(5). Occupation. At the workplace, a higher position means a higher level of pay and welfare, a greater sense of achievement and more development opportunities. Thus, there is a positive correlation between position and job satisfaction; hence, those with higher positions tend to have a higher level of job satisfaction. (6). Marital Status. There is no unified conclusion concerning the impact of marital status on job satisfaction. Some researchers indicate that the unmarried individuals tend to have a higher level of satisfaction toward their job; however, some indicate that the married ones tend to have a higher level of job satisfaction. (7). Co-worker Relationship. At the workplace, cooperation is inevitable and necessary. To be more specific, favourable relationship with co-workers will not only be beneficial to the completion of work with high quality and efficiency but also can help decrease anxiety and stress at work. Besides, the intensive relationship between co-workers will cause conflicts at work, high turnover rate as well as reduction of work quality and efficiency. (8). Leader Behaviour. The behaviours of leaders are likely to have a great impact on their subordinates and other employees. To be more specific, praise and care from leaders will promote employee’s enthusiasm at work, which will promote their work efficiency and quality. On the contrary, if employees cannot obtain approval from leaders, their enthusiasm at work will be decreased, which will negatively affect job satisfaction. (9). Social Recognition. Social recognition has a great impact on teachers’ job satisfaction. In general, teachers are highly approved in the community and have heightened social statuses. However, teachers in rural areas are in a totally different situation. Due to the limitations of pay, working condition and development space or opportunity, the social position of rural teachers is comparatively lower; thus, teachers with a higher level of education are unlikely to teach in rural areas. Generally, in
2.5.7 Interpretation and Generalization This part is about how the researcher should present findings and express ideas. The way that the researcher organise words has a direct influence on the professionalism of the final report. Both interpretation and generalization require the correct use of wording, grammar, and sentence structure (Woodward, 2002). Additionally, being easy to understand has been a common yet unwritten rule for academic researchers. It indicates that it is important for the researcher to present their findings as simply and easily as possible, with insightful implications. The contents of a research study after interpretation and generalization should be provided with logical thinking and careful organisation. In this research, all the elements are present in a simple and understandable manner because this research has been organised to provide information for ordinary readers who may have no experience in such research. Since this research is a social scientific study, the reader may be anyone. Interpretation and generalization can help the researcher present findings and express opinions clearly with reliability and accuracy. The researcher decided to check every procedure and process three times to ensure that all the elements could be explained in an easy way. In addition, the researcher decided to use words, grammar, and sentence structure that are appropriate and accurate to guarantee that the value of the research will not be affected by errors that could have been avoided. 2.5.8 Evaluation The evaluation part provides a good opportunity for the researcher to hold a fair view on their researchers regardless of the structure or contents. Through fair evaluation, it will be clear what researchers have achieved and what they have missed in the research (Stake, 2008). Apart from structure and content, when selecting literature resources, collecting data, and designing research approaches, the researcher should also evaluate related theories. This ensures that every element and process has been dealt with fairly and appropriately. In the evaluation process, the researcher should
41 14 42 37 38 15 22 16 39 8 9 20 27 17 30 36 44 4 0.325 0.069 0.192 0.263 0.154 0.3 0.366 0.062 0.125 0.066 0.066 0.111 0.058 0.277 0.181 0.25 0.157 0.151 12 47 5 7 35 43 33 23 24 10 28 12 13 32 29 12 46 3 0.5 0.454 0.35 0.8 0.714 1.5 1.333 1 0.666 0.666 0.6 0.5 0.333 0.5 0.25 0.625 0.666 4 ANOVA Village The Sum of Squares df Mean Square F Sig. Between Groups 12.235 16 .765 351.083 .042
47 29 24 26 32 13 22 0.454 0.3 0.666 0.333 0.5 0.333 0.366 3.5 4 4.5 5 5 5 5 Table 12: Group 3 Driving Hours Group 3 Number of Schools Shortage Driving hours to Guiyang City (hours) 5 35 43 28 31 46 41 36 0.35 0.714 1.5 0.6 0.625 0.666 0.325 0.933 7 9 7 9 9 9 6 8
Sum of Squares and Cross-products 12012.750 -12.350 Covariance 121.341 -.125 N 100 100 Turnover Pearson Correlation -.023 1 Sig. (2-tailed) .818 Sum of Squares and Cross-products -12.350 23.310 Covariance -.125 .235 N 100 100 The analysis of correlations shows that R is 0.023, It means that there is no correlation between years of teaching and turnover intention. The pie chart above is based on the survey on the length of teaching experience in impoverished areas of Guizhou. The chart shows that teachers with teaching experience of fewer than 10 years accounted for 45% of the total; the teachers with at least 20 years of teaching experience only took up 13%. This group of teachers had the highest stability, which means they were less likely to quit teaching. This is also related to the Chinese retirement policy. In China, women with more than 25 years of teaching experience and men with more than 30 years of teaching experience are not
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