Higher Nationals

Internal verification of assessment decisions – BTEC (RQF)

INTERNAL VERIFICATION – ASSESSMENT DECISIONS

Programme title BTEC HND in Computing

Mr. Premnath Stephen

Assessor Internal
Verifier
Unit 13: Computing Research Project
Unit(s)
Final Research Report – Remote working
Assignment title
D.K.K.G Fernando
Student’s name
List which assessment Pass Merit Distinction
criteria the Assessor has
awarded.
INTERNAL VERIFIER CHECKLIST

Do the assessment criteria awarded match

those shown in the assignment brief? Y/N

Is the Pass/Merit/Distinction grade awarded

justified by the assessor’s comments on the Y/N
student work?
Has the work been assessed
Y/N
accurately?
Is the feedback to the student:
Give details:
• Constructive? Y/N
• Linked to relevant assessment Y/N
criteria? Y/N
• Identifying opportunities for
improved performance? Y/N
• Agreeing actions?
Does the assessment decision need
Y/N
amending?

Assessor signature Date

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Date
required)
 Confirm action completed
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Higher Nationals - Summative Assignment Feedback Form
Student Name/ID D.K.K.G Fernando | NG09856

Unit Title Unit 13: Computing Research Project

Assignment Number 1 Assessor

23/01/2022 Date Received
Submission Date
1st submission
Date Received 2nd
Re-submission Date
submission

Assessor Feedback:
LO2 Conduct and analyse research relevant to a chosen computing research project

Pass, Merit & Distinction

Descripts
P3 ☐ P4 ☐ M2 ☐ D1 ☐

LO3 Communicate the outcomes of a research project to identified stakeholders

Pass, Merit & Distinction

Descripts
P5 ☐ M3 ☐ D2 ☐

LO4 Reflect on the application of research methodologies and concepts

Pass, Merit & Distinction

Descripts
P6 ☐ P7 ☐ M4 ☐ D3 ☐

Grade: Assessor Signature: Date:

Resubmission Feedback:

Grade: Assessor Signature: Date:

Internal Verifier’s Comments:

Signature & Date:

* Please note that grade decisions are provisional. They are only confirmed once internal and external moderation has taken place and
grades decisions have been agreed at the assessment board.
Assignment Feedback
Formative Feedback: Assessor to Student

Action Plan

Summative feedback

Feedback: Student to Assessor

Assessor Date
signature
[email protected] 23/01/2022
Student Date
signature
Pearson
Higher Nationals in
Computing
Unit 13: Computing Research Project
Project Report
General Guidelines

1. A Cover page or title page – You should always attach a title page to your assignment. Use
previous page as your cover sheet and make sure all the details are accurately filled.
2. Attach this brief as the first section of your assignment.
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Word Processing Rules

1. The font size should be 12 point, and should be in the style of Time New Roman.
2. Use 1.5 line spacing. Left justify all paragraphs.
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4. Use footer function in the word processor to insert Your Name, Subject, Assignment No, and
Page Number on each page. This is useful if individual sheets become detached for any
reason.
5. Use word processing application spell check and grammar check function to help editing your
assignment.

Important Points:

1. It is strictly prohibited to use textboxes to add texts in the assignments, except for the
compulsory information. eg: Figures, tables of comparison etc. Adding text boxes in the body
except for the before mentioned compulsory information will result in rejection of your work.
2. Avoid using page borders in your assignment body.
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submissions will not be accepted.
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5. Excuses of any nature will not be accepted for failure to hand in the work on time.
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you may apply (in writing) for an extension.
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9. Non-submission of work without valid reasons will lead to an automatic RE FERRAL. You will
then be asked to complete an alternative assignment.
10. If you use other people’s work or ideas in your assignment, reference them properly using
HARVARD referencing system to avoid plagiarism. You have to provide both in-text citation
and a reference list.
11. If you are proven to be guilty of plagiarism or any academic misconduct, your grade could be
reduced to A REFERRAL or at worst you could be expelled from the course
Student Declaration

I hereby, declare that I know what plagiarism entails, namely to use another’s work and to present
it as my own without attributing the sources in the correct form. I further understand what it means
to copy another’s work.

1. I know that plagiarism is a punishable offence because it constitutes theft.

2. I understand the plagiarism and copying policy of Edexcel UK.
3. I know what the consequences will be if I plagiarise or copy another’s work in any of the
assignments for this program.
4. I declare therefore that all work presented by me for every aspect of my program, will be my
own, and where I have made use of another’s work, I will attribute the source in the correct
way.
5. I acknowledge that the attachment of this document signed or not, constitutes a binding
agreement between myself and Pearson , UK.
6. I understand that my assignment will not be considered as submitted if this document is not
attached to the assignment.

[email protected] 23/01/2022
Student’s Signature: Date:
(Provide E-mail ID) (Provide Submission Date)
Higher National Diploma in Computing
Assignment Brief
Student Name /ID Number D.K.K.G Fernando | NG09856
Unit Number and Title Unit 13 – Computing Research Project
Academic Year 2021/22
Unit Tutor Mr. Premnath Stephen

Assignment Title Final Research Project Report

Issue Date 23/12/2021
Submission Date 23/01/2022
IV Name & Date

Submission format

• The submission is in the form of an individual written report.

• The submission is in the form of an individual written report.
• This should be written in a concise, formal business style using single spacing and font size 12.
• You are required to make use of headings, paragraphs and subsections as appropriate, and all
work must be supported with research
• referenced using the Harvard referencing system.
• Please provide a referencing list using the Harvard referencing system.
• The recommended word limit is minimum 4,500 words
Unit Learning Outcomes:

LO2. Conduct and analyse research relevant to a chosen computing research project
LO3. Communicate the outcomes of a research project to identified stakeholders
LO4. Reflect on the application of research methodologies and concepts
Assignment Brief and Guidance:

Learner is now required to provide a comprehensive research project report based on the findings
of secondary and primary research carried out on the project proposal submitted in the previous
section on Remote working.
The Learner requires to produce a detailed research project report covering following areas

• Conduct primary and secondary research using appropriate methods for a computing research
project that consider costs, access and ethical issues. Carry out your research and apply
appropriate analytical tools to analyse research findings and data and discuss merits,
limitations and pitfalls experienced during data collection and analysis.
• Draw conclusion based on the research findings.
• Communicate the outcomes of your research project to the identified audience and a critical
evaluation of the outcomes demonstrating if the research objectives were met.
• Reflect on the success of your research project and your performance at the end of the
project with the inclusion of a project evaluation and recommendations (Consider
alternative research methodologies and lessons learnt in view of the outcomes)
 Grading Rubric
Grading Criteria Achieved Feedback

P3 Conduct primary and secondary research using

appropriate methods for a computing research project
that consider costs, access and ethical issues
P4 Apply appropriate analytical tools to analyse
research findings and data.
M2 Discuss merits, limitations and pitfalls of
approaches to data collection and analysis.
P5 Communicate research outcomes in an appropriate
manner for the intended audience.
M3 Coherently and logically communicate outcomes to
the intended audience, demonstrating how outcomes
meet set research objectives.
D2 Communicate critical analysis of the outcomes and
make valid, justified recommendations.
P6 Reflect on the effectiveness of research methods
applied for meeting objectives of the computing
research project.
P7 Consider alternative research methodologies and
lessons learnt in view of the outcomes.
M4 Provide critical reflection and insight that results in
recommended actions for improvements and future
research considerations.
D3 Demonstrate reflection and engagement in the
resource process leading to recommended actions for
future improvement.
 The role of digital transformation strategies on the job
satisfaction of employees while working remotely. Special
Reference to higher secondary school teachers in St. Johns
College Jaffna
By

D.K.K.G Fernando
NG09856

Submitted in accordance with the requirements for the

COMPUTING RESEARCH PROJECT MODULE OF PEARSON’S HND
IN Software Engineering PROGRAMME
at the
ESOFT METRO CAMPUS

Jaffna

Name of research Tutor: Mr. Premnath Steephen

2022/01/23
 i

DECLARATION

Name of Research Candidate: D.K.K.G Fernando

Pearson Registration Number: NG09856
Programme Name: HND in Software Engineering
Research Title: The role of digital transformation strategies on the job satisfaction of employees
while working remotely. Special Reference to higher secondary school teachers in St. Johns
College Jaffna
Field of Study:
I do solemnly and sincerely declare that:
i. I’m the sole author of this study
ii. This work is original
iii. In case of any use if any information from other sources references of copyright with its
ownership have been acknowledged in this document
iv. I do not have any actual knowledge nor do I ought reasonably to know that the making of
the work constitutes an infringement of any copyright work
v. I know that plagiarism is a punishable offence because it constitutes theft, I understand the
plagiarism and copying policy of the Edexcel UK, I know what the consequences will be
if I plagiaries or copy another’s work in this research for this program.

Candidate Signature: [email protected] Date: 2022/01/23

Subscribed and solemnly declared before,

Supervisor’s Name: Mr. Premnath Steephen

Designation:

Supervisor’s Signature: Date:

 ii

ACKNOWLEDGMENT

I would like to give my special thanks to Esoft Metro Campus, Jaffna which gave me the
opportunity to enroll in this course and for the guidance.

First, I want to give my gratitude of thanks to my CRP lecturer and the coordinator for BTEC
HND Mr. Premnath Steephen for the guidance, encouragement and support given by him. That
was really helpful in finishing this assignment successfully.

Thank You

D.K.K.G Fernando
 iii

ABSTRACT

Digital transformation is a foundational change in how an organization delivers value to its

customers (Boulton,2021). Digital Transformation is an important process to integrate digital
solutions to our everyday lives. But due to the Covid19 Sri Lankan schools were closed and the
teachers had to teachers’ students through online. However virtual teaching was not very
common within Sri Lanka (Hewagamage,2020). With this critical situation teachers had to
quickly alter their teaching methods, regardless of whether they were experienced in and prepared
for online education. By doing so teachers have faced several difficulties and challenges in
carrying out online teaching process. The challenges and difficulties impacted on the job
satisfaction of teachers. The main objective of the study is to analyses the role of digital
transformation strategies on the job satisfaction of teachers in St Johns college Jaffna. To achieve
these objectives, the target population was considered as the teachers in St Jones college Jaffna.
Questionnaires were issued to a sample of 100 teachers from the population. Descriptive,
Pearson’s correlation and multiple regression analysis were used to analyze the data. The findings
indicated that the independent variables’ device capability, internet connection speed, software
features, availability of resources, distractions have a significant relationship with the dependent
variable, the job satisfaction of teachers. Further Regression analysis stated that the independent
variables have a significant impact on the dependent variable as well. By addressing the findings
of this study, the school management, ministry of education can take relevant decisions to solve
this matter in near future. That will enhance the job satisfaction of teachers and it will make this
online teaching process efficient.
 iv

CONTENTS
DECLARATION ............................................................................................................................. i
ACKNOWLEDGMENT ................................................................................................................. ii
ABSTRACT ...................................................................................................................................iii
CONTENTS ................................................................................................................................... iv
LIST OF ABBREVIATIONS ....................................................................................................... vii
A LIST OF TABLES ...................................................................................................................viii
LIST OF FIGURES ........................................................................................................................ ix
CHAPTER 1 – INTRODUCTION ............................................................................................... 10
1.1. Introduction .................................................................................................................... 10
1.2. Background of the research ............................................................................................ 10
1.3. Purpose of research ......................................................................................................... 11
1.4. Significance of the Research .......................................................................................... 12
1.5. Research objectives ........................................................................................................ 14
1.6. Research Sub objectives ................................................................................................. 14
1.7. Research questions ......................................................................................................... 15
1.8. Hypothesis ...................................................................................................................... 16
1.9 Scope of the research ........................................................................................................... 17
1.1. Thesis structure ............................................................................................................... 18
CHAPTER 1 - Introduction ................................................................................................... 18
CHAPTER 2 - Literature Review.......................................................................................... 18
CHAPTER 3 - Methodology ................................................................................................. 18
CHAPTER 4 - Presentation of Results .................................................................................. 18
CHAPTER 5 - Conclusions and Recommendations ............................................................. 19
CHAPTER 2 - LITERATURE REVIEW ..................................................................................... 20
2.1. Literature Review ........................................................................................................... 20
2.2. Conceptual framework ................................................................................................... 25
CHAPTER 3 – METHODOLOGY............................................................................................... 26
3.1. Research philosophy ....................................................................................................... 26
3.2. Research approach .......................................................................................................... 27
3.3. Research strategy ............................................................................................................ 27
3.4. Time frame ..................................................................................................................... 28
3.5. Data collection procedures ............................................................................................. 29
3.5.1. Type of Data ................................................................................................................... 29
3.5.2. Data Collection Method.................................................................................................. 29
Primary Research................................................................................................................... 29
 v

Secondary Research............................................................................................................... 30
3.5.3. Data Collection and Analyze Tools ................................................................................ 30
3.5.4. Questionnaire structure ................................................................................................... 33
3.5.5. Data Storage ................................................................................................................... 36
3.6. Target population and sampling ..................................................................................... 36
3.9 Role of the researcher ....................................................................................................... 37
3.7. Reliability, Validity, and Generalizability ...................................................................... 37
3.9.1 Validity ......................................................................................................................... 37
3.9.2 Reliability ..................................................................................................................... 38
3.9.3 Generalizability ............................................................................................................ 39
3.8. Ethical issues of the research study ................................................................................ 39
CHAPTER 4 - PRESENTATION OF RESULTS ........................................................................ 41
4.1. Demographic Analysis ................................................................................................... 45
4.2. Correlation Analysis ....................................................................................................... 51
4.2.1. Correlation between digital transformation strategies and job satisfactions ........... 52
4.2.2. Correlation between device capability and job satisfactions .................................. 52
4.2.3. Correlation between Internet connection speed and job satisfactions ..................... 53
4.2.4. Correlation between software features and job satisfaction .................................... 54
4.2.5. Correlation between resources and job satisfaction ................................................ 54
4.2.6. Correlation between distractions and job satisfaction ............................................. 55
4.3. Regression Analysis ....................................................................................................... 56
4.3.1. H2 (The adaptability of digital transformation strategies significantly impacts on
job satisfaction of teachers while working remotely) ........................................................... 56
4.3.2. H2a (Device capability significantly impacts on job satisfaction of teachers while
working remotely) ................................................................................................................. 57
4.3.3. H2b (Internet connection speed significantly impacts on job satisfaction of teachers
while working remotely) ....................................................................................................... 58
4.3.4. H2c (Software features significantly impact on job satisfaction of teachers while
working remotely) ................................................................................................................. 58
4.3.5. H2d (Resources significantly impacts on job satisfaction of teachers while working
remotely) ............................................................................................................................... 59
4.3.6. H2e (Distractions significantly impacts on job satisfaction of teachers while
working remotely) ................................................................................................................. 60
CHAPTER 5 - CONCLUSIONS AND RECOMMENDATIONS ............................................... 61
5.1. Conclusion ...................................................................................................................... 61
5.1.1. Device capability ..................................................................................................... 62
5.1.2. Internet connection speed ........................................................................................ 62
5.1.3. Software features ..................................................................................................... 62
5.1.4. Resources ................................................................................................................ 63
 vi

5.1.5. Distractions.............................................................................................................. 63
5.2. Recommendations .......................................................................................................... 65
5.3. Limitations ...................................................................................................................... 66
5.4. Implications for future research ...................................................................................... 66
5.5. Personnel Reflection ....................................................................................................... 67
5.5.1. Benefits for the researcher....................................................................................... 67
5.5.2. Benefits for the Industry/organization..................................................................... 67
Referencing ................................................................................................................................... 68
Annexures...................................................................................... Error! Bookmark not defined.
Annexures C: Feedback Form / Question list ............................................................................ 72
Annexures D: Sample Feedback sheets ..................................................................................... 78
 vii

LIST OF ABBREVIATIONS

DT – Digital transformation
JB – Job Satisfaction
DC - Device Capability
ICS – Internet connection speed
SF – Software features
 viii

A LIST OF TABLES

Table 1-correlation between digital transformation strategies and job satisfactions .................... 52
Table 2-Correlation between device capability and job satisfactions ........................................... 52
Table 3-Correlation between Internet connection speed and job satisfactions ............................. 53
Table 4-Correlation between software features and job satisfaction............................................. 54
Table 5-Correlation between resources and job satisfaction ......................................................... 54
Table 6-Correlation between distractions and job satisfaction ..................................................... 55
Table 7-model summary of regression analysis of H2 .................................................................. 56
Table 8-Coefficients of H2 Regression Analysis .......................................................................... 56
Table 9--model summary of regression analysis of H2a ............................................................... 57
Table 10-Coefficients of H2a Regression Analysis ...................................................................... 57
Table 11--model summary of regression analysis of H2b ............................................................ 58
Table 12-Coefficients of H2b Regression Analysis ...................................................................... 58
Table 13--model summary of regression analysis of H2c ............................................................. 58
Table 14-Coefficients of H2c Regression Analysis ...................................................................... 59
Table 15--model summary of regression analysis of H2d ............................................................ 59
Table 16-Coefficients of H2d Regression Analysis ...................................................................... 59
Table 17--model summary of regression analysis of H2e ............................................................. 60
Table 18-Coefficients of H2e Regression Analysis ...................................................................... 60
 ix

LIST OF FIGURES

Figure 1-conceptual framework .................................................................................................... 25

Figure 2-research onion model ...................................................................................................... 26
Figure 3-research design ............................................................................................................... 28
Figure 4- age distribution among respondents .............................................................................. 45
Figure 5-gender distribution of respondents ................................................................................. 46
Figure 6-distribution of marital status of respondents ................................................................... 47
Figure 7- distribution of experience prior to the covid19 pandemic ............................................. 48
Figure 8-Distribution of device used for online teaching among respondents .............................. 49
Figure 9-Distribution of the software platform used for online teaching among respondents ...... 50
 10

CHAPTER 1 – INTRODUCTION

1.1. Introduction

Digital transformation is a foundational change in how an organization delivers value to its

customers (Boulton,2021). Digital Transformation is an important process to integrate digital
solutions to our everyday lives. It affects different sectors, for example businesses industry
or health care. However, the digital transformation not just enhances traditional solutions, it
can lead to innovative approaches. There was also a demand to integrate digital solutions into
education (Bogdandy, Tamas, Toth,2020).

During this covid19 pandemic era most of the countries had imposed lockdowns to reduce
spreading of the disease. This lockdown changed the lifestyle of all humas. Lockdown forced
colleges, universities, and schools all over Sri Lanka to take entire education to the digital
platform without any prior preparations. It has pushed the academic institutions towards
online teaching due to the indefinite shutting down of schools, colleges, by the government.
However virtual teaching was not very common within Sri Lanka (Hewagamage,2020). With
this critical situation teachers had to quickly alter their teaching methods, regardless of
whether they were experienced in and prepared for online education. By doing so teachers
have faced several difficulties and challenges in carrying out online teaching process.

Therefore, this study aims to identify the role of digital transformation (DT) on the job
satisfaction of secondary school teachers in St. Jones college Jaffna. This chapter deals with
the problem identified by the researcher which provides the motivation to conduct the
research and also the significance of the study and the delimitations of this study also has
been discussed.

1.2. Background of the research

Education plays a key role in the development of a country. Since the ancient days, the method
of learning is constantly evolving with time and is still going through numerous changes
owing to the advancing technologies (Panigrahi,2022). Traditional education system holds
the use of conventional learning tools comprising of blackboards, chalks, books and pens. It
 11

is confined within the walls of classrooms; students acquire education from teachers present
in the classroom and get direct assistance from them. Students can clarify their doubts
regarding the subject directly. These traditional educational methods are still practiced today.
With the advancement of the digital technology education has evolved in to a new modern
way. Digital classrooms, virtual methods of teaching and learning, various learning platforms
and tools have emerged with the development of digital technology. Modern education is
imparting knowledge more effectively and more impeccably. Delivering knowledge through
online platforms or websites, it has been able to attract a variety of not only students but also
teachers to participate in technology-driven learning (Panigrahi,2022). There are several
benefits of this modern education system such as flexibility, low cost, wide range of content.
But in Sri Lanka especially in Jaffna District schools the modern educational system was new
for them. They were relied on the traditional methods of education.

After the covid19 outbreak, the whole world was in a transformation. In the prevailing
situation having physical face to face classes is not favorable. Because it would lead to the
spreading of virus among school children. So as an alternative for the physical education
system, a virtual education was chosen by many countries. For this digital transformation
which is s the adoption of digital technology by an organization was essential. With the digital
transformation to virtual teaching and learning, the education would be continued as normal
as well as it wont effect in spreading covid19. But many teachers were not satisfied with the
new educational system.

Job satisfaction is defined as the level of contentment employees feel with their job
(BasuMallick,2021). Job satisfaction of a school teacher may depend on several factors. This
use of digital transformation strategies in teaching process may affect the job satisfaction of
the teachers.
1.3. Purpose of research

A pilot study had carried out by the researcher. According to the pilot study most school
teachers were not satisfied with the use of digital transformation strategies when delivering
lectures, interacting with school children. There are some drawbacks of digital transformation
for the students as well as teachers. Difficulty to adapt to the online learning environment
immediately after the traditional classroom learning environment. The students who have
always been studying in the traditional classroom mindset are not able to focus on the online
 12

platform at once. Some students and teachers are not well equipped with a high internet
connection that is required for online learning because of the location and coverage issues
(ANU_V,2021). Lack of resources is another limitation in online education. There are
students with poor financial status. They are unable to afford the costly devices and internet
connection payments. Lack of computer literacy among teachers and students. There are some
students with backgrounds of low computer literacy, even they can’t perform the basic
operations of a computer. Even there are teacher who are not familiar with digital
technologies, especially older teachers. They were used to the traditional educational system.

Many factors determine job satisfaction of teachers. The working environment of the teachers
would affect the job satisfaction and teachers’ performance. The physical aspects of a
workplace environment have a direct impact on the employees' productivity, performance,
health and safety, comfort, concentration, job satisfaction. An improper and unfavorable
working environment leads to work stress. It also can cause errors and low level of service to
the students (Satyendra,2019). The salary paid for teachers also effect the job satisfaction of
them. Instances when the minimum salary for a given teacher is not paid it would affect the
satisfaction about the job. Some teachers are from low economic backgrounds and it will
cause a dissatisfaction on their job. Due to the virtual teaching methods practiced during
pandemic era teachers were asked to work more than the normal working hours (6 hours) a
day. School management and the rules and regulations are some other factors which can affect
the job satisfaction of teachers.

Although there are several factors affecting the job satisfaction of teachers, in this study the
researcher is analyzing to what extent the adaptation of digital transformation strategies
impact on the job satisfaction of teachers of St. Jones college Jaffna.

1.4. Significance of the Research

The future of a country depends on the prevailing education system and the literacy rate
(Vijayawada,2012). The future of Sri Lanka will depend on the school children and their
education. So, imparting the right education for school children is very important. Due to
Covid19 pandemic situation many obstacles are faced by school children as well as teachers.
That caused an impact on the studies of school children. Therefore, every student and teacher
 13

had to adapt to digital transformation in order to access their education. When adapting to
digital transformation strategies it may affect the job satisfaction of teachers. teacher job
satisfaction has many important and far-reaching implications. First, it contributes to teacher
well-being as satisfied teachers are less susceptible to stress (Kyriacou & Sutcliffe, 1977;
Skaalvik & Skaalvik, 2011). In addition, there is evidence that students of teachers who are
content with their job also feel better (Collie, Shapka, & Perry, 2012; Spilt, Koomen, & Thijs,
2011). Furthermore, satisfied teachers offer higher instructional quality and better learning
support for their students (Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008; Kunter et
al., 2013).
If the t So, if they are unable to adapt this digital transformation that can affect future Sri Lanka.
Therefore, it’s important to find the relationship between adapting to digital transformation
strategies and the job satisfaction of school teachers.
 14

1.5. Research objectives

Main Objective
To examine the correlation between adaptability of digital transformation strategies on
the job satisfaction of school teachers in St. Jones College Jaffna.

1.6. Research Sub objectives

1. To examine the role of device capability on the job satisfaction of school teachers in
the Jaffna district while working remotely.

2. To study the impact of speed of internet connection on the job satisfaction of school
teachers in the Jaffna district while working remotely.

3. To assess the relationship between software features on the job satisfaction of school
teachers in the Jaffna district while working remotely.

4. To evaluate how the lack of resources create an impact on the job satisfaction of school
teachers in the Jaffna district while working remotely.

5. To examine in which extent distractions affect the job satisfaction of school teachers in
the Jaffna district while working remotely.
 15

1.7. Research questions

1. Is there any relationship between the adaptability of digital transformation strategies

on the job satisfaction of employees while working remotely?

2. Is there any relationship between the device capability and the job satisfaction of
school teachers in St John’s college while working remotely?

3. Is there any relationship between internet connection speed and the job satisfaction of
school teachers in St John’s college while working remotely?

4. Is there any relationship between software features and the job satisfaction of school
teachers in St John’s college while working remotely?

5. Is there any relationship between lack of resources and the job satisfaction of school
teachers in St John’s college while working remotely?

6. Is there any relationship between distractions and the job satisfaction of school
teachers in St John’s college while working remotely?

7. Whether the adaptability of digital transformation strategies significantly impacts on

job satisfaction of teachers while working remotely?

8. Whether Device capability significantly impacts on job satisfaction of teachers while

working remotely?

9. Whether internet connection speed significantly impacts on job satisfaction of

teachers while working remotely?

10. Whether software features significantly impact on job satisfaction of teachers while
working remotely?

11. Whether resources significantly impact on job satisfaction of teachers while working
remotely?
 16

12. Whether distractions significantly impact on job satisfaction of teachers while

working remotely?

1.8. Hypothesis

o H1: - There is a relationship between the adaptability of digital transformation strategies

and job satisfaction of teachers while working remotely.

o H1a: - There is a relationship between the device capability and job satisfaction of
teachers while working remotely.

o H1b: - There is a relationship between the internet connection speed and job
satisfaction of teachers while working remotely.

o H1c: - There is a relationship between the software features and job satisfaction of
teachers while working remotely.

o H1d: - There is a relationship between the lack of resources and job satisfaction of
teachers while working remotely.

o H1e: - There is a relationship between the distractions and job satisfaction of

teachers while working remotely.

o H2: - The adaptability of digital transformation strategies significantly impacts on job

satisfaction of teachers while working remotely.

o H2a: - Device capability significantly impacts on job satisfaction of teachers while

working remotely.

o H2b: - Internet connection speed significantly impacts on job satisfaction of

teachers while working remotely.
 17

o H2c: - Software features significantly impact on job satisfaction of teachers while

working remotely.

o H2d: - Resources significantly impacts on job satisfaction of teachers while

working remotely.

o H2e: - Distractions significantly impacts on job satisfaction of teachers while

working remotely.

1.9 Scope of the research

The scope of the study is limited to St. Jones college Jaffna Sri Lanka. The generalization of
the same may not be possible from a wider context. The study is based on the research
variables which were identified through the review of literature and from the pilot study which
was conducted prior to the research. The present research is restricted to only those variables
which are adaptability of digital transformation strategies and job satisfaction. The concept
of job satisfaction and adaptability of digital transformation strategies may have some other
dimensions as well and they are not included in this research study. As it may not be possible
to cover every dimension of the study in single research.
 18

1.1. Thesis structure

CHAPTER 1 - Introduction
This section includes the background of the study which states the scenario of the problem
taken for the research study and describes the purpose of the research. It also includes the
Research questions, objectives, hypothesis, the significance of the study and the boundaries
within which the study has been undertaken.

CHAPTER 2 - Literature Review

This part focuses on the literature review that is relevant to the study. It focuses on the
theoretical, conceptual and empirical literature about the undertaken study. It will evaluate
the theoretical underpinnings of the study.

CHAPTER 3 - Methodology
This section describes the methodology of this study. The methodology is designed to be
planned and evaluated prior to implementation. Research method is a technique used to
conduct the research (Sekaran & Bougie 2016). The following section contains research
philosophy, research approach, research strategies, time horizons and data collection
methods. It contains the clear guidelines for conducting the research. The focus of the chapter
is to justify the appropriateness of quantitative approach to the objective of this study, the
choice of respondents, the key principles of data collection and data collection methods.

CHAPTER 4 - Presentation of Results

Data should be presented clearly for the analysis and analysis is very important part of the
study to reach the accurate conclusion. The data presentation in this chapter shows the results
that were analyzed according to the objectives of the study. This section mainly covers the
analysis of demographic variables and the analysis of research information for this study. For
the purpose of quantitative analysis, personal information/ demographic variables include
information about rural area people and has been analyzed and presented in a descriptive
analysis. Subsequently, the research information section of this study was analyzed by
descriptive statistics, correlations and multiple regressions analysis. The study used software
version SPSS 20.0 to analyze and evaluate the data.
 19

CHAPTER 5 - Conclusions and Recommendations

Conclusion section intends to provide overall conclusion regarding the findings of this study
and an overall answer to the research questions. Consequently, this chapter reviews major
findings of the research. This chapter also includes the ideas and suggestions given by the
researcher to extend or to do this research in a better way in the future times to get more
insights into the subject.
As the recommendations of the study is where the researcher tries to identify the ways through
which the identified problem/ the issue could be solved. Here the intention of the researcher
is to give the solutions that can be implemented to achieve the desired situation, from the
knowledge got from the research study. Here rather than finding the relationship/ impact of
the independent variables to the dependent variables, the researcher suggests some opinions
to improve the independent variables through which the dependent variable will also be
improved.
 20

CHAPTER 2 - LITERATURE REVIEW

2.1. Literature Review

A considerable amount of literature has been published on the Adaptability of digital

transformation strategies on the job satisfaction of employee particularly while working
remotely. factors such as “Digital Transformation”, “Working Remotely”, “Job satisfaction
of Employees” and under that “Device capability”, “Speed of Internet connection”, Software
features”, “Lack of Resources”, “Distractions” were used to conduct a comprehensive search
of databases. This review of literature focuses mainly on the Job satisfaction of employees,
particularly teachers on Digital transformation and remote working specifically during the
COVID-19 pandemic situation.

Digital Transformation

Digital transformation (DT) has been defined in many ways, but generally it is the use of
information and communication technologies (ICT) along with their benefits (Subramaniam
et al., 2021) As the COVID-19 crisis is a burden situation in the recent 2-3 years many
businesses and organizations are being forced to o require their employees to work remotely
from home, often for the first time (Pham et al., 2021). The study (Seabra et al., 2021) showed
most of the participants agreed that COVID-19 is a driver of Digital Transformation.
According to the study (Shambi, 2021) the employees’ capability to adapt to the today’s
change is needed and, if employees are not engaged, then performance will be low and
customers’ dissatisfaction may shoot. More over this study demonstrated the require of
training of digital technology and giving opportunity to upskill and develop themselves.
Research studies have been recognizing the Digital transformation is essential and the change
of the job design due to the transformation. Previous research about the effects of digital
transformation on work design has focused predominantly on increased spatial and temporal
flexibility that digitization may provide to employees. Supported by new technologies work
is often shifted to home office arrangements, giving employees the freedom to complete work
outside their regular working 17 hours. (Mazmanian et al., 2013). Similar studies have been
done to demonstrate the importance of Digital Transformation. Digital learning and digital
ecosystems were part of the competitive factor, whereas they are now the basic requirement
for most of the economies since education and schooling are very much impacted ((Maritz,
 21

2020), (Mhlanga & Moloi, 2020). The Digital Transformation was remarkable in the
education system because of the pandemic situation. Recent studies have focused on the
advantages and the drawbacks of the Digital transformation strategies in the education
system. The study (Bogdandy et al., 2020) Survey showed that the digital transformation due
to the COVID-19 was not smooth and without challenges but half of the students liked it and
they would prefer it in the future. Moreover, this study indicated the issues obtained in the
digital transformation. They mentioned issues may be hardware or software. The study
indicated Software related issues may be caused by the huge variety of platforms and tools
that are used in different courses. The researcher concluded the need of Step–by–step tutorials
or configured virtual environments could be used to improve the students’ online learning
experience.
Working remotely
Working remotely can be defined as a basic concept of completing tasks away from a physical
office space with increased flexibility in time and schedule planning (Elshaiekh, Hassan, &
Abdallah, 2018, Clark, 1998) Following the global outbreak of COVID-19 pandemic, work
is no longer being conducted in the traditional manner. This has created pressure on
businesses to shift into a mode of remote working in order to avoid severe disruption
(AlMarar et al., 2021). The study (Blumberga, 2019) implied the main advantages of remote
work are: reducing the costs of maintaining the office, obtaining the desired balance between
work and personal life, reducing time and material costs for the road, reducing emotional
stress, the appearance of additional free time, the ability to consider work in another region
without having to move. When working from home or teleworking, the basic human needs
are fulfilled (Diener, Diener, & Diener, 1995), particularly so during the pandemic lockdowns
where the family's health safety is of utmost concern. The increasing spread of remote work
does not entail only positive economic effects, however, but includes some destructive factors
as well (Blumberga, 2019), (Maghlaperidze et al., 2021). A study done in Latin America
concluded that, those who were able to change from traditional work during the pandemic,
remote work demands increased perceived stress, reduced work–life balance and work
satisfaction, and increased productivity and engagement. The study also found that perceived
stress has a competitive partial mediating effect that lessens the positive effect of working
remotely on productivity and engagement (Sandoval-Reyes et al., 2021). Studies such as
(Burns & Cruz, 2021), (Zierer, 2021) indicated that Education was the most affected sectors
during the pandemic situation, as face-to-face educational activities were forced to migrate
 22

online due to the closure of schools. Studies such as (Baggaley, 2020) indicated distance
education as a lower-quality alternative because of the lack of adequate planning or teacher
training, thus hindering the reputation of distance and online learning.

Job satisfaction of Employees on Remote working

For most employees, job satisfaction is of the utmost importance. Alongside job satisfaction,
other determinants of subjective well-being from work prioritize the employed individuals
(Azizan & Mahmud, 2018). While digital transformation is often depicted as a great potential
equalizer, research has suggested that it may contrary also be a source of inequality (Hargittai
& Hsieh, 2013). Hence, while some individuals, organizations and countries, depending on
their demographic background and socioeconomic status may benefit greatly from the
medium’s diffusion, online experiences and abilities beyond core technical internet access
may be very different (Buente & Robbin, 2008). Due to lack of the resources, adequate
knowledge about the Technology employees is not satisfied on the remote working.
Researchers have focused on the satisfaction, particularly of teachers on Digital
Transformation. A study was done in Malaysia, using 503 participants to evaluate the job
satisfaction on Working at home. The results indicated 64.4% of the respondents had a good
workspace at home, while 35.6% do not. Meanwhile, 64.6% of the respondents had the
necessary ICT peripherals to work at home, but 35.4% didn’t get adequate ICT to continue
working from home (Hashim et al., 2020). Researchers have shown the necessary of ICT
competency of Teachers on remote working. The digital transformation process is beyond the
single purpose of using ICT applications as tools but extended to the renovation of teacher
roles and pedagogies toward a constructive learning environment (Valcke et al., 2007). As a
result, there are also changes in the requirements, structures, and approaches of teacher
continuous professional development programs (Riviou & Sotiriou, 2017).

Computer literacy and device capability.

ICT are essential for educators, for their working knowledge of media and its influence on
performance and engagement (Zhang & Martinovic, 2008). In the last 30 years, ICT has
emerged as an important topic, place in the field of education((Sahito and Vaisanen, 2017)).
A study has done by (Rahman, Miskam, Harun,2019) to identify the relationship between
computer literacy in University Hussein Onn Malaysia. The study found a positive and strong
relationship to job satisfaction between computer literacy: computer, e-mail and internet. A
 23

study done by (Callo and Yazon, 2020) suggests that device access and connectivity,
familiarity, and capability in using online materials, preparation, experience with technology,
and self-efficacy are constructs that can be investigated if respondent readiness to teach and
learn online is to be examined.

Speed of Internet connection

Though advances in ICT are changing the way the workforce operates across many sectors,
other researchers have cautioned and shared potential disadvantages of remote work. For
instance, (Cooper and Lu (2019) have raised concerns about the challenges associated with
remote work arrangements for organizations. Such innovation has not made provision for a
smooth working transition to a completely online working environment (O'Leary, 2020). It
has been generally argued that the challenge of poor ICT infrastructure rollout hinders people
living in underserviced communities from actively participating in remote work
opportunities. Therefore, such external factors affect not only workers already working
remotely, but also the prospects of people seeking information on work opportunities using
internet connection points. There must be sound and robust ICT infrastructure in place to
allow people to have easy access to proper internet connections. Affordable and accessible
ICT networks and support facilities allow citizens in disadvantaged communities to have a
reliable internet connection. A study done in Sri Lanka ruled out that some areas in Sri Lanka
are not served by any service provider and for 20 those which are, the costs are often higher,
for worse service, than in urban areas (Lankan & Review, 2014). This study recommended
that government to align new programs with targeted structures which allow students to
succeed, while providing suitable investment for providers to produce financially and
academically sustainable programs.

Software Features and Job satisfaction.

A study done in United Kingdom showed in the results, The usage percentage of the MS
Team as highest as 58 % (Al-Habaibeh et al., 2021). Another study has been done about the
challenges and opportunities of online working. In that study vast majority of respondents
(80.7%) indicated that their software use was dictated by their employers as being the
preferred, approved software. Whilst, secondary factors were noted by far fewer respondents
such as availability (33.5%), experience (19.5%) and Software Features and capabilities(Al-
Habaibeh, Watkins, Waried and Javareshk, 2021).
 24

Lack of resources.
(Alderson 2016) points out that the word structures, from (Giddens's 1979) structuration
theory, refers to resources and rules. Remote workers rely on several resources for them to
effectively operate remotely. For instance, reliable electricity supply and the quality of
internet networks are essential external resources that are required for remote workers.

Distractions.
The Researchers have observed the effect of the distractions occurred while remote working
and the employees’ feedbacks on that. The study (Al-Habaibeh et al., 2021)showed that
Employees can have difficulty mentally distancing themselves from work during off-job time
due to increasing use of communication technologies. Furthermore, this study concluded that
the family situation is found to be an influencing factor on the suitability of working from
home, particularly with the closure of nurseries and schools. The researcher explained the
rapid adaptation of the technologies and the culture of working from home, but learning the
tools to work remotely could be considered the ‘survival kit’ and necessity that required full
adaptation in a very short period of time.
 25

2.2. Conceptual framework

Figure 1-conceptual framework

 26

CHAPTER 3 – METHODOLOGY

3.1. Research philosophy

The research methodology aims to approach the framework referencing to a research onion
model that was developed by Sounders et al (2009).

Figure 2-research onion model

The research philosophy that has been utilized in this study is positivism where the
quantifiable observations lead to statistical analysis. Positivists always prefer quantitative
methods, while interpretivists prefer psychological qualitative methods (Research
Methodology, 2018).
Positivism is a theory of knowledge that holds that the true source of knowledge are the
facts, experience and observation: detailed, continuous, objective, predictive and causal of
these experiential phenomena, by applying the steps of the scientific method (which is
considered universal), guided by analytical reason.
It is the name given to a philosophical current, whose primordial feature is the ideal of a
foundation in scientific knowledge (without theological or metaphysical elements), based
solely on the hypothetical-deductive analysis of the empirical data of the physical world.
Positivism is a vibe that affirms that the only authentic knowledge is scientific knowledge,
and, that such knowledge can only arise from the positive affirmation of the theories
through the scientific method. Positivism derives from the epistemology that emerged in
France in the early nineteenth century. According to the same, all the philosophical and
 27

scientific activities must be carried out only within the framework of the analysis of the
real events verified by the experience.

3.2. Research approach

The research approach remains to be deductive in this study where hypothesis has been
tested through identifying the relationship between dependent and independent variables
on the basis of existing theories and literatures available on the study (Live Science, 2018).
The deduction is one of the main methods of reasoning or conclusion and an indispensable
method of investigation. In a broad sense, by deduction is meant any conclusion that we
reach after a reasoning. In a stricter and specific sense, deduction is understood as the
demonstration or accurate derivation of the affirmation or consequence of one or several
affirmations or premises based on the laws of Logic (ibid).
Thus, one can understand that the deductive conclusion is a chain of affirmations, each of
which constitutes a premise or a statement that is continued directly in accordance with the
laws of the logic of the other statements of the chain.

3.3. Research strategy

This quantitative research employs a survey method where questionnaires have been
circulated among the target audience. Although this survey approach is applicable for large
amount of audience, it is still possible to use it among small size audience as how it is
utilized throughout this study.
However, this survey method is useful in research to describe the characteristics of a large
population. Researchers praise survey method for the fact it is used to add more credibility
to any studies in a way that any other research method cannot provide, as survey method
always ensures representation of a large sample size so that credibility associated with this
method is astonishing.
 28

Research Design

Research design explains the process how the research is carried-out. This research has been
done in two major steps. First, the researcher collected secondary data and secondly primary
data was gathered through questionnaires, as illustrated below;

Secondary Data • Journals, Reports &

Collection Scholar Articles.

Primary Data • Questionnaires Survey

Collection

Finalization & • Customized

Recommendation Recommendations
s aimed at creating
Best Practices

Figure 3-research design

3.4. Time frame

The time horizon of this study is Cross-sectional, where the data has been collected at a
single point of time to answer the research questions in the questionnaire. This approach
has helped the researcher to avoid or minimize the risk of falling for biased interpretations
from the receiving-end (audience) so that all the questions at a selected place are answered
at a specific time in order to enhance more credibility to the approach.
This approach also has helped the researcher to stick to a limited timeline without having
to waste time on repeating sessions.
 29

3.5. Data collection procedures

3.5.1. Type of Data

Data collection and analysis is dependent on the methodological approach used

(Bryman, 2012). Regardless of the approach used in the project, the type of data
collected can be separated into two types: primary and secondary.

Primary Data

Primary data are the data usually developed and gathered specifically for the research
project at hand (Zikmund, 2013). This research study mainly considers the primary
data. The primary data were collected through closed structure questionnaire. For the
purpose of the quantitative analysis, self-fulfillment questionnaires were handed out to
108 teachers in St. Jones college Jaffna. Due to the travel prevailing covid19 situation
the questionnaires were distributed through email by the researcher, and the researcher
has explained the purpose and use of the study and obtained the consent and availability
of respondents to the study. The questionnaires were available in both English and
Tamil Languages since the majority of the teachers in St Jones college are Tamil.

Secondary Data

Secondary data analysis can literally be called second-hand analysis. It refers to the
information analysis collected either by someone else or for another purpose, or often
a combination of both. In the research secondary data that are useful to find information
to solve the research problem. It has to do with the pre-published material. Various
sources such as books, magazines, research articles, and websites were used to collect
secondary data.

3.5.2. Data Collection Method

Primary Research

This is one of the early researches for researcher therefore due to less experience, lack
of time and limited resource availability the researcher has planned to use a single data
collection instrument called pre-designed questionnaire to collect primary data, rather
than using multiple data collection methods.
 30

The questionnaires have been distributed manually by hand meeting the participants in
person and due to avoid long travel and financial concerns some of the questionnaires
were sent through email as well.

Secondary Research

For this research, secondary data was collected from legally /officially published sources
including existing researches /journal article and electronic and print media among
others.
Data access for secondary research was available and however it was a challenging task
to gather local literature in an updated timeframe. Some most relevant information and
journals were hosted in paid sources such as Science Direct, where the researcher didn’t
have access to those paid sources.

3.5.3. Data Collection and Analyze Tools

Data collection is defined as the procedure for collecting, measuring and analyzing
accurate insights for research using standard validated techniques. Data collection is
the primary and most important step for research in this study the researcher is
evaluating his hypothesis based on collected data.

Types of data collection methods

Survey Method
Survey data is defined as the resulting data collected from a sample of respondents who
completed a survey. This data is comprehensive information collected from a target
audience on a specific topic to conduct research.
Methods used for survey data collection.
• The questionnaire is the main instrument for collecting data in survey research.
Basically, it is a set of standardized questions, often called items, which follow
a fixed scheme in order to collect individual data about one or more specific
topics.
 31

Advantages of Questionnaires
• Easy to conduct
• Large amounts of information can be obtained from a large number of
respondents. Questionnaires are also cost-effective when the researchers aim to
target a large population.
• Local, national, and international respondents can be easily reached by
questionnaires (by using online surveys).
• Responses received are frank and anonymous. Unlike interviews,
questionnaires are good for sensitive & ego-related questions.
• Carrying out research with questionnaires is less time consuming
• Respondents can fill in questionnaires at a convenient time.
• Questionnaires provide the researchers with quantitative data. Quantitative
information can be used to prove or disprove existing hypotheses. The results
of the questionnaires can also be easily quantified by researchers either
manually or through the use of software packages such as SPSS.

Disadvantages of Questionnaires
• No clarification for ambiguous questions.
• Inadequate motivation to respond.
• Unattractive style and format of questionnaires may also put some respondents
off.
• Some questions may be poorly worded, while some others may be very direct.
These questions are not useful to obtain good information. Many researchers
also argue that questionnaires lack validity as they yield information without
explanation.
• Low response rate as questionnaires may not simply be suitable for some
respondents.
• Many questions may be interpreted by respondents in ways the researchers did
not intend resulting in irrelevant information.
 32

Interview method
Interviews are used to collect data from a small group of subjects on a wide variety of
topics. You can use structured or unstructured interviews. Structured interviews are
similar to a questionnaire, with the same questions in the same order for each topic and
with multiple choice answers.

Advantages of Interview method

• It provides flexibility to the interviewers
• The interview has a better response rate than mailed questions, and the people
who cannot read and write can also answer the questions.
• The interviewer can judge the non-verbal behavior of the respondent.
• The interviewer can decide the place for an interview in a private and silent
place, unlike the ones conducted through emails which can have a completely
different environment.
• The interviewer can control over the order of the question, as in the
questionnaire, and can judge the spontaneity of the respondent as well.

Disadvantages of Interview method

• Conducting interview studies can be very costly as well as very time-
consuming.
• An interview can cause biases. For example, the respondent’s answers can be
affected by his reaction to the interviewer’s race, class, age or physical
appearance.
• Interview studies provide less anonymity, which is a big concern for many
respondents.
 33

In this study the researcher used survey method (questionnaire) as the data collection method.
In this study researcher used Likert scale for data analysis. Following are the measurements
of the answers provided in the questionnaire.

Strongly Agree (SA) – 5

Agree (A) – 4
Neutral (N) -3
Disagree (DA) -2
Strongly Disagree (SDA) - 1

3.5.4. Questionnaire structure

Table 1-questionaire structure

Variable Indicators Measurement Mean STD. Median

Deviation
IV 1- Question 1 (SA) – 5
Device 8.28 3.121 8.00
Question 2 (A) – 4
Capability
Question 3 (N) -3
(DA) -2
(SDA) - 1

IV 2 – Question 1 (SA) – 5
Internet
Question 2 (A) – 4
connection 7.28 1.741 7.00
speed (N) -3
(DA) -2
(SDA) - 1

IV 3 – Question 1 (SA) – 5
Software
Question 2 (A) – 4
features 9.32 1.964 10.00
Question 3 (N) -3
(DA) -2
(SDA) - 1

IV 4 – Question 1 (SA) – 5
Resources
 34

Question 2 (A) – 4 6.88 8.00 1.565

Question 3 (N) -3
(DA) -2
(SDA) - 1

IV 5 – Question 1 (SA) – 5
Distractions
Question 2 (A) – 4
9.44 2.591 10.00
Question 3 (N) -3
(DA) -2
(SDA) - 1

DV- Job Question 1 (SA) – 5

satisfaction
Question 2 (A) – 4
Question 3 (N) -3 14.88 4.687 15.00
Question 4 (DA) -2

Question 5 (SDA) - 1

Evidence for calculation of mean, Standard deviation and median for independent and
dependent variables

Statistics
Device capability

Valid 100
N
Missing 0
Mean 8.28
Median 8.00
Std. Deviation 3.121

Statistics
Internet connection speed

Valid 100
N
Missing 0
Mean 7.28
Median 7.00
Std. Deviation 1.741
 35

Statistics
Software features

Valid 100
N
Missing 0
Mean 9.32
Median 10.00
Std. Deviation 1.964

Statistics
Resources

Valid 100
N
Missing 0
Mean 6.88
Median 8.00
Std. Deviation 1.565

Statistics
Distractions

Valid 100
N
Missing 0
Mean 9.44
Median 10.00
Std. Deviation 2.591

Statistics
Job satisfaction

Valid 100
N
Missing 0
Mean 14.88
Median 15.00
Std. Deviation 4.687
 36

3.5.5. Data Storage

Due to the safety guidelines of covid19 pandemic the questionnaires (google form) were
distributed via email to the participants. And the responses were collected using emails. These
collected data was stored in google drive for further analysis. During data collection the
confidentiality of the participants were maintained.

3.6. Target population and sampling

Population is the entire group of people the researcher wants to study. It is the aggregate or
the entirety of all objects or elements that confirm a set of specifications. The impact of
these criteria on the study design, generalization ability and recruitment of participants must
be considered (Day, 2018).
In this study the researcher is focusing on the school teachers of St Johns college. Currently
St Johns college Jaffna have around 150 teachers. Those teachers are classified according
to the level of students which they are teaching. They are primary, secondary and higher
secondary. Based on Morgan and Krejcie’s table (1970), the questionnaires have been
distributed among the sample size of 100, almost equally distributed among 3 sub
categories representing all the teachers under each sub category.
For the purpose of this study data has been collected through quota sampling method,
which falls under nonprobability sampling. In detail, Quota sampling is a method where
samples are gathered by identifying a sub groups, then establishing quota from individuals
to be selected through convenience from each sup group (Gravetter and Forzano, 2012).
 37

3.9 Role of the researcher

The research has been taken place in the natural environment with minimum interference and
influence by the researcher with the normal flow of the research procedures. Since the
predesigned questionnaire has been used to collect primary data the interference of the
researcher was very much minimized. In other words, the researcher’s role was limited to
find the impact of work life balance in job satisfaction of school teachers in St Johns college
Jaffna, where the independency has been maintained throughout the research.
The researcher played a significant role to be accountable and to maintain the confidentiality,
secrecy in sensitive data throughout the research. On the other hand, the researcher was
concerned about the ethicality of the research concept where he remained highly unbiased
and made sure that no participants were offended or faced any threats. Also, it was the
researcher’s role to ensure that the questions prepared for the questionnaire were in
compliance with the ethical considerations and no questions were designed in a manner to
hurt the personal feelings of participants, in a way it was an additional confirmation that the
research was hailed from the background of cultural sensitivity and empathetic to the
participants (Refer the Ethical Considerations section for detailed information on the ethical
practices carried-out throughout the study).

3.7. Reliability, Validity, and Generalizability

3.9.1 Validity

Validity of data is a sensitive element of this research work. The research instrument has been
pre-tested with supervisor to ensure the reliability and validity measures in the research.
Validity in this survey elaborates to what extent this survey has utilized right elements that
are compulsory to be measured. In fact, research validity can come in two forms, which are
internal and external. Internal validity ensures the extent of research findings’ matching with
the reality. External validity ensures whether the findings can be replicated to other
environments (Instaz, 2018).
Since the whole population is 80 female employees, according to Morgan and Krejcie’s table
(1970) primary data has been collected through distributing pre-designed questionnaire
among 66 employees where the 95% of confident level has been maintained. On the other
hand, the primary data also has been collected in a neutral time. All the research related
 38

secondary data were collected from officially authorized and publicly available sources
including published journal articles, annual reports and government reports among others.
Hence, from the internal validity perspective; this research has employed a reasonable sample
size in order to ensure proper representation of population in a way it matches the reality.
From the external validity perspective; it is expected that the findings can be applied to other
banks in order to create best practices in the industry.
This research also fits into five sub forms of validity such as face validity, construct validity,
criterion validity, formative validity and sampling validity.
Face validity: questionnaire design of this study ensures that individual concerns are also
analyzed throughout the survey.
Construct validity: suitable measurement variables have been utilized in this study in order
to determine the construct validity.
Criterion related validity: criterion related validity is not possible for this research as it only
utilizes questionnaires method.
Formative validity: the information provided throughout this research is expected to improve
the existing conditions of WLB at banks.
Sampling validity: sampling coverage has been reasonable with this research.

3.9.2 Reliability

Reliability is the degree that decides which assessment tool produces stable and consistent
results (Roslin, 2018).
As to reliability, when same variables are utilized; they have to produce same results when
the conditions and individuals are the same. For an example, the outcomes of questionnaires
survey and Focus Group discussions should be same when it is embarked at a specific place
(Saaya, 2018). Although this research only utilizes questionnaire surveying method, it has
still considered comparing the data gathered from secondary research with the primary
research undertaken. Understanding variables associated with the study from the ground of a
sound secondary research has helped the researcher to ensure validity of this research by
combining applicable or suitable variables to the primary study.
 39

3.9.3 Generalizability

This research is generalized to the entire female employees who are working for banks in Sri
Lanka. The entire population cannot be surveyed due to limitations; therefore, a sample
population has been chosen from the entire population which represents the whole population.
The research findings were relevant to the whole population since the 95% confidence level
was maintained. The findings of the proposed study can be generalized to bring more effective
practices in the banking industry in Jaffna and can be gradually used to standardize practices
in other districts also.
Generalizability in research aims at making predictions based on the observation past patterns,
practices and trends (Malaba, 2018). As the variables studied throughout this research have
been developed from the secondary research; it adds value to the point that the hypothesis
statements were developed in accordance to the predictions made based on the past trends
that were observed from the secondary study.

3.8. Ethical issues of the research study

This research has been conducted based on ethical acceptability and all procedures in the
research process-maintained privacy and not to harm the participants in any ways. In this
research, the researcher did not force any participants and the voluntary participation was
highly appreciated. Especially in collecting the data for primary research the approval has
been obtained from the management of the St John’s college Jaffna.

In secondary data research due acknowledgement has been mentioned in in-text citation and
reference section. Due to lack of experience, the researcher has conducted this study under
the supervision of research guide. Researcher has maintained privacy and confidentiality of
the information gathered from primary research participants, especially participants were not
forced to mention their names in order to ensure their privacy. Finally, in order to avoid harm,
the researcher has drawn conclusions based on existing or similar publications and theories,
on the other hand, conclusions and recommendations are also have been supported by theory.

An example to understand how ethical considerations have been incorporated in this study is
that some participants were reluctant to participate in this study and the researcher came to
know about it through the school management. However, the researcher didn’t force them to
participate. Although this research is less sensitive when it comes to the data that is being
 40

collected; it was highly crucial for the researcher to have respect to the target audience and
ensure that their participation is completely voluntary.

As research ensuring ethical considerations into it; pre-approvals were gathered and
questionnaires were handed-over to the principal of St Jones college, so that he distributed
those questionnaires among the teachers when they were less engaged in work, which ensured
that their teaching process was not disturbed.
 41

CHAPTER 4 - PRESENTATION OF RESULTS

This chapter presents and discusses the analysis of data collected from questionnaire which
were distributed to the respondents. The data` obtained from questionnaires is analyzed using
the SPSS software. The data obtained by respondents were systematically analyzed and
presented.
Descriptive Statistics
Descriptive statistics are used to describe the basic features of the data in a study. They provide
simple summaries about the sample and the measures. Together with simple graphics analysis,
they form the basis of virtually every quantitative analysis of data. Descriptive Statistics are
used to present quantitative descriptions in a manageable form. Descriptive statistics helps to
simplify large amounts of data in a sensible way. Each descriptive statistic reduces lots of data
into a simpler summary.
The descriptive statistics of each independent variable are analyzed below.

Descriptive statistics of device capability (IV)

Table 2-Descriptive statistics of device capability

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation Variance

Device capability 100 4 14 8.28 3.121 9.739

Valid N (listwise) 100

Above table shows the descriptive statistics of device capability of respondents. This
dimension has the mean values of 8.28 with the standard deviations of 3.121.
 42

Figure 4- histogram

Descriptive statistics of Internet connection speed (IV)

Table 3-descriptive statistics of internet connection speed

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation Variance

Internet connection speed 100 4 11 7.28 1.741 3.032

Valid N (listwise) 100

Above table shows the descriptive statistics of internet connection speed of respondents. This
dimension has the mean values of 7.28 with the standard deviations of 1.741.

Descriptive statistics of Software features (IV)

Table 4-Descriptive statistics of Software features

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation Variance

Software features 100 6 13 9.32 1.964 3.856

Valid N (listwise) 100

Above table shows the descriptive statistics of software features of software platform used by
respondents. This dimension has the mean values of 9.32 with the standard deviations of 1.964.
 43

Descriptive statistics of Resources (IV)

Table 5-descriptive statistics of resources

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation Variance

Resources 100 4 9 6.88 1.565 2.450

Valid N (listwise) 100

Above table shows the descriptive statistics of availability of resources for respondents. This
dimension has the mean values of 6.88 with the standard deviations of 1.565.
 44

Descriptive statistics of Distractions (IV)

Table 6-Descriptive statistics of Distractions

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation Variance

Distractions 100 6 14 9.44 2.591 6.714

Valid N (listwise) 100

Above table shows the descriptive statistics of distractions on respondents. This dimension has
the mean values of 9.44 with the standard deviations of 2.591.
 45

4.1. Demographic Analysis

Demographic analysis is the study of a population-based on factors such as age, race, and sex.
Demographic data refers to socioeconomic information expressed statistically. (investopedia,
2021)

Age Distribution of the Respondents

Table 7-Age Distribution of the Respondents

Age

Frequenc Percent Valid Cumulative

y Percent Percent

Below 26 31 31.0 31.0 31.0

27-35 25 25.0 25.0 56.0

Valid 36-45 21 21.0 21.0 77.0

46-60 23 23.0 23.0 100.0

Total 100 100.0 100.0

Figure 5- age distribution among respondents

 46

According to the figure 4 age distribution of the respondents shows that 31% of the respondents
are below 26 years of age. Out of the respondents 25% of them are between the age of 27 to
35. And 21% of the respondents are between the age of 36 to 45. For the age category 46 to 60
consist of 23% of the respondents. The highest number of respondents were recorded in the
age category below 26 (31%).

Gender Distribution of the Respondents

Table 8-Gender Distribution of the Respondents

Gender

Frequency Percent Valid Percent Cumulative

Percent

Male 34 34.0 34.0 34.0

Valid Female 66 66.0 66.0 100.0

Total 100 100.0 100.0

Figure 6-gender distribution of respondents

Above pie chart demonstrates the gender distribution among respondents in this survey.
According to the pie chart 66% of the respondents were female and 34% respondents were
male.
 47

Distribution of marital status of respondents

Table 9-Distribution of marital status of respondents

Marital Status

Freque Percent Valid Percent Cumulative

ncy Percent

Married 63 63.0 63.0 63.0

Valid Unmarried 37 37.0 37.0 100.0

Total 100 100.0 100.0

Figure 7-distribution of marital status of respondents

Both married and unmarried teachers were selected for the survey. From above pie chart the
marital status of the respondents is analyzed. According to the pie chart 63% of the
respondents are married and 37% are not married.
 48

Distribution of Experience of online conferencing prior to the covid19 pandemic

Table 10-Distribution of Experience of online conferencing prior to the covid19 pandemic

prior experience

Frequency Percent Valid Percent Cumulative

Percent

Yes 9 9.0 9.0 9.0

No 60 60.0 60.0 69.0

Valid
Fairly 31 31.0 31.0 100.0

Total 100 100.0 100.0

Figure 8- distribution of experience prior to the covid19 pandemic

Some of the teachers were familiar with online conferencing before this pandemic situation.
From this, prior experience of online conferencing is analyzed. Only 9% of the respondents
had experience with online conference before the pandemic. 60% of the respondents had
given the answer as no experience. 31% of the respondents had fair experience.
 49

Distribution of device used for online teaching among respondents

Table 11-Distribution of device used for online teaching among respondents

device

Freq Percent Valid Percent Cumulative

uenc Percent
y

Computer 67 67.0 67.0 67.0

Valid Mobile 33 33.0 33.0 100.0

Total 100 100.0 100.0

Figure 9-Distribution of device used for online teaching among respondents

Above pie chart indicates the device used by respondents for online teaching. From the 100
respondents in the survey 67% of the respondents uses computers for online e teaching
process and only 33% are using mobile phones. So, majority of the respondents uses
computers.
 50

Distribution of the software platform used for online teaching among respondents

Table 12-Distribution of the software platform used for online teaching among respondents

Software platform

Frequency Percent Valid Percent Cumulative

Percent

Zoom 89 89.0 89.0 89.0

MS Teams 6 6.0 6.0 95.0

Valid Google meet 3 3.0 3.0 98.0

Other 2 2.0 2.0 100.0

Total 100 100.0 100.0

Figure 10-Distribution of the software platform used for online teaching among respondents

There were several software platforms used by the respondents for online teaching. The above
chart shows that the majority of the respondents (89%) use Zoom as their platform for online
teaching. 6% of the respondents use Microsoft teams, 3% of the respondents use Google Meet
and 2% of the respondents use other software platforms.
 51

4.2. Correlation Analysis

Correlation analysis in research is a statistical method used to measure the strength of the linear
relationship between two variables and compute their association (questionpro, 2021). A high
correlation means that two or more variables have a strong relationship with each other, while
a weak correlation means that the variables are hardly related (Franzese, M. and Iuliano, A.,
2019). The Pearson (r) correlation coefficient indicates the direction, strength and significance
of bivariate relationships between all variables measured on the interval scale.
0 indicates no linear relationship.

Accepted guidelines for interpreting the correlation coefficient

• +1 indicates a perfect positive linear relationship – as one variable increases in its

values, the other variable also increases in its values through an exact linear rule.
• −1 indicates a perfect negative linear relationship – as one variable increases in its
values, the other variable decreases in its values through an exact linear rule.
• Values between 0 and 0.3 (0 and −0.3) indicate a weak positive (negative) linear
relationship through a shaky linear rule.
• Values between 0.3 and 0.7 (0.3 and −0.7) indicate a moderate positive (negative) linear
relationship through a fuzzy-firm linear rule.
• Values between 0.7 and 1.0 (−0.7 and −1.0) indicate a strong positive (negative) linear
relationship through a firm linear rule.
(springer, 2021)
 52

4.2.1. Correlation between digital transformation strategies and job satisfactions

Table 13-correlation between digital transformation strategies and job satisfactions

Correlations

Digital Job satisfaction

transformation
strategies

Pearson Correlation 1 .812**

Digital transformation
Sig. (2-tailed) .000
strategies
N 100 100
Pearson Correlation .812** 1

Job satisfaction Sig. (2-tailed) .000

N 100 100

**. Correlation is significant at the 0.01 level (2-tailed).

Above table clearly describes the relationship between the independent variable (Digital
transformation strategies) and dependent variable (job satisfaction). The survey information
shows that the correlation coefficient (r) between the digital transformation strategies and job
satisfaction is 0.812. Since r value is greater than 0.7 conclusion can be made that there is a
strong positive relationship between the independent variable (Digital transformation
strategies) and the dependent variable (job satisfaction).

4.2.2. Correlation between device capability and job satisfactions

Table 14-Correlation between device capability and job satisfactions

Correlations

Device Job satisfaction

capability

Pearson Correlation 1 .756**

Device capability Sig. (2-tailed) .000

N 100 100
Pearson Correlation .756** 1

Job satisfaction Sig. (2-tailed) .000

N 100 100
**. Correlation is significant at the 0.01 level (2-tailed).
 53

Above table clearly describes the relationship between the independent variable (Device
capability) and dependent variable (job satisfaction). The survey information shows that the
correlation coefficient (r) between the device capability and job satisfaction is 0.756. Since r
value is greater than 0.7 conclusion can be made that there is a strong positive relationship
between the independent variable (Device capability) and the dependent variable (job
satisfaction).

4.2.3. Correlation between Internet connection speed and job satisfactions

Table 15-Correlation between Internet connection speed and job satisfactions

Correlations

Internet Job satisfaction

connection
speed

Pearson Correlation 1 .695**

Internet connection speed Sig. (2-tailed) .000

N 100 100
Pearson Correlation .695** 1

Job satisfaction Sig. (2-tailed) .000

N 100 100
**. Correlation is significant at the 0.01 level (2-tailed).

Above table clearly describes the relationship between the independent variable (Internet
connection speed) and dependent variable (job satisfaction). The survey information shows
that the correlation coefficient (r) between the internet connection speed and job satisfaction
is 0.695. Since r value is in between 0.3 and 0.7 conclusion can be made that there is a
moderate positive relationship between the independent variable (Internet connection
speed) and the dependent variable (job satisfaction).
 54

4.2.4. Correlation between software features and job satisfaction

Table 16-Correlation between software features and job satisfaction

Correlations

Software Job satisfaction

features

Pearson Correlation 1 .650**

Software features Sig. (2-tailed) .000

N 100 100
Pearson Correlation .650** 1

Job satisfaction Sig. (2-tailed) .000

N 100 100

**. Correlation is significant at the 0.01 level (2-tailed).

Above table clearly describes the relationship between the independent variable (software
features) and dependent variable (job satisfaction). The survey information shows that the
correlation coefficient (r) between the software features and job satisfaction is 0.650. Since r
value is in between 0.3 and 0.7 conclusion can be made that there is a moderate positive
relationship between the independent variable (Internet connection speed) and the dependent
variable (job satisfaction).

4.2.5. Correlation between resources and job satisfaction

Table 17-Correlation between resources and job satisfaction

Correlations

Resources Job satisfaction

Pearson Correlation 1 .466**

Resources Sig. (2-tailed) .000

N 100 100
Pearson Correlation .466** 1

Job satisfaction Sig. (2-tailed) .000

N 100 100

**. Correlation is significant at the 0.01 level (2-tailed).

Above table clearly describes the relationship between the independent variable (resources)
and dependent variable (job satisfaction). The survey information shows that the correlation
coefficient (r) between the resources and job satisfaction is 0.466. Since r value is in between
 55

0.3 and 0.7 conclusion can be made that there is a moderate positive relationship between
the independent variable (resources) and the dependent variable (job satisfaction).

4.2.6. Correlation between distractions and job satisfaction

Table 18-Correlation between distractions and job satisfaction

Correlations

Distractions Job satisfaction

Pearson Correlation 1 .523**

Distractions Sig. (2-tailed) .000

N 100 100
Pearson Correlation .523** 1

Job satisfaction Sig. (2-tailed) .000

N 100 100

**. Correlation is significant at the 0.01 level (2-tailed).

Above table clearly describes the relationship between the independent variable (distractions)
and dependent variable (job satisfaction). The survey information shows that the correlation
coefficient (r) between the distractions and job satisfaction is 0.523. Since r value is in
between 0.3 and 0.7 conclusion can be made that there is a moderate positive relationship
between the independent variable (distractions) and the dependent variable (job satisfaction).
 56

4.3. Regression Analysis

Regression analysis is a set of statistical methods used for the estimation of relationships
between a dependent variable and one or more independent variables. It can be utilized to
assess the strength of the relationship between variables and for modeling the future
relationship between them. The simplest form of the regression equation with one dependent
and one independent variable is defined by the formula;
y = c + b*x
where y = estimated dependent variable score, c = constant, b = regression coefficient, and x =
score on the independent variable.
(corporatefinanceinstitute, 2021)

4.3.1. H2 (The adaptability of digital transformation strategies significantly impacts on

job satisfaction of teachers while working remotely)

Table 19-model summary of regression analysis of H2

Model Summary

Model R R Square Adjusted R Std. Error of the

Square Estimate

1 .812a .659 .656 2.750

a. Predictors: (Constant), Digital transformation strategies

According to the above model summary table R square value is 0.659. That is 65.9% of the
job satisfaction is determined by digital transformation strategies. And 34.1% of job
satisfaction is determined by factors other than digital transformation strategies.

Table 20-Coefficients of H2 Regression Analysis

Coefficientsa

Model Unstandardized Coefficients Standardized t Sig.

Coefficients

B Std. Error Beta

(Constant) -3.484 1.362 -2.559 .012

1 Digital transformation
.446 .032 .812 13.771 .000
strategies

a. Dependent Variable: Job satisfaction

 57

According to the above table the sig value or the p value is 0.00, which is less than 0.05. So,
the data is perfectly fits for the model. Since p value is less than 0.05 this hypothesis can be
accepted.

4.3.2. H2a (Device capability significantly impacts on job satisfaction of teachers while
working remotely)

Table 21--model summary of regression analysis of H2a

Model Summary

Model R R Square Adjusted R Std. Error of the

Square Estimate

1 .756a .572 .568 3.081

a. Predictors: (Constant), Device capability

According to the above model summary table R square value is 0.572. That is 57.2% of the
job satisfaction is determined by device capability. And 42.8% of job satisfaction is
determined by factors other than device capability.

Table 22-Coefficients of H2a Regression Analysis

Coefficientsa

Model Unstandardized Coefficients Standardized t Sig.

Coefficients

B Std. Error Beta

(Constant) 5.473 .877 6.238 .000
1
Device capability 1.136 .099 .756 11.450 .000

a. Dependent Variable: Job satisfaction

According to the above table the sig value or the p value is 0.00, which is less than 0.05. So,
the data is perfectly fits for the model. Since p value is less than 0.05 this hypothesis can be
accepted.
 58

4.3.3. H2b (Internet connection speed significantly impacts on job satisfaction of

teachers while working remotely)

Table 23--model summary of regression analysis of H2b

Model Summary

Model R R Square Adjusted R Std. Error of the

Square Estimate

1 .695a .483 .478 3.388

a. Predictors: (Constant), Internet connection speed

According to the above model summary table R square value is 0.483. That is 48.3% of the
job satisfaction is determined by Internet connection speed. And 51.7% of job satisfaction is
determined by factors other than internet connection speed.

Table 24-Coefficients of H2b Regression Analysis

Coefficientsa

Model Unstandardized Coefficients Standardized t Sig.

Coefficients

B Std. Error Beta

(Constant) 1.265 1.463 .864 .389

1
Internet connection speed 1.870 .196 .695 9.564 .000

a. Dependent Variable: Job satisfaction

According to the above table the sig value or the p value is 0.00, which is less than 0.05. So,
the data is perfectly fits for the model. Since p value is less than 0.05 this hypothesis can be
accepted.

4.3.4. H2c (Software features significantly impact on job satisfaction of teachers while
working remotely)

Table 25--model summary of regression analysis of H2c

Model Summary

Model R R Square Adjusted R Std. Error of the

Square Estimate

1 .650a .422 .416 3.581

a. Predictors: (Constant), Software features

 59

According to the above model summary table R square value is 0.422. That is 42.2% of the
job satisfaction is determined by software features. And 57.8% of job satisfaction is
determined by factors other than software features.

Table 26-Coefficients of H2c Regression Analysis

Coefficientsa

Model Unstandardized Coefficients Standardized t Sig.

Coefficients

B Std. Error Beta

(Constant) .431 1.746 .247 .805

1
Software features 1.550 .183 .650 8.458 .000

a. Dependent Variable: Job satisfaction

According to the above table the sig value or the p value is 0.00, which is less than 0.05. So,
the data is perfectly fits for the model. Since p value is less than 0.05 this hypothesis can be
accepted.
4.3.5. H2d (Resources significantly impacts on job satisfaction of teachers while
working remotely)

Table 27--model summary of regression analysis of H2d

Model Summary

Model R R Square Adjusted R Std. Error of the

Square Estimate

1 .466a .217 .209 4.167

a. Predictors: (Constant), Resources

According to the above model summary table R square value is 0.217. That is 21.7% of the
job satisfaction is determined by resources. And 78.3% of job satisfaction is determined by
factors other than resources.

Table 28-Coefficients of H2d Regression Analysis

Coefficientsa

Model Unstandardized Coefficients Standardized t Sig.

Coefficients

B Std. Error Beta

(Constant) 5.277 1.888 2.796 .006

1
Resources 1.396 .268 .466 5.216 .000

a. Dependent Variable: Job satisfaction

 60

According to the above table the sig value or the p value is 0.00, which is less than 0.05. So,
the data is perfectly fits for the model. Since p value is less than 0.05 this hypothesis can be
accepted.

4.3.6. H2e (Distractions significantly impacts on job satisfaction of teachers while

working remotely)

Table 29--model summary of regression analysis of H2e

Model Summary

Model R R Square Adjusted R Std. Error of the

Square Estimate

1 .523a .274 .267 4.014

a. Predictors: (Constant), Distractions

According to the above model summary table R square value is 0.274. That is 27.4% of the
job satisfaction is determined by distractions. And 72.6% of job satisfaction is determined by
factors other than distractions.

Table 30-Coefficients of H2e Regression Analysis

Coefficientsa

Model Unstandardized Coefficients Standardized t Sig.

Coefficients
B Std. Error Beta

(Constant) 5.942 1.524 3.900 .000

1
Distractions .947 .156 .523 6.081 .000

a. Dependent Variable: Job satisfaction

According to the above table the sig value or the p value is 0.00, which is less than 0.05. So,
the data is perfectly fits for the model. Since p value is less than 0.05 this hypothesis can be
accepted.
 61

CHAPTER 5 - CONCLUSIONS AND RECOMMENDATIONS

The aim of this chapter is to conclude the research findings by reviewing the statistical output
of the field survey analysis data. The chapter first summarizes the conclusions and then
provides the recommendations. Furthermore, the chapter suggests the recommendations for the
future research.

5.1. Conclusion

This study was conducted at the time of Covid-19 pandemic. The research was carried out to
analyze the role of digital transformation strategies on the job satisfaction of teachers while
working remotely. The teachers of St Johns college Jaffna were taken as the population for
this study. Among the population a sample of 100 teachers were taken for the research. The
researcher has chosen the quantitative method especially survey method to conduct the
research. For this purpose, the standardized questionnaire was given to the target samples.
The Data collection was done in a cross-sectional method due to the time limitation.
This research study consists of 6 specific objectives. Based on the objective’s hypothesis were
developed. After data collection, data were analyzed using SPSS software to detect the
relationship between independent variables and the dependent variable. And to detect
hypothesis can be accepted or not.
The descriptive analysis has been undertaken to analyze the demographic variables of the
research study. Descriptive statics of mean, standard deviation, median, variance was done to
measure the independent variable. In-order to find out the effect of independent variable of
dependent variable, majorly two analyses has been carried out. They are Correlation analysis
and Regression analysis. Based on the results the findings and the recommendations were
also provided by the researcher regarding the study.
The correlation analysis reveals that the relationship exists between the independent
variables’ device capability, internet connection speed, software features, resources and
distractions and the job satisfaction.
 62

5.1.1. Device capability

According to the correlation analysis, researcher can be concluded that there is strong positive
relationship between the device capability and the job satisfaction of teachers. Statistical
analysis (correlation analysis) showed that the r value is 0.756. Since the value is greater than
0.7 device capability has a strong positive relationship with job satisfaction of teachers in St
Johns college Jaffna.
According to the regression analysis 57.2% of the job satisfaction is determined by device
capability. And also, sig value is 0.00, which is less than 0.05. So, the data is perfectly fits for
the model. Since p value is less than 0.05 this hypothesis can be accepted. This result suggests
that device capability or the ability to use digital devices will affect the job satisfaction of
teachers in St Johns college Jaffna. If the particular teacher is capable of using digital devices,
he/she most probably will be satisfied with their job. This finding of device capability contrary
to the cited literature (Rahman, Miskam, Harun,2019).

5.1.2. Internet connection speed

According to the correlation analysis, researcher can be concluded that there is moderate
positive relationship between the internet connection speed and the job satisfaction of teachers.
Statistical analysis (correlation analysis) showed that the r value is 0.695. Since the value is is
in between 0.3 – 0.7 internet connection has a moderate positive relationship with job
satisfaction of teachers in St Johns college Jaffna.
According to the regression analysis 48.3% of the job satisfaction is determined by device
capability. And also, sig value is 0.00, which is less than 0.05. So, the data is perfectly fits for
the model. Since p value is less than 0.05 this hypothesis can be accepted. This result suggests
that internet connection speed will affect the job satisfaction of teachers in St Johns college
Jaffna. This has been proved from this study.

5.1.3. Software features

According to the correlation analysis, researcher can be concluded that there is moderate
positive relationship between the software features and the job satisfaction of teachers.
Statistical analysis (correlation analysis) showed that the r value is 0.650. Since the value isin
between 0.3 – 0.7 software features have a moderate positive relationship with job satisfaction
of teachers in St Johns college Jaffna.
 63

According to the regression analysis 42.2% of the job satisfaction is determined by software
features. And also, sig value is 0.00, which is less than 0.05. So, the data is perfectly fits for
the model. Since p value is less than 0.05 this hypothesis can be accepted. This result suggests
that software features of a particular software platform is affecting the job satisfaction of
teachers in St Johns college Jaffna.

5.1.4. Resources

According to the correlation analysis, researcher can be concluded that there is moderate
positive relationship between the availability of resources and the job satisfaction of teachers.
Statistical analysis (correlation analysis) showed that the r value is 0.466. Since the value is in
between 0.3 – 0.7 availability of resources have a moderate positive relationship with job
satisfaction of teachers in St Johns college Jaffna.
According to the regression analysis 21.7% of the job satisfaction is determined by
distractions. And also, sig value is 0.00, which is less than 0.05. So, the data is perfectly fits
for the model. Since p value is less than 0.05 this hypothesis can be accepted. This result
suggests that availability of resources affect the job satisfaction of teachers in St Johns college
Jaffna.

5.1.5. Distractions

According to the correlation analysis, researcher can be concluded that there is moderate
positive relationship between the distractions and the job satisfaction of teachers. Statistical
analysis (correlation analysis) showed that the r value is 0.523. Since the value is in between
0.3 – 0.7 distractions have a moderate positive relationship with job satisfaction of teachers in
St Johns college Jaffna.
According to the regression analysis 27.4% of the job satisfaction is determined by
distractions. And also, sig value is 0.00, which is less than 0.05. So, the data is perfectly fits
for the model. Since p value is less than 0.05 this hypothesis can be accepted. This result
suggests that distractions affect the job satisfaction of teachers in St Johns college Jaffna.
 64

In addition, according to the demographic analysis, majority of respondents were female

teachers. Under the age category, most respondents were below 26 years of age. Through the
respondents, most respondents are married and educated respondents who didn’t had prior
exposure to digital technology used for online teaching methods.
In this research study the researcher analyzed the role of digital transformation strategies on
the job satisfaction of teachers while working remotely. The researcher built up hypothesis
based on 5 independent variables which can affect the dependent variable job satisfaction.
The independent variables can also be increased and having different combinations of
independent variables other than the selected one to have more deep understandings on the
context. Currently the study has been undertaken as a comparative study in St Johns college in
Jaffna District All samples collected in our study shared a similar environment in their same
province, and some of our findings may therefore be idiosyncratic for these environmental
conditions. A more robust selection of samples from different districts and provinces would
add value to the topics we reviewed and improve the generalizability of study results.
Throughout the above analysis and the findings, the researcher can come to a final conclusion
of that independent variables (device capability, internet connection speed, software features,
resources, distractions) has a significant and positive impact on the dependent variable, Job
satisfaction of teachers. So, the researcher can conclude that the research was successful.
Therefore, by improving the independent variables, automatically the dependent variable could
be improved.
 65

5.2. Recommendations

Based on the study the researcher has identified the independent variables which impacts on
the job satisfaction of teachers. Recommendations provides the ways in which the independent
variables of the study’ device capability, internet connection speed, software features,
resources and distractions could be improved and from this the job satisfaction of the teachers
is being expected to be improved.

Improving device capability of teachers

In order to have effective teaching process teachers should have a good capability of using
digital devices. To improve device capability of teachers the school management can conduct
training programs. Some of the teachers especially younger teachers have the knowledge on
digital devices. So, school can arrange training sessions to the teachers who are incapable of
using digital devices with the help of teachers which are capable. And also, the government
can provide this kind of a training when teachers get their initial appointments.

Providing data packages

When teachers work from home, they had to bear internet charges on their own. A reasonable
amount of money will cost for internet when carrying out online classes. If the government can
provide teachers with data packages for online teaching, this process of online teaching will be
more effective. Government can have agreements with internet service providers and they can
provide this facility for the teachers.

Choosing a software platform which have efficient software feature for online teaching
Although there are several software platforms available for online teaching the features, they
offer is different from one another. School management can arrange a meeting with teachers
and can their feedback on the software features they require for online teaching. From that they
can select the appropriate software platform.

Providing necessary resources

Several resources are needed for the online teaching process. Teachers need a device to connect
to internet, router etc. I suggest that school management provide necessary devices like tablets,
laptops for the teachers who don’t have.
 66

Improve internet connection speed

Internet connection speed is a major issue when teaching online. As a recommendation for this
issue school management can talk with the internet service providers in this particular area and
ask them to fix an access point near to the school area. And also they can request ISP to fix
antenna’s to improve signal strength.
Avoid distractions when teaching online

Working from home can cause distractions by family members and other outside factors.
Breaking down the work in to a schedule can help in avoiding distractions. If possible, teachers
can arrange a place which is isolated. So that distractions will be reduced during online
teaching.

5.3. Limitations
The researcher carried out the research with several limitations. This research study was
restricted to St Johns college Jaffna district. Only 100 participants were taken for the research
study. And due to the covid 19 pandemic the researcher couldn’t able to visit the school and
meet teachers. Therefor researcher had to collect email addresses of teachers and send the
questionnaire to them. During data collection some of the participants were not responsive.
Another limitation was the literature findings were restricted to 10 years only. Because this
online conferencing technology was not there in those days

5.4. Implications for future research

The research study investigated the role of digital transformation strategies on the job
satisfaction of teachers in St Johns college Jaffna.; with 100 sample respondents. But for
obtaining more precise results and wider conclusion, a stratified sample method is
recommended with a wider number of samples as reference to more areas in the country. The
samples of teachers can be taken from were districts to cover Sri Lanka. Therefore, accuracy
can be increased if data was obtained from all over the country with different demographic,
geographic, psychographic and behavioral factors.
Scholars need to examine other factors related to digital transformation which impact on job
satisfaction of teachers other than the selected factors in above study. In addition to,
information for this analysis was collected through a Google form. This was due to the current
Covid19 pandemic, so it would be even more effective to go to the schools and get information
 67

directly from teachers from an interview in the future to do this research. Because, the Google
forum has restricted respondents, so researcher can go to the respondents and interview to them
directly and get the most effective answers by getting information

5.5. Personnel Reflection

By involving in this research, the researcher gained a good knowledge on how to conduct
research successfully. And improved many skills. The research study was based on a current
problem in the world. So, conducting the research was inspiring. After the analysis of data,
the researcher found that the research was successful. And after the researcher gave his
recommendations for the existing problem. The researcher was able to conduct the research
successfully under the guidance of the supervisor.

5.5.1. Benefits for the researcher

By involving in this research study, the researcher learned new skills and improved many
existing skills as well. Self-learning, Deeper understanding of the research methodologies,
finding out important things connected to the job satisfaction of employees. And the researcher
gained a huge knowledge by referring to existing literature sources. And also, researcher
identified various methods of data collection methods. Since survey metho was used for this
research, the researcher got a clear understanding on how to conduct community-based
research through questionnaire. The data collected data analysis was done using SPSS
software. The researcher gained knowledge on how to use SPSS software or the statistical
analysis.

5.5.2. Benefits for the Industry/organization

With the results of this research study the researcher found out how the factors related to digital
transformation affects the job satisfaction of school’s teachers. The findings clearly shows that
the independent variables (device capability, internet connection speed, software features,
resources, distractions) are affecting the job satisfaction of teachers. So in order to continue
this teaching process effectively the authorities (ministry of education) can take actions to
reduce the effect of these factors.
 68

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Gantt Chart

Figure 11-gantt chart

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Annexures C: Feedback Form / Question list

Survey questions related to how adaptability of

digitaltransformation strategies affect the job
satisfaction of teachers at St John's college Jaffna.
Dear participant,

I would appreciate if you could spare 10 minutes of your time to fill this questionnaire.
Every information provided will be retained Confidential and will only be utilized for
academic purposes. Your cooperation in this research is entirely deliberate.

1. Which of the following age category your age belongs to?

Below 26
27 - 35
36 - 45
46 – 60

2. Gender

Male
Female

3. What is your marital status

Married
Unmarried

4. Do you have experience on online conferencing prior to the Covid19 pandemic?

Yes
No
Fairly
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5. What device do you use for Online teaching

Computer
Mobile

6. What is the software platform used for online teaching

Zoom
Microsoft Teams
Google Meet
Other

7. I am fairly good at using a computer or a mobile phone

Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

8. I am comfortable using web browsers and navigating the Internet.

Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

9. I am using headphones or speakers and a microphone if a class has a

videoconference.

Strongly Agree
Agree
 74

Neutral
Disagree
Strongly Disagree

10. I have a speed and reliable internet connection at home

Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

11. Sometimes my internet connection causes interruptions while teaching online

Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

12. I am satisfied with the software features of the platform which i am using

Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

13. I sometimes find it difficult to explain concepts to the students with the excising
features of the software platform

Strongly Agree
Agree
 75

Neutral
Disagree
Strongly Disagree

14. I can get the attention of students by using the features of the software platform

Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

15. I am provided with a data package by my school for online teaching

Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

16. I have at least the minimum resources to conduct online teaching

Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

17. I have peaceful environment when I doing online teaching at home

Strongly Agree
Agree
Neutral
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Disagree
Strongly Disagree

18. My family members give their support when I am teaching via online

Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

19. Are you agree with this statement "homework is not a barrier to online
education".

Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

20. I am comfortable with this way of communicating with students

Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

21. I am enjoying teaching my students remotely

Strongly Agree
Agree
Neutral
 77

Disagree
Strongly Disagree

22. I am satisfied with the support of the school management

Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

23. I am self-motivated with this new teaching method

Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

24. I am satisfied with the students’ progress with this online teaching process

Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
 78

Annexures D: Sample Feedback sheets

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