Status Between Employee’s Motivation and Job Satisfaction at

St.Xavier’s School Deonia

A Seminar Paper

On

Leadership and Organizational Behavior (MGT233)

In partial Fulfillment of the Requirements for

The Degree of Bachelor of Business Administration (BBA)

Submitted to

Tribhuvan University

Mechi Multiple Campus, Bhadrapur

Bachelor of Business Administration (BBA)

By

Amanna Shrestha

Exam Roll No: 33895/22

TU Regd. No: 7-2-1-5-2022

June, 2024
 Student’s Declaration

I, Amanna Shrestha, student of BBA Third Semester with Exam Roll no 33895/22 TU
Registration number 7-2-1-5-2022 from Tribhuvan University, Mechi Multiple Campus,
Bhadrapur declare that the Seminar paper on Leadership and Organizational Behavior (MGT
233) entitled “Relationship Between Job Satisfaction And Employee Motivation At
St.Xavier’s School Deonia” is my original work and it is not plagiarized from others work
and it is not submitted to any other institution for any award or as research work.

Name: Amanna Shresthha

Signature:

Date:

ii
 Approval letter from supervisor

Ms. Amanna Shrestha of Exam Roll no. 33895/22, TU Registration number 7-2-1-5-2022 of
BBA Third Semester of Tribhuvan University Mechi Multiple campus, Bhadrapur has
prepared a seminar paper on Leadership and Organizational Behavior entitled “Status
Between Employee’s Motivation and Job Satisfaction at St.xavier’s School Deonia” under
my supervision. The student has completed all paper requirements as per the prescribed
syllabus and I hereby recommend it for final evaluation.

Name: Mrs. Kavita Paudyal

Signature:

Date:

iii
 Viva-voice Sheet

We have conducted the Viva-voice sheet examination of the seminar paper on Leadership
and Organizational Behavior (MGT 233) prepared and presented by Amanna Shrestha
entitled “Status between Employee’s Motivation and Job Satisfaction at St.xavier’s School
Deonia” and found the paper to be original of the student and prepared according to the
prescribed format. We recommended the seminar paper be accepted as in partial fulfillment
of the requirements for the degree of Bachelor of Business Administrative (BBA).

VIVA-VOICE COMMITTEE

……………………….

(BBA Director)

……………………..

External Supervisor

………………….

…………………..

(Supervisor)

Date:

iv
 Acknowledgement

I would like to express my sincere gratitude to everyone who contributed to the successful
completion of this seminar paper. First and foremost, I extend my heartfelt thanks to my
seminar supervisor, Mrs. Kavita Paudyal for her invaluable guidance, continuous support,
and insightful feedback throughout the research and writing process. Her experience,
intelligent input, and consistent encouragement have helped shape and refine my research and
ideas. Learning through such an outstanding and dedicated mentor has been an enriching
experience which I am externally grateful. Her collective support was critical to the success
of my Endeavour, and her influence will be felt deeply in my academic and professional life.

I am also grateful to the faculty members of the BBA at Mechi Multiple Campus for
providing a stimulating academic environment and access to necessary resources.

My appreciation extends to my friends and teacher of St.Xavier’s who participated in

discussions, provided feedback, and shared their perspectives, which enriched the content and
depth of this paper. Their support made this journey more enjoyable and intellectually
rewarding.

I would like to acknowledge the contributions of the educators who participated in my study,
offering their valuable time and insights. Their experiences and perspectives were crucial in
understanding the complexities of job satisfaction in the teaching profession.

Finally, I am deeply thankful to my family and friends for their unwavering support and
encouragement. Their belief in my abilities and their understanding during the times I was
engrossed in this work were especially appreciated.

This seminar paper is a testament to the collective efforts and support of many individuals,
and I am truly grateful for their contributions.

v
 Table of Contents
Student’s Declaration ..................................................................................................................... ii
Approval letter from supervisor .................................................................................................... iii
Viva-voice Sheet .............................................................................................................................iv
Acknowledgement .......................................................................................................................... v
List of Figures ................................................................................................................................ vii
List of Tables .................................................................................................................................vii
Abstract ......................................................................................................................................... viii
Chapter 1 Introduction.................................................................................................................... 1
1.1 Background of the study ...................................................................................................... 1
1.2 Problem Statement ................................................................................................................ 2
1.3 Objectives of the study ......................................................................................................... 3
1.4 Significant of the study ........................................................................................................ 4
1.5 Limitations of the study........................................................................................................ 4
1.6 Chapter plan .......................................................................................................................... 4
Chapter 2 Literature review........................................................................................................... 5
2.1 Theoretical Review: .............................................................................................................. 5
2.2 Empirical review: ................................................................................................................. 7
Chapter 3 Research Methods......................................................................................................... 9
3.1 Nature and Source of Data: .................................................................................................. 9
3.2 Data Analysis Tools: ............................................................................................................ 9
3.3 Research Design: .................................................................................................................. 9
Chapter 4 Presentation and data analysis .................................................................................... 10
4.1 Data Presentation and Analysis of Data ............................................................................ 10
4.2 Demographic Characteristics of Respondents .................................................................. 10
4.3 Level of Motivation of the Respondents ........................................................................... 14
4.4 Level of Job Satisfaction of the Respondents ................................................................... 15
Chapter 5 Summary and Conclusion ........................................................................................... 17
5.1 Findings ............................................................................................................................... 17
5.2 Summary ............................................................................................................................. 17
5.3 Conclusion .......................................................................................................................... 18
References ..................................................................................................................................... 19
Appendix ....................................................................................................................................... 21

vi
 List of Figures

Figure 4.1 Gender Distribution of Respondents...………………………….………………10

Figure 4.2 Ages of Respondents ....………………………….…………..…………………11

Figure 4.3 Years of Teaching Experience...………………………….……………………..12

Figure 4.4 Educational Qualifications....………………………….…………..…………....13

List of Tables

Table 4.1 Gender Distribution of Respondents ……………………………………………10

Table 4.2 Ages of Respondents ……………………………………………………………11

Table 4.3 Years of Teaching Experience ………………………………………………….12

Table 4.4 Educational Qualifications ……………………………………………………...13

Table 4.5 Level of Motivation of the Respondents ………………………………………..14

Table 4.6 Level of Job Satisfaction of the Respondents ……………………….………….15

Table 4.7 Relationship between Motivation and Job Satisfaction of teaching Staff in
St.xavier’s School Deonia. ……………………………………………………16

vii
 Abstract

The study "The Status between Employee’s Motivation and Job Satisfaction among Teaching
Staff in St. Xavier's School Deonia" investigates the relationship between motivation and job
satisfaction among teaching staff at St.Xavier's School Deonia. This study at St. Xavier's
School Deonia aims to explore how motivation, both intrinsic (like personal growth) and
extrinsic (like salary), affects job satisfaction among teachers. It will identify what motivates
teachers and which factors contribute most to their job satisfaction. By analyzing this
relationship, the study hopes to offer recommendations to improve job satisfaction through
targeted motivational strategies, such as enhancing recognition systems and professional
development. Understanding these factors is critical for increasing teacher productivity and
the retention of students, as well as providing school administrators with measures to increase
motivation and promote a positive learning environment. However, the study has limitations,
including a small sample size that may not be representative of all educational institutions
and the cross-sectional nature of the study, which captures only a single point in time. The
focus on a single school restricts the generalizability of the findings, and individual
differences such as teaching experience or personal traits were not accounted for, which
could influence the relationship between motivation and job satisfaction. The research
included both qualitative and quantitative approaches, with data collected through surveys
and questionnaires issued to personnel. The data show that teaching staff are highly satisfied
with their jobs, attributed in large part to recognition and an encouraging work atmosphere.
However, attributes like respect and possibilities for personal initiative received lower scores,
showing opportunity for improvement. The study indicates that institutional programmers
aiming at increasing recognition, encouraging initiative, and building intrinsic motivation are
critical for developing a more engaged and productive workforce. Implementing these
findings may result in increased work satisfaction and retention among teaching staff, thereby
benefitting the educational environment at St. Xavier's School Deonia.

viii
Keywords: motivation, job satisfaction, teaching staff, intrinsic motivation, extrinsic
motivation, educational administration, recognition, working environment, teacher retention,
qualitative research, quantitative research.

ix
 1

Chapter 1
Introduction
1.1 Background of the study

The most valuable asset for any organization is its human capital, which forms the core of
the workforce. The ability of an organization to effectively manage its employees and
recognize their contributions is directly linked to its capacity to retain a skilled workforce.
Motivation plays a crucial role in driving behavior and productivity among employees,
leading to the success of an institution in achieving its objectives. When organizational goals
align with employee motivation, competition with rivals becomes more effective, and overall
morale is boosted.

Henry Ford, an American Industrialist, emphasized the significance of human resources by

stating: “Take my business, burn up my building, but give me my people and I will build the
business right back again” (Khan, Aslam, & Lodhi, 2011).

Motivation is described by Spector (2003) as an individual's inner state of mind that

prompts him to exhibit a particular kind of conduct. Specter found two different kinds of
motivation. One sort of motivation steers an individual towards a certain conduct among
others, whereas the other type is the result of a strong desire to accomplish a particular goal.
The second kind originated with each person's unique requirements and preferences.

Petri (1996) defined motivation as a force that causes an individual to initiate a specific
behavior, which might be more intense than others and fluctuates depending on the situation.
In the context of an organization's workplace, Pinder (1998) defined work motivation as a set
of internal and external variables that activate job-related behaviors. He defined job
motivation as being invisible and formed within a person's inner self.

According to Arnold and Feldman (1986), a person's overall attitude toward his or her
work can be characterized as job satisfaction. According to Sempane et.al.(2002), Job
satisfaction is the connection between an individual's personal evaluation of their job and
their significant concerns, influenced by their emotions and work attitude.

Job satisfaction refers to employees' contentment and fulfillment in their jobs, influenced
by factors like job nature, compensation, promotion prospects, work environment, and
relationships with coworkers and superiors. High levels of job satisfaction are linked to
favorable outcomes such as greater productivity, lower turnover, and better employee well-
 2

being (Judge Et.al, 2001).Beck (1983) discovered that content employees are more
motivated, loyal, and energetic, leading to higher-quality production and better performance
within their organization. Field (2008) also found that corporate business performance is
linked to employee job satisfaction and motivation, with studies exploring the relationship
between these factors and their influence on the organization.

According to education-specific research, intrinsic and extrinsic factors influence teachers'

job satisfaction. For example, intrinsic qualities like a sense of purpose, professional
autonomy, and student relationships are important. Extrinsic elements such as remuneration,
administrative assistance, and professional development chances all contribute to job
satisfaction (Skaalvik & Skaalvik, 2015; Klassen & Chiu, 2010).

Employee motivation and work satisfaction are important factors in shaping teaching
quality, student results, and overall school success (Luthans, 2011). Educators who are
motivated and fulfilled are more likely to interact effectively with students and colleagues,
resulting in a positive learning environment. Understanding the relationship between these
variables is critical for improving teacher well-being and institutional success (Leithwood et
al., 2006).

St. Xavier's School in Deonia focuses on preparing future leaders and cultivating young
minds. Job satisfaction and employee motivation are crucial for enhancing instructional
quality, staff morale, and overall educational experience. Understanding these relationships is
essential for strategic activities to increase workplace satisfaction, cultivate an excellence
culture, and further the school's educational excellence. This study evaluates the relationship
between job satisfaction and employee motivation at St. Xavier's School in Deonia using
quantitative and qualitative methods. Teachers play a vital role in the educational system,
mentoring students and ensuring job satisfaction.

1.2 Problem Statement

Job satisfaction and employee motivation are crucial factors in the success of any
organization. When employees are satisfied with their jobs, they tend to be more engaged,
productive, and committed to the organization.

The education sector is experiencing a shift in job satisfaction and employee motivation,
with teaching quality directly impacting student learning outcomes. Understanding this
relationship is crucial due to the unique challenges and peculiarities of the sector. Factors
driving motivation and job satisfaction, their interaction with organizational culture and
 3

instructional strategies, and their impact on teacher effectiveness, retention, and student
achievement are essential. Motivated teachers enhance student engagement, academic
performance, and collaboration, leading to reduced staff turnover and a supportive school
culture. St. Xavier's School Deonia can implement strategic initiatives to enhance teacher
morale and performance.

The relationship between employee motivation and job satisfaction is crucial for a
productive learning environment in the education sector, but it may not fully capture the
complexity of educational success. Focusing too heavily on these factors may overlook other
critical aspects contributing to teaching quality and student performance. Critics argue that
overemphasis on motivation and job satisfaction can divert attention from more substantial
structural issues, such as curriculum quality, administrative efficiency, and resource
availability. Additionally, efforts to enhance job satisfaction may lead to complacency,
resulting in policies that may not necessarily translate into better student outcomes or school
performance. Balancing employee motivation and academic standards is essential for the
education sector's overall mission and effectiveness.

In light of these considerations, this research seeks to critically examine the relationship
between employee motivation and job satisfaction at St. Xavier’s School Deonia. It will
identify the key factors influencing these variables and explore their actual impact on the
school's overall effectiveness. The study will address the following research questions:

i. What are the factors of motivation and job satisfaction at St. Xavier’s School Deonia?

ii. What is the relationship between job satisfaction and motivation among the
employees at St. Xavier’s School Deonia?

1.3 Objectives of the study

The main objective of this study is to investigate the Status between Employee’s
Motivation and Job Satisfaction among teachers at St. Xavier's School, Deonia. The specific
objectives of the study are as follow:

i.To assess the factor of motivation and job satisfaction at St. Xavier’s School Deonia.

ii.To examine the relationship between job satisfaction and motivation among the
employees at St. Xavier’s School Deonia.
 4

1.4 Significance of the study

This study explores job satisfaction and motivation among teachers at St. Xavier's School,
Deonia, addressing a gap in literature. It provides a nuanced understanding of the unique
challenges and opportunities faced by educators in this context. The findings have significant
implications for school administrators and policymakers, as they can inform decision-making
processes to improve the work environment and teacher well-being, leading to increased staff
retention, higher teaching quality, and improved student outcomes. The study also contributes
to the broader scholarly discourse on workplace satisfaction and motivation within the
education sector by reviewing existing literature and theoretical frameworks. The practical
suggestions offered by the study can inspire future research and interventions to address
similar issues in other educational institutions, fostering a positive and supportive working
environment for educators.

1.5 Limitations of the study

The limitations of this study are as follows:

i.The study's limited sample size may limit its broader applicability.
ii.Focus on St. Xavier's School Deonia may limit generalizability.
iii.Being a student time and resources consentient.
iv.Simple techniques have been used in analysis.
v.Limited variable has been selected.

1.6 Chapter plan

The study comprises five chapters. The organization of the current work is as follows:
Chapter 1 is designated as the 'Introduction,' encompassing the overall context, problem of
Statement, objectives, significance, limitations, and the outline of the chapter plan. Chapter 2 is
dedicated to a review of literature, covering both theoretical and empirical perspectives in the
current study. Chapter 3 focuses on the research methods, incorporating details about the
methodologies adopted in this study. Chapter 4 is centered on the presentation and Analysis of
data. Lastly, Chapter 5 is dedicated to summarizing the findings, drawing Conclusions and
discussing policy implications.
 5

Chapter 2
Literature review

Job satisfaction and employee motivation are crucial factors in ensuring the effectiveness
and productivity of educational institutions like St. Xavier's School Deonia. This literature
review aims to explore the existing research on the Status between Employee’s Motivation
and Job Satisfaction within the unique context of St. Xavier's School Deonia.

2.1 Theoretical Review:

Job satisfaction and employee motivation are fundamental concepts in organizational

psychology and management theories. Understanding the relationship between these two
constructs is crucial for enhancing employee engagement, productivity, and overall
organizational success.

Maslow's Hierarchy of Needs (Maslow, 1943): Maslow's theory categorizes human needs
into physiological, safety, belongingness, esteem, and self-actualization needs. Job
satisfaction and motivation are linked to fulfilling these needs. Employees who feel safe and
respected in their workplace are more likely to experience job satisfaction and be motivated
to achieve higher-level needs like personal growth and self-fulfillment.

Herzberg's Two-Factor Theory (Hezberg, 1959): Herzberg's theory suggests that job
satisfaction and dissatisfaction are influenced by hygiene factors and motivators. Hygiene
factors, like salary and working conditions, prevent dissatisfaction but don't necessarily
increase motivation. Motivators, like recognition, responsibility, and growth opportunities,
enhance job satisfaction and employee motivation.

Equity Theory (Adams, 1963): Equity theory suggests that employees compare their
inputs and outcomes to others in the organization, leading to job dissatisfaction and reduced
motivation. Perceived inequity, such as underpayment or undervaluation, can lead to job
dissatisfaction. Conversely, when employees perceive fairness and equity in reward
distribution, job satisfaction and motivation are enhanced.

Expectancy Theory (Vroom, 1964): Expectancy theory suggests that individual beliefs
and expectations play a crucial role in motivating behavior. Employees are motivated to work
when they believe their efforts will lead to desired outcomes and a clear connection between
performance and rewards. Job satisfaction arises when employees feel their efforts are
recognized and rewarded appropriately.
 6

Social Exchange Theory (Blau, 1964): According to social exchange theory, the exchange
of resources supports all social connections, including those between employees and
organisations. Employees put out effort in the job in exchange for advantages such as money,
benefits, and recognition. A fair exchange promotes job satisfaction and motivation, whereas
perceived unfairness can lead to discontent and decreased drive.

Goal-Setting Theory (Locke, 1968): Goal-setting theory emphasizes the significance of

setting specific, challenging goals for motivation and performance improvement. Clear,
attainable goals provide direction, focus, and purpose, enhancing job satisfaction by fostering
accomplishment and progress. Feedback and recognition of goal attainment are also crucial
for maintaining motivation and satisfaction additionally; integrating goal-setting theory into
academic environments can enhance student engagement and achievement by promoting self-
regulated learning and persistence through structured objectives and regular feedback.

Job Characteristics Model (Hackman & Oldham, 1976): The Job Characteristics Model
suggests that job characteristics like skill variety, task identity, task significance, autonomy,
and feedback contribute to increased job satisfaction and motivation. High-quality jobs with
these dimensions are more likely to result in positive outcomes like increased job satisfaction,
motivation, and performance. Employees benefit from diverse skill usage, meaningful tasks,
and feedback. The model suggests that job characteristics; including meaningfulness,
responsibility, and knowledge of results, mediates the relationship between job characteristics
and work outcomes.

Social Cognitive Theory (Bandura, 1977): Social cognitive theory suggests that cognitive
processes, such as self-efficacy and behavioral outcomes, play a significant role in
influencing behavior, motivation, and job satisfaction. Employees' self-efficacy, their belief
in their ability to perform tasks, and the outcomes of their actions can significantly impact
their motivation and job satisfaction. High self-efficacy leads to greater motivation to tackle
challenging tasks and increased job satisfaction upon success.

Self-Determination Theory (Deci & Ryan, 1985): Self-determination theory emphasizes

intrinsic motivation, autonomy, and competence as driving behavior. Individuals are naturally
motivated to pursue activities satisfying their psychological needs. In the workplace, job
satisfaction and motivation increase when employees feel autonomy and competence in their
tasks. Offering opportunities for meaningful skill development can enhance these
satisfactions.
 7

2.2 Empirical review:

A review of the empirical literature on the Status between Employee’s Motivation and
Job Satisfaction on education sector would likely delve into various studies conducted in
educational settings.

A study conducted by Wong & Smith in 2017 examined job satisfaction and motivation
among teachers in high-performing education systems in four countries: Finland, Singapore,
South Korea, and Canada. The study found that various factors, such as professional
autonomy, supportive leadership, collaboration opportunities, recognition of teachers'
contributions, a positive school climate, and a strong professional identity, contribute to job
satisfaction and motivation among teachers in these countries.

A 2018 survey by Lee and Smith of 1000 teachers from five countries found a positive
correlation between job satisfaction and motivation. Job satisfaction varied based on factors
such as recognition, professional development, work-life balance, and job security. US and
UK teachers valued recognition and professional development, while Japan prioritized work -
life balance and job security.

According to a meta-analysis conducted by Johnson and Wang in 2018, there is a direct

correlation between job satisfaction and motivation among faculty members in higher
education institutions. The study highlights the crucial role of supportive leadership,
professional growth opportunities, workload balance, and recognition in fostering employee
motivation.

Chen and Smith (2019) Studied job satisfaction & motivation of university faculty across
6 countries. Findings showed a positive correlation, but with cultural variations. In
individualistic cultures, autonomy & recognition were valued while collectivist cultures
prioritized teamwork & social support.

Chen and Jones (2019) study found that job satisfaction and motivation are positively
correlated among university faculty from various cultures. Autonomy, recognition, and
professional development opportunities were common themes influencing job satisfaction
and motivation, regardless of specific factors. The study found that faculty members who felt
more autonomy in their teaching and research roles reported higher job satisfaction.
Recognition of achievements, professional development opportunities, and minimal cross-
cultural differences were found to contribute to job satisfaction.
 8

In 2019, Shrestha and Maharjan conducted a study to examine the job satisfaction and
motivation of 250 teachers working in private schools in Kathmandu Valley, Nepal. The
study found a positive correlation between job satisfaction and factors such as salary,
professional development opportunities, workload balance, and job security. Additionally, the
study emphasized the importance of supportive leadership and organizational culture in
promoting job satisfaction and motivation among teachers in private schools.

In 2020, Sharma and Adhikari conducted a survey on 300 Nepalese school teachers to
examine the relationship between job satisfaction and motivation. The research discovered
that factors such as supportive leadership, recognition, and workload balance, and
professional growth opportunities played a crucial role in both constructs. The study
employed structured questionnaires and correlation analyses to gather and analyze data.

Thapa and Sharma (2020) study surveyed 400 secondary school teachers in Nepal to
identify factors affecting job satisfaction and motivation. The research found that workload,
salary, professional development opportunities, and leadership support were significant
predictors. Passion and purpose for teaching also contributed to higher levels of satisfaction
and motivation.

In a study conducted by Rai & Shrestha in 2020, 200 Nepalese school teachers were
examined to determine their job satisfaction and motivation levels. The findings revealed that
factors such as salary, workload, professional development opportunities, and school
infrastructure significantly influenced their motivation levels. Additionally, the study
emphasized the crucial role of community support and recognition in boosting teacher
motivation, particularly in rural educational settings.

According to a recent study conducted by Acharya & Pokharel in 2021, a positive

correlation was found between job satisfaction and employee motivation among university
faculty members in Nepal. The study involved a sample of 300 faculty members and data was
collected through structured questionnaires. The study identified several significant predictors
of job satisfaction and motivation, such as salary, recognition, professional development
opportunities, and supportive work relationships. Intrinsic factors like job meaningfulness
and autonomy were also found to play a crucial role.
 9

Chapter 3
Research Methods

3.1 Nature and Source of Data:

This study uses both qualitative and quantitative data from St. Xavier's School Deonia
teaching staff, focusing on job satisfaction and motivation. The data is collected through
structured surveys and questionnaires, providing in-depth insights into teachers' experiences
and perceptions.

3.2 Data Analysis Tools:

The tool used for this research is excelling. This is a valuable analytical tool for survey
research. It provides descriptive statistics and visualization capabilities through histograms,
bar charts, and scatter plots. Excel's data analysis add-in offers advanced statistical functions
like correlation analysis, regression analysis, and hypothesis testing, which can help identify
relationships and predict job satisfaction. Its versatility makes it an ideal choice for analyzing
quantitative data in research papers.

3.3 Research Design:

The research project will involve surveys with educators at St. Xavier's School in Deonia,
Nepal, focusing on job satisfaction and motivation. The study will use a mixed-methods
approach, collecting quantitative data through the survey and analyzing it using Excel, and
qualitative data through interviews and focus groups. The aim is to provide a comprehensive
understanding of the relationship between job satisfaction and employee motivation.

3.4 Population and Sample:

This study's population comprises of 52 teaching staff members from St. Xavier's School
Deonia. A sample of 20 teachers was chosen to reflect this group. The sample was chosen to
ensure a diverse and thorough understanding of the elements that influence faculty motivation
and job satisfaction at this school. Surveys and questionnaires sent to these 20 teachers
yielded both qualitative and quantitative data.
 10

Chapter 4
Presentation and data analysis

4.1 Data Presentation and Analysis of Data

This chapter presents and analyses the data obtained in order to clarify the relationship
between job satisfaction and employee motivation among the teaching staff at St. Xavier's
School Deonia. The data analysis employs both qualitative and quantitative methods to
provide a thorough knowledge of the study issues.

4.2 Demographic Characteristics of Respondents

Table 4.1
Gender Distribution of Respondents
Gender Distribution of Respondents No. of respondent
Male 14
Female 6
Total 20

Figure 4.1

Gender Distribution of Respondents

30%

70%
Male

Source: Survey questionnaire

The figure 4.1 shows research survey results from St. Xavier's School in Deonia revealing
a gender imbalance with 70% male respondents and 30% female respondents. Both genders'
perspectives are valuable, and addressing this imbalance can lead to more inclusive and
effective recommendations. Recognizing these differences is crucial for a comprehensive
analysis.
 11

Table 4.2
Ages of Respondents
Ages of Respondents No. of respondent
below 30 8
31-40 9
41-50 1
51-60 2
Total 20

Figure 4.2 Ages of Respondents

Age of respondent

10%
5%
40% below 30
31-40
41-50
51-60
45%

Source: Survey questionnaire

In the above figure 4.2, it reveals a predominantly young and mid-career dominant
teaching staff. The majority of respondents are 31-40 age range, representing 45% of the total
sample. And the second largest of respondents are below age 30, highlighting the importance
of mid-career experiences and job satisfaction. The small representation of older teachers in
the 41-50 and 51-60 age groups may limit insights into their experiences. The age distribution
may also skew the results towards younger teachers' preferences and motivations. Addressing
the needs and motivations of both younger and older teachers can lead to more effective
strategies for improving job satisfaction and motivation across the entire teaching staff.
 12

Table 4.3
Years of Teaching Experience

Years of Teaching Experience No. of respondent

Less than 5 years 4

5-10 years 6
11-20 years 7
More than 20 years 3

Figure 4.3
Years of Teaching Experience

15% 20%

Less than 5 years

5-10 years
35% 11-20 years
30%
More than 20 years

Source: Survey questionnaire

In the above figure 4.3, we can see that St. Xavier's School Deonia boasts a faculty with a
rich tapestry of teaching experiences. A significant portion, 20%, comprises newer teachers
with less than 5 years of experience, while 30% fall within the 5-10 years bracket,
representing a stable mid-career group. Furthermore, 35% possess 11-20 years of experience,
offering stability and mentorship, and 15% have over 20 years of experience, providing
invaluable institutional knowledge. This well-rounded distribution ensures a dynamic
educational setting. Notably, 50% of the faculty has more than 10 years of experience,
benefiting from a solid foundation of seasoned educators. The presence of early-career
teachers hints at the potential for innovative teaching approaches. The diverse range of
teaching backgrounds at the school contributes to enhanced job satisfaction, motivation, and
overall performance.
 13

Table 4.4
Educational Qualifications

Educational Qualifications No. of respondent

Bachelor's Degree 10
Master's Degree 8
Doctorate 2

Figure 4.4 Educational Qualifications

Educational Qualifications

10%

50%
Bachelor's Degree
40% Master's Degree:
Doctorate

Source: Survey questionnaire

In the above figure 4.4, we can observe that St. Xavier's School Deonia showcases a well-
educated faculty, with 50% possessing a Bachelor's degree, 40% holding a Master's degree,
and 10% attaining a Doctorate. This broad range of qualifications enhances the educational
atmosphere and fosters a holistic academic ethos. The institution benefits from a diverse array
of expertise and teaching methodologies, which enhance effective instruction and learning.
The blend of fundamental, advanced, and specialized education supports ongoing
professional growth and scholarly excellence. As per the statistics, St. Xavier's School
Deonia is well-endowed with capable and highly qualified educators who can deliver a robust
and vibrant educational journey for their students.
 14

4.3 Level of Motivation of the Respondents

Table 4.5
Level of Motivation of the Respondents
VH H N L VL
Statement (%) (%) (%) (%) (%) M SD AM
Intrinsic Motivation 1.425
Opportunity to use my ability 5 75 15 0 0 1.25 1.9849
My work experience enhances my effective job
5 75 15 0 0 1.25 1.9849
performance
Positive recognition 5 45 35 10 0 1.75 1.7078
I have a sense of challenge and achievement 5 50 35 5 0 1.45 1.6633
Extrinsic Motivation 0.96
Job security 0 50 35 10 0 0.75 1.5
Career advancement/ development opportunity 0 60 30 5 0 0.9 1.3
Payment of reasonable salaries and wages 0 55 25 15 0 0.8 1.4
Leadership styles 5 75 10 5 0 1.25 1.5
Effective job design put in place by school
0 80 15 0 0 1.1 1.3
enhances my teaching performance.
Overall Mean 1.5057 1.18
Source: Survey questionnaire

Formula:
Mean (m): m = ∑(Percentage × Score)/100
Standard Deviation (SD): SD= √∑(𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 × (𝑆𝑐𝑜𝑟𝑒 − 𝑚)2)/100

The table and data above detail the levels of motivation among the respondents at St.
Xavier's School Deonia, divided into intrinsic and extrinsic motivation factors. The
responses are categorized into five levels of agreement: Very High (VH), High (H), Neutral
(N), Low (L), and Very Low (VL). The mean (M) and standard deviation (SD) for each
statement quantify the average level of agreement and the variability of responses,
respectively. The survey data on intrinsic and extrinsic motivation shows a positive outlook
with high contentment levels. Intrinsic motivation is rated higher than extrinsic, indicating
strong job structuring and skill use. Positive feedback is seen in acknowledgment,
challenges, and goal achievement. Extrinsic motivation has lower ratings, showing
moderate satisfaction. Fair pay and leadership are well-received. Effective job structuring
in school is highlighted as most satisfying.
 15

4.4 Level of Job Satisfaction of the Respondents

Table 4.6
Level of Job Satisfaction of the Respondents
VH H N L VL
Statement (%) (%) (%) (%) (%) M SD AM
Promotion 2.066
My promotion is regular 0 30 40 25 0 1.85 0.7175
My promotion corresponds with the level of my input
in the teaching 5 45 35 10 0 2.40 0.725

My promotion boosts the level of my job performance 25 40 30 0 0 1.95 0.746

Conducive Work Environment 2.033
My workmates are friendly 20 60 15 0 0 1.95 0.746
My office is conducive for working 15 65 15 0 0 2.05 0.755
I have the resources I used to work effectively 0 60 35 0 0 2.10 0.748
Employee Recognition 2.166
My opinion on work issues is respected 5 40 45 5 0 2.25 0.744
I am well respected 5 65 25 0 0 2.10 0.748
I am allowed to use my initiative on the job 10 55 30 0 0 2.15 0.748
Overall 1.9657 2.09
Source: Survey questionnaire

Formula:
Mean (m): m = ∑(Percentage × Score)/100
Standard Deviation (SD): SD= √∑(𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 × (𝑆𝑐𝑜𝑟𝑒 − 𝑚)2)/100

The table above 4.5 provides insights into the respondents' perceptions of various aspects of
job satisfaction. The responses are categorized into five levels of agreement: Very High (VH),
High (H), Neutral (N), Low (L), and Very Low (VL). The mean (M) and standard deviation
(SD) for each statement help quantify the average level of agreement and the variability of
responses, respectively. The job satisfaction data for faculty at St. Xavier's School Deonia
shows a favorable work environment. Promotions significantly boost performance, with 40%
agreeing and 25% strongly agreeing. The work environment is friendly and conducive, with
60% agreeing. Employee recognition is also high, with 65% feeling respected and valued.
However, concerns about regularity and fairness of promotions and the correspondence of
promotions with teaching input remain.
 16

4.5 Relationship between Motivation and Job Satisfaction of teaching Staff in

St.xavier’s School Deonia.

Table 4.7
Relationship between Motivation and Job Satisfaction of teaching Staff in St.xavier’s
School Deonia.
Variables Mean Standard Deviation (SD) N R P value Decision
Employee Motivation 1.18 1.5057 20 1.05 0.001 Significant
Job satisfaction 2.09 1.9657
Source: SPSS
Hypothesis Statement: To investigate the relationship between motivation and job
satisfaction among teaching staff at St. Xavier’s School Deonia, we formulate the
following hypotheses:
 Null Hypothesis (H₀): There is no significant relationship between employee

motivation and job satisfaction among the teaching staff at St. Xavier’s School Deonia.
 Alternative Hypothesis (H₁): There is a significant positive relationship between

employee motivation and job satisfaction among the teaching staff at St. Xavier’s
School Deonia.
Testing the Hypotheses
The hypothesis test involves examining the correlation coefficient (R) and the p-value (P)
to determine if the relationship between motivation and job satisfaction is statistically
significant.
Results from Table 4.7:
Correlation Coefficient (R): 1.05 and P-value (P): 0.001
Given the results:
 The correlation coefficient of 1.05 suggests a very strong positive relationship

between job satisfaction and employee motivation.

 The p-value of 0.00 indicates that the relationship is statistically significant at any

conventional significance level (e.g., 0.05, 0.01, and 0.001).

Conclusion
Since the p-value is less than 0.05, we reject the null hypothesis (H₀) and accept the
alternative hypothesis (H₁). This means that there is a significant positive relationship
between employee motivation and job satisfaction among the teaching staff at St. Xavier’s
School Deonia.
 17

Chapter 5
Summary and Conclusion

5.1 Findings

In addition to recognition and a supportive environment, the study underscored the

critical role of respect in fostering teacher satisfaction. When teachers feel respected by
colleagues, administrators, and students, it significantly contributes to their sense of value
and overall job satisfaction. Addressing this aspect can lead to improved collaboration and a
more positive school culture. Moreover, the study emphasized the need for opportunities for
personal initiative. Teachers who have the freedom to innovate and take ownership of their
teaching methods are more likely to feel empowered and motivated in their roles. Instituting
platforms for sharing ideas and implementing innovations can further enhance job
satisfaction by fostering a sense of professional fulfillment and creativity. The findings
regarding intrinsic and extrinsic motivators highlight the importance of a balanced approach.
While intrinsic factors like personal growth and achievement drive long-term satisfaction,
competitive salaries and benefits remain crucial for ensuring teachers feel adequately
rewarded and valued for their efforts. Educational institutions can benefit from implementing
targeted initiatives aimed at enhancing recognition and promoting initiative among educators.
This can include structured professional development programs, mentorship opportunities,
and platforms for celebrating achievements. Such efforts not only boost individual morale but
also contribute to a more cohesive and effective teaching community. Ultimately, the
research serves as a guide for institutions looking to improve teacher satisfaction and
retention rates. By prioritizing these factors and investing in the professional well-being of
their teaching staff, schools can create an environment where educators thrive, ultimately
benefiting both teachers and students alike.

5.2 Summary

The investigation entitled "The Relationship between Employee Motivation and Job
Satisfaction among Teaching Staff at St. Xavier's School Deonia" was conducted with the
aim of delving into and shedding light on the various factors that impact job satisfaction and
motivation among the teaching staff.

Through the utilization of a comprehensive methodological approach encompassing both

qualitative and quantitative data collection methods such as surveys and questionnaires, the
study offered a thorough comprehension of the subject matter. The findings indicated that
 18

educators at St. Xavier's School exhibit elevated levels of job satisfaction, primarily
attributed to acknowledgment and a favorable work environment. These elements foster a
sense of recognition and backing, which are fundamental for job contentment.

Nonetheless, the research also pinpointed specific areas necessitating enhancement,

particularly in terms of respect and opportunities for personal initiative, which were rated
lower by the participants. This underscores the necessity for a more well-rounded approach to
teacher motivation that addresses these facets. The study underscores that effective
motivational tactics should encompass intrinsic components like personal development,
alongside extrinsic factors such as equitable compensation. The significance of institutional
endeavors that amplify acknowledgment and promote personal initiative was underscored as
pivotal for enhancing job satisfaction and teacher retention. These discoveries furnish a
valuable framework for educational institutions striving to elevate teacher well-being and
overall institutional efficiency.

5.3 Conclusion

In essence, the investigation conducted at St. Xavier's School Deonia offers valuable
insights into the factors that influence job satisfaction among teaching staff. It is evident that
recognition and a supportive work environment are crucial in promoting high job satisfaction.

However, the study highlights a significant need for improvements in the areas of respect
and opportunities for personal initiative, which are currently lacking. Addressing these
aspects is vital for creating a more comprehensive and fulfilling work environment for
teachers. The findings suggest that a holistic motivational approach, encompassing both
intrinsic and extrinsic factors, is essential for nurturing a motivated and satisfied teaching
workforce. The research emphasizes the importance of educational institutions implementing
initiatives that focus on enhancing recognition and encouraging personal initiative among
educators. These initiatives are essential for increasing job satisfaction and retention rates,
leading to a more engaged and effective teaching staff.

Ultimately, the study provides a roadmap for educational institutions to develop strategies
that not only enhance teacher satisfaction but also enrich the overall educational environment,
benefiting both teachers and students.
 19

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Appendix

Dear sir or madam,

We, the students of Mechi Multiple Campus located in Bhadrapur, Jhapa, are currently
enrolled in a Bachelor of Business Administration (BBA) program. As a part of our research
project, we have chosen the topic "Status Between Employee’s Motivation and Job
Satisfaction at St. Xavier's school Deonia." We have completed a portion of this research
investigation as a part of our coursework.

We assure you that any information you provide will be kept confidential and will only be
used for academic purposes. Kindly take a moment to complete the questionnaires.

"Your school's participation will be crucial for the success of the study."

Section 1: Demographic Information

1.1 Genders
i. Male
ii.Female
1.2 Age of respondent
i. Below 30
ii.31-40
iii. 41-50
iv. 51-60
v.Above 60
1.3 Length of Service
i. Less than 5 years
ii.5-10 years
iii. 11-20 years
iv. More than 20 years
1.4 Educational Qualification
i. Bachelor’s Degree
ii. Master’s Degree

iii. Doctorate
 22

Section 2.Level of Job Satisfaction of the Respondents

Please rate your level of agreement on a scale of 1 to 5 for the following statements regarding
your job:

1.My promotions are regular.

2.My promotions correspond with the level of my input in teaching.

3.My promotions boost my job performance.

4.My workmates are friendly.

5.My office is conducive to working.

6.I have the necessary resources to work effectively.

7.My opinion on work issues is respected.

8.I am well respected.

9.I am allowed to use my initiative on the job.

Please select a number from 1 to 5 for each statement, where:

1 = Very High (VH)

2 = High (H)

3 = Neutral

4 = Low (L)

5 = Very Low (VL)

Section 3.Level of Motivation of the Respondents

Please rate your level of agreement with the following statements regarding your job on a
scale of 1 to 5:

1.I have the opportunity to use my abilities effectively.

2.My work experience enhances my effectiveness on the job.

 23

3.I receive positive recognition for my work.

4.I have a sense of challenge and achievement in my job.

5.I feel secure in my job.

6.There are opportunities for career advancement and development.

7.I am satisfied with the payment of reasonable salaries and wages.

8.I am satisfied with the leadership styles in my workplace.

9.The effective job design implemented by the school enhances my teaching performance.

Please select a number from 1 to 5 for each statement, where:

1 = Very High (VH)

2 = High (H)
3 = Neutral
4 = Low (L)
5 = Very Low (VL)