Dislike the Living and Teaching Experience as Foreign Teachers and Professionals

The researcher asked about any additional reasons, for example, student attitudes, administrative styles,

student-parent relationships, for them to come and work in South Korea. None of them expressed positive feedback,

only referring back to financial and career advancement (i.e. intention) (Brown & Lent, 2017; Lent. et al., 1994).

During the interview sessions, although many expressed the positive aspects about their position and factors

associated with the financial consideration, most of the sharing was negative and unsupportive due to the external

environment (Brown & Lent, 2017; Lent et al., 1994). Although the written transcripts covered more than 230

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pages, more than two-thirds of the sharing was negative. The following three subthemes summarise the negative

feedback and aspects of the participants.

3.2.1. Discrimination based on Skin Colour

Although racism and ethical discrimination is not uncommon in contemporary society, all participants shared

nearly one-third of their interview session periods on this issue. Although George is an East Asian (i.e. Japanese)

man with similar skin colour, he expressed a lot of discrimination episodes due to his skin colour, and added:

My son, my wife, and I all have a darker skin colour because we all love sports and hiking…But most of the South Korean

people believed we are from the rural community…like farmers…basically, they always look down people with dark

skin…you cannot imagine how negative that is in South Korea (George, Japanese)

Amy, Betty, and Christy’s ethnicities are African. Their sharing of skin colour was significant and vital. Both

shared a lot of negative comments about discrimination, impolite reactions, hate speeches, and even verbal

harassment from their experience. For example, Amy said that when she and her family members were having

dinner in a restaurant, some restaurants asked them to leave due to their skin colour. She said

…this is not a single issue, but multiple issues…we went to a lot of restaurants in Seoul, Busan, Daegu, and Jeju

before…when we entered the restaurants, the servers never guided us to the table…no water, and no menu…it was very

rude…I want to say this is not a single issue…this is the situation in South Korea…(Amy, French)

A similar situation was shared by Christy regarding restaurants and subway metro stations. The following sharing

was about the situation in the metro station. She said:

…my daughter and I took the metro during the first week in Seoul. The metro stationmaster asked us to take the bus…they

could not speak any foreign languages…but I could hear the words Black, Dark, Dirty, Leave my Country within the

conversation…I called the police immediately, but the police arrested us away and asked us do not make any trouble to the

Korean residents…(Christy, Italian)

In short, skin colour is one of the significant elements for the negative feedback from all participants (Hardman,

2001; Odland & Ruzicka, 2009). Although many countries and regions have established anti-discrimination laws

and policies for protection, the South Korean government and public members did not take any action on the

attitudes towards non-South Korean residents. Although South Korea always claims it is one of the wealthiest

regions in the East Asian region (Chiu, Zeng, & Cheng, 2016; Lee, Kim, Myung, & Chatfield, 2018) most of the

participants disagreed due to their negative experience. Therefore, South Korean policymakers should pay

attention to promote the ideas of equality and globalisation to their residents to increase the overall image of the

region.

3.2.2. Discrimination Based on Nationality

When talking about their sense-making process (Smith & Osborn, 2003) and positions as university foreign

language instructors at the university-level in South Korea, all participants expressed negative explanations about

their experience due to their nationality and citizenship. For example, Felix was refused to rent a living unit

because of his nationality. He said:

…although I am a university lecturer at a university in Seoul, many of the landlords and owners refused my application

because of my nationality or skin colour…the real estate agency also felt negative to help me because I am not Asian or

White…I eventually needed to ask the university administrative office to help me up (Felix, Turkish)

Felix’s experience was not an isolated case. All expressed similar experiences during their first few weeks in South

Korea, particularly the African participants. Amy shared that one of the real estate agencies asked her to leave the

store because of her nationality. She said:

…not just one, many real estate agencies asked how can I get my French citizenship as I look like African…They kept

asking how can I gain the French citizenship and even ask me to confirm my citizenship from the government before

coming back…ridiculous…(Amy, French)

Christy, as an African Italian, also experienced a similar situation. Once she went to the doctor’s clinic, and the

nurses asked her to prove her identification for registration. The nurse asked a lot of impolite questions. She said:

The nurse kept asking me why I am not from Nigeria. I look like African, but should I need to belong to Nigeria or sub-

Saharan countries? I grow up in Italy. But those South Korean kept asking me why I am not from Nigeria…this question

is illegal in Italy and other European countries. This is harassment. (Christy, Italian)

In short, all participants experienced different levels of discrimination based on their nationality and

citizenship. It is worth noting that although there are laws and policies to protect personal information and privacy

internationally, many general public members do not understand that some questions are against privacy,

particularly questions about citizenship and place of origin. More importantly, many were refused by some services

and experienced verbal harassment due to their citizenship. Such negative experiences affected the career decisions

and development of language teachers in South Korea which echoed the element of the intention of SCCT (Lent et

al., 1994).

4. Conclusion, Limitation, and Implementation

In reflecting on the SCCT, most of the participants advocated that the intention elements influenced their

career decisions career development in South Korea. It is worth noting that most of the participants were

established language teachers with more than ten years of teaching and learning experience in their home countries

and regions. Also, they all brought their family members to South Korea as they would like to have participated in

long-term career development and investment in South Korea. However, all expressed significant negative feeling

due to the discrimination about skin colour and nationality. Such elements affected their intentions of career

development.

The results of this study did not have significant aspects of the educational background and behaviours (e.g.

internal) based on the guidelines of the SCCT. Although some research studies indicated that individuals selected

their career development and pathways based on their educational background and university degrees, these

established teachers with many years of experience were not influenced by this element.

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Every study has limitations. The limitation of this study was the background of the participants (i.e. mid- and

senior-level language teachers at the university level). Many new university graduates and junior level teachers

may have an interest in teaching in South Korea. However, career intentions and ideas may be different from mid-

level and senior-level teachers. Therefore, in the future, researchers may extend the research studies for these

groups of junior-level teachers.

The results of this study will be beneficial to school administrators, policymakers, human resource

professionals, department heads, and government agencies. South Korea always tries to provide language training

to its residents and public members in the interests of globalisation. However, there is still significant room for

improvement in the areas of discrimination and privacy. As a result, the researcher hopes that the appropriate

personnel can take this study as an opportunity to improve and enhance their current workplaces and communities

for improved environments and development.

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