JOB SATISFACTION AND TEACHERS’ TURNOVER: A STUDY ON PRIVATE UNIVERSITIES IN BANGLADESH

BANGLADESH RESEARCH PUBLICATIONS JOURNAL

ISSN: 1998-2003, Volume: 7, Issue: 2, Page: 142-152, July - August, 2012

JOB SATISFACTION AND TEACHERS’ TURNOVER: A STUDY ON PRIVATE UNIVERSITIES IN BANGLADESH

Md. Mizanur Rahman*1 and Md. Solaiman Chowdhury2

Md. Mizanur Rahman and Md. Solaiman Chowdhury (2012). Job Satisfaction and Teachers’ Turnover: A Study on Private Universities in Bangladesh. Bangladesh Res. Pub. J. 7(2): 142-152. Retrieve from http://www.bdresearchpublications.com/admin/journal/upload/09324/09324.pdf

Abstract The main objectives of this paper are to find out the important factors which determine job satisfaction of private university teachers’ in Bangladesh and to show the relationship between job satisfaction and teachers’ turnover. A total number of 150 teachers were selected from 15 private universities in Bangladesh. A structured questionnaire was designed to collect the relevant information from the respondents. Empirical results reveal that job satisfaction and turnover happen due job security, professional development, promotional opportunity, working autonomy, working environment, compensation package, and financial benefits. The study also reveals that there is a strong relationship between job satisfaction and teachers’ turnover at private universities in Bangladesh, and turnover has impact on quality education.

Key Words: Job Satisfaction, Teachers, Turnover, and Private Universities.

Introduction Teaching, particularly university teaching profession, is one of the most

prestigious and well respected professions in the entire world. The teachers are the thinkers and the developers of thinkers of a nation. Nevertheless, in the whole world teaching is considered as the root and nourishment of all others profession (Hanif, 2004). Private universities are proved and accepted way for quality higher education in the whole world (Mahaboob, 2009). In Bangladesh, Private universities were established to create more opportunities for students of higher education along with public universities. Every year a number of brilliant and highly qualified graduates from home and abroad have involved themselves as teachers of private universities, which is important for ensuring the quality of higher education. But unfortunately there are some factors i.e., lack of professional development and career development opportunity, inadequate salary and benefits, bureaucracy in administrative department and so on, that are causing dissatisfaction and turnover among private university teachers, Zakir Khan et al, (2010). In addition, some of the private universities are too meager to provide financial benefits including bonus, provident fund, and gratuity etc., but has tried to enforce corporate style office hours and 5-6 courses in a semester which seem to be an overload. Furthermore, excessive course load, poor quality of students, and bad relation with administration as well as peers are some reasons of dissatisfaction. As a result of dissatisfaction the performance of teachers are waning and quality of education is hampering.

Due to these reasons every year a good number of private university teachers are frequently switching their academic institutions and even professions. This scenario is not only undesirable but also harmful for academic

* Corresponding author: [email protected] 1 Lecturer, Department of Business Administration, Metropolitan University, Sylhet, Bangladesh 2. Lecturer, Department of Management Studies, University of Rajshahi, Rajshahi, Bangladesh

mailto:[email protected]

Job Satisfaction and Teachers’ Turnover

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institutions and for the overall quality and development of the nation’s education system in the long run.

Objectives of the Study

This study has been undertaken to show the relationship between job satisfaction and teachers’ turnover. In order to achieve this objective, the following subsequent objectives are considered

1. To find out the factors which determine job satisfaction of teachers’ of private universities.

2. To discover the nature of turnover on the overall job satisfaction. 3. To find out the relationship between teachers’ turnover and job

satisfaction. 4. To find out the impact on teachers’ turnover on quality education.

Methodology of the study Data Collection and Analysis

To conduct this study a highly structured questionnaire was designed in two parts to find out demographic information and factors that affect job satisfaction and teachers’ turnover. A survey was carried out among 150 teachers of 15 University Grants Commission (UGC) approved private universities in Bangladesh. To find out the influencing factors, 10 important factors have been considered as independent factors and only one factor is considered as dependent factor. These 10 factors are rated by five points Likert scale. To verify the collected data relating to influencing factors several statistical analysis and tests i.e., descriptive analysis, and hypotheses testing were conducted. Hypothesis testing includes Chi-Square test, ANOVA, and Z- test.

Hypothesis Testing The hypotheses of this study were formulated in terms of Null Hypothesis

(H0) and Alternative Hypothesis (Ha). The collected data support either H0 or Ha. The researchers also decided to use Z-test statistics in testing hypotheses because of large sample size. The level of Significant for the test is 95%. This makes the tabulated Z to be ±1.64 the acceptance region for the test becomes ±1.64

Hypothesis Testing 01: The factors of job satisfaction have no impact on teachers’ turnover (ANOVA Analysis).

Hypothesis Testing 02: Teachers’ turnover does not have relationship with job satisfaction (Z-Test). Hypothesis Testing 03: Teachers’ turnover has no impact on quality education at university (Z-Test).

Hypothesis Testing 04: Job Satisfaction is not effective to prevent the teachers’ turnover from the universities. (Chi-Square Test).

Empirical Results Teachers’ Demographic information Gender Analysis

Several investigations have found that women are more satisfied than men (Benge 1944; Stocford& kunze, 1950; Morse, 1953). Lower ambitions and lesser financial needs of women are some reasons behind this which are easily fulfill able. On the other hand, a number of studies found women are less satisfied than men in their jobs (Cole, 1940; Hulin &Smith, 1964).

Rahman and Chowdhury


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Figure 1: Gender Analysis Figure 1: Gender Analysis

The present study indicates that male teachers (75%) have substantially higher intention to turnover than female teachers (25%). The present study indicates that male teachers (75%) have substantially higher intention to turnover than female teachers (25%).

Age Analysis Age Analysis After reviewing a vast number of literatures on job satisfaction, Herzberg et

al., (1957) found certain patterns of relationship between age and job satisfaction. They found that job satisfaction is high for young employees immediately after their employment; drops sharply after the first few years and then begin to climb as the employees continue on their job.

After reviewing a vast number of literatures on job satisfaction, Herzberg et al., (1957) found certain patterns of relationship between age and job satisfaction. They found that job satisfaction is high for young employees immediately after their employment; drops sharply after the first few years and then begin to climb as the employees continue on their job.

22 to 2626%

26 to 3034%

30 to3412%

34 to 3811%

Above 38 Years17%

Age

Figure 2: Age Analysis Figure 2: Age Analysis

Figure 2 shows that the majority of private university teachers (34%) belong to the age level of 26 – 30 years, and a second majority (26%) belongs to the age bracket of 22-26 years. This scenario indicates majority of the teachers in private universities are considerably young. During this age range the young teachers tend to look for more stable or lucrative jobs such as government jobs or jobs in the corporate world. One of the most significant causes for seeking government jobs at this age range is age limit. In Bangladesh a person must be 30 years or less for getting a government job.

Figure 2 shows that the majority of private university teachers (34%) belong to the age level of 26 – 30 years, and a second majority (26%) belongs to the age bracket of 22-26 years. This scenario indicates majority of the teachers in private universities are considerably young. During this age range the young teachers tend to look for more stable or lucrative jobs such as government jobs or jobs in the corporate world. One of the most significant causes for seeking government jobs at this age range is age limit. In Bangladesh a person must be 30 years or less for getting a government job.

Level of Education Analysis Level of Education Analysis Most of the Private universities teachers are not only young in age they are

also at a very early stage in their academic line of work. The figure shows that in addition to looking for better opportunities, private university teachers also tend to go for higher education since most of the teachers have not completed a degree higher than a master degree.

Most of the Private universities teachers are not only young in age they are also at a very early stage in their academic line of work. The figure shows that in addition to looking for better opportunities, private university teachers also tend to go for higher education since most of the teachers have not completed a degree higher than a master degree.

Graduate

59%

M-Phil26%

PHD15%

Level of Education

Figure 3: Level of Education Analysis Figure 3: Level of Education Analysis The study found that 41% teachers have postgraduate research degree,

where as 59% are graduate. And the turnover rates of graduate completed teachers are higher than the post graduate completed teachers.

The study found that 41% teachers have postgraduate research degree, where as 59% are graduate. And the turnover rates of graduate completed teachers are higher than the post graduate completed teachers.



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Results and Findings of Job satisfaction and Teachers Turnover Criteria Job Security

Job security is an imperative influencing factors of job satisfaction. Lack of job security creates dissatisfaction among the teachers of private universities which may cause of a high turnover rate.

Figure 4: Job Security Analysis

From the figure it is found that 85 teachers (56.7%) are strongly dissatisfied, where as 63 teachers (42%) are dissatisfied and only 2 teachers (1.3%) are neither satisfied nor dissatisfied on the subject of their job security. Bureaucracy in Administrative Department

Bureaucracy is the combined organizational structure procedures, protocols and set of regulations in place to manage activity, usually in large organization (Ahmed, Faruqui and Zubayer, 2006). Regrettably is considered as a grave problem not only at private universities but also all other organizations.

Figure 5: Bureaucracy in Administrative Department Analysis

This survey reveals that (figure 5 shows) 45 teachers (30%) are dissatisfied, 75 teachers (50%) are strongly dissatisfied and 30 teachers (20%) are in neutral position about the bureaucracy in their administrative department of their universities. Teachers’ Autonomy

Autonomy has led to further gain in the concept of professionalism, like autonomy in setting standards of performance and autonomy is regulating terms and conditions of employment (Clarke, 1995). The lack of autonomy and self-control may the cause of dissatisfaction.

Figure 6: Teachers’ Autonomy Analysis



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This survey indicates that 59 teachers (39.3%) are strongly dissatisfied, 71 teachers (47.3%) are dissatisfied regarding their autonomy, excluding 11 teachers (7.3%) are satisfied about their autonomy because they think teaching profession is comparatively stress less and here they get more autonomy than other profession.

Career Advancement Opportunity

Figure 7: Career Advancement Opportunity Analysis

Since commendable graduate involved themselves as a teacher of private university, therefore, career advancement opportunity should be ensured to make them satisfied. But unfortunately teachers’ are not satisfied with the career advancement opportunity in private universities. The faculties do not stay in a single organization for a longer period of time, because the teaching career is challenging, but has very little growth opportunity (Rahman, 2004; 2006). From this study it is seen that 48 teachers (32%) are strongly dissatisfied, 82 teachers (54.7%) are dissatisfied about their career advancement opportunity. Whilst, 8 teachers (5.3%) are satisfied about their career advancement because they are the teachers of top ranked private universities

Salary and Fringe Benefits

Numerous studies have documented the influence of salary on rates of teacher turnover (Ondrich et al., (2005); Ingersoll, (2001); Murnane et al., (1991); Murnane & Olsen, (1990); Murnane & Olsen, 1989). Researchers have consistently found that teachers who were paid lower salaries were more likely to leave than those who were paid higher salaries. Ingersoll, (2004) reported that approximately half of the teachers who left the profession nationally cited poor salary as a factor and approximately two thirds said that better salaries would encourage teachers to stay in the profession.

Figure 8: Salary and Fringe Benefits Analysis

The research shows that 58 teachers (38.7%) are strongly dissatisfied, along with 66 teachers (44%) are not satisfied regarding their salary and firings benefits (Bonus, Gratuity, Pension Provident fund.)



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Teachers’ Evaluation System Teachers’ evaluation system plays an important role to find out the potentiality of a teacher. But the system is quite ineffective which leads to teachers’ dissatisfaction (Jamal, 2004)).

Figure 9: Teachers’ Evaluation System

However, this research shows that 12 teachers (08%) are strongly dissatisfied, 92 teachers (61.3%) are dissatisfied, and 29 teachers (19.03%) are neutral regarding teachers evaluation system. Since most of the private universities use a questionnaire to evaluate the performance of a teacher and sometimes students do not ensure the proper feedback. Research and Publications Facilities Research and publications adds value in the career advancement process for the university teachers (Yanagihara, 2007). Due to this reason teachers’ of the university should be emphasized on research, study and teaching (RST). Opposite scenario, nevertheless, is found in teaching profession in Bangladesh.

Figure 10: Research and Publication Facilities Analysis

According to this research 28 teachers (18.7%) are strongly dissatisfied, 85 teachers (56.7%) are dissatisfied and 21 teachers (14%) are neutral regarding the publication facilities. Whereas, only 16 teachers (10.7%) are satisfied about their research and publications facility.

Physical Working Facilities The sources of job satisfaction not only arise from job but also from their

physical working facilities and working environment.

Figure 11: Physical Working Facilities Analysis



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This researc 0%) are strongly s

universities are highly dissatisfied with course allocation

h paper indicates that 45 teachers (3dissati fied, 77 teachers (51.3%) are dissatisfied and 13 teachers (08.7%) are neutral regarding the physical working facilities they have in their workplace. Nevertheless 15 teachers (10%) are satisfied about the facilities and most of them top ranked university teachers.

Works Load and Schedule Teachers’ of private as they claim that sometimes it creates extra burden for them, which hampered quality teaching. From the survey it is found that, in some universities it is mandatory to teach four to five courses per semester, which generate pressure for the teachers. The university authorities compel the teachers to take extra courses due to not having sufficient teachers.

Figure 12: Work Load and Schedule

Due to this reason 26 ngly dissatisfied, and

ion ionship with one’s associates is undoubtedly an important factor in

job sat

.7% and 52%) are respectively strodissatisfied, while 25 teachers (16.7%) are neutral regarding their work load and schedule.

Peers RelatThe relatisfaction. Several investigators have found that congenial work association

and opportunities for social interactions are important determination of job satisfaction (e.g., Walker and Guest, 1952).

Figure 13: Peers Relation Analysis

Vroom (1964) has studies confirming the ignora

given an extensive review of thence of good relations among the employees for their job satisfaction.

However, this paper indicates that 38 teachers’ (25.3%) are strongly dissatisfied, 66 teachers’ (44%) are not satisfied, 25 teachers (16.7%) are neutral and 21 teachers’ (14%) are satisfied regarding their relations with peers



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Test of Hypothesis Hypothesis: 1 Ho: The factors of job satisfaction have no impact on teacher’s turnover Ha: The factors of job satisfaction have impact on teacher’s turnover

Source of Variation

SS df MS F P-value F crit

Between Groups 81.18933 9 9.021037 13.2706 1.31E-20 1.886151 Within Groups 1012.867 1490 0.679776

Total 1094.056 1499

Table 1: ANOVA Analysis The above table shows that the calculated value of F (13.2706) which is

higher than the table value of 1.88 at 5% level with d.f (degree of Freedom) being V1 (between the groups) and V2(Within the groups). Therefore this analysis does not support the null hypothesis (Ho) of the factors of job satisfaction have no impact on teachers turnover. We may therefore conclude that the factors of job satisfaction have impact on teacher’s turnover.

Hypothesis: 2 H0: Teachers’ turnover does not have relationship with job satisfaction.

Ha: Teachers’ turnover has a relationship with job satisfaction.

The question relating to hypothesis was: Do you think teachers’ turnover has positive relationship with job satisfaction?

On the basis of the responses of the 150 respondents following table is designed

Nature of Responses Number of Responses Percentage Yes 127 84.67% No 23 15.33%

Total collected data(2012)

150 100%

Table 2: Source: Field Survey The table shows that, out of 150 teachers’ 127 agreed that teachers’

turnover has positive relationship with job satisfaction. Moreover only 23 teachers’ does not agree that teachers’ turnover has positive relationship with job satisfaction. Accordingly, only 23 teachers’ supported null hypothesis (Ho).

Formulation of the Hypothesis: The researchers formulated the null hypothesis (Ho), that the number of success sample

X is equal to 23: H0=23

X is not equal to 23: Ha≠23

We know the formula of

Z= = -8.675

Since Z- calculated value (-8.675) < Z- table value (-1.64). It falls outside the acceptance region. Therefore, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Consequently, it can be said that teachers’ turnover has a relationship with job satisfaction.



150

Hypothesis: 3 Ho: Teachers’ turnover has no impact on quality education at university.

Ha: Teachers’ turnover has impact on quality education at university

The question relating to hypothesis was: Do you think teachers’ turnover has impact on quality education at university?

On the basis of the responses of the 150 respondents following table is designed

Nature of Responses Number of Responses Percentage Yes 97 64.67% No 53 35.33% Total collected data (2012) 150 100%

Table 3: Source: Field Survey The table shows that, out of 150 teachers’ 97 agreed that teachers’

teachers’ turnover has no impact on quality education at university. In addition to only 53 teachers’ does not agree that teachers’ turnover has no impact on quality education at university. Therefore, only 53 teachers’ supported null hypothesis (Ho).

Formulation of the Hypothesis: The researchers formulated the null hypothesis (Ho), that the number of success sample

X is equal to 53: H0=53

X is not equal to 53: Ha ≠53

We know the formula of

Z= = -03.675

Since, Z- calculated value (-03.675) < Z- table value (-1.64). It falls outside the acceptance region. Hence, the Null Hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted. Thus it can be concluded that teachers’ turnover has impact on quality education at university Hypothesis: 4 Ho: Job satisfaction is not effective to prevent the teachers’ turnover from the universities.

Ha: Job satisfaction is effective to prevent the teachers’ turnover from the universities

Job Satisfaction vs. Turnover Turnover: B Not Turnover: b Total Satisfied: A 07 58 65 Not Satisfied: a 55 30 85 Total 62 88 150

Table 4: Source: Field Survey

Expectation of (AB) = N

BA )()( × when, A represents job satisfaction and B

represents teachers ‘turnover. Now using expectation of (AB), we can write the table of expected values as follows:



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Calculation Table

Group

Observer frequency

(Oij)

Expected frequency (Eij)

Oij - Eij

(Oij - Eij)2

(Oij - Eij)2 /

Eij

AB 07 150

)62()65( × =26.87 -19.87 394.82 14.70

Ab 58 150

)88()65( × =38.13 19.87 394.82 10.35

aB 55 150

)62()85( × =35.13 19.87 394.82 11.23

ab 30 150

)88()85( × =49.87 -19.87 394.82 07.91

Putting the calculated value in chi-square formula, we get, X2 = ∑ = Eij

Eij) - (Oij2

44.19

Here, the degree of freedom = (r-1) (c-1) = (2-1) (2-1) = 1. The table value for 1 degree of freedom at 5 percent level of significant is 3.841. The calculated value of X 2 = 44.19 that is much higher than the table value. Thus the experiment doesn’t support the null hypothesis (H0) that means null hypothesis (Ho) must be rejected. Accordingly it can be concluded that Job satisfaction is very effective to prevent the teachers’ turnover from the universities.

Conclusion This study has identified that there are some factors which have impact on

as well as significantly affect teachers’ turnover in private universities in Bangladesh. In particular, the study has found that lack of job security, bureaucracy in administrative department, poor working condition, poor salary and fringe benefits, lack of autonomy, excessive work load, poor compensation package directly influence on teachers and cause job dissatisfaction which increase the rate of teachers’ turnover in private universities in Bangladesh, many private universities are left yearning for experienced teachers. So it can be said that there is a relationship between job satisfaction and teachers’ turnover. Continuous outflow of teachers adversely affects the students’ academic chart and breaks continuity in the teaching-learning process, which indicates teachers’ turnover has a negative impact on quality education at private universities of Bangladesh.

It has also been found that job satisfaction is effective to prevent the teachers’ turnover from the universities especially private universities. If the private universities want to reduce the rate of teacher turnover, the administration must change their relevant administrative policies, and must put in place strategies that will ensure teacher job satisfaction( e.g., better pay, conditions of work, ensure professional development, try to meet teachers’ reasonable expectations, value them and must also control external influence).

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JOB SATISFACTION AND TEACHERS’ TURNOVER: A STUDY ON PRIVATE UNIVERSITIES IN BANGLADESH