Final Project
Short Description
project report...
Description
CHAPTER-1
Introduction Job satisfaction is the favorable or unfavorable subjective feeling with which employees view their work. It results when there is congruence between job requirement, demands and expectations of employees. It expresses the extent of match between employees, expectation of the job and the reward that the job provides. The The factors of physical physical conditions and social social nature affect affect job satisfaction and productivity. Job satisfaction is defined as an effective or emotional response towards various facts of ones job. Job satisfaction is in regard to ones feelings or state!of!mind regarding the nature of their work. It can be influenced by a variety of factors, the quality of ones relationship with their supervisor, the quality of the physical environment environment in which they work, work, degree of fulfillment in their work, etc. "ike many other countries of the world in India also, there is a general feeling that the teachers do not have satisfaction in their jobs. There seems to be a growing discontentment towards their job as a result of which standards of education are falling. Teachers are dissatisfied in spite of different plans and programs which have been implemented to improve their job. Job satisfaction consists of the total body of feelings!about the nature of the job promotion, nature of supervision etc. that an individual has about his job. If the sum total of influence of these factors gives rise to feelings of satisfaction, the individual has job satisfaction. Teachers Teachers job satisfaction which is #linked to teachers work performance, includes teachers involvement,commitment, and motivation in the job. It is not only important for teachers, but empirically influential on students and schools in general. Teachers satisfaction with their career may have strong implications for student learning. $pecifically, a teachers satisfaction with his or her career may influence the quality and stability of instruction given to students.$atisfaction is almost important in teaching profession where he is to deal with another human being, the student ,and the satisfaction and dissatisfaction of the teachers is likely to be transferred. Teachers key role is to teach or help students and it depends on the ability and motivation of the teachers to teach as it does on the ability
andmotivation of the students to learn. The level of job satisfaction is affected by intr intrin insi sicc and and extr extrin insi sicc moti motiva vati ting ng fact factor ors, s, the the qual qualit ityy of supe superv rvis isio ion, n,so soci cial al relationships with the work group and the degree to which individuals succeed or fail in their work. %s is the case with all white collar positions, both intrinsic and extrinsic factors affect teachers satisfaction, intrinsic satisfaction can come from clas classr sroo oom m acti activi viti ties es.. &x &xtr trin insi sicc fact factor orss have have been been asso associ ciat ated ed with with teac teache her rss satisfaction, including salary, perceived support from administrators, administrators, school safety, and availability of school resources, among others. 'hen teachers perceive a lack of support for their work, they are not motivated to do their best in the classroom, and that when teachers are not satisfied with their working conditions( they are more likely to change schools or to leave the profession together.
Statement of the problem This study is principally aimed at examining the factors that are associated with teachers job satisfaction .)oth private as well as government schools play a vital role in providing quality education to our young citi*ens. Job satisfaction of teachers play an important role in their performance. % teacher, who is happy in his work plays a pivotal role in the upliftment of the society.
Objective of the tud! + To measure measure the level of job satisfaction of the teachers - To undertake undertake a comparative study of job satisfaction among government and private school teachers teachers To identify identify the major factors that influence job satisfaction among government and private school teachers. /To identify the major problems faced by the teachers in government and private sector .
"ethodolo#!
andmotivation of the students to learn. The level of job satisfaction is affected by intr intrin insi sicc and and extr extrin insi sicc moti motiva vati ting ng fact factor ors, s, the the qual qualit ityy of supe superv rvis isio ion, n,so soci cial al relationships with the work group and the degree to which individuals succeed or fail in their work. %s is the case with all white collar positions, both intrinsic and extrinsic factors affect teachers satisfaction, intrinsic satisfaction can come from clas classr sroo oom m acti activi viti ties es.. &x &xtr trin insi sicc fact factor orss have have been been asso associ ciat ated ed with with teac teache her rss satisfaction, including salary, perceived support from administrators, administrators, school safety, and availability of school resources, among others. 'hen teachers perceive a lack of support for their work, they are not motivated to do their best in the classroom, and that when teachers are not satisfied with their working conditions( they are more likely to change schools or to leave the profession together.
Statement of the problem This study is principally aimed at examining the factors that are associated with teachers job satisfaction .)oth private as well as government schools play a vital role in providing quality education to our young citi*ens. Job satisfaction of teachers play an important role in their performance. % teacher, who is happy in his work plays a pivotal role in the upliftment of the society.
Objective of the tud! + To measure measure the level of job satisfaction of the teachers - To undertake undertake a comparative study of job satisfaction among government and private school teachers teachers To identify identify the major factors that influence job satisfaction among government and private school teachers. /To identify the major problems faced by the teachers in government and private sector .
"ethodolo#!
0ata from different sources are used for this study. 1rimary data2 This data gathered from first hand information sources directly from the teachers by administrating administrating the questionnaire questionnaire having face to face face interaction with with the teachers. $econdary data2 This will give the theoretical basis required for the report presentation which can be available from various sources such as books and web sites.
Si#nificance of the tud! % teacher teacher who is happy and satisfied with his or her her profession will emanate positive energy energy that will give positive positive influence on those around him3her him3her particularly the the students. %s %s such, teachers who possess possess high level of satisfaction satisfaction in their job will be be source of motivation to the the students to succeed in their studies. This concurs with a study done by 4stroff 5+66- in jabnoun 7 chan, -88+ who found that 9 most measures of school performance were significantly linked to employees satisfaction:. Thus , this study is conducted to uncover the realities or issues in the teaching profession pertaining to job satisfaction among teachers particularly in the private and government government schools. schools. The results of this study will help to understand the problems problems faced by the teachers of both government and private schools.
$imitation of the tud! •
0ue to time and financial constraints the study was confined to only three government schools and three private unaided schools located in Trivandrum city. 0ata are collected from ten teachers from each school.
•
The ;uestionnaire method was used for collecting the primary data. ed ind contri'utin! to the creation of a sound
#orin! environent. The factors #hich constitute #or environent are canteen facilities, other infrastructure facilities ,recreation and rela>ation facilities etc. Table No!.1$ Satisfaction level of res"ondents towards infrastructure facilities No. of Government school teachers
Percenta#e >
No. of Private school teachers
Percenta#e >
Hi!hly satis$ed
-
-
+3
Partially satis$ed
*
1
31
east satis$ed
1
23
-
-
+)
-
-
3)
))
3)
))
;evel of satisfaction
"issatis$ed Total )ource: Primary data
6ut of thirty respondents in the !overnent sector none #ere hi!hly satis$ed #ith the facilities lie infrastructure, canteen, recreation and other rela>ation facilities. here as si>ty three percent of the private school teachers #ere hi!hly satis$ed #ith the facilities they had at their schools. The private school teachers en&oy ore infrastructure facilities than !overnent school teachers. The discussions #ith the teachers in private unaided schools revealed that infrastructure facilities alone cannot contri'ute to#ards hi!her &o' satisfaction.
Fi#ure No!.11 Satisfaction level of res"ondents towards infrastructure facilities
).1 ).+ ).* ). ).3
/overnent teachers
).2
Private teachers
). )
1(.
?ork ;oad
orload plays a si!ni$cant role in any &o'. Hi!h #or load al#ays results in hi!h pressure and adversely a?ects the &o' satisfaction level of the individuals. The ta'le 'elo# sho#s the satisfaction level in connection #ith the #or load.
Table No!.1( ;evel of satisfaction on work load
;evel of work load
No. of Government school teachers
Percenta#e
No. of Private school teachers
Percenta#e
Heavy 9atisfactory Total
1
23
21
)
23
11
3
)
3)
))
3)
))
)ource: primary data
6ut of the thirty respondents fro the !overnent sector seventy seven percent said that their #or load #as satisfactory #here as ninety percent of the respondents fro the private sector said they had heavy #or load. The teachers in private unaided schools had hi!her #or load than teachers in the !overnent sector.
Fi#ure No!.1$ ;evel of satisfaction on work load
*)0 ))0 3*)0 3))0 2*)0
/overnent school teachers
2))0
Private school teachers
*)0 ))0 *)0 )0
1!.
areer #rowth
The staDn! of schools taes place on an on!oin! 'asis. Prootion is the advanceent of eployee to a hi!her position #ith hi!her responsi'ility and pay. Prootional opportunities are positively related to &o' satisfaction. The ta'le 'elo# sho#s the career !ro#th opportunities of teachers. Table No!.1! The career #rowth of res"ondents
@esNo
es =o Total )ource: Primary data
No. of Government school teachers
Percenta#e
No. of Private school teachers
Percenta#e
3)
))
3
-
-
2+
1
3)
))
3)
))
6ut of thirty /overnent teachers, hundred percent teachers said they #ere satis$ed #ith their career !ro#th prospects. 8ut in Private sector out of thirty teachers only thirteen percent teachers said they had career !ro#th prospects, and the rest ei!hty seven percent of teachers said they had no career !ro#th opportunities. The !overnent school teachers are ore satis$ed #ith their career !ro#th prospects.
Fi#ure No!.1( areer #rowth "ros"ects )) ) +)
/overnent teachers
)
Private teachers
2) ) es
1,.
=o
Teachin# e&"erience
E>perience is a very iportant uality that directly a?ects the productivity and sill developent of an eployee. The follo#in! ta'le sho#s the total teachin! e>perience of the teachers in 'oth the !overnent sector schools and private sector schools
Table No!.1, Teachin# e&"erience Teachin# -&"erience B5earsC
Percenta#e
6,
No.of Government school teachers +
Percenta#e
2)
No.of Private school teachers
,)17
2
)
2
1
817
2
)
)
33
Total
3)
))
3)
))
+)
)ource: Primary data
The ta'le depicts that, in !overnent schools the percenta!e of teachers havin! teachin! e>perience of ore than ten years are considera'ly hi!her than that of private schools. #e can see that in private schools the percenta!e of teachers havin! less than $ve years of teachin! e>perience is si>ty percent #here as in !overnent schools it is only t#enty percent. The percenta!e of teachers havin! teachin! e>perience 'et#een $ve to ten years is forty percent in !overnent schools and seven percent in private schools. e can understand that there are ore e>perienced teachers in !overnent schools than in private schools. Fi#ure No !.1! Teachin# e&"erience
+)0 *)0 )0 /overnent teachers
3)0
Private teachers
2)0 )0 )0 F * ears *-) ears G ) ears
14.
om"uter labsD science labs and librar5 facilities
(t is iportant that future plannin! treats the resources lie li'rary, coputer la's and other science la's as an essential coponent of the school at all levels. (t helps the teachers to teach the students practically. The follo#in! ta'le sho#s the satisfaction level of resources lie li'rary, coputer la's and other science la's aon! /overnent school teachers and Private school teachers. Table No !.14 Satisfaction towards the resources
@esNo
No. of Government school teachers
Percenta#e
No. of Private school teachers
Percenta#e
es
31
2
1)
=o
+3
3)
3)
))
3)
))
Total )ource: primary data
6ut of selected thirty /overnent school teachers, thirty seven percent are satis$ed #ith the resources lie li'rary, coputer la's and science la's and nineteen percent teachers are not satis$ed. 6ut of selected thirty Private school teachers, seventy percent are satis$ed #ith the resources lie li'rary, coputer la's and science la's and thirty percent teachers are not satis$ed (t is evident that private school teachers are ore satis$ed #ith such resources provided to the. 6n discussions #ith the !overnent school teachers it #as found that $nancial constrains adversely a?ects the resources in the !overnent sector schools Fi#ure No!.1, Satisfaction towards the resources 1) +) *) !overnent teachers
) 3)
private teachers
2) ) ) es
=o
19.
Teachin# Aids
Teachin! facilities also play an iportant role in &o' satisfaction and productivity of the teachers. Teachin! facilities lie sart class roos and pro&ector roos in;uence teachers productivity. The ta'le 'elo# sho#s the satisfaction level of present teachin! facilities in /overnent schools and Private schools. Table No!.19 Satisfaction level re#ardin# "resent teachin# facilities
Satisfaction level
No. of Governmen t school teachers
Percenta# e
Hi!hly satis$ed
No. of Private school teachers
Percenta#e
3
3
Partially satis$ed
3)
2
)
east satis$ed
1
23
*
1
1
-
-
3)
))
3)
))
"issatis$ed Total )ource: Primary data
6ut of thirty respondents in /overnent sector, forty seven percent of respondents #ere dissatis$ed #ith their present teachin! facilities
#here as in private sector forty three percent of respondents #ere hi!hly satis$ed #ith their present teachin! facilities. Private school teachers are ore satis$ed #ith their teachin! facilities than !overnent school teachers. 6n discussions #ith the private school teachers it #as revealed that 'y only providin! 'etter teachin! facilities hi!her &o' satisfaction cannot 'e achieved.
Fi#ure No!.14 Satisfaction level based on teachin# facilities *) .) 3) 2) ,) )
/overnent teachers Private teachers
1*.
2ndividual attention towards students
(ndividual attention eans the teachers #ill sho# his or her o#n particular stren!ths in certain areas. They identify and support their stren!ths 'y o?erin! the students encoura!eent and !enuine enthusias, praise for their achieveents and $rst class teachin!. The #ay in #hich they teach, and therefore the #ay in #hich the students learn, is very uch focused on the a'ilities of each individual. The follo#in! ta'le sho#s the individual attention of teachers to#ards students.
Table No!.1* 2ndividual attention towards students
@esNo
No. of Government school teachers
Percenta# e
No. of Private school teachers
Percenta#e
es
+
*3
3
)
=o
1
21
)
3)
))
3)
))
Total )ource: Primary data
6ut of thirty teachers, $fty percent of /overnent school teachers said that they #ere a'le to provide individual attention to#ards students and reainin! forty seven percent of teachers responded that they couldn perienced teachers than private schools 6n an overall o'servation it is understood that !overnent school teachers are ore uali$ed than private school teachers Private school teachers are very uch under paid #hen copared to !overnent school teachers As re!ards onitory 'ene$ts other than salary lie provident fund, ona 'onus and !ratuity private unaided school teachers $nd theselves shortchan!ed as opposed to !overnent teachers #ho !et all 'ene$ts as per the !overnent prescri'ed nors /overnent school teachers en&oy ore &o' security than private school teachers 6n an overall o'servation, !overnent school teachers en&oyed 'etter eployer eployee relationship than private school teachers
•
•
•
•
•
•
•
•
Re!ardin! #orload , in the !overnent schools it is evenly distri'uted 'ut private school teachers $nd theselves #ith all odds a!ainst the #ith hi!h student population and a lot of e>tra curricular activities.
Private school teachers #ere hi!hly satis$ed #ith the infrastructure facilities provided #here as !overnent schools laced infrastructure facilities. All the teachers in the !overnent sector said that they had prospects for prootion and career !ro#th. #hile in private unaided schools only rarely does a teacher !et prootion prospects. Private school teachers #ere ore satis$ed #ith their teachin! resources lie li'rary, coputer la's and other science la's The study reveals that private school teachers #ere not a'le to provide individual attention to#ards their students due to hi!h student population and a lot of e>tra-curricular activities.
4any factors lie salary, other onitory 'ene$ts, &o' security ,eployer eployee relationship , #or load and career !ro#th prospects #hich a?ect teachers &o' satisfaction favors !overnent school teachers. "ue to all these factors the !overnent school teachers are ore satis$ed #ith their &o' than private school teachers. Private schools e>cel in infrastructure facilities #hen coparin! to !overnent schools. The pro'le faced 'y !overnent school teachers are lac of infrastructure facilities and other teachin! aids. 8ut the private school teachers face pro'les #ith their salary, other onitory 'ene$ts, &o' security, career !ro#th prospects and hi!h #or load in connection #ith teachin! and e>tracurricular activities #hich a?ects their &o' satisfaction adversely.
Su##estions •
The lar!e incoe disparity 'et#een !overnent and private school teachers should 'e inii%ed as private school teachers unlie the !overnent school teachers are eployed on a consolidated salary #ithout any allo#ance. The pay scales of private school teachers should 'e revised in line #ith the pay scale of teachers in !overnent and aided educational institutions. A set of
•
•
•
•
•
rules for payent of dearness allo#ance , house rent allo#ance etc. correspondin! to the !overnent schools should 'e ipleented The schees for the #elfare of teachers all over (ndia #hich are 'ein! operated 'y the =ational 5oundation for Teachers elfare I=5TJ should 'e e>tended to private unaided school teachers also. su!!ests that there should 'e a /overnent 8an for Educational "evelopent that provide cheap loans to eet the respective needs of teachers, students and the ana!eent The !overnent schools should 'e ore euipped #ith 'etter li'raries, class roos and 'etter la' euipents /overnent should invest ore in developin! infrastructure facilities of !overnent sector schools The private sector schools should decrease the in tae of students to reduce student population and to increase teachers productivity as #ell as to decrease their #or load
onclusion 8oth !overnent and private unaided school teachers ust co- e>it for adeuately eetin! the educational needs of the re!ion. As the $ndin!s prove that the alle!ation of si!ni$cant disparity in the service and #orin! condition of teachers in !overnent and private unaided schools in the re!ion it is true that private unaided school teachers ust 'e !iven service and #orin! conditions on par #ith the !overnent school teachers. This is vital for otivatin! and e>tractin! the 'est output fro the private school teachers. The 'est services fro teachers of 'oth !overnent as #ell as private unaided schools only can ensure e>cellence in school education. 6ther#ise , it #ill 'e a valid reason for the deterioration of educational standard in the re!ion. 9o the !overnent and the counity should Endeavour to create conditions #hich help otivate and inspire teachers on constructive and creative lines. This is in line #ith the o'servation of 9a Pitroda I2))J , K(t is ur!ent to restore the di!nity and school teachin! as a profession and provide ore incentives for uali$ed and coitted teachers .6nly if the teachers are satis$ed #ith their &o' and #orin! conditions their teachin! #ill 'e ore a?ective and the students #ill 'e ore 'ene$ted.
020;23GEAP:@
9aiyadain I2))J. Human Resource Management . =e# "elhi: Hill Pu'lishin! Copany.
Eu!ene 5, 4C Lerna I2)))J. Business Psychology and Organizational Behaviour : Psycholo!y Press td.
L. As#athappa.I2)3J. Organizational Behaviour . 4u'ai: Hialaya Pu'lishin! House.
4ir%a. 9. 9aiyadain I2))3J. Organizational Behaviour. =e# "elhi: Hill Pu'lishin! Copany td. 2nternet sources Factors Afecting Job atis!action. 5ro http:MMen.#iipedia.or!M#iiM No'Osatisfaction.
4easurin! No' 9atisfaction. 5ro http:MMen.#iipedia.or!M#iiM No'Osatisfaction.
APPE)I5
A 3'PAE2T2- ST+%@ 3F J30 SAT2SFAT23N A'3NG G3-EN'-NT S:33; T-A:-ES AN% PE2AT- S:33; T-A:-ES 2N TE2AN%E+'
QUESTIONNAIRE TO IDENTIFY THE JOB SATISFACTION LEVEL AMONG GOVERNMENT SCHOOL TEACHERS AND PRIVATE SCHOOL TEACHERS IN TRIVANDRUM CITY
*adam+sir please be kind to fill in the ,uestionnaire to be used for -com proect. /his data will be used for academic purposes only.
1lease use N mark in the appropriate boxes
General details Hame2
OOOOOOOOOOOOOOOOOOOOO
$ex2
@ale
%ge2
Cemale
OOOOOO
Hame of school2
OOOOOOOOOOOOOOOOO
1rivate $chool Aovernment school
$urvey 0etails
+. . our satisfaction level regarding monetary benefits other than salary that you get
View more...
Comments
