A STUDY ABOUT JOB SATISFACTION OF TEACHERS IN

GOVENMENT AND PRIVATE SELF FINANCING COLLEGES

DISSERTATION SUBMITTED TO THE MAHATMA GANDHI UNIVERSITY IN

PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE BACHELOR DEGREE IN
COMMERCE

2012-2015

By

DEEPTHI R 12103865

M S ASHWATHY 12103870

ASHIL GEORGE ANTONY 12103855

UNDER THE SUPERVISION OF

LECTURER RINCY KUDILINGAL

DEPARTMENT OF COMMERCE

SACRED HEART COLLEGE

THEVARA

1
 (AFFILIATED TO THE MAHATMA GANDHI UNIVERSITY,
KOTTAYAM, KERALA)

DECLARATION

I hereby declare that this dissertation titled ​JOB SATISFACTION OF

TEACHERS IN GOVT. AND PRIVATE SELF-FINANCING COLLEGES; ​is a
bonafide record of work done by me and this work has not been
previously formed the basis for the award for any other academic
qualifications, fellowship of other similar title of any other university or
board or any person.

Ernakulam Deepthi R
Date: M S Ashwathy
Ashil Goerge Antony

2
 SACRED HEART COLLEGE
POST GRADUATE RESEARCH DEPARTMENT OF
COMMERCE AND MANAGEMENT STUDIES

Certificate

This dissertation titled ​JOB SATISFACTION OF TEACHERS IN GOVT. AND

PRIVATE SELF FINANCING COLLEGES is a bonafide work carried out by Miss Deepthi
R, M S Ashwathy and Ashil George Antony of final year B.Com course of this college
under my supervision and guidance and that is hereby approved for submission.

Supervisor Head of the Department

Mrs. Rincy Kudilingal Prof. Johnson

Lecturer in Commerce Department of Commerce
S.H.College, Thevara S.H.College, Thevara
Ernakulam Ernakulam
Kerala Kerala

3
 ACKNOWLEDGEMENT

With grateful heart I wish to state that this project work is prepared under
the supervision of Mrs. Rincy, Lecturer, Sacred Heart College, Thevara. I thank
her for her sincere and able guidance.

I am deeply grateful to Prof. Sojan T.S., Head of the department of

Commerce, Sacred Heart College, Thevara for the valuable council and
encouragement.

I owe very much to the teachers of various colleges that I visited for their
sincere corporation.

I express my deep sense of gratitude to my parents and friends for their

interest, help and encouragement to do this work successfully.

I also acknowledge here the help of Esquire D.T.P. Centre for having helped
me to carry out my work in time.

Deepthi R
M S Ashwathy
Ashil Goerge Antony

4
 CONTENTS

SL. No.: CHAPTER PAGE NO.

1 INTRODUCTION

2 LITERATURE REVIEW

3 DATA ANALYSIS

4 FINDINGS AND SUGGESTIONS

5 CONCLUSION

5
Chapter-1
Introduction

6
 A teacher, who is happy with his job, plays a pivotal role in the upliftment of
society. Well adjusted and satisfied teacher can contribute a lot to the well being of his/her
pupils. A successful educational system requires a high quality teaching staff. It is well
known that for the proper education in the country, high quality teachers are a primary
necessity. One step in developing a high quality faculty is to understand the factors
associated with teaching quality and retention. One of these factors is job satisfaction,
which has been studied widely by organizational researchers and has been linked to
organizational commitment as well as to organizational performance

Job satisfaction or employee satisfaction has been defined in many different ways.
Some believe it is simply how content an individual is with his or her job, in other words,
whether or not they like the job or individual aspects or facets of jobs, such as nature of
work or supervision. There are many individual and environmental factors that influence
job satisfaction.

Job satisfaction has been defined as a general attitude toward one’s job. It is in regard
to one’s feelings or state–of-mind regarding the nature of their work. According to Robbins
(1997), Job satisfaction is the difference between the amount of rewards employees
receive and the amount they believe they should receive. Vroom in his definition on job
satisfaction focuses on the role of the employee in the workplace. Thus he defines job
satisfaction as affective orientations on the part of individuals toward work roles which
they are presently occupying (Vroom, 1964).

According to Stephen P Robbins, finding summation of satisfaction regarding different job

facets is a sophisticated approach of measuring Job satisfaction and the five key elements
are: nature of the work, supervision, present pay, promotion opportunities and relation
with co workers. John W. Newstrom and Keith Davis added ‘immediate working condition’
along with the above five factors.

Job satisfaction portrays the perception of the person towards his or her job, job related
activities and environment. It is a combination of psychological and emotional experiences
at work. Job satisfaction, as defined by Locke (Lutherans, 2002), is a “pleasurable or
emotional state resulting from the appraisal of one’s job experience”. It is often a result of
the perception of the employee as to whether his job provides him with the outcomes he
views as important. Job satisfaction is determined by how well the result of the job meets
the expectations of the employee or they exceed the expectations. Some important factors
influencing job satisfaction may be classified in two categories. Environmental factors:​-​Job
content, Occupational level, Pay and Promotion, Work group and Supervision.Personal
factors:​ - ​Age, Sex, Educational level, Marital status and Experience.

7
 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 factors of physical
conditions and social nature affect job satisfaction and productivity. Job satisfaction is
defined as an effective or emotional response toward various facts of one’s job. Job
satisfaction is in regard to one’s feelings or state-of-mind regarding the nature of their
work. It can be influenced by a variety of factors, the quality of one’s relationship with their
supervisor, the quality of the physical environment in which they work, degree of
fulfillment in their work, etc.

STATEMENT OF PROBLEM
​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. This project aims at finding the job
satisfaction of teacher in government and private self financing colleges.

OBJECTIVES:
It is a contemporary matter of interest whether or not those differences affect job
satisfaction of teachers of the two types of colleges. The present study is aimed to find out
such difference between job satisfaction of public and private college teachers through
different dimension and density of satisfaction levels. The four main areas that are under
consideration are ​Management, college, student and other (teacher background factors).

More specifically the objectives are as follows:

1. To find out the differences between satisfaction level of public and private college
regarding these job aspects:
∙ Present Pay & Benefits
∙ Advancement and growth
∙ Work Itself
∙ Performance feedback and recognition
∙ Communication with Colleagues and
∙ Stress level
2. To find the influence of different management factors, college factors and student
factors on teacher satisfaction.

8
3. To find the effect of teacher background factors like age, gender, experience and marital
status on job satisfaction.

4. To find out the difference between overall job satisfaction of public and private college
teachers.

5. To identify the factors responsible for satisfaction or dissatisfaction of the two groups of
teachers.

6. To suggest the ways of improvement the state of job satisfaction of the two groups of
college teachers.

Methodology:
This section introduces the data and methodology used to study job satisfaction and stress
among teachers of private self financing and government colleges. The study was
descriptive in nature and survey in type. We used convenient sampling technique to collect
the data. The sample of the study consisted of 50 teachers of public and private colleges of
district Ernakulum of Kerala. Data was collected through questionnaire. The questionnaire
was developed in five point rating scale. The data was analyzed with the help of computer
program MS Office suite. The teacher questionnaire, completed by the 50 college teachers,
recorded details such as pay and benefits, opportunity for growth and advancement,
stress, feedback etc. and some personal details about teachers themselves. The data
collected was analyzed with the help of tables and graphs. Many statistical tools like
average, percentage etc. were used for detailed analysis of the data.

SAMPLE FRAME:
The sample of the study consisted of the teachers working in govt. and private colleges
restricted to Ernakulam City in the State of Kerala. A sample of 50 teachers consisting 25
Private college teachers and 25 govt. college teachers were taken into consideration. The
colleges from which data was collected were Chinmaya Vidyapeet, Thripunithura
Government College, Amrita arts and Science College and Sacred heart college, Thevara.
The survey was conducted from February 15-20 of 2015. Teachers were selected at
random. 12 teachers were selected from chinmaya vidyepeet and Amritha College, and 13
were selected from Tripunithura Govt. College and Sacred Heart College, thevara.

9
CHAPTER 2
LITERATURE
REVIEW

10
Job Satisfaction and Occupational Stress Among Teachers

This section of the report focuses on existing empirical studies that have dealt with job
satisfaction and occupational stress among teachers and school principals. In other
countries there is now a large body of work that deals with job satisfaction within the
teaching profession. The term ‘job satisfaction’ was first utilized by Hoppock, referring to a
combination of psychological, physiological and environmental circumstances that make a
person feel satisfied with their job. The importance of being satisfied with one’s job is
captured by a quote by Darboe, according to whom, ‘a job is not merely life sustaining
but life-enhancing and enriching because most people continue to work even if their
economic needs are met, suggesting that for most people work satisfies various needs,
such as a need for individual recognition, achievement, or the pleasure derived from
working with other people’ (ibid.: 84). The existing research on job satisfaction explores a
variety of teacher background and school level factors that impact on teachers’
experiences in their work environment. Prolonged dissatisfaction with one’s job may lead
to teacher stress. According to Kyriacou, ‘teacher stress may be defined as the experience
11
by a teacher of unpleasant, negative emotions, such as anger, anxiety, tension, frustration
or depression, resulting from some aspect of their work as a teacher’ (ibid.: 28). Teacher
stress can also involve a negative emotional experience associated with the level of
pressure and demands made on an individual, as well as the degree of mismatch between
these demands and his/her ability to cope with those demands. Teacher stress can lead to
strain (a reaction to stress) and teacher burnout (a state of emotional, physical and
attitudinal exhaustion). Kyriacou observes that, due to variation between countries and
national education systems, there are differences in the main sources of teacher stress. He
also observes that job satisfaction is a complex issue in that ‘even in the context of feeling
overloaded, taking on additional duties in a valued area of work need not create more
stress, and may indeed enhance job satisfaction’. Kyriacou lists the main sources of stress
facing teachers: teaching pupils who lack motivation; maintaining discipline; time pressures
and workload; coping with change; being evaluated by others; dealings with colleagues;
self-esteem and status; administration and management; role conflict and ambiguity; and
poor working conditions. Overall, the factors that have been found to impact on the job
satisfaction of teachers and principals can be divided into three broad categories: teacher
background factors; school level factors; and factors associated with society and the
education system.
Teacher back ground factors can further be divided into different domains, namely, school,
teacher and student domains. The following sections will provide an overview of existing
research drawing on these categories.

TEACHER BACKGROUND FACTORS

This section explores teacher background factors that have been found to impact on their
job satisfaction and occupational stress. It is important to note that it is often a
combination of micro and teacher background factors that affect perceived
satisfaction, stress levels and motivation. In addition, research exploring the influence of
background variables, such as gender, age, teaching experience and type of school, on
teacher stress has produced contradictory findings. While
some studies note that these variables have little to do with teacher stress, other studies
have identified background variables as mediators of stress perceptions. In his survey of US
secondary school teachers, Bishay found that job satisfaction and motivation correlated
significantly with teachers’ gender and age; but also with their responsibility levels, subject,
years of teaching experience, and activity. While all teachers were
generally happy with their job, female teachers in this study reported lower
overall levels of satisfaction with their job.3 The study indicated that stress levels
reduced with years of teaching experience, possibly arising from a heightened
12
ability to deal with various situations at school that comes from experience.
Teachers’ age and experience were also identified as factors in a study by Perie
and Baker (1997) in the US, which found that in public schools, younger and less
experienced teachers had higher levels of satisfaction than older and more experienced
teachers, while in private schools, the relationship was different - the very youngest and
very oldest teachers had the highest levels of satisfaction as did the least and most
experienced teachers. Investigating the prevalence of stress and the level of job
satisfaction in Maltese
state schools, Borg and Falzon (1989) found that three out of every 10 teachers rated their
job as very or extremely stressful. However, the great majority of respondents (76%) were
fairly or very satisfied with teaching. Gender of a teacher among and age-group taught
proved to be moderators of job satisfaction while length of teaching experience and
age-group taught were found to be moderators of teacher stress. The results of the study
revealed significant negative correlations between self-reported teacher stress and job
satisfaction, and between teacher stress and intention to take up a teaching career a
second time.
Chaplain identified biographical factors with regard to job stress in UK primary schools and
found significant differences between men and women, and teachers of different ages and
length of teaching experience. Male teachers reported more stress than their female
counterparts in relation to professional
tasks and pupil behaviour/ attitude. Female teachers scored higher than men on
professional concerns. According to the author, just over one-third of all teachers were
satisfied with their job. When specific facets of job satisfaction were examined, teachers
were most satisfied with their professional performance and least satisfied with teaching
resources. Teacher stress and job satisfaction were found to be negatively correlated, with
high reports of occupational stress related
to low levels of job satisfaction. In Canada, Ma and MacMillan (1999) surveyed over 2,000
teachers. The study found that female teachers were more satisfied with their professional
role as a teacher compared to their male counterparts. The gender gap in professional
satisfaction grew with increased teaching competence. The study also found that teachers
who stayed in the profession longer were less satisfied with their professional role. Gender
was also a significant factor in a study by Klecker and Lodman (1999) in the US who found
that female elementary teachers rated their job satisfaction more positively, even across
years of teaching experience. As these studies represent a broad range of national contexts
as well as education systems, it is difficult to draw conclusions as to the extent to which
demographic variables have an impact on satisfaction and teacher stress. Furthermore, the
studies have been conducted using different samples and different self-report measures.
Nevertheless, these studies provide a valuable insight into the complexity of factors
impacting on job satisfaction and teacherstress.

SCHOOL-LEVEL FACTORS: SCHOOL, TEACHER AND STUDENT DOMAINS

13
The majority of existing studies on teacher job satisfaction and stress deal with meso-level
factors. Crossman and Harris (2006), exploring job satisfaction among secondary school
teachers in the UK, demonstrate a significant difference in the
overall job satisfaction scores of teachers by type of school. Teachers in
independent and privately-managed schools exhibited the highest satisfaction levels while
those in foundation schools exhibited the lowest.4 In the same vein, the study by Perie and
Baker (1997) discovered differences between school types
with regard to job satisfaction: private school teachers tended to be more satisfied than
public school teachers and elementary school teachers tended to be more satisfied than
secondary school teachers. School location was also found to be a factor in predicting job
satisfaction levels among teachers. Abel and Sewell in the US found that urban secondary
school teachers experienced significantly more stress from poor working conditions and
poor staff relations than did rural school teachers. Poor working conditions and time
pressures predicted burnout for rural school teachers while pupil misbehavior and poor
working conditions predicted burnout for urban school teachers. In addition to school type
and location, workplace conditions have been found to impact on the job satisfaction of
teachers. In Canada, Ma and MacMillan found that workplace conditions such as
administrative control, teaching competence and organisational culture positively affected
teacher satisfaction.

Perie and Baker (1997) identified the following school-level/working condition factors
associated with teacher satisfaction: administrative support and leadership, student
behaviour and school atmosphere, relations with parents, and teacher autonomy (their
sense of control over classroom procedures). The study noted that the more favourable the
working conditions were, the higher the satisfaction scores were. Skaalvik and Skaalvik
(2009) examined relations between teachers’ perception of the school context (supervisory
support, time pressure, relations with parents, and autonomy), teacher burnout, and
teacher job satisfaction among Norwegian teachers in elementary and middle school. The
authors found that teachers’ job satisfaction was directly related to emotional exhaustion
and reduced personal accomplishment. Emotional exhaustion was most strongly related to
time pressure whereas depersonalization and reduced personal accomplishment were
most strongly related to teachers’ relations with parents. Johnson and Holdaway explored
job satisfaction among elementary and junior high school principals in Alberta, Canada. The
authors argue that in view of the changing role of school principals, studies of job
satisfaction and the importance of job facets for satisfaction are urgently needed.
Important areas to focus on include involvement in the hiring of staff and the performance
of students and teachers. Several studies have explored the topic of teacher stress.
Chaplain investigated the sources of stress and job satisfaction amongst primary school
teachers in the North and Eastern regions of England and identified three factors:
professional concerns, pupil behavior and attitude, and professional tasks​.
The strongest correlations were found between professional concerns and occupational
stress. Borg, Riding and Falcon (1991) studied occupational stress and its determinants
among Maltese primary school teachers. The authors discovered that environmental
factors, such as pupil misbehavior, time/resource difficulties, professional recognition
needs, poor relationships and ability group taught, had an impact on teacher stress. Their

14
results also showed that teachers who reported greater stress were less satisfied with their
job and less committed to choose a teaching career given a second chance. Abel and Sewell
(1999) in the US found that stress from pupil misbehavior and time pressures was
significantly greater than stress from poor working conditions and poor staff relations for
both rural and urban school teachers.

Griffith, Steptoe and Cropley (1999) in the UK explored coping strategies and job stress
among teachers and found that high job stress was associated with low social support at
work and greater use of coping by disengagement and suppression of competing activities.
Dick and Wagner (2001) found that workload and feeling overwhelmed by the tasks
required led to stress reactions among German school teachers, whereas principal support
reduced the perception of workload and feeling overwhelmed. Smith and Bourke (2002) in
Australia
Explored work-related stress and job satisfaction among secondary school teachers and
identified four aspects of teacher stress: staff tensions and conflict, time pressure, students
and classroom conditions, and lack of rewards and recognition. Teaching context, workload
and satisfaction were found to affect stress directly.
Some school-level factors have been found to have a negative impact on teacher retention.
Research by Kyriacou, Kunc, Stephens and Hultgren (2003) notes that factor such as
workload, salary, disruptive pupils and the status of the teaching profession result in some
teachers leaving the profession early. Some studies have explored the association between
job satisfaction and stress. De Nobile and McCormick (2005) investigated the relationships
between job satisfaction and occupational stress among Catholic primary schools in New
South Wales, Australia. They found that four stress domains were predictors of job
satisfaction. Negative associations were found between job satisfaction and occupational
stress. Sources of stress included lack of support from school administration, supervision,
and job variety, the staff-principal relationship and staff student relationships.

MACRO-LEVEL FACTORS

Some research has identified macro-level factors that impact on the job satisfaction of
teachers. In exploring teacher stress in primary schools in Taiwan, Kyriacou and Chien
(2004) found that 26 per cent of the teachers reported that being a teacher was either very
or extremely stressful. The main source of stress
identified was the changing education policies of the government. A study by Ololube
(2005) assessed the relationship between the level of teachers’ job satisfaction, motivation
and their teaching performance in Rivers State, Nigeria. The survey results revealed that
teacher dissatisfaction was associated with educational policies, administration, pay and
fringe benefits, material rewards and advancement. A study by Perrie and Baker (1997)
found that salary and
benefits did not seem to have an impact on teacher satisfaction with their job.
Conversely, Lee (2006) found that the job satisfaction of primary school teachers in
Cambodia was closely associated with salary level and welfare conditions. However, job
satisfaction was also intertwined with non-remunerative incentives, such as school
15
management, principal leadership, and professional development. Macro-level factors
were also important in Cyprus - Cypriot teachers chose the
teaching profession because of the salary, the hours, and the holidays associated with this
profession (see Zembylas, 2004). The findings of these studies demonstrate that national
contexts may have a different impact on teachers’ perceived job satisfaction.

MEASURES TO COMBAT DISSATISFACTION AND OCCUPATIONAL

STRESS

Teacher stress and job satisfaction have been found to be negatively correlated
-high reports of occupational stress were related to low levels of job satisfaction. Earlier
sections of this report have shown that sustained occupational stress may lead to teacher
burnout and have implications for retention. Researchers have explored what measures
could combat job
satisfaction and occupational stress in teachers. Kyriacou and Chien (2004) found that,
according to primary school teachers in Taiwan, the most effective action that schools or
the government could take to reduce teacher stress was to decrease teachers’ workload.
These findings are in line with other studies. In addition, Kyriacou (2001: 31) highlighted
the positive impact of working in a school with a positive climate in terms of social support.
The author noted that teachers and senior managers in schools must avoid creating
unnecessary sources of stress through poor management. He lists characteristics of a
healthy school as including: good communication between staff; a strong sense of
collegiality; management decisions based on consultation; consensus established on key
values and standards; whole school policies in place; roles and expectations clearly defined;
teachers receiving positive feedback and praise; a good level of resources and facilities to
support teachers; support available to help solve problems; policies and procedures being
easy to follow; red tape and paperwork being minimised; additional duties being matched
to teachers’ skills; a building environment which is pleasant to work in;senior management
making good use of forward planning; and induction and career development advice being
given. Support measures could also include a counselling service for teachers and a teacher
helpline. In addition, in-service workshops aimed at helping to reduce stress have been
found to support teaching staff.
Kyriacou observes that there are various coping strategies that teachers can use in
coping with stress and distinguishes between two main types: direct action techniques and
palliative techniques. The former refers to things that teachers can do that eliminate the
source of stress, including identifying the source of stress and then carrying out some form
of action to combat this. Palliative techniques refer to lessening the feeling of stress that
occurs, relieving the tension and anxiety that has built up. Overall, the techniques that
teachers use include trying to keep problems in perspective; avoiding confrontation; trying
to relax after work; taking action to deal with problems; keeping feelings under control;
devoting more time to particular tasks; discussing problems and expressing feelings to
others; having a healthy home life; planning ahead and prioritising; and recognising one’s
own limitations.

16
 Griffith at al. observed that the presence of social support and the use ofeffective
coping behaviour can affect the teacher’s perception of stress.

RESEARCH IN THE IRISH CONTEXT: TEACHER JOB SATISFACTION AND

STRESS

Teachers’ experiences in school have also been extensively researched in Ireland. However,
very few studies explicitly
Focus on the job satisfaction and occupational stress of teachers.The TALIS5 summary
report for Ireland documents levels of job satisfaction among Irish teachers in comparison
with other countries. The survey focuses on the learning environments and teaching
conditions in second level schools. The authors found that average job satisfaction in
Ireland was somewhat lower in Ireland than in other comparison countries except
Poland.Shiel and colleagues found that, across all TALIS countries, teachers’ job satisfaction
was positively related to classroom disciplinary climate, teacherstudent relations and
self-efficacy. Using a survey of ASTI, TUI and INTO members, Wynne, Clarkin and Dolphin
(1991) explored stress among Irish teachers focusing on a number of issues: principal
sources of stress, coping and social support, and outcomes of stress. The study focused on
generic occupational stress, teaching-specific stress, physical work environment stress and
life events (measurement of non-work stress). The authors found that teachers in Ireland
experienced moderate to high levels of stress compared to other occupational groups. In
addition, personal and school demography were not significantly associated with stress in
the workplace. However, adequate facilities in the school were strongly associated with the
sources of stress. In terms of generic occupational stress, the five highest scoring items
among INTO members were: workload, insufficient resources with which to work, being
undervalued, equipment, and not being able to switch off at home.

Teaching-specific stress was associated with: lack of time to spend with individual
pupils, large classes, noisy pupils, difficult classes, and pupil motivation. The top ten
sources of self-reported stress included: the pupil-teacher ratio, discipline, pupil
motivation, inadequate resources, lack of parental support, teaching groups of differing
ability, workload, parental expectations, salary, supervision/covering for absent teachers,
and demands on after-school time. While this research took place some time ago, it is still
likely to yield useful insights into the processes involved, especially in the absence of more
recent systematic data on teacher stress. Elsewhere, Kitching et al. note that affect is
important for motivation and job satisfaction among teachers. The term includes emotions
and moods, feelings that range in intensity from mild satisfaction to joy on the positive side
and from low-level irritation to extreme annoyance and depression on the negative side.
Another relevant factor that influences satisfaction is comparison with
Other teachers (Morgan & Kitching, 2007). Some post-graduate research also exists. Carroll
(1995) explored job satisfaction among school principals. Administrative as well as teaching

17
principals had relatively high levels of satisfaction, with the former reporting somewhat
higher levels of satisfaction.
Later work by the same author found that teaching principals reported greater
Work overload arising from their dual role (Carroll, 1996). What these studies
show is that the factors influencing job satisfaction among teachers are varied
but strongly influenced by school-level characteristics.

GENDERWISE JOB SATISFACTION

The present study examines the job satisfaction, i.e. the degree to which job features that
are highly valued by individuals are present in their work environment. Though a number
of studies have been conducted in the field of academics but a few have been undertaken
to compare the job satisfaction of male and female teachers in government & private
schools. Mohdsuki and Suki (2011) examined on job satisfaction and organizational
commitment: The effect of gender on employee perception of job satisfaction and
organizational commitment. Study revealed that employee’s gender has no significant
effect on his/her perception of job satisfaction and men and women have the same level of
organizational commitment. Kumar & Bhatia (2011) mentioned that the level of job
satisfaction and attitude of the teachers towards teaching is least affected by the gender,
the marital status, minimum qualification and income group of physical Education teachers
to compare the job satisfaction among Physical Education teachers and their attitude
towards teaching. Kumari and Jafri (2011) mentioned a study on level of Organizational
Commitment of Male and Female teachers of Secondary School to investigate the overall
level of Organizational Commitment of Male and Female teachers of Secondary School of
Aligarh Muslim University. Data analyzed by using t-test result revealed that overall
percentage of female teachers Organizational Commitment was much higher than male
teachers. Zilli and Zahoor conducted a study to find out the organizational commitment
among male and female higher education teachers and to compare the organizational
commitment among male & female higher education teachers. Result revealed that the
females had significantly higher level of organization commitment. Mehta investigated on
job satisfaction among teachers to know whether the perception of job satisfaction among
teachers was affected by the type of organization (private vs. Govt.) and the gender (male
vs. female). Descriptive analysis was made to study the perception of job satisfaction of
male vs. female and t-test was used. Result showed that there would be significant
difference in the level of job satisfaction of Govt. and private school teachers. Nagar
undertook a study on "Organizational commitment and job satisfaction among teachers
during times of Burnout for developing and tests a model for Burnout and its effect on job
satisfaction on organizational commitment" Research showed that in term of job

18
satisfaction & organizational commitment the mean score for female teachers was higher
than male teachers.

A comprehensive research work was conducted during 1985-86 on Job satisfaction of

Teachers of Dhaka University by Institute of Education and Research Muttaqui and Shaikh
(1988). Alam (2003) conducted a research on the Job satisfaction of female workers in
different garment factories in Dhaka city and concluded the level of satisfaction is
positively correlated with level of wages they get. Ziaul , Anwar and Nazrul (2005), in their
study on comparative Job satisfaction of senior male and female executives in Bangladesh ,
showed that there are insignificant difference between male and female executives
regarding satisfaction in different facets of job. Rahman and Rumana (2006) found
significant difference between public and private university teachers in Bangladesh.

19
CHAPTER 3
DATA ANAYLIS

20
Data analysis:
A structured questionnaire was developed having 4 facets of job satisfaction which
is addressed through 26 statements to which the respondents is asked to react using a five
–step Likert scale ranging from strongly disagree (1) to strongly agree (5). About two third
of the items stated in a positive manner and the other one third in a negative manner:
negative items are reverse scored assessing a value of 1 to ‘Strongly Disagree’ and 5 to
‘Strongly Agree’. Descriptive statistics were used to measure the level of job satisfaction.
The Data was analyzed by calculating percentage and frequency. All teachers within an
evaluated college were asked to participate in the survey. A hard copy questionnaire was
provided to each college’s administrator who then distributed it to the teaching staff.
Participation in the survey was voluntary and anonymous. In particular, the study will
explore the impact of the management, college, student and teacher factors on job
satisfaction of teachers.

The sample description is presented in Tables 1. 25 teachers were selected at

random from government and private colleges.

Institution

Institution
Type of No. of
institution teachers
Government 25
Private 25
Total 50
Table no.1

Chart no. 1

21
 FACTOR WISE ANALYSIS OF JOB SATISFACTION

1. Management factors
There were 9 questions regarding management of the college. Management factors like
teacher autonomy, career advancement, personal growth, recognition & responsibility
were evaluated. The results were as follows:

Management Factors
Institution Total score Average score Percentage
Government 778 3.56 89
Private 732 3.25 81
Table no.2

Chart no.2

Interpretation: The teachers in private and government colleges were satisfied with
the management of their colleges. When compared we can see a mild difference in the
satisfaction level of both the sets of teachers. The teachers in govt. colleges had 89%
satisfaction which was 8% more than that of teachers in private colleges.

22
 2. College and classroom Factors
There were 10 questions regarding the college factors. Including:

∙ Working environment
∙ Teacher involvement in decision-making in the school
∙ College facilities and resources
∙ Time pressure & workload
∙ Relationship with colleagues
∙ Working hours, etc.

The results obtained were as follows:

College Factors
Total Average
Institution score score Percentage
Government 882 3.53 88.3
Private 772 3.08 77.2
Table no.3

Chart no.3

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Interpretation: The Government colleges’ teachers showed a greater level of satisfaction
than private college teachers. 88% satisfaction was there for govt. college teachers
whereas private college teachers reported only 77% satisfaction.

3. Student factors
Student factors were analyzed based on the following factors:

∙ Discipline
∙ Perceptions of pupils
∙ Relationship with them, etc.

There were 3 questions, the obtained were,

Student Factors
Total
Institution score Average score Percentage
Government 295 3.93 98.3
Private 287 3.83 95.6
Table no. 4

Chart no. 4

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Interpretation: The table ​indicates that there is no significant difference in the satisfaction of
govt. & private school teachers regarding student factors. The private college teachers’ satisfaction
was 49% and govt. college teachers was 51 %.

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 4. Teacher level factors:

There were 3 questions related to teacher factors. They included

∙ Ability to deal with situations

∙ Frustration & depression
∙ Evaluation by others

The following results were obtained:

Teacher Factors
Institution Total score Average score Percentage
Government 286 3.8 95
Private 264 3.5 87
Table no.5

Chart no.5

Interpretation: Like student factors there was no significant difference in teacher level
factors. But when compared the satisfaction level of govt. college teachers stood in a

26
better position. The govt. college teachers had 95% satisfaction whereas private college
teachers had 87% only.

5. Overall satisfaction
This section deals with the overall satisfaction of teachers in all the four factors of
job satisfaction i.e. management factors, college factors, student factors and
teacher factors. The analysis of the above showed the following results.

Overall Satisfaction
InstitutionTotal Score Average score Percentage
Government 2241 3.6 90
Private 2055 3.3 82
Table no.6

Chart no.6

Interpretation: The chart shows that the overall satisfaction of teachers in

government colleges was more by 200 scores. The overall satisfaction of Govt.
College teachers were 90% whereas Pvt. College teachers had only 82 %
satisfaction. This shows that Government Colleges provide more facilities as
compared to private colleges.

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28
 TEACHER BACKGROUND FACTORS ANALYSIS
The following sections of this report present descriptive as well as multivariate
analyses of teacher background factors, which include:

∙ Age
∙ Marital status
∙ Gender
∙ Years of teaching experience

1. AGE
The teachers were classified into five groups according to their age and job satisfaction was
ascertained accordingly. Following were the results obtained:

This table shows the distribution of various age groups of teachers in govt. and private
colleges.

Age
group Government Private
Number Percentage Number Percentage
20-25 0 0 4 16
26-30 4 16 6 24
31-40 15 60 7 28
41-50 5 20 5 20
50+ 1 4 3 12
Total 25 100 25 100
Table no. 7

Chart no. 7

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Following table shows the satisfaction of teachers in different age groups.

Age Group Government Private

Total Average average
score score Total score score
20-25 0 0 345 86.3
26-30 350 87.4 496 82.7
31-40 1297 86.46 608 86.8
41-50 461 92.2 520 104
50+ 117 117 86 86
Table no. 8

Chart no.8

Interpretation: Most of the teachers in govt. colleges belong to 31-40 age groups. Teachers
aged above 50 years were considerably low. The first table shows that private colleges
have an even distribution of various age groups of teachers. Most of the teachers in
government colleges belonged to 31-40 age group. In case of the second table i.e. job
satisfaction table, there was no significant difference in satisfaction level of teachers in
different age groups. So we can assume that there is no significant relationship between
job satisfaction and age of teachers.

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2. MARITAL STATUS

The following table shows the marital status of teachers in private and Government
College.

Status Government Private

Number Percentage Number Percentage
Married 21 84 17 68
Unmarried 4 16 8 32
Total 25 100 25 100
Table no. 9

Chart no.9

Interpretation: 84% of teachers in Government College were married whereas only 68% married
teachers were there in private colleges. It is to be noted that most of the teachers were married
and only a small percentage were unmarried.

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Job satisfactions of teachers who are married and those who are single are given below. From the
table we can find whether there is any relationship between the marital status and job satisfaction.

Status Government Private

Number Average score Number Average score
Married 1999 95 667 39
Unmarried 242 61 1388 174
Table no. 10

Chart no. 10

Interpretation: The satisfaction level of unmarried teachers in private colleges was high
compared to the married teachers there. There was no significant difference in the
satisfaction level of teachers in Government College.

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3. Gender
The teachers were classified according to their gender and job satisfaction was ascertained
accordingly. Following were the results obtained:

This table shows the number of male and female teachers in govt. and private colleges.

Gender Government Private

Number Percentage Number Percentage
Male 10 40 4 16
Female 15 60 21 84
Total 25 100 25 100
Table no.11

Chart no. 11

The pie chart shows the percentage of male and female teachers in government
colleges. About 60% of teachers in govt. colleges were females and 40% were male
teachers.

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The following pie chart shows the percentage of male and female teachers in private
colleges.

Chart no.12

Interpretation: The strength of lady teachers in private college is 84% and male teachers
were only 16%.

When compared with govt. colleges private colleges have more no. of female teachers.
There is a trend towards female teachers. Similarly there is another implication that
females are more interested in this profession.

The following section deals with the satisfaction of male and female teachers.

Table no.12

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Chart showing job satisfaction of teachers in Govt. colleges.

Chart no.13

Chart showing job satisfaction of teachers in private colleges.

Chart no.14

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4. Teaching experience
Teachers were classified into 4 groups based on the years of experience they have, ranging
from 1-10 to 31-40 years. The data calculated was tabulated as follows.

The no. of teachers who belong to each category was as follows:

Years Government Private

No. of years Percentage No. of years Percentage
1 to 10 19 76 14 56
11 to 20 3 12 8 32
21 to 30 3 12 2 8
31 to 40 0 0 1 4
Total 25 100 25 100
​Table no.13

Chart no. 15

The above figure shows that most of the teachers in private and govt. colleges belonged to
the 1-10 years of experience group. 76% of the teachers in govt. colleges and 56% of
teachers in private colleges belonged to the first group. In the succeeding two classes govt.
had 12% each. In case of private college 32% of the teachers had an experience of 11-20
years and 8% had 21-30 years of experience. When we come to 31-40 years of experience

36
there was no one in the govt. sector whereas in private sector there was one teacher
having an experience of 33 years and that formed 4% of the private college teachers​.

The following table shows the job satisfaction of teachers according to their work
experience. The information obtained was as follows.

Table no. 14

Chart no. 16

The above table shows that the job satisfaction of teachers in all groups in govt. sector was
almost the same. But 21-30 groups had comparatively greater satisfaction, i.e. their
average score was 103.private college teachers shoed an average of 81% in overall. The
results show that there is no significant relationship between job satisfaction and
experience of teachers​.

FINDINGS AND RECOMMENDATIONS

The study’s most compelling point, however, was the great similarity in means between
public and private school teachers in all the factors and job satisfaction, with overall job

37
satisfaction at a percentage of 89.64% for government collage teachers and 82.2% for
private college teachers.

∙ Results showed that public and private schools teachers were satisfied with their
jobs
∙ In private colleges often there is lack of cooperation between teachers and their
managers because of poor promotion prospects. In addition, teachers are given
contractual appointments that lack job security.

∙ Economic status is linked with salary. The remuneration paid to teachers private
colleges is generally very low with hardly any job security. Female teachers
employed by Private colleges were under paid.

∙ A primary school teacher with long years of teaching experience is likely to be

promoted. The medium level private school teachers complained that their pay is
not enough to meet their expenditure. They are not offered any paid leave, hardly
any training and comfortable working environments. The teachers also complained
that they are not provided with incentives such as free transport to school, paid
leave

∙ Inadequate living and working conditions are major problems faced by teachers.
High student teacher ratio also affects quality of teaching and linked to the
emotional and physical well being of the teacher.

∙ Recruitment, postings, transfers and promotions are key motivational factors. The
study found that in government colleges promotions are based on seniority and not
performance. The absence of a mechanism to recognize the achievement of
teachers’ means there is less motivation among the teachers to promote effective
schooling.

∙ Public college teachers generally oppose that their job is repetitive and boring while
private college teachers are not so positive in this field. In this regard, they differ
quite significantly. Again both the group showed positive attitude about the quality
of students they teach.

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 ∙ Analysis also reveals that both private and govt. school teachers show low
satisfaction level regarding the factor ‘Teachers Training’. Therefore, Authorities
should organize regular training programs to enrich and equip teachers with latest
developments.
∙ Result of male and female school teachers showed that they were satisfied with
their job and its atmosphere. Majority of the male teachers was satisfied as
compared to female teachers.

∙ Teacher attrition data was not readily available, but informants believe that both
voluntary and involuntary retirement among public college teachers is low. For
many public college teachers, teaching is seen as a profession which offers job
security. Although some teachers are not entirely satisfied with the profession, the
opportunity for secondary employment makes it attractive.

∙ Study further shows that level of satisfaction among both govt. and private college
teachers is low regarding „opinion counts in the organization‟. Authorities should
arrange regular formal meetings with teachers to consider their suggestions and
also try to value it.
∙ Analysis also reveals that both private and govt. college teachers show low
satisfaction level regarding the factor „opportunity for career Development‟. For
increasing the satisfaction level of the teachers in this regard Authorities should try
to provide opportunity for career development to the teachers in this connection.
∙ Results showed that the different age groups of male and female teachers in public
and private schools were satisfied with their jobs

For the four factors discussed above the score of public college teachers seems to be
higher than the score of private college teachers. Public college teachers feel that they are
in better position regarding a good number of factors related to job satisfaction.

Limitations

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There were several limitations of the study. Surveyed colleges were chosen based on no
random sampling but rather due to ease of reach. Further research would be necessary to
determine whether these findings could be generalized to other college teachers.

Another limitation was the subjectivity of respondents. The use of a Likert scale
encourages a central tendency bias where all but the most outspoken survey participants
cluster their responses near the middle of the scale to avoid extreme positive and negative
responses.
Because the survey measures categorical data instead of numerical data, the responses
could be skewed by each individual’s interpretation of the degree of each response’s
meaning. Finally, teachers who took the hard copy survey within a group setting may have
skewed their results to be more positive if they felt that their responses could have been
read by nearby participants. To counter this, future surveys should be conducted
anonymously via an online survey tool whereby each respondent can take the survey
independently and with the assurance of anonymity.

Chapter 4
Conclusion
40
41
 A comparative study on the Private and Public college teachers reflects similarity and
dissimilarities of the two groups in some of the factors. The study was conducted to learn
about the job satisfaction of teachers based on following factors:

➢ Management factors
➢ College and classroom factors
➢ Student factors
➢ Teacher level factors

After detailed analysis we arrive at the conclusion that.

∙ Almost all the teachers both in government and private self financing colleges are
satisfied with their management but still there is a need to improve the working
conditions and remuneration for teachers.

∙ Government college teachers showed more satisfaction regarding the college

and classroom factors than private self financing colleges. Classroom factors
include working environment, college facilities, work load, relationship with
colleagues etc.

∙ Study further shows that level of satisfaction among both govt. and private school
teachers is low regarding „opinion counts in the organization‟. Authorities should
arrange regular formal meetings with teachers to consider their suggestions and also
try to value it.

∙ Relationship with colleagues has been come out as an important factor for the
respondents. However the private college teachers are more positive than the public
college teachers in this connection.

∙ In case of student factors like discipline, student teacher relationship both

government and private college teachers are comfortable and maintain a good
relation with the students.

∙ Teacher level factors include ability to deal with situation, frustration and
depression, evaluation by others. Like in the previous case both government

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 and private college teachers are satisfied. When compared precisely
government teachers showed more satisfaction.

∙ Study shows that teachers are very sensitive on payment. Although there exists
a clear disparity between the salary structure of public and private colleges,
both the authority should revise the salary structure. They should include
teachers in salary restructuring. At the same time, teachers are dissatisfied on
opportunity of research work and fair promotion procedures. It is true that
there are similar rules and policies for promotion in all the public colleges. But
the problem with private colleges is somewhat different as most of them have
no structured rules and policies for promotion. Unbiased decisions on
promotion can increase satisfaction of teachers in this regard.

∙ Pre and in-service teacher education must focus more attention on the practical
aspects of teaching so that when new teachers enter schools they feel better
prepared and motivated to handle the challenges that teaching throws up, e.g.
teaching large class sizes, teaching with little resources etc.

After analyzing the results obtained we can come to conclusion based on overall
satisfaction among the teachers in both the colleges. Overall satisfaction includes all of the
above said factors. Results showed that the overall satisfaction of government college
teachers were 95% whereas that of private self financing colleges were only 82%. This
clearly reveals that the government colleges are able to provide more facilities to teachers
in all means so that they enjoy more job satisfaction and comfort.

Teacher background factors

A study on the basis of teacher background factors was also conducted based on

➢ Age
➢ Marital status
➢ Gender
➢ Years of teaching experience

We were able to conclude the following

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 ∙ The presence of more teachers between 31-40 age groups exists in government
colleges. In case of private colleges there is even distribution of teachers in all age
groups. Results showed that the different age groups of male and female teachers
in public and private schools were satisfied with their jobs.

∙ 84% of teachers are married in government colleges and 68% are married in private
colleges. When taken into detail the satisfaction of unmarried teachers were high as
compared to married in private colleges. Such a difference in level of satisfaction
does not exist in government colleges.
∙ The strength of lady teachers in private colleges is 84% and male teachers are only
16%. Results show that gender of respondent has highly significant influence on job
satisfaction while age and job experience did not affect their attitude. Female
respondents were found more satisfied than their male counterparts. This reveals
that female teachers are more in private colleges than government colleges. We
can also conclude that females are more interested towards the teaching
profession.
∙ We could not establish any significant relationship between the teaching
experience and job satisfaction of teachers.

Despite many other dissatisfaction factors of different degree, respondents showed very
positive attitude towards the sense of pride with their job. Almost all the teachers
responded to the statement “I’m ready to choose teaching career if given a second chance”
positively. It truly reflects the optimism of teachers who still think this job is a noble
profession. College teachers are proud of the prime philosophy of teaching although their
salary structure id relatively low. So the authority of all the colleges should consider of
providing higher satisfaction to the faculty members to uphold such optimistic attitude of
the teachers in the future.

In the end of the conclusion of this research we want to open this fact that most teachers
of Government and private colleges do not share their responses in a sincerely manners. So
these insincerely responses of the teachers may affect the results of this research.

44