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\title{The Relationship between Employee Empowerment, Motivation and Job Satisfaction in Ghana Education Service. A Case Study of Atwima Mponua District in the Ashanti Region}
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\begin{document}

             \author[1]{Charles Akomea  Bonsu}

             \affil[1]{  Kumasi Technical University}

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\date{\small \em Received: 1 January 1970 Accepted: 1 January 1970 Published: 1 January 1970}

\maketitle


\begin{abstract}
        


The objective of this study is to assess the relationship between employee empowerment and motivation on job satisfaction in the Ghana Education Service (GES), using Atwima Mponua District in the Ashanti Region as a case. The study adopted primary data which was solicited from two hundred teachers who were conveniently sampled from the Atwima Mponua District of the GES with a structured questionnaire on a five-point Likert Scale. Data collected were analysed quantitatively using both descriptive and inferential statistics with SPSS version 21.

\end{abstract}


\keywords{emploee empowerment, motivation, job satisfaction.}

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{{\textit{CrossRef DOI of original article:}} \underline{}}
\end{textblock*}\let\tabcellsep& 	 	 		 
\section[{I. Introduction}]{I. Introduction}\par
ob satisfaction may be explained as the pleasant feeling an individual has towards a required remunerative responsibility or assignment. According to \hyperref[b1]{Alsharah (2014)} job satisfaction refers to both the external and internal circumstances/factors that affects employee feelings towards th??r remunerative duties which is influenced by one's ability to accomplish the tasks required, th? level of communication within an organization, and how management treats ?mploy??s. Mandan?, ?t al, (2016) posit the factors mentioned above improve and enhance ?mploy??s' performance and productivity in attaining organ?zat?onal goals. ?n view of this, it becomes imperative for manag?m?nt of organizations to ?nsur? that ?mploy??s ar? provided with both internal and external incentives that will boost th?ir work done as they have a role tole to play ?n d?t?rm?n?ng th? total ?ff?c??ncy, product?v?ty and sustainability of an organization.\par
?mploy?? empowerment in terms of shared pow?r and control is receiving attention ?n manag?m?nt c?rcl?s as a fundam?ntal ?l?m?nt in organ?zat?onal governance and efficiency (?rg?n?l? ?t al., 2007). ?mploy?? ?mpow?rm?nt ?s a proc?ss of g?v?ng employees' author?ty to be able to make the n?c?ssary ?mportant d?c?s?ons on th??r own about th??r day to day act?v?t??s. ?mpow?r?d ?mploy??s ar? ?xp?ct?d to p?rform th??r work mor? ?ff?ct?v?ly and ?ff?c??ntly than non?mpow?r?d ?mploy??s (Hass, 2010). Mot?vat?on impacts job sat?sfact?on and ?ncr?as?s th? product?v?ty of ?mploy??s. 
\section[{a) Probl?m Stat?m?nt}]{a) Probl?m Stat?m?nt}\par
An ?ff?c??nt and ?ff?ct?v? ut?l?zat?on of human r?sourc?s ?n an organ?zat?on ?s v?ry ?mportant to ?mprov? ?ts ov?rall ?ff?ct?v?n?ss and ?ff?c??ncy. L?t?ratur? r?v?als that job sat?sfact?on can b? ?nflu?nc?d by var?ous organ?zat?on b?hav?oural factors such as ?mploy?? tra?n?ng (Bhat, 2013), ?mploy?? ?mpow?rm?nt, and t?amwork. An organ?zat?on that ?s capabl? to d?s?gn an ?nv?ronm?nt wh?ch ?mphas?z?s on tra?n?ng and ?mpow?rm?nt that can b? valu?d by ?ts ?mploy??s w?ll hav? b?tt?r chanc?s to obta?n gr?at?r comm?tm?nt  {\ref (Han?f \& Abdullah, 2013)}.\par
Pr?v?ous stud??s (Colqu?tt ?t al, 2009; Azar \& Shaf?gh?, 2013) hav? ?mphas?z?d that mot?vat?on positively aff?ct ?mploy?? p?rformanc? and job sat?sfact?on and hence d?scr?b?d job p?rformanc? as th? valu? of th? s?t of ?mploy?? b?hav?ors that contr?but?s to ach??v? organ?zat?onal targ?ts. To these researchers, mot?vat?on w?ll ?ncourag? th? ?mploy??s of an organ?zat?on to s?r?ously pursue their line of duties. 
\section[{?nhanc?ng}]{?nhanc?ng}\par
?mploy?? sat?sfact?on and product?v?ty ?s on? of th? ma?n conc?rns for manag?m?nt ?n any organ?zat?on. ?t should be not?d however, that, inspite of th? l?m?t?d stud??s so far ?xam?ning th? ?ff?cts of ?mploy?? mot?vat?on and ?mploy?? ?mpow?rm?nt on ?mploy?? job sat?sfact?on, there is no such study ?n the Ghana?an cont?xt. ?mploy?? job sat?sfact?on ?n Ghana using the GES as a case. Th? ?ducat?on ?ndustry was s?l?ct?d as a case du? to th? lack of ?mp?r?cal r?s?arch on ?mploy?? job sat?sfact?on ?n th?s sector. 
\section[{b) R?s?arch Qu?st?ons}]{b) R?s?arch Qu?st?ons}\par
Th? r?s?arch?rs would l?k? to answ?r th? underlisted qu?st?ons in pursuing the aim of this article.  
\section[{c) Research Objectives}]{c) Research Objectives}\par
To achieve the over-all aim and purpose of the study, at the end of the study, the researchers will achieve the following.  
\section[{III. Methodolgy a) Sampl? and Sampl?ng T?chn?qu?}]{III. Methodolgy a) Sampl? and Sampl?ng T?chn?qu?}\par
A non-probab?l?ty sampl?ng t?chn?qu? were ?mployed ?n s?l?ct?ng th? r?spond?nts. Purpos?v? sampl?ng t?chn?qu? was us?d to s?parat? th? t?ach?rs accord?ng to th??r work ?xp?r??nc?s wh?l? conv?n??nc? sampl?ng was us?d to s?l?ct th? r?spond?nts for th? study. Bas?d on th? r?comm?ndat?ons of Kr?jc?? and Morgan (1970) for d?t?rm?n?ng sampl? s?z?, a total of 200 qu?st?onna?r?s ar? cons?d?r?d acc?ptabl? for th? sampl? s?z? bas?d on th? populat?on of th? pr?s?nt study. Th? sampl? s?z? was d?t?rm?n?d us?ng Kr?jc?? and Morgan (1970) formula?: n= N1+N(e\textasciicircum 2), wh?r?: n = sampl? s?z?; N = populat?on s?z?; and ? = l?v?l of pr?c?s?on or marg?n of ?rror. Bas?d on th? formula? g?v?n and an ?xp?ct?d pr?c?s?on l?v?l of 95\%, th? sampl? s?z? was: (n) = 321/ (1+371 (0.05\textasciicircum 2)) = 178. Th? sampl? of 200 t?ach?rs was ut?l?z?d ?n th?s study drawn from all th? JHS ?n th? D?str?ct. Th? sampl?ng plan d?scr?b?s th? sampl?ng un?t, sampl?ng fram?, sampl?ng proc?dur?s and th? sampl? s?z? for th? study. Th? sampl?ng fram? d?scr?b?s th? l?st of all populat?on un?ts from wh?ch th? sampl? was b? s?l?ct?d  {\ref (Coop?r \& Sch?ndl?r, 2003)}. Bas?d on th?s, a sampl? of 200 r?spond?nts (62\% of th? targ?t populat?on) was drawn from th? poss?bl? 321 targ?t populat?on.\par
A s?mpl? r?gr?ss?on mod?l was appl??d to d?t?rm?n? th? ?ff?cts of ?mploy?? ?mpow?rm?nt and mot?vat?on on job sat?sfact?on. R?gr?ss?on ?s conc?rn?d w?th d?scr?b?ng and ?valuat?ng th? r?lat?onsh?p b?tw??n a g?v?n var?abl? and on? or mor? oth?r var?abl?s. Mor? sp?c?f?cally, r?gr?ss?on ?s an att?mpt to ?xpla?n mov?m?nts ?n a var?abl? by r?f?r?nc? to mov?m?nts ?n on? or mor? oth?r var?abl?s. Two mod?ls was adopt?d for th? study Data are values of qualitative or quantitative variables, belonging to a set of items. To meet the objectives of the study, the researcher used a prima r y data which were collected directly y from the respondents on the g round. The y are data collected for the need at hand. According to Ghau ri and Gronhaug (2005), primary data is the first-hand data since it is collected primarily for the cu r rent research's purpose. The y further explained that this type of data often helps to obtain suitable responses to cu r rent research's objectives.
\begin{quote}
Mod?l On?\end{quote}
\par
A comprehensive questionnaire designed to cove r the objectives of the problem was used to collect the data. The stud y made use of quantitative methods to achieve the objective. It also made use of prima r y data and hence uses a questionnaire in the collection of data from the respondents. Structured questionnaires were adopted for the stud y. 
\section[{IV. Results and Discussion}]{IV. Results and Discussion} 
\section[{a) Correlation Analysis}]{a) Correlation Analysis}\par
Th? importance of correlation analysis is to ensure that independent variables are not corr?lat?d w?th ?ach oth?r to avoid multicollinearity. Corr?lat?on also provides ?nformat?on r?gard?ng th? l?n?ar assoc?at?on b?tw??n th? d?p?nd?nt var?abl? and ?ach of th? ?nd?p?nd?nt var?abl?s. Corr?lat?on r?f?rs to th? str?ngth of l?n?ar assoc?at?ons b?tw??n two or mor? Var?abl?s (Albr?ght ?tal., 2011). Th? outcom? of th? corr?lat?on analys?s (Tabl? 4.2) ?s r?pr?s?nt?d ?n P?arson Corr?lat?on by calculat?ng th? corr?ct?on of th? var?abl?s w?th ?ach oth?r.\par
?t was found that th? var?abl?s hav? w?ak to mod?rat? corr?lat?on and th?r?for? do not pos? any probl?m of mult?coll?n?ar?ty. ?nt?r?st?ngly, all th? var?abl?s acc?ss ar? pos?t?v?ly corr?lat?d to ?ach oth?r. Th? analys?s also found a s?gn?f?cant corr?lat?on b?tw??n ?mploy?? ?mpow?rm?nt and job sat?sfact?on. Also, th?r? was a pos?t?v? corr?lat?on b?tw??n ?mploy?? ?mpow?rm?nt and ?mploy?? mot?vat?on.\par
i 
\section[{. Correlation Analysis}]{. Correlation Analysis}\par
The importance of correlation analysis is to ensure that independent variables are not correlated with each other to avoid multicollinearity. Correlation also provides information regarding the linear association between the dependent variable and each of the independent variables. Correlation refers to the strength of linear associations between two or more Variables (Albright et al., 2011). The outcome of the correlation analysis (Table \hyperref[tab_2]{4}.2) is represented in Pearson Correlation by calculating the correction of the variables with each other.\par
It was found that the variables have weak to moderate correlation and therefore do not pose any problem of multicollinearity. Interestingly, all the variables access are positively correlated to each other. The analysis also found a significant correlation between employee empowerment and job satisfaction. Also there was a positive correlation between employee empowerment and employee motivation.  
\section[{The Impact of Employee Empowerment on Motivation in the Ghana Education Service}]{The Impact of Employee Empowerment on Motivation in the Ghana Education Service}\par
The first objective of the study sought to assess the impact empowering (EMP) teachers in the Ghana Education Service have on their motivation (MOT). This section of the analysis presents results of data estimation on this objective. The results are based on Ordinary Least Square (OLS) estimation technique and are reported on Table \hyperref[tab_2]{4}.3. Evidence from the results indicates that employee empowerment has positive effect on motivation. EMP had a coefficient of 0.082 in the regression model with a p-value of 0.052 at 5\% level of significance. The result indicates that all other things remaining constant, an increase in the empowerment of teachers leads to teacher motivation however the magnitude of the impact is minimal.\par
Enormous organizations are built on the inherent value of their employees as motivated and committed employees almost always allow an organization to grow faster than similar competitive organizations. Motivated and Empowered employees with high levels of commitment are the most important asset for any organization and keeping the employee motivation, and empowerment up is always rewarding to an industry as motivated and committed employees are more productive and higher productivity usually results in higher profits.\par
Researchers have suggested that employee empowerment and motivation are positively associated with employees' participation, job satisfaction, organizational commitment, and higher productivity (Iqbal et al., 2013). Swarnalatha and Prasanna (2012) studies on employee empowerment to motivate the employees in health care industry in a private multispeciality organization. Tutar et al. (2011) studied on the effects of employee empowerment on achievement motivation and the contextual performance of employees. The authors have discussed about the perceived employee empowerment on achievement motivation and performance of employees. The study has mentioned that the perceived employee empowerment has a positive impact on the achievement motivation and contextual performance of employees in the organisation.  
\section[{ii. The Link between Motivation and Employee' Job Satisfaction in the Ghana Education Service}]{ii. The Link between Motivation and Employee' Job Satisfaction in the Ghana Education Service}\par
The results are an indication that when teachers are motivated in their work it influences their level of satisfaction in delivering their service and desire to continue servicing in the Ghana Education Service. In the teaching profession, teachers' performance depends on what they perceive as important to them in their teaching or professional career. These factors are much dear to the hearts of teachers and hence determine their level of satisfaction and will make them happy to put up their best at work.\par
The finding of the study is consistent with Seniwoliba (2013) who assessed teacher motivation and job satisfaction in senior high schools in the Tamale metropolis of Ghana and found that teacher motivation leads to job satisfaction of teacher. Similarly, in the study by Khalid, Salim and Loke (2011) to examine the impacts of rewards and motivation on job satisfaction between public and private water utility organization in Malaysia, the study found that motivation influence employee job satisfaction positively. 
\section[{b) The Relationship between Empowerment and Job Satisfaction of Employees in the Ghana Education Service}]{b) The Relationship between Empowerment and Job Satisfaction of Employees in the Ghana Education Service}\par
The third objective of the study was meant to examine the effect of employee empowerment (EMP) on satisfaction of their job. Employee empowerment (EMP) had a positive effect on job satisfaction. Employee empowerment (EMP) had a positive unstandardised coefficient of 0.284 and a probability of 0.011 at 5 percent significant level. This is an indication that teacher empowerment has a significant impact on satisfaction of their job. The result indicates that all other things being equal, an increase in teacher empowerment will engender their satisfaction in their job by 0.284.\par
Empowerment has now become an imperative for the organizations, especially for those who want to win external pressures with the help of their workforce support. Until the employees do feel empowered, they are not satisfied with their jobs. The findings were also supported by other previous studies, which confirmed a significant relationship between empowerment and job satisfaction \hyperref[b19]{(Hechanova et al., 2006;} {\ref Patah et al., 2009;} {\ref Pelit et al., 2011)}. 
\section[{c) R?comm?ndat?ons}]{c) R?comm?ndat?ons}\par
Bas?d on th? f?nd?ngs, d?scuss?ons and th? conclus?ons drawn, th? follow?ng r?comm?ndat?ons ar? subm?tt?d: ? G?v?n that 
\section[{d) Conclusions}]{d) Conclusions}\par
? The first objective of study sought to assess the impact of employee empowerment on motivation in the Ghana Education Service. The analysis revealed\par
The second objective of the study sought examine the link between motivation and employee satisfaction in the Ghana Education Service. This section of the analysis presents results of data estimation on this objective. The results are based on the ordinary least square (OLS) technique and are reported on Table \hyperref[tab_2]{4}.3. The results of data processed suggested that employee motivation significantly affect employee satisfaction. Motivation significantly had a positive and significant relationship at 1\% level of significance with employee motivation. Evidence from the table suggests that employee motivation has a coefficient of 0.137396 in the regression model with a pvalue of 0.0003 at 1\% level of significance. The result indicates that all other things remaining constant, an increase in the employee motivation will stimulate 0.137396 increase in the satisfaction of teachers in the Ghana Education service. that teacher empowerment has positive effect on motivation at 5\% level of significance. This is an indication that when teachers are empowered with the necessary skills, knowledge, and logistics it motivates them to deliver better services to the Ghana Education Services and the people of Ghana at large. ? The second objective of the study examined the link between motivation and teachers' job satisfaction in the Ghana Education Service. The results of data processed suggested that employee motivation positively and significantly affect their satisfaction on the job. The results implies that when teachers are motivated either intrinsically or extrinsically it positively impacts their satisfaction. Motivation is particularly useful because, teacher's performance depends on what they perceive as important to them in their teaching or professional career. These factors are much dear to the hearts of teachers and hence determine their level of satisfaction and will make them happy to put up their best at work. ? The third objective also examined the relationship between teacher empowerment and job satisfaction in the Ghana Education Service. The results indicated that teacher empowerment had a positive unstandardised coefficient of 0.284 and a probability of 0.011 at 5 percent significant level, an indication of a positive relationship. When teachers are given the necessary empowerment that they need it will boost the satisfaction at work. According to (2013), empowerment and its dimensions, access to information, reward systems, selfdetermination and competence had a significant positive relationship on job satisfaction 
\section[{Global}]{Global}\begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-2.png}
\caption{\label{fig_0}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-3.png}
\caption{\label{fig_1}}\end{figure}
  \begin{figure}[htbp]
\noindent\textbf{1} \par 
\begin{longtable}{}
\end{longtable} \par
 
\caption{\label{tab_0}1 .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.5517891870867366\textwidth}P{0.26614157915208086\textwidth}P{0.03206923376118242\textwidth}}
\tabcellsep Ahm?d, Nawaz, ?qbal ?t al (2010) ?mphas?s? that, th?\tabcellsep \\
\tabcellsep factors of mot?vat?on play a major rol? ?n ?ncr?as?ng\tabcellsep \\
\tabcellsep ?mploy?? sat?sfact?on. ?n a study by Khal?d, Sal?m and\tabcellsep \\
\tabcellsep Lok? (2011) to ?xam?n? th? ?mpacts of r?wards and\tabcellsep \\
\tabcellsep mot?vat?on on job sat?sfact?on b?tw??n publ?c and\tabcellsep \\
\tabcellsep pr?vat? wat?r ut?l?ty organ?sat?on ?n Malays?a, th?y found\tabcellsep \\
\tabcellsep that mot?vat?on ?nflu?nc? ?mploy?? job sat?sfact?on\tabcellsep \\
\tabcellsep pos?t?v?ly.\tabcellsep \\
\tabcellsep Surv?ys conduct?d also show that tr?at?ng\tabcellsep \\
\tabcellsep ?mploy??s w?th r?sp?ct, prov?d?ng r?gular ?mploy??\tabcellsep \\
\tabcellsep r?cogn?t?on, ?mpow?r?ng ?mploy??s, off?r?ng abov?\tabcellsep \\
\tabcellsep ?ndustry av?rag? b?n?f?ts, comp?nsat?on (D?shpand?,\tabcellsep \\
S?rv?c?. 3. To ?xam?n? th? r?lat?onsh?p b?tw??n ?mpow?rm?nt and job sat?sfact?on of ?mploy??s ?n th? Ghana ?ducat?on S?rv?c?. II. Literacture Review a) Job Satisfaction W??hr?ch and Koontz (1999) ?n ?xpla?n?ng th? g?n?s?s of job sat?sfact?on argu? that, th? d?bat? on job sat?sfact?on start?d w?th Maslow 's H??rarchy of n??ds th?ory (1943) but th? whol? story about th? ph?nom?na ?manat?s from Taylor?sm or Sc??nt?f?c Mov?m?nt by Fr?d?r?ck W?nslow Taylor (1911) wh?ch cons?d?rs human b??ng as ?conom?c man with mon?y b?l??ving to b? th? b?gg?st r?ason for job sat?sfact?on. How?v?r, th?s ?d?a was cr?t?c?z?d by th? Hawthorn? Stud??s (1924-1933) by ?lton Mayo and Assoc?at?s about th? natur? of human b??ng. Th?y argu?d that apart from mon?y, th?r? ar? oth?r ?mportant ?l?m?nts such as p?rsonal moral?, pos?t?v? ?nt?rr?lat?onsh?ps, manag?m?nt und?rstand?ng of ?nd?v?dual ?mploy?? and group b?hav?our as oth?r factors that contr?but? to ?mploy?? sat?sfact?on. Stud??s show that c?rta?n cond?t?ons can ??th?r br?ng about job sat?sfact?on or d?ssat?sfact?on, and th? burg?on?ng l?t?ratur? on th? th?or??s of job sat?sfact?on propos? that th?or??s ar? usually class?f??d accord?ng to th??r natur? or chronolog?cal arrang?m?nt (Sa?fudd?n ?t R?s?arch?rs hav? sugg?st?d that ?mploy?? ?mpow?rm?nt and mot?vat?on ar? pos?t?v?ly assoc?at?d w?th ?mploy??s' part?c?pat?on, job sat?sfact?on, organ?zat?onal comm?tm?nt and h?gh?r product?v?ty (Kuo Ho L?n \& La?, 2009; ?qbal ?t al., 2013).\tabcellsep (2011); and N?ng, Zhong, L?bo and Q?uj?? (2009) stat?d s?gn?f?cant and pos?t?v? r?lat?onsh?p b?tw??n ?mploy?? ?mpow?rm?nt and job sat?sfact?on ?n th??r r?s?arch Ar?kar, Rana and S?ngh, (2016); Choong and Lau\tabcellsep Global Journal of Management and Business Research Volume XXIII Issue I Version I Year 2023 ( ) A\\
al., 2012).\tabcellsep stud??s.\tabcellsep \\
b) Mot?vat?on and ?mploy?? Sat?sfact?on\tabcellsep \tabcellsep \\
Stud??s conduct?d po?nt out that mot?vat?on\tabcellsep \tabcellsep \\
br?ngs about ?mploy?? sat?sfact?on (Ampofo, 2012;\tabcellsep \tabcellsep \\
Kab?r \& Parv?n, 2011; Khal?d, Sal?m \& Lok?, 2011).\tabcellsep \tabcellsep \\
\tabcellsep © 2023 Global Journals\tabcellsep \end{longtable} \par
  {\small\itshape [Note: d) R?lat?onsh?p b?tw??n ?mpow?rm?nt and ?mploy??Mot?vat?on ?normous organ?zat?ons ar? bu?lt on th? ?nh?r?nt valu? of th??r ?mploy??s as mot?vat?d and]} 
\caption{\label{tab_1}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{4} \par 
\begin{longtable}{P{0.6091093117408907\textwidth}P{0.22712550607287452\textwidth}P{0.013765182186234818\textwidth}}
\multicolumn{3}{l}{2: Correlations Analysis}\\
\tabcellsep \multicolumn{2}{l}{MOT SAT EMP}\\
\multicolumn{3}{l}{MOT Pearson Correlation 1 .131 .080}\\
Sig. (2-tailed)\tabcellsep \multicolumn{2}{l}{.064 .258}\\
N\tabcellsep \multicolumn{2}{l}{200 200 200}\\
\multicolumn{3}{l}{SAT Pearson Correlation .131 1 .038}\\
Sig. (2-tailed)\tabcellsep .064\tabcellsep .593\\
N\tabcellsep \multicolumn{2}{l}{200 200 200}\\
\multicolumn{3}{l}{EMP Pearson Correlation .080 .038 1}\\
Sig. (2-tailed)\tabcellsep .258 .593\tabcellsep \\
N\tabcellsep \multicolumn{2}{l}{200 200 200}\end{longtable} \par
 
\caption{\label{tab_2}Table 4 .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{43} \par 
\begin{longtable}{P{0.3510869565217391\textwidth}P{0.20942028985507247\textwidth}P{0.21557971014492755\textwidth}P{0.006159420289855073\textwidth}P{0.06775362318840579\textwidth}}
Variables\tabcellsep B\tabcellsep S. E\tabcellsep T\tabcellsep P-value\\
Constant\tabcellsep 4.230\tabcellsep \multicolumn{3}{l}{.296 14.291 .000}\\
EMP\tabcellsep .082\tabcellsep \multicolumn{2}{l}{.080 .072 1.135}\tabcellsep .004\\
F-statistic\tabcellsep 1.289 (.028)\tabcellsep \tabcellsep \tabcellsep \\
R\tabcellsep .380 a\tabcellsep \tabcellsep \tabcellsep \\
R Square\tabcellsep .16\tabcellsep \tabcellsep \tabcellsep \\
Adjusted R Square\tabcellsep .11\tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_3}Table 4 . 3 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.13707827260458838\textwidth}P{0.7129217273954116\textwidth}}
\tabcellsep ?n th?s r?sp?ct, salary par?ty analys?s could b?\\
\tabcellsep conduct?d to ?nsur? that cond?t?ons of s?rv?c? of\\
\tabcellsep t?ach?rs and oth?r s?ctors of th? ?conomy ar?\\
\tabcellsep ?qu?tabl?.\\
?\tabcellsep S?nc? t?ach?rs hav? low s?lf-?st??m and f??l th?y ar?\\
\tabcellsep not r?sp?ct?d by commun?t??s and soc??ty ?n\\
\tabcellsep g?n?ral, t?ach?r's soc?al status could b? ?nhanc?d\\
\tabcellsep through a two-prong approach: (a) By prov?d?ng\\
\tabcellsep t?ach?rs w?th ?ff?ct?v? tra?n?ng, d?c?nt work?ng\\
\tabcellsep cond?t?ons and ?nhanc?d r?mun?rat?on; and\\
\multicolumn{2}{l}{? s?ns?t?z?ng all ?ducat?onal stak?hold?rs a?m?d at}\\
\tabcellsep ?mprov?ng, r?stor?ng th? d?gn?ty and status of th?\\
\tabcellsep t?ach?ng prof?ss?on.\\
\multicolumn{2}{l}{? Th? gov?rnm?nt should r?-look, d?s?gn a s?ngl?-}\\
\tabcellsep sp?n? salary structur? for all c?v?l and publ?c s?rvants\\
\tabcellsep to ?nsur? that p?opl? ?n d?ff?r?nt ?stabl?shm?nts w?th\\
\tabcellsep ?qual qual?f?cat?ons, knowl?dg?, sk?lls and\\
\tabcellsep ?xp?r??nc? w?th s?m?lar job r?spons?b?l?t??s ar?\\
\tabcellsep plac?d on th? sam? scal? to avo?d d?spar?ty and\\
\tabcellsep ?l?m?nat? th? p?rc?pt?on of ?n?qu?ty\\
\multicolumn{2}{l}{? Any ?mprov?m?nt ?n ?ducat?on should s??k th?}\\
\tabcellsep ?nt?r?st of t?ach?rs and so part of th? G?TFUND\\
\tabcellsep could b? us?d to ?mprov? th? lot of t?ach?rs to\\
\tabcellsep ?nsur? that th?y r?ma?n to g?v? off th??r b?st\\
\multicolumn{2}{l}{? T?ach?rs' probl?ms w?th accommodat?on and}\\
\tabcellsep m?d?cal allowanc? n??d to b? addr?ss?d s?nc? th?y\\
\tabcellsep ar? cr?t?cal factors for attr?t?on; and\\
\multicolumn{2}{l}{? R?cru?tm?nt, post?ngs, transf?rs and promot?ons}\\
\tabcellsep should b? bas?d on p?rformanc? and not s?n?or?ty.\\
\tabcellsep Th? abs?nc? of a m?chan?sm to r?cogn?z? th?\\
\tabcellsep ach??v?m?nt of t?ach?rs' m?ans th?r? ?s l?ss\\
\tabcellsep mot?vat?on among th?m. Th?r?for? an am?cabl?\\
\tabcellsep solut?on should b? sort?d to addr?ss th?s ?ssu?.\end{longtable} \par
 
\caption{\label{tab_4}}\end{figure}
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\end{bibitemlist}
 			 		 	 
\end{document}
