INTRODUCTION:

The term job satisfaction is generally used in organizational endeavor in business management. One of the senses signs of deteriorating conditions in an organization is low job satisfaction. However it is favorable or unfavorable with which employees view their work. It signifies the amount of agreement between ones expectations of the job and the rewards to the job provides.

FACTORS RELATED TO TEACHERS SATISFACTION:

Community factors:

Around the world, community poverty and remoteness present communities in developing nations experience particular challenges. Physical conditions brought about by poverty often make even daily necessities scarce. In addition, teachers in rural villages may face a lack of access to transportation, cultural resources, or educational facilities. Recreation and opportunities for enrichment and personal advancement are often limited, compared to those available in towns and cities.

School Environment:

Drawing on previous research, we hypothesized that several factors associated with the school environment would affect teacher satisfaction. These factors are salary, school economic resources and working conditions, workload, opportunities for personal and professional advancement, collaboration with and support from other teachers, and quality of supervision.

Remuneration:

Concerns with remuneration may be paramount. In the United States, poor salary is one of the most important reasons given for leaving teaching due to dissatisfaction in urban, high-poverty public schools and for the attrition of teachers in small private schools. Late payment of teachers’ salaries could have a greater impact on teacher satisfaction than the actual amount of teacher salary received.

School Economic Resources and Working Conditions:

The central primary schools are run by the township, represent scale economies, and have access to more resources. Village schools may be complete (from grades 1–5 or grades 1–6) or incomplete (covering only the first few early grades [usually grades 1–3])

Workload:

Researchers have suggested that heavy workloads diminish teachers’ Sometimes you have to stay at school to supervise evening study hall, and then on the weekends, you still need to go and do a home visit. As a teacher, you are always busy with students’ affairs and so you never have time for your own affairs.”

Opportunities for Personal and Professional Advancement:

Research suggests that teachers are more satisfied if their job provides opportunities for personal and professional advancement. The system of teacher in-service training and continuing education institutions, secondary specialized schools, and other channels such as correspondence courses and self-study programs. However, schools in the remote poor areas may not be able to afford for their teachers to participate in these programs. Without such opportunities, teaching can be an isolating profession and can leave teachers with the sense of falling behind the rest of society

COLLEGIAL RELATIONSHIPS AND COLLABORATION:

Another important factor related to teacher isolation is the extent to which teachers receive support from other members of the school community and engage in collegial collaboration and interaction. Research on teacher satisfaction and teacher retention has noted the importance of collegial relationships and administrative support for teaching. This support is in the form of mechanisms of teacher induction and organizational socialization, such as internships and mentoring programs.

QUALITY OF SUPERVISION:

Leadership styles are related to teacher satisfaction. The quality of leadership and supervision affects a range of factors in the school environment, including the overall organizational climate of the school. According to Zhou, a successful principal believes in teachers and works hard to foster teacher motivation and autonomy, harnessing the collective force of all of the teachers to carry out the work of the school. A successful principal provides a well-maintained, pleasant working environment, establishes a happy atmosphere, gives teachers opportunities for professional advancement, places great importance on making ample teaching resources available, and gives teachers encouragement and feedback using both emotional and material rewards.

STATEMENT OF THE PROBLEM:

“A comparative study to assess the job satisfaction among the government and private school teachers in selected school of Jabalpur city” (M.P)

OBJECTIVES:

1. To assess the job satisfaction among government teachers of selected government school of Jabalpur city.

2. To assess the job satisfaction among private teachers of selected private school of Jabalpur city.

3. To compare the job satisfaction among government and private teachers of selected government and private school of Jabalpur city.

4. To find the association of job satisfaction with demographical variables.

MATERIALS AND METHODS:

Research Approach:

Descriptive approach

Research Design:

Non Experimental Descriptive Survey Design

Setting:

Selected Private and Government Schools of Jabalpur City

Population:

School Teachers

Sample:

Teachers of selected Schools of Jabalpur City

Sample Size:

60 i.e., Private teachers-30 and Government teachers-30

Sampling Technique:

Non-probability; Convenient Sampling technique.

Tools:

Structured Questionnaire

Section I:

Sociodemographic Variables

Section II:

Structured Questionnaire

RESULTS:

H0 There will be no significance relationship between job satisfaction among government andprivate teachers and selected variables.

Section I: Distribution of teachers in relation to demographic variables

Finding related to demographical characteristics of the sample of government teachers.

· Out of 30 respondent from government school. 14 (46.7%) were males from government school teachers, And 16 (53.3%) were females from government school teachers. 24(80%) were the age group of 36-40 and above. Majority of sample 27(90%) were Hindu. 18 (60%) were from joint family. 14 (46.7%) were having single child. 22 (92%) were having B.Ed. as Qualification.30 (100%) were having above 10,000 salary. 25(83.30%) were from urban area.

· The finding shows that the variable such as sex, age, religion, type of family, marital status, Number of children’s, occupation, monthly income, and area of residential were found not significant in government school samples. This was statistically tested by applying chi square test. Hence, hypothesis is accepted.

Finding related to demographical characteristics of the sample of private school teachers.

· Out of 30 respondent from private school. 6 (20.0%) were males from private school teachers, 24(80%) were females from private school teachers. 13(43.3%) were the age group of 36-40 and above. Majority of sample 27(90%) were Hindu.24 (80.0%) were from nuclear family.20 (66.7%) were married. 17 (56.7%) were having B.Ed. as Qualification.22 (73.3%) were having above 10,000 salary. 24(80%) were from urban area.

· The finding shows that the variable such as sex, age, religion, type of family, marital status, Number of children’s, occupation, monthly income, and area of residential were found not significant in private school samples. This was statistically tested by applying chi square test. Hence, hypothesis is accepted.

Section II: Job Satisfactions scored among private and government school teachers

Table No.1 Job Satisfaction score of Government School Teachers.

Sl. No	Items	Government teachers	Private teachers
1	Scored	1691	1364
2	Total Score	1860	1860
3	Median Score	58	47
4	Mean Score	56.37	45.47

Finding related to government school satisfaction score:

· In the present study, the finding shows that the employees of government school teachers have more satisfaction than private school. The mean score obtained was 56.37 that was more than Private school teachers mean 45.47These finding supports the study done by Smolen A et al. (2004) shows that the job satisfaction of government teachers were more than private teachers. The mean knowledge score obtained was 65.83that was more than Private school teachers mean 49.42

Finding related to Private school satisfaction score

· In the present study, the finding show that the employees of private school teachers have less satisfaction than government school. The mean score obtained was 45.47 that was less than government school teachers mean 56.37. The mean difference between government and private school teachers satisfaction score was 10.90These finding supports the study done by Charu Mathur (2010) shows that the job satisfaction of government teachers were more than private teachers. The mean score obtained was 59.30 that was less than Private school teachers mean 49.42.

Finding related comparison between Private School sample and Government School sample knowledge score:

The comparison between Private and Government school sample knowledge made by Unpaired t-test, compared result showed positive correlation, t= 5.296 at 0.05 level of significance.

Section IV: Association between the level of job satisfaction among Government school teachers and private school teachers with their selected Socio-demographic variables:

H₂:There will be statistical association of each variable of Government and private teachers sample with level of knowledge score: As the calculated chi-square value is less than tabulated value. It was found that the socio demographic variables of both government and private school teachers were not found significant. Hence the H₂ was rejected

H₃: Finding related to association of each variable of government school and private school teachers sample with score of satisfaction. As the calculated chi-square value is less than tabulated value. It was found that the socio demographic variables of both government and private school teachers were not found significant. Hence the H₃ was rejected

CONCLUSION:

· In the present study, the majority of the employees of government school teachers have more satisfaction than private school. The mean score obtained was 56.37 that was more than private school teachers mean 45.47

· There was no significant difference found between the level of job satisfaction among government school and private school teachers with their selected socio- demographical variables.

RECOMMENDATIONS:

· A similar study can be done in rural setting on teachers of rural schools. So that the job satisfaction can be measured and what improvement is needed for teachers in the rural areas.

· A planned health teaching can be carried and by using other teaching strategies i.e. self-instructional module, computer assisted instruction and video films on to decrease the stress due to work load or other factors.

· A comparative study can be done between the teachers of rural schools and urban schools and the findings can be generalized.

· A similar study can be done on large to assess the job satisfaction among government and private staff nurse in selected hospital.

REFERENCE:

1. Abdullah, M. M. and Parasuraman, B. (2009), “Job Satisfaction among Secondary School Teachers,” Journal Kemaunusiaan, Vol.13 (1), page 10-17.

2. Alam, S. Shah (2009), “A Study of Job Stress on Job Satisfaction among UniversityStaff in Malaysia,’’ European Journal of Social Sciences, Vol.8 (1), page 105-128.

3. Fattah, S. (2010), “Longitudinal Effects of Pay Increase on Teachers’ Job Satisfaction –A Motivational Perspective”, Journal of International Social Research, Vol.3 (10), page 12-20.

4. Jalaja Kumari, C. and Rao, D. B. (2007), “Job Satisfaction of Teachers,” Discovery Publishing House, New Delhi, ISBN81-8356-329-5.

5. Yaman, C. (2009), ‘‘Job Satisfaction Levels of Physical Education Teachers’’, International Journal of Human Sciences, Vol.6 (1), page 59-63.

Received on 09.09.2019 Modified on 07.10.2019

Int. J. Nur. Edu. and Research. 2020; 8(1): 67-70.

DOI: 10.5958/2454-2660.2020.00012.5