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INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS VOL 1, N O 12
Why Would I Quit? Factors Influencing Listed in ULRICH S

Teachers Intentions to Quit in Private Sector Higher
Educational Institutes of Peshawar, Pakistan
Muhammad Nauman Habib

Lecturer, Management Sciences, City University of Sciences & I.T. Peshawar,
Pakistan.
Research fellow, Institute of Management Sciences, Peshawar, Pakistan
Sabina Mukhtar
Research Fellow, Institute of Management Sciences, Peshawar Pakistan
Waseef Jamal
Lecturer, Iqra University, Peshawar
Abstract
Human resource is an integral part of any organization. The retention of key human
capital is a great challenge for HR Department. Moreover teachers in educational
institutes are the corner stone and their retention for longer period of time is
necessary for success and organizational growth because teacher s turnover affects
quality of education as well as brings tribulations to society Ofili A. et al,(2009).
Ingersoll (2003a), analyzed the turnover of teaching profession in US and stated
that 50% of teachers leaves this profession within first five years. There are certain
reasons which cause teacher s intentions to quit. To determine factor s leading to
intention to quit among teachers of private sector higher educational institutes of
Peshawar, Pakistan, a study was conducted. A sample size of hundred and thirty
three teachers responded to survey through questionnaire and results showed that
most of teachers are having strong ITQ due to lack of growth opportunities in this
field. Also results showed that university policy and management, salary and
working conditions are strong influencers for ITQ. Demographic variables are also
contributing to difference of opinions. Future research may target the unexplored
213
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areas of personality dimensions role in shaping ITQ, while studying the exact
magnitude of ITQ in the said sample may be an interesting contribution.
Keywords: Quit, Factors , Influence, Teachers, Intentions , Private Sector, Higher
Educational
Institutes
1. Introduction
The most valuable asset for an organization being a social setup in today s business
environment is its human capital (Barber, 1998). Without the commitment, effort,
efficiency and effectiveness of human capital organizations cannot succeed. (Lok
P, Crawford J, 2003). So for an organization to be successful i.e. to achieve its
desired goal and objectives effectively, the employees satisfaction with their jobs
and commitment to their organizations is vital. To retain the human capital, it is
necessary that the satisfaction level of employees have a propensity to be high.
Turnover rate is among one of the great challenges face by HR personnel and even
a serious problem for organization as well. Loosing human capital at alarming rate
is like a question mark for an organizational success. Intentions to quit are caused
due to dissatisfaction and eventually to turnover. The Higher the satisfaction the
better will be performance, motivation, creativity, energy and high moral. (Irvine
DM, Evans MG 1995, DeConincka J, Bachmann D. 2005, Dordevic B, 2004
Sourdif J. 2004, A. P., & Weiss, H. M. 2001, Locke, 1976). It can be considered as
one s attitude, reaction and feeling towards job, as the meaning of satisfaction varies
among different people. (Mueller and Mc Closkey (1990: 113), Cranny, Smith &
Stone, (1992). Another definition can be the extent to which people like or dislike
their jobs
Spector PE (1997). Job satisfaction is a concept that means different things that
varies from person to person. Many researchers conducted on job satisfaction had
only conferred job satisfaction as a psychological construct, but actually it is just
one aspect of job attitudes that includes moral, personal and industrial development
and life purpose (Cook & Wall 1980; Hackman & Oldman, 1976. Herzberg ,
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Mausner & Snyderman 1959; Judge& Hulin 1993; Law & Wong 1999; Locke
1975).
Turnover has become an important issue across the globe in every sector especially
in the teaching sector. US, UK and even developing countries are facing a high
turnover in teaching sector which affects the quality of education, quality of
teachers and eventually leads to the shortage as well. Ippolito, R.A. (2002),
Ingersoll, R. (2002)(2001), Henke, R.R., & Zahn, L. (2001), Testa, B. (2008), Ruby,
Allen M. (2002).
Dissatisfaction can not only lead to intention to quit but also causes rigorous
problems to both the academicians as well as to the students. If teachers are not
satisfied that means they cannot perform their duties and will result in sick society.
Spector, P. E., (1997). Unfortunately, the studies on the job satisfaction of
academics are inadequate. Stevens A. Philip (2005). Few studies are conducted.
(Oshagbemi (1996), Oshagbemi (1998), and Ward and Sloane (2000). Stevens A.
Philip (2005). Ippolito, R.A. (2002), Ingersoll, R. (2002), (2001), Henke, R.R., &
Zahn, L. (2001), Testa, B. (2008), Ruby, Allen M. (2002)). Teacher plays very
important role in the development of society and in educating the youth.
Herzberg F. (1959), an American psychologist proposed two factor theory as an
extension of the Maslow s need and motivation theory based on two different jobs
related elements known as motivators and hygiene factors. According to Herzberg,
satisfaction and dissatisfaction are based on different attributes and are independent
from each other. There are different factors that cause job satisfaction and
dissatisfaction of the employee s at the workplace. According to the Herzberg
motivation-hygiene theory, motivators (Achievement, Recognition, Work itself,
Responsibility, Advancement and Growth) are the factors which leads to
satisfaction on the job and hygiene are the factors (Company policy, Supervision,
Relationship with boss, Work conditions, Salary, Relationship with peers, Security)
which are needed to ensure an employee is not dissatisfied. Hygiene factors are the
215
factors which do not confer positive satisfaction, although dissatisfaction

consequences from their nonexistence.
2. Purpose and Scope of Study

Like the rest of the countries that are facing high turnover and job dissatisfaction in
educational sector, private higher educational institutes of Peshawar,(Pakistan) is
also facing high turnover (in two private sector universities of Peshawar, 38%
turnover was observed). Being a part of private sector higher educational institutes
and after assessing the situation in this sector, came to know that not only turnover
but also the intention s to quit among the teachers is very high. That is why at the
end of every semester and even between the semester teachers quit their job and
certainly the universities perform recruitment of new teachers. At this stage a study
is necessary to identify the level of job satisfaction and intentions of teacher to quit.
So a proper guideline and suggestions may be proposed to overcome and to lower
dissatisfaction and intention to quit. This study will examine the overall job
dissatisfaction and its causes that influence intention to quit their job. The study
will help the management, academicians, future researchers and Higher education
commission (HEC) to understand the root causes of this problem.
3. Aims & Objectives

The aim of the study is to identify the root cause of ITQ and to investigate the
current situation and measure the relationship between motivation and hygiene
factors and intentions to quit among the teachers of private sector higher
educational institutes of District Peshawar.
i. To determine the major cause of ITQ. ii. To Measure
the major contributors and impact of demographics on ITQ.
4. Methodology
Survey was designed for primary data collection with the help of self-administered
questionnaire from recognized and affiliated private sector higher education
216
institutes of Peshawar region. Data was collected from the teachers (permanent)
working in those institutes. Questionnaire comprised of hygiene factors and
"motivation" factors of Herzberg s two factor theory and demographical variables.
For analysis and statistics SPSS was used. Frequency distribution, cross-tabs and
rest of statistical tests were used for analysis. In private sector Universities of
Peshawar, about 300 teachers are employed on permanent basis. Questionnaires
were distributed in universities and expected sample was about 150 using non
probability sampling technique (50% of the population). Among the expected
sample, 133 teachers responded by returning questionnaires. The response rate was
88.67%.
5. Theoretical framework
Theoretical framework and variables were derived by the previous research studies
and from the determinants of job satisfaction and intentions to quit. DeWayne p.
Frazier (2009), Lise M. Saari and Timothy A. Judge (2004) , L. Price & Charles
W. Mueller (2009), (Allen and Griffeth
(1999), Ryan D. Zimmerman and Todd C. Darnold (2007), Mosadeghrad M.Ali,
Ferlie E. and
217
Rosenberg D.(2007)),
5.1 Variables
Dependent variable in this study is Intention to quit.
Independent variables are motivators (Achievement, Recognition, Work itself,
Responsibility, Advancement and Growth) and hygiene factors (Company policy,
Supervision, Relationship with boss, Work conditions, Salary, Relationship with
peers, Security)
6. Literature Review
The most valuable asset for an organization in today s business environment is
human capital (Barber, 1998). Ingersoll (2003a), analyzed the turnover of teaching
profession in US and stated that 50% of teachers leaves this profession within first
five years. Also the researcher compared these results with turnover for all
employees and finds that teachers turnover tend to be higher than of other fields.
Level of job satisfaction and intentions to quit are mainly due to the individual
attributes, job characteristics and organizational characteristics, and that can be
covered by increasing the overall salaries, training, motivation and management
style and good understanding of human nature. Job satisfaction is a key element and
plays momentous role in employees intention to quit (turnover). ( Lukea Bhiwajee
S.D , Naidoo.P, Munhurrun R.P (2008), Mosadeghrad M.Ali, Ferlie E. and
Rosenberg D.(2007), Lise M. Saari, Timothy A (2004). Job satisfaction is an
important content for a variety of reasons. Employees who have high levels of job
satisfaction always have stronger dedication to an organization (Brown & Peterson,
1993). Job satisfaction reveal the understanding that in case of limited knowledge,
subjective measures can tell us more than the objective quantities, such as in
predicting quits (Clark, Georgellis and Sanfey, 1998; Clark, 2001). Workers
inclined to be quite satisfied with most features of their jobs. Academic staff is most
content with the work itself and teaching in particular (Oshagbemi, 1996). The
greatest demarcation in satisfaction between academics and the population are with
218
promotions and pay (Clark, 2001) Numerous studies of teacher satisfaction based
on Maslow (1954) theory of a need hierarchy have frequently supported the
significance of need completion for job satisfaction (Carver & Sergiovanni, 1997;
Sweeney , 1881; Trusty & Sergiovanni, 1996) Another possible reason for the
subsistence of job switch intentions is unfavorable working conditions, which are
no doubt a very important feature of a job. If the salary does not adequately give
back for poor working conditions, employees can boost their value by switching
jobs (Blau 1991; Hwang et al. 1998; Lang and Majumdar 2004). In the past,
experiential studies have examined that how individual distinctiveness and working
circumstances or job traits affect employees chance of quitting their job.
Unpleasant working conditions can increase quits (Bartel 1982; Herzog and
Schottman 1990; Gronberg and Reed 1994). Psychological studies have shown that
intentions of a persons are good predictors of their real behavior (e.g. Steel et al.
1984; Tett and Meyer 1993)
According to Patricia Scharfer(2005) not every time turnover is bad for and
organization, but sometimes it is vigorous as well because it prevent business from
getting inactive and dull. With induction of new employees in an organization bring
energy and new ideas. According to Patricia small firm faces high turnover as
compared to large firms. To prevent high turnover Patricia suggested some common
guidelines i.e. offer competitive wages of more than market, employer will have to
take care while hiring with clear definition of job and requirements of the job along
with salary willing to pay, provide training and development, employee motivation,
fresh and healthy environment, avoid overstress. Researchers is of the opinion that
above all mostly the reasons for high turnover is due to Management style,
including negative attitude, high workload, rigid rules, devaluing or lack of interest
in employees suggestions and ideas, communication barriers and lack of praise or
appreciation.
219
The determinants of job satisfaction mainly comprises of job factors (job identity,
variety in job, workload), organizational factors (structure, policies, managements
system, leadership, working conditions, payment, promotion and recognition,
trainings etc.), social factors (peers support, group norms level of interaction),
individual factors (age, gender, education, personal traits, experience, financial
status, etc.) and cultural factors (values, beliefs and attitudes). (Mosadeghrad M.Ali,
Ferlie E. and Rosenberg D.(2007), Lise M. Saari, Timothy A(2004)) Frederick
Herzberg carried out studies to find out factors which usually cause satisfaction or
dissatisfaction in an employee's work environment. He published his findings in the
1959 book The Motivation to Work. Herzberg found in his studies that the factors
which cause job satisfaction were different from those factors which used to cause
job dissatisfaction. He introduces the motivation-hygiene theory to explain these
results. He called the satisfiers motivators and the dissatisfiers hygiene factors,
using the term "hygiene" in the sense that they are considered maintenance factors
that are necessary to avoid dissatisfaction but that by themselves do not provide
satisfaction the factors which contribute for dissatisfaction according to this theory
are company policy, supervision, relationship w/boss, work conditions, salary and
relationship w/Peers. The factors which lead to satisfaction are achievement,
recognition; work itself, responsibility, advancement and growth. In this paper
Intentions to quit will be judged according to these factors of Herzberg s theory.
7. Results
Data collected from 133 teachers from various private sector higher educational
institutes of Peshawar, and the response rate was 88.6%. By illustration of data,
following demographic characteristics from the sample were derived; 103 (77.44%)
respondents were male and 30 (22.56%) were female. Age distribution identified
that mainstream data comprised of teachers in the age group of 26-30 years (51.9%)
and 31-35 (21.8%). Another factor of demographics i.e. experience, majority of
respondents were having experience between 1-2years (39.85%) and 35years
220
(36.84%). On investigating the qualification of teachers, 71.59% were having

education of Post-graduate (16years of education).
Table 1: Demographics
Demographics
Age Qualification
Frequency Frequency Percent
20-25 26 Percent 75.19

Masters (16) 100
26-30 69 19.5 21.05
MS (18) 28 PHD(20)
31-35 29 51.9 5 Total 133 3.76
36-40 5 21.8 100
40 & Above 4 3.8
Total 133 3 100
GENDER Experience
Frequency Percent Frequency Percent
Female 30 Male 103 22.56 1-2 Years 53 39.85

Total 133 77.44 3-5 Years 49 6-10 36.84
100 Years 21 11 and Above 10 15.79
7.52
Total 133
100
Moreover for determining the factors that influence the intentions to quit were based
on Herzberg s two factors theory,12 factors were given to answer from most to least
and the overall result shows that growth is the major factor due to which majority
of teachers in private sector higher educational institutes of Peshawar were having
intentions to quit (31.6%, 42 responded as the major reason), the second reason was
university policy (23.31%, 31 responded as 2nd ), followed by pay (18.80%, 25
responded as 3rd), working condition (17.30%, 23 responses) and supervision
(13.53%, 18 responses) respectively. The analysis shows that relationship with
peers is the least factor (27%, 36 responded as least factor) causing intention to quit,
followed by relationship with boss (2nd least reason), responsibilities as 3rd least
reason (placed by 17.30%, 25 respondents placed responsibilities on 10th rank).For
further investigation the respondents were analyzed with the help of cross tabs, to
221
determine the intentions to quit of various age groups, genders, level of education
and choices of different teachers based on their experiences.
Teachers in the age group ranging between 20-25years (26 respondents, 19.5%) are
of the opinion that growth is their major reason for intention to quit (57.70%). In
the analysis, five most reasons that influence their intentions were; growth
(80.77%), Pay or salary (69.23%), university policy (50%), working conditions
(46.15%) and achievement (46.15%) respectively. Relationship with boss was the
least reason to quit (23%).
University policy (30.43%) is the foremost motive for the teachers aging between
26-30 years (69 respondents, 51.9%). Moreover policy ( 72.46%), pay (60.87%),
growth (54%), working conditions (52.17%) and supervision (44.93%) are the
reasons that influences teachers of 26-30 years of age. Relationship with peers
(24.6%) and work itself (24.6%) are the least reasons determining their intentions
to quit.
31-35 years of teacher s (29 respondents, 21.8%) intentions are influenced by

growth and pay (31.03%) and are least influenced by relationship with peers
(48.27% on 12th rating). Other group ranging between 36-40 years (5 respondents,
3.8%), university policy (40%) is the key determinant for their intention to quit with
responsibilities as least. Last age group was of teachers aging 41 and above (4
respondents, 3%) were of the opinion that stress, working conditions and university
policy (25%) are the first reason for intentions to quit and achievement and growth
as least.
Furthermore results based on gender distribution shows that female s (30
respondents, 22.56%) intentions is dominated by growth (36.67%) and work itself
(26.67%) as least reason to quit. The top five reasons that female teacher s shows
are growth (60%), pay and university policy (56.67%), recognition (53.33%) and
working conditions (50%) respectively. Male teachers (103 respondents, 77.44%)
222
intentions are also influenced by growth (30%) followed by university policy (23%)
and relationship with peer (30%) as least influencer. For male teachers, five major
motives are university policy (60.05%), pay (64.08%), growth (61%), working
conditions (60.17%) and recognition (38.21%) respectively.
Another dimension that study focused on is to measure the responses of teacher s

based on the qualification. On the bases of qualification respondents were divided
into three groups i.e. Masters (16 years of education, 100 respondents, 75.19%),
MS/M Phil (18 years of education, 28 respondents, 21.05%) and PHD ( 5
respondents, 3.76%). Teachers of first group (Master s, 16years of education), their
intentions are influenced by growth (28%) followed by university policy (23%) and
least influenced by relationship with peers (23%). Teachers having MS/MPhil (18
years) education are also influenced by the lack of growth opportunities (50%),
followed by working conditions (28.57%) and least by relationship with peers
(28.57%). Last education group of teachers having the most education (PHD) have
shown that university policy (40%) is the major reason leading to intention to quit
and least influenced by recognition and pay.
Finally elaborating the results derived on the basis of experience. Experience was
divided into four groups ranging 1-2years (53 respondents, 39.85%), 3-5 years (49
respondents, 36.84%), 610years (21 respondents, 15.79%) and teachers having 11
and above years of experience (10 respondents, 7.52%). The result of young
teachers having 1-2 years of experience showed that their intentions to quit are
leaded by growth (35.8%), followed by salary (22.6%) and least predisposed by
work itself (24.5%). Similarly the teachers having 3-5years of experience are also
conscious about their growth (32.65%) followed by university policy (28.57%) and
least favored by relationship with peers (28.57%). Unlike the first two groups,
teachers having 6-10 years of experience are of the view that pay/salary (33.33%)
is the key factor forcing them to quit followed by growth (28.57%) and least
manipulated by relationship with peers (52.38%). The last group having comprised
223
by highly experienced teachers having 11 and above years of experience are

disconcert with the university policy ( 40%) followed by stress and least affected
by relationship with peers and work itself (20%). For them the five foremost factors
causing intentions to quit are recognition (80%), policy, pay, stress (60%) and
growth (50%)
respectively.
8. Discussion
The study has revealed that intentions to quit of teachers in private sector higher
educational institutes of Peshawar are highly influenced by lack of opportunities
for growth as 31.60% teachers ranked growth as the primarily reason to quit their
jobs, followed by university policies (23.31%), Salary (18.80), Working conditions
(17.30%) and supervision (15.30%) respectively. Same nature of study was
conducted in Nigeria on private secondary school teachers and concluded that
teachers had high intention to quit because of poor salaries. Ofili A. et al,(2009).
Another study conducted on English academics suggested that salary was route
cause of
dissatisfaction and intention to quit. Stevens P. (2005).
The results when examined to determine whether intentions to quit among private
sector higher educational institutes of Peshawar are influenced by Herzberg s
Motivators or Hygiene factors. Among the top five factors, four were hygiene and
only one growth from motivators. This clearly indicates that teachers are highly
concerned about the factors causing dissatisfaction. Moreover the rest of hygiene
factors (relationship with boss and peers), were least influencers. Whereas among
motivator s (satisfier), unavailability of growth opportunity is the only factor
teachers are concerned the most. In contrast, the I.T staff in telecom sector of
Malaysia was influenced by satisfiers. Samad S.(2006). While among workers in
Singapore, working conditions are causing quit intentions. Xing X., Yang Z. (2005),
224
also a study conducted in Finland showed similar results, working conditions as

cause of ITQ. Bockerman P., Iimakunnas P. (2007). Similarly, another study
concluded that working conditions causes about 10-14% intentions to quit. Rannia
M., Melanir E. (2002). Study conducted in air industry concluded that work itself
and salary are causes for I.T.Q. Chen C.(2006). In study of secondary school
teachers in Hong Kong, indicated salary and growth as reason for ITQ. Wong
T.(1989).
In this study majority of sample comprised of young teachers aging between 26-30
years, that is similar to the study conducted in Nigeria. Ofili A. etal (2009). But, the
results are varying as university policy and administration being the major reason
to quit for teachers aging between 26-30 years. The primary school teachers of
Nigeria showed poor salary as a main cause to quit.
Furthermore this study reviled that teachers who are 41 and above years of age are
fretful to stress and working conditions due to their age and physical condition. Rest
of age groups showed similar reasons causing intention to quit (growth, Policy, pay,
working condition).
Moreover, results derived from analysis based on gender distribution showed that
female teachers are mostly concerned about career growth and salary, while on the
other hand male teachers are likely to quit due to university policies and
administrative support and salary.
Analysis based of educational background of teachers suggested that teachers

having 16 years of education (Masters) are in majority followed by MS/Mphil and
very few PHD teachers. First two groups (Masters, MS/ Mphil) showed consensus
towards growth, salary and university policies while in contrast the PHD teachers
are of the opinion that working conditions, stress and responsibilities are the factors
leading to quit.
225
In last, causes based on experience of being in teaching profession were analyzed.

The sample size showed that majority of teachers were young and having
experience between 1-2 years, and also that mainly private sector higher
educational institutes of Peshawar comprised of teachers having less than six years
of experience. According to Ofili A.(2009), teachers in Nigeria s private secondary
schools are having experience of 10 years and below. Results clearly shows that
young teachers having 1-2 years of experience wants growth and good salaries,
while teachers having 3-5 years in this profession showed maturity and are concern
about their growth and support from university policies and administration. In
contrast teacher having 6-10 years of experience are looking for higher salaries and
supportive working condition due to their contributions in education and with their
experience they desire growth. The most senior s in the profession of teaching (11
and above years of experience) quit job due to university policies and lack of
administrative support, stress and recognitions.
9. Conclusion and Suggestions
Teachers in private sector higher educational institutes of Peshawar, being a

knowledge worker and highly educated are more concern about the lack of growth
opportunities in teaching profession, distinct to the rest of professions, where salary
and working conditions are causing high intentions to quit. Moreover according to
Herzberg s two factors theory, growth increases motivation and job satisfaction and
if teachers are given opportunities of growth, their intentions to quit are likely to be
decreased. Growth can be in terms of career, promotion, qualification, learning
enhancement, training and development opportunities etc. In this study, among top
five factors influencing teachers to quit, four were hygiene factors, indicating the
importance of factors causing dissatisfaction. Analysis shows that teachers are not
happy with the university policies and support from management. Teachers being
a corner stone in academics as well as in development of a society Ofili A.(2009),
management should consider and show concern towards teachers in policy making
226
and should provide administrative support to retain their human capital (teachers).
Salaries in comparison to corporate sector are comparatively low and are a case due
to which teachers have intention to quit. Along with salary, job structure, salary
structures are not attractive. Upon further investigation it was discerned that no
appropriate policy is available in private universities, no retirement plan, no
insurance policy and no increment and drafted reward system was neither
implemented nor available. Moreover, majority of teachers in private sector are
young and inexperienced, this may be due to the unavailability of growth
opportunity, conflict with administration or university policies or low salaries, as
another study revealed that about 50% of teachers quit their profession within first
five years of their career as academician. Ingersoll (2003a). Young teachers should
be encouraged, motivated, properly guided and supported by the management and
experienced teachers. Aged teachers are concerned with on the job stress (fatigue),
and working conditions. While teachers in mid age and experience tends to struggle
for high salaries and growth due to their family and financial needs. Those who are
pursuing their higher education are more likely to continue with their teaching
career but are having intentions to quit due to lack of growth opportunity.
University s management and higher authorities should support in terms of relax
working conditions, work load and encourage them as they are the future and real
asset for academia.
In Summarizing the study, it is concluded that academicians if wants to retain

human capital (teachers), they should work to draft a career growth plan and in
developing strategies. Along with that there is a strong need to revise the
universities policies and supportive management should be implemented.
Furthermore competitive salaries with proper salary structure should be designed.
Working conditions should be relaxed and healthy environment is desirable.
Academicians and university management should focus on factors that cause
dissatisfaction that are consequential in deriving teacher s intentions to quit.
227
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Annexure
Responces in Percentage
Option policy Supervision Boss Condition Pay Peers Achievement Recognition Stress Responsibility Growth Work
1 23.31 3.01 1.50 6.80 14.30 1.50 4.50 4.50 3.80 3.00 31.60 3.80
2 10.53 6.77 7.50 17.30 18.80 3.00 3.80 5.30 5.30 3.00 14.30 5.30
3 17.29 9.77 9.80 10.40 9.80 3.70 9.80 7.50 6.40 6.80 5.30 6.00
4 6.77 6.77 9.00 12.80 12.00 6.00 9.60 12.00 9.00 5.30 6.80 3.80
5 7.52 13.53 10.50 10.50 7.50 5.30 9.80 10.50 7.50 5.30 3.00 9.00
6 7.52 9.02 9.00 10.50 7.50 6.80 12.00 6.80 14.30 6.00 6.80 3.00
7 2.26 7.52 5.30 6.80 7.50 9.00 11.30 10.50 8.30 13.50 6.00 10.50
8 7.52 9.77 8.30 3.80 5.30 12.00 9.80 11.30 7.50 9.80 4.50 11.30
9 4.51 11.28 7.50 8.30 3.80 8.30 8.30 14.30 14.30 6.80 3.00 9.00
10 3.01 5.26 12.80 6.80 5.30 7.50 10.50 6.80 9.80 17.30 3.80 9.80
11 6.02 12.03 6.80 2.20 4.40 9.80 6.80 8.30 8.50 15.00 9.00 11.30
12 3.76 5.26 12.00 3.80 3.80 27.10 3.80 2.30 5.30 8.30 6.00 17.30
TOTAL 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00
Responces Frequency
Option policy Supervision Boss Condition Pay Peers Achievement Recognition Stress Responsibility Growth Work T
1 31 4 2 9 19 2 6 6 5 4 42 3
2 14 9 10 23 25 4 5 7 7 4 19 6
3 23 13 13 14 13 5 13 10 9 5 7 8
4 9 9 12 17 16 8 13 16 12 7 9 5
5 10 18 14 14 10 7 13 14 10 7 4 12
6 10 12 12 14 10 9 16 9 19 9 9 4
7 3 10 7 9 10 12 15 14 11 20 8 14
233
8 10 13 11 5 7 16 13 15 10 12 6 15
9 6 15 10 11 5 11 11 19 19 9 4 13
10 4 7 17 9 7 10 14 9 13 25 5 13
11 8 16 9 3 6 13 9 11 11 20 12 15
12 5 7 16 5 5 36 5 3 7 11 8 25
TOTAL 133.00 133.00 133.00 133.00 133.00 133.00 133.00 133.00 133.00 133.00 133.00 133.00
Table 2: Responses Percentage and

Frequency
Frequency Distribution aging 20-25
ResponsibilGrowth
Option policy Supervision Boss Condition Pay Peers Achievement Recognition Stress Work Total
1 2 1 0 2 1 1 0 1 0 1 15 2 26.00
2 1 1 0 3 8 2 0 1 1 1 5 3 26.00
3 5 0 2 2 5 0 4 0 0 2 0 6 26.00
4 2 2 2 3 4 0 3 4 4 1 1 0 26.00
5 3 4 2 2 0 2 5 3 3 2 0 0 26.00
6 4 2 2 3 3 4 1 3 2 1 1 0 26.00
7 0 2 2 4 1 3 5 1 2 3 1 2 26.00
8 2 4 4 1 1 4 1 3 1 3 0 2 26.00
9 2 4 0 4 0 2 2 5 5 0 1 1 26.00
10 2 1 2 1 2 1 3 2 5 4 0 3 26.00
11 1 3 4 0 1 3 2 2 0 4 1 5 26.00
12 2 2 6 1 0 4 0 1 3 4 1 2 26.00
0.00
TOTAL 26.00 26.00 26.00 26.00 26.00 26.00 26.00 26.00 26.00 26.00 26.00 26.00
Table 3 : Frequency Distribution (Aging 20-25)
Five Major Reasons for the teachers in

the age between 20-25
1 Growth 80.77% 2
Pay 69.23% 3 Policy
50%
4 Working Conditi 46.15%
5 Achievement 46.15%
234
Table 4: Five Major Reasons for the Teachers in the age between 20-25
Option policy Supervision Boss Condition Pay Peers Achievement Recognition Stress ResponsibilGrowth Work Total
1 21 1 2 5 9 1 5 3 3 2 16 1 69.00
2 9 7 5 13 12 1 3 3 2 2 9 3 69.00
3 9 9 8 5 4 3 6 7 7 4 5 2 69.00
4 6 4 8 8 8 5 4 8 6 4 5 3 69.00
5 5 10 8 5 9 3 7 5 3 4 2 8 69.00
6 4 6 6 11 4 3 11 5 8 3 7 1 69.00
7 2 5 4 3 5 7 6 10 5 11 6 5 69.00
8 3 6 5 2 5 9 7 8 7 5 4 8 69.00
9 2 5 4 5 3 6 7 10 9 9 2 7 69.00
10 1 3 9 7 3 7 6 3 7 12 3 8 69.00
11 5 9 3 2 3 7 4 5 9 8 8 6 69.00
12 2 4 7 3 4 17 3 2 3 5 2 17 69.00
0.00
TOTAL 69.00 69.00 69.00 69.00 69.00 69.00 69.00 69.00 69.00 69.00 69.00 69.00
Table 5: Frequency Distribution (Aging 26-30)
235
Five Major Reasons for the teachers in

the age between 26-30
1 Policy 72.46% 2
pay 60.87%
3 Growth 54%
5 Supervision 44.93%
1 5 0 0 1 9 0 1 0 1 1 9 2 29.00
2 2 0 4 5 3 1 1 2 4 1 5 1 29.00
3 7 4 1 4 3 1 3 2 1 2 1 0 29.00
4 1 3 1 4 2 3 6 4 1 2 2 0 29.00
5 2 3 3 5 1 2 1 2 4 1 2 3 29.00
6 2 4 3 1 3 1 2 0 6 4 1 2 29.00
7 1 2 2 2 2 2 1 3 4 4 1 5 29.00
8 5 2 1 0 1 1 4 4 2 3 1 5 29.00
9 1 4 4 2 2 2 1 4 5 0 1 3 29.00
10 1 2 6 2 0 1 5 4 1 4 1 2 29.00
11 1 4 2 1 2 1 3 4 0 5 2 4 29.00
12 1 1 2 2 1 14 1 0 0 2 3 2 29.00
0.00
TOTAL 29.00 29.00 29.00 29.00 29.00 29.00 29.00 29.00 29.00 29.00 29.00 29.00
236
Five Major Reasons for the teachers in the

age between 31-35
1 Growth 27.54%
3 Pay 26%
4 Policy 24.64%
1 2 1 0 0 0 0 0 1 0 0 1 0 5.00
2 1 1 1 1 1 0 0 0 0 0 0 0 5.00
3 2 0 0 0 0 0 0 1 0 0 2 0 5.00
4 0 0 0 2 1 0 0 0 0 0 1 1 5.00
5 0 1 0 0 0 0 1 2 0 0 0 1 5.00
6 0 0 1 0 0 0 1 0 2 0 0 1 5.00
7 0 1 0 0 2 0 2 0 0 0 0 0 5.00
8 0 0 1 1 0 1 1 0 0 1 0 0 5.00
9 0 1 1 0 1 1 0 0 0 0 0 1 5.00
10 0 0 0 1 0 1 0 1 0 1 1 0 5.00
11 0 0 0 0 0 1 0 0 2 2 0 0 5.00
12 0 0 1 0 0 1 0 0 1 1 0 1 5.00
237
0.00
TOTAL 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00
Five Major Reasons for the teachers in the

age between 35-40
1 Policy 100.00% 2
Growth 80.00%
3 Recog 80%
5 Supervision 60.00%
Table 10-a: Five Major Reasons for the Teachers in the age between 35-40
Five Major Reasons for the teachers in the age

between 35-40
1 Stress 75.00%
3 Recog 75% 4 Boss 75.00%
5 Policy 50.00%
Table 10-b: Five Major Reasons for the Teachers in the age between 35-40
Frequency Distribution Female
1 5 2 0 1 3 3 1 4 0 0 11 0 30.00
2 2 1 2 4 7 3 3 0 0 3 4 1 30.00
3 5 1 4 4 1 1 0 4 2 2 2 4 30.00
4 3 3 1 5 3 3 2 3 5 2 0 0 30.00
5 2 5 2 1 3 1 2 5 5 2 1 1 30.00
6 3 2 4 4 2 2 1 3 3 4 2 0 30.00
7 2 2 2 2 2 2 7 0 2 3 4 2 30.00
8 1 3 3 3 2 2 3 2 4 2 0 5 30.00
9 2 3 4 2 2 2 2 1 5 5 0 2 30.00
10 1 2 1 3 3 3 2 4 2 5 2 2 30.00
11 3 3 3 0 2 2 2 3 2 1 4 5 30.00
12 1 3 4 1 0 6 5 1 0 1 0 8 30.00
238
0.00
TOTAL 30.00 30.00 30.00 30.00 30.00 30.00 30.00 30.00 30.00 30.00 30.00 30.00
Table 11: Frequency Distribution (Female)
Five Major Reasons for Five Major Reasons for the teachers (male)
the teachers (Female)
1 Growth 60.00% 1 Policy 65.05%

2 Pay 56.67%
2 Pay 64.08%
3 Policy 57%
4 Recognition 3 Growth 61%
53.33%
4 Condition 60.19%
5 Condition
50.00% 5 Recognition 39.81%
Table 12: Five Major Reasons for the Teachers (Male & Females)
Five Major Reasons for the teachers Having 16

years of education
1 Policy 65.00%
2 Pay 61.00%
3 Growth 58%
4 Condition 54.00%
5 Recognition 44.00%
239
Table 13: Five Major reasons for the Teachers having 16 years of Education
Five Major Reasons for the teachers

Having MS/ Mphil (18 Years) of
Education
1 Growth 75.00%
2 Condition 75.00%
3 Pay 71.43%
4 Policy 64.29%
5 Supervisor 53.57%
Table 14: Five Major reasons for the Teachers having MS/Mphil
Five Major Reasons for the

teachers Having PHD
Education
1 Policy 60.00%
2 Condition60.00%
3 stress 60.00%
4 Responsibility 40.00%
5 Growth 40.00%
Table 15: Five Major reasons for the Teachers having Phd Education

teachers Having 1-2 Years of
Experience
240
1 Policy 64.04%
2 Growth 56.60%
3 Pay 56.60%
4 Condition47.17%
5 Boss 47.17%
Table 16: Five Major reasons for the Teachers having 1-2 Years of
Experience

teachers Having 3-5 Years
Experience
1 Policy 65.31%
2 Growth 65.31%
3 Pay 63.27%
4 Condition63.27%
Table 17: Five Major reasons for the Teachers having 3-5 Years of
Experience

teachers Having 6-10 Years
Experience
1 Condition76.19%
2 Pay 76.19%
3 Growth 66.67%
4 policy 66.67%
5 Stress 42.86%
241
Table 18: Five Major reasons for the Teachers having 6-10 Yeas Experience
Five Major Reasons for the teachers

Having 11 and Above Years
Experience
1 Recognition80.00%
2 Pay 60.00%
3 Stress 60.00%
4 policy 60.00%
5 Growth 50.00%
Table 19: Five Major reasons for the Teachers having 11 and above years
Experience
242

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ijcrb.webs.

com APRIL 2010

Why Would I Quit? Factors Influencing Listed in ULRICH S

Muhammad Nauman Habib

Electronic copy available at: http://ssrn.com/abstract=2544462

Electronic copy available at: http://ssrn.com/abstract=2544462

factors which do not confer positive satisfaction, although dissatisfaction

2. Purpose and Scope of Study

3. Aims & Objectives

(36.84%). On investigating the qualification of teachers, 71.59% were having

Frequency Frequency Percent

20-25 26 Percent 75.19

Frequency Percent Frequency Percent

Female 30 Male 103 22.56 1-2 Years 53 39.85

31-35 years of teacher s (29 respondents, 21.8%) intentions are influenced by

Another dimension that study focused on is to measure the responses of teacher s

by highly experienced teachers having 11 and above years of experience are

also a study conducted in Finland showed similar results, working conditions as

Analysis based of educational background of teachers suggested that teachers

In last, causes based on experience of being in teaching profession were analyzed.

9. Conclusion and Suggestions

Teachers in private sector higher educational institutes of Peshawar, being a

In Summarizing the study, it is concluded that academicians if wants to retain

DeWayne p. Frazier (2009), Job satisfaction of international educators

S. D. Lukea Bhiwajee , P. Naidoo, P. Ramseook-Munhurrun (2008): Factors

administrators: A proposal for restructuring teacher s roles . Educational

Table 2: Responses Percentage and

Table 3 : Frequency Distribution (Aging 20-25)

Five Major Reasons for the teachers in

Frequency Distribution aging 26-30

Table 5: Frequency Distribution (Aging 26-30)

Five Major Reasons for the teachers in

Frequency Distribution aging 31-35

Table 7: Frequency Distribution (Aging 31-35)

Five Major Reasons for the teachers in the

Table 9: Frequency Distribution (Aging 35-40)

Five Major Reasons for the teachers in the

Five Major Reasons for the teachers in the age

Table 11: Frequency Distribution (Female)

1 Growth 60.00% 1 Policy 65.05%

Five Major Reasons for the teachers Having 16

Five Major Reasons for the teachers

Five Major Reasons for the

Five Major Reasons for the

Five Major Reasons for the

Five Major Reasons for the

Five Major Reasons for the teachers

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