a comparative study on the job satisfaction of government

Damchoe Dema_RIM/2018/2912

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A Comparative Study on the Job Satisfaction of

Government Teachers in Urban (Thimphu) and Rural

(Trashigang) Higher Secondary Schools.

A research paper submitted in partial fulfilment of the requirements for

the award of post graduate diploma in public administration

ROYAL INSTITUTE OF MANAGEMENT, SEMTOKHA

2018

Submitted by: Damchoe Dema (PGDPA)


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Acknowledgement

I would like to express my profound gratitude to Madam Luengten for her valuable guidance and

constant feedback throughout the duration of my research. Her suggestions and comments were

of immense help in making this research paper a success. The experience has been very

knowledgeable under her guidance.

I would also like to thank Madam Palmo Thinley for guiding me with the research proposal and

also throughout this research journey.

My heartfelt gratitude also goes to all my friends and classmates for providing me extra

information and help for the research and to all the teachers who participated in the survey.

My sincere thanks also go to all the people who have put in hard work and time in making this

research a knowledgeable journey and a success.


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Abstract

This research paper looks into the correlation of job satisfaction of rural and urban teachers with

eight independent variables (income, working conditions, self-esteem, socio-economic facilities,

policy and management, work type, intrinsic rewards and interpersonal relations). It also studies

the satisfaction level of each independent variable and compares the satisfaction of teachers in

rural and urban areas. The studies of satisfaction of teachers for each independent variable, the

comparison between the two areas and the correlation have been done with the help of survey

method. By highlighting the correlation and satisfaction level of the eight identified factors of

two different areas, the research compares the job satisfaction of teachers in rural and urban areas

and points out the importance of providing means of achieving job satisfaction.

Keywords: Job satisfaction, teachers, schools, rural area, urban area, income, intrinsic rewards,

interpersonal relations, work type, attrition.


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Table of Content

Chapter 1: Background………………………………………………….4

1.1 Introduction…………………………………………………………4-5

1.2 Research questions and hypotheses………………………………..5

1.2.1 Research question…………………………………………………5

1.2.2 Research hypotheses……………………………………………..5

1.3 Problem Statement…………………………………………………..5-7

Chapter 2: Literature review and conceptual framework………………8

2.1 Literature review……………………………………………………..8

2.2.1 Research background……………………………………………….8-12

2.2.2 Factors determining the job satisfaction of teachers…………………12-13

2.2 Theoretical Framework…………………………………………………14

Chapter 3: Research methodology………………………………………..15

3.1 Research design……………………………………………………….15

3.2 data collection………………………………………………………..15

3.3 Population and sample size…………………………………………..15-16

3.4 Research Instruments………………………………………………..16-17

3.5 Data analysis method……………………………………………….18

Chapter 4: Findings, Analysis and Discussion………………………….19

4.1 Statistical analysis (results)……………………………………………19

4.1.1 Demographic analysis of the respondents…………………………19-23

4.1.2 Bivariate correlation………………………………………………………23-24.

4.1.3 Descriptive statistics of all the independent variables……………..25-26

4.1.4 Overall Job Satisfaction based on the identified independent variables…27

4.1.5 Overall job satisfaction in general………………………………………..27-28

4.2 Theoretical Analysis (Discussion)………………………………………….28-32

Chapter 5: Conclusion and recommendation………………………………….33

5.1 Recommendation…………………………………………………………..33-34

5.2 Limitations of the study………………………………………………………34-35

5.3 Ethical consideration……………………………………………………….35-36

5.4 Directions for future research……………………………………………36-37

5.5 Conclusion…………………………………………………………………37-38

Reference……………………………………………………………………………39-41

Appendix A………………………………………………………………………42-45


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CHAPTER 1: BACKGROUND

1.1 Introduction.

Job satisfaction of teachers is a crucial component for the continuing growth of any education

system globally. Job satisfaction has been perceived and defined differently by different

researchers. Nevertheless, the two most commonly used definitions are as defined by Locke

(1976) and Spector, who described job satisfaction as the pleasurable emotional state resulting

from the appraisal of one‟s job and the extent to which people like or dislike their job

respectively. Generally, the satisfaction and dissatisfaction of the teachers depend upon various

external and internal factors. As discussed by Rao & Sridhar (2003), in the process of learning

and teaching, teachers as the main stakeholder must be satisfied with his job as it is the basic

requirement of the profession.

However, satisfying the need and expectations of the teachers, like any other professions, is a

great challenge in the evolving global environment. Teachers in general face an ample of

challenges such as long working hours, larger class strength, lesser training opportunities and

discouraging school culture. Additionally, the satisfaction level of the teachers in particular can

also be related to students‟ performance, opportunities and the level at which their expectations

are fulfilled. For instance, teachers in Bhutan work for around 10 months a year and 8 hours a

day as discussed by Drukpa (2010) which can be one of the significant causes of teacher shortage

issue in the country. Additionally, given its issue of unbalanced regional growth and

opportunities, the difference in the job satisfaction of rural and urban teachers in Bhutan is a

huge concern. However, on the opposite side of the coin, the implementation of various


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educational HR policies and education programmes in Bhutan over the years has developed the

education sector by heaps.

In this regard, this paper will critically analyse the job satisfaction of government teachers in

Bhutan and the factors affecting their satisfaction based on the Herzberg two model theories,

Maslow theory and E.R.G theory. For the later part, the paper will provide comparative analysis

between the satisfaction of rural and urban teachers.

1.2 Research questions and hypothesis.

1.2.1 Research questions.

1/ Are the independent variables related to dependent variable?

2/ How satisfied are the teachers teaching in rural and urban areas?

3/ Is there difference in the job satisfaction of rural and urban teachers?

1.2.2 Research hypothesis.

1/ Low salary is one of the dominating factors affecting the overall job satisfaction of the

teachers in government schools.

2/ Rural teachers are less satisfied than their urban counterparts in their job.

1.3 Problem statement.

Over the last few years, Bhutan has seen an increasing number of teachers resigning from its

profession for which the teacher shortage issue has come into government and public concerns.


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The highest attrition rate has been in 2017 with 345 teachers leaving the profession of the total

teacher population of 8,644 (Kuensel, 2018). It further reported that about 3.6 % of the teachers

in public schools leave the profession every year on an average, most of which go to foreign

countries for better opportunities. Basing the reason of teachers‟ resignation on better

opportunities rather than expectations of the teachers not being fulfilled does not help address the

voluntary resignation issue faced by the government. Rather, the teachers resigning voluntarily

from the profession leave between academic years which is a significant concern given the fact

that it has adverse effects on the students learning. In addition, it causes additional expenditures

on the government who needs to fill the vacant posts through mostly contract and expatriate

teachers. Further, the national council review (2018) on the quality of teachers cited that over

101 teachers applied for two vacant posts of program officer in the education ministry. Taking

this into account, it is evident that teachers of public schools in Bhutan are growingly unhappy

with the profession. The statement can be supported by the fact that only 37 hours of

professional development on an average was availed by teachers which is comparatively less

than other professions as reported by Tobgay (2017) in the Annual State of Nation Report of

Bhutan. With lesser professional development opportunities in addition to several other factors,

job satisfaction amongst Bhutanese public teachers has become a significant concern.

Worrisomely, the report further stated that the teachers of rural areas in Bhutan availed even

lesser professional development hours. This can be due to the harsh geographical location,

weather conditions and lack of substitute teachers which restrict the rural teachers from attending

programs and trainings which mostly take place at urban areas. In addition, rural teachers have

lesser access to modern amenities as Bhutan is still developing whereby the developmental


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processes have not yet reached the rural areas. Having to teach with lesser teaching facilities to

the rural children who in Bhutan‟s case are mostly deprived from outside exploration can

frustrate and increase the stress of the rural teachers. However, the teachers teaching in urban

areas which make up majority of the teaching population also face their own share of challenges.

The urban teachers are pressurized by the growing expectations of educated parents while having

to follow the system aligned to modern developments and keep up with the growing living

standard of the urban areas. The only better opportunities that the urban teachers have over the

rural teachers are the modern urban facilities. While the better professional developments are

always connected to urban teachers, over the years, it can be questioned, given the fact that rural

teachers and civil servants are getting special services and considerations so as to retain them.

Given the above-mentioned issues related to urban and rural teachers‟ job satisfaction, it has

become crucial to study the factors that contribute to job satisfaction both in urban and rural

areas and measure whether the teachers are satisfied with their job or not. This is essential to

guide the HR related policies and programmes of teachers given the rapid increase in attrition

rate of teachers and growing concern over the teacher shortage issue in the country.


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CHAPTER TWO

LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK

2.1 Literature review.

2.1.1 Research Background.

Although there are quite many researches done on the job satisfaction among the employees, and

also fair enough studies conducted particularly on the teachers‟ job satisfaction, there are still

room to analyse the teachers‟ job satisfaction from the Bhutanese context. The dependent

variable “job satisfaction” was first coined by Hoppock in 1935 where he defined “job

satisfaction” as “any combination of psychological, physiological and environmental

circumstances that cause a person truthfully to say I am satisfied with my job” (Najar & Dar,

2017). In other words, the internal and external values and circumstances that contributed to

teacher‟s satisfaction in his or her performance and profession. However, this dependent variable

is subjected to many interpretations because of which most researchers do not reconcile their

findings and come to a common agreement. While some interpret “job satisfaction” as “making

all aspects of a job easy for employees”, some understand it as “making the job meaningful,

significant and challenging” (Najar & Dar, 2017). This indicates that the variable “job

satisfaction” is imperilled to subjective interpretation, thus, limiting to have a concrete

conclusion among the scholars and researchers.

In general, most of the existing literature on the teachers‟ job satisfaction is analysed

from the theoretical perspectives. Particularly, theories such as Herzberg‟s Two Factory Theory

and Maslow Hierarchy of Need Theory have been widely used as the theoretical framework. For


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instance, some research works are conducted using Maslow Hierarchy of Need theory as the

framework to explore and analyse the teachers‟ job satisfaction. The five measuring components

of Maslow Hierarchy of Need theory include, from bottom to up in its pyramidal structure,

“physiological needs, security and safety needs, social and belonging needs, esteem needs and

self-Actualization needs” (Drukpa, 2010). This helped researchers study the job satisfaction

among teachers when they climb their need of satisfaction from the bottom to the top in the

pyramidal structure. To sum up, conducting a deductive research using some common theoretical

frameworks seems to be a dominating study in understanding the teachers‟ job satisfaction at

various sectors and institutional levels.

Taking into account the various theories discussed in different research papers, the most

common measuring variables implied in the studies can be mostly grouped into intrinsic and

extrinsic factors. Firstly, the intrinsic variables such as qualification, personality, “achievement,

recognition, the work itself, responsibility, and opportunity for advancement” (Scribner &

Donardson, 2001) are some of the measuring variables commonly used to evaluate teachers‟ job

satisfaction. One finding concludes that the teachers with a “strong sense of personal efficacy”,

more adventurous and innovative in their teachings and shows more commitment towards

students, thus, increasing their satisfactory level (Gkolia et al, 2014). On the contrary, those

teachers with low self-efficacy have shown to have “weak commitment and low willingness to

succeed” (Gkolia, 2014). This seems to have generated less job satisfaction among teachers. To

summarize, the findings from this particular study imply that teachers‟ job satisfaction is highly

dependent on intrinsic variables.


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Secondly, some intrinsic variables are also found to be directly or indirectly proportional

to the “Job Satisfaction”. According to Perie and Baker (1997), the external factors or the

working condition such as “administrative support and leadership, student behaviours and

atmosphere, and teacher autonomy” are found to be associated with the satisfactory levels of jobs

among teachers. Specifically, the more favourable working condition is directly related to its job

satisfaction. Furthermore, the “transformational leadership” is said to have “strong effects on

teachers‟ job satisfaction” (Nyuni et al, 2006). However, some extrinsic variables such as salary

are found not related in the evaluation of teachers‟ job satisfaction. Contrarily, the case might not

be same for the Bhutanese teachers given the previous researches done on the job satisfaction of

Bhutanese teachers.

Interestingly, most of the analysis works on the teachers‟ job satisfaction are conducted

from the private and public schools‟ perspectives. According to the research conducted among

the American teachers and their job‟s satisfaction, it showed that “private schools and elementary

schools are more likely to have the most satisfied teachers than public and secondary schools”

(Perie & Baker, 1997). Furthermore, the greater difference between the most and least satisfied

teachers are found for public elementary school teachers than the private. It is explained that

having “more benefits”, young, less teaching experiences and teaching in “smaller school with

fewer minorities and fewer students in poverty” as the contributing factors in the teachers‟ job

satisfaction in both secondary and elementary levels. (Perie & Baker,1997). In contrast, the years

of teaching experience was a major factor in determining the satisfactory levels of teachers at the

private schools (Perie & Baker, 1997). All in all, the level of job satisfaction even among the

same professions seems to differ depending on the public and private schools they study.


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Similarly, in Bhutan‟s context, while several reports are published by the ministry of

education on an annual basis, not many researches have been done with regard to job satisfaction

of teachers. While Waiba (2016) has done a research on the job satisfaction of teachers of private

and public schools concluding that private teachers are more satisfied than public teachers,

Drukpa (2010) likewise has concluded that teachers in urban area (Thimphu) are satisfied in

terms of interpersonal relations followed by policy and management, then by working condition

and are least satisfied with income and benefits.

Nevertheless, given the increasing number of voluntary resignations of rural teachers,

there is not much substantive research being conducted between rural and urban areas regarding

the teachers‟ job satisfaction both for other countries and Bhutan. Only few case studies have

been done regarding the rural and urban areas. According to the quantitative study by Najar and

Dar (2017), “rural high school teachers have higher job satisfaction than their urban

counterparts.” However, this study does not explain the underlying justification for such

findings, which I believe is important to understand qualitatively. Thus, in relation to this, I am

more curious to study on the teachers‟ job satisfaction between rural and urban areas in Bhutan.

Few research works have been conducted by Bhutanese, but mostly on the public and private

schools, and within Thimphu, the capital city of Bhutan.

Therefore, I am more interested in analysing teachers‟ job satisfaction in Bhutan using

the theoretical lens of Vroom Expectancy Theory and Herzberg‟s Two-Factory Theory, and in

doing a comparative study of Bhutanese teachers‟ job satisfaction between the rural and urban


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areas. With this particular research topic and population under my study, I hope to contribute in

the literature of teachers‟ job satisfaction using these above mentioned two theories, as well as,

some new measuring variables related to Bhutan‟s context to explain rural urban contrast in their

teachers‟ job satisfaction.

2.1.2 Factors determining the job satisfaction of the teachers.

There are various factors that affect job satisfaction of teachers in general. However, the factors

used to determine job satisfaction depend upon the interest of the researchers and the analysis

that the researcher is trying to draw from a particular subject. Generally, the factors can be

broadly classified into demographic, intrinsic and extrinsic factors based upon the theories

developed by different researchers.

While it is generally believed that job satisfaction increases linearly in age, series of researches

and empirical studies have concluded that that there is u-shaped relationship between age and job

satisfaction (Clark et al, 1996). Herzberg et al (1957) suggested that the relationship shows a

moderate decrease in the initial years of employment and a steady increase in the later years up

to retirement. Generally, the observed age difference in the overall job satisfaction is more

significant than those related to gender, education, ethnic background and income (Weaver,

1980). Whereas, Thompson (1979) explains that job satisfaction cannot be determined by age

and gender. Nevertheless, Liu & Ramsey (2008) concluded that women experience lesser job

satisfaction in comparison to men especially with regard to work conditions and has reported

higher stress than male teachers (Chaplain, 2008). Females could be more dissatisfied with the


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working condition since the satisfaction of the job is hugely derived from the surroundings which

are comfortable and less dangerous (Barron, 2991). On the contrary, Happock (1935) explains

otherwise where females are found to be more satisfied than the men.

One factor that has a significant impact on job satisfaction is the job responsibility and different

positions that the teachers hold in schools. Bishay (1996) explained that teachers who had higher

level of responsibilities and positions such as compensatory work, administrative work, club

advisory and others were significantly more satisfied. It has been supported by a research done

by Drukpa (n.d), which explained that more the number of teaching hours, more was the

satisfaction level. The analysis supported the research by Konicek (1992) which observed that

the relationship between work load and job satisfaction is insignificant, Bishay (1996) further

concluded that increased length of service, salary, higher level of self-esteem, higher level of job

respect and reduced stress correlated to greater job satisfaction. Additionally, most studies

discuss that the employees‟ retention strategies affect their job satisfaction, therefore,

organization that need to retain their employees need to adopt policies and practices that lead to

satisfaction of the job (Ahmed et al, 2009). Organizational policies which are incomplete,

unclear and undefined have been associated with lesser job satisfaction. Professional growth

which is one‟s belief that one works in a supporting and nurturing environment, that stimulates

professional growth and development, impacts one‟s commitment to the organization and

satisfaction (Bogler & Somech, 2004). And lastly, as discussed by Boylan (1993), matters of

lifestyles, facilities, and the interpersonal warmth can be a source of attraction where, in

Geoffrey Blainey phrase, „the tyranny of distance‟ in which the teachers are away from facilities

such as education, medical, recreation and business can be a discouraging factor.


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2.2 Theoretical framework.

Following is the theoretical framework for the research adopted by integrating different variables

proposed by theories and related literatures discussed under literature review:

• Intrinsic factors Recognition

Sense Of Achievement

Promotion

Career Growth

• Extrinsic factors Pay And Benefits

School policies and system

Working Environment (Working Hours And Stress)

Socio-economic Developments Of School Location

Age

Gender

Qualification

Experience

Demographic factors

Independent Variables Dépendent Variables

Job Satisfaction


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CHAPTER 3

RESEARCH METHODOLOGY

3.1 Research Design.

The research has been based on the quantitative methodology by using surveying approach to

provide factual statistical analysis. The research used the data collected through primary and

secondary sources to provide better comparative analysis.

3.2 Data Collection.

Primary source: the primary data has been collected by distributing semi structured questionnaire

which uses a Likert type scale to collect and measure each variable.

Secondary source: the secondary source has been collected from various publications, survey,

journals, books, newspapers, and relevant information from online websites.

3.3 Population and Sample size

Specifically, Bhutan has 42 public higher secondary schools and 1968 government teachers

teaching in these 42 public higher secondary schools from the total number of 9415 teachers

(Ministry of Education, 2017). However, for this research, the population size for the urban

teachers has been based on Thimphu district and the population size for rural area has been based

on Trashigang district. The population size has been chosen based on the convenience of the


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researcher to carry out the survey. Both the districts have four high schools each. Thimphu has

Dechencholing higher secondary school, Motithang higher secondary school, Yangchenphu

higher secondary school and Wangpama higher secondary school with a total of 70, 53, 62 and

32 teachers respectively. Trashigang likewise has 4 high schools namely, Jigme sherubling

higher secondary school, Trashitse higher secondary school, Jampeling higher secondary school

and Rangjung higher secondary school with 43, 27, 29 and 32 teachers respectively.

To select the sample size, simple random sampling and total population sampling methods were

used. Firstly, two schools each from Thimphu and Trashigang districts were selected based on

simple random sampling. To carry out this method, names of eight high schools (Four each in

two districts) were put in two different containers. Two schools were drawn from each container

randomly. Secondly, the questionnaire was distributed amongst all the teachers in the schools

selected through simple random sampling (Total population sampling method).

Therefore, the sample size as drawn from the two sampling methods was 176 teachers in total, 61

from Trashigang district (Rural) and 115 from Thimphu district (Urban). However, due to

invalid answers and inconvenience of the teachers, only 142 teachers were surveyed (52 teachers

from Trashigang and 90 teachers from Thimphu).

3.4 Research Instruments

The main instrument used in this research was a semi-structured questionnaire which was

developed based on the literatures referred related to job satisfaction and on the variables

integrated through various theories discussed under the literature review.


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Part A: the first part of the questionnaire involved questions to get the general information of the

respondents which focused on the demographic factors such as age, sex, teaching experience and

qualifications.

Part B: the second part of the questionnaire contained questions related to intrinsic and extrinsic

factors as mentioned in the theoretical framework to measure the job satisfaction of the teachers.

To measure the satisfaction of teachers with regard to each variable, the five point- Likert scale

was used as illustrated below.

To further understand the mean score of the satisfaction level that was collected through above

Likert-scale; the following table was used.

Level of satisfaction Scores

Highly satisfied 5

Satisfied 4

Neutral/ do not know 3

Dissatisfied 2

Highly dissatisfied 1

Mean scores Satisfaction level

4.21-5 Highly satisfied

3.41-4.2 Satisfied

2.61-3.4 Neutral

1.81-2.60 Dissatisfied

1-1.8 Highly dissatisfied


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3.5 Data Analysis Method

In order to carry out the empirical analysis for the overall job satisfaction of the teachers based

on the different indicators, SPSS and Microsoft excel 2010 were used. Thereafter, descriptive

statistics test was conducted where mean, standard deviation and significant value were

calculated. The descriptive statistics and Spearman rank correlation were used to make the

comparative analysis of the satisfaction of urban and rural teachers and relationship between

dependent and independent variables respectively.

Significance value which is greater than 0.05 will indicate that there is no significant difference

in the job satisfaction of rural and urban teachers and lesser than 0.05 will indicate otherwise.


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Chapter 4

Findings, Analysis and Discussion

4.1 Statistical Analysis.

4.1.1 Demographic analysis of the respondents.

Figure 1 showing the location of the respondents

Area (Figure 1): A total of 142 teachers were surveyed from 4 different higher secondary schools

(two from Thimphu district and two from Trashigang district) on the level of their job

satisfaction after getting their consent. Of the total respondents, 36.6% were from rural area

(Trashigang) and 63.4% were from urban area (Thimphu).

Figure 2 showing the schools of the respondents

36.6%

63.4%

Area (Percentage)

Rural

Urban

19.7

16.9

32.4

31

0 10 20 30 40

RHSS

JHSS

MHSS

YHSS

Schools

Percent


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Schools: Of the four schools, Motithang higher secondary school included the highest number of

respondents with 32.4% to the total population followed by Yangchenphu Higher secondary

school at 31%, Rangjung Higher secondary school at 19.7% and Jampeling higher secondary

school at 16.9%.

Figure 3 showing the gender of the respondents

Gender: Of the 142 teachers taken as respondents, the findings showed that 65.4% of the

respondents from rural area were male and 34.6% were female. Interestingly, unlike rural area,

there were more female respondents from urban area at 76.7% with male at only 23.3%.

Figure 4 showing age of the respondents

50 44.2

5.8 0

24.4

52.2

20

3.3

0

20

40

60

20-30 31-40 41-50 51+

Pe

rce

nta

ge

Age of the Respondents

Rural

Urban

65.4

23.3 34.6

76.7

0

20

40

60

80

100

Rural Urban

Pe

rce

nta

ge

Gender of the Respondents

Male

Female


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Age: majority of respondents in urban area belong to the age group of 31-40 with almost 52.2%

covering up the total population in urban area whereas only 3.3% of them belong to the age

group of 51 and above. For the rural area, half of the total respondents compose of teachers

between 20-30 years old with rest belonging to other age groups of 31-40 and 41-50.

Figure 5 showing the marital status of the respondents

Marital Status: The findings show that both the areas have larger percentage of married teachers

from the total population with 75% in rural area and 73.3% in urban area likewise. The

percentage of divorced and widowed teachers is minimum in urban area with just 7.8% divorced

and 2.2% widowed respondents whereas the respondents of rural areas do not belong to both the

divorced and widowed group.

25

75

0 0

16.7

73.3

7.8 2.2

0

20

40

60

80

Single Married Divorced Widowed

Pe

rce

nta

ge

Marital Status of the Respondents

Rural

Urban


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Figure 6 showing qualification of the respondents.

Qualification: with regard to qualification, teachers with post-degree qualification form the

largest respondent group in both the rural and urban areas. They comprise of 78.8% and 58.9 %

of the total respondents respectively. Urban area has the least percentage of respondents with

post-secondary qualification and rural area has the least number of respondents with

undergraduate degree.

Figure 7 showing teaching experience of the respondents

Teaching Experience: The findings also show that rural area has the highest number of

respondents with 0-10 years of experience at 75% of the total population whereas urban area has

3.8 1.9

78.8

15.4 2.2 6.7

58.9

32.2

020406080

100

Pe

rce

nta

ge

Qualification of the Respondents

Rural

Urban

75

25

0 0

40 44.4

14.4

1.1 0

20

40

60

80

0-10 11_20 21-30 31-40

Pe

rce

nta

ge

Teaching Experience (Years) of the Respondents

Rural

Urban


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the highest number of respondents at 44.4% with 11-20 years of teaching experience.

Interestingly, no respondents from rural area have teaching experience of more than 20 years.

Urban area too has least percentage of teachers with teaching experience of more than 20 years

(14.4% has 21-30 years of experience and only 1.1% has 31-40 years of experience).

4.1.2 Bivariate Correlation (Spearman rank correlation)

Before making comparative analysis on the different independent variables identified to

determine job satisfaction of urban and rural teachers, the different independent variables were

studied statistically using spearman rank correlation test to determine whether they are correlated

to job satisfaction of teachers in general.

Independent Variables Dependent Variable (Job

Satisfaction)

Spearman

Correlation

Sig. (P)

Work Type .231**

0.006

Income .396**

0.000

Working Conditions .349**

0.000

Self-esteem .155

0.066

Policy and Management .287**

0.001

Intrinsic Rewards .266**

0.001

Interpersonal Relations .189**

0.024

Socio-Economic and

Recreation facilities

.533**

0.000

Table 1 showing Spearman rank correlation between the dependent and independent variables

The association between the dependent variable (Job Satisfaction) and independent variables

(Intrinsic and extrinsic) were analysed using the spearman rank correlation since the data

obtained is ordinal. As shown in table 1, the strongest linear relation can be seen between job


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satisfaction and socio-economic and recreation facilities with rho=533 and p=0.000. Here the

moderate uphill (positive) relationship indicates that the level of job satisfaction increases with

better socio-economic and recreation facilities.

The second strongest relation for rural teachers was found between job satisfaction and income

with rho=.349 and p=.000. The result indicates that higher the income, higher will be the job

satisfaction level of rural and urban teachers. Similarly, positive correlation has been observed

for working conditions, work type, policy management, intrinsic rewards, and interpersonal

relations with that of job satisfaction rho values between .189 and .349 which are statistically

significant. Of all the independent variables which are positively correlated to job satisfaction,

the weakest correlation has been observed between job satisfaction and interpersonal relations

with rho=.189 and p=0.024. There are no enough evidences to suggest the existence of

correlation between self-esteem and job satisfaction.

Since the independent variables are significantly correlated to the dependent variables (Job

Satisfaction), the later part of the research paper will make comparative statistical and theoretical

analysis to study the job satisfaction of teachers in rural and urban areas differently.


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4.1.3 Descriptive statistics of all the independent variables.

A descriptive analysis was conducted to study the overall satisfaction or the mean of different

independent variables for two different areas, urban and rural.

Area Variables Mean Standard

Deviation

RURAL

Work type 3.53 0.809

Income 2.42 0.794

Working Conditions 3.18 0.708

Self Esteem 3.23 0.730

Policy and Management 3.10 0.726

Intrinsic Rewards 2.86 0.686

Interpersonal Relations 3.65 0.632

Socio-Economic and Recreation

Facilities

3.08 0.784

Average Overall satisfaction 3.13 0.733

URBAN

Work Type 3.18 0.728

Income 2.17 0.684

Working Conditions 2.96 0.640

Self-Esteem 2.86 0.684

Policy and Management 2.91 0.633

Intrinsic Rewards 2.67 0.556

Interpersonal Relations 3.31 0.549

Socio-Economic and Recreation

Facilities

2.99 0.624

Average Overall satisfaction 2.88 0.637

Table 2 showing the descriptive statistics of all the independent variables

While the mean score and standard deviation of different independent variables vary from each

other, there is only a slight difference between the two areas. It can be observed through table 2

that the rural teachers have the highest level of satisfaction towards the type of work assigned to

them (Mean=3.53, SD=0.809) followed by interpersonal relations at mean score of 3.65.

However, it can be observed that the score of different respondents towards work type also has

the highest deviation from its mean score. Apart from income, rural teachers have taken a neutral

stand for rest of the variables.

Urban teachers, likewise, have the highest satisfaction level towards the interpersonal relations

that they share at their work place as compared to other variables. While it is the highest, the


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variable itself has been given a neutral stand by the urban teachers meaning that urban teachers

have either taken a neutral stand or are dissatisfied with rest of the variables. To be specific,

urban teachers are dissatisfied with their income and for rest of the variables they have taken a

neutral stand, not sure of their satisfaction level with mean scores between 2.61 to 3.4.

Interestingly, both the rural and urban teachers are least satisfied with their income with mean

score of 2.42 and 2.17 respectively.

4.1.4 Overall Job satisfaction of teachers based on the given independent variables

Area Mean SD

Rural 3.13 0.73

Urban 2.88 0.637

Table 3 showing the overall job satisfaction based on all the independent variables.

Table 3 signifies that the satisfaction level of rural and urban teachers are different based on the

identified 8 independent variables. An examination of the mean scores of rural and urban areas

reveal that the total job satisfaction of rural teachers based on the given independent variables

were higher (M=3.13) than the urban teachers (M=2.88). However, if we are to study the mean

score alone, both rural and urban teachers have taken a neutral stand with regard to their

satisfaction level based on the identified independent variables. Nevertheless, it can be surmised

that rural teachers are more satisfied with their job based on the above mentioned variables as

compared to the urban teachers.

4.1.5 Overall Job Satisfaction of Teachers in Comparison to Other Areas (Without Considering

the Independent Variables).

Area Mean SD

Rural 2.96 .640

Urban 3.05 .590

Table 4 showing the overall job satisfaction of teachers without considering any independent

variable (General Job satisfaction).


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Interestingly, a general question was asked to the respondents on their satisfaction level if they

were to score it without considering any particular identified independent variables. The result,

however, was in contrary to their satisfaction level based on the earlier identified 8 independent

variables. The result (Table 4) reveals that urban teachers are more satisfied at mean score of

3.05 than rural teachers (M=2.96) in general whereas rural teachers were more satisfied if the

identified eight variables were to be considered. Here, the rural teachers have taken a neutral

stand not able to completely decide their satisfaction level whereas urban teachers are satisfied

with their job.

4.2 Theoretical Analysis/ Discussion

4.2.1 Correlation between the independent and dependent variables in general.

Socio-economic and recreational facilities of all the eight identified variables studied in this

research paper is found to have strongest positive correlation with job satisfaction. The finding,

however, contradicts the result of Sargent and Hannum (2005) which highlights that better

community resources do not contribute to greater job satisfaction. On the other hand, the weakest

positive correlation has been found between job satisfaction and interpersonal relations. Though

the relation is positive, meaning better interpersonal relations would lead t0 higher job

satisfaction; the statistical significance is comparatively lower than other identified variables.

4.2.2 Comparative theoretical analysis between overall Job Satisfaction of rural and urban

teachers

The most interesting finding of this study is the difference that an individual independent

variable makes on the overall job satisfaction of teachers belonging to two different areas. The


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study revealed that the overall job satisfaction of teachers in rural area is higher than the teachers

in urban area if we are to base the measurement on the eight aforementioned independent

variables. This finding supports the previous quantitative research by Najar and Dar (2017)

which revealed that rural high school teachers have higher job satisfaction than their urban

counterparts. Since the overall job satisfaction of rural teachers is higher than urban teachers

based on the identified independent variables, hypothesis 2 which states that „rural teachers are

less satisfied than their urban counterparts in their job‟ stands rejected.

In contrary, the study also revealed that urban teachers are more satisfied than rural teachers in

general when asked to assess themselves without imposing any specific independent variables.

This contradiction in the findings can be explained by the discussions and claims made by

various studies and researches over the last few decades. Common and important links that

appear when examining teachers‟ job satisfaction apart from demographic, intrinsic and extrinsic

factors are the teachers‟ autonomy (Pearson et al, 2005) and teachers‟ self-efficacy (Judge &

Bono, 2001) supporting Vroom‟s theory of expectancy. The two mentioned factors along with

other variables which are not studied in this research as mentioned in the limitations of the study

might be one of many reasons causing dissatisfaction among rural teaches and higher satisfaction

level amongst urban teachers.

Findings regarding individual variable show that the highest satisfaction derived by the rural

teachers are from their work type and given responsibilities followed by the interpersonal

relations that they share with others at workplace. This supports the claim made by Boron (1991)

that the work and responsibilities which provides the employees the opportunity to use their


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skills, ability, and creativity satisfies the employees. Interpersonal relations, the highest satisfied

factor of urban teachers supports the findings of Thimphu based research of Drukpa (n.d) which

surmised that teachers in Thimphu district are more satisfied when it comes to interpersonal

relations. The findings for the interpersonal relations, the factor which is also the second highest

satisfied factor of rural teachers, support the unitary findings of Bogler et al (2001), Dinha,

(1995), Robert (1971) and Dorji Kinley (2007). Breaking down, Bogler et al (2001) states that

teachers report greater job satisfaction when they have supervisors who are friendly, delegates

authority and have good communication channels with them.

Interestingly, both the rural and urban teachers are least satisfied with the income that they

receive. This can be explained through Herzberg‟s two factor theory (1979) which categorizes

satisfaction factors to two groups of motivator and hygiene factors. Here, the theory categorizes

factors such as income under hygiene group which prevent dissatisfaction as it take care of the

lower need of security and social needs. It can be observed through this research that income of

the teachers have contributed to high level of job dissatisfaction. However, the theory has been

often critiqued as factors such as income can be considered both a hygiene and motivator factors.

Nevertheless, the findings which show that both the rural and urban teachers are least satisfied

with income support the Herzberg‟s claim that income is one of the main determinants for job

dissatisfaction. Therefore, the result fails to reject hypothesis 1 which states that low salary is

one of the dominating factors causing dissatisfaction amongst the teachers in government

schools. Further, it has been observed that the mean score of income satisfaction is lower for the

urban teachers as compared to rural teachers. This can be explained through the fact that rural

teachers receive additional incentives and opportunities for working in remote areas as stated


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under the National Educational Policy whereas consumption and living expenditures are

comparatively higher for urban teachers.

Next to income, the study reveals that both the rural and urban teachers are least satisfied with

the intrinsic rewards. This result can be supported by the fact that only 37 hours of professional

development on an average was availed by teachers in 2016 (State of Nation Report, 2017) and

37.31 hours in 2015 (MOE statistical report, 2015) which is short by 43 hours (53%) from the

required 80 hours per year and also comparatively less than other professions. This can also be

associated with the high attrition rate of teachers on an annual basis where majority of the

teachers are found to be leaving for foreign countries for better opportunities. Additionally, it has

been observed that rural teachers have higher intrinsic reward satisfaction as compared to urban

teachers. This contradicts the report findings by Special Committee for education (2016)

presented to National Council for Bhutan which says that rural school teachers received only

15.77 hours which is far less than their colleagues in urban schools. This contradiction strongly

supports the subjectivity of the term „Satisfaction‟. However, the findings are from 2016 and

were based on all the teachers belonging to different school levels and not just high schools. This

explains the lack of diverse and regular educational (especially with regard to teachers) studies

and surveys carried out within the country.

Additionally, National Educational Policy and Teacher Human Resource Policy highlight the

importance of professional development of teachers under which various PD trainings and

workshops have been carried out over the years. Some of the trainings and workshops include

effective communication workshop, 21 century transformative Pedagogy and mixed mode


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distance programmes (Ministry of Education, 2018). Despite the formulation and implementation

of such policies, it can be seen that teachers do not receive sufficient professional development

and career advancement opportunities leading to it being the second least satisfied factor for job

satisfaction. Additionally, Ministry of Education (2017) reported that many students are

performing below expectations level on the basic and advanced academic skills, analytical skills,

and communicational skills. The report further reiterated that on an average, a student requires

on additional year to achieve the same level of competency for that grade. Students‟ level of

achievement has a positive impact on teachers‟ job satisfaction (Caprara et al, 2006). Therefore,

the low achievement of Bhutanese students, as reported by Ministry of Education, explains the

low satisfaction of teachers with regard to intrinsic rewards, the factor under which student

achievement is a part of.

In general, it can be concluded that both rural and urban teachers are neither highly satisfied nor

highly dissatisfied with any of the identified independent variable. Both the dependent and

independent variables have been scored satisfied, moderate and dissatisfied. This shows that

while the government has not completely undermined the importance of providing job

satisfaction to the teachers by considering these factors, it, in no way, has been fully successful

or is even half way towards success. Additionally, of the eight independent variables, 5 variables

for rural areas and 7 variables for the urban areas have been scored moderate by the teachers.

This explains the high attrition rate of teachers on an annual basis as discussed under the

aforementioned problem statement section. Given the fact that education is the thread to

achieving all other aspects of life (UNICEF, 2016), educational system in Bhutan calls for


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additional strategies including effective and efficient policies and programmes to increase the job

satisfaction of teachers and look into the different needs of rural and urban teachers.


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CHAPTER 5

CONLCUSION AND RECOMMENDATIONS

5.1 Recommendation

As evident through the findings and analysis of this research paper, satisfaction of both the rural

and urban teachers, in general and with regard to each independent factor, is a concern in Bhutan

given that none of the teachers are highly satisfied and mostly neutral. In this regard, following

recommendations have been made to address the challenges and gaps observed through the

research paper.

5.1.1 Recommendation for policy making and programme implementation process

The government needs to review and explore incentives such as remote incentive

scheme packages and teacher allowances and also look in salary increment policies.

While the rural teachers already benefit from remote incentive scheme, since income is

their least satisfied factor, there is need for additional packages and increase in their

salary. Evidently, there is need for additional allowance programmes and incentive

schemes for urban teachers as well, in order for them to meet the increasing living

standard and expenditures of the urban areas.

The government and ministry of Education, in particular, need to streamline the

professional development (PD) and career advancement opportunities. There is need for

conducting trainings and workshops in different districts to make it convenient for rural


34 | P a g e

teachers to avail the opportunities. While PD opportunities are provided to teachers on

an annual basis, many of the teachers are not aware of opportunities or the training are

not in line with realistic classroom and professional requirement (Ning et al, 2010).

Therefore, realistic, diverse, sufficient and equal PD opportunities need to be provided to

the teachers.

There is need to initiate constant and regular monitoring of the policies and programmes.

Additionally, effective and efficient monitoring and evaluating system needs to be

established to study the impact of all the policies and programmes implemented by the

Ministry. This will ensure that the policies and programmes implemented are realistic,

effective and efficient with change in time.

The ministry should also build a comprehensive and reliable information and feedback

system to provide necessary and timely information to the teachers on the policies and

opportunities. This will allow participative and effective decision making process.

The ministry and other relevant agencies need to conduct timely and various types of

researches and studies to examine the needs and satisfaction of diverse teachers.

5.2 Limitations of the study

The findings of this research will not be appropriate and sufficient enough to generalize

conclusion for the whole population since the aforementioned findings have been derived


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from simple random sampling method and from a small sample size due to time

constraint.

Only two schools each from two districts were surveyed which doesn‟t represent the rural

and urban areas completely.

The findings do not represent the satisfaction level of higher secondary teachers of 18

other districts or in that matter, teachers of other schools in the same as well as other

districts.

Since satisfaction is a subjective variable, other factors such as mood of the respondents

while filling up the questionnaire and time at which the questionnaires were distributed

might have affected the responses of the respondents.

The findings on the satisfaction of teachers for this research were based on only eight

factors. Since there are numerous other factors which can affect job satisfaction of

teachers, the findings of this research is not completely justifiable.

5.3 Ethical consideration

All research requires significant participation of people in the form of interviews and

questionnaire surveys. Therefore, when carrying out a research, it becomes the duty of the

researcher to ethically coordinate the participation of individuals.


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In this regard, the participants were provided with a detailed insight of the purpose and nature of

the research and were made aware of their contribution to the research. Some of the participants

were also allowed to draw out due to their disinterest in participating in the research therefore

respecting the willingness of the participants. In addition, primarily informed consent was

pursued first; in my case, consent from school administration was received.

In times of survey or interviews, participants display reluctance in being completely honest

considering the fear of their identity being revealed which can cause conflicts. Hence, surveys

require assurance of confidentiality and that their responses will cause no harm to others.

Therefore, assurance of confidentiality and was provided to the respondents in written and data

storage system was made secured so as to avoid the leakage of the information.

Since revealing the satisfaction level of their profession, schools and supervisors can damage the

relation between the supervisors and subordinates, in addition to maintaining confidentiality,

questionnaire was made less sensitive and easily answerable. Put simply, the survey was carried

out in a simple and right way with consideration of ethics and respondents‟ emotions.

5.4 Directions for future research

Evidently, this research has only studied eight variables from many other variables that could

affect the job satisfaction of teachers in rural and urban areas. Additionally, due to time

constraint and inconveniences, only the satisfaction level of each independent variable and their


37 | P a g e

correlation with the dependent variable were studied. Therefore, a nation-wide research with

larger sample size and more independent variables in addition to studying the level of impact of

each independent variable on job satisfaction will add to better understanding of the job

satisfaction scenario of teachers in rural and urban areas in Bhutan.

5.5 Conclusion

Teachers‟ job satisfaction is one of the most significant aspects for the quality growth of any

education system and has various indicators to determine its level. However, the satisfaction of

the teachers has often been challenged. The Human resource issues in the education sector of

Bhutan, like majority of the developing nations, have been further aggravated with its great

challenge of attracting and retaining qualified teachers in the schools. Additionally, the

differences in the satisfaction of rural and urban teachers in Bhutan have become an increasing

concern given their different needs and environments. In this study, eight identified indicators

categorized under intrinsic and extrinsic variables were studied to make the comparative

analysis. Of all the identified variables, socio-economic facilities and intrinsic rewards have the

strongest significant correlation with job satisfaction in rural area whereas socio-economic

facilities and income on the other hand are significantly correlated to teachers‟ job satisfaction in

urban area.

Of the eight identified variables, rural teachers have the highest satisfaction level with their work

type and interpersonal relations. Similarly, urban teachers have the highest satisfaction with

regard to interpersonal relations. Evidently, both the rural and urban teachers are least satisfied

with income and intrinsic rewards failing to reject the hypothesis 2 of this research. These factors


38 | P a g e

are some of the main causes for high attrition rate in Bhutan. Considering the given eight

variables, the study concluded that urban teachers are more satisfied than urban teachers though

the satisfaction levels are closely similar. Urban teachers, however, have been found to be more

satisfied than rural teachers without considering the identified eight variables; the unidentified

variables can be studied by the future researchers. Nevertheless, the study in general concluded

that the score for teachers‟ job satisfaction is relatively low with majority of the variables being

rated moderate calling for greater measures and effective strategies to be implemented in place.


39 | P a g e

REFERENCE

Bogler, R. (2001). The influence of Leadership Styles on Teacher Job Satisfaction. Education

Administration Quarterly, 37 (5), 662-683

Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J., (2003). The Draw of Home: How Teachers’

Preference for Proximity Disadvantage Urban Schools. Retrieved from

https://files.eric.ed.gov/fulltext/ED481611.pdf

Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy

beliefs as determinants of job satisfaction and students' academic achievement: A study at the

school level. Journal of school psychology, 44(6), 473-490.

Drukpa, S. (2010). Job Satisfaction of Secondary School Teachers in Thimphu District of

Bhutan. Retrieved from http://mulinet11.li.mahidol.ac.th/e-thesis/2552/cd438/5137867.pdf

Gkolia, A., Belias, D., & Koustelios,A. (2014). Teacher’s Job Satisfaction and Selfefficacy: A

Review. European Scientific Journal, 10 (22), 1857-7431

Monk, D. (2007). Recruiting and Retaining High-quality Teachers in Rural Areas. The Future of

Children, 17 (1),155-174.

Judge, T. A., & Bono, J. E. (2001). Relationship of core self-evaluations traits—self-esteem,

generalized self-efficacy, locus of control, and emotional stability—with job satisfaction and job

performance: A meta-analysis. Journal of applied Psychology, 86(1), 80.

Klassen,R & Chiu, M. (2010). Effects on Teachers’ Self-Efficacy and Job Satisfaction: Teacher

Gender, Years of Experience, and Job Stress. Journal of Educational Psycology.102(3), 741-756

Ministry of Education. (2018). Annual Education Statistics. Retrieved from

http://www.moe.gov.bt/wp-content/uploads/2018/11/Annual-Education-Statistics-2018.pdf


http://mulinet11.li.mahidol.ac.th/e-thesis/2552/cd438/5137867.pdf

http://www.moe.gov.bt/wp-content/uploads/2018/11/Annual-Education-Statistics-2018.pdf


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Ministry of Education. (2014). National Education Policy. Retrieved from

http://www.moe.gov.bt/wp-content/uploads/2018/10/National-Education-Policy.pdf

Najar, I & Dar, W. (2017). A study on job satisfaction of rural and urban high school teachers.

International Journal Multidisciplinary Education and Research, 2 (6),7-9.

Ololube, N. (n.d). Teachers Job Satisfaction and Motivation for School Effectiveness: An

Assessment. Retrieved from https://files.eric.ed.gov/fulltext/ED496539.pdf

Ouzang, M., & Paprock, K. (2006). Teachers job Satisfaction and Retention.: A comparison

Studz between the US and China. Retrieved from https://files.eric.ed.gov/fulltext/ED492688.pdf

Pearson, L & Mooma, W. (2005). The Relationship Between Teacher Autonomy and Stress,

Work Satisfaction, Empowerment and Professionalism. Educational Research Quarterly, 29(1),

38-54

Rigzin, Y. (2018). Teacher Attrition Highest in 2017. Kuensel, Retrieved from

http://www.kuenselonline.com/teacher-attrition-highest-in-2017/

Special Committee for Education. (2016). A Review Report on the Quality of Education.

retrieved from

http://www.nationalcouncil.bt/assets/uploads/files/Final%20Education%20Report%20-

%202016-Special%20Committee-18th%20Session.pdf

Scribner J & Donaldson, J. (2001). The Dynamics of Group Learning in a Cohort: From

Nonlearning to Transformative Learning. Education Administration Quarterly, 37 (5). 605-636

Tobgay, T. (2017). The state of Nation Report. Retrieved from

www.cabinet.gov.bt/Report/StateofNationReport2017.pdf

http://www.moe.gov.bt/wp-content/uploads/2018/10/National-Education-Policy.pdf



http://www.kuenselonline.com/teacher-attrition-highest-in-2017/

http://www.nationalcouncil.bt/assets/uploads/files/Final%20Education%20Report%20-%202016-Special%20Committee-18th%20Session.pdf

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http://www.cabinet.gov.bt/Report/StateofNationReport2017.pdf


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Waiba, P, (2016). Job Satisfaction of Government and Private HSS Teachers In Thimphu

Thromde- A Comparative Study. Retrieved from

http://202.144.157.211:8080/jspui/bitstream/1/236/1/Phurba%20Sonam%20Waiba.pdf

Williams, J. (2015). Factors Affecting Teacher Job Satisfaction and their Relationship to

Attrition. Retrieved from

https://shareok.org/bitstream/handle/11244/48929/Williams_okstate_0664D_14295.pdf?sequenc

e=1&isAllowed=y

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https://shareok.org/bitstream/handle/11244/48929/Williams_okstate_0664D_14295.pdf?sequence=1&isAllowed=y


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APPENDIX A

RESEARCH QUESTIONNAIRE

Good day! I am doing a teacher-based research on `Job satisfaction of Government Teachers in

Rural and Urban Higher Secondary Schools‟ as per the partial requirement for my research

module (Post Graduate Diploma in Public Administration) at Royal Institute of Management

(2018). I have selected Trashigang and Thimphu district teachers to gather feedbacks as per my

convenience and random sampling. Your responses will remain anonymous and will be used

only for learning purpose. The questionnaire will only take about 5-10 minutes. Thank you for

your time.

Part A : General information

1. Age

20-30

31-40

41-50

55+

2. Gender 8. Teaching experience(years)

Male 0-10

Female 11-20

21-30

31-40

3. Marital Status

Single

Married

Divorced

Widowed

4. Qualification

Post-Secondary

undergraduate degree

Post Graduate

Master‟s degree

5. How many hours do you teach in a week? ……………hrs

Part B

Job Satisfaction

The following ratings are the indicator of your feelings towards your job and particular

question. Read carefully and tick against the appropriate answers.

5-Very Satisfied 4-Satisfied 3-Moderate 2-Least Satisfied


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1-Not Satisfied

Statement of Job Satisfaction Level

Not

satisfied

Least

satisfied

Moderate Satisfied Very

Satisfied

Work type

1.How happy are you with the given

responsibilities (mentioned in Part A, Q5)?

2. How satisfied are you with the amount

of freedom given to you to make your own

decision (within the given

responsibilities)?

Income

3. Is your monthly income sufficient

enough to lead a decent life in the society?

Are you satisfied?

4. Are you satisfied with your salary given

your qualification?

5. Are you satisfied with the rewards and

benefits you receive or received?

6. Are you satisfied with your salary given

your work load?

7.Are you satisfied with the supervisors‟

just and fair treatment during professional

gradings, promotion and salary

advancement?

8. Are you satisfied with the salary

increments?

Working condition

9. How satisfied are you with the school

facilities such as (library. Sports,

infrastructures)?

10. Are you satisfied with the

comfortability of your working

environment?


conduciveness of your teaching learning

environment?

12. Are you happy with the number of

teaching periods allocated to you?

13. How satisfied are you with the

additional co-curricular responsibilities?

14. Are you happy with the work load you

receive?

15. Are you satisfied with the required


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teaching materials and tools (charts, books,

markers, chalks) provided by the school?

16. Does your School provide enough and

required handbooks for regulation,

discipline and mandate to facilitate your

performance?

17. Are you satisfied with the School

development taking place in accordance

with Bhutanese educational reform?

18. Are you satisfied with the school

environment allowing you to display your

full potential?

19. How satisfied are you with the school

environment facilitating your

performance?

20. Positive work atmosphere (rephrase)

Self esteem

21. How satisfied are you with your works

being duly acknowledged by the

supervisor?

22. How satisfied are you with the

recognition you receive for the work you

do?

23. How satisfied are you with the respect

you receive from your school and

community as a teacher?

Policy and Management

24. Are you satisfied with the annual

staffs‟ appointment and deployment?

25. Are you satisfied with the educational

reforms that encourage teachers to take

part in decision making?

26.Are you satisfied with the educational

and administrative policies of the Ministry

and of your school?

27. Are you satisfied with the management

and leadership qualities of your

supervisor?

Intrinsic rewards


opportunities to be promoted in

accordance with your competence?


opportunities to attend workshops and

seminars to enhance your skills and

broaden your experiences?


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30. Are you satisfied with the regular

improvement in the job design of your

position?

31. How satisfied are you as a teacher

based on your students‟ performance?

32.How satisfied are you as a teacher

based on your students‟ behaviour?

33. Are you satisfied with your

professional development and career

advancement?

Interpersonal relation

34. Are you satisfied with the helpful hand

provided by your colleagues and seniors?

35. Is your work environment pleasant and

friendly? How satisfied are you?

36. How satisfied are you with the team

work and collaboration shown amongst

your seniors, colleagues and you?

37. Are you satisfied with the professional

advices given by your seniors and

colleagues?

38. Are you satisfied with the personal

wellbeing and welfare support system

provided by your supervisors?

Socio-economic and recreation facilities

39. Are you satisfied with the living

standard of your community as a whole?

40. Are you satisfied with the facilities at

your location. (facilities such as recreation,

infrastructures, health, transportation and

communication)

Overall Job Satisfaction

41. How satisfied are you in general as

compared to the teachers in urban or rural

areas? (Whichever is applicable)

Thank You!


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a comparative study on the job satisfaction of government

Documents