1

CORRELATES OF JOB SATISFACTION

AMONG TEACHERS IN

SELF-FINANCED INSTITUTIONS

Synopsis Submitted at

Department of Education

V.M.L.G. College, Ghaziabad

(Affiliated to C.C.S. University, Meerut)

For the Degree of Doctor of Philosophy in Education

DEPARTMENT OF EDUCATION

V.M.L.G. COLLEGE GHAZIABAD

2009

Supervisor: Dr. Shashi Malik Sr. Lecturer, Deptt. Of Education V.M.L.G. College, Ghaziabad

Researcher: Mrs. Vinita M.Chaudhary

2

1.0.0 INTRODUCTION

Education has always been and continues to be one of the most important needs of

mankind. It helps men to indoctrinate values and apply the technical know-how is real life

situations. Traditionally, higher education has been considered to be the responsibility of

the state towards its society, hence, it has been the function of the state to finance higher

education, yet allow it considerable autonomy, at least as far as academic matters are

concerned. Educational institutions have, therefore, been essentially governmental in

character. The transformation in the nature of higher education, from elitist to egalitarian

that took place in the second half of the twentieth century, placed considerable stress on

governmental resources. The state, therefore, was left with no alternative but to allow

private enterprise to enter the higher education scene. Today privately sponsored higher

education is moving to the center-stage of the higher education scenario in most

countries. In India, private initiatives in higher education date back to the closing years of

the nineteenth century. During 1990’s with the gradual privatization of higher education,

the budgetary allocation for higher education decreased. The government is thus obliged

not only to strive towards providing access to higher education to all its citizens, but must

also try and improve the quality of higher education in India. Webster, New Collegiate

Dictionary (1983) describes privatization as the transfer of ownership from the public

sector to the private sector and also as the withdrawal of the state from the production of

goods and services.

Educational institutions in India could be classified into the following categories:

(a) Aided Colleges: Aided colleges are privately managed, but are funded by the

government. Section 3 (b) of the Private professional educational institutions bill,

2005 defines an ‘aided institution’ as a private professional educational institution,

receiving financial aid in whole or in part from the government.

(b) Unaided Colleges: Unaided colleges are privately managed and raise their own

funds. The Honorable Supreme Court has announced that the right to admit students

being an essential facet of the right to administer educational institutions of their

choice, (Article 30 of the constitution).

The aided institutions generally run traditional courses, viz Arts, Science, Commerce and

Education. The Indian higher education landscape is present here in (figure 1 :)

3

FORM OF PRESENCE FIELD OF STUDY MODE OF DELIVERY

Figure 1: Indian higher education landscape

(Sources: UGC; MHRD Annual Report 2009-10. 2010-11)

The self financing institutions generally run professional courses, viz Engineering,

Pharmacy, Hotel management, Architecture, Teacher education, Computer technology,

Human resource management, Medicines and Physiotherapy etc. Here in (figure2:)

graphical representation of the data regarding number of public and private institutions in

different professional courses are presented, which shows there are more private colleges

than public colleges with professional courses. This higher number of self-financing

institutions shows growth of privatization in higher education in different professional

courses.

At this point some committees that were appointed to study the impact of privatization of

education in India are:

(a) The Punnayya Committee (1992-93) mentioned that higher education is a basic

determinant of our nation’s economic and technological progress.

(b) Dr. Swami Nathan Panel (1992) The Dr. Swami Nathan Panel, which was set up

by the All India Council for Technical Education, also made important

observations. The Panel has put forth the idea of collecting educational cess.

4

(c) The Birla Ambani Report (2000) makes specific recommendation. “A

redefinition of government role in higher education would call for a major

privatization of the university education system in India.”

0102030405060708090

100

Engineerin

g

Pharmac

y

Hotel M

anag

emetn

Archite

cture

Teach

er Edu

catio

nMCA

MBA

Medici

ne (Allo

pathic)

Physio

therap

y

Figure2: Relative share of Private and Public institutions for professional courses.

(Source: Paper by Pawan Ag. ICRIER, New Delhi)

The term Privatization raises several issues in recent times:

1) Would it be feasible to satisfy the teachers of self-financial institutes?

2) Would the disadvantage of privatization out weight its advantages?

3) Would privatization in India lead to monopolization of higher education by the private

Sector?

1.1.0 CHALLENGES AND OPPORTUNITIES IN AIDED AND SELF

FINANCED HIGHER EDUCATION

To judge from the existing analyses of the situation; the accomplishment of the objective

appears to require a combination of several different strategies, including many

challenges and opportunities of privatization in higher education. Privatization provides

academic and administrative sovereignty in one hand and the uncertain availability of

sufficient resources as found in aided institutions in other hands.

Private Public

5

Some challenges are:

Maintaining and projecting constitutional ideals accessibility and equity.

Problem of money seeking attitude.

Threat of international interference.

The challenge to provide quality education.

Dignity of teachers will be in danger.

Teacher retention in colleges.

Create divide between haves and have-nots.

Opportunities of privatization are:

Enrollment rate will be increased.

Vocationalization of higher education will be carried out effectively.

Minimal interference of local political and bureaucratic interference.

Opportunity to introspect by the institution.

Quality of education will be ensured due to competition in colleges.

More use of ICT and practical exposure.

Nature and quality of research work will be taken care.

Revise in the decisive factor for academic recruitment and promotion,

Significant improvements in the economic condition of the academic teaching

profession.

Very ambitious program for the identification, training, support and placement of

young scholars, and

Major effort at repatriating successful Indian scholars from abroad (NKC 2007).

Should the resolute plans of both the public and the private sector for the immense

development of higher education in India have a chance to succeed, one of the key

fundamentals is a large and highly capable group of scholars who can provide academic

leadership in teaching and research. Therefore, it can be concluded that more

opportunities meet, as the result of privatization and it is the need of an hour. Quality of

education is both challenge and opportunity because it depends upon teachers’

professional qualification, responsibility, satisfaction and their retention in an institution.

For retention in the college and responsibility feeling teacher satisfaction is necessary,

which depends upon many institutional and other factors.

6

1.2.0 CONCEPT OF JOB SATISFACTION

Many educationists worked on job satisfaction and defined it in various ways:

Job satisfaction has been defined as a pleasurable emotional state resulting from the

appraisal of one’s job, an affective reaction to one’s job and an attitude towards one’s

job. According to Petter Drucker “Not a promotion, but accomplishment should be

the aim of every person, to do the job, off the job and satisfaction”.

Blum and Nylor (1968) “Job satisfaction is the result of various attitudes possessed by

an employee.”

According to Katzel (1964) “Job Satisfaction is the verbal expression of an

incumbent’s evaluation of his job. The verbal evaluation is made operational by some

form of attitude questionnaire or scale by means of which the incumbent rates his job

on the continuum of like dislike.”

Job satisfaction is the feeling that one is securing from his work-environment.

According to Alexander, (1997) “Lack of job satisfaction is a predictor of quitting a

job.”

Thus the job satisfaction is an effective reaction of feeling, of employees with their

current and future career progress. Job satisfaction has been mostly studied on industrial

employees. Therefore, the present study is planned to conduct on teachers working in

Self-financing Institutions, because a satisfied work force of teachers may provide greater

support to the students.

1.3.0 THEORIES OF JOB SATISFACTION

2. Affect Theory

The theory is also known as value theory by Locke (1976). Satisfaction is a function of

the extent to which ones job is perceived as fulfilling important values: satisfaction is

determined by the discrepancy between preferred levels of job factors (Pay, Autonomy,

etc.) and the actual level.

3. Dispositional Theory

This theory is based on core self-evaluation model given by Timothy A. Judge (1998).

There are four core self-evaluations that determine one’s disposition towards job

satisfaction: Self-esteem, General self-efficacy, Locus of Control, & Neuroticism. This

model states that higher levels of self-esteem (the value one places on his/her self) and

general self-efficacy (the belief in one’s own competence) lead to higher work

satisfaction. Have an internal locus of control (believing one has control over his/her own

7

life, as opposed to outside forces having control) leads to higher job satisfaction. Finally,

lower levels of neuroticism lead to higher job satisfaction.

4. Two factor theory

Herzberg propounded this theory in late 1950’s. The theory is also known as a Motivator

Hygiene theory. This theory states that satisfaction and dissatisfaction are driven by

different factors motivation and hygiene. Motivation factors are those aspects of the job

that make people want to perform and provide people with satisfaction; work recognition,

promotion opportunities. Hygiene factors include aspects of the working environment;

pay, company policies, supervisory practices & other working conditions.

5. Job Characteristics model

Hackman and Oldham (1976) developed this model. The model is widely used as a

framework to study how particular job characteristics impact on job out- comes including

job satisfaction. The model states that there are five core job characteristics: Skill variety,

Task identity, Task significance, Autonomy and Feedback; which impact three critical

psychological states as an Experience, Meaningfulness, Responsibility for out-comes and

knowledge of the actual results, in turn influencing work outcomes as Job satisfaction,

Absenteeism, Work motivations.

1.3.0 NEED AND JUSTIFICATION OF THE PROBLEM

‘The P.M.’s Council on Trade and Industry’ in a recent report (2000), has observed that

Education is universally recognized as an important investment in building human capital,

which is a driver for technical innovation and economic growth. Providing education to

one and all has been the constant endeavor, and one of the primary duties of the

government. To be very fair, it is indeed impractical to expect the government in one of

the most popular countries in the world, to solely shoulder the responsibility of providing

education to its citizens. India has one of the largest systems of higher education in the

world and according to the Department of Secondary and Higher education. Government

of India, there is about 338 universities. With a vast majority of the student population

having access to higher education the situation is quite satisfying in the developed

countries yet, the percent of student population studying at universities in India is dismal

when compared to some of the other developing countries. During second half of the last

century most developing countries witnessed a massification of higher education, which

was largely due to the positive approach of national policy makers. However, the capacity

of almost all governments to further financially support higher education is now almost

8

exhausted. Further, in most of the developing countries, the population is increasing, in

some case at an uncomfortably high rate. In case of developing nations, with growing

populations and having, at present, relatively small enrollment ratios, the governments

having limited resources will perforce have to depend upon the private sector to meet the

demand for higher education. This is reflected in the fact that there are more than 3000

private institutions offering degree programmes in the professional disciplines of

Medicine, Engineering and Technology, Management and Teacher education.

Basically to ensure equal opportunities to all, to prevent widening of social divide and to

ensure the quality of education imparted by private institutions, teachers are to be cared in

present times. Because this is the trend generally that teachers serve for students, their

practical orientations in commercial private institutions. These institutions rely on part

time faculty and may be drawn from full-time faculty at public universities and hence do

not add to further employment opportunities when employing full-time faculty, they are

paid a meager salary perhaps many of them have neither practical nor academic expertise

and lack training. Also the faculty is minimal and overloaded and in these conditions

quality of education is questionable. While this is the trend in Indian private higher

education, that the students are willing to pay high fees, if the quality of education is

good. In these circumstances, faculty satisfaction is utmost important that can serve the

purpose of qualitative education.

1.4.0 EMERGENCE OF THE PROBLEM

Teaching is one of the noblest professions in the world. Today retention rate have been

dropping steadily for many reasons in this profession. The reasons include stress, job

satisfaction, institutional environment and low salary, etc. Some people are also staying

away from this profession because available jobs are sometimes located in bad

neighborhoods and the students are generally harder to gain respect from them. A teacher

profession has some positive benefits, but the negative aspects are enough to push people

away from a career in this field. Other than teacher losing interest, the problem also

comes up with students that they have no interest in what the teachers have for them to

learn. This is especially hard for new teacher to deal with. The best kind of the teacher is

a confident teacher. If a student sees the teacher without much confidence, the student

will walk all over them. Confidence might be the single most important factor in

becoming a successful teacher at any level. The retention of these teachers is hurting the

educational community. Hundreds of thousands of teachers leave this field every year to

9

pursue another career, whether it is because of money, job dissatisfaction, stress or other

causes. Even though many people do not want to pursue a career in the teaching, it is one

of the only professions we can count on for being around for a long-time.

“Teachers are workers, teaching is work and the institution is a workplace” (Posits

Connell-2005). Job satisfaction is one of the most researched topics in the field of

industrial psychology. Many educators are contemplating early retirement or are leaving

the field of education for different vocations. Job satisfaction should be given

consideration because teachers deserve to be treated fairly and with respect; it can lead to

certain behavior of employees. Its assessment is a common activity where management

feels that employee’s well being is important. Job satisfaction is a primary concern in the

workplace.

Highly satisfied teachers are less likely to change the institutions than those who are

dissatisfied with many areas of their work life. Thus, there is a need to know their Job

satisfaction and the conditions that may motivate them to stay on in their campus

assignment by which students may get a continued and quality education.

To identify the correlates of Job satisfaction, researcher did a review of the relevant

literature. This review reveals many factors related to job satisfaction, which are

summarized in following Table 1: and 2:

Table 1: Correlates of Job Satisfaction as in Review of Indian Researchers

Indian researchers Correlates identified

Gupta (1987) Age

Abraham, (1989)

Das & Agrawal (1990)

Reddy and Rajasekharan (1991)

Padmavathi (1995)

Genes

Particular status

Attitude

Sex difference

Amruth. Kumar (2005)

Raj & Sahaya (2005)

Srivastava (1983)

Teaching competence

Gender

Qualification

A large number of studies have been made worldwide to know the factors related to Job

satisfaction or dissatisfaction of teachers at work in different educational levels.

Researchers like Srivastava (1983), Gupta (1995), Abraham (1994) have made their

10

studies to find out the relationship of Job satisfaction with personal and socio

demographic variables.

Table 2: Correlates of Job Satisfaction as in Review of International Researchers

International researchers Correlates identified

Johns & Nicholson (1982) Absenteeism.

Staw & Ross (1985)

Brockner (1988)

Clark & Oswald (1997)

Burchell (1999)

Time intervals

Individual level

Age

Job security

Sloane & Williams (2000)

Wright (2002)

Sousa-Poza & Sousa –Poza (2000)

Lydon & Chevalier (2001)

Campbell (2001)

Moguerou (2002)

Kaiser (2002)

Kristin (2004)

Men verses woman

Job stress

Risk of Jobless

Wages

Job Insecurity

Gender

Gender

Experience

After reviewing the researches, it may be concluded that major correlates of job

satisfaction are age, gender, locale, attitude, interest, motivation, performance,

relationships, expectations, etc.

Some specific factors involved in job satisfaction are wages, conditions (mental and

physical) of work, steadiness of job opportunities for advancement, inter personal

relations among workers, grievance redressed structure, recognition of abilities and work

approach (democratic or autocratic) of the employer, employee’s age, health,

temperament, level of aspiration ,social status of job etc, which contribute a lot to job

satisfaction. Therefore, on the basis of literature available and experiences, the researcher

has taken three types of variables for the study- demographic, academic and

organizational.

1.5.0 STATEMENT OF THE PROBLEM

This study aimed to provide information about:

CORRELATES OF JOB SATISFACTION AMONG TEACHERS IN AIDED AND

SELF-FINANCED INSTITUTIONS

11

1.6.0 OPERATIONAL DEFINITIONS OF THE KEY TERMS

The present study is following specific key terms, which required further explanation in

order to communicate their precise meaning:

1.6.1 CORRELATES

In the present research correlates are the variables which can be related to job satisfaction

as:

Work Load

Tremendous pressure increase work load. It means this type of work demands peace of

mind. So it is very important to make the environment free from pressures and tension to

make a satisfied teacher.

Work Conflict

Teaching involves too many tasks related to academics, but not related to the teachers,

when a teacher insisted to do those works, he felt conflicted to his work place.

Job Involvement

Job involvement is the involvement of the teachers in their job. Involvement is the

expression of one’s’ preferred self in job behaviours. Teachers’ involvement with,

commitment to, and satisfaction with work makes their teaching more effective and

satisfied.

Salary

Pay, wage, salary and benefit etc. normally refer to one of human resources management

executes. Salary is a fixed amount of money or compensation paid to the teacher in return

for work performed. Salary is commonly paid at fixed intervals. A person’s salary is often

linked to one’s level of achievement and success.

Supervision

The term supervision typically, is a management activity since the supervisors have

extensive knowledge of job requirements and also adequate opportunity to observe their

employee.

Management Policies

Management Policies are the policies framed by the management for college to proceed

and run. It involves changes in job content, pay, responsibility, independence and status.

12

Interpersonal Relations

Interpersonal relation means relations between the teachers in the college. A group of

teachers with whom a teacher works together provides staff members opportunities for

interaction with each other thus satisfying their need for social interaction.

Academic Facilities

Academic facilities are the facilities provided by the institution to the teachers for

academic purposes as, to allow them a reasonable amount of time, expenditure;

opportunities and the rest for enhancing their academic growth, academic skills and to do

quality work.

Infrastructure Facilities

Temperature, humidity, ventilation, lighting and noise, hours of work, cleanliness of the

workplace, and adequate tools and equipment are the features draw closer under the

infrastructural facilities.

Teaching Itself

Teacher motivation is helping individual’s believe that the work they are doing is

important and that their tasks are meaningful.

1.6.2 Job Satisfaction

In the present research, job satisfaction is defined in terms of the verbal expression of an

individual evaluation of his job. The verbal evaluation is made operational by some form

of attitude questionnaire or scale by means of which the individual rates his job on the

continuum of like dislike. Job satisfaction is the result of various attitudes possessed by

an employee. Some specific factors involved in job satisfaction are wages, conditions

(mental and physical) of work, steadiness of job opportunities for advancement,

interpersonal relations among workers, grievance redressed structure, recognition of

abilities and work approach (democratic or autocratic) of the teacher, teacher’s age,

health, temperament, level of aspiration, social status of job etc, which contribute a lot to

job satisfaction.

1.6.3 Teachers

This study includes teachers teaching in under graduate and post graduate classes in self

financed and government aided institutions:

1.6.4 Aided Institutions

A large number of institutions receive a substantial amount of aid from the Government

in order to bear the operating costs, are called ‘aided colleges’.

13

1.6.5 Self-Financing Institutions:

Self-Financing institutions are the institutions which generate their funds themselves and

do not depend on government for finances.

1.7.0 OBJECTIVES OF THE STUDY

1. To investigate the level of Job Satisfaction among college teachers.

2. To find out the difference in Job Satisfaction among college teachers in Government

Aided and Self Financed Institutions.

3. To find out correlates of Job Satisfaction among college teachers.

To achieve this objective, following sub objectives were framed:

3.1 Demographic Variables:

(i) To measure correlation between Job Satisfaction of college teachers and Age.

(ii) To measure correlation between Job Satisfaction of college teachers and Gender.

(iii)To measure correlation between Job Satisfaction of college teachers and Marital

Status.

3.2 Academic Variables:

(i) To measure correlation between Job Satisfaction of college teachers and Educational

Qualification.

(ii) To measure correlation between Job Satisfaction of college teachers and Experience.

3.3 Organizational Variables:

(i) To find out the correlation between Job Satisfaction of college teachers and Work

Load.

(ii) To find out the correlation between Job Satisfaction of college teachers and Work

Conflict.

(iii) To find out the correlation between Job Satisfaction of college teachers and Job

Involvement.

(iv) To find out the correlation between Job Satisfaction of college teachers and

Supervision.

(v) To find out the correlation between Job Satisfaction of college teachers and

Management Policies.

(vi) To find out the correlation between Job Satisfaction of college teachers and Inter

Personal Relations.

14

(vii) To find out the correlation between Job Satisfaction of college teachers and

Academic Facilities.

(viii) To find out the correlation between Job Satisfaction of college teachers and

Infrastructural Facilities.

(ix) To find out the correlation between Job Satisfaction of college teachers and

Teaching Itself.

(x) To find out the correlation between Job Satisfaction of college and Salary.

4. To find out the predictor variables of Job Satisfaction among college teachers.

5. To find out the difference in Job Satisfaction, between governments aided and self

financed institution teachers with reference to predictor variables.

1.8.0 HYPOTHESES IN THE STUDY

Since available empirical evidences were sufficient to frame, non-directional research

hypothesis, the following null hypotheses are formulated for testing:

(H1)There exists no significant difference in Job Satisfaction of teachers teaching in Self

Financing Institutions and Government Aided Institutions.

(H2) There exists no relationship in Job Satisfaction of college teachers with Age.

(H3)There exists no relationship in Job Satisfaction of college teachers with Gender.

(H4)There exists no relationship in Job Satisfaction of college teachers with Marital

Status.

(H5)There exists no relationship in Job Satisfaction of college teachers with Educational

Qualifications.

(H6)There exists no relationship in Job Satisfaction of college teachers with Experience.

(H7) There exists no relationship in Job Satisfaction of college teachers and Work Load.

(H8) There exists no relationship in Job Satisfaction of college teachers and Work

Conflict.

(H9)There exists no relationship in Job Satisfaction of college teachers and Job

Involvement.

(H10)There exists no relationship in Job Satisfaction of college teachers and Supervision.

(H11)There exists no relationship in Job Satisfaction of college teachers and Management

Policies.

(H12)There exists no relationship in Job Satisfaction of college teachers and Inter Personal

Relationship.

15

(H13)There exists no relationship in Job Satisfaction of college teachers and Academic

Facilities.

(H14)There exists no relationship in Job Satisfaction of college teachers and

Infrastructural Facilities.

(H15)There exists no relationship in Job Satisfaction of college teachers and Teaching

Itself.

(H16)There exists no relationship in Job Satisfaction of college teachers and Salary.

(H17)There exists no significant difference in Job Satisfaction in SFIT and GAIT with

reference to the predictor variables. To verify this hypothesis, sub hypotheses will frame

during research study.

1.9.0 RESEARCH DESIGN

In this research study, we will be using Descriptive Survey cum Correlation method.

1.9.1 Population and Sample

In the present study, the sample will be selected through Random Cluster Sampling. First

of all, the researcher will prepare a list of self –financed and aided institutions separately.

Then from this list of institutions, 40 institutions will be selected with help of cluster

sampling. From all these 40 institutions, 300 teachers will be selected through a lottery

technique (random selection). The proposed research study sample to be given as in

Figure 3:

Random Sampling Random Sampling

Cluster Sampling Cluster Sampling

Professional courses

All Self - Financed Colleges

N = 170 through Random Selection

(Lottery)

No. of Colleges = 30

Study Population as all teachers teaching in Government Aided and Self Financed teachers in NCR areas

Traditional Courses

All Government Aided Colleges

N = 130 through

No. of Colleges = 10

16

Figure 3: Chart representing Sample Selections

1.10.0 VARIABLES

The dependent variable is Job Satisfaction. There are three types of variable, will be used

to measure the Job Satisfaction. The following variable will be used in the empirical

analysis: (figure 4)

1. Demographic variable: (a) Age (b) Gender (c) Marital Status.

2. Academic variable: (a) Experience (b) Education- (PhDs/Non PhDs)

3. Organizational variable: (a) Work demand, (b) Work conflict (c) Job-

Involvement (d) Salary (e) Supervision (f) Management policies (g) Interpersonal

relationship (h) Academic facilities (I) Infrastructure facilities and (j) Teaching

itself.

Figure 4: variables in the research

1.11.0 TOOLS

To find out the research objectives and sub objective following tools will administer to

the subjects:

1. Teacher’s Job Satisfaction Scale (TJSS) by Mudgil, Muhur, and Bhatia’s (1991).

VARIABLES

DEMOGRAPHIC

VARIABLES

ACADEMIC

VARIABLES

ORGANIZATIONAL

VARIABLES

AGE GENDER MARITAL STATUS

EXPERIENCE

EDUCATION (PhDs/NON

PhDs)

WORK DEMAND WORK CONFLICT JOB INVOLVEMENT SALARY SUPERVISION MANAGEMENT

POLICIES INTERPERSONAL

RELATIONS ACADEMIC FACILITIES INFRASTRUCTURAL

FACILITIES AND TEACHING ITSELF

17

2. Job Satisfaction Characteristics Scale (Self Constructed).

The Job Satisfaction Characteristics Scale (JSCS) will include all personal and academic

information of teachers. It will help in knowing organizational atmosphere, particularly

with reference to the variables taken in the study.

1.12.0 STATISTICAL TECHNIQUES

Keeping in view the objective of the study, Mean, SD, t-test, ANNOVA, Regression,

Biserial, Point Biserial and Correlation test (Pearson Product Moment Method) will be

used. Moreover, as per the requirements of the data, suitable statistical techniques will be

employed.

1.13.0 DELIMITATIONS

The field of the study is wide and complex. So it needs a planned research to find the

truth, which may stand for a greater area and a longer time to come. On the basis of which

we may predict something for the future. So the researcher has a delimited present study

in the following manner:

1. The study consists of only the teachers of self-financing institutions of Ghaziabad city

and NCR areas.

2. The investigation is confined to only Self Financing and Government Aided

Institutions.

3. The study is delimited only to (a) Demographic (b) Academic and (c) Organizational

variables.

1.14.0 SIGNIFICANCE OF THE STUDY

According to the International Commission on education (UNESCO 1996) “The demands

of teachers’ competence and professionalism and dedication impose on them is an

enormous responsibility. Expectations are high, and needs are seemingly limitless.

Teaching profession is one of the most highly organized one in the world and teachers’

organization come and do play powerful roles in a variety of fields”. The planning and

implementation of reforms should be with their consent and no reform can succeed

without their participation. The teacher is an essential catalyst and has immense capacity

for innovations and experiments.

Opportunities should be created for teachers to carry out periods of work and cooperation

activities outside the classroom, so that the institute becomes more closely related to the

world of work for which the teacher is to be preparing the students.

18

According to the Indian culture a child receives his first physical birth from the parents

and the second birth at the hands of the teacher. The American Commission of Teacher

Education rightly observes, “The quality of a nation depends upon the quality of its

citizens. The quality of its citizens depends upon the quality of their education. The

quality of their education depends upon the quality of their teacher. The quality of

teachers depends on their job satisfaction”.

The present study, seeks to determine the levels of job satisfaction of Self-financing

institutions’ teachers and to find a relationship with demographic, academic and

Organizational variable. No research can be said to be worthwhile if it does not emanate

any of the important educational implications. The significance of the present piece of

research is stated as follows:

The teachers of higher education played the most significant role in the development

of the quality of life of human beings and the betterment of the society. So, the

success of any educational system and its effectiveness depends largely on the quality,

commitment and the job satisfaction of the teachers. Hence, the teacher’s Job

satisfaction is clearly a very important factor to know for educational organizations.

Job satisfaction typically refers to the attitudes of a particular teacher, but assessments

of individuals’ satisfaction can be averaged over all teachers of an organization.

The job of a teacher affects every aspect of his life and living conditions. Therefore

present study will help to know the conditions in which teacher feels satisfaction.

Job satisfaction also increases the quality of the work done. Satisfied employees tend

to be more productive and creative to their institution.

This study has important implication for both institutions and faculty, as it has the

potential to benefit both of them. So, the main aim of this study is an effort to find out

new horizons for the faculty of Government Aided Institutions and the Self Financing

Institutions.

………

19

REFERENCES

Abraham, A., (1989), “The stability of job satisfaction may have a genetic basis”.

Adams, (1963), “Equity theory”, Journal of Theory and Research, Allyn and Bacon, Inc.

Alderfer, Clayton P. (1969) An empirical test of a new theory of human needs, Organizational Behavior and Human Performance, Vol. 4, (2), pp 142-175. doi:10.1016/0030-5073(69)90004-X

Alexander, Elmore R., Helms, Marilyn M. and Wilkins, Ronnie D., (1989) “The relationship between supervisory communication and subordinate performance and satisfaction among professionals”, Public Personal Management, Vol. 18 (4).

Amruth. K., (2005), “Effectiveness and Leadership Behavior of Regional Managers in a Public sector Bank – An Empirical study”, Decision Journal, Vol. 16 (2).

Brockner, J and Blonder M. D. (1988), “Predictors of survivor’s Job Commitment following layoffs: a field study”, Journal of Applied Psychology. Vol. 73, pp 436-42.

Burchell, B. J., (1999), “The Unequal Distribution of Job Insecurity”, (1996-1986). International Review of Applied Economics, Vol. 13, pp 437-458.

Burchell, B. J and Wilkinson, F., (1999), “Job Insecurity and Work Intensification; Flexibility and the Changing Boundaries of work,” Joseph Rowntree Foundation Report.

Campbell, D., (2001), “Job Insecurity and Wage Outcomes in Britain,” Working Paper, Department of Economics, University of Kent.

Clark, A.E., (1997), “Job Satisfaction and Gender; why are woman so happy at work” Labour Economics, Vol. 4, pp 341-372.

Das, and Aggarwal, S (1990) “Locus of Control as a Function of Job Satisfaction of Engineers Employed in Public Sector and Private Sector Concern”. Paper presented in XXVII, Annual Conference of IAAP, Aligarh.

Education Commission (India) (1966), “Report (1964-1966),” Chairman: D S Kothari, Ministry of Education, Delhi, P. 61.

Fontana, A., and Frey, J. H. (1986), “The interview: from structured questions to negotiated text”, In N. K. Denzin andY. S. Lincoln (Eds), Handbook of Qualitative Research (2nd edition), pp. 645–72. Thousand Oaks, CA: Sage.

Gruneberg M. M., (1979), “Understanding Job Satisfaction”, Edition Illustrated, reprint Publisher Macmillan, 1979ISBN0333241339, 9780333241332, pp170

Gupta, S.P., (1987), “A Study of Job Satisfaction at three levels of teaching”. In M.B. Buch (ed.), Third Survey of Research in Ed, NCERT, New Delhi, PP. 809-810.

20

Government of India, Ministry of Human Resource Development, Department of Secondary and Higher Education, Report of the Central Advisory Board of Education (CABE) Committee on Autonomy of Higher Education Institutions. New Delhi: Government of India, June 2009-10 (cited as CABE 2009-10) (http://education.nic.in/cabe/AutonomyHEI.pdf)

Hackman, J.R., and Oldham, G.R., (1976), “Motivation through the design of work: test of a theory”. Organizational behavior and human performance, Vol. 16, pp 250: 279.

Herzberg, F., Mausner, B. and Synderman, B. B. (1962), "The Motivation to Work," New York: John Wiley and sons, p 113.

Herzberg, F. 1966, “Work and the Nature of Man”, The World Publishing Co., Cleveland, Ohio.

Herzberg’s Motivational-Hygiene theory (Two Factor Theory) (2007), Retrieved on June 15, 2008, from: http://www.netmba.com/mgmt/ob/motivation/herzberg.

Institute of Interdisciplinary Business Research (2012), Interdisciplinary Journal of Contemporary Research in Business, Vol. 3, No 9.

Johns and Nicholson (1982), “Grappling with change”, A newspaper series, The Cape Times, 12 November 1997.

Kaiser, G.L.C., (2002), Job Satisfaction. A comparison of standard, Non Standard, & Self-employment Patterns across Europe Paper. Paper 27.

Kristin.A.Camilli; (2004), “Job satisfaction and Burnout as a Product of Years of Experience in Teaching”. Journal of Applied Psychology, Vol. 2, pp 18.

Locke, (1976), “Organizational behavior: affect in the work place”. Annual review of psychology, Vol. 53, pp 279 – 307.

Luthans, F., (2005), “ Organisational Behaviour”, 6th. Ed. McGraw Hill Inc. New york

Lydon, R., and Chevalier, A., (2002), “Estimates of the Effects of Wages on Job Satisfaction”. Discussion Paper, Centre for Economic Performance, p 531.

Mashelkar, R. A. (2005), “India’s R and D: Reaching for the Top”. Science Journal, Vol. 307, No. 5714 .

(http://www.sciencemag.org/cgi/content/full/307/5714/1415)

Maslow, A. H. (1943), “A Theory of Human Motivation,” Psychological Review, Vol. 50 (6), pp 370-396.

Maslow, A. H. (1954), ‘‘Motivation and Personality’’, Harper and Row, New York.

Mc Clelland, D. C., (1961), “The achieving society” Van No strand.

Moguerov, P. (2002): Job Satisfaction Among us PhD Graduates: The Effects of Gender & employment sector. IREDU working paper.

21

Mudgil, Y., Muhar I. S. and Bhatiya P. (1991), “Teachers Job Satisfaction Scale” National Psychology Corporation.

National Policy on Education (1986), Government of India, Ministry of Human Resource Development, New Delhi, May, 1986.

NCERT, (2010), Indian Educational Review, Vol. 47, No.2, Sri Aurobindo Marg, New Delhi

NCTE, (1998) Amendments to the UGC Act (with reasons/justifications of the amendments proposed), New Delhi.

Padmavathi M. (1995), “Job Satisfaction among Teachers at Primary and Secondary Levels,” Progressive Educational Herald, Vol. 9(4), pp54-57.

Peter F. Drucker, P. (1909‐2005) “Peter F. Drucker: ethics scholar par excellence” Journal of Management History, Vol. 15, (4), Online since: 2006

Porter, L. W., and Lawler, E. E. (1968), “Managerial Attitudes and Performance. Expectancy Model”, Homewood, IL: Richard D. Irwin, Inc.

Posits Connell (2005), “Communication abilities of Managers: The relationship to Performance”, Journal of Management, 17(1).

Private professional educational institutions bill, (2005), “Govt. of India, The Private Universities (Establishment and Regulation) Bill”, 1995, Bill No. LIX of 1995, Introduced in the Rajya Sabha on 22nd August, 1995 by the Minister of HRD, New Delhi.

Quarstein, V. A., Mc Afee, R. B., and Glassman, M. (1992), “The situational occurrences theory of job satisfaction”, Human Relations, 45, 859-873.

Raj. P and Sahaya.R (2005), “Job Satisfaction of Govt. School Teachers in Pondicherry Region,” Journal of AIAER, Vol. 17, pp. 1 - 2.

Rao, S.C. (1989), “Managerial Decision making: A synthesis”, Indian Management Journal, Vol. 22, (22).

Reddy and Rajasekharan, (1991), “A comparative study between public sector and private sector managerial staff on organizational climate and job satisfaction”, Proceedings of the 78th Session of the India Science Congress, Indore.

Robbins, (2005), “Sharing the decisions”, Educational Leadership, Vol. 62 (3),pp 84-85.

Sinha, (2002), “A India Tech: What's the Matter U? Wired,” June 25, (http://www.wired.com/techbiz/media/news/2002/06/52942)

Slaone, P. J. and Wiliams, H., (2000), “Job Satisfaction, Comparison Earning and Gender,” Labour, Vol.14, pp 473-502.

Sousa-Poza, A. and Sousa. A. A., (2000), “Well Being at Work: a cross-national analysis of the levels and determinants of Job cross national analysis of the levels and

22

determinants of Job satisfaction”. Journal of Socio Economics, Vol. 29, pp 517-538.

Srivastava, (1983), “Concepts of Culture and Organizational Analysis: A perspective, Vision”, Journal of Business Perspective, special Issue.

Staw B. M. and Ross, J. (1985), “Stability in the midst of change : A dispositional approach to Job attitudes.” Journal of applied psychology.

The Indian Express, (2005), “National Knowledge Commission, Report to the Nation 2006”. New Delhi: National Knowledge Commission, 2007 (cited as NKC 2007)

(http://knowledgecommission.gov.in/report2006/default.asp)

‘The P.M.’s Council on Trade and Industry’ in a report (2000), ‘A Policy Framework for Reforms in Education’, a report submitted by special subject group on ‘Policy Framework for Private Investment in Education, Health and Rural Development’ constituted by the Prime Minister’s Council on trade and Industry with Mukesh Ambani (Convenor) and Kumarmangalam Birla (Member), New Delhi. (Downloaded from the internet)

Tirmizi, Ali M, Malik M.I and Mahmood-ul-Hasan (2008), “Measuring satisfaction” An investigation regarding age, tenure and job satisfaction of white collar employees,” Available at:

http://icbm.bangkok.googlepages.com/3.Muhammad.Ali.Tirmizi.PAR.pdf.

UGC (2005), Annual Report 2004-05, University Grant Commission, New Delhi

UGC (2005), “University Development in India,” Basic Facts and Figures (1995-96 to 2001-02), University Grants Commission, Information and Statistics Bureau, New Delhi.

UGC Report (2008), “Higher Education in India Issues Related to Expansion, Inclusiveness, Quality and Finance.” Report on Approach and Strategies for the 11th Five Year Plan, 2007-2012.

Vroom, V. H. (1964), “Work and Motivation,’’ New York; John Wiley and Sons.

Vroom, V. H., (1982), “Work and Motivation”, New York, NY: John Wiley and Sons, 1964. Reprinted Malabar, FL: Krieger Publishing Company, 1982.

Wright, T., Cropanzano, R., Denney, P. and Moline. G. (2002), “When a Happy Worker is a Productive Worker: a preliminary examination of three models,” Canadian Journal of Behavioral Science, 34:146-150.