Job_Satisfaction_of_Institutional_School_Teachers_of_Kathmandu_District

JOB SATISFACTION OF INSTITUTIONAL SCHOOL TEACHERS OF NEPAL Jiban Khadka A Dissertation Submitted to School of Education Kathmandu University In partial fulfilment of the requirement of the course of M Phil in Educational Leadership Balkumari, Lalitpur 26 August, 2010 ABSTRACT Jiban Khadka for the degree of Master of Philosophy in Education presented on June 15, 2010. Title: Job Satisfaction of Institutional School Teachers of Nepal Abstract approved: Prof. Mana Prasad Wagley, Ph. D. Prof. Shreeram Lamichhane, Ph. D. Dissertation Supervisor Dissertation Supervisor The purpose of this study was to explore the general and specific level of job satisfaction of institutional school teachers of Nepal in relation with four dimensions: Salary, Incentives and Benefits, Work Itself, Working Environment and Performance Appraisal of job satisfaction from four demographic perspectives: Location, Gender, Length of Service and Subject Teachers as measured by Job Satisfaction Questionnaire with five point likert scale. A number of two hundred thirty eight teachers from thirty nine private secondary schools of Kathmandu district were selected on the basis of stratified random sampling to conduct the study. Arithmetic means, standard deviation, coefficient of variation were computed to assess the job satisfaction level and t-test and ANOVA test were used to investigate the significant difference between and among the teachers’ job satisfaction. In general, institutional secondary school teachers of Kathmandu district were found slightly satisfied with the job. Despite the job satisfaction of teachers in the whole analysis, ‘Salary, incentives and benefits’ and ‘Work Itself’ were found dissatisfying, and ‘Working Environment’ and ‘Performance Appraisal’ were as satisfiers. Simply, urban school teachers in comparison to other teachers were more dissatisfied with all the dimensions of job satisfaction whereas male teachers were found happier than female teachers at work. In similar way, teachers having length of service 16 and above years were found dissatisfied which also revealed relatively negative relationship between job satisfaction level and length of service. Insignificant difference among the four groups of subject teachers’ job satisfaction level showed no relation between job satisfaction and subject teaching in the schools. Despite the poor presence of hygiene factors (salary and safety etc.), motivating factors (achievement to higher level task, responsibility of task etc.) inspired them to work harder. From the study, the researcher concluded that low outputs in return to their inputs and insecurity in job are the main causes to create the conflict between the teachers and school managers of institutional schools. The present working environment and performance appraisal need to be continued as they are motivating factors and, expected outcomes in line with the education Act and Rules and as per their inputs in schools that match to their cost of living, job security and furthermore regular monitoring would contribute to improve the present less than friendly situation of institutional schools of Nepal. Jiban Khadka, Degree Candidate © Copy right by Jiban Khadka 2010 All right reserved. DEDICATION This dissertation is dedicated to my parents, family members and all well-wishers. DECLARATION I hereby declare that this dissertation has not been submitted for the candidature for any other degree. 26 August, 2010 Jiban Khadka, Degree Candidate Master of Philosophy in Education dissertation of Jiban Khadka presented on 15 June, 2010. Approved 26 August, 2010 Prof. Mana Prasad Wagley, Ph. D. 26 August, 2010 Dissertation Supervisor, K U Prof. Shreeram Lamichhane, Ph. D. 26 August, 2010 Dissertation Supervisor, K U Prof. Tankanath Sharma, Ph. D. 26 August, 2010 Member, Research Committee, K U Dr. Bhawani Shankar Subedi 26 August, 2010 External Supervisor Dr. Bal Chandra Luitel 26 August, 2010 Member, Research Committee, K U I understand that my dissertation will become a part of collection of Kathmandu University Library. My signature below authorizes release of my dissertation to any reader upon request. Jiban Khadka 26 August, 2010 Acknowledgements Although the researcher is the sole author of this dissertation paper, it was a collective work and the outcome of the collective support, guidance, enthusiasm and inspiration of my teachers, colleagues and well-wishers. First, I would like to express my sincere appreciation and thank to Prof. Shreeram Lamichhane, Ph. D., Kathmandu University as my supervisor for this dissertation. His patience, invaluable guidance and endless hours of effort rendered during the preparation of this dissertation are duly accounted. My great appreciation goes to members of the research Committee, Prof. Mana Prasad Wagley, Ph. D., Prof. Tanka Nath Sharma, Ph. D., Dr. Bhawani Shankar Subedi, external supervisor and Associate Prof. Dr. Bal Chandra Luitel for their valuable comments and suggestions in order to give a final shape to this dissertation. I am grateful to Associate Professor Bal Chandra Luitel, KU for his valuable guidelines to analyse statistical data and I am also heartily thankful to Mr. Megha Raj Dangal, KU for his guidance on formatting this dissertation along APA style. I extend special thanks and gratitude to Mr.Bupa Raj Dhamala, Reader, T U and Mr. Rishav Dev Khanal for their sincere effort to improve the language error. My colleague Mr. Dilendra Kumar Rai deserves special thanks for his encouragement to complete this dissertation and also to Ms. Bihani Rai for providing technical support. I am very thankful to Mr. Shyam Kumar Shrestha, Mr. Hari Bahadur Thapa, Mr. Ganesh Gurung, Mr. Ek Raj Katwal, Mr. Lal Bahadur Karki, Mr. Lok Bahadur Baniya, Mr. Umesh Basnet and all school Principals for their support to distribute questionnaires and collect the completed data. I am very thankful to my parents, parent in-laws, relatives, wife Chamila, daughters Supriya and Soniya for their inspiration and support to complete the research study. I am very grateful to research participants who have sincerely filled the questionnaires that made the research successful, and I apologize for not being able to preclude naming them all here because of space limitations. Last but not the least; I give all the glory to God “Saai Baba”, the source of my strength, for granting me both the mental and physical endurance to complete this academic task. Jiban Khadka Table of Contents LIST OF TABLES AND FIGURES..……………………………………………………...iv CHAPTER I Error! Bookmark not defined. INTRODUCTION Error! Bookmark not defined. Background of the Study Error! Bookmark not defined. Statement of the Problem Error! Bookmark not defined. Rationale of the Study Error! Bookmark not defined. Purpose of the Study Error! Bookmark not defined. Research Questions Error! Bookmark not defined. Research Hypotheses Error! Bookmark not defined. Definition of Terms Error! Bookmark not defined. Delimitations of the Study Error! Bookmark not defined. Conceptual Framework Error! Bookmark not defined. CHAPTER II Error! Bookmark not defined. LITERATURE REVIEW Error! Bookmark not defined. Job Satisfaction Error! Bookmark not defined. Dimensions of Job Satisfaction Error! Bookmark not defined. Job Satisfaction from Theoretical Perspectives Error! Bookmark not defined. Abraham Maslow’s Hierarchy of Needs Error! Bookmark not defined. Herzberg’s Two Factor Theory Error! Bookmark not defined. Research Studies from Dimensional and Demographical Perspectives Error! Bookmark not defined. Summary of Literature Review Error! Bookmark not defined. CHAPTER III Error! Bookmark not defined. RESEARCH METHODOLOGY Error! Bookmark not defined. Methodology of this Study Error! Bookmark not defined. Population Error! Bookmark not defined. Sampling, Size and Procedure Error! Bookmark not defined. Data Collection Procedure Error! Bookmark not defined. Data Collection Tools Error! Bookmark not defined. Development of Job Satisfaction Questionnaire (JSQ) Error! Bookmark not defined. Reliability Error! Bookmark not defined. Validity Error! Bookmark not defined. Method of Analysis Error! Bookmark not defined. CHAPTER IV Error! Bookmark not defined. ANALYSIS OF DATA Error! Bookmark not defined. Demographic Characteristics of Respondents Error! Bookmark not defined. Location wise Distribution of Schools Error! Bookmark not defined. Location wise Distribution of Respondents Error! Bookmark not defined. Gender wise Distribution of Respondents Error! Bookmark not defined. Length of Service wise Distribution of Respondents Error! Bookmark not defined. Subject wise Distribution of Respondents Error! Bookmark not defined. Statistical Results of Job Satisfaction Error! Bookmark not defined. Whole Respondents' Job Satisfaction Level Error! Bookmark not defined. Job Satisfaction Level from Demographic Perspectives and Hypothesis Testing Error! Bookmark not defined. Location: General and Dimension wise Satisfaction Level Error! Bookmark not defined. Gender: General and Dimension wise Satisfaction Level Error! Bookmark not defined. Length of Service: General and Dimension wise Satisfaction Level Error! Bookmark not defined. Subject Teachers: General and Dimension wise Satisfaction Level Error! Bookmark not defined. Summary of Analysis Error! Bookmark not defined. CHAPTER V Error! Bookmark not defined. FINDINGS, CONCLUSION, DISCUSSION AND IMPLICATIONS Error! Bookmark not defined. Findings of the Study Error! Bookmark not defined. Findings in relation to Demographic Characteristics of Respondents Error! Bookmark not defined. Findings in relation with Job Satisfaction Error! Bookmark not defined. Conclusion Error! Bookmark not defined. Discussion Error! Bookmark not defined. Job Satisfaction from Theoretical Perspective Error! Bookmark not defined. Implications of Research Findings Error! Bookmark not defined. REFERENCES Error! Bookmark not defined. APPENDIXES Error! Bookmark not defined. Annex I Error! Bookmark not defined. Annex II Error! Bookmark not defined. Annex III Error! Bookmark not defined. Annex IV Error! Bookmark not defined. LIST OF FIGURES AND TABLES FIGURES Page Figure 1.1 Conceptual Framework on Teachers’ Job Satisfaction Error! Bookmark not defined. Figure 2.1: Maslow’s Hierarchy of Needs Error! Bookmark not defined. Figure 2.2: Herzberg’s Theory Framework Error! Bookmark not defined. TABLES Table 3.1: Detail of Population Error! Bookmark not defined. Table 3.2: Mean scores yielded by Proposed questionnaire and Standard questionnaire Error! Bookmark not defined. Table 3.3: Mean, Standard deviation and Variance Error! Bookmark not defined. Table 3.4: Paired Samples Correlations Error! Bookmark not defined. Table 4.1: Location wise Distribution of Schools Error! Bookmark not defined. Table 4.2: Location wise Distribution of Respondents Error! Bookmark not defined. Table 4.3: Gender wise Distribution of Respondents Error! Bookmark not defined. Table 4.4: Length of Service wise Distribution of Respondents Error! Bookmark not defined. Table 4.5: Subject wise Distribution of Respondents Error! Bookmark not defined. Table 4.6: General Job Satisfaction Level of Teachers Error! Bookmark not defined. Table 4.7: Location: General Satisfaction Level Error! Bookmark not defined. Table 4.8: Location: Dimension wise Satisfaction Level Error! Bookmark not defined. Table 4.9: Gender: General Satisfaction Level Error! Bookmark not defined. Table 4.10: Gender: Dimension wise Satisfaction Level Error! Bookmark not defined. Table 4.11: Length of Service: General Satisfaction Level Error! Bookmark not defined. Table 4.12: Length of Service: Dimension wise Satisfaction Level Error! Bookmark not defined. Table 4.13:: Summary of Four Group Analysis of Variance Error! Bookmark not defined. Table 4.14: Subject Teachers: General Satisfaction Level Error! Bookmark not defined. Table 4.15: Subject Teachers: Dimension wise Satisfaction Level Error! Bookmark not defined. Table 4.16: Summary of Four Group Analysis of Variance Error! Bookmark not defined. Table 4.14: Subject Teachers: General Satisfaction Level 59 Table 4.15: Subject Teachers: Dimension wise Satisfaction Level 59 Table 4.16: Summary of Four Group Analysis of Variance 61 CHAPTER I INTRODUCTION In this chapter, background, purpose of the study, statement of problem, rationale of the study, research questions and delimitations are presented. Background of the Study Some people influenced by political parties are trying to demolish all the ‘big buildings, and they want to make the education landscape flat. In this scenario, what can private school managers do' (Private School Principal, Kathmandu, June 2005 as cited in Caddell, 2005). “Please, brother, think that you are in a jungle. At any time you could be killed” (President, Nepal Teacher’s Association, April 2004 as cited in Caddell, 2005). These two quotes are emblematic of concerns and fears faced by the private schools and teachers in the educational landscape. The first statement is of the owner and principal a private school in Kathmandu who has received numerous threats and pressure from teachers unions or political party-affiliated groups and the second is of the voice of teachers’ representative that led to the dissatisfaction of private schools teachers in private schools (Caddell, 2005). Sunuwar (2010) quotes the statements of president of Guardians’ Association Nepal (2010) and president of Institutional schools’ Union (ISTU) that school owners are committed to provide basis salary to teachers in line with the government scale. But, they are not getting yet and the worst is 95% of the schools have not given the appointment letters to the staff. The teachers in the private schools also complain that they did not get appointment letters without explicit mention of salary scale, fringe benefit, and other facilities like leaves, over time payment and they also do not get legal assurance of the security of their jobs (Khaniya, 2007).They demand to ensure equal benefits as those enjoyed by the government schools teachers ("Oh My News", 2009). When we go to the evolution of private schools in Nepal, it has no very long history, in this regard, Khaniya (2007) states, It was only after the 1950’s political change, Nepalese children were allowed to school for education. Taking advantage of the freedom for education, people from different parts of the country started establishing new schools. They did not wait for the government’s planning and initiations". Further, he states a matter of fact that the private system of education is older than the public system; until 19 century, education was provided by the private sector, it was only after the 20th century, education became the responsibility of the public system". In Nepal, Adarsha Bidyalaya, established in 1986 by Krishna Prasad Koirala, was the first private school. At the beginning, it was financially supported by Koirala under a private initiative. The formal education system up to secondary level in Nepal is divided into four levels: 1) Pre-primary or early childhood education for three to four years of age; 2) Primary education (Grade 1-5), which caters to five to nine year-old children; 3) Lower secondary education (Grade 6-8) for 10 to 12 year-old children and 4) Secondary education (Grade 9-10) for 13 and 14 year-old (UNESCO, 2008). However, Government has plan to classify the schools in two levels: grade one to eight as basic level and nine to 12 as secondary level, it has not been implemented all over the country. There are two types of institutions based on funding providing school-level education in Nepal: community schools and institutional schools. Community schools are usually run by the government or a community and institutional schools are often referred to as ‘private’ schools. They do not receive governmental funding and are managed privately (Education Rules, 2002). Kitaev (1999) defines, “In a board sense, private education refers to any type of formal school which is outside the public education system (non-public, non-government, quasi-public, Municipal)”. Khaniya (2007) says, “Privatization of education is complex and ambiguous concept in itself”. He states three dimensions to determine the nature of education whether it is public or private. They are ownership, financing, and control that determine whether the delivery of education is private or public. Traditionally, schools are seen as non-profit organization. When the private sector started to spend money on physical facilities, teacher salary, software, and other facilities, the situation ultimately converted the institutions into a profit making business. At present, the private schools can be classified into two groups: profit motive schools which are run under company act and non-profit motive schools defined as educational trust. In Nepal, non-public institutions providing formal education services are referred to as institutional schools. Institutional schools obtain governmental permission for their operation from the concerned District Education Office and Regional Directorate. Institutional schools are required to recruit licensed teachers who have been certified by the Teacher Service Commission. The educational policy documents, i.e. Education Act, EFA program and Three Year Interim Plan, have encouraged private provision of education, but they do not receive any governmental funding, and parents of children enrolled in institutional schools need to pay full fees. The fees vary according to the services provided, as well as to the performance status achieved by the schools (UNESCO, 2008; Education Act, 1971 and Education Rules, 2002). It is mandatory for those schools to protect and promote the service of the teachers and other staff of the school, provide necessary facilities to the appointed teachers and other working staff of the school and manage welfare fund for teachers and other staff (Education Rules, 2062 B.S.). Despite these provisions in education Act and Rules, many private school managers are not able to run their institutions smoothly. A number of problems are rooted in the schools, especially; they are concerned with the facilities provided to their teachers. As cited by Devkota (2001), the teachers entered the profession with favourable attitude but later on the circumstances and other factors contributed a lot frustration and dissatisfaction (Pal & Gosh, 1967). The major sources of dissatisfaction are teacher administration and interferences through politics and policies at the local state, and federal levels (Davis, 1981). Chanana (1958) revealed that teachers as a professional groups have intense personal intrigue in their jobs and they have strong feelings of pride and responsibility for the achievement of educational aims and goals. Satisfaction comprises a number of factors. In the absence of any factor, the degree of satisfaction decreases. Luthans (2008) says tight controls, only downward communication, little performance feedback, centralized decision making, lack of participation in decision making and punitive appraisal system influence the organizational stress, which eventually cause the conflict in an organization ( p. 251). Conflict may occur through different causes and it doesn’t limit to the factors what Luthans agree. But, it is true that job dissatisfaction is one of the reasons that ultimately reflect on behavior of employees. In this concern, Robbins (1999) has stated some typical factors of job satisfaction like nature of work, supervision, present pay, promotion opportunities, and relation with co-workers. These factors are related on a standardized scale and then added up to create an over all job satisfaction score. Further, he says that employee dissatisfaction can be expressed in a number of ways. They are exit, voice, loyalty, neglect etc. (p. 151,156). Definitely, job satisfaction is very essential to the continuing growth of educational systems around the world and they rank alongside professional knowledge and skills, centre competencies, educational resources as well as strategies, in genuinely determining educational success and performance. An organization’s liveliness, whether public or private, comes from the satisfaction and motivation of employees. Statement of the Problem An organization can never be expected to flourish without active support, cooperation and dedication of its staff members. The role of employees in the development of any organization can hardly be exaggerated. And such positive and constructive role can be expected only through the proper and effective implementation of motivational and job satisfying factors. In other words, if an organization expects honesty, dedication and hard work from its employees, it should have the ability to make the job attractive, and it should have the ability to distinguish a good performer from the poor one. Therefore, salary and incentives, working environment, performance appraisal etc. have great effect in retaining good performers and hence to promote and uplift an organization. An act of keeping job satisfaction can increase the efficiency of the staff members and so will the success of the organization. In this regard, the organization leaders can maintain employees’ satisfaction when they have the organizational knowledge. Singh (1984) sates that the effectiveness of the school is determined by the extent to which it achieves its goals (Etizioni, 1964). Nevertheless, these goals cannot be achieved without competent teachers. The majority of studies suggest that the characteristics of teachers (and teacher performance) are of considerable importance in bringing about positive changes (Cohn and Millman, 1975). When the Government of Nepal brought a liberal policy of privatization in 1980, as a result, a rapid growth of private schools has taken place since then (Save the children, n. d.). Tare are 6369 private secondary schools are registered (Flash I Report I, 2008-09) and about 18% of S. L. C. candidates participate from private schools and more than 90% pass in the examination (Office of the Controller of Examination, 2007). These few evidences suffice that they have significant role in the development of education in Nepal. The teachers need to perform desirable activities to meet the organizational goals. To exert such performance from them, school managers should pay attention towards the factors that motivate and keep satisfied. In order for the successful accomplishment of any mission or plan of private schools, they should know what factors highly influence teachers’ job satisfaction and how do the teachers perceive salary, incentives and benefits, work itself, working environment and performance appraisal in their work reality. Rationale of the Study The study about job satisfaction for an organization is to discover attitudes on the factors related to the job. So, the organization can correct certain bad situations and thereby improve the job satisfaction of its staff. However an organization can benefit materially if it knows what individual attitudes contribute to job satisfaction. It is also directly related to vocational guidance, schools and colleges, public and private employment agencies etc. (Blum and Naylor, 1904). In the context of Nepal, in current education Act and Rule, private school teachers should be paid salary and other facilities like leaves, representation of teachers in decision making level as in community schools but the private schools are very much liberated to manage and administer financial, human and other resources in their own way (Sambodhan News Letter, 2008). “Government also did not work on what type of private schools and college should be allowed to work and where and how. So, private sector began to freely work as it wished” says Khaniya (2007). Due to the lack of facilities or poor facilities, a serious conflict between school managers and teachers would emerge and directly affects the children education. It is said that they have been struggling for six years against the existing educational weakness (Sambodhan News letter, 2008). The series of educational strikes imposed by teachers union in previous years justifies that there is confrontation between two groups: school managers and teachers. It concerns with the teachers’ job satisfaction as they have mentioned in their demand paper and the teachers are struggling for their professional rights for about a decade. The confrontation between managers and teachers is still going on. Therefore, researcher would like to study the attitude and level of job satisfaction of private school teachers towards the different dimensions of job satisfaction which are strengths and weaknesses of private schools and also to identify the perception of teachers typed by location, gender, length of service and subjects. The findings so obtained from the study would assist the concerned people for policy making, implementation of rules and regulations and effective monitoring. They also need to know what is happening about private schools in order to gain insights to give right direction to the development and regulation of the institutions. Failing to understanding the process and implication of the private sector in education will lead us to get trapped into no policy or wrong policy in educational development. So that the findings of this research, to some extent, help the stakeholders like Policy Makers, School Managers’ Organizations and Teachers’ Organization to address the current issues and solve problems, and also help for the improvement in the present chaotic private school environment by managing the stress and conflict in the schools. Purpose of the Study The general purpose of this study is to explore job satisfaction level of private school teachers and identify the factors of satisfaction. The specific purpose of this study is to examine the job satisfaction level of private school teachers in relation with different dimensions of job satisfaction from different demographic perspectives location, gender, length of service and subject teachers. Research Questions The principal research questions of the study will be as follows: 1. To what level the teachers as a whole are satisfied with the teaching job. 2. To what level are the teachers satisfied with their job in relation with the following dimensions of job satisfaction: i. Salary, incentives and benefits ii. Work itself iii. Working environment iv. Performance appraisal 3. How have the teachers typed by location, gender, length of service and subjects perceived job satisfactions in their work reality' Research Hypotheses The researcher would examine the following for measuring four dimensions of job satisfaction from four demographic perspectives: Hypothesis I (HI): There is no significant difference between urban school teachers and rural school teachers in relation with the level of job satisfaction. Hypothesis II (HII): There is no significant difference between male and female teachers in relation with the level of job satisfaction. Hypothesis III (HIII): There is no significant difference among the groups of teachers having different lengths of service in relation with the level of job satisfaction. Hypothesis IV (HIV): There is no significant difference among groups of different subject teachers in relation with the level of job satisfaction. Definition of Terms Secondary School: The school providing the education to the grades 9 and 10. Private Schools: Institutional schools are often referred to as ‘private’ schools permitted to run under the Education Act 1971 and Education Rule 2002 which do not receive regular governmental funding and are managed privately. Teachers: The teachers who teach in private schools of Nepal. Demographic factors: Location, Gender, Length of Service and Subject Teachers. Rural teacher: The teachers who have been teaching in private secondary schools located in rural area. Urban teacher: The teachers who have been teaching in private secondary schools located in urban area. Pay, incentives and benefits: Regular remuneration, allowances, bonus, stock options, commissions, leaves and holidays, pensions, health and life insurance, family friendly benefits, flexible work provided to the teachers. Work it self: Job duties, task and task elements assigned to the teachers. Working Environment: School environment, climate, cultures, values, norms, organization philosophy, teachers’ relation with mangers and administrators Performance appraisal: Defining job, appraising performance and providing feedback Subject group: The groups of teachers teaching four subject groups: Language Group, Natural Science Group, Mathematics Group and Human Science Group. Delimitations of the Study i. This study was delimited to only four dimensions of job satisfaction. They are pay, incentives and benefits, work itself, working environment and performance appraisal. ii. Population and sample for the study were delimited to the location, gender, work experience and subject teachers of private secondary schools of Kathmandu district. iii. This study was delimited to the base of Content Theory, Process Theory and Contemporary Theory. Conceptual Framework The conceptual framework of the study was designed on the basis of system theory that includes the dimensions of job satisfaction: pay, incentives and benefits, work itself, working environment and performance appraisal as inputs, field study result concentrating on the dimensions of job satisfaction and interlink age between inputs and outcomes that fall under the process. Teachers’ perception towards the job, most and least favoured dimensions and outcomes. The dimensions of the job satisfaction are based on content theory, process theory and contemporary theory and the field study results from demographic perspectives: gender, work experience and subject wise group were to interlink to outcomes. Figure 1.1 Conceptual Framework on Teachers’ Job Satisfaction CHAPTER II LITERATURE REVIEW A review of the theoretical and related literature supports the research task to be undertaken in a better perspective. With this assumption in mind, the review of the works in the field of job satisfaction is presented in this chapter. Job Satisfaction Shrestha (1989) states that the term "job satisfaction" came in vogue in 1935 when Hoppock published his classic work, 'Job Satisfaction' in the form of a book. He defined job satisfaction as "any combination of psychological, physiological and environmental circumstances that cause a person truthfully to say, I am satisfied with my job". So, job satisfaction itself is the verbal expression of an incumbent's evaluation of his life. Luthans (2008) expresses that job satisfaction is defined as a pleasurable or positive emotional state resulting from the appraisal of one’s job or job experience that involves cognitive, affective, and evaluative reactions or attitudes. Further, he states that there are three generally dimensions to job satisfaction; first is emotional response to job situation, second how well outcomes meet or exceed expectations and third several related attitudes. Paula (1984) states with regard to job satisfaction that there is considerable in the literature so as to scope and nature of satisfaction and dissatisfaction, there is general agreement that they refer to the teachers’ “composite” attitude or emotional response towards a job. Since any job has many diverse features, job satisfaction then can be constructed as the balance of positive and negative feelings towards a particular job. Blum and Naylor (1904) say, “Job satisfaction is a general attitude which is the result of many specific attitudes in ‘three areas, namely, specific job factors, individual characteristics, and group relationships outside the job”. And job satisfaction is a pleasurable or positive, emotional state resulting from the appraisal of one's job or job experiences. In other words, it is the favourableness or unfavourableness with which employees view their work. It results when there is a fit between job characteristics and the wants of employees. It expresses the amount of congruence between one's expectations of the job and the reward that the job provides. The stated definitions focus on compensation, attitude, nature of an individual and work environment as the influencing factors on job satisfaction and these factors compositely work to influence an individual’s job satisfaction. It is an attitude which results from a balancing and summation of many specific likes and dislikes experienced in connection with the job. These evaluations may rest largely upon one's own success or failure in the achievement of personal objectives and upon the perceived contribution of the job and company towards these ends. Job satisfaction can occur through intrinsic and extrinsic process. As Intrinsic form, it is related to individual’s natural and biological needs where as extrinsic satisfaction concerns with socio-cultural and other environmental factors. Tang, Kim and Tang (2002) say that genetic influence will be stronger for intrinsic job satisfaction indicators than for extrinsic job satisfaction variables and ‘extrinsic’ satisfaction is highly influenced by situational and environmental factors (e.g. company policy, supervision and pay). On the basis of review of job satisfaction studies, Siegel (1974) comes to the conclusion that all the results may be "conveniently grouped under two headings on the basis of their pertinence to factors (i) intrinsic or (ii) extrinsic to the job itself". Factors intrinsic to job include pay, job security, participation and personal recognition, hours and working conditions and occupational status. Among factors extrinsic to job are perceptions about supervision, sex, age, level of intelligence, job experience, or length of service and personal adjustment. According to Lambert, Hogan and Barton (2002), high levels of job satisfaction have been linked to positive behaviours, such as support for rehabilitation and performance, and low levels of job satisfaction have been linked to negative behaviours, such as absenteeism and turnover. Singh (1984) states that satisfaction influences absenteeism and dropout. However, Herzberg, Mausner, and Synderman (1959) and Herzberg, Mausner, Peterson, and Capwell (1957) concluded in their research that high satisfaction results in high productivity. As stated by Jung, Moon and Hahm (2007), employees’ job satisfaction is an overall perceptual response to and general attitude toward their jobs that is often closely associated with other job-related attitudes (Rainey, 1997). It indicates the gap between expectations and reality. For instance, a frustrated and disappointed employee is likely to have a low level of job satisfaction. Accordingly, job satisfaction could be a highly subjective attitudinal indicator rather than an objective indicator, and the level of job satisfaction is partially a function of the gap between expectations and the reality of the current job. This suggests that characteristics such as age, education, gender, and cultural background are important determinants of job satisfaction (Rainey, 1997). From the different definitions, opinions and statements regarding job satisfaction, job satisfaction is a composition of psychological, physiological and environmental circumstances that reflects on the behaviour of an employee. Intrinsic and extrinsic both factors cause to determine the level of job satisfaction. Matching between organizational goal and individual goal, relation among working members, environment inside and outside the organization etc. have crucial role to determine the level of job satisfaction. Dimensions of Job Satisfaction While discussing about job satisfaction, Luthans (2008) states five dimensions as important characteristics of a job and about which employees have effective responses. They are work itself, pay, promotions opportunities, supervision and co-workers. Shrestha (1989) focuses on work satisfaction of Neplaese women employed in colleges, banks, and government organizations and its relations to three personal factors (age, education, material status) and three job factors (occupation, length of service, income and designation).She cites from Happock (1935) that there are six major components of job satisfaction, viz. (i) the way the individual reacts to unpleasant situations; (ii) the facility with which one adjusts oneself to other persons; (iii) one's relative status in the social and economic group with which one identifies oneself; (iv) the nature of the work in relation to one's abilities, interests, and preparation; (v) security, and (vi) loyalty. She cites from another scholar, Pestonjee (1973) that job satisfaction as a summation of employees' feelings in four important areas: job, management, social relations and personal adjustment Herzberg and his associates (1957) in their review of job attitude studies revealed ten major factors constituting job satisfaction with nearly 150 specific aspects. These major factors are: intrinsic aspects of job; supervision; working conditions; wages; opportunity for advancement; security; company and management; social aspects of job; communication; and benefits. The dimensions of job satisfaction vary from organization to organization, place to place, situation to situation and also person to person. So, different researchers have taken different dimensions for analyzing the job satisfaction. Foley, Lee, Wilson, Cureton and Canham (2004) states six variables influencing job satisfaction which are autonomy, interactions, organizational policies, pay, professional status and task requirements (Stamps, 1997). To ensure job satisfaction, autonomous in their work place, recognition to their work and job, working condition etc. are necessary to be taken into account. In this regard, Castillo and Cano (2004) enlist the five factors to facilitate job satisfaction that are achievement, recognition, work itself, responsibility, and advancement. The five factors identified by Herzberg et al. as determinants of job dissatisfaction, are policy and administration, supervision, salary, interpersonal relations, and working conditions. Gomez-Mejia, Balkin and Cardy (1998) say, “Pay for performance may lead to great productivity but lower job satisfaction” (p. 333). Further, they state that the more the work unit begins to unravel and the more unhappy employees become. They cites the job satisfying factors which are recognition, achievement, possibility of growth, advancement, salary, interpersonal relations, supervision, responsibility, policy and, administration, working condition and work itself (Padilla-Velez, 1993, pp. 20-21, and Bowen, 1980, pp. 13-14). Some researchers analyze the job satisfaction from different dimensions like personal factors, social factors and organizational factors. Sargent and Hannum (2003) conducted a survey research on the topic “Keeping teachers happy: job satisfaction among primary school teachers in rural China” whose one of the intensions was to test the hypotheses about three types of factors associated with teachers’ satisfaction. The factors were community factors, school environment and teacher background. Similarly, Lambert, Hogan and Barton(2002) state the factors influencing job satisfaction as personal characteristics (educational level, race and ethnicity, gender, age and tenure, and martial status), work environment (tangible and intangible conditions: characteristics of organization, degree of centralization , financial rewards, integration, characteristics of job), stressors and work/ job stress, centralization, autonomy and participation, supervision and administration, position, security level and dangerousness. As stated by Mathis and Jackson (2000), performance appraisal is useful for administering compensation, provide feedback for development, other administrative decisions like promotion, termination, layoff and transfor assignment. When it is used in proper way, it can be quite beneficial to any organization and to individuals. Performnace appraisal is inseparable part of job dimension which plays important role for job satisfaction. Mathis and Jackson (2000) say, “Performance appraisal is the process of determining how well employees do their jobs compared with a set of standards and communicationg that information to employees”. They, further, show sequence of performance appraisal as follow: Productivity Performance Appraisal Rewards In this way, different studies in literature related to job satisfaction are interpreted from the different dimensions like monitory aspect (pay, incentives and benefits), work itself and environment, autonomy, stress and performance appraisal. But, there we see the similarities in almost researches which concern with job satisfaction. In essence, they have taken financial and non-financial facilities, work content, career development, autonomy, recognition, working environment, supervision, and performance appraisal as the dimensions of job satisfaction. They also interpreted findings based on the different demographic perspective such as gender, ethnicity, age, tenure, positions etc. Job Satisfaction from Theoretical Perspectives Motivation and job satisfaction are related but not synonymous and satisfaction is one part of motivational process (Ololube, n. d.). While motivation is primarily concerned with goal-directed behaviour, job satisfaction refers to the fulfilment acquired by experiencing various job activities and rewards. It is possible that an employee may display low motivation from the organization’s perspective yet enjoy every aspect of the job. This state represents high job satisfaction (Ololube, n. d.). There are several researches on the job satisfaction which are dealt from various theoretical perspectives. Paula (1984) sates several approaches that are used to measure the levels of job satisfaction. The most common approach to understanding this effective state called job satisfaction has been to apply the principles of various motivation theories as the theories of motivation attempt to define the complex forces, drives, needs, tension states, and other psychological mechanisms that start and maintain activities towards achievement of personal goals. It has been presented in the paper entitled ‘Teacher Job Satisfaction Analysis: A Framework for Analysis’ at the annual Meeting of the National association for the Education of Young Children (Los Angeles, November 8-11, 1984) that different researchers in which motivational theories such Maslow’s hierarchy of needs, Herzberg’s two factor theory, equity theory, expectation theory and reference group theories are taken to interpret the job satisfaction from different perspectives. Similarly, Ololube (n d), University of Helsinki Finland, has conducted a research on the topic, “Teachers’ Job Satisfaction and Motivation for School Effectiveness: An Assessment”. This study assessed the relationship between the level of teachers’ job satisfaction, motivation and their teaching performance in Rivers State of Nigeria. It was analysed on the basis of several broad approaches such as content or need based theories, process theories and reinforcement theories. He revealed that the results of the analysis indicate physiological needs, security needs, social needs, self-esteem needs and self-actualization needs as the significant predicators of the job performance of Nigerian teachers. Similar study made by Tang et. al (2002) is dealt with the base of Herzberg’s motivational-hygiene theory. He presents that intrinsic job satisfaction (i.e. job content variable) is ‘intrinsic’ and internal to the employees and is also quite stable (i.e. work itself or ‘type of work’) (Jurgensen, 1978) and extrinsic job satisfaction is job context variable (Mobley et al., 1979). The findings, in regard to job satisfaction, are interpreted on the basis of theories of motivation. In this study, content theory, process theory and contemporary theory are taken as the theoretical support to analyze the teachers’ job satisfaction. Human motives are based on needs whether they are consciously or sub- consciously felt. Some are primary needs such as the psychological requirements for water, air, food, sleep, and shelter; other need may be regarded as secondary needs. Such as self esteem, status, affiliation with others affection, giving accomplishment, self assertion, naturally these needs vary in entity and other time among different indifferent individuals (Koirala, 2059 B S, p. 138). A basic motivational process is presented in the following table: Content theory (De Cenjo, 2004 & Koirala, 2059) Several factors are believed to influence a person’s desire to perform work or behave in a certain way. The need-based theories explained these desires; they explained motivation primarily as a phenomenon that occurs intrinsically, or within an individual. Here, two need-based theorists and their theories: Maslow’s hierarchy of needs and Herzberg’s two factor theory are brought for discussion. Abraham Maslow’s Hierarchy of Needs As stated by Luthans (2008), Abraham Maslow’s need-based theory of motivation is the most widely recognized theory of motivation and perhaps the most referenced of the content theories. Abraham Maslow developed the Hierarchy of Needs model in 1940-50's USA, and the Hierarchy of Needs theory remains valid today for understanding human motivation, management training, and personal development. Indeed, Maslow's ideas surrounding the Hierarchy of Needs and concerning with the responsibility of employers to provide a workplace environment encourages and enables employees. Abraham Maslow's Hierarchy of Needs helps to explain how these needs motivate us all. Maslow's Hierarchy of Needs states that we must satisfy each need in turn, starting with the first, which deals with the most obvious needs for survival itself. Only when the lower order needs of physical and emotional well-being are satisfied we concerned with the higher order needs of influence and personal development. According to this theory, a person has five fundamental needs: physiological, security, affiliation, esteem, and self-actualization. The physiological needs include pay, food, shelter and clothing, good and comfortable work conditions etc. The security needs include the need for safety, fair treatment, protection against threats, job security etc. Affiliation needs include the needs of being loved, accepted, part of a group etc. where as esteem needs include the need for recognition, respect, achievement, autonomy, independence etc. Finally, self-actualization needs, which are taken as the highest in the level of Maslow’s need theory, include realizing one’s full potential or self-development. According to Maslow, once a need is satisfied, it is no longer a need. It ceases to motivate employees’ behaviour and they are motivated by the need at the next level up the hierarchy. As each of these needs becomes substantially satisfied, the next need becomes dominant. Substantially, satisfied need no longer motivates an individual. The higher order needs are satisfied intrinsically or internally where as lower needs are predominately satisfied externally. Figure 2.1: Maslow’s Hierarchy of Needs (Original Five Stage Model) Herzberg’s Two Factor Theory As stated by Ololube (n.d.) and Luthans (2008), Herzberg’s two-factor theory is heavily based on need fulfilment because of their interest in how best to satisfy workers. They carried out several studies to explore those things that cause employees to be satisfied and dissatisfied. The outcome of their study showed that the factors that lead to job satisfaction when present are not the same factors that lead to dissatisfaction when absent. Thus, they saw job satisfaction and dissatisfaction as independent. They referred to those environmental factors that cause workers to be dissatisfied as Hygiene Factors. The presence of these factors does not cause satisfaction and consequently failed to increase performance of employees. The hygiene factors are organization’s policy and administration, technical supervision, salary, interpersonal relationship with supervisors and work conditions; they are associated with job content. Herzberg indicated that these factors are perceived as necessary but not sufficient conditions for the satisfaction of employees. They further identified motivating factors as those factors that make workers work harder. They posited that these factors are associated with job context or what people actually do in their work and classified them. The factors are achievement, recognition, work itself, responsibility and advancement. Achievement is represented by the drive to excel, accomplish challenging tasks and achieve a standard of excellence. The individuals’ need for advancement, growth, increased responsibility and work itself are said to be the motivating factors. Singh (1984) presents that Herzberg using his theory of motivation (1959) proposed the factors like achievement, recognition, work itself, responsibility and advancement which contribute to job satisfaction. On the other hand, factors which contribute most to job dissatisfaction include salary, interpersonal relations, supervision, working conditions, policy and administration. Table 2.1: List of Two Factors |Typical Hygiene Factor |Typical Motivation Factors | |Salary, Safety, Status, Working conditions, Quality of |Achievement, Recognition for achievement, Responsibility for | |supervision, Company, Job, Company policies and administration, |task, Interesting job, Achievement to higher level task, Growth | |Interpersonal relation | | Figure 2.2: Herzberg’s Theory Framework Table 2.2: Relationship between Hierarchy of Needs and Two Factor Theories |Hierarchy of Needs Theory |Two Factor Theory | | |Motivational Factors: | |Self-actualization |Achievement, Recognition for achievement, Responsibility for task, | |Self-esteem |Interesting job, Achievement to higher level task, Growth | | |Hygiene Factors: | |Security/Safety |Salary, Safety, Status, Working conditions, Quality of supervision, | |Physiological Needs |Company, Job, Company policies and administration, Interpersonal | | |relation | (Source: Luthans, 2008). Research Studies from Dimensional and Demographical Perspectives A research survey on the topic “Biographical Differences and Job Satisfaction of Catholic Primary School Staff” was conducted by De Nobile and McCormick (2006) through teacher job satisfaction questionnaire developed by Lester (1987). The study of teachers’ job satisfaction on five dimensions: Supervision, Colleagues, Relationship with the principal , Working conditions , Work itself, Responsibility, Job variety, Feedback, Relationships with the students in relation with age, gender and year of experiences was undertaken. This study identified that no biographical effects were identified for two job satisfaction dimensions: Responsibility for work and Relationships with the students. The sex was a significant predictor of job satisfaction; female staff members were more satisfied than their male colleagues. It is suggested that this could be due to primary schools being more feminised workplaces compared to secondary schools. A survey research made by Sargent and Hannum (2003) on the topic “Keeping teachers happy: job satisfaction among primary school teachers in rural China” state the following. With multivariate analyses of a survey of rural primary school teachers, principals and village leaders in one of China’s poorest provinces, we investigate the role of individual teacher background, school environment, and community factors as influences on three measures of teacher work satisfaction. Consistent with research elsewhere, results show that younger, better-educated teachers are less satisfied, and suggest that teachers may be more satisfied in schools with an organizational climate that supports collaboration and in communities where village leaders support education. In the study, more surprisingly, models show ambiguous effects of economic resources in the community and school while timely payment of salaries and school expenditures are positively linked to teacher satisfaction, other indicators of economic status of communities and schools such as village income per capita, contributions of the village collective to the school, and teacher salary are negatively linked to teacher satisfaction, or not linked at all. Jung, Moon and Hahm (2007) reviewed on Public Personnel Administration through a research study entitling “Do the Age, Gender, and Sector affect Job Satisfaction'” Results drawn from the Korean Labor and Income Panel Data indicated they are modestly satisfied with communication and human relations, but they were least satisfied with wages. The findings indicate that wage dissatisfaction is the major source of job dissatisfaction. Shrestha (2004) says that provision for performance based salary and benefits, opportunities in professional and career development, clear educational policies and efficient educational administration system were the most promising recommended factors that eventually satisfy teachers at their job. Further, he statesthat public secondary school teachers are found satisfied with their job and there was not significant association between teacher’s job satisfaction and students’ academic performance (p. abstract). A similar study was made on the title “Attitude of Public and Private School Teachers towards the Teaching Profession”. The study was conducted by Bishnu Prasad Devkota in Bhaktapur district in 2001 as a dissertation for the partial fullfillment in M Phil, KU. The study explored that different types of schools teachers either public or private school teachers and location of schools either urban or rural area do not influence the teachers’ attitude towards the teaching profession, and the secondary schools teachers had positive attitude towards the job. He also cites the three studies made by Raw (1970), Penstonjee and Sing (1973), and Anand (1977) that there was no significant relationship between age and job satisfaction of workers. Shah (2004) made a study on “Teacher motivation in Nepal” taking the public schools of Banke district as the population. He revealed that teacher motivational level was very low in relation with performance appraisal. He says that it might be related to ineffective management in providing rewards and punishment to the teachers on the basis of their performance. Likewise, teachers’ motivation level linked to professional development was found to be higher which might be the result of various trainings and resource centre activities provided for them. Castillo and Cano (2004) revealed that the demographic characteristics of faculty members were negligibly related to overall job satisfaction which implies that based upon age, years in current position, total years in higher education, tenure status and faculty are stable with regard to their overall level of job satisfaction. Sargent and Hannum (2003) found from their study that gender does not have a significant bivariate relationship with teacher satisfaction .The younger teachers were less satisfied than older teachers. They assumed that there might be a survival effect, as the composition of older teachers is likely to be weighted towards teachers who liked the profession enough to persist in it. Singh (1984) sates that Sergiovanni (1967) replicated the Herzberg studies with secondary and elementary school teachers concluded that the dissatisfaction factors identified by teachers are related to the work environment, they expect these factors to be maintained at acceptable levels. They expect fair supervision, supportive policies, friendly interpersonal relationships, pleasing working conditions. Denial of fair and just treatment by the leader on matters and issues that are deemed important to them by organization members lead to a low level of satisfaction of members (Patchen, 1960). Shrestha (1989) sates that teaching is generally regarded as a prestigious, suitable and compatible job for women. Majority of the female college teachers, however, were dissatisfied with their job. Less than one third of the respondents were satisfied with their job. The stated reasons for dissatisfaction were lack of opportunity to be permanent etc. (Shrestha, 1982). Herzberg, Mausner, Peterson, and Capwell (1957) report data compiled from 16 different studies and involving over 11,000 employees which gives an indication of how workers rank different factors in terms of their importance: Security, opportunity of advancement, appreciation, company and management, intrinsic aspects of job, wages, supervision, social aspects of job, working condition, communication, working hours, ease and benefits are ranked in order of most important to less important. First six factors are ranked as most important and second seven as less important. His table showed that among the ten factors security was the most important single job variable. Security was consistently rated high as a motivating factor in these studies. Opportunities for advancement were rated as a close second and consistently too. Job benefits and ease of work were considered as being of least importance for job motivation. The results of his studies showed that the workers had consistently ranked adequate earnings at number one. Job security and opportunity for advancement are other factors which are ranked high by the workers, while such factors as working hours, relations with colleagues, job status and prestige have been ranked low as motivators in the work situation. Brayfield and Crockett (1955) examined all researches relation job satisfaction to job performance up to that time and concluded that there was virtually no evidence of any relationship between these two variables. This, of course, is a rather critical finding for those who support the general “human relations” notions that a satisfied worker is a more productive worker. Job satisfaction and job behavior are not always positively correlated. Vroom examined that there is negative relationship between job satisfaction and turn over. That is, the higher a worker’s satisfaction, the less apt he was to leave the job. Siegel and Lane (1974) sate that, from the Hawthorne studies, Tavistok coal study and the human relations movement, researchers concluded that the most important determinant of the increased production was the change in the supervisors from an authoritarian style to a more permissive democratic style. The importance of the social situation on productivity and employee attitude was also demonstrated in this study. The employees’ informal work groups found to exert considerable control over workers’ behavior. Shrestha (1989) says that other things being equal, a worker who enjoys high pay, autonomy, prestige, opportunity for advancement, opportunities for skill development and who has high interest in the task itself will have high job satisfaction and productivity (Laws, 1976). Camilli (2004) found the results of the study as consistent with some of the prior research concerning teacher job satisfaction and burnout. This study did not find any significant effects between the number of years a teacher has been in the profession and either job satisfaction or burnout. Foley et al., (2004) state that pay was the most important variable contributing to job satisfaction among nurses, followed by professional status, autonomy, interaction, task requirements, and organizational policies. An important finding in the study was that school nurses regard autonomy as the most important and satisfying aspect of their job. Thobega and Miller (n. d.) made a research with intension to measure the extent to which supervision experienced by agricultural education teachers in Iowa in relation with job satisfaction. It was concluded that a significant number of agriculture teachers in Iowa were neither supervised nor evaluated during a complete academic year. Selected components of supervision that included observation, pre-observation conferencing, post-observation conferencing, supervisor support, and supervisor guidance were not useful predictors of agriculture teachers’ job satisfaction nor of their intentions to remain in teaching. Three extraneous variables - education level, working conditions and collegial environment - were positively and significantly related to job satisfaction and intention to remain in teaching. Regmi (2006) conducted a qualitative casestudy related to performance appraisal. He defines the performance appraisal that it begins with defining the job and includes what a job is, what are the expectations of the job and by when should it be achieved' Defining the job is main guide line to the employees. He had collected the information through a set of questionnaire containing 12 objective and four subjective questions, informal discussion and focus group discussion from the sample of faculty members working in Asian institute of technology, Thailand and Kathmandu University. Strategy of performance appraisal, timely evaluation, relationship of performance evaluation in the continuity of the job, relationship of performance level with the increment of salary and benefits, evaluation of immediate supervision, use of performance appraisal in correction of defficiences, use of steps of performance, effect of subjectivity of evaluation in appraisal, motivation of performance appraisal, criteria of performance appraisal, drawbacks of present system were the major components of the study. From the study, it is found that none of the faculty members of Asian institute of technology strongly agreed on the job that was clearly defined. A negligible number around eight percent of the participants strongly agreed with the feedback system of the institute where as one fifth of the participants of Kathmandu University were agreed upon it. It reveals from the study that performance appraisal is not effectively and fairly implemented in the organizations which has important role to job satisfaction As suggested by De Nobile and Mc Cormick (2006), age was a significant predictor of job satisfaction, older staff members (aged 31 or over) were generally more satisfied with various aspects of work than younger colleagues, particularly those in the 20-30 age group. Jung, Ket. al (2007), a negative relationship between age and job satisfaction. The study presented that employee’ overall job satisfaction declines as they become older, partly because of a decrease in job excitement or an increase in the gap between their expectations and the reality of their jobs. There were statistically significant differences in perceived job satisfaction—measured by attitudes towards wages, job security, task, work environment, personal development, and communication or human relations—among age groups in the combined data set collected from public, non-profit, and private employees. It also explored, there was no statistical difference among different age groups in the public and non-profit sectors in the sense that younger private sector employees had a higher level of job satisfaction than older employees do, where as age had no effect on the job satisfaction of public employees. Female employees had slightly higher levels of perceived satisfaction with their wages and work environments. Howe ever, there was no significant gender difference in employee satisfaction with job content. Inconsistent gender differences were found in the employees’ perceived satisfaction with job security, personal development, and human relations. As explored by De Nobile and McCormick (2006), position was a significant predictor of job satisfaction too, it was quite clear that teacher’s aides were the most satisfied, especially compared to other non-teaching staff members. Camilli (2004) conducted a research with the purpose to determine whether years of teaching experience is a predictive factor of job satisfaction and burnout. They cite the findings of a research conducted by Malcolm, Lowther, Stephen and Coppard entitled "Age and the Determinants of Teacher Job Satisfaction" that age was found to be significantly related to each of these factors. Job values were found to decrease with age, job rewards were found to increase with age, and job satisfaction was also found to increase with age. These findings agreed with findings of earlier studies in regards to the effects of age on job satisfaction. In the study of Shrestha (1989), it is stated that job experience or length of service is related to satisfaction in an interesting fashion. As one might expect, new employees tend to be relatively well satisfied with their jobs. This "honeymoon" terminates after a period of time, however, unless the worker feels that he is making rather steady progress towards the satisfaction of his occupational and social needs (Siegel and Lane, 1974). It is revealed that newly joined workers with less than three years of experience and those with more than nine years of service tend to be maximally satisfied whereas workers having four to nine years of work experience are characterized by very poor morale (Ganguli, 1955). There is found different relation between the service year and level of job satisfaction. Kakimoto (1969) found that as the year of service increases, the rate of dissatisfaction decreases. Hill (1969), Gibson (1970), and Glitzer (1979) found job satisfaction to be positively related to length of employment. However, Darmosubroto (1983) and Ansari's (1985), studies showed no significant difference between job satisfaction of employees having different length of service and their overall job satisfaction level. Summary of Literature Review From the stated literature review, the researcher came to summarise that job satisfaction is a state that reflects on employee’s behaviour. However, some researchers denied the positive relationship between job satisfaction and job performance. Job satisfaction is caused by physiological, psychological and environmental circumstances which can be categorised into two factors: intrinsic and extrinsic factors. Both intrinsic factors such as pay, security, recognition etc. and extrinsic factors such as age, sex, length of work experience etc. determine the job satisfaction. Various researchers present a number of factors that cause the satisfaction level. All those factors can be classified into four dimensions: compensation, work nature, environment and appraisal. Compensation concerns with the outputs of an employee in return to their inputs. Work nature deals with duties, task and task elements assigned to an employee. Environment includes the culture, values, politics etc. of the organization and the performance appraisal is related to performance standard, supervision, feedback and reward where democratic environment, fair pay, timely pay, clear job description, regular supervision and feedback are found as job satisfiers. A number of researches are conducted regarding job satisfaction from the different demographic characteristics. Age, length of service, location, gender, position and types of organizations are the main demographic factors. From the demographic perspectives, there is found negative correlation between age and job value, and positive correlation between age and job satisfaction. Even though the job satisfaction is contextual, female teachers were found more satisfied than male teachers. In the case of length of service in teaching profession, satisfaction level was found increasing order as the length of service increases but it is not true in all research findings. As the content theories are taken for the theoretical foundation, Maslow’s need based theory is one of the theories for the support of interpretation of the findings. It deals that there is hierarchical order of needs. When the first need (physiological needs) is once fulfilled, second need comes in the priority of fulfilment and again when the second is satisfied, the third need comes in order. In this pattern, the process goes up to the highest level of need (self-actualization needs). Herzberg’s two factor theory deals with the satisfaction and motivation slightly in different way. In the presence of some factors called hygiene factors such salary, people do not get satisfaction but in their absence, they get dissatisfaction. There are other factors such recognition (motivating factors) which contributes to both satisfaction and motivation. Despite the different meaning of expectancy and equity theory, they are related to job satisfaction. All employees expect the return according to their contribution in their work place. If it doesn’t happen in similar manner, the situation causes dissatisfaction. And again, if an employee feels unfairly paid in equal inputs or contribution, the state is also the source of dissatisfaction. In this way, job satisfaction revolves through these dimensions and principles of job satisfaction. CHAPTER III RESEARCH METHODOLOGY Job satisfaction of private school teachers concerns with broad area of research. The findings drawn from a small size sample can not be generalization in the whole population. There is still unsolved question that which methodology can perfectly fit for a research that represents the ground reality. Undoubtedly, a plausible number of teachers typed by different demographic characteristics can represent the population. So, the researcher went through the different researches regarding job satisfaction before the determination of methodology of this study. Ololube (n.d.) designed a survey research to investigate job satisfaction and motivation of secondary school teachers in Nigeria. The thematic foundation of this research study was rested on the need-based approach or content theory of motivation. The research instrument “Teachers’ job Satisfaction and Motivation Questionnaire” (TJSMQ) with four point likert scale was used to gather data for the study. T-test and ANOVA statistical analysis tools were used to test the entire research hypotheses. Descriptive statistics: mean, standard deviation and variance of the respondents’ scores to all the statements in each of the sections of the questionnaire were computed. The test of significance was primarily performed at the probability level of p < 0.05. Other similar studies are conducted by many researchers in which various tools are used to collect and analyze the data. Castillo and Cano (2004) collected the information to conduct the census study by the questionnaire consisted of Wood’s (1973) Faculty Satisfaction/Dissatisfaction Scale with six-point Likert type scale after modification and they have used Correlation Coefficients to interpret using Davis’ (1971) descriptors. Stepwise multiple regression analysis was also used to describe the amount of variability among the respondents overall level of job satisfaction by a linear combination of the job motivator and hygiene factors. Camilli (2004) had used the Teacher Job Satisfaction Questionnaire, developed in 1984 by Paula Lester, to assess job satisfaction containing 77 self-report items on a five point likert scale. A two-way analysis of variance (ANOVA) was used to assess differences between groups on the survey. This study was considered co relational because the researcher was trying to identify a relationship between the independent and dependent variables. Foley et al. (2004) conducted a one-time survey on the subject ‘A Multi-Factor Analysis of Job Satisfaction Among School Nurses’ that the survey design was used to measure the level of job satisfaction among a convenience sample of practicing school nurses. Job satisfaction was measured using the Index of Work Satisfaction (IWS), it was a two-part questionnaire developed by Stamps (1997) to measure six variables as sated above that influence employee satisfaction including the demographic questionnaire. In demographic variables, he categories as Age: 20–39, 40–49, 50–59 and 60+, Sex: Female and Male, Community: Urban, Rural and Suburban and Years of service: 1–5 years, 6–15 years and 16–20 years. Shrestha (1989) conducted a sample survey research to study work satisfaction and related issues of employed Nepalese women based on non-random sampling. Personal data sheet, Job Satisfaction Scale, Work Incentive Questionnaire, Perceived Job Discrimination Scale and Other related tools were used to collect the information. A total of 189 secondary school teachers participated in the study. The total number of secondary school teachers in a secondary school ranged somewhere from 10 to 18. Similarly, another similar study was made by Singh, I. in 1984 in Nepal. A sample of 189 subjects from 15 secondary schools from Terai region and Kthhmandu Valley was taken for the study. The population of the study was composed of the secondary school teachers. Teacher job satisfaction and morale instrument were used to analyze the findings based on similar statistical tools. Through out the study of literature with regard to methodology, the researcher summarizes that job satisfaction is measured using the job satisfaction questionnaire with four to six point likert scale. The questionnaires were developed by others and they have modified and are brought in the context. With regard to the variables of job satisfaction, five to seven variables like autonomy, salary, performance appraisal, supervision, job content, working environment etc. are analyzed from the different demographic perspectives such as age, sex, locality, length of service, qualification, positions etc. The discussions are made with the help of descriptive statistics: frequency, mean, standard deviation and inferential statistics like T-test, Z-test, and ANNOVA as well as correlation and regression analysis. Methodology of this Study As the researcher went through the literature of methodology related to similar studies, it was planned to conduct the research in positivism as research philosophy through deductive research approach. The researcher decided to study and describe the general condition of job satisfaction of private school teachers of Nepal through the survey method as the research strategy so that research could reach the unique reality. The thematic foundation of this research study rests on Maslow’s Theory of Hierarchy’s of Needs and Herzberg’s Two Factor Theory. To this end, questions in the questionnaire were developed considering the theories as stated above and information were collected from cross-sectional method. This chapter presents the details of the research procedure as follows: Population According to Flash Report 2007-08-Annex II, there are 1686 private secondary schools in Nepal. Out of them, 484 schools lie in Kathmandu district which is 30% of the total private secondary schools of the country. All the secondary level (grade 9-10) teachers of private secondary schools of Kathmandu district were defined as the population of this study. The population had covered both urban (Metropolitan and Municipalities) and rural areas (Village Development Committees) of the Kathmandu district. Table 3.1: Detail of Population |Districts |Secondary Schools |Male Teachers |Female Teachers |Total | |Kathmandu |484 |84% |16% |835 | |No. of Secondary Schools in |No. of Secondary Schools in | |Urban Area=343 |Rural Area=141 | Source: Flash Report 2007-08-Annex II and XXIV and Shaikshik Manjari (2008) As mentioned in Shaikshik Manjari (2008), there are 86 private higher secondary schools and 484 private secondary schools. But, in Flash Report 2007-08, 983 teachers belong to secondary level schools. It means the teachers are also the secondary level teachers of higher secondary schools and only 835 teachers were taken for the population in their proportion and the ratio of male and female teachers in similar manner. Sampling, Size and Procedure To draw a representative sample for the study, a sample from the defined population was selected by stratified random sampling method as follows: 1. 238 (i. e. 30% of the population of size 835) teachers from 39 private secondary level schools (i. e. 8.05% of the total population schools) from Kathmandu district in each were taken for the sample where as Corbetta (2003) states to take sample size of 285 (28.5%) for the population of size 1000 and also says that it should be greater than 5% of the population for a 95% confidence level so that it can be directly proportional to the designed confidence level and inversely proportional to the error (Corbetta, 2003, p. 216). Similarly, Singh (1984) takes 189 teachers from 15 schools out of 189 schools of Terai region (14 districts ) of Nepal. 2. 484 schools were divided into two strata: rural and urban area where 141 schools lie in rural area and the rest 343 in urban area and the schools were selected randomly. The rural area would cover all the village Development Committees of Kathmandu district and urban area, Kathmandu Metropolitan and Kritipur municipality. The list of sample schools is given in appendix I. Data Collection Procedure Formal permission to conduct the research was obtained from the District Education Office (DEO). Request letter from Kathmandu University and DEO addressing Principals were distributed along with the data collection questionnaire in each sample school. The duplications of letters are given in appendix II. First, researcher visited DEO two times to get information about schools. The detail information school like number of schools, location, contact number etc. were collected form the book published by DEO. Resource persons and School Supervisors (Vidhyalaya Nirikshak) were also involved in rapt building process in schools. Even it was far more time, labour and money -consuming process to collect the data, 300 questionnaires were distributed among 45 sample schools. During data collection time, researcher visited, at least three to six times, 33 schools and the rest by my colleagues, teaching faculties and official staff (where I do my job). Three schools did not like to co-operate by filling questionnaire, four schools lost the distributed questionnaires and 6 schools were closed due to summer vacation or exam break. In this place, alternative schools having the same characteristics from the defined strata of the population were taken for the study. Data Collection Tools Information were collected and elaborated from the primary source. The primary source involves secondary level teachers who are teaching in grade nine or ten with the demographic perspectives: location, gender, length of service and subject wise group. The information about job satisfaction in relation with different dimensions from different demographic perspectives was examined. A Job Saisfaction Questionnaire (JSQ) has been developed after an extensive search of the literature and/ or adaptation of some of the related instruments used by researchers in in similar studies. Minnesota JSQ model developed by University of Minnesota , questionnaire used by Ololube (n.d.) to investigate job satisfaction and motivation of secondary school teachers in Nigeria, IWS developed by Stamps (1997) and used by Foley et.al.(2004) to measure employee satisfaction including the demographic questionnaire age, sex, community and years of service and the questionnaire used by Shrestha (2004), JSQ used by Shrestha (1989) to conduct a research on work satisfaction and related issues of employed educated Nepalese women and Job Satisfaction Questionnaire used by Singh (1984) to study on The effectiveness of the headmaster’s leadership on the teacher job satisfaction and morale as perceived by the teacher in Nepal were the main sources of developing JSQ. Development of Job Satisfaction Questionnaire (JSQ) The JSQ has divided in to two sections: A and B. In section A, four demographic information were expected to be collected. In the beginning of the questionnaire, it was instructed to the respondents to tick in the suitable box in the first section A and circle in the second section B. The second section B contains five point likert scale asigned from one for Strongly Disagree to five for Strongly Agree with the satement. In section A, the characteristics of respondents were expected to mention the following information: School Location. Even though the schools were divided in two areas: rural and urban, three types of location: metropolitan, municipality and VDC are mentioned to fill in the JSQ for making sample more representative. Gender. As stated in research questions, participants were divided in to male and female from gender perspective. Length of Service. Number of survice years in teaching profession in private schools were divided into five intervas: 1-5, 6-10, 11- 15, 16- 20 and 21 and above years as it is found in literature review that job satisfaction varies to length of service. Subject Group of Teachers. The subjects , commenly, which have beed teaching in private schools were classified in to four groups. First group is Language that includes English or Nepali subjects. Second is Natural Science that includes Physics, Chemistry, Biology or Computer science. Third is Mathematics that includes Compulsory Mathematics or Optional Mathematics. And fourth is Human Science which includes Health, Population and Environment Education, Social Studies or other Social Sciences. In section B, questionnaires about teacher job satisfaction were stated. The questionnaires were divided into four main titles as follows: Salary, Incentives and Benefits. It consists of 13 statements. Salary, bonus, leaves, provident fund, insurance, gratuity, vacation, benefit package and other financial and non-financial facilities are the indicators of measuring job satisfaction in relation with salary, incentives and benefits. Work Itself. This title statement includes 14 questions. The main indicators to measure job satisfaction with regard to work itself are rules and procedures that make the job good, employee judgement, work flexibility, security, opportunity of advancement, job rotation and enlargement, and opportunity of work performance. Working Environment. Under this title statement, there were 11 questions. The major indicators are sense of pride in doing job, comfortable working conditions (lighting, heating, ventilation etc.), pleasant working conditions, physical surrounding, relation with managers and workers, spirit of co-operation, commutation, and freedom to make own judgement. Performance Appraisal. 14 questions were included in this title statement. The major indicators to major job satisfaction in relation with performance appraisal are job description, job standard, way of supervision, relation with supervisors, continuity of supervision, feedback after supervision, provision of reward, trainings to needy workers, and level of fairness in performance evaluation. The questionnaire with five point rating scale ( Strongly agree, Agree, Neutral, Disagree and Strongly Disagree assigned by the numbers 5, 4, 3, 2 and 1 repectively) was prepared for assessing the job satisfaction in relation with different aspects. At the end of each set of questionnaire in relation with dimensions of job satisfaction, two columns were managed to express their opinions or perceptions regarding the reasons for job satisfaction (See JSQ in Appendix III) Reliability The two essential characteristics of a sound test are its reliability and its validity. The reliability of a test is its ability to yield consistent results from one set of measures to another: it is the extent to which the obtained test scores are free from such internal defects as will produce errors of measurement inherent in the items and their standardization (Feeman, 1962). Best and Khan (2007) state,” A test is reliable to the extent that it measures whatever it is measuring consistently”. A test should have high coefficient of reliability so that the test yields comparable scores on repeated administration. Gronlund (1968) lists four types of methods to measure reliability of a test. They are Test-retest, Equivalent-forms method, Test-retest with equivalent forms and Internal-consistency method. Statisticians have introduced different statistical tools to find the reliability like Kudar-Richardson formula and SPSS version has also been used to ease the analysis. To carry out the pilot study, three private secondary schools (one from VDC, one from Municipality and one from metropolitan) which belonged to the set of defined population were taken for reliability test. First, researcher visited the schools and met the Principal of each school. He made clear about purpose of pilot study and with the help of Principal, 20 sets of each type of questionnaires (proposed and standard set of JSQ) were randomly distributted. Researcher re-visited the schools to collect the questionnaire and only 32 sets were returned. After the collection of the responded questionnaire, 10 sets of each type that were filled completely were selected for the reliability test and they were divided into two groups. First group was named by A who were given test of the proposed questionnaire designed by the researcher and the B, the questionnaire developed by Paula Lester in 1984 to asses job satisfaction and it was used by Camilli (2004) to conduct the research on the topic “Teacher Job Satisfaction and Teacher Burnout as a Product of Years of Experience in Teaching” at Rowan University. Equivalent Test method was conducted and SPSS vs 16 software was used to analyse the correlation between two tests for reliability test. The JSQ which was taken as standard JSQ is given in appendix IV. Reliability Test Table 3.2: Mean scores yielded by Proposed questionnaire and Standard questionnaire |Mean Scores from Proposed questionnaire (X) |3.4 |3.6 | |Number of respondents |Valid |10 |10 | | |Missing |0 |0 | |Mean |2.9100 |2.9300 | |Std. Deviation |.48637 |.38312 | |Variance |.237 |.147 | Mean values obtained through the both set of questionnaires slightly less than three and more than two falls in the region of satisfaction and standard deviation is below in both cases. Table 3.4: Paired Samples Correlations | |N |Correlation |Sig. | |Proposed Questionnaire & |10 |.750 |.013 | |Standard Questionnaire | | | | Coefficient of Correlation (r) = 0.750 which indicates that there is highly positive correlation between the mean scores yielded from Proposed questionnaire and Standard Questionnaire. Validity Best and Khan (2007) cites that validity refers to the degree to which evidence and theory support the interpretation of test scores entailed by proposed uses of tests. They have used the word ‘validity evidence’ which refers content validity, predictive validity and construct validity. In the sources of validity evidence, they lists some ways to ensure validity like evidence of test content, evidence based on relation to other variables and evidence based on the internal structure. Further, they say,” Evidence for the validity of the relationship to other concurrent measures refers to whether a test is closely related to other measures”. The question of the test validity concerns with what the test measures and how well it does so. A questionnaire or an interview schedule is not a psychological test or scale. It is essentially an instrument for gathering information needed in social sciences researsch (Shrestha, 1989) As used by Singh (1984), the face validity method was used to establish the validity of the instrument, JSQ. For the validation of JSQ, expertise and educators were requested for their invaluable suggestions. After the collection of suggestions, out of 54 items under four major areas: Salary, incentives and benefits, work itself, working conditions and performance appraisal, two items were removed the questionnaire, 12 items were re-written as complete, simple and understandable statements. Some affirmative statements were changed into negative sentence. All statements were written in complete sentence. A short round table discussion was made among the seven participants (two from rural and five from urban schools) who were also given the questionnaire for reliability test. Difficulty level, length of questionnaire, use of terminologies, sentence structure, use of language were the main topics of discussion. Feedback from the discussion and pilot test were adopted before the development of final set of questionnaire. Method of Analysis The data analysis is aimed towards answering the basic questions underlying the three hypotheses of this study and the remaining questions: To what level are the teachers satisfied with their job in relation with salary, incentives and benefits, work itself, working environment and performance appraisal' How there are identical attitudes manifest towards the job satisfaction from the demographical perspectives' How have the teachers perceived job satisfactions in their work reality' The data were collected from the set of questionnaire, and tabulted on the basis of frequency distribution and the steps were proceeded as follow: i. The arithmetic means were taken to interpret the perception level of job satisfaction of whole participants. ii. The arithmetic means, S. D. and CV were taken to interpret the highly satisfied and impetuses improve level of job dimensions. iii. The arithmetic mean, S. D. and CV were taken out to analyze the job satisfaction level from each demographic perspective: location, gender, length of service and subject group of teachers. iv. For testing hypotheses, T-test/Z-test were used fot two groups as statistical and ANOVA for more than two groups of samples. v. All levels of significant will be based at 5% (0.05). vi. Excel program and SPSS version 16 software were used for all the statistical operation. vii. Reasons for satisfaction were analyzed from the additional responses made in open-ended questionnaire. CHAPTER IV ANALYSIS OF DATA As stated in the methodology of this study, a field survey research design was used to conduct the study to investigate job satisfaction of private secondary school teachers of Nepal. All the data through a set of questionnaire were collected and processed according to the research questions and the objectives of the study. The present chapter is divided into two sections. The first section deals with the demographic characteristics of respondents and the second section deals with the statistcal relults with analysis. Demographic Characteristics of Respondents The JSQ had two parts: section A and B. Section A was managed for collecting demographic characteristics of respondents. In this section, location: urban or rural, gender: male or female, length of service: 1-5, 6-10, 11-15, 16-20 or 21-above (in years) and teaching subjects: Language, Natural Science, Mathematics or Human Science were expected to be mentioned by the teachers. A total of 274 of the 300 questionnaires distributed to the randomly selected schools were returned which represented 91.3%. Out of 274 questionnaires, 238 were deemed to be analyzed. In cases where respondents did not answer every question, the questionnaires were discarded. The numerical values and percentage of demographic characteristics are presented in table. The details of respondents' demographic characteristics are as follow: Location wise Distribution of Schools Table 4.1: Location wise Distribution of Schools |S. N. |Location |No. of Schools |Percent (%) | |01 |Urban |27 |69 | |02 |Rural |12 |31 | In Kathmandu district, as defined in the methodology, one metropolitan and one municipality lie in urban area where 343 schools were in operation and it is 70% of the population schools. All the schools located in village development committees were defined as the schools of rural area. The study shows that the schools of urban area are more than double the rural area schools. 27 schools which had covered 69% of the total sample schools were represented from urban area and 12 schools which 31% of the sample schools were from rural area. The ratio of urban area schools and rural area schools of population is very much closer to the ratio of urban area schools and rural area schools of sample schools. Location wise Distribution of Respondents Table 4.2: Location wise Distribution of Respondents |S. N. |Location |No. of Teachers |Percent (%) | |01 |Urban |180 |76 | |02 |Rural |58 |24 | From 27 schools, 180 teachers were involved in the sample whose ratio is 1: 7 and from 12 schools, 58 teachers were included in the sample and the ratio is 1: 4.8. The number of urban teachers was more than the rural teachers by 52%. The result is highly affected by the responses of urban teachers. Gender wise Distribution of Respondents Table 4.3: Gender wise Distribution of Respondents |S. N. |Gender |No. of Teachers |Percent | |01 |Male |185 |78% | |02 |Female |53 |22% | While discussing the characteristics of respondents from gender perspective, 185 male teachers which is 78% of the total respondents and 53 female teachers which is 22% of the total respondents were representing the whole population. But, the number of male teachers of population is 83% that is 5% more than the male teachers of sample. In the study, general result is dominated by the responses of male teachers as the ratio of male teachers is three times the female teachers in the sample. Length of Service wise Distribution of Respondents Table 4.4: Length of Service wise Distribution of Respondents |S. N. |Length of Service (in Years) |No. of Teachers |Percent (%) | |01 |1-5 |95 |40 | |02 |6-10 |70 |29 | |03 |11-15 |49 |21 | |04 |16-20 |15 |6 | |05 |21-above |9 |4 | The above presented table shows that two third of the secondary level teachers have 1-5 year length of service that covers 40% of the total respondents. So, the result is definitely influenced by the group of few year experienced teachers. The number of teachers whose portion was around one third of the total sample was of the length of service 6- 10 years and nearly one fifth of the sample was covered by the teachers whose length of service was 11-15 years. But, the teachers having service length 16 to 20, and 21 and above had covered 1/17 and 1/25 part of the sample respectively which has less influence on the result of the study. The length of service groups: 16 to 20, and 21 and above years are merged as 16 and above while analyzing and interpreting the data. Subject wise Distribution of Respondents Table 4.5: Subject wise Distribution of Respondents |S. N. |Subjects Area |No. of Teachers |Percent (%) | |01 |Language |86 |36 | |02 |Natural Science |40 |17 | |03 |Mathematics |46 |19 | |04 |Human Science |66 |28 | All the respondent teachers were classified into four groups. First was language group that includes Compulsory English, Compulsory Nepali and Optional Language subjects that had covered 36% of the sample. Simply, every school was found containing two language teachers: English teacher and Nepali teacher. But, in some schools, more than one teacher in the same subject were found such as one theacher was teaching English in grade nine and the other in 10. So, the number of language teachers was more than double the number of sample schools. Second group was Natural Science group that includes Compulsory Science and Computer Science. Every school had at least one science teacher but all the schools did not have Computer Science as optional subject in secondary level. So, 17% coverage was made by Natural Science group of teachers. In some schools, two to three Mathematics teachers were teaching compulsory and optional Mathematics and in some schools, single teacher was working as Mathematics teacher. The coverage of Mathematics teachers group was 19% in the sample. The last group was Human Science group which contains Compulsory Social Studies, Health, Population and Environment, and other optional subjects. Three subjects are compulsorily to be taken as stated in the current secondary level curriculum of Nepal. But, comparatively, the less number of teachers responded the questionnaires. So, the coverage of this group was 28% which was nearly one third of the sample. Statistical Results of Job Satisfaction In this section, collected and arranged data are tabulated in whole and dimension wise. Group mean values, standard deviation (S. D.) and coefficient of variation (C. V.) are the means of yielding results. Basically, the results are concentrated to find the general level of job satisfaction, most and least favoured dimension of job satisfaction. T-test and one way ANOVA are the statistical tools for testing the sated research hypotheses. Opinions stated at the end of each subset of questionnaire are the additional information to analyze and access the perception of teachers towards the job satisfaction in their work reality. The tool of collection of information was a set of questionnaire which was to be filled by the respondents in section B of the questionnaire. The responses to be mentioned in section B were presented by rating the statements from ‘one for Strongly Disagree to 5 for ‘Strongly Agree’ (by five point likert scale). To discuss the job satisfaction level, the mean values of whole responses rated from one to five are computed and categorized into three levels. The levels are demarked by the numerical value “three”. The mean value which is below the neutral demarcation (= 3) would represent the level of job dissatisfaction, falling at three as neutral or undecided position and the values above the neutral value as the level of job satisfaction. Whole Respondents' Job Satisfaction Level Table 4.6: General Job Satisfaction Level of Teachers |S. N. |Dimensions of Job satisfaction |Mean Value |S. D. |C. V. (%) | |01 |Salary, Incentives and Benefits (SIB) |2.79 |0.53 |19.6 | |02 |Work Itself (WI) |2.91 |0.43 |14.9 | |03 |Working Environment (WE) |3.45 |0.62 |18.2 | |04 |Performance Appraisal (PA) |3.27 |0.59 |18.0 | |05 |General Level of Satisfaction |3.12 |0.40 |14.0 | The groupe mean value of all respondent teachers (= 238) is 3.12 which lies in the region of satisfaction. The deviation from the mean (S. D.) is 0.4 that is coser to zero and uniformity or consistency (C. V.)of responses is 14% which is very low or far below than 100%. In the study, four dimensions of job satisfaction were taken under the discussion. Out of four dimensions, all the secondary level teachers perceived two dimensions: salary, incentives and benefits, and work itself as the dissatisfying factors whose mean values are 2.79 and 2.91. But, these values lie in the interval of disagree and neutral value and again, they are not far form the resgion of job satisfaction. The rest two dimensions: working environment and performance appraisal were rated as satisfying factors. As similar to the first two dissatisfying factors, the values 3.27 and 3.12 are very nearer to the neutral values and are not very far from the region of dissatisfaction. Job Satisfaction Level from Demographic Perspectives and Hypothesis Testing Under this heading, statistical results in table regarding general level of job satisfaction, highly satisfying, neutral and dissatisfying factors from the perspective of demographic factors are presented and research hypothesis stated in chapter I are tested as well. Location: General and Dimension wise Satisfaction Level and Hypothesis Testing Table 4.7: Location: General Satisfaction Level |Location |Mean |S. D. |C. V. (%) |t-value |Critical value | |Urban |2.20 |0.50 |20.0 |-14.55 |1.96 | |Rural |3.10 |0.40 |14.0 | | | 180 teachers from urban and 58 teachers from rural schools were involved as respondents in the sample. Group mean value (=2.20) of urban teachers lies in the region of dissatisfaction and of rural schools (=3.10) in the region of satisfaction. t -value (-14.55) does not lie between -1.96 and 1.96 at 5% (0.05) level. Thus the first research hypothesis (HI) can be rejected. The difference in these scores may be due to the relatively small number of rural school teachers (n = 58) in comparison to urban teachers (n =180). While studying the most satisfying and dissatisfying factors and neutral factors, rural school teachers are least satisfied (mean=1.70) with 7th statement of the first main statement regarding with salary, incentives and benefits “School provides Health Insurance”. They are highly satisfied with the factor (19th statement) that “The routine in my work is suitable for me” and 32nd statement “The way my workers are easy to make friends with” and they are at the undecided position with the statements 1, 11, 13, 46 and 50 which are as follow respectively: 1. I am being paid a fair amount for the work I do. 2. The leaves, vacation and holidays are as per the current Education Act ant Rules. 3. I am not satisfied with the benefits I receive. 4. I am satisfied with the way promotions are given on this job. 5. I am not satisfied with the way school provides trainings to the teachers. Table 4.8: Location: Dimension wise Satisfaction Level |S. N. |Dimensions/ |Salary, Incentives & |Work itself |Working Environment |Performance Appraisal | | |Demographic Perspectives|Benefits | | | | | | |Mean |S. D. |Mean |S. D. | |Male |3.14 |0.45 |14.4 |2.06 |1.96 | |Female |3.01 |0.39 |13.0 | | | The results of the relationship between overall job satisfaction and gender (male=185 and female=53) indicate that male teachers (mean = 3.14) are slightly more satisfied than females (mean = 3.01). But, there is less deviation (S. D. = 0.39) in the responses of female teachers than the male teachers (S. D. = 0.45) and uniformity or consistency level of male teachers (C. V. = 14.4%) is greater than female teachers (C.V. = 13%). Even though both of the group means lie in the region of satisfaction, t-value (2.06) is greater than critical value 1.96 at 5% level of significance. Thus the second research hypothesis (HII) can be rejected. It can be said that there is significant difference between male and female teachers’ general level of job satisfaction. Table 4.10: Gender: Dimension wise Satisfaction Level |S. N. |Dimensions/ |Salary, Incentives & |Work itself |Working Environment |Performance appraisal | | |Demographic Perspectives|Benefits | | | | | | |Mean |S. D. | |1-5 |3.10 |0.50 |20.0 | |6-10 |3.10 |0.40 |14.0 | |11-15 |3.10 |0.46 |14.7 | |16 and above |2.90 |0.50 |17.0 | Generally, the teachers who have length of service 16 and above years are more dissatisfied (mean = 2.90).The mean value of the teachers having 1 to 15 year length of service is 3.10 that reflects the equal level of job satisfaction. The means score of the group of teachers having length of service 16 and above years lie in the region of dissatisfaction and the other three falls in the region of satisfaction. There is least deviation in the group of 6-11 years (S. D. = 0.40) and high deviation in both groups of 1-5 and 16 and above years (S. D. =0.50). There is more uniformity or consistency in the group of 1-5 years of service length (C. V. = 20%). Table 4.12: Length of Service: Dimension wise Satisfaction Level |S. N. |Dimensions/ |Salary, Incentives & |Work itself |Working Environment |Performance appraisal | | |Demographic Perspectives|Benefits | | | | | | |Mean |S. D. |Mean | |Between groups(major) |3 |0.63 |0.21 |1.065 | |Within groups(error) |234 |46.13 |0.197 | | |Total | |46.76 | | | |No. groups(K) |4 | | | |Total no. of respondents(N) |238 | | | Critical Value of F ratio at 5 % (3, 234) =2.06 A one-way ANOVA was used on the data to pursue the objectives of the research and to examine the relationship between teacher job satisfaction and length of service variables. The tests produced significance values (p < .05) of 1.065 for length of service. As the significant values for the test is below 2.06, it was concluded that any differences between the means of overall job satisfaction scores of teachers when categorized by length of service groups is not statistically significant. Subject Teachers: General and Dimension wise Satisfaction Level Table 4.14: Subject Teachers: General Satisfaction Level |S. N. |Subject teachers |Mean |S. D. |C. V. (%) | |1 |Language |3.10 |0.46 |14.7 | |2 |Natural Science |3.20 |0.39 |11.9 | |3 |Mathematics |3.10 |0.34 |10.9 | |4 |Human Science |3.10 |0.51 |16.6 | Out of 238 teachers, 86 Language, 40 Natural Science, 46 Mathematics and 66 Human Science teachers were involved in the sample. All types of teachers are slightly satisfied with the job as the groups of teachers teaching Language, Natural Sciences, Mathematics and Human Sciences have the means 3.10, 3.20, 3.10 and 3.10 respectively. In comparison to different subject teachers, teachers teaching Natural Sciences are more satisfied than other teachers. The responses of Human science teachers are more deviated but it has been found high uniformity or consistency in their responses (S. D. = 0.51, C. V. = 16.6%). With respect to the four dimensions of job satisfaction, all types of subject teachers are dissatisfied with salary, incentives and benefits as their mean (= 2.70) is below the demarcation line of job satisfaction and more satisfied with working environment of the school (mean = 3.40). Table 4.15: Subject Teachers: Dimension wise Satisfaction Level |S. N. |Dimensions/ |Salary, Incentives & |Work itself |Working Environment |Performance appraisal | | |Demographic Perspectives|Benefits | | | | | | |Mean |S. D. |Mean | |Between groups(major) |3 |0.51 |0.17 |0.85 | |Within groups(error) |234 |46.71 |0.199 | | |Total | |47.22 | | | |No. groups(K) |4 | | | |Total no. of respondents(N) |238 | | | Critical Value of F ratio at 5% (3, 234) = 2.06 A one-way ANOVA was used on the data to study significant difference among means of four groups of different subject teachers and to examine the relationship between job satisfaction and subject teacher variables. The tests produced significance values (p < .05) of 0.85 for subject teachers. As the significance values for the test is below 2.06, it is concluded that any differences between the means overall job satisfaction scores of teachers when categorized by four subject groups is not statistically significant. Summary of Analysis In the study, 238 teachers of 39 schools (27 urban schools=69% and 12 rural schools = 39%) were the participants for the information. There were 180 male teachers, 58 rural teachers, 185 male teachers, 53 female teachers, 95 teachers having 1-5 year length of service, 70 teachers of 6-10, 49 teachers of 11-15 and 24 teachers of 16 and above year length of service. Likewise, 86 Language teachers, 40 Natural science teachers, 46 Mathematics teachers and 66 Human science teachers involved in the sampling. Number of urban schools is more than twice the rural schools and there is also similar proportion of urban and rural teachers. Female teachers are comparatively less in number; it is just 22% of total sampled teachers. The number of teachers having very short length of service 1-5 years was as dominant figure among four groups of teachers typed by length of service where it has 40% coverage. Comparatively, language teachers have occupied 36% and least covered by Natural science teachers; it is just 17% of all the teachers. The statistical result revealed that private school teachers are slightly satisfied with the teaching job as the mean value is 3.12. Urban teachers were dissatisfied with all the dimensions of job satisfaction where as rural teachers were dissatisfied with salary, incentives and benefits only. Again, location of schools has effect on job satisfaction as the t-value is greater than critical value. From gender perspective, male teachers are satisfied where as female teachers are dissatisfied with the job. And, also, it is revealed from the t-test that gender affects to determine the level of job satisfaction. Teachers having length of service 16 and above years were dissatisfied where as other teachers typed by length of service and subjects are satisfied. Despite the difference job satisfaction level among the teachers grouped by length of service and subjects, ANOVA test resulted that these demographic characteristics have no effect in job satisfaction. CHAPTER V FINDINGS, CONCLUSION, DISCUSSION AND IMPLICATIONS The objectives of the study entitled “Job Satisfaction of Institutional School Teachers of Nepal” were to address the research questions concerning the following aspects towards the teaching job in private school of Nepal: a. Perception Level b. Most Favoured Dimension c. Least Favoured Dimension d. Job Satisfaction In this chapter, findings of the study based on the objectives and purpose are presented. How far the findings obtained from the data analysis are concluded. And, at the end, discussed with the concerned literature and implications of the findings are stated. Findings of the Study The findings of the study through the analysis of data collected from field survey conducted in Kathmandu district is presented under this heading. As mentioned in the previous chapter, the information was received through a set of questionnaire that was divided into two sections: demographic characteristics and job satisfaction. The statistical results yielded from the analysis of data were presented in table, bar diagram and line graph. Mean value, standard deviation, coefficient of variation, t-test and ANOVA test were the means to produce the findings of the study. The statistical analysis of the data yielded the results as the findings of the study as follow: Findings in relation with Demographic Characteristics of Respondents Private secondary schools are dense in urban area of Kathmandu district as it has covered more than 70% of the total schools. Consequently, the urban area schools have provided job opportunities more than rural area schools where the ratio of schools and teachers of urban and rural area schools are 1:7 and 1:5 respectively. The inclusion of female teachers in private secondary schools is very low in number as the calculation based on flash report shows 17% occupied by them. According to flash report published by Department of Education, Nepal, the number of male teachers is nearly five times the number of female teachers but there is found comparitively high number of female teachers in the schools. However, it shows the minimum participation of female teachers in private secondary schools. There might be the reasons for this difference: first is the number of teachers who did not respond, were male teachers and the second, the number of female teachers might be increased in comparison to male teachers in current years after the flash report published or the report was not made based on reality. The portion of newly appointed teachers in private secondary schools is higher and retention of experienced teachers is very low where the percents of teachers having length of service 1-5, and 16 and above years are 40% and 4% respectively. From the study of the characteristics of respondents from the length of service perspective, there is found the problem of retention or turnover in private schools. High number of teachers is new to the teaching profession with 1–5 year length of service. This implies that a significant number of teachers had recently joined the profession, either as new graduates, which would explain the high number of young teachers, or as late career-changers. And they have low number of teachers with over 16 year length of service in teaching. Language teachers are seemed as dominant figure in comparison to other teachers whose involvement is 36% in the study. Human science teachers occupy nearly one fourth of the total sample and the Natural Science teachers have the weak participation. Findings in relation with Job Satisfaction Statistical results and additional information in relation with job satisfaction yielded the following findings regarding the job satisfaction of teachers of private secondary schools: Generally teachers are satisfied with their job in private secondary schools of as the mean value (= 3.12) of whole respondents fell to the right hand side of neutral value, i. e. the region of satisfaction. The results show that the teachers ranked the dimensions of job satisfaction from higher to lower level of job satisfaction as in the following order: I. Working Environment II. Performance Appraisal III. Work Itself IV. Salary, Incentives and Benefits When the researcher analyzed all the statements stated in the questionnaire, out of 52 statements, the first two least mean values were 1.90 and 2.20 related to 7th and 8th satements respectively which are as follow: I. School provides health insurance. II. The financial facilities match to the level of cost of living. All the teachers grouped by location, gender, length of service and subjects teaching in the schools are disagreed with above two statements. Besides their ranking, they also stated as additional information that there was not provision or very little amount of gratuity, health insurance and provident fund. They had sated that the salary, incentives or benefits don’t match to their cost of living. These all evidences show that the teachers are dissatisfied due to the lack of health insurance, provident fund and gratuity. The first two largest mean values out of all statements are 3.80 and 3.70. The first mean is related to 32nd statement and the second is to 19th and 35th statements as sated below respectively: I. The way my workers are easy to make friends with. II. The routine in my work is suitable for me. III. The spirit of co-operation among my co-workers is satisfactory. The above three statements were not only the statements with which teachers were dissatisfied. With regard to other dimensions, they were satisfied as above stated statements. Due to such statements, the average mean value was greater than three which led to the satisfaction. All the teachers by all types except urban school teachers are agreed with the above three statements. But, urban school teachers are disagreed with them. In general, researcher concluded that flexible work which is suitable for the teachers, co-operative and friendly environment were the crucial factors to reveal teachers’ satisfaction. In some cases, teachers are neutral or they are neither satisfied nor dissatisfied when the average value of all rated values was exactly three. The neutral value was rated to 11th, 13th, 23rd, 45th and 50th statements which are as follow: I. The leaves, vacation and holidays are as per the current Education Act and Rules. II. I am not satisfied with the benefits I receive. III. There is opportunity of advancement on this job. IV. I am satisfied with the few rewards for those who work here. V. I am not satisfied with the way school provides trainings to the teachers. Even though the average mean value was neutral, all types of teachers had not rated all the statements stated above at neutral scale. Rural school teachers rated 11th, 13th and 50th statements, female teachers rated 11th and 13th statements, Mathematics and Human Science teachers rated 50th statement. Again, in each group, different teachers rated them differently. But, all the urban school teachers were disagreed with the above statements that resulted dissatisfaction. With regard to first dimension ‘salary, incentives and benefits’, as discussed in general level of job satisfaction, all the teachers by all types are dissatisfied. As they stated, they don’t get bonus or feel unfair in distribution of bonus. They use their leaves or holidays in school work but they are not paid for over time and benefits are not equitable as well. With regard to the dimension ‘work itself’, all the teachers except urban school teachers and teachers teaching Natural Sciences are dissatisfied. They mention that routine in their work was not suitable for them. In general, rural school teachers were at the position of undecided but they are dissatisfied in the sense that there was no work flexibility and they were not clear about the organizational goals. They are satisfied that the routine was made according to their comfort and ease. While discussing about the job satisfaction towards ‘working environment’, urban school teachers are dissatisfied with all the statements where as rural school teachers, teachers were agreed on all the statements which revealed that they are satisfied with the school environment. As they rated the statements, all the teachers except the urban school teachers feel a sense of pride in doing the job. They feel comfortable with working conditions and school environment is sound and enjoyable. The sprit of cooperation is good and there is good communication between workers and managers. While concerning with the job satisfaction level towards the ‘performance appraisal’ from demographic perspective, it is revealed that all teachers typed by all demographic characteristics are satisfied with the performance appraisal. The following statements on which respondents were agreed resulted that they are satisfied with performance appraisal practiced in school: I. They were given with clear job description II. Job performance standard was well defined III. They were satisfied where Managers/Principals regularly supervise their works. IV. They were satisfied with the way they were noticed when they performed a good job. V. They get regular feedback after supervision. VI. They were satisfied with frequent praise, smiling and other such behaviours made by managers. With regard to location of schools, there is significant difference in the attitude of urban teachers and rural teachers. Urban school teachers are dissatisfied with their job and on the contrary, rural teachers are satisfied with it. Urban school teachers are dissatisfied with all the dimensions of job satisfaction as all the group means are less than neutral value where as rural school tecahres are only dissatisfied with the first dimension: salary, incentives and benefits. Eventhough both male and female teachers are slightly satisfied with the job, it is found significant difference in the attitude of male and female teachers in relation with job satisfaction. From the dimensional perspective, male teachers are dissatisfied with the dimension ‘work itself’ where as female teachers are dissatisfied with two dimensions ‘Salary, incentives and benefits’ and ‘Work itself’. The teachers grouped by gender were disagreed and are dissatisfied due to lack of job security and over work load. But, they were agreed in relation with some statements that they perceived the work as meaningful work. There was work rotation time to time that would refresh them and work was well defined as well. All the teachers typed by length of service are dissatisfied with the first two dimensions: i. Salary, incentives and benefits and ii. Work itself. And they are satisfied with the other two dimensions: i. Working environment and ii. Performance appraisal. And result from one way ANOVA revealed that there is no significant difference among the teachers having different periods of service length. But, the teachers having length of service 16 and above years are lightly dissatisfied with their job where as other teachers typed by length of service are found satisfied. Generally, all the teachers classified by their subjects (Language, Natural Science, Mathematics and Human Science) teaching in the schools are satisfied with the job as the mean scores lay in the region of satisfaction. Despite the significant difference among the four groups of subject teachers, Language, Mathematics and Human Science teachers are disstisfied with two dimensions: i. Salary, incentives and benefits and ii. Work itself and Natural Science teachers are only dissatisfied with ‘Salary, incentives and benefits’, and undecided at ‘work itself’. Conclusion The conclusions of this study are derived as follows based on the findings stated above and the analysis mentioned earlier: 1. There is high percenatge of turnover and very low degree of retention of secondary level teachers as the percent of teachers having length of service 1-5 years is 40% and having length of service 16 and above years is 4%. 2. In general, statistically, private secondary school teachers are satisfied with their job as the grand mean value is 3.12. But, all the teachers basically dissatisfied with the salary, incentives and benefits. 3. Private secondary school teachers are insecured in their job as the mean value of the concerned statement is 2.40. 4. With regard to types of teachers (Location, Gender, Length of Service and Subjects), in the case of urban school teachers are, in general or dimensional perspective, they are dissatisfied with the job. 5. Male and female teachers are in the same level of job satisfaction as the mean value falls between 3 and 4. But, male teachers are hapier than female teachers at their teaching profession. 6. Teachers are not getting outputs (salaries and other facilities) in return to their inputs (service at schools) and the facility provided them is not fair. 7. The dissatisfaction that caused conflict between managers and teachers is specially rooted in urban school teachers and old teachres having service length of 16 and above years. And there is relatively negative realtionship between job satisfaction and length of service. 8. Insignificant difference among the four groups of subject teachers in general and average mean value less than 4 but greater than 3 reveals that there is no relation between job satisfaction and subjects teaching in schools. 9. The teachers are dissatisfied with regard to physiological and safety needs and satisfied to other three levels of needs: affiliation, esteemed and self-actualization needs defined by Maslow. 10. In genaral, teachers are dissatisfied with the hygiene factors (job content) dut to the lack of equitable payment or delayed payment. But, they are satisfied with motivational factors (job context) so that teachers are motivated and working harder. 11. The strengths of the private secondary schools is that their teachers are satisfied with the motivating factors (Recognition, Achievement, Responsibility for task, Job interest, Achievement to higher level task and Growth as defined in Herzberg’s two factor theory) which make them work harder so the performance of private schools is better than other type schools. Discussion The researcher has explored various findings based on the statistical analysis and the discussion is based on the findings, additional opinions of teachers, previous research findings and the theories related to job satisfaction. The study revealed that some findings support the previous research findings and some contradicts to them. The average value of all rated values was 3.12 which is slightly more than the neutral value and falls in region of job satisfaction. The indicator of job satisfaction of the private secondary school teachers slightly tilted to the direction of satisfaction which made the researcher claim that teachers are satisfied in their job in private secondary schools of Nepal. Even though teachers are slightly satisfied with the job, they are not satisfied with all the dimensions of job satisfaction. The first two dimensions (salary, incentives and benefits, and work itself) are found as job satisfiers and the other last two dimensions (working environment and performance appraisal) are as de-satisfiers. When the researcher went through the demographic perspective to discuss the job satisfaction level, different groups of teachers are found having diffent level of job satisfaction. The significant difference between the attitude of urban and rural schools teachers towards the job satisfaction revealed that urban school teachers are significantly more dissatisfied. But both male and female teachers are dissatisfied with salary, incentives and benefits. All types of teachers by length of service and subjects have similar attitude that they are dissatisfied with first two dimensions and satisfied with the last two dimensions. While comparing the findings of the study with the findings of Jung, Moon and Hahm (2007), it is similar in the sense that employees were modestly satisfied with communication and human relations, but they were least satisfied with wages. This research study also revealed that teachers are dissatisfied with the salary, incentives and benefits, and work itself. Similarly, they are satisfied with working environment and performance appraisal caused by human relation and communication. This finding also justifies that dissatisfaction in wage is the major source of job dissatisfaction. Contrary to some previous findings revealed by Devkota (2001) which had identified a positive attitude towards the job, the results of this study indicate that the teachers are dissatisfied with the work itself that produces the negative attitude toward the teaching job. Again, the result of this study contradicts the finding of his study and the result shows that the location of schools either urban or rural area influences the teachers’ attitude towards the teaching profession as there was significant difference between the attitudes of urban and rural school teachers towards the job satisfaction. But, this study finding also supports the statement of Chanana (1958) that all the teachers except urban school teachers have a sense of pride having teaching job in Nepal. The researcher agreed with the findings of Sargent and Hannum (2003) that more surprisingly, models show ambiguous effects of economic resources in the community and school while timely payment of salaries and school expenditures are positively linked to teacher satisfaction, other indicators of economic status of communities and schools such as village income per capita, contributions of the village collective to the school, and teacher salary is negatively linked to teacher satisfaction, or not linked at all. In this study, they (teachers) stated that they were not getting salary in time and other remuneration in return to their labor at school. The results of this study from the gender perspective, some findings are similar to the findings of previous researches and some contradict to them. It is similar to the result of the study made by Castillo and Cano (2004) and Crossman and Harris (2006) that male teachers were slightly more satisfied than females and contradicts to the findings of the study made by Jung, Moon and Hahm (2007) that women were happier at work than men. In this study, the significant difference between the male teachers and female teachers revealed that there is relationship between gender and satisfaction which contradicts to findings of the study conducted by Sargent and Hannum (2003) that gender does not have a significant bivariate relationship with teacher’s satisfaction. Again, the result of this study slightly contradicts to the findings of Castillo and Cano (2004) that faculty were most satisfied with work itself and females were significantly more satisfied with work itself than males. But, the results revealed that, in general or by gender, they are dissatisfied with the work itself. From the length of service of teacher perspective, the researcher agreed with research finding that very low number of teachers having long period service resulted to lower level of job satisfation that can be linked to negative behaviours, such as absenteeism and turnover but contradicts to the findings that the high number of teachers having few years of service length resulted to satisfaction (Lambert, Hogan and Barton, 2002) and Singh, 1984). As the relation between length of service and job satisfaction fund by Hickson and Oshagbemi (1999) and Oshagbemi (1997, 2000), the tests of this study for overall job satisfaction and length of service indicate a nearly curvilinear relationship. Satisfaction level is the same up to15 years of service length and slightly decreasing again at the end. As stated by Camilli (2004), in regard to job satisfaction, Yezzi and Lester (2000) found that years of teaching experience was not a significant predictor of job satisfaction; this study also revealed that there is no statistical difference in the level of job satisfaction. The result of Crossman and Harris (2006) was that satisfaction was higher at the beginning of the teacher’s career, decreasing at the mid point and increasing again at the end. The highest satisfaction score was in 30+ year’s length of service. But, it contradicts to the findings that the level of satisfaction is almost at the same level up to 15 years and decreasing after the years. Form the findings of this study, it contradicts to some previous studies which identified a positive linear relationship between job satisfaction and length of service (Hickson and Oshagbemi, 1999; Oshagbemi, 1997, 2000) but this study shows the relatively negative and curvilinear relationship between these two factors: job satisfaction and length of service which was also in line with the findings of Poppleton and Riseborough (1991) where least satisfaction was found in the 15–20 years length of service group. In this study, the findings match with the findings that the teachers having 16 and above years of length of service are dissatisfied. There might be the causes that when they looked back they did not find any positive change in their life. Further, older teachers get more stress from school load, family and society that reduce their efficiency and they become unable to cope with the changing demands. So, they fall back in comparison to other colleagues involved in other than teaching job which causes dissatisfaction. Job Satisfaction from Theoretical Perspective The conceptual framework of this study was designed within the system theory where inputs, process and output have taken place. Two theories of motivation: Maslow’s hierarchy of needs and Herzberg’s two factor theory were the theoretical bases for the analysis and discussion. While comparing the job satisfaction level with Maslow’s five levels of job satisfaction, private secondary schools failed to meet the some components of first, second and fifth levels of Maslow’s Hierachy’s of Needs that are ‘Physiological Needs (Food, Shelter, Clothes) and Safety Needs (Security, protection, stability) and advancement or personal growth as Self-Actualization needs. But, some components like working conditions which falls in physiological need and other two level of needs, love, a part of group, acceptance etc. which belong to the set of affiliation needs and recognition, respect, achievement, autonomy, independence etc. that belong to esteem needs are seemed as satisfying factors. In general, teachers are satisfied with third, fourth and fifth level of Maslow’s Hierarchy of Needs that is leading them to motivate in their teaching profession. As the essence of Herzberg’s two-factor theory, the factors which are supposed as necessary conditions like Salary, Safety, Status, Working conditions, Quality of supervision, Company, Job, Company policies and administration, Interpersonal relation to be dissatisfied in their absence but not sufficient for job satisfaction in their presence are hygiene factors. And the factors like Achievement, Recognition for achievement, Responsibility for task, Job interest, Achievement to higher level task, Growth which contribute to job satisfaction and motivation of workers are called motivating factors. In this regard, there is mixed results as the discussion made in Maslow’s theory of Motivation. Teachers are satisfied with some components of hygiene factors like working conditions, supervision, policies and administration, interpersonal relation and dissatisfied with other remaining components like Salary, Safety that contributed to dissatisfied. In the case of motivating factors, Achievement, Recognition for achievement, Responsibility for task, Job interest, Achievement to higher level task and Growth have contributed to job satisfaction and consequently the teachers are motivated. This is the main reason of private secondary school teachers to be satisfied in their work place that is leading to them work harder. Implications of Research Findings Job satisfaction is one of the most widely researched psychological aspect in the area of organizational psychology. Its significance lies in the fact that job satisfaction has been demonstrated to be closely related commitment, turnover, performance, productivity and burnout. Disstisfaction among the teachers may bring many dysfunctional effects to school, which includes interruptions in normal school operation and discontinuity in students’ learning. When a school can attract and retain skilled and experienced teachers, it can yield better outcomes that eventually contribute to build a prosperous nation. For this work, all the school managers or stakeholders need to know and bring them into practice how can they keep the teachers satisfied and what are the factors to be improved or to be continued for job satisfaction. On the basis of the major conclusions derived from the findings and discussions, the following implications are drawn and mentioned underhere. On the analysis of responses from 238 private secondary school teachers of Kathmandu district, the researcher came to reavel that job satisfaction level is not higher in a whole analysis. The fear of losing job, systemetic working environment, strict administration and supervision are the causes for successful results of private schools of Nepal. Simply, the more employees are satisfied the more return a school can expect and it reflects on students’ results and on their allround development. And, also satisfied teachers do not involve in collective bargaining which helps the schools to keep the environment sound. That’s why, the degree of job satisfaction in whole is necessary to imporove and then a school can contribute better in educational development than the present situation. The most noticable factor is that teachers are quite dissatisfied with salaries, benefits and incentives. As money is the most powerful motivator, it seems that it will motivate to the extent that it is seen as being able to satisfy an individual’s personal goals. The result of this satudy leads that teachers are not getting fair monetory compensation in return to their service or in line with government scale. When the teachers do not get enough pay, it is difficult to run their daily life smoothly. Eventually, it brings dissatisfaction that result in different forms such as high turnover, absentism, low performance, collective bargening or conflict between the school managers and teachers. In time, school managers or stakeholders need to pay attention towards the dimensions so that the dissatisfaction might be reduced or removed. In private schools of Nepal, teachers are strictly made dutiful in their job. Regular presence, punctual in their duty, spending whole time in their workplace, managers’ autonomy to determine the facilities for teachers are the factors to exert good performance in schools. When teachers don’t work hard under the provision of schools, they will be quitted from the job. So, they are compelled to work sincerely as the manager wishes. The teachers slightly satisfied with working environment (hygiene factor as defined in Two-Factor Theory) and performance appraisal (Motivating Factor as defined in Two-factor theory). The presence of both hygiene and motivating factors can increase the level of satisfaction and motivation. So, these two main components are strengths of the private schools. The private schools relatively called as better performer might be caused by these two factors that motivate the teachers to encourage them to work harder. Findings pertaining to location of schools indicated that urban school teachers working in the schools of municipality and metropolitan are relatively more dissatisfied with all the dimensions of job satisfaction. Despite having the opportunities of other jobs in urban area, it is not possible to get them as they desire. But they compare teaching job with others and finds unfair in distribution of facilities. Again, there is discrimination in pay and other facilities within and among the schools. In other hand, it is difficult to adjust in urban area as it has expensive life standard. They have to fulfill their unlimited needs by the limited source of income. Such circumstances cause the dissatisfaction of urban school teachers. In-depth study and preventive measures like provision of health insurance, salary matching to the cost of living, job security, comfortable working environment and proper way of supervision might be the effective measures to reduce the dissatisfaction level of urban school teachers. Even though the teachers did not mention in additional column that whether they have got letter of appoinement, they rated that they are insucure in the job. When a teacher is not sure about his/her job security, it is impossible to expect desirable outcomes from them. In such dilemma, people always search secure place where they can stay for long time. One of the causes of being less number of teachers having long experience in private schools is the lack of security so they don’t like to stay as a teacher for long time and quit the job. In such situation, how a school can get disirable outcomes keeping them in insucure state. So, it is necessary to look back upon them how teachers can be retained in the schools. And, it is also the duity of state to intervene for the improvement of current situation of private schools of Nepal. It seems that only 17% female teachers of the total teachers are working in private secondary schools and in some schools, it is nill. It reveals that there is weak inclusion of female teachers and again the female teachers are less satisfied in comparison to male teachers are satisfied. When there is strong inclusion of female teachers, it brings changes from a family to a whole nation as mother is the first teacher of a child. And, again, the increase in the inclusion of female teachers can higly gear the development of education which would make the speed of overall development faster. Only participation fo female teachers in teaching profession is not enough, they need to be satisfied in their work. So, they can be attracted in schools and the participation rate becomes higher. In Nepalese society, females involve more than males in their household works and again, they are physically weaker than males. As they stated, there is no empathy in such situation where males don’t need to face those problems. To improve such negligible participation of female teachers, gender disparity is needed to minimize. For this deed, schools managers and stakeholders need to understand emphatically the female problems and such policies are to be brought so that the female participation can be improved in teaching profession. The teachers having length of service 16 and above years is only 4%. From this study, it seemed that the schools are facing the problems how to retain the long experienced teachers. Job satisfaction with regard to length of service, the teachers having service 1-15 years are slightly satisfied and, 16 and above years, they are found dissatisfied. Insignificant difference among the groups of teachers having different periods of service years reveales that they are dissatisfied with first two dimensions: salary, incentives and benefits, and work itself. But, they are satisfied with working environment and performance appraisal. The teachers having length of service 16 and above years are lightly more dissatisfied with first two components. However dissatisfaction it is there, teachers are spending the years of time in teaching profession and they perceive the job meaningfully. At least, they are getting job and they agree with something is better than nothing. One of the properties of quality teacher is his/her experience. Quality teacher is always essential for quality education.Ony experienced teachers can utilize the limited time maximum to impart the education in the classroom activities and the schools which has long experienced teachers can expect good result consistently. In this situation, school mangers are to be sencere to their contribution; they can manage extra allowances, provident fund, gardes, gratuity, promotion, recognition for keeping them satisfied and retaining them. In regard with subject groups teaching in private secondary schools, it was not found significant difference among the teachers’ attitude towards the job satisfaction. Natural Science (Compulsory Science and Computer Science) teachers are slightly more satisfied than other subject teachers. The teachers might have been given more facilities as the demand of those teachers is more in the context of Nepal and, in the case of other teachers, there is similar level of job satisfaction. But, the mean value is statistically closer to neutral value from right hand side which reveals that the teachers are not highly satisfied. All subjects are equal for all round development of a child and they are equally important to shape a child’s behaviour. Only motivated teachers can mould a child according to the aim of our school level curriculum. Keeping this situation in mind, schools managers need to be concentrated on how to improve the overall facilities so that the teachers will be higly satisfied and motivated in the teaching profession in private schools of Nepal. Reference American Psychological Association (2006). Publication manual of the American psychological association (5th ed.). Washington: Author. Best, J. W. & Khan, J. V. (2007). Research in education (9th ed.). New Delhi: Prentice-Hall. Blum, M. L. & Naylor, J. C. (1904). Industrial psychology: its theoretical and social foundation. Delhi : CBS Publishers and Distributors 488 Jain Bhawan. Caddell, M. (2005). Private schools and political conflict in Nepal1. Retrieved on 16 April 2009 from http://unesdoc.unesco.org/images/0017/001779/177948e.pdf. Camilli, K. A. (2004). Teacher job satisfaction and teacher burnout as a product of years of experience in teaching. A thesis submitted in partial fulfilment of the requirements of the Master of Arts Degree of The Graduate School at Rowan University May 4, 2004. Castillo, J. X. & Cano, J. (2004). Factors explaining job satisfaction among faculty. Journal of Agricultural Education, 45(3). Corbetta, P. (2003). Social research: theory, methods and techniques (B. Pratrick, Trans). London: Sage publication. Crossman, A., & Harris, P. (2006). Job satisfaction of secondary school teachers. Sage publication. De Cenjo D., Robbins, A. & Stephen, P. (2004).Personal human resource (2004). New Delhi: Printice Hall. De Nobile, J. J. & Mc Cormic, J. (2006). Bigraphic differences and job satisfaction of Catholic primary school staff. A paper presented at the annual conference of the Australian Association for research in education. Department of Education (2009). Flash report 2008/09-Annex. Kathmandu: Author. Dessler, G. (2003). Human resource management (9th ed.). New Delhi: Printice Hall of India. Devkota, B. N. (2001). Attitude of public and private school teachers towardss the teaching profession. Unpublished M. Phil. Dissertation, Kathmandu University, Kathmandu. District Education Office. (2008). Shaikhsik manjari. Kathmandu: Author. Foley, M., Lee, J., Wilson, L., Cureton, V. Y. & Canham, D. (2004). A Multi-Factor analysis of job satisfaction among School nurses. Sage publication. Gomez-Mejia, L. R., Balkin, D. B. & Cardy, R. L. (1998). Manageing human resources (2 nd ed). Upper Saddle River: Prentice Hall, Inc. Government of Nepal.(2002).Education Rules, 2002. Nepal Gazette, 30 May, 2002. Gronlund, N. E. (1968). Constructing achievement tests (2nd ed.). U.S. A: Printice-Hall. Gupta, S. C. (2004). Fundamentals of statistics (6th ed.). Delhi: Himalaya Publishing House. Hardigan, P. H. & Carvajal, M. (2007). Job satisfaction. Sage publication. Jung, K., Moon, M. J. & Hahm, S. D. (2007). Do age, gender, and sector affect job satisfaction', 27 ( 2) . Sage publication. Khan, A. (n. d.). Performance appraisal’s relation with productivity and job satisfaction. Journal of managerial sciences, I (2). Retrieved from on 25 April 2009 from http://www.qurtuba.edu.pk/jms/default_files/JMS/1_2/7_ayaz.pdf . Khaniya, T. R. (2007). Privitization of education in Nepal. New horizons in education in Nepal. Kathmandu:………. Kitaev, I. (1999). Looking into the definition of private education. In UNESCO, Private education in Sub-Saharan Africa: a re-examination of theory and concepts related to its development and finance. UNESCO: Author. Koirala, B & Shrestha, C. B. (2060 B. S.). Educational management and organization. Kathmandu: Vidhyarthi Puatak Bhandar. Kothari, C. R. (2007). Research methodology-methods and techniques (2nd ed). New Delhi: New Age International (P) Limited. Lambert, E. G., Hogan, N. L. & Barton, S. M. (2002). Satisfied correctional staff: a review of the literature on the correlates of correctional staff job. Criminal justice and behavior, 29 (115). Retrieved on April 7, 2009 from http://cjb.sagepub.com. Luthans, F. (2008). Organizational behaviour (11th ed.). New York: McGrawHill. Mathis, R. L. and Jackson, J. H. (2000). Human resource management (7th ed.). Newyork: South-western college publishing. Nachmias, C. F. & Nachmias, D. (1996). Research methods in the social sciences (6th ed.). New York: Worth Publishers. Nepal Institutional Teachers Union. (2008). Sambodhan news letter, 2065, 1(1). Kathamandu: Author. Office of the Controller of Examination. (2007). Statistics. Kathmandu : Author. Oh my News: International world. Available: Oh my News International.htm. 2009-04-16 17:33 KST. Ololube, N. P. (n. d). Teachers job satisfaction and motivation for school effectiveness: an assessment. University of Helsinki Finland. Retrieved on 15 February 2009 from http://www.hcs.harvard.edu/~jus/0303/bishay.pdf. Paula, J.(1984). Teacher job analysis: a conceptual framework for analysis. Paper Presented at the annual Meeting of the National association for the Education of Young Children (Los Angeles, November 8-11). Rai, D. K., (2007). Motivational role for the effective school organization management in Kathmandu metropolitan city. Unpublished master degree dissertation, Education Planning & Management Depart, Mahendra Ratna Campus, Tahachal, Kathmandu. Regmi, K. D. (2006). Performance appraisal of faculty members: a study of Asian institute of technology, Thailand and of Kathmandu University. Unpublished M. Phil. Dissertation, Kathmandu University, Kathmandu. Sargent, T & Hannum E. (2003). Keeping teachers happy: job satisfaction among primary school teachers in rural China. University of Pennsylvania. Retrieved on 15 February 2009 from http://www.ssc.upenn.edu/china/gscf/documents/sargent_hannum.PDF. Save the children, Nepal. (n. d.). Education policies in Nepal, a historical review. Retrieved on March 5, 2008, from ptt://www.savethechildren.np/nepal/. Shah, J. B. (2004). A study on teacher motivation in Nepal. Unpublished M. Phil. Dissertation, Kathmandu University, Kathmandu. Shrestha, N. K. (2004). A study on teacher’s job satisfaction and its association with students’ academic performance in public secondary school : a case study of Kathmandu district. Unpublished M. Phil. Dissertation, Kathmandu University, Kathmandu. Shrestha, R. (1989).A study on work satisfaction and related issues of employed educated Nepalese women. Ph. D. Thesis, University of Delhi-110007. Siegel, L. S. & Lane, I. M. (1974). Psychology in industrial organizations. India: Tara Povevala Sons and Co. Pvt. Ltd. Singh, I. (1984). The effectiveness of the headmaster’s leadership on the teacher job satisfaction and morale as perceived by the teacher in Nepal. Unpublished Ph. D. Dessertation. Teachers college, Columbia University. Sunuwar, D. K. (2010, March 22). Private schools hike fee. The Kathmandu Post, XVIII (33). Tang, T. L., Kim, J. K. & Tang, D. S. (2002). Does attitude towardss money moderate the relationship between intrinsic job satisfaction and voluntary turnover' Human relations, 2000; 53 (213). Available: Sage publication. Thobega, M. & Miller, G. (n. d.). Relationship of supervision with job satisfaction and retention of high school agriculture teachers. Available: Internet source. UNESCO. (2008). Secondary education regional information base: country profile-Nepal. Bankok: Author. Wagley, M. P. & Poudel, L. (2055). Curriculum and evaluation (2nd ed).Kathmandu: Vidhyarthi Puatak Bhandar. Appendixes Annex I List of Sample Schools |S. N. |Name of Schools |Location | |01 |Angel Lord Eglish School |Kathmandu-35 | |02 |Babylon National School |Kathmandu-34 | |03 |Balgitanjali Ma. Vi. |Mulpani-3 | |04 |Bidhyaarjan Ma Vi. |Mulpani-4 | |05 |British Gorkha Academy Sec Bo. School |Kathmandu-3 | |06 |Cardinal Eng. Bo. School |Sheshnarayan-6 | |07 |Chandragiri Bidhyashram |Madevasthan-1 | |08 |Creative Academy |Kritipur-11 | |09 |Deepika Siksha Sadan |Kathmandu | |10 |Deneb Sec. School |Kathmandu-10 | |11 |Gotthatar English School |Gotthatar-3 | |12 |Green Star English School |Kathmandu-7 | |13 |Green Village Ma. Vi. |Kritipur-12 | |14 |Greenland Secondary School |Dakshinkali-1 | |15 |Greenwich Academy |Kathmandu-35 | |16 |Gyanniketan Ma. Vi. |Kathmandu-34 | |17 |Honour International School |Kritipur-1 | |18 |Kathmandu Intel School |Kathmandu-8 | |19 |Kriti Secondary School |Kritipur-16 | |20 |Kuleshwor Awas Secondary School |Kathmandu-14 | |21 |Miniland Englihs School |Danchhi-7 | |22 |Mount Glori Intel Bo School |Dhapasi-9 | |23 |Mt. Everest Ma. Vi. |Danchhi-9 | |24 |Nava Ratna Sec. Bo. School |Kathmandu-35 | |25 |Nepal Centre High School |Kathmandu-35 | |26 |Nexus Ec. School |Kathmandu-35 | |27 |Ocendental Ma. Vi. |Kathmandu-32 | |28 |Pacific Academy |Kathmandu-34 | |S. N. |Name of Schools |Location | |29 |Puspasadan Bo. High School |Kritipur-17 | |30 |Rarahill Secondary School |Kritipur-11 | |31 |Serene Vally High School |Kathmandu-10 | |32 |Shikharapur Community School |Dakshinkali-3 | |33 |Sneha English Sec. School |Kathmandu-10 | |34 |Sornimtara Bidhya Sadan |Kathmandu-35 | |35 |Subhakamana Academy |Kritipur-15 | |36 |Sypres School |Kathmandu-4 | |37 |Tribhuvan Seco. School |Sheshnarayan-2 | |38 |Ujjwal Secondary School |Kritipur-11 | |39 |Westpoint High School |Thankot-8 | Annex II A. Letter from Researcher Dear Respondent, As the partial fulfilment for the requirement of the course of M Phil in Educational Leadership, Kathmandu University, I am going to conduct a research on the title "Job Satisfaction of Institutional School Teachers of Nepal". So, I would kindly request you to respond to the questionnaire attached with this request letter based on facts as far as possible. I hope that your kind cooperation will be very important to ensure the success of the study. Further, I assure you that your responses will be confidential: no individual will be identified with his or her responses. Thank You Sincerely, Jiban Khadka M Phil, KU Balkumari, Lalitpur B. Letters from Kathmandu University C. Letter fro District Education Office Annex III Job Satisfaction Questionnaire Section A: Demographic Details Name of Teacher (Optional): ……………………………… Name of School: …………………………………………… Please tick in one box in each of the sections below: I. School Location: 1. Metropolitan 2.Municipality 3. VDC II. Gender 1.Male 2.Female III. Number of years service in teaching profession in private schools: 1. 1–5 2. 6–10 3. 11–15 4. 15–20 5. 21 and above IV. Subject teaching at present 1. Language (English or Nepali) 2. Natural Sciences (Physics, Chemistry, Biology, Computer science) 3. Mathematics (Compulsory Mathematics or Optional Mathematics) 4. Human Science (Health, Population and Environment Education, Social Studies or other Social Sciences) Section B: Job Satisfaction Please circle the one number for each question that comes closest to reflecting your opinion about it: 1 = Strongly Disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly Agree |1.On my present job, this is how I feel about salary, incentives and benefits: |Circle a number for each | |I am being paid a fair amount for the work I do. |1 |2 |3 |4 |5 | |I feel satisfied with my chances for salary increases. |1 |2 |3 |4 |5 | |Salary rises are too few and far between. |1 |2 |3 |4 |5 | |The provision of bonus is fair. |1 |2 |3 |4 |5 | |Leaves and holidays are given to enjoy or compensated. |1 |2 |3 |4 |5 | |There is provision of Provident Fund. |1 |2 |3 |4 |5 | |School provides Health Insurance. |1 |2 |3 |4 |5 | |The financial facilities match to the level of cost of living. |1 |2 |3 |4 |5 | |I am not satisfied with the incentives what I receive. |1 |2 |3 |4 |5 | |There is provision of gratuity. |1 |2 |3 |4 |5 | |The leaves, vacation and holidays are as per the current |1 |2 |3 |4 |5 | |Education Act ant Rules. | | | | | | |The benefit package what I am getting is equitable. |1 |2 |3 |4 |5 | |I am not satisfied with the benefits I receive. |1 |2 |3 |4 |5 | |Write the reasons for satisfaction and dissatisfaction (English or Nepali Language) | |Reasons for Satisfaction |Reasons for Dissatisfaction | |1. |1. | |2. |2. | |3. |3. | |4. |4. | |5. |5. | |2.On my present job, this is how I feel about work itself: |Circle a number for each | |Many of our rules and procedures make doing a good job. |1 |2 |3 |4 |5 | |Recruiting employees is on the basis of fair judgement. |1 |2 |3 |4 |5 | |The goals of the organization are not clear to me. |1 |2 |3 |4 |5 | |The job I do is well defined. |1 |2 |3 |4 |5 | |Work assignments are not fully explained. |1 |2 |3 |4 |5 | |The routine in my work is suitable for me. |1 |2 |3 |4 |5 | |There is work flexibility. |1 |2 |3 |4 |5 | |I have too much work to do at school. |1 |2 |3 |4 |5 | |The way my job provides for secure my future. |1 |2 |3 |4 |5 | |There is opportunity of advancement on this job. |1 |2 |3 |4 |5 | |The way layoff and demotions are avoided in my job. |1 |2 |3 |4 |5 | |I have chance to do different things from time to time. |1 |2 |3 |4 |5 | |The chance to make up my best abilities |1 |2 |3 |4 |5 | |I sometimes feel my job is meaningless. |1 |2 |3 |4 |5 | |Write the reasons for satisfaction and dissatisfaction (English or Nepali Language) | |Reasons for Satisfaction |Reasons for Dissatisfaction | |1. |1. | |2. |2. | |3. |3. | |4. |4. | |5. |5. | |3.On my present job, this is how I feel about working environment: |Circle a number for each | | I feel a sense of pride in doing my job. |1 |2 |3 |4 |5 | | I am comfortable with working conditions (heating, lighting, ventilation etc.) on this job. |1 |2 |3 |4 |5 | | The organization where I work has the pleasant working conditions. |1 |2 |3 |4 |5 | | The physical surrounding where I work is sound. |1 |2 |3 |4 |5 | | The way my workers are easy to make friends with. |1 |2 |3 |4 |5 | | I have freedom to use my own judgment. |1 |2 |3 |4 |5 | | The personal relationship between mangers and employees is |1 |2 |3 |4 |5 | |sound. | | | | | | | The spirit of co-operation among my co-workers is satisfactory. |1 |2 |3 |4 |5 | | I have chance to tell other teachers how to do things. |1 |2 |3 |4 |5 | |Communications seem good within this organization. |1 |2 |3 |4 |5 | |My job is enjoyable. |1 |2 |3 |4 |5 | |Write the reasons for satisfaction and dissatisfaction (English or Nepali Language) | |Reasons for Satisfaction |Reasons for Dissatisfaction | |1. |1. | |2. |2. | |3. |3. | |4. |4. | |5. |5. | |4. On my present job, this is how I feel about performance appraisal: |Circle a number for each | |I am given with clear job description. |1 |2 |3 |4 |5 | |Job performance standard is well defined. |1 |2 |3 |4 |5 | |I am satisfied where Managers/Principals regularly supervise my works. |1 |2 |3 |4 |5 | |I am not satisfied with the way my supervisor and I understand each other. |1 |2 |3 |4 |5 | |I am satisfied with the way I am noticed when I perform a good job. |1 |2 |3 |4 |5 | |I am satisfied what I get regular feedback after supervision. |1 |2 |3 |4 |5 | |I am satisfied with the few rewards for those who work here. |1 |2 |3 |4 |5 | |I am satisfied with the way promotions are given out- on this job. |1 |2 |3 |4 |5 | |I am satisfied with the recognition I get for the work I do. |1 |2 |3 |4 |5 | |I am satisfied with the way my mangers take cares of the complaints of the teachers. |1 |2 |3 |4 |5 | |I am satisfied with the way managers provide help on hard problems. |1 |2 |3 |4 |5 | |I am not satisfied with the way school provides trainings to the teachers. |1 |2 |3 |4 |5 | |I feel that my top level manager is fair to me. |1 |2 |3 |4 |5 | |I am satisfied with frequent praise, smiling and other such behaviours made by managers. |1 |2 |3 |4 |5 | |Write the reasons for satisfaction and dissatisfaction (English or Nepali Language) | |Reasons for Satisfaction |Reasons for Dissatisfaction | |1. |1. | |2. |2. | |3. |3. | |4. |4. | |5. |5. | Annex IV Standard Job Satisfaction Questionnaire used by Camilli (2004) The Teacher Job Satisfaction Questionnaire Instructions Please use the following scale to state how much you agree or disagree with the following statements. Please be completely honest as this survey is anonymous. 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral (neither disagree or agree), 4 = Agree, 5 = Strongly Agree _ 1. Teaching provides me with an opportunity to advance professionally. _ 2. Teacher income is adequate for normal expenses. _ 3. Teaching provides an opportunity to use a variety of skills. _ 4. When instructions are inadequate, I do what I think is best. _ 5. Insufficient income keeps me from living the way I want to live. __6. My immediate supervisor turns one teacher against another. _ 7. No one tells me that I am a good teacher. _ 8. The work of a teacher consists of routine activities. _ 9. I am not getting ahead in my present teaching position. _10.Working conditions in my school can be improved. _11. I receive recognition from my immediate supervisor. _12. If I could earn what I earn now, I would take any job. _13. I do not have the freedom to make my own decisions. _14. My immediate supervisor offers suggestions to improve my teaching. _15. Teaching provides for a secure future. _16. I receive full recognition for my successful teaching. _17. I get along well with my colleagues _18. The administration in my school does not clearly define its policies. _19. My immediate supervisor gives me assistance when I need help. _20. Working conditions in my school are comfortable. _21. Teaching provides me the opportunity to help my students learn. _22. I like the people with whom I work. _23. Teaching provides me limited opportunities for advancement. _24. My students respect me as a teacher. _25. I am afraid of losing my teaching job. _ 26. Teaching involves too many clerical tasks _ 27. My immediate supervisor does not back me up. _ 28. Teaching is very interesting work. _ 29. Working conditions in my school could not be worse. _ 30. Teaching discourages originality. _31. The administration in my school communicates its policies well. _32. I never feel secure in my teaching job. _33. Teaching does not provide me the chance to develop new methods. _34. My immediate supervisor treats everyone equitably. _35. My colleagues stimulate me to do better work. _36. My students come to class inadequately prepared. _37. Teaching provides an opportunity for promotion. _38. My immediate supervisor watches me closely _39. I am responsible for planning my daily lessons. _40. Physical surroundings in my school are unpleasant. _41. I do not have the freedom to use my judgment. _42. I am well paid in proportion to my ability. _43. My colleagues are highly critical of one another. _44. I do have responsibility for my teaching. _45. My colleagues provide me with suggestions or feedback about my teaching. _46. Teaching provides me an opportunity to be my own boss. _47. My immediate supervisor provides assistance for improving instruction. _48. I do not get cooperation from the people I work with. _49. My immediate supervisor is not afraid to delegate work to others. _50. Behavior problems interfere with my teaching. _51. Teaching encourages me to be creative. _52. My immediate supervisor is not willing to listen to suggestions. _53. Teacher income is barely enough to live on. _54. I am indifferent toward teaching. _55. The work of a teacher is very pleasant. _56. I receive too many meaningless instructions from my immediate supervisor. _57. I dislike the people with whom I work. _58. I receive too little recognition. _59. Teaching provides a good opportunity for advancement _60. My interests are similar to those of my colleagues. _61. I am not responsible for my actions. _62. My immediate supervisor makes available the material I need to do my best. _63. I have made lasting friendships among my colleagues. _64. Working conditions in my school are good. _65. My immediate supervisor makes me feel uncomfortable. _66. I prefer to have others assume responsibility. _67. Teacher income is less than I deserve. _68. I go out of my way to help my colleagues. _69. I try to be aware of the policies of my school. _70. When I teach a good lesson, my immediate supervisor notices. _71. My immediate supervisor explains what is expected of me. _72. Teaching provides me with financial security. _73. My immediate supervisor praises good teaching. _74. I am not interested in the policies of my school. _75. I get along well with my students. _76. Pay compares with similar jobs in other school districts. _77. My colleagues seem unreasonable to me ----------------------- Working Environment Maslow’s Hierarchy Herzberg’s two of Needs Factor Theory iv Gender Motivation Factor Subjects Demographic Variables Length of Service e. Perception Level f. Most Favoured Dimension g. Least Favoured Dimension h. Job Satisfaction Inter Linkage Pay, Incentives and Benefits Process Outcomes Inputs Hygiene Factor Field Study Results Employee Dissatisfied and Unmotivated Employee Satisfied and Motivated Employee not Dissatisfied and Unmotivated i Location Biological and Physiological Needs Basic Life Needs- Air, Food, Drink, Shelter, Wealth, Sex, Sleep etc. Affiliation/Love Work Itself Performance Appraisal Dimensions of Job Satisfaction Safety Needs Protection, Security, Order, Law, Limits, Stability etc. Belongingness and Love Needs Family, Affection, Relationships, Works Group etc. Esteem Needs Achievement, Status, Responsibility, Reputation Self-actualization Personal growth and fulfilment ion Personal growth and fulfilment Unsatisfied need → Wants → Tension → (Physical, Psychological and Sociological) → Drives → Search → Action to satisfy to Need and Motives → Achievement of Goal → Need satisfaction → result → Tension Free → Motivation toward Goal