8/10/2019 job sat.pdf
1/93
JOB SATISFACTION OF SECONDARY SCHOOL TEACHERS IN
THIMPHU DISTRICT OF BHUTAN
SANGAY DRUKPA
A THESIS SUBMITTED IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR
THE DEGREE OF MASTER OF EDUCATION
(EDUCATIONAL MANAGEMENT)
FACULTY OF GRADUATE STUDIES
MAHIDOL UNIVERSITY
2010
COPYRIGHT OF MAHIDOL UNIVERSITY
8/10/2019 job sat.pdf
2/93
8/10/2019 job sat.pdf
3/93
8/10/2019 job sat.pdf
4/93
8/10/2019 job sat.pdf
5/93
Fac. of Grad. Studies, Mahidol Univ. Thesis / iv
JOB SATISFACTION OF SECONDARY SCHOOL TEACHERS IN THIMPHU
DISTRICT OF BHUTAN
SANGAY DRUKPA5137867 SHEM/M
M.ED. (EDUCATIONAL MANAGEMENT)
THESIS ADVISORY COMMITTEE: ARISARA LEKSANSERN, Ed.D. NARANAN
SURIYAMANEE, Ed.D., PATREEYA KITCHAROEN, Ph.D
ABSTRACT
The purposes of this study were to study the level of job satisfaction of teachers
teaching in secondary schools in Thimphu District of Bhutan and to compare the level of job
satisfaction of teachers teaching in secondary schools in Thimphu District of Bhutan with
regard to the personal characteristics and job characteristics with that of some of the aspects of
job satisfaction (work, income, working condition self esteem, policy and management,
intrinsic rewards and interpersonal relations..
The research method applied in this study was descriptive survey method.
Theresearcher used questionnaireas the main instruments for this study. The data was analyzed
using descriptive statistics, t-test and f test. The findings indicated that the overall job
satisfaction was at satisfied level. Aspects like different age, gender, years of teaching
experience and present position in the school were found to be statistically significant and
marital status, teaching hours, qualification and school level were not statistically significant.
Although the satisfaction level is at satisfied level, there are some aspects like income, self
esteem and intrinsic reward where the teachers showed the satisfaction to a moderate level.
The findings of the research will be a bench mark or the board for the policy makers
and the implementers in torching the avenues of improvement in raising the level of job
satisfaction of teachers teaching in the secondary schools in Thimphu district of Bhutan. It will
help the other future researchers in knowing the facts and figures and also the job satisfaction
level of teachers teaching in secondary schools in Thimphu district of Bhutan.
KEY WORDS: JOB SATISFACTION/ SECONDARY SCHOOL TEACHERS/ BHUTAN.
79pages
8/10/2019 job sat.pdf
6/93
v
CONTENTS
Page
ACKNOWLEDGEMENT iii
ABSTRACT iv
LIST OF TABLES x
LIST OF FIGURES xiiLIST OF ABBREVIATIONS xiii
CHAPTER I INTRODUCTION
1.1 Background and Significance of the Problem 1
1.2 Research Questions 4
1.3 Research Objectives 4
1.4 Research Hypotheses 4
1.5 Scope of the Study 4
1.6 Research Contributions 5
1.7
Operational Definition of Terms 5
1.8
Conceptual Framework 8
CHAPTER II LITERATURE REVIEW
2.1 Education System in Bhutan 9
2.2 Background of Thimphu District 11
2.3 Concepts and Definition of Job Satisfaction 12
2.4 Major Theories of Job Satisfaction 14
2.5 Variables Contributing to Job Satisfaction 20
2.6 Other Factors Contributing to Job Satisfaction 24
2.7 Measurement of Job Satisfaction 25
2.8 Related Research 27
8/10/2019 job sat.pdf
7/93
vi
CONTENTS (cont.)
Page
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design 31
3.2 Population and Sample 31
3.3 Sampling Method 33
3.4 Research Instrument 34
3.5 Quality of the Research Instrument 35
3.6 Data Collection 36
3.7 Data Analysis 37
CHAPTER IV RESULTS
4.1 Personal characteristics and job characteristics of the sample 38
4.2 Job satisfaction of the secondary school teachers in Thimphu
district of Bhutan 41
4.2.1 Satisfaction level on work 41
4.2.2 Satisfaction level on Income 42
4.2.3 Satisfaction level of working condition 43
4.2.4 Satisfaction level of Self Esteem 44
4.2.5 Satisfaction level of Policy and Management 44
4.2.6 Satisfaction level of intrinsic reward 45
4.2.7 Satisfaction level of Interpersonal relation 46
4.2.8 Summary of the overall satisfaction level of
job satisfaction of secondary school teachers
in Thimphu district of Bhutan 47
4.3 Analysis of the effect on the level of Job Satisfaction of
8/10/2019 job sat.pdf
8/93
vii
CONTENTS (cont.)
Page
secondary school teachers in Thimphu district of Bhutan by
the personal characteristics and job characteristics 47
4.11 Difference in Age and Job Satisfaction 48
4.12 Comparison test showing the difference
between ages 48
4.13 Gender difference and Job Satisfaction 49
4.14 Difference in Marital status and Job Satisfaction 49
4.14 Difference in Qualification and Job Satisfaction 50
4.16 Difference in Years of teaching experience and
Job Satisfaction 50
4.17 Comparison test showing the difference between
teaching experience 51
4.18 Difference in Present position in the school
and Job Satisfaction 51
4.19 Comparison test showing the difference
of present position in the school 52
4.20 Difference in Teaching hours and Job Satisfaction 52
4.21 Difference in School level and Job Satisfaction 52
4.4 Summary of the research result 53
CHAPTER V DISCUSSION
5.1 General Profile of the sample 54
5.2 Job satisfaction of the of the secondary school
8/10/2019 job sat.pdf
9/93
viii
CONTENTS (cont.)
Page
teachers in Thimphu district of Bhutan 56
5.3 Discussion of Difference between personal
characteristics and job characteristics and its impact
or the effect on the level of job satisfaction of the
secondary school teachers in Thimphu district of Bhutan 58
5.3.1 Difference of Age and Job Satisfaction 58
5.3.2 Gender and Job Satisfaction 59
5.3.3 Difference of Marital status and Job Satisfaction 59
5.3.4 Difference of Qualification and Job Satisfaction 60
5.3.5 Difference of Teaching Experience and
Job Satisfaction 60
5.3.6 Difference in Present position in the
school and Job Satisfaction 61
5.3.7 Work load and Job Satisfaction 61
5.3.8 School Level and Job Satisfaction 62
CHAPTER VI CONCLUSIONS AND RECOMMENDATIONS
6.1 Summary of the Research Findings 63
6.2 Summary of the overall job satisfaction of secondary
school teachers of Thimphu district of Bhutan 65
6.3 Analysis of the effect on the level of job satisfaction
of the secondary school teachers in Thimphu district
of Bhutan by the personal characteristics and job characteristics 65
8/10/2019 job sat.pdf
10/93
ix
CONTENTS (cont.)
Page
6.4 Recommendations 67
6.4.1 Recommendations from the findings for policy
decision making 67
6.4.2 Recommendations for further studies 68
BIBLIOGRAPHY 69
APPENDIX 74
BIOGRAPHY 79
8/10/2019 job sat.pdf
11/93
x
LIST OF TABLES
Table Page
3.1 The sample size of secondary teachers in
Thimphu district 33
3.2 Measurement scale of satisfaction level 34
3.3 Division of seven facets of job satisfaction into 46 items 343.4 Criteria for understanding the means of satisfaction level 35
4.1 Number and percentage of the personal characteristics
of the sample 38
4.1 Number and percentage of the personal characteristics
of the sample (Cont.) 39
4.2 Number and percentage of the job characteristics
of the sample 40
4.3. Satisfaction level on work 41
4.4 Satisfaction level on income 42
4.5 Satisfaction level of working condition 43
4.6 Satisfaction level of self esteem 44
4.7 Satisfaction level of policy and management 44
4.8 Satisfaction level of intrinsic reward 45
4.9 Satisfaction level of interpersonal relation 46
4.10 Summary of the overall satisfaction level of
job satisfaction of secondary school teachers in
Thimphu district of Bhutan 47
4.11 Difference in age and job satisfaction 48
4.12 Comparison test showing the difference between ages 48
4.13 Gender difference and job satisfaction 49
4.14 Difference in qualification and job satisfaction 49
4.15 Difference in marital status and job satisfaction 49
8/10/2019 job sat.pdf
12/93
xi
LIST OF TABLES (cont.)
Table Page
4.16 Difference in years of teaching experience and
job satisfaction 50
4.17 Comparison test showing the difference between
teaching experience 50
4.18 Difference in Present position in the school
and Job Satisfaction 51
4.19 Comparison test showing the difference of present
position in the school 51
4.20 Difference in Teaching hours and Job Satisfaction 52
4.21 Difference in School level and Job Satisfactio 52
4.22 Summary of the research result 53
8/10/2019 job sat.pdf
13/93
xii
LIST OF FIGURES
Figure Page
1.1 Conceptual Framework 8
1.2 Map of Bhutan 10
1.3 Map of Thimphu District 11
1.4 Maslows Hierarchy of Need Pyramid 151.5 Herzbergs two-factor theory 17
8/10/2019 job sat.pdf
14/93
xiii
LIST OF ABBREVIATIONS
ANOVA Analysis of Variance
B. Ed (S) Bachelor of Education (Secondary)
B. Ed (P) Bachelor of Education (Primary)
CAPSD Curriculum and Professional and Support Division
EMSSD Education Monitoring and Support Services Division
EPGI Education Policy Guidelines and Instructions
ERG Theory Existence Related and Growth Theory
GNH Gross National Happiness
HM His Majesty King Jigme Singye Wangchuck
HRD Human Resource Division
HSS Higher Secondary School
JDI Job Descriptive Index
LSS Lower Secondary School
MA Masters in Arts
M.Com Masters in Commerce
M.Ed Masters in Education
MoE Ministry of Education
MoF Ministry of Finance
M.Sc Masters in Science
MSS Middle Secondary School
MSQ Minnesota Satisfaction QuestionnaireNFE Non Formal Education
Nu. Ngultrum
PCS Position Classification System
PGCE Post Graduate Certificate in Education
PHC Population and Housing Census
PPD Policy and Planning Division
PTC Primary Teaching Course
SD Standard Division
8/10/2019 job sat.pdf
15/93
Fac.of Grad. Studies, Mahidol Univ. M.Ed. (Educational Management) / 1
CHAPTER I
INRODUCTION
1.1 Background and Significance of the Problem
Teachers have a very vital role in molding and refining the intellectual
capacity of children during the phase of student hood or the formative period in theschool. The values and the knowledge that the teacher impart and instills to the
students determine the future of the child and future of the nation as they are the
citizens of tomorrow. Be it in a kindergarten or primary school or middle school or
high school or higher secondary school, name it. Teachers are the tools and provider of
tools and the world for the children to develop into responsible citizens. On visiting
the reviews conducted by Bruce Fuller, with regard to the factors that causes the
students achievement level, it was found out that teachers content level, pedagogy and
education level caused the level of students progression.(Fuller, 1987; Fuller and
Clarke, 1994 cited by Sargent & Hannum, 2003). Similarly, His Majesty the Fourth
Druk Gyalpo, King Jigme Singye Wangchuck, King of Bhutan, always reminds that
the future of our nation lies in the hands of our children and the future of the children
lies in the hands of the teachers. As a teacher, challenging though but it is quite
rewarding and satisfying to witness the students progress, thus gives zeal and a drive
for further challenges in store.
On the contrary, the profession becomes frustrating and stressful when one
has to deal with larger class strength, bigger school as a whole which means a greater
work load, unmotivated perks, less recognition, top down management, non conducive
working environment, less training opportunities, striving hard in meeting the national
education goal, school climate, and school culture and so on. In the process of
teaching and learning, teachers the main stake holder, should be satisfied with his job
as its the basic requirement in the profession (Digumarti Baskara Rao and Damera
8/10/2019 job sat.pdf
16/93
Sangay Drukpa Introduction / 2
Sridhar, 2003). In any of the educational setting, the goals and objectives can be scaled
and conquered only if the teachers are satisfied with their job.
Occasionally, teachers have to encounter with the rude behaviors of the
students, come in better terms with the society and the people around. Almost all the
teachers in Bhutan work for 10 months, February to December with two weeks mid
term break in July making it a 180 working days and spending almost 8 hours daily in
the school excluding the time spent at home correcting students assignments and
planning course outline. The only break for seven weeks during the winter holidays is
the time to spend with family and meeting kith and kin and visiting ones home townand attending the personal needs. Once the academic session starts, teachers have no
time to attend to ones personal needs and duties. Obligations are overshadowed by the
professional duties. Paying visit to the hospital, visiting the bank, paying electricity,
telephone and other bills, paying condolence to some one the teacher knows has to be
bargained with the 10 days entitled casual leave. With such scenario existing, job
satisfaction is always questioned, which in fact gives way to the question of quality
education.
Those teachers placed in the remote districts of Bhutan, have their own
stories to share. They are barred from all the modern amenities and have to face all the
harsh realities. They have to work with minimal facilities with all the indigenous
locals, tap the talents of the students, refine the crude teaching learning process to
deliver a quality education to the students.
On the other hand, teachers placed in Thimphu district, the capital city of
the country, placed and transferred on various grounds. Around 18% of the teaching
population of the country resides in various schools, in Thimphu district itself. They
have there own share of stories to tell too, although living in a better position
compared to the teachers placed in a remote districts. (MoE, 2004)
Although, Bhutan has really progressed in the field of education compared
to the inception of modern education in the 1950s till now, yet quality of education is
still a much debated topic among the Bhutanese. The issues were even raised in the
8/10/2019 job sat.pdf
17/93
Fac.of Grad. Studies, Mahidol Univ. M.Ed. (Educational Management) / 3
National Assembly by various people representatives time and again. (Kuensel, dated
7 June 2006)
Teachers are the main stake holders in imparting quality education.
Therefore, when the government revised the salaries for civil servants in Bhutan in
2009, teachers were given additional allowances depending on the number of years
they have served. All the civil servants serving in the kingdom were given a pay rise
of 35% flat rate and for teachers, additional 10% of the basic pay as allowance for
those teachers serving more than 5 years but less than 10 years; 15% of the basic pay
as allowance for those teachers serving more than 10 years but less than 15 years; 20%of the basic pay as allowance for those teachers serving more than 15 years. The
allowance is to be paid over and above the salary with the intention to promote higher
performance, improved efficiency and meritocracy in the system. So that the teachers
will be motivated and satisfied. (MoF, 2009).
Looking at the past situation and the present situation of teachers in
Bhutan, who are paid well after the pay revision, it is very important to research the
level of job satisfaction of teachers. So that the new government or the policy makers
will be informed about the level of job satisfaction of teachers and frame the policy
and explore new avenues in reaching the new heights of the quality of education.
According to the statistics provided by the Ministry of Education, Bhutan
in 2008, there are 18% of the teaching population of Bhutan, teaching in Thimphu
Dzongkhag out of the 5,745 teachers teaching in Bhutan, making it to 1,022 teachers
in Thimphu district itself. Teachers in Thimphu district, which is the capital city share
the same work load, or may be even more compared to the number of students
enrollment in urban area than in rural areas. But they are better challenged by the
expectations of the educated parents residing in the city and getting sandwiched
between the system and the community and the living standard rocketing high. The
only advantages the teachers enjoy are the modern amenities and avenues in the city
depending on the financial capacity. But the level of job satisfaction of teachers can
still be questioned in Thimphu district (General Statistics, MoE, 2008). Now after the
pay revision of the civil servants and with some additional allowances for the teachers
8/10/2019 job sat.pdf
18/93
Sangay Drukpa Introduction / 4
since January 2009, its very important to measure the level of job satisfaction of the
teachers living in urban areas like the Thimphu district specially the teachers teaching
in secondary schools as the secondary schools in Bhutan house the children from pre
primary till grade XII. Although the secondary schools are named into various level
depending on the grades the school house like the Lower secondary school with grade
preprimary to VIII, Middle secondary schools with grade VII to X and Higher
secondary with grades IX to XII.
1.2 Research Questions
1.2.1 What is the level of job satisfaction of teachers teaching in secondary
schools in Thimphu district of Bhutan?
1.2.2 Do any differences exist in the level of job satisfaction with regard to
age, gender, marital status, qualification, teaching experience, position, work load, and
school level?
1.3 Research Objectives
1.3.1 To identify the level of job satisfaction of teachers teaching in
secondary schools in Thimphu district of Bhutan
1.3.2 To compare job satisfaction of teachers teaching in secondary schools
in Thimphu district of Bhutan with regard to the personal characteristics and job
characteristics.
1.4 Research Hypotheses
1.4.1 The teachers job satisfaction is different by their personal
characteristics such as age, gender, marital status, qualification and teaching
experience.
1.4.2 The teachers satisfaction is different by their job characteristics such
as position, teaching hours and school level.
8/10/2019 job sat.pdf
19/93
Fac.of Grad. Studies, Mahidol Univ. M.Ed. (Educational Management) / 5
1.5 Scope of the Study
The questionnaires is developed based on the similar studies and are
modified from similar works on major job satisfaction theories of Herzberg (1979),
Maslow (1954), Alderfer (1972), Locke (1976) and others. The main purpose of this
research is to measure the level of job satisfaction of the teachers teaching in
secondary schools in Thimphu district in Bhutan. The study includes only the teachers
of secondary schools in Thimphu district of Bhutan. Thimphu district has 11 lower
secondary schools, 4 middle secondary schools and 5 higher secondary schools
excluding the Community primary school and the Primary schools. The population ofthis study includes the 799 teachers teaching in secondary schools in Bhutan and the
sample size is 267 teachers teaching in secondary schools in Thimphu district of
Bhutan.
1.6 Research Contributions
The findings of the research will be a bench mark or the spring board for
the policy makers and the implementers in torching the avenues of improvement in
raising the level of job satisfaction of teachers teaching in the secondary schools in
Thimphu district of Bhutan.
1.7 Operational Definition of the Terms
Secondary teachersrefer to the teachers teaching in the secondary school
in Thimphu District, including Lower secondary school, Middle secondary school and
higher secondary.
Job satisfactionrefers to the feelings of the individual towards its work. It
can be positive or negative thoughts towards the job the individual does. It can be
measured through the contentment the worker under goes. If the worker is content
with what he receives at the end of a job, its a positive feeling which means that the
worker is satisfied with it. But the negativity arises when an individual is not content
with the work or the end result of the work. The satisfaction level reflects the input of
the worker.
8/10/2019 job sat.pdf
20/93
Sangay Drukpa Introduction / 6
Secondary school is generally categorized into three level; Lower
Secondary School, Middle Secondary School and Higher Secondary School.
Age refers to the life span of the teacher after he or she was born till the
present day.
Genderrefers to male and female teachers.
Marital Status refers to the marital condition of the teacher, whether
single or married or divorced or widowed.
Qualificationrefers to the degree the teacher holds or the degree obtained
by the individual like that of Post Secondary, Bachelor, Post Graduate and Masters
degree.
Teaching Experiencerefers to the number of years the teacher has served
in various schools.
Positionrefers to the responsibility the person shoulders in the school like
that of administrative responsibilities and academic responsibilities besides the
mundane teaching responsibilities. Like Principals and Vice Principals shoulder the
responsibilities of the administration, management and teaching whereas the Master
teachers, senior teachers and the teachers are associated with teaching including the co
curricular responsibilities.
Work Load refers to number of hours the teachers has to teach in the
classes per week. Its calculated in average of the teaching hours.
School level refers to the four levels of schooling system, Lower
Secondary Schools has the grade levels from Pre-primary to grade VIII, Middle
secondary Schools has grade VII to X and Higher Secondary school has grade IX to
XII.
Work refers to the nature of the job but in this research it refers to the
nature of the teaching job, whether the job is a mundane affair or challenging andwhether the job is allocated depending on the individuals ability or not.
8/10/2019 job sat.pdf
21/93
Fac.of Grad. Studies, Mahidol Univ. M.Ed. (Educational Management) / 7
Income refers to the amount paid by the school or the government to the
teacher at the end of each month as a salary.
Working Condition refers to the availability of the basic infrastructure
like the school buildings, enough space, proper ventilation, furniture, games and sports
facilities, teaching learning materials, safe environment which is free from the health
hazards and proper place for the teacher to plan and work.
Self Esteemreflects a person's overall evaluation or appraisal of his or her
own worth. What is the worth of an individual in the work place reflects the self
esteem.
Policy and Management refers to the organizational policy which governs
the working of the company and Management refers to the superiors and co workers
working in line with the policy.
Intrinsic Rewards refers to the achievement, recognition, responsibility,
advancement, the work itself and the possibility of growth.
Interpersonal Relationrefers to the team work, consultation, friendliness,
and supportive relation with the superiors and co-workers.
1.9 Conceptual Framework
The conceptual frame work followed the objectives of the study and was
developed by integrating variables from different theories and related researches on
job satisfaction from literature review.
Independent variables are classified into personal characteristics (age,
gender, marital status, qualification and teaching experience) and job characteristics
(position, work load and school level). On the other hand, dependent variable consists
of job satisfaction which is used from major theories of Herzberg, Maslow, Alderfer,
Locke and others. There are seven facets of job satisfaction: work, income, working
condition, self esteem, policy and management, intrinsic reward and interpersonal
relations.
8/10/2019 job sat.pdf
22/93
Sangay Drukpa Introduction / 8
Independent Variables Dependent Variables
Figure 1.1 Conceptual Framework
Job satisfaction
1.
Work2.
Income
3.
Working Condition
4. Self Esteem
5. Policy and Management
6. Intrinsic Rewards
7. Interpersonal Relations
Job characteristics
1. Position
2. Teaching Hours
3. School Level
Personal characteristics
1.
Age
2. Gender
3. Marital Status
4. Qualification
5. Teaching Experience
8/10/2019 job sat.pdf
23/93
8/10/2019 job sat.pdf
24/93
Sangay Drukpa Literature Review / 10
tremendous effort and progress in the arena. Bhutan today has 10 day care centers, 94
primary schools including 13 Private primary schools, 261 Community primary
schools, 92 Lower secondary schools including 3private lower secondary school, 44
middle secondary schools and 32 Higher secondary schools including 8 private higher
secondary schools. There are around 192,392 students studying in various schools
studying as of today.
There are 1,669 educational institutes in the country, including 1 National
Institute for the Disabled, 777 Non-Formal Education centers, 10 tertiary institutions
under the Royal University and 6 Vocational training institutes, under the Ministry of
Labour and Human Resource (General Statistics 2008; Ministry of Education).
The Bhutanese citizens are privileged enough with free basic education,
which includes 7 years primary education and 6 years secondary education. Once the
students graduate from the secondary education, they follow up to the tertiary
education depending on the eligibility. All the schools through out the nation follow
the national curriculum designed by the CAPSD (Curriculum & Professional Support
service Division). The medium of instruction in schools throughout the nation is
English, except for the national language, Dzongkha, which is a compulsory subject,
through out all the grades.
Figure 1.2 Map of Bhutan
Source: www.amicusfoundation.org/amicus.
8/10/2019 job sat.pdf
25/93
Fac.of Grad. Studies, Mahidol Univ. M.Ed. (Educational Management) / 11
2.2 Background of Thimphu District
Figure 1.3 Map of Thimphu District.
Source: www.amicusfoundation.org/amicus.
8/10/2019 job sat.pdf
26/93
Sangay Drukpa Literature Review / 12
Thimphu is the capital city of the country and is located in the western part
of the country. With a population of 98,676 (2005, PHCB), it is also Bhutan's largest
city. Thimphu has an area of about 1,819 sq.km with elevation ranging between 1,300
to over 7,300 meters above sea level. Thimphu has one sub district and 10 blocks. As
per the general statistics, 2008, the district has 5 community primary school, 13
primary schools, 11 lower secondary schools, 4 middle secondary schools and 5 higher
secondary schools. A grand total of 23,009 students are enrolled in the various schools
in the district out of which 16,009 are enrolled in the secondary schools. There are
1,022 teachers teaching in various schools in the district and out of which 799 teachers
are teaching in the secondary schools in the district. All the schools are accessible to
the road network except for few community schools in the northern part of the district
because of the severe cold climatic conditions.
2.3 Concepts and Definition of Job Satisfaction
Upon reviewing various literatures, it has been found out that many experts
have explored into the subject of Job Satisfaction and have come out with various
kinds definition of Job satisfaction.
Straus & Sayles (1960) explains that it is an optimum positive feeling
derived after the completion of a task in lieu to achieving the target of the
organization. Thereby benefits the organization and in return the worker is rewarded
either in cash or kind. This definition gives importance to the commitment between the
job satisfaction and the benefits of the work.
But Smith (1964) defines that it is related with the individual need, and job
satisfaction can be classified as per the needs of the individual. It is the feeling
associated with the mind and the environment the individual lives in.
Similarly Vroom (1967) defines job satisfaction as the response of the
individual towards the role played at work.
Porter and Lawler (1968: 151) define as the level of remuneration
acknowledged is at par or exceed the expected reward.
Similarly Ivancevich and Donnelly (1968) expresses as a positive
perception of the individual with the work he does.
8/10/2019 job sat.pdf
27/93
Fac.of Grad. Studies, Mahidol Univ. M.Ed. (Educational Management) / 13
Blum and Naylor (1968) explains job satisfaction as an overall attitude
turned out by the work and other factors like that of work load, salaries, advancement
and other variables.
On the other hand, Green (1972) drew a conclusion saying that people who
are satisfied with the job has the willingness to give optimum input in the work for the
cause of the organization.
Good (1973) interprets job satisfaction as the point of satisfaction born out
of zeal and individuals feeling towards the work.
But Locke (1976: 1,300) has a different way of defining it as its the stage
of a positive emotion born from the evaluation of individuals job.
Similarly Katzell (1981:57) explains it as the outcome of expression of
likings and disliking of the job characteristics after it has been appraised.
Elaine and Marie (1984: 31-37) Job satisfaction can be achieved if the
individual needs and the job characteristics can go hand in hand and if the bar of
expectation and the reality is decreased.
Halloran and Benton (1987: L 89) explains it as, how a person perceives
about the job depending on the personal inculcation of the values and attitudes.
Miner (1992: 114) defines as the level of disparity between the personal
expectation and what is received in reality from the job.
Baron (1991: 336) explains that there is a vast difference between the
individuals who has a positive outlook and negative outlook towards work.
Looking through all these various definitions and concepts provided by
various experts, one can see that there is various similarities and dissimilarities but
however concludes in the similar note at the end. Therefore, it can be concluded that,the work itself is very vital and it determines job satisfaction and job satisfaction
means overshadowing the glimmer aspects, its the optimum level of positive feeling
and attitude derived from the work and towards the work and other physical and
environmental factors related to the work and the work place. Its the outcome of the
appraisal of work and experiences while working, which befits perfectly the physical
and mental needs.
8/10/2019 job sat.pdf
28/93
Sangay Drukpa Literature Review / 14
2.4 Major Theories of Job Satisfaction
2.4.1 Hierarchy of Need Theory
Abraham Maslow (1954: 80-92) a well known figure in the area of
psychology and psychologist by profession believes that in the quest to fulfill the
needs, individuals behaves and exhibit in a certain manner. Human get satisfaction
only when there needs are fulfilled. His theory has three assumptions i.e. human
needs never ends, when one need is fulfilled, the next hierarchy of needs need to be
fulfilled so as to be satisfied and lastly human needs can be divided into various level
depending on the importance. As and when the lowest level of need is fulfilled, the
next level needs to be scaled and fulfilled to derive satisfaction. Maslow has divided
the needs into 5 levels with the lower-order needs to higher-order needs.
Level 1 Physiological Needs are the basic nitty-gritty for the surrvival
like food, air, shelters, clothing, medicines and sex. For the quest of basics the
organizations pay in cash in terms of salary. And also by providing convenience for
other physiological needs at the work place like providing dinning room, nursing
room, rest room, air-conditioned office and residence etc.
Level 2 Security and Safety Needs once the level one is met, humans
crave for the next hierarchy, the safety like protection from the life risking hazards like
safety equipment.
Level 3 Social or Belonging Needs need for social acceptance and by the
inner circle like the peers. At this stage, human crave for respect from the colleagues
and counter parts, for it the organization answers by organizing get together and field
trips or by end of the year company party.
Level 4 Esteem Needs were the need to become popular and be praised.
Human with such thirsty needs are ready to sacrifice anything to succeed so that can
create an image of worthiness and responsibility at work.
Level 5 Self Actualization Needs its the highest order of needs.
Individuals view it differently from each other. Like aim and goal during the life time.
Scaling the highest level of excellence in contributing to the society and leaving
behind a legacy.
8/10/2019 job sat.pdf
29/93
Fac.of Grad. Studies, Mahidol Univ. M.Ed. (Educational Management) / 15
Self- Actualization needs
Esteem Needs
Social and belonging needs
Security and safety needs
Physiological needs
Figure 1.4 Maslows Hierarchy of Need Pyramid
The physiological need is the base line and act as the stepping stone or the
spring board for the other hierarchy of needs. Once it is attained, humans crave for the
other needs in the pyramid till the apex.
2.4.2 Herzbergs Two-Factor Theory
Frederick Herzbergs theory (1979: 152-154) of motivation is another
relative and realistic model of job satisfaction. Herzbergs theory consists of two main
components: motivators and hygiene factors. Motivators describes the features of
content of the job like responsibility, autonomy, self-esteem, and self-actualization
opportunities. Herzberg and his colleagues are with the notion that criteria, when
implemented to the optimum, motivates the individual with extra energy to work much
8/10/2019 job sat.pdf
30/93
8/10/2019 job sat.pdf
31/93
Fac.of Grad. Studies, Mahidol Univ. M.Ed. (Educational Management) / 17
Motivator or the motivating factors are those factors associated directly
with the job. It is also called as the intrinsic factor or job content. This factor has a
strong hold over the personal emotion towards the job thereby generates the individual
efficiency and satisfaction at work. Motivators towards satisfaction are derived from:
1. Achievement is referred as the potential of the individual to tackle any
sorts of problem related to work. Which means has the capacity to do the work
effectively.
2. Recognition means irrespective of the people around, be it the
immediate boss or the colleagues, the individual is always praised for the assistance
rendered at work effectively. The individual is appreciated by all and sundry at the
work place.
3.
The work itself means the satisfaction derived from the job through the
intrinsic aspects.
4. Responsibility means the responsible shouldered by the individual at
work and the satisfaction derived through it in terms of decision making and
supervision.
5.
Advancement means getting promoted to the next level of the job in the
organization.
The Hygiene factor prevents the worker from getting dissatisfied but it
need not be at the acceptable level as it can lead to dissatisfaction too.
1. Salary and Advancement At the end of the day its the salary that
matters to the worker, if the salary is not satisfactory, it can lead to dissatisfaction.
And the opportunity that the worker gets to climb the carrier ladder can also prove
futile if the worker remains stagnant in one position.2. Supervision The leadership style of the manager is accountable to
dissatisfaction too.
3. Company policy and administration are the house of the management
and the administration of the company. The climate of the organization and the
communication style are accountable.
4. Interpersonal relation the relationship among the workers and the
tempo of the relationship between the colleagues.
5.
Job security Its the permanence of the job and the company.
8/10/2019 job sat.pdf
32/93
Sangay Drukpa Literature Review / 18
6. Status it means how the society looks at the job and the individual
who does the job. Its the place where the individual is regarded.
7.
Working conditions means the place physical attributes of the work
place, including the materials available to make the work easier.
Upon comparison of the two theories of Maslows theory with Herzbergs
theory, it can be concluded that Maslows higher-order needs are like that of the
motivators in Hersbergs theory, which makes the person to be satisfied with the work.
Whereas the Maslows lower order needs can be compared with the hygiene factors of
Herzbergs.
2.4.3 E.R.G.Theory
Alderfers (1972) E.R.G. Theory is a modified version of Hersberg and
Maslows theories. He segments the human needs into three segments.
Existence Needs: which is denoted by E, are the basic needs of humans
like the food, shelter, clothing, salary which provides basic needs to survive. Its more
of a physiological needs.
Relatedness Needs: represented by R, are the needs to have relationship
with the society and the people living in it, including friends, well-wishers,
supervisors, family members and so on.
Growth Needs: represented by G, are the human needs to scale the ladder
of success with work and in life. Its the growth and advancement.
Alderfers E.R.G theory explains that if there are conditions applied tofulfill the higher need, the individual can pursuit from the base the lowest level too. Its
in fact a two way traffic, one can either chose from the top or the bottom level of
needs.
8/10/2019 job sat.pdf
33/93
Fac.of Grad. Studies, Mahidol Univ. M.Ed. (Educational Management) / 19
2.4.4 Vrooms Expectancy Theory
Vrooms (1982) expectancy theory is based on the equation of three
variables expectancy, instrumentality and valence. It explains that the individuals
decision making ability with regard to the work are derived from the perception of
work and the reward derived from the work. It explains that people are the slave of the
needs but also bonded by the will power of the individual. The variable expectancy is
the confidence level of the individual, the confidence to perform the given task
efficiently and successfully. On the other hand the variable Instrumentality is the level
of individuals confidence for getting the reward if the task is performed successfully.
And Valance is the value of the expected reward.
Since the model is multiple, the three variables are given probable values.
Therefore for the implication of positive and motivated performance of all three
variables must have high positive values. By any chance the probable value of any of
the variable drops to zero, than the motivated performance will also drop to the same
value and vice versa when high. The theory predicts that the job satisfaction derived
from both personality and situational variables.
2.4.5 Adams Equity Theory
Adams (1963) Equity theory explains that individuals has a tendency to
compare and contrast between the input and the output of the job, which means that
they compare the work load they shoulder and the number of hours they work with the
salary, benefits, bonus and other they receive. When the ratio between the input andthe output are not equal, humans or the individual tends to be dissatisfied and gives
way towards job dissatisfaction. In principle, individuals tend to compare among the
fellow mates whom they feel are of the same category. And on the other hand they
experience job satisfaction when the ratio between the input and the output is equal
and it gives an avenue motivation for the worker or the individual to rise the level of
input for better output or maintain the consistency of the job.
8/10/2019 job sat.pdf
34/93
Sangay Drukpa Literature Review / 20
2.4.6 Lockes Value Theory
Lockes (1976) value theory explains that job satisfaction is related to the
match between the job outcome and the expectation desired by the individual. The
value of job satisfaction becomes higher when the match is closer to the perceived
desired outcome. But its not necessarily be the basic needs when it comes to the
outcome that individual value like explained by the Herzbergs theory. It can be
anything that is related to the job one desires. The route to this method is the apparent
difference between the job and the wants. Greater difference gap comes out with more
dissatisfaction and narrower the gap closer the satisfaction.
2.5 Variables Contributing to Job Satisfaction
There are wide ranges of factors related to job satisfaction or sowing the
seeds of dissatisfaction. How ever the focus of the researchers has varied depending on
the interests of the researchers. Most of the researchers focus on the personal
characteristics and the job characteristics. Some of the variables used by the research
are discussed below along with other factors that contribute to job satisfaction.
Age:There are no concrete literature concerning the relationship between
the job satisfaction and the age, the existing literatures seems to lead to a bleak
conclusion. However, Hertzberg et al. (1957), drew a conclusion after series of
research that it can be explained through a U-shaped function. It explains that the level
of satisfaction is very high in the initial phase and starts to dwindle and reaches to such
a crucial level whereby it reaches a point of extinction but takes a turn and gears up
towards the optimum level of satisfaction with the age.
Saleh and Otis (1964) explain that in the phase of pre-retirement age, the
job satisfaction level dwindles as its related to the greater level of job satisfaction in
adjusting with the life and decline in the level of health, which in fact obstruct the self
actualization and psychological growth. It explains through a linear function.
8/10/2019 job sat.pdf
35/93
Fac.of Grad. Studies, Mahidol Univ. M.Ed. (Educational Management) / 21
Gender:When the relationship between the gender and the job satisfaction
was investigated, it has unveiled certain possibilities. Hoppock, (1935) explains that
females have the higher level of Job Satisfaction. But Hulin and Smith, (1965), Locke
et al, (1963) explains just the reverse explaining that males are more satisfied than the
females with regard to job satisfaction. Finally, DArey et al, (1984) and Golding et al,
(1983) explain that there is no difference in gender in regard to job satisfaction.
Similarly, Thompson (1979) explains that the level of job satisfaction cannot be
judged by the age and gender, as explained in the research findings published in the
first 26 volumes Educational Administration Quarterly.
Marital Status: Bruce and Blackburn (1992); Locke et al. (1983)
concludes that individuals social needs can be satisfied through the love and
compassionate feelings shared with the family members, spouse and other kith and
kin. Empathetic and helpful family members can raise the level of job satisfaction of
an individual. Researchers have discovered that the positive characters displayed in a
work place are the ones coming from a well groomed family. These are the people
who are very kind and helpful to others. And such people tend to have higher level of
job satisfaction compared to others because of the frank and open communication with
the family members.
Qualification: When qualification or education is used as a variable to
review the job satisfaction it was found out that the relation between the qualification
and job satisfaction can be positive as well as negative. Carell and Elbert (1974)
explain that the qualification has a negative impact on job satisfaction. It was foundthat the fresh graduates with higher qualification are not satisfied with the mundane
job they do. Desantis and Durst (1996) in there comparative study of job satisfaction
of the private and public employee, reveal that qualification as a variable had much
stronger negative job satisfaction in the private rather than in the public. They
concluded that the private sector employees are not challenged at work and
experiences gap between the expectation and realities.
8/10/2019 job sat.pdf
36/93
Sangay Drukpa Literature Review / 22
Teaching Experience:Fraser, Draper & Taylor (1998) research about the
professional lives of the teachers focusing on the teachers and the job satisfaction
level. Samples were collected from teachers who have the working experience from 5,
10 and 15 years work. The data was compared among different cohorts of teachers.
The result showed that teachers with longer service are overall less satisfied with
teaching, and on some specific aspects of satisfaction, differences are statistically
significant.
Position: All teachers in the school shoulder various responsibilities
depending on the seniority and individual profiles. The position that the teacher
shoulder will determine level of job satisfaction as various teachers has various job
responsibilities. The work of ordinary class room teachers will differ from the Master
teacher. Classroom teachers shoulder the responsibilities of teaching in the class and
follow the duties assigned by the curriculum where as Master Teachers are concerned
with the implementation of the curriculum. And help the school administration with
the day to day working. Therefore various teachers have various roles to play. The
policy in Bhutan is that, there are specified numbers of teaching periods for the
teachers, the number of teaching periods will also differ depending on the strength of
the school and the number of teachers in the school. Depending on the roles the
teacher shoulders and the work the shoulder determines the level of job satisfaction.
Work Load: Researchers have concluded that there is strong correlation
between the job satisfaction and the work load the individuals shoulders. By
principle, when individual tend to spend more time with the work, so as the level ofstress goes higher and greater the chance of burnout. And when the individual spend
more time with the work, the individual compromise with the private life and family
life. Teaching jobs demands more time to prepare and think the pedagogy to be used
so that the stake holders can learn from the input of the teachers.
In places where there is no uniformity of teacher deployment, faces acute
teacher shortage and there by the available teachers are used to the optimum giving
more work load. In Bhutan, as per the policy the teachers in secondary schools are
suppose to teach a minimum period of twenty two hours but in reality it goes far
8/10/2019 job sat.pdf
37/93
Fac.of Grad. Studies, Mahidol Univ. M.Ed. (Educational Management) / 23
beyond the time. It happens due to the shortage of teachers and leads to compromising
with the quality of education. Teachers are frustrated because, it demands more time
and makes them do the job that they are not specialized at all and which is far beyond
the capacity of the individual and giving way towards frustration.
School Level:Various school levels differs the working environment and
the work load. In a higher secondary school, teachers needs to concentrate more on the
content of the subject so needs to change the pedagogy of teaching concentrating on
the content. Similarly in the middle secondary school the teachers need to concentrate
on the student activity as well as the content of the subject. But in the lower secondary
school level the teachers are much concerned about the student activity as the
curriculum demands learning by doing or in other words its focused on the discovery
learning. Therefore, depending on the school level, the teachers cognitive domain and
psychomotor level is challenged and if the teacher feels that the job is challenging and
useful, it will lead the person to be satisfied with the work.
2.6 Other Factors Contributing to Job Satisfaction
Work (Locke, 1976; Baron, 1991). Work which satisfies the needs of
employees is work providing opportunity to use ones value skills and abilities,
creativity and variety. Also work which has just sufficient difficulty, amount of work,
responsibility, autonomy and complexity.
Income (Organ, 1986; Locke, 1976). When the difference of valued pay
and the obtained pay arises the income satisfaction. People with higher income are
more satisfied with there job than the individuals with lower income. But money
cannot be termed as the most determinant factor contributing to the job satisfaction but
money does make things worth while. Income level is associated with status, lifestyle
and independence.
8/10/2019 job sat.pdf
38/93
Sangay Drukpa Literature Review / 24
Working Conditions (Locke, 1976; Baron, 1991). Generally, employees
are satisfied with physical surroundings which are not dangerous or uncomfortable.
Moderate rather than extreme degrees are preferred, since extremes cause physical
comfort and reduce ability of work. Most employees also value a location close to
home, new buildings, cleanliness, and adequate tools and equally as working
conditions.
Self Esteem(Locke, 1976; Baron, 1991). One of the subjects in the area of
job attitudes is the individuals views of himself and how various job experiences and
conditions affect him. Persons who are high in self-esteem or who have a positive self-
image appear to be more satisfied with their jobs.
Policy and Management (Locke, 1976). The organization has more
ultimate control over these factors than the employees immediate supervisor. The
organization policies which are incomplete, unclear or undefined have been found to
be associate with job satisfaction.
Intrinsic Rewards (Organ, 1986). Professionals derive greater rewards
from works, including the challenge of their work, the use of the skills and knowledge,
the opportunity for self-development, learning, and growth.
Interpersonal Relations(Baron, 1991). Friendly and positive relation with
coworkers subordinates and supervisors contribute to high level of job satisfaction.
2.7 Measurement of Job Satisfaction
Gathering data for job satisfaction study can be done either by survey
questioning or by interviewing. Whichever method is used, careful attention should be
paid to the form of questions asked and the nature of the response allowed. Objective
survey is one of the widely used in survey questionnaire.
8/10/2019 job sat.pdf
39/93
Fac.of Grad. Studies, Mahidol Univ. M.Ed. (Educational Management) / 25
2.7.1 Objective survey
Objective survey presents both questions and choices of answering in such
a way that respondents simply select and mark the answers that best represent their
own feelings. There are various kinds of objective survey. One popular type used in
multiple-choice questions, not only questions with true or false or agree or
disagree answers. The most widely used in Job Descriptive Index (JDI). It provides
respondents with five separated statements, including the work itself, pay, promotion,
supervision, and co-workers, and then asks them to indicate whether the term
describes their satisfaction by checking either yes, no, or ? (I cannot decide)
responses (Nesstrom, 1993: 193-217).
Enter yes, no, or ? for each description or word below.
Work itself: _________ Routine.
_________ Satisfactory.
_________ Good.
Promotion: __________ Dead-end job.
__________ Few promotions.
__________ Good opportunity to promotion.
2.7.2Minnesota Satisfaction Questionnaire (MSQ).In MSQ survey, individuals rate the extent to which they are satisfied with
various aspects of their present jobs (e.g., work environment, pay degree of
responsibility, and opportunity for advancement). Rating range varies from
1(minimum) to 5(maximum); 1 = not at all satisfied; 2 = not satisfied; 3 = neither
satisfied nor dissatisfied; 4 = satisfied; and 5 = extremely satisfied. Obviously, the
higher the ratings individuals report, the greater their degree of satisfaction with
various aspects of their jobs.
8/10/2019 job sat.pdf
40/93
8/10/2019 job sat.pdf
41/93
Fac.of Grad. Studies, Mahidol Univ. M.Ed. (Educational Management) / 27
2. If you had to decide all over again whether to go into Teaching profession,
what would you decide?
_______ Decide without hesitation to go into Teaching profession.
_______ Have second thoughts about going into Teaching profession.
_______ Definitely not go into Teaching profession
2.8 Related Research
Phan Thi Luyen (2009) studied on factors affecting job satisfaction of the
staff in Cantho university of medicine and pharmacy- Vietnam. The population of the
study were the staff of medicine and pharmacy department of Cantho university of
Vietnam and found out that, the staff with different age, commitment level and work
settings was found to have statistically significant differences with the level of job
satisfaction while gender, marital status, educational level, year of experience and rank
were not found to be statistically significant on the level of job satisfaction.
Dorji Kinley (2007) carried out a study on job satisfaction of primary
teachers under Samtse district of Bhutan to find out the significant differences on the
level of job satisfaction by the socio-demographic factors and organizational factors.
The population of the study where the primary school teachers in the Samtse district of
Bhutan with the sample size of 136 teachers. The result indicated that the overall job
satisfaction was at the satisfied level. Both the motivation and hygiene aspects were at
the satisfied level with very little difference in the mean scores. However, when the
two aspects were compared the hygiene aspect was slightly higher than the motivation
aspects. With regard to the significant difference on the level of job satisfaction by its
socio-demographic factors and organizational factors, age, educational level,
experience in teaching , position and their commitment were found to be statistically
significant, while gender, marital status, size of the school and teaching load were not
statistically significant.
8/10/2019 job sat.pdf
42/93
Sangay Drukpa Literature Review / 28
Federiuk, C.S. et al. (1993: 22, 657 662) in Oregon conducted a cohort
analysis study on specific factors importance in paramedic job satisfaction and job
performance. The population of the study was private and public agency paramedics
with sample size of 194. The result indicated type of agency and gender affect job
satisfaction. Male public paramedics are most satisfied, and female private agency
paramedics and least satisfied with their jobs. Analysis of the attitudes toward
paramedic job performance scale suggested that male paramedics are more likely to
believe that female paramedics are not as capable of performing certain job functions.
However age and length of time on job were not significant determinants of job
satisfaction in the analysis of covariance.
McBride et al. (1992) examined the effects of ten job satisfaction factors,
role ambiguity, and role conflict on community college facultys propensity to leave.
They discovered that as satisfaction levels of growth opportunities, salary, work,
policy and administration, and supervision decreased, turnover intent, an attitude not
widely represented, increased. Propensity to leave increased as role conflict increased.
Work itself reflected the highest satisfaction level and salary the lowest. The generally
satisfied faculty appeared to experience a moderate amount of role conflict and a very
low level of role ambiguity. Age was the only demographic variable that significantly
influenced propensity to leave.
Koniceks (1992) random sample included 204 faculty members from 37
community colleges in Texas. The relationship between diversity of workload and job
satisfaction was assessed and identified as being not significant. Significantdifferences were discovered with respect to faculty perceptions of industrial training
assignments. An increase in the number of negative statements concerning industry
training assignments was accompanied by a decreasing satisfaction level with overall
working environment.
McKee (1991) researched the leadership styles of community college
presidents based on faculty perceptions, job satisfaction of faculty, and the possibility
of a correlation between presidential leadership styles and faculty job satisfaction.
8/10/2019 job sat.pdf
43/93
Fac.of Grad. Studies, Mahidol Univ. M.Ed. (Educational Management) / 29
McKee concluded that leadership style makes a difference in job satisfaction level. A
high relationship/low task leadership style corresponded with high job satisfaction.
Another interesting finding was the significantly lower job satisfaction experienced by
faculty who had been over 15 years at their institutions.
Clements (1983) had studied on relationship between motivational factors
and maintenance factors with job satisfaction of student activity staff in the
Community College of Massachusetts; it was found that critical factors drawing job
satisfaction were work characteristics, wages, supervision, opportunity for
advancement, relations with colleagues, work security. Motivational factors and
maintenance factors had relationship with all levels of job satisfaction. However,
maintenance factors against job satisfaction had higher degree than motivational
factors concerning wages, opportunity for advancement. Female staff and male staff
had no satisfaction concerning opportunity for advancement. However, female staff
dissatisfied rather male staff.
Robert (1971) had studied on job satisfaction of teachers taking special
class in lower state applying Herbergs Theory; was found that factors affecting job
satisfaction of teachers were work advancement and acceptance. The factors affected
the job dissatisfaction were supervision, work security, relationship, salary, work
characteristics and working climates.
Joan Guilford and David E. Gray (1970) had studied on satisfaction; it was
found that results of job satisfaction; it was found that results of job satisfaction gainedby individual were the increase of products in the unit depended much on escalating
job satisfaction, products, work security, opportunity for advancement, management of
unit, wages, supervision, individual relation within group, effective communication,
work conditions and welfare.
Van Dersal (1968) studied on factors facilitating job satisfaction; it was
found that there were many factors facilitating job satisfaction such as organizational
8/10/2019 job sat.pdf
44/93
Sangay Drukpa Literature Review / 30
policy and management, supervision salary, work condition and characteristics,
opportunity for advancement.
8/10/2019 job sat.pdf
45/93
8/10/2019 job sat.pdf
46/93
Sangay Drukpa Research Methodology /32
schools. There are 1,022 teachers teaching in various schools in the district and out of
which 799 teachers are teaching in the secondary schools in the district. Therefore the
population size of the research is 799 teachers teaching in secondary schools in the
Thimphu district. The very reason for the researcher to choose the district is because,
the district has the highest number of teachers comparing to the other district.
3.2.2 Sample Size
The researcher has used random sampling and to select the sample, the
formula of Taro Yamane (1967) has been used with the following formula.
Formula n = N
1 + Ne2
When n = size of sample group
N = size of all population
e = the miss adjusting rate in random sampling at level
0.05
n = 799
1+ (799(0.05)2)
= 266.555
= 267
Therefore, the sample size as per the formula will be 267 teachers teaching
in secondary schools in Thimphu district of Bhutan.
8/10/2019 job sat.pdf
47/93
Fac. of Grad. Studies, Mahidol Univ. M.Ed. (Educational Management) / 33
3.3 Sampling Method
Multi-stage random sampling is performed with the following steps:
Step 1: The selection of school samples according to the level of school
classified into Lower Secondary School, Middle Secondary School and Higher
Secondary School.
Step 2: The selection of school samples from three levels by the method of
simple random sampling.
Step 3: The sample size is known by the method of proportional to size
sampling from secondary teachers in Thimphu District. The individual sampling is
performed by the method of simple random sampling in the way of drawing lots.
Table 3.1 The sample size of secondary teachers in Thimphu District
Schools The
number
of
Schools
The
number
of school
Samples
Name of school
samples
The
number of
teachers in
school
samples
The
number
of sample
teachers
Lower
Secondary
School
11 4 1. Changangkha
2. Changzamtok
3. Zilukha
4. Jigme Namgyel
43
48
37
58
35
40
31
48
Middle
Secondary
school
4 1 1. Lungtenzampa 51 42
Higher
secondary
school
5 2 1. Motithang
2. Kelki
54
32
45
26
Total 20 7 323 267
8/10/2019 job sat.pdf
48/93
Sangay Drukpa Research Methodology /34
3.4 Research Instrument
The research instrument selected for this research is the questionnaire. The
questionnaire is a modified questionnaire developed from research related to the job
satisfaction and through literature review relating to job satisfaction. And the
questionnaire is segmented into two parts:
Part Acontains the general information of the respondents addressing the
personal characteristics used in the conceptual framework like, age, gender, marital
status, qualification, teaching experience, position in the school, teaching hours and
school level.
Part B contains the job satisfaction facets. The job satisfaction will be
measured with the construction of the five-point Likert scale which identified the
different level of Job satisfaction.
Table 3.2 Measurement scale of satisfaction level
Satisfaction level scores
Very satisfied 5
Satisfied 4
Moderate 3
Least satisfied 2
Not satisfied 1
8/10/2019 job sat.pdf
49/93
Fac. of Grad. Studies, Mahidol Univ. M.Ed. (Educational Management) / 35
Table 3.3 Division of seven facets of job satisfaction into 46 items
Description Items
1. Work 1-3
2. Income 4-10
3. Working condition 11-23
4. Self esteem 24-30
5. Policy and management 31-36
6. Intrinsic Reward 37-41
7. Interpersonal relation 42-46
The level of satisfaction is considered from score of the answers and was
classified into 5 levels to the Bests criteria (1977) as follows:
Higher score Lower score
Number of levels
= 5-1 = 4
5 5
= 0.80
Table 3.4 Criteria for understanding the means of satisfaction level
Mean scores Level of satisfaction1.00-1.80 Very unsatisfied
1.81-2.60 Unsatisfied
2.61-3.40 Moderate
3.41-4.20 Satisfied
4.21-5.00 Very satisfied
8/10/2019 job sat.pdf
50/93
Sangay Drukpa Research Methodology /36
3.5 Quality of the Research Instrument
3.5.1 Checking the content validity of questionnaire through the review
from the thesis advisors and the improvement of questions to have the content as in the
conceptual framework.
3.5.2 Before the actual collection of the data, the questionnaire was pre-
tested with 30 teachers from other district who are not included in the sample group,
but who work in the same school level.
To check the reliability, the result was analyzed by means of Croanbachs
Alpha-Coeficient.
Where = Coefficient of reliability
n = Number of items on the scale (questionnaires)
= The sum of variance of each item
= The variance of the questionnaire
The result of the reliability test (alpha) was 0.96
3.6 Data Collection
A proper protocol was followed in the process of data collection; initially
an approval for the collection of data was obtained from the Ministry of Education in
Bhutan, explaining from where the data will be collected. Upon receiving the
approval, the researcher personally visited the schools and met with the principals and
explained the purpose of the visit and handed over the questionnaire to the principals
depending on the number of teachers in the schools. The researcher requested the
principals to distribute to the teachers and informed that the questionnaire will be
8/10/2019 job sat.pdf
51/93
Fac. of Grad. Studies, Mahidol Univ. M.Ed. (Educational Management) / 37
collected after a week or two. The researcher informed the principals to maintain
anonymity by asking the teachers not to mention the names of the individual.
The researcher personally collected the questionnaire within two weeks.
During first day of the collection it was not very positive as the researchers could not
get back all the specified numbers of the responses as many of the teachers have
forgotten to fill up so during the second visit the response was positive and 100 %.
3.7 Data Analysis
The following statistics was used in data analysis:
1. Descriptive statistics was used in presenting information received from
the study in order to describe the characteristics of information of samples by using
frequency, percentage, mean and standard deviation.
2. Analysis statistics by using t-test and one- way ANOVA (F-test) was
used to compare the level of job satisfaction of teachers teaching in secondary schools
with regard to the personal characteristics and job characteristics.
3. The significant differences were tested by post hoc test with LSD (Least
significant Deviation).
8/10/2019 job sat.pdf
52/93
Sangay Drukpa Results / 38
CHAPTER IV
RESULTS
In this chapter, the researcher presents the results of the research conducted
on the job satisfaction of the of the secondary school teachers in Thimphu district of
Bhutan. In the process of conducting the research, the researcher collected the data by
means of questionnaire. The questionnaires were distributed to 267 teachers teaching
in secondary schools in Thimphu district, which is the total sample strength the
response was very positive with 100 percent respondent. After the collection of the
data, the data was analyzed with package program and the research findings are
presented in the following way.
4.1 Personal characteristics and job characteristics of the sample
4.2 Job satisfaction of the secondary school teachers in Thimphu district of
Bhutan4.3 Analysis of the effect on the level of job satisfaction of the secondary
school teachers in Thimphu district of Bhutan by the personal characteristics and job
characteristics.
4.4 Summary of the research results.
4.1 Personal characteristics and job characteristics of the sampleTable 4.1 Number and percentage of the personal characteristics of the sample
(n = 267)
Personal characteristics Number Percentage
Age
Less than 25 years 18 6.7
25-35 years 149 55.8
36-45 years 60 22.5
46 and above 40 15.0
8/10/2019 job sat.pdf
53/93
Fac. of Grad. Studies, Mahidol Univ. M.Ed. (Education Management) / 39
Table 4.1 Number and percentage of the personal characteristics of the sample
(Cont.)
(n = 267)
Personal characteristics Number Percentage
Gender
Male 90 33.7
Female 177 66.3
Marital Status
Single 49 18.4
Married 210 78.7
Divorce 5 1.8
Widowed 3 1.1
Qualification
Post Secondary 50 18.7
Bachelor Degree 151 56.6
Post Graduate 43 16.1
Master Degree 23 8.6
Years of Teaching Experience
Less than 10 years 129 48.3
10-20 years 87 32.6
21-30 years 42 15.7
More than 30 years 9 3.4
The general characteristics of the data were analyzed in terms of frequency,
percentage, means and standard deviation. Out of the 267 respondent, 6.7 % which
constitute 18 respondent falls under the age group less than 25 years, 55.8% which
constitutes 149 respondent falls under the age group between 25-35 years, 22.5%
which constitutes 60 respondent falls under the age group of 36-45 years and 15%
which constitutes 40 respondent falls under the age group of 46 and above age group.
The sample has more of female teachers with 66.3% which constitutes 177
female teachers and 33.7% constituting 90 male teachers. There is greater number of
married teacher consisting of 78.7% with 210 respondent, 18.4% with 49 respondent
are single and there are very negligible percentage of 1.8% with 5 respondent falling
8/10/2019 job sat.pdf
54/93
Sangay Drukpa Results / 40
under the divorced category and 1.1% with 3 respondent falling under the widowed
category respectively. With regard to the qualification, 18.7% with 50 respondents has
Post secondary qualification, 56.6% with 151 respondents have bachelors degree,
16.1% with 43 respondents have Post graduate and 8.6% with 23 respondents have
master degree. The teaching experience varied from 1 year to more than 30 years in
the service. Most of the teachers have less than 10 years of teaching experience with
48.3% (129 respondent), 32.6% (87 respondent) with teaching experience between 10-
20 years, 15.7% (42 respondents) with teaching experience between 21-30 years and
3.4% (9 respondents) with more than 30 years of teaching experience.
Table 4.2 Number and percentage of the job characteristics of the sample
(n = 267)
Job characteristics Number Percentage
Present Position in the School
Principal and Vice Principal 9 3.4
Master Teacher 8 3.0
Senior Teacher 59 22.1
Teacher 191 71.5
Teaching Hours
Less than 5 hours 7 2.6
5-10 hours 7 2.6
11-15 hours 9 3.4
More than 15 hours 244 91.4
School Level
Lower Secondary School 154 57.7
Middle Secondary School 42 15.7
Higher Secondary School 71 26.6
Mostly the respondents were teachers with 71.5% with (191 respondents),
22.1% with 59 respondents were senior teachers, of the 267 respondents, 3.4% with 9
respondents were Principal and Vice Principal, similarly 3.0% with 8 respondents
were Master teachers, and. Out of the 267 respondents, a large number 244 respondent
with 91.4% had more than 15 hours of teaching periods, per week, 3.4% with 9
respondent had teaching hours between 11-15 hours, 2.6% with 7 respondents had
8/10/2019 job sat.pdf
55/93
Fac. of Grad. Studies, Mahidol Univ. M.Ed. (Education Management) / 41
teaching hours between 5-10 hours and 2.6% with 7 respondents had less than 5 hours
teaching hours.
With regard to the various school levels, out of 267 samples, 57.7% with
154 respondents worked in the Lower secondary school, 15.7% with 42 respondents
worked in Middle secondary school and 26.6% with 71 respondents worked in Higher
secondary school.
4.2 Job satisfaction of the secondary school teachers in Thimphu
district of Bhutan
Table 4.3 Satisfaction level on Work
(n = 267)
Statement S.D Meaning
1. You are usually assigned with important
work
3.91 0.75 Satisfied
2. You are happy with the given
responsibilities as it gives you opportunity
to utilize your knowledge and skills
4.08 0.74 Satisfied
3. You have enough freedom to make your
own decision within the given
responsibilities
3.44 0.93 Satisfied
Average 3.81 0.66 SatisfiedNote: 1.00 1.80 = very unsatisfied, 1.81 2.60 = unsatisfied, 2.61 3.40 = Moderate, 3.41
4.20 = satisfied, 4.21 5.00 = very satisfied.
Table 4.3 shows the satisfaction level on work. The overall satisfaction of
the work was at satisfied level with the mean scores of 3.81 and .66 S.D. The result
reflects that the job responsibilities shouldered by the teachers has the highest
satisfaction as it gives them the opportunity to utilize there skills and the knowledge
with the mean score of 4.08, followed by the assignment of important work with the
mean score of 3.91 and finally by the freedom of decision making with the mean score
of 3.44.
8/10/2019 job sat.pdf
56/93
Sangay Drukpa Results / 42
Table 4.4 Satisfaction Level on Income
(n = 267)
Statement S.D Meaning
1. Your monthly income is sufficient enough
to lead a decent life in the society.
3.15 1.03 Moderate
2. Your income is appropriate to your
qualification.
3.21 1.04 Moderate
3. You are very much underpaid in relation
to the amount of work that you do.
2.92 1.02 Moderate
4. You are paid with appropriate wage level
for the amount of work.
3.02 1.00 Moderate
5. Supervisors have a fair and reasonable
justice in staffs promotion and salary
advancement.
3.69 0.95 Satisfied
6. Concern on feat and achievement of the
performance.
3.57 0.71 Satisfied
7. Current salary account is suitable for
staffs responsibilities in school.
3.25 0.87 Moderate
Average 3.26 0.70 ModerateNote: 1.00 1.80 = very unsatisfied, 1.81 2.60 = unsatisfied, 2.61 3.40 = Moderate, 3.41
4.20 = satisfied, 4.21 5.00 = very satisfied.
Table 4.4 indicated that the satisfaction level of income is at a moderate
level with mean score of 3.26 and 0.70 S.D. Out of the 7 items in the facet, 5 items
falls under the category of moderate satisfaction and the remaining 2 items are
satisfied, however in an average the satisfaction level comes to moderate in the facet
of income.
Comparative analysis of the result reveals that the teachers are paid less with
the amount of workload they shoulder, with a mean score of 2.92, followed by a meanscore of 3.02 where teachers feel that they are paid inappropriately, next in line is the
salary insufficient to lead a decent life with mean score of 3.15, than by imbalance of
salary and qualification with mean score of 3.21, followed by the skepticism of the
current salary account with mean score of 3.25, then the feat and achievement with
mean score of 3.57, ultimately by the supervisors judgment on the salary of the staff
with mean score of 3.69. Job satisfaction level is highest in accordance with
supervisors judgment.
8/10/2019 job sat.pdf
57/93
Fac. of Grad. Studies, Mahidol Univ. M.Ed. (Education Management) / 43
Table 4.5 Satisfaction Level of Working Condition
(n = 267)
Statement S.D Meaning
1. You feel comfortable working in this
school.
3.96 0.89 Satisfied
2. The school has enough resources. 3.42 0.94 Satisfied
3. The school has a conducive teaching
learning environment.
3.82 0.87 Satisfied
4. You are happy with the number of
teaching periods allocated to you.
3.73 0.96 Satisfied
5. You have more of co curricular
responsibilities than teaching.
3.16 0.95 Moderate
6. You are not overloaded with work. 3.36 0.95 Moderate
7. School provides standard items, materials,
tools, utensils in the workplace.
3.25 0.94 Moderate
8. School provides handbook, regulation,
discipline and mandate to facilitate the
performance.
3.65 0.90 Satisfied
9. School is developed in accordance with
Bhutanese educational reform
3.78 0.76 Satisfied
10. Proper ration of staff to work with 3.64 0.76 Satisfied
11. You are capable of performing well. 4.20 0.65 Satisfied
12. School environmental facilitatesperformances.
3.80 0.75 Satisfied
13. Positive work atmosphere. 3.94 0.81 Satisfied
Average 3.67 0.55 SatisfiedNote: 1.00 1.80 = very unsatisfied, 1.81 2.60 = unsatisfied, 2.61 3.40 = Moderate, 3.41
4.20 = satisfied, 4.21 5.00 = very satisfied
Table 4.5 indicates the satisfaction level of working condition in secondary
schools in Thimphu District of Bhutan. Out pf the 13 items in the working condition,
10 items falls under the satisfied level and where as 3 items falls under the moderate
level, thus making the over all mean score = 3.67 and 0.55 as the S.D. Job satisfaction
of teachers with regard to the working condition seems to be the highest with the
teachers capacity in performing well with the mean score of 4.20 and job satisfaction
of working condition is the lowest with teachers shouldering more of co curricular
responsibilities than the real teaching job with the mean score of 3.16.
8/10/2019 job sat.pdf
58/93
Sangay Drukpa Results / 44
Table 4.6 Satisfaction Level of Self Esteem
(n = 267)
Statement S.D Meaning
1. Your work are duly acknowledged by
your supervisor
3.77 0.97 Satisfied
2. Your Principal gives you credit when you
do a good job.
3.90 0.96 Satisfied
3. Your work are normally successful, but
you seldom receive praise or recognition
for your effort
3.20 1.02 Moderate
4. You are proud to be a teacher. 4.05 0.95 Satisfied
5. People respect you as a teacher. 3.62 1.15 Satisfied6. You want your children to join the
teaching profession.
2.50 1.38 Unsatisfied
7. Teachers are highly respected in the
society.
2.78 1.30 Moderate
Average 3.41 0.76 ModerateNote: 1.00 1.80 = very unsatisfied, 1.81 2.60 = unsatisfied, 2.61 3.40 = Moderate, 3.41
4.20 = satisfied, 4.21 5.00 = very satisfied
Table 4.6 indicates the satisfaction level of self esteem of secondary school
teachers in Thimphu District of Bhutan. Out of the 7 items in self esteem, 4 items falls
under the satisfied level, 2 item in the moderate level and 1 item in the unsatisfied
level, thus making the over all mean score = 3.41 and 0.76 as the S.D. thereby the
overall satisfaction level of the self esteem is moderate. Job satisfaction of the teachers
is highest with regard to self esteem where teachers are proud to be teacher with the
mean score of 4.05 but on the contrary job satisfaction of the teachers being respected
in the society is minimum with the mean score of 2.78.
Table 4.7 Satisfaction Level of Policy and Management(n = 267)
Statement S.D Meaning
1. Action plan is prepared before actual
performance.
4.27 0.73 Very satisfied
2. You are satisfied of annual staffs
appointment and deployment.
3.65 0.82 Satisfied
3. Educational reform encourages teachers to
take part in decision making with school
administrators.
3.52 3.52 Satisfied
4. You are satisfied with educational policy. 3.45 0.97 Satisfied
8/10/2019 job sat.pdf
59/93
Fac. of Grad. Studies, Mahidol Univ. M.Ed. (Education Management) / 45
Table 4.7 Satisfaction Level of Policy and Management (Cont.)
(n =267)
Statement S.D Meaning
5. You are satisfied with the school
administration
3.82 0.82 Satisfied
6. Your supervisor is capable of giving
command.
4.32 3.55 Very satisfied
Average 3.84 0.84 Satisfied
Note: 1.00 1.80 = very unsatisfied, 1.81 2.60 = unsatisfied, 2.61 3.40 = Moderate, 3.41
4.20 = satisfied, 4.21 5.00 = very satisfied
Table 4.7 reflects the satisfaction level secondary school teachers in
Thimphu District of Bhutan with regard to the policy and management. Out of the six
items, 4 items from the facets falls under the satisfied level and the other remaining 2
falls under the category of very satisfied level. Thus scoring the mean score of 3.84
and 0.84 S.D, making the overall satisfaction level as satisfied. Job satisfaction of
teachers with regard to policy and management is the highest with the supervisors
capacity of giving command with the mean score of 4.32 and its minimum with the
educational policy with a mean score of 3.45.
Table 4.8 Satisfaction Level of Intrinsic Reward
(n = 267)
Statement S.D Meaning
1. You play a role in educational staffs
performance evaluation.
3.26 0.98 Moderate
2. You have opportunities to be promoted in
accordance with your competence.
3.38 1.07 Moderate
3. You have opportunity to attend a
workshop, seminar to enhance your skills
and broaden your experiences.
2.96 1.23 Moderate
4. Job designs of your position have been
improved regularly
3.41 0.96 Satisfied
5. You feel honored to be selected as a
school principal.
3.51 1.04 Satisfied
Average 3.31 0.79 ModerateNote: 1.00 1.80 = very unsatisfied, 1.81 2.60 = unsatisfied, 2.61 3.40 = Moderate, 3.41
4.20 = satisfied, 4.21 5.00 = very satisfied
8/10/2019 job sat.pdf
60/93
Sangay Drukpa Results / 46
The table 4.8 indicates the satisfaction level of intrinsic reward of
secondary school teachers in Thimphu district of Bhutan. The overall satisfaction level
of this facet with 5 items comes out as moderate with the mean score of 3.31 and .79
S.D, the reason is that out of the 5 items, 3 items scores the moderate level and the
remaining 2 as satisfied. Job satisfaction is highest in honoring teachers to be selected
as the school principal with the mean score of 3.51 and job satisfaction is least with
the opportunities to attend workshops and seminar with the mean score of 2.96.
Table 4.9 Satisfaction Level of Interpersonal Relation
(n = 267)
Statement S.D Meaning
1. Your colleagues and your superiors are
helping together
4.03 0.74 Satisfied
2. Pleasant and friendly work atmosphere
between you and your superiors.
4.07 0.77 Satisfied
3. You are supported in educational quality
development from your superiors
4.02 2.58 Satisfied
4. Your colleagues and your superiors are
enthusiastic to collaborate.
3.91 0.77 Satisfied
5. Superiors give practical advice on
performance.
3.82 0.82 Satisfied
Average 3.97 0.82 SatisfiedNote: 1.00 1.80 = very unsatisfied, 1.81 2.60 = unsatisfied, 2.61 3.40 = Moderate, 3.41
4.20 = satisfied, 4.21 5.00 = very satisfied
Table 4.9 shows the satisfaction level with regard to interpersonal relation,
the overall satisfaction level in this facet falls under the satisfied level with mean score
of 3.97 and .82 S.D. Job satisfaction level is highest with work atmosphere between
the teachers and the superiors with a mean score of 4.07 and satisfaction is minimum
with superiors practical advices with a mean score of 3.82.
8/10/2019 job sat.pdf
61/93
Fac. of Grad. Studies, Mahidol Univ. M.Ed. (Education Management) / 47
Table 4.10 Summary of the overall satisfaction level of job satisfaction of
secondary school teachers in Thimphu distric
Top Related