Pema Sherpa1* and Thinley2
1Dorokha LSS, Samtse, MoE, Bhutan
2Principal, Mindruling Primary School, Samtse, Bhutan Emial: email@example.com
*Corresponding Author: Pema Sherpa, Dorokha LSS, Samtse, Bhutan.
Received: September 28, 2021; Published: October 07, 2021;
Job satisfaction in any service is difficult to weigh as it depends on numerous factors. At some point it is too sensitive and varies between the individual. Teaching as a profession has its own strength and weakness. Of late Bhutanese teacher started to complain on their responsibilities being too heavy and tiresome. The rate of teacher quitting from the profession showed that teachers are not satisfied with their job. The teachers also felt that there lies difference in work burden between day school and boarding. Teachers agreed that boarding school needs some incentives for the extra responsibilities which the Ministry of Education is not aware of. It is due to the fact that there is no research conducted to understand and resolve the issue.
This research has collected the views from 26 teachers from Primary to Higher Secondary School within Wangdue District. The respondents were from boarding and day school. The respondent’s age ranged from 30 - 50 years who served as a teacher ranging from 1 - 30 years in different level of school. The very purpose of carrying out research was to find out the level of job satisfaction between day and boarding school teachers.
The research was based on quantitative method since it is small scale for academic purpose and objective oriented. Stratified random sampling method was adopted for collecting data. This method was used as it requires smaller sample which provides best representation from the sample population. The research took three variables (Heavy teaching periods, Other responsibilities and need satisfaction) to find out the relationship between day and boarding school teachers on job satisfaction. The data were analyzed by using SPSS and MS excel.
The result from first variable shows that 77% of teachers are tired of heavy teaching periods and 92.3% mentioned that they couldn’t focus on quality teaching. Similarly 61.6% felt that substitution class is another burden. These all has greatly affected the teacher leading to low level of job satisfaction.
The second variable other responsibilities assigned by the school also showed low level of job satisfaction. Teacher’s work do not end within the four walls of the class. So they need to work extra hours but were not paid for working more (92.3%). In the same line 100% of the respondent opined that boarding school teacher has extra responsibilities but never incentivized to up lift their consistency in their work. Thus data depicts lower satisfaction for boarding school teacher than day school teacher.
Teacher felt that their need was not satisfied as per their expectation. Government holidays (61.6%) and Sundays (76.9%) are almost utilized as normal working hours which affected their private time (71.2%). Moreover boarding teacher felt greater burden due to extra responsibilities.
The study concludes that heavy teaching periods, other responsibilities and needs has strong relationship in determining the job satisfaction of teachers between day and boarding schools. The research has also suggested some recommendation to increase the job satisfaction of teachers by the Ministry of Education.
Keywords: Teaching Period; Responsibilities; Satisfaction; Workload
Citation: Pema Sherpa and Thinley. “ Job Satisfaction of Teachers: A Comparison Between Day School and Boarding School Under Wangdue Dzongkhag”. Acta Scientific Paediatrics 4.11 (2021): 02-08.
Copyright: © 2021 Pema Sherpa and Thinley. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.