INTRODUCTION
The mediocre teacher tells. The good teacher explains,
The
superior teacher demonstrates. The great teacher inspires
~William ArthurWard
Education
is the fourth necessity for man after food, clothing and shelter, in today’s
competitive world. Education is indeed a powerful tool to combat the cut-throat
with at every junctures in life. Schools are the nurseries of the
Nation and Teachers are the Architects of the future are no mere figurative expressions but
truthful statements, as significant as they are suggestive. Victories are won,
peace is preserved, progress is achieved, civilization is built up and history
is made in educational institutions, which are the seed beds of culture, where
children in whose hands quiver the destiny of the future, are trained and from
their ranks will come out when they grow up, statesman and soldiers, patriots
and philosophers who will determine the progress of the land. In their attitude
to life and their approach to problems they will bear the imprint and the
influence of the training they received at the hands of their teachers. The
teacher’s role is thus as important as his responsibility is onerous. The
importance of job satisfaction in an education system is very vital than in any
other organization. Education is not merely the transfer of information but
overall development of human personality.
The status of
the teacher reflects the socio-cultural ethos of a society; it is said that no
people can rise above the level of its teachers. The Government and the
community should endeavor to create conditions, which will help motivate and
inspire teachers on constructive and creative lines. Teachers should have the
freedom to innovate, to devise appropriate methods of communication and
activities relevant to the needs and capabilities of and the concerns of the
community.’ (National Policy on Education 1968).
Kendriya Vidyalaya Sangathan (KVS) - A premier organization in
India administering 1094 schools as
on 01.11.2013 known as ''Kendriya Vidyalayas'' with 11,21,012 students as on 31.03.2013 and 56,445 employees on rolls as on 01.10.2012.
Kendirya Vidyalaya Sangathan was
registered as a Society under the Societies Registration Act (XXI of 1860) on
15th December, 1965. The Objects for which the Sangathan has been established
are detailed in the Memorandum of Association and Rules. The Sangathan
administers the scheme of kendriya Vidyalayas formulated by the Government of
India, in the Ministry of Human Resource Development. It has a three tier
Management structure with Headquarters at New Delhi; Regional Offices to manage
a cluster of schools; and Kendriya Vidyalayas spread all over the country and
abroad.
Teachers: Mathru Devo Bhava, Pitru
Devo Bhava, Acharaya Devo Bhava and Praktriti Devo Bhava.”Mother is God, Father
is God, Guru is God and Nature is also
God. Further it is said that Guru Brahma, Guru Vishnu, Gurudevo Maheswarah
which implies teacher is the creator (of new values in minds of the children),
the sustainer (of eternal values of life) and ultimate liberator (from
ignorance or agyana). Tasmay Shri Guruvey Namah (I bow down to all my teachers,
those who have guided, taken me under their wing and taught me all that I know).India
is rich with a heritage of Guru Mukhi
Vidhyas or Vidhya (knowledge) that is learnt from the mouth of the Guru.
As social engineers the teacher can socialize and humanize the young children
by their masculine and feminine qualities. Hence the quality of any educational
system depends to large measures on the quality, competency and character of
teachers. None is born as a quality teacher to determine the quality of
education.
The Indian Education Commission (1964-66)
also states that ‘nothing is more important than providing teachers’ best
professional preparation and creating satisfactory conditions of work in which
they carefully be effective.’
Job Satisfaction-A Conceptual Framework: Locke
(1976) defined job satisfaction as a pleasurable or positive emotional state
resulting from the appraisal of one’s job or job experiences. This becomes
crucial when the employee is serving in an educational institution where they
deal with young minds, which are considered to be dynamic, enthusiastic,
innovative and with a tendency to expect the same from their teaching. The
anxiety to fulfill the expectations of the modern day students creates lot of
stress on the teaching faculty, which they try to balance with the satisfaction
that is intrinsic and extrinsic with their jobs.
Factors that lead to Job
Satisfaction:
Teacher Effectiveness-A Conceptual Framework:
Dunkin (1997) considered that teacher
effectiveness is a matter of the degree to which a teacher achieves the desired
effects upon students. He defined teacher competence as the extent to which the
teacher possesses the requisite knowledge and skills, and teacher performance
as the way a teacher behaves in the process of teaching.
Anderson (1991) stated that “an effective
teacher is one who quite consistently achieves goals which either directly or
indirectly focus on the learning of their students”.
Variables
that Contribute to Teacher Effectiveness:
Relationship between Job
Satisfaction and Teacher Effectiveness:
Job Satisfaction may
influence the Teacher Effectiveness. A person who has high satisfaction may be
more effective in teaching and a person who is less satisfied may be less
effective in teaching. The impact of Job Satisfaction on Teacher Effectiveness
is shown in below figure.
The quality of
a nation depends on the quality of its citizens. The quality of citizens
depends not exclusively but in a critical measure upon the quality of their
education. The quality of their education depends more than any other single
factor, upon the quality of teachers.
The study of
Job Satisfaction and Teacher Effectiveness among teachers is a recent trend in
educational research. Many researchers studied in various ways about these
aspects. Extensive review of literature suggested that there was lot of
research done on the level of job satisfaction in industries and other
different educational institutions but not in Kendriya Vidyalayas. Hence the
need was felt for undertaking a study on this.
Need and
Significance of the Study: Though India has always been a great source of
learning for many years, it still needs to improve not just on the quality of
education but also on the number of people being educated. The quality of a nation
depends on the quality of its citizens. The quality of citizens depends not
exclusively but in a critical measure upon the quality of their education. The
quality of their education depends more than any other single factor, up on the
quality of teachers.
The feeling of joy and pleasure that the teacher
derives from the work he does, in psychological terms, is known as his Job
Satisfaction. This may or may not be associated with all other advantages and
disadvantages including the monetary rewards a worker is entitled to. Virtually
this is the Job Satisfaction that motivates him to do the needful and remain at
his best at the job. It is the most important factor that counts towards
Teacher Effectiveness. Teacher Effectiveness implies their ability to teach
students effectively.
The study of
Job Satisfaction and Teacher Effectiveness among teachers is a recent trend in
educational research. Many researchers studied in various ways about these
aspects. Extensive review of literature suggested that there was lot of
research done on the level of job satisfaction in industries and other
different educational institutions but not in Kendriya Vidyalayas. Hence the
need was felt for undertaking a study on this. The significance of this
study can also contribute many advantages to many parties such as human
resource management in forming their strategy and the analytical and empirical
researches.
Review of Literature Related to Job Satisfaction:
K.V. Lavinga (1974) studied about the job – satisfaction among the
school teachers in his Ph.D thesis in Gujarat University. a) Female teachers
were more satisfied than male teachers. b) There is a significant relationship
between job-satisfaction and stability of teachers.
Sundararajan. S and Ashrafulla. A.M.
(1996) studied about “job satisfaction of the Harijan welfare school teachers
in Tamil Nadu”. They reported that 64.15 percent of teachers have high
satisfaction. Women Teachers have better
satisfaction than male teachers.
Satisfaction varies with service.
Teachers receiving Rs.1500 have better job satisfaction than those
teachers who receive less than Rs.1500.
Teachers who are above 40 years of age have better job satisfaction.
I.V.Rami
Reddy (2004) found that age, income, gender, marital status, type of
management, professional qualifications and inservice courses have impact on
the level of Job Satisfaction of primary
teachers but service experience and
general educational qualifications have no impact on the level of Job
Satisfaction of primary teachers.
Madhu Gupta and Manju
Gehlawat (2013) intended to compare the job satisfaction and work motivation of secondary school teachers with
respect to some demographic variables. The findings of the study revealed: i)
No significant difference was found in
the job satisfaction and work motivation of male and female teachers ii) There
were significant differences among teachers working in government and private
schools; more experienced and less experienced teachers with respect to job
satisfaction and work motivation iii) Significant difference was reported in
the work motivation of teachers having
graduate and post-graduate qualifications.
Review of Literature Related To Teacher Effectiveness:
Biddle
(1964) studied the history of evaluation of teacher competency critically and
briefly. Sharma (1971) disclosed that teaching aptitude, academic grades,
socio-economic status, teaching experience and age, in the order of their
arrangement, appeared to be sound predictors of teacher effectiveness.
While Tharyani (1986) has concluded that ‘intelligence and knowledge in their
subject areas were found to be the best predictors of the teacher
effectiveness’.
The major
findings of Padmanabhaiah’s (1986) study were (1) among 11 personal and
demographic variables studied, only five variables region, designation, age,
experience and size of family of the teachers could significantly influence the
level of teaching effectiveness (2) Out of 35 variables studied only few
possessed significant coefficient of correlation with teacher effectiveness.
I.V.Rami Reddy (2004) found that Job
Satisfaction has a significant positive relationship with Teacher
Effectiveness. Age, service experience
and general educational qualifications have no impact on the Teacher
Effectiveness of Primary Teachers but age, income, gender, marital status,
designation, professional qualifications, location of school, type of
management and inservice training have impact on Teacher Effectiveness of
primary teachers.
Ying Huang , Ching
Huang, Han Chang,Yu Chang and Hsiang Kao (2013) suggest that (1) teacher job
satisfaction has a positively significant effect on teaching quality assurance;
(2) teaching quality assurance has a positively significant effect on teaching
effectiveness; and (3) teacher job satisfaction has a positively significant
effect on teaching effectiveness.Apparently, teaching quality assurance has no
more than a partial mediating effect and, as this study implies, is not the
sole silver bullet for increased teaching effectiveness which actually can be
achieved by bolstering the teachers’ job satisfaction.
Conclusions: The review of previous studies
helped the investigator to arrive at certain conclusions & become more
confident about the present research work taken up by her. Only the
pre-requisite qualities which make a teacher more and more effective may not be sufficient for
him/her to become more successful in his/her profession. The effective teachers
have a superior capacity for imagination and original thinking and have a narrow gap between their level of
aspiration and inner resources (
Bhagoliwal 1982).When there is no difference between the level of aspiration
and inner resources of an individual, he/she will be exemplary in his/her
teaching . Even though, an individual may possess all the pre-requisite
qualities to become an effective teacher and have proper orientation to his/her
work, dissatisfaction with the job can significantly pull him/her down in
competency and effectiveness.
Several
studies appear on Job Satisfaction and Teacher Effectiveness. But not much significant attempt is made to relate Job
Satisfaction with teacher effectiveness, that too in Kendriya Vidyalayas.
Statement of the Problem:
Since the birth
of civilizations, teachers have been the pillars of society. Staying in the
background, at least for most of the time, they have been indirectly
responsible for the advancement of the race. Teachers are the ones who
guarantee that our tomorrows will be as good as, if not better than, our today.
By shaping characters and instilling knowledge, they ensure that the world
continues to be. If a teacher is not able to cope with the rapid changes that
are taking place in teaching learning process transaction then he/she is
subjected to dissatisfaction, which in turn effect his/her teaching efficiency.
Hence the present study "A STUDY OF JOB SATISFACTION AND TEACHER
EFFECTIVENESS OF KENDRIYA VIDYALAYA TEACHERS" makes an attempt to explore
the relationship between "JOB SATISFACTION AND TEACHER EFFECTIVENESS OF
KENDRIYA VIDYALAYA TEACHERS" with the following objectives.
Objectives:
1. To study the Job
Satisfaction of teachers working in Kendriya Vidyalayas.
2. To examine the Teacher
Effectiveness of teachers working in Kendriya Vidyalayas.
3. To understand Teacher
Effectiveness in relation to Job Satisfaction of teachers working in Kendriya
Vidyalayas.
Hypotheses:
To achieve the above objectives of the
study following hypotheses are formulated.
1 .There is a significant relationship
between Job Satisfaction and Teacher Effectiveness.
2. There is no significant
difference between male and female teachers in respect of Job Satisfaction.
3. There is no significant
difference among teachers of different age groups in respect of Job
Satisfaction.
4.There is no significant
difference among teachers of different cadres in respect of Job Satisfaction.
5.There is no significant
difference among teachers different income in respect of Job Satisfaction.
6.There is no significant
difference among teachers having different academic educational qualifications
in respect of Job Satisfaction.
7.There is no significant
difference among teachers having different years of experience in respect of
Job Satisfaction.
8.There is no significant
difference among teachers having different professional educational
qualifications in respect of Job Satisfaction.
9.There is no significant
difference among teachers having different size of family in respect of Job
Satisfaction.
10.There is no significant
difference among teachers attended different number of inservice courses in
respect of Job Satisfaction.
11. There is no significant
difference among teachers having different number of transfers in respect of
Job Satisfaction.
12. There is no significant
difference among teachers working in schools in different locations in respect
of Job Satisfaction.
13. There is no significant
difference between teachers having computer aided teaching skills and teachers
who do not have computer aided teaching skills in respect of Job Satisfaction.
14. There is no significant
difference between male and female teachers in respect of Teacher
Effectiveness.
15. There is no significant
difference among teachers of different age groups in respect of Teacher
Effectiveness.
16. There is no significant
difference among teachers with different cadres in respect of Teacher
Effectiveness.
17. There is no significant
difference among teachers of different income groups in respect of Teacher
Effectiveness.
18.There is no significant
difference among teachers having different academic educational qualifications in
respect of Teacher Effectiveness.
19. There is no significant
difference among teachers having different professional educational
qualifications in respect of Teacher Effectiveness
20. There is no significant
difference among teachers having different experience in respect of Teacher
Effectiveness
21. There is no significant
difference among teachers having different size of family in respect of Teacher
Effectiveness.
22. There is no significant
difference among teachers attended different number of inservice courses in
respect of Teacher Effectiveness
23. There is no significant
difference among teachers having different number of transfers in respect of
Teacher Effectiveness.
24.There is no significant
difference between teachers working in schools in different locations in
respect of Teacher Effectiveness.
25. There is no significant
difference between teachers having computer aided teaching skills and teachers
who do not have computer aided teaching skills in respect of Teacher
Effectiveness.
26.There is no significant
difference between High-Low groups of Job Satisfaction in respect of Teacher
Effectiveness.
27.There is no significant
difference between High-Low groups of Teacher Effectiveness in respect of Job
Satisfaction.
All these hypotheses are tested by using
appropriate statistical techniques.
RESEARCH DESIGN: Survey
method is adopted for the study. Researcher surveyed various schools and obtained
information with respect to job satisfaction and teacher effectiveness from the
teachers.
Variables Studied: The two dependent variables in the study are Job
Satisfaction and Teacher Effectiveness. The independent variables in this study
are gender, designation, age, size of the family, number of inservice courses attended, income, computer
aided teaching skills, number of transfers, location of the school, experience,
academic educational qualifications, and professional educational
qualifications.
Research Procedure: In order to test the hypotheses the
investigator is planned and executed in three stages.
1. Standardizing the
adopted Tools
a) Job Satisfaction Scale
b) Teacher Effectiveness Scale
2. Collection of data by
administering following tools on teachers.
a) Job Satisfaction Scale
b) Teacher Effectiveness Scale
3. Analysing the data by using appropriate
statistical techniques.
Tools: Research tools were used for obtaining information on
different variables of the study. These tools were selected with the purpose of
procuring as much information as possible, on each specific question from all
teachers of population related to this study. The investigator adopted Job
Satisfaction and Teacher Effectiveness scales of I.V.Rami Reddy to measure Job
Satisfaction and Teacher Effectiveness of Kendriya Vidyalaya teachers.
Standardising the adopted Job Satisfaction
Scale & Teacher Effectiveness Scale:
Selection or development of
appropriate tool is very important in any educational research. In the present
study, researcher adopted the tool developed by I.V..Rami Reddy (2004) to
measure Job Satisfaction & Teacher Effectiveness of teachers in Kendriya
Vidyalayas of Hyderabad Region. Likert method of summated rating technique was
adopted as this technique is used because it is the most straightforward
technique.
Selection of Items: These
items are taken from tool developed by I.V.Rami Reddy (2004). The items are
according to the objectives of the study,
basing on the
operational definition of Job Satisfaction. The items are arranged to
measure 5 factors of Job Satisfaction i.e., Professional Satisfaction, Professional Growth,
Physical Facilities, Financial
Incentives and Teacher Relations. Provisional form consisting of 38 items are
rearranged. The items prepared to measure 4 factors of Teacher Effectiveness
i.e., Personal, and Intellectual, Professional and Social dimensions. Finally
45 items are selected for Teacher Effectiveness scale.
Distribution of items of Job
Satisfaction Scale among five dimensions
S.No
|
Dimension
|
Total
|
1
|
Professional Satisfaction
|
12
|
2
|
Professional
Growth
|
4
|
3
|
Physical Facilities
|
5
|
4
|
Financial
Incentives
|
4
|
5
|
Teacher Relations
|
13
|
Total
38
|
||
Distributions of items of Teacher Effectiveness Scale
among four dimensions:
S.No
|
DIMESNSION
|
TOTAL
|
1.
|
Personal
|
10
|
2.
|
Intellectual
|
11
|
3.
|
Professional
|
13
|
4.
|
Social
|
11
|
Total 45
|
||
Preliminary
tryout: Job Satisfaction scale is administered to a preliminary
try out sample of 50 teachers of Kendriya Vidyalayas of Hyderabad and
Secunderabad. Instructions to the
teachers is given on the title page of the scale. Confidence is created by
assuring them that their responses will be kept confidential.
Population: Kendriya Vidyalaya Sangathan Hyderabad Region has 1610
teaching staff on rolls as on 01.07.2011.
Sampling: A sample design is a definite plan for obtaining a
sample from a given population. It refers to the technique or the procedure
that the researcher adopts while selecting items from the sample. There are
different types of sample designs. For the present study disproportionate
stratified random sampling technique was used.
Stratified sampling is a
method of sampling from a given population. Stratification is the process
grouping members of the population into relatively homogeneous sub groups (strata)
before sampling. The strata should be mutually exclusive: every element in the
population must be assigned to only one stratum. Then random or systematic
sampling is applied within each stratum. For the present study random sampling
was applied.
Sample: In the present study random
sampling technique is adopted for selecting the respondents. The sample for the
investigation consists of 634 teachers from different Kendriya Vidyalayas of
Hyderabad Region. The sample consists of both men and women teachers of
different ages, different service experiences etc.
Collection of Data: Researcher administered both the tools
Job Satisfaction Scale and Teacher Effectiveness Scale along with personal
biodata containing of the teacher gender, age, qualification, income, service
experience etc. Important instructions are given and doubts clarified. Teachers
were given sufficient time to think well and fill rating scale. To avoid
external influence the investigator distributed 680 teachers from different
Kendriya Vidyalayas of Hyderabad Region. Out of 680 distributed, 40 have not
returned the scales and 6 scales are incomplete. So the remaining 634 are used
in the analysis and verification of hypotheses.
Scoring: The responses are scored according to the key. For all
the favorable items score 5, 4,3,2,1 for the five possible responses such as
strongly agree , undecided, disagree and strongly disagree respectively and
vice versa for unfavorable items. The scores are from 37 to 185 with high score
indicating the more Job Satisfaction and lower score indicating dissatisfaction
of the teachers. The theoretical range of Teacher Effectiveness scores is from
45 to 225 with high score indicating more teacher effectiveness and the lower
score indicating lower teacher effectiveness.
Proportion of Subjects for
Different Categories of Demographic Variables
Data Analysis & Statistical Techniques Used: Based on the objectives of
the study the investigator consulted the experts in statistics in research
studies to seek accurate and appropriate guidance. On the basis of their
suggestions, the suitable statistical techniques were employed to analyse the
data. The calculated data was edited, coded and entered. The statistical
analysis of data was done through computer applications using Statistical
Package for Social Sciences (SPSS). The
following statistical techniques are used to analyze the data. Means, Standard
Deviations, Medians, Skewness, frequencies are calculated for all
distributions. Normal Probability Graphs are drawn to check the Sample Data for
Job Satisfaction and Teacher Effectiveness Scales for Normality. Pearson’s
Product moment correlation is calculated for even/odd items of the each scale
and Reliability Index is calculated by using Spearman Brown Prophency formula.
To find the relationship between Job Satisfaction and Teacher Effectiveness,
‘r’ values are calculated. Coefficient of correlation for all dimensions of two
variables are calculated to know the inter and intra-relationships. Critical
Ratios are calculated for item analysis and T-test, F-test, ANOVA analysis etc
are done to test the hypotheses concerning to significant differences in
respect of demographic variables and high-low groups of Job Satisfaction and
Teacher Effectiveness.
Values of measures of Central Tendency for Job
Satisfaction :
Class Interval
|
Frequency
|
Cumulative Frequency
|
81-90
|
0
|
0
|
91-100
|
3
|
3
|
101-110
|
10
|
13
|
111-120
|
35
|
48
|
121-130
|
143
|
191
|
131-140
|
285
|
476
|
141-150
|
110
|
586
|
151-160
|
36
|
622
|
161-170
|
9
|
631
|
171-180
|
3
|
634
|
181-190
|
0
|
634
|
Figure-Normality Curve for Job Satisfaction
Distribution of scores of Job Satisfaction and its
dimensions with respect to different demographic variables
The above graph and table reveal
that the scores of all dimensions of Job Satisfaction in conjunction with
different categories of demographic variables are more than theoretical
average. Further, the values of means and SDs indicate that all the
distributions are tending to normal along with the different categories of
demographic variables.
Values of measures of Central Tendency for Teacher
Effectiveness :
Frequency Distribution Table for Teacher Effectiveness
Scale
Class Interval
|
Frequency
|
Cumulative Frequency
|
121-130
|
0
|
0
|
131-140
|
2
|
2
|
141-150
|
0
|
2
|
151-160
|
2
|
4
|
161-170
|
26
|
30
|
171-180
|
105
|
135
|
181-190
|
173
|
308
|
191-200
|
163
|
471
|
201-210
|
90
|
561
|
211-220
|
49
|
610
|
221-230
|
24
|
634
|
231-240
|
0
|
634
|
Figure: Normality curve for Teacher Effectiveness
Nature of distribution of scores of Teacher Effectiveness
and its dimensions
The above graph and table show that
the scores of all dimensions of Teacher Effectiveness in conjunction with
different categories of demographic variables are higher than theoretical
average. Further, the mean scores and standard deviations indicate that all the
distributions are tending to normal along the different categories of
demographic variables.
Correlation between Job Satisfaction and Teacher
Effectiveness
There is high positive
correlation between Job Satisfaction and Teacher Effectiveness. Correlation between different dimensions of
Job Satisfaction and Teacher Effectiveness
Job Satisfaction
|
Teacher Effectiveness
|
||||
Personal
|
Intellectual
|
Professional
|
Social
|
Teacher
Effectiveness
|
|
Professional Satisfaction
|
0.39**
|
0.37**
|
0.38**
|
0.37**
|
0.42**
|
Professional Growth
|
0.13**
|
0.13**
|
0.17**
|
0.18**
|
0.17**
|
Physical Facilities
|
0.34**
|
0.29**
|
0.38**
|
0.34**
|
0.37**
|
Financial Incentives
|
0.13**
|
0.09*
|
0.14**
|
0.12**
|
0.13**
|
Teacher Relations
|
0.38**
|
0.35**
|
0.43**
|
0.40**
|
0.43**
|
Job Satisfaction Total
|
0.42**
|
0.38**
|
0.46**
|
0.43**
|
0.46**
|
** Correlation is
significant at the 0.01 level* Correlation is significant at the 0.05 level
There is high significant
positive relationship between all the dimensions of Job Satisfaction and
Teacher Effectiveness.
Relation between A.M. and S.D of High and Low groups of
Job Satisfaction and Teacher Effectiveness
It is found that the
teachers with High Job Satisfaction are tend to have more Effectiveness
(AM=141.65) than Low Satisfied teachers (AM=129.13). This shows that higher
level of Job Satisfaction lead to more Teacher Effectiveness.
Means and SDs between High-Low groups of Teacher
Effectiveness and Job Satisfaction
FINDINGS&CONCLUSIONS:
1.Job
Satisfaction measured in this present sample is not only high but also more or
less uniformly high across the various Job Satisfaction dimensions. It is in conformity with I.V.Rami Reddy
(2004) who found that Job Satisfaction is not only high but also more or less
uniformly high across the various Job Satisfaction dimensions.
2.Teacher Effectiveness of the present
data is not only high but also more or less
uniformly high across the various dimensions of Teacher Effectiveness.
It is in coincidence with I.V.Rami Reddy (2004) who found that Teacher
Effectiveness is not only high but more or less uniformly high across the
various dimensions of Teacher Effectiveness.
3 Job Satisfaction has a high significant positive relationship with
Teacher Effectiveness. So it can be said that, high Job Satisfaction may
increases Teacher Effectiveness. Further the present finding affirms the
theoretical frame work that has been presented in the first chapter that Job
Satisfaction may lead to Teacher Effectiveness. Dodds (1980) also revealed a
strong relationship between Job Satisfaction level and factor of ability to
motivate students which was the predictor of Teacher Effectiveness.
4. Female teachers do
differ significantly from Male teachers in regard to Job Satisfaction and
Teacher Effectiveness. Hence it may be concluded that Gender of the teacher has
an impact on Job Satisfaction and Teacher Effectiveness of the teachers. It
confirms with Christopher K.T. (1972)
who showed that not only a
higher percentage of women teachers have job satisfaction but also have job
satisfaction at a higher degree than men.
5.Age has no significant
relationship with Job Satisfaction of teachers. From this it may be concluded
that age may not contribute to Job Satisfaction of teachers. This result is
contrary to the finding of Srivastava’s study (1986) which revealed that young
teachers as compared to old teachers are higher in Job Satisfaction.
6.Through critical analysis
it is found that young teachers do differ significantly from old aged teachers
in personal dimension of Teacher Effectiveness. Hence it can be concluded that
age has some impact on Teaching Effectiveness. This implies that as age
advances teachers become more effective in teaching.
7. PGT and TGT, PGT and
PRT, PGT and Miscellaneous, TGT and miscellaneous do not differ significantly
from one another in respect of Job Satisfaction. But it is found that PRT
differ significantly with miscellaneous
teachers in respect of Job Satisfaction. I.V.Rami Reddy (2004) found that there is no significant difference
between head masters and assistant teachers in respect of Job Satisfaction.
8. There is a significant
difference between cadre of teachers in respect of Teacher Effectiveness. So cadre/designation
has some impact on Teacher Effectiveness of teachers. It is consistent with
Padmanabhaiah (1986) who conducted a study on “Job Satisfaction and Teaching
Effectiveness of Secondary School Teachers”. He reported that the variables
age, designation, job satisfaction and experience of teachers showed a great
influence on teaching effectiveness.
9. Critical Analysis of
data reveals that there is a significant difference between MIG and HIG in physical
facilities dimension of Job Satisfaction but no significant difference in other
dimensions of Job Satisfaction. Hence it may be said that income has some
impact on Job Satisfaction of the teachers.
Studies show that the provision of low salaries can seriously impair the
teachers’ job satisfaction. In their study on the job satisfaction among school
teachers in India, Jyoti and Sharma (2006) indicated that many (more than 90%),
of the teacher participants’ level of satisfaction with their pay was below
average, and most of them believed that they were not earning what they
deserved.
10.
Critical analysis of data reveals that there is a significant difference
between LIG and HIG in personal dimension of Teacher Effectiveness. This
implies that income has some impact on Teacher Effectiveness of the teachers.
Study of Raju (1994) negative relationship between income and Teacher
Effectiveness.
11.Academic educational
qualifications has no impact on Job Satisfaction and Teacher Effectiveness of
teachers. This result is supported by Raja and Thangarajan (1998) also revealed that academic educational qualifications
do not influence Teacher effectiveness.
12.There is no significant
relationship between teachers having different professional qualifications in
respect of Job Satisfaction and Teacher Effectiveness of teachers. It is in
coincidence with Indira (1995), she found that professional qualifications do
not possess any influence Teacher Effectiveness. Idrisi (1987) reported that
highly qualified and averagely qualified teachers do not differ significantly
in their teacher effectiveness.
13. Critical analysis of
data reveals that service experience has some impact on professional
satisfaction dimension of Job Satisfaction of teachers. . The findings
regarding the high satisfaction levels of teachers who have been working for
longer may be related to higher salaries. Entry-level salaries are less than
the maximum salary. This is in conformity with Rao(1970) showed that
Satisfaction would be higher in respect of Financial Incentives with getting
experience.
14. There is no significant
relationship between Service Experience and Teacher Effectiveness. It is in
conformity with Onderi; Henry; Croll, Paul (2009) who revealed that the respondents possessed a
high self perception about their effectiveness and there was no significant
relationship of their perception about effectiveness and their age, teaching
experience or gender. This finding is contrary to the finding of Padmanabaiah
(1986) who revealed that experience could significantly influence the level of
Teacher Effectiveness.
15. Size of family has no
impact on Job Satisfaction and Teacher Effectiveness of teachers. It is inconsistent
with Arora (1978) who revealed the efficiency of
teachers is very well affected by their traits, job satisfaction,
socio-economic and family conditions etc. Not much research is done on this
demographic variable with respect to job satisfaction and teacher effectiveness
of teachers.
16. There is no significant
relationship between number of inservice courses attended by teachers on the
level of Job Satisfaction and Teacher Effectiveness of teachers. It coincides
with the study of Raju (1994) who found
that inservice courses do not influence on Teacher Effectiveness.
17. There is significant
difference between teachers having less number of transfers (0-2) and teachers
having more number of transfers (more than four) in respect of level of Job
Satisfaction.
18. The levels of overall
job satisfaction of those who remain in one institution were, after the first
ten years, consistently higher than the corresponding levels of job
satisfaction of workers who changed their institutions (Oshagbemi, 2000) it
supports the present study.
19. There exists no
significant difference between teachers having different number of transfers in
respect of Teacher Effectiveness. Experienced teachers are less likely to leave
schools than are their less experienced
peers (Ingersoll & Smith, 2003; Marvel, Lyter, Peltola, Strizek, &
Morton, 2007); and, more effective teachers are less likely to transfer and
leave the profession than are less effective teachers (Boyd et al., 2007;
Hanushek et al., 2005; Goldhaber et al., 2007).. Not much research is done on
this demographic variable with respect to job satisfaction and teacher effectiveness of teachers.
20. There is highly
significant difference between teachers working in different locations in
respect of Job Satisfaction. It is found that teachers working in A-Type City and
B-Type City are more satisfied than teachers working in C-Type City. This may
be due to the availability of facilities like medical, education, transport, more
house rent and transport allowances etc., in A-Type and B-Type cities. Whereas
the less facilities and less allowances in C-Type city may lead to lower
satisfaction of teachers. I.V.Rami Reddy (2004) also showed that urban teachers
are more satisfied than rural and tribal teachers and rural teachers are more
satisfied than tribal teachers.
21. There is significant
difference between teachers working in B-Type City and C-Type City in respect
of Teacher Effectiveness. So it can be concluded that Location of School has
some impact on Job Satisfaction and Teacher Effectiveness of teachers. This
results is in conformity with the result of Prakasham (1986) found that
teachers working in schools located in Urban areas were better than teachers of
all other areas in Teacher Effectiveness.
22. There is significant
difference between teachers who have computer aided teaching skills and those
who do not have computer aided teaching skills in respect of Job Satisfaction.
The content, instructional methodologies, and facilities are among the key
indicators of change as is the background and motivation of people who choose
to become technology teachers (Michael
Wright and Rodney Custer;1998).
23. There is a significant
difference between teachers who have computer aided teaching skills and those
who do not have computer aided teaching skills in respect of Job Satisfaction.
It is in conformity with numerous scholars who argue that integrating
technology and education can enhance teaching and learning activities in ways
that can support student-centered teaching with more active student involvement
in the learning process (Alexander, 1999; Beal, 2000; Cajas, 2001).
24 There is no significant
difference between teachers who have computer aided teaching skills and those
who do not have computer aided teaching skills in respect of Teacher Effectiveness.
It is contrary to Sadık (2006) in his study in Egypt reported that the more
positive teachers’ attitudes were toward technology the more likely they were
to integrate it in classroom.
25 There is a highly
significant relationship between High-Low groups of Job Satisfaction in regard
to Teacher Effectiveness. It is found that teachers with High Job Satisfaction
have more Effectiveness than teachers with Low Job Satisfaction in all
dimensions of Teacher Effectiveness. It is natural that who is more satisfied
in job is more effective in teaching .It is in coincidence with I.V.Rami Reddy
(2004) who also found a significant difference between teachers of High-Low
groups of Job Satisfaction in respect of
Teacher Effectiveness.
26. Teachers with high Teacher
Effectiveness do differ significantly from teachers with low Teacher
Effectiveness in regard to Job Satisfaction. Hence it can be concluded that
High Effective teachers have more Job Satisfaction than teachers of Low
Effectiveness. It is in conformity with I.V.Rami Reddy (2004) who also found a
significant difference between teachers of High-Low groups of Job Satisfaction
in respect of Teacher Effectiveness.
Limitations of the Study:
1. The study is
limited to teachers of some Kendriya Vidyalayas of Hyderabad Region.
2.In the
present research Self Rating Technique is used.
Educational Implications of the Study:
1. The mean value obtained by females (135.62) is more than that of
males (133.92) in job satisfaction. Generally females have more patience rather
than males. Even Indian Government is adopting many reservation policies to
encourage females. These factors may lead to more satisfaction of female
teachers rather than male counterparts.The same policy can be continued to
encourage women.
2. Teachers having B.Ed qualification (524-83%) are more than teachers
having M.Ed (75-12%) and M.Phil/Ph.D (35-5%) qualifications. Policy makers and
administrators can encourage the research aptitude among teachers by providing
study leave, incentives and promotions.
3. Number of teachers having computer aided teaching skills (496-78%)
are more than teachers not having computer aided teaching skills (22%). It
shows that many teachers are using computers. From the sample profile it is
evident that nearly 50% of miscellaneous
teachers do not have computer aided teaching skills. Special computer training
programmes can be conducted for miscellaneous teachers.
4. Teachers having experience in middle group (288-45%) are more than
teachers in high (251-40%) and low groups (95-15%).It shows that youth of
present generation is not much attracted towards teaching profession. Policy
makers can design special strategies and recruitment rules to attract more
youth into teaching profession.
5.Professional satisfaction dimension is relatively high among teachers
having M.Phil/Ph.D professional qualifications. Policy makers and managements
can devise special strategies for professional growth to enhance job
satisfaction.
6. In professional growth dimension of Job Satisfaction wide spread of
scores are found among teachers having higher number of transfers than teachers
having less number of transfers. It shows that number of transfers affecting
professional growth and job satisfaction. Hence policy makers and managements
may review the present transfer policy to improve professional growth which
leads to job satisfaction.
7. Mean scores of PRT is
relatively more than other three groups, whereas the mean of miscellaneous
teachers is relatively less than other
three groups. PRTs are relatively more satisfied than other three groups and
miscellaneous teachers are less satisfied than the other three groups. Policy
makers may to look into their reward-related evaluation and administrative
systems and practices. Special orientation and training programs should be
developed for miscellaneous teachers to enhance Job Satisfaction.
8. The mean of teachers having diploma (134.00) is relatively low and
graduates (135.34) have relatively large mean. Managements may encourage
diploma holders to pursue higher courses by providing study leave and special
allowances to improve job satisfaction.
9. The findings regarding the high satisfaction levels of teachers who
have been working for longer may be related to higher salaries. Entry-level
salaries are less than the maximum salary. In addition, younger teachers are
under a different pension policy which provides much less security for old-age.
Policy makers may review the present pension policy and also all the teachers
should be insured, so that in case of any eventualities, they will not look
rejected.
10. It is found that teachers having computer aided teaching skills are
more satisfied than the teachers who do not have computer aided teaching
skills.Teachers may be provided institutional incentives to complete the
educational technology professional development programs at all levels. These
incentives may include laptops, and services such as paid technology summer
institutes .Teachers over a certain age need to be encouraged in more
distinctive ways to be involved in in-service computer training. Managements
and Government may take steps to train the teachers and provide more facilities
to have more access to computer aided teaching to equip with 21st
century teaching skills.
11. In the present study number of
inservice courses attended did not influence the level Job Satisfaction and
teacher effectiveness. Many researches show that teachers are more satisfied if
their job provides opportunities for personal and professional advancement. The
teachers need to be empowered through well planned and systematic in-service
training, and by using educational opportunities to maximise the
problem-solving abilities of the teachers.
12. Critical analysis revealed that the younger teachers are not as much
effective as their seniors. Hence, managements and Governments should take
steps to provide suitable training immediately after the freshers are being
recruited as teachers. Pre-service teacher preparation programs should be
designed to include teacher education on computer and technology integration in
teaching. For this, as Borko, Whitcomb, and Liston (2009) argue, the major part
of the work lies on the shoulders of teacher educators who are to transform
teacher education via utilizing digital technologies themselves. Specific
courses on teaching with technology may be developed.
13. Teachers working in A-Type and B-Type City are more satisfied than
teachers working in C-Type City. This may be due to the availability of
facilities like medical, education, transport, more house rent and transport
allowances etc., in A-Type and B-Type cities. Whereas the less facilities and
less allowances in C-Type city may lead to lower satisfaction of teachers. This
implies that educational leaders, policy makers and other key stakeholders in
the education sector need to have a clear understanding of the factors that
really motivate and satisfy teachers if school performance and effectiveness
are to be improved like by sanctioning special incentives and allowances,
scholarships to their wards etc. for teachers working in small towns.
14.There tends to exist significant
difference at 0.01 level between teachers having different number of transfers
in teacher relation dimension of Job Satisfaction. Suitable programs should be
planned and implemented to strengthen collaboration among the teachers, between
the parents and teachers which improves job satisfaction which leads to higher
teacher effectiveness.
15. The importance of job satisfaction
in an education system is very vital than in any other organization. Education
is not merely the transfer of information but overall development of human
personality. Teacher educators, supervisors and principals should recognize and
emphasize personal life factors that appear to make teachers feel positive
about the job they are doing in classroom. It is necessary to look beyond the
schools’ walls, particularly to questions of esteem and support networks, to
identify other higher-order needs which increases morale. Good communication,
mutual understanding and trust culture will help to form an accurate and
realistic psychological contact.
16. The present
study and literature survey results revealed that teacher related sources of
job satisfaction seem to have a greater impact on teaching effectiveness/performance,
as teachers are also dissatisfied with the educational policies and
administration, pay and fringe benefits, material rewards and advancement. The
relevance of job satisfaction and teaching effectiveness are very crucial to
the long-term growth of any educational system around the world. Government
should set a committee to come out with ways that all teachers in the country
irrespective of their numbers to be able to meet their basic needs as Maslow’s
hierarchy of needs theory postulate.
17. Happy people are more satisfied
and work effectively than unhappy people. Therefore in agreement with Maslow’s
hierarchy of need theory, government and all other stakeholders may see to it
that teachers all over the country should be given better working conditions
and served with their basic needs and these will prevent teachers running to
seek greener pastures or comparing with other colleagues in other fields hence
leaving the education sector.
18. Policy makers and
managements may take steps toward improving the morale of the teaching staff by
implementing organizational stratifies that would enhance the school culture.
Schools mirror society; they do not operate in a vacuum, and so must deal with
the same social problems that exist throughout our country.
19. From time
to time curriculum designers may avail questionnaire to teachers to answer, to
make up for loop holes and also teachers to make inputs involving them in the
process.
20. Administrators may evaluate individual teachers using
various measures of teacher performance on the job and encouraging the eligible
with awards and provide grants to help states that link student performance
with the effectiveness of individual teachers over time.
21.
Managements and policy makers may provide bonuses/incentives to highly
effective teachers willing to teach in schools with a high proportion of low
income students.
22.
Administrators in education sector may more attention to strengthen teachers
commitment to their schools. Schools to look into their reward-related
evalution and administrative systems and
practices.
Suggestions for future
Research:
1.In the
present research self rating technique is used. Instead, a combination of
ratings from teachers, colleagues, students, principals and value added methods
2.A comparative
study may be undertaken on teachers working in corporate and private schools,
junior colleges, degree colleges and other occupations.
3. Relationship between Job Satisfaction and
Teacher Morale may be studied.
4. The
relationship between Emotional Intelligence and Teaching Effectiveness.
References:
1.
Agarwal (1998) Job Satisfaction and Occupational Stress in Relation to
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3.
Good., C.V. (1959) .“Dictionary of Education,” 22nd Edition, McGraw
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Kothari, Ds. (1966). Report of
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Medley, M.Donald, (1982).“Teach Effectiveness’, Encyclopedia of
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