Job Sat PDF

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 dont 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
CONTENTS
Page
ACKNOWLEDGEMENT
iii
ABSTRACT
iv
LIST OF TABLES
LIST OF FIGURES
xii
LIST OF ABBREVIATIONS
xiii
CHAPTER I
INTRODUCTION
1.1
Background and Significance of the Problem
1.2
Research Questions
1.3
Research Objectives
1.4
Research Hypotheses
1.5
Scope of the Study
1.6
Research Contributions
1.7
Operational Definition of Terms
1.8
Conceptual Framework
CHAPTER II
LITERATURE REVIEW
2.1
Education System in Bhutan
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
4.2
Job satisfaction of the secondary school teachers in Thimphu
38
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
4.3
47
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
4.17
Comparison test showing the difference between

teaching experience
4.18
4.4
51
Difference in Present position in the school

and Job Satisfaction
4.19
50
51
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
Summary of the research result
53
CHAPTER V DISCUSSION
5.1
General Profile of the sample
5.2
Job satisfaction of the of the secondary school
54
viii
CONTENTS (cont.)
Page
teachers in Thimphu district of Bhutan

5.3
56
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
6.2
Summary of the overall job satisfaction of secondary

school teachers of Thimphu district of Bhutan
6.3
63
65
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
6.4.2 Recommendations for further studies
67
68
BIBLIOGRAPHY
69
APPENDIX
74
BIOGRAPHY
79
LIST OF TABLES
Table
3.1
Page
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
4.1
38
Number and percentage of the personal characteristics

of the sample (Cont.)
4.2
39
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
4.16
Page
Difference in years of teaching experience and

job satisfaction
4.17
Comparison test showing the difference between

teaching experience
4.18
50
Difference in Present position in the school

and Job Satisfaction
4.19
50
51
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
1.2
Map of Bhutan
10
1.3
Map of Thimphu District
11
1.4
Maslows Hierarchy of Need Pyramid
15
1.5
Herzbergs 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 its 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
Sangay Drukpa
Introduction / 4
since January 2009, its very important to measure the level of job satisfaction of the
teachers living in urban areas like the Thimphu district specially the teachers teaching
in secondary schools as the secondary schools in Bhutan house the children from pre
primary till grade XII. Although the secondary schools are named into various level
depending on the grades the school house like the Lower secondary school with grade
preprimary to VIII, Middle secondary schools with grade VII to X and Higher
secondary with grades IX to XII.
1.2 Research Questions

1.2.1 What is the level of job satisfaction of teachers teaching in secondary
schools in Thimphu district of Bhutan?
1.2.2 Do any differences exist in the level of job satisfaction with regard to
age, gender, marital status, qualification, teaching experience, position, work load, and
school level?
1.3 Research Objectives
1.3.1 To identify the level of job satisfaction of teachers teaching in
secondary schools in Thimphu district of Bhutan
1.3.2 To compare job satisfaction of teachers teaching in secondary schools
in Thimphu district of Bhutan with regard to the personal characteristics and job
characteristics.
1.4 Research Hypotheses

1.4.1 The teachers job satisfaction is different by their personal
characteristics such as age, gender, marital status, qualification and teaching
experience.
1.4.2 The teachers satisfaction is different by their job characteristics such
as position, teaching hours and school level.
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, its a positive feeling which means that the
worker is satisfied with it. But the negativity arises when an individual is not content
with the work or the end result of the work. The satisfaction level reflects the input of
the worker.
Sangay Drukpa
Introduction / 6
Secondary school is generally categorized into three level; Lower

Secondary School, Middle Secondary School and Higher Secondary School.
Age refers to the life span of the teacher after he or she was born till the
present day.
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. Its calculated in average of the teaching hours.
School level refers to the four levels of schooling system, Lower
Secondary Schools has the grade levels from Pre-primary to grade VIII, Middle
secondary Schools has grade VII to X and Higher Secondary school has grade IX to
XII.
Work refers to the nature of the job but in this research it refers to the
nature of the teaching job, whether the job is a mundane affair or challenging 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.
Sangay Drukpa
Introduction / 8
Independent Variables
Dependent Variables
Personal characteristics
1. Age
2. Gender
3. Marital Status
Job satisfaction
4. Qualification
5. Teaching Experience
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
Figure 1.1 Conceptual Framework
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 50s, 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 1950s, 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 socioeconomic 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.
Sangay Drukpa
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 its the stage
of a positive emotion born from the evaluation of individuals job.
Similarly Katzell (1981:57) explains it as the outcome of expression of
likings and disliking of the job characteristics after it has been appraised.
Elaine and Marie (1984: 31-37) Job satisfaction can be achieved if the
individual needs and the job characteristics can go hand in hand and if the bar of
expectation and the reality is decreased.
Halloran and Benton (1987: L 89) explains it as, how a person perceives
about the job depending on the personal inculcation of the values and attitudes.
Miner (1992: 114) defines as the level of disparity between the personal
expectation and what is received in reality from the job.
Baron (1991: 336) explains that there is a vast difference between the
individuals who has a positive outlook and negative outlook towards work.
Looking through all these various definitions and concepts provided by
various experts, one can see that there is various similarities and dissimilarities but
however concludes in the similar note at the end. Therefore, it can be concluded that,
the work itself is very vital and it determines job satisfaction and job satisfaction
means overshadowing the glimmer aspects, its the optimum level of positive feeling
and attitude derived from the work and towards the work and other physical and
environmental factors related to the work and the work place. Its the outcome of the
appraisal of work and experiences while working, which befits perfectly the physical
and mental needs.
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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 Maslows Hierarchy of Need Pyramid
The physiological need is the base line and act as the stepping stone or the
spring board for the other hierarchy of needs. Once it is attained, humans crave for the
other needs in the pyramid till the apex.
2.4.2 Herzbergs Two-Factor Theory
Frederick Herzbergs theory (1979: 152-154) of motivation is another

relative and realistic model of job satisfaction. Herzbergs theory consists of two main
components: motivators and hygiene factors. Motivators describes the features of
content of the job like responsibility, autonomy, self-esteem, and self-actualization
opportunities. Herzberg and his colleagues are with the notion that criteria, when
implemented to the optimum, motivates the individual with extra energy to work much
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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, Herzbergs 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 Herzbergs theory, thereby
it was concluded that the theory gave more emphasis towards pleasure as the outcome.
Motivators
Promotion opportunities
(Diagram)
Opportunity for personal
growth
Recognition
(Diagram)
Achievement
Promote Job
satisfaction
Hygiene Factors
Quality of supervision
Pay
Company Policies
Physical working
condition
Relation with others
Prevents Job
dissatisfaction
Figure 1.5 Herzbergs two-factor theory

Source: Greenberg & Baron (1993: 167)
Motivator or the motivating factors are those factors associated directly

with the job. It is also called as the intrinsic factor or job content. This factor has a
strong hold over the personal emotion towards the job thereby generates the individual
efficiency and satisfaction at work. Motivators towards satisfaction are derived from:
1. Achievement is referred as the potential of the individual to tackle any
sorts of problem related to work. Which means has the capacity to do the work
effectively.
2. Recognition means irrespective of the people around, be it the
immediate boss or the colleagues, the individual is always praised for the assistance
rendered at work effectively. The individual is appreciated by all and sundry at the
work place.
3. The work itself means the satisfaction derived from the job through the
intrinsic aspects.
4. Responsibility means the responsible shouldered by the individual at
work and the satisfaction derived through it in terms of decision making and
supervision.
5. Advancement means getting promoted to the next level of the job in the
organization.
The Hygiene factor prevents the worker from getting dissatisfied but it
need not be at the acceptable level as it can lead to dissatisfaction too.
1. Salary and Advancement At the end of the day its the salary that
matters to the worker, if the salary is not satisfactory, it can lead to dissatisfaction.
And the opportunity that the worker gets to climb the carrier ladder can also prove
futile if the worker remains stagnant in one position.
2. Supervision The leadership style of the manager is accountable to
dissatisfaction too.
3. Company policy and administration are the house of the management
and the administration of the company. The climate of the organization and the
communication style are accountable.
4. Interpersonal relation the relationship among the workers and the
tempo of the relationship between the colleagues.
5. Job security Its the permanence of the job and the company.
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6. Status it means how the society looks at the job and the individual
who does the job. Its the place where the individual is regarded.
7. Working conditions means the place physical attributes of the work
place, including the materials available to make the work easier.
Upon comparison of the two theories of Maslows theory with Herzbergs

theory, it can be concluded that Maslows higher-order needs are like that of the
motivators in Hersbergs theory, which makes the person to be satisfied with the work.
Whereas the Maslows lower order needs can be compared with the hygiene factors of
Herzbergs.
2.4.3 E.R.G.Theory
Alderfers (1972) E.R.G. Theory is a modified version of Hersberg and

Maslows theories. He segments the human needs into three segments.
Existence Needs: which is denoted by E, are the basic needs of humans
like the food, shelter, clothing, salary which provides basic needs to survive. Its more
of a physiological needs.
Relatedness Needs: represented by R, are the needs to have relationship
with the society and the people living in it, including friends, well-wishers,
supervisors, family members and so on.
Growth Needs: represented by G, are the human needs to scale the ladder
of success with work and in life. Its the growth and advancement.
Alderfers E.R.G theory explains that if there are conditions applied 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 Vrooms Expectancy Theory
Vrooms (1982) expectancy theory is based on the equation of three

variables expectancy, instrumentality and valence. It explains that the individuals
decision making ability with regard to the work are derived from the perception of
work and the reward derived from the work. It explains that people are the slave of the
needs but also bonded by the will power of the individual. The variable expectancy is
the confidence level of the individual, the confidence to perform the given task
efficiently and successfully. On the other hand the variable Instrumentality is the level
of individuals confidence for getting the reward if the task is performed successfully.
And Valance is the value of the expected reward.
Since the model is multiple, the three variables are given probable values.
Therefore for the implication of positive and motivated performance of all three
variables must have high positive values. By any chance the probable value of any of
the variable drops to zero, than the motivated performance will also drop to the same
value and vice versa when high. The theory predicts that the job satisfaction derived
from both personality and situational variables.
2.4.5 Adams Equity Theory
Adams (1963) Equity theory explains that individuals has a tendency to

compare and contrast between the input and the output of the job, which means that
they compare the work load they shoulder and the number of hours they work with the
salary, benefits, bonus and other they receive. When the ratio between the input 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.
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2.4.6 Lockes Value Theory
Lockes (1976) value theory explains that job satisfaction is related to the
match between the job outcome and the expectation desired by the individual. The
value of job satisfaction becomes higher when the match is closer to the perceived
desired outcome. But its not necessarily be the basic needs when it comes to the
outcome that individual value like explained by the Herzbergs theory. It can be
anything that is related to the job one desires. The route to this method is the apparent
difference between the job and the wants. Greater difference gap comes out with more
dissatisfaction and narrower the gap closer the satisfaction.
2.5 Variables Contributing to Job Satisfaction
There are wide ranges of factors related to job satisfaction or sowing the
seeds of dissatisfaction. How ever the focus of the researchers has varied depending on
the interests of the researchers. Most of the researchers focus on the personal
characteristics and the job characteristics. Some of the variables used by the research
are discussed below along with other factors that contribute to job satisfaction.
Age: There are no concrete literature concerning the relationship between

the job satisfaction and the age, the existing literatures seems to lead to a bleak
conclusion. However, Hertzberg et al. (1957), drew a conclusion after series of
research that it can be explained through a U-shaped function. It explains that the level
of satisfaction is very high in the initial phase and starts to dwindle and reaches to such
a crucial level whereby it reaches a point of extinction but takes a turn and gears up
towards the optimum level of satisfaction with the age.
Saleh and Otis (1964) explain that in the phase of pre-retirement age, the
job satisfaction level dwindles as its related to the greater level of job satisfaction in
adjusting with the life and decline in the level of health, which in fact obstruct the self
actualization and psychological growth. It explains through a linear function.
Gender: When the relationship between the gender and the job satisfaction
was investigated, it has unveiled certain possibilities. Hoppock, (1935) explains that
females have the higher level of Job Satisfaction. But Hulin and Smith, (1965), Locke
et al, (1963) explains just the reverse explaining that males are more satisfied than the
females with regard to job satisfaction. Finally, DArey et al, (1984) and Golding et al,
(1983) explain that there is no difference in gender in regard to job satisfaction.
Similarly, Thompson (1979) explains that the level of job satisfaction cannot be
judged by the age and gender, as explained in the research findings published in the
first 26 volumes Educational Administration Quarterly.
Marital Status: Bruce and Blackburn (1992); Locke et al. (1983)

concludes that individuals social needs can be satisfied through the love and
compassionate feelings shared with the family members, spouse and other kith and
kin. Empathetic and helpful family members can raise the level of job satisfaction of
an individual. Researchers have discovered that the positive characters displayed in a
work place are the ones coming from a well groomed family. These are the people
who are very kind and helpful to others. And such people tend to have higher level of
job satisfaction compared to others because of the frank and open communication with
the family members.
Qualification: When qualification or education is used as a variable to

review the job satisfaction it was found out that the relation between the qualification
and job satisfaction can be positive as well as negative. Carell and Elbert (1974)
explain that the qualification has a negative impact on job satisfaction. It was 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.
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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 its focused on the discovery
learning. Therefore, depending on the school level, the teachers cognitive domain and
psychomotor level is challenged and if the teacher feels that the job is challenging and
useful, it will lead the person to be satisfied with the work.
2.6 Other Factors Contributing to Job Satisfaction
Work (Locke, 1976; Baron, 1991). Work which satisfies the needs of
employees is work providing opportunity to use ones value skills and abilities,
creativity and variety. Also work which has just sufficient difficulty, amount of work,
responsibility, autonomy and complexity.
Income (Organ, 1986; Locke, 1976). When the difference of valued pay
and the obtained pay arises the income satisfaction. People with higher income are
more satisfied with there job than the individuals with lower income. But money
cannot be termed as the most determinant factor contributing to the job satisfaction but
money does make things worth while. Income level is associated with status, lifestyle
and independence.
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Working Conditions (Locke, 1976; Baron, 1991). Generally, employees

are satisfied with physical surroundings which are not dangerous or uncomfortable.
Moderate rather than extreme degrees are preferred, since extremes cause physical
comfort and reduce ability of work. Most employees also value a location close to
home, new buildings, cleanliness, and adequate tools and equally as working
conditions.
Self Esteem (Locke, 1976; Baron, 1991). One of the subjects in the area of
job attitudes is the individuals views of himself and how various job experiences and
conditions affect him. Persons who are high in self-esteem or who have a positive selfimage appear to be more satisfied with their jobs.
Policy and Management (Locke, 1976). The organization has more

ultimate control over these factors than the employees immediate supervisor. The
organization policies which are incomplete, unclear or undefined have been found to
be associate with job satisfaction.
Intrinsic Rewards (Organ, 1986). Professionals derive greater rewards

from works, including the challenge of their work, the use of the skills and knowledge,
the opportunity for self-development, learning, and growth.
Interpersonal Relations (Baron, 1991). Friendly and positive relation with

coworkers subordinates and supervisors contribute to high level of job satisfaction.
2.7 Measurement of Job Satisfaction
Gathering data for job satisfaction study can be done either by survey
questioning or by interviewing. Whichever method is used, careful attention should be
paid to the form of questions asked and the nature of the response allowed. Objective
survey is one of the widely used in survey questionnaire.
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.
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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: 2540)
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 ones
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.
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Federiuk, C.S. et al. (1993: 22, 657 662) in Oregon conducted a cohort
analysis study on specific factors importance in paramedic job satisfaction and job
performance. The population of the study was private and public agency paramedics
with sample size of 194. The result indicated type of agency and gender affect job
satisfaction. Male public paramedics are most satisfied, and female private agency
paramedics and least satisfied with their jobs. Analysis of the attitudes toward
paramedic job performance scale suggested that male paramedics are more likely to
believe that female paramedics are not as capable of performing certain job functions.
However age and length of time on job were not significant determinants of job
satisfaction in the analysis of covariance.
McBride et al. (1992) examined the effects of ten job satisfaction factors,
role ambiguity, and role conflict on community college facultys propensity to leave.
They discovered that as satisfaction levels of growth opportunities, salary, work,
policy and administration, and supervision decreased, turnover intent, an attitude not
widely represented, increased. Propensity to leave increased as role conflict increased.
Work itself reflected the highest satisfaction level and salary the lowest. The generally
satisfied faculty appeared to experience a moderate amount of role conflict and a very
low level of role ambiguity. Age was the only demographic variable that significantly
influenced propensity to leave.
Koniceks (1992) random sample included 204 faculty members from 37

community colleges in Texas. The relationship between diversity of workload and job
satisfaction was assessed and identified as being not significant. 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 Herbergs Theory; was found that factors affecting job
satisfaction of teachers were work advancement and acceptance. The factors affected
the job dissatisfaction were supervision, work security, relationship, salary, work
characteristics and working climates.
Joan Guilford and David E. Gray (1970) had studied on satisfaction; it was
found that results of job satisfaction; it was found that results of job satisfaction 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
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policy and management, supervision salary, work condition and characteristics,

opportunity for advancement.
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
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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
1 + Ne2
When
= size of sample group
N = size of all population

e
= the miss adjusting rate in random sampling at level

0.05
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
The
Name of school
The
The
number
number
samples
number of
number
of
of school
teachers in
of sample
Schools
Samples
school
teachers
samples
Lower
1. Changangkha
43
35
Secondary
2. Changzamtok
48
40
School
3. Zilukha
37
31
4. Jigme Namgyel
58
48
Middle
11
1. Lungtenzampa
51
42
1. Motithang
54
45
2. Kelki
32
26
323
267
Secondary
school
Higher
secondary
school
Total
20
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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
Satisfied
Moderate
Least satisfied
Not satisfied
Table 3.3 Division of seven facets of job satisfaction into 46 items
Description
Items
1. Work
1-3
2. Income
4-10
3. Working condition
11-23
4. Self esteem
24-30
5. Policy and management
31-36
6. Intrinsic Reward
37-41
7. Interpersonal relation
42-46
The level of satisfaction is considered from score of the answers and was
classified into 5 levels to the Bests criteria (1977) as follows:
Higher score Lower score
Number of levels
5-1
5
4
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
Sangay Drukpa
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 pretested with 30 teachers from other district who are not included in the sample group,
but who work in the same school level.
To check the reliability, the result was analyzed by means of Croanbachs
Alpha-Coeficient.
Where
= Coefficient of reliability
n
= Number of items on the scale (questionnaires)

= The sum of variance of each item
= The variance of the questionnaire
The result of the reliability test (alpha) was 0.96
3.6 Data Collection
A proper protocol was followed in the process of data collection; initially

an approval for the collection of data was obtained from the Ministry of Education in
Bhutan, explaining from where the data will be collected. Upon receiving the
approval, the researcher personally visited the schools and met with the principals and
explained the purpose of the visit and handed over the questionnaire to the principals
depending on the number of teachers in the schools. The researcher requested the
principals to distribute to the teachers and informed that the questionnaire will be
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)
Number
Percentage
18
6.7
25-35 years
149
55.8
36-45 years
60
22.5
46 and above
40
15.0
Age
Less than 25 years
M.Ed. (Education Management) / 39
Table 4.1 Number and percentage of the personal characteristics of the sample
(Cont.)
(n = 267)
Number
Percentage
90
33.7
177
66.3
49
18.4
Married
210
78.7
Divorce
1.8
Widowed
1.1
Post Secondary
50
18.7
Bachelor Degree
151
56.6
Post Graduate
43
16.1
Master Degree
23
8.6
129
48.3
10-20 years
87
32.6
21-30 years
42
15.7
3.4
Gender
Male
Female
Marital Status
Single
Qualification
Years of Teaching Experience

Less than 10 years
More than 30 years
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
Sangay Drukpa
Results / 40
under the divorced category and 1.1% with 3 respondent falling under the widowed
category respectively. With regard to the qualification, 18.7% with 50 respondents has
Post secondary qualification, 56.6% with 151 respondents have bachelors degree,
16.1% with 43 respondents have Post graduate and 8.6% with 23 respondents have
master degree. The teaching experience varied from 1 year to more than 30 years in
the service. Most of the teachers have less than 10 years of teaching experience with
48.3% (129 respondent), 32.6% (87 respondent) with teaching experience between 1020 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
Principal and Vice Principal
3.4
Master Teacher
3.0
Senior Teacher
59
22.1
191
71.5
Less than 5 hours
2.6
5-10 hours
2.6
11-15 hours
3.4
244
91.4
154
57.7
42
15.7
71
26.6
Present Position in the School
Teacher
Teaching Hours
More than 15 hours

School Level
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.
4.2 Job satisfaction of the secondary school teachers in Thimphu

district of Bhutan
Table 4.3 Satisfaction level on Work
(n = 267)
Statement
1.
2.
3.
You are usually assigned with important

work
You are happy with the given
responsibilities as it gives you opportunity
to utilize your knowledge and skills
You have enough freedom to make your
own decision within the given
responsibilities
Average
S.D
Meaning
3.91
0.75
Satisfied
4.08
0.74
Satisfied
3.44
0.93
Satisfied
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.
Sangay Drukpa
Results / 42
Table 4.4 Satisfaction Level on Income

(n = 267)
Statement
1.
2.
3.
4.
5.
6.
7.
Your monthly income is sufficient enough

to lead a decent life in the society.
Your income is appropriate to your
qualification.
You are very much underpaid in relation
to the amount of work that you do.
You are paid with appropriate wage level
for the amount of work.
Supervisors have a fair and reasonable
justice in staffs promotion and salary
advancement.
Concern on feat and achievement of the
performance.
Current salary account is suitable for
staffs responsibilities in school.
Average
S.D
3.15
1.03
Moderate
3.21
1.04
Moderate
2.92
1.02
Moderate
3.02
1.00
Moderate
3.69
0.95
Satisfied
3.57
0.71
Satisfied
3.25
0.87
Moderate
3.26
0.70
Moderate
Meaning
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
supervisors judgment.
Table 4.5 Satisfaction Level of Working Condition

(n = 267)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Statement
You feel comfortable working in this
school.
The school has enough resources.
The school has a conducive teaching
learning environment.
You are happy with the number of
teaching periods allocated to you.
You have more of co curricular
responsibilities than teaching.
You are not overloaded with work.
School provides standard items, materials,
tools, utensils in the workplace.
School provides handbook, regulation,
discipline and mandate to facilitate the
performance.
School is developed in accordance with
Bhutanese educational reform
Proper ration of staff to work with
You are capable of performing well.
School environmental facilitates
performances.
Positive work atmosphere.
Average
3.96
S.D
0.89
Meaning
Satisfied
3.42
3.82
0.94
0.87
Satisfied
Satisfied
3.73
0.96
Satisfied
3.16
0.95
Moderate
3.36
3.25
0.95
0.94
Moderate
Moderate
3.65
0.90
Satisfied
3.78
0.76
Satisfied
3.64
4.20
3.80
0.76
0.65
0.75
Satisfied
Satisfied
Satisfied
3.94
3.67
0.81
0.55
Satisfied
Satisfied
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.
Sangay Drukpa
Results / 44
Table 4.6 Satisfaction Level of Self Esteem

(n = 267)
1.
2.
3.
4.
5.
6.
7.
Statement
Your work are duly acknowledged by
your supervisor
Your Principal gives you credit when you
do a good job.
Your work are normally successful, but
you seldom receive praise or recognition
for your effort
You are proud to be a teacher.
People respect you as a teacher.
You want your children to join the
teaching profession.
Teachers are highly respected in the
society.
Average
3.77
S.D
0.97
Meaning
Satisfied
3.90
0.96
Satisfied
3.20
1.02
Moderate
4.05
3.62
2.50
0.95
1.15
1.38
Satisfied
Satisfied
Unsatisfied
2.78
1.30
Moderate
3.41
0.76
Moderate
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)
1.
2.
3.
4.
Statement
Action plan is prepared before actual
performance.
You are satisfied of annual staffs
appointment and deployment.
Educational reform encourages teachers to
take part in decision making with school
administrators.
You are satisfied with educational policy.
4.27
S.D
0.73
Meaning
Very satisfied
3.65
0.82
Satisfied
3.52
3.52
Satisfied
3.45
0.97
Satisfied
Table 4.7 Satisfaction Level of Policy and Management (Cont.)

(n =267)
5.
6.
Statement
You are satisfied with the school
administration
Your supervisor is capable of giving
command.
Average
3.82
S.D
0.82
Meaning
Satisfied
4.32
3.55
Very satisfied
3.84
0.84
Satisfied
Table 4.7 reflects the satisfaction level secondary school teachers in

Thimphu District of Bhutan with regard to the policy and management. Out of the six
items, 4 items from the facets falls under the satisfied level and the other remaining 2
falls under the category of very satisfied level. Thus scoring the mean score of 3.84
and 0.84 S.D, making the overall satisfaction level as satisfied. Job satisfaction of
teachers with regard to policy and management is the highest with the supervisors
capacity of giving command with the mean score of 4.32 and its minimum with the
educational policy with a mean score of 3.45.
Table 4.8 Satisfaction Level of Intrinsic Reward

(n = 267)
1.
2.
3.
4.
5.
Statement
You play a role in educational staffs
performance evaluation.
You have opportunities to be promoted in
accordance with your competence.
You have opportunity to attend a
workshop, seminar to enhance your skills
and broaden your experiences.
Job designs of your position have been
improved regularly
You feel honored to be selected as a
school principal.
Average
3.26
S.D
0.98
Meaning
Moderate
3.38
1.07
Moderate
2.96
1.23
Moderate
3.41
0.96
Satisfied
3.51
1.04
Satisfied
3.31
0.79
Moderate
Sangay Drukpa
Results / 46
The table 4.8 indicates the satisfaction level of intrinsic reward of

secondary school teachers in Thimphu district of Bhutan. The overall satisfaction level
of this facet with 5 items comes out as moderate with the mean score of 3.31 and .79
S.D, the reason is that out of the 5 items, 3 items scores the moderate level and the
remaining 2 as satisfied. Job satisfaction is highest in honoring teachers to be selected
as the school principal with the mean score of 3.51 and job satisfaction is least with
the opportunities to attend workshops and seminar with the mean score of 2.96.
Table 4.9 Satisfaction Level of Interpersonal Relation

(n = 267)
1.
2.
3.
4.
5.
Statement
Your colleagues and your superiors are
helping together
Pleasant and friendly work atmosphere
between you and your superiors.
You are supported in educational quality
development from your superiors
Your colleagues and your superiors are
enthusiastic to collaborate.
Superiors give practical advice on
performance.
Average
4.03
S.D
0.74
Meaning
Satisfied
4.07
0.77
Satisfied
4.02
2.58
Satisfied
3.91
0.77
Satisfied
3.82
0.82
Satisfied
3.97
0.82
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
3.61
0.73
Satisfied
Total
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.
Sangay Drukpa
Results / 48
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)
n
S.D
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
Age
* 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)
t
p-value
S.D
Male
90
3.71
0.42
2.67
Female
177
3.53
0.56
2.93
Gender
.004*
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)
n
S.D
p-value
Single
Married
49
210
3.62
3.58
0.53
0.53
1.74
.160
Divorced
3.55
0.46
Widowed
4.26
0.00
Marital Status
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.
Sangay Drukpa
Results / 50
Table 4.15 Difference in Qualification and Job Satisfaction

(n = 267)
n
S.D
p-value
Post Secondary
Bachelor Degree
50
151
3.48
3.61
0.46
0.52
1.32
.266
Post Graduate
43
3.60
0.63
Master Degree
23
3.73
0.51
Qualification
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)
n
S.D
p-value
Less than 10 years

10-20
129
87
3.43
3.64
0.54
0.46
12.33
.000*
21-30
42
3.87
0.45
More than 30
4.08
0.30
Teaching Experience
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
Present position in the school
Mean
S.D
Principal and Vice Principal

Master Teacher
9
8
3.87
4.01
0.41
0.49
11.47
Senior Teacher
59
3.85
0.42
Teacher
191
3.48
0.52
(n = 267)
p-value
.000*
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.
Sangay Drukpa
Results / 52
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
Master
Senior
and Vice
Teacher
Teacher
Teacher
Principal
Principal and Vice
Principal
Master Teacher
3.87
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)
n
S.D
p-value
Less than 5hrs

5-10 hrs
7
7
3.64
3.53
0.47
0.41
0.18
.911
10-15 hrs
3.49
0.79
244
3.60
0.52
Teaching Hours
More than 15 hrs

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
S.D

154
42
3.59
3.63
0.50
0.55
.13
71
3.58
0.58
School level
(n = 267)
p-value
.883
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
Accept
statistically significant by age.

Accept
statistically significant by gender.

3. Job satisfaction of secondary school teachers in Thimphu district is not
Reject
statistically significant by marital status.

Reject
statistically significant by qualification.

Accept
statistically significant by teaching experience.

Accept
statistically significant by present position.

Reject
statistically significant by teaching hours.

Reject
statistically significant by school level.
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
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 bachelors 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
Sangay Drukpa
Discussion / 56
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.
5.2 Job satisfaction of the secondary school teachers in Thimphu

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 ones 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 dont 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
Sangay Drukpa
Discussion / 58
got opportunities to attend workshop and seminars and others. Its 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 dont 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

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
Sangay Drukpa
Discussion / 60
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 dont 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 doesnt 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
Sangay Drukpa
Discussion / 62
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 doesnt 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
employees 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 bachelors
degree, 16.1% with 43 respondents have Post graduate and 8.6% with 23 respondents
have master degree. The teaching experience varied from 1 year to more than 30 years
in the service. Most of the teachers have less than 10 years of teaching experience with
48.3% (129 respondent), 32.6% (87 respondent) with teaching experience between 1020 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

.
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
Sangay Drukpa
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 doesnt 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
doesnt 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 doesnt remain dissatisfied.
Sangay Drukpa
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 teachers 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)
Sangay Drukpa
Appendix / 76
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
Satisfied
Moderate
Least Satisfied
Not satisfied
Satisfaction Level
Statement of Job
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
Satisfaction Level
Statement of Job
Not
Satisfied
Least
Satisfied
Moderate
Satisfied
Very
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 staffs
appointment and deployment.
33. Educational reform encourages teachers
to take part in decision making with school
administrators.
34. You are satisfied with educational
Sangay Drukpa
Appendix / 78
Satisfaction Level
Statement of Job
Not
Satisfied
Least
Satisfied
Moderate
Satisfied
Very
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 staffs
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: sngydrukpa@yahoo.com

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JOB SATISFACTION OF SECONDARY SCHOOL TEACHERS IN

THIMPHU DISTRICT OF BHUTAN

A THESIS SUBMITTED IN PARTIAL FULFILLMENT

COPYRIGHT OF MAHIDOL UNIVERSITY

Copyright by Mahidol University

Copyright by Mahidol University

Copyright by Mahidol University

Copyright by Mahidol University

Fac. of Grad. Studies, Mahidol Univ.

JOB SATISFACTION OF SECONDARY SCHOOL TEACHERS IN THIMPHU

Copyright by Mahidol University

Background and Significance of the Problem

Scope of the Study

Operational Definition of Terms

Education System in Bhutan

Background of Thimphu District

Concepts and Definition of Job Satisfaction

Major Theories of Job Satisfaction

Variables Contributing to Job Satisfaction

Other Factors Contributing to Job Satisfaction

Measurement of Job Satisfaction

Copyright by Mahidol University

Population and Sample

Quality of the Research Instrument

Personal characteristics and job characteristics of the sample

Job satisfaction of the secondary school teachers in Thimphu

4.2.1 Satisfaction level on work

4.2.2 Satisfaction level on Income

4.2.3 Satisfaction level of working condition

4.2.4 Satisfaction level of Self Esteem

4.2.5 Satisfaction level of Policy and Management

Satisfaction level of intrinsic reward

Satisfaction level of Interpersonal relation

Summary of the overall satisfaction level of

Analysis of the effect on the level of Job Satisfaction of

Copyright by Mahidol University

Difference in Age and Job Satisfaction

Comparison test showing the difference

Gender difference and Job Satisfaction

Difference in Marital status and Job Satisfaction

Difference in Qualification and Job Satisfaction

Difference in Years of teaching experience and

Comparison test showing the difference between

Difference in Present position in the school

Comparison test showing the difference

Difference in Teaching hours and Job Satisfaction

Difference in School level and Job Satisfaction

Summary of the research result

General Profile of the sample

Job satisfaction of the of the secondary school

Copyright by Mahidol University

teachers in Thimphu district of Bhutan

Discussion of Difference between personal

Difference of Age and Job Satisfaction

Gender and Job Satisfaction

Difference of Marital status and Job Satisfaction

Difference of Qualification and Job Satisfaction

Difference of Teaching Experience and

5.3.6 Difference in Present position in the

Work load and Job Satisfaction

School Level and Job Satisfaction

CONCLUSIONS AND RECOMMENDATIONS