The Relationship Between Teachers’ Competence and Their Job Satisfaction at Phaung Daw Oo Monastic Education High School, in Mandalay Division, Myanmar

Authors

  • U. Ar Tha Bha Buddhist Teacher, SITAGU Buddhist Academy & Missionary, Yangon, Myanmar
  • Yan Ye Ph.D. Assistant Professor, Graduate School of Human Sciences, Assumption University, Thailand.

Keywords:

Teachers’ Competence, Job Satisfaction, Phaung Daw Oo Monastic Education High School

Abstract

The main purpose of this study was to identify the level of teachers’ competence and job satisfaction at Phaung Daw Oo Monastic Education High School, in Mandalay Division, Myanmar; and also to determine whether there is significant relationship between teachers’ competence and teachers’ job satisfaction at Phaung Daw Oo Monastic Education High School, in Mandalay Division, Myanmar.  A total of (150) full– time teachers from the Phaung Daw Oo Monastic Education High School, in Mandalay Division, Myanmar during the academic year of 2017 – 2018 were surveyed for this study. The design of this research was a quantitative and correlation study based on Medley (1977) teachers’ competence and Herzberg two factors motivation theory (1959) job satisfaction. The questionnaires used for this study consisted of two parts.  In part one; the researcher used the questionnaire adopted from Huyen (2003) to identify the level of teachers’ competence. It contained (33) items for five dimensions. In part two, the researcher used the questionnaire adopted from King Sothina (2014) which was developed and originally used by Lester (1984) to identify the level of teachers’ job satisfaction. It contained (27) items for four dimensions.  The collected data were analyzed by using the mean, standard deviation to identify the level of teachers’ competence and job satisfaction and Pearson Product Moment Correlation Coefficient to determine whether there is significant relationship between teachers’ competence and teachers’ job satisfaction at Phaung Daw Oo Monastic Education High School, in Mandalay Division, Myanmar.  This research found that the level of teachers’ competence and job satisfaction was at a high level; and there was a significant relationship between teachers’ competence and teachers’ job satisfaction at Phaung Daw Oo Monastic Education High School, in Mandalay Division, Myanmar. 

References

Akram, M., Irfan, M., Sarwar, M., Anwer, M. & Ahmad, F. (2015). Relationship of Teacher Competence with Professional Commitment and Job Satisfaction at Secondary Level. AYER Vol.4, 2015-Page 50-70 ISSN: 1334-2277 Journal’s USL; http://www.ayeronline. Retrieved from https://www.researchgate.net/publication/280038387 Relationship of Teacher Competence with Professional Commitment and Job Satisfaction at Secondary Level

Awang, Z., Ahmad, J. H. & Zin, N. M. (2010). Modeling Job Satisfaction and Work Commitment among Lectures: A Case of UiTM Kelantan. Journal of Satisfaction Modeling and Analytics, 1(2), 45-59.

Borich, G. D (2000). Effective Teaching Methods: 4th Edition.

Hayden, M. & Martin, R. (2013). Recovery of the Education System of Myanmar. Journal of International and Comparative Education, volume 2, p 47-55. Retrieved from http://crice.um.edu.my/downloads/1Hayden7Martin.pdf

Herzberg et al. (1959). The motivation to work (2nd ed.). New York: John Wiley & Sons.

Hofstede.G (1965). Cultural Dimension Theory.

Huyen, T., T (2003). A Study of Teacher Competence Performance and Needs for Teacher Competence Improvement in Thaibinh Provoince, Vietnam, Master Thesis, Graduate School of Education, Assumption University, Thailand.

Kavinda. U (2014). A Study of Teachers’ Competence of tow High Schools in Northern Rakhine (Arakan) State, Western Myanmar. Published Master's Thesis. Assumption University, Bangkok, Thailand.

Medley, D.M (1977). “Teacher competence and teacher effectiveness: A review of process-product research”. Washinton, D. C: American Association of Colleges for teacher Education. Retrieved from https://files.eric.ed.gov/fulltext/ED143629.pdf

Silvia, D. W. (2014). A study on the Relationship of Professional Development, Teacher Working Conditions and Job Satisfaction while Controlling for Years of Teaching Experience and Grade Level Taught. Seton Hall University Dissertations and Therse (ETDs). Paper 2037.

Sothina, K. (2014). A Comparative Study of Teachers’ Job Satisfaction of Chea Sim Boeung Kan and Chea Sim Angkor Chey Upper Secondary Schools in Cambodia. Published Master's Thesis. Assumption University, Bangkok, Thailand.

Downloads

Published

2020-06-16