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atidhwani the Ec=
ho
A Peer-Reviewed International Journal of
Humanities & Social Science
=
=
IS=
SN: 2278-5=
264 (Online) 2321=
-=
93=
19 (Print)
=
=
Im=
pact Factor: 6.=
28 (=
I=
ndex Copernicus
International)
=
=
Volume=
-V, Issue-I,
July 2016, Page No. 52-60
P=
=
u=
blished by Dept.
of Bengali, Karimganj College, Karimganj,
Assam, India<=
span
style=3D'font-family:"Cambria","serif";mso-fareast-font-family:"Times New R=
oman";
mso-bidi-font-family:Cambria;mso-bidi-language:BN-BD'>
=
Website: =
i>http://www.thecho.in
Job
Satisfaction of Secondary Level School Teachers of Sivasagar District of As=
sam:
An Analysis
Dr.
Sailendra Bhuyan
Abstract
The
teaching profession requires lots of knowledge, skills, positive attitudes,
patience, emotional stability and many more qualities. In order to discharge
the duties assigned to a teacher in a very effectively and efficiently, he
should get a very healthy environment where satisfaction is the most vital
prerequisite component. Previous r=
esearches
established many factors which makes the teachers
unhappy and there are instances of working by the teachers ill equipped and
unhygienic and poor intellectual environments. There are lots of examples in
Sivasagar district of Assam where teachers are working without getting
salaries, daily wages and many more essential requirements. To earn
livelihoods, a large number of teachers are bound to work as private tutors=
who
cannot contribute sufficiently to their school work. Besides teachers also
overburden due to some extra works entrusted to them like Census duty,
Preparation of Voter list, Election duty, Excessive examination duty etc.
Therefore, the degree to which the teachers are satisfied is questionable. =
This
demanded this study. The rationale behind this study is to determine the ex=
tent
of satisfaction derived by the teachers working in different types of schoo=
ls
in Sivasagar district of Assam.=
Introduction
Job
satisfaction is usually means how content an individual is with his or her =
job.
Scholars and human resource professionals generally make a distinction betw=
een affective
job satisfaction and cognitive job satisfaction. Affective job
satisfaction is the extent of pleasurable emotional feelings individuals ha=
ve
about their jobs overall, and is different to cognitive job satisfaction wh=
ich
is the extent of individuals’ satisfaction with particular facets of their
jobs, such as pay, pension arrangements, working hours, and numerous other =
aspects
of their jobs.
Affective job satisfaction is usually d=
efined
as a unidimensional subjective construct repres=
enting
an overall emotional feeling individuals have about their job as a whole.
Hence, affective job satisfaction for individuals reflects the degree of
pleasure or happiness their job in general induces. Cognitive job satisfact=
ion
is usually defined as being a more objective and logical evaluation of vari=
ous
facets of a job. As such, cognitive job satisfaction can be unidimensional
if it comprises evaluation of just one aspect of a job, such as pay or
maternity leave, or multidimensional if two or more facets of a job are
simultaneously evaluated. Cognitive job satisfaction does not assess the de=
gree
of pleasure or happiness that arises from specific job facets, but rather
gauges the extent to which those job facets are judged by the job holder to=
be
satisfactory in comparison with objectives they themselves set or with other
jobs. While cognitive job satisfaction might help to bring about affective =
job
satisfaction, the two constructs are distinct, not necessarily directly
related, and have different antecedents and consequences.
One of the most important aspects of an
individual’s work in a modern organization concerns the management of
communication demands that he or she encounters on the job. Demands can be
characterized as a communication load, which refers to “the rate and comple=
xity
of communication inputs an individual must process in a particular time fra=
me.”
Individuals in an organization can experience communication over-load which=
can
affect their level of job satisfaction. Communication overload can occur wh=
en
“an individual receives too many messages in a short period of time which c=
an
result in unprocessed information or when an individual faces more complex
messages that are more difficult to process.” Due to this process, “given an
individual’s style of work and motivation to complete a task, when more inp=
uts
exist than outputs, the individual perceives a condition of overload which =
can
be positively or negatively related to job satisfaction. In comparison,
communication under load can occur when messages or inputs are sent below t=
he
individual’s ability to process them.” According to the ideas of communicat=
ion
over-load and under-load, if an individual does not receive enough input on=
the
job or is unsuccessful in processing these inputs, the individual is more
likely to become dissatisfied, aggravated, and unhappy with their work which
leads to a low level of job satisfaction.
Superior-subordinate communication is an
important influence on job satisfaction in the workplace. The way in which
subordinates perceive a supervisor's behavior can positively or negatively
influence job satisfaction. Communication behavior such as facial expressio=
n,
eye contact, vocal expression, and body movement is crucial to the superior=
-subordinate
relationship. Nonverbal messages play a central role in interpersonal
interactions with respect to impression formation, deception, attraction,
social influence, and emotional. Nonverbal immediacy from the supervisor he=
lps
to increase interpersonal involvement with their subordinates impacting job
satisfaction. The manner in which supervisors communicate with their
subordinates non-verbally may be more important than the verbal content.
Individuals who dislike and think negatively about their supervisor are less
willing to communicate or have motivation to work whereas individuals who l=
ike
and think positively of their supervisor are more likely to communicate and=
are
satisfied with their job and work environment. A supervisor who uses nonver=
bal
immediacy, friendliness, and open communication lines is more likely to rec=
eive
positive feedback and high job satisfaction from a subordinate. Conversely,=
a
supervisor who is antisocial, unfriendly, and unwilling to communicate will
naturally receive negative feedback and create low job satisfaction in their
subordinates in the workplace.
A Watson Wyatt Worldwide study identifi=
ed a
positive outcome between a collegical and flexi=
ble
work environment and an increase in shareholder value. Research reveals that
employee satisfaction is directly related to financial gain. Over 40 percen=
t of
the companies listed in the top 100 of Fortune magazines, “America’s Best
Companies to Work For” also appear on the Fortune 500. It is possible that
successful workers enjoy working at successful companies, however, the Wats=
on
Wyatt Worldwide Human Capital Index study claims that effective human resou=
rces
practices, such as employee recognition programs, lead to positive financial
outcomes more often than positive financial outcomes lead to good practices=
.
Mood and emotions form the affective el=
ement
of job satisfaction. Moods tend to be longer lasting but often weaker state=
s of
uncertain origin, while emotions are often more intense, short-lived and ha=
ve a
clear object or cause. Some research suggests moods are related to overall =
job
satisfaction. Positive and negative emotions were also found to be
significantly related to overall job satisfaction. Frequency of experiencing
net positive emotion will be a better predictor of overall job satisfaction
than will intensity of positive emotion when it is experienced. Emotion work
(or emotion management) refers to various types of efforts to manage emotio=
nal
states and displays. Emotion management includes all of the conscious and
unconscious efforts to increase, maintain, or decrease one or more componen=
ts
of an emotion. Although early studies of the consequences of emotional work
emphasized its harmful effects on workers, studies of workers in a variety =
of
occupations suggest that the consequences of emotional work are not uniform=
ly
negative.
It was found that suppression of unplea=
sant
emotions decreases job satisfaction and the amplification of pleasant emoti=
ons
increases job satisfaction. The understanding of how emotion regulation rel=
ates
to job satisfaction concerns two models:
i Emotional
dissonance: Emotional dissonance is a state of
discrepancy between public displays of emotions and internal experiences of
emotions, that often follows the process of emotion regulation. Emotional
dissonance is associated with high emotional exhaustion, low organizational
commitment, and low job satisfaction.
ii=
span> Social
interaction model: Taking the social interacti=
on
perspective, workers’ emotion regulation might beget responses from others
during interpersonal encounters that subsequently impact their own job sati=
sfaction.
For example: The accumulation of favorable responses to displays of pleasant
emotions might positively affect job satisfaction.
It has been well documented that geneti=
cs
influence a variety of individual differences. Some research suggests genet=
ics
also play a role in the intrinsic, direct experiences of job satisfaction l=
ike
challenge or achievement (as opposed to extrinsic, environmental factors li=
ke
working conditions). One experiment used sets of monozygotic twins, reared
apart, to test for the existence of genetic influence on job satisfaction.
While the results indicate the majority of the variance in job satisfaction=
was
due to environmental factors (70%), genetic influence is still a minor fact=
or.
Genetic heritability was also suggested for several of the job characterist=
ics
measured in the experiment, such as complexity level, motor skill requireme=
nts,
and physical demands.
Some research suggests an association b=
etween
personality and job satisfaction. Specifically, this research describes the
role of negative affectivity and positive affectivity. Negative affectivity=
is
related strongly to the personality trait of neuroticism. Individuals high =
in
negative affectivity are more prone to experience less job satisfaction.
Positive affectivity is related strongly to the personality trait of
extraversion. Those high in positive affectivity are more prone to be satis=
fied
in most dimensions of their life, including their job. Differences in
affectivity likely impact how individuals will perceive objective job
circumstances like pay and working conditions, thus affecting their
satisfaction in that job.
Psychological well-being (PWB) is defin=
ed as
“the overall effectiveness of an individual’s psychological functioning” as
related to primary facets of one’s life: work, family, community, etc. There
are three defining characteristics of PWB. First, it is a phenomenological =
event,
meaning that people are happy when they subjectively believe themselves to =
be
so. Second, well-being involves some emotional conditions. Particularly,
psychologically well people are more prone to experience positive emotions =
and
less prone to experience negative emotions. Third, well-being refers to one=
's
life as a whole. It is a global evaluation. PWB is primarily measured using=
the
eight-item Index of Psychological Well-Being developed by Berkman
(IPWB). IPWB asks respondents to reply to a series a questions on how often
they felt “pleased about accomplishing something,” “bored,” “depressed or
unhappy,” etc. PWB in the workplace plays an important role in determining =
job
satisfaction and has attracted much research attention in recent years. These
studies have focused on the effects of PWB on job satisfaction as well as j=
ob
performance.
Statement
of the Problem: Job Satisfaction of Secondary
Level School Teachers of Sivasagar District of Assam: An Analysis
Significance
of the study: As the success of any organization
depends mainly on the quality of its staff, the quality of education and
effectiveness of an educational organization depends on the quality of
teachers. Because it is the teacher who play most prominent role in moulding the habits, tastes and character of the pupi=
ls. It
is the teacher who shapes the child from animality to
human form. The quality of the teacher, therefore, assumes the utmost
importance. But unless a teacher is satisfied with his job, he cannot devote
his best to the pupils. Hence, job satisfaction has a significant bearing on
the effectiveness of the teachers.
Objectives
of the Study:
The objectives undertaken for
this study were
=
1. To
find out the level of job satisfaction of the teachers working in the secon=
dary
level schools of Sivasagar District of Assam.
=
2. To
compare job satisfaction between the teachers working in the Government and=
privately
managed secondary schools of Sivasagar District of Assam.
=
3. To
compare job satisfaction between Male and Female secondary school teachers =
of
Sivasagar District of Assam.
4.&n=
bsp;
To compare job satisfaction
between Urban and Rural secondary school teachers of Sivasagar District of
Assam.
Operational Definition of the terms used<=
/b>:
·&nb=
sp;
Job
Satisfaction: The term Job Satisfaction as used in the study has been used =
to
mean to what extent a teacher working in the secondary school is satisfied =
with
his/her job. It has been measured with a score in the job satisfaction scale
constructed by Dr. Meera Dixit
·&nb=
sp;
Secondary
School: It refers to the schools having classes IX & X
·&nb=
sp;
Government
Schools: These schools are established by the Government. School building, teacher’s salary and a=
ll
other facilities are the responsibility of the Government.
·&nb=
sp;
Private
Schools: These schools are registered and recognized by the Government but
solely managed by individuals or private bodies or Trust.
Hypotheses:
The
following hypotheses were formulated in conducting this study.
I.&n=
bsp;
There
is no significant difference of job satisfaction between the teachers worki=
ng
in the Government and Privately run secondary sc=
hools of
Sivasagar District of Assam.
II.&=
nbsp;
There
is no significant difference of job satisfaction between Male and Female
secondary school teachers of Sivasagar District of Assam.
III.=
There is no significant difference of
job satisfaction between Rural and Urban secondary school teachers of Sivasagar District of Assam.
Delimitations
of the study:
The study was delimited to the secondary schools which
followed the curriculum prescribed by the Secondary Education Board of Assam
(SEBA).
Method
of Study:
Descriptive Survey method was used in
conducting this study.
Population
of the Study:
The population of the study comprised all the secondary schools (Government
& Private) of Sivasagar District of Assam. The size of the population w=
as
3426.
Sample
of the Study: By
using purposive sampling technique 298 teachers were selected for the study=
.
Tools Used in the Study: In
the present study the investigator used a five point job satisfaction scale
developed by Dr. (Mrs.) Meera Dixit. Besides, a
structured interview was used in the study. The split half reliability of t=
he
scale was .86.
Analysis of data: The
data collected by the job satisfaction scale was analy=
sed
by using statistical techniques like Mean, Median, Mode, Standard Deviation=
and
Critical Ratio. The interview was analysed
qualitatively.=
Table-1:
Lev=
el
of job satisfaction in the Secondary School Teachers of Sivasagar
District of Assam
No.
of teachers |
Mean |
Median |
Mode |
SD |
Skewness |
Kurtosis |
298 |
197.12 |
198 |
197.5 |
33.04 |
-.580 |
.373 |
Interpretation:
The maximum possible score in the job satisfaction scale was 260 and minimum
was 52. Maximum teachers scored around 197. Although there exists a large
variation of job satisfaction but it falls under moderate category. The
negative skewness indicates that the scores were
massed at the higher end of the scale and gradually spread out towards the
lower end of the distribution.
Table-2:
Comparison of job satisfactio=
n between
teachers working in the Government and Privately=
run
secondary schools of Sivasagar District of Assa=
m.
T=
ypes
of School |
N=
|
M=
ean |
S=
D |
<= o:p> |
C=
R |
S=
ignificance |
G=
overnment |
1=
67 |
1=
97.25 |
3=
2.29 |
4=
.1309 |
3=
.640 |
S=
ignificant
at 0.05 & 0.01 level |
P=
rivate |
1=
31 |
1=
182.21 |
3=
7.59 <= o:p> |
<= o:p> |
<= o:p> |
<= o:p> |
Interpretation: The
mean job satisfaction score obtained by the teachers working in Government
secondary schools was higher than the teachers working in Privately
managed secondary schools. The difference is significant at both .05 & =
.01
level of significances. Therefore, the null hypothesis i.e. There
is no significant difference of job satisfaction between the teachers worki=
ng
in Government and Privately run secondary schools of Sivasagar District has=
been
rejected. Hence, the conclusion was there is significant difference of job
satisfaction between the two groups. From the interview it has been found t=
hat
the teachers of private schools not satisfied the teaching job because of l=
ack
of job security and more work load than their expectation. Besides, the mon=
thly
salary from them was lower than their expectation.
Table-3:
Com=
parison
of job satisfaction between Male and Female teachers working in the seconda=
ry
level schools of Sivasagar District of Assam.
G=
ender |
N=
|
M=
|
S=
D |
<= o:p> |
C=
R |
S=
ignificance |
M=
ale |
1=
45 |
1=
96.73 |
3=
3.57 |
3=
.7793 |
0=
.1085 |
N=
ot |
F=
emale |
1=
53 |
1=
98.28 |
3=
2.65 |
<= o:p> |
<= o:p> |
S=
ignificant |
Interpretation: The
mean job satisfaction score obtained by the male teachers working in second=
ary
schools was higher than the female teachers working in secondary schools. T=
he
difference was found to be not significant at both .05 & .01 level of
significances. Therefore, the null hypothesis i.e. Ther=
e
is no significant difference of job satisfaction between the male and female
teachers working in secondary schools of Sivasagar District has been accept=
ed.
Hence, the conclusion was there is no significant difference of job
satisfaction between the two groups of teachers. From the interview it has =
been
found that the opinions of the male and female teachers do not differed muc=
h.
Role of gender was found no any role in job satisfaction of secondary level
teachers of Sivasagar District of Assam.
Table-4:
Com=
parison
of job satisfaction between Rural and Urban teachers working in the seconda=
ry
level schools of Sivasagar District of Assam.
L=
ocation |
N=
|
M=
|
S=
D |
<= o:p> |
C=
R |
S=
ignificance |
R=
ural |
1=
58 |
1=
97.46 |
3=
3.42 |
3=
.9949 |
1=
.07385 |
N=
ot |
U=
rban |
1=
40 |
1=
93.17 |
3=
5.28 |
<= o:p> |
<= o:p> |
S=
ignificant |
Interpretation: The mean job satisfaction sco=
re
obtained by the teachers working in Rural second=
ary
schools was higher than the teachers working in Urban secondary schools. The
difference was found to be not significant at both .05 & .01 level of
significances. Therefore, the null hypothesis i.e. there is no significant
difference of job satisfaction between the Rural and Urban teachers working=
in
secondary schools of Sivasagar District of Assam has been accepted. Hence, =
it
can be concluded that there is no significant difference of job satisfactio=
n between
teachers working in Rural and Urban secondary schools of Sivasagar District=
of
Assam. From the interview it has also been found that the opinions of the R=
ural
and Urban teachers do not differed much. Role of location has no role in job
satisfaction of secondary level teachers of Sivasagar District of Assam.
Conclusion:
From
this study the investigator has drawn the following conclusions.
=
1. The
level of job satisfaction of secondary level teachers working in the second=
ary
schools of Sivasagar District of Assam is moderate.
=
2. There
is significant difference of job satisfaction between the teachers working =
in
Government and Privately managed secondary schoo=
ls of
Sivasagar district of Assam.
=
3. There
is no significant difference of job satisfaction between the Male and Female
teachers working in the secondary schools of Sivasagar district of Assam.
4.&n=
bsp;
There is no significant
difference of job satisfaction between the teachers working in Rural and Ur=
ban
secondary schools of Sivasagar district of Assa=
m.
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=
Job Satisfaction of Secondary
Level School Teachers of Sivasagar … Sailendra =
Bhuyan