job satisfaction of secondary school teachers in thimphu district of

JOB SATISFACTION OF SECONDARY SCHOOL TEACHERS IN THIMPHU DISTRICT OF BHUTAN

SANGAY DRUKPA

A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR

THE DEGREE OF MASTER OF EDUCATION (EDUCATIONAL MANAGEMENT)

FACULTY OF GRADUATE STUDIES MAHIDOL UNIVERSITY

2010

COPYRIGHT OF MAHIDOL UNIVERSITY

Copyright by Mahidol University



iii

ACKNOWLEDGEMENTS

The credit for the successful completion of this thesis goes to my major advisor, Lecturer Dr. Arisara Leksansern, without her tireless, unwavering and continuous support, this thesis would not have taken up this shape. She has been my epitome for the source of inspiration and encouragement during the whole course of this research which was very instrumental. I will remain immensely indebted to the gem of a person who manifested as my major advisor and believing in me.

I am equally indebted to Assoc. Prof. Dr. Naranan Suriyamane, my co-advisor for continuous support and guidance. I will always cherish her positive comments in paving the road towards the successful completion of this thesis.

I also would like to extend my heartfelt gratitude to Lecturer Dr. Patreya Kitcharoen my co-advisor for her invaluable support, feedback and with words of encouragement during the whole course of this research. I am highly indebted to her too.

I must not forget my external examiner and the chairperson of the graduating committee, Dr. Suwanna Nakwiboonwong for sparing her precious time amidst her busy schedule in going through my work and helping me to graduate. I am also grateful to all the support staff of the Faculty of Social Science and Humanities, especially Mrs. Rutrada Sawatdiphab, for always rendering her helping hands in times of need. My sincere thanks goes to the principals, teachers and staff of Mothithang HSS, Kelki HSS, Lungtenzampa MSS, Changangkha LSS, Changzamtog LSS, Zilukha LSS and Jigme Namgyel LSS in Bhutan for rendering their help in fruitful collection of my data for the research. Most of all, I would like to thank the Ministry of Education, Bhutan for nominating me for this program and I must not forget in thanking my sponsor Thailand International Cooperation Agency (TICA) for funding my study in Mahidol University. Pen-ultimately, I might not do justice if I don’t thank my friends in Bhutan, class mates in the same program, Bhutanese fellow students studying in Mahidol and my friends from Sri Lanka studying in Mahidol, who constantly reminded me the purpose of my stay in Thailand and always lending me their helping hands.

Ultimately, I would like to thank my parents and family, who were always there for me with their love, encouragement and support.

SANGAY DRUKPA


Fac. of Grad. Studies, Mahidol Univ. Thesis / iv

JOB SATISFACTION OF SECONDARY SCHOOL TEACHERS IN THIMPHU

DISTRICT OF BHUTAN

SANGAY DRUKPA 5137867 SHEM/M

M.ED. (EDUCATIONAL MANAGEMENT)

THESIS ADVISORY COMMITTEE: ARISARA LEKSANSERN, Ed.D. NARANAN

SURIYAMANEE, Ed.D., PATREEYA KITCHAROEN, Ph.D

ABSTRACT The purposes of this study were to study the level of job satisfaction of teachers

teaching in secondary schools in Thimphu District of Bhutan and to compare the level of job

satisfaction of teachers teaching in secondary schools in Thimphu District of Bhutan with

regard to the personal characteristics and job characteristics with that of some of the aspects of

job satisfaction (work, income, working condition self esteem, policy and management,

intrinsic rewards and interpersonal relations..

The research method applied in this study was descriptive survey method. The

researcher used questionnaire as the main instruments for this study. The data was analyzed

using descriptive statistics, t-test and f test. The findings indicated that the overall job

satisfaction was at satisfied level. Aspects like different age, gender, years of teaching

experience and present position in the school were found to be statistically significant and

marital status, teaching hours, qualification and school level were not statistically significant.

Although the satisfaction level is at satisfied level, there are some aspects like income, self

esteem and intrinsic reward where the teachers showed the satisfaction to a moderate level.

The findings of the research will be a bench mark or the board for the policy makers

and the implementers in torching the avenues of improvement in raising the level of job

satisfaction of teachers teaching in the secondary schools in Thimphu district of Bhutan. It will

help the other future researchers in knowing the facts and figures and also the job satisfaction

level of teachers teaching in secondary schools in Thimphu district of Bhutan.

KEY WORDS: JOB SATISFACTION/ SECONDARY SCHOOL TEACHERS/ BHUTAN.

79 pages


v

CONTENTS

Page

ACKNOWLEDGEMENT iii ABSTRACT iv

LIST OF TABLES x

LIST OF FIGURES xii

LIST OF ABBREVIATIONS xiii

CHAPTER I INTRODUCTION

1.1 Background and Significance of the Problem 1

1.2 Research Questions 4

1.3 Research Objectives 4

1.4 Research Hypotheses 4

1.5 Scope of the Study 4

1.6 Research Contributions 5

1.7 Operational Definition of Terms 5

1.8 Conceptual Framework 8

CHAPTER II LITERATURE REVIEW

2.1 Education System in Bhutan 9

2.2 Background of Thimphu District 11

2.3 Concepts and Definition of Job Satisfaction 12

2.4 Major Theories of Job Satisfaction 14

2.5 Variables Contributing to Job Satisfaction 20

2.6 Other Factors Contributing to Job Satisfaction 24

2.7 Measurement of Job Satisfaction 25

2.8 Related Research 27


vi

CONTENTS (cont.)

Page

CHAPTER III RESEARCH METHODOLOGY

3.1 Research Design 31

3.2 Population and Sample 31

3.3 Sampling Method 33

3.4 Research Instrument 34

3.5 Quality of the Research Instrument 35

3.6 Data Collection 36

3.7 Data Analysis 37

CHAPTER IV RESULTS

4.1 Personal characteristics and job characteristics of the sample 38

4.2 Job satisfaction of the secondary school teachers in Thimphu

district of Bhutan 41

4.2.1 Satisfaction level on work 41

4.2.2 Satisfaction level on Income 42

4.2.3 Satisfaction level of working condition 43

4.2.4 Satisfaction level of Self Esteem 44

4.2.5 Satisfaction level of Policy and Management 44

4.2.6 Satisfaction level of intrinsic reward 45

4.2.7 Satisfaction level of Interpersonal relation 46

4.2.8 Summary of the overall satisfaction level of

job satisfaction of secondary school teachers

in Thimphu district of Bhutan 47

4.3 Analysis of the effect on the level of Job Satisfaction of


vii

CONTENTS (cont.)

Page

secondary school teachers in Thimphu district of Bhutan by

the personal characteristics and job characteristics 47

4.11 Difference in Age and Job Satisfaction 48

4.12 Comparison test showing the difference

between ages 48

4.13 Gender difference and Job Satisfaction 49

4.14 Difference in Marital status and Job Satisfaction 49

4.14 Difference in Qualification and Job Satisfaction 50

4.16 Difference in Years of teaching experience and

Job Satisfaction 50

4.17 Comparison test showing the difference between

teaching experience 51

4.18 Difference in Present position in the school

and Job Satisfaction 51

4.19 Comparison test showing the difference

of present position in the school 52

4.20 Difference in Teaching hours and Job Satisfaction 52

4.21 Difference in School level and Job Satisfaction 52

4.4 Summary of the research result 53

CHAPTER V DISCUSSION

5.1 General Profile of the sample 54

5.2 Job satisfaction of the of the secondary school


viii

CONTENTS (cont.)

Page

teachers in Thimphu district of Bhutan 56

5.3 Discussion of Difference between personal

characteristics and job characteristics and its impact

or the effect on the level of job satisfaction of the

secondary school teachers in Thimphu district of Bhutan 58

5.3.1 Difference of Age and Job Satisfaction 58

5.3.2 Gender and Job Satisfaction 59

5.3.3 Difference of Marital status and Job Satisfaction 59

5.3.4 Difference of Qualification and Job Satisfaction 60

5.3.5 Difference of Teaching Experience and

Job Satisfaction 60

5.3.6 Difference in Present position in the

school and Job Satisfaction 61

5.3.7 Work load and Job Satisfaction 61

5.3.8 School Level and Job Satisfaction 62

CHAPTER VI CONCLUSIONS AND RECOMMENDATIONS

6.1 Summary of the Research Findings 63

6.2 Summary of the overall job satisfaction of secondary

school teachers of Thimphu district of Bhutan 65

6.3 Analysis of the effect on the level of job satisfaction

of the secondary school teachers in Thimphu district

of Bhutan by the personal characteristics and job characteristics 65


ix

CONTENTS (cont.)

Page

6.4 Recommendations 67

6.4.1 Recommendations from the findings for policy

decision making 67

6.4.2 Recommendations for further studies 68

BIBLIOGRAPHY 69

APPENDIX 74

BIOGRAPHY 79


x

LIST OF TABLES

Table Page

3.1 The sample size of secondary teachers in

Thimphu district 33

3.2 Measurement scale of satisfaction level 34

3.3 Division of seven facets of job satisfaction into 46 items 34

3.4 Criteria for understanding the means of satisfaction level 35

4.1 Number and percentage of the personal characteristics

of the sample 38

4.1 Number and percentage of the personal characteristics

of the sample (Cont.) 39

4.2 Number and percentage of the job characteristics

of the sample 40

4.3. Satisfaction level on work 41

4.4 Satisfaction level on income 42

4.5 Satisfaction level of working condition 43

4.6 Satisfaction level of self esteem 44

4.7 Satisfaction level of policy and management 44

4.8 Satisfaction level of intrinsic reward 45

4.9 Satisfaction level of interpersonal relation 46

4.10 Summary of the overall satisfaction level of

job satisfaction of secondary school teachers in

Thimphu district of Bhutan 47

4.11 Difference in age and job satisfaction 48

4.12 Comparison test showing the difference between ages 48

4.13 Gender difference and job satisfaction 49

4.14 Difference in qualification and job satisfaction 49

4.15 Difference in marital status and job satisfaction 49


xi

LIST OF TABLES (cont.)

Table Page

4.16 Difference in years of teaching experience and

job satisfaction 50

4.17 Comparison test showing the difference between

teaching experience 50

4.18 Difference in Present position in the school

and Job Satisfaction 51

4.19 Comparison test showing the difference of present

position in the school 51

4.20 Difference in Teaching hours and Job Satisfaction 52

4.21 Difference in School level and Job Satisfactio 52

4.22 Summary of the research result 53


xii

LIST OF FIGURES

Figure Page

1.1 Conceptual Framework 8

1.2 Map of Bhutan 10

1.3 Map of Thimphu District 11

1.4 Maslow’s Hierarchy of Need Pyramid 15

1.5 Herzberg’s two-factor theory 17


xiii

LIST OF ABBREVIATIONS

ANOVA Analysis of Variance B. Ed (S) Bachelor of Education (Secondary) B. Ed (P) Bachelor of Education (Primary) CAPSD Curriculum and Professional and Support Division EMSSD Education Monitoring and Support Services Division EPGI Education Policy Guidelines and Instructions ERG Theory Existence Related and Growth Theory GNH Gross National Happiness HM His Majesty King Jigme Singye Wangchuck HRD Human Resource Division HSS Higher Secondary School JDI Job Descriptive Index LSS Lower Secondary School MA Masters in Arts M.Com Masters in Commerce M.Ed Masters in Education MoE Ministry of Education MoF Ministry of Finance M.Sc Masters in Science MSS Middle Secondary School MSQ Minnesota Satisfaction Questionnaire NFE Non Formal Education Nu. Ngultrum PCS Position Classification System PGCE Post Graduate Certificate in Education PHC Population and Housing Census PPD Policy and Planning Division PTC Primary Teaching Course SD Standard Division


Fac.of Grad. Studies, Mahidol Univ. M.Ed. (Educational Management) / 1

CHAPTER I

INRODUCTION

1.1 Background and Significance of the Problem

Teachers have a very vital role in molding and refining the intellectual

capacity of children during the phase of student hood or the formative period in the

school. The values and the knowledge that the teacher impart and instills to the

students determine the future of the child and future of the nation as they are the

citizens of tomorrow. Be it in a kindergarten or primary school or middle school or

high school or higher secondary school, name it. Teachers are the tools and provider of

tools and the world for the children to develop into responsible citizens. On visiting

the reviews conducted by Bruce Fuller, with regard to the factors that causes the

students achievement level, it was found out that teachers’ content level, pedagogy and

education level caused the level of students progression.(Fuller, 1987; Fuller and

Clarke, 1994 cited by Sargent & Hannum, 2003). Similarly, His Majesty the Fourth

Druk Gyalpo, King Jigme Singye Wangchuck, King of Bhutan, always reminds that

“the future of our nation lies in the hands of our children and the future of the children

lies in the hands of the teachers.” As a teacher, challenging though but it is quite

rewarding and satisfying to witness the students progress, thus gives zeal and a drive

for further challenges in store.

On the contrary, the profession becomes frustrating and stressful when one

has to deal with larger class strength, bigger school as a whole which means a greater

work load, unmotivated perks, less recognition, top down management, non conducive

working environment, less training opportunities, striving hard in meeting the national

education goal, school climate, and school culture and so on. In the process of

teaching and learning, teachers the main stake holder, should be satisfied with his job

as it’s the basic requirement in the profession (Digumarti Baskara Rao and Damera


Sangay Drukpa Introduction / 2

Sridhar, 2003). In any of the educational setting, the goals and objectives can be scaled

and conquered only if the teachers are satisfied with their job.

Occasionally, teachers have to encounter with the rude behaviors of the

students, come in better terms with the society and the people around. Almost all the

teachers in Bhutan work for 10 months, February to December with two weeks mid

term break in July making it a 180 working days and spending almost 8 hours daily in

the school excluding the time spent at home correcting students’ assignments and

planning course outline. The only break for seven weeks during the winter holidays is

the time to spend with family and meeting kith and kin and visiting ones home town

and attending the personal needs. Once the academic session starts, teachers have no

time to attend to ones personal needs and duties. Obligations are overshadowed by the

professional duties. Paying visit to the hospital, visiting the bank, paying electricity,

telephone and other bills, paying condolence to some one the teacher knows has to be

bargained with the 10 days entitled casual leave. With such scenario existing, job

satisfaction is always questioned, which in fact gives way to the question of quality

education.

Those teachers placed in the remote districts of Bhutan, have their own

stories to share. They are barred from all the modern amenities and have to face all the

harsh realities. They have to work with minimal facilities with all the indigenous

locals, tap the talents of the students, refine the crude teaching learning process to

deliver a quality education to the students.

On the other hand, teachers placed in Thimphu district, the capital city of

the country, placed and transferred on various grounds. Around 18% of the teaching

population of the country resides in various schools, in Thimphu district itself. They

have there own share of stories to tell too, although living in a better position

compared to the teachers placed in a remote districts. (MoE, 2004)

Although, Bhutan has really progressed in the field of education compared

to the inception of modern education in the 1950s till now, yet quality of education is

still a much debated topic among the Bhutanese. The issues were even raised in the



National Assembly by various people representatives time and again. (Kuensel, dated

7 June 2006)

Teachers are the main stake holders in imparting quality education.

Therefore, when the government revised the salaries for civil servants in Bhutan in

2009, teachers were given additional allowances depending on the number of years

they have served. All the civil servants serving in the kingdom were given a pay rise

of 35% flat rate and for teachers, additional 10% of the basic pay as allowance for

those teachers serving more than 5 years but less than 10 years; 15% of the basic pay

as allowance for those teachers serving more than 10 years but less than 15 years; 20%

of the basic pay as allowance for those teachers serving more than 15 years. The

allowance is to be paid over and above the salary with the intention to promote higher

performance, improved efficiency and meritocracy in the system. So that the teachers

will be motivated and satisfied. (MoF, 2009).

Looking at the past situation and the present situation of teachers in

Bhutan, who are paid well after the pay revision, it is very important to research the

level of job satisfaction of teachers. So that the new government or the policy makers

will be informed about the level of job satisfaction of teachers and frame the policy

and explore new avenues in reaching the new heights of the quality of education.

According to the statistics provided by the Ministry of Education, Bhutan

in 2008, there are 18% of the teaching population of Bhutan, teaching in Thimphu

Dzongkhag out of the 5,745 teachers teaching in Bhutan, making it to 1,022 teachers

in Thimphu district itself. Teachers in Thimphu district, which is the capital city share

the same work load, or may be even more compared to the number of students’

enrollment in urban area than in rural areas. But they are better challenged by the

expectations of the educated parents residing in the city and getting sandwiched

between the system and the community and the living standard rocketing high. The

only advantages the teachers enjoy are the modern amenities and avenues in the city

depending on the financial capacity. But the level of job satisfaction of teachers can

still be questioned in Thimphu district (General Statistics, MoE, 2008). Now after the

pay revision of the civil servants and with some additional allowances for the teachers



since January 2009, it’s very important to measure the level of job satisfaction of the

teachers living in urban areas like the Thimphu district specially the teachers teaching

in secondary schools as the secondary schools in Bhutan house the children from pre

primary till grade XII. Although the secondary schools are named into various level

depending on the grades the school house like the Lower secondary school with grade

preprimary to VIII, Middle secondary schools with grade VII to X and Higher

secondary with grades IX to XII.

1.2 Research Questions

1.2.1 What is the level of job satisfaction of teachers teaching in secondary

schools in Thimphu district of Bhutan?

1.2.2 Do any differences exist in the level of job satisfaction with regard to

age, gender, marital status, qualification, teaching experience, position, work load, and

school level?

1.3 Research Objectives

1.3.1 To identify the level of job satisfaction of teachers teaching in

secondary schools in Thimphu district of Bhutan

1.3.2 To compare job satisfaction of teachers teaching in secondary schools

in Thimphu district of Bhutan with regard to the personal characteristics and job

characteristics.

1.4 Research Hypotheses

1.4.1 The teachers’ job satisfaction is different by their personal

characteristics such as age, gender, marital status, qualification and teaching

experience.

1.4.2 The teachers’ satisfaction is different by their job characteristics such

as position, teaching hours and school level.



1.5 Scope of the Study

The questionnaires is developed based on the similar studies and are

modified from similar works on major job satisfaction theories of Herzberg (1979),

Maslow (1954), Alderfer (1972), Locke (1976) and others. The main purpose of this

research is to measure the level of job satisfaction of the teachers teaching in

secondary schools in Thimphu district in Bhutan. The study includes only the teachers

of secondary schools in Thimphu district of Bhutan. Thimphu district has 11 lower

secondary schools, 4 middle secondary schools and 5 higher secondary schools

excluding the Community primary school and the Primary schools. The population of

this study includes the 799 teachers teaching in secondary schools in Bhutan and the

sample size is 267 teachers teaching in secondary schools in Thimphu district of

Bhutan.

1.6 Research Contributions

The findings of the research will be a bench mark or the spring board for

the policy makers and the implementers in torching the avenues of improvement in

raising the level of job satisfaction of teachers teaching in the secondary schools in

Thimphu district of Bhutan.

1.7 Operational Definition of the Terms

Secondary teachers refer to the teachers teaching in the secondary school

in Thimphu District, including Lower secondary school, Middle secondary school and

higher secondary.

Job satisfaction refers to the feelings of the individual towards its work. It

can be positive or negative thoughts towards the job the individual does. It can be

measured through the contentment the worker under goes. If the worker is content

with what he receives at the end of a job, it’s a positive feeling which means that the

worker is satisfied with it. But the negativity arises when an individual is not content

with the work or the end result of the work. The satisfaction level reflects the input of

the worker.



Secondary school is generally categorized into three level; Lower

Secondary School, Middle Secondary School and Higher Secondary School.

Age refers to the life span of the teacher after he or she was born till the

present day.

Gender refers to male and female teachers.

Marital Status refers to the marital condition of the teacher, whether

single or married or divorced or widowed.

Qualification refers to the degree the teacher holds or the degree obtained

by the individual like that of Post Secondary, Bachelor, Post Graduate and Masters

degree.

Teaching Experience refers to the number of years the teacher has served

in various schools.

Position refers to the responsibility the person shoulders in the school like

that of administrative responsibilities and academic responsibilities besides the

mundane teaching responsibilities. Like Principals and Vice Principals shoulder the

responsibilities of the administration, management and teaching whereas the Master

teachers, senior teachers and the teachers are associated with teaching including the co

curricular responsibilities.

Work Load refers to number of hours the teachers has to teach in the

classes per week. It’s calculated in average of the teaching hours.

School level refers to the four levels of schooling system, Lower

Secondary Schools has the grade levels from Pre-primary to grade VIII, Middle

secondary Schools has grade VII to X and Higher Secondary school has grade IX to

XII.

Work refers to the nature of the job but in this research it refers to the

nature of the teaching job, whether the job is a mundane affair or challenging and

whether the job is allocated depending on the individuals ability or not.



Income refers to the amount paid by the school or the government to the

teacher at the end of each month as a salary.

Working Condition refers to the availability of the basic infrastructure

like the school buildings, enough space, proper ventilation, furniture, games and sports

facilities, teaching learning materials, safe environment which is free from the health

hazards and proper place for the teacher to plan and work.

Self Esteem reflects a person's overall evaluation or appraisal of his or her

own worth. What is the worth of an individual in the work place reflects the self

esteem.

Policy and Management refers to the organizational policy which governs

the working of the company and Management refers to the superiors and co workers

working in line with the policy.

Intrinsic Rewards refers to the achievement, recognition, responsibility,

advancement, the work itself and the possibility of growth.

Interpersonal Relation refers to the team work, consultation, friendliness,

and supportive relation with the superiors and co-workers.

1.9 Conceptual Framework The conceptual frame work followed the objectives of the study and was

developed by integrating variables from different theories and related researches on

job satisfaction from literature review.

Independent variables are classified into personal characteristics (age,

gender, marital status, qualification and teaching experience) and job characteristics

(position, work load and school level). On the other hand, dependent variable consists

of job satisfaction which is used from major theories of Herzberg, Maslow, Alderfer,

Locke and others. There are seven facets of job satisfaction: work, income, working

condition, self esteem, policy and management, intrinsic reward and interpersonal

relations.



Independent Variables Dependent Variables

Figure 1.1 Conceptual Framework

Job satisfaction

1. Work

2. Income

3. Working Condition

4. Self Esteem

5. Policy and Management

6. Intrinsic Rewards

7. Interpersonal Relations Job characteristics

1. Position

2. Teaching Hours

3. School Level

Personal characteristics

1. Age

2. Gender

3. Marital Status

4. Qualification

5. Teaching Experience



CHAPTER II

LITERATURE REVIEW

Upon reviewing various literatures related to the research on job

satisfaction, the researcher presents the chapter in the following details.

2.1 Education System in Bhutan

2.2 Background of Thimphu District

2.3 Concepts and Definition of Job Satisfaction

2.4 Major Theories of Job Satisfaction

2.5 Variables Contributing to Job satisfaction

2.6 Other Factors Contributing to Job satisfaction

2.7 Measurement of Job Satisfaction

2.8 Related Researches

2.1 Education System in Bhutan

Prior to the arrival of modern western education system in the country in

the early 50’s, monastic education was deep rooted in the Bhutanese traditional and

cultural values and till date still values the system. But with the dawn of era of the

modern western education system in Bhutan in the 1950’s, there was shift of paradigm

in the field of education. Bhutan government started its western education system with

mere numbers of schools scattered in selected districts. Bhutanese people welcomed

and embraced the new western education system without shunning the monastic

education. In 1961, when the first five year plan was incepted, to address the socio-

economic development of the country, the education system accelerated at a very

consistent speed to answer the basic educational needs of the people and produce

enough human resource for the socio economic development of the nation. Since the

inception of modern education system in Bhutan prior to till date, Bhutan has made


Sangay Drukpa Literature Review / 10

tremendous effort and progress in the arena. Bhutan today has 10 day care centers, 94

primary schools including 13 Private primary schools, 261 Community primary

schools, 92 Lower secondary schools including 3private lower secondary school, 44

middle secondary schools and 32 Higher secondary schools including 8 private higher

secondary schools. There are around 192,392 students studying in various schools

studying as of today.

There are 1,669 educational institutes in the country, including 1 National

Institute for the Disabled, 777 Non-Formal Education centers, 10 tertiary institutions

under the Royal University and 6 Vocational training institutes, under the Ministry of

Labour and Human Resource (General Statistics 2008; Ministry of Education).

The Bhutanese citizens are privileged enough with free basic education,

which includes 7 years primary education and 6 years secondary education. Once the

students graduate from the secondary education, they follow up to the tertiary

education depending on the eligibility. All the schools through out the nation follow

the national curriculum designed by the CAPSD (Curriculum & Professional Support

service Division). The medium of instruction in schools throughout the nation is

English, except for the national language, Dzongkha, which is a compulsory subject,

through out all the grades.

Figure 1.2 Map of Bhutan

Source: www.amicusfoundation.org/amicus.



2.2 Background of Thimphu District

Figure 1.3 Map of Thimphu District.

Source: www.amicusfoundation.org/amicus.



Thimphu is the capital city of the country and is located in the western part

of the country. With a population of 98,676 (2005, PHCB), it is also Bhutan's largest

city. Thimphu has an area of about 1,819 sq.km with elevation ranging between 1,300

to over 7,300 meters above sea level. Thimphu has one sub district and 10 blocks. As

per the general statistics, 2008, the district has 5 community primary school, 13

primary schools, 11 lower secondary schools, 4 middle secondary schools and 5 higher

secondary schools. A grand total of 23,009 students are enrolled in the various schools

in the district out of which 16,009 are enrolled in the secondary schools. There are

1,022 teachers teaching in various schools in the district and out of which 799 teachers

are teaching in the secondary schools in the district. All the schools are accessible to

the road network except for few community schools in the northern part of the district

because of the severe cold climatic conditions.

2.3 Concepts and Definition of Job Satisfaction

Upon reviewing various literatures, it has been found out that many experts

have explored into the subject of Job Satisfaction and have come out with various

kinds’ definition of Job satisfaction.

Straus & Sayles (1960) explains that it is an optimum positive feeling

derived after the completion of a task in lieu to achieving the target of the

organization. Thereby benefits the organization and in return the worker is rewarded

either in cash or kind. This definition gives importance to the commitment between the

job satisfaction and the benefits of the work.

But Smith (1964) defines that it is related with the individual need, and job

satisfaction can be classified as per the needs of the individual. It is the feeling

associated with the mind and the environment the individual lives in.

Similarly Vroom (1967) defines job satisfaction as the response of the

individual towards the role played at work.

Porter and Lawler (1968: 151) define as the level of remuneration

acknowledged is at par or exceed the expected reward.

Similarly Ivancevich and Donnelly (1968) expresses as a positive

perception of the individual with the work he does.



Blum and Naylor (1968) explains’ job satisfaction as an overall attitude

turned out by the work and other factors like that of work load, salaries, advancement

and other variables.

On the other hand, Green (1972) drew a conclusion saying that people who

are satisfied with the job has the willingness to give optimum input in the work for the

cause of the organization.

Good (1973) interprets job satisfaction as the point of satisfaction born out

of zeal and individuals feeling towards the work.

But Locke (1976: 1,300) has a different way of defining it as it’s the stage

of a positive emotion born from the evaluation of individual’s job.

Similarly Katzell (1981:57) explains it as the outcome of expression of

likings and disliking of the job characteristics after it has been appraised.

Elaine and Marie (1984: 31-37) Job satisfaction can be achieved if the

individual needs and the job characteristics can go hand in hand and if the bar of

expectation and the reality is decreased.

Halloran and Benton (1987: L 89) explains it as, how a person perceives

about the job depending on the personal inculcation of the values and attitudes.

Miner (1992: 114) defines as the level of disparity between the personal

expectation and what is received in reality from the job.

Baron (1991: 336) explains that there is a vast difference between the

individuals who has a positive outlook and negative outlook towards work.

Looking through all these various definitions and concepts provided by

various experts, one can see that there is various similarities and dissimilarities but

however concludes in the similar note at the end. Therefore, it can be concluded that,

the work itself is very vital and it determines job satisfaction and job satisfaction

means overshadowing the glimmer aspects, it’s the optimum level of positive feeling

and attitude derived from the work and towards the work and other physical and

environmental factors related to the work and the work place. It’s the outcome of the

appraisal of work and experiences while working, which befits perfectly the physical

and mental needs.



2.4 Major Theories of Job Satisfaction

2.4.1 Hierarchy of Need Theory

Abraham Maslow (1954: 80-92) a well known figure in the area of

psychology and psychologist by profession believes that in the quest to fulfill the

needs, individuals behaves and exhibit in a certain manner. Human get satisfaction

only when there needs are fulfilled. His theory has three assumptions i.e. – human

needs never ends, when one need is fulfilled, the next hierarchy of needs need to be

fulfilled so as to be satisfied and lastly human needs can be divided into various level

depending on the importance. As and when the lowest level of need is fulfilled, the

next level needs to be scaled and fulfilled to derive satisfaction. Maslow has divided

the needs into 5 levels with the lower-order needs to higher-order needs.

Level 1 Physiological Needs – are the basic nitty-gritty for the surrvival

like food, air, shelters, clothing, medicines and sex. For the quest of basics the

organizations pay in cash in terms of salary. And also by providing convenience for

other physiological needs at the work place like providing dinning room, nursing

room, rest room, air-conditioned office and residence etc.

Level 2 Security and Safety Needs – once the level one is met, humans

crave for the next hierarchy, the safety like protection from the life risking hazards like

safety equipment.

Level 3 Social or Belonging Needs – need for social acceptance and by the

inner circle like the peers. At this stage, human crave for respect from the colleagues

and counter parts, for it the organization answers by organizing get together and field

trips or by end of the year company party.

Level 4 Esteem Needs – were the need to become popular and be praised.

Human with such thirsty needs are ready to sacrifice anything to succeed so that can

create an image of worthiness and responsibility at work.

Level 5 Self –Actualization Needs – its the highest order of needs.

Individuals view it differently from each other. Like aim and goal during the life time.

Scaling the highest level of excellence in contributing to the society and leaving

behind a legacy.



Self- Actualization needs

Esteem Needs

Social and belonging needs

Security and safety needs

Physiological needs

Figure 1.4 Maslow’s Hierarchy of Need Pyramid

The physiological need is the base line and act as the stepping stone or the

spring board for the other hierarchy of needs. Once it is attained, humans crave for the

other needs in the pyramid till the apex.

2.4.2 Herzberg’s Two-Factor Theory

Frederick Herzberg’s theory (1979: 152-154) of motivation is another

relative and realistic model of job satisfaction. Herzberg’s theory consists of two main

components: motivators and hygiene factors. Motivators describes the features of

content of the job like responsibility, autonomy, self-esteem, and self-actualization

opportunities. Herzberg and his colleagues are with the notion that criteria, when

implemented to the optimum, motivates the individual with extra energy to work much



harder and because of it results with the improved job performance. On the other side,

the hygiene factor prevents dissatisfaction as it takes care of the lower needs like that

of physiological, security, or social needs preventing dissatisfaction. And the list is

physical working conditions, salary, company policies and practices, and benefits.

Herzberg feels that the hygiene factor needs to be at an acceptable standard if the

organization wants the employees to work harder and increase some extra effort. In

principle, better performance level is not because of the hygiene factors. That is why

many a times, Herzberg’s theory had often been widely criticized. Critics are with full

of criticism when it comes to certain factors like that of the salary, they are of the

notion that salary can be both motivators as well as the hygiene factor. Individual

differences and individual preferences are overshadowed in Herzberg’s theory, thereby

it was concluded that the theory gave more emphasis towards pleasure as the outcome.

(Diagram)

(Diagram)

Figure 1.5 Herzberg’s two-factor theory

Source: Greenberg & Baron (1993: 167)

Motivators Promotion opportunities Opportunity for personal

growth Recognition

Achievement

Hygiene Factors Quality of supervision Pay Company Policies Physical working

condition Relation with others

Promote Job satisfaction

Prevents Job dissatisfaction



Motivator or the motivating factors are those factors associated directly

with the job. It is also called as the intrinsic factor or job content. This factor has a

strong hold over the personal emotion towards the job thereby generates the individual

efficiency and satisfaction at work. Motivators towards satisfaction are derived from:

1. Achievement is referred as the potential of the individual to tackle any

sorts of problem related to work. Which means has the capacity to do the work

effectively.

2. Recognition means irrespective of the people around, be it the

immediate boss or the colleagues, the individual is always praised for the assistance

rendered at work effectively. The individual is appreciated by all and sundry at the

work place.

3. The work itself means the satisfaction derived from the job through the

intrinsic aspects.

4. Responsibility means the responsible shouldered by the individual at

work and the satisfaction derived through it in terms of decision making and

supervision.

5. Advancement means getting promoted to the next level of the job in the

organization.

The Hygiene factor prevents the worker from getting dissatisfied but it

need not be at the acceptable level as it can lead to dissatisfaction too.

1. Salary and Advancement – At the end of the day it’s the salary that

matters to the worker, if the salary is not satisfactory, it can lead to dissatisfaction.

And the opportunity that the worker gets to climb the carrier ladder can also prove

futile if the worker remains stagnant in one position.

2. Supervision – The leadership style of the manager is accountable to

dissatisfaction too.

3. Company policy and administration – are the house of the management

and the administration of the company. The climate of the organization and the

communication style are accountable.

4. Interpersonal relation – the relationship among the workers and the

tempo of the relationship between the colleagues.

5. Job security – It’s the permanence of the job and the company.



6. Status – it means how the society looks at the job and the individual

who does the job. It’s the place where the individual is regarded.

7. Working conditions– means the place physical attributes of the work

place, including the materials available to make the work easier.

Upon comparison of the two theories of Maslow’s theory with Herzberg’s

theory, it can be concluded that Maslow’s higher-order needs are like that of the

motivators in Hersberg’s theory, which makes the person to be satisfied with the work.

Whereas the Maslow’s lower order needs can be compared with the hygiene factors of

Herzberg’s.

2.4.3 E.R.G.Theory

Alderfer’s (1972) E.R.G. Theory is a modified version of Hersberg and

Maslow’s theories. He segments the human needs into three segments.

Existence Needs: which is denoted by E, are the basic needs of humans

like the food, shelter, clothing, salary which provides basic needs to survive. Its more

of a physiological needs.

Relatedness Needs: represented by R, are the needs to have relationship

with the society and the people living in it, including friends, well-wishers,

supervisors, family members and so on.

Growth Needs: represented by G, are the human needs to scale the ladder

of success with work and in life. It’s the growth and advancement.

Alderfer’s E.R.G theory explains that if there are conditions applied to

fulfill the higher need, the individual can pursuit from the base the lowest level too. Its

in fact a two way traffic, one can either chose from the top or the bottom level of

needs.



2.4.4 Vroom’s Expectancy Theory

Vroom’s (1982) expectancy theory is based on the equation of three

variables expectancy, instrumentality and valence. It explains that the individual’s

decision making ability with regard to the work are derived from the perception of

work and the reward derived from the work. It explains that people are the slave of the

needs but also bonded by the will power of the individual. The variable expectancy is

the confidence level of the individual, the confidence to perform the given task

efficiently and successfully. On the other hand the variable Instrumentality is the level

of individuals confidence for getting the reward if the task is performed successfully.

And Valance is the value of the expected reward.

Since the model is multiple, the three variables are given probable values.

Therefore for the implication of positive and motivated performance of all three

variables must have high positive values. By any chance the probable value of any of

the variable drops to zero, than the motivated performance will also drop to the same

value and vice versa when high. The theory predicts that the job satisfaction derived

from both personality and situational variables.

2.4.5 Adams’ Equity Theory

Adams (1963) Equity theory explains that individuals has a tendency to

compare and contrast between the input and the output of the job, which means that

they compare the work load they shoulder and the number of hours they work with the

salary, benefits, bonus and other they receive. When the ratio between the input and

the output are not equal, humans or the individual tends to be dissatisfied and gives

way towards job dissatisfaction. In principle, individuals tend to compare among the

fellow mates whom they feel are of the same category. And on the other hand they

experience job satisfaction when the ratio between the input and the output is equal

and it gives an avenue motivation for the worker or the individual to rise the level of

input for better output or maintain the consistency of the job.



2.4.6 Locke’s Value Theory

Locke’s (1976) value theory explains that job satisfaction is related to the

match between the job outcome and the expectation desired by the individual. The

value of job satisfaction becomes higher when the match is closer to the perceived

desired outcome. But its not necessarily be the basic needs when it comes to the

outcome that individual value like explained by the Herzberg’s theory. It can be

anything that is related to the job one desires. The route to this method is the apparent

difference between the job and the wants. Greater difference gap comes out with more

dissatisfaction and narrower the gap closer the satisfaction.

2.5 Variables Contributing to Job Satisfaction

There are wide ranges of factors related to job satisfaction or sowing the

seeds of dissatisfaction. How ever the focus of the researchers has varied depending on

the interests of the researchers. Most of the researchers focus on the personal

characteristics and the job characteristics. Some of the variables used by the research

are discussed below along with other factors that contribute to job satisfaction.

Age: There are no concrete literature concerning the relationship between

the job satisfaction and the age, the existing literatures seems to lead to a bleak

conclusion. However, Hertzberg et al. (1957), drew a conclusion after series of

research that it can be explained through a U-shaped function. It explains that the level

of satisfaction is very high in the initial phase and starts to dwindle and reaches to such

a crucial level whereby it reaches a point of extinction but takes a turn and gears up

towards the optimum level of satisfaction with the age.

Saleh and Otis (1964) explain that in the phase of pre-retirement age, the

job satisfaction level dwindles as its related to the greater level of job satisfaction in

adjusting with the life and decline in the level of health, which in fact obstruct the self

actualization and psychological growth. It explains through a linear function.



Gender: When the relationship between the gender and the job satisfaction

was investigated, it has unveiled certain possibilities. Hoppock, (1935) explains that

females have the higher level of Job Satisfaction. But Hulin and Smith, (1965), Locke

et al, (1963) explains just the reverse explaining that males are more satisfied than the

females with regard to job satisfaction. Finally, D’Arey et al, (1984) and Golding et al,

(1983) explain that there is no difference in gender in regard to job satisfaction.

Similarly, Thompson (1979) explains that the level of job satisfaction cannot be

judged by the age and gender, as explained in the research findings published in the

first 26 volumes Educational Administration Quarterly.

Marital Status: Bruce and Blackburn (1992); Locke et al. (1983)

concludes that individuals social needs can be satisfied through the love and

compassionate feelings shared with the family members, spouse and other kith and

kin. Empathetic and helpful family members can raise the level of job satisfaction of

an individual. Researchers have discovered that the positive characters displayed in a

work place are the ones coming from a well groomed family. These are the people

who are very kind and helpful to others. And such people tend to have higher level of

job satisfaction compared to others because of the frank and open communication with

the family members.

Qualification: When qualification or education is used as a variable to

review the job satisfaction it was found out that the relation between the qualification

and job satisfaction can be positive as well as negative. Carell and Elbert (1974)

explain that the qualification has a negative impact on job satisfaction. It was found

that the fresh graduates with higher qualification are not satisfied with the mundane

job they do. Desantis and Durst (1996) in there comparative study of job satisfaction

of the private and public employee, reveal that qualification as a variable had much

stronger negative job satisfaction in the private rather than in the public. They

concluded that the private sector employees are not challenged at work and

experiences gap between the expectation and realities.



Teaching Experience: Fraser, Draper & Taylor (1998) research about the

professional lives of the teachers focusing on the teachers and the job satisfaction

level. Samples were collected from teachers who have the working experience from 5,

10 and 15 years work. The data was compared among different cohorts of teachers.

The result showed that teachers with longer service are overall less satisfied with

teaching, and on some specific aspects of satisfaction, differences are statistically

significant.

Position: All teachers in the school shoulder various responsibilities

depending on the seniority and individual profiles. The position that the teacher

shoulder will determine level of job satisfaction as various teachers has various job

responsibilities. The work of ordinary class room teachers will differ from the Master

teacher. Classroom teachers shoulder the responsibilities of teaching in the class and

follow the duties assigned by the curriculum where as Master Teachers are concerned

with the implementation of the curriculum. And help the school administration with

the day to day working. Therefore various teachers have various roles to play. The

policy in Bhutan is that, there are specified numbers of teaching periods for the

teachers, the number of teaching periods will also differ depending on the strength of

the school and the number of teachers in the school. Depending on the roles the

teacher shoulders and the work the shoulder determines the level of job satisfaction.

Work Load: Researchers have concluded that there is strong correlation

between the job satisfaction and the work load the individuals’ shoulders. By

principle, when individual tend to spend more time with the work, so as the level of

stress goes higher and greater the chance of burnout. And when the individual spend

more time with the work, the individual compromise with the private life and family

life. Teaching jobs demands more time to prepare and think the pedagogy to be used

so that the stake holders can learn from the input of the teachers.

In places where there is no uniformity of teacher deployment, faces acute

teacher shortage and there by the available teachers are used to the optimum giving

more work load. In Bhutan, as per the policy the teachers in secondary schools are

suppose to teach a minimum period of twenty two hours but in reality it goes far



beyond the time. It happens due to the shortage of teachers and leads to compromising

with the quality of education. Teachers are frustrated because, it demands more time

and makes them do the job that they are not specialized at all and which is far beyond

the capacity of the individual and giving way towards frustration.

School Level: Various school levels differs the working environment and

the work load. In a higher secondary school, teachers needs to concentrate more on the

content of the subject so needs to change the pedagogy of teaching concentrating on

the content. Similarly in the middle secondary school the teachers need to concentrate

on the student activity as well as the content of the subject. But in the lower secondary

school level the teachers are much concerned about the student activity as the

curriculum demands learning by doing or in other words it’s focused on the discovery

learning. Therefore, depending on the school level, the teacher’s cognitive domain and

psychomotor level is challenged and if the teacher feels that the job is challenging and

useful, it will lead the person to be satisfied with the work.

2.6 Other Factors Contributing to Job Satisfaction

Work (Locke, 1976; Baron, 1991). Work which satisfies the needs of

employees is work providing opportunity to use one’s value skills and abilities,

creativity and variety. Also work which has just sufficient difficulty, amount of work,

responsibility, autonomy and complexity.

Income (Organ, 1986; Locke, 1976). When the difference of valued pay

and the obtained pay arises the income satisfaction. People with higher income are

more satisfied with there job than the individuals with lower income. But money

cannot be termed as the most determinant factor contributing to the job satisfaction but

money does make things worth while. Income level is associated with status, lifestyle

and independence.



Working Conditions (Locke, 1976; Baron, 1991). Generally, employees

are satisfied with physical surroundings which are not dangerous or uncomfortable.

Moderate rather than extreme degrees are preferred, since extremes cause physical

comfort and reduce ability of work. Most employees also value a location close to

home, new buildings, cleanliness, and adequate tools and equally as working

conditions.

Self Esteem (Locke, 1976; Baron, 1991). One of the subjects in the area of

job attitudes is the individual’s views of himself and how various job experiences and

conditions affect him. Persons who are high in self-esteem or who have a positive self-

image appear to be more satisfied with their jobs.

Policy and Management (Locke, 1976). The organization has more

ultimate control over these factors than the employee’s immediate supervisor. The

organization policies which are incomplete, unclear or undefined have been found to

be associate with job satisfaction.

Intrinsic Rewards (Organ, 1986). Professionals derive greater rewards

from works, including the challenge of their work, the use of the skills and knowledge,

the opportunity for self-development, learning, and growth.

Interpersonal Relations (Baron, 1991). Friendly and positive relation with

coworkers subordinates and supervisors contribute to high level of job satisfaction.

2.7 Measurement of Job Satisfaction

Gathering data for job satisfaction study can be done either by survey

questioning or by interviewing. Whichever method is used, careful attention should be

paid to the form of questions asked and the nature of the response allowed. Objective

survey is one of the widely used in survey questionnaire.



2.7.1 Objective survey

Objective survey presents both questions and choices of answering in such

a way that respondents simply select and mark the answers that best represent their

own feelings. There are various kinds of objective survey. One popular type used in

multiple-choice questions, not only questions with “true or false” or “agree or

disagree” answers. The most widely used in Job Descriptive Index (JDI). It provides

respondents with five separated statements, including the work itself, pay, promotion,

supervision, and co-workers, and then asks them to indicate whether the term

describes their satisfaction by checking either “yes”, “no”, “or” “?” (I cannot decide)

responses (Nesstrom, 1993: 193-217).

Enter “yes”, “no”, “or” “?” for each description or word below.

Work itself: _________ Routine.

_________ Satisfactory.

_________ Good.

Promotion: __________ Dead-end job.

__________ Few promotions.

__________ Good opportunity to promotion.

2.7.2 Minnesota Satisfaction Questionnaire (MSQ).

In MSQ survey, individuals rate the extent to which they are satisfied with

various aspects of their present jobs (e.g., work environment, pay degree of

responsibility, and opportunity for advancement). Rating range varies from

1(minimum) to 5(maximum); 1 = not at all satisfied; 2 = not satisfied; 3 = neither

satisfied nor dissatisfied; 4 = satisfied; and 5 = extremely satisfied. Obviously, the

higher the ratings individuals report, the greater their degree of satisfaction with

various aspects of their jobs.



Indicate the extent to which you are satisfied with each aspect of your

present job. Enter one number next to each aspect.

1 = not at all satisfied, 2 = not satisfied

3 = neither satisfied nor dissatisfied, 4 = satisfied, and

5 = extremely satisfied

__________Work conditions

__________Utilization of your abilities

__________Company policies

Objective surveys of job satisfaction frequently used in two different types

of job satisfaction measures; facet-free and facet specific measure (Kozam, 1993: 25-

40)

2.7.3 Facet-Free measure

This type of measure reflects the overall satisfaction of individual with his

job. The questions do not directly refer to specific dimensions of the job satisfaction,

but cover such topics as satisfaction with the life, (and recommendations to younger

persons about whether or not to choose pharmacy as a profession), that would present

the overall satisfaction with the job, in a direct way. Facet-free satisfaction with one’s

current state of affairs and well-being would be assessed on questions of the

University of Michigan Survey of Working Conditions, These are two samples of

facet-free measures of job satisfaction.

1. If your son/daughter told you he/she was interested in becoming a Teacher,

what would you tell him/her?

_______ Strongly recommend Teaching profession.

_______ Have doubts about recommending Teaching profession.

_______ Strongly advice against Teaching profession



2. If you had to decide all over again whether to go into Teaching profession,

what would you decide?

_______ Decide without hesitation to go into Teaching profession.

_______ Have second thoughts about going into Teaching profession.

_______ Definitely not go into Teaching profession

2.8 Related Research

Phan Thi Luyen (2009) studied on factors affecting job satisfaction of the

staff in Cantho university of medicine and pharmacy- Vietnam. The population of the

study were the staff of medicine and pharmacy department of Cantho university of

Vietnam and found out that, the staff with different age, commitment level and work

settings was found to have statistically significant differences with the level of job

satisfaction while gender, marital status, educational level, year of experience and rank

were not found to be statistically significant on the level of job satisfaction.

Dorji Kinley (2007) carried out a study on job satisfaction of primary

teachers under Samtse district of Bhutan to find out the significant differences on the

level of job satisfaction by the socio-demographic factors and organizational factors.

The population of the study where the primary school teachers in the Samtse district of

Bhutan with the sample size of 136 teachers. The result indicated that the overall job

satisfaction was at the satisfied level. Both the motivation and hygiene aspects were at

the satisfied level with very little difference in the mean scores. However, when the

two aspects were compared the hygiene aspect was slightly higher than the motivation

aspects. With regard to the significant difference on the level of job satisfaction by its

socio-demographic factors and organizational factors, age, educational level,

experience in teaching , position and their commitment were found to be statistically

significant, while gender, marital status, size of the school and teaching load were not

statistically significant.



Federiuk, C.S. et al. (1993: 22, 657 – 662) in Oregon conducted a cohort

analysis study on specific factors importance in paramedic job satisfaction and job

performance. The population of the study was private and public agency paramedics

with sample size of 194. The result indicated type of agency and gender affect job

satisfaction. Male public paramedics are most satisfied, and female private agency

paramedics and least satisfied with their jobs. Analysis of the attitudes toward

paramedic job performance scale suggested that male paramedics are more likely to

believe that female paramedics are not as capable of performing certain job functions.

However age and length of time on job were not significant determinants of job

satisfaction in the analysis of covariance.

McBride et al. (1992) examined the effects of ten job satisfaction factors,

role ambiguity, and role conflict on community college faculty’s propensity to leave.

They discovered that as satisfaction levels of growth opportunities, salary, work,

policy and administration, and supervision decreased, turnover intent, an attitude not

widely represented, increased. Propensity to leave increased as role conflict increased.

Work itself reflected the highest satisfaction level and salary the lowest. The generally

satisfied faculty appeared to experience a moderate amount of role conflict and a very

low level of role ambiguity. Age was the only demographic variable that significantly

influenced propensity to leave.

Konicek’s (1992) random sample included 204 faculty members from 37

community colleges in Texas. The relationship between diversity of workload and job

satisfaction was assessed and identified as being not significant. Significant

differences were discovered with respect to faculty perceptions of industrial training

assignments. An increase in the number of negative statements concerning industry

training assignments was accompanied by a decreasing satisfaction level with overall

working environment.

McKee (1991) researched the leadership styles of community college

presidents based on faculty perceptions, job satisfaction of faculty, and the possibility

of a correlation between presidential leadership styles and faculty job satisfaction.



McKee concluded that leadership style makes a difference in job satisfaction level. A

high relationship/low task leadership style corresponded with high job satisfaction.

Another interesting finding was the significantly lower job satisfaction experienced by

faculty who had been over 15 years at their institutions.

Clements (1983) had studied on relationship between motivational factors

and maintenance factors with job satisfaction of student activity staff in the

Community College of Massachusetts; it was found that critical factors drawing job

satisfaction were work characteristics, wages, supervision, opportunity for

advancement, relations with colleagues, work security. Motivational factors and

maintenance factors had relationship with all levels of job satisfaction. However,

maintenance factors against job satisfaction had higher degree than motivational

factors concerning wages, opportunity for advancement. Female staff and male staff

had no satisfaction concerning opportunity for advancement. However, female staff

dissatisfied rather male staff.

Robert (1971) had studied on job satisfaction of teachers taking special

class in lower state applying Herberg’s Theory; was found that factors affecting job

satisfaction of teachers were work advancement and acceptance. The factors affected

the job dissatisfaction were supervision, work security, relationship, salary, work

characteristics and working climates.

Joan Guilford and David E. Gray (1970) had studied on satisfaction; it was

found that results of job satisfaction; it was found that results of job satisfaction gained

by individual were the increase of products in the unit depended much on escalating

job satisfaction, products, work security, opportunity for advancement, management of

unit, wages, supervision, individual relation within group, effective communication,

work conditions and welfare.

Van Dersal (1968) studied on factors facilitating job satisfaction; it was

found that there were many factors facilitating job satisfaction such as organizational



policy and management, supervision salary, work condition and characteristics,

opportunity for advancement.


Fac. of Grad. Studies, Mahidol Univ. M.Ed. (Educational Management) / 31

CHAPTER III

RESEARCH METHODOLOGY

In this chapter the researcher explains the methods or the methodology

used in finding out the differences of level of job satisfaction in lieu to the personal

characteristics and job characteristics explained in the conceptual framework. The

researcher focuses on the secondary school teachers teaching in the Thimphu district

of Bhutan. The method of conducting this research are discussed as follows:

3.1 Research Design

3.2 Population and Sample

3.3 Sampling Method

3.4 Research Instrument

3.5 Quality of Research Instrument

3.6 Data Collection

3.7 Data Analysis

3.1 Research Design This research mainly uses quantitative design, for which data was collected

through simple descriptive survey questionnaires.

The research instrument used a Likert-type scale to collect and measure

each variable of the study.

3.2 Population and Sample 3.2.1 Population

As per the general statistics, 2008, the district has 5 community primary

school, 13 primary schools, 11 lower secondary schools, 4 middle secondary schools

and 5 higher secondary schools. A grand total of 23,009 students are enrolled in the

various schools in the district out of which 16,009 are enrolled in the secondary


Sangay Drukpa Research Methodology /32

schools. There are 1,022 teachers teaching in various schools in the district and out of

which 799 teachers are teaching in the secondary schools in the district. Therefore the

population size of the research is 799 teachers teaching in secondary schools in the

Thimphu district. The very reason for the researcher to choose the district is because,

the district has the highest number of teachers comparing to the other district.

3.2.2 Sample Size

The researcher has used random sampling and to select the sample, the

formula of Taro Yamane (1967) has been used with the following formula.

Formula n = N

1 + Ne2

When n = size of sample group

N = size of all population

e = the miss adjusting rate in random sampling at level

0.05

n = 799

1+ (799(0.05)2)

= 266.555

= 267

Therefore, the sample size as per the formula will be 267 teachers teaching

in secondary schools in Thimphu district of Bhutan.



3.3 Sampling Method

Multi-stage random sampling is performed with the following steps:

Step 1: The selection of school samples according to the level of school

classified into Lower Secondary School, Middle Secondary School and Higher

Secondary School.

Step 2: The selection of school samples from three levels by the method of

simple random sampling.

Step 3: The sample size is known by the method of proportional to size

sampling from secondary teachers in Thimphu District. The individual sampling is

performed by the method of simple random sampling in the way of drawing lots.

Table 3.1 The sample size of secondary teachers in Thimphu District

Schools The

number

of

Schools

The

number

of school

Samples

Name of school

samples

The

number of

teachers in

school

samples

The

number

of sample

teachers

Lower

Secondary

School

11 4 1. Changangkha

2. Changzamtok

3. Zilukha

4. Jigme Namgyel

43

48

37

58

35

40

31

48

Middle

Secondary

school

4 1 1. Lungtenzampa 51 42

Higher

secondary

school

5 2 1. Motithang

2. Kelki

54

32

45

26

Total 20 7 323 267



3.4 Research Instrument

The research instrument selected for this research is the questionnaire. The

questionnaire is a modified questionnaire developed from research related to the job

satisfaction and through literature review relating to job satisfaction. And the

questionnaire is segmented into two parts:

Part A contains the general information of the respondents addressing the

personal characteristics used in the conceptual framework like, age, gender, marital

status, qualification, teaching experience, position in the school, teaching hours and

school level.

Part B contains the job satisfaction facets. The job satisfaction will be

measured with the construction of the five-point Likert scale which identified the

different level of Job satisfaction.

Table 3.2 Measurement scale of satisfaction level

Satisfaction level scores

Very satisfied 5

Satisfied 4

Moderate 3

Least satisfied 2

Not satisfied 1



Table 3.3 Division of seven facets of job satisfaction into 46 items

Description Items

1. Work 1-3

2. Income 4-10

3. Working condition 11-23

4. Self esteem 24-30

5. Policy and management 31-36

6. Intrinsic Reward 37-41

7. Interpersonal relation 42-46

The level of satisfaction is considered from score of the answers and was

classified into 5 levels to the Best’s criteria (1977) as follows:

Higher score – Lower score

Number of levels

= 5-1 = 4

5 5

= 0.80

Table 3.4 Criteria for understanding the means of satisfaction level

Mean scores Level of satisfaction

1.00-1.80 Very unsatisfied

1.81-2.60 Unsatisfied

2.61-3.40 Moderate

3.41-4.20 Satisfied

4.21-5.00 Very satisfied



3.5 Quality of the Research Instrument 3.5.1 Checking the content validity of questionnaire through the review

from the thesis advisors and the improvement of questions to have the content as in the

conceptual framework.

3.5.2 Before the actual collection of the data, the questionnaire was pre-

tested with 30 teachers from other district who are not included in the sample group,

but who work in the same school level.

To check the reliability, the result was analyzed by means of Croanbach’s

Alpha-Coeficient.

Where = Coefficient of reliability

n = Number of items on the scale (questionnaires)

= The sum of variance of each item

= The variance of the questionnaire

The result of the reliability test (alpha) was 0.96

3.6 Data Collection

A proper protocol was followed in the process of data collection; initially

an approval for the collection of data was obtained from the Ministry of Education in

Bhutan, explaining from where the data will be collected. Upon receiving the

approval, the researcher personally visited the schools and met with the principals and

explained the purpose of the visit and handed over the questionnaire to the principals

depending on the number of teachers in the schools. The researcher requested the

principals to distribute to the teachers and informed that the questionnaire will be



collected after a week or two. The researcher informed the principals to maintain

anonymity by asking the teachers not to mention the names of the individual.

The researcher personally collected the questionnaire within two weeks.

During first day of the collection it was not very positive as the researchers could not

get back all the specified numbers of the responses as many of the teachers have

forgotten to fill up so during the second visit the response was positive and 100 %.

3.7 Data Analysis

The following statistics was used in data analysis:

1. Descriptive statistics was used in presenting information received from

the study in order to describe the characteristics of information of samples by using

frequency, percentage, mean and standard deviation.

2. Analysis statistics by using t-test and one- way ANOVA (F-test) was

used to compare the level of job satisfaction of teachers teaching in secondary schools

with regard to the personal characteristics and job characteristics.

3. The significant differences were tested by post hoc test with LSD (Least

significant Deviation).


Sangay Drukpa Results / 38

CHAPTER IV

RESULTS

In this chapter, the researcher presents the results of the research conducted

on the job satisfaction of the of the secondary school teachers in Thimphu district of

Bhutan. In the process of conducting the research, the researcher collected the data by

means of questionnaire. The questionnaires were distributed to 267 teachers teaching

in secondary schools in Thimphu district, which is the total sample strength the

response was very positive with 100 percent respondent. After the collection of the

data, the data was analyzed with package program and the research findings are

presented in the following way.

4.1 Personal characteristics and job characteristics of the sample

4.2 Job satisfaction of the secondary school teachers in Thimphu district of

Bhutan

4.3 Analysis of the effect on the level of job satisfaction of the secondary

school teachers in Thimphu district of Bhutan by the personal characteristics and job

characteristics.

4.4 Summary of the research results.

4.1 Personal characteristics and job characteristics of the sample Table 4.1 Number and percentage of the personal characteristics of the sample

(n = 267)

Personal characteristics Number Percentage

Age

Less than 25 years

18

6.7

25-35 years 149 55.8

36-45 years 60 22.5

46 and above 40 15.0


Fac. of Grad. Studies, Mahidol Univ. M.Ed. (Education Management) / 39

Table 4.1 Number and percentage of the personal characteristics of the sample

(Cont.)

(n = 267)

Personal characteristics Number Percentage

Gender

Male

90

33.7

Female 177 66.3

Marital Status

Single

49

18.4

Married 210 78.7

Divorce 5 1.8

Widowed 3 1.1

Qualification

Post Secondary

50

18.7

Bachelor Degree 151 56.6

Post Graduate 43 16.1

Master Degree 23 8.6

Years of Teaching Experience

Less than 10 years

129

48.3

10-20 years 87 32.6

21-30 years 42 15.7

More than 30 years 9 3.4

The general characteristics of the data were analyzed in terms of frequency,

percentage, means and standard deviation. Out of the 267 respondent, 6.7 % which

constitute 18 respondent falls under the age group less than 25 years, 55.8% which

constitutes 149 respondent falls under the age group between 25-35 years, 22.5%

which constitutes 60 respondent falls under the age group of 36-45 years and 15%

which constitutes 40 respondent falls under the age group of 46 and above age group.

The sample has more of female teachers with 66.3% which constitutes 177

female teachers and 33.7% constituting 90 male teachers. There is greater number of

married teacher consisting of 78.7% with 210 respondent, 18.4% with 49 respondent

are single and there are very negligible percentage of 1.8% with 5 respondent falling



under the divorced category and 1.1% with 3 respondent falling under the widowed

category respectively. With regard to the qualification, 18.7% with 50 respondents has

Post secondary qualification, 56.6% with 151 respondents have bachelor’s degree,

16.1% with 43 respondents have Post graduate and 8.6% with 23 respondents have

master degree. The teaching experience varied from 1 year to more than 30 years in

the service. Most of the teachers have less than 10 years of teaching experience with

48.3% (129 respondent), 32.6% (87 respondent) with teaching experience between 10-

20 years, 15.7% (42 respondents) with teaching experience between 21-30 years and

3.4% (9 respondents) with more than 30 years of teaching experience. Table 4.2 Number and percentage of the job characteristics of the sample

(n = 267) Job characteristics Number Percentage

Present Position in the School

Principal and Vice Principal

9

3.4

Master Teacher 8 3.0

Senior Teacher 59 22.1

Teacher 191 71.5

Teaching Hours

Less than 5 hours

7

2.6

5-10 hours 7 2.6

11-15 hours 9 3.4

More than 15 hours 244 91.4

School Level

Lower Secondary School

154

57.7

Middle Secondary School 42 15.7

Higher Secondary School 71 26.6

Mostly the respondents were teachers with 71.5% with (191 respondents),

22.1% with 59 respondents were senior teachers, of the 267 respondents, 3.4% with 9

respondents were Principal and Vice Principal, similarly 3.0% with 8 respondents

were Master teachers, and. Out of the 267 respondents, a large number 244 respondent

with 91.4% had more than 15 hours of teaching periods, per week, 3.4% with 9

respondent had teaching hours between 11-15 hours, 2.6% with 7 respondents had



teaching hours between 5-10 hours and 2.6% with 7 respondents had less than 5 hours

teaching hours.

With regard to the various school levels, out of 267 samples, 57.7% with

154 respondents worked in the Lower secondary school, 15.7% with 42 respondents

worked in Middle secondary school and 26.6% with 71 respondents worked in Higher

secondary school.


district of Bhutan Table 4.3 Satisfaction level on Work

(n = 267)

Statement

S.D

Meaning

1. You are usually assigned with important work

3.91 0.75 Satisfied

2. You are happy with the given responsibilities as it gives you opportunity to utilize your knowledge and skills

4.08 0.74 Satisfied

3. You have enough freedom to make your own decision within the given responsibilities

3.44 0.93 Satisfied

Average 3.81 0.66 Satisfied Note: 1.00 – 1.80 = very unsatisfied, 1.81 – 2.60 = unsatisfied, 2.61 – 3.40 = Moderate, 3.41 – 4.20 = satisfied, 4.21 – 5.00 = very satisfied.

Table 4.3 shows the satisfaction level on work. The overall satisfaction of

the work was at satisfied level with the mean scores of 3.81 and .66 S.D. The result

reflects that the job responsibilities shouldered by the teachers has the highest

satisfaction as it gives them the opportunity to utilize there skills and the knowledge

with the mean score of 4.08, followed by the assignment of important work with the

mean score of 3.91 and finally by the freedom of decision making with the mean score

of 3.44.



Table 4.4 Satisfaction Level on Income

(n = 267)

Statement

S.D

Meaning

1. Your monthly income is sufficient enough to lead a decent life in the society.

3.15 1.03 Moderate

2. Your income is appropriate to your qualification.

3.21 1.04 Moderate

3. You are very much underpaid in relation to the amount of work that you do.

2.92 1.02 Moderate

4. You are paid with appropriate wage level for the amount of work.

3.02 1.00 Moderate

5. Supervisors have a fair and reasonable justice in staffs’ promotion and salary advancement.

3.69 0.95 Satisfied

6. Concern on feat and achievement of the performance.

3.57 0.71 Satisfied

7. Current salary account is suitable for staffs’ responsibilities in school.

3.25 0.87 Moderate

Average 3.26 0.70 Moderate Note: 1.00 – 1.80 = very unsatisfied, 1.81 – 2.60 = unsatisfied, 2.61 – 3.40 = Moderate, 3.41 – 4.20 = satisfied, 4.21 – 5.00 = very satisfied.

Table 4.4 indicated that the satisfaction level of income is at a moderate

level with mean score of 3.26 and 0.70 S.D. Out of the 7 items in the facet, 5 items

falls under the category of moderate satisfaction and the remaining 2 items are

satisfied, however in an average the satisfaction level comes to moderate in the facet

of income.

Comparative analysis of the result reveals that the teachers are paid less with

the amount of workload they shoulder, with a mean score of 2.92, followed by a mean

score of 3.02 where teachers feel that they are paid inappropriately, next in line is the

salary insufficient to lead a decent life with mean score of 3.15, than by imbalance of

salary and qualification with mean score of 3.21, followed by the skepticism of the

current salary account with mean score of 3.25, then the feat and achievement with

mean score of 3.57, ultimately by the supervisors judgment on the salary of the staff

with mean score of 3.69. Job satisfaction level is highest in accordance with

supervisor’s judgment.



Table 4.5 Satisfaction Level of Working Condition

(n = 267)

Statement

S.D

Meaning

1. You feel comfortable working in this school.

3.96 0.89 Satisfied

2. The school has enough resources. 3.42 0.94 Satisfied 3. The school has a conducive teaching

learning environment. 3.82 0.87 Satisfied

4. You are happy with the number of teaching periods allocated to you.

3.73 0.96 Satisfied

5. You have more of co curricular responsibilities than teaching.

3.16 0.95 Moderate

6. You are not overloaded with work. 3.36 0.95 Moderate 7. School provides standard items, materials,

tools, utensils in the workplace. 3.25 0.94 Moderate

8. School provides handbook, regulation, discipline and mandate to facilitate the performance.

3.65 0.90 Satisfied

9. School is developed in accordance with Bhutanese educational reform

3.78 0.76 Satisfied

10. Proper ration of staff to work with 3.64 0.76 Satisfied 11. You are capable of performing well. 4.20 0.65 Satisfied 12. School environmental facilitates

performances. 3.80 0.75 Satisfied

13. Positive work atmosphere. 3.94 0.81 Satisfied Average 3.67 0.55 Satisfied

Note: 1.00 – 1.80 = very unsatisfied, 1.81 – 2.60 = unsatisfied, 2.61 – 3.40 = Moderate, 3.41 – 4.20 = satisfied, 4.21 – 5.00 = very satisfied Table 4.5 indicates the satisfaction level of working condition in secondary

schools in Thimphu District of Bhutan. Out pf the 13 items in the working condition,

10 items falls under the satisfied level and where as 3 items falls under the moderate

level, thus making the over all mean score = 3.67 and 0.55 as the S.D. Job satisfaction

of teachers with regard to the working condition seems to be the highest with the

teachers capacity in performing well with the mean score of 4.20 and job satisfaction

of working condition is the lowest with teachers shouldering more of co curricular

responsibilities than the real teaching job with the mean score of 3.16.



Table 4.6 Satisfaction Level of Self Esteem

(n = 267)

Statement

S.D

Meaning

1. Your work are duly acknowledged by your supervisor

3.77 0.97 Satisfied

2. Your Principal gives you credit when you do a good job.

3.90 0.96 Satisfied

3. Your work are normally successful, but you seldom receive praise or recognition for your effort

3.20 1.02 Moderate

4. You are proud to be a teacher. 4.05 0.95 Satisfied 5. People respect you as a teacher. 3.62 1.15 Satisfied 6. You want your children to join the

teaching profession. 2.50 1.38 Unsatisfied

7. Teachers are highly respected in the society.

2.78 1.30 Moderate

Average 3.41 0.76 Moderate Note: 1.00 – 1.80 = very unsatisfied, 1.81 – 2.60 = unsatisfied, 2.61 – 3.40 = Moderate, 3.41 – 4.20 = satisfied, 4.21 – 5.00 = very satisfied

Table 4.6 indicates the satisfaction level of self esteem of secondary school

teachers in Thimphu District of Bhutan. Out of the 7 items in self esteem, 4 items falls

under the satisfied level, 2 item in the moderate level and 1 item in the unsatisfied

level, thus making the over all mean score = 3.41 and 0.76 as the S.D. thereby the

overall satisfaction level of the self esteem is moderate. Job satisfaction of the teachers

is highest with regard to self esteem where teachers are proud to be teacher with the

mean score of 4.05 but on the contrary job satisfaction of the teachers being respected

in the society is minimum with the mean score of 2.78.

Table 4.7 Satisfaction Level of Policy and Management

(n = 267)

Statement

S.D

Meaning

1. Action plan is prepared before actual performance.

4.27 0.73 Very satisfied

2. You are satisfied of annual staff’s appointment and deployment.

3.65 0.82 Satisfied

3. Educational reform encourages teachers to take part in decision making with school administrators.

3.52 3.52 Satisfied

4. You are satisfied with educational policy. 3.45 0.97 Satisfied



Table 4.7 Satisfaction Level of Policy and Management (Cont.) (n =267) Statement S.D Meaning

5. You are satisfied with the school administration

3.82 0.82 Satisfied

6. Your supervisor is capable of giving command.

4.32 3.55 Very satisfied

Average 3.84 0.84 Satisfied Note: 1.00 – 1.80 = very unsatisfied, 1.81 – 2.60 = unsatisfied, 2.61 – 3.40 = Moderate, 3.41 – 4.20 = satisfied, 4.21 – 5.00 = very satisfied

Table 4.7 reflects the satisfaction level secondary school teachers in

Thimphu District of Bhutan with regard to the policy and management. Out of the six

items, 4 items from the facets falls under the satisfied level and the other remaining 2

falls under the category of very satisfied level. Thus scoring the mean score of 3.84

and 0.84 S.D, making the overall satisfaction level as satisfied. Job satisfaction of

teachers with regard to policy and management is the highest with the supervisor’s

capacity of giving command with the mean score of 4.32 and its minimum with the

educational policy with a mean score of 3.45. Table 4.8 Satisfaction Level of Intrinsic Reward

(n = 267)

Statement

S.D

Meaning

1. You play a role in educational staff’s performance evaluation.

3.26 0.98 Moderate

2. You have opportunities to be promoted in accordance with your competence.

3.38 1.07 Moderate

3. You have opportunity to attend a workshop, seminar to enhance your skills and broaden your experiences.

2.96 1.23 Moderate

4. Job designs of your position have been

improved regularly 3.41 0.96 Satisfied

5. You feel honored to be selected as a school principal.

3.51 1.04 Satisfied

Average 3.31 0.79 Moderate Note: 1.00 – 1.80 = very unsatisfied, 1.81 – 2.60 = unsatisfied, 2.61 – 3.40 = Moderate, 3.41 – 4.20 = satisfied, 4.21 – 5.00 = very satisfied



The table 4.8 indicates the satisfaction level of intrinsic reward of

secondary school teachers in Thimphu district of Bhutan. The overall satisfaction level

of this facet with 5 items comes out as moderate with the mean score of 3.31 and .79

S.D, the reason is that out of the 5 items, 3 items scores the moderate level and the

remaining 2 as satisfied. Job satisfaction is highest in honoring teachers to be selected

as the school principal with the mean score of 3.51 and job satisfaction is least with

the opportunities to attend workshops and seminar with the mean score of 2.96.

Table 4.9 Satisfaction Level of Interpersonal Relation

(n = 267)

Statement

S.D

Meaning

1. Your colleagues and your superiors are helping together

4.03 0.74 Satisfied

2. Pleasant and friendly work atmosphere between you and your superiors.

4.07 0.77 Satisfied

3. You are supported in educational quality development from your superiors

4.02 2.58 Satisfied

4. Your colleagues and your superiors are enthusiastic to collaborate.

3.91 0.77 Satisfied

5. Superiors give practical advice on performance.

3.82 0.82 Satisfied

Average 3.97 0.82 Satisfied Note: 1.00 – 1.80 = very unsatisfied, 1.81 – 2.60 = unsatisfied, 2.61 – 3.40 = Moderate, 3.41 –

4.20 = satisfied, 4.21 – 5.00 = very satisfied

Table 4.9 shows the satisfaction level with regard to interpersonal relation,

the overall satisfaction level in this facet falls under the satisfied level with mean score

of 3.97 and .82 S.D. Job satisfaction level is highest with work atmosphere between

the teachers and the superiors with a mean score of 4.07 and satisfaction is minimum

with superiors practical advices with a mean score of 3.82.



Table 4.10 Summary of the overall satisfaction level of job satisfaction of

secondary school teachers in Thimphu district of Bhutan

(n = 267)

Job satisfaction

S.D

Meaning

1. Work 3.81 0.66 Satisfied

2. Income 3.25 0.70 Moderate

3. Working Condition 3.66 0.55 Satisfied

4. Self Esteem 3.40 0.76 Moderate

5. Policy and Management 3.84 0.84 Satisfied

6. Intrinsic Rewards 3.31 0.79 Moderate

7. Interpersonal Relation 3.97 0.82 Satisfied

Total 3.61 0.73 Satisfied

Table 4.10 demonstrates the summary of the overall satisfaction level of

job satisfaction of secondary school teachers in Thimphu district of Bhutan. The

results show a satisfied level with the average mean score of 3.61 and 0.73 SD. Out of

the 7 facets, 4 facets fall under the satisfied level and the rest 3 facets falls in a

moderate level. However, there is not much of difference in the mean score. Thereby

the findings of the overall satisfaction were satisfied. The table also demonstrates that

teachers in Thimphu have job satisfaction in interpersonal relationship the most with

the mean score of 3.97 followed by policy and management with 3.84, followed by

work with 3.81, than the working condition with 3.66, than self esteem with 3.40 than

the intrinsic rewards 3.31 and the least satisfaction is the income with the mean score

of 3.25.

4.3 Analysis of the effect on the level of job satisfaction of the

secondary school teachers in Thimphu district of Bhutan by the

personal characteristics and job characteristics.



The research job satisfaction of the secondary school teachers in Thimphu

district of Bhutan intends to find out the satisfaction level of the teachers teaching in

secondary schools in Thimphu district of Bhutan.

The independent variable comprises of the personal characteristics and the

job characteristics and the dependent variable comprises the facets of job satisfaction.

Table 4.11 Difference in Age and Job Satisfaction (n = 267)

Age

n

S.D

F

p-value

Less than 25 18 3.56 0.59 13.67 .000* 25-35 149 3.44 0.52

36-45 60 3.71 0.45

46 and above 40 3.97 0.37

* Significant at 0.05 level

Table 4.11 illustrates the overall job satisfaction with regard to the age. The

findings indicated that it has a statistically significant difference. This means that the

age does have an impact on the level of Job satisfaction. The satisfaction level is at the

highest with the teachers whose age are 46 and above followed by age range of 36-45

and age less than 25. However, the age range of 25-35 seems to be satisfied too but

slightly less compared to the former three ranges.

Table 4.12 Comparison test showing the difference between Ages.

(n=267)

Age

Age

Less than 25

25-35

36-45

46 and

above

Less than 25 3.56 *

25-35 3.44 * *

36-45 3.71 * *

46 and above 3.97 * * *



* The mean difference is significant at 0.05 level.

Table 4.12 showed that teachers with age of 46 and above had higher level

of job satisfaction than the others. Ages 46 and above is statistically significant with

the ages less than 25, 25-35 and 36-45. Ages 36-45 is significant with 25-35 and 46

and above and ages with 25-35 is significant with 36-45 and 46 and above whereas

age less than 25 is significant only with ages 46 and above.

Table 4.13 Gender difference and Job Satisfaction (n = 267)

Gender n S.D t p-value

Male 90 3.71 0.42 2.67 .004* Female 177 3.53 0.56 2.93


Table 4.13 illustrates the overall job satisfaction with regard to gender. The

findings indicated that it has a statistically significant difference. This means that the

gender does have an impact on the level of Job satisfaction. Male teachers have higher

level of satisfaction than females.

Table 4.14 Difference in Marital status and Job Satisfaction (n = 267)

Marital Status

n

S.D

F

p-value

Single 49 3.62 0.53 1.74 .160 Married 210 3.58 0.53

Divorced 5 3.55 0.46

Widowed 3 4.26 0.00


Table 4.14 illustrates the overall job satisfaction with regard to the marital

status. The findings indicated that it has no statistically significant difference. This

means that the marital status does not have an impact on the level of Job satisfaction.



Table 4.15 Difference in Qualification and Job Satisfaction (n = 267)

Qualification

n

S.D

F

p-value

Post Secondary 50 3.48 0.46 1.32 .266 Bachelor’ Degree 151 3.61 0.52

Post Graduate 43 3.60 0.63

Master Degree 23 3.73 0.51


Table 4.15 illustrates the overall job satisfaction with regard to the

qualification. The findings indicated that it has no statistically significant difference.

This means that the qualification does not have an impact on the level of Job

satisfaction.

Table 4.16 Difference in Years of Teaching Experience and Job Satisfaction (n = 267)

Teaching Experience

n

S.D

F

p-value

Less than 10 years 129 3.43 0.54 12.33 .000* 10-20 87 3.64 0.46

21-30 42 3.87 0.45

More than 30 9 4.08 0.30


Table 4.16 illustrates the overall job satisfaction with regard to the years of

teaching experience. The findings indicated that it has statistically significant

difference. This means that the years of teaching experience does have an impact on

the level of Job satisfaction.



Table 4.17 Comparison test showing the difference between teaching experience.

Teaching experience

Teaching experience Less than 10 10-20 21-30 More than 30

Less than 10 years 3.43 * * *

10-20 3.64 * * *

21-30 3.87 * *

More than 30 4.08 * *

* The mean difference is significant at 0.05 level

Table 4.17 showed that the teachers with teaching experience of more than

30 years had higher satisfaction level.

Table 4.18 Difference in Present Position in the School and Job Satisfaction (n = 267) Present position in the school n Mean S.D F p-value

Principal and Vice Principal 9 3.87 0.41 11.47 .000* Master Teacher 8 4.01 0.49

Senior Teacher 59 3.85 0.42

Teacher 191 3.48 0.52


Table 4.18 illustrates the overall job satisfaction with regard to the present

position in the school. The findings indicated that it has statistically significant

difference. This means that the present position in the school does have an impact on

the level of Job satisfaction.



Table 4.19 Comparison test showing the difference of Present Position in the School. Present position in the school

Present position

in the school

Principal

and Vice

Principal

Master

Teacher

Senior

Teacher

Teacher

Principal and Vice Principal 3.87 *

Master Teacher 4.01 *

Senior Teacher 3.85 *

Teacher 3.48 * * *

* The mean difference is significant at 0.05 level

Table 4.19 showed the teachers with present position in the school.

Teachers had lower level of job satisfaction than the others.

Table 4.20 Difference in Teaching Hours and Job Satisfaction (n = 267)

Teaching Hours n S.D F p-value

Less than 5hrs 7 3.64 0.47 0.18 .911 5-10 hrs 7 3.53 0.41

10-15 hrs 9 3.49 0.79

More than 15 hrs 244 3.60 0.52


Table 4.20 illustrates the overall job satisfaction with regard to the teaching

hours. The findings indicated that it has no statistically significant difference. This

means that the teaching hours do not have an impact on the level of job satisfaction.

Table 4.21 Difference in School Level and Job Satisfaction (n = 267)

School level n S.D F p-value

Lower Secondary School 154 3.59 0.50 .13 .883 Middle Secondary School 42 3.63 0.55

Higher Secondary School 71 3.58 0.58




Table 4.21 illustrates the overall job satisfaction with regard to the school

level. The findings indicated that it has no statistically significant difference. This

means that the school level do not have an impact on the level of Job satisfaction.

4.4 Summary of the research result Job Satisfaction of secondary school teachers in Thimphu district of Bhutan

with different age, gender, years of teaching experience and present position in the

school were found to be statistically significant as illustrated in the tables and marital

status, qualification, teaching hours and school level were not found to be significant

to the level of job satisfaction.

Table 4.22 summary of the research result

Hypotheses Result

1. Job satisfaction of secondary school teachers in Thimphu district is

statistically significant by age.

Accept


statistically significant by gender.

Accept

3. Job satisfaction of secondary school teachers in Thimphu district is not

statistically significant by marital status.

Reject


statistically significant by qualification.

Reject


statistically significant by teaching experience.

Accept


statistically significant by present position.

Accept


statistically significant by teaching hours.

Reject


statistically significant by school level.

Reject


Sangay Drukpa Discussion / 54

CHAPTER V

DISCUSSION

In the case of finding out the job satisfaction of secondary school teachers

in Thimphu district of Bhutan and to compare the level of job satisfaction of teachers

teaching in secondary schools in Thimphu District of Bhutan with regard to the

personal characteristics and job characteristics with that of some of the facets of job

satisfaction; work, income, working condition self esteem, policy and management,

intrinsic rewards and interpersonal relations. The findings of the research are discussed

as follows:

5.1 General profile of the sample

5.2 Job satisfaction of the of the secondary school teachers in Thimphu

district of Bhutan

5.3 Discussion of the effect on the level of job satisfaction of the secondary


characteristics.

5.1 General Profile of the Sample The research finding about age showed that out of the 267 respondent,

6.7% which constitute 18 respondent falls under the age group less than 25 years,

55.8% which constitutes 149 respondent falls under the age group between 25-35

years, 22.5% which constitutes 60 respondent falls under the age group of 36-45 years

and 15% which constitutes 40 respondent falls under the age group of 46 and above

age group. The main reason for lesser number of young teachers below the age of 25

years could be because of the educational policy of placing the young teacher

graduates from the colleges of education in the rural areas, thus Thimphu district being

an urban area, young teachers must not have got chances to work in the urban area.

Another reason could be because of the lack of interest in joining the teaching


Fac. of Grad. Studies, Mahidol Univ. M.Ed. (Educational Management)/ 55

profession as from this clearly indicated that teachers are not respected in the society.

55.8 % of the respondents fall under the age group between the 25-35 years, this is a

very huge chunk teachers. The reason could be rise in intake capacity of the college of

educations and the rise in demand of the teachers because of rise in number of

teachers.

It was found out that 66.3% which constitutes 177 female teachers and

33.7% constituting 90 male teachers. The reason for more number of female teachers

could be because most of the spouses work in other department and ministries in the

capital city. With regard to the qualification, 18.7% with 50 respondents has post

secondary educational level, 56.6% with 151 respondents have bachelor’s degree,

16.1% with 43 respondents have Post graduate and 8.6% with 23 respondents have

master degree. The reason for lesser number of teachers with post secondary

qualification could be because of the emphasis of distance and continuing education

where teachers are given chances to update the qualification at least up to the bachelor

degree level. That could be similar reason with the teachers having bachelor degree

and other reason could be because of the intake capacity of colleges of education. And

the reason for lesser number of teachers with post graduate and master degree could be

because teachers with higher qualification are mostly placed in higher secondary

school and colleges.

The result indicated that teaching experience varied from 1 year to more

than 30 years in the service. Most of the teachers have less than 10 years of teaching

experience with 48.3% (129 respondent), 32.6% (87 respondent) with teaching

experience between 10-20 years, 15.7% (42 respondents) with teaching experience

between 21-30 years and 3.4% (9 respondents) with more than 30 years of teaching

experience. But cannot draw a conclusion by looking at the result that there is a team

of inexperienced teachers in the district. In fact young teachers are more academically

sound and kitted with better pedagogy. When it comes to teaching hours, out of the

267 respondents, 2.6% with 7 respondents had less than 5 hours teaching hours and

similarly 2.6% with 7 respondents had teaching hours between 5-10 hours, 3.4% with

9 respondent had teaching between 11-15 hours and a large number 244 respondent

with 91.4% had more than 15 hours per week. At this point it can be discussed that the



variation of teaching hours could be because of the various job responsibilities

shouldered by the individual. For instance, Principals and Vice Principals has lesser

number of teaching periods as they need to look after the administrative and

management affairs of the school and similarly the Master teachers need to help the

administration in the field of evaluating the teachers and the head the various

department. However the ordinary teachers need to shoulder all the teaching

responsibilities therefore has more than 15 hours per week.


district of Bhutan Out of the seven dependent variables of job satisfaction, teachers teaching

in secondary schools in Thimphu district are highly satisfied with interpersonal

relationship the most followed by policy and management, followed by work, than the

working condition, than self esteem than the intrinsic rewards and the least satisfaction

is the income. On comparison of score, four aspects fell under the satisfied level and

the rest three aspects fell under the moderate level. However, there is not much of

difference in the mean score. Thereby the findings of the overall satisfaction of the

teachers teaching in secondary schools in Thimphu district were satisfied.

The findings indicated that the teachers teaching in secondary school in

Thimphu district enjoy more with the interpersonal relationship. The result back up the

research findings and views of Robert (1971) and the findings of Dorji Kinley (2007),

who views that teachers’ job satisfaction is highest when it comes to the interpersonal

relationship, may be because most of the teachers enjoy the job and are in the same

level of ages in most of the schools, which is further supported by the present research

finding that the teachers like the job and being a teacher. Next in line of satisfaction

comes the Policy and Management. The educational policy is even and same through

out the nation plus the selection of the supervisors are done by the Ministry of

Education with the support of the Civil Service. Thus only the able and capable

teachers become the Principal. Managerial traits of the Principals are developed

through training both in country and outside country, so that the Principals can

dispense the best of the management in the school. May be because of such traits and

trend of the government in selecting the Principals and training them and dispensing



there innate managerial skill has lead to the satisfaction level of the secondary school

teachers to be in a satisfied level. Next closer to policy and management in terms of

satisfaction level comes the Work. The result indicated that teachers are satisfied with

given responsibilities as it gives them opportunity to utilize there knowledge and

skills. The result supports the study of Baron (1991) which states that work which

satisfies the needs of employees is work providing opportunity to use one’s value

skills and abilities, creativity and variety. Also work which has just sufficient

difficulty, amount of work, responsibility, autonomy and complexity. This means that

the job of a teacher in secondary schools satisfies the needs of the teachers by

providing opportunity for them to use their own skills, abilities, creativity and variety.

When it comes to the working condition, the teachers are satisfied with the

working condition. Baron (1991) views that the employees derives satisfaction from

the surroundings which are not dangerous or uncomfortable. Most employees also

value a location close to home, new buildings, cleanliness and adequate tools. This

indicates that the teachers in secondary schools of Thimphu district work in

surroundings that is not dangerous or comfortable. They work closer to home and had

adequate tools for the profession.

Self esteem of teachers teaching in secondary schools of Thimphu district

of Bhutan, was found to be moderate level. The reason for the resentment could be

tabulated from the research finding that there is no recognition for the job well done

and teachers are not highly respected in the society thus the teachers don’t want there

children to join the same profession. Another reason could be that the teaching

profession does not have a standard policy for upgrading the teaching profession

where by the teachers remain stagnant and impose threat towards their self esteem.

Therefore a policy needs to be standardized in addressing the issue.Locke (1976)

supports that people with positive self image will be more satisfied with the work.

According to Organ (1986) professionals derive greater rewards from works, including

the challenge of their work, the use of the skills and knowledge, the opportunity for

self-development, learning, and growth. The research findings indicate that the

satisfaction level of Intrinsic reward is moderate which means that probably teachers

get lesser chances to attend seminars and workshops; only a hand full gets the chance.

However in this research it reflects that there still does exists teachers who have never



got opportunities to attend workshop and seminars and others. It’s a clear indicator

that the Ministry of education needs to buckle up for the teachers and develop some

training avenues.

The satisfaction level of income is moderate and ranks the least mean score

in research findings. It is a clear indicator that the recent pay hike of the government

has no impact on the teachers, although the other part of the society feels that the

teachers are better paid as per the profession, it supports the study of Organ (1986) and

Locke (1976) who feel that though the money is not a determent factor of job

satisfaction but money or income does make things worthwhile. However the research

fails to draw a conclusion that the teachers are not happy as a teacher but it could be

concluded that they are not happy with the salary they get the most probable reason

could be that teachers survive on just the dry salary which they get at the end of each

month and other than that they don’t have any other side income.

In general the overall job satisfaction is at the satisfied level, though some

of the aspects like self esteem, intrinsic reward and income are in the moderate level.

Although the mean difference were very negligible. Herzberg (1979) states that in

order to prevent the worker from dissatisfaction, some of the hygiene factors need to

be looked at like that of income and others as it prevents the worker from job

dissatisfaction and on top of it the hygiene factor address the lower needs. The

probable reason could be that the teachers are not satisfied with the income and the

amount of workload they have to shoulder.

5.3 Discussion on the effect on the level of job satisfaction of the


personal characteristics and job characteristics. 5.3.1 Difference of Age and Job Satisfaction.

The research findings indicated that difference of age has a statistically significant

difference. This means that the age does have an impact on the level of Job

satisfaction. The satisfaction level is at the highest with the teachers whose age are 45

and above followed by age range of 36-45 and age less than 25. However, the age

range of 25-35 seems to be satisfied too but slightly less compared to the former three



ranges. The findings indicated that it has a statistically significant difference. When

compared with the various age ranges, it has been found out that as the teacher grow

older and older the satisfaction level grows higher and higher. Higher the age the

satisfaction level is more probably because they spent more time in the system and has

adapted with the situation and the system. The satisfaction level is highest with the

teachers who are with the age range of 45 and above, probably because of the maturity

of the age and contentment with the work and adaptability. Similarly research findings

support the previous research of Dorji Kinley (2007), who found out that as the

teacher grow older the satisfaction level also grows along with them. The reason for

the younger generation to have lesser satisfaction level could be because they are more

ambitious and there needs are more and gets peer pressure from the fellow mates who

work in other departments and are better off comparing to the teaching profession.

Thus age as a hypothesis is accepted.

5.3.2 Difference of gender and job satisfaction.

The findings indicated that gender has a statistically significant difference.

This means that the gender does have an impact on the level of Job satisfaction. Male

teachers have higher level of satisfaction than females. Although the Royal

government of Bhutan has a non discriminatory policy against gender, there seems to

be a difference in the satisfaction level. The research finding supports the findings of

Hulin and Smith (1965) and Locke et al, (1963) who found that the male have more

satisfaction than the females. The reason could be females are opening up in terms of

carreer ladder and are becoming more ambitious comparing to those yonder days.

Another reason for getting a statistically significant difference could be that out of the

267 respondent, 177 respondents were females and 99 respondents were males, thus

the result must have indicated the difference of mean with gender in terms of

satisfaction level. Therefore gender as a hypothesis is accepted.

5.3.3 Difference of marital status and job satisfaction.

The result indicated that out of the 267 respondent, 49 respondents were

single, 210 were married, 5 were divorced and 3 were widowed. The result indicated

that the widowed teachers are very satisfied comparing to the single, married and



divorced teachers who are just satisfied. The findings indicated that it has no

statistically significant difference. This means that the marital status does not have any

impact on the level of Job satisfaction. The research finding contradicts the research of

Bruce and Blackburn (1992) and Locke et al (1983) who found out that the satisfaction

level of worker are highest for those worker who come from a well groomed family

and who is surrounded by love and compassion of the dear and near ones. Empathetic

and helpful family members can raise the level of job satisfaction of an individual. The

probable reason for the single workers to have lesser job satisfaction is they are lonely

and always mobile and don’t have any one to share any sort of feelings. So marital

status as hypothesis is rejected.

5.3.4 Difference of qualification and job satisfaction.

The result indicated that out of the 267 respondent 50 teachers had post

secondary certificates, 151 had bachelor degree, 43 teachers had post graduate and 23

had master degree. The result also indicated that qualification doesn’t have statistically

significant difference. This means that the qualification does not have any impact on

the level of Job satisfaction. The result contradicted the findings of Carell and Elbert

(1974) who found out that the qualification has a negative impact on job satisfaction.

It was found that the fresh graduates with higher qualification are not satisfied with the

mundane job they do. Desantis and Durst (1996) in there comparative study of job

satisfaction of the private and public employee, revealed that qualification as a

variable had much stronger negative job satisfaction in the private rather than in the

public. They concluded that the private sector employees are not challenged at work

and experiences gap between the expectation and realities. On the contrary the result

indicated that higher the qualification, higher the satisfaction level. Therefore

qualification as a hypothesis is rejected.

5.3.5 Difference of teaching experience and job satisfaction.

The findings indicated that it has statistically significant difference. This

means that the years of teaching experience does have an impact on the level of Job

satisfaction. Teachers with teaching experience of more than 30 years had higher satisfaction

level except that the teachers that had teaching experience of 21 to 30 years. As mentioned



earlier the senior teachers are more satisfied than the younger ones as they have served

the system for longer duration and are being able to adapt with the system and the

other probable reason could be the young teachers are more ambitious than the older

ones The research supports the findings of Fraser, Draper & Taylor (1998) who concluded

that teachers with longer service are overall less satisfied with teaching, and on some

specific aspects of satisfaction, differences are statistically significant. The reason

could be that as the teacher gains more experience, the demand for such teachers are

more every where and there sense of belonging changes. In a country like Bhutan,

where the education system is at the threshold of transaction, where many private

schools are mushrooming, the demands for experienced teachers are high, plus

teaching experience is a plus point and a criterion for any sort of training and

advancement. Perhaps because of this reason the research findings indicated a

statistically significant difference. Therefore years of teaching experience as set

hypothesis is accepted.

5.3.6 Difference in present position in the school and job satisfaction

The research findings indicated that the teachers who are just a regular

teacher and does not shoulder any responsibility are least satisfied. The result also

indicates that the position has a statistically significant difference. Thus present

position in the school as a hypothesis is accepted. The research finding supports the

literature which states that professional roles vary with the professional responsibilities

the individual shares. The result indicated that Master teachers are more satisfied

comparing to the other types of teachers. Teachers with the responsibilities of

Principal and Vice Principal have their own level of satisfaction although they

shoulder fewer responsibilities in teaching but they are bogged with more of

administrative and managerial roles and responsibilities, although they are respected in

the society and have better opportunities in terms of training and advancement.

5.3.7 Work load and job satisfaction.

The findings indicated that it has no statistically significant difference. This

means that the teaching hours do not have an impact on the level of Job satisfaction.

The result indicated that more the teaching hours, more was the satisfaction level. The



ordinary teachers are more satisfied with the amount of teaching hours they have than those

teachers who have less number of teaching hours. The findings contradict with the literature

where it states that the workload and job satisfaction has a stronger correlation. Heavier the

work load, chances for increase in the stress level and burnout is more. Out of the 267

respondents, 244 teachers had more than 15 hours of teaching and 9 respondents had teaching

hours between 10-15 hours, 7 respondents with teaching hours of 5-10 hours and another 7

respondent with less than 5 hours of teaching. The main intention of the research was to find

out weather the number of teaching hours has any correlation with the job satisfaction but the

result indicated that teaching hours doesn’t have any correlation with the satisfaction level, the

most probable reason could be that the teacher are burdened by other duties rather than the

teaching alone. Therefore, work load as a hypothesis is rejected.

5.3.8 School level and job satisfaction

The research was focused on the secondary school teachers in Thimphu

district of Bhutan and under the secondary school level there are three types of

secondary schools like lower secondary school, middle secondary school and higher

secondary school. The research findings indicated that there is no statistical

significant. Therefore, school level as a hypothesis is rejected. The research findings

contradict with the literature were different level of school level has different work

load and work pattern. The most probable reason could be because of the same

administrative and management policy followed by the schools and another reason

could be because of the uniform educational policy implemented by the government

and the ministry of education. However, the research findings support the view of

Locke (1979) that organization has more ultimate control over these factors than the

employee’s immediate supervisor. The organization policies which are incomplete,

unclear or undefined have been found to be associated with job satisfaction.



CHAPTER VI

CONCLUSIONS AND RECOMMENDATIONS

This chapter is aimed at summarizing the research finding, concluding the

research and making recommendation. The chapter is sequenced as follows:

6.1 Summary of the research findings

6.2 Summary of the overall job satisfaction of secondary school teachers of

Thimphu district of Bhutan.

6.3 Analysis of the effect on the level of job satisfaction of the secondary


characteristics.

6.4 Recommendations.

6.5 Recommendations for further studies

6.1 Summary of the research findings The main purpose of this research was to find out the job satisfaction of

secondary school teachers in Thimphu district of Bhutan and to compare the level of

job satisfaction of teachers teaching in secondary schools in Thimphu District of

Bhutan with regard to the personal characteristics and job characteristics with that of

some of the facets of job satisfaction; work, income, working condition self esteem,

policy and management, intrinsic rewards and interpersonal relations, a descriptive

survey method was used as the research method and the questionnaire was developed

and used as the key instrument. Descriptive statistics like, percentage, mean, standard

deviation was used to in addressing the general characteristics of the sample. ANOVA

and t- test were used in comparing the personal characteristics, job characteristics with

the aspects of job satisfaction. The population of the study was the teachers teaching in

secondary schools in Thimphu district of Bhutan and the sample size were 267

teachers teaching in various secondary schools in the district. Out of the 267

respondent, 6.7 % which constitute 18 respondent falls under the age group less than


Sangay Drukpa Conclusions and Recommendations / 64

25 years, 55.8% which constitutes 149 respondent falls under the age group between

25-35 years, 22.5% which constitutes 60 respondent falls under the age group of 36-45

years and 15% which constitutes 40 respondent falls under the age group of 46 and

above age group.

The sample has more of female teachers with 66.3% which constitutes 177

female teachers and 33.7% constituting 90 male teachers. There is greater number of

married teacher consisting of 78.7% with 210 respondent, 18.4% with 49 respondent

are single and there are very negligible percentage of 1.9% with 5 respondent falling

under the divorced category and 1.1% with 3 respondent falling under the widowed

category respectively. With regard to the education level, 18.7% with 50 respondents

has Post secondary educational level, 56.6% with 151 respondents have bachelor’s

degree, 16.1% with 43 respondents have Post graduate and 8.6% with 23 respondents

have master degree. The teaching experience varied from 1 year to more than 30 years

in the service. Most of the teachers have less than 10 years of teaching experience with

48.3% (129 respondent), 32.6% (87 respondent) with teaching experience between 10-

20 years, 15.7% (42 respondents) with teaching experience between 21-30 years and

3.4% (9 respondents) with more than 30 years of teaching experience. 4% with 1

respondent was a Principal, 3.0% with 8 respondents were Vice Principal, similarly

3.0% with 8 respondents were Master teachers, 22.1% with 59 respondents were

senior teachers and 71.5% with 191 respondents were ordinary teachers. Out of the

267 respondents, 2.6% with 7 respondents had less than 5 hours teaching hours and

similarly 2.6% with 7 respondents had teaching hours between 5-10 hours, 3.4% with

9 respondent had teaching between 11-15 hours and a large number 244 respondent

with 91.4% had more than 15 hours per week.

With regard to the various school levels, out of 267 samples, 57.7% with

154 respondents worked in the Lower secondary school, 15.7% with 42 respondents

worked in Middle secondary school and 26.6% with 71 respondents worked in Higher

secondary school.



6.2 Summary of the overall job satisfaction of secondary school

teachers of Thimphu district of Bhutan On reviewing the result of the research, it was found that the average mean

score were 3.61 and 0.73. Out of the 7 aspects of job satisfaction, 4 aspects like work,

working condition, policy and management and interpersonal relation were at satisfied

level and the rest 3 aspects like income, self esteem and intrinsic reward falls in a

moderate level. However, there is not much of difference in the mean score. Thereby

the findings of the overall satisfaction were satisfied. The result also demonstrates that

teachers in Thimphu have job satisfaction in interpersonal relationship the most

followed by policy and management, followed by work, than the working condition,

than self esteem than the intrinsic rewards and the least satisfaction is the income with

the minimum mean score of 3.25.

6.3 Analysis of the effect on the level of job satisfaction of the


personal characteristics and job characteristics.

.

The result indicated that job satisfaction with regard to age was statistically

significant difference. When compared with the various age ranges, it has been found

out that as the teacher grow older and older the satisfaction level grows higher and

higher. The satisfaction level is highest with the teachers who are with the age range of

45 and above, probably because of the maturity of the age and contentment with the

work and adaptability.

With regard to gender and overall job satisfaction, it has a statistically

significant difference. Male teachers have higher level of satisfaction than females.

Although the Royal government of Bhutan has a non discriminatory policy against

gender, there seems to be a difference in the satisfaction level. The reason could be

females are opening up in terms of career ladder and are becoming more ambitious

comparing to those yonder days.

The overall job satisfaction with regard to marital status proved no

statistically significant difference. The research finding contradicts the research of



Bruce and Blackburn (1992) and Locke et al (1983), who found out that the

satisfaction level of worker are highest for those worker who come from a well

groomed family and who is surrounded by love and compassion of the dear and near

ones.

In terms of difference in qualification, the result indicated that out of the

267 respondent 50 teachers had post secondary certificates, 151 had bachelor degree,

43 teachers had post graduate and 23 had master degree. The result also indicated that

qualification doesn’t have statistically significant difference. This means that the

qualification does not have any impact on the level of Job satisfaction.

The findings indicated that teaching experience and overall job satisfaction

has statistically significant difference. Teachers with teaching experience of more than

30 years had higher satisfaction level except that the teachers that had teaching

experience of 21 to 30 years. The reason could be that as the teacher gains more

experience, the demand for such teachers are more every where and there sense of

belonging changes. In a country like Bhutan, where the education system is at the

threshold of transaction, where many private schools are mushrooming, the demands

for experienced teachers are high, plus teaching experience is a plus point and a

criterion for any sort of training and advancement. Perhaps because of this reason the

research findings indicated a statistically significant difference.

With regard to present position and overall job satisfaction, the result

indicates that the position has a statistically significant difference. The result indicated

that Master teachers are more satisfied comparing to the other types of teachers.

Teachers with the responsibilities of Principal and Vice Principal are have there own

level of satisfaction although they shoulder less responsibilities in teaching but they

are bogged with more of administrative and managerial roles and responsibilities,

although they are respected in the society and has a better opportunities in terms of

training and advancement.

The significance difference in the level of job satisfaction compared to

teaching hours or work load indicated that it has no statistically significant difference.

This means that the teaching hours do not have an impact on the level of Job

satisfaction. The result indicated that more the teaching hours, more was the

satisfaction level. The ordinary teachers are more satisfied with the amount of



workload they have than those teachers who have less number of teaching hours. The

main intention of the research was to find out weather the number of teaching hours

has any correlation with the job satisfaction but the result indicated that teaching hours

doesn’t have any correlation with the satisfaction level, the most probable reason

could be that the teacher are burdened by other duties rather than the teaching alone.

Ultimately, When school level the teacher teaches and the overall job

satisfaction was compared it was found out that there is no statistical significant. The

most probable reason could be because of the same administrative and management

policy followed by the schools and another reason could be because of the uniform

educational policy implemented by the government and the ministry of education.

6.4 Recommendations Although the research findings indicated that the overall job satisfaction

level of teachers teaching in secondary schools in Thimphu district are satisfied but

there are some aspects like that of income, self esteem and intrinsic reward are in the

moderate level, which means that the teachers in general in the district are not very

happy in this aspects. Therefore, in order to sustain the present education system, the

human resource and better equip for the future challenges, the following points are

recommended.

6.4.1 Recommendations from the findings for policy decision making

• A survey in other districts of Bhutan needs to be carried out to find out

weather the teachers in the other districts are satisfied with the income.

• The ministry of education has to stream line the training opportunities

of the teachers so that the teachers do not remain dissatisfied.

• To conduct a study to find out what effects the self esteem of the

teachers and propagate to the society the value of teachers in the schools.

• Some incentives to boost the morale of the teachers need to be looked

at so that the teacher doesn’t remain dissatisfied.



6.4.2 Recommendation for further studies

1. The present research findings are totally based on the teachers in

Thimphu district, which is an urban area, a similar kind of research can be conducted

in the rural areas and make a comparative analysis.

2. A comparative study of job satisfaction of teachers teaching in private

schools and public school would prove to provide interesting result.

3. To study the effect of peer pressure on teaching professionals and how

it effects the job satisfaction.

4. A study on teachers self esteem and its impact on dispensing quality

education could be a topic of interest.

5. Impact of management on teacher’s job satisfaction could be an apt

topic.

6. A qualitative research on the job satisfaction of teachers can highlight

the reasons of dissatisfaction.



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APPENDIX


Sangay Drukpa Appendix / 74

RESEARCH QUESTIONNAIRE

Part A General Information

Please fill in the following general information in the space provided. 1. Age: ……….. (Years) 2. Gender: Male Female 3. Marital Status: Single Married Divorced Widowed 4. Qualification: Post Secondary Bachelor’ Degree Post Graduate Master Degree 5. Years of teaching experience ………….. 6. Present Position in the school: Principal Vice Principal



Master Teacher Senior Teacher Teacher 7. How many teaching hours do you have per week? ………………… hours. 8. School Level Lower Secondary School (Pre-primary- grade VIII)

Middle Secondary School (Grade VII – grade X)

Higher Secondary School (Grade IX – grade XII)



Part B

Job Satisfaction The ratings of the statements are the indicator of your feeling towards your job. Read carefully and “tick” against the appropriate answers. Very satisfied = 5

Satisfied = 4

Moderate = 3

Least Satisfied = 2

Not satisfied = 1

Statement of Job

Satisfaction Level Not

Satisfied Least

Satisfied Moderate Satisfied Very

satisfied

Work 1. You are usually assigned with important work

2. You are happy with the given responsibilities as it gives you opportunity to utilize your knowledge and skills

3. You have enough freedom to make your own decision within the given responsibilities

Income 4. Your monthly income is sufficient enough to lead a decent life in the society.

5. Your income is appropriate to your qualification.

6. You are very much underpaid in relation to the amount of work that you do.

7. You are paid with appropriate wage level for the amount of work.

8. Supervisors have a fair and reasonable justice in staffs’ promotion and salary advancement.

9. Concern on feat and achievement of the performance.

10. Current salary account is suitable for staffs’ responsibilities in school.

Working Condition 11. You feel comfortable working in this



Statement of Job


Satisfied Least


satisfied

school. 12. The school has enough resources. 13. The school has a conducive teaching learning environment.

14. You are happy with the number of teaching periods allocated to you.

15. You have more of co curricular responsibilities than teaching.

16. You are not overloaded with work. 17. School provides standard items, materials, tools, utensils in the workplace.

18. School provides handbook, regulation, discipline and mandate to facilitate the performance.

19. School is developed in accordance with Bhutanese educational reform

20. Proper ration of staff to work with 21. You are capable of performing well. 22. School environmental facilitates performances.

23. Positive work atmosphere. Self Esteem 24. Your work are duly acknowledged by your supervisor

25. Your Principal gives you credit when you do a good job.

26. Your work are normally successful, but you seldom receive praise or recognition for your effort

27. Your are proud to be a teacher. 28. People respect you as a teacher. 29. You want your children to join the teaching profession.

30. Teachers are highly respected in the society.

Policy and Management 31. Action plan is prepared before actual performance.

32. You are satisfied of annual staff’s appointment and deployment.

33. Educational reform encourages teachers to take part in decision making with school administrators.

34. You are satisfied with educational



Statement of Job


Satisfied Least


satisfied

policy. 35. You are satisfied with the school administration.

36. Your supervisor is capable of giving command.

Intrinsic Rewards 37. You play a role in educational staff’s performance evaluation.

38. You have opportunities to be promoted in accordance with your competence.

39. You have opportunity to attend a workshop, seminar to enhance your skills and broaden your experiences.

40. Job designs of your position have been improved regularly

41. You feel honored to be selected as a school principal.

Interpersonal Relation 42. Your colleagues and your superiors are helping together

43. Pleasant and friendly work atmosphere between you and your superiors.

44. You are supported in educational quality development from your superiors

45. Your colleagues and your superiors are enthusiastic to collaborate.

46. Superiors give practical advice on performance.



BIOGRAPHY

NAME Sangay Drukpa DATE OF BIRTH 5th September 1974 PLACE OF BIRTH Trashigang, Bhutan INSTITUTIONS ATTENDED Shillong College, Shillong, India

Bachelor of Arts (B.A)

(1996-1999)

National Institute of Education

Samtse, Bhutan

Post Graduate Certificate in Education

(PGCE) (2001)

Mahidol University, Thailand

Master of Education (M.Ed)

(Educational Management)

(2008-2010)

SCHOLARSHIP Thailand International Cooperation Agency

(TICA)

HOME ADDRESS Trashigang Throm,

Trashigang, Bhutan

EMPLOYMENT ADDRESS Principal, Tendu Higher Secondary School,

Samtse Bhutan

E-mail: [email protected]


Documents

job satisfaction of secondary school teachers in thimphu district of