BANGLADESH RESEARCH PUBLICATIONS JOURNAL

ISSN: 1998-2003, Volume: 7, Issue: 2, Page: 142-152, July - August, 2012

JOB SATISFACTION AND TEACHERS TURNOVER: A STUDY ON
PRIVATE UNIVERSITIES IN BANGLADESH
Md. Mizanur Rahman*
1
and Md. Solaiman Chowdhury
2
Md. Mizanur Rahman and Md. Solaiman Chowdhury (2012). Job Satisfaction and Teachers Turnover:
A Study on Private Universities in Bangladesh. Bangladesh Res. Pub. J. 7(2): 142-152. Retrieve from
http://www.bdresearchpublications.com/admin/journal/upload/09324/09324.pdf
Abstract
The main objectives of this paper are to find out the important factors
which determine job satisfaction of private university teachers in
Bangladesh and to show the relationship between job satisfaction and
teachers turnover. A total number of 150 teachers were selected from 15
private universities in Bangladesh. A structured questionnaire was designed
to collect the relevant information from the respondents. Empirical results
reveal that job satisfaction and turnover happen due job security,
professional development, promotional opportunity, working autonomy,
working environment, compensation package, and financial benefits. The
study also reveals that there is a strong relationship between job
satisfaction and teachers turnover at private universities in Bangladesh,
and turnover has impact on quality education.
Key Words: Job Satisfaction, Teachers, Turnover, and Private Universities.
Introduction
Teaching, particularly university teaching profession, is one of the most
prestigious and well respected professions in the entire world. The teachers are
the thinkers and the developers of thinkers of a nation. Nevertheless, in the whole
world teaching is considered as the root and nourishment of all others profession
(Hanif, 2004). Private universities are proved and accepted way for quality higher
education in the whole world (Mahaboob, 2009). In Bangladesh, Private
universities were established to create more opportunities for students of higher
education along with public universities. Every year a number of brilliant and
highly qualified graduates from home and abroad have involved themselves as
teachers of private universities, which is important for ensuring the quality of
higher education. But unfortunately there are some factors i.e., lack of
professional development and career development opportunity, inadequate
salary and benefits, bureaucracy in administrative department and so on, that
are causing dissatisfaction and turnover among private university teachers, Zakir
Khan et al, (2010). In addition, some of the private universities are too meager to
provide financial benefits including bonus, provident fund, and gratuity etc., but
has tried to enforce corporate style office hours and 5-6 courses in a semester
which seem to be an overload. Furthermore, excessive course load, poor quality
of students, and bad relation with administration as well as peers are some
reasons of dissatisfaction. As a result of dissatisfaction the performance of
teachers are waning and quality of education is hampering.
Due to these reasons every year a good number of private university
teachers are frequently switching their academic institutions and even
professions. This scenario is not only undesirable but also harmful for academic

* Corresponding author: mizanmgt@gmail.com
1 Lecturer, Department of Business Administration, Metropolitan University, Sylhet, Bangladesh
2. Lecturer, Department of Management Studies, University of Rajshahi, Rajshahi, Bangladesh
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institutions and for the overall quality and development of the nations education
system in the long run.
Objectives of the Study
This study has been undertaken to show the relationship between job
satisfaction and teachers turnover. In order to achieve this objective, the
following subsequent objectives are considered
1. To find out the factors which determine job satisfaction of teachers
of private universities.
2. To discover the nature of turnover on the overall job satisfaction.
3. To find out the relationship between teachers turnover and job
satisfaction.
4. To find out the impact on teachers turnover on quality education.
Methodology of the study
Data Collection and Analysis
To conduct this study a highly structured questionnaire was designed in two
parts to find out demographic information and factors that affect job satisfaction
and teachers turnover. A survey was carried out among 150 teachers of 15
University Grants Commission (UGC) approved private universities in Bangladesh.
To find out the influencing factors, 10 important factors have been considered as
independent factors and only one factor is considered as dependent factor.
These 10 factors are rated by five points Likert scale. To verify the collected data
relating to influencing factors several statistical analysis and tests i.e., descriptive
analysis, and hypotheses testing were conducted. Hypothesis testing includes Chi-
Square test, ANOVA, and Z- test.
Hypothesis Testing
The hypotheses of this study were formulated in terms of Null Hypothesis
(H0) and Alternative Hypothesis (Ha). The collected data support either H0 or Ha.
The researchers also decided to use Z-test statistics in testing hypotheses because
of large sample size. The level of Significant for the test is 95%. This makes the
tabulated Z to be 1.64 the acceptance region for the test becomes 1.64
Hypothesis Testing 01: The factors of job satisfaction have no impact on teachers
turnover (ANOVA Analysis).
Hypothesis Testing 02: Teachers turnover does not have relationship with job
satisfaction (Z-Test).
Hypothesis Testing 03: Teachers turnover has no impact on quality education at
university (Z-Test).
Hypothesis Testing 04: Job Satisfaction is not effective to prevent the teachers
turnover from the universities. (Chi-Square Test).
Empirical Results
Teachers Demographic information
Gender Analysis
Several investigations have found that women are more satisfied than men
(Benge 1944; Stocford& kunze, 1950; Morse, 1953). Lower ambitions and lesser
financial needs of women are some reasons behind this which are easily fulfill
able. On the other hand, a number of studies found women are less satisfied than
men in their jobs (Cole, 1940; Hulin &Smith, 1964).

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Figure 1: Gender Analysis Figure 1: Gender Analysis
The present study indicates that male teachers (75%) have substantially higher
intention to turnover than female teachers (25%).
The present study indicates that male teachers (75%) have substantially higher
intention to turnover than female teachers (25%).
Age Analysis Age Analysis
After reviewing a vast number of literatures on job satisfaction, Herzberg et
al., (1957) found certain patterns of relationship between age and job
satisfaction. They found that job satisfaction is high for young employees
immediately after their employment; drops sharply after the first few years and
then begin to climb as the employees continue on their job.
After reviewing a vast number of literatures on job satisfaction, Herzberg et
al., (1957) found certain patterns of relationship between age and job
satisfaction. They found that job satisfaction is high for young employees
immediately after their employment; drops sharply after the first few years and
then begin to climb as the employees continue on their job.
22 to 26
26%
26 to 30
34%
30 to34
12%
34 to 38
11%
Above 38
Years
17%
Age




Figure 2: Age Analysis Figure 2: Age Analysis
Figure 2 shows that the majority of private university teachers (34%) belong
to the age level of 26 30 years, and a second majority (26%) belongs to the age
bracket of 22-26 years. This scenario indicates majority of the teachers in private
universities are considerably young. During this age range the young teachers
tend to look for more stable or lucrative jobs such as government jobs or jobs in
the corporate world. One of the most significant causes for seeking government
jobs at this age range is age limit. In Bangladesh a person must be 30 years or less
for getting a government job.
Figure 2 shows that the majority of private university teachers (34%) belong
to the age level of 26 30 years, and a second majority (26%) belongs to the age
bracket of 22-26 years. This scenario indicates majority of the teachers in private
universities are considerably young. During this age range the young teachers
tend to look for more stable or lucrative jobs such as government jobs or jobs in
the corporate world. One of the most significant causes for seeking government
jobs at this age range is age limit. In Bangladesh a person must be 30 years or less
for getting a government job.
Level of Education Analysis Level of Education Analysis
Most of the Private universities teachers are not only young in age they are
also at a very early stage in their academic line of work. The figure shows that in
addition to looking for better opportunities, private university teachers also tend to
go for higher education since most of the teachers have not completed a
degree higher than a master degree.
Most of the Private universities teachers are not only young in age they are
also at a very early stage in their academic line of work. The figure shows that in
addition to looking for better opportunities, private university teachers also tend to
go for higher education since most of the teachers have not completed a
degree higher than a master degree.
Graduat
e
59%
M-Phil
26%
PHD
15%
Level of Education




Figure 3: Level of Education Analysis Figure 3: Level of Education Analysis
The study found that 41% teachers have postgraduate research degree,
where as 59% are graduate. And the turnover rates of graduate completed
teachers are higher than the post graduate completed teachers.
The study found that 41% teachers have postgraduate research degree,
where as 59% are graduate. And the turnover rates of graduate completed
teachers are higher than the post graduate completed teachers.

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Results and Findings of J ob satisfaction and Teachers Turnover Criteria
J ob Security
Job security is an imperative influencing factors of job satisfaction. Lack of
job security creates dissatisfaction among the teachers of private universities
which may cause of a high turnover rate.

Figure 4: Job Security Analysis
From the figure it is found that 85 teachers (56.7%) are strongly dissatisfied,
where as 63 teachers (42%) are dissatisfied and only 2 teachers (1.3%) are neither
satisfied nor dissatisfied on the subject of their job security.
Bureaucracy in Administrative Department
Bureaucracy is the combined organizational structure procedures,
protocols and set of regulations in place to manage activity, usually in large
organization (Ahmed, Faruqui and Zubayer, 2006). Regrettably is considered as a
grave problem not only at private universities but also all other organizations.

Figure 5: Bureaucracy in Administrative Department Analysis
This survey reveals that (figure 5 shows) 45 teachers (30%) are dissatisfied, 75
teachers (50%) are strongly dissatisfied and 30 teachers (20%) are in neutral
position about the bureaucracy in their administrative department of their
universities.
Teachers Autonomy
Autonomy has led to further gain in the concept of professionalism, like
autonomy in setting standards of performance and autonomy is regulating terms
and conditions of employment (Clarke, 1995). The lack of autonomy and self-
control may the cause of dissatisfaction.

Figure 6: Teachers Autonomy Analysis
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This survey indicates that 59 teachers (39.3%) are strongly dissatisfied, 71
teachers (47.3%) are dissatisfied regarding their autonomy, excluding 11 teachers
(7.3%) are satisfied about their autonomy because they think teaching profession
is comparatively stress less and here they get more autonomy than other
profession.
Career Advancement Opportunity

Figure 7: Career Advancement Opportunity Analysis
Since commendable graduate involved themselves as a teacher of
private university, therefore, career advancement opportunity should be ensured
to make them satisfied. But unfortunately teachers are not satisfied with the
career advancement opportunity in private universities. The faculties do not stay
in a single organization for a longer period of time, because the teaching career
is challenging, but has very little growth opportunity (Rahman, 2004; 2006). From
this study it is seen that 48 teachers (32%) are strongly dissatisfied, 82 teachers
(54.7%) are dissatisfied about their career advancement opportunity. Whilst, 8
teachers (5.3%) are satisfied about their career advancement because they are
the teachers of top ranked private universities
Salary and Fringe Benefits
Numerous studies have documented the influence of salary on rates of
teacher turnover (Ondrich et al., (2005); Ingersoll, (2001); Murnane et al., (1991);
Murnane & Olsen, (1990); Murnane & Olsen, 1989). Researchers have consistently
found that teachers who were paid lower salaries were more likely to leave than
those who were paid higher salaries. Ingersoll, (2004) reported that approximately
half of the teachers who left the profession nationally cited poor salary as a factor
and approximately two thirds said that better salaries would encourage teachers
to stay in the profession.

Figure 8: Salary and Fringe Benefits Analysis
The research shows that 58 teachers (38.7%) are strongly dissatisfied, along
with 66 teachers (44%) are not satisfied regarding their salary and firings benefits
(Bonus, Gratuity, Pension Provident fund.)
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Teachers Evaluation System
Teachers evaluation system plays an important role to find out the
potentiality of a teacher. But the system is quite ineffective which leads to
teachers dissatisfaction (Jamal, 2004)).

Figure 9: Teachers Evaluation System
However, this research shows that 12 teachers (08%) are strongly
dissatisfied, 92 teachers (61.3%) are dissatisfied, and 29 teachers (19.03%) are
neutral regarding teachers evaluation system. Since most of the private
universities use a questionnaire to evaluate the performance of a teacher and
sometimes students do not ensure the proper feedback.
Research and Publications Facilities
Research and publications adds value in the career advancement process
for the university teachers (Yanagihara, 2007). Due to this reason teachers of the
university should be emphasized on research, study and teaching (RST). Opposite
scenario, nevertheless, is found in teaching profession in Bangladesh.

Figure 10: Research and Publication Facilities Analysis
According to this research 28 teachers (18.7%) are strongly dissatisfied, 85
teachers (56.7%) are dissatisfied and 21 teachers (14%) are neutral regarding the
publication facilities. Whereas, only 16 teachers (10.7%) are satisfied about their
research and publications facility.
Physical Working Facilities
The sources of job satisfaction not only arise from job but also from their
physical working facilities and working environment.

Figure 11: Physical Working Facilities Analysis
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This researc 0%) are strongly
s
universities are highly dissatisfied with course allocation
h paper indicates that 45 teachers (3
dissati fied, 77 teachers (51.3%) are dissatisfied and 13 teachers (08.7%) are
neutral regarding the physical working facilities they have in their workplace.
Nevertheless 15 teachers (10%) are satisfied about the facilities and most of them
top ranked university teachers.
Works Load and Schedule
Teachers of private
as they claim that sometimes it creates extra burden for them, which hampered
quality teaching. From the survey it is found that, in some universities it is
mandatory to teach four to five courses per semester, which generate pressure
for the teachers. The university authorities compel the teachers to take extra
courses due to not having sufficient teachers.

Figure 12: Work Load and Schedule
Due to this reason 26 ngly dissatisfied, and
ion
ionship with ones associates is undoubtedly an important factor in
job sat
.7% and 52%) are respectively stro
dissatisfied, while 25 teachers (16.7%) are neutral regarding their work load and
schedule.
Peers Relat
The relat
isfaction. Several investigators have found that congenial work association
and opportunities for social interactions are important determination of job
satisfaction (e.g., Walker and Guest, 1952).

Figure 13: Peers Relation Analysis
Vroom (1964) has studies confirming the
ignora
given an extensive review of the
nce of good relations among the employees for their job satisfaction.
However, this paper indicates that 38 teachers (25.3%) are strongly dissatisfied, 66
teachers (44%) are not satisfied, 25 teachers (16.7%) are neutral and 21 teachers
(14%) are satisfied regarding their relations with peers
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Test of Hypothesis
Hypothesis: 1
Ho: The factors of job satisfaction have no impact on teachers turnover
Ha: The factors of job satisfaction have impact on teachers turnover
Source of
Variation
SS df MS F P-value F crit
Between Groups 81.18933 9 9.021037 13.2706 1.31E-20 1.886151
Within Groups 1012.867 1490 0.679776
Total 1094.056 1499
Table 1: ANOVA Analysis
The above table shows that the calculated value of F (13.2706) which is
higher than the table value of 1.88 at 5% level with d.f (degree of Freedom) being
V1 (between the groups) and V2(Within the groups). Therefore this analysis does
not support the null hypothesis (Ho) of the factors of job satisfaction have no
impact on teachers turnover. We may therefore conclude that the factors of job
satisfaction have impact on teachers turnover.
Hypothesis: 2
H0: Teachers turnover does not have relationship with job satisfaction.
Ha: Teachers turnover has a relationship with job satisfaction.
The question relating to hypothesis was: Do you think teachers turnover has
positive relationship with job satisfaction?
On the basis of the responses of the 150 respondents following table is designed
Nature of Responses Number of Responses Percentage
Yes 127 84.67%
No 23 15.33%
Total collected
data(2012)
150 100%
Table 2: Source: Field Survey
The table shows that, out of 150 teachers 127 agreed that teachers
turnover has positive relationship with job satisfaction. Moreover only 23 teachers
does not agree that teachers turnover has positive relationship with job
satisfaction. Accordingly, only 23 teachers supported null hypothesis (Ho).
Formulation of the Hypothesis: The researchers formulated the null hypothesis (Ho),
that the number of success sample
X is equal to 23: H0=23
X is not equal to 23: Ha23
We know the formula of
Z= = -8.675
Since Z- calculated value (-8.675) < Z- table value (-1.64). It falls outside the
acceptance region. Therefore, the null hypothesis (Ho) is rejected and the
alternative hypothesis (Ha) is accepted. Consequently, it can be said that
teachers turnover has a relationship with job satisfaction.

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Hypothesis: 3
Ho: Teachers turnover has no impact on quality education at university.
Ha: Teachers turnover has impact on quality education at university
The question relating to hypothesis was: Do you think teachers turnover has
impact on quality education at university?
On the basis of the responses of the 150 respondents following table is designed
Nature of Responses Number of Responses Percentage
Yes 97 64.67%
No 53 35.33%
Total collected data (2012) 150 100%
Table 3: Source: Field Survey
The table shows that, out of 150 teachers 97 agreed that teachers
teachers turnover has no impact on quality education at university. In addition to
only 53 teachers does not agree that teachers turnover has no impact on
quality education at university. Therefore, only 53 teachers supported null
hypothesis (Ho).
Formulation of the Hypothesis: The researchers formulated the null hypothesis (Ho),
that the number of success sample
X is equal to 53: H0=53
X is not equal to 53: Ha 53
We know the formula of
Z= = -03.675

Since, Z- calculated value (-03.675) < Z- table value (-1.64). It falls outside
the acceptance region. Hence, the Null Hypothesis (Ho) is rejected, and the
alternative hypothesis (Ha) is accepted. Thus it can be concluded that teachers
turnover has impact on quality education at university
Hypothesis: 4
Ho: Job satisfaction is not effective to prevent the teachers turnover from the
universities.
Ha: Job satisfaction is effective to prevent the teachers turnover from the
universities
Job Satisfaction vs. Turnover Turnover: B Not Turnover: b Total
Satisfied: A 07 58 65
Not Satisfied: a 55 30 85
Total 62 88 150
Table 4: Source: Field Survey
Expectation of (AB) =
N
B A ) ( ) (
when, A represents job satisfaction and B
represents teachers turnover. Now using expectation of (AB), we can write the
table of expected values as follows:
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Calculation Table

Group
Observer
frequency
(Oij)
Expected
frequency (Eij)

Oij - Eij

(Oij - Eij)
2

(Oij - Eij)
2
/
Eij
AB 07
150
) 62 ( ) 65 (
=26.87
-19.87 394.82 14.70
Ab 58
150
) 88 ( ) 65 (
=38.13
19.87 394.82 10.35
aB 55
150
) 62 ( ) 85 (
=35.13
19.87 394.82 11.23
ab 30
150
) 88 ( ) 85 (
=49.87
-19.87 394.82 07.91
Putting the calculated value in chi-square formula, we get,
X
2
=

=
Eij
Eij) - (Oij
2
44.19
Here, the degree of freedom = (r-1) (c-1) =(2-1) (2-1) = 1. The table value for 1
degree of freedom at 5 percent level of significant is 3.841. The calculated value
of X
2
= 44.19 that is much higher than the table value. Thus the experiment
doesnt support the null hypothesis (H0) that means null hypothesis (Ho) must be
rejected. Accordingly it can be concluded that Job satisfaction is very effective
to prevent the teachers turnover from the universities.
Conclusion
This study has identified that there are some factors which have impact on
as well as significantly affect teachers turnover in private universities in
Bangladesh. In particular, the study has found that lack of job security,
bureaucracy in administrative department, poor working condition, poor salary
and fringe benefits, lack of autonomy, excessive work load, poor compensation
package directly influence on teachers and cause job dissatisfaction which
increase the rate of teachers turnover in private universities in Bangladesh, many
private universities are left yearning for experienced teachers. So it can be said
that there is a relationship between job satisfaction and teachers turnover.
Continuous outflow of teachers adversely affects the students academic chart
and breaks continuity in the teaching-learning process, which indicates teachers
turnover has a negative impact on quality education at private universities of
Bangladesh.
It has also been found that job satisfaction is effective to prevent the
teachers turnover from the universities especially private universities. If the private
universities want to reduce the rate of teacher turnover, the administration must
change their relevant administrative policies, and must put in place strategies
that will ensure teacher job satisfaction( e.g., better pay, conditions of work,
ensure professional development, try to meet teachers reasonable expectations,
value them and must also control external influence).
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