Professional Writing Service http://StudyHub.vip/A-Research-Proposal-Of-Quality-Of-Work-

1. 1
Institute of International Education
Department of Education
A Research Proposal of Quality of Work Life and Career
Dimensions: Using Mixed-Method Approach to Investigate
Primary School Teachers in Cambodia
Assignment for the Course
Introduction to Educational Research Methods
Sovichea Vann
May 2015

2. 2
Table of Contents
1. Background........................................................................................................................5
1.1 Research Aims and Objectives ..............................................................................7
1.2 Research Questions....................................................................................................8
1.3 Significance of the Research......................................................................................8
1.4 Limitations and Delimitations .................................................................................9
2. Review of Relevant Theories and Concepts............................................................... 11
2.1 Motivation Theories ............................................................................................... 11
2.2 Concepts of Quality of Work Life ........................................................................ 13
2.3 Concepts of Career-related Dimensions.............................................................. 15
2.4 Conceptual Framework .......................................................................................... 16
2.5 Relevant Studies ...................................................................................................... 18
3. Research Methodology.................................................................................................. 18
3.1 Research Design ...................................................................................................... 19
3.2 Simple Size and Participants Selection................................................................. 22
3.3 Data Collection........................................................................................................ 23
3.4 Data Analysis ........................................................................................................... 25
4. Ethical Issues .................................................................................................................. 26
5. Summary of the Study................................................................................................. 27
6. Time Schedules .............................................................................................................. 28
7. References ....................................................................................................................... 29
8. Appendix A: Questionnaires...................................................................................... 33
9. Appendix B: Interview Guides.................................................................................. 37

3. 3
Abbreviation
ADB: Asian Development Bank
CITA: Cambodian Independent Teachers’ Association
MoEYS: Ministry of Education, Youth and Sport
OECD: Organization for Economic Co-operation and Development
QWL: Quality of Work Life
SPSS: Statistic Package for Social Science
UNESCO: United Nations Educational, Scientific, and Cultural Organization
$: USD

4. 4
List of Figures and Tables
Figure 1 Conceptual Framework ............................................................................... 17
Figure 2 Mixed-Method Design ............................................................................... 21
Table 1 Criteria for Judging Quantitative and Qualitative Research......................... 22

5. 5
1. Background
Teaching is regarded as a highly stressful career that many studies showed the high
level of burnout and stress among teachers. Over the last decade, there has been major
concern on teacher workload and problems associated with quality of work life such as
wellbeing, health, recruitment and retention taken into international and local agenda
in many countries. A number of studies have also increasingly focused on the role of
policy makers to deal with these problems at the same time attempting to raise the
education standard and efficiency of quality of teaching and learning (Bubb & Earley,
2004). For instance, OECD report in 2005 introduced a remarkable agenda entitled
Teachers Matter to improve the quality of teachers, the efficiency and equity
concerning schools by ensuring the competent people are well selected to work as
teachers with highly qualification that also allows students to equally access to the
quality teaching (Thomas, 2010). To response the better social and economic
expectations, some international organizations like World Bank and UNESCO and
many countries have paid attention on teacher supply, demand, recruitment, teacher
preparation, retention, and professional development to cope with the shortcoming of
teacher proportions. Teachers are seen the central to school improvement effort and
undoubtedly the important resource shaping the learning and growth of students
(Ingersoll, 2003). When the demand on teachers are getting tough, teachers
experienced burnout problems and literally there is less known about teacher quality
of work life (QWL) and job satisfaction regarding some issues in poor working
condition, time pressure, school types, working hours, student-relation, work-family
conflict, compensation, career development and psychological health (Milfont,
Denny, Ameratunga, Robinson & Merry, 2007).
The purposes of this course paper are intended to propose a research within
Cambodia context of teachers’ quality of work life that reflects their careers in current
situation of education system in the area of educational leadership and management.
Having work life balance and inspirational career development among teachers can
contribute to the quality of education in the country. According to Hughes and Demo
(1989), the quality of work life relates to having job security, work quality and job

6. 6
satisfaction that play role in boosting the work productivity, high involvement, and
enrichment at the organization or schools. It is a comprehensive construct that
teachers can extend experience via some motivational leadership including self-
fulfilling and rewarding system where stress and negative punishment can be avoided
to meet the commitment and wellbeing to the workplace.
As Cambodia went through a number of civil war, the quality of life has been
deteriorated as the impact of poor economic and many social problems. Also,
Cambodian teachers in many generations have faced difficulties in improving the
quality of work life and gaining better career path at the present. Geeves and
Bredenberg (2005) reported that public workers in Cambodia work at average 35
hours per weeks, teachers work double shifts at 44 hours per week and five days per
weeks including some professional development and training. Relatively teachers have
more burdens when the workload and level of compensation are not favorable. For
instance, teachers’ salary at average is at $660 which is less than the national per capita
and it is even lower payment compared to the neighboring countries such as Thailand
$5800 and Vietnam $1400 annually according to (CITA, 2011). This still remains the
majors problems such as lower salaries, less resource support, poor leadership,
corruption, and lack of teachers’ voice are the main demotivating factors that give a
great impact on their quality of work life and career path. Bubb and Earley (2004)
reported how teachers spend their time is on teaching, lesson preparation,
administrative work, staff relation, professional development, and contact with pupils
and parents. Most of teachers spend vast of time outside the classroom for lesson
planning and marking as extra work. These work conditions have also created major
concerns about teachers’ wellbeing, fair remuneration and work life balance in many
countries including Cambodia today.
Therefore, this course paper aims to investigate factors that can be identified to
understand the problems facing by many primary school teachers. The research will
propose some questions and outline that are structured in a consistent way with the
research background, relevant concepts and literature, research methodology, ethical
issues and time frame for the study process in order to understand the phenomena

7. 7
(Bryman, 2012). In this regard, the concept of quality of work life and career-related
dimension are discussed to give insight of the theories, related conceptual framework
and relevant studies that have been conducted in different context to support this
proposal plan. The research design and data collection method are described by using
different source of research books and publications that introduces rigorous steps in
each process.
1.1 Research Aims and Objectives
This study is intended to identify and understand the issues related to quality of work
life and career-related dimensions of teachers in Cambodian context. The concept of
QWL and career dimensions will be discussed to generate the different variables
based on fundamental knowledge and understanding about the natural process and
phenomena in a school or organization (Johnson & Christensen, 2008). Also, the
focus of this study is to examine the level and relationship between wellbeing and
career development among teachers in remote area. By understanding teachers’
problems, the study will be able to identify the related factors through teachers’
perception on teaching experience, viewpoints, feeling and interaction that allows the
research to construct the knowledge and reality (McMillan & Schumacher, 2006).
Consequently, this study can be a ground evidence for the teachers, school managers,
policies makers, and stakeholders in Cambodia to understand the problems and
consider the possible improvement on the teacher polices, leadership and
management styles in the future. Therefore, primary school teachers are the actual
participants in this study with some of the objectives below:
1. To understand the level of career-related dimensions such as career
satisfaction, career achievement, career balance and the quality of work life in
selected primary schools
2. To study the relationship between career-related dimensions and quality of
work life among primary school teachers
3. To describe teachers’ perception on their teaching career and quality of work
life at the present and to suggest some possible recommendations that can
improve the system in the future.

8. 8
1.2 Research Questions
Research questions provide statements of what being studied for the researchers to be
more explicit what to investigate. So research questions are crucially important in the
research process as it enables researchers to rigorously consider a clear area of interest,
what do researchers want to know, how to narrow down the focus in a precise way
(Bryman, 2012). The research questions should be able to answer the research
objectives, which basically have generated some linked questions below:
1. What are the levels of career-related dimensions and quality of work life of
primary school teachers in Cambodia?
2. What are the relationships between career-related dimensions and quality of
work life among primary school teachers in Cambodia?
3. How these teachers perceive their working experience, careers path and
quality of work life? What are recommendations to improve the system?
1.3 Significance of the Research
This study will be informative for leadership and management levels in education
sector in Cambodia. Mainly, the result can add more understanding of the current
teachers wellbeing and their career problems that can be helpful source for school
managers. This can create a learning context that fosters teaching job commitment,
prevent the turnover rates and possibly develop framework for the rewarding policies
for teachers based on the findings. Additionally, this study can be used to identify
some concerning problems from national to school levels. OECD (2005) stated the
main concern in many countries where attractiveness of teaching careers have been in
challenge due to inadequate supply of good qualified teachers and the image of
teaching status is undervalued due to working conditions such as salaries have
declined in most countries. These problems need to be addressed in many places. In
some countries, teachers expressed problems about the effects of mountain workloads,
stress, poor working condition, teaching effectiveness and the reward of the teachers’
work. According to (Spilt, Koomen & Thijs, 2011), there are a number of studies
conducted their research on teacher policies, the quality of education and importance

9. 9
of children; however, there is much less known how teacher wellbeing impact on the
professional and personal life. So this paper can inform the education management
levels to understand the current needs of teachers.
Moreover, the result of the study can be significant for Cambodian government and
stakeholders in considering teacher policies in the future. The majority of Cambodian
teachers is living in poverty. There is very limited knowledge about teachers’ quality of
work life since civil war ended three decade ago. Benveniste, Marshall and Araujo
(2008) pointed out number of poor working conditions and career path for pre-service
and in-service teachers in different regions of the country. For instance, Cambodia
has the largest student-teacher ratio 51:1 in primary schools, the highest ratio in Asia,
which is one of the factors preventing from quality of education and causing teachers’
burnout. Today, the government has faced challenges in recruited qualified teachers,
shortage of funding for teacher training, lack of infrastructure, challenging policies of
supplying teachers to remote areas, and most importantly the school staff and teachers
often impose unofficial fees for students and parents to earn more for a living. This
has remained a major problem among teachers and parents have to spend 20% greater
than the government expense on each child in basic education (ADB, 2014).
Therefore, this study is aiming to understand these factors that influence their quality
of work life and how teachers perceive their occupation and experience in teaching.
Also, this paper can be added more literature on teacher wellbeing, teacher policies,
educational management and leadership. The results can be used to suggest some
possible recommendations for the government, policy makers and stakeholders to
understand the problems faced by teachers at the present.
1.4 Limitations and Delimitations
Methodological limitations are inevitable. Since the research design is mixed
methods, it is not more superior approach compared to others. It depends on the
nature of research objectives and questions being raised to study. According to
Bryman (2012), the argument against the mixed method has been discussed into two
kinds 1) the idea that research methods carry epistemological commitment and 2) the
idea that quantitative and qualitative research are separate paradigms. Creswell (2009)

10. 10
suggested that researchers prepare a research proposal or plan to specify explicitly the
larger philosophical ideas that are being supported. The philosophical worldviews will
help explain why we choose a qualitative, quantitative, or mixed methods approach for
the study. McMillan and Schumacher (2006) also pointed out the weakness that the
combination of qualitative and quantitative methods requires researchers to have
competence, greater understanding both methodology and great knowledge to avoid
being less credible. It is not always feasible because the mixed method requires
extensive data collection, amount of time, and more resources; therefore, the
researcher might use the approaches superficially. However, using both approaches
allow the researcher to incorporate the strength that provides comprehensive pictures
of what being studied by emphasizing quantitative outcome and supplementing with
the qualitative data. Based on the nature of the research and questions, the methods
give complete set of understanding the problems, finding and conclusion.
Generalization of the finding is another limitation of the study. By using convenient
sampling in selecting n=120 teachers for the questionnaire survey among the whole
population of 44,895 primary school teachers and using qualitative sampling 15
participants for the interview, the capability to generalize the finding is impossible.
However, the purpose of the study is not to generalize or transfer to the whole
population. In a special case, the result of the study can be generalized only if the
contexts and settings are similar to the study (Kumar, 2011).
Regarding the delimitation, Creswell (2003) mentioned that delimitations are used to
narrow the scope of a study, which may focus on central phenomena, specific
participants or sites, or selection of one type of research design. This study chooses
explanatory design which quantitative and qualitative data are gathered sequentially in
order to response to the research questions. This design enables the researcher to
determine certain factors from the empirical data to descriptive data. To narrow down
the scope, only 5 primary schools located in remote areas are selected based on the
actual situation and problems with high turnover rates of primary school teachers,
poor background provinces and exclusive environment (MoEYS, 2014).

11. 11
2. Review of Relevant Theories and Concepts
In this section, some key theories and conceptual framework are introduced to give
more insight of the study, indicating how theories and concepts are being related to
this research area such as theory of motivation, concept of quality of work life, career
dimension, and relevant research so that the researcher can draw the variables and
incorporate the study to what have been reviewed and studied earlier.
2.1 Motivation Theories
The concept of motivation is important for workplace and personal development. It is
really necessary in everyone’s life that can encourage him or her to effectively work.
Woolfolk (2007) defined motivation as an internal state that stimulates, manage and
maintains certain behavior of individuals. Eggen & Kauchak (1994) defined
motivation as a force that directs behavior to a goal and it can be both intrinsic and
extrinsic factors engaging its inherent rewards or attaining some separable outcome
such as approval from public figures or special privileges in the society.
Maslow’s Hierarchy of Need in 1954 introduced theory of motivation that explains
how people satisfy various personal needs in the context of their work. Based on this
Maslow’s pyramid, individuals basically prioritize the physiological needs before
moving on with increasing desire to satisfaction of safety and social needs, then
through the higher needs of self-actualization in their environment. In this case,
teachers should be able to gain basic needs such as shelters, security, foods, feel of
belonging and salary before moving on to the next level of self-esteem, achievement
and development. However, Trigg (2004) argued Maslow’s approach on individual
needs are explained to be innate and pre-occupied. The main problem of the theory is
the lack of social and culture interaction, which is simply less considered. Kiel (1999)
added that the components in each level were criticized that individual needs are
never ending and ones can engender life-long learning, change of self-esteem and
boundlessness of the desire. In this regards, different individuals have different needs
in their lives, workplace and society.

12. 12
However, there are some other theories that explain the needs of human: intrinsic and
extrinsic motivation. The concept plays roles to elaborate the theory further. Houston
(1985) defined extrinsic motivation as situation in which individuals act due to expect
some external reward, such as money, position, certification, and recognition. These
rewards provide satisfaction and pleasure that the task itself may not provide
(Alexander & Winne, 2006). Ones are motivated by external factor was explained to
have personal outside factor to herself rather than the tasks she were performing,
simply just wanted the good result that brings about a certain activity or achievement.
In teaching career, some teachers are also energized by external desire that considers
the main drive for their goal and achievement. Moreover, the theory of intrinsic
motivation added that human are motivated by intrinsic factors that were directed to
perform the task by internal effort with pleasure, finding relevant thing to develop
their skill and aware of what were the right thing to do. Ormod (2006) also indicated
that ones can be benefit from their work when they are intrinsically motivated in
engaging meaningful learning and are eagerly to learn and process the information in
the effective way. This desire is more likely to achieve the high levels performance.
Nonetheless, the same author argued that intrinsic motivation is more powerful tool
that can encourage people to perform tasks and activities since they feel satisfied and
pleasured in themselves. Intrinsic motivation thus is somewhat similar to interest of
value and extrinsic motivation to utilize the value. It should be noted that these
construct come from different theoretical tradition of motivation. Teachers in
Cambodia can have their own types of motivation to their work; therefore, this study
will also identify the levels of their career satisfaction and work quality in order to
compare the motivational factors mentioned in these theories
In leadership and management, the employees’ motivation is categorized into three
levels: 1) direction of employees’ behavior, 2) level of effort and 3) level of persistence
that relates to employees wellbeing (Mosley, Pietri, & Mosley, 2008). The employees
will have good quality of work life when the workplace creates interesting jobs, give
clear performance description and support the development effort by providing
feedback and rewards. In relation to Maslow’s theory, they should have the basic
needs such as foods, safety, feeling of belonging and achievement that can drive the

13. 13
internal desire and motivates certain behaviors to fulfill their needs and improve
performance. It is very crucial for the school managers and leaders to apply motivation
theories to satisfy employees ‘needs and encourage them to have better performance
by providing friendly working environment, proper work condition, dynamic team
work, and extend their potential that lead to satisfaction of the work life quality.
Tampoe (1993) also divided motivation into four types for knowledge workers: 1)
personal growth where individual fully realize their opportunities and potential, 2)
occupational autonomy where the working environment enable them to achieve the
assignment, 3) task achievement which they have the sense of accomplishment
relevant to themselves, organization and wellbeing and 4) money rewards are the
contribution to corporate achievement and symbolization to success in their career.
These motivation types can have significant impact on individuals’ quality of work life
and well-performed organization.
2.2 Concepts of Quality of Work Life
The culture of workplace have dramatically changed from traditional practice to more
dynamics and fulfilling the human needs for better work system and living standard.
The evolution of the term quality of work life began in late 1960s when more focus on
human needs, working conditions and relationship between the surrounding
environment and employees (Rose et. al, 2006). Eventually, this concept and practice
are getting more important for the organization to understand different personal
needs based on their interest, work experience that can describe the strength and
weakness to develop the system. Guest (1979) defined the quality of work life as
knowledge, understanding and experience from their work including payment, job
stability, work atmosphere, organizational communication and relevant rewards that
motivates them to perform the tasks. If it is fairly implemented, the quality of work
life can push the workplace forwards. Additionally, Herrick & Michael (1975)
mentioned that quality of work life have relations with three elements: principles of
security, equity and daily practice. To many extents, the contemporary work provides
sufficient benefits, rewards, recognition and control to the staff over their responsible
compared to the past; however, their personal expenses for lifestyle, leisure activities,
health and other spending can affect the levels of needs. Some studies indicated that

14. 14
family roles also reflect the needs, opportunity and constraints that somehow have
impact on employees’ behavior on work. Lau and May (1998) explained that the core
elements are much relevant to working conditions, behavioral aspects, financial and
non-financial benefits, growth and development.
Besides, to conceptualize the measure quality of work life, a multi-dimensional
construction of interrelated factors require careful consideration for the job
satisfaction, involvement, motivation, productivity, health, safety, competencies, and
working balance. In this regard, employees’ perspectives are important to determine
whether the good quality of work life exist as individuals are committed to the core
value, feeling and favor on their work in different ways. Sirgy (1990) pointed out that
the need satisfaction is stemmed from the interaction of employees’ needs: survival,
social, ego, and self-actualization as mentioned in Maslow’s hierarchy of needs. It is
positively related between job satisfaction, organization identification and
performance in a way that quality of work life practice involves acquiring skills,
training, developing, motivating and appraising the performance. The most well
known approach to measure the quality of work life is found in Walton’s approach.
Walton (1973 as cited in Jofreh et. Al, 2013) proposed eight conceptual variables for
the quality of work life to meet the needs of the organization through their personal
experiences:
1. Fair and adequate pay: the equal payment for equal work and paid balance
with social norms and standards compared to other employees and job types.
2. Work safety and health: creating safe working conditions from the
viewpoint of physical and logical of working hours.
3. Human progress capabilities: providing such opportunities for
independence and self-control at work and enjoy a variety of skills and access
to relevant work information.
4. Providing opportunities for continued growth and Security: the ability of
individual improvement, advancement opportunities, and opportunities to
apply the acquired skills in the field of income and employment security.

15. 15
5. Social integration in the work organization: creating a suitable working
environment that reinforces the employees' sense of belonging toward the
organization
6. Constitutionalism: in the work organization: freedom of speech without
fear of providing higher level of response.
7. Total life space: maintaining balance between work life and other aspects of
life, including free time, education and family life.
8.The social relevance of work life: way of perceiving of employees about
social responsibility in an organization.
These concepts are selected as the variables in this study that aims to measure the
levels of each item and the relationship of these items with other variables.
2.3 Concepts of Career-related Dimensions
Career plays important role in everyone’s life and it arises from the individual
interaction with organization and society. It is not basically a theoretical construct but
a meaningful way that can define the meaning and experience. Rose et al. (2006)
defined career as a succession of related jobs arranged in a hierarchy of prestige
through persons’ movement in ordered and predictable sequences. Werther & Davis
(1996) mentioned that career consists of all the jobs held during one’s working life,
where the jobs are parts of a careful plan or unplanned purpose. However, the career
also related to ones’ desire to work in period of time and place. In this case, Bowin
and Harvey (2001) also defined career as the individually perceived sequence positions
occupied by an individual during the course of one’s lifetime, which includes the
attitude and behavior connected to activities and experiences. In general sense, career
implies neither success nor failure to individuals except the judgment and perception
that is based on experience and series of job position held by individuals.
Some studies showed the positive relations between career dimensions and quality of
work life (Korkerd, 2008; Sam Aun, 2011). Rose et al. (2006) described that career
aspects are the main factors to have great impacts on employees’ wellbeing. The
quality of work life also reflects the concern of ones’ experience at work, personal
relationship, work condition and effectiveness in the job performance. It is more

16. 16
involved with improvement between organization and employees in the physical,
psychology and surrounding environment. The working condition, hours, teamwork
and motivation are other aspect of the environment concerns the career dimensions.
According to Rose et al. (2006), elements of career or career- related dimensions are
divided into three, and those are below:
1. Career satisfaction: As every individual judge the term success and failure of
career differently, the term satisfaction is also varied and it depends on what a
person lack of what they do. The work success can be determined by level of
happiness in working or teaching in the organization. The satisfaction of each
individual derives from intrinsic and extrinsic motivation in careers such as
salary, advancement and career development. It is defined as pleasurable or
positive emotional state resulting from an appraisal for job performance.
2. Career achievement: the positive psychological outcomes or achievements
that a person has accumulated as result of experiences over the span of
working life which consist of objective career success (job title, salary, or
promotion) and subjective career success (one’s own appraisal of career
attainment).
3. Career balance: a broad concept including proper prioritizing between work
(career and ambition) on one hand and life (health, pleasure, leisure, family,
and spiritual development) on the other hand, or it can be related to life style
balance or life balance.
These elements are chosen as one of variables in order to measure its levels and the
relationship between other variables as mentioned in the purposes of the paper.
2.4 Conceptual Framework
Researchers usually formulate a design or general plan for carrying out the study.
Knowing the research design of a study gives a sense of the overall procedure, as well
as of relationships between variables and conceptualized thoughts that will be
investigated (Springer, 2010). The components which are mainly taken to study the
quality of work life the primary school teachers that considered one of variables:
1) adequate and fair compensation, 2) safe and healthy working conditions,
3) opportunity to use and develop human capacities, 4) opportunity for continued

17. 17
growth and security, 5) social integration in the work organization, 6)
constitutionalism, 7) balanced role of work, and 8) socially beneficial and responsible
work and these have been considered to vital in the career aspects. These variables are
directed from the literature review, which constructed the framework in this study
below:
Figure 1 Conceptual Framework
Safe and healthy working
conditions
(Independent) Variables:
Quality of Work Life (QWL)
(Dependent) Variables:
Career-Related Dimensions
 Career Satisfaction
 Career Achievement
 Career Balance
Opportunity to use and
develop human capacities
Opportunity for continued
growth and security
Social integration in the
work organization
Constitutionalism
Total life space
Adequate and fair
compensation
Socially beneficial and
responsible work

18. 18
2.5 Relevant Studies
A study of Nardlada Korkerd (2008) on “Relationships Work Values and Quality of
Work Life to Perception of Job Success Among Temporary Teachers in Chiang Rai
Educational Service Area Office 1-4” indicated that (1) intrinsic work values and
extrinsic work values were positively related to perception of job success (p<.01) and
quality of work life was positively related to perception of job success (p<.01). The
conceptual framework of quality of work life must be built around an equitable pay
programs.
A study of Sam Aun Vong (2011) on “Quality of Work Life of Public Officials in
Takeo Provincial Hall, Takeo Province, Cambodia” The results reveal that the level
of quality of work life is at medium level (Mean=3.21), and in relation to career-
related dimension including career satisfaction, career achievement, and career balance
is at high level (Mean=3.41). Moreover career-related dimension is strongly and
positively related to the quality of work life (r=0.83)
These studies will be used to compare the research findings athat have been
conducted in different time and context. The different studies can add more value in
the discussion parts whether the results are similar or different in value. However, this
study will provide more insight data from the qualitative method, which can be
considered as case study to provide more meaningful information.
3. Research Methodology
This part presents the research method that gives the research philosophy, framework,
and guideline to construct the study by indicating ways to collect and analyze the data
that are used to acquire knowledge responding to the research objectives though a
valid procedure.

19. 19
3.1 Research Design
This paper indicates the research assumptions and paradigms in order to select the
most suitable position of social inquiry responding to the nature of the study. The
research design in this study is structured according the research objetives, research
questions that acquire the multiple realities in the natural setting. Bryman (2012)
wrote that the researchers’ concepts are based on a set of consumption, value and
practice in ontological and epistmoligical positions. The ontological position, which is
based on the explaination of social constructionism, explains the perceptions of
organization or culture are innate by nature so the social actors are the external
realities that have no role in the meanings. On the other hand, the epistemological
position provides concept for social interpretivism which science attempts to describe
the understanding of social phenomenon in order to explain the causes and effects.
Creswell (2009) suggested four different worldviews: postpositivism, constructivism,
advocacy/participatory, and pragmatism. In this regard, the researchers prepare a
research proposal or plan to specify explicitly the larger pholosophical ideas that are
being supported. The philosophical worldviews will help explain why we choose a
qualitative, quantititave or mixed methods approach for the study. Johnson and
Christensen (2008) stated that many researchers rejected the incompatibility thesis
and began advocating pragmatic position that both quantitative and qualitative
researches are important in a single study. The pragmatism explains that the research
design should be planned and conducted based on what will be best to help answering
research questions, what are the suitable method being valid, and what fit with the
nature of the study.
Consequently, the pragmatisim conveys the design of this paper to proposes the
Mixed Method Approach to collect and analyse the data in a rigorious way.
According to Bryman (2012), the mixed methods research is the integration of both
quantitative and qualitative approaches within a single project. The combination of
the research methods are associated with more than one strategies where it has to
cross the two research paradigm.

20. 20
“Mixed methods research is to describe investigations combining quantitative and
qualitative research that has increasingly become the preferred term and in many
ways better expresses the fact that, in many cases, using both quantitative and
qualitative research should involve a mixing of the research methods involved and
not just using them in tandem,” Bryman, 2012, p.628
Since the book tittled Social Research Methods published in 2001, the mixed
methods have increasingly became popular as an accepted approach to conducting
social research (Bryman, 2012). Also, McMillan and Schumacher (2006) added that
that both approaches allow the research to incorporate the strength of each method by
providing more comprehensive view of what being studied. It is helpful for the
research data to supplement a primarily quantitative or qualitative study and finding
from the other method, that produce complete set of research questions and
objectives. For instance, adding to an empirical data, the study seeks to understand
the reality behind in deeper meanings of the phenomena that can be completed each
other information to study.
There are some types of mixed methods designs. Creswell and Clark (2007) suggested
two main strategies: concurrent and sequential designs. The designs can be adopted
depends on the nature of the research, problems and objectives including:
triangulation design, concurrent embedded design, explanatory design, exploratory
design, and sequential embedded design. In this study, the explanatory design is
selected, as it is the most suitable mixed methods for the study objectives and
questions. In explanatory design, quantitative and qualitative data are collected
sequentially in two phases. Kroll and Neri (2009) illustrated that the process is
initially characterized by quantitative phase, which is then followed by a qualitative
data collection and analysis phase. The two strategies are combined during the
interpretation phase and eventually the findings from the qualitative study are being
contextualized and explained the results from the quantitative component.
In this study, the mixed-method approach has been carefully designed in systematic
process in order to ensure the rigorous of the methodology. After reviewing the nature

21. 21
of mixed methods, the study chooses the suitable design that can be used to answer
the research purposes and questions, including the major concern of research ethics
and harmfulness. The figure below give more details how the research is designed:
Figure 2 Mixed-Method Design
In order to ensure the mixed method validity and feasibility, Bryman (2012) suggested
when the mixed method is designed to conduct a study, there are some important
ways to understand and consider some procedures: 1) Triangulation or greater validity
refers to traditional view of both combiation between quantitative and qualitative
research to triangulate findings in order be mutually corroborated. It is not coded as
triangulation if this term is used as a synonym for integrating quantitative and
qualitative research; 2) Offset refers to technique that research methods associated
with both quantitative and qualitative research to offset their weakness in order to
draw the strengths although research desgin have its own limitations in nature;
3) Completeness refers to the notion that the researcher can bring together a more
comprehensive account of the area of inquiry in when both quantitative and
qualitative research are employed; 4) Process refers to quantitative research gives
insight structures in social life but qualitative research provides a sense of process;
Research Design:
Mixed-Method Approaches
Quantitative Approach
Qualitative Approach
Setting
Participant selection
- Correlation Test
- Questionnaire design
- Data Collection
- Data Analysis
+
- Case Study
- Interview guides
- Data Collection
- Data Analysis
Ethical Issues

22. 22
5) Explanation refers to either one of the two research methods is used to help explain
findings generated by the other; 6) Unexpected results refers to concepts that
quantitative and qualitative research can be richly combined when one generates
surprising results that can be understood by employing the other. This study is
following these stpes to gain more level of acceptiability.
Kumar (2011) mentioned research trusthworthiness requires the consistent methods
that convince the readers’ believe by presenting rigorious procedure in each methods.
He suggested some criteria to judge the research methodology in order to ensure the
trusthworthiness of the study.
Table 1 Criteria for Judging Quantitative and Qualitative Research
Judging Quantitative Research Judging Qualitative Research
Internal Validity Credibility
External Validity Transferability
Reliability Dependability
Objectivity Confirmability
Source: Kumar (2011, p. 185)
These terms are used interchangeably between the two methods; for instance, the
internal validity in quantitative research is similar to the credibility in qualitative and
the rest of the terms are being used in the way same. Because this study is a mixed
method, every step of the method design has to be clear and well understood in order
to meet the consistency. This study is directed by these criteria to judge each method
in order to increase the level of trustworthiness.
3.2 Simple Size and Participants Selection
The study will be conducted in Cambodia and the focus is on primary school teachers.
The totally number of primary schools teachers are (N=44,895) with the pool of
primary schools 6,993 and about 1.8 million primary student in 2013-2014 (MoEYS,
2014). Some schools in remote area in the northern party of the country and relatively

23. 23
poor economic background tend to have more troubles in teachers recruitment,
deployment and retention.
For quantitative phase, there are 5 primary schools are selected to take part in this
study, and convenience sampling accounted for (n=120) teachers are the sample size.
According to Hesse-Biber (2010), the minimum sample size for correlation study is
only 82 participants for two-tailed test; however, 120 teachers are selected to avoid
the level of error and unreliable questionnaire return. Moreover, Bryman (2012)
suggested that the convenience sample can be used in accordance to the virtue of
availability and accessibility to researchers as the chance of the response is higher.
However, this sampling strategy will find it impossible to generalize the findings and
the whole population sample that is representative. So this study is only aimed to
understand a case study of the primary schools teachers in the northern Cambodia.
In qualitative phase, the samples in qualitative research have some features in
common. Boeije (2010) wrote the purposive samples are often small but intensively
generated a large amount of information in the study. It is not a fixed rule or pre-
determined with data collection and analysis. Kumar (2011) also agreed that sample
size in qualitative does not play a major role in selection strategy but it should be
carefully chosen and accurately described such as purposive, judgmental, experts,
accidental and snowball can be used in the qualitative approach. Moreover, the
researcher is simply guided by self-judgment the samples who are mostly being able to
provide most relevant data to support the research. However, Hesse-Biber (2010)
suggested the minimum key informant of the case study is in between 3-5
participants; however, this study chooses 15 teachers to involve in the interview based
on the accessibility to the setting. In short, there will be 120 teachers for
questionnaires survey and 15 teachers for an interview session.
3.3 Data Collection
There are some research instruments being used in this study both quantitatively and
qualitatively in order to answer the research questions and objectives. The research
instruments give detail procedure in each process to make the methods rigorous,
reliable, credible and valid.

24. 24
In quantitative method, questionnaire survey will be used to identify the level and
relationship between quality of work life and career dimensions among the selected
primary school teachers. The questionnaires are adopted from (Sam Aun, 2011) who
did his study on quality of work life among public officers in Cambodia which
reliability and validity in each item has been tested (See appendix A). For the
response scale, Likert Rensis’s Scale from 1 to 5 levels (1= Strongly Disagree, 5 =
Strongly Agree) is used to measure the negative or positive answers. There are mainly
three parts of the questionnaires: 1) personal information, 2) quality of work life, and
3) career dimensions questions. These questionnaires are translated in to Cambodian
language and checked by language experts to ensure the validity so that the responders
would find it easy to answers the questions.
In qualitative part, a semi-structured interview questions are used in this study. The
interview could be an information conversation with friendliness and attempt to
equalize the relationship between the researcher and interviewee in a very interactive
way. Patton (2002) suggested three types of qualitative interview: 1) informal
conversational interview, 2) interview guide approach, and (3) standard open-ended
interview. In this study, Patton’s Interview Guide Approach is used to generate the
questions based on: Experience questions, Opinion questions, Feeling questions, and
Sensory questions. Bailey (2007) stated that there are also some methods being used
such as establishing rapport, active listening, open questioning, proactive interview,
more focused questioning and time lengths to get in-depth meaning from the
interview. Therefore, there are 18 generated questions form the interview guides (See
appendix B); however, there would be some probe questions emerging during the
interview to deepen the meanings. Bryman (2012) suggested the interview time
should be in between 20-25 minutes depends on the nature of the research and actual
interview session. Moreover, the selection of the participants is done through
volunteer and a gatekeeper. The interview session can be held in Cambodian language
either at schools or home depending on the agreement. Voice recorders will be used
during the interview so it would be easy to track back the information for the data
analysis.

25. 25
3.4 Data Analysis
In order to analyze the data, the Statistic Package for Social Science (SPSS) program
will be used in the study, for the measurement of level and relationship between the
variables. For the practical term, there are some mathematical approaches: 1)
Frequency is used to analyze the personal background such as age, sex and education
level among teachers, 2) Descriptive statistic to measure the value of Mean (�) and
Standard Deviation (S.D) in each level and 3) Pearson’s correlation to value the
relationship between the career dimension and quality of work life variables whether
they have positive or negative value. The correlation coefficient is a number that rang
from – 1.00 to +1.00 shows the strength of correlation when 0 indicates no relation
and the value at 0.5 is significant relations between variables (Johnson & Christensen,
2008). Then, this result will be combined with the qualitative data.
To analyze the qualitative data gained from the interview, firstly the sound recording
will be transcribe into words and sentences in text documents. Then, the Manual
Coding- Themes- Categories- Sub-Categories techniques are used to find out the
important themes from each paragraph and categorize them into groups. In this
sense, the direct quotations are used to support the themes and meanings of each
category. Wilson (2009) suggested that the qualitative data analysis should have three
processes: 1) data reduction, 2) data display, and 3) conclusion verification. These
processes can be done before the data collections, during the study planning, during
the data collection and after the data collection as the final products are approached
and complete. Again, the language translation from Cambodian to English will be
checked by the experts to ensure the meaning lose and credibility of the qualitative
data. As it is the mixed methods study, the summary of the analysis is to present the
two data and compares the findings on the linked questions in order to response to
the research objectives. The weight of presenting the data is equal when the
quantitative data shows the statistical information; the qualitative data supplements
the meanings and added values to the analysis part. Bryman (2012) suggested that
both quantitative and qualitative finding can be present sequentially but they need to
be merged in the discussion.

26. 26
4. Ethical Issues
It is extremely important for the paper to consider the ethical issues concerning the
information involved with people, from teachers and about their opinions. This paper
relates this study to ethical consideration to ensure the understanding and agreements
between the participants during the field study of data collection. Punch (2009)
mentioned that ethical issues are one of the acute parts of any social research, mainly
the qualitative part because it often intrudes people’s lives, sensitivities and intimacy.
He also categorized the research ethics into three issues: 1) the issues arising before
the study where researchers should pay attention to worthiness of the research,
competence boundaries, informed consent, benefits of the study, and reciprocity, 2)
during the research process, harmfulness and risks to participants should be paid
attention at the same level of privacy, anonymity, confidentiality and intervention by
keeping honest and trust, 3) after the study, the researchers should carefully double
check the research integrity and quality, ownership of data and conclusion to see if
any misuse of the data and the appropriateness of the information. Because this study
is conducted with primary school teachers, the researcher has reviewed the ethical
consideration into research rational, method, procedures and steps in a systematic
way. There are also two main issues placed the major importance in this study.
Firstly, informed consent must be given to the participants to fully aware of the study.
Denzin and Lincoln (2005) suggested that human freedom is important for the
participant rights and voluntary participation must be given without physical and
psychological coercion. The consent form should be made to clarify the research
materials such as questionnaires, photograph, video, sound recorder, and other
relevant document. So the participants should be fully informed the objectives of the
study, hold the rights to their confidentiality, enable to refuse or withdraw anytime,
and interact with the researchers during and after the study. In this case, this paper
will produce a consent form to get agreement from the teachers by signing on the
paper and keep them anonymous.
Secondly, the harmfulness is also considered not to violate the their demographic
characteristics, such as age, gender, material status, occupation, disease, and even

27. 27
pseudonym when these personal information should be kept confidential. Stake
(2010) described that it should avoid the humiliation, embarrassment, lose of respect
and danger exposure of the study. In this case, the study should be able to protect the
identity of specific individuals by remaining them unidentified and the interview data
should be stored in a safe place.
5. Summary of the Study
The researcher in this study is interested in investigating the relationship between
quality of work life and career dimensions among primary school teachers in his home
country. There are three main objectives of the study 1) to study the level of each
variables, 2) to measure the value of the relationship between the two main variables
and 3) to describe the teachers’ perceptions on their wellbeing and career development
based on their experience and personal view. The reasons to chose this study the
major concern of teacher turnover and their difficulties in the rural area. This study
can help to understand the phenomena and problems occurring in the actual setting
so that this result can be resourceful information for school mangers, policy makers
and the government to consider.
For the methodology, this study mainly relies on Walton’s Approach that describes
the quality of work life and career dimension concepts for many organization
including schools being studied. A number of motivation theories have been reviewed
to support this model so that the researcher can draw the conceptual frameworks.
Based on the nature of the questions, mixed-method approach has been used in
responding to the research objectives because the research paradigm explained clearly
the pragmatism allow the researcher to select the most appropriate method in order to
answer his/her study. By using explanatory sequential design, the data collection will
be using questionnaires from 120 teachers and 15 participants for the interview based
on convenient sampling. The data analysis is using Person Correlation test and
Manual Coding techniques to interpret the data. In overall, the study focuses on
ethical consideration from the beginning to the end of the study during ten months.

28. 28
6. Time Schedules
Months Method Activities
May- June Writing Proposal - Literature Review
- Research Design
- Testing questionnaire
- Creating interview Guides
July- September Data Collection - Travel to the setting
- Distribute questionnaires
- Conduct interviews
October- January Data Analysis - Use SPSS to analyze
questionnaires data
- Use manual coding to analyze
interview data
February Writing Discussion - Summarize the mixed data and
make conclusion

29. 29
7. References
Alexander, P.A., & Winne, P. H. (2006). Handbook of educational psychology
(2nded). New Jersey: Lawrence Erlbaum Associates.
ADB (2014). Third Education Sector Development Program: Economic and
financial analysis. Phnom Penh Asian Development Bank. Retrieved on May
12, 2015 from http://www.adb.org/sites/default/files/linked-
documents/43260-013-cam-efa.pdf
Benveniste, L., Marshall, J. & Araujo, M.C. (2008). Teaching in Cambodia.
Retrieved on May 15, 2015 from
http://datatopics.worldbank.org/hnp/files/edstats/KHMwp08.pdf
Bubb, S and Earley, P (2004) Managing Teacher Workload: work-life balance and
wellbeing London: Sage/Paul Chapman
Bryman, A. (2012) Social Research Methods. (4th Ed.) New York: Oxford University
Press.
Bowin, R. B & Harvey, D. (2001). Human Resource Management. (2nd ed).
Prentice Hall, p. 228
Boeije, H. (2010). Analysis in qualitative research. Thousand Oaks, London: Sage
Bailey, A. C. (2007). A guide to qualitative filed research (2nd ed.). Thousand
Oaks, CA: Sage.
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among
five traditions. Thousand Oaks, CA: Sage.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed
methods approaches (2nd ed.). Thousand Oaks, CA: Sage
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed
methods approaches (3rd ed.). Thousand Oaks, CA: Sage
Creswell, J. W., & Clark, V. P. (2007). Designing and conducting mixed methods
research. Thousand Oaks, CA: Sage.
CITA. (2011). Cambodian Independent Teachers’ Association Campaigns and
Policies (2011- 2015). Phnom Penh: Cambodian Independent Teachers’
Association. Retrieved on May 5, 2015 from

30. 30
http://www.cita.org.kh/File/Education/CITA%20Campaigns%20and%20Poli
cies%20201%201-2015.pdf
Denzin, N. K., & Lincoln, Y. S. (2005). The handbook of qualitative research (3rd
ed.). Thousand Oaks, CA: Sage.
Eggen, P., & Kauchak, D. (1994). Educational psychology: Classroom connections
(2nd ed.). New York, NY: Macmillan College Publishing
Huges, M & Demo, D. H. (1989). Self-Perception of Americans: Self-Esteem and
Personal Efficacy. American Journal of Sociology 95, pp. 139-159
Houston, J. P. (1985). Motivation. New York, NY: Macmillan
Hesse-Biber, S. N. (2010). Mixed Methods Research: Merging Theory with Practice.
New York, NY, USA: Guilford Press.
Geeves, R. & Bredenberg, K. (2005). Contract teachers in Cambodia. UNESCO.
Retrieved on May 9, 2015 from
http://www.unesco.org/iiep/eng/research/basic/PDF/cambodia.pdf
Guest, R. H. (1979). Quality of Work Life: Learning from Tarrytown. Harvard
Business, Review, pp. 76-87
Herrick, & Michael, (1975). In Soputch Ngamsngha. The Quality of Work Life of
the Community Staff, (2550, p. 7)
Ingersoll, R. (2003). Out-of-Field Teaching and the Limits of Teacher Policy.
Report of The Center for the Study of Teaching and Policy and The
Consortium for Policy Research in Education 32 pages.
Jofreh, M., Yasini, A., Dehsorkhi. H.F, & Hayat, A. (2013). The Relationship
Between EFL Teachers’ Quality of Work Life and Job Motivation. Middle-
East Journal of Scientific Research 13 (3): 338-346
Jonhson, B. & Christensen, L. (2008). Educational research: Quantitative, qualitative
and mixed approaches (3rd
e.d). London: Sage Publication
Kiel, J. M. (1999). Reshaping Maslow’s hierarchy of needs to reflect today’s
educational and managerial philosophies. Journal of Instructional Psychology.
26 (3).
Kroll, T. and Neri, M. (2009) Designs for Mixed Methods Research, in Mixed
Methods Research for Nursing and the Health Sciences (eds S. Andrew and
E. J. Halcomb), Wiley-Blackwell, Oxford, UK.

31. 31
Kumar, R. (2011). Research methodology: A step-by-step guide for beginners
(3rd ed.). Thousand Oaks, London: Sage
Korkerd, N. (2008). Relationships Work Values and Quality of Work Life to
Perception of Job Success Among Temporary Teachers in Chiang Rai
Educational Service Area Office 1-4. Master thesis publication: Thailand
Lau, R. S. M & May, B. E., (1998). In Md. Zohurul Islam and Sununta Siendthai.
Quality of Work Life and Organizational Performance: Empirical Evidence
from Dhaka Export Processing Zone, p. 5
Mosley, D. C. Pietri, P. H., & Mosley, D. C. JR. (2008). Supervisory Management.
Thomson South-Western: United States of America
Milfont, T.L., Denny, S., Ameratunga, S., Robinson, E., & Merry, S. (2007).
Burnout and wellbeing: Testing the Copenhagen burnout inventory in New
Zealand teachers. Social Indicator Research (2008) 89:169-177
McMillan, J. & Schumacher, S. (2006). Research in education: Evidence-based
inquiry (6th
e.d). New York: Pearson Education, Inc.
Manfred Max Bergman (Ed.). (2008). Advances in Mixed Methods Research.
London: SAGE Publications Ltd.
MoEYS. (2014). Education and statistic 2013-2014. Phnom Penh: Phnom Penh:
Ministry of Education Youth and Sports.
Ormrod, J. E. (2006). Educational psychology: Developing learners (5th ed.). New
Jersey: Person Education
OECD (2005). Attracting, developing and retaining effective teachers. Final report:
Teachers matter. Retrieved on May 3, 2015 from
http://www.oecd.org/education/school/attractingdevelopingandretainingeffect
iveteachers-finalreportteachersmatter.htm
Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.).
Thousand Oaks, CA: Sage.
Patton, M. Q. (2002). Qualitative evaluation and research method (3rd ed.).
Thousand Oaks, CA: Sage
Punch, K. F. (2009). Introduction to research in education. Thousand Oaks, London:
Sage.
Rose, R. C., Bech, L., Uli, J. & Idris, K. (2006). Quality of Work Life: Implication of

32. 32
Career Dimension, J.S.S, pp. 61-67
Sam Aun, V. (2011). Quality of Work Life of Public Officials in Takeo Provincial
Hall, Takeo Province, Cambodia. Master thesis publication: Thailand
Spilt, J.L, Koomen, H.M, & Thijs, J.T. (2011). Teacher wellbeing: The Importance
of Teacher–Student Relationships. Education Psychology Review (2011)
23:457-477.
Stake, R. E. (2010). Qualitative research: Studying how to think work. Spring Street,
NY: The Guilford Press.
Springer, K. (2010). Educational research: A contextual approach. Denver: John
Wiley & Sons.
Sirgy, M. J., Efraty, D., Siegel, P. & Lee, D. (2001). A new measure of quality of
work life (QoWL) based on need satisfaction and theories. Social Indicators
Research, pp. 241-302
Tampoe, M. (1993). Motivating Knowledge Workers: Human Resources
Management Practice: Cambridge University Press (2007, p. 183)
Thomas, E. (2010). Teacher policies in asia pacific and other regions: A review in
UNESCO Asia Pacific region bureau for education regional seminar on
teacher policies in the asia pacific. Retrieved on May 6, 2015 from
http://www.unescobkk.org/?id=11448
Trigg, A. B. (2004). Deriving the engel curve: Pierre Bourdieu and the social critique
of Maslow’s hierarchy of needs. Review of Social Economic: 62 (3).
Wilson, E. (2009). School-based research: A guide for education students. Thousand
Oaks, London: Sage.
Woolfork, A. (2007). Educational psychology (10th ed.) Boston: Pearson Education
Werther, W. B. Jr., & Davis, K. (1996). In Human Resources and Personnel
Management. (5th ed). New York: McGraw-Hill, pp. 499-501
Walton, R. E. Criteria for Quality of Working Life. In Wendell L. French (2007).
Human Resource Management. Houghton Mifflin Company.
Walton, R. E. (1975). In Raduan Che Rose, LooSee Bech, Jegak Uli and Khairuddin
Idris (2006). Quality of Work Life: Implication of Career Dimension.
American Journal of Applied Science 3 (12): 2159-2159

33. 33
8. Appendix A: Questionnaires
The questionnaire is divided into three main parts:
Part 1: Personal information
Part 2: Quality of Work Life
Part 3: Information related to career dimensions
Part 1. Personal information
1. Sex: ( ) Male ( ) Female
2. Education: ( ) Doctor ( ) Master ( ) Bachelor ( ) High School
Diploma
3. Age: ( ) Over 30 ( ) 30 years ( ) Below 30
Part 2. The Quality of Work Life of Primary School Teachers
Indicators: 1= Strongly Disagrees, 2 = Disagree, 3=Neither Agree nor
Disagree, 4= Agree, 5= Strongly Agree
The Elements of Quality of Work Life Level of Agreement
1 2 3 4 5
(A) Adequate and fair compensation
1. The salary earned from teaching meets
standard of the government’s policy.
2. The salary is adequate to support the standard
of living.
3. The salary is fairly perceived in accordance
with job responsibility and the amount of work.
4. The salary is met with the teachers’
competencies.
5. The salary is compatible to those of other
departments.
(B) Safe and healthy working conditions
1. Working condition minimizes poor
environment and injury risks.

34. 34
2. Teaching materials are orderly and comfortably
equipped.
3. The teachers are protected from violence in
the work place.
4. The teachers are protected from occupational
diseases.
5. Safety is strengthened in the work place.
(C) Opportunity to use and develop human capacities
1. The teachers are given the opportunities to
build up their capacities.
2. The teachers are provided with opportunities
to display their own skills and capacities.
3. The incumbent job requires teachers to use
innovation and skills.
4. The teachers are offered opportunities to
anticipate and plan for project issues.
5. The school has policy in enhancing the
teachers’ capacity.
(D) Opportunity for continued growth and security
1. The teachers have opportunities to get
promotion.
2. The promotion is equally and fairly
administered to all the teachers in the school.
3. The teachers are legally prevented from
arbitrary termination, layoffs, lockouts or unjust
distribution of work.
4. The school takes appropriate measures to
minimize the effect of actions on employment
status.
5. The teachers have a reasonable expectation
that their jobs will reasonably continue.

35. 35
(E) Social integration in the work organization
1. The school provides a friendly and acceptable
workplace, free from bias and conflict.
2. The teachers are free from prejudice.
3. The school provides an atmosphere of mutual
support.
4. There is a good relationship among the
teachers in the school.
5. There is an interpersonal openness and
communitarian sense among the teachers in the
school.
(F) Constitutionalism
1. There is respect for workers’ privacy in the
school.
2. There is enough right to access the
information.
3. There is freedom of expression in the school.
4. There is an impartial treatment toward every
teacher in the school.
5. Labor laws are taken into practice in the
school.
(G) Total life space
1. There is a term-time working contract in the
school.
2. The organization avoids interference in an
appropriate balance between work life and family
life.
3. Relaxing hours are suitable and acceptable.
4. The teachers are happy with the vacation
given by the school.
5. Working hours are suitable and acceptable.

36. 36
Part 3. Information of Career Dimensions of Primary School Teachers
Career-Related Dimensions
The Level of Agreement
1 2 3 4 5
(A). Career satisfaction
1. The duties correspond very well with your skills.
2. You are interested in your daily work.
3. Your workplace is full of healthy environment.
4. Your workplace is implemented with fairness.
5. You are motivated to work.
(B). Career achievement
1. The school recognizes your achievement.
2. You get the promotion from your achievement.
3. You get the rewards from your achievement.
4. You get the supplements from your achievement.
5. You get encouragement from your achievement.
(C). Career balance
1. You have compulsory overtime work.
2. You are working from home.
(H) Socially beneficial and responsible work
1. The school operates its activities in accordance
with ethical principles.
2. The school is socially responsible in all kinds of
its performance.
3. The school provides services that contribute to
the greater good of the public.
4. The school conducts the policy in improving
social responsibilities.
5. The school encourages the workers to
participate in social responsibilities.

37. 37
3. Your work does not affect your holiday.
4. You are satisfied with the determinate retirement.
5. You are satisfied with the flexi-time organized.
9. Appendix B: Interview Guides
The creation of interview guide was generated from Patton (2002). He suggested four
categories of interview guides for the data collection: (1) Behavior/Experience
Questions, (2) Opinion/Value Questions, (3) Feeling Questions, and (4) Sensory
Questions.
Categories Interview Questions
Behavior/Experience
Questions
- How do you describe your experience as a teacher?
- What do you think about teaching career? What motivates
you to be a teacher?
- How would you relate your teaching career to your quality
of work life? How it has been improved or not?
Opinion/Value
Questions
- In your opinion, what do you value about teaching career,
students, and school you are working for?
- Do you think the working condition is appropriate for you?
How well the school and students treat you?
- Do you think how important is your quality of work life in
relation with your teaching job? And in society?
Feeling Questions
- How do you feel about the compensation, safe
environment, opportunity, skills development, your
relationship, freedom of speech, balance of work and social
benefits from your work? Are there any problems?
- How do you feel about your the government policies in
these points?
Knowledge
Questions
- How do you explain about your career satisfaction,
achievement, and balance in relation to your teaching?

38. 38
- What do you like or dislike about that?
- What motivate you to develop your career path?
- How can you see yourself in next few years?
Sensory Questions
- How do you enjoy your leisure or free time?
- What are you doing after class or during vacation? How do
you like it?
- How do you see the problems in teaching, quality of your
work, and career development? Any obstacles?
Suggestions
- What are your suggestions to improve your quality of work
life? In school and in society?
- What are your suggestions to improve teachers career?
- What is your last comment for this interview?