COMMONWEALTH ASSOCATION FOR
EDUCATION, ADMINISTRATION AND
MANAGEMENT
VOLUME 1
ISSN NO 2322-0147
November
2013
ISSUE 3
A Comparative study of Job Satisfaction of Teacher Educators working in
Public Funded Institutions in Relation to their Work Motivation
Excellence International Journal of Education and
Research (Multi- subject journal)
Excellence International Journal Of Education And Research
VOLUME 1
ISSUE 3
ISSN 2322-0147
A Comparative study of Job Satisfaction of Teacher
Educators working in Public Funded Institutions in Relation
to their Work Motivation
By
Dr.(Mrs) Afshan Anees
Ex-research Scholar
Deptt. Of Education
AMU Aligarh
Job Satisfaction is the positive orientation of an individual towards the work role which he is
presently occupying job satisfaction result when there is a fit between job characteristics and he
want of the employee.
This paper study was conducted on teacher educators of few district of U.P. The main
objective of this study was to find out the degree of job satisfaction among teacher educators
working in public funded institutes. The sample of 250 teachers was taken for the study. The job
satisfaction scale prepared by
investigator was used to measure job satisfaction among teacher
educators: t-test was used to analyze the data. The finding of the study was set that there is no
significant difference was found in job satisfaction and work motivation of male and female
teacher educators working in public funded institution and no significant relationshipdss was
found between job satisfaction and work motivation of teachers working in public funded
institutions.
Education is a light that shows the mankind the right direction to surge India has one of the
largest systems of education ranging from early childhood education to higher education.
In a pluralistic and developing society like India equity and quality of education are two
important concerns particularly in a globalized world. The maintenance of quality of
education at school level without the support of a good teacher is a misnomer and that is
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the reason that in the long history of its traditions in India, teachers have always been
much reversed.
“Education is the manifestation of perfection already in man”
In the process of making education more meaningful, or a question of improving its
quality or even making it more accessible to children, one thing that always prominently
matters is the teacher, as the teacher is the heart of the school system.
The place and importance of teacher in a society can never be over estimated. A teacher
is a central figure in the formal teaching learning set up. He is a telescope through which
people can see the distant tomorrows of the students. He is the ultimate agent who
dispenses knowledge, frames the times schedule, selects reading materials, evaluates
learning outcomes, and helps pupils to overcome their difficulties and personal problems.
He is who sets the standards, builds up desirable attitudes and approves or disapproves
pupil behavior.
Teacher should be warm and positive in their relationship with children, but teacher
education gives direction about how one can achieve it. The role of the teacher in our
modern and complicated system of education today is indeed a complex and important
one. No longer can the teacher become successful by simply knowing his subject well
and by directing the learning process and decision making of students equally well.
The Indian education commission 1964-66 has rightly remarked in the opening sentence
of the report that the destiny of India is now being shaped in her class- room. The truth
that “no people can raise above the level of its teachers”.
In India, as on 31st March 2009, 11861 teacher education institutions were recognized
with an intake of having 14405 teacher education courses at different levels like PrePrimary, Elementary, Bachelor of Elementary Education (B.EI.Ed), Bachelor of
Education (B.Ed), Master of Education (M.Ed), Certificate in Physical Education
(C.P.Ed), Bachelor Physical Education (B.P.Ed), Master of Physical Education (M.P.Ed)
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and others. Many institutions are conducting multiple courses having different levels.
(Annual Report, NCTE 2008-09)
Concept of Job Satisfaction
A success full person is one whose work brings him the satisfaction he wants. Any way
the satisfaction or dissatisfaction depends upon the individual’s patterns of interest as
well as his capabilities and other qualifications. (Ruch 1948).
Job satisfaction is the favorableness or unfavorableness with which employees view their
work. It expresses the amount of agreement between one’s expectation of the job and the
reward that the job provides. Job satisfaction may refer to either a person or a group. Job
satisfaction is a part of life; job satisfaction influences one’s general life satisfaction. The
result is that satisfaction arises from a complex set of circumstances in the same way that
motivation does.
Smith (1955) suggested that “job satisfaction is the employee’s judgment of how well his
job on the whole is satisfying his various needs”.
Job satisfaction is "the measurement of one's total feelings and attitudes towards one's
job" (Graham, 1982,).
Weiss (2002) has argued that job satisfaction is an attitude, but point outs the researcher
should clearly distinguish the objects of cognitive evaluation which are affect (emotion),
beliefs and behavior.
Causes of job satisfaction
A teacher, who is happy with his job, plays a pivotal role in the upliftment of society.
Well adjusted and satisfied teacher can contribute a lot to the well being of his/her pupils.
A dissatisfied teacher can become irritable and may create tensions which can have
negative influence on the students’ learning process and it consequently affects their
academic growth. Job satisfaction implies the overall adjustment to work situation.
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Teacher satisfaction is attached to the freedom to try new ideas, intrinsic work elements
and responsible levels. Sylvia and Hutchinson (1985) concluded that job satisfaction is
based on the gratification of higher order needs
Kim and Loadman (1994) list seven predictors of job satisfaction, namely: interaction
with students, interaction with colleagues, professional challenges, and professional
autonomy, working conditions, salary and opportunity for advancement. However, there
are also other factors that need to be considered, for example, class sizes, workload of
teachers, changes in the school curriculum and labour policies which teachers have little
or no control over.
Relationship between Job Satisfaction and Work Motivation
An organization is effective to the degree to which it achieves its goals. An effective
organization will make sure that there is a sprit of cooperation and the sense of
commitment and satisfaction with in the sphere of its influence. In order to make
employees satisfied and committed to their jobs in academics. There is need for strong
and effective motivation.
The relationship between work motivation and job satisfaction is very important. Job
satisfaction and work motivation are intimately related to each other. Job satisfaction
cannot be talk of where.
Mittal. Jai Prakesh (1992) in one his study revealed that the teacher’s motivation to work
was significantly related to job satisfaction. there is absence of motivation
Luthan (1998) asserts that motivation is the process that arouses energies, directs and
sustains behavior and performance. That is, it is the process of stimulating people to
action and to achieve a desired task.
Popoola. S.O (2007) reveals that a correlation exists between perceived motivation and
job satisfaction.
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One way of stimulating people is to employ effective motivation, which makes workers
more satisfied with and committed to their jobs. Money is not the only motivator.
Studies on work motivation seem to confirm that it improves workers performance and
satisfaction. For example, Brown and Shepherd (1997) examine the characteristics of the
work of teacher in four major categories; knowledge base, technical skills values, and
beliefs. He reported that they will succeed in meeting these challenges only if they are
motivated by deeply held values and beliefs regarding the development of shared vision.
Sharma. Sunita (2005) studied the effect of work motivation on job satisfaction of special
teachers, engaged with teaching covariate the effect of occupational stress. It was found
that work motivation affects job satisfaction of teachers.
From the above it is concluded that job satisfaction and work motivation are correlated to
each other.
Objectives
The present study as conducted to achieve the following objectives. Main objectives
given below:
1. To compare the job satisfaction of male and female teacher educators working in
public funded institutions.
2. To compare the work motivation of male and female teacher educators
working in public funded institutions
3. To find out the relationship of Job satisfaction and work motivation of teacher
educators working in public funded institutions.
4. To find out the relationship of Job satisfaction and work motivation of female
teacher educators working in public funded institutions.
5. To find out the relationship of Job satisfaction and work motivation of male
teacher educators working in public funded institutions.
Methodology
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The Sample
A sample of two hundred fifty (250) teacher educators was selected from public funded
institutions through ‘purposes sampling technique’.
Tool used
i.
Work motivation questionnaire by Agrawal, .K.G
ii.
The job satisfaction questionnaire prepared by investigator.
Statistical Techniques
i.
t- test is used to find out the differences.
ii.
Correlation was used to find out the relationship between the two variables,
Table 1
Showing Comparison of level of Job Satisfaction of Male and Female Teacher
Educators working in PFIs.
Gender
N
Female
120
df
Mean
S.D
179.69
23.06
179.57
17.12
248
130
t-value
(calculated)
Tabulated
t-value
L.S
Std.err
mean
0.22 NS
1.97
0.05
2.10
1.50
Male
NS: Not significant at .05 level
The Table no. 1 depicts that the calculated t-value is less than tabulated t-value i.e.1.97,
with 248 degree of freedom at .05 level of significance, which does not show any
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significant difference in level of job satisfaction of male and female teacher educators
working in public funded institutions. Therefore null hypothesis is accepted.
Table no 2
Showing Comparison of Work Motivation of Male and Female Teacher Educators
of PFIs.
Gender
N
Female
120
df
Mean
S.D
95.65
14.51
248
130
t-value
Tabulated L.S
t-value
1.32
0.12NS
95.87
Std. error
of mean
1.97
.05
14.79
1.29
Male
NS: Not significant aaat.05 level.
From the above Table 2, shows that the calculated t-value was less than the tabulated tvalue i.e.1.97 with 248 degree of freedom and found not significant. It showed that there
was no significant difference in work motivation of male teacher educators working in
private and public funded institutions. Therefore null hypothesis is accepted.
Table 3
Showing Correlation coefficient of Job Satisfaction with Work Motivation of
working in PFIs
r
Variable
df
calculated
Job satisfaction
498
-.0786 NS
p
.21
Tabulated A/R
r value
.088
Accept
L.S
0.5
Work motivation
NS: Not significant at .05 level
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Table 3, shows the coefficient of correlation between job satisfaction and work
motivation is -.0786. The correlation was found not significant, because its calculated r
value was found less than the tabulated r value i.e. .088 at 498 degree of freedom (d.f).
Therefore null hypotheses was accepted
Table 4.
Showing Correlation coefficient of Job Satisfaction with Work Motivation of Female
Teacher Educators working in PFIs.
r
Variable
Job satisfaction
df
238
p
calculated
-.0513 NS
.578
Tabulated
r value
.139
A/R
Accept
L.S
.05
Work motivation
NS: Not significant at .05 level
Table 4. shows that the value of coefficient of correlation of job satisfaction and work
motivation is -.0513. The correlation was found not significant, because its calculated r
value i.e.-.0513 was less than the tabulated r value i.e. .139 at 238 degree of freedom
(d.f). Therefore null hypotheses was accepted.
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Table -5
Showing Correlation coefficient of Job Satisfaction with Work Motivation of Male
Teacher Educators working in PFIs.
r
Variable
df
Job satisfaction
258
p
calculated
-.1144 NS
.195
Work motivation
Tabulated
r value
A/R
L.S
Accept
.05
.113
NS: Not significant
Table 5 shows that the coefficient of correlation of job satisfaction and work motivation
is -.1144. The correlation was found not significant, because its calculated r value was
less than the tabulated r value i.e. .113 at 258 degree of freedom (d.f).
Therefore null
hypotheses was accepted.
Findings of the study
Following were the main findings of the study:
1. No significant difference was found in job satisfaction of male and female
teacher educators working in public funded institutions.
2. No significant difference was found in work motivation of male and female
teacher educators working in public funded institutions.
3. No significant relationship was found between job satisfaction and work
motivation of teacher educators working in public funded institutions.
4. No significant relationship was found in job satisfaction and work motivation
of female teacher educators working in public funded institutions.
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5. No significant relationship was found in job satisfaction and work motivation
of male teacher educators working in public funded institutions.
Conclusion
In order to make employees satisfied and committed to their jobs in academics.
There is need for strong and effective motivation. Job satisfaction cannot be talk
of where there is no motivation. Mittal. Jai Prakesh (1992) in his study revealed
that the teacher’s motivation to work was significantly related to job satisfaction.
So, the job satisfaction and work motivation was found positively correlated to
each other for teacher educators working in private institutions.
References
1.
14th Annual Report (2008-09). National Council for Teacher Education, New Delhi.
2.
Indian Education Commission (1964-66).
“Government of India, Ministry of
Human Resource Development,” New Delhi
3.
Ruch (1948), “Psychological and Life Including Illustrated References- Mannual,
the brain and nervous system”- 3rd edition Chicago Scott, Foresman, p-182.
4.
Smith, W.A, (1955), “Ancient Education” philosophical library, New York:, Vol 12,
P-25.
5.
Graham, G.H. (1982). “Understanding Human Relations.” The individual,
Organizations and management. Science Research Associates, Chicago Inc.
6.
Weiss, H.M (2002), “Deconstructing Job Satisfaction, Separating Evaluation,
Beliefs and Effective Experiences”, Human resource Management Review, Asia
publishing House, New Delhi. Vol 12, pp 173-194.
7.
Sylvia,R. and Hutchinson,T. (1985) “What makes Ms.Johnsons on Teach? A study
of Teacher Motivation.” Human relations, 38, pp-841-856.
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8.
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Kim, I., & Loadman, W. (1994). Predicting Teacher Job Satisfaction. Columbus,
Ohio State University, Peter Lang :New York
9.
Mittal, Jai. Prakesh. (1992). “An exploratory study of teacher motivation to work
and its relationship with organizational climate of school. 5th survey of Educational
Research, 1988-1992, Vol 2, p-1458.
10. Luthan.F (1988). “Organizational behaviour.”8th Edition, McGraw- Hill. New York
11. Papoola. S.O. (2007). “Work Motivation, Job Satisfaction and Organizational
Commitment of Library Personal in Academic and Research Libraries in Oyo state”.
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12. Brown,M and Shephered,M (1997). “Towards inclusive learning in higher disabled
students” Mc Graw Hill, New York.
13. Sharma. Sunita (2005), “Study Educational and Occupational Aspirations of parents
in a Chosen Agricultural and Industrial Community in the Tiruchirapple district of
Tamil Nadu”. Forth Survey of Education Research by M.B. Buch, By National
Council of Educational Research and Training Vol.1. p.no. 176.
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