Existing literature provides ample evidence on how people understand accountability in different contexts. However, little attention has been paid on the integration of various theoretical perspectives about understanding accountability for education service delivery. Discussing theoretical premises against the empirical evidence from the community schools of Nepal, this article explores common ground of various theoretical perspectives about understanding school actors' accountability.
Yogendra Kumar Karki
Joint Secretary, Ministry of Agricultural Development, Nepal
Punya Prasad Regmi
Professor, Institute of Agriculture and Animal Science, Tribhuvan University, Nepal
Colleges should motivate the teachers for their job satisfaction in order to enhance the performance of the organizations. This paper examines the association between work motivation and job satisfaction of teachers. With convenient sampling technique, only 112 responses are usable out of 150 questionnaires distribution to the teachers of university constituent, affiliated and plus two campuses/ colleges in Kathmandu valley. Using descriptive statistics and correlation analysis, the study analyses the work motivation and job satisfaction of the teachers.
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