对教师工作满意度的调查大多采用定量研究的方法，其中一些调查还采用访谈法，包括半结构式访谈和小组访谈。这些调查的一个共同特点是，他们都有大量的受访者。例如，在oshagbemi（2003）的研究，对于研究包括大学教师在一个总的1102份调查问卷，随机给予英国人口潜在的受访者来自23所大学的选择，这些选择包括来自全国各地的样本机构。并给了百分之50.3的回应率在去年（oshagbemi，2003）。他们选择了一个模型，这是一致的史米斯等。（1969，1975，1985 oshagbemi引用，2003）和标准的多元回归分析进行了整体工作满意度之间作为因变量和潜在的个人工作满意度的相关性来分析调查结果的独立变量。。 这些研究相比，本文研究的样本量不是很大，由于强调的是教师在商学院研究生组。考虑到不同的角色，行列，背景、职责，在商学院的全体教师等会，这些因素也增加了研究的复杂性。本文的研究将更加集中和具体，并探索一些具有建设性的成果，为进一步的研究提供重要的依据。
Most of the similar surveys about teacher job satisfaction conduct quantitative research method, some of those surveys also company with interviews which include semi-structured interview and group interview. One common characteristic of those surveys’ is that they all have a great amount of respondents. For instance, in Oshagbemi(2003) research, the population for the study comprised university teachers in the UK with a total of 1,102 questionnaires were randomly administered to potential respondents chosen from 23 universities, which were selected to include sample institutions from all the regions of the country. And giving a response rate of 50.3 percent at last (Oshagbemi, 2003). They choose a model which is consistent with Smith et al. (1969, 1975, 1985 cite in Oshagbemi, 2003) and standard multiple regression analysis were performed between overall job satisfaction as the dependent variable and potential personal correlates of job satisfaction as the independent variables to analyse the results of survey. .Comparing with those researches, the sample size of the dissertation study will not be that huge, due to the emphasis is on the group of teachers who teaching post graduate students in NUBS. Considering the different roles, ranks, backgrounds, responsibilities, etc of the whole teachers in NUBS would have, and those factors also increase the intricacy of this study. The dissertation would like to be more concentrated and specific, and explore some constructive results, which would provide significant evidence for the further research.