CHAPTER -1

INTRODUCTION &THEORITICAL BACKGROUND

INTRODUCTION
Job satisfaction is defined as “any contribution, psychological, physical, and
environmental circumstances that cause a person truthfully say, ‘I am satisfied with my
job. “Job satisfaction is defined, as employee’s judgment of how well his job on whole
is satisfying his various needs.

Smith Job satisfaction is defined as a pleasurable or positive state of mind resulting

from appraisal of one’s job or job experience various definitions of job satisfaction.

Some of them are taken from the book of D.M. Pestonjee “Motivation and Job
Satisfaction” which are given below:

Job satisfaction is defined as a pleasurable, emotional, state resulting from appraisal

of one’s job. An effective reaction to one’s job.Specific job factors
Individualcharacteristics Group relationship outside the jobBlum and NaylorJob
satisfaction is defined, as it is result of various attitudes the personhold towards the
job, towards the related factors and towards the life ingeneral.

Job satisfaction in regards to one’s feeling or state of mind regarding nature of their
work. Job can be influenced by variety of factors like quality of one’s relationship with
their supervisor, quality of physical environment in which they work, degree of
fulfillment in their work, etc. Positive attitude towards job are equivalent to job
satisfaction where as negative attitude towards job has been defined variously from
time to time. In short job satisfaction is a person’s attitude towards job. Job satisfaction
is an attitude which results from balancing & summation of many specific likes and
dislikes experienced in connection with the job- their evaluation may rest largely upon
one’s success or failure in the achievement of personal objective and upon perceived
combination of the job and combination towards these ends.

Job satisfaction portrays the perception of the person towards his or her job, job
related Activities and environment. It is a combination of psychological and emotional
experiences at Work. Job satisfaction, as defined by Locke (Lutherans, 2002), is a
“pleasurable or emotional State resulting from the appraisal of once job experience”. It
is often a result of the perception of the employee as to whether his job provides him
with the outcomes he views as important. Job satisfaction is determined by how well
the result of the job meets the expectations of the employee or they exceed the
expectations. Some important factors influencing job satisfaction may be classified in
two categories.

A) Environmental factors:-Job content, Occupational level, Pay and Promotion, Work

group and Supervision.

B) Personal factors: - Age, Sex, Educational level, Marital status and Experience.

MODELS OF JOB SATISFACTION

There are various methods and theories of measuring job satisfaction level of employees in
the organization given by different authers.List of all the theories and methods measuring job
satisfaction level is given below:

A MODEL OF JOB SATISFACTION

Affect theory (Edwin A. Locke 1976) Dispositional Theory ( Timothy A. Judge 1988) Two-
Factor Theory (Motivator-Hygiene Theory) (Frederick Herzberg’s) Job Characteristics Model
(Hackman & Oldham) Rating scale Personal interviews action tendencies Job enlargement
Job rotation Change of pace Scheduled rest periods Job satisfaction

Model of determinant of facet of job satisfaction Edward Lawler in 1973 proposed a model of
facet satisfaction. This model is applicable to understand what determines a person’s
satisfaction with any facet of job. According to this model actual outcome level plays a key role
in a person’s perception of what rewards he receives. His perception influenced by his
perception of what his referent others receives. The higher outcome level of his referent other
the lower his outcome level will appear. This model also focus on his perception on reward
level

AFFECT THEORY

Edwin A. Locke’s Range of Affect Theory (1976) is arguably the most famous job satisfaction
model. The main premise of this theory is that satisfaction is determined by a discrepancy
between what one wants in a job and what one has in a job. Further, the theory states that
how much one values a given facet of work (e.g. the degree of autonomy in apposition)
moderates how satisfied/dissatisfied one becomes when expectations are/aren’t met. When a
person values a particular facet of a job, his satisfaction is more greatly impacted both
positively (when expectations are met) and negatively (when expectations are not
met),compared to one who doesn’t value that facet. To illustrate, if Employee A values
autonomy in the workplace and Employee B is indifferent about autonomy, then Employee A
would be more satisfied in a position that offers a high degree of autonomy and less satisfied
in a position with little or no autonomy compared to Employee B. This theory also states that
too much of a particular facet will produce stronger feelings of dissatisfaction the more a
worker values that facet. Job satisfaction .

DISPOSITIONAL THEORY

Another well-known job satisfaction theory is the Dispositional Theory its a very general theory
that suggests that people have innate dispositions that cause them to have tendencies toward
a certain level of satisfaction, regardless of one’s job. This approach became a notable
explanation of job satisfaction in light of evidence that job satisfaction tends to be stable over
time and across careers and jobs. Research also indicates that identical twins have similar
levels of job satisfaction. A significant model that narrowed the scope of the Dispositional
Theory was the Core Self-evaluations Model, proposed by Timothy A. Judge in1998. Judge
argued that there are four Core Self-evaluations that determine one’s disposition towards job
satisfaction: self-esteem, general self-efficacy, locus of control, and neuroticism. This model
states that higher levels of self-esteem (the value one places on his self) and general self-
efficacy (the belief in one’s own competence) lead to higher Job satisfaction 24

work satisfaction. Having an internal locus of control (believing one has control over her his
own life, as opposed to outside forces having control) leads to higher job satisfaction. Finally,
lower levels of neuroticism lead to higher job satisfaction

TWO-FACTOR THEORY (MOTIVATOR-HYGIENE THEORY)

Frederick Hertzberg’s Two-factor theory (also known as Motivator Hygiene Theory) attempts
to explain satisfaction and motivation in the workplace. This theory states that satisfaction and
dissatisfaction are driven by different factors – motivation and hygiene factors, respectively.
Motivating factors are those aspects of the job that make people want to perform, and provide
people with satisfaction. These motivating factors are considered to be intrinsic to the job, or
the work carriedout.Motivating factors include aspects of the working environment such as
pay, company policies, supervisory practices, and other working conditions. Job satisfaction

While Hertzberg’s model has stimulated much research, researchers have been unable to
reliably empirically prove the model, with Hackman &Oldham suggesting that Hertzberg
original formulation of the model may have been a methodological artifact Furthermore, the
theory does not consider individual differences, conversely predicting all employees will react
in an identical manner to changes in motivating/hygiene factors. Finally, the model has been
criticized in that it does not specify how motivating/hygiene factors are to be measured.

JOB CHARACTERISTICS MODEL

Hackman & Oldham proposed the Job Characteristics Model, which is widely used as a
framework to study how particular job characteristics impact on job outcomes, including job
satisfaction. The model states that there are five core job characteristics (skill variety, task
identity, task significance, autonomy, and feedback) which impact three critical psychological
states (experienced meaningfulness, experienced responsibility for outcomes, and knowledge
of the actual Job satisfaction.

BACKGROUND OF JOB SATISFACTION

The term job satisfaction was brought to lime light by hoppock (1935).He revived 35 studies
on job satisfaction conducted prior to 1933 and observes that Job satisfaction is combination
of psychological, physiological and environmental circumstances. That causes a person
today. “I’m satisfied with my job”. Such a description indicate the variety of variables that
influence the satisfaction of the individual but tell us nothing about the nature of Job
satisfaction. Job satisfaction has been most aptly defined by pestonjee (1973) as a job,
management, personal adjustment & social requirement. Morse (1953) considers Job
satisfaction as dependent upon job content, identification with the co., financial & job status &
priding group cohesiveness One of the biggest preludes to the study of job satisfaction was
the Hawthorne study. These studies (1924-1933), primarily credited to Elton Job satisfaction
5physiological needs, safety needs, social needs, self-esteem needs, and self-actualization.
Hoppock, the earliest investigator in this field, in 1935 suggested that there are six major
components of job satisfaction. These are as under: The way the individual reacts to
unpleasant situations, The facility with which he adjusted himself with other person The
relative status in the social and economic group with which he identifies himself The nature of
work in relation to abilities, interest and preparation of worker Security LoyaltyHerberg,
mausaer, Peterson and capwell in 1957 reviewed more than 150studies and listed various job
factors of job satisfaction.

These are briefly defined one by one as follows:

1. Intrinsic aspect of job It includes all of the many aspects of the work, which would tend to
be constant for the work regardless of where the work was performed.

2. Supervision This aspect of job satisfaction pertains to relationship of worker with his
immediate superiors. Supervision, as a factor, generally influences job satisfaction.

3. Working conditions This includes those physical aspects of environment which are not
necessary a part of the work. Hours are included this factor because it is primarily a function
of organization, affecting the individuals comfort and convenience in much the same way as
other physical working conditions

. 4. Wage and salaries Job satisfaction . This factor includes all aspect of job involving present
monitory remuneration for work done.

5. Opportunities for advancement It includes all aspect of job which individual sees as
potential sources of betterment of economic position, organizational status or professional
experience.
6. Security It is defined to include that feature of job situation, which leads to assurance for
continued employment, either within the same company or within same type of work
profession.

7. Company & management It includes the aspect of worker’s immediate situation, which is a
function of organizational administration and policy. It also involves the relationship of
employee with all company superiors above level of immediate supervision.

8. Social aspect of job It includes relationship of worker with the employees specially those
employees at same or nearly same level within the organization.

9. Communication It includes job situation, which involves spreading the information in any
direction within the organization. Terms such as information of employee’s status, information
on new developments, information on company line of authority, suggestion system, etc., are
used in literature to represent this factor.

10. Benefits It includes those special phases of company policy, which attempts to prepare the
worker for emergencies, illness, old age, also. Company allowances for holidays, leaves and
vacations are included within this factor.

Mayo of the Harvard Business School, sought to find the effects of various conditions (most
notably illumination) on workers’ productivity. These studies ultimately showed that novel
changes in work conditions temporarily increase productivity (called the Hawthorne Effect). It
was later found that this increase resulted, not from the new conditions, but from the
knowledge of being observed. This finding provided strong evidence that people work for
purposes other than pay, which paved the way for researchers to investigate other factors in
job satisfaction. Scientific management (aka Taylors) also had a significant impact on the
study of job satisfaction. Frederick Winslow Taylor’s 1911 book, Principles of Scientific
Management, argued that there was a single best way to perform any given work task. This
book contributed to a change in industrial production philosophies, causing a shift from skilled
labor and piecework towards the more modern approach of assembly lines and hourly wages.
The initial use of scientific management by industries greatly increased productivity because
workers were forced to work at a faster pace. However, workers became exhausted and
dissatisfied, thus leaving researchers with new questions to answer regarding job satisfaction.
It should also be noted that the work of W.L. Bryan, Walter Dill Scott, and Hugo Munsterberg
set the tone for Taylor’s work. Some argue that Maslow’s hierarchy of needs theory, a
motivation theory, laid the foundation for job satisfaction theory. This theory explains that
people seek to satisfy five specific needs in life – and combination towards these ends.
According to pestonejee, Job satisfaction can be taken as a summation of employee’s feelings
in four important areas.

These are:

A . Job-nature of work (dull, dangerous, interesting), hours of work, fellow workers,

opportunities on the job for promotion and advancement (prospects), overtime regulations,
interest in work, physical environment, and machines and tools.
B. Management- supervisory treatment, participation, rewards and punishments, praises and
blames, leaves policy and favoritism.

C. Social relations- friends and associates, neighbors, attitudes towards people in community,
participation in social activity sociability and caste barrier.

Provision of quality education is important for facilitating a nation’s development. Research

has found that, to improve individual learners’ values, attitudes, behaviours, and skills, quality
education. Teachers are the heart of classroom instruction, so they are key to learners’
productivity and hence to society’s efficiency. Teachers’ effectiveness depends on their
competence, both academic and pedagogical, as well as a correlation between their training
and skills and their position, workload, and work encouragement . Their satisfaction with their
jobs is the focus of this study. While there are many studies on workers’ job satisfaction, little
has been investigated about teachers’ job satisfaction, particularly among secondary school
teachers in Tanzania. To gain this insight, the article attempts to answer one important
question: what factors determine secondary school teachers’ job satisfaction?

Accepting the teaching role calls for sacrifice and devotion. Alongside the demands of
teaching, teachers have other duties such as guiding, counseling, and disciplining students
and managing classes . For teachers to devote their efforts to serving the community, they
need to see that they are valued and are being properly supplied with the things necessary for
them to accomplish their duties.

When teachers are at school, they require a conducive workplace environment to conduct
their profession effectively. They also need adequate remuneration With regard to income,
teachers’ appreciation of their schools is enhanced by the salaries they receive, especially
when these salaries correspond to their levels of education, responsibilities they hold, and
duties they perform in the school . For teachers, financial rewards are an important aspect in
relation to their satisfaction in teaching and related services. Arguably, when teachers feel
positive about their income, especially their salaries, their accountability is boosted.

It is believed that, to generate teachers’ commitment to the school, overall job satisfaction and
perceptions of school support are key emotional and cognitive attributes. Teachers’ feelings of
job satisfaction operate through independent channels to mediate the impact of work
experiences on their devotion to the school
CHAPTER -2

INTRODUCTION OF SCHOOLS

PurvMadhyamikvidyalaybaikunthpur is a parishadiyagovernment school

.basicsikshaparishad regularize academic calendar of parishadiya
schools from April 1.PurvMadhyamikvidyalay is hindi medium school,
aims at developing the mental, physical and spiritual potential of each
child
Kanya primary school is a Government primary
school .
This study examined teachers’ job satisfaction in DEORIA. It addressed one research
question: what factors determine Government , private & charted school teachers’ job
satisfaction.The study was conducted in one Govermrnt ,one private & one charted schools
in districtDeoria. It used Questionnaire as the data collection tool. Results show that teachers
were satisfied by both monetary and nonmonetary incentives such as community support.
They were pleased with fair remuneration packages that related to their labour input,
opportunities for career development, a well-defined individual appraisal system, timely
promotion, and requisite workplace conditions. The study also showed that teachers’
friendship and cooperation with coworkers and students as well as the respect of community
members also enhanced their satisfaction in teaching. Also important to their satisfaction is
their students’ success in and after school, which reveals the teachers’ sense of duty and
responsibility. Teachers’ job dissatisfaction can lead to their search for other means to gain
economically. It is recommended that care should be given to address teachers’ pertinent
issues, especially salaries, workplace conditions, and timely promotion, to enhance
teachers’ physical and mental attachment to their workplaces.
 CHAPTER -3
JOB SATISFACTION IMPORTANCE & EFFECT
IMPORTANCE OF JOB SATISFACTION

Job satisfaction is an important indicator of how employees feel about their job and a predictor
of work behavior such as organizational, citizenship, Absenteeism, Turnover. Job satisfaction
can partially mediate the relationship of personality variables and deviant work behavior.
Common research finding is that job satisfaction is correlated with life style. Job satisfaction

This correlation is reciprocal meaning the people who are satisfied with the life tends to be
satisfied with their jobs and the people who are satisfied their jobs tends to satisfied with their
life. This is vital piece of information that is job satisfaction and job performance is directly
related to one another. Thus it can be said that, “A happy worker is a productive worker.” It
gives clear evidence that dissatisfied employees skip work more often and more like to resign
and satisfied worker likely to work longer with the organization.

IMPORTANCE TO WORKER AND ORGANIZATION

Job satisfaction and occupational success are major factors in personalsatisfaction, self-
respect, self-esteem, and self-development. To theworker, job satisfaction brings a
pleasurable emotional state that canoften leads to a positive work attitude. A satisfied worker
is more likely tobe creative, flexible, innovative, and loyal. For the organization, job satisfaction
of its workers means a workforce that is motivated and committed to high quality performance.

The quantity and quality of output per hourworked- seems to be a byproduct of improved
quality of working life. It isimportant to note that the literature on the relationship between
jobsatisfaction and productivity is neither conclusive nor consistent. However, studies dating
back to Herzberg’s (1957) have shown atleast low correlation between high morale and high
productivity and itdoes seem logical that more satisfied workers will tend to add more valueto
an organization. Unhappy employees, who are motivated by fear of loss of job, willnot give
100 percent of their effort for very long. Though fear is apowerful motivator, it is also a
temporary one, and also as soon as thethreat is lifted performance will decline. Job
satisfaction benefits the organization includes reduction incomplaints and grievances,
absenteeism, turnover, and termination; aswell as improved punctuality and worker morale.
Job satisfaction is alsolinked with a healthier work force and has been found to be a
goodindicator of longevity. Although only little correlation has been found between
jobsatisfaction and productivity, Brown (1996) notes that some employers have found that
satisfying or delighting employees is a prerequisite to satisfying or delighting customers, thus
protecting the “bottom line”

WORKERS ROLE IN JOB SATISFACTION

If job satisfaction is a worker benefit, surely the worker must be able to contribute to his or her
own satisfaction and well-being on the job.
Following suggestions can help a worker find personal job satisfaction:

Seek opportunities to demonstrate skills and talents. This often leads to more challenging
work and greater responsibilities, with attendant increases in pay and other recognition.
Develop excellent communication skills. Employer’s value and rewards excellent reading,
listening, writing and speaking skills. Know more. Acquire new job related knowledge that
helps you to perform tasks more efficiently and effectively. This will relive boredom and often
gets one noticed. Demonstrate creativity and initiative. Qualities like these are valued by most
organizations and often results in recognition as well as in increased responsibilities and
rewards. Develop teamwork and people skills. A large part of job success is the ability to work
well with others to get the job done. Accept the diversity in people. Accept people with their
differences and their imperfections and learn how to give and receive criticism constructively.
See the value in your work. Appreciating the significance of what one does can lead to
satisfaction with the work itself. This help to give meaning to one’s existence, thus playing a
vital role in job satisfaction. Learn to de-stress. Plan to avoid burn out by developing healthy
stress management techniques.

WHAT IS THE IMPACT OF JOB SATISFACTION?

Many managers subscribe to the belief that a satisfied worker is necessarily good worker. In
other words, if management could keep the entire worker’s happy”, good performance would
automatically fallow. There are two propositions concerning the satisfaction performance
relationship. The first proposition, which is based on traditional view, is that satisfaction is the
effect rather than the cause of performance. This proposition says that efforts in a job wages
6. Adequate benefits 7. Opportunity to advance 8. No arbitrary action- a voice a matters
affecting him 9. Satisfactory working conditions.

REASONS OF LOW JOB SATISFACTION

Reasons why employees may not be completely satisfied with their jobs:

1. Conflict between co-workers.

2. Conflict between supervisors.

3. Not being opportunity paid for what they do.

4. Have little or no say in decision making that affect employees.

5. Fear of losing their job.

Competence leadership- bosses whom he can admire and respect as persons and as
bosses. However, the two concepts are interrelated in that job satisfaction can contribute to
morale and morale can contribute to job satisfaction. It must be remembered that satisfaction
and motivation are not synonyms. Motivation is a drive to perform, whereas satisfaction
reflects the individual’s attitude towards the situation. The factors that determine whether
individual is adequately satisfied with the job differs from those that determine whether he or
she is motivated. the level of job satisfaction is largely determined by the comfits offered by
the environment and the situation . Motivation, on the other hand is largely determine by value
of reward and their dependence on performance. The result of high job satisfaction is
increased commitment to the organization, which may or may not result in better performance.
A wide range of factors affects an individual’s level of satisfaction. While organizational
rewards can and do have an impact, job satisfaction is primarily determine by factors that are
usually not directly controlled by the organization. a high level of job satisfaction lead to
organizational commitment, while a low level, or dissatisfaction, result in a behavior
detrimental to the organization. For example, employee who like their jobs, supervisors, and
the factors related to the job will probably be loyal and devoted. People will work harder and
derive satisfaction if they are given the freedom to make their own decisions.

Job satisfaction is an important indicator of how employees feel about their job and a predictor
of work behavior such as organizational citizenship, Absenteeism, Turnover. Job satisfaction
benefits the organization includes reduction in complaints and grievances, absenteeism,
turnover, and termination; as well as improved punctuality and worker morale. Job satisfaction
is also linked with a healthier work force and has been found to be a good indicator of
longevity. Job satisfaction is not synonyms with organizational morale, which the possessions
of feeling have being accepted by and belonging to a group of employees through adherence
to common goals and confidence in desirability of these goals. Morale is the by-product of the
group, while job satisfaction is more an individual state of mind.

CHAPTER - 4

LITERATURE REVIEW
This study examines the influences of selected school variables on teachers’ job

satisfaction (Perrachione, Peterson, & Rosser, 2008; Liu & Ramsey, 2008; Klassen&

Anderson, 2009) as measured by the Job Satisfaction Questionnaire (Balzer et al., 2000).

Maslow’s Hierarchical Theory of Human Needs served as the theoretical framework for this

study (Maslow, 1943, 1954, 1970; Erlandson& Pastor, 1981; Hoy and Miskel, 2008). More

precisely, the study controlled for teacher’s age and teaching experience; and the social

economic status (SES), academic achievement, and the racial composition ofan elementary

school.

Elementary school teachers in The researched district participated in this study. The

researcher chose elementary schools for research on teachers’ job satisfaction because of the

consistently common curriculum of elementary schools compared to secondary schools.

This chapter reviews literature derived from a variety of scholarly journals and

research studies in education. These resources lend background to and support the
legitimacy

of this study. The chapter is divided into five sections:

A. Theoretical Framework: Maslow’s Hierarchy of Human Needs Theory

B. Job Satisfaction Overview

C. Job Satisfaction Measures in this Study

1. Independent Variable—Teacher’s age and experience

2. Independent Variable—School’s SES, academic achievement level, racial

composition

3. Dependent Variable—Total Job Satisfaction

4. Dependent Variable—Sub-dependent levels of Job Satisfaction

D. Questionnaire—Instrument Review

Organization of Review

Theoretical Framework: Maslow’s Theory.

Schools are social systems affected by students, teachers, parents, state mandates,

politics, and other environmental forces. Schools consist of interdependent partsand

distinctive cultures that work normatively together to achieve their goals. Schools are

peopled: staff members operate in response to defined roles, needs, beliefs, and motivations.

Maslow’s Hierarchy of Human Needs:

Physiological, Safety, Belongingness, Esteem, and Self-Actualization

Teacher

Variables

Organization of Review

Theoretical Framework: Maslow’s Theory.

Schools are social systems affected by students, teachers, parents, state mandates,

politics, and other environmental forces. Schools consist of interdependent partsand

distinctive cultures that work normatively together to achieve their goals. Schools are

peopled: staff members operate in response to defined roles, needs, beliefs, and motivations.

Maslow’s Hierarchy of Human Needs:

Physiological, Safety, Belongingness, Esteem, and Self-Actualization

Teacher

Variables

School

Variables

Experience

Age

Academic

Achievement

SES

Racial

Composition

Job Satisfaction

Instrument

Review

Related Research All of these influences affect organizational behavior (Hoy and Miskel,
2008). Theultimate

goal in an educational social system is student learning, and when schools do not create

structures that support effective teaching and learning, they are deemed ineffective. Learning

indicates change in one’s knowledge or behavior. Behavioral theories of learning emphasize

observable changes in habits and behaviors. “Behavior is simply what aperson does in a

given situation” (Hoy and Miskel, 2008, p. 43).

Organizations exist to serve human needs as part of their “organizational goal.”

(Maslow, 1943). In order to gain information about teachers as individuals within

organizations, one must examine their needs, goals, motivations and beliefs. Human needs

and motivations are key elements in organizations in determining how individuals behave.

Teachers try to meet their needs and their students’ needs; parents are concerned with the

needs of their children, and administration is concerned with the needs of all elements

involved with schools. Basically, needs explain why people behave the waythey do

(Maslow, 1943).

Maslow (1943) developed his human needs theory from his experience as a clinical

psychologist. In explaining job satisfaction, Maslow’s theory has become one of two

common theories used most widely, the second being Herzberg et al.’s (1959) Motivator-
Hygiene Theory. Maslow’s theory emphasizes five basic categoriesof human needs (a)

physiological needs like water, food and air; (b) safety needs like freedomfrom physical

harm and economic security; (c) belongingness and love needs like positive associations with

others; (d) esteem needs like self-respect and a sense of achievement; and (e) self-
actualization needs like maximum self-development and accomplishment (Maslow, 1954,

1970; Locke, 1976; Williams, 1978; Pardee, 1990; Reid-Cunningham, 2008; and Hoy and

Miskel, 2008). Maslow arranged these needs in a hierarchy of dominance where generally

speaking, the lower-level needs must be satisfied before the higher-level needs. For example,

before a human being can think about establishing relationships with friends or co-workers,

his or her safety and security needs must be met.

Herzberg et al. (1959) Motivator-Hygiene Theory, also known as the Two-Factor

Theory, states that job satisfaction and job dissatisfaction result from two different causes.

Motivators (achievement, recognition, and the work itself) cause satisfaction, and hygienes

(co-worker relationships, salary, working conditions, and the supervisor) cause

dissatisfaction. Sergiovanni (1967) found support for Herzberg’s theory--namely, that

satisfiers and dissatisfiers tend to be mutually exclusive. Factors that caused satisfaction

emerged in the work itself: achievement, recognition, responsibility and advancement.

Factors that caused dissatisfaction also appear in the work environment.

Maslow’s theory encourages research relating to job satisfaction and job

dissatisfaction since it posits job motivation as the driving force and catalyst of an individual’s
desire to achieve (Wolf, 1970). Weller (1982) believes that the majorcauses of

teacher dissatisfaction concerns people-problems. He believes Maslow’s Hierarchy of

Human Needs Theory (1943) provides a foundation for schools to meet teachers’ needs.

Erlandson and Pastor (1981) analyzed the presence of higher-level needs in 150 teachers

from different geographical regions. Their findings indicated that two-thirds of teachers

surveyed possessed a predominance of higher-level needs and were least satisfied, whereas

teachers possessing a predominance of lower-order needs were more likely to be satisfied

since schools generally meet the needs of teachers with a predominance of lower-level needs.

Cockburn (2000) examined literature and interviewed 12 teachers on why are they satisfied

with teaching. Teachers reported (a) self-fulfillment, (b) co-worker relationship, and (c)

challenge as reasons why they are satisfied with their job; “teaching potentially includes

many of the factors others have classed as important when considering basic needs

satisfactions” (Cockburn, 2000, p. 12). Veenman (1984) examined 83 studies since the 1960s

regarding the perceived problems of beginning teachers. The studies revealed that lower-
order needs such as security, belongingness, and self-esteem; must be satisfied before

teachers can behave as self-actualized persons supports job satisfaction.

Also, in examining Maslow’s theory, Hall and Nougiam (1968) found that as

managers advance, lower level needs fulfillment decreases while higher level needs

fulfillment increases. Accordingly, it is assumed that job-holding individualshave the desire

to “move up” in their careers the longer they remain on the job. The fulfillmentof that desire

can either cause job satisfaction or dissatisfaction, Maslow’s theory(1943) provides the

foundation for clarifying satisfaction levels, and is used here to gain insight into teachers’

satisfaction levels with their work. The present study examines the job satisfaction, i.e. the
degree to which job features that are

highly valued by individuals are present in their work environment. Though a number of
studies
have been conducted in the field of academics but a few have been undertaken to compare
the

job satisfaction of male and female teachers in government & private schools Suki (2011)
examined on job satisfaction and organizational commitment: The effect of gender

on employee perception of job satisfaction and organizational commitment. Study revealed

that

employee‟s gender has no significant effect on his/her perception of job satisfaction and men
and

women have the same level of organizational commitment.

Kumar & Bhatia (2011) mentioned that the level of job satisfaction and attitude of the teachers

towards teaching is least affected by the gender, the marital status, minimum qualification and

income group of physical Education teachers to compare the job satisfaction among Physical

Education teachers and their attitude towards teaching.

Kumari and Jafri (2011) mentioned a study on level of Organizational Commitment of Male
and

Female teachers of Secondary School to investigate the overall level of Organizational

Commitment of Male and Female teachers of Secondary School of Aligarh Muslim University.

Data analyzed by using t-test result revealed that overall percentage of female teachers

Organizational Commitment was much higher than male teachers.

Zilli and Zahoor (2012) conducted a study to find out the organizational commitment among

male and female higher education teachers and to compare the organizational commitment

among male & female higher education teachers. Result revealed that the females had

significantly higher level of organization commitment.

Mehta (2012) investigated on job satisfaction among teachers to know whether the perception
of

job satisfaction among teachers was affected by the type of organization (private vs. Govt.)
and

the gender (male vs. female). Descriptive analysis was made to study the perception of job

satisfaction of male vs. female and t-test was used. Result showed that there would be
significant
difference in the level of job satisfaction of Govt. and private school teachers.

Nagar (2012) undertook a study on "Organizational commitment and job satisfaction among

teachers during times of Burnout for developing and tests a model for Burnout and its effect
on

job satisfaction on organizational commitment" Research showed that in term of job

satisfaction

& organizational commitment the mean score for female teachers was higher than male
teachers

1. Management has a clear path for employee’s advancement

2. Decisions are made keeping in mind the good of the employees

3. Management is extremely fair in personal policies

4. Physical working conditions are supportive in attaining targets

5. Innovativeness is encouraged to meet business problems.

SATISFACTION WITH SUPERVISION

1. I feel I can trust what my supervisor tells me.

2. My supervisor treats me fairly and with respect.

3. My supervisor handles my work-related issues satisfactorily.

4. I get frequent appreciation of work done from supervisors.

5. I get enough support from the supervisor.

6.Individual initiative is encouraged.

SATISFACTION WITH COMPENSATION LEVELS

1. Overall I am satisfied with the company’s compensation package.

2. I am satisfied with the medical benefits.

3. I am satisfied with the conveyance allowance.

4. I am satisfied with the retirement benefits.

5. I am satisfied with the reimbursement of the expenses as per theeligibility.

6. I am satisfied with the holiday (vacation) eligibilities.

SATISFACTION WITH TASK CLARITY

1. Management decisions are Ad Hoc and lack professionalism (reversescaled).

2. Rules and procedures are followed uncompromisingly.

3. My job responsibilities are well defined and clear Job satisfaction.

SATISFACTION WITH CAREER DEVELOPMENT

1. I have adequate opportunities to learn and grow.

2. I get opportunities to handle greater responsibilities.

3. My skills and abilities are adequately used at work

From all above we can conclude level of job satisfaction of employees

RATING SCALE

It is one of the most common methods of measuring job satisfaction. The popular rating scale
used to measure Job satisfaction is to include: Minnesota Satisfaction Questionnaires: It helps
to obtain a clear picture of pertinent satisfactions and dissatisfactions of employees

CRITICAL INCIDENTS

Fredrick Hertz berg and his Associates popularized this method ofmeasuring Job satisfaction.
It involves asking employees to describedincidents on job when they were particularly
satisfied or dissatisfied.Then the incidents are analyzed in terms of their contents and
identifyingthose related aspects responsible for the positive and negative attitudes.

PERSONAL INTERVIEWS

This method facilitates an in-depth exploration through interviewing of job attitudes. The main
advantage in this method is that additional information or clarifications can be obtained
promptly.

ACTION TENDENCIES

By this method, Job satisfaction can be measured by asking questions and gathering
information on how they feel like behaving with respect to certain aspects of their jobs. This
method provides employees more opportunity to express their in-depth feeling.

In his study on American employees, hoppock identified six factors that contributed to job
satisfaction among them. These are as follows:

1. The way individual reacts to unpleasant situations.

2. The facilities with which he adjust himself to other persons.

3. His relative’s status in the social & economic group with which he identifies himself.
4. The nature of work in relation to the abilities, interest & preparation of the workers.

5. Security.

Other components that should be added to this five are individual’s state of mind about the
work itself and about the life in general .the individual’s health, age, level of aspiration. Social
status and political &socialctivities can all contribute to the Job satisfaction. A person’s
attitudetoward his or her job may be positive or negative.

JOB ENLARGEMENT

The concept of job enlargement originated after World War II. It is simplythe organizing of the
work so as to relate the contents of the job to thecapacity, actual and potential, of workers.
Job enlargement is obliviousforerunner of the concept and philosophy of job design.

Stephan offersthree basic assumptions behind the concept of job enlargement.Output will
increase if

1. Workers abilities are fully utilized

2. Worker has more control over the work

3. Workers interest in work and workplace is stimulated.

Job enlargement is a generic term that broadly means adding more and different tasks to a
specialized job. It may widen the number of task the employee must do that is, add variety.
When additional simple task are added to a job, the process is called horizontal job
enlargement. Thisalso presumably adds interest to the work and reduces monotony
andboredom.To check harmful effects of specialization, the engineering factors involved in
each individual job must be carefully analyzed. Perhaps, the assembly lines can be shortened
so that there will be more lines and fewer workers on each line. Moreover, instead of
assigning one man to each job and then allowed to decide for himself how to organize the
work. Such changes permit more social contacts and greater control over the work process.

JOB ROTATION

Job rotation involves periodic assignments of an employee to completely different sets

of job activities. One way to tackle work routine is to use the job rotation. When an activity is
no longer challenging, the employees rotated to another job, at the same level that has similar
skillrequirements. Many companies are seeking a solution to on-the-job boredom through
systematically moving workers from one job to another. This practice provides more varieties
and gives employees a chance to learn additional skills. The company also benefits since the
workers are qualified to perform a number of different jobs in the event of an emergency.

CHANGE OF PACE
Anything that will give the worker a chance to change his pace when hewishes will lend
variety to his work. Further if workers are permitted tochange their pace that would give them
a sense of accomplishment.

SCHEDULED REST PERIODS

Extensive research on the impact of rest periods indicates that they may increase both morale
and productivity. Scheduled rest periods bring manyadvantages: They counteract physical
fatigue They provide variety and relieve monotony They are something to look forward to-
getting a break gives a sense ofachievement. They provide opportunities for social contacts
achievements enhance both job-related and achievement-related satisfaction.

comfort “relates to the degree to which one is satisfied with the conditions of the job (Bogler,

2002, p. 666). In this study, job satisfaction is primarily an individual’s cumulative feelings

about their job (Gruneberg, 1976; and Spector, 1997).

In a recent survey of nearly 105,000 North Carolina school teachers, less than half felt

that their school was a good place to teach and learn (NC Office of The Governor, 2008). A

2006 survey of 1,001 public school teachers found significant improvement in teachers’ job

satisfaction over the past two decades; 56% of teachers reported being very satisfiedwith their
careers, in comparison to the 40% of teachers polled in 1984 (Greifner, 2006). Klassen

& Anderson (2009) replicated aspects of the 1962 W. G. A. Rudd and S. Wiseman job

satisfaction study by polling 210 teachers in southwest England. Teachers were asked to rate

their level of job satisfaction, and the authors compared their results withthe results of the

1962 survey. The analyzed data showed that teachers in the 2007 sample rated their job

satisfaction significantly lower than teachers in the 1962 sample (Klassen& Anderson,

2009).

In determining job satisfaction, at least four measures interrelatepositively with each

other (a) the characteristics of the individual (b) the level of individual compliance (c) work

situations and (d) work roles. Measuring job satisfaction establishes reasonable actions for

employers and policy makers to take, and a direction for future research (Smith, Kendall &

Hulin, 1969). In the researcher’s thirteen years of educational experience as a teacher and

currently as a principal, she has observed and dealt first hand with teachers’ frustrations with
their employment. Some teachers have resigned mid-year to teach in anotherschool district

and teachers resign at year’s end to leave teaching altogether or to transfer to another school

in the same district. Teachers, generally, expressed their dissatisfaction with student issues.

From my experience in one school district, many teachers who express job dissatisfaction

(most teachers are White) work in high-poverty schools. Many teachers leaveschools that

serve poor minority students. To what can one attribute this attrition?

The research reported here sought to assess elementary school teachers’ satisfaction

with their employment in one urban school district. Hopeful, this information mayprove

useful in helping school systems improve the job satisfaction of elementaryschool teachers

which in turn could help with teacher shortage (Webb & Norton, 2003).

School teachers are leaving the profession at alarming rates and turnover higher in

high-poverty schools than in low-poverty public schools (Shen, 1997; Winter, Brenner, &

Petrosko, 2006; NCES, 2008).More over, teacher attrition, in low-achieving schools, is

higher (Hanushek, Kain, &Rivkin, 2004; Boyd et al., 2008) as well as schools with higher

percentages of minority students-more specifically Blacks (Mueller, Finley, Iverson, & Price,

1999; Scafidi, Sjoquist, &Stinebrickner, 2007).

Based upon Maslow’s theory of human motivation (1943), one of the most frequently

cited theories of motivation in the management and organizational literature (Wahba&

Bridwell, 1987), Gawel (1997) concluded that the esteem needs of teachers are not being

met, causing dissatisfaction and stress. Maslow (1943) proposed a hierarchy of human needs

where five basic needs or goals are organized in an order according to relativeprepotency (a)

physiological, (b) safety, (c) love, (d) esteem, and (e) self-actualization. As the lower order

needs are met, higher order needs emerge and motivate behavior. The first four basic needs

are described as deficiency needs: the individual feels nothing if basic needs are met; but

feels anxious if basic needs are not met (Reid-Cunningham, 2008). Self-actualization is

considered a higher or growth need that continues to motivate behavior after it issatisfied.
The most basic set of human needs are physiological: eating, breathing, drinking, and

excretion (Maslow, 1943). These needs dominate human beings as they strive to maintain

homeostasis. As physiological needs are met, safety needs emerge as motivators (Maslow,

1943). Human beings search for order and predictability, especially youngchildren. As

physiological and safety needs are met, love needs emerge as motivators(Maslow, 1943).

Love needs are described as social relationships, connections with people, and a sense of

belonging; not in sexual terms. Next, esteem needs emerge as motivators when physiological,

safety, and love needs are met (Maslow, 1943). Esteem needs refers to the opinions ofothers

about oneself, and self-esteem. People who have satisfied their esteem needs tend to be

productive and well adjusted (Reid-Cunnigham, 2008). When all four basic needs are

satisfied, self-actualization needs emerge as motivators (Maslow, 1943). Self-actualization

refers to human beings embodying their full potential, and is a lifelong process. Employee job
satisfaction is important to all formal organizations including

education. Job satisfaction is influenced by both work behavior (attendance, cooperation with

others, quality output) and the work environment (acknowledgment and rewards from

supervisor, work itself) (Balzer et al., 2000). While several theoretical frameworks address

job satisfaction, the most appropriate framework for this research is Maslow’s Hierarchy of

Human Needs Theory (1943) which states that humans have specific needs they seek to

satisfy in a particular order. In educational organizations, Maslow’s theory is best observed

and applicable with each level of need and a teacher’s behavior is motivated by an attempt to

satisfy the need most important at that time (Maslow, 1943; Hoy &Miskel, 2008).

Maslow’s Needs theory emphasizes five basic categories of human needs. These

needs are arranged in a hierarchical order of prepotency--lower-level needs must be satisfied

before the higher level needs may be satisfied (a) physiological(b) safety and security (c)

belongingness and love (d) esteem and achievement and (e) self-actualization (Maslow,

1943, 1970; Locke, 1976; Hoy &Miskel, 2008). The study of work motivation is related to

job satisfaction. For this research, Maslow’s theory--recognizing that humans have needs that
must be satisfied but in a particular order--is the foundation as it linksmost appropriately

with the instrument used to measure job satisfaction among elementary teachers.

This Job Satisfaction Questionnaire (Balzer et al., 2000) measures how certain work

situation influence the needs of teachers. This questionnaire blends with Maslow’sNeeds

theory in that each of the five need groups (work itself, pay, promotion, supervision, and co-
workers) are connected with each tier in Maslow’s Need Hierarchy of needs. The school

variables should influence teachers’ job satisfaction (Hoy &Miskel, 2008). Maslow’s

Hierarchy of Human Needs Theory served to guide this research. This research seeks to

assess the independent variables list on the dependent variables, teachers’job satisfaction

levels.

Theory and Literature

Wolf (1970) provided an updated explanation of Maslow’s Needs theory in

explaining job satisfaction through the lens of need gratification. Individuals seek to satisfy

low-level needs first and either experience satisfaction or dissatisfaction to the degree that the

need is satisfied or not satisfied. Individuals seek on-going satisfaction of lower order needs,

and then begin attempting to satisfy higher order needs. Other studies (Sweeney, 1981;

Porter, 1961; Trusty and Sergiovanni, 1966) have shown that in many occupations, including

teaching, higher order needs deficiencies tend to cause most job dissatisfaction. Cockburn

(2000) interviewed 12 elementary teachers about why they were satisfied with their job.

Teachers expressed satisfaction with their basic needs being met (a) self-fulfillment, (b) co-
worker relationships, and (c) challenges were reasons they felt satisfied with teaching.

Erlandson and Pastor (1981) surveyed 150 teachers in a variety of districts in different

geographically regions and found that teachers with higher-order needs wereleast satisfied

with teaching, and that schools generally do a better job of satisfying basic needs.

One may view human motivation in organizational settings as individuals having

motives and needs that drive their behavior in those settings; and Maslow’s theory provides

lens for understanding job satisfaction. Job satisfaction, again referring to what employees
like about their jobs, is a part of the daily work environment vital for maintaining consistency

and stability. Certain work situations (variables) can cause job dissatisfaction; however, this

research restricts itself to the influence school variables have on the job satisfaction of

teachers.

With teacher shortages on the increase, new empirical studies (Guin, 2004; Day,

Elliot, &Kington, 2005; Yong &Yue, 2007; Kearney, 2008; Grayson & Alvarez, 2008;

Kersaint, Lewis, Potter, &Meisels, 2008) have been exploring factors that influence teachers

that move from school to school, from district to district, or leave the teaching profession. As

early as the 1950s, researchers began examining job satisfaction and discovering patterns in

the careers of teachers. Grissmer& Kirby (1987) reviewed personnel datafrom 40,000

teachers. The data showed that a teacher’s age and experience influencetheir attrition rate--
high for young teachers, low for middle-aged teachers and high for older teachers. Murname,

Singer & Willet, (1989a) examined data on 5100 North Carolina teachers. The data showed

that less experienced elementary teachers tend to leave the profession than more
experienced

teachers.

Conflicting findings have emerged with regard to a teacher’s gender and attrition.

Ingersoll (2001) reviewed the Schools and Staffing Survey from the National Centerfor

Education Statistics (Ingersoll, 1995) and found that male teachers are more liable to quit

than female teachers, while Rees (1991) found males and females exhibitingsimilar attrition

behavior before getting married but women becoming more liable to leave after they get

married.

With respect to school characteristics, if the racial make-up of the student body is

largely minority, poor and urban; analysis of the 1999-2000 Schools and Staffing Survey

indicate that teachers are more liable to leave teaching or transfer to another school (Strunk

& Robinson, 2006). These characteristics are known to influence school working conditions

that may cause dissatisfaction among teachers (Loeb, Darling-Hammond, &Luczak, 2005).
Using data from educational surveys, Darling-Hammond (1997) found teachers dissatisfied

with aspects of the school environment: low student motivation, lack of administrative

support, and inadequate pay. Pay is, in fact, consistently associated with teachers’

Job satisfaction research began in conjunction with attitude and morale research

(Mitchell, 1978). To understand job satisfaction, one must begin by examining gattitudes

necessary to understand organizational behavior. Mitchell (1978, pp. 118-119) stated the

following.

§ “Attitude is related to behavior”--that is, people behave certain ways based upon their

attitudes toward something.

“Attitude is an unidimensional variable”--that is, it is a variable to which one’s feelings

are associated with an object.

“Attitude is a hypothetical construct” (p.119)--that is, actions attributable to attitude can

be observed but not attitude itself.

Mitchell (1978) believed that attitudes are evaluative feelings formed by their beliefs and

rooted in their psychological framework. Attitudes may predict our beliefs, values and

behavior, and can define our values. The diagram below (Mitchell, 1978, p. 120) indicates

the relationship between attitudes and other factors. One of the most frequently researched
attitudes is how one feels about one’s job--that

is to say, job satisfaction. In 1978, Mitchell found that this particular topic had been widely

researched with more than 3000 articles and research reports. By 1992, Cranny et al.
reported

more than 5000 articles and research reports have been published on job satisfaction. An

attitudeis more than just about feelings if workers were cooperating with management, paid

well, and experienced little or no fatigue, the assumption would be that these are satisfied and

productive workers (Taylor, 1970). Fatigue reduction on the job was investigated throughout

early 1900s began extensively reviewing the effects of environmental factors like ventilation
noises and illumination on fatigue (Burtt, 1931; Ryan, 1947; and Viteles, 1932). The

Hawthorne studies (Mayo, 1960) initiated in the late 1920s heralded the first systematic
examination of industrial dissatisfaction problems. Textile mill workers experienced extreme

fatigue because of a lack of rest breaks. These findings set in motion investigations into such

industrial factors as rest pauses and productivity incentives. When employees showed little

reaction to rest pauses and other incentives, the emphasis quickly shifted to studying

employees’ attitudes. Hoppock (1935) first studied job satisfaction involvingemployed

adults in industrial and school teachers. He studied factors that could affect job satisfaction

like working conditions and supervision. He later studied achievement.

The researchers who followed Hoppock (1935) researched the importance of the

supervisor and work groups on employee satisfaction (Homans, 1950; and Likert, 1961).

Herzberg et al., (1959) redirected the meaning of employee satisfaction to include work

itself-true job satisfaction comes from allowing individuals responsibility and opportunities

to grow mentally. Thus, three major schools of thought concerning employee job satisfaction

emerged (Locke, 1976).

The Physical-Economic School, centered on pay, working conditions, and physical

arrangement of work.

The Social (Human Relations) School, centered on cohesive work groups, good

supervision, and employee-management relations.

The Work Itself School, centered on growth in skill, efficacy, mentally challenging work.

Locke (1976, p. 1300) defined job satisfaction as “a pleasurable or positiveemotional

state resulting from the appraisal of one’s job or job experiences”. A job is “a complex
interrelationship of tasks, roles, responsibilities, interactions, incentives, and rewards”

(Locke, 1976, p. 1301). Locke classified jobs into nine dimensions.

Work--variety, opportunities for growth and learning, amount, difficulty.

Pay--amount, equity, method of payment.

Promotion--fairness, opportunities for.

Recognition--celebrations, praise, criticism.

Benefits--pension, leave time, vacations, health.

 Working conditions--hours, breaks, physical layout, temperature, location.

Supervision--style, skill, ability, human relations.

Co-workers--friendliness, competence, support.

Company and management--employee relations, benefit packages.

Locke (1976) further separated these dimensions into two different levels (a) events or

conditions--the first six dimensions, and (b) agents--the last three. Since someone or

something causes events or conditions and agents are either liked or disliked for actions

completed or not completed, some theories of job satisfaction analyze the interactions

between events or conditions and agents. According to Locke (1961, p. 316):

Job dissatisfaction is the unpleasurable emotional state resulting from the appraisal of

one’s job as frustrating or blocking the attainment of one’s job values oras entailing

disvalues. Job satisfaction and dissatisfaction are a function of the perceived

relationship between what one wants from one’s job and what one perceives It as

offering or entailing.

Meanwhile, three causal models or job satisfaction frameworks attempt to identify

variables relating to overall employee job satisfaction (Locke, 1961).

Content theories of job satisfaction attempt to explain job satisfaction as needs that must

be satisfied or values most conducive to job satisfaction.

Process theories of job satisfactionattempt to explain job satisfaction by categories of

variables (for example, values, needs, expectancies, and so forth) in which they relate

with or combine to cause job satisfaction.

Situational models of job satisfactionattempt to explain job satisfaction by categories of

variables (task, organizational, or individual characteristics) and how they combine to

relate to job satisfaction.

Thompson, McNamara, and Hoyle’s (1997) research sought to synthesize findings on job

satisfaction from the numerous job satisfaction studies from 1965-1990. A discussion of
these three theoretical frameworks will follow.

Content Theories of Job Satisfaction

Content theories attempt to explain job satisfaction according to needs that must be

satisfied or values that must be attained (Locke, 1976). Examples include Maslow’s

Hierarchy of Human Needs Theory (1943), and Herzberg’s Two-Factor Theory (Herzberg et

al., 1959). This theory describes motivators (like achievement, the work itself and

advancement) as increasing satisfaction while hygienes (the salary and working conditions,

supervision) as producing job dissatisfaction (Hoy and Miskel, 2008). Cockburn’s 2000

teacher job satisfaction research explored why teachers are satisfied with their job through

the lens of needs satisfaction. This study revealed that teachers enjoy the relationships

developed and challenges presented; satisfaction of lower-order needs.Erlandson and Pastor

(1981) discovered that teachers with high-order needs were least satisfied, and schools tend

to meet lower-order needs.

Process or Discrepancy Theories of Job Satisfaction

Process theories attempt to explain job satisfaction by categories of variables (such as

values, needs, expectancies, and so forth) they relate to or combine with to cause job

satisfaction (Locke, 1976). Discrepancy theories attempt to explain job satisfaction as the

difference between (a) what the employee hopes to accomplish or desired outcomes and what

the employee actually accomplishes (Locke, 1976), or (b) an employee’swork motivation

and organizational incentives (Hoy and Miskel, 1996). For example Porter’s (1961) Needs

Satisfaction Research, which is concerned with the need satisfactions and perceptions of

individuals in management jobs; March and Simon’s (1958) Inducements-Contributions

Theory, which hypothesizes that individuals make costs-benefits analysis (discomforts and

pleasures) in deciding whether to work for an organization; and Vroom’s (1964) Subtractive

and Multiplicative Models of Job Satisfaction. Subtractive models of job satisfaction assume

need satisfaction is a function of the difference between the extent to which a need is met in a
work situation and the strength of the need, whereas Multiplicative models assumean

interaction between motivational and work role variables.

Situational Models of Job Satisfaction

These models attempt to explain job satisfaction by categories of variables (task,

organizational, or individual characteristics) and how they combine to influence job

satisfaction (Hoy and Miskel, 1996). Examples include Glisson and Durick’s (1988)

Predictors of Job Satisfaction which implies that skill variety and role ambiguity are the best

predictors of job satisfaction; and Situational Occurrences Theory of JobSatisfaction

assumes job satisfaction to be determined by two factors: situational characteristics and

situational occurrences (Quarstein, McAfee, and Glassman, 1992). Situationalcharacteristics

refer to the job facets applicants evaluate before accepting a job--for example, pay, working

conditions, promotional opportunities, company procedures, and so forth. Situational

occurrences refer to job facets that go without being pre-evaluated and occur after an

applicant has been on the job. These facets can be positive or negative. Positive examples

might include spontaneous treats like doughnuts or breakfast biscuits; negative examples

might include broken copiers and annoying or confusing memos.

Quarstein et al. (1992) found that situational occurrences and situational

characteristics affect job satisfaction, and overall job satisfaction can be better predicted from

an awareness of both situational occurrences and situational characteristics. This theory also

provides a possible explanation for situations in which employees hold similar jobs at the

same or different organizations with different job satisfaction levels. It has particular

relevance for this particular study involving teachers across one district but in different

buildings supervised under different leaders.

The Situational Occurrences Theory further explains why the satisfaction levels of

employees change over time. Situational occurrences may change quicklyand can be

positive one moment and negative the next. Responding to this volatility, employee attitudes
towards job satisfaction can also change abruptly. The researcher has experienced a change

in teachers’ job satisfaction within a school. One year, teachers had high levels of job

satisfaction based upon staff surveys and little attrition. A year later, three employees

resigned during the school year, one to teach in another school district and the other two

dissatisfied with teaching. This information appeared in their resignation exit forms.

Why is it important for teachers to experience high levels of job satisfaction? The

research generally suggests that well-prepared, capable teachers have the greatest positive

impact on student learning (Darling-Hammond, 2003). Satisfaction appears to influence

teacher effectiveness which, in turn, promotes student achievement (NCES, 1997). In

addition, satisfied teachers are less likely to move from school to school or leave teaching

altogether. While some attrition is natural, too much disrupts the school environment and

increases school district expenses in seeking reinforcements. Job dissatisfaction constitutes

one reason why half of all teachers leave the profession (Ingersoll, 2002).

Much of teachers’ low satisfaction, results from excessive paperwork and undue

emphasis on standardized tests (Inman & Marlow, 2004). Other reasons affecting job

satisfaction include non-professional activities, such as schedule planning time and breaks,

signing in and out, limited access to the school building, and bus and hall duty (Inman &

Marlow, 2004). Elementary teachers must prepare for several different subjects and supervise

students during lunch, recess, bathroom breaks; during transition times between special

classes such as physical education, library, music and art. The teaching profession differs

from most professions in three areas (a) teachers always feel challenged by supervisors (b)

teachers usually lack autonomy in carrying out their tasks and (c) teachers tend to be

inadequately rewarded (Chapman and Lowther, 1982). Teachers prepare children for the

future but are compensated only slightly more a store clerk.

Research on teacher data shows motivating teachers to remain in the profession

constitutes an ongoing concern for most school districts, which can often attributeto high
teacher turnover due to low salaries and poor working conditions (Darling-Hammond, 2003;

Ingersoll and Smith, 2003; LoCascio-Creel, 2004; and Millinger, 2004). Factors both

intrinsic and extrinsic affect teacher job satisfaction (Perrachioneet al., 2008; Klassen&

Anderson, 2009). Intrinsic motivators perceived in influencing job satisfaction are (a)

personal teaching efficacy, (b) working with students, and (c) job satisfaction as suggested by

201 public school teachers. Extrinsic factors perceived in influencing jobdissatisfaction are

(a) student discipline, and (b) time demands (Klassen& Anderson, 2009). Hongying (2007)

states that job satisfaction research centers mainly around (a) overall job satisfaction, (b),

dimensions of job satisfaction, and (c) influencing factors of job satisfaction today.

Accordingly, this study examines school factors that influence teachers’ job satisfaction.

Independent Variables The main purpose of this study is to investigate the relationship
between school

environment and teachers’ job satisfaction. Specifically, the study will analyse how
teachers’

job satisfaction relates to two attributes of school environment: teacher-student

relations and

school management, with stress as a mediating factor.

Hence the study aims at answering the following overall research question:

- How are factors in the school environment related to primary school teachers’ job

satisfaction in Sweden?

The following subsidiary research questions are investigated:

1. How is work-related stress related to primary teachers’ job satisfaction?

2. How are teacher-student relationships related to primary teachers’ job satisfaction?

3. How is school management related to primary teachers’ job satisfaction?

Objectives

The study’s broad objectives are to explore the relationship between work
environment and
job satisfaction of Swedish primary school teachers. The specific objectives are to
explore the

relationship between teachers’ job satisfaction and stress, to explore the relationship
between

teachers’ job satisfaction and teacher-student relationships and to explore the

relationship

between teachers’ job satisfaction and school management.

JOB SATISFACTION IN SWEDISH PRIMARY

SCHOOLS
while controlling for background variables such as age and gender. The purpose is to
examine

whether and how strongly job satisfaction is affected by work environment attributes:

teacher-student relations, school management, and stress as a mediating factor. The

study

employs a quantitative analytical framework in order to explore and understand the

relationship among variables (Creswell, 2014) such as the strength and direction of
the

relationships. The study is empirical, and the context consists of earlier empirical
studies to

which this study hopes to further contribute. The researcher uses 2011 data from the
1998

ETF-cohort. The data were collected via a survey conducted by Statistics Sweden
among

primary school teachers and pupils in Sweden (Härnqvist, 2000).

The following subsidiary research questions are investigated:

1. How is work-related stress related to primary teachers’ job satisfaction?

2. How are teacher-student relationships related to primary teachers’ job satisfaction?

3. How is school management related to primary teachers’ job satisfaction?

individual’s desire to achieve (Wolf, 1970). Weller (1982) believes that the majorcauses of

teacher dissatisfaction concerns people-problems. He believesMaslow’s Hierarchy of

Human Needs Theory (1943) provides a foundation for schools to meet teachers’ needs.

Erlandson and Pastor (1981) analyzed the presence of higher-level needs in 150 teachers

from different geographical regions. Their findings indicated that two-thirds of teachers

surveyed possessed a predominance of higher-level needs and were least satisfied, whereas

teachers possessing a predominance of lower-order needs were more likely to be satisfied

since schools generally meet the needs of teachers with a predominance of lower-level needs.

Cockburn (2000) examined literature and interviewed 12 teachers on why are they satisfied

with teaching. Teachers reported (a) self-fulfillment, (b) co-worker relationship, and (c)

challenge as reasons why they are satisfied with their job; “teaching potentially includes

many of the factors others have classed as important when considering basic needs

satisfactions” (Cockburn, 2000, p. 12). Veenman (1984) examined 83 studies since the 1960s

regarding the perceived problems of beginning teachers. The studies revealed that lower-
order needs such as security, belongingness, and self-esteem; must be satisfied before

teachers can behave as self-actualized persons supports job satisfaction.

Also, in examining Maslow’s theory, Hall and Nougiam (1968) found that as

managers advance, lower level needs fulfillment decreases while higher level needs

fulfillment increases. Accordingly, it is assumed that job-holding individual shave the desire

to “move up” in their careers the longer they remain on the job. The fulfillment of that desire

can either cause job satisfaction or dissatisfaction, Maslow’s theory(1943) provides the

foundation for clarifying satisfaction levels, and is used here to gain insight into teachers’
satisfaction levels with their work. The present study examines the job satisfaction, i.e. the
degree to which job features that are

highly valued by individuals are present in their work environment. Though a number of
studies

have been conducted in the field of academics but a few have been undertaken to compare
the

job satisfaction of male and female teachers in government & private schools Suki (2011)
examined on job satisfaction and organizational commitment: The effect of gender

on employee perception of job satisfaction and organizational commitment. Study revealed

that

employee‟s gender has no significant effect on his/her perception of job satisfaction and men
and

women have the same level of organizational commitment.

Kumar & Bhatia (2011) mentioned that the level of job satisfaction and attitude of the teachers

towards teaching is least affected by the gender, the marital status, minimum qualification and

income group of physical Education teachers to compare the job satisfaction among Physical

Education teachers and their attitude towards teaching.

Kumari and Jafri (2011) mentioned a study on level of Organizational Commitment of Male
and

Female teachers of Secondary School to investigate the overall level of Organizational

Commitment of Male and Female teachers of Secondary School of Aligarh Muslim University.

Data analyzed by using t-test result revealed that overall percentage of female teachers

Organizational Commitment was much higher than male teachers.

Zilli and Zahoor (2012) conducted a study to find out the organizational commitment among

male and female higher education teachers and to compare the organizational commitment

among male & female higher education teachers. Result revealed that the females had

significantly higher level of organization commitment.

Mehta (2012) investigated on job satisfaction among teachers to know whether the perception
of
job satisfaction among teachers was affected by the type of organization (private vs. Govt.)
and

the gender (male vs. female). Descriptive analysis was made to study the perception of job

satisfaction of male vs. female and t-test was used. Result showed that there would be
significant

difference in the level of job satisfaction of Govt. and private school teachers.

Nagar (2012) undertook a study on "Organizational commitment and job satisfaction among

teachers during times of Burnout for developing and tests a model for Burnout and its effect
on

job satisfaction on organizational commitment" Research showed that in term of job

satisfaction

& organizational commitment the mean score for female teachers was higher than male
teachers.

The purpose of this section is to provide readers with a critical review of theorised

connections that have been found to exist between job satisfaction, stress, school
management

and teacher-student relationships.

Teacher Job satisfaction

Herzberg (1987) suggested two types of factors that contribute to job satisfaction and job

dissatisfaction. The former are the motivators (intrinsic factors): recognition, personal growth,

the work itself, opportunities for promotion, achievement. The hygiene factors (extrinsic

factors) ensure that employees perform their tasks at minimum level. These are: supervision,

security, organization policies, work conditions, salary, relationships with colleagues and

supervisors and status are associated with job satisfaction. While the presence of extrinsic

factors does not guarantee job satisfaction, their absence can result in employee job

dissatisfaction (Herzberg,1987).

Studies (Wu and Short, 1996; Herzberg, 1987) show that teachers emphasize the

motivators. Other studies (Crossman & Harris, 2006) suggest the hygiene factors as the best

predictors of teacher job satisfaction. Recent studies (Griva, Panitsidou, &Chostelidou, 2012)
suggest the mix of both factors as main predictors of teachers’ job satisfaction.

Teachers’ satisfaction is important for student achievement and school performance.

To begin with, job satisfaction influences job performance (Judge et al., 2001). It increases

teacher motivation and commitment to teaching (OECD, 2014; Van Maele& Van Houtte,

2012; Judge et al., 2001). Satisfied teachers are more likely to provide higher quality teaching

that benefits students’ success (Collie et al., 2012; Griva et al., 2012; Demirtas, 2010).

Teacher job satisfaction has serious implications for the school development and teachers

themselves. Particularly, it can influence teacher absenteeism, turnover and school

effectiveness (Ingersoll, 2001; Ostroff, 1992). Satisfied and motivated teachers are more

interested in professional development (Ostroff, 1992), which subsequently can improve the

quality of teaching (OECD, 2014).

Finally, studies highlight (Collie et al., 2012; Klassen& Chiu, 2010; Borg et al., 1991)

that teachers’ job satisfaction is determined by stress and teaching efficacy. In addition, job

satisfaction affects teacher turnover and retention. The likelihood of leaving the profession

decreases when employees have high levels of job satisfaction (Crossman & Harris, 2006;

Tye& O’Brien, 2002).

School environment

Teachers are mainly responsible for developing young learners’ literacy skills, provide

opportunities for personal development, educate about societies and prepare for job market

(OECD, 2014). School environment can affect productivity, motivation and wellbeing

(Chandrasekar, 2011). It is a complex system, consisting of interactions between school

administrators, fellow teachers and pupils (OECD, 2014). Studies show that the environment

is related to teacher job satisfaction (Tran & Le, 2015; Raziq&Maulabakhsh, 2015; Skaalvik

&Skaalvik, 2011), but also dissatisfaction (OECD, 2014; Ingersoll, 2001). Research

examining the relationship between school environment and job satisfaction have shown that

teachers experience greater satisfaction not from financial rewards but interpersonal
relationships that they experience with school administrators, fellow teachers and pupils

(Korb&Akintunde, 2013; Abd-El-Fattah, 2010).

While good school environment is characterized by good relationships and

communication, stress is cited as a strong predictor for teacher dissatisfaction with work

environment (Klassen& Chiu, 2010). Particularly, classroom stress and workload stress affect

teachers negatively (Tran & Le, 2015; Collie et al., 2012; Klassen& Chiu, 2010). The effects

of poor school environment include lack of motivation (OECD, 2014), poor student

performance (Judge et al., 2001), teacher absenteeism (Skaalvik&Skaalvik, 2011) and

teacher burnout (López, Santiago, Godás, Castro, Villardefrancos& Ponte, 2008). Lópezet

al. (2008) report persistent student disruptive behavior and lack of support in disciplinary

issues as predictors of teacher burnout.

Stress, workload and tiredness

Kyriacou (2001) defined teacher stress as the experience of negative emotions resulting from

teacher’s work. In comparison with other jobs, teaching profession is highly stressful

(Kyriacou, 2001). It encompasses a wide range of tasks, roles and responsibilities. The

schedule is filled with planning, administrative work, student counseling, extracurricular

activities, and meetings (OECD, 2014; Leithwood, 2006). Swedish teachers are often asked to

add more hours to the administration, documentation and lesson planning (Skolverket, 2013).

Between 20 to 40 per cent of planning, grading and documentation occur either in the

evenings or weekends when teachers are home. Teachers should keep students satisfied and

engaged in lessons (Leithwood, 2006). Therefore, they plan the educational process in

collaboration with the students, allowing students to plan their time (Skolverket, 2007). They

often give different type of work to students with learning difficulties and to the high

performing ones (OECD, 2014).

Teachers report tiredness and stress due to too much workload and demands from

stakeholders (Klassen& Chiu, 2010; Black, 2004; Borg et al., 1991), discipline issues
(Leithwood, 2006) and a lack of appreciation (Leithwood, 2006). Stress from discipline issues

(Lopet et al, 2008; Leithwood, 2006) and stress from workload (Kyriacou, 2001) often lead

to: low levels of teaching efficacy (Collie et al., 2012 ; Skaalvik&Skaalvik, 2011), increased

levels of burnout (Klassen& Chiu, 2010; Leithwood, 2006; Kyriacou, 2001) and negative

teacher-student relationships (Kokkinos et al., 2005; Kyriacou, 2001). For example,

multitasking and working over-time often leaves teachers exhausted and demotivated (OECD,

2014; Botwinik, 2007), whereas inadequate time for planning and preparation contributes to

anxiety (OECD, 2014; Liu & Ramsey, 2008). Leithwood (2006) adds that too much workload

prevents teachers from developing professionally, finding time to help students, asking for

help the colleagues as well as meeting their personal goals. Additionally, it puts a strain on

both their professional and personal lives (Leithwood, 2006).

Too many demands to meet and too little support and recognition for work can result

in emotional exhaustion (Moore, 2012; Botwinik, 2007). However, other researchers like

Lopez, Santiago, Godas, Castro, Villardefrancos, and Ponte (2008) mention student disruptive

behavior (aggression among students and against teachers, acts of vandalism, challenging
the

competence and professionalism of teachers) as the main explanatory factor of teacher

emotional exhaustion. Regardless of what causes the state of exhaustion, researchers seem
to

agree that such exhaustion can lead to teacher counterproductive behaviour and strained

relationships (Moore, 2012; Lopez et al., 2008; Leithwood, 2006).

A supportive work environment in a form of feedback, mentoring and workshops from

school management (Liu & Ramsey, 2008; Leithwood, 2006), however, can help mitigate

teacher stress (Collie et al., 2012; Demir, 2008; Leithwood, 2006). Conversely, when

deprived of such support, they experience feelings of dissatisfaction and low motivation,

which affect their work commitment and performance (Tye& O’Brien, 2002).

School management
Some studies report work recognition and career advancement opportunities as key

components to teacher job satisfaction and retention (OECD, 2014). In contrast, other studies

put emphasis on extrinsic rewards: appreciation, recognition and support from the

relationships with school members (Van Maele& Van Houtte, 2012; Moore, 2012; Goddard,

Goddard, Miller, Larsen & Jacob, 2010).

Managerial support largely contributes to teacher overall well-being (Spilt, Koomen&

Thijs, 2011; Bataineh, 2009) and retention (Leithwood, 2006). When facing organizational

and social pressures, workload, discipline issues, teachers need social support to stay

motivated and relaxed (Skolverket, 2013; Skolverket, 2007). Teachers build stress resistance

when school managers offer help with disciplinary issues, feedback and mentoring (OECD,

2014; Crossman & Harris, 2006; Kyriacou, 2001). Teachers feel unmotivated and insecure if

the management ignores their problems and needs (Leithwood, 2006).

Another form of managerial support is helping teachers with discipline issues. The

difficulties experienced by teachers in managing conflict and the lack of support with regard

to disciplinary actions are named as predictors of teacher burnout (Lopez et al., 2008).

Lacking a network of social support manifests in difficulty in maintaining positive, emphatic

personal relationships at work (Lopez et al., 2008). Teachers report managerial support in

handling disciplinary issues, maintaining discipline within the classroom and solving conflicts

with students and parents as important to mitigating the levels of stress (OECD, 2014). In

contrast, Lopez et al. (2008) argue that social support in the above-mentioned matters should

come from all stakeholders (parents, co-workers, school leaders) as a preventive method to

teacher burnout.

Opportunities for self-growth can also positively reinforce teacher job satisfaction

(Skaalvik&Skaalvik, 2011) as professional development is associated with higher teacher

morale, organizational commitment and students’ success (OECD, 2014; Skolverket, 2007;

Leithwood, 2006). For example, pedagogical feedback enhances teaching practices and
raises
the attractiveness of the profession (OECD, 2014). Teacher-teacher feedback provides

opportunities to seek help and receive moral support reducing this way work-related stress

(OECD, 2014; Skaalvik&Skaalvik, 2011). In addition, in-service training enables them to

reflect on their practice, improve instruction and apply effective teaching methods (OECD,

2014). Teachers with wide range of pedagogical knowledge are more confident and satisfied

as professionals (OECD, 2014). High teaching efficacy means stronger abilities to engage

students in the lessons and handle discipline issues (Klassen& Chiu, 2010).

Last but not least, social appreciation (from stakeholders) also raises the attractiveness

of the profession (OECD, 2014). Participating in decision making is also vital for teacher job

satisfaction and retention (OECD, 2014; Demir, 2008; Liu & Ramsey, 2008; Otto & Arnold,

2005) as it makes the teaching staff feel more valued and important (OECD, 2014).

Conversely, having no say in decision making and lack of control over their work

environment can lead to more stress as well as feeling ignored and unappreciated (OECD,

2014).

A positive school environment is characterized by social support, high levels of trust

and communication with teachers (OECD, 2014). Supportive school leaders tend to consult

teachers, seek their advice and enable them to participate in decision making. Principal’s

decisions should enable teachers to have time for planning, assessment, documentation of

student’s progress and knowledge (OECD, 2014). The OECD report (2014) further explains

that a healthy school culture emphasizes teachers’ work as meaningful, has clear institutional

goals, and encourages teacher collaboration (OECD, 2014). Supportive school management

increases teacher job satisfaction by allowing teachers to participate in decision making

process, helping with discipline issues, organizing workshops, creating trust and collaboration

among teachers (Fantilli& McDougall, 2009; Leithwood, 2006).

Teacher-student relationships

Dewey (1958) once said that individuals forming the school environment make the basis for
an effective school. Students’ development and learning are widely influenced by the school

environment, especially its social aspect. A positive school environment promotes feelings of

belonging and community, which consequently prompt the development of prosocial attitudes

in students. Additionally, a caring and supportive school environment contributes greatly to

students’ academic success (Wubbels, Brekelmans, den Brok, Wijsman, Mainhard, & van

Tartwijk, 2014) by having a positive influence on “their attitudes, motivation, engagement,

and goal setting” (Schaps, 2005). Researchers agree that positive student-teacher
relationships

play a key role in building a positive school environment for students and teachers (Wubbels

et al., 2014; Anderman, Andrzejewski, & Allen, 2011).

Positive student-teacher relationships, described as warm and open (Wubbels et al.,

2014), with elements of mutual respect and empathy (Wubbels et al., 2014), help teachers

remain motivated, committed, and satisfied with job (Grayson & Alvarez, 2008). Respectful

and appreciative student provide teachers with positive emotions such as enthusiasm,

understanding and being at ease (Claessens, Van Tartwijk, Pennings, Van der Want, Verloop,

Van den Brok, &Wubbels, 2016; Collie et al., 2012).

Negative teacher-student relationships are characterized by conflict between teacher

and students as well as disrespectful attitude of students (Spilt et al., 2011). Student

misbehavior affects teachers’ attitudes to students and work (Durr et al., 2014; Lopez et al.,

2008) and leads to teacher stress. Disruptive students increase the complexity of teachers’

work (Leithwood, 2006) and the amount of time teachers spend on keeping the discipline

(OECD, 2014). Discipline issues in Swedish classrooms are sometimes a result of teachers

being over friendly with pupils and refraining from using classroom management techniques,

making teachers feel stressed and disrespected (Jelmini, 2014). Stressed teachers report

having less control of their classroom and lower commitment (Moore, 2012; Klassen& Chiu,

2010). Too much stress can weaken teachers’ positive disposition towards pupils making

them make crude comments, shout or show anger when pupils produce poor work or
misbehave (Claessens et al., 2016; Griva et al., 2012; Kyriacou, 2001). In addition, negative

teacher-student relationships can result in teacher burnout (Lopez et al., 2008), absenteeism

(Ingersoll, 2001) and teachers’ early retirement (Spilt et al., 2011; Lopez et al., 2008; Tye&

O’Brien, 2002). More and more primary and high school teachers experience violence and

aggressive behavior such as intimidation, verbal threats, bullying, assault, theft and gang

activities (Espelage, Anderman, Brown, Jones, Lane, McMahon, Reddy, Reynolds, 2013).

Examining the quality of students’ relationships with peers and the school staff can

help better understand the discipline issues (Schaps, 2005). Such issues, specifically

demonstrating hostile attitudes towards peers, teachers and learning, often arise when

students' expectations of acceptance and attention are not met (Pas et al., 2015). However,

giving attention to building relationships based on trust as well as creating opportunities for

pupils to take up leadership roles, can help develop their self-confidence, motivation and

increase their participation resulting this way in more student satisfaction (Anderman et al.,

2011) and less disruptive behaviors (Pas et al., 2015). Teachers also report teaching as more

enjoyable and easier when students behave well and accept responsibility for their actions

(OECD, 2014; Klassen& Chiu, 2010).

Experts (Collie et al., 2012; Moore, 2012) report that creating a school environment

with just occasional discipline issues depends on teachers’ motivation and attitude. For

example, students can become disgruntled and unruly if teachers display demotivated and

dissatisfied attitudes and behavior (Collie et al., 2012). Moreover, teachers with teaching

efficacy and good classroom management skills report very good communication with

students (Wubbels et al., 2014). It is down to their abilities to engage students and prevent

discipline issues from escalating, or arising (Veldman et al., 2013; OECD, 2014). Motivated

and engaged students who are and engaged, follow the rules, achieve good grades, and are

helpful to others (Claessens et al., 2016). Teachers report feeling more relaxed than stressed

and consequently enjoying working as teachers (Collie et al., 2012; Spilt et al., 2011; Grayson
& Alvarez, 2008).

Other factors affecting job satisfaction

While some studies report nature of work and relationships with pupils, colleagues and school

administration as key predictors of teacher job satisfaction (Saiti& Papadopoulos, 2015),

other studies support the correlation between job satisfaction and socio-demographic

characteristics like age, gender, education level and years of experience (Eliofotou-Menon&

Athanasoula-Reppa, 2011; Klassen& Chiu, 2010). In this part, the researcher provides a brief

analysis of other factors: teacher characteristics and the role of stakeholders, and their
relation

to teacher job satisfaction.

Bishay (1996) indicates that job satisfaction increases with age. Due to their limited

experience in classroom management and teaching methods, young teachers are less likely
to

know how to teach well, engage students, handle discipline issues and manage workload
(Van

Maele& Van Houtte, 2012; Eliofotou-Menon&Athanasoula-Reppa, 2011). This can mean

lead to poor student-teacher communication, more stress and desire to leave the job (Van

Maele& Van Houtte, 2012). Low retention and high attrition rates among young teachers are

often a result of low confidence in their performance (Eliofotou-Menon&

Athanasoula-Reppa, 2011) as well as feeling undermined by school management (Bishay,

1996). Older teachers experience better relationships with subordinates and are given more

supervision and support from school management (Eliofotou-Menon&Athanasoula-Reppa,

2011). Length of service and experience play a role. According to Saiti and Papadopoulos

(2015) age correlates with the levels of job satisfaction with reference to administration, pay,

colleagues and the nature of work.

Work experience

Work experience is frequently associated with the length of service (Bishay, 1996).

Experienced teachers perceive teaching as more satisfying and enjoyable (Klassen& Chiu,
2010). Compared to novice teachers, experienced teachers are more familiar with applying

effective instruction, managing unruly students and using successful teaching strategies (Van

Maele& Van Houtte, 2012). They are also more prepared for the unpredictability of

classroom environment, which can mean less stress (Claessens et al., 2016). Novice teachers

tend to engage in communication with motivated and well behaved pupils, whereas

experienced teachers strive to form relationships with all pupils regardless of their

performance and behavior (Wubbels et al, 2016). This can have repercussions on students’

inclusion and participation (Wubbels et al, 2016). In addition, experienced teachers are more

oriented and accustomed to organizational policy and practices (Eliofotou-Menon&

Athanasoula-Reppa, 2011). Experienced teachers tend to have a status at work, more

recognition, more say in decision making and more support from school management

(Eliofotou-Menon&Athanasoula-Reppa, 2011; Ingersoll, 2001). Meeting the demands of the

community members and handling workload is more stressful for less experienced teachers

(Klassen& Chiu, 2010; Fantilli& McDougall, 2009).

Gender

According to several studies, women are less satisfied with teaching than their male

co-workers (OECD, 2014; Eliofotou–Menon&Athanasoula-Reppa, 2011; Liu & Ramsey,

2008). Dissatisfied female teachers tend to care less about the fulfillment of their career goals

and professional development (Eliofotou-Menon&Athanasoula-Reppa, 2011). Female

teachers have higher levels of workload and classroom stress compared with male teachers

(Klassen& Chiu, 2010; Antoniou, Polychroni, &Vlachakis, 2006). They often struggle with

work-life balance due to workload ( Klassen& Chiu, 2010). Female teachers report

discrimination at work as serious obstacle from fulfilling their career aspirations

(Eliofotou-Menon&Athanasoula-Reppa, 2011).

Teacher education program

In Sweden, 20 000 informal teachers work in compulsory schools (Skolverket, 2007). One in
five teachers lacks a formal teaching degree (OECD, 2014). The increasing shortage of

teaching staff in Sweden makes it difficult for schools to initiate changes such as asking the

unqualified teachers to complete studies. However, studies show the quality of teaching and

subsequently school performance depends on training provided to teachers (Skolverket,

2013). In order to ensure high levels of teachers’ teaching efficacy teachers need formal

training that involves classroom practice, content and pedagogy (OECD, 2014). Teachers with

academic credentials report teaching as less stressful and more satisfying thanks to

preparation they received at vocational schools (OECD, 2014). Teachers who lack vocational

training find teaching more stressful and challenging due to lack of skills and adequate

knowledge (OECD, 2014). In addition, they report lower self esteem and job satisfaction as a

result of a lower function and status at school (OECD, 2014).

Stakeholders

School is a social system in which teachers often depend on help, resources and knowledge

from stakeholders (Fantilli& McDougall, 2009). Being on good terms with stakeholders can

result in more teacher engagement and enthusiasm contributing this way to teacher job

satisfaction (Van Maele& Van Houtte, 2012). Teachers report high levels of job

dissatisfaction mainly due to stress from workload (Leithwood, 2006; Kyriacou, 2001),

discipline issues (OECD, 2014; Botwinik, 2007; Leithwood, 2006) and a lack of appreciation

from stakeholders (Klassen& Chiu, 2010; Black, 2004).

Workload, in particular multitasking and working over-time often leaves them

exhausted and demotivated (OECD, 2014; Botwinik, 2007), whereas problematic students

and lack of social support lead to anxiety and frustration (OECD, 2014; Liu & Ramsey,

2008). The situation improves when school leaders actively help teachers with disciplinary

issues (OECD, 2014; Collie et al., 2012; Demir, 2008; Leithwood, 2006) and sensibly

distribute workload like administration, documentation and lesson planning (OECD, 2014;

Skolverket, 2013; Leithwood, 2006). Moreover, teachers report feeling more motivated and
satisfied when provided with professional development (Liu & Ramsey, 2008; Leithwood,

2006). It is another form of social support that helps them feel important and valued (OECD,

2014). In addition, students’ behavior and participation in lessons can also be improved

through a tight collaboration with parents, who can influence pupils motivation and

attentiveness (Van Maele& Van Houtte, 2012).

Secondly, teachers’ perceptions of the profession is often based on how the society

values it. Stakeholders’ perception of teaching profession can affect their self-esteem and

motivation (Eliofotou-Menon&Athanasoula-Reppa, 2011), which can influence recruitment

and retention (OECD, 2014; Tye& O’Brien, 2002). Teachers in Sweden perceive their

profession as not valued by the society (OECD, 2014) and consider their status to have

deteriorated over the past thirty years (Skolverket, 2007).

CHAPTER -5
ANALYSIS OF PRIMARY DATA
Job Satisfaction Questionnaire is the most appropriate instrument in measuring job

satisfactionA

(Smith et al., 1969). This instrument is structured to measure specific areas of

satisfaction; its questions ask a respondent to describe their work; and it is designed to guide

the respondent in answering the questions.

Job satisfaction is one of the most widely discussed issue in organizational behaviour and
Human

Resource Management. In present study the researcher investigated the present level of job
satisfaction among the private and govt. school teachers. In this research, 50 Govt., 50
Private and 50 charted school teachers, 150 in total, working in different Govt.,private and
charted schools were examined.

The obtained data were analyzed based on Independent sample t-test has been used in this
study to analyze the job satisfaction level among male& female teachers and Govt. & Private
school teachers . The study revealed that there is no significant difference in the level of
satisfaction of male and female teachers. Furthermore, it was again revealed that there is no
significant difference in the level of satisfaction of Govt.,private and charted school teachers.

For the present study data was collected with the help of structured questionnaire. For the
present

study Five point Likert scale is used. Questionnaire had 16 consisting questions relating to
personal profile of the respondents questions relating to job satisfaction. . Independent sample
t-test was used to study the significant difference between the mean score of different groups.

QUESTIONNAIRE
NAME OF EMPLOYEE……………………………………………………………………………….

DESIGNATION………………………………………………………………………………………….

NAME OF SCHOOL……………………………………………………………………………………

1. How old are you?

A) 25-30 B) 30-40 C) 40-50 D) 50-60

2. What is your employment status as a teacher at this school ?

A) Permanent B) contract basis

3. What is the highest level of formal education that you have completed ?

A) below bachelor B) bachelor C) master D) Phd

4. How long have you been working as a teacher ?

A) 1-2 year B) 2-5 year C) 5-10 year D) 10-20 year

5. Do you have good relationship with principle ?

 A) Yes B) NO

6. Are you satisfied with the remuneration paid to you ?

A) Yes B) NO

7. Are you male or female

A) Male B) Female

8. Work fascinating

A) Satisfying

B) Good

C) Uncomfortable

D) Challenging

9. Pay income adequate

A) Provides luxuries

B) Less than I deserve

C) Well paid

D) Under paid

10. Supervision Asks my advice

A) Praises good work

B) Up-to-date

C) Doesn’t supervise

D) Has a favorite

11. Do you Knows you well ?

A) Bad

B) Intelligent

C) Poor planner

D) Around when needed

12. Co-workers Stimulating

 A) Boring

B) Slow

C) Helpful

D) Responsible

13.Overall Job Satisfaction

A) Waste of time

B) Good

C) Undesirable

D) Excellent

14. Unfair promotion policy

A) High (60% and above)

B) Moderate (59% - 40%)

C) Low (39% and below)

15.Estimate School Achievement

A) High achievement (100% - 90% at or

above grade level)

B) Middle achievement (89% - 70% at or

above grade level)

C) Low achievement (69% and below

grade level)

16. Estimate School’s Performance level

A) Low performing school

B) Average performing school

C) High performing school

ANALYSIS OF PRIMARY DATA

Job Satisfaction Questionnaire is the most appropriate instrument in measuring job

Detailed Information of the Respondents by Quest (N=150) are as follows

A study on the relationship between the job satisfaction and commitment among teachers

can be undertaken. Total Job Satisfaction

1. Age.The age of teachers’ did not affect their total job satisfaction.

2. Social economic Status (SES).The school’s social economic status of students did not
influence the total job satisfaction of teachers.

3. Maximum teacher have bachelor degree. That did not affect theit total job satisfaction.

4. Experience. The teaching experience of teachers did not affect their total job satisfaction. .

5. Relationship with principle did not influence the total job satisfaction of teachers.

6. Remuneration paid did not influence the teachers’ satisfaction of the school’s working
conditions.

7. gender did not influence theteachers about the school’s working conditions.

8.work fascinating did not influence the teachers about the school’s working conditions

9. The academic achievement of the school did not influence the

teachers’ satisfaction with their pay.

10. The academic achievement of the school did not influence the

teachers’ satisfaction with their supervisors.

9. SES. The school’s social economic status of students did not influence the views of

teachers about their pay.

10. supervision did not affect job satisfaction.

11. SES. The school’s social economic status of students did not influence the views of

teachers about their opportunities for promotion.

12. . The academic achievement of the school did not influence the

teachers’ satisfaction with their co-workers.

14. Academic Achievement. The academic achievement of the school did not influence the
teachers’ satisfaction with their opportunities for promotion

16. school performance did not influence teacher job satisfaction.

Chapter 6

Measurement by scale

The job satisfaction scale has been developed by Muthayya (1973 ) . The scale
consist of 16 items measuring job satisfaction. Each item is presented withfour
response. Scoring is done on the basis of a key given in the manual. The higher
score indicates the lesser job satisfaction .

Comparision of government , private and charted school teacher on job

satisfaction.

GROUP N MEAN SDs t P value

Government 50 35.5 5.01 1.05 Not
school teacher signific
Private school 50 34.8 4.8
teacher
 Charted school 50 35.1 4.9
teacher

based on a Likert-scale 1 to 5, were 1 = Very Good, and 5 = Very Bad. Three questions
were asked about the psycho-social environment, from a stress perspective

The questions were: (1) Do you knows you well?, (2)

Work fascinating and (3) I feel tired and overworked. An important protective factor of
stress is social

CHAPTER -7

RESULT & SUGGESTION

Conclusion and Recommendations

Results show that male respondents were found more satisfied than their female

counterparts. The study also revealed that govt. school teachers and charted school teacher
are more satisfied than the private school teachers. This is due to the flexibility, security of job,
high wage and independence enjoyed by govt. school teachers.

Study shows that private school teachers are very sensitive as regards wage payment. The

Private Sector should revise the salary structure. The authorities should include teachers at
the

time of restructuring their salary. At the same time, both private and govt. schools teachers
are

dissatisfied on fair promotion procedures. Unbiased decisions on promotion can increase the

level of satisfaction among the teachers in this regardAnalysis also reveals that both private
and govt. school teachers show low satisfaction

level regarding the factor „Teachers Training‟. Therefore, Authorities should organize regular

trainingprogrammes to enrich and equip teachers with latest developments.

Study further shows that level of satisfaction among both govt. and private school
teachers is low regarding „opinion counts in the organization‟. Authorities should arrange
regular

formal meetings with teachers to consider their suggestions and also try to value it.

Analysis also reveals that both private and govt. school teachers show low satisfaction

level regarding the factor „opportunity for career Development‟. For increasing the satisfaction

level of the teachers in this regard Authorities should try to provide opportunity for career

development to the teachers in this connection.

Limitations
This study may be limited by the following items.

Job satisfaction measures. The questionnaire uses five facets to measure satisfaction with

certain areas of work and one global measure to measure overall satisfaction.

School variables are based on the teachers’ perceptions. The racial composition, SES, and

academic achievement of the school are categorized based on the teachers’ perceptions.

Participants may misunderstand questions or exaggerate their answers. Instrument

developed among industrial workers may not be the best measureof job satisfaction for
teachers. The questionnaire itself is just one satisfaction survey that was originally developed
to survey workers .

Suggestion
In order to increase the satisfaction level of teachers the following suggestions have
been put forth:

In certain educational school, canteen facility has not been provided. Hence,
management has to initiate necessary steps for provision of canteen facility and too
the items are to be sold at subsidized price.
Teacher‟s satisfaction also depends on student‟s obedience. Now-a-days, students
on watching films and television programmes are not giving due respect to their
teachers. Hence, students community must give due respect to their

Teacher‟s satisfaction level is diminished, if more students are crowded in a class.

Hence, in to raise their satisfaction level teachers students ratio as prescribed by the
government authorities to be maintained

instructors

Senior class have to extend all sort of assistance to their junior class as and when
needed and clarify their doubts whenever junior class approach senior class for
clarification .

Senior class in education institutions has to recognize and appreciate

theirjunior‟s,class if they produce cent per cent result. Success of teaching depends
on student‟s co-operation, while a teacher handling a class. Hence, student‟s are to
be attentive while teacher handling a class and try to answer the questions raised by
their class teacher and should not indulge in misbehavior (i.e.) usage of mobile phone
during class hours.

Further, job satisfaction of teachers may be raised by constantly having salary revision
and by offering reasonable increment without any discrepancy among teachers

Reference
[1] PrakashKhanale and Anil Vaingankar (2006).Analyzing „Job Satisfaction‟ of a
Teacher in an Institution. The

Turkish Online Journal of Educational Technology, 5(3), 3-5.

[2] Singh, Gurmit (2007). Job Satisfaction of Teacher Educators in Relation to their
Attitude towards Teaching.
Journal of All India Association of Educational Research, 19 (3&4), 34-37.

[3] Alam, S. Shah (2009). A Study of Job Stress on Job Satisfaction among University
Staff in Malaysia. European

Journal of Social Sciences, 8(1), 105-128.

[4] Kumar Ravinder, Bhandari, A. and N.H.Patil (2009).Job Satisfaction of Women

Teachers.Edutracks ,8(11).

Result

Results: The school environment attributes: positive teacher-student

relationships and

support from school management were positively associated with teacher job

satisfaction, whereas stress and the factor attributes discipline issues (an

attribute of student-teacher relationship) and lack of social support (an attribute

of school management) were negatively related to it. Sociodemographic

variables did not change the zero-order correlations. The study has linked both

stress and psychosocial factors in the school environment—notably, attributes of

teacher-student relationships and school management—to teachers’ job

satisfaction,