i

“Staffs Job Satisfaction at East Horizon English Secondary School”

Abstract

This abstract provides a concise overview of research focused on staff job satisfaction,
aiming to explore the multifaceted factors influencing the contentment of employees across
diverse organizational settings. Through an empirical investigation, this study seeks to
identify key determinants of staff job satisfaction and the implications for organizational
performance. The research employs a mixed-methods approach, combining quantitative
surveys and qualitative interviews to gather comprehensive insights.

The study begins by examining intrinsic factors, such as workplace culture, job autonomy,
and opportunities for skill development, and their impact on staff morale. Additionally,
extrinsic factors like competitive compensation, work-life balance, and recognition are
scrutinized for their influence on overall job satisfaction. By incorporating the perspectives
of staff members across different hierarchical levels and departments, the research aims to
provide a nuanced understanding of the unique dynamics at play

Furthermore, the study explores the role of leadership styles and organizational
communication in shaping staff satisfaction, recognizing the pivotal influence of managerial
practices on employee well-being. Through an in-depth analysis of survey data and thematic
coding of qualitative responses, the study aims to identify patterns and trends that contribute
to a more comprehensive understanding of staff job satisfaction.
 1

Chapter 1
Introduction
Background of the study

Employment holds a crucial role in individuals' lives, influencing their lifestyle and
social interactions. Consequently, it is imperative for organizations to maintain a content
workforce. In the context of Nepal, schools play a vital role in bolstering the economy by not
only delivering quality services but also generating job opportunities on a substantial scale.
Recognizing the educational institution's societal contributions and the pivotal role of job
satisfaction in enhancing the performance of teachers and other staff, this study seeks to
investigate the satisfaction levels of staff and its correlation with performance.

There is a widespread acknowledgment that the overall efficiency and success of an

organization hinge on the effective performance of teachers and staff. This, in turn, relies on
the job satisfaction experienced by these individuals. To delve into this connection,
researchers have pinpointed various facets of job satisfaction, gauging their relative
significance in relation to performance and productivity.

Job satisfaction entails the positive or negative sentiments an employee harbors

toward their job, essentially representing the degree of happiness associated with it. As per
Locke's definition, job satisfaction is the positive and enjoyable emotional state resulting
from one's job or job-related experiences. Content teachers and staff typically exhibit traits
such as regularity, punctuality, heightened productivity, commitment, and overall life
satisfaction. To elevate job satisfaction and consequently enhance performance, avenues for
advancement— such as competitive pay scales and involvement in decision-making
processes—should be afforded to teachers and staff. Factors like a safe work environment,
positive relationships with supervisors and colleagues, job security, recognition, and
opportunities for professional growth also significantly influence organizational commitment.

Given the complexity of job satisfaction, influenced by diverse feelings and

circumstances, the contemporary competitive environment amplifies the significance of
studying its relationship with the performance of teachers and staff. Therefore, this research
endeavors to explore the satisfaction and performance levels among employees at East
Horizon English High School.
 2

Problem Statement

Every research initiative is prompted by a specific problem or challenge. Without

encountering problems, a project cannot be formulated, and its objectives cannot be clearly
defined. Teachers play a crucial role in motivating learning institutions, advising students to
excel in examinations, and ultimately succeed in life. To carry out this duty effectively and
efficiently, teachers require motivation, particularly in terms of job satisfaction.
Unfortunately, teachers often express discontent, citing inadequate consultation on policy
changes and violations of their rights. This dissatisfaction leads to frustration and negatively
impacts the commitment and productivity of teachers in private schools. The dissatisfaction is
further exacerbated by perceived unfairness in salary remuneration relative to their
responsibilities. It is a common assertion in management circles that organizational support
is integral to success. The research question is :

i. What are the factors influencing job satisfaction among teachers at East Horizon
English High School.

Objective of the study

The main objective of this research are:

i. To investigate the factors influencing job satisfaction among teachers at East Horizon English
High School.
ii. To identify the satisfaction level of the teachers and other staffs of East Horizon English
High School which is situated in Mechinagar 10, Dhulabari, Jhapa.

Significance of the study

In recent decades, the perception of employment has evolved among individuals in Nepal.
Presently, educators and other personnel seek not only external gratification but also intrinsic
fulfillment from their roles. This research endeavors to provide insights into the contentment
and performance levels of teachers and staff at East Horizon English High School through
the utilization of the Minnesota Satisfaction Questionnaire (MSQ). The primary objective is
to comprehend the satisfaction of teachers and staff at East Horizon English High School,
encompassing factors such as working hours, compensation, overtime benefits, autonomy at
work, job position, and more. The study focuses on gauging employee satisfaction and will
be conducted at East Horizon English High School, involving teachers and staff who will be
surveyed using a prepared questionnaire.
 3

Limitations

• The participants were incapable of providing responses owing to personal prejudice.

• Certain information is not available for retrieval owing to its confidential status.

Chapter Plan

Chapter one include Introduction, background and context of the study, problem
statement, objective of study, significance of study and limitation. Chapter one include
Introduction, background and context of the study, problem statement, objective of study,
significance of study and limitation Chapter three includes nature and source of data,
variable and measures, data analysis tools. Chapter four includes presentation and analysis of
data and chapter five includes summary and conclusion.
 4

Chapter 2
Literature Review
Literature Review

Job satisfaction can be defined as the sense of accomplishment and success that
employees experience. It is widely acknowledged that job satisfaction is directly linked to
productivity, job performance, and personal well-being. Job satisfaction entails engaging in
work that one enjoys, performing well, and receiving recognition for one's efforts (Kaliski,
2007; Aziri, 2011). Individuals may have varied perspectives on different aspects of their
work, such as the nature of their tasks, relationships with colleagues, superiors, or
subordinates, and their compensation (George and Jones, 2008). Diverse motivation and
leadership styles can impact employees differently, influencing increased job performance
and satisfaction. Consequently, job satisfaction is a crucial factor in motivating and inspiring
teachers and other staff to attain better outcomes (Raziq and Maulbakhsh, 2015). Ostroff
(1992) emphasizes that employee satisfaction holds significance not only for individuals but
also for the overall organization. Content and motivated employees are generally more
productive, contributing to the organization's success, while dissatisfied individuals may
shirk responsibilities and withdraw from work-related duties (Judge, et al., 2001). Job
satisfaction is recognized as a fundamental element in the effectiveness and efficiency of
business organizations. The modern managerial approach, which prioritizes the
acknowledgment of employees' needs and desires, underscores the importance of job
satisfaction in contemporary enterprises. Analyzing job satisfaction leads to the conclusion
that content employees are not only happy but also successful in their roles (Aziri, 2011).

Supervision encompasses essential qualities such as the availability of superiors when

needed, the ability to connect with and stimulate creative thinking among teachers and staff,
knowledge of values, openness, and effective communication. Numerous studies indicate
that positive and effective supervision correlates with high levels of employee satisfaction,
whereas poor communication skills result in increased dissatisfaction (Schroffel, 1999; Raziq
and Maulbakhsh, 2015).

According to Nancy C. Morse (1997), satisfaction is dependent on the fulfillment of

an individual's needs, wants, and desires. Employee satisfaction serves as a gauge for
measuring how content employees are with their jobs and working environments. Various
factors contribute to organizational effectiveness, and employee satisfaction is recognized as
 5

a crucial element. Moyes, Shao & Newsome (2008) describe employee satisfaction as an
individual's level of contentment with their employment position.

Empirical Review

Empirical studies provide evidence-based insights into the relationship between job
satisfaction and job performance among teachers and staff in educational institutions. This
section reviews several key empirical studies that explore various aspects of job satisfaction
and its impact on performance.

A study by Judge et al. (2001) examined the correlation between job satisfaction and
job performance. They found a strong positive relationship, indicating that higher job
satisfaction is associated with better job performance. This suggests that when teachers and
staff are satisfied with their jobs, they are more likely to be effective in their roles, leading to
improved educational outcomes for students.

George and Jones (2008) highlighted several factors that influence job satisfaction,
including the nature of the job, compensation, relationships with colleagues and superiors,
and the work environment. They found that positive relationships and a supportive work
environment significantly enhance job satisfaction. This finding is relevant for schools,
where the collaborative environment is crucial for the smooth functioning of educational
activities.

Raziq and Maulbakhsh (2015) further explored the impact of working conditions on
job satisfaction. They identified key factors such as job security, work-life balance, and
opportunities for professional development as critical in determining job satisfaction levels.
Their research emphasizes the need for schools to provide stable employment conditions and
opportunities for growth to maintain a satisfied workforce.

Schroffel (1999) focused on the role of supervision in job satisfaction. Effective

supervision, characterized by availability, communication, and support, was found to
significantly enhance job satisfaction. In educational settings, the presence of supportive and
communicative leaders can foster a positive work environment, leading to increased
satisfaction among teachers and staff.

Ostroff (1992) conducted a study specifically within educational institutions,

examining how job satisfaction among teachers impacts overall school performance. The
study revealed that schools with higher levels of teacher satisfaction tend to have better
student outcomes. This underscores the importance of fostering a supportive and satisfying
 6

work environment for educators to enhance the overall effectiveness of educational

institutions.

Collectively, these empirical studies highlight the multifaceted nature of job

satisfaction and its critical role in enhancing job performance. Factors such as supportive
supervision, positive work relationships, fair compensation, job security, and opportunities
for professional development are consistently identified as significant determinants of job
satisfaction.

The empirical evidence supports the need to investigate job satisfaction among
teachers and staff at East Horizon English High School. Understanding the specific factors
that contribute to their satisfaction will help in developing strategies to enhance their
performance and, consequently, the overall success of the school.
 7

Chapter 3
Research
Method

Nature and source of data

In this chapter, we delve into the research methods employed for our study, which is
inherently descriptive in nature. The study encompasses various dimensions, including age,
gender, total years spent with the school, and satisfaction levels concerning workload,
working hours, holidays, scope for personal growth, job happiness, the meaningfulness of
work, the safety and positivity of the work environment, expected workload, teamwork
atmosphere, pay satisfaction, career progression satisfaction, satisfaction related to working
with the school, positive aspects of the school, areas of dissatisfaction, potential reasons for
quitting the job in the future, and suggestions for enhancing the workplace.

The study takes an object-oriented approach, and the chosen research type is descriptive
research. Descriptive research is widely utilized, and its primary purpose is to elucidate the
reasons behind observed phenomena. This type of research is particularly apt for identifying
causative factors and understanding the intricacies of the subject matter under investigation.

Variable and Measures

The primary objective of this research is to assess the job satisfaction levels of
teachers employed at East Horizon English High School in Mechinagar-10, Dhulabar, Jhapa.
Primary data is gathered for this study, with the primary data source being a questionnaire.
The researcher has formulated the questionnaire and considering the total population of
approximately 30-40 teachers in the school, it is distributed to 26 teachers. All 30 teachers
selected for the survey, as approved by the Principal, have completed and returned the
questionnaires. The selection criteria involve choosing teachers not actively engaged in
classes or other activities, as determined by the Principal.

Data Analysis Tools

This study is descriptive in nature. Table, graph, pie chart is used to provide an
overview of the data in this seminar.
 8

Chapter 4

Presentation and analysis of

data

Measurement of job satisfaction

What is your age?

Age Group Total Respondent

24-34 34.80%
35-45 36.10%
46-56 28.10%
56-65 1%

Total Respondent

Age group
24-34
35-45
46-56
56-65

Source: Field Survey

The data reveals that the majority of respondents are between 24 and 56 years old, with the
highest representation in the 35-45 age group (36.10%), followed by the 24-34 age group
(34.80%), and the 46-56 age group (28.10%). The 56-65 age group is significantly
underrepresented, comprising only 1% of the total respondents. This distribution indicates a
stronger engagement among individuals aged 24 to 56, particularly those between 35 and 45,
possibly reflecting the target population's demographics or varying interest levels among
different age groups.

What is your gender?

Gender Total Respondent (in %)

Male 56%
Female 44%
 9

Gender

male
Female

Source: Field Survey

The data indicates that 56% of the respondents are male, whereas 44% are female. This
suggests a higher representation of males in the sample. The gender distribution reveals a
noticeable yet not extreme imbalance. Such a distribution could reflect the demographics of
the target population or varying response rates between genders.

How many years have you been with this school?

Years No. of Respondent (in %)
less than 1 year 10.44%
1-5 years 32.23%
5-10 years 37.33%
more than 10 years 20%

Experience

less than 1
year 1-5 years
5-10 years
more than 10 years

Source: Field Survey

The data shows the distribution of respondents based on their years of experience. Those with
less than 1 year of experience make up 10.44% of the total respondents. Individuals with 1 -5
years of experience account for 32.23%, while those with 5-10 years of experience form the
largest group at 37.33%. Respondents with more than 10 years of experience constitute 20%
of the sample. This distribution indicates a diverse range of experience levels, with the
majority of respondents having between 1 to 10 years of experience, particularly concentrated
in the 5-10 year range.
 10

Are you satisfied with the workload?

Option Total Respondents (%)

Yes 65%
May be 10%
maybe not 10%
No 15%

Satisfied with the workload

Yes
May be
may be
not No

Source: Field Survey

The data indicates respondents' choices distributed across four options. "Yes" was chosen by
65% of the respondents, making it the most popular option by a large margin. Both "Maybe"
and "Maybe not" were selected by 10% each, reflecting uncertainty or indecision among
these respondents. "No" was chosen by 15%, indicating a smaller but still significant portion
of the respondents who disagreed. Overall, a strong majority favor the "Yes" option, with a
notable minority expressing uncertainty or disagreement.

Are you satisfied with the working hours?

Option No. of Respondent
Yes 100%
May be null
maybe not null

No null

Source: Field Survey

The data indicates that 100% of the respondents chose the "Yes" option, with no respondents
selecting "Maybe," "Maybe not," or "No." This unanimous response suggests complete
agreement among the respondents, with no uncertainty or disagreement present in the
sample.
 11

Are you satisfied with the holidays?

Option No. of Respondent (in%)
Yes 90.03%

May be 3.85%
May be not 3.85%
No 2%

Satisfied with the holidays

Yes
May be
May be
not No

Source: Field Survey

The data shows the distribution of respondents' choices across four options. "Yes" was
selected by 90.03% of the respondents, indicating overwhelming support or agreement. Both
"Maybe" and "Maybe not" were chosen by 3.85% each, reflecting a small portion of
respondents who are uncertain or indecisive. "No" was selected by 2% of the respondents,
indicating a very small percentage of disagreement. Overall, the data shows a strong majority
in favor of "Yes," with minimal uncertainty and disagreement.
Do you feel there is a scope for personal growth such as skill enhancement?
Options Total Respondents
Yes 40.30%
may be 25.50%
Neutral 0
maybe not 5.70%
No 28.50%

Scope for personal

Yes
may be
Neutral
may be not

Source: Field Survey

 12

The data reveals the distribution of respondents' choices among five options. "Yes" was
chosen by 40.30% of the respondents, making it the most popular option. "Maybe" was
selected by 25.50%. "Neutral" received 0% of the responses. "Maybe not" was selected by
5.70%. "No" was chosen by 28.50%. Overall, while "Yes" is the most favored option, there
is considerable uncertainty and disagreement among the respondents.

Do you find your work meaningful?

Option No. of Respondent in %
Yes 72.20%
May be 0
No 27.8

No. of Respondent in %

Yes
May be
No

Source: Field Survey

The data indicates the distribution of respondents' choices across three options. "Yes" was
chosen by 72.20% of the respondents. There were no respondents who selected "Maybe".
"No" was chosen by 27.8% of the respondents. Overall, the data shows a clear preference
towards "Yes," with a significant portion selecting this option and no uncertainty reflected in
the responses.
Does school provides you safe and positive environment?
Option No. of respondent (in%)
Yes 100%
No 0%
May be 0%
Source: Field Survey

All respondents chose "Yes," representing 100% agreement with the option presented. There
were no respondents who selected "No" or "Maybe," indicating unanimous support for the
given option among those surveyed.
 13

Does your superior promote an atmosphere of teamwork?

Option No. of respondent (in %)

Yes 92.30%
May be 7.70%
No 0%

Superior Promote an Atmosphere of Teamwork

Yes
May be
No

Source: Field Survey

The data shows that 92.30% of respondents chose "Yes," indicating a strong majority in
agreement with the option presented. A small portion, 7.70%, selected "Maybe," suggesting
some uncertainty among respondents. No respondents chose "No," indicating unanimous
disagreement with that option among those surveyed.

Are you satisfied with your income?

Satisfaction degree No. of respondent (in %)
Dissatisfied 52%
Moderately 10%
Satisfied 38%

No of respondents

Dissatisfied
Moderately
Satisfied

Source: Field Survey

Among the respondents, 52% expressed dissatisfaction, 10% were moderately satisfied, and
38% reported satisfaction. This data highlights a predominant sentiment of dissatisfaction
tempered by a notable level of satisfaction among the surveyed group.
 14

How is the flow of communication between higher level and lower-level staff?
Satisfaction level No, of Respondent(in%)
VD 0%
D 2%
N 12%
S 58%
Vs 28%

No of Respondent(in%)

V
D
D
N
S
vs

Source: Field Survey

The satisfaction levels among respondents varied significantly, with a majority reporting
positive experiences. Specifically, 58% expressed satisfaction, and an additional 28%
indicated they were very satisfied. A notable 12% remained neutral, while dissatisfaction
levels were minimal, with only 2% expressing discontent. Notably, none of the respondents
reported being very dissatisfied. This distribution highlights a predominantly positive
sentiment among the surveyed group, reflecting varied but generally favorable perceptions of
the subject or experience.

How is your satisfaction level with your job identity?

Satisfaction Level no. of respondent(in %)
VD 0%

D 0%
S 38%
VS 62%
 15

no. of respondent(in %)

V
D
D
S
VS

Source: Field Survey

The data indicates that 38% of respondents reported being satisfied, while a significant
majority, 62%, indicated they were very satisfied. There were no respondents who reported
being dissatisfied or very dissatisfied. This suggests a strong overall positive sentiment
among those surveyed, with a majority expressing high levels of satisfaction.

How is the interpersonal relationship with your colleagues?

satisfaction level no. of respondent
VD 0%
D 0%
N 28%
S 64%
VS 8%

no. of respondent

V
D
D
N
S
VS

Source: Field Survey

This breakdown shows that the majority of respondents, 64%, reported being satisfied, with
an additional 8% indicating they were very satisfied. A significant minority, 28%, remained
neutral, while no respondents expressed dissatisfaction. This distribution highlights a
predominantly positive sentiment among the surveyed group, with a substantial majority
reporting satisfaction or high levels of contentment.
 16

Does your opinion count at your work place?

Option no. of Respondent

Never 12%

Sometimes 48%
Frequently 40%

no. of Respondent

Never
sometimes
Frequently

Source: Field Survey

This distribution indicates that a significant portion, 48%, sometimes chose an option, while
40% chose it frequently.

My job gives me opportunity to learn

Option No. Of respondent
DC 0
SD 0
NA-ND 0
AC 89%
SA 11%

DC
SD
NA-ND
A
S

Source: Field Survey

This breakdown indicates that 89% of respondents agreed with the option presented
("AC"), while 11% strongly agreed ("SA"). There were no respondents who chose options
indicating disagreement or neutrality. This suggests a strong consensus among the
respondents in favor of the statement or option provided.
 17

How is your work-life balance? (Answer if you aremarried)

Option no. of respondent
VD 0

D 12%
N 32%
S 56%
VS 0

V
D
D
N
S
VS
Source: Field Survey

This breakdown indicates that 56% of respondents reported being satisfied with the option
presented, while 32% remained neutral. Dissatisfaction was minimal, with only 12% of
respondents indicating they were dissatisfied, and no respondents reported being very
satisfied. This suggests a generally positive but mixed response among the surveyed group,
with a majority leaning towards satisfaction or neutrality.

How significant is job pressure in your workplace?

Option No. of respondent
High 32%
Moderate 68%
Low 0

High
Moderate
Low

Source: Field Survey

This breakdown indicates that 32% of respondents rated their assessment as "High," while the
majority, 68%, rated it as "Moderate." No respondents rated their assessment as "Low."
Thus, the data reflects a generally positive assessment among the surveyed group, with most
respondents indicating either a high or moderate level of assessment.
 18

Chapter 5
Summary and Conclusion
5.1 Summary

Teachers are most importance person for students for teaching behavior .the school and
students depends on the teacher’s ability perform any task .meanwhile ,the teachers should
be recognized ,supervised ,paid off in an effective manner .thus teachers , and their
satisfaction level of job for importance prosperity and development of the school. if teachers
treated well and if their needs are met then they become well satisfied towards the school and
vice versa.

The research paper provides a comprehensive analysis of job satisfaction among school staff,
revealing insights across various dimensions. Demographically, the study identifies a
predominant presence of individuals aged 24 to 56, with the 35-45 age group most
represented. Gender balance shows a slight majority of males at 56%. Tenure-wise, a
significant portion of staff has 1-10 years of experience, indicating stability and potential
impacts on satisfaction and commitment. Key findings indicate high satisfaction levels with
workload (65%) and working hours (100%), emphasizing a positive work-life balance
perception. While holidays are also highly valued (90.03% satisfaction), views on career
growth are mixed, with 40.30% seeing opportunities and 28.50% perceiving limitations. The
majority find their work meaningful (72.20%) and perceive a safe workplace (100%), with
strong teamwork promotion by superiors (92.30%). However, financial dissatisfaction (52%
dissatisfied with income) and communication gaps (14% not fully satisfied) pose challenges.
Positive interpersonal relationships (72% satisfied) and perceived influence in decision-
making (40%) highlight a supportive organizational culture. Mixed views on work-life
balance (56% satisfied, 32% neutral, 12% dissatisfied) and varied perceptions of job pressure
(68% moderate, 32% high) underscore areas for improvement. Overall, the study emphasizes
the need to address financial concerns, enhance career development opportunities, and
improve communication channels to foster greater job satisfaction and engagement among
school staff.

The study provides a comprehensive snapshot of job satisfaction within the school
environment, highlighting both strengths and areas for improvement. The findings underscore
the importance of addressing financial concerns, enhancing career development
opportunities, and maintaining positive organizational communication to foster a more
satisfied and engaged workforce.
 19

5.1 Main Finding

- Strong, supportive leadership positively impacts teachers' job satisfaction.
- Clear expectations and defined roles contribute to higher satisfaction levels among teachers.
- Transparent communication channels within the school are crucial for maintaining a
positive work environment.
- Effective communication between school administration and teachers fosters better job
satisfaction.
- Teachers value leadership that listens to their concerns and values their input.
- Perceived deficiencies in leadership practices correlate with lower levels of job satisfaction.
- Positive organizational culture and interpersonal dynamics enhance professional
satisfaction.
- Addressing communication gaps improves morale and overall job satisfaction.
- Strategic initiatives focusing on leadership development yield positive outcomes for teacher
satisfaction.
- Enhancing job satisfaction through improved leadership and communication benefits both
educators and students alike.

Conclusion
The research aimed to investigate potential relationships between various dimensions (such
as salary, growth opportunities, co-worker attitudes, and teacher behavior of leaders) and
teachers' job satisfaction at East Horizon English High School. The findings indicated that
the job satisfaction of teachers at the school is, on average, satisfactory.
The results further revealed no significant differences in teachers' job satisfaction based on
gender or the type of school. Recognizing the positive impact of job satisfaction on a
teacher's success in the field of education, the project concludes by emphasizing its
significance in creating a supportive work environment. By exploring both quantitative and
qualitative aspects of job satisfaction, the research provides a comprehensive understanding
of challenges and opportunities within the school context. The suggested recommendations
and action plans offer a strategic guide for the school administration to address identified
concerns and leverage strengths. The proposed continuous monitoring framework, with its
iterative nature, ensures adaptability to evolving needs, fostering a culture of continuous
improvement. Ultimately, by prioritizing teacher satisfaction, the project contributes to the
overall enhancement of the educational experience and cultivates a community of motivated
educators dedicated to academic excellence.
 20

REFERENCES
Aziri, B. (2011). Job satisfaction: A literature review. Management Research and
Practice, 3(4), 77-86.
Challenges in teacher motivation and satisfaction. (2019). International Journal of
Educational Research. https://www.ijeducationalresearch.com/articles/challenges-in-
teacher-motivation-and satisfaction/
Education and economic development in Nepal. (2018, July 24). Kathmandu Post.
https://kathmandupost.com/opinion/2018/07/24/education-and-economic-development-
in-nepal
Evaluating job satisfaction in educational institutions. (2021). Academic Journal of
Educational Studies. https://www.ajeducationstudies.com/articles/evaluating-job-
satisfaction-in-educational institutions/
George, J. M., & Jones, G. R. (2008). Understanding and managing organizational
behavior. Pearson/Prentice Hall.
Job satisfaction and employee performance: An empirical review. (2020). HRM
Research. https://www.hrmresearch.com/articles/job-satisfaction-and-employee-
performance-an-empirical review/
Judge, T. A., Thoresen, C. J., Bono, J. E., & Patton, G. K. (2001). The job satisfaction-
job performance relationship: A qualitative and quantitative review. Psychological
Bulletin, 127(3), 376-407.
Kaliski, B. S. (2007). Encyclopedia of business and finance (2nd ed.). Thompson Gale.
Moyes, G. D., Shao, L. P., & Newsome, M. (2008). Comparative analysis of employee
job satisfaction in the accounting profession. Journal of Business & Economics Research,
6(2), 65-81.
Morse, N. C. (1997). Satisfaction in the white-collar job. University of Michigan Press.
Ostroff, C. (1992). The relationship between satisfaction, attitudes, and
performance: An organizational level analysis. Journal of Applied Psychology,
77(6), 963-974.
Raziq, A., & Maulabakhsh, R. (2015). Impact of working environment on job
satisfaction. Procedia Economics and Finance, 23, 717-725.
Schroffel, A. (1999). How does clinical supervision affect job satisfaction? The
Clinical Supervisor, 18(2), 91-105.
Teacher motivation and job satisfaction: A study of teachers in private schools. (2020).
Education Today. https://www.educationtoday.com/articles/teacher-motivation-and-job-
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The influence of job satisfaction on job performance. (2021). Business
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job-performance/
The role of education in economic development: A theoretical perspective. (2014). SSRN.
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2390170
 21

APPENDIX

Dear Sir/Mam,
We students of Bachelor of Business administration (BBA) at Mechi Multiple Campus,
Bhadrapur, Jhapa are conducting research and the title of this specific research paper is
"Staffs Job Satisfaction at East Horizon English Secondary School". This research is done for
the partial fulfillment of the course.
We assure you that the data collected will be used only for academic purpose and
the information provided will be kept strictly confidential. We would be grateful if you
kindly spare some time to fill these questionnaires.
Questionnaire:
1. What is your age?
• 24-34
• 35-45
• 46-56
• 56-65

2. What is your gender?

• Male
• Female

3. How many years have you been with this school?

• Less than 1 year
• 1-5 years
• 5-10 years
• More than 10 years
4. Are you satisfied with the workload?
• Yes
• Maybe
• Maybe not
• No
5. Are you satisfied with the working hours?
• Yes
• Maybe
• Maybe not
• No
 22

6. Are you satisfied with the holidays?

• Yes
• Maybe
• Maybe not
• No

7. Do you feel there is a scope for personal growth such as skill enhancement?
• Yes
• Maybe
• Neutral
• Maybe not
• No
8. Do you find your work meaningful?
• Yes
• Maybe
• No

9. Does the school provide you a safe and positive environment?

• Yes
• No

10. Does your superior promote an atmosphere of teamwork?

• Yes
• Maybe
• No

11. Are you satisfied with your income?

• Dissatisfied
• Moderately satisfied
• Satisfied

12. How is the flow of communication between higher-level and lower-level staff?
• Very dissatisfied (VD)
• Dissatisfied (D)
• Neutral (N)
• Satisfied (S)
• Very satisfied (VS)
 23

13. How is your satisfaction level with your job identity?

• Very dissatisfied (VD)
• Dissatisfied (D)
• Satisfied (S)
• Very satisfied (VS)

14. How is the interpersonal relationship with your colleagues?

• Very dissatisfied (VD)
• Dissatisfied (D)
• Neutral (N)
• Satisfied (S)
• Very satisfied (VS)

15. Does your opinion count at your workplace?

• Never
• Sometimes
• Frequently

16. My job gives me the opportunity to learn:

• Definitely disagree (DD)
• Somewhat disagree (SD)
• Neither agree nor disagree (NA-ND)
• Agree (A)
• Strongly agree (SA)

17. How is your work-life balance? (Answer if you are married)

• Very dissatisfied (VD)
• Dissatisfied (D)
• Neutral (N)
• Satisfied (S)
• Very satisfied (VS)

18. How significant is job pressure in your workplace?

• High
• Moderate
• Low