The noblest profession in the world is Teacher. Today, many persons are found engaged in business concerns and perform their assigned jobs. Why they involve in the jobs? Off course to earn the money! Why money is to be earned? Money is to be earned to live the happy life. It means job and money are not ends but just means to accomplish the end i.e. happy life. It means the job or work is expected to contribute in their happy life and should become a prime source of their happiness and satisfaction. What is satisfaction? It can be described as; “state of pleasant feelings or perceptions is satisfaction”. If the job itself becomes cause to satisfaction, then this may be termed as job satisfaction.
Basically ‘satisfaction’ is a relative concept and varies from person to person. As it is cognitive phenomenon and it cannot be generalized in relation to all persons with any prescribed assumptions. Therefore, the objects of satisfaction differ from person to person. One more core element in satisfaction is, ‘it may not be in the external objects but depends upon personality traits’. One object may provide satisfaction to a particular person but the same object may not. Many times extremely opposite feeling can be perceived. Hence, This research have some unique objectives like : To understand different practices applied and services provided to HR and to know the extent of satisfaction in staff& its impact on their performance and to analyze growth and development of the staff on the basis of practices implemented by the college. This research concludes that Job satisfaction among teachers is ultimately impacting on student’s growth and development because a satisfied teacher can provide fruitful knowledge to the students. This study concludes that for accomplishment of institutional objective, there is need of satisfied workforce. Therefore, job satisfaction of teacher is the urge of the time. Significantly, job satisfaction and performance is very important to the continuing progress of educational institutes.
INDEX
Certificate
Declaration
Acknowledgement
Index
List of Tables
List of Graphs/Chart
1 Introduction
2 Review of Literature
3 Research Methodology
4 Analysis and Interpretation of Data, Hypothesis Testing
5 Findings, Conclusion and Suggestions
6 Bibliography
Annexure: Questionnaire
CERTIFICATE
This is to certify that the work incorporated in the thesis “A STUDY OF JOB SATISFACTION & PERFORMANCE OF COLLEGES IN LATUR DISTRICT” is being submitted by XY for the Ph.D. Degree in Commerce, Swami Ramanand Teerth Marathawada University, Nanded under my supervision. References used in this thesis have been acknowledged by the candidate.
DECLARATION
I hereby declare that the Doctor of Philosophy thesis entitled “A STUDY OF JOB SATISFACTION & PERFORMANCE OF COLLEGES IN LATUR DISTRICT” has completed and written by me for the award of the degree of Doctor of Philosophy under the faculty of commerce, Swami Ramanand Teerth Marathawada University, Nanded is of original in nature. The conclusions drawn and suggestions placed therein are independently drawn based on empirical research study. This research work has not been submitted earlier for the award of this or any other degree of this study or any other university.
ACKNOWLEDGEMENT
Undertaking this PhD has been a truly life-changing experience for me and it would not have been possible to do without the support and guidance that I received from many people.
I would like to first say a very big thank you to my supervisor and PhD Guide Dr. R. S. Pawar, Head of the Department, Dayanand College of Commerce, Latur for all the support and encouragement. Without his guidance and constant feedback, this Ph. D. would not have been achievable. His attitude, guidance, careful attention and immense act of advice inculcated courage and confidence in me. He motivated me to complete the task of thesis.
My sincere thanks to Dr S. S. Solanke, Principal, Dayanand College of Commerce, Latur, Dr. B. R. Dayma, IQAC Co-ordinator, DCCL and Dr. A. N. Shelgenwar, who always motivated & guided me for completion of my Ph.D. work.
This Ph.D. study would not have been possible without the corporation and support extended by Dr. Shivprasad Dongre, Dr. Ramesh Joshi, Dr. Atmaram Palnitkar, Dr. Ramakant Ghadge and Dr. Kunal Badade. They always appreciated me to complete my work. I am especially grateful to them. They gave me an important guidance during my research studies, their ideas and concepts have made a remarkable influence on my entire career in the field of research.
I am most fortunate to have benefited from the co-operation and assistance from a number of people. My deep appreciation goes out to my friends cum colleagues Asst. Prof. Akanksha Bhanji, Asst. Prof. Rahul Dombe, Asst. Prof. Balaji Kamble, Dr. Sachin Prayag, Dr. Manisha Ashtekar, Dr. B. T. Chavan, Prof. Aref Shaikh, Dr. Ashok Waghmare, Dr. Ishwarprasad Bidada, Dr. Kavita Biyani and many more who guided, motivated, supported and appreciated for my work. Without these people, I may not complete my work. Their excellent work and support has made an invaluable contribution towards my Ph.D. Only collecting data is not enough in research, presenting in a good manner is necessary. I would like to thank Dr. Mohsin Pathan for contributing towards my Ph.D. I am grateful to have friends and colleagues like these who always care for me.
My sincere gratitude goes to all the teaching and non-teaching staff of Dayanand College of Commerce for their helpful guidance and support. I am thankful to all the teachers who supported me to collect the data for my research work. Last but not the least, I would like to thank my family without their encouragement and understanding it would have been impossible for me to finish this work.
Place: Latur Research Student
LIST OF TABLES
4.1 Analysis based on various discipline
4.2 Gender wise Classification of respondents
4.3 Age wise classification of teachers
4.4 Analysis based on monthly income
4.5 Analysis based on the time spent in the organisation
4.6 Feelings about work environment
4.7 Faculty development initiatives taken by institutions
4.8 Management permits you to give suggestions or not
4.9 Analysis based on job security of the teachers
4.10 Feeling about the smooth relationship with your colleagues
4.11 The appreciation or reward system provided by your management
4.12 Analysis based on teacher’s satisfaction towards increment given in their institution or college
4.13 Satisfaction towards infrastructure & technological facilities provided by their institution or college
4.14 Recognition of work by superiors
4.15 Facilities provided by college like rest room, proper drinking water etc.
4.16 Feeling about the welfare schemes provided by college
4.17 Is there any kind of discrimination in the college?
4.18 Teachers feeling stressed at their work place
4.19 Satisfaction level of teachers towards the salary given by management or government?
4.20 Different practices applied and services provided by your college or institution to motivate employees
4.21 Teachers performance evaluation
4.22 I am satisfied with my job
4.23 My job gives me work pleasure
4.24 Principal is an effective leader who guide us every time
4.25 Involvement of management for measuring performance
4.26 Colleagues have friendly relationship with each other
4.27 Grievance redressal procedure is satisfactory
4.28 Arrangement of Teachers Orientation Program
4.29 Autonomy to conduct lectures in my own way
4.30 Motivation for research work
4.31 Satisfied with objectives & defined HR policies
4.32 Punctuality in lectures
4.33 Subject Command
4.34 Teaching Methodology
4.35 Students Feedback
4.36 Cordial relationship with colleagues
4.37 Guidance & Consultation
4.38 Encouragement to the students
4.39 Encouragement for co-curricular activities
4.40 Presentation of cases & current affairs
4.41 Overall opinion about teacher
4.42 Distribution of teachers (Age-wise)
4.43 Analysis of teacher’s responses as per their Age-group
4.44 Teachers from Urban are and Semi-urban or rural area
4.45 Analysis of teachers’ responses as per their area
4.46 Gender of Teachers
4.47 Analysis based on teachers’ gender
4.48 Most of the permanent staff seems satisfied with the salary.
4.49 Job insecurity is the main concern among temporary staff
4.50 Good and motivative management encourage staff to express their views
4.51 HRD practices help in improving performance
LIST OF GRAPHS/CHARTS
4.1 Analysis based on various discipline
4.2 Gender wise Classification of respondents
4.3 Age wise classification of teachers
4.4 Analysis based on monthly income
4.5 Analysis based on the time spent in the organisation
4.6 Feelings about work environment
4.7 Faculty development initiatives taken by institutions
4.8 Management permits you to give suggestions or not
4.9 Analysis based on job security of the teachers
4.10 Feeling about the smooth relationship with your colleagues
4.11 The appreciation or reward system provided by your management
4.12 Analysis based on teacher’s satisfaction towards increment given in their institution or college
4.13 Satisfaction towards infrastructure & technological facilities provided by their institution or college
4.14 Recognition of work by superiors
4.15 Facilities provided by college like rest room, proper drinking water etc.
4.16 Feeling about the welfare schemes provided by college
4.17 Is there any kind of discrimination in the college?
4.18 Teachers feeling stressed at their work place
4.19 Satisfaction level of teachers towards the salary given by management or government?
4.20 Different practices applied and services provided by your college or institution to motivate employees
4.21 Teachers performance evaluation
4.22 I am satisfied with my job
4.23 My job gives me work pleasure
4.24 Principal is an effective leader who guide us every time
4.25 Involvement of management for measuring performance
4.26 Colleagues have friendly relationship with each other
4.27 Grievance redressal procedure is satisfactory
4.28 Arrangement of Teachers Orientation Program
4.29 Autonomy to conduct lectures in my own way
4.30 Motivation for research work
4.31 Satisfied with objectives & defined HR policies
4.32 Punctuality in lectures
4.33 Subject Command
4.34 Teaching Methodology
4.35 Students Feedback
4.36 Cordial relationship with colleagues
4.37 Guidance & Consultation
4.38 Encouragement to the students
4.39 Encouragement for co-curricular activities
4.40 Presentation of cases & current affairs
4.41 Overall opinion about teacher
4.42 Distribution of teachers (Age-wise)
4.43 Analysis of teacher’s responses as per their Age-group
4.44 Teachers from Urban are and Semi-urban or rural area
4.45 Analysis of teachers’ responses as per their area
4.46 Gender of Teachers
4.47 Analysis based on teachers’ gender
4.48 Most of the permanent staff seems satisfied with the salary.
4.49 Job insecurity is the main concern among temporary staff
4.50 Good and motivative management encourage staff to express their views
4.51 HRD practices help in improving performance
Chapter – 1
INTRODUCTION
1.1 Higher education and educational system
1.2 Teacher and teacher’s role in higher education
1.3 History of job satisfaction
1.4 Meaning and definition of job satisfaction
1.5 Importance of job satisfaction
1.6 Theories of job satisfaction
1.7 Factors of job satisfaction
1.8 Dimension of job satisfaction
1.9 Factors influencing on job satisfaction
1.10 Ten ways to maintain job satisfaction
1.11 Job satisfaction & performance
1.12 Job satisfaction practices
INTRODUCTION
Satisfaction is the urge for which each and every person is working. Several times we consider satisfaction in material facts but there is another side of coin, several people find their satisfaction in immaterial facts. Job is the way to find our own satisfaction of Life. Empowering Nation depends on the education of its people. Only education has the power to change the normal population into qualitative Human resource. In current ERA, Human resource development is now time-honoured as a foremost factor that explains the degree of difference performance in economic and social spheres of the country. In a developing Nation and educationally progressing country like India, higher education on a mass and widespread scale provides the fundamental basis on which we can raise the future structure of the entire national development. . In this regard, Technical Education plays a fundamental role in human resource development of the Nation by creating skilled manpower, enhancing industrial productivity and improving the quality of life. Technical Education covers courses and programmes in engineering, technology, management, architecture, town planning, pharmacy and applied arts and crafts, hotel management and catering technology. The World’s largest democracy, India, has shown a tremendous growth of its techno-economic ability, over the last 64 years of Post- Independence era, sustaining an economic growth of 7 to 8% during the last 10 years, attaining self reliance in strategic sectors and in key areas including food security, making Indian economics of the world and above all making India proud by meeting the requirement of specialized and technical manpower of the advanced nations of the world for their outsource and qualified and skilled man power to manage the businesses, knowledge industries and research centres, both in India and abroad.
All these could be possible because of a massive support offered by India’s overgrowing technical education sector. India is and will continue to be one of the major contributors to the growth of specialized and technical manpower to man industries and enterprises at home and abroad, creating and providing the necessary support for the growth of knowledge and innovating power to encourage new businesses and enterprises. This is the situation in which we have to view India’s technical education, today and its prospective growth for tomorrow. This is well distinguished in the words of the architect of the knowledge society in India A.P.J. Abdul Kalam - ‘Imagine a workforce able to meet the entire world’s shortage of technical and professional graduates. Imagine companies and universities from around the world gravitating to India as the premier scientific and technological research and development environment. Imagine an India in which cities are far cleaner and more modern, citizens more enlightened and responsible, entrepreneurs more dynamic and sophisticated institutions far more effective and responsive’.
The noblest profession in the world is Teacher. Today, many persons are found engaged in business concerns and perform their assigned jobs. Why they involve in the jobs? Off course to earn the money! Why money is to be earned? Money is to be earned to live the happy life. It means job and money are not ends but just means to accomplish the end i.e. happy life. It means the job or work is expected to contribute in their happy life and should become a prime source of their happiness and satisfaction. What is satisfaction? It can be described as; “state of pleasant feelings or perceptions is satisfaction”. If the job itself becomes cause to satisfaction, then this may be termed as job satisfaction.
Basically ‘satisfaction’ is a relative concept and varies from person to person. As it is cognitive phenomenon and it cannot be generalized in relation to all persons with any prescribed assumptions. Therefore, the objects of satisfaction differ from person to person. One more core element in satisfaction is, ‘it may not be in the external objects but depends upon personality traits’. One object may provide satisfaction to a particular person but the same object may not. Many times extremely opposite feeling can be perceived.
Job should be pleasant, which is the source of employees’ satisfaction. If the job can’t satisfy the employee, such unsatisfied employee can’t give satisfactory results. Therefore, at least in the interest of desired performance, the entrepreneurs should be cautious enough about job satisfaction. As humanitarian point of view, human resource should not be considered as just a force to accomplish maximum possible productivity but their satisfaction and welfare are also the cognizable issues. Only men are not for the organization but organization is also for the men. Today investment in HR is considered as ‘human capital investment’. There are also good returns on such capital investment. Today, focus is being diverted from material, machines and money towards ‘MEN’. Men must be satisfied with the nature and operation of the job assigned. The concept of satisfaction closely relates with life ideology also. Many rich people are found unsatisfied whereas many poor people are found satisfied. It all depends upon attitude towards fulfillment of needs. Either resources for fulfillment of needs are to be increased or needs to be minimized and controlled. The entrepreneur should take all possible efforts to make the men satisfied through assignment of duties. Another important factor in job satisfaction is employees’ proper orientation in relation to the satisfaction. Thirst and greed for satisfaction is unending, employee should be wise enough to define their satisfaction and to develop their satisfied nature within them. Success of the business is ultimately depends upon HR contribution and only satisfied HR can give object oriented performance. So, job satisfaction to employees should be recognized as a key to the accomplishment of all desired results.
Human Resource Management is considered to be the most valuable asset in any organization. It is the sum-total of inherent abilities, acquired knowledge and skills represented by the talents and aptitudes of the employed persons who comprise of executives, supervisors and employees. It may be noted here that human resources should be utilized to the maximum possible extent, in order to achieve individual and organizational goals. It is thus the employees’ performance which ultimately decides and attainment of goals. However, the employee performance is to a large extent, influenced by motivation and job satisfaction.
Human resource management is a specialized functional area of business that attempts to develop programs, policies, and activities to promote the job satisfaction of both individual and organizational needs, goods and objectives. Employee attitudes are important to management because they determine the behaviour of workers in the organization. The commonly held opinion is that “A satisfied worker is a productive worker”. A satisfied workforce will create a pleasant atmosphere within the organization to perform effectively.
People join organizations with certain motives like security of income and job, better prospects in future, and satisfaction of social and psychological needs. Every person has different sets of needs at different times. It is the responsibility of management to recognize this basic fact and provide appropriate opportunities and environments to people at work to satisfy their needs. Job satisfaction has many dimensions. Commonly noted facets are satisfaction with the work itself, wages and recognition, rapport with supervisors and co-workers. Each dimension contributes to an individual’s overall feeling of satisfaction with the job itself, but different people define the “job” differently. There are three important dimensions to job-satisfaction:
- Job- satisfaction refers to one’s feeling towards one’s job. It can only be inferred but not seen.
- Job satisfaction is often determined by how well outcomes meet or exceed expectations.
- Effective orientations on the part of individuals towards their work roles.
Job satisfaction is a central variable in the study of organizational structure and theory, and can be considered a reflection of organizational functioning. Job satisfaction is the extent to which people like or dislike their jobs, and can be defined as feeling or affective reason an individual experience in a certain job role. The assessment of job satisfaction in many organizations has become an important practice to determine employee well-being. Teacher job satisfaction, while difficult to define, may be even more difficult to measure, Determinants of job satisfaction are known to vary according to gender, age, experience, and position, and defining job satisfaction for teacher involves many wide-ranging differences as to what contributes to job satisfaction(shann,1998). While teachers’ feelings about certain aspects of their jobs strongly affect their decisions to stay in teaching or leave the profession, it becomes clear that an understanding of teacher job satisfaction is important (Darling-Hammond, 2003). Teachers are introspective, cooperative, directive and expressive. Education is successful when there is presence of an effective teacher. An effective syllabus and best curriculum became ineffective if there is absent of an effective teacher. The quality of teaching depends not only on the knowledge of the teacher but also how he/she is comfortable with the profession. There are various external factors which are responsible for the comfortless. At present being the fabricator of social and economic development teachers are not satisfied. As a result of which the profession is running with lack of talent pool. In this research study we emphasizes on the different dimensions of job satisfaction, impact of different dimensions over the level of job satisfaction of management college teachers and their level of performance. In this study we have used statistical technique like chi-square test of association and multiple regression analysis for data analysis. “A liberal education is at the heart of a civil society, and at the heart of a liberal education is the act of teaching.” -A. Bartlett. Teaching is an art and an academic process by which students are motivated to learn deeply in ways that make a sustained, substantial, and positive influence on how they think, act, and feel. Indian Education Commission (1966) describes teachers as one of the important element or factor for social and economic development of the nation. Teachers are introspective, cooperative, directive and expressive. National policy on education (1986) also viewed that no person is above his/her teacher. Teacher’s are the manufacturer of new knowledge, promoter of innovations and appraiser of the past traditions and cultures. By using education as an influential factor teacher inject or apply it to the students of his/her care. As a result of which the nation gets social and economic fabrication. Teaching is successful when there is presence of an effective teacher. An effective syllabus and best curriculum became ineffective if there is absent of an effective teacher. The quality of teaching depends not only on the knowledge of the teacher but also how he is comfortable with the profession. At present the nation is facing lack of talent pool in teaching profession due to different inherent causes. It invited many of the researchers to have looked over the problem. This study is an attempt to discover the factors behind job satisfaction and performance of teaching. It is to be noted that job satisfaction has rather tenuous correlation to productivity on the job. In other way job satisfaction is also related with the life satisfaction. It is also commented in different non-academic management literature and media paper that job satisfaction and performance is highly related. Most of the measures purport that job satisfaction of employees is one of the spectacular factor behind employee motivation, objective accomplishment and positive morale of the employee. It is true that a highly satisfied employee need not be a good achiever or profound performer, but an employee dissatisfied with the job can be the cause of irreparable damage of the organization.
1.1 HIGHER EDUCATION AND EDUCATIONAL SYSTEM:
The higher education system in India has grown in an incredible way, particularly in the post independence period, to become one of the largest systems of its kind in the world. Education has continued to growth, diversify and extend its reach and coverage since the existence of human history. Every country of the world develops its system to express and encourage the unique socio-cultural identity and also to meet the challenges of the time. Higher education is the system in which the inputs are the secondary students; the outputs are the graduates, post graduates, doctors, engineers etc., who become the most important resources and assets of the nation. Building higher education occupies a special position in the educational system of any nation, because it is at the top of the entire educational structure and thus influences all levels of education. In fact, by providing manpower for many areas of production, planning, management and technological development, it influences practically every important national activity. According to the “Encyclopaedia Britannica” The best definition of higher education may be one devised and accepted in 1962 by 44 nations participating in a UNESCO Conference on Higher education in Africa. Higher education is defined as all types of education (academic, professional, technological and teacher education) provided in institutions and colleges for which (a) the basic entrance requirement is completion of secondary education, (b) the usual entrance age is about 18 years and(c) In which the courses lead to giving of a named award (degree, diploma or certificate) of higher studies.
The National Policy on Education (1986) characterizes higher education as an essential factor for survival providing the Indian people with an opportunity to reflect on the critical social, economic, cultural, moral and spiritual issues facing civilization. It contributes to nation’s development through broadcasting of specialized knowledge and skills. It is, therefore a crucial factor for survival. Encyclopaedia Britannica Vol.-VIII, p.857 defines that the apex of educational pyramid, teachers play a key role in preservation such need for higher education and the subsequent development. Production of such teachers in the educational system thus gains major magnitude. Higher education institutions, colleges, universities, deemed to be universities are the institutions of national importance. Universities are of various kinds, with a single or many faculties, affiliating and non-affiliating, one campus or multi campus for general education. Besides this, there are some technical universities, agricultural universities and institutions of higher studies of medicine, science and research, engineering and technology, social science, culture and language and management deemed to be university. The colleges which propose undergraduates or post-graduates or both the courses are generally under government management, Govt, aided or private management affiliated to a university or autonomous in nature. After independence, Government of India made its own policy on higher education on its own perceptions, based on ideological, cultural and political values. Dr. S. Radhakrishnan, the Chairman of University Education Commission, 1948, has prepared the report with the impress “Education for Excellence”. Higher education in India is corresponding by several agencies. Whole of the general higher education falls within the jurisdiction of University Grants Commission (UGC), technical and management education falls under “All India Council of Technical Education (AICTE)”, medical and dental education falls under “Indian Council of Medical Research (ICMR)” and agriculture and veterinary education falls under “Indian Council of Agricultural Research (ICAR)”. There are some other statutory bodies’ like- Medical Council of India (MCI), Central Council of India, Institute of Engineers India (HE), National Council of Teacher Education (NCTE), Indian Council of Agricultural Research (ICAR), All India Institute of Management Studies (AIIMS) and few such bodies at state levels, which coordinate higher education in India. There is up till now another type of coordinated agency of higher education, called Association of Indian Universities (AIU).The University Grant Commission (UGC) of India, rightly mentioned the goal of higher education of the country in the report of the Task Force as, higher education should endeavour for academic excellence, progress of arts and science. Education, research and extension should be conducted in conformity with our national needs and priorities and ensure that our best talents make befitting contributions to International Endeavour on societal needs.
1.2 TEACHER AND TEACHER’S ROLE IN HIGHER EDUCATION:
Education plays a significant role in bringing about social transform. In order to have the desired social change, a suitable system of education is required but the success of any educational system depends on the teachers. The teacher is measured to be revolving of any educational system. It is being progressively more recognized that the mind is the most effective of the various facilities with which mankind is brilliant and hence someone who is entrusted with fostering of minds is definitely a person of great importance. In common jargon, a teacher is one who instructs or imparts knowledge of a certain specialized task. However, the word is wide enough to comprise any person who has acquired only certain specified skills through his information, examples or lectures. In Indian tradition, teachers have always held a godly position in the society next to one’s parents. Traditionally, teachers have enjoyed great respect in our country. All religious leaders, social reformers, poets, writers have given the greatest magnitude to teachers. During the Vedic period, the teacher occupied a place of self-importance at the top of the social hierarchy, because he encouraged learning in society and gave wisdom to his students. He was considered the intellectual and spiritual father of his disciples leading them ‘from the darkness of ignorance to the light of knowledge which is concealed’. Buddhist, Jains and Muslims also held the teacher or preceptor in high esteem. It is worthy to note that teachers in ancient India regarded their profession as nobler as and higher than any other profession. The distinguishing contribution made by the teaching community to the expansion of standard in higher education has long been recognized by the world over. The teaching profession is regarded as the most important profession as its social value lies in its significant contribution to the improvement of quality of life and betterment of the society at great. Various Educational Committees and Commissions of India have emphasized the importance of the role of teachers in education.
1.3 HISTORY OF JOB SATISFACTION:
One of the major preludes to the study of job satisfaction was the Hawthorne studies. These studies (1924-1933), primarily credited to Elton Mayo of the Harvard Business School, required to find the effects of various conditions (most notably clarification) on workers’ productivity. These studies eventually 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 experimental. This finding provided strong evidence that people work for purposes other than pay, which covered the way for researchers to investigate other factors in job satisfaction. Scientific management 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 labour and piecework towards the more modern approach of assembly lines and hourly wages. The initial use of scientific management by industries to a great extent 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 elaborate that people seek to satisfy five specific needs in life – physiological needs, safety needs, social needs, self-esteem needs, and self-actualization. This model served as good basis from which early researchers could develop job satisfaction theories.
1.4 MEANING AND DEFINITION OF JOB SATISFACTION:
Hoppock (1935) indicates that job satisfaction means the mental, physical and environmental satisfaction of employee and the extent of job satisfaction can be known by inquiring employees about the job satisfaction extents. The academic definitions of job satisfaction can be divided into three types. Namely:
(1) Integral definition:
This definition emphasizes workers’ job attitude toward environment with focal attention on the mental change for individual job satisfaction of employee (Locke, 1976; Fogarty, 1994; Robbins, 1996).
(2) Differential definition:
It emphasizes job satisfaction and the difference between the actually deserved reward and the expected reward from employees; the larger difference means the lower satisfaction (Smith et al., 1969; Hodson, 1991).
(3) Reference structure theory:
It emphasizes the fact that the objective characteristics of organizations or jobs are the important factors to influence employees’ working attitude and behaviours but the subjective sensibility and explanation of working employees about these objective characteristics; the said sensibility and explanation are also affected by self reference structures of individual employee (Morse, 1953; Homans, 1961).Within this research, for the dimension of job satisfaction, we adopt the frequently applied Minnesota Satisfaction Questionnaire and divide the job satisfaction of employee into the external satisfaction and internal satisfaction for the subsequent researching investigation. Although no uniform definition of job satisfaction exists (Siegel & Lane, 1982); job satisfaction is generally considered to be the overall feeling that a worker has about a job. Young (1984) defined job satisfaction as “the affective reaction that employees have about their jobs” (p. 115). According to Young, job satisfaction has implications for the individual related to physical and mental health, for the organization related to the acceptance of and good performance on the job, and for society related to quantity and quality of life.
Job satisfaction was defined by Lofquist and Dawis (1969) as “the pleasurable emotional state resulting from the appraisal of the extent to which he work environment fulfils an individual’s requirement” (p. 47).Solly and Hohenshil (1986) stated “Job satisfaction is defined as an attitude individuals hold about their work consisting of a general or global factor of satisfaction as well as a collection of specific factors related to sources of work reinforcement” (p. 119).
According to Hoppock (1977), job satisfaction can be defined as essentially any combination of psychological, physiological, and environmental circumstances that cause a person to say, “I am satisfied with my job”.
Business Definition for: Job Satisfaction the sense of fulfilment and superiority felt by people who enjoy their work and do it well. Various factors influence job satisfaction, and our understanding of the significance of these stems in part from Frederick Herzberg. He called elements such as remuneration, working relationships, status, and job security "hygiene factors “because they concern the context in which somebody works. Hygiene factors do not in themselves promote job satisfaction, but serve primarily to prevent job dissatisfaction. Motivators contribute to job satisfaction and include achievement, recognition, the work itself, responsibility, advancement, and growth. An absence of job satisfaction can lead to poor motivation, stress, absenteeism, and high labour turnover.
Some other definitions of job satisfaction
(a) Job satisfaction has been defined as a pleasurable emotional state resulting from the appraisal of one’s job; an affective reaction to one’s job; and an attitude towards one’s job. Weiss (2002) has argued that job satisfaction is an attitude but points out that researchers should clearly distinguish the objects of cognitive evaluation which are affect (emotion), beliefs and behaviours. This definition suggests that we form attitudes towards our jobs by taking into account our feelings, our beliefs, and our behaviours.
(b) "Job satisfaction is defined as "the extent to which people like (satisfaction) or dislike (dissatisfaction) their jobs" (Spector, 1997, p. 2). This definition suggests job satisfaction is a general or global affective reaction that individuals hold about their job. While researchers and practitioners most often measure global job satisfaction, there is also interest in measuring different "facets" or "dimensions" of satisfaction. Examination of these facet conditions is often useful for a more careful examination of employee satisfaction with critical job factors. Traditional job satisfaction facets include: co-workers, pay, job conditions, supervision, nature of the work and benefits." (Williams)
(c) “Job satisfaction is a positive emotional state that occurs when a person's job seems to fulfil one's needs”. It is not always related with the money factor-because some people also work to satisfy their urge to work.
(d) Following is the exact entry as defined by Dictionary.com.–noun
1) An act of satisfying; fulfilment; gratification.
2) The state of being satisfied; contentment.
3) The cause or means of being satisfied.
4) Confident acceptance of something as satisfactory, dependable, true, etc.
5) Reparation or compensation, as for a wrong or injury.
6) The opportunity to redress or right a wrong, as by a duel.
7) Payment or discharge, as of a debt or obligation.
(e) Paul Spector’s refers to job satisfaction as “a cluster of evaluative feelings about the job” and identifies nine facets of job satisfaction that are measured by the Job satisfaction:
1) Pay - amount and fairness or equity of salary
2) Promotion - opportunities and fairness of promotions
3) Supervision - fairness and competence at managerial tasks by one’s supervisor
4) Benefits - insurance, vacation, and other fringe benefits
5) Contingent rewards - sense of respect, recognition, and appreciation
6) Operating procedures - policies, procedures, rules, perceived red tape
7) Co-workers - perceived competence and pleasantness of one’s colleagues
8) Nature of work - enjoyment of the actual tasks themselves
9) Communication - sharing of information within the organization.
1.5 IMPORTANCE OF JOB SATISFACTION:
After reading about job satisfaction and the factors related to it, you may want to know that why job satisfaction significant is? The significance of job satisfaction plays a major role in our occupational life. It has relation with many aspects because it affects a person's
(a) Mental health
(b) Physical health
(c) Increase in output
(a) Mental Health:
If a person remains continuously dissatisfied with the job it affects the mental health of the individual. The continuous tension leads to much maladjustment in the behaviour.
(b) Physical Health:
Job Satisfaction affects the physical health of the person. If a person is under continuous stress, he/she will suffer from health problems like headaches, heart and digestion related diseases etc.
(c) Increase in output:
The output automatically increases with job satisfaction because when a person is happy with his job situation, he would like to put more effort in his work, which in turn will increase the output.
1.6 THEORIES OF JOB SATISFACTION:
Regardless of the authors, generally it is agreed that job satisfaction involves the attitudes, emotions, and feelings about a job, and how these attitudes, emotions and feelings affect the job and the employee’s personal life. Given the many definitions of job satisfaction, many scholars have proposed various theories of job satisfaction. These theories have been developed, then either supported or rejected by others in the field of work motivation and behavioural research. Today the classic theories of Maslow (1943), Herzberg (1968), and Vroom (1964) on job satisfaction are the basis for much of the modern day studies. These classic theories have served as a basis for the evolution of job satisfaction research and have served as a spring board for research inside and outside the field of education. Because these classic theories have transcended into the field of education, from a historical perspective, it is important to look at the classic theories of job satisfaction. In their book on theories of job satisfaction, Campbell, Dunnettee, Lawler, and Weik (1970) divide the present-day theories of job satisfaction into two groups, content theories which give an account of the factors that influence job satisfaction and process theories that try to give an account of the process by which variables such as expectations, needs, and values relate to the characteristics of the job to produce job satisfaction. Maslow’s (1943) Needs Hierarchy Theory and its development by Herzberg into the two factor theory of job satisfaction are examples of content theory. Equity, fulfilment and Vroom’s (1964) expectancy theory are examples of process theory.
1.6.1 Motivator/Hygiene Theory (Two-Factor Theory):
Herzberg (Herzberg, Mausner, Patterson, & Capwell, 1957; Herzberg, Mausner, Patterson, & Capwell, 2002) used Maslow’s needs hierarchy to formulate the motivator/hygiene theory of employee motivation. In 1968, Herzberg wrote about the two different needs of man. The first need is the one that comes from human’s animal nature – or the ingrained drive to avoid pain from the environment or the learned practices that arise as a response to the basic biological needs. The other set of needs relates to the unique characteristics of humans, the ability to achieve. It is through this achievement that a person experiences psychological growth (Gruneberg, 1976).Herzberg also theorized that growth or motivation factors intrinsic to the job are: achievement, recognition for achievement, the work itself, responsibility, and growth for advancement (Gruneberg, 1979). He also theorized that the hygiene factors or those factors that produce dissatisfaction are: company policy and administration, supervision, interpersonal relationships, working conditions, salary, status, and security (Gruneberg). Herzberg’s two-factor theory was tested by Schmidt (1976), when he conducted a study using 74 educational administrators in Chicago. Schmidt collected data using a modification of Herzberg’s interview technique and a questionnaire on characteristics of the job. Each principal was asked to think of an incident that made him feel exceptionally good or exceptionally bad about his job as an administrator, either in his present position or in previous administrative positions. Each participant was limited to four specific sequences of events: two positive and two negative.
1.6.2 Process Theories:
Process theories try to explain and describe the process of how behaviour is energized, directed, sustained, and stopped. To explain and describe behaviour these theories try to define the major variables that are important for explaining motivated people (Campbell et al, 1970).Process theorists see job satisfaction as being determined not only by the nature of the job and its context within the organization, but also by the needs, values and expectations that the individuals have in relation to their job (Gruneberg, 1979).For example some individuals have a greater need for pay and achievement than others and where a job gives no opportunity for increased pay or achievement; such individuals are likely to be more frustrated than those whose need for higher pay and achievement is less. Three sub-theories of process theory have been developed: theory based on discrepancy between what the job offers and what is expected, theory based on what an individual needs, and theory based on what the individual values.
1.6.3 Expectations and Equity Theory:
Equity theory was most heavily influenced by James Adams and originated around 1965 (Pinder, 1998). Equity theory was based upon three main assumptions. First, that people develop beliefs about what constitutes a fair and equitable return for their contributions to their jobs. Secondly, equity theory assumes that people tend to compare what they perceive to be the exchange they have with their employers to that which they perceive co-workers have with their employers. Thirdly, equity theory holds that when people believe that their own treatment is not equitable, relative to the exchange they perceive others to be making, and they will be motivated to do something about the inequity (Pinder, 1998). For example, one employee believes that another employee makes twice as much as they do. Whether that belief results in dissatisfaction depends on their beliefs about the value of contributions they make as compared to their co-worker. People can tolerate seeing others earn more in pay and benefits if they do believe that others are contributing more in the way of inputs (Pinder, 1998).One main criticism of equity theory is that issues of fairness and justice can be a matter of “the eye of the beholder”. There is always the possibility that what one thinks or believes is not congruent with what is actually happening. Another limitation to this theory is that it can be hard to compare one organization to another, thus this theory is localized for the person.
1.6.4 Needs / Fulfilment Theory:
Fulfilment theorists believed that people’s satisfaction is a function of how much of a reward or outcome they are receiving for their work. Theorists simply viewed satisfaction depending on how much of a given outcome or group of outcomes a person receives (Lawler, 1994). The weakness of this theory was that in the researchers failing to take into account the individual-difference factors of a person. The individual-difference factor is how people feel about what they receive and what outcomes they feel they should receive for their work. A person who expects to be paid more for their work is more likely to be dissatisfied than someone who feels that he is paid adequately for his work. “Individual-difference factors suggest that the fulfilment-theory approach to job satisfaction is not valid, since this approach fails to take into account differences in people’s feelings about what the outcomes they should receive” (Lawler, p.83).Theorists believed that satisfaction is determined by the differences between the actual outcomes a person receives and some other outcome level. They would say that what is received should be compared with another outcome level, and when the outcome level is below the other outcome level, dissatisfaction results (Lawler, 1994).This theory is clearly evident in teacher salaries. Teachers who feel their salaries or benefits are below the state or regional level become dissatisfied with their employer. Vroom (1964) developed two forms of need fulfilment theory. The first model was the subtractive model which states that job satisfaction is negatively related to the degree of discrepancy between what the worker needs and the extent to which the job meets those needs. His second model is the multiplicative model in which the need for importance is taken into account by multiplying the perceived amount of need fulfilment offered by the job by the importance of the individual of that need.
1.6.5 Work Adjustment Theory:
In 1964, the first version of work adjustment theory was published by Dawis, England, and Lofquist. The theory was revised in 1968, and extended forms of the theory were published in book form in 1969 (Lofquist & Dawis, 1969). The theory of work adjustment is based on the concept of correspondence between the individual and environment (Davis & Lofquist, 1984).This theory includes a basic assumption that the individual seeks to achieve and to maintain correspondence with the environment. While many kinds of environments exist for an individual – home, school, work, church – to which an individual must relate, achieving and maintaining correspondence with one environment may affect the correspondence with other environments. Work then represents one such environment in which one must relate. Satisfaction then indicates the correspondence between the individual and the work environment (Davis & Lofquist, 1984).Davis, England and Lofquist (1964) formulated a theory of vocational psychology that was based on the idea that the individual is a responding organism. As individuals respond to their environment, their responding becomes associated with reinforces in the environment. Davis et al. (1964) summarized the theory of work adjustment in the following statements:
1. Work is conceptualized as an interaction between an individual and a work environment.
2. The work environment requires that certain tasks be performed, and the individual brings skills to perform the tasks.
3. In exchange, the individual requires compensation for work performance and certain preferred conditions, such as a safe and comfortable place to work.
4. The environment and the individual must continue to meet each other’s requirements for the interaction to be maintained. The degree to which the requirements of both are met may be called correspondence.
5. Work adjustment is the process of achieving and maintaining correspondence. Work adjustment is indicated by the satisfaction of the individual with the work environment and by the satisfaction of the work environment with the individual, by the individual’s satisfaction.
6. Satisfaction and satisfactoriness result in tenure, the principal indicator of work adjustment.
1.7 FACTORS OF JOB SATISFACTION:
Some research has been completed on principals’ job satisfaction and the relationship to specific characteristics. Throughout the research, little consistency is apparent in the findings. The characteristics most often examined include: age, gender, salary, number of assistant principals, experience, tenure, socio-economic level, institute size, and NAAC accreditation status.
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1.7.1 Age:
Age is an important variable because employees of any organization usually vary in ages thus age is often studied by researchers looking at job satisfaction.
1.7.2 Tenure:
Tenure and age are often similar from a research perspective. If a principal has a long tenure in a ward, they tend to be older. Putting age aside it would be interesting to see if job satisfaction increases or decreases with length of service in one region.
1.7.3 Education Experience:
Education experience is interesting as one looks at the job satisfaction of newer principals versus the job satisfaction of more experienced principals. Many times experience helps to change the perspective of the human being about a certain thing. The same thing may happen with the satisfaction of teachers in an institution.
1.7.4 Gender:
Many people take for granted the idea that most people, male and female, will hold down a job for much of their lives. Gender however has long been a factor in many aspects of human existence such as child rearing, voting rights, military participation and in the workforce. Recently, technological and industrial change has played a major role in what kinds of jobs are available to both men and women.
1.7.5 Salary:
A person’s salary is often linked to one’s level of achievement and success. A significant difference exists in the average salaries of the most satisfied and the least satisfied teachers. Those teachers who earn higher salaries were more satisfied that those who had low-income earnings.
1.7.6 Institution Size:
Institution size refers to the number of students enrolled in the college. With an increase in institution size comes more extra and co-curricular activities and thus more supervisory responsibilities and more activities to monitor.
1.7.7 Number of Teachers:
Very little documented research supports the idea that job satisfaction can be attributed to the number of teachers in the institution. However, experience would tell that the more help a teacher can get from others then it is possible to work more effectively.
1.7.8 Socio-Economic Position of the Institute:
For the most part, studies of job satisfaction among teachers avoid the variable of college location or socio-economic status. The socio-economic position of the institute helps to generate goodwill in the society. It also impacts on the reputation of a person who works there.
1.7.9 Time Spent with Students:
One variable missing from the research is the idea of interaction with students. Considering that the foremost focus of any education institution is the students.
Teacher has many positive aspects but the greatest aspect is to help students to learn newer things. The relationship may go beyond the classroom.
1.8 DIMENSION OF JOB SATISFACTION:
Satisfaction is a psychological factor. It cannot be seen and cannot quantify. But its expression in human mind is understandable. When an employee is satisfied with his assigned task and can discharge his faction’s satisfactorily, it is called ‘job satisfaction’ Hoppock has brought the term ‘job satisfaction’ to limelight. After reviewing 32 studies on job satisfaction prior to 1933, he said, ‘job satisfaction’ is(the combination of psychological, physiological and environmental circumstances that cause a person to truthfully say, “I am satisfied with my job” He has laid importance on the factors affecting job satisfaction but does not indicate the nature of job satisfaction. A comprehensive definition of job satisfaction is given by Locke is “a pleasurable or positive emotional state resulting from the appraisal of one’s job or job experience)’’. It is the result of employee’s perception of how well their job provides those things that are viewed as important. Job satisfaction is generally recognized in the organizational behaviour field that it is the most important and frequently studied attitude. There are three dimensions of job satisfaction —
(a) It is an emotional response to a job situation,
(b) It is often measured by how well outcomes meet or exceed expectations,
(c) It represents several related attitudes.
Smith, Kendall, and Mulin have suggested that there are five job dimensions.
These are
(1) The work itself.
(2) Pay support for work
(3) Promotion opportunities,
(4) Supervision
(5) Co-workers.
There are a number of outcomes of job satisfaction. For example, although the relationship with productivity is not clear, low job satisfaction tends to lead to both turnover and absenteeism, while high job satisfaction often results in fewer on the job accidents and work grievances and less time needed to learn new job related tasks. Most recently, satisfied workers have been found to exhibit desirable pro social “Citizenship” behaviours and activities.
1.9 FACTORS INFLUENCING JOB SATISFACTION:
There a number of factors that influences one's satisfaction in the job situation. They can be categorized under two broad headings.
(1) Organizational Factors.
(2) Personal Factors.
- Organizational Factor:
A major amount of time is spent in the work place by all of us. The place where we spend such a lot of time should fulfil our needs to some extent. The factors related to the work place are:
- Reward:
Reward includes all incentives like raise in pay, perks, facilities and promotion. The promotion factor is a major factor in job satisfaction. An employee can only achieve job satisfaction and work better when he knows that he will get his dues and raises in due time.
- Physical Working Condition:
The physical working conditions like availability of necessary furniture, lighting facilities, work hazard* also plays a major role in the factor of job satisfaction.
- Cooperation:
Cooperation and attitude of the staff members with the person is also an important factor in the Job satisfaction of the person.
- Personal Factors:
The second major factors are the personal factors. These are as follows:
- Interest:
Whether the nature of the work is of interest to the employee is a question. Answer of which tells the job satisfaction of the person.
- Personality Traits:
Some jobs are suitable only to a certain type of personalities. For example a doctor or a sales person Job is such that they are in regular contact with general public. If they are shy in nature or cannot talk much they will not be able to be successful in that setting which will cause dissatisfaction to them. While choosing for a job one should see that they have those personality traits which are necessary for that job because matching of the personality traits with the job is very necessary.
- Status and Seniority:
It has been found that the higher a person's position within the organization the job satisfaction reported is also high.
- Life Satisfaction:
Whether the job which a person is doing giving the person life satisfaction too? Life satisfaction is a term which is referred to Maslow's hierarchy of need of self actualization. A person wants to establish or reach a goal in his life and it can be accomplished through the work which one is doing. It is other than the monetary part. For example taking out publications or conducting researches etc.
1.10 TEN WAYS TO MAINTAIN JOB SATISFACTION:
1. Believe - Believe in what you are doing
2. Be Honest - Trust in yourself and in others
3. Don't be afraid - Fear can and will hold you back - Overcome your fears
4. Be objective - Look at the big picture
5. Respect differences - Be non judgmental
6. Learn from your mistakes - Learning is key
7. Support your co-workers -
8. Be enthusiastic - Enthusiasm is contagious
9. Be results orientated - Performance = potential minus interference
10. Work as part of a team
1.11 JOB SATISFACTION AND PERFORMANCE:
Job performance is defined as how the job is important to the employee, and how the employee mastered in the important skill required for the job if the employees have the authority to determine the way of his or her work. In other words job performance is the observable behaviours that people are doing in their jobs that are relevant to the goals of the organization. It is observed from the literature review and report study that job satisfaction and performance is correlated.
Major Dimensions of Job Satisfaction and Performance:
Job satisfaction can be defined as an emotional state of mind that reflects an affective reaction to the job and work situation. Generally major dimensions of job satisfaction include pay, working condition, promotion process, career development scheme, co-workers, supervision and retirement benefits and name a few. These dimensions have influence over the level of job satisfaction and ultimate performance of employees. Figure represents different dimensions of job satisfaction for teachers, which have effect over the level of job satisfaction and level of performance;
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1.12 JOB SATISFACTION PRACTICES:
A Job satisfaction is the most important psychological element to attain the institutional goals. Human beings are not machines; they not only require enough payments but also in search of healthy environment. Job satisfaction is the only element which yield expected outcome through the efforts of the employees.
Followings are the different practices implemented by the institution:
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1. Payment Policies
Payment policies adopted by the colleges are as per the faculties’ quality & potential. Salary hike is given after a specific interval by assessing their past performance.
2. Healthy Environment
For doing efficient & effective work, healthy environment must be there. Institution provides healthy environment to their faculties in the form of arranging faculty meetings on regular basis so that they can share their problems with each other and try to reduce sorrows.
3. Orientation Program
To attain teachers’ overall development and progression, they should be oriented towards student centric teaching and maintaining healthy relationship between teachers and students. Institution organise Teachers’ Orientation Program on different aspects of Teaching, Learning and Evaluation.
4. Co-ordination
Co-ordination helps to create team spirit among the faculties. Due to healthy environment in the institution, it becomes easy to create or make co-ordination. Faculties are always ready to help each other.
5. Appreciation from superiors
Appreciation is the foremost element of quality of work life. It helps to motivate to the faculties and can raise the efficiency among the teachers’. Management always appreciates to their employees and makes them satisfied with their job.
6. Pleasant Relations
Proper co-ordination among the staff and appreciation by the superiors will create pleasant relationship among the staff. Outcome of pleasant relationship among staff is whatever institute expects from them. In the institution, relationship between staff is pleasant due to overall healthy environment and decentralized management by delegating authorities and responsibilities.
7. Welfare Schemes
Institution should always focus on the welfare of the employees. When an employee feels that institution is giving enough time and efforts for providing welfare facilities to their employees, they will be motivated for quality work and they themselves feel happy.
8. Recognition to traits in the personality
Recognition of the traits in the personality is the most important factor. This will help in the identifying of peculiarities in the personalities and assigning responsibilities accordingly. This practice has been adopted by the institution and proper duties and responsibilities are assigned to the liable person for the particular work.
9. Proper Assessment of performance
Assessment of work is essential parameter; Proper assessment is helpful in identifying the effectiveness and drawbacks in the work done. If work is efficiently done, management appreciates to them.
10. Opportunities to promotion
Best people from institution should be promoted towards more responsible jobs so that expected outcomes can be gained easily and effectively. Institution follows this practice, i.e. talented people are promoted and assigned proper responsibilities with authority.
11. Assignment of interesting jobs
Assigning a job to employees is not a difficult task, but the difficulty is that finding the interest of the employees and assigning jobs accordingly will give better result and satisfaction to the employees.
These are the practices which have to be followed by the institution for motivating to the employees and creating job satisfaction amongst them.
[...]
- Quote paper
- Anonymous,, 2019, A Study of Job Satisfaction and Performance of Colleges in Latur District, Munich, GRIN Verlag, https://www.grin.com/document/920624
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