teacher’s job satisfaction \u0026 job performance

$: Teacher’s Job Satisfaction \u0026 Job Performance$
VOL 2, NO 2 (2014), VOL 2 ,ISSUE 2 ,JANUARY 2014

http://www.gjms.co.in/index.php/gjms/article/view/43

Teacher’s Job Satisfaction & Job Performance By Dr. Sanjay Jain & Shiladitya Verma Page 1

Teacher’s Job Satisfaction & Job Performance

Dr. Sanjay Jain1

Shiladitya Verma2

Sub Theme: Management/Commerce

ABSTRACT & FULL PAPER

1 Dr. Sanjay Jain, Professor & Head of Department (Commerce), Government PG College, BHEL, Bhopal (M.P.) Ph.: +91-

9425693941. Email: [email protected]

2 Shiladitya Verma, Assistant Professor (HRM), Institute of Professional Education & Research (IPER), Bhojpur Road, Misrod,

Bhopal (M.P.). Ph: +91-9826030119. Email: [email protected]




Teacher’s Job Satisfaction & Job Performance

Dr. Sanjay Jain

Shiladitya Verma

Abstract

An individual’s general outlook towards his or her work is called as job satisfaction. It is the disparity

between the amount of rewards one receives and the amount he or she believes he or she should receive.

Job satisfaction has the direct relation with the job performance of an employee. Lower job satisfaction

tends to lead to both turnover and absenteeism, whereas high job satisfaction results in increased job

performance.

Students are one of the valuable assets of any society. Well-being of society depends upon its students

because these are the student who will take the accountability of the triumph of the society in future and in

achieving this objective, the teacher’s play extremely vital role. They are source of guidance at many

crucial steps in academic life. When teachers are satisfied with their job they can perform the

responsibilities with more concentration, dedication and proficiency.

College Teachers are the most imperative group of professionals for our nation’s future. Therefore, it is

astonishing to know that still today many of the college teachers are dissatisfied with their jobs. Job

satisfaction among college teachers is good, not only for themselves but for the society as a whole. It

increases productivity and classroom performance in the college. Wellbeing of any society depends upon

the role played by the teacher.

Teachers are the source of guidance in all the essential steps in the scholastic lives of the students. When

teachers are satisfied with their job they can execute their responsibilities with more concentration and

dedication. Job satisfaction is one of the most widely discussed issues in organizational behavior, personnel

and human resource management and organizational management. As teaching does require a great deal of

meticulousness and dedication, so in teaching it is more important to have mental commitment and loyalty

than physical presence.

This paper is part of a doctoral research which is directed towards finding out the reasons for job

dissatisfaction amongst teaching fraternity in private higher educational institutions and possibly find

remedy for it

KEYWORDS: job satisfaction, college teachers, performance, job security, quality education.




Introduction

The basic purpose of the human resource and labor management is to enhance the confidence or to improve

the employee’s attitude towards job in a well manner. From many decades it is important area of research

and many researchers investigate the association among job satisfaction and its affecting aspects. The

significance of job satisfaction on a variety of organizational variables has been studied by various

researchers in the past. Particularly we know that dissatisfaction lead employees toward job turn-over.

That’s why taking into account job satisfaction of employee and its affecting factors have significant value

for any institution or concern to stay alive and prosper. In recent years it has received significant

importance from economists because employee behavior and job satisfaction has correlation, Individual job

satisfaction could eventually play a significant part for civilizing the nation as contentment of employees in

an organization is likely to contribute to the industry being healthy, which ultimately affects its

contribution to the economy.

The people are supposed to be more satisfied when they feel happiness in their jobs. Main reason behind

this issue is to satisfy employees less likely to run off from job and have low absenteeism rate and have

more output than others, so it can be argued that a happier workforce can have a constructive contribution

in any organization. Job satisfaction is a multifaceted construct with a variety of definitions and related

concepts, which has been studied in a variety of disciplines for many years to now. Many theories and

articles of interest to managers, social psychologist, and scholars, focus on job satisfaction because most

people spend their life-time for work, and understanding of the factors that increase satisfaction is

important to improve the well-being of individuals in this facet of the living (Gruneberg & Herrmann,

1997).

Over the last two decades Indian education system has undergone notable structural changes, particularly

the higher education sector, due to economic liberalization. It has increased capacity with the entrance of

private players. The entry of private players in higher education resulted in dynamism in Indian higher

education. Further, competition at national and global level as well as requirement of multidisciplinary

human capital has promoted fast growth of higher education. Higher education today is a more intricate

amalgamation of global flows and networks of ideas, knowledge, investment, and inter-institution dealings.

Expansion of higher education and the entry of private players provoke a fresh appraisal of higher

education in India. Studies suggest that India is struggling with inadequate supply of qualified human

capital and the generation of employment depends upon availability of skilled and trained personnel.

There have been some ground-breaking changes in the field of higher education over the years. The most

important change is that now higher education is a major contributor to the economy. With India striding

speedily to become a knowledge society higher education is no longer restricted to a handful rich and so

called higher sections of society. Now it is accessible to event the poorest of the poor.




With banks advancing education credit, poverty of higher is no longer a hurdle to pursue higher education.

Even more significant aspect is that now almost all sections of society are growing more and more aware

about significance and need of quality higher education. Even middle class and lower middle class people,

who used to be keen on buying houses, now wish to invest in higher education of their children.

Today, the world is changing rapidly. And to meet these challenges the education system has to prepare

itself head-on. The students are more demanding in contrast to earlier times. The educators have to be on

their toes at all times. But if they are dissatisfied they start taking teaching as any other job, the future of

the nation will be in doldrums.

College Teachers are the most important group of professionals for our nation’s future. Therefore, it is

astonishing to know that even today many of the college teachers are dissatisfied with their jobs. Job

satisfaction among college teachers is good not only for themselves but society as a whole. It increases

productivity and classroom performance in the college. Wellbeing of any society depends upon the role

played by the teacher. Teachers are the source of guidance in all the crucial steps in the academic life of the

students. When teachers are satisfied with their job they can perform their responsibilities with more

concentration and devotion.

Teachers unsatisfied with their positions may not perform to the best of their capabilities, stifling the

continuous learning process for the learners in their school community. Shonk (2010) identified three

underlying factors that affect how organizations successfully promote employee satisfaction and

continuous growth in the workplace. The first factor is the organization’s willingness to empower

employees to participate in problem solving activities that are directly related to their work. The second

factor is the organization’s commitment to employee participation in goal setting, planning, and decision

making. The third factor is the organization’s ability to accomplish tasks by coordinating employees

though smaller units often referred to as teams.

The building of personal working relationships through teams could have a particularly positive effect on

teachers who often work in stressful and frustrating situations (Hoy & Miskel, 1996). Teaming could

increase the likelihood of knowledge sharing for the improvement of all learners. Onne Janssen (2001)

maintained that teamwork among professional educators should no longer be just an ideal but rather a

practice. For the sake of the teaching profession, and the achievement of students, teamwork has become a

necessity in education. The teamwork concept promises higher quality services for children and families

and higher morale and increased job satisfaction for teachers (Felner, Jackson, etal., 1997; Lipsitz, Jackson

& Austin, 1997). When teachers are satisfied in their jobs, they are more energetic, innovative, and

productive. Working collegially could create a web of support that helps teachers with stressful, frustrating,

and dissatisfying tasks that hinder job satisfaction.




Performance of Teachers

Performance of teachers mainly depends on the teacher characteristics such as knowledge base, sense of

responsibility, and inquisitiveness; the student characteristics such as opportunity to learn, and academic

work; the teaching factors such as lesson structure, and communication; the learning aspects such as

involvement and success; and the classroom phenomena such as environment and climate, and organization

and management. If the teachers take care of these factors, their performance can be enhanced to the

optimum level (Rao and Kumar, 2004). Yet proxies implemented by states and districts to determine

teacher quality have been woefully inadequate. Teacher entrance and exit examination scores, years of

experience, advanced degrees, and teaching credentials are either not related to student achievement and

ratings of teacher effectiveness Leigh and Mead (2005) clearly bring about the fact that the quality of

teaching has come down gradually world over, demonstrate that the skills of teachers have come down due

to outdated preparation on the part of the teacher and stagnant compensation schemes by the management

of the educational institution. This condition in the recent years for the teacher has led to (1) very few

growth opportunities (2) inadequate compensation structure. The condition is worse with disadvantaged

students who require excellent teachers but have the least. Leigh and Mead in their suggestion for lifting

performance of teachers have emphasized the need for periodical performance appraisal just as it is in the

corporate or business organization. Teachers will have to be periodically evaluated and the compensation

structure will have to be based on performance. A stringent policy will have to be developed in order to

modernize and enrich teacher quality for hiring, evaluating and compensating. Merit based rewards yielded

the best performance.

They have indicated how quality matters by comparing the performance of students of an average teacher

with that of the performance of students of an excellent teacher. Hakanen and others (2006) used the Job

Demands –Resources Model as the basis of the proposal that there are two parallel processes involved in

work related well -being among teachers, namely an energetical process (like job demands, burnout, ill

health) and a motivational process (like job resources, engagement, organizational commitment). The

results confirmed the existence of both processes, although the energetical process seemed to be more

prominent. More specifically, (i) burnout mediated the effect of high job demands on ill health (ii) work

engagement mediated the effects of job resources on organizational commitment and (iii) burnout mediated

the effects of lacking resources on poor engagement.

Job Satisfaction

Job satisfaction is either a global feeling about the job or a related constellation of attitudes about various

aspects of facets of the job. The facet approach is used to find out which parts of the job produce

satisfaction or dissatisfaction. The more important factors conducive to job satisfaction include mentally

challenging work, equitable rewards, supportive working conditions and supportive colleagues. For most

employees work also fills the need for social interaction and so, friendly supportive employees also lead to

increased job satisfaction (Drago and others, 1992). Job satisfaction can also be seen as an indicator of




emotional well-being or psychological health (Begley and Czaika, 1993; Fox, Dwyer and Ganster, 1993).

Similarly, the utilitarian perspective to job satisfaction, asserts that job satisfaction can lead to behaviours

that can have either a positive or negative effect on organizational functioning. For example, in the way

teachers relate to students and other colleagues could be strongly influenced by their sense of satisfaction

within that school (Spector, 1997).

Studies conducted by Aronsson and Goerannson (1999), also concluded that contract workers have less job

satisfaction due to less control over their employment status. McMurdo (1998) further supports the findings

that contract teachers are concerned with insecure employment conditions. Job satisfaction is the collection

of feeling and beliefs that people have about their current job. People’s levels of degrees of job satisfaction

can range from extreme satisfaction to extreme dissatisfaction. In addition to having attitudes about their

jobs as a whole. People also can have attitudes about various aspects of their jobs such as the kind of work

they do, their coworkers, supervisors or subordinates and their pay (George et al., 2008).

Job satisfaction is a complex and multifaceted concept which can mean different things to different people.

Job satisfaction is usually linked with motivation, but the nature of this relationship is not clear.

Satisfaction is not the same as motivation. Job satisfaction is more of an attitude, an internal state. It could,

for example, be associated with a personal feeling of achievement, either quantitative or qualitative

(Mullins, 2005). We consider that job satisfaction represents a feeling that appears as a result of the

perception that the job enables the material and psychological needs (Aziri, 2008).

Job satisfaction can be considered as one of the main factors when it comes to efficiency and effectiveness

of business organizations. In fact the new managerial paradigm which insists that employees should be

treated and considered primarily as human beans that have their own wants, needs, personal desires is a

very good indicator for the importance of job satisfaction in contemporary companies. When analyzing job

satisfaction the logic that a satisfied employee is a happy employee and a happy employee is a successful

employee. The importance of job satisfaction specially emerges to surface if had in mind the many negative

consequences of job dissatisfaction such a lack of loyalty, increased absenteeism, increase number of

accidents etc.

Job Satisfaction Amongst Academic Professionals (Teaching Professionals)

College Teachers are the most important group of professionals for our nation’s future. Therefore, it is

astonishing to know that even today many of the college teachers are dissatisfied with their jobs. Job

satisfaction among college teachers is good not only for themselves but society as a whole. It increases

productivity and classroom performance in the college. Wellbeing of any society depends upon the role

played by the teacher. Teachers are the source of guidance in all the crucial steps in the academic life of the

students. When teachers are satisfied with their job they can perform their responsibilities with more

concentration and devotion.




In this global world, job satisfaction has been an important issue. It is very crucial to the long term growth

of any educational system around the world. Job satisfaction in this context is the ability of the teaching job

to meet teachers’ needs and improve their job/teaching performance. Knowledge, skills and competencies

occur when one feels satisfied in one’s behavior. Therefore, satisfaction in needed in the behaviour of a

college teacher if he/she has to perform productive activities in the college.

A well known and successful educational system requires a shining, reputed and high quality teaching

staff. The role of teachers is very much important as they employ the most effective teaching and learning

skills and strategies to enable students to make progress especially in practical life.

The high quality teachers and education in any country of the world have been very essential part of the

different civilization of the world in historical perspectives, so the level of satisfaction of teachers towards

their job is very important to study. The job satisfaction is very broader concept in every profession. Locke

(1976) defined job satisfaction as “a pleasurable or positive emotional state, resulting from the appraisal of

one’s job experiences.” In most studies job satisfaction is described as how people feel about their jobs and

its different aspects.

According to Robbins and Sanghi (2006) “Job satisfaction is collection of feelings that an individual holds

toward his or her job.” The same was contributed by Masud Ibn Rahman et al (2008) “Job satisfaction is

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.”

Again Lockey (1970) expressed as an opinion that “Job satisfaction and dissatisfaction are function of the

perceived relationship between what one expects and obtains from one’s job and how much importance or

value one attributes to it.” Employee satisfaction is the fundamental requirement for better performance in

their practical work. The job satisfaction is essential pre-requisite for effective and efficient workforces

because “Dissatisfied workforce causes immediate problems only to their particular institution.” Boltes et

al (1995) and Bowen et al (1994).

Job satisfaction is related to multiple factors as the job satisfaction is multi dimensional as Smith, Kendall

and Hulin (1969) argue that “Job satisfaction is multidimensional; that is one may be more or less satisfied

with one’s supervisor, pay or workplace etc.” So the purpose of studies is to explore the level of job

satisfaction among the teachers affected by number of components such as work, present pay/salary, and

relation with coworkers, supervision, motivation, recognition, promotion opportunities, benefits (health and

life insurance) job security, and work family balance. Employees in every profession normally feel about

the all above components.

Relevance of Job Satisfaction and Motivation

The relevance of job satisfaction and motivation are very crucial to the long-term growth of any

educational system around the world. They probably rank alongside professional knowledge and skills,

center competencies, educational resources and strategies as the veritable determinants of educational




success and performance. Professional knowledge, skills and center competencies occur when one feels

effective in one’s behavior. In other words, professional knowledge, skills and competencies can be seen

when one is taking on and mastering challenging tasks directed at educational success and performance

(Filak & Sheldon, 2003). The above factors are closely similar to efficacy, and, of course, it is well known

that many teachers lose or fail to develop self-efficacy within educational settings (Dweck, 1999). In

addition, needs satisfaction and motivation to work are very essential in the lives of teachers because they

form the fundamental reason for working in life. While almost every teacher works in order to satisfy his or

her needs in life, he or she constantly agitates for need satisfaction. Job satisfaction in this context is the

ability of the teaching job to meet teachers’ needs and improve their job/teaching performance.

Justification of the Study

As compared to other levels of educational system in the society, higher education has a much bigger role

to play. Being at higher level of the educational pyramid and thus able to influence other levels of

education, and having wider access to all available knowledge, it can undoubtedly operate as a powerful

instrument to help the process of social change in Indian society. It nurtures the competency of future

leadership in the students who hold the potential to develop the society. It prepares them to successfully

carry out different responsibilities for social, economic and political development. Higher education is

'higher' also because it is at the frontier of knowledge trying to further expand these frontiers.

Several articles have reported and discussed the job satisfaction and dissatisfaction of workers in

miscellaneous organizations. However, very few empirically supported explanations have been given to

explain job satisfaction or dissatisfaction. Probes into explanations for job satisfaction and dissatisfaction in

higher education finds that teaching and other activities contribute significantly to both job satisfaction and

dissatisfaction of teachers. Most of the research of job satisfaction is related to management of industrial,

banking and business organization. The study of college teachers’ job satisfaction is not many. Hence,

more research is needed in college teachers’ job satisfaction, if we are interested to provide quality

education to our students at the college level. This study is hoped to contribute to that extent.

Excerpts from Review of Related Literature

Applebum (1997), Kalleberg and Loscocco (1983), Shapiro and Stern (1975), Islam (1999) and

Rahman and Sarcar (1990) say that that there is a positive correlation between the nature of the job

design including task complexity, task variety, task independence and job satisfaction. Some demographic

factors have influence on Job satisfaction as showed in some research works. Kalleberg and Loscocco

(1983) showed that in USA, older workers are more satisfied than younger workers. Shapiro and Stern

(1975) found that in USA professional women experienced lower levels of Job satisfaction than their male

counterparts. Islam (1999) found out that in Bangladesh, the level of Job satisfaction of Government

employees is higher than that of NGO employees and male employees are more satisfied than women.




Rahman and Sarcar (1990) found that among professional women occupational stress was higher for

unmarried ones.

Beverly A. Perrachione, Vicki J. Rosser, George J. Petersen (2007) say that research on job satisfaction

in the field of education has explored both the consequences (outcomes) and antecedents (influences) of

teacher satisfaction. Research has examined at least three possible outcomes (retention, attrition, and

absenteeism) and at least three major influences (demographic variables, job role-related characteristics,

and work experiences). This area of research has repeatedly demonstrated that job satisfaction results in

higher levels of teacher retention, as well as an increase in teachers attaining tenure. Conversely, as

satisfaction decreased, teacher attrition and absenteeism were shown to increase—creating an inverse

relationship between satisfaction and turnover. Among beginning teachers, most research suggests that

one-third to one-half leave within their first 5 years due to the increase in responsibilities and demands

placed upon them (Billingsley & Cross, 1992), as well as a lack of support financially.

Bloch (2009) created the revised roadmap in education in South Africa on behalf of Consortium for

Research on Educational Access, Transitions and Equity (CREATE). In his study found that there is a

constructive association among promotion and job satisfaction. Academicians are more motivated and

committed to perform a job and also more satisfied if promotion opportunities are available to them. It was

a response to the precarious state of the public education system in South Africa, the Education Roadmap

and its 10 Point Programme was a multi-layered policy intervention developed by Graeme Bloch which

intended to galvanize educational policymakers and practitioners into action, get institutes the support they

needed, get teachers teaching and learners learning, and ultimately produce a functioning and good quality

system of education.

Blum and Naylor (1968) found that job satisfaction is the result of various attitudes possessed by an

employee. In a narrow sense, their attitudes are related to the job and are concerned with such specific

factors as wages supervision, steadiness of employment, conditions of work, opportunities for

advancement, recognition of ability, fair evaluation of work, social relations on job, prompt settlement of

grievances, and fair treatment by employer and similar other items.

Bretz & Thomas (1992), Motowidlo (1983) and Weiner (1980) say that students are one of the important

assets of any society. Well-being of society depends upon its students because these are the people who

will take the responsibility of the success of the society in future and in achieving this goal teacher’s role is

extremely important. Teachers are the source of guidance in all the crucial steps in academic life of the

students. People are interested to work in the institutions as well as in the services where they feel satisfied.

Job dissatisfaction leads to reduced level of performance; it increases turnover and turnover intentions and

also leads to absenteeism. But in reality how far such job satisfaction is ensured in college teachers’ jobs is

an important issue in recent times.




Dessler (1980) pointed out that “at the same time motivation is both one of the simplest and most complex

job of management. It is simple because people are motivated by rewards. Therefore if you want to

motivate someone you must have to find out what he or she wants and put that thing as a reward for him, as

a result that person will be behaving in the desired way. However, finding what your employee want and

then alignment of individual and organizational needs can be complex at some stages.

Doolittle (2007) discusses coping strategies and finds that planning, acceptance and positive reframing

relate to increased personal accomplishment while self-blame, disengagement, distraction and denial relate

to increased emotional exhaustion. A higher spirituality score, however, is also correlated with higher

emotional exhaustion and personal accomplishment, suggesting that employee satisfaction is complicated

and that emotional exhaustion may not mean dissatisfaction. Doolittle also finds evidence to support the

need for employee to maintain healthy boundaries.

Fuller and Brown, (1975) and Chapman, (1984) say that all teachers are faced with concerns as they

begin each year in their classrooms; however, teacher concerns might be magnified for those who have

relatively little experience. They concluded when teachers’ concerns are not addressed or conditions do not

change, teachers might begin to feel dissatisfied with their jobs. Additional research indicated that job

satisfaction is significantly related to a person’s decision to leave (or never enter) teaching. Job satisfaction

plays an important role in determining whether or not graduates remain in their chosen career.

Herzberg, (1959-64), after conducting a massive study developed ‘Two Factor Theory’ that identifies two

set of factors contributing to Job satisfaction and dissatisfaction. Those are (1) Hygiene factors: salary,

relation with superior and peer, quality of technical supervision, company policy and administration,

working condition etc. and (2) Motivation factors: Achievements, recognition, work itself, responsibility,

advancement and possibility of growth.

Judge & Church (2000) and Jurgensen (1978) say that according to the human behavior, people are

more interested to work in those companies and service organizations from where they get mental

satisfaction. Study found that politics-free work environment is significantly correlated to job satisfaction

of employees. The work situation also matters in terms of job satisfaction and organization impact.

Research studies across many years, organizations, and types of jobs show that when employees are asked

to evaluate different facets of their job such as supervision, pay, promotion opportunities, coworkers, and

so forth, the nature of the work itself generally emerges as the most important job facet.

Kyriacou and Pratt (1985) described the most frequently mentioned symptoms in teachers as: being

unable to relax or after work; feeling very tense; being emotionally and physically drained at the end of the

day; and sleeplessness.

Mobey and Lockey, (1970) and Robbins, (1993) say that 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, Job satisfaction is the difference between the amount of rewards employees

receive and the amount they believe they should receive. They also opined that Job satisfaction and

dissatisfaction are function of the perceived relationship between what one expects and obtains from one’s

job and how much importance or value one attributes to it. There has been disagreement among researchers

about whether Job satisfaction has multiple dimensions. Researchers like Porter and Lawler (1968)

define

Job satisfaction as a one-dimensional contract; that is, one is generally satisfied or dissatisfied with one’s

job. In contrast, Smith, Kendall and Hulin argue that Job satisfaction is multidimensional; that is one may

be more or less satisfied with one’s supervisor, pay or workplace etc.

Mohamed Imran Rasheed (2010) in his research titled “Motivational Issues for Teachers in Higher

Education” found that the factors like job design, work environment, feedback, recognition, decision

making participation are the potential factor for satisfying teachers in higher education. His study played a

vital role in compelling the higher education authorities in the Islamia University of Bahawalpur, Pakistan

to ponder over the motivational issues of teachers in the university. The case studied in this research can

proved to be an effectual case for other worldwide universities where teachers were facing alike issues.

Nohria et al (2008) revealed in a recent study that motivation is measured by multidisciplinary indicators

like engagement, satisfaction, commitment, and intention to quit. According to Rainey (2001) work

motivation refers to the level of excitement, direction, and persistence of effort in work settings that a

person tries to work hard and well.

Ostroff, (1992) and Mathieu, (1992) say that 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. In this global world, job satisfaction has been an important issue. It is very crucial to the long

term growth of any educational system around the world.

Philip G. Altbach, Liz Reisberg, Laura E. Rumbley (2009) stated that an academic revolution has taken

place in higher education in the past half century marked by transformations unprecedented in scope and

diversity. Comprehending this ongoing and dynamic process while being in the midst of it is not an easy

task. Arguably, the developments of the recent past are at least as dramatic as those in the 19th century

when the research university evolved, first in Germany and then elsewhere and fundamentally redesigned

the nature of the university worldwide. The academic changes of the late 20th and early 21st centuries are

more extensive due to their global nature and the number of institutions and people they affect.

Robbins (2005) says that any organization cannot sustain without increased workers’ motivation that is

inevitable in the current scenario of hyper competition in corporate world. Robbins et al (2005) said that

employee’s motivation is the “willingness to exert high level of inspiration to reach organizational goals,




conditioned by the efforts ability to satisfy some individual need”. This definition clearly states that

motivation is the willingness of employees to perform excellent work efficiently and this willingness only

comes when they perceive that their effort would result in their need satisfaction.

Shah, S. (1981) found that each institution possessed a specific climate which had influence on the

teacher’s personality. All male and female teachers had, more or less, of similar personality with slight

difference amongst the urban population.

Shamima Tasnim, (2006) in her study titled “Job Satisfaction of Faculty Members in Private Universities

-In Context of Bangladesh” found that one of the main purposes of job is to get the payment or salary and it

is very natural that a handsome salary will bring job satisfaction. She summed up with view that

universities should give more attention to motivate and maintain their human resources to make them more

contented and to make the most of their effort by ensuring overall excellence of organization.

Ting, (1997) showed that job characteristics such as salary, promotional opportunity, task clarity and

significance, and skills utilization, as well as organizational characteristics such as commitment and

relationship with supervisors and co-workers, have significant effects on job satisfaction. According to

him, Job satisfaction is a worker's sense of achievement and success, is generally perceived to be directly

linked to productivity as well as to personal wellbeing. Job satisfaction implies doing a job one enjoys

doing it well, and being suitably rewarded for one's efforts. Job satisfaction further implies enthusiasm and

happiness with one's work.

Varshney, P.K. (1979) found that the reaction to frustration namely obstacle dominance, extra aggression,

introversion, introspective, impeditive, extra punitive and super ego tended to differentiate significantly

amongst the college climate.

Scope & Expected Outcome of the Proposed Work

The purpose of the study is to know the factors impacting job satisfaction amongst academic employees in

private higher educational institutions because; it may have a direct effect on student’s learning in the

colleges. The quality of instruction received by students may be impacted by the level of job satisfaction a

teacher experiences. Considering the possible correlation between teacher job satisfaction and the quality

of student instruction/teaching, it is important to understand the factors that may affect job satisfaction.

The research will also help the managing societies of various private colleges to understand the level of

both the teaching & non-teaching employees and thereby enabling them to improve the quality of higher

education in the institutes. This study will also be very useful for the policy makers & apex bodies to

improve the quality & level of higher education.




Concluding Note

The management of people at work is an integral part of the management process. To understand the

critical importance of people in the organization is to recognize that the human element and the

organization are synonymous. Specific employee attitudes relating to job satisfaction and organizational

commitment are of major interest to the field of organizational behaviour and the practice of human

resources management. Attitude has direct impact on job satisfaction. Organizational commitment on the

other hand, focuses on their attitudes towards the entire organization. Although a strong relationship

between satisfaction and commitment has been found, more recent research gives more support to the idea

that commitment causes satisfaction.

Today, educational institutions find it hard to ignore the issue of job satisfaction at a time when the demand

of meaningful work is increasing. There are two main reasons why they are concerned with job

satisfaction. First, they have a moral responsibility to do what they can to provide their teaching staff with a

satisfying work environment. Second, they believe that the behaviour of satisfied teachers will make

positive contributions to the institutions.

The progress of nation in different spheres of life depends upon the quality of its people, which in turn

depends upon how well the younger generation is molded by parents, teachers and education system as a

whole. Students are one of the important assets of a civilized society. Well being of any society depends

upon its intellectual assets in general and teaching faculties in particular. In achieving this goal, the role of

the teachers is undoubtedly extremely valuable, because teachers are the source of inspiration and guidance

in the crucial steps in academic life of the students.

The teachers of private colleges are taking limited salary because employer of private colleges are basically

focus on cost cutting strategy and put extra work load on teachers. Moreover there is no proper policy of

promotion for private sector teachers that caused dissatisfaction in them. To increase the satisfaction level

of teachers of private colleges a proper attention should be paid on salary, benefits and promotion

opportunities and like that the employers of private sector colleges will be able to retain teachers, a

valuable asset of their institution.

Career survival would depend on career resilience and pragmatic adjustment to change. Academic staff

(Teachers) must readily re-invent themselves and take responsibility for managing their careers with

support from employers. Satisfaction might be found in "sacrificial labour," otherwise referred to as labour

of love. Uppermost in our minds should be the quest for self-actualization described by Maslow.

Job satisfaction causes a series of influences on various aspects of professional life. Job satisfaction

represents one of the most complex areas facing today’s higher education, when it comes to managing

teachers. Although thousands of papers and research have been conducted on job satisfaction all over the

world, teacher’s satisfaction is one of the least studied research fields.




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