RELATIONSHIP OF REWARD SYSTEMS

AND PHYSICAL FACILITIES TO

TEACHER’S JOB SATISFACTION OF
EAST VISAYAN ADVENTIST
Arpon, MDL ACADEMY: BASIS FOR
Ines, AJ ADMINISTRATIVE INTERVENTION
Intanto, LL

Abstract
East Visayan Adventist Academy is a private boarding school that needs improvement due to insufficient
educational facilities. Teachers’ salaries are also lower than to public school teachers. The job satisfaction of the
teachers might be affected which could also hinder their efficiency in teaching and could eventually affect the
improvement of the school to develop better education. It is imperative to create awareness and formulate possible
solutions since there is no available data on the issue to help school administrators address these needs, thus the study.
The study opts to unravel the relationship of reward systems and school’s physical facilities to the teacher’s job
satisfaction of EVAA to provide a baseline data for the administrative intervention. The study used quantitative
research paradigm, utilizing a correlational design. Pearson –r correlation coefficient was also used to determine the
relationship of the variables. Findings showed that 47.4% of respondents said that they received reward/s 1-3 time/s a
year. In general, teachers are satisfied with their job (M=3.84). Results showed a positive correlation between the job
satisfaction and reward systems: salary package (r=0.558), recognition (r=0.193), bonuses and incentives (r=0.648).
Positive correlation is also evident on job satisfaction and school’s physical facilities specifically classroom facilities
(r=0.105), library facilities (r=0.200) and laboratory facilities (r=0.178). However negative correlation surfaced on
teaching learning materials (-0.009) and computer laboratory (-0.076). Both genders shared the same satisfaction (0.61
≥ 0.05).

Introduction at 70 % – of which 55 % were “quite happy” and 15 %

As cited by Raziq and Mualabakhsh (2015)
job satisfaction could be a vital predictor of
organizational efficiency and effectiveness that could
also be used in measuring attitudes and behaviors of
the employees. The satisfaction that employees
acquired from their job is chained on their
performances. A better organization depends on the
performance of its employees. Thus, job satisfaction
links to organization’s success. Halpert (2011) said
that teachers who had lower levels of satisfaction were
more likely to leave their school in the first three years,
as opposed to teachers who had higher levels of
satisfaction and were more likely to remain in the
school in the following three years.
In 2015 according to Buyco, the Job Street
Philippines web page published a report on job
satisfaction among Southeast Asian territories
surveyed; Philippines posted the highest job
satisfaction rating followed by Thailand (59 %),
Singapore (51 %), Hong Kong (37 %) and Indonesia
(28 %). Filipino employees expressed job satisfaction
“very happy”. The Harvard Business Review (2012)
recently published an analysis of various studies that
showed an average of 31 % more productivity and 37
% higher sales when employees are happy or satisfied.
According to Gregory (2011), a high rate of
employee contentedness is directly proportional to a
lower turnover rate. Thus, keeping employees’
satisfaction regarding with their career should be a
prior agenda for every employer. While teachers are
still in the institution, paying attention and
understanding the prerequisites must be given at most
consideration and priority. This is to prevent another
loss of the nation; a loss that is irreversible. According
to Ayele (2014), education is widely recognized as one
indicator of development especially to learners. One of
the basic purposes of education is to produce trained
human resource, which can overcome development
impediments of a given country. To achieve this, there
should be a satisfied work force in the sector.
The Problem and the Purpose of the Study
East Visayan Adventist Academy is a
boarding school away from home. The school location
is a 20-30-minute ride from the 6 kilometers away
town. There are 24 faculty and staff and 19 of them
have a teaching workload. The overall student
population is 387 as of School Year 2017-2018.
Classrooms still need improvements, the insufficient
physical facilities like flat screen television, laboratory
equipment and computers might slow the progress of
the student’s learning. Teacher’s job satisfaction must
be considered as well. Teachers are paid regularly with
compensation but not as high compare to the public-
school teachers. Thus, teacher’s job satisfaction might
be affected which could hinder the school’s
improvement. Since there is no available data on the
issue to help school administrators address these
needs, thus the study. It is imperative to have a deeper
understanding on teacher’s job satisfaction to know
and create awareness about the phenomenon of job
satisfaction to educational policy makers, school
administrators, employers and school owners with the
hope that would provide possible solutions to some of
the issues regarding job satisfaction, as well as to
provide the teacher’s needs. The findings if met by the
leaders will contribute more to the productivity and
sustainability not only to teachers but to educational
system at large.
The main thrust of the study is to assess the
relationship of reward systems and school physical
facilities to teacher’s job satisfaction of East Visayan
Adventist Academy (EVAA), San Sotero Javier Leyte
as basis for administrative intervention. More
specifically, the following research questions will
guide the study:
1. What is the average frequency of the school in
giving rewards to its teachers?
2. What is the level of teacher’s job satisfaction?
3. Is there a relationship between school’s physical
facilities and teacher’s job satisfaction?
4. Is there a relationship between reward systems and
teacher’s job satisfaction?
5. On the average, is there a significant difference on
the teacher’s job satisfaction with respect to gender?
Review of Related Literature
Job Satisfaction
Over the past years, studies on job
satisfaction have generated considerable interest
among researchers globally. According to Sarwar and
Abuge (2013) it has been one of the most frequently
studied variables in organizational behavior research
and human resource theory and practices. The
common definition of job satisfaction focuses on the
feeling of an employee regarding to their job. As
supported Galanou et al. (2010), a satisfying or
dissatisfying job is not limited to the nature of the job
but also depends upon the individual’s, perceptions,
attitudes and expectations towards the job itself.
Concept of Job Satisfaction. The concept of
job satisfaction does not have a conventional
definition despite being widely studied by many
scholars. Ayele (2014) argued that there is no final
definition on what job satisfaction represents.
Nevertheless, researchers have still delved into the
subject of job satisfaction and have come with various
definitions.
In the study of a psychology practitioners
Raziq and Maulabakhsh (2015), defined job
satisfaction as the integrated set of psychological,
physiological and environmental conditions that
encourage employees to admit that they are satisfied
or happy with their jobs. Moreover, Bayraktar et al.
(2016) stated that job satisfaction indicates how well a
person likes their job. In general, most definitions
cover the emotional feeling an employee has vis-à-vis
to their job. The extent to which work outcomes meet
or exceed expectations may determine the level of job
satisfaction.
Importance on Work Efficiency. Job
satisfaction has occupied and gained importance for
companies especially in meeting the organization’s
objectives and goals. When employees enjoy more job
satisfaction they tend to be sociable to their colleagues.
A study supported by Oswald (2012), job satisfaction
among employees may lead to a better and safer
working environment with lesser negative conflicts.
According to Mbogo (2015), job satisfaction is vital if
you wish to survive in an industry and progress
gradually.
The relevance of job satisfaction is very
crucial to the long-term growth of any sectors and
educational system around the world. As reported by
the Ideal HR Service (2017), employees who are
unsatisfied with their job will be less motivated and
less enthusiastic towards any chores assigned to them
and will escape the tasks assigned. The Harvard
Business Review (2012) recently published an
analysis of various studies that showed an average of
31 % more productivity and 37 % higher sales when
employees are happy or satisfied. The study found that
unhappy workers are 10 % less productive than
content employees.
Working Environment
A striking and supportive work environment
is essential to job satisfaction. A quality work spot is
needed to keep workers on their track and work
effectively. As supported by Agbozo (2017), a
supportive work environment helps workers to
perform normal duties more effectively, making best
use of their knowledge, skills and competences and the
available resources in order to provide high-quality
services. Working environment has a positive impact
on the job satisfaction of employees. Bad working
conditions restrict employees to portray their
capabilities and attain full potential, so it is imperative
that the administration realize the importance of good
working environment (Raziq & Maulabakhsh 2015).
Provision of quality education is important
for facilitating a nation’s development. Research has
found that, to improve individual learners’ values,
attitudes, behaviors, and skills, quality education is of
paramount importance, thus educator’s satisfaction
must be taken into consideration (Nayumubi, 2017).
Jain and Kaur (2014) also added, if the environment is
congenial, fatigue, monotony and boredom is
minimized, work performance can be maximized.
Physical Environment. In his study, Mbogo
(2015), stated that work environment is an important
issue that can affect the job satisfaction of teachers in
school projects. Asegid et al. (2014) argued that
inspired workplace will result in inspired workers and
draws attention to the importance for work
performances, the atmosphere, quality and style of
buildings and offices, environment conditions enhance
working. Good working conditions provide greater
physical comfort for employees. A workplace
environment with essential facilities is a prelude to job
satisfaction among workers.
Space and Offices. The design of open plan
offices and other aspects of the physical lay-out may
determine the kinds of interactions that can take place.
The physical environment may offer more or less
physical safety; concerns about accidents or injury are
likely to have some effect on psychological well-being
(Briner 2000). Even the building appearance may
affect the comfortability of the workers. One survey
cited by Oswald (2012), in particular, has suggested
that improvements in the physical design of office
buildings may result in a 5-10 percent increase in
productivity and eventually increase performance.
Since office employees spend most of their
time inside the buildings in which they work in, office
or workplace could be a vital factor affecting the
satisfaction of the employee thus imperative to be
consider in developing a good and healthy working
environment (Kamarulzaman 2011).
Equipment. Working equipment aids to the
smooth and efficiency of the work. The modern
workplace is characterized by technology; computers
and machines as well as general furniture and
furnishings (Gu 2016). Agbozo (2017) observed that
the provision of adequate physical resources including
facilities, equipment and maintenance can help in
influencing attitudes and facilitating program success.
Lack of infrastructure obtains ineffectiveness in
teaching for the teacher and this demoralizes the
teacher despite his/her pursuance to achieve his/her
goals (Ngimbudzi 2009). This becomes more difficult
in the teaching of the technical and science subject.
This affects the performance of the students and
demoralizes the teacher (Mbogo, 2015).
Ventilation and Sanitation. First, aspects of
work such as heat, noise, and lighting have been shown
to affect several psychological processes in both direct
and indirect ways (Briner 2000). Noise, for example,
may impair the cognitive performance of certain kinds
of tasks.
A study conducted by Crozier (2011) shows
that when the air-conditioning system was introduced
employees feel that their work space becomes more
comfortable and the productivity tends to increase by
5-15 percent because they can concentrate on their
work. This statement explains according to Alzaidi
(2008) that when an employee feels comfortable with
the workplace environment, things that can distract
their work can be reduced and they can perform better.
Reward Systems
Rewards systems are often implemented
within organizations as a key management tool that
can contribute to a firm’s effectiveness by influencing
individual behavior and motivating employees at work
(Bustamam et al. 2014). In the study of Firestone and
Pennel (1993) as cited by Ololube (2006) in his study,
stated that obligation to teaching and the workplace
have been found to be enhanced by psychic rewards
(acknowledgement of teaching competencies).
Rewards gives delight to employees to do more in
their workplace. Aktar et al, (2013) stresses on the
importance of rewards to fight the exhaustion, which
is typically experienced by most employees on the job.
The reward is more important of any nature of
business, organization, institution, schools and thus
very beneficial for the employee’s job performance
(Ibrar and Khan 2015). Chepkwony (2014) noted that
rewards bind an employee to the institution and has to
do with the way how employees are treated in
particular pay scheme.
Promotion & Recognition. The purpose of
recognition and reward program is to communicate to
employees so that they can link their reward to their
performance which ultimately leads to employee’s job
satisfaction. This is supported by Danish (2010), as he
cited, that rewards and recognition programs keep high
spirits among employees, boosts up their morale and
create a linkage between performance and motivation
of the employees. According to Chepkwony (2014)
promotions provide opportunities for personal growth
more responsibilities and increased social status.
However, for promotion to be effective in improving
job satisfaction it must be fair based on meritocracy.
Unfairness is cited as the major disappointment in
reward systems (Bayraktar 2016).
Benefits and Compensation. Employees
benefits are elements of remuneration given in
addition to the various forms of cash pay. They also
include items such as annual holidays, pension sick
leave insurance cover company cars. It deals with the
level of reward taking into account, market stance that
is internal rates of pay and compare with market rates:
achieving equal pay, the approach to total reward;
transparency of rewards that is the publication of
information on reward structures and processes of
employees Chepkwony (2014). Additionally, as
claimed by Galanou et al. (2010), reward processes
cover indirect financial rewards, or benefits, such as
insurance plans (life, health etc.), retirement plans,
sick leave etc.
Pay. Organizations often use financial
rewards to prevent employee dissatisfaction and
motivate employees (Butsaman et al. 2013). Prior to
this, Ali (2016) had specified that “while the presence
of money may not be a very good motivator, the
absence of it is a strong de-motivator”.
It is therefore obvious that rewards systems
are a fundamental function of human resource
management. Supported by Galanou et al. (2010), it
deals with the assessment of job values, the design and
management of payments, performance management,
contingent pay, employees’ benefits and pensions and
the management of rewards procedures. Money can be
seen as an important reward although it is very costly
for the organization. But monetary rewards do not
provide much staying power (Bayraktar 2016). In
other words, as supported by Aktar et al. (2013)
acquiring basic salaries and being able to work in
satisfactorily or average working conditions would not
necessarily make the employee happy with his/her job.
Theoretical Framework
Two Factor Theory. Formulated by
Frederick Herzberg on the year 1959. Herzberg
identified two classes of factors associated with
employees consider the following factors (motivator
factors) as responsible for job satisfaction:
achievement, recognition, advancement and growth.
The next set (hygiene factors) concerns the employee's
need for fair treatment in compensation, supervision,
and working conditions. If these are not met,
employees feel dissatisfied. The Two Factor Theory is
suited for this study because the study focuses on job
satisfaction of the employees. The researcher believes
that teachers who would acquire these factors would
be satisfied in their job. Same way, if these factors are
absent job satisfaction of the respondents might be
affected.
Figure 1. The figure explains that employees
are satisfied and motivated if the two factors, hygiene
and motivation, are present. This is the ideal situation
especially in organizations where employees are
motivated in their job and receives a good paycheck.
 Conceptual Framework
Reward
Systems
Teacher’s Job
Satisfaction
School’s Physical Dependent Variable
Facilities
Gender
Independent
Variables Independent
Variables
Figure 2.2. Variables that may affect the Teacher’s
Job Satisfaction. The reward systems and school’s
physical facilities may negatively or positively affect
the Teacher’s Job Satisfaction.
Above is the conceptual framework of the
study illustrating the variables that may affect the
Teacher’s Job Satisfaction. Reward systems include
salary packages, bonuses and incentives, and
recognition. School’s physical facilities include
laboratory facilities, classroom facilities, teaching
learning materials, library facilities, computer and
internet. And gender that could be a contributing factor
affecting the teacher’s job satisfaction, as the
moderating variable of the study.
Research Design
A quantitative research paradigm utilizing
correlational design was used to achieve the study’s
objective. As pointed by Belecina et al., (2016),
correlational analysis is used to reveal the relationship
of the two variables. The researcher has chosen the
design to determine the statistical relationship of the
variables and to seek a precise measurement and
analysis of the relationship between rewards systems
and school’s physical facilities to the teacher’s job
satisfaction of EVAA.
Population and Sampling Technique
The target population of the study comprises
all the faculty and staff of East Visayan Adventist
Academy, with the teachers with teaching loads as the
sample size. Respondents do not share the same
gender and thus would be analyzed if it could be one
of the factors affecting the respondent’s job
satisfaction.
As emphasized by Crozier (2011), a
population is a group of individuals who shared the
same thing in common while samples are the subgroup
of the target population that the researcher plans to
study for making observations and statistical
inferences about the population.
In this study a purposive sampling technique,
a type of non-probability sampling is used to get the
sample participants. Wherein, the researcher’s
judgements are the basis in picking the respondents
with respect to the purpose of the study. As supported
by Palinkas et al., (2016), “purposive sampling starts
with a purpose in mind and the sample is thus selected
to include people of interest and exclude those who do
not suit the purpose.”
Instrumentation
The survey questionnaire was a self-construct
questionnaire utilizing the Likert scale of
measurement in determining the respondent’s
reaction/response thus the data needed. Where the
respondents are barred from giving answers that would
reflect their own thinking ranging 1 as “strongly
disagree” to 5 as to “strongly agree”.
. The reliability and validity of the
questionnaire was critically examined by the school’s
statistician, research adviser and school’s principal
and thus ready for gathering the data. Since this type
of questionnaires are very specific and very often a
fixed range of answers self-questionnaire technique
was used where questions are read and answered by
the respondents themselves. (Bryman 2008, p. 216-
217 as cited in Melegrito et al., 2016)
Data Gathering Procedure
Step 1: Using the descriptive survey, self-
completion technique was used where respondents
would answer it by their own, step 2: the distribution
of the survey questionnaires made possible due to the
help of the school’s principal and step 3: the researcher
waited for the go signal to finally collect the data to be
encoded on Microsoft Excel and be submitted to the
school’s statistician for analysis.
Statistical Treatment
The study applied the measures of central
tendency which is under descriptive statistics because
the average scores of the level of job satisfaction will
be determined, also before identifying the significant
difference of the job satisfaction among gender and
before interpreting whether the relationship between
variables exist the descriptive data should be described
to give idea about the data set. According to Melegrito
and Mendoza (2016) the measures of central tendency
are measures that attempts to attain the middle or
average score. Additionally, aside from descriptive
statistics, a two-tailed test would be used in
determining the significant difference on the teacher’s
job satisfaction among gender.
Since the study opts to determine the
relationship between the reward systems and school’s
physical facilities to the teacher’s job satisfaction a
Pearson product-moment correlation coefficient
would also be used. Belecina, Baccay and Mateo
(2016) stated that correlation is used to determine the
relationship of two variables. In addition, according to
Melegrito and Mendoza (2016) “the closer the
coefficient to 1, the stronger the relationship. The
closer it is to 0, the weaker the relationship.
Equation of the Pearson’s correlation coefficient is
shownbelow
𝑛 ∑ 𝑋𝑌− ∑ 𝑋 ° ∑ 𝑌
r=
√[𝑛 ∑ 𝑋 2 − (∑ 𝑋)2 ] [𝑛 ∑ 𝑌 2 −(∑ 𝑌)2 ]
Results & Discussion
Average Frequency of the School in giving
Rewards to its Teacher
The average frequency of the school in giving
reward/s to its teachers showed only 9 out of 19
teachers (47.4%) responded to the question and stated
that they received reward/s in an average of 1-3 time/s
in a year.
The frequency of giving the rewards is
clustered into intervals as 1 for 1-3 time/s, 2 for 4-6
times and 3 for 7-10 times. The table implies that
teachers received reward 1-3 time/s in a year from
school and there is no difference between their
responses. Danish (2010) says that rewards and
recognition programs keep high spirits among
employees and creates links between performance and
motivation.
Level of Teacher’s Job Satisfaction
The results show that majority of the teachers
at EVAA are satisfied with their job thus correlates in
the study of Buyco (2015) that states that Filipino
teachers posted the highest satisfaction rating among
the 5 Southeast Asian territories.
Relationship between School’s Physical Facilities
and Teacher’s Job Satisfaction
Descriptive statistics of the relationship
between school’s physical facilities and teacher’s job
satisfaction shows the mean for classroom facilities,
library facilities, computer and internet facilities and
laboratory facilities that were rounded off to 4,
meaning the respondent agreed that the school is
equipped with these facilities. However, it was shown
that respondents are neutral regarding the teaching
learning materials they acquired.
Table 4.5 illustrates the relationship between
school’s physical facilities and teacher’s job
satisfaction. Pearson r data analysis reveals a weak
positive correlation. Teachers who are well
accommodated with a satisfying classroom and being
provided by classroom equipment, teachers who are
accommodated by the school’s library and library
equipment and lastly teachers who agreed that there is
an equipped science laboratory for the students in
school reported a high level of job satisfaction.
However, the Pearson r data analysis also
revealed that there is a moderate negative correlation.
Teachers who felt neutral regarding the provision of
teaching learning materials provided by school
reported a low level of job satisfaction. Teachers
agreed that there is a provision of internet and
computer laboratory provided by school but reported a
low level of job satisfaction.
Table 4.5
Correlation between school’s physical facilities and
teacher’s job satisfaction
Teaching
Classroom
Library
Facilitie
Compute
r and
Laborator
y
Learning
Facilities Material
s Internet Facilities
s
Job Pearson 0.15 0.200 -0.076 0.178 -0.009
Satisfactio
n
Correlatio
nN 19 19 19 19 19
 high level of job satisfaction. Teachers agree to acquire
5 satisfying bonuses and incentives from the school.
Teachers who acquired a satisfying bonuses and
4 incentives reported a high level of job satisfaction.
Job Satisfaction

3
Table 4.7
2 Correlation between reward systems and job
1
satisfaction
Bonuses
Salary
Recognition and
0 Package
Incentives
0 1 School's2Physical 3
Facilities 4 5 Pearson 0.558 0.193 0.648
Job Correlation
Satisfaction 19 19 19
Figure 4.1. School’s Physical Facilities and N
Job Satisfaction
Figure 4.1. suggests that there is a linear Figure 4.2. Rewards Systems and Job
positive relationship between the school’s physical
facilities and teacher’s job satisfaction.
5
According to Agbozo (2017) employees who 4
Job Satisfaction
have good facility experiences job satisfaction and
3
provisions of adequate resources like facilities,
equipment and maintenance can help in influencing 2
the success of the job. Lack of infrastructure obtains 1
ineffectiveness in teaching for the teacher and this 0
demoralizes the teacher despite his/her pursuance to Reward Systems
0 1 2 3 4 5
achieve his/her goals.
Satisfaction
Figure 4.2. displays the graphical
Relationship between Reward Systems and presentation of the relationship between the reward
Teacher’s Job Satisfaction systems (y-axis) and teacher’s job satisfaction (xaxis).
The graph suggests a linear positive correlation
Table 4.6 shows the descriptive statistics for between reward systems and teacher’s job satisfaction.
the relationship between reward systems and teacher’s
job satisfaction. The data revealed that teachers agree These findings are supported by Bustamam et
to acquire satisfying rewards. al. (2014), his study results revealed that rewards are
positively and significantly associated with job
Table 4.6 satisfaction. Hence, if rewards being offered to
employees were to be altered, then there would be a
Relationship between reward systems and teacher’s
corresponding change in satisfaction and work
job satisfaction motivation. Furthermore, most organizations
Mean Std. Deviation N implement rewards system to increase the job
Salary Package 4.11 0.65 19 performance and job satisfaction (Ibrar and Khan
Recognition 3.79 0.78 19
2015).
Bonuses and Incentives 3.89 0.45 19
Job Satisfaction 3.84 0.50 19
Significant Difference on the Teacher’s Job
Satisfaction with Respect to Gender
Table 4.7 illustrates the relationship between Table 4.8 presents the significant difference
reward systems and teacher’s job satisfaction. on the teacher’s job satisfaction with respect to gender.
Teachers agree that they acquire a good salary package There are 10 female and 9 male respondents, with their
from the school and reported a high level of job
satisfaction. Teachers agree that they acquire a
satisfying recognition from the school and reported a
corresponding mean of 3.90 for the female and 3.78
for the male. Since the p value (2-tailed) is much
higher than the level of significance (0.61 ≥ 0.05), thus
the mean score between the groups is not significantly
different. Thus, the data suggests that both gender
shares the same level of satisfaction. These findings
contradict the study of Ngimbudzi (2009) where it
indicates that there is a significant difference between
the female and male teachers, they differed in their job
satisfaction levels.
Table 4.8.
Significant difference among gender
Gender t df Sig. (2-tailed)
Equal
Average
variances
assumed .520
- 17
Job
Satisfaction Equal
variances 16.697
not assumed -.527
Conclusion
9 out of the 19 respondents responded that
they received a reward/s 1-3 time/s a year. Teachers
agreed to have an overall satisfying job. There is a
positive correlation between the reward systems and
job satisfaction meaning respondents are satisfied with
the rewards they acquired. Results reported to have a
high level of job satisfaction regarding school’s
physical facilities specifically classroom facilities,
library facilities and laboratory facilities. However,
though the school provides a teaching learning
material as well as internet and computer laboratory
respondents have shown a low level of job satisfaction
with these. There is no significant difference among
the gender regarding the level of job satisfaction. Both
shared the same level of job satisfaction. Thus, the
findings of the study offer a data as basis for school
improvement.
Recommendations
Following recommendations are acquired
according on the findings and conclusion.
Administrators. Establish well balance
reward systems to foster the teachers’ job satisfaction.
Administrators should also foster interest on the
teacher’s job satisfaction by facilitating the needs on
school’s facilities especially internet and computer
facilities, as well as teaching learning materials. This
will help teacher’s increase their level of job
satisfaction and improve performance.
Teachers. Teachers should be open to
Mean
Difference
administrators regarding their concerns and needs to
improve their performances also to contribute their
0.61 -0.122 satisfaction.
Scholars. Deeper analysis and long term
0.60 -0.122
study is needed regarding this subject matter. More
participants coming from variety of school should be
included in the sample. More demographic data could
also be included. Explore more on what are still other
factors that could affect the job satisfaction of the
employee/teachers.
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