I) Introduction:

Teachers are the pillars of the society. True education it must be noted at the outset is a powerful
force in bringing about desired change. It is education and education alone the can bring about
changes in knowledge, skills, attitudes, appreciations and understanding things around us. The
definitions of education formulated by a group of experts for the dictionary of education stressed
two important things in education. Firstly, education is a process, which should develop the
required ability, attitude and other forms of behavior for the full development of the personality.
India is a developing country, which is known for its varied culture and tradition. While we use
the word developing it means there are new forward ideas and Changes coming up from India
and also there are something lacking too compared to other countries. Being an Indian, it is the
responsibility of each and every one of us to scrutinize this and contribute to the development of
our country. This may result in finding many of the factors of development like technologies,
industries, environmental needs, jobs and importantly Education.
Yes, education has become a must remedy for every country to help their existence and
development economically. India is one among them, which concentrates more on extending
education to the whole states within that it is being developed in to a hundred percent literacy
rated nation. Still there are many hindrance faced by the government in making this venture
successful.
Education in India is provided by the public sector as well as the private sector, with control
and funding coming from three levels: central, state, andlocal. Under various articles of
the Indian Constitution, free and compulsory education is provided as a fundamental right to
children between the ages of 6 and 14. The ratio of public schools to private schools in India is
7:5.
India has made progress in terms of increasing the primary educationattendance rate and
expanding literacy to approximately three-quarters of the population in the 7-10 age groups, by
2011.India's improved education system is often cited as one of the main contributors to
its economic development. Much of the progress, especially in higher education and scientific
research, has been credited to various public institutions. While enrollment in higher
education has increased steadily over the past decade, reaching a Gross Enrollment Ratio of 24%
in 2013, there still remains a significant distance to catch up with tertiary education enrollment

levels of developed nations, a challenge that will be necessary to overcome in order to continue
to reap a demographic dividend from India's comparatively young population.
At the primary and secondary level, India has a large private school systemcomplementing the
government run schools, with 29% of students receiving private education in the 6 to 14 age
group.Certain post-secondary technical schools are also private. The private education market in
India had revenue of US$450 million in 2008, but is projected to be a US$40 billion market.
As per the Annual Status of Education Report (ASER) 2012, 96.5% of all rural children between
the ages of 6-14 were enrolled in school. This is the fourth annual survey to report enrollment
above 96%. Another report from 2013 stated that there were 229 million students enrolled in
different accredited urban and rural schools of India, from Class I to XII, representing an
increase of 2.3 million students over 2002 total enrollment, and a 19% increase in girl's
enrollment. While quantitatively India is inching closer to universal education, the quality of its
education has been questioned particularly in its government run school system. Some of the
reasons for the poor quality include absence of around 25 percent of teachers every day. States of
India have introduced tests and education assessment system to identify and improve such
schools.
It is important to clarify that while there are private schools in India, they are highly regulated in
terms of what they can teach, in what form they can operate (must be a non-profit to run any
accredited educational institution) and all other aspects of operation. Hence, the differentiation of
government schools and private schools can be misguiding.
In India's education system, a significant number of seats are reserved under affirmative
action policies

for

the

historically

disadvantaged Scheduled

Castes

and

Scheduled

Tribes and Other Backward Classes. In universities, colleges, and similar institutions affiliated to
the federal government, there are a minimum 50% of reservations applicable to these
disadvantaged groups, at the state level it can vary. Maharashtra had 73% reservation in 2014,
which is the highest percentage of reservations in India.
Today more than ever before in human history, the wealth or poverty of a nation depends on the
quality of the higher education (Malcolm Gillis, 1999). India has one of the largest Higher
Education (HE) systems in the world. There are three principle levels of qualifications within the
degree structure of Indian HE system; the bachelor/undergraduate level, master's/post-graduate

level and doctoral/pre-doctoral level; also included are diploma courses at undergraduate and
post graduate level. Management institutes a part of higher education system, determine the
career paths of the youth and in turn the future of the country. Students, parents, teachers, staff
and society in general are the stakeholders of these institutes. Faculty members, the core eighty
percent human resource of any management institute, have the potential and power to transform
the future generation of our country.
The most important information to have regarding an employee in an organization is a validated
measure of his/her level of job satisfaction (Roznowski and Hulin 1992). Behavioural and social
science research suggests that job satisfaction and job performance are positively correlated
(Bowran and Todd 1999). A better understanding of job satisfaction and factors associated with it
is helpful to guide employees' activities in a desired direction. Job satisfaction, for example, is
significantly linked to factors like employee motivation and performance (Ostroff, 1992),
employee absenteeism (Hackett &Guion, 1985) and turnover (Griffeth, Horn, &Gaertner, 2000)
and even positively influences organizational citizenship behavior (Organ & Ryan, 1995).
Job Satisfaction:
Definition of Job Satisfaction:
According to Robbins and Sanghi(2006) Job satisfaction is collection of feelings that an
individual holds toward his or her job. The same was contributed by MasudIbn Rahman (2008)
Job satisfaction is defined as a general attitude toward ones job. It is in regard to ones feelings
or state-of-mind regarding the nature of their work. Again Mobey and Lockey(1970) expressed
as an opinion that Job satisfaction and dissatisfaction are function of the perceived relationship
between what one expects and obtains from ones job and how much importance or value one
attributes to it.
M.L.Blum and J.C.NaylordefinesJob satisfaction is general attitude which is the result of many
specific attitudes in three areas,; namely specific job factors, individual characteristics and group
relationship, outside the job. E.A Locke defines Job satisfaction as a pleasurable or positive
emotional state resulting from the appraisal of ones job or job experience. According
Hoppock Job satisfaction studies on job satisfaction is the combination of psychological,
psychological and environmental circumstances that cause a person to truthfully say I am

satisfied with my job. This definition points to the factors affecting job satisfaction but does not
indicate the nature of job satisfaction.
Satisfaction is a relevant measure because many studies have demonstrated that other factors
being equal, satisfied individuals are likely to be willing to exert more effort than unsatisfied
individuals (Bryant, 2006; zgngr, 2010). The same holds true for satisfied faculty members
and students as well in education institutes.
The importance of this research paper is two folded; firstly to identify factors of faculty job
satisfaction and students overall satisfaction in this knowledge economy, and secondly examines
the role of faculty job satisfaction in generating student satisfaction.
As employee turnover continues to be a serious business predicament, the concept of job
satisfactionassumes significance not only for contemporary business scenario but also for
educational sectors that are facingacute shortage of qualified and competitive teaching work
force. Faculty job satisfaction levels seem to have direct bearing on the institutional as well as
the student development and an understanding of job satisfaction, retention and employee
turnover aspects of the faculties would help policy makers understand a very important organ of
the society, responsible for future of the nation and generation.
According to the Department of Higher Education, Ministry of Human Resource Development
MHRD, educational sector has witnessed a tremendous increase in its institutional capacity since
independence. Over the years, the number of management institutes for higher learning has
increased tremendously; but this growth in number of institutes and enrollment of students has
not been supported by proportionate growth in number in the field of education throughout
world. Every individual needs job to fulfill basic needs. It shares in strengthening the financial
basis for individuals lifestyle. Therefore the job satisfaction is a most interesting field for many
researchers to study work attitude in workers (Koustelios, 2001). Due to better performance
shown by satisfied workers, it is the top priority of all organizations to achieve the desired goals
by increasing their satisfaction (Chambers, 1999). It is also important due to its significance with
the physical and mental wellbeing of workers. It is closely related to behaviors such as
productivity, absenteeism, and turnover. Besides its humanitarian value it makes the economic
basis to get maximum financial remuneration.
Research focusing specially on job satisfaction for secondary school teachers identified several
indicators of satisfaction and dissatisfaction. Job satisfaction is also associated with teacher

quality, organizational commitment and performance with reference to scholastic achievement,

attitude of students, tutors turnover, and executive performance (Mathieu, 1991; Ostroff, 1992).
It is assumed that job satisfaction has dual role as a contributing aspect to commitment and as a
prevailing variable that mediates the demographic and organizational determinants with
commitment (Mueller, Boyer, Price, & Iverson, 1994; Price, 1997).
Literature Review:
Job satisfaction is a pleasurable state resulting from the judgment of workers job experiences
(Akhtar, 1994, 2000, 2010). Teachers job satisfaction is the satisfaction of teachers while
teaching and the perceived relationship between the wants and offering to a teacher
(Zambylas&Papanastasiou, 2004). Job satisfaction has been the burning issue for the researchers
throughout the research history. Today all over the world maximum researches have been
conducted on this single topic. Improving the quality of work and quantity of products, efforts
arebeing made with minimum input to get maximum output by satisfying the employees on job.
Mechanical tools and equipments are not a guarantee for better products. It is only the employees
that make the significant difference. This study investigates only the specific variables. They are
gender, age, teaching experience, and the location of school.
Gender
Gender has been the part and parcel of research studies conducted on job satisfaction. However,
the association of gender and job satisfaction is inconsistent. Some studies report that women
have higher level of job satisfaction than their male peers across most worksites (Lambert,
Hogan, Barton, & Lubbock, 2001; Ma & MacMillan, 1999). As concerned with teaching
profession, survey reveals that female employees and teachers showed higher level of job
satisfaction than males (Watson, Hatton, Squires, &Soliman, 1991). Satisfied teachers always
ready to extend extra effort in working with students and parents to provide positive results. A
study conducted by Al-Mashaan (2003), male employees report higher level of job satisfaction
than females due to better employment chances and promotion opportunities. Few studies
claimed that men and women show parallel satisfaction (Clark, Oswald, &Warr, 1996). Women
due to lower expectations tend to satisfied easily at work (Witt & Nye, 1992). Male teachers
attach more importance to career than females hence they show less satisfaction (KremerHayton& Goldstein, 1990).

Age
As revealed from several studies conducted in various organizations age has a positive
relationship with job satisfaction (Chambers, 1999; Cramer, 1993; Robbins, 2001; Siu, Spector,
Cooper, & Donald, 2001; Staw, 1995; Tolbert & Moen, 1998).
Also the studies of Blood, Ridenour, Thomas, Qualls, & Hammer (2002) found that job
satisfaction increases with age and work experiences. Young teachers easily leave the profession
than older ones (Ingersoll, 2001; Perie, Baker, & Whitener, 1997). Workers with long experience
having low expectations to their jobs are more comfortable and tolerant (Spector, 1997). Many
studies revealed (e.g., Begley &Czajka, 1993; Hodson, 1997; Oshagbemi, 2000; Spector, 1997)
that older workers are more satisfied than younger ones. Literature further reveals that older
workers tend to be happier with their jobs, have lower turnover rates, and miss fewer working
days (Naceur&Fook, 2001).
Tenure
Tenure is experience of teachers spending in teaching profession. Teachers with greater
experience in education show high satisfaction with their professional role than less experienced
colleagues (Akhtar, 2000; Sari, 2004). Teachers professional maturity and experience made
them satisfied with students interaction and resources than novice teachers. Experienced
teachers become more confident in dealing with students and parents. Also, experienced teachers
may enjoy the privilege of utilizing better facilities and more resources at school because of their
seniority. Brown (2005) explored a positive relationship between tenure and job satisfaction.
Work Hours and environment:
Location is the place where the workers spend working hours. With regard to school location,
rural teachers were found to be less satisfied (Haughey& Murphy, 1984) than suburban teachers
(Ruhl- Smith, 1991). Teachers of urban schools found more responsible and sincere to their job
and are more satisfied than the rural school teachers because of infrastructure (Tasnim, 2006).
Researchers have investigated higher levels of job satisfaction in urban educational professionals
when compared with rural settings (Arnold, Seekins, & Nelson, 1997; Finley, 1991). In urban
areas workers often have more job opportunities, better schools, conveyance facilities, better
salary, higher prestige, and greater opportunities for spousal employment. On the other hand,
rural settings and smaller communities can provide family-oriented settings, lower crime rates,

recreational access and enhanced quality of life. The most commonly mentioned disadvantages
to rural settings have been professional isolation and lack of opportunity for professional
development. However, recent advancements in telecommunications and interactive networking
through the internet will decrease feelings of isolation and improve rural job satisfaction levels in
the future (Worrell, 2004). Overall job satisfaction of teachers who stayed in one institution
improved significantly with teaching experience, unlike those who hopped from one institution
to the other. Furthermore, the levels of overall job satisfaction of those who remain in one
institution were, after the first ten years, consistently higher than the corresponding levels of job
satisfaction of workers who changed their institutions (Oshagbemi, 2000).
School prestige and working conditions were found the best predictors for job satisfaction of
teachers in Pakistan. Principals leadership style and peer relationships were the next significant
predictors. Leadership style in schools is generally positive towards teachers. Pakistani teachers
like teaching profession. Teachers are dissatisfied with school location and about two-third of
teachers affirm that they have low status in the society (Saeed, 1997).
Literature Gap:
From the literature review we came to know that there are many studies conducted on the
employee job satisfaction in education industry. But there are hardly any studies conducted on
the job satisfaction in education industry in undergraduate colleges with specific focus to NorthGujarat region. Hence it is very important to conduct this study which will be very useful for the
faculties as well for the improving and motivating them to work effectively and efficiently.
Research Methodology:
1) Research Design: Descriptive research
2) Sampling Method: Non-probability Convenience Sampling
3) Data Collection:
i) Secondary Data: Journals, Websites
ii) Primary Data: Self administered Questionnaire.
4) Research Area: North Gujarat
5) Sampling Size: 50 Respondents

6) Objectives of the Study

Primary Objective:
Employee Job satisfaction in education industry with specific focus to undergraduate colleges in
North Gujarat Region.
Secondary Objective:
1. To assess the socio demographic characteristics of the Faculties
2. To assess the level of job satisfaction among the Faculties regarding Academic process,
and work value & environment.
3. To find out the factors influencing the job satisfaction among the respondents regarding
teaching and learning, students perspective, and Research.
4. To find the factors effecting job satisfaction because of work load, performance appraisal.
5. To study the respondents perception about their job regarding support received from
college and facilities provided to them.