Thesis Paper - Jimima Sarkar Disha - MBA

World University of Bangladesh
Thesis Report
on
Teachers’ Engagement and Job Satisfaction in English Medium Schools of
Bangladesh during Covid-19 Pandemic
[A Thesis Submitted to Department of Business Administration in Partial Fulfillment for the

Requirements of Degree Of Masters In Business Administration with the Major Human
Resource Management]
Submitted By:
Jimima Sarkar Disha
Id: 2463
Supervised By:
Dr. Selim Ahmed
Head, World School of Business
Date of Submission: 29-12-2020
i
Teachers’ Engagement and Job Satisfaction in English Medium
Schools of Bangladesh during Covid-19 Pandemic
ii
LETTER OF TRASMITTAL
29th December, 2020

Dr. Selim Ahmed
Department of Business Administration
Subject: Submission of Thesis Report
Dear Sir,
With utmost respect, I would like to inform you that, I am submitting you the Thesis report on
Teachers‘ Engagement and Job Satisfaction in English Medium Schools of Bangladesh during
Covid-19 Pandemic, which you have appointed me to prepare. Under your supervision, I have
put utmost effort to make the study successful with the valuable guidance and instruction you
provide me with. Throughout the whole thesis I have gained immense practical knowledge on
the topic and I also have experienced a lot which I believe will facilitate me for a successful
starting of my career.
Hereby, I hope that my thesis report will aid to make the concrete decision about my study and
live up to your expectations
Sincerely Yours
………………………………….
Jimima Sarkar Disha
Program: MBA
Batch: 65(A)
Department of Business Administration
iii
LETTER OF ENDORSEMENT
The thesis report entitled ―Teachers‘ Engagement and Job Satisfaction in English Medium
Schools of Bangladesh during Covid-19 Pandemic‖ has been submitted to the Controller of
Examinations, in partial fulfillment of the requirements for the degree of Masters of Business
Administration, Major in Human Resource Management, World School of Business on
_____________, 20XX by Ms. Jimima Sarkar Disha, ID- 04/18/65/2463. The report has been
accepted and may be presented to the Internship Defense Committee for evaluation.
(Any opinions, suggestions made in this report are entirely that of the author of the report. The
University does not condone nor reject any of these opinions or suggestions).
……………………………………..
Dr. Selim Ahmed

Head, World School of Business
iv
APPROVAL PAGE
This thesis report entitled ―Teachers‘ Engagement and Job Satisfaction in English Medium
Schools of Bangladesh during Covid-19 Pandemic‖ has been submitted by Jimima Sarkar Disha,
ID no. 04/18/65/2463, major in Human Resource Management, in partial fulfillment of the
requirements for the degree of Masters of Business Administration has been evaluated and
approved by the following Panel of Examiners.
……………………………………..
Supervisor
………………………………………….
Member
Defense Panel
……………………………………….
Chairman
………………………………………………………………………………………………
For Official use only
Board:
Chairman
Member
v
Acknowledgement
First of all, I would like to thank the Almighty God for giving me an opportunity to pursue a
postgraduate program at the World University of Bangladesh and for providing me with good
health during my studies.
My gratitude starts with a thank you to my supervisor, Dr. Selim Ahmed, Who gave me
suggestions to make this Thesis study and also provided me with the format for preparation of
this study. I would like to express my warm-hearted gratitude to the English Medium Schools,
who have provided me with a great deal of information, sufficient data and collaborated
successfully with me to carry out this study. Finally, last but not least, I would like to thank Dr.
Selim Ahmed again for his kind support with the report without which it would not be possible
for me to complete the task during the pandemic, I have received all the required guidelines,
cooperation, advice from him to finish this study of quantitative research thesis.. The study
concluded that teachers‘ job engagement had statistically significant influence on teachers‘ job
satisfaction of English Medium Schools in Bangladesh during Covid-19 pandemic.
I am also thankful to the teachers of English Medium Schools for their involvement in providing
me with the requisite information through a questionnaire and unstructured interview to complete
the study successfully. I would like to extend my special concern to all of my colleagues who
have helped and encouraged me morally.
Finally, I have not forgotten about my family (father, mother, husband, father-in-law and
mother-in-law), for their moral and financial support and motivation, as well as their efforts to
resolve different obstacles that affect my work and family life.
vi
Abstract
The purpose of this study is to measure teachers‘ engagement and the job satisfaction in selected
English Medium Schools of Bangladesh during Covid-19 pandemic. Employee job satisfaction
and job engagement is an important aspect to any organization to achieve the goal. The term ‗job
satisfaction‘ here refers the sentiments of the teachers towards their work of teaching. Job
satisfaction of teachers might have an enormous result on the aspects of faculty life in terms of
their structured job engagement and job potency. Teachers‘ engagement is important as it
improves organizational performance, fosters innovation, boosts the students, increases referrals
for open positions and creates a culture of continuous improvement. On the other hand the mix of
mental and psychological maturity of every career is job satisfaction which is also important.
Employment satisfaction is the correlation between what everyone wants and what everyone
accomplishes. Without fulfillment, every job will not be successfully completed. It demarcates
the organization‘s success and failure. This study summarizes the conceptual analysis of
teachers‘ Job Satisfaction‘ and ‗Job Engagement‘ using quantitative approach. It is an
exploratory research where 300 respondents have responded in the questionnaire from 10
English Medium Schools. Approximately 300 questionnaires have been distributed to the 10
English Medium School teachers and all of them are promptly responded fully filled. Version 24
of the SPSS was used to produce an array of data that was used for subsequent data processing
and based on descriptive analysis, reliability analysis, independent sample t-tests and one-way
ANOVA, the research is analyzed. Tables are used to display the data obtained for ease of
interpretation. After completing the study it has been found that in English Medium Schools,
male and married teachers (from the t-test) are more satisfied and engaged with their job
comparative to the female and single teachers and from the ANOVA test, the teachers having 1-3
years of teaching experience are more engaged and teachers having 4-6 years of teaching
experience are more satisfied during pandemic (Covid-19) in Bangladesh.
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Table of Contents
Letter of Transmittal ……………………………………………………………………... iii

Letter of Endorsement …………………………………………………..……………...... iv
Approval Page ………………………………………………………………...………...... v
Acknowledgement…………………………………………………………………........... vi
Abstract………………………………………………………………………………..... vii
Chapter One: Introduction…………………………………………………………… 1-3
1.1 Background of the Study ………………………………………………………...... 1
1.2 Problem statement ……..…………………………………………………….……. 2
1.3 Research Questions………………………………………………………………… 2
1.4 Objectives of the Study ………………………………………………………....... 2
1.5 Scope of the Study ………………………………………………………………... 2
Chapter Two: Literature review ……………………………….……………………… 4-17
2.1 Teachers‘ Engagement……………………………………………………………… 4
2.1.1 Importance of Teachers‘ Engagement……………………………………….…. 5
2.1.2 Benefits of Teachers‘ Engagement ………………………………………......... 6
2.2 Job Satisfaction…………………………………………………………………….…. 8
2.2.1 Teachers‘ Job satisfaction…………………………………………………..…… 8
2.2.2 Outcomes of Job Satisfaction ……………………………………………...............9
2.2.3 Factors Influences on the Teachers Job Satisfaction…………………………….. 15
2.3 Duties of the Teacher‘s ………………………………………………………………. 15
viii
Chapter Three: Methodology…………………………………………………….……. 18-20
3.1 Research Approach………………………………………………………….………... 18
3.2 Target population.…………………………………………………………………….. 18
3.3 Sample plan.………………………………………………………………….......... 18
3.3.1 Sample size……………………………………………………………………. 19
3.4 Research Instruments…………….………………………………………………… 19
3.5 Data Collection Procedure……………………………………………………........ 19-
Chapter Four: Data Analysis…………………………………………………………… 21-42
4.1 Data Coding and Treatment of Missing Values …………..……………………… 21
4.2 Respondents Demographic Profile………………………….…………………..... 21
4.3 Descriptive Statistics of the Research Variables…………………………………. 23
4.3.1 Covid-19 Teachers Job Engagement………………………………………… 23
4.3.2 Covid-19 Teachers Job Satisfaction………………………………………….. 24
4.4 Reliability Analysis…………………………………………….………………….. 25
4.5 Independent Samples T-test…………………………….………………………… 26
4.6 One-way ANOVA test……………………………………………………………. 33
Chapter Five: Discussion, Conclusions and Implications………………………......... 43-45
5.1 Discussion………………………………………………………………………………..43
5.2 Findings of the research……………………………………………………………....... 43
5.3 Conclusion……………………………………………………………………………….44
5.4 Limitations and Future Research ………………………………………………………..45
Reference………………………………………………………….……………….......... ix
Appendix A: Questionnaire …………………………………….………………........... xvii
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CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
In the modern climate of turbulent variations, schools have begun to wake up to something that
the teachers represent their most valuable asset (Glen, 2006) For contemporary organizations and
a key factor that divides successful school from the alternative satisfaction and engagement are
imperative for teachers. When considering job satisfaction and job engagement in general, of
particular interest are the distinctive traits of these concepts in transition economies. Teachers‘
job satisfaction and engagement is decided by the balance of work-role inputs such as education,
operating time, and effort and work-role outputs such as wage, fringe advantages, status, task
importance, and dealing conditions. The job satisfaction and engagement of teachers is known as
mediators between issue statements in pandemic assessment.
Teachers‘ engagement is important for organization because it helps in many ways, for example:
It enhances operational efficiency, promotes creativity, raises learners, increases open job
referrals, and develops a culture of quality improvement. On the other hand, job satisfaction is
also critical as it is the blend of a career's psychological and emotional maturity. The relationship
between what everyone desires and what everyone ultimately means is job satisfaction.
At the end of last year, the outbreak of Corona Virus Disease (COVID-2019) in different
countries shifted conventional face-to-face or physical teaching to online education sites, which
directly affects the quality of education. As a result of the worldwide Covid-19 virus pandemic,
Bangladesh had to go under lockdown from 26 March 2020, with the first case identified on 8
March 2020. This has forced the workforce to struggle in all industries. This paper reflects on the
effects of Covid-19 on the lives of teachers of English Medium Schools in Bangladesh, how they
do in the current situation and their level of satisfaction. In Bangladesh, a number of schools and
colleges began taking online courses to reduce the academic deficit incurred by the closure.
Around 5 percent of the total primary school students are studied in English medium schools.
Self-owned English medium schools quickly expanded in the early 1990s with the support of the
government of Bangladesh.
Teachers are the cornerstone of progress, and influences eternity. They can never say when their
influences are ending. Education is not the mulch filling, but the initiation of a burn. Students
might forget what the teachers said, but they won't forget how their teachers made them feel. All
students will learn and progress, but not in the same manner and not on the same day. The policy
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of teachers on national agendas is high and countries are preparing to develop education. The
expectations to schools and teachers are more complicated, and a greater number of teachers will
be required to join the profession. Research reveals that the peak time for teachers to leave the
profession is when they are newly educated.
The purpose of this study is to measure teachers‘ engagement and job satisfaction in the English
medium school teachers during the pandemic (Covid-19) situation.
1.2 Problem statement

The teachers of English medium school have worked since the beginning of shutdown due to
Covid-19. And though while there were no online classes, homework was submitted via SMS,
twitter, and social media groups and reviewed all day long by the teacher. This workforce helps
reduce the wide education gap created by the pandemic and helps students learn sufficient skills.
The participation of teachers is important during pandemic as it enhances organizational
efficiency, encourages creativity, boosts learners, increases referrals to available roles and
develops a culture of quality improvement. Without teachers engagement the whole world will
come in thereat because a large gap of education might be happen during pandemic. In one of
the other side, work satisfaction during pandemic as it is the combination of mental and
psychological sophistication of each occupation, which is also significant. Satisfaction of jobs is
the connection between what someone desires and what everyone does. Any job would never be
apparently accomplished without fulfillment. This demarcates the organization's success and
loss. Employment fulfillment is an essential term that is not just connected to a person. Job
satisfaction is one aspect that can ensure class success and school effectiveness, although it is
vital for the well-being of communities. Teachers are involved in educating their students
efficiently because they are happy and satisfied. Antisocial behavior, misalignment, and
unevenness have been identified because of the lack of dedication and are both results of poor
work satisfaction and engagement. The work satisfaction and engagement of teachers is not only
important to teachers, but also important to learners.
1.3 Research Questions

1. Do the teachers engage in the English medium schools during COVID-19?
2. Are the teachers satisfied in the English medium schools during COVID-19?
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1.4 Objectives of the study
1. To find out the job engagement of the English medium school teachers.
2. To measure job satisfaction of the English medium school teachers.
1.5 Scope of the study

This research is attempted to understand the job engagement and job satisfaction of the English
medium schools in Bangladesh. This study will help us to know the current situation of job
satisfaction and engagement of the teachers in Bangladesh during Covid-19. It will give us a
clear vision on teachers‘ engagement with the job and their satisfaction level during pandemic.
This study will provide selected information regarding focused English medium schools teachers
satisfaction and engagement.
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CHAPTER TWO
LITERATURE REVIEW
This chapter consists with the literature analysis of factors linked to the role of teachers and job
satisfaction during the pandemic. In this segment, the current situation of teacher engagement
and job satisfaction has been highlighted.
Therefore the key areas of subjects and subtopics that are objectively assessed and addressed in
this chapter are: teachers‘ engagement, importance of teachers‘ engagement, benefits of teachers‘
engagement, job satisfaction, definition of teachers‘ job satisfaction, the outcomes of job
satisfaction, the factors influences on the teachers‘ job satisfaction, and the duties of a teacher.
2.1 Teachers’ Engagement

Engagement is a positive, rewarding work-related state of mind marked by power, commitment
and absorption. Instead of a momentary and specific state, engagement refers to a more lasting
and pervasive affective-cognitive state, which is not dependent on any specific individual case,
person, or behavior. Job engagement is a matter of concern in schools around the world for
managers and teachers; they consider it as a critical factor impacting organizational effectiveness
(Welch, 2011).Job engagement is defined as an optimistic, satisfying, a state of mind linked to
work defined by control, engagement and absorbency (Schaufeli et al., 2002). The level to which
people in order to do role-related work, individuals make good use of their perceptual, emotional
and physical resources with respect to employee involvement. Employees involved in their jobs
therefore have energetic, pleasant and productive links to their work (Xu & Thomas, 2011).
Management and leadership play an important role in employee engagement, but having passion
for the job they do is equally important for teachers. In addition to mastering the tasks of the job,
as goals are accomplished, teachers need to feel proud of what is being achieved and share in the
excitement. The more teachers feel like they are building their own skill sets and feel competent
and in charge of their job product, the more likely they are to exhibit high levels of commitment
(Wiley, 2010).
Job engagement concepts differ from many study (Brown, 1996), with some similar variables
emerging. Most of the studies of job engagement examine a teacher‘s interest in his work, his
enthusiasm for his job and his investment in his job. Statements such as, "I feel like going to
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work when I get up in the morning," and I'm excited about my job" (Hakanen et al., 2006) are
examples of Likert-scaled items occurring on employee engagement measures. A highly engaged
employee or teacher is subsequently identified as one who appears to be highly motivated,
dedicated to his job and feels that his job is critical and demanding (Brown, 1996). There are
features that both schools and administrators will like to exhibit with their teachers.
In several separate employee classes, including troops, work participation has been examined by
(Britt, 2003), camp counselors (Kahn, 1990), insurance agents (May et al., 2004), and only
occasionally teachers (Hakanen et al., 2006). Regardless of the area or context examined, the
impetus to analyze job participation or engagement derives from the assumption of scholars that
in certain work environments, further learning these principles would help both teachers and
employers. Brown (1996) cited 87 studies that showed a solid, positive relationship between
one's work involvement or engagement and job satisfaction. A new research indicates that more
interested teachers appear to be more dedicated to their classrooms (Hakanen et al., 2006).
These findings suggest that learning more about teacher engagement may help us understand
how to better retain and develop teachers.
Taking advantage of different concepts and indicators of employee engagement (Brown, 1996;
Kahn, 1990; Kanungo, 1982; Lodhal & Kenjer, 1965; Saleh & Hosek, 1976), I characterize the
job dedication of a teacher as her interest in, passion for and investment in teaching. In
comparison to many previous studies that examine job involvement in an attempt to associate
levels of activity with important occupational outcomes, such as effort and motivation (Brown &
Leigh, 1996; Lazarus, 1991), I wanted a more nuanced view of how their engagement was
represented by teachers. I have interviewed the following research questions on the subject to
gain the understanding:
1. Are you very much passionate about your teaching?
2. Are you learning new things to share with you students?
3. Do you like to use new teaching method in your class?
4. Are you using variety of tools in you course?
5. Are you observing your students progress?
6. Are you preparing report regularly?
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2.1.1 Importance of Teachers’ Engagement
According to Richter The presence of teachers can be seen as a desire to advance work and a
commitment to work for this objective, which is an important facilitator of teachers' (Richter et
al. 2011). Longitudinal studies have shown that initial teacher involvement positively predicts
later job opportunities (Simbula et al. 2011; Xanthopoulou et al. 2009) that could enable teachers
to participate in collaborative activities under supportive circumstances for example.
To date, the relationship among teachers‘ motivation and self-efficacy has been investigated by
several experts. Donnell and Gettinger (2015) found that greater professional growth of higher
quality predicted higher self-efficacy of teachers. Lee et al. (2016) found that the self-efficacy of
government auditors was also positively predicted by professional development (e.g., knowledge
sharing, rewards for learning, organizational culture).Teachers who place greater emphasis on
career growth appear to experience greater teacher self-efficacy; for example, when teachers
agree that career learning is helpful, they participate more deeply in activities related to
professional development, and they often show greater self-efficacy in teaching assignments
(Rutherford et al. 2017).
The Ultra-Short Measurement of Work Engagement (UWES-3) was evaluated for teacher work
engagement. In previous study, which has shown high reliability and validity (Schaufeli et al.
2017). Three-dimensional things measured: vigor ('I feel bursting with energy at my job'),
dedication ('I'm excited about my job') and immersion ('I'm absorbed in my job'). Furthermore,
seven personal features improve the incentive of teachers to participate in informal learning:
Initiative, self-efficacy love of knowledge, and interest in the field, dedication to career
advancement, a compassionate personality, and a personality that is outgoing.
2.1.2 Benefits of Teachers’ Engagement
In the academic literature, there is general consensus on the benefits to organizations of

committed teachers (e.g. Lockwood, 2007; Pitt-Catsouphes & Matz-Costa, 2008). Teachers‘
well-being is significant in its own right and in terms of reduced absentee rates and health care
premiums for organizations; it also gains (Meyer & Gagne, 2008). First of all, teachers involved
are pleased individually, and this profound happiness is deserving of recognition in its own right,
but may also inspire teachers more than extrinsic factors. The goal, dedication, freedom,
fulfillment, close job satisfaction and learning are more important than money to the teachers
6
(Cartwright & Holmes, 2006). In addition, teachers who are engaged tend to expand their work
beyond the minimum expectations expressed in job descriptions. High levels of happiness,
productive job growth and commitment to extra or non-core positions are characterized by high
occupational well-being and loyalty (Parker & Martin, 2009). In educational organizations, this
is particularly relevant, as these often rely on the additional role contributions of staff members
and in particular, teachers. Committed teachers are valuable for a school as they are more likely
to take on additional duties that are not part of their job description, such as supporting
coworkers or volunteering to facilitate extracurricular activities, both of which increase the
success of the school (Runhaar, Konermann, & Sanders, 2013). Likewise, Bakker and Demerouti
(2008) argued that committed teachers have a high potential for innovation and creativity.
Committed teachers are more innovative, more active, and more likely to walk the extra mile. In
addition, experience improved health; build their own career and personal resources; and pass
their commitment to others, including pleasure, happiness, enthusiasm and engaged teachers
often have positive feelings (Bakker & Demerouti, 2008).
Sometimes, committed teachers are crucial for high-performing schools. These are important in
times of rapid organizational change and are vital for the reshaping of organizational realities.
Engaged teachers are not passive participants in the work environment, but rather actively alter
their work environment if necessary (Bakker, 2011). As such, administrators, committees, and
corporate leaders have become very active in cultivating teachers‘ engagement as a key catalyst
for organizational productivity and organizational renewal. Given consulting claims that having
employees involved leads to higher shareholder return, profitability, efficiency, success and
customer satisfaction, as well as lower absenteeism and turnover, it is obvious to have an interest
in engagement by management (Crawford, LePine, & Rich, 2010).
Schaufeli, et al. (2009) suggested that engagement of employee activities may be intensified as
the company begins a period of increased engagement that leads to increased organizational
performance, leading to further engagement in turn. The latest research goes a little forward by
showing the well-being (engagement or involvement leads to the future value of capital,
suggesting a profit loop in which resources and engagement reciprocally reinforce each other.
During this pandemic situation, teachers seems to be skilled after training and are utilizing own
devices and internet connection to teach students from home. They have even bought mobile
internet in case of electricity outages which cause disruption to Wi-Fi internet and the
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organization is also providing electronically support. The teachers have not changed location or
even if they did, they adapted to take online classes from changed locations and showed their
engagement with the job. They also empower pre-school teachers to grow their skills and
discover their own voices in online teaching while being informed of study and theory. (Hu et
al., 2019). Manifest takes analytical and research systems such as the aforementioned CoI and
TPACK and operates in accordance with the online teaching standards consistency scorecard
suite (Online Learning Consortium, 2020) or becoming familiar with such seminal theories as the
transactional distance theory of Moore (1983) and understands how it can influence both online
teaching design and communication.
In addition to perception, participation includes the constructive use of thoughts and behaviors.
Ultimately, engagement can be seen as a backdrop to work participation in which teachers who
are actively engaged or involved in their positions should come to associate with their jobs.
2.2 Job Satisfaction

The job satisfaction of teachers is another variable explored in the current research. Job
satisfaction is an optimistic or enjoyable emotional state that results from the enjoyment of a
person's own work or experience. There is no specific definition of job satisfaction which has
been generally accepted (Demirtas, 2010). Job satisfaction is an uncertain term, according to
Evans (1997) because in some cases "satisfaction" may mean "satisfactory" among other cases,
though, "satisfactory," it is difficult to define the word satisfaction. In order to describe job
satisfaction as a state of mind defined by the degree whereby the participant considers that his or
her job needs to be met.," Evans (1997) combined "job comfort" and "job fulfillment". In their
study of job satisfaction in Chinese schools, Fuming and Jiliang (2007) concentrate on a working
description of general job satisfaction that implies, "Absolute job satisfaction means the mood of
employees towards all aspects of work and the work environment, i.e. Employees' cumulative
response to their work in its entirety."
2.2.1 Teachers’ Job Satisfaction

Job Satisfaction premised on the idea of satisfaction with jobs from Locke (1976), it would be
possible to describe teacher job satisfaction as the positive mental status of teachers as a result of
their enjoyment of being teachers. Rising teacher job satisfaction is important when data suggests
8
that millennial teachers are more likely to quit their jobs due to poor job satisfaction, resulting in
a loss of teacher satisfaction (Green-Reese, Johnson, & Campbell, 1991). Teachers with high job
satisfaction have offered higher quality teaching and their students were more successful
(Demirtas, 2010), which meant that high teacher job satisfaction enhances education overall. It is
very essential to preserve the extreme job satisfaction of teachers for the intent of enhance the
standard of teaching and ease the challenge of a shortage of teachers.
2.2.2 Outcomes of Job Satisfaction

Satisfaction with the job was seen to have numerous relationships with the job performance of
teachers. Udge et al. (2001) seven versions summarized on work satisfaction and job
engagement or performance relationships: employment satisfaction triggers job results; work
success contributes to job satisfaction; the reciprocal relationship among work satisfaction and
job performance; there is a spurious link between work satisfaction and engagement or
performance; other factors moderate the relationship between work satisfaction and job
engagement or perfomance; there is no connection between job satisfaction and job success; and
alternate conceptualizations of work satisfaction and/or job efficiency exist. Multiple studies
have supported these seven models, in specific work success generates job satisfaction and there
are alternate concepts of job satisfaction and/or job performance (Judge et al., 2001). Ostroff
(1992) stated that more happy teachers‘ organizations are more competitive than other
organizations that promote the model of job performance caused by job satisfaction. Laffaldano
and Muchinsky (1985), however, argued that there was a small relationship between job
satisfaction and job engagement. Ostroff (1992) explained that research model showed that there
was no relationship at the individual level satisfaction and job satisfaction, not at the
organization‘s level.
2.2.3 Factors Influences on the Teachers Job Satisfaction

Job satisfaction is responsive to a wide variety of external (environmental) and internal
(individual) dimensions of work, according to Mortimer (1979). The Suit hypothesis gained
traction from this notion of job satisfaction, suggesting that job satisfaction is a result of the
balance between some of the instructor and his task (Mortimer, 1979).It emphasizes the
consistency of external job characteristics and internal qualities in the work situation that the
teachers experiences. Sovereignty, decent wage, job protection, better benefits, and variety, use
9
of appreciated talents and capabilities, and social interactions on the job may be extrinsic
dimensions. The internal variables are (Mortimer, 1979):
1. Social characteristics- curriculum, race, etc.
2. Values- values of intrinsic and extrinsic recompense.
3. Needs- security, membership, self-actualization.
The key is on the gap among teachers on what the job seeks and the effects on satisfaction and
frustration of this discrepancy (Mortimer, 1979).
Mortimer further indicates that while all occupational categories represent variables that job
satisfaction influences of both positively and negatively, it appears that there is a decrease in job
satisfaction across all segments of the workplace. The reality is that whereas overall job
satisfaction may decline, the concentration on employment as a central priority in existence is
rising..
An important role is played by job satisfaction in any working person's life. In an effort to easily
recognize and describe factors that impact work satisfaction and dissatisfaction, various
hypotheses have been developed because of this.
Personal features such as age, personality and educational credentials (Miller, & Travers, 2005),
as well as working conditions such as vocational peer interplay and stress, have an impact on job
satisfaction (Güleryüz, et al., 2008). In addition, the degree of satisfaction with their boss,
director, collogues, and promotions also affect in general job satisfaction of individuals (Snipes,
et al., 2005).
External factors such as climate, physical plant, support systems, administrative arrangements,
etc. more powerful than the impact of intrinsic variables (a sense of well-being, a sense of
choosing the right career path, pupil love and learning, among several others), but extrinsic
variables can contribute to the degree of intrinsic potency. The five factors related to teachers‘
job satisfaction are: (1) selection of entrance to the career, (2) social context, (3) encouragement
for the workplace, (4) career growth, and (5) the views of teachers as to how other perceives
their career path.
Since evaluating various job satisfaction reports before in 1933, Hoppock found that Job
satisfaction seems to have been a mixture of social, physiological and environmental influences
that made me satisfied with my job. In addition, Camp (1994) argues that In terms of the needs
and values of employees and the degree to which those needs and values are fulfilled in the
10
workplace, job satisfaction can be described. Job happiness is derived from an employee's
response to relevant work experience, according to Berry (1997).
Teachers love their job and are highly satisfied because teaching is indeed a perfect career choice
for them. They would play an important role to adolescent members of the community and are
enthusiastic about continuous learning. A teacher's job is to encourage, empower, promote and
educate learners. Schoolchildren may be of any age and from any background. For the purposes
of this document, however, teachers apply to those who educate school-age young people.
Teachers are considered to be the most critical group of professionals for the future of our
country. Today, many school teachers are frustrated with the pandemic. At that time, when
teachers are happy with their jobs, they are only involved in teaching students effectively and
efficiently. Nowadays teaching is accepted as a challenging job and one of the most important
reasons is that in today‘s society information is easily accessible.
In the context of education, the satisfaction of teachers can be seen as an indicator of the
retention of teachers, a determinant of the engagement of teachers and in turn, a contributor to
school performance (Shan, 1998).
Buitendach and de Witte (2005) conclude that job satisfaction is the product of teachers'
perceptions and assessments of their jobs, and that perception, in turn, can have a remarkable
effect on their expectations and success in the education system. Teachers therefore judge their
work on the basis of criteria that they consider to be relevant to them. In essence, job satisfaction
is often seen as the impression and viewpoint of a teacher regarding his/her job. It represents a
complex assemblage of cognition (belief or knowledge), emotions (feelings or assessments) and
behavioral patterns, like every other attitude (Spector, 2008). A teacher with a high degree of job
satisfaction has very positive attitudes towards the workplace and on the other hand, a teacher
unhappy with his/her job has negative attitudes towards the work environment. Consequently,
this attitude, either positive or negative, can have an effect on the actions of teachers at school.
Job satisfaction applies, therefore, to a person's overall attitude towards his or her job. It is a
positive or negative condition that results from the assessment of one's job experience.
According to Almiala's (2008) results, due to low pay and burdening workload, many newly
trained teachers frequently resign from their teaching job within the first few years (Almiala
2008:6-7).
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Marlow et. al. (1996) explored the reasons why teachers leave their careers. Since several studies
have shown the problems of teachers and all the factors related to them make the educational
systems face many different types of problems, in order to improve the educational systems in
Third World countries, some knowledge on the elements that make teachers happy or unhappy
with their jobs is important. Marlow et. al. (1996) explored the reasons why teachers have
abandoned their careers.
Technological developments are here to remain and the digital divide is further highlighted by
emergencies like the latest disease outbreak, not only through ways that promote technology or
active sensor, as well as in terms of teacher expectations, attitudes and real contingency planning
maybe most critically. Teacher educators also concentrate on training instructional professionals
to recognize that online instruction needs their specific range of expertise, methods and teaching
activities and also to demonstrate their contribution. Even though English medium school
teachers are observing students progress and are preparing reports on students activities required
by school administration.
Equally relevant is online professional learning for in-service teachers. Research tells that this
usually focuses on common challenges for online teachers, such as supporting online
assignments, from the first day of school during pandemic and responding to questions from
online students to assist with online academic study capabilities (Barbour, 2019). Another
important study result coincides with teachers who exceed elevated career growth. It is apparent
that skilled in-service creators have a great importance in incorporating online training,
exchanging guiding principles, encouraging the development of the necessary technology
integration skills for teachers, and helping them to stay up-to-date with innovations on both the
fronts of online learning research and educational technology. In particular, additional
considerations should be taken into account in the design of professional development in English
Medium Schools, such as the educational history of the country where even the school is
situated, teachers' node bandwidth, the PD decision-making process of the school, etc.
Watkins offers the most important evidence for the encouragement of teachers to use research
results (2006). Watkins' research found that professional development was the main incentive of
teachers to get interested in research. Research engagement has especially enabled practitioners
1) to gain an external viewpoint on teaching practice; 2) to find out what other people are doing;
3) to see the practical importance of research in the classroom setting; and 4) to improve social
12
networking (providing possibilities for contacting others). However some of the Watkins
teachers have related their engagement in research to their participation in higher education
courses.
In a school setting, teachers perform several functions. The days whenever a teacher in the
school was just used as an instructor are gone; someone who teaches a key subject just to a
classroom filled with children and instead heads home for the day. Teachers will focus on a
number of themes during the Covid-19 pandemic, which they will bring to life with the aid of
new and immersive technology.
The task of the teacher job is expansive. Teachers play a vital role even within group, from
sharing information to ensuring the wellbeing of students, encouraging critical thinking and
moral values but nowadays it is little bit tough as the teachers need to take online class from
home. Mostly they are passionate and committed people with a deep desire for lifelong learning.
As long as educators hold a degree, teaching, at any point of their career, is an open career
choice for everyone. Education provides the opportunity to influence the next generation's young
lives. It is a career where a teacher can start moving forward way to gain reward if he succeeds
quickly. A teacher's responsibilities are far-reaching and can vary significantly vary based on the
English medium school where the teacher teaches his professional subject and the community
around him.
One of the most commonly studied topics is job satisfaction. In the relationship between job
conditions and individual results, job satisfaction serves as mediation (Dorman and Zapf, 2001).
Teachers somewhere claims that the job is not repetitive and dull because of they are going
through new experience daily. Through observation, it is evident that when this particular
workforce is consisting of a high percentage of female and once the schools are adapting to the
option of working from home.
A research on the work satisfaction of 236 primary school teachers was conducted by Ahmed,
Raheem, and Jamal (2003). In contrast to the male teachers, it was noted that the female teachers
are highly satisfied. There was greater satisfaction among teachers employed in government
schools than among teachers working in private schools.
The issue about what it implies to be a teacher throughout that time is eventually posed by
separating teachers from their standard classroom conditions and forcing them to work in new
13
ways. This dilemma is compounded by the differing degrees of access to online technologies for
students (OECD, 2020) and the ability to engage (Borup et al., 2020). The personality of
teachers is known to be a multifaceted concept, however it‘s meaning or philosophical basis is
not fully agreed upon (Beauchamp & Thomas, 2009). For instance, a teacher's identity is
something that is created from the point of view of the theory of identity (Brenner et al., 2018;
Burke & Stets, 2009) and then retained as part of a job's identity. The analysis of teacher
identification indicators found that six elements were assessed by these tests (Hanna et al.,
2019): personality (perspective of oneself as a teacher), inspiration (rationale for teaching),
engagement (loyalty to the career path), consciousness (able to deliver teaching activities), job
perception (recognizing a teacher's role) and career progression (degree of happiness with the
teaching job).
The word work satisfaction was used in 1935 by Hoppock for the first time. He pointed out that
job satisfaction is indeed a combination of social, physiological including cultural influences
which make it simple for an individual to say that I am pleased with my job. Hoppock agreed on
six key predictors of employee happiness as to how individuals react to the embarrassing
situation, (ii) the facilities wherein the employee integrates with several other employees, (iii)
has a comparative cultural - financial community ranking wherein he associates himself, (iv) the
essence of the job in addition to his skill, enthusiasm and readiness, (v) loyalty.
Chopra and Khan (2010) indicated that job satisfaction is a dynamic and multi-construction term
that can mean various things to various employees.
Ahmed, Raheem and Jamal (2003) conducted a study in senior secondary schools on job
satisfaction among teachers. The findings of the study indicated that female teachers were more
pleased than their male counterparts. Furthermore, married teachers have shown more job
satisfaction than unmarried teachers, government schools teachers have shown greater job
satisfaction than teachers working in private schools of the English Medium Schools.
A research on teachers' job satisfaction and students' achievement was conducted by Banerjee
et.al (2017). The current study found that teacher job satisfaction has a modest but favorable
connection with the reading improvement of teaching and learning, but no relationship with the
mental arithmetic performance of the school among elementary school and fifth grade.
Conversely, school culture and teacher job satisfaction dynamically influence academic
achievement in both literacy and numeracy. They far enough expected that different policy
14
changes in education should place particular effort to enhance teachers‘ job satisfaction and the
heritage of schooling.
Noll (2004) analyzed job satisfaction and variables that influence teachers' job satisfaction. The
findings indicate that perhaps the considerations that had a positive impact on job satisfaction
between several school teachers were school culture, the connection of teachers with
administration, workplace conditions and inspiration.
Agarwal (2004) conducted a study on job satisfaction of primary and secondary school teachers
in this study the results highlighted that caste, place of work and mother tongue were
significantly related to job satisfaction.
In terms of gender, employment status, professional experience and municipality, Bhuyan and
Choudhury (2003) constructed a study was conducted to examine the quality of work life of
teacher educators. The respondents also acquired relevant data. There's also a significant
disparity teachers in work satisfaction. And there was no significant difference between married
and unmarried, exurban and industrial job satisfaction, as well as the perspective of school
teachers.
Currently, researchers in different countries have conducted studies on the evaluation of online
education platforms, including the use of an analytical hierarchy process (AHP) and the partial
least square method to determine the online education platform satisfaction assessment scheme
because of the Covid-19 pandemic. For example, using a tool routinely developed to test the
online portion of a combined medication curriculum in accordance with Moore's concepts of
transaction - based online courses, Wilbur performed a formal self-assessment and peer
assessment demonstrates that a variety of enhancement components could strengthen the
structure, conversation and flexibility of the student learning method.
Teachers are satisfied as their operation hours have been reduced but are less satisfied on the
social distance. In order to increase the engagement and engagement of users, David and Glore
found out that visual communication was very significant. Parra-González and Segura-Robles
argued that "match" was considered a motivational force in the teaching process that might
inspire learners to respond more construction of knowledge.
15
2.3 Duties of the Teachers
 Teaching pupils, terms of national learning goals, within expert academic fields.
 Plan, schedule and deliver lessons.
 Encouraging the involvement of students in lessons and other events related to education.
 Supporting the leadership team to execute the growth strategy of the school.
 Evaluating and commenting on the actions of pupils.
 Providing students with educational and social support and/or signposting them as
appropriate to specialist areas of advice.
 Guaranteeing the greatest level of consistency and utilizing the far more up-to-date
instructional techniques.
 Participating in opportunities to increase your own learning and continuing professional
growth (CPD).
 Attending and engaging in staff meetings to help the school's smooth operation and
administration.
 Working with parents, professions, caregivers, support staff and other practitioners to
secure and ensure the educational well-being of students who may have (SEN) special
educational needs (García, Muñoz, & Carrasco-Ortiz, 2005).
Scott Simmons, Executive Director of Education at London Teaching Pool Ltd a recruitment
firm for specialized educators in London and elsewhere, insists that a teacher must be concerned
for appealing to any needs of the learners.
In culture and school, the purpose of education may shift, yet this sense of their duties continues
to remain similar. On the day of a pandemic, recruiting and maintaining qualified teachers is a
huge concern for primary schools. In schooling, possessing an optimistic attitude is a teacher's
fundamental attribute. Teacher should have the ability and strong purpose of performing their
duties with the utmost dedication to obtaining fulfillment and loyalty from their job. Without
satisfaction and engagement, any job will not be successfully completed (Fuming & Jiliang,
2007).
In a bird‘s view, a large majority of English medium teachers said they get personal satisfaction
from their jobs and could strike a balance their work and personal lives in Bangladesh. They also
gave high marks to their bosses and supervisors and are engaged through observing students
progress, become passionate about teaching. Teachers, however, are also learning new things to
16
share with their students through a range of teaching methods in Bangladesh. The students were
given the opportunity to interact with pupils, families, and coworkers also include instruments
intended to capture the output of good teachers (Goe et al., 2008). The education sector is
inherently caring (Lavy & Naama-Ghanayim, 2020) and emotional ties among teachers and
students are a significant way of rewarding, providing meaning and purpose and a friendly
association between teachers and students (Spilt et al., 2011; Veldman et al., 2013). Teachers are
engaging with their job by adopting various technologies in their course. The progress report has
been prepared by the teachers in time in this current situation though they have to take online
classes. In building the country and the nation's budding people, school teachers are significant.
Thus, employment satisfaction and engagement is an essential principle that otherwise applies to
an individual, and yet is linked to some well of societies. One aspect that will ensure class
success and school efficiency is work satisfaction. If they are happy with their work, the teachers
would be involved in teaching their students effectively. So, job satisfaction and engagement
both are playing as an important phenomenon in every sector especially in the teaching
profession a synoptic analysis of the above research showed that the teachers were pleased with
the work. The well-being of the pupils can only be regarded by happy and committed teachers.
17
CHAPTER THREE
METHODOLOGY
In this chapter, we discussed on research approach, populations & sampling, research

instruments and data collection procedures.
3.1 Research Approach

The purpose of teachers in a developed economy is groundbreaking as it helps to enlarge the
horizon, stimulates a drive to accomplish milestones and also aims to combat the incapacity and
indifference of the young generation. So in order to maintain and reach good education the
teachers play a pivotal role in delivering good knowledge to the students and are considered an
important component in the success of education. These role models are pivotal in molding the
students in achieving success in their lives.
To present the ambit of the analysis of English medium school teachers‘ engagement and job
satisfaction, information has collected through virtual communication system. To complete the
presentment, the following relevant information and documents has collected from appropriate
sources. I have thoroughly worked on this analysis through social media. This research is an
exploratory research which is largely depending on the qualitative data and it is conducted to
clarify ambiguous problems. The quantitative research method is concerned with systematic
investigation of phenomena through measurement of the objectives and statistical, mathematical
or numerical interpretation of data obtained by surveys, questionnaires or through modifying
post statistical computational techniques. Quantitative analysis focuses on collecting and
generalizing numerical data through classes of individuals or to describe a complex
phenomenon. The aim of this exploratory research method is to gradually narrow the reach of the
research subject and to turn the problems discovered into specified ones, integrating clear
research goals. So as an exploratory research, it has depended on the qualitative information.
3.2 Target population

Bangladesh has more than one hundred English medium schools, according to data given by
education boards (Dhaka Tribune, November 26th, 2020). In this research the targeted
populations are the English medium school teachers.
18
3.3 Sample plan
In the related field of study, after an in-depth analysis, samples for the current study were
carefully chosen. For the study of English medium schools in Bangladesh, convenient purposive
sampling technique was used to measure teachers‘ engagement and job satisfaction during
(COVID-19) pandemic. I wanted to access a certain subset of individuals and have used
convenient purposive sampling as all the participants of this study are chosen because they are
suitable for this particular study. It is the best tool generally used in qualitative analysis to define
and pick situations like pandemic, rich in knowledge for the most optimal use of scarce resource.
3.3.1 Sample Size

300 questionnaires were circulated to 10 English medium schools teachers to gather the
appropriate knowledge for the research, and all the items of the questionnaire were properly and
promptly filled out. A total of 300 responses were recorded during the survey.
3.4 Research Instruments

My aim was to measure teachers‘ engagement and job satisfaction during pandemic in the
English medium schools of Bangladesh so considering the pandemic I have developed my
research survey questionnaire. I have added relative questions in my survey questionnaire into
three sections. In the 1st section of my questionnaire I have included demographical profile
where respondents can answer seven questions (gender, age, marital status, teaching experience,
subject, school‘s name and district). In the 2nd section teachers will be able to answer seven items
of the job engagement and in the last or 3rd section; teachers will answer six items of the job
satisfaction. The measurement of English medium school teachers‘ engagement and job
satisfaction level has been identified through this questionnaire during pandemic in Bangladesh.
The content of teachers‘ job engagement and job satisfaction has been developed from the source
of ‗questionpro‘ and has pretested by Head of the World School of Business.
3.5 Data Collection Procedure

In line with the framework, two objectives are to achieve under close scrutiny in this research,
namely teachers engagement and teachers job satisfaction during Covid-19 pandemic English
Medium Schools. Virtual face-to-face interview methods with qualitative approaches were
19
applied in this study. However, due to the social and physical distancing program, direct face-to-
face interviews could not be preceded by this study. For this reason as a replacement, virtual
meeting media software has been used. For the research study, only primary source has been
used for the research purpose. Primary data has collected by talking with knowledgeable
individuals, and perspective information is collected from the teachers of the respectable
organization.
The data was collected from October 3rd, 2020 to October 15th, 2020. To obtain the data the
responds were reached by email, using teleconferencing technology such as Skype, Whatsapp, or
Zoom and phone for their time accessibility and willingness to share their experiences as the
employees of a English Medium School during Covid-19 pandemic isolation and also I have
visited three English Medium Schools in Dhaka namely, New Ananda English School,
Scholastica Private Limited and A.G. Church School. After the answers were scrutinized, I
summarized the results to obtain comprehensive evaluations of teachers job engagement
and teachers job satisfaction during Covid-19 pandemic.
20
CHAPTER FOUR
DATA ANALYSIS
In this study the research data was analyzed based on descriptive analysis, reliability analysis,
independent samples t-tests and one-way ANOVA using SPSS 24 version. This chapter
discussed on data coding and treatment for missing values, demographic profile of the
respondents, descriptive analysis, reliability analysis, independent samples t-tests and one-way
ANOVA .
4.1 Data Coding and Treatment of Missing Values

In SPSS 24, the answers obtained from data collection were entered. The data was reviewed for
error and correctness upon completion of development entry. This was achieved to search for
erroneous entries by doing frequency analysis on all the frameworks. The data was obtained
from 300 respondents who found that all the questionnaires were loaded with the full range of
data used for further research on scrutiny.
4.2 Respondents Demographic Profile

Male respondents accounted for 17.3% in the descriptive study, while female respondents
accounted for 82.7%. The age ranges were 21-30 years (29.3%), 31-40 years (61.7%), 41-50
years (8.3%) and over 50 years (0.7%). 20.7% of respondents were single in this study sample,
while 79.3% were married. About the school, 10 schools are selected from English medium
schools in Bangladesh. 18.7% respondents participated from A.G. Church school, 12.0% from
Scholastica Private Limited, 9.7% from Bacha English Medium School, 14.7% Adventist
International Mission School, 11.7% from Kaneko Canadian International school, 5.0% from
Green Hill Tutorial School, 10.0% from Cider International School, 9.0% from New Ananda
English School, 5.3% Sunshine Grammar School and College, and 4.0% from William Carey
International School. Around four districts teachers were responded in this research survey. From
Dhaka there were 72.7%, whereas from Rajshahi there were 4.3%. Chittagong stands for 15.7%
and Barishal were less than half percent from Chittagong which is 7.3%. In the evaluation of
teaching experience, ‗more than 6 years‘ has got the highest percentage which is 42.3%. After
that, ‗1-3 years‘ teaching got 20.3% which is almost half than ‗more than 6 years‘. ‗4-6 years‘
21
were got the same percentage and ‗less than 1 year‘ was nearly half percent than ‗1-3 years ‗and
‗4-6‘ years which is 11.3%.
Total (Table: 4.1 to 4.6)
Table 4.1: Demographic of gender

Gender Frequency Percent Valid Percent Cumulative Percent
Male 52 17.3 17.3 17.3
Female 248 82.7 82.7 100.0
Total 300 100.0 100.0
Table 4.2: Demographic of age group

Age Frequency Percent Valid Percent Cumulative
Percent
21-30 years 88 29.3 29.3 29.3
31-40 years 185 61.7 61.7 91.0
41-50 years 25 8.3 8.3 99.3
Above 50 years 2 .7 .7 100.0
Total 300 100.0 100.0
Table 4.3: Demographic of marital status

Marital Status Frequency Percent Valid Percent Cumulative Percent
Single 62 20.7 20.7 20.7
Married 238 79.3 79.3 100.0
Total 300 100.0 100.0
22
Table 4.4: Demographic of schools name
School Frequency Percent Valid Percent Cumulative
Percent
A.G. Church School 56 18.7 18.7 18.7
Scholastica Private Limited 36 12.0 12.0 30.7
Bacha English Medium School 29 9.7 9.7 40.3
Adventist International Mission
44 14.7 14.7 55.0
School
Kaneko Canadian International
35 11.7 11.7 66.7
school
Green Hill Tutorial School 15 5.0 5.0 71.7
Cider International School 30 10.0 10.0 81.7
New Ananda English School 27 9.0 9.0 90.7
Sunshine Grammar School and
16 5.3 5.3 96.0
College
William Carey International School 12 4.0 4.0 100.0
Total 300 100.0 100.0
Table 4.5: Demographic of districts name

District Frequency Percent Valid Percent Cumulative
Percent
Dhaka 218 72.7 72.7 72.7
Rajshahi 13 4.3 4.3 77.0
Barishal 22 7.3 7.3 84.3
Chittagong 47 15.7 15.7 100.0
Total 300 100.0 100.0
Table 4.6: Demographic of years of teaching

Experience Frequency Percent Valid Percent Cumulative
Percent
Less than 1 year 51 17.0 17.0 17.0
1-3 years 61 20.3 20.3 37.3
4-6 years 61 20.3 20.3 57.7
More than 6 years 127 42.3 42.3 100.0
Total 300 100.0 100.0
23
4.3 Descriptive Statistics of the Research Variables
The preliminary review of collected data is provided in this section. The study involves the
measurement of the mean and standard deviation scores (based on a scale of seven points: 1 =
strongly disagree; 4 = neutral; 7 = strongly agree) for all calculated items in the questionnaire of
job engagement and job satisfaction of teachers in English medium schools in Bangladesh during
the construction of Covid-19. Tables 4.7 and 4.8 are used to explain descriptive statistics.
4.3.1 Covid-19 Teachers Job Engagement

A description of the means and standard deviations for the seven elements of the work
engagement of teachers is provided in Table 4.7 the mean varied between 3.42 and 4.79, with
standard deviations ranging from 0.755 to 1.007. It was noticed on the basis of the descriptive
statistics that the majority of the mean values of career interaction objects are above the midpoint
of the scale. This means that most of the respondents agreed with the constructive work
engagement argument.
Table: 4.7 Descriptive Statistics

Code Items N Minimum Maximum Mean Std.
Deviation
JE1 I am very much passionate about
300 1 5 4.79 .755
my teaching
JE2 I always learn new things to share
300 1 5 4.50 .828
with my students
JE3 I like to use new teaching
300 1 5 4.12 .856
methods in my classes
JE4 I like to use variety of
300 1 5 4.06 .888
tools/techniques in my courses
JE5 I like to adopt new technology in
300 1 5 3.42 1.007
my courses (if needed)
JE6 I always observe my students‘
300 1 5 4.75 .780
progress
JE7 I regularly prepare reports on
students‘ activities as required by 300 1 5 4.04 .871
school administration
24
4.3.2 Covid-19 Teachers Job Satisfaction
Table 4.8 presents a summary of the means and standard deviations for the six items of the
teachers‘ job satisfaction. The means ranged from 1.24 to 4.66, and standard deviations ranged
from 0.569 to 1.0571. According to the descriptive statistics it has been observed that the
majority items of job satisfaction‘s 1 mean value is below the midpoint and the others have past
the scale's midpoint. This means that the majority of the respondents agreed with the affirmative
job satisfaction argument.
Table: 4.8: Descriptive Statistics

Code Items N Minimum Maximum Mean Std.
Deviation
JS1 My job is not repetitive and dull 300 1 5 4.14 1.024
JS2 I love my teaching job 300 1 5 4.66 1.023
JS3 I am happy with school operation
300 1 5 4.33 .922
hours
JS4 I am happy with social distance
300 1 5 1.24 .569
classes (online classes)
JS4 I am happy with school policies 300 1 5 4.37 1.057
JS6 I am happy with school
300 1 5 4.42 1.017
management
4.4 Reliability Analysis

Reliability refers, according to Malhotra (2010), the degree to which measurements of the
specific test are replicated. Hair et al. (2010) states that reliability is an estimate of the degree of
precision among multivariate statistical variables i.e. reliability refers to the degree of quality of
the outcomes on the replicated paths given by the instrument scale (Bougie and Sekaran, 2010).
The test-retest method, the alternate form method, the split-half method, and the internal
accuracy method known as Cronbach's alpha, performed by Cooper and Schindler (2011) as well
as Zikmund et al, are four popular methods for assessing reliability (2010). Internal accuracy, or
Cronbach's alpha, is perhaps the most prominent way of checking the reliability of
questionnaires (Hair et al., 2010). Reliability questions are quite often tightly related to
subjectivity, and the degree of reliability of the study can be compromised if a researcher takes a
biased approach to the review [Wilson, 2010]. With great reliability equal to 1 and little
25
reliability equal to 0, the reliability coefficient is about 0 and 1, Test-retest and alternate forms
are usually calculated on the basis of [Traub & Rowley, 1991] mathematical correlation
analyses. For high-stakes situations e.g., licensing review), reliability ought to be significantly
higher than 0.9, while values of 0.8 or 0.7 might be sufficient for less sensitive circumstances.
The general rule is that greater than 0.7 reliability [Downing, 2004] is deemed to be high.
Cronbach's alpha is being used in the analysis to assess the internal accuracy of 13 two-
dimensional objects, including job engagement and job satisfaction. Cronbach's alpha score
ranges from 0 to 1, with scores similar to 1 indicating high accuracy (Hair et al., 2010).
Table 4.9 illustrates the Cronbach‗s alpha for two dimensions of the research variables. The
alpha values ranged from 0.844 to 0.907, exceeding the minimum requirement of 0.70
Cronbach‘s alpha which indicates overall instruments were reliable for this study.
Reliability refers to the degree to which particular test measurements are repeatable, according to
Malhotra and Briks (1999). This implies that the measurement results, in repeated measurement
series, must be accurate. The higher the degree of continuity in repeated sequences, the higher
the reliability.
4.9: Reliability Analysis

Variables No. of items Cronbach‘s Alpha
Job Engagement 7 0.907
Job Satisfaction 6 0.844
In table 4.9 of Reliability analysis it has been showed that, there are two research variables under
this research and each of the variables have seven or six items. The variables are job engagement
and job satisfaction.
For the research, the minimal requirement of Cronbach‘s alpha is 0.70 or above which will
indicate reliability. The table 4.9 illustrates that, the value ranged from 0.844 to 0.907 which
indicates all the variables are reliable. Here the value of job engagement is 0.907 and job
satisfaction is 0.844. These values are exceeding the minimum requirement of 0.70 Cronbach‘s
alpha which indicates all the items are very reliable.
26
4.5 Independent Samples T-test
In the independent t-test samples, there is a substantial difference if the significant value or p-
value is less than .05. Independent t-test samples were administered to detect gender and marital
status discrepancies or enforcement between teacher job satisfaction and job engagement during
the Covid-19 pandemic (Tables 4.10 to 4.35). The findings of independent t-test surveys
demonstrate that there is a substantial gap between male and female respondents on eight items
(Table 4.10-13, 4.17, 4.18, 4.21 and 4.22). Compared to female teachers, male teachers are more
interested or engaged and happy or satisfied with their jobs (μ = 4.033, p = 0.05). Again, tables-
4.30, 4.31, 4.34 and 4.35 demonstrated that there is a substantial gap between single and married
respondents on 4 items of job satisfaction. Compared to single teachers, married teachers are
more dedicated to their jobs and more satisfied (μ = 4,033, p = 0.05).
Table 4.10: Independent sample t-test based on gender (JE1)

Item Gender N Mean t-value p-value
I am very much passionate Male 52 4.98 2.050 .041

about my teaching Female 248 4.75
Table 4.10 shows that male and female teachers vary greatly. The p-value is 0.041 which means
that, relative to female teachers, male teachers are more engaged with their job compare to the
female teachers and very much passionate about their teaching.

I always learn new things Male 52 4.75 .2.447 .015
to share with my students Female 248 4.44
female teachers and always learn new things to share with their students.
27
I like to use new teaching Male 52 4.40 .2.689 .008
methods in my classes Female 248 4.06
Table 4.12 shows that male and female teachers vary greatly. The p-value is 0.008, which means
female teachers and they like to use new teaching methods in their classes.

I like to use variety of Male 52 4.31 .2.196 .029
tools/techniques in my
Female 248 4.01
courses
Table 4.13 shows that male and female teachers vary greatly. The p-value is 0.029, which means
female teachers and they like to use variety of tools/techniques in their courses.

I like to adopt new Male 52 3.63 1.669 .096
technology in my courses
Female 248 3.38
(if needed)
Table 4.14 illustrates that there has no significant difference between male and female teachers.
The p-value is 0.096 which means that, male and female both the teachers have same attitude
towards adopting new technology in their courses (if needed).

I always observe my Male 52 4.85 .944 .346
students‘ progress Female 248 4.73
28
Table 4.15 illustrates that there is no significant difference between male and female teachers.
The p-value is 0.346 which means that, male and female both the teachers have same attitude
towards observing their students‘ progress always.

I regularly prepare reports Male 52 4.02 1.775 .077
on students‘ activities as
required by school Female 248 4.00
administration
Table 4.16 illustrates that there is no significant difference between male and female teachers.
The p-value is 0.077 which means that, male and female both the teachers have same perception
of preparing the reports on students‘ activities as required by school administration regularly.
Table 4.17: Independent sample t-test based on gender (JS1)

My job is not repetitive Male 52 4.40 .2.081 .038
and dull Female 248 4.08
that, relative to female teachers, male teachers are more satisfied with their job compare to the
female teachers and they don‘t feel their job is repetitive and dull.

Male 52 4.98 2.482 .014
I love my teaching job
Female 248 4.60
female teachers and they love their teaching job.
29
I am happy with school Male 52 4.50 1.465 .144
operation hours Female 248 4.29
Table 4.19 shows that there is no significant difference between male and female teachers. The
p-value is 0.144 which means that, male and female both the teachers have the same attitude and
happy with the school operation hours.

I am happy with social Male 52 1.37 1.755 .080
distance classes (online
Female 248 1.21
classes)
Table 4.20 shows that there is no significant difference between male and female teachers. The
p-value is 0.080 which means that, male and female both the teachers have the same perception
and happy with social distance classes (online classes).

policies Female 248 4.31
female teachers and they are happy with the school policies.

management Female 248 4.37
30
female teachers and they are happy with the school management.
Table 4.23: Independent sample t-test based on marital status (JE1)

Item Marital Status N Mean t-value p-value
I am very much Single 62 4.76 -.334 .738
passionate about my
Married 238 4.79
teaching
Table 4.23 shows that there is no significant difference between single and married teachers. The
p-value is 0.738 which means that, single and married both the teachers have same perception
and very much passionate about their teaching.

I always learn new things Single 62 4.44 -.653 .515
to share with my students Married 238 4.51
p-value is 0.515 which means that, single and married both the teachers have same attitude and
always learn new things to share with their students.

I like to use new teaching Single 62 4.13 .128 .899
methods in my classes Married 238 4.11
and like to use new teaching methods in their classes.
31
I like to use variety of Single 62 4.24 .133 .075
tools/techniques in my
Married 238 4.02
courses
p-value is 0.075 which means that, single and married both the teachers have same attitude and
like to use variety of tools/techniques in their courses.

Marital Status N Mean Std. Deviation Std. Error
Item
Mean
I like to adopt new Single 62 3.47 .389 .697
technology in my courses
Married 238 3.41
(if needed)
and like to adopt new technology in their courses (if needed).

I always observe my Single 62 4.71 -.494 .621
students‘ progress Married 238 4.76
about observing their students‘ progress always.
32
I regularly prepare Single 62 4.02 -.208 .835
reports on students‘
activities as required by Married 238 4.04
school administration
about preparing reports on students‘ activities as required by school administration regularly.
Table 4.30: Independent sample t-test based on marital status (JS1)

My job is not repetitive Single 62 3.87 -2.311 .022
and dull Married 238 4.21
Table 4.30 shows that there is a significant difference between single and married teachers. The
p-value is 0.022 which means that, relative to single teachers, married teachers are more satisfied
with their job compare to the single teachers and they feel their job is not repetitive and dull.

Single 62 4.15 -4.628 .000
Married 238 4.80
with their job and they love their teaching job.
33
I am happy with school Single 62 4.16 -1.622 .106
operation hours Married 238 4.37
and happy with school operation hours.

I am happy with social Single 62 1.23 -.220 .826
distance classes (online
Married 238 1.24
classes)
and happy with social distance classes (online classes).

policies Married 238 4.49
with their job and happy with school policies.

management Married 238 4.52
34
with their job compare to the single teachers and happy with school management.
4.6 One-way ANOVA test

ANOVA is a mathematical tool for checking whether there is no substantial distinction between
two or more population definitions, according to Hair et al. (2010). This study has used
ANOVA to analyze the substantial variation or compliance between the teachers' age groups and
teaching experiences. There are some significant differences between the different age ranges of
teachers and their teaching experiences, according to the ANOVA test results. Item research
(ANOVA) experiments were used to examine the nature of statistical differences in terms of the
degree of job satisfaction of teachers and their engagement during the pandemic. The findings of
the age-based ANOVA assessments were recapitulated by tables from 4.36 to 4.61 relying on the
teachers' age group and teaching experience.
Table 4.36: Results of one-way ANOVA tests based on age (JE1)
Item Group N Mean F-value p-value

I am very 21-30 years 88 4.89
much 31-40 years 185 4.71
passionate 41-50 years 25 4.96 1.593 0.191
about my Above 50
teaching 2 5.00
years
Table 4.36 illustrates that there is no significant difference among the groups of the item of job
engagement. Here, p-value is (0.191) more than 0.05 which shows between the groups there has
no significant difference. It means all age groups have same passionate about their teaching.
35
I always 21-30 years 88 4.56
learn new 31-40 years 185 4.45
things to 41-50 years 25 4.60 0.736 0.531
share with Above 50
my students 2 5.00
years
no significant difference. It means all age groups have same perception towards learning new
things to share with their students always.

I like to use 21-30 years 88 4.20
new teaching 31-40 years 185 4.05
methods in 41-50 years 25 4.28 1.138 0.334
my classes Above 50
2 4.50
years
no significant difference. It means all the groups have same attitude and likes to use new
teaching methods in their classes.

I like to use 21-30 years 88 4.18
variety of 31-40 years 185 3.98
tools/techniques 41-50 years 25 4.28 1.796 0.148
in my courses Above 50
2 3.50
years
36
no significant difference. It means all the groups have same attitude and likes to use variety of
tools/techniques in their courses.

I like to 21-30 years 88 3.47
adopt new 31-40 years 185 3.37
technology in 41-50 years 25 3.64 0.594 0.619
my courses Above 50
(if needed) 2 3.50
years
no significant difference. It means all the groups have same attitude and like to adopt new
technology in their courses (if needed).

I always 21-30 years 88 4.85
observe my 31-40 years 185 4.69
students‘ 41-50 years 25 4.84 1.025 0.382
progress Above 50
2 5.00
years
Table 4.41 shows that there is no significant difference among the groups of the item of job
no significant difference. It means all the groups have same perception of observing their
students‘ progress always.
37
I regularly
prepare 21-30 years 88 4.09
reports on
students‘ 31-40 years 185 3.98
activities as 1.508 0.213
required by 41-50 years 25 4.20
school
Above 50
administration 2 5.00
years
no significant difference. It means all the groups have same perception for preparing reports on
students‘ activities as required by school administration regularly.
Table 4.43: Results of one-way ANOVA tests based on age (JS1)

My job is not 21-30 years 88 3.69
repetitive and 31-40 years 185 4.30
dull 41-50 years 25 4.44 8.543 0.000
Above 50
2 4.50
years
Table 4.43 illustrates that there is a significant difference among the groups of the item of job
satisfaction. Here, p-value is (0.000) less than 0.05 which indicates there is a significant
difference between the groups of above 50 years compare to the other groups. It means,
teachers, above 50 years are feeling more that their job is not repetitive and dull.

I love my 21-30 years 88 4.06
teaching job 31-40 years 185 4.91 17.148 0.000
41-50 years 25 5.00
38
Above 50
2 4.50
years
satisfaction. Here, p-value is (0.000) less than 0.05 which indicates that, there is a significant
difference between the groups of 41-50 years compare to the other groups. It means 41-50 years
teachers love their teaching job more.

I am happy 21-30 years 88 4.05
with school 31-40 years 185 4.42
operation 41-50 years 25 4.72 5.109 0.002
hours Above 50
2 4.00
years
satisfaction. Here, p-value is (0.002) less than 0.05 which indicates that, there has a significant
teachers are happier with school operation hours.

with social 31-40 years 185 1.23
distance 41-50 years 25 1.32 .328 0.805
classes
(online Above 50
2 1.50
classes) years
satisfaction. Here, p-value is (0.805) more than 0.05 which indicates that, between the groups
there has no significant difference. It means all the groups have same perception and happier
with social distance classes (online classes).
39
policies 41-50 years 25 4.56 9.180 0.000
Above 50
2 4.00
years
teachers are happier with school policies.

management 41-50 years 25 4.64 10.946 0.000
Above 50
2 4.00
years
teachers are happy with school management.
Table 4.49: Results of one-way ANOVA tests based on teaching experience (JE1)
I am very Less than 1
51 4.39
much year
passionate 1-3 years 61 4.90 6.096 0.000
about my 4-6 years 61 4.80
teaching More than 6 127 4.88
40
years
Table 4.49 illustrates that there is a significant difference among the groups of teaching
experience of job engagement. Here, p-value is (0.000) less than 0.05 and it indicates that those
teachers are working 1-3 years in the school, they are more passionate about their teaching
compare to the other teaching experience groups.

I always Less than 1
51 4.16
learn new year
things to 1-3 years 61 4.57
share with 3.906 0.009
4-6 years 61 4.48
my students More than 6
127 4.61
years
teachers are working more than 6 years in the school, they learn new things more to share with
their students always compare to other teaching experience groups.
I like to use Less than 1
51 3.80
new teaching year
methods in 1-3 years 61 4.28
my classes 3.207 0.024
4-6 years 61 4.11
More than 6
127 4.17
years
teachers are working 1-3 years in the school, they like to use new teaching methods more in
their classes compare to other teaching experience groups.
41
I like to use Less than 1
51 3.73
variety of year
tools/techniques 1-3 years 61 4.31
in my courses 4.211 0.006
4-6 years 61 4.10
More than 6
127 4.06
years
teachers are working 1-3 years in the school, they like to use more variety of tools/techniques in
their courses compare to other teaching experience groups.
I like to Less than 1
51 3.39
adopt new year
technology in 1-3 years 61 3.36
my courses 4-6 years 61 3.52
(if needed) .300 0.825
More than 6
127 3.42
years
Table 4.53 illustrates that there is no significant difference among the groups of teaching of job
engagement. Here, p-value is (0.825) more than 0.05 which shows between the groups there
have no significant difference. It means all the groups have same perception and are like to
adopt new technology in their courses (if needed).
I always Less than 1
51 4.35
observe my year
students‘ 6.513 0.000
1-3 years 61 4.95
progress 4-6 years 61 4.74
42
More than 6
127 4.83
years
teachers are working 1-3 years in the school, they always observe their students‘ progress more
compare to other teaching experience groups.
I regularly Less than 1
51 4.00
prepare year
reports on 1-3 years 61 4.00
students‘ 4-6 years 61 4.07 .107 0.956
activities as
required by More than 6
school 127 4.06
years
administration
engagement. Here, p-value is (0.956) more than 0.05 which shows between the groups there
have no significant difference. It means all the groups have same perception about preparing
reports on students‘ activities as required by school administration regularly.
Table 4.56: Results of one-way ANOVA tests based on teaching experience (JS1)

My job is not Less than 1
51 3.55
repetitive and year
dull 1-3 years 61 4.13
7.661 0.000
4-6 years 61 4.33
More than 6
127 4.28
years
43
experience of job satisfaction. Here, p-value is (0.000) less than 0.05 and it indicates that those
teachers are working 4-6 years in the school, they feel more that their job is not repetitive and
dull compare to other teaching experience groups.
I love my Less than 1
51 3.71
teaching job year
1-3 years 61 4.75
22.146 0.000
4-6 years 61 4.93
More than 6
127 4.87
years
teachers are working 4-6 years in the school, they love their teaching job more compare to other
teaching experience groups.
I am happy Less than 1
51 3.96
with school year
operation 1-3 years 61 4.33
hours 3.638 0.013
4-6 years 61 4.48
More than 6
127 4.41
years
teachers are working 4-6 years in the school, they are happier with school operation hours
compare to other teaching experience groups.
44
51 1.10
with social year
distance 1-3 years 61 1.30
classes 1.357 0.256
4-6 years 61 1.25
(online More than 6
classes) 127 1.27
years
satisfaction. Here, p-value is (0.956) more than 0.05 which shows between the groups there have
no significant difference. It means all the groups have same perception and happy with social
distance classes (online classes).
51 3.57
with school year
policies 1-3 years 61 4.43
13.581 0.000
4-6 years 61 4.57
More than 6
127 4.57
years
teachers are working 4-6 years and more than 6 years in the school, they are happier with school
policies compare to other teaching experience groups.
Variable Group N Mean F-value p-value
51 3.73
with school year
management 1-3 years 61 4.36
12.110 0.000
4-6 years 61 4.70
More than 6
127 4.60
years
45
Table 4.61 shows that there is a significant difference among the groups of teaching experience
of job satisfaction. Here, p-value is (0.000) less than 0.05 and it indicates that those teachers are
working 4-6 years in the school, they are happier with school management compare to other
teaching experience groups.
CHAPTER FIVE
DISCUSSION, CONCLUSIONS AND IMPLICATIONS
This chapter focused on the overall findings, conclusion, and limitations and future research
focused on the results and suggestions that are expected to be helpful in raising the ‗engagement
and job satisfaction‘ of teachers in the English medium schools of Bangladesh during the
pandemic
5.1 Discussion
In the educational process, teachers are primarily recognized as playing a key role, they need to
be happy with their teaching job, and otherwise policymakers' efforts will fail. Teachers who are
satisfied with their work make a strong contribution to an effective education program.
The main purpose of this study was to investigate the impact on English Medium School
teachers ―job engagement and job satisfaction‖ of Bangladesh during Covid-19 pandemic. The
analysis attempted to answer the following basic question in order to achieve this aim.
1. Do the teachers engage in the English medium school during COVID-19?

2. Are the teachers satisfied in the English medium school during COVID-19?
To answer these research questions, mixed simultaneous nested methods were used. To this
impact, 10 selected English medium schools in Bangladesh are conducting the research. 300
questionnaires were circulated to teachers using virtual media to collect the appropriate
information on the topic, and all the items were correctly filled out.
Using statistical instruments such as ratio, mean, standard deviation, p-value t-value and F-
value, the data obtained from teachers through a questionnaire was evaluated and interpreted.
46
The data acquired by open ended questionnaire items and unstructured interviews were
qualitatively analyzed using narratives to help the quantitative research outcome.
5.2 Findings of the research

The findings of teachers‘ job engagement and job satisfaction reveals that:-
―In English Medium Schools, both internal and external influences affect the engagement of
teachers and job satisfaction due to the Bangladesh pandemic. From the t-tests, it was observed
that, relative to the female teachers during the pandemic, male teachers are more interested and
happy with their work. Though, previous researches are saying that, before the pandemic female
teachers were more evolved with their job and were more satisfied. From the ANOVA tests it
has been indicating that, married teachers are more satisfied rather than engaged compare to the
single teachers. Research also suggests that, the teachers having 1-3 years of teaching
experience are more engaged compare to the other group of teaching experience. But, teachers
having 4-6 years of teaching experience are more satisfied compare to the other group of
teaching experience.‖
5.3 Conclusion
One of the most researched trends in the field of human resource management and
organizational behavior is job satisfaction. Typically, it is described as a pleasurable or positive
emotional condition resulting from the appraisal of one's job or work experiences. One of the
main facets of work satisfaction, which is a fundamental determinant of one's actions in an
organization, is job satisfaction. An extension of job satisfaction, as it concerns with the good
mentality that an individual has, may be taught not to their own job, but to the organization by
the participation of teachers. However the feelings are much stronger in the case of job
engagement and it is characterized by the loyalty of the teachers to the institution and
preparedness to make sacrifices for the organization. The relationship between teachers'
engagement and job satisfaction has been studied reasonably regularly.
This is an exploratory analysis and a quantitative approach that has been embraced. This study
used quantitative approach to summarize the conceptual context of workers' job satisfaction 'and'
job engagement '. This is an exploratory study in which 300 respondents from 10 English
Medium Schools replied to the questionnaire. SPSS version 24 was used to generate an array of
47
data that was used for subsequent data processing and the study was analyzed on the basis of
descriptive analysis, reliability analysis, independent sample t-tests and one-way ANOVA.
Tables were used to display the data obtained for ease of understanding. This quantitative study
was provided a broad overview of the influence of work satisfaction and job engagement of
teachers/employees during the English Medium Schools pandemic (Covid-19) in Bangladesh.
In English Medium Schools, both internal and external factors affect the participation of
teachers and job satisfaction due to the pandemic. Again from t-tests, it was observed that male
teachers are often more active and content with their job compared to the female teachers during
the pandemic. However, previous research indicates that before the pandemic, female teachers
were more developed and more pleased with their work. It has been suggested from the
ANOVA tests that married teachers are happier compared to single teachers rather than
engaged. Research also reveals that teachers with 1-3 decades work expertise in teaching are
more interested than other types of professional experience. Teachers with 4-6 years of teaching,
though, are more satisfied than the other types of teaching experience. Age, marital status,
teaching experience and gender are the major factors for a teacher in job satisfaction and job
engagement. Age is responsible for work-related frustration. To sum up, in order to perform
effectively and efficiently, teachers always need to be pleased with their jobs. Through doing so,
English medium schools can accomplish their aims and missions and can contribute to the
development of the country during the Covid-19 pandemic in Bangladesh.
5.4 Limitations and Future Research

I have collected my information through primary source from selective English medium schools
in Bangladesh, so I have not been able to collect more information which could give more clear
knowledge about the level of satisfaction and engagement because of the current pandemic.
While conducting the report on ―Teachers‘ Job Engagement and Job Satisfaction during Covid-
19 Pandemic in English Medium Schools‖, some limitations were yet present there:
 Many associated pieces cannot pay heed in detail to the lack of time shortages.
 Not paying much attention to the overall line.
 Focuses only one country (Bangladesh).
 There was no access to current data and information on various operations.
 It was soon prepared as a report review
48
Because of the pandemic it was very hard for me to collect data physically although I have
visited three schools and as a result I took only two variables for my thesis project. Though I
have taken two variables, I worked with the items to fulfill my study. Many of the further
research may feel same problem as me during pandemic but need to research more teachers‘
engagement and job satisfaction in English Medium Schools during pandemic. English Medium
School teachers‘ engagement and job satisfaction during Covid-19 pandemic is a fairly new
concept in Bangladesh. No other study has been done on teachers‘ engagement and job
satisfaction. More studies need to be completed to measure the not only the job satisfaction but
teachers‘ engagement also during this covid-19 pandemic of English medium schools in
Bangladesh.
49
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Appendix A: Questionnaire
Teachers‘ Engagement and Job Satisfaction during COVID-19

Pandemic in English Medium Schools
Dear Respected Participants,
The purpose of this survey is to investigate the teachers‘ engagement and job satisfaction during
COVID-19 pandemic in English medium schools. This is an academic research, and your
response will be collected anonymously and will be treated strictly confidential.
Thank you very much for your time and assistance.
* Required
Section A: Demographic Information
Please tick (√) in the appropriate space below
1. Gender
 Male
 Female
2. Age
 21-30 years  31-40 years
 41-50 years  Above 50 years
3. Marital status
 Single  Married
4. How many years have you been teaching?
 Less than 1 year  1-3 years
 4-6 years  More than 6 years
5. The subject you have been teaching in school
 Language
 Mathematics
 Science
 Social science
 Business studies
 Others
6. Name of the District ______________________.
7. Name of the School ________________________________________________.
xvii
Section B: Job Engagement
Disagree
Disagree
Strongly
Strongly
Neutral
Agree
Agree
No. Description
1 I am very much passion about my teaching 1 2 3 4 5
2. I always learn new things to share with my students 1 2 3 4 5
3. I like to use new teaching methods in my classes 1 2 3 4 5
4. I like to use variety of tools/techniques in my courses 1 2 3 4 5
5. I like to adopt new technology in my courses (if needed) 1 2 3 4 5
6. I always observe my students‘ progress 1 2 3 4 5
7. I regularly prepare reports on students‘ activities as 1 2 3 4 5

required by school administration
Section C: Job Satisfaction Disagree
Disagree
Strongly
Strongly
Neutral
Agree
Agree
No. Description
My job is not repetitive and dull

1 1 2 3 4 5
2 1 2 3 4 5
I am happy with school operation hours
3 1 2 3 4 5
I am happy with social distance classes (online classes)
4 1 2 3 4 5
I am happy with school policies
5 1 2 3 4 5
I am happy with school management
6 1 2 3 4 5
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World University of Bangladesh

[A Thesis Submitted to Department of Business Administration in Partial Fulfillment for the

Date of Submission: 29-12-2020

29th December, 2020

Subject: Submission of Thesis Report

Dr. Selim Ahmed

For Official use only

Letter of Transmittal ……………………………………………………………………... iii

1.2 Problem statement

1.3 Research Questions

1.5 Scope of the study

2.1 Teachers’ Engagement

2.1.2 Benefits of Teachers’ Engagement

In the academic literature, there is general consensus on the benefits to organizations of

2.2 Job Satisfaction

2.2.1 Teachers’ Job Satisfaction

2.2.2 Outcomes of Job Satisfaction

2.2.3 Factors Influences on the Teachers Job Satisfaction

In this chapter, we discussed on research approach, populations &amp; sampling, research

3.1 Research Approach

3.2 Target population

3.3.1 Sample Size

3.4 Research Instruments

3.5 Data Collection Procedure

4.1 Data Coding and Treatment of Missing Values

4.2 Respondents Demographic Profile

Table 4.1: Demographic of gender

Table 4.2: Demographic of age group

Table 4.3: Demographic of marital status

Table 4.5: Demographic of districts name

Table 4.6: Demographic of years of teaching

4.3.1 Covid-19 Teachers Job Engagement

Table: 4.7 Descriptive Statistics

Table: 4.8: Descriptive Statistics

4.4 Reliability Analysis

4.9: Reliability Analysis

Table 4.10: Independent sample t-test based on gender (JE1)

I am very much passionate Male 52 4.98 2.050 .041

Table 4.11: Independent sample t-test based on gender (JE2)

Table 4.13: Independent sample t-test based on gender (JE4)

Table 4.14: Independent sample t-test based on gender (JE5)

Table 4.15: Independent sample t-test based on gender (JE6)

Table 4.16: Independent sample t-test based on gender (JE7)

Table 4.17: Independent sample t-test based on gender (JS1)

Table 4.18: Independent sample t-test based on gender (JS2)

Table 4.20: Independent sample t-test based on gender (JS4)

Table 4.21: Independent sample t-test based on gender (JS5)

Table 4.22: Independent sample t-test based on gender (JS6)

Table 4.23: Independent sample t-test based on marital status (JE1)

Table 4.24: Independent sample t-test based on marital status (JE2)

Table 4.25: Independent sample t-test based on marital status (JE3)

Table 4.27: Independent sample t-test based on marital status (JE5)

Table 4.28: Independent sample t-test based on marital status (JE6)

Table 4.30: Independent sample t-test based on marital status (JS1)

Table 4.31: Independent sample t-test based on marital status (JS2)

Table 4.33: Independent sample t-test based on marital status (JS4)

Table 4.34: Independent sample t-test based on marital status (JS5)

Table 4.35: Independent sample t-test based on marital status (JS6)

4.6 One-way ANOVA test

Table 4.36: Results of one-way ANOVA tests based on age (JE1)

Item Group N Mean F-value p-value

Table 4.38: Results of one-way ANOVA tests based on age (JE3)

Table 4.39: Results of one-way ANOVA tests based on age (JE4)

In this chapter, we discussed on research approach, populations & sampling, research