1.0 INTRODUCTION:

Job satisfaction of teachers is crucial to keep sustainable interest and commitment of teachers which may have deeper impact on learning outcomes of the students. A lot of educationist thinkers and social scientists have suggested that job satisfaction in teaching is an important area of concern. Teachers are mostly important facet of any society for a number of reasons and their role in society is both meaningful and valuable. Job description of teachers is to educate the youth of society who in turn become the leaders of the next generation of people (Hargreaves).

A teacher plays an important role in society growth, as they help to shape the mindset of the nation. In other words, there is personal responsibility for every teacher, as they play a significant role in the students’ life and education (Kelchtermans, 2005). The teacher can be called the maker of the nation. Intrinsic rewards attract teaching profession. It also covers aspects of the job activity itself (Kyriacou, 1998). In this respect, “intrinsic career value” indicates that individuals have an instinctive passion for teaching and genuinely enjoy it. Teachers choose their career with personal factors rather than economic and social factors (Balyer, 2014)

2.0: REVIEW OF LITERATURE:

2.1: Motivation:

Motivation consists of set of forces by which an individual wants and chooses to engage in certain specified behaviors” (Mitchell, 1982). It is a driver that force people to behave in certain ways. Work motivation is a set of energetic forces that originate both within as beyond an individual's being, to initiate work-related behavior and to determine its form, direction, intensity, and duration. It is one of the drivers of the organization as it can direct the activities of the organization” (Mitchell, 1982).

2.2: Career:

According to Arthur et al. (1989), career is the evolving sequence of a person’s work experiences over time. In the words of Arthur and Rousseau (1996) “the unfolding sequence of any person’s work experiences over time”. A career as an individual’s work-related and other relevant experiences, both inside and outside of organizations that form a unique pattern over the individual’s lifespan. Simply a career is a sequence of position an individual hold during his/her life (Sullivan and Baruch, 2009) In this perspective, a ‘career’ has been described as a long-term procedure made up of a sequence of actions and relevant behavior or behaviors that take place in a person’s perform lifestyle (Austin, 2002). A career decision is the degree of efforts individuals invested in expecting an occupation that is best fitted for them. In the case of career planning by the organization, personnel department leads to find out the avenues, ways and opportunities to develop employees so that employees can be developed towards the achievement of the goal of the organization (Luthans, 2002).

2.3: Factors motivating to choose teaching profession:

People are motivated to meet five types of needs which can be ranked in a hierarchy in the following order: physiological needs, security needs, belongingness needs, esteem needs, self-actualization needs (Maslow,1954). ccording to Alderfer (1969), revised the hierarchy needs theory by revamping five human core needs into three broad groups, such as "existence", "relatedness", and "growth", which is known as ERG theory. According to Herzberg (1959, 1966) there are two distinct sets of factor viz. "motivational" and "hygiene" factors influence human behavior. Five factors stood out as strong determinants of job satisfaction: achievements, recognition, work itself, responsibility and advancement. The determinants of job dissatisfaction were found to be: company policy, administrative policies, supervision, salary, interpersonal relations and working conditions. Intrinsic factors, such as work itself, responsibility and achievement seem to be related to job satisfaction. On the other hand, dissatisfied respondents tended to cite extrinsic factors such as supervision, pay, company policies and working condition. David C. McCleland (1953, 1955, 1961), developed a concept of motivation based on the human need for achievement. This need to achieve has been abbreviated by McClelland. McClelland (1961) focuses on three human needs: need for achievement, need for power, and need for affiliation. According to Victor. H. Vroom (1970), people are motivated to things to reach a goal if they believe in the worth of that goal. Expectancy theory explains reward can lead one's behavior to achieve the company's goal. If performance in an organization results in equitable and fair rewards, people will be more satisfied and high performance lead to rewards and high satisfaction (L. W. Porter and Edward E. Lawler (1968).

The equity theory of motivation presumes that an individual is strongly motivated by a balanced result of the input; such as effort, loyalty, hard work, commitment, skill, ability, adaptability, tolerance, determination, personal sacrifice, etc. and output; such as pay, salary, other benefits, recognition, reputation, praise and thanks, promotion (J. Stacy Adams, 1963,1965). Locke Edwin (1990) suggests the goal setting theory of motivation. The theory emerged from the idea of expectancy theory where a goal setting is a vital tool, which acts as an "immediate regulator of human action" that leads employees towards achieving the goal. Some research studies have revealed that there are many intrinsic, extrinsic, and sociocultural influences at work motivating individuals to become teachers. Most motivating factors to become teachers seem to be interactively oriented, emphasizing the strongly vocational nature of the teaching profession (Amengual-Pizarro, 2015) Young teachers often tend to value idealistic principles over financial rewards others factors such as monetary reward and benefits, and long holidays were not so much significant for them (Moran, 2001). When student teachers with intrinsic motivation are identified and recruited, they will be more likely to perceive teaching as a lifelong career choice. Three of four motivations named as a primary reason for wanting to be a teacher were the same as wanting the opportunity to be creative, enjoying work with young people, and desiring a socially useful job.

There is a different kind of motives related to professional purposefulness like teaching as desire to become a teacher; liking for managing people; having organizational capabilities; need for self-expression or good teacher of the subject (Nias, 2017). People choose teaching profession because of passion, desire to serve the society, status and desire to be an authority, working conditions, influence of others such as family, friends or autonomy and flexibility of the program and also for intellectual challenge (Hargreaves, 2003). It is clear from the research that when individuals want to be teacher with intrinsic motivation they will be more likely to perceive teaching as a lifelong career choice (Moran, 2001).

2.4 Research Question:

1. Which factors (need for achievement, need for power, self-esteem, working condition, freedom, monetary rewards, recognition, status and authority and family timing and holidays) are mostly influential in a career choice?

2. Does proper career selection decision have impact on job satisfaction?

2.5: Objective of the Study:

The prime objective of the study is to find out the factors motivating to the choice of profession and their impact on job satisfaction of teachers of public university in Bangladesh.

3.0: METHODOLOGY OF THE STUDY:

3.1: Research design:

The research is descriptive in nature with a quantitative approach. Initially 300 questionnaires were given for response but 221 responses have been collected finally from the teachers of five public universities namely University of Dhaka, Jagannath University, Khulna University, University of Barishal and Patuakhali Science and Technology University in Bangladesh.

3.2: Sources of data and Questionnaire design:

Primary data were collected through a structured, closed-ended questionnaire on Five- point likert scale from two hundred twenty-one (221) teachers of five public universities in Bangladesh. Secondary data have been collected from all accessible resources relating to career selection and job satisfaction.

3.3: Population and sample size:

Population of this study are teachers of all public university (50) Bangladesh and among them two hundred twenty-one (221) teachers of five public universities were considered as sample size for this study.

3.4: Sampling technique and sample distribution:

Purposive and convenience under non- probability sampling technique was used as sampling technique.

Table 01: Sample distribution of the study

Name of University	Sample Taken (respondents)
University of Dhaka	40
Khulna University	30
University of Barisal	20
Jagannath University	21
Patuakhali Science and Technology University in Bangladesh	110
Total	221

Survey 2019-2020

3.5. Selection of study area and sample adequacy

University of Dhaka was selected as study area because of brand value of it and it is the ranked university of Bangladesh. Patuakhali Science and Technology University, University of Barishal and Khulna university were chosen for proximity of location. Jagannath University was also selected as study area because of its location nearer to Dhaka. Purposive sampling technique was applied while choosing samples for this study.

3.6: Variable identification and Hypothesis formulation

Variable identification:

Through careful review of relevant literature, following independent factors those motivate the choice of teaching profession were identified.

Need for Achievement	Independent Variables
Need forPower
Need forAffiliation
Self-esteem
Working condition
Reward
Security
Freedom
Social contribution
Positive learning
Role model
Passion
Salary
Recognition
Status and Authority
Family Timing and Holidays
Teaching Profession	Dependent Variable

Hypothesis:

· H1: “Need for achievement” has direct influence on the choice teaching profession and job satisfaction.

· H2: “Need for power’ has direct influence on the choice teaching profession and job satisfaction.

· H3: “Need for Affiliation” has direct influence on the choice teaching profession and job satisfaction.

· H4: “Self-esteem” has direct influence on the choice teaching profession and job satisfaction.

· H5: “Working condition” has direct influence on the choice teaching profession and job satisfaction.

· H6: “Reward” has direct influence on the choice teaching profession and job satisfaction.

· H7: “Security” has direct influence on the choice teaching profession and job satisfaction.

· H8: “Freedom” has direct influence on the choice teaching profession and job satisfaction.

· H9: “Social contribution” has direct influence on the choice teaching profession and job satisfaction.

· H10: “Positive Learning” has direct influence on the choice teaching profession and job satisfaction.

· H11: “Role model” has direct influence on the choice teaching profession and job satisfaction.

· H12: “Passion” has direct influence on the choice teaching profession and job satisfaction.

· H13: “Salary” has direct influence on the choice teaching profession and job satisfaction.

· H14: “Recognition” has direct influence on the choice teaching profession and job satisfaction.

· H15: “Status and authority” has direct influence on the choice teaching profession and job satisfaction.

· H16: “Family timing and Holidays” has direct influence on the choice teaching profession and job satisfaction.

3.7. Data analysis technique

For the purpose of this study, the Statistical Package for Social Sciences (SPSS) Version 17 software used to compute all the data gathered from the questionnaires. The techniques of analysis used in this study are frequency distribution, multiple regression analysis and correlation analysis.

4.0: RESULTS AND DISCUSSION:

During this study in five public universities, among the 221 respondents 155 teachers were male and only 66 teachers were female. The study found that the majority of the respondents were within age range 25-30 which constituted 67.873% of the respondents. Rest of the respondents 32.127% were belonged to the below the age 25 years. In terms of education, 100% of the respondents have completed Honors/ BBA.Tenure of services was found to be different among the respondents which are presented in Table 1. It was observed that only 7.69% of the respondents have the experience less than one year of service,22.17% have the teaching experience of 2-5 years, 66 respondents have 5-10 years of teaching experience, and 16 respondents have teaching experience of 16 years and above. The respondents from lecturer were 90 which constitutes40.724% of total respondents, the lowest respondents were the professor side which constitutes 11.31% of total respondents.

Source: Survey 2019-2020

4.2 Regression analysis:

Table 03: Regression Coefficient with No Moderating Effect

Model		Unstandardized Coefficients		T value	P Value (Sig.)	R²	Hypothesis	Result
Model		β Estimate	S. E	T value	P Value (Sig.)	R²	Hypothesis	Result
1	(Constant)	0.624	0.608	1.025	0.306	0.386 ***		Rejected
	Need for achievement	-0.271	0.099	-2.746	***		H1	Accepted
	Need for power	0.072	0.107	0.675	0.500			Rejected
	Need for affiliation	0.242	0.111	2.181	0.030			Rejected
	Self-esteem	0.563	0.082	6.906	***		H4	Accepted
	Working condition	-0.051	0.107	-0.476	0.634			Rejected
	Reward	-0.184	0.093	-1.987	***		H6	Accepted
	Security	0.170	0.104	1.642	0.102			Rejected
	Freedom	-0.089	0.085	-1.047	0.296			Rejected
	Social contribution	-0.010	0.098	-0.098	0.922			Rejected
	Positive learning	-0.003	0.130	-0.021	0.984			Rejected
	Role model	0.144	0.089	1.613	0.108			Rejected
	Passion	0.001	0.091	0.008	0.993			Rejected
	Salary	-0.126	0.065	-1.948	0.053			Rejected
	Recognition	0.167	0.075	2.217	***		H14	Accepted
	Status and authority	0.030	0.075	0.407	0.685			Rejected
	Family timing and holidays	0.194	0.074	2.633	***		H16	Accepted

Control Variable: Teaching_ Profession	Achievement	0.087
	Power	0.399**	0.179**
	Affiliation	0.233**	0.082	-0.014
	Self-esteem	0.336**	0.006	0.344**	0.125*
	Working condition	0.053	0.237**	0.188**	0.236**	0.496**
	Reward	0.333**	0.297**	-0.018	0.259**	0.223**	0.443**
	Security	0.175**	0.222**	0.316**	0.180**	0.525**	0.459**	0.280**
	Freedom	0.237**	0.376**	0.084	0.059	-0.095	0.019	0.138*	0.159**
	Social contribution	0.234**	0.304**	0.071	0.018	-0.158**	-0.173**	0.276**	0.090
	Positive learning	0.335**	0.068	0.340**	0.091	0.410**	0.183**	0.061	0.509**
	Role model	0.056	0.297**	0.129*	0.068	-0.221**	-0.229**	-0.058	0.021
	Passion	0.215**	-0.141*	0.158**	0.049	0.166**	0.091	0.012	0.256**
	Salary	0.249**	0.426**	0.292**	0.154*	0.408**	0.508**	0.233**	0.564**
	Recognition	0.297**	0.124*	0.487**	0.075	0.302**	0.231**	0.101	0.461**
	Status and authority	0.202**	-0.130*	0.100	0.020	0.143*	0.044	0.181**	0.143*

Continue:









0.709**
0.212**	0.171**
0.451**	0.453**	-0.093
0.006	0.041	0.177**	-0.068
0.272**	0.132*	0.280**	0.091	0.360**
0.015	-0.034	0.499**	0.029	0.507**	0.521**
0.046	0.174**	0.005	0.068	0.607**	0.343**	0.330**

5.0 CONCLUSION:

The present research and others clearly show that teachers enter in teaching profession for a variety of good reasons namely, need for achievement, need for power, self-esteem, working condition, freedom, monetary rewards, recognition, status and authority and family timing and holidays. Our data revealed that job itselfplay an important role in choosing a teaching career. Intrinsic motivational factors such as self-esteem, recognition of work, family timing and opportunities for self-development influence to choose teaching profession. Some teachers feel that there are some de-motivating factors in teaching namely poor facility- limited research fund, lack of proper training for teachers in educational institution while othersteachers have marked the demotivated factors like internal politics, unfair recognition, lack of morality, traditional way of working and others. Social contribution, positive learning, passion and freedom found as a higher motivational factor behind the choice of teaching profession. There are also some internal and external factors such as passion, positive learning, status holidays factors which also affects the teacher’s perception or motivation to come into this profession. The study found that all the variables identified behind choosing teaching profession have positive impact on job satisfaction. Educational institution should adopt updated curriculum, train teachers in highly ranked institution, increase allotment of research fund and ensure an environment where nepotism, unfairness and other shortfalls are not allowed.

6.0 ACKNOWLEDGEMENT:

This study is funded by Research and Training Center (RTC), PSTU and UGC Project Code: 5921 (BAM-02) Research Code: 5921

7.0 REFERENCES:

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Received on 21.11.2023 Modified on 12.02.2024

Asian Journal of Management. 2024;15(2):105-110.

DOI: 10.52711/2321-5763.2024.00018

Particulars	Respondents	Response	Percentage
Gender	Male	155	70.136%
Gender	Female	66	29.864%
Age	Under 25 years	71	32.127%
Age	25-30 years	150	67.873%
Education	Only Honors/BBA/Equivalent	100	100%
Education	Both Honors and MS/MBA	100	100
How long are respondents working in this Organization?	Less than 01 year	17	7.69%
	1-2 years	48	21.719%
	2-5Years	49	22.172%
	5-10 years	66	29.864%
	10-15 years	25	11.312%
	16 or above	16	7.239%
Designation	Lecturer	90	40.724%
	Assistant Professor	76	34.389%
	Associate Professor	30	13.575%
	Professor	25	11.312%