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Chapter 1
1.1 Introduction
are the pillars of the society, who help students to grow to shoulder the
becomes a role model for students & they tend to follow their teacher in
retain the best teachers. They will be attracted to, and stay in, the
profession if they have belongingness for the profession and their stay can
When these needs are not fulfilled they become tense. A dissatisfied teacher
does not make any positive contribution towards growth of students and
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stagnation. A dissatisfied teacher is lost not only to himself but to the entire
Commission, 1966).So we have to find out the factors which affects there
stay in this profession and QWL is one of the most important factor affecting
and are more willing to stay with an organization if they are experiencing a
high quality of work life (Darling, 2003). It covers almost all aspects of
satisfaction. Quality of work life programmes are desirable for human and
performance needs and satisfy the higher order needs as well as basic needs
of the employees (Newstrom and Davis, 1993). Quality of work life as the
extent to which employees can enhance their personal life through their
There are divergent views about what really is QWL? Glaser (1976) viewed
QWL more than job security, good working conditions, adequate and fair
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intrinsic job motivation, higher order need strength, perceived intrinsic job
job related well-being and the extent to which work experiences are
1998). Quality of Work Life is not a unitary concept (Danna & Griffin,
1999), it is also concerned with a part of life it helps to balance personal life
with his or her job and reduces the stress level and increase job satisfaction
which mutually benefits the individual and the organisation but has been
based factors such as, satisfaction with pay and relationships with work
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colleagues, but also factors that broadly reflect life satisfaction and general
Programs of QWL usually deal with the work itself- its design and its
supervisory behaviour, and the working conditions, including the work and
non-work balance. Sirgy et al (2001) suggested that the key factors in quality
workplace. Moreover Quality of work life is all about the conducive and
reasons for better performance and productivity. Only when the right
From the above discussion it has been concluded that Quality of work life is
tends to include job security, reward system, pay and opportunity for growth
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existing literature:-
(Saiyadin, 1988 and Rao, 1996). Work condition are also associated with
individual health related life style and its significant effect on health and
with regard to quality of work life (Mehta, 1982; Kalra and Ghosh, 1984).
Adequate and fair compensation: This refers to just and fair balance
between effort and reward. It includes such things as fair job evaluation-
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training to perform the job reasonably, ability of the organization to pay and
motivation and job satisfaction. People who are treated inequitably are
generally dissatisfied with their jobs and experience low quality of work life.
(Saiyadin, 1988 & Khani et al., 2008). Monetary compensation is one of the
source for enhancing quality of work life which in turn affects employee
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making makes the jobs more interesting and meaningful (Benerajee and
Rani, 2004).
Growth and recognition: Now a day’s workers are concerned not only with
their pay prospects, but also with the scope for improving their technical and
academic skills. People want to be able to use valued skills and abilities and
learn new ones. Recognizing the employees as a human being rather than as
trips are some means to recognize the employees. It helps to retain the
talented employee and find new talent with experience and skill (Saiyadin,
1988).
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the method by which a grievance is filed and carried through different steps
prioritisation between “work” (career and ambition) on the one hand and
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employees, who do not spend time with their family, are less satisfied with
Task identify: The degree to which a job requires completion of a whole and
Task significance: The degree to which a job has a substantial effect on the
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results in the individuals obtaining direct and clear information about his or
whatever conditions and were motivated by the lure of money (Monappa and
and private lives. All this left the employees with very less time for the
family in particular and leisure in general (Raju, 2004), but in the present
dynamic era, where most professionals have a vertical mobility plan in mind
expectations with what you have to offer (Bahl, 2003). In this new era,
people are the primary source for a company’s competitive advantage and
that make them feel committed. The employees expect their job to provide a
certain amount of stability and loyalty from the organization (Conlon, 2003;
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McDonald and Hite, 2005) and when these expectations are not met, quality
without employee support and contribution as they are responsible for the
quality of work life has increased because high quality of work life is one of
the best ways to attract and keep talented staff as well as to achieve better
organisational performance. QWL comprises with various aspects and all the
motivate employee to give their best for their employer (Wan, 2007;
Martzler and Renzl, 2007 and Davies et al., 2001) and its importance cannot
their best. It can also be seen as a form of recognition from the employer to
their employee (Okpara, 2004; and Sloane and Williams, 1996) Besides the
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Herzberg (1959) and Mastura et al (2006) viewed that work satisfaction and
for employee satisfaction. Harmonious and safe work will bring comfort to
association and accident free work place for example, can produce higher
al., 1999).
their employees are left working alone without any support or supervision,
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employees.
Individual and family life is another important aspect of QWL that can effect
employee satisfaction (Mazerolle et al., 2008 and Ezra and Deckman, 1996).
It has been noted that stable individual and family life will produce higher
life were found to cause unstable emotions thus bring negative impact to the
business and society when a person’s personal life is balanced with his or her
own job.
Personal health and well being have significant relationship with employee
important for employee (Piqueras, 2006). Vanhala and Tuomi (2006) in their
study have found association between work performance and personal well
Quality of work life leads to more positive feelings towards oneself (greater
self esteem), towards one’s job (improved job satisfaction and involvement)
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employees. The society as a whole might gain from Quality of work life.
income (Hackman and Suttle, 1977; p.1-29). High level of Quality of work
life has been found to be associated with high level of job satisfaction on
many aspects of working life (Wilcock and Wright, 1991). It has also been
employees.
Conclusion
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turnover, sick leave, alienation, etc. QWL benefits also include financial
objectives.
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References:
Bahl, T. (2003). Quality of work life “The work place bullies”
www.iupindia.in/303/hrm.asp.
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Davies, D., Taylor, R., & Savery, L. (2001). The Role of Appraisal,
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Feuer, D., (1989). Quality of Work Life: A Cure for All Ills? Training:
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encyclopedia available at
2010
Jain, S. (1991). Quality of Work Life. Deep and Deep Publications. New
delhi.
2(3), 1169-1174.
9(3), 211-226.
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28, 321-330
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Using Emotional
Intelligence.http://www.coachingvalencia.es/catalogo/archivos/9_archiv
os/emotional%20intelligence%20and%20well-being.pdf
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Sirgy, M. J., Efraty, D., Siegel, P. & Lee, D. (2001). A New Measure of
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No.7, London.
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Chapter 2
The existing literature gives needed direction for the kind of contribution the
Larsen (2008) examined the effect of quality of work life on male and
collected from the 5834 workers who were born in 1940 and 1945 and
retired in 1997 and 2002. About 70% workers gave proper responses. They
were contacted by telephone and the data drawn from the Danish panel
work life like earnings, wage satisfaction, work hours, working hour
satisfaction, job security, job demands, job control, use of skills, and
for earnings, job security and job control. Further results suggested that
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retirement. Further, men were more influenced than women by the quality of
directed towards retaining old workers and their work place will not
necessarily be as effective for female as for male. Lastly, the study suggested
that the efforts directed towards gradual retirement through a lessened work
load is an easier task than coming up with new ideas for giving older
Research gap: The study is gender oriented only and did not consider some
Dhar (2008) in his study aimed to explore the experiences of bus drivers
with respect to the quality of their work life and they addressed the
following research questions i.e. (i) how do staff member experience their
work environment in terms of stress, work load, time pressure and work life
balance. (ii) What is the experience of staff relating to quality of work life
approached to collect the data through randomized quota sampling but only
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through the coding process. In this study, the results indicated that the work
environment was time consumptive and stress inducing. The bus driver’s
of the buses and bad roads were found to be the prominent factors
responsible for this. Further results revealed that though quality of work life
initiatives can provide staff with much needed opportunities for humor and
balance during their work day but not many efforts have been taken by the
organisation to improve the quality of work life of the drivers. This study
also suggested that the bus operators to improve work place practices to
reduce job stressors and improve the work environment of bus drivers.
Operators need to work with researchers, trade unions, policymakers and bus
work stress so that the quality of their work life could be improved.
Research gap: The study measured quality of work life on the basis of work
environment only and ignored other variables. Further the sample size is too
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The questionnaire was used to collect the data. HRQL was assessed using
the Japanese version of the short form 8 health survey (SF8). It included
effort were used to check the psychology of respondents and aspects of the
social approval and esteem, job security and career opportunities. The data
was analysed through chi square test and multinominal logistic regression.
ratio and physical and mental functioning among Japanese employees after
adjusting for age, educational history, marital status, job environment (shift
work, work related social support, job control), life style (smoking and
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addition the study adjusted the different variables of work including job
HRQL and personality traits and adverse effects on health. The findings
suggest that work condition are associated with individual health life style
decrease the work related stress, such as effort reward imbalance, may
Saad et al., (2008) examined the employees’ perception towards QWL and
its impact on their job satisfaction. Their objective was (I) to see whether
satisfaction and (ii) to find out the different sources of stress among
employees participated from all levels in the university. The five point
likert scale questionnaire was used to collect the data. Mean, standard
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used to analyse the data. Ten QWL variables viz: work-family interference,
time control, and support were used to examine the relationships with job
satisfaction. The results revealed that all the individual quality of work life
with most of the job related aspects. They are moderately satisfied with
handling procedure, stress, Physical environment and Stress were not taken
Khani et al., (2008) studied that how nurses in an Iranian state rate the
sciences during the year 2007. A sample of 120 registered nurses was
enrolled into the study, using a simple random sample method. The
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research instrument used the Brooks and Anderson scale. Four subscales
were used in quality of nursing work life tool viz: work life/home; work
design, work context; work world. The results of the study indicated that
nurses were dissatisfied with salaries, the nursing work load was too heavy,
and there was not enough time for the job. Respondents had little energy
left after work; they were unable to balance their work and family lives and
stated that rotating schedules negatively affected their lives. They also felt
that society does not have an accurate image of nurses and their work
Lee et al., (2008) conducted study to assess the external validity by testing
the measures in the context of marketing professionals. This study used the
major needs with each major need divided into several dimensions of needs
(a) health and safety needs (b) economic and family needs (c) social needs
(d) esteem needs (e) actualization needs (f) knowledge needs (g) aesthetic
needs. Then they combined these dimensions into two major sets: lower and
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higher order needs. Lower order needs comprised health/safety needs and
needs, self actualization needs, knowledge needs, and aesthetic needs. Thus
Kohli, 1993) and Espirit de Corps (Jaworski and Kohli, 1993) were used to
check the nomological validity. The conceptual model of their study posits
commitment, and espirit de corps. This research used a web base survey for
eastern region of the United States. 2792 sets of letters were delivered out of
which 230 persons responded properly. The response rate was eight percent.
successfully proved. The results indicated that higher and lower order need
satisfaction. The results further indicated that higher order need satisfaction
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commitment than lower order need satisfaction. Further it has been noted
Hence over all the results revealed that the QWL measure has good construct
Further the QWL measure has good nomological (predictive) validity based
corps. The results collectively add validation support to the QWL measure.
procedure and stress were not taken while studying quality of work life.
health care workers. The data was collected from 112 health workers. All of
Structured interview were carried out to collect the data to assess the quality
of work life through the identification of the most important indicators and
was divided into three phases. The first phase consisted of collection of
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per week. The second phase was related to the identification of the five most
important aspects in one’s present work life. The third phase implies the
satisfaction rate referred to each label. Answers were audio taped and then
statistics and variance analysis were used for data investigation. The five
the level of autonomy and one’s personal professional esteem. Finally, the
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one’s job know how, salary and career improvement. It has been noted that
QWL was not influenced by sex, role, age, number of working years in a
specific department; only the amount of weekly work affected the QWL.
organization category.
organization and ignored the important aspects of quality of work life like
environment.
Dargahi and Yazdi (2007) in their study aimed at providing positive and
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percentage were used to analyze the data. The results revealed that
employees had a poor quality of work life and they were not satisfied with
most aspects of their quality of work life. viz: career prospects, monetary
family and on the job services training. They felt that four factors that had
and career prospect and job environmental health. Further, employees with
executive position were more satisfied with their quality of work life. It had
also been noted that employee’s quality of work life was not correlated with
their years of experience, pay, marriage status, sex, educational degrees, age,
Research gap: The study ignored the Grievance handling procedure and
experience and age of the employees do not alter their rating of the existing
and expected quality of work life in sugar industry. The data was collected
from 150 employees working in the selected four leading sugar mills in
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relations, recognition & praise, job stress, pay & allowance, working
standard deviation and z-test were used to analyze the data. There was no
experience and age of the employees don’t. Further, it showed that in sugar
are largely missing and the employees would like to see an environment that
Research gap: The above mentioned review of literature has examined the
on quality of work life while ignored the impact of income, gender, marital
Saraji and Dargahi (2006) studied positive and negative attitude of Tehran
study was conducted among 908 TUMS hospitals and the response rate was
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used to measure employee’s attitude towards their quality of work life viz.
fair & reasonable pay compared to others doing similar work, sexual
harassment or discriminant at the work place, concern over losing one’s job
control over the way in which work is done, health & safety at work, balance
between the time spent at work and the time spent with family & friends,
done, level of stress experienced at work. The results indicated that TUMS
hospitals employees had a poor quality of work life. They were dissatisfied
with most aspects of work life such as occupational health & safety,
intermediate & senior managers, their income, balance between the time
spent in work &with their family, their stress level, career prospects also
indicating their work was not interesting and satisfying. The results showed
that high income & interesting as well as satisfying work are the most
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difference was found when the data was analyzed age-wise workers
increased significantly with age. Older workers were more likely to have
higher level of dissatisfaction with the amount of work they had to do, their
career prospects and their level of pay relative to other employees doing
similar work, level of stress with their ability to balance work & family time
and the work they did. Low income and long hours also meant
work life.
related dimensions. The data was collected from 475 respondents from the
free trade zones’ in Malaysia from both the multinational companies (MNC)
technique. The study employed the survey method and participation was
regarded through prior appointments and consent via phone calls from the
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Mean, standard deviation, step wise regression, ANOVA was used to analyze
the data. The result indicated that the most important determinant of QWL is
has been found that marital status, age, income, education; years of
employment and tenure with current employer are positively correlated with
QWL. The individual’s family life also correlates significantly with his/her
industries.
Research gap: This study did not considered some of the important
Beasley et al., (2005) compared the quality of work life of family physicians
respondents out of 1482 was enrolled into the study through cross section
The questionnaire was used to collect the data. Thirteen questions were
Mean, correlation, standard deviation, chi square test, t-test and multivariate
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analysis of covariance were used to analyze the data. The results of the study
worked per week. The independent physicians worked more hours per week
better satisfaction with being a physician, better perceived quality of the care
intention to leave the practice. It has been also noted that independent
quality of their work life compared with physicians employed by health care
organizations.
total of 540 workers were included in the sample (340 tobacco polluted
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i.e. (i) inventory for measuring quality of work life (Syed and Sinha,
standard deviation, t-test, and ANOVA were used to analyze the data.
working life. Older age group workers were found to have perceived
significantly better quality of working life than those of the younger age
groups. Female workers QWL was found significantly lower than that
Research gap: The study measure only demographic variables i.e. age, sex,
income and experience and did not showed the results of variables studied
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the data. The data was analysed through mean and ranking method. The
conflict and non-traditional benefits such as employee sick leave for child’s
illness, flexible work hours, leave without pay position assured, are
time off a child illness as part of their practices and the possibility of flexible
work hours. They also felt that monetary support of community child-care
facilities better than on-site child care and also found that increased
programs that helps them balance the stress of work-life conflict may
Research gap: The study considered only work related issues and ignored
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employees (i.e. skilled, semi skilled and un skilled workers) selected on the
basis of random sampling were contacted for data collection. The data has
been analysed on the basis of means and percentages. This study was based
stress and job design. The schedule method was used to collect the data that
was divided into two parts i.e. first part consisted of the questions related to
the worker involvement. The results revealed that employees satisfied with
QWL in their organisations had job involvement. It has been found that less
menial work causes high satisfaction from all factors of QWL. The level of
autonomy and participative decision making was high, which made the jobs
retention in the labor and delivery units of seven hospitals located in five
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western U.S. cities. The data was collected from 276 respondents. Response
rate was 33% across all hospitals. The questionnaire was distributed through
measures. The CVF survey contained five questions that addressed various
turnover. This study used competing value framework four models that
model, Human relation model, Open system model. Internal process model
focused on human relations. Rational goal model put focus on efficiency and
growth and resource acquisition and external support through means such as
adoptability and readiness. The data was analyzed through mean and
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correlation. The results indicated that human relation model has the strongest
statistical relationship with the QWL measures and is positively related with
turnover and showed the relationship between the human relation model and
Research gap: The variables used in this study for measuring quality of
work are infact the consequence of quality of work life (Sirgy et al., 2007).
awareness of sexual identity, and the career and work experiences of gay
Australian organizations. The data was collected from two perspectives i.e.
working gay men and Organisational practitioners. Online survey study was
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organization. The various measures were used in this study viz. career
identity salience’s (Lobel and St. Clairs scale, 1992); fair treatment of gays
(Tharenou, Latimer and Conroy 1994); quality of work life (two items were
1994) and career pursuit (a single item was used). Correlation, content
analysis and regression were used to analyse the data. Reliability was also
checked. The results revealed that gay men with identity difficulty have low
career pursuits and negatively correlated with negative career effects. Career
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effects and career pursuit was found. Higher quality of work life in the
level of disclosure. The interviews with the practitioners revealed that one’s
sexual orientation may lead to job dissatisfaction, and even threat of legal
action. Those who were in the closet at work may fear that sexual disclosure
many of these sexual minorities resign from their work to resolve their inner
orientation issues related to the sexual affairs were not relevant and
discussable in the work place. Hence, overall results indicated that identity
difficulty play a role in the quality of gay men’s career outcomes and
and career related aspects and measure quality of work life with two
statements.
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Hossain and Islam (1999) investigated the overall quality of working life,
job satisfaction and performance of the small and large government hospital
The data was collected from the 63 nurses, which were taken from three
random sampling was used for data collection. F-Test, inter correlations, step
wise regression and descriptive statistics used to analyze the data. The
results revealed that the perception of QWL scores of the nurses of small
hospitals were significantly higher than those of the nurses of large hospitals
and the perception of QWL was significantly higher among the nurses of
morning shift than the nurses of night shift. The study suffered from some
Research gap: The sample size is small to generalize the findings and did
Hoque and Rahman (1999) measured the level of QWL in textile mills
QWL among workers of private and public sector organizations. The data
was collected from 100 workers, selected randomly using systematic random
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used to analyze the data. The results indicated that workers of private mills
have significantly higher level of QWL than the workers of public sector.
related with absenteeism and accidents. The results also revealed that there
It has also been noted that there were no significant difference in QWL
Research gap: The study focused only on the job behaviour like
organization in India. The primary data have been collected on the basis of
power generation and service sectors covering both public and private
public sector bank) were also conducted out of the responding organization
for the purpose of additional in depth analysis of the data received. The
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small group participative activities, joint consultation forum and other joint
committees at plant level, the work environment including safety, pay and
and disciplinary level of the employees. For assessing the QWL level, scores
were assigned to the factor reflecting QWL and then compared it to the
maximum marks for each. The results also revealed that management
structure and the corporate strategy emphasis and also through greater
improve the work culture & motivation for improving the participative
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and involvement in various forms viz; the job enrichment activities, socio-
cultural activities also improve quality of work life. The finding of the case
studied showed that the work culture affects the QWL. In Canara bank &
Telco both had good management and good managerial perception but there
work culture differed, which affected the QWL. The work culture of TELCO
Research gap: The study ignored the important dimensions like work-life
in their study.
and QWL. The data was collected from 400 respondents out of 630
& union commitment (Gordon et al., 1980, Ladd et al., 1982). Union loyalty
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towards a grievance system (Frywell and Gordon, 1989) and job satisfaction
included five items. The results revealed that attitude about QWL was used
as the criterion and all of the predictors except having filed a grievance were
grievance system the smaller threat they perceived to the union from its
participation in the QWL program less concern about threat was indicated by
their jobs than non-participants and respondents were dissatisfied with their
jobs. Union representatives perceived a greater threat to the union than did
ability to provide justice was strongly related to their loyalty to the union.
Greater loyalty to the union was also related to the participation on a QWL
been concluded that union members who participated in QWL program were
less likely than non participants to view QWL as a threat to the union and
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also more loyal to the union. They perceived effectiveness of the grievance
effectiveness and measured quality of work life with the help of 4 statements
only.
sampling method. Questionnaire was used to collect the data which included
and Oldham, 1980); quality of work life (Hackman and lawler, 1971); wage
regression and chi-square test were used to analyse the data. Reliability was
also checked. The results revealed that except quality of work life, job
with organisational performance. It was also found that quality of work life,
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among employees. They were also dissatisfied with profit bonus, production
bonus, job security, job opportunities, office transport facility and family life
labor and work family interference as well as the potential mediating role of
the quality of work life. The data was collected from 442 respondents out of
staff. Questionnaire was used to collect the data. The various measures used
emotional labor for surface acting, deep acting, expression of naturally felt
emotions (Diefendorff et al., 2005); quality of work life (Sirgy et al., 2001);
analysed the data. The results revealed that surface acting was significantly
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was found that QWL was negatively related with surface acting but
positively with deep acting and expressions of natural felt emotions at work.
Research gap: The study’s main scope was to examine work-to-family and
measured with the help of only few statements out of 26 of Sirgy et al.,
(2007).
quality of work life and professional isolation. The data collected from 78
federal government agency. The questionnaire was used for data collection.
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(Greenwood and Hinings, 1993; Zammuto and Krakower, 1991). Mean, St.
Deviation, correlation, Z-test and rank-sum test were used to analyse the
life and professional isolation were significant higher for telecommuters than
values were associated with higher levels of quality of work life and less
associated with quality of work life and less professional isolation with in
telecommuters themselves.
Research gap: This study measured quality of work life on the basis of
three statements only and their reliability/validity was also not checked.
high school in Taiwan. The data was collected from forty two teachers out of
one hundred four. Questionnaire were used to collect the data which was
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1998), quality of work life (yang’s2002). The data was analysed by Mean,
St. Deviation, T-test, one way ANOVA, Pearson product moment correlation
and step wise regression. The results revealed that task oriented leadership
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Research gap: The study ignored important aspects like work-life balance,
environment.
by the textile industry and its impact on quality of work life among the
employees in Salem district, Tamil Nadu. The data was collected from 250
respondents, selected from 10 textile mills (25 participants from each mill).
The statistical tools like chi-square, ANOVA and percentage analyses were
used to analyze the data. The results revealed that the employees were highly
satisfied with the welfare measures provided by the textiles mills and they
Further they reported that there was significant and positive relationship
experience between 5-10 years were highly satisfied with the safety
Research gap: This study put main focus on welfare measures and ignored
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factor analysis to test the multi and unidimensional factor structure of the
work related quality of life scale (WRQoL) scale and determined which
Wrqol model provides the best results. They also examined the level of
from four U.K Universities. Twenty-three item WRQoL scale (Van Laar et
al, 2007) was used to measure the six factors namely, Job& career
control at work and working conditions. The data was analysed through
Mean, St. Deviation and confirmatory factor analysis. The results reported
Further, results revealed that employees were dissatisfied with their jobs &
and level of control were also unsatisfactory. Moreover they felt stressed at
work place.
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Grievance handling procedure and Social orientation were not taken while
measuring QWL.
Questionnaire was filled up. The data was analysed through mean and
percentage. The results revealed that employees of ICICI bank Ltd were
happy with the working conditions like Drinking water and Safety facilities
having fair and cordial relations with their supervisor and colleagues in the
Bank. They feel that they were safe and secure in Bank. But on the other
hand, they dissatisfied with less growth opportunities and are not provided
with extra care like health camps etc. Moreover they were not happy with
the way performance appraisal was done and feel that there management
was not flexible with their social responsibilities and hence they were less
Research gap: This study measured quality of work life on the basis of few
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Azril et al., (2010) in his study discovered whether quality of work life
not. The data was collected from 180 employees (out of 200). Stratified
Random Sampling was used to collect the data. The nine independent
& security, Individual & family life and Personnel health & well being. And
one dependent variable viz. work Performance was taken in this study.
were used to analysed the data. The results revealed that all nine QOWL
Individual & family life portrays a positive and high relationship while job
management style have positive and low relationship. Further the results of
Multiple linear regression depict five variables i.e. Individual and family
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Research gap: This study did not consider the some of the important aspects
of quality of work life like growth & recognition, stress, quality of job itself.
Many studies have been conducted to find the quality of work life among
employees in different sectors i.e. Hospitals, Industries etc. But there are
very few validated scales (Lee et al. 2007) that too with limited dimensions
dimensions of QWL and scale will be validated with the help of Exploratory
studies have not explored the perception of contractual teachers about the
study.
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hypothesis:
Quality of work life is not a unitary concept; it is also concerned with a part
life as helps to balance personal life with job and reduces the stress level,
satisfaction with pay and relationships with colleagues and superiors (Morin
and Morin, 2000). Further Lau and Bruce(1998) also found that quality of
Multidimensional construct.
level of job control and support had declined due to some aspects of work
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employees are dissatisfied with the quality of work life. They are generally
dissatisfied with working conditions, jobs, career and control at work and
also reported they were stressed at home. This literature led to the
institutions.
Obj .2 To study the level of quality of work life among college teachers
Wilson et al. (2008) researched that the employees in casual jobs perceived
that they had lower job quality than employees in permanent work. Further
workers had lower autonomy and more work load than permanent work
139
Chapter 4
Obj (3) To find out the perceptual gap between permanent and contractual
Sadique (2007) revealed that pay, allowance and compensation are the major
determinant of the quality of work life. While Dargahi and Yazdi (2007) felt
positive experience. High income is also one of the most important issues
for a high quality of work life and low income creates dissatisfaction among
employees (Saraji and Dargahi, 2006). All this facilitates the formulation of
fourth hypothesis:-
Hypo. 4 Higher the pay better is the perception about quality of work life.
Obj (4) To study the influence of pay on quality of work life of college
teachers.
Environment at the work place improves quality of work life (Ghosh, 1993)
as it was found one of the most important factor of quality of work life
(Dargahi and Yazdi, 2007). Further Gupta and Gupta (2009) found a positive
relationship between physical environment and quality of work life and also
(2010) felt that environment of the working place had great impact on the
140
Chapter 4
level of stress. Large classes, crowded staff areas, inadequate furniture &
poorly lit rooms’ increase the stress level. Further satisfactory working
stress.
Obj (5) To study the relationship between physical environment and stress.
Hypo. 5(a) Better the physical environment higher is quality of work life.
Obj5 (a) To study the impact of physical environment on quality of work life
among college
life are likely to report chronic job stress, compared with those
has a significant influence on the level of stress. Higher stress was found in
people with poorer social support (Feijoo, 2004). Further support from
friends, colleagues, and family can help to reduce stress and psychological
141
Chapter 4
strains (Glowinkowski and Cooper, 1985). All this led to the formulation of
following Hypothesis:-
Stress level.
Obj (6) To examine the effect of Work-life balance and quality of Social
Charlie (2001) noted that there is gender based differences in teacher’s stress
(Mishra, 1996). Females are more exposed to stress than their male
by their spouses results in stress (Pina et al., 1993 and Nock and Kingston,
142
Chapter 4
References
Ahlberg, J., Kononen, M., Rantala, M., Sarna, S., Lindholm, K. &
Psychology, 5, 278-308.
29(1), 50-54.
Azril, M. S. H., Jegak. U., Asiah, M., Azman, A. N., Bahaman, A. S.,
143
Chapter 4
144
Chapter 4
145
Chapter 4
175-184.
34(3) 292-302.
Processing Zone.http://www.ilo.org/pub.1-19.
2(6), 1169-1174.
146
Chapter 4
Relations with Quality of Work Life, Health and Well Being. Journal
9(3), 211-226.
147
Chapter 4
273-287.
148
Chapter 4
Rose, R. C., Beh, L. S., Uli, J., & Idris, K. (2006). Quality of Work
2(2), 61-67.
149
Chapter 4
www.industrialpsychiatry.org.on.
Virtanen M., Kivimaki M., Joensuu M., Virtanen P., Elovainio M. &
Watanabe, M., Tanaka, K., Aratake, Y., Kato, N. & Sakata, Y. (2008).
Wilson, K., Brown, M, Cregan, C., (2008). Job Quality and Flexible
486.
Yang, C. C., Li, Y. H. & Wei, L .C. (2009). The Relationship between
150
Chapter 4
Chapter 3
extracting the research gap for this study. In order to bridge research gap
hypotheses were framed and to check those hypotheses following steps were
151
Chapter 4
existing literature and detailed discussion with the subject experts. The
questionnaire comprised two sections the first section was concerned about
the demographic profile of the college teachers where they were asked about
their age, gender, name of the college, qualification, working status of the
life partner, designation, work experience, marital status, monthly salary and
nature of job.
(QWL). The Quality of Work Life of teachers has been measured with the
Quality of Work Life in the organization” as well as one master statement for
each dimension has been included. The items for this construct were
generated from the research work of Lee et al (2007), Saklani (2003), Eaton
152
Chapter 4
Both the primary and secondary sources relevant for gathering requisite
information have been used in the study. Primary data based on first hand
information has been generated from the college teachers through self
various books, reputed Journals viz. The Indian Journal of Commerce, The
been selected for data collection. There are nine colleges in Jammu district
out of which three colleges are newly established and they do not have their
153
Chapter 4
were not contacted. The lists of college teachers were obtained individually
from all the six colleges. The population for the study comprised 608 college
selected conveniently was conducted to work out the mean and standard
(ii) S2*z2/e2
608, the sample size was worked out at 47 and 20 respectively when the
above two formulas were applied. This sample was very small for
154
Chapter 4
(Hair et al, 2006). So it was decided to find out the sample size
this case the number of respondents were 608 i.e. 399 permanent and
(Taylor and Sarros, 2000) after discussion with the subject expert.
The primary data has been collected through the personal visits paid to each
college teachers. Four visits were paid to each college teacher for the
collection of questionnaires.
155
Chapter 4
of Job, Work Experience Monthly Gross Salary and Working Status of the
Life Partner. Brief profile of the college teachers for the year 2009-2010,
processed and suitably analysed in order to bring out precise results with the
help of appropriate statistical tools. The analysis of quality of work life has
been carried out with the help of mean, standard deviation and frequency
distribution. Mean has been used in order to know the value of each
observation. Further, standard deviation has been analysed to work out the
distribution provides much more concise portrayal of the data (Tull and
156
Chapter 4
behaviour. ANOVA has been used to see the mean difference between
Westfall and Stasch, 1988). Exploratory factor analysis (EFA) was used for
applied to assess the proposed measurement model fit and scale validation.
For testing the hypothesis‘t’-test, has been applied. The reliability and the
internal consistency of the data collected have been judged through tests like
3.7 Reliability
intercorrelate with one another. Internal consistency implies that multiple items
measure the same construct, and intercorrelate with one another. In contrast, low
inter-item correlations indicate that some items are not drawn from the
alpha. The value of an alpha of 0.70 is the minimum acceptable standard for
157
Chapter 4
computed from the squared sum of factor loadings for constructs and the sum of
of error terms.
The rule of thumb for CR is .70 or higher (Fornell and Larcker, 1981).
and the scores for each half of the test is compared with one another.
3.8 Validity
3.8.1 Face/Content validity: It is the extent to which the content of the items is
actually reflects the theoretical latent construct. It deals with the accuracy of
measured taken from a sample represent the actual true score that exists in the
different components:
3.8.2.1 Convergent Validity: Convergent validity tests the extent to which the
covariance between the two measures is uniquely explained by the trait factor
158
Chapter 4
. Thus, items that are indicators of a specific construct should converge or share a
3.8.2a. Factor Loadings: High factor loadings, i.e., above .50 or ideally .70 or
the measures differs from other similar measures designed to measure different
(VE) (Fornell and Larcker, 1981). They suggested that the VE for each construct
The multivariate data reduction technique of factor analysis has been used for the
variables and reduction of large number of variables into few manageable and
meaningful sets. Factor analysis was carried out through the Statistical Package
for Social Sciences (SPSS, 15.0 version) to simplify and reduce the data. It was
159
Chapter 4
minimum factors and optimal coverage. The statements with factor loading and
communalities less than 0.5 and Eigen value less than 1.0 were ignored for the
subsequent analysis (Hair et al., 2006). The data reduction was performed in three
steps- Ist in the anti-image correlation matrix the items with value less than 0.5
on the diagonal axis were deleted. In the second step the extracted communalities
were checked (amount of variance in each variable) and items with values less
than 0.5 were ignored for the subsequent analysis. In the third step in rotated
component matrix statements with multiple loadings and values less than 0.5
were ignored.
factor structure of a set of observed variables. CFA allows the researcher to test
underlying latent constructs exists. After purifying the scale items using EFA and
reliability analysis, the final factor that emerged from EFA were confirmed
through CFA. To further refine all measures for CFA analysis, measurement
160
Chapter 4
from exploratory factor analysis, as in EFA all measured variables are related to
assign variables to each factor on the basis of preconceived theory. CFA, using
the maximum-likelihood method and the following measures to assess the fit
between the obtained solution and the assumed model: Root Mean Square Error
of Fit Index (GFI), Comparative Fit Index (CFI), Normed fit index (NFI), and
good fit. RMSEA values less than 0.08 were used to indicate good fit of the data
(Joreskog and Sorbom, 1993). CFI ranges from 0 to 1 with a larger value
indicating better model fit. Acceptable model fit is indicated by a CFI value of
0.90 or greater (Hu & Bentler, 1999). GFI, NFI and AGFI values close to 1
indicate a good fit (Kline,1998 and DeVellis, 2003).GFI, NFI and AGFI values
RMSEA values between 0.05 and 0.08 are also acceptable for the model
if the GFI value is 0.85 and AGFI value is over 0.80. Chi-square was also
161
Chapter 4
The χ2/df ratios of less than 5 are used to indicate acceptable fit to the data and of
All feasible efforts were made to maintain objectivity, reliability and validity of
the study, yet certain limitations could not be ignored and are required to be kept
1. The study has measured teachers’ quality of work life on the basis of the
teachers’ responses which might have been guided by their likes and dislikes.
2. The scope of the study was limited to Government Degree Colleges of Jammu
city only.
3. The data was collected only from the government college teachers.
4. The information obtained about their quality of work life is not fully free from
subjectivity.
The elements of subjectivity might not have been checked completely as teachers
have responded on the basis of their own experience and perception regarding the
To certain extent the aforesaid limitations have affected the findings of the study.
made to maintain the validity and reliability of the research work, and as such
162
Chapter 4
limitation
163
Chapter 4
26-30 80 26
Age 31-35 61 20
36-40 49 16
41-45 46 15
46-50 35 11
51-55 24 8
Married 56 18
Marital
Unmarried 249 82
Male 99 32
Sex
Female 206 68
P.G. 194 64
Qualification M.Phil/Net. 41 13
Phd 70 23
Lecturer 176 58
Sr. Lecturer 61 20
Designation
Selection Grade 68 22
Lecturer
Nature of job Permanent 204 67
Contractual 101 33
Work 1-10 190 62
experience 11-20 68 23
21-30 41 13
31-40 6 2
Working working 222 73
status of life Non-working 83 27
partner
Below20000 101 33
Income 21000-40000 80 26
41000-60000 45 15
61000-80000 79 26
N stands for Number, % stands for percentage of the teachers
164
Chapter 4
REFERENCES
165
Chapter 4
in South Asia.
166
Chapter 4
Hu, L. T. & Bentler, P. M. (1999). Cut off criteria for fit indices in
Mulaik, S. A., James, L. R., Van, A. J., Bennett, N., Lind, S. &
167
Chapter 4
Taylor, T., Gough, J., Bundrock, V., & Winter, R. P. (1998). A Bleak
23(3), 255-268.
Company.
273-287.
Processing Zone.http://www.ilo.org/pub.1-19.
168
Chapter 4
169
Chapter 4
Chapter 4
The data has been duly purified before analysing it with the help of factor
process. Initially in the 1st round there is no deletion of items in the Anti
dropped due to factor loading below 0.5. In second round after deleting the 7
items there was no deletion in Anti image but in communalities 1 item got
170
Chapter 4
fifth round 1 item was deleted in rotated component matrix. Finally in the
sixth round no item was deleted Anti image, communalities and rotated
Quality of Job itself (F3), Student behaviour (F4), Stress (F5), Work-life
(F8), Social orientation (F9) and Growth and Recognition (F10) with
positive factor loadings and extracted communalities (greater than 0.5), good
Eigen value (>1). High KMO value (0.925) gave the required adequacy for
factor analysis. The total variance explained by the 10 factors has arrived at
loading values viz. 0.86, 0.851, 0.829, 0.824, 0.793, 0.785, 0.785, 0.757 and
percent.
factor loading values viz. 0.78, 0.771, 0.767, 0.752, 0.725, 0.699, 0.595 and
171
Chapter 4
communalities were above 0.5. The total variance explained by this factor
4.1.3 Quality of Job itself (F3): After purifying the scale, 7 statements
emerged under this factor with positive factor loading values viz. 0.725,
0.715, 0.687, 0.679, 0.667, 0.608 and 0.554. About nine percent variance is
4.1.4 Student behaviour (F4): Six statements have converged under this
factor after applying factor analysis. All statements have factor loadings and
4.1.5 Stress (F5): All the six statements in this factor have positive factor
loadings (0.891, 0.885, 0.872, 0.837, 0.821 and 0.754), and extracted
communalities (>.5), very good Eigen values (> 1). This factor is responsible
factor loading values viz. 0.851, 0.813, 0.797, 0.778, 0.744 and
communalities were above 0.5. The total variance explained by this factor is
7 percent.
statements were emerged under this factor with positive factor loading
172
Chapter 4
values viz. 0.727, 0.715, 0712, 0.711, 0.691, 0.644. This factor has explained
positive factor loading values viz. 0.772, 0.743, 0.718, 0.583 and
communalities were above 0.5. The total variance explained by this factor
4.1.9 Social orientation (F9): All the four statements in this factor have
positive factor loadings (0.801, 0.769, 0.767 and 0.657), and extracted
communalities (> .5), very good Eigen values (> 1). This factor is
variations.
173
Chapter 4
and Growth and Recognition (F10). In the present study before running
CFA, EFA was carried out to restrict the number of indicators. In, CFA items
with standardised regression weights (factor loading) less than .70 were
both type of model were fitted through AMOS (15 version). Quality of work
Analysis (EFA), which were subjected to CFA for scale validation. All the
Average Variance Explained (AVE) and Construct Reliability (CR) as all values
of various fit indices came to be within the prescribed limits (Table4.2). The
CFA has been applied on sub-scale (Ist order CFA), the results are as under:-
4.2.1.1 Remuneration: It consist of 8 manifest variables (R1, R2, R3, R4, R5,
R6, R7 and R8), that were derived after EFA. All the manifest variables are
highly loaded on their latent construct i.e. remuneration. The goodness of fit
The standard regression weight of two items R8 and R3 are excellent (>0.9),
four items R1, R5, R6 and R7 are good (>0.8) and two items R2 and R3 were
174
Chapter 4
average (>0.7) which reflects the unidimensionality of these items with their
latent construct. Moreover, the model has been proved excellent due to high
AVE (.70); high construct reliability (.982) and high cronbach’s alpha value
(above 0.70).
.32
-.15
-.20 -.20
.50 .39 -.15
.56 .22
1.16 1.55 .82 1.45 .95 1.44 1.03 .64
R1 R2 R3 R4 R5 R6 R7 R8
.66.78
1.00 .82 .98 .84 .79 .93
3.84
remenurate
4.2.1.2 Grievance Handling: EFA resulted into seven items under this factor,
which were (GH1, GH2, GH3, GH4, GH5, GH6, GH7) used for CFA. CFA
resulted into deletion of two items due to low standardized regression weights viz.
GH7 and GH6 (below 0.5). The Goodness of Fit Indices proved excellent
explained (0.937) and construct reliability (0.987) further proved the excellence of
the model.
175
Chapter 4
.37
Grievance
4.2.1.3 Quality of Job Itself: It comprised with seven manifest variables after
applying CFA two manifest variables J8 and J9, were deleted due to low
standardised regression weights. After deleting the two items the value of Fit
indices proved very good (GFI=0.987, CFI=0.993, RMSEA=0.67). All the items
are highly loaded with the latent construct which reflects convergent validity as
well as unidimensionality of the sub scale. As the AVE (0.947), CR (0.98) has
-.13
.42 .27 .21 .31 .60
er1 er2 er3 er5 er7
1 1 1 1 1
J3 J2 J1 J4 J5
.96
job qualty
176
Chapter 4
4.1.2.4 Stress: After purifying the items with EFA, six items emerged. Application
of CFA gave very good regression weights (>0.7). This also helped in ensuring the
unidimensionality of the scale. All other indices (GFI, CFI, and AGFI) are also
nearer to 1 that further supports the acceptance of model (Table 4.2 ). The value
.53 .56
.36
1.53 .83 .47 .85 1.43 1.32
er1 er2 er3 er4 er5 er6
1 1 1 1 1 1
stres1
4.1.2.5 Participation in Decision Making: EFA resulted into six items under this
factor, which were used for CFA. While applying CFA, no items were removed as
all items were significant and positively loaded i.e. SRW of two items were
excellent (>0.9), three items were good (>0.8) and one item is above 0.7. Chi
Square value also supported the result (chi square/df<0.5). The RMSEA, GFI, CFI
177
Chapter 4
values were recorded at 0.08, 0.975, 0.991 respectively indicating the best fit of the
model. Moreover, the model has been proved to be valid through high values of
P1 P2 P3 P4 P5 P6
1.00 1.28 1.37
1.28 .69
1.32 1.33
participation
after EFA. While running CFA no item got deleted. All the items are significantly
and positively loaded with their latent construct, AVE (0.935) and CR (0.988) also
proved valid. The Goodness of Fit Indices are also above the acceptable criteria
-.20 .03
.30 .25 .16 .39 1.12 .83
student
4.2.1.7 Physical Environment: Application of EFA resulted into four items under
this construct and after CFA the value of Fit Indices proved excellent (GFI=1,
178
Chapter 4
unidimensionality. Further the high CR (0.953) and AVR (0.836) supported the
model.
.22
PhyEnv
4.2.1.8 Work Life Balance: This factor comprised with five items after
exploratory factor analysis. CFA revealed that all the manifest variables are highly
loaded on their latent construct i.e. SRW of three items is good (>0.08) and two
item is average (>0.07). Chi Square value (chi square =6.66, df=2) also supported
the result. RMSEA, GFI, CFI values are at 0.081, 0.991, 0.996 respectively
indicating the best fitness of the model. Moreover, the model has been proved to be
worklife
179
Chapter 4
4.2.1.9 Social Orientation: It comprised four items after EFA. After conducting
CFA all manifest variables carried good standard regression weights, AVE (0.614)
and CR (0.861) were also good. All fit indices (GFI=0.997, CFI=1, AGFI=0.987,
the model. Bad fitness indices (RMSEA=0) and good incremental indices (CFI=1)
s6 s7 s8 s9
1.08
1.00 1.04 .59
1.07
Social orintion
been derived after EFA. All the manifest variables are highly loaded on their latent
construct. Chi Square value (chi square =0.708, df =2) also supported the result.
The values of RMSEA (0.00), GFI (0.999), CFI (1), AVE (0.907), and CR (0.974)
are excellent.
er1 er2 er3 er4
.68 .80 .72 .34
G3 G4 G5 G1
.82 .89 .85 .58
GROWTH
180
Chapter 4
All the constructs have put together to test the multidimensionality of the model by
giving the interrelationships. In this model the doubled headed arrows shows the
Job itself, Student behaviour, Stress, Work life balance, Participation in Decision
related with each other. This model is deemed appropriate as all the criteria’s of
goodness of fit are within the acceptable limit (Table 4.3). In this high value of
GFI, CFI, NFI (values nearer to 1) and lower value for the RMSEA (nearer to 0)
181
Chapter 4
.81
er1 R3.83
.90
-.19
.50
er2 R8.69.91
er3 R5 .78.83
.88
.47 er4 R1
.73 .54 REM
-.15 .82
-.07 er5 R4
.81
.67
.21
.20
er6 R7.81.66
.25 er7 R6.65
er8 R2 .44
.66
.34
eg1 GH5.55
.81
eg2 GH4.75 .74 .57
.86
eg3 GH2.82
.91
.23eg4 .86
GH3.73 GRIVHANDL
eg5 GH1 .26
.62 .40
ej1 J2.68 .79
.82 -.09
.22 ej3 J3 .76
.87
-.16.19 ej4 J1
.81
.66
JOB1
-.24 .78 .45
ej6 J4 .61 .40
.09
ej7 J5.81
et1 SB2 .83 .48 -.19
.90 .55
et2 SB4 .83 .91
.68 .91
.04
-.27
et3
-.17 et4
SB3
SB5
.83
.58
.76 STNTBEH
182 -.32 .37 .33
Quality Of Job Itself Items; SB1 to SB5 (STNTBEH) Student Behaviour Items; ST1 to ST6 (STRESS1) Stress Items;
W1 to W5 (WORKLIFE) Work Life Balance Items; P1 to P6 (PARTICPTON) Participation In Decision Making Items;
(GROWTH) Growth &Recognition Items and varied e-items Error variance for model items.
Handling, Quality of Job itself, Student behaviour, Stress, Work life balance,
growth and Recognition. In this model the direction of arrows are from the
During CFA, the one manifest variable i.e. stress was deleted due to low
standard regression weights (below 0.7) and two items from Grievance
Handling, one from Student behaviour and one item from Physical
environment got deleted as the SRW are less than 0.7 (Hair et al., 2007).
After deleting one manifest variable and four items from the model. The
overall output or fit model summary is provided in the (Table 4.4). All the
183
Chapter 4
.67
er8 R2 .68
er7 R6 .75 .82
.23 .83 re
er6 R7 .54 .87 .43
.73
er5 R4 .74
.86
-.15 remunert
.51 er4 R1
.81
.66
-.28 .89
.16 er3 R5.90
.80
.51
er2 R8 .82
er1 R3
.77
ge
.52
eg5 GH1.80 .88
.90
eg4 GH3.78
.88 grievance
.73
eg3 GH2.53
.80
eg2 GH4.64
.37
eg1 GH5.61
ej7 J5 .56
.21
ej6 J4 .44
.78 je .66
.75
.57
ej5 J9 .78 .66
.30 .88
-.32 ej4 J1 .81
.65 jobit
.37 .72
.63
ej3 J3 .40
.83
ej2 J8 .70
ej1 J2
.49 ste .75
et5 SB1.77 .70 .32
.88
et4 SB5.89
-.76 .94 student
.25 et3 SB3
.90
.80 .57
.88
et2 SB4.78
-.01 Quality of work life
et1 SB2 .56
we .63
ew5 W 1.72 .75 .40
ew4 W 4.74 .85
.38 .86
.46 ew3 W 5.81
.65 worklife .79
ew2 .78
W 3.61
.02 .27
ew1 W 2.54 .59
ep6 P1 .77 pe
.73
ep5 P4 .84 .88 .62
.64
.91
ep4 P3 .83
.91
.19 .34 -.56
.88 particpt
ep3 P5 .77
.83 .79
ep2 P6 .69
ep1 P2 ere
.68 .35
.82
ee3 E5.68
.46
ee2 E2.84 envirnment
.71
ee1 E4
soe
.82
.41
eo3 S6 .77 .90
.88
eo2 S8.89
.79 social
eo1 S7
.80 gre
.63
egr3 G4 .68 .89
.83
egr2 G3.84
.71 growth
egr1 G5
Quality Of Job Itself Items; SB1 to SB5 (STUDENT) Student Behaviour Items; W1 to W5 (WORKLIFE) Work Life Balance Items; P1
to P6 (PARTICPT) Participation In Decision Making Items; E2 to E5 (ENVIRNMENT) Physical Environment Items ;S6 to S8
(SOCIAL) Social Orientation Items; G3 to G5 (GROWTH) Growth &Recognition Items and varied e-items Error variance for model
items.
184
Chapter 4
factor anaysis
Fitness criteria has been used to find out the better fitting of quality of work
by the lower value of RMSEA and Higher value of CFI. Moreover better
4.2).
4.6 Reliability
4.6.1 Cronbach’s alpha value, which is related in part to the total number of
items in the scale, for all of the 57 items of the scale as arrived 0.944 which
QWL subscales is also high (above 0.80) indicating that the 10 QWL sub
4.6.2 Split half reliability the difference between the mean values of two
halves is insignificant which represents the data is valid through (Table 4.6).
4.6.2 Construct reliability (CR) was also checked through CFA. All values
of each subscale is greater than 0.8 that indicate very good CR. (Table 4.5).
4.7 Validity
185
Chapter 4
discriminant validity.
loadings & variance explained. All the factor loadings are above 0.7 which
shows high partial correlation with the factor. Moreover scale with Bentler-
(Bentler and Bonnet, 1980). Since the Bentler Bonnet coefficient for all
factor is greater than the squared correlation between different factors which
186
Chapter 4
on the basis of mean values from various dimensions. Mean values of all
moderately satisfied with their quality of work life. The detailed analysis of
work life as it is an important mean for satisfying one’s need and employees
factorial mean derived from this factor of Quality of work life has arrived at
4.11. CFA resulted into eight items. Two items “my job provides steady
employment” and “I am paid fairly for the job” are highly related with
are satisfied with the salary they receive (M=4.58) and they avail earned
reported that reward system is not adequate (M=3.86) and they are also
187
Chapter 4
About fifty four percent Teachers expressed that resources are not
of correlation (r), and the coefficient of determination (r2) for this factor of
Quality of work life have arrived at 0.454 (sig. < 0.01), and 0.206
probable error of correlation (0.031) is very much less than the value of (r)
The total mean derived from different items of grievance handling came at
satisfied with the grievance handling procedure (M=4.73) and agreed that
institution (M=4.64) (r=0.782 at 0.01 sig. level). They (70%) indicated that
complaints and problems are handled fairly (M=4.70), and accepted wholly
188
Chapter 4
Quality of work life was figured out at 0.593 (sig. < 0.01) while the
The mean satisfaction derived from this factor has arrived at 5.60 which
is highest among all the dimensions. CFA of quality of Job itself resulted
in 5 items. Most of the college teachers (90%) are satisfied with their job
as they find their job appropriate (M=5.56) (r=0.600, p< 0.01).It is much
better than others (M=5.65) due to creativity in their job (r=0.671 at 0.01
sig. level). It is opined that interesting and appropriate job makes them
know their working hours (M=5.73) and they are able to conduct the
between this factor and Quality of work life is 0.412 (p< 0.01) and
factor. Further correlation value 0.412 is quite higher than the probable
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Chapter 4
they are the integral part of their profession. The mean from this factor
has arrived at 5.42. CFA revealed that the item “student interact with
Teachers (88%) are highly satisfied with the behaviour of their students
(M=5.54) as they neither disturb the class (r=0.736 p<0.01) nor insult
their teachers (r=0.598 p< 0.01 sig. level). About eighty nine per cent
and they are cheerful in the classroom (M=5.56). Further, they (77%)
for this factor and Quality of work life have arrived at 0.569 (sig. < 0.01)
two. The detailed analysis indicated that teachers are satisfied with the
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from some aspect of their work as a teacher. CFA of stress came out with
six items. The factorial mean of this factor has arrived at 2.96 which shows
that the teachers’ are not stressed. The item “I feel tired after the class”
highly reflects the construct (SRW=0.924). They (75 %) never feel under
matter (r=0.673 p< 0.01), and there is no complexity in their job (M=3.01).
Moreover they (71%) are not overloaded (M=3.25) and perceived time
schedule is also not hectic (M=3.06). There is absence of chaos in the class
work schedule reduces the stress level. The correlation (r) between stress
and Quality of work life has arrived at -0.195 (sig. < 0.01),indicating an
inversrelationship.
"work" (career and ambition) on one hand and "life" (pleasure, leisure,
derived from the factor Work life balance has arrived at to 5.18. The item
“Enough time away from work to enjoy other things in life is highly related
have balanced work life relationship (M=5.52). They (87%) felt that their
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current working hours suits their personal life (M=5.20) and they have
enough time to pursuing their hobbies (r=0.674 at 0.01 sig. level). Further
the results revealed that they have enough time for social obligations
significant association between work life balance and Quality of work life
(r= 0.401, p< 0.01) and the coefficient of determination (r 2) for this factor is
0.161. The value of probable error (0.030) of correlation also supports the
result. The overall analysis of this factor indicated that teachers have
Teachers can take a greater role in the overall success of the college when
items of this factor “suggestions are given due thought by the college
teachers” highly reflect the construct (SRW=0.922 and 0.913). The college
(M=4.86), they (61%) are able to impress upon the process of decision
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relationship between this factor and QWL (r=0.542; sig. <0.01) and twenty
nine percent variation (r2 =0.294) in the QWL is being caused by the
quality of work life. Extensive study of factor reveals that teachers are being
involved in decision making process of college activities and they are able to
comfort and facilitate doing a good job contribute to quality of work life.
cleanliness of the work place and adequate tools and equipment are the
features which affect quality of work life. The factorial mean for Physical
that the rooms are properly illuminated and ventilated (M=4.60) and the
furniture is also adequate and comfortable for them (M=4.70). The item
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facilities (M=4.22). The association between Quality of work life and this
factor arrived at (r= 0.451, sig. < 0.01) and the variation caused by this
factor is twenty percent. Further the value of r= 0.451 is more than six times
of the probable error (0.032) so it proves the significant relation between the
two.
work life. The mean of this factor has arrived at 5.43. The item “HOD
their colleagues and superiors (M=5.52). They (93%) indicated that their
life (r= 0.307 sig. <0.01). About eighty eight percent college teachers are
between this factor and QWL (r=0.473, p<0.01) and twenty nine percent
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orientation.
The desire for growth and recognition is generally strong among teachers as
status. The mean satisfaction derived from this factor was figured at 4.89.
The item “career opportunities are available for me” is significantly reflects
indicated that the job allows them to sharpen their professional skills
(M=5.02) as skills and abilities are fully explored here (M=4.76). They
(75%) are also appreciated for good work (M=4.95). Overall teachers are
association between growth & recognition and Quality of work life has
arrived at 0.527 (sig. < 0.01) and the coefficient of determination (r 2) has
arrived at 0.278.
Data analysis has been done with respect to different dimensions of QWL as
well as from the prospects of personal factors viz. college wise, age, marital,
sex, qualification, nature of job, designation, years and working status of life
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Age wise class intervals were created and the mean QWL obtained for
II and Group III with other Groups because majority of teachers in these
groups are contractual. The detailed analysis of QWL of different age groups
Group I (20-25 years): Teachers under this age group secured minimum
groups. All of them are contractual, having less salary but high workload as
age group are highly satisfied with the positive attributes of the students
(M=4.81) but on the other hand they are dissatisfied with the participation in
(M=2.39).
Group II (26-30 years): The total mean derived by this group has come to
4.31. Eighty seven percent teachers in this group are satisfied with their
superiors & colleagues (M=5.28), and with job (M=5.27). About ninety
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percent teachers viewed that they have time and opportunity to attend family
& social obligations (M=4.81) but they are dissatisfied with their pay
(M=2.95).
Group III (31-35 years): The factorial mean of this group has arrived at
(M=5.31) are adding up to the QWL. About sixty six percent are satisfied
and they are not stressed at their work place (M=2.00). They are dissatisfied
Group IV (36-40 years): The mean score of this age group is 4.88. Majority
of the respondents (98%) find their job creative and appropriate (M=5.66).
they (83%) can also participate in decision making (M=4.91). They (78%)
indicated that the working conditions are also satisfactory in the college
(M=4.77).
Group V (41-45 years): The factorial mean derived by this group has came
to 5.12. Most of the teachers (95%) are satisfied with their job (M=6.00),
(M=5.72). Further, they (90%) have enough time for pursuing hobbies and
other life interests (M=5.62). They (85%) are also satisfied with their salary
(M=5.18).
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Group VI (46-50 years): The mean of this age group has arrived at 5.04.
Majority of the teachers (98%) are highly satisfied with their job as they find
their job appropriate, creative & much better than others (M=5.98). About
eighty percent teachers are able to impress upon the process of decision
due thought is given to their suggestions (M=5.06). These teachers are little
Group VII (51-55 years): Teachers under this age group are most satisfied
with their QWL (M=5.27) in comparison to other groups as all of them are
process and cordial relations with their colleagues & superiors and not felt
stressed. About eighty eight percent teachers are satisfied with the salary
they received (M=5.49), and with the career opportunities available to them
Overall age-wise analysis of QWL reveals that the teachers in initial age
group are least satisfied and level of QWL increases continuously till 41-45
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years. Afterwards it declines in 46-50 years. It again limps in the next age
Gender wise analysis of quality of work life revealed that both male (N=99)
and female (N=206) teachers are satisfied with their quality of work life.
Male respondents are little more satisfied (M=4.80) then the female
respondents (M=4.67) but the difference in attitude of both the genders are
Male teachers: Male teachers are satisfied with all the aspects of QWL viz;
and quality of job itself (M=5.67). They (73%) are satisfied with the
Most of the male teachers (70%) are also satisfied with their salaries
work-life relationships (r=-0.388 p< 0.01). The analysis shows that there is
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Female teachers: Female teachers are satisfied with all the aspects of QWL.
They (60%) revealed that reward system is adequate (M=4.03) and they are
paid fairly. About eighty four viewed that they have time and opportunity to
attend family and social obligations (M=5.11). They are moderately satisfied
The overall analysis shows that male teachers are more satisfied with all
aspects of quality of work life then female teachers because majority (81%)
of the female teachers are married and they have dual responsibility
College wise teachers have been divided into six groups i.e. group 1 (MAM
results of post hoc analysis revealed that there was significant difference in
mean scores of group 5 (Commerce College) with all colleges except Group
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and are least satisfied with their QWL as compared to other groups. Group 6
with all colleges except group 1 (MAM College), and, group 5 (Commerce
College) because teachers of both the colleges are less satisfied with their
Group I: The total mean derived for this group is 4.52. Most of them (88%)
find their job appropriate (M=5.42) and have balanced work life relationship
(M=5.11) and they have enough time to enjoy other things in life. They have
received (M=3.91).
Group II: The factorial mean of this group has arrived at 4.83. Ninety one
percent teachers are satisfied with their job (M=5.73), as they find their job
as much better then others. The infrastructure like adequate and comfortable
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Group III: The mean of this group is 4.80. Most of the teachers (92%) are
highly satisfied with the positive attributes of job (M=5.64), colleagues &
(M=5.13) in their profession. They (77%) are also satisfied with grievance
Group IV: The total mean derived for this group is 4.84. Majority of them
(93%) find their job appropriate (M=5.78). They are satisfied with the
Group V: The perception about QWL among the teachers under this group is
of them (60%) are contractual and not paid fairly. They (83%) reported high
and with behaviour of students (M=5.21). They are moderately satisfied with
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Group VI: Teachers under this group secured high perception about quality
of work life 5.21, as compared to other groups as all of them are permanent
and satisfied with all aspects of QWL viz. students behaviour (M=5.95),
Thorough analysis of this section shows that group 6 (Govt. degree college
for education) teachers are satisfied with maximum aspects of QWL and
(Ph.D.). One way ANOVA test revealed significant difference among three
Group I– The total mean derived for this group has come to 4.69. Eighty
seven percent teachers are satisfied with their superiors & colleagues
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(M=5.39), job quality (M=5.56), work life balance (M=5.10) and students
behaviour (M=5.41). Further eighty one percent teachers are also satisfied
chunk of teachers (37%) who are dissatisfied with their income (M=4.03).
Group II- Teachers under this group secured minimum satisfaction (4.33) in
salary but high work load as comparison to permanent faculty. Most of them
operative and friendly superiors & colleagues (M=5.35) and are satisfied
with the behaviour of students (M=5.17). But they are dissatisfied with the
Group III- Teachers under this group are most satisfied with their quality of
work life comparison to other groups (4.96). As majority of them (97%) are
making (M=4.84) and cordial relations with their colleagues & superiors
(M=5.43) because they have enough time for family and social obligations.
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Thus it can be concluded that Group II teachers are least satisfied and Group
The analysis of the degree of quality of work life of the working and non
working life partner revealed that the mean level of QWL secured by the
working life partner (M=4.76) is little more than the non-working life
Working life partner teachers- Teachers whose life partner is working are
satisfied with all the factors of quality of work life. Most of teachers (94%)
are satisfied with their job (M=5.62), cooperative superiors & colleagues
one per cent are impressed with the process of decision making (M=4.72).
Further they (74%) are satisfied with the career opportunities available to
them (M=4.96) which sharpen their professional skills. They are little
due to single income source and more than fifty per cent teachers are
contractual. About 88% teachers have balanced work life relationship, due to
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(79%) are satisfied with the helpful nature of their superiors & colleagues
Overall analysis reported that teachers with working life partners are more
satisfied than non working life partner because majority of them are
making.
Designation wise teachers have been divided into three groups i.e. Group I
p<0.001). The results of post-hoc analysis reported that there was significant
difference in mean score of lecturer with other two groups as these teachers
are least satisfied with their QWL i.e. economic aspects compared to other
Lecturer: The perception about QWL among the teachers under this group is
they are not paid fairly and a big chunk of teachers (24%) are dissatisfied
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class rooms. They (21%) opined that career opportunities are not satisfactory
decision making process. These teachers (85%) are satisfied with their job
Senior Lecturer: The total mean derived for this group has come to 4.96.
than others and have balanced work life relationship (r=0.407, p<0.01).
Eighty eight per cent teachers are satisfied with their co-operative superiors
making process (M=4.78). But a big chunk of teachers (23%) are dissatisfied
furniture in colleges.
about QWL is 5.17. All of them are permanent, with high pay and have more
job experience. They (94%) are satisfied with all aspects of QWL viz.,
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& recognition (M=5.46) and with balance work life relationships (M=5.44).
The teachers have been divided into four groups. There are significant
Further, the results of post hoc analysis revealed that there is significant
difference in mean score of group I teachers with other three groups because
more than fifty percent teachers in this group are contractual. There is no
Group I (1-10 yr): The perception about QWL among the teachers under
(89%) find their job interesting (M=5.40). They are satisfied with their
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Group II (11-20 yr): The mean of this group has arrived at 5.09. Most of
the teachers (95%) are highly satisfied with the positive attributes of job
Group III (21-30 yr): The total mean derived for this group is 5.14. All of
them are permanent & have high income (M=5.32). About ninety five per
cent teachers reported high perception about Quality of job itself (M=5.98),
(M=5.21). But they (61%) are moderately satisfied with the physical
Group IV (31-40 yr): Teachers reported high perception about QWL 5.15 in
this group. Majority of teachers (95%) are highly satisfied with students’
three per cent teachers find their job interesting & appropriate (M=6.05)
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Thus, it can be concluded that group I teachers are less satisfied with all
aspects of QWL compared to other groups. Further all teachers have low
colleges.
The analysis of the degree of the quality of work life of married and
unmarried teachers revealed that the mean level of QWL secured by married
majority of them (76%) are permanent, high salaries and balanced work life
relationships. About ninety one percent are satisfied with their job as they
find their job appropriate & much better than others (M=5.66). They are
satisfied with their colleagues and superiors as they (88%) believes in team
work and are friendly in nature (M=5.46). Majority of teachers (76%) are
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satisfied with the working conditions like proper lightning & ventilation
The current working hours also suits their personal life which help to
maintain the work-life balance (M=5.17). Further, they (75%) are not
Unmarried teachers: Unmarried teachers are also satisfied with all aspects
are contractual teachers and their salary is less than permanent teachers.
They reported that reward system is not adequate (M=2.91). They (85%) are
They (62%) opined that complaints and problems are handled fairly due to
Further eighty five per cent teachers revealed that they have enough time to
maintain work-life balance (M=5.22) and they are not stressed at the work
place (M=2.69).
Overall analysis reported that the married teachers are satisfied with all the
aspects of the QWL and unmarried teachers are also satisfied with all the all
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(r=0.302, p<0.01). Class intervals were created and the mean QWL obtained
for teachers in each group was calculated, which revealed difference in mean
QWL and these difference are significant (F= 49.053, p<.001 sig. level). The
Below 20000: The perception about QWL among the teachers under this
them are contractual, having less salary. Majority of teachers (90%) reported
(85%) have high perception about social orientation (M=5.22), quality of job
profession.
21000-40000: The total mean derived for this group has come to 4.89.
Majority of the teachers (94%) find their job appropriate, creative and much
better than others (M=5.80) and have balanced work life relationship
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41000-60000: The mean of this income group has arrived at 4.88. Most of
the teachers (91%) are satisfied with their job (M=5.66), colleagues,
(84%) are also satisfied with their salary (M=5.04) and growth &
time away from work to enjoy other things in life (r=0.544, p<0.01).
61000-80000: Teachers under this income group are most satisfied with their
QWL (M=5.15). As all of them are permanent having high salary (M=5.17)
(97%) opined that there is a lot of creativity in their job (M=6.00). They are
(M=5.07).
Overall analysis of income wise QWL reveals that the teachers belonging to
income group below 20000 are least satisfied as all of them is contractual.
While level of QWL increases in second, third and fourth group as all of
4.9.10 Nature of job wise analysis: Nature of job wise analysis of QWL
reveals that the mean level secured by permanent and contractual teacher is
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0.000 sig. level). The detailed analysis of permanent and contractual teachers
is as under:-
Permanent teachers: They (90%) are satisfied with all aspects of QWL viz.
(M=5.11). About eighty nine teachers viewed that they have enough time for
family and social obligations (M=5.35). Majority of them (77%) opined that
QWL. About eighty five percent teachers reported that they are dissatisfied
with the income (M=2.23) and twenty one percent teachers reported that
teachers’ problem is not handled equally. They (26%) also opined that career
opportunities are not satisfactory. They (83%) are satisfied with the quality
of their job (M=5.11), colleagues and superiors (M=5.22) and with students’
behaviour (M=5.19.).
Overall analysis reported that the perception towards the QWL of permanent
teachers are stronger then the contractual teachers as they have greater
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Analysis of data lead to the final stage of research i.e. hypothesis testing for
First-order & second order confirmatory factor analysis was applied which
value of RMSEA (0.53) reflected better fitting of model (Table 4.2). Hence
institutions.
In order to test the level of satisfaction among college teachers one sample t-
test has been applied at 0.05 level of significance. The sample mean was
4.71 and the test value was 3.00 (Table 4.11). The results revealed a
significant difference between observed and test values (t= 42.087, sig.
<0.05). Hence the hypothesis that college teachers are dissatisfied stands
rejected.
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Independent t-test has been applied to test this hypothesis. The results
accepted.
Hypo.4:- Higher the pay better is the perception about quality of work life.
indicates that pay does exert influence on quality of work life, hence
The above equation indicates that pay is one of the influencing factors.
The value of standardized beta has arrived at 0.454 indicating 0.45 unit of
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The value of standardized beta has arrived at 0.451 indicating 0.45 unit of
and stress.
Correlation has been applied to test this hypothesis. The results revealed a
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Stress level.
Correlation and regression analysis have been conducted to test the proposed
indicates that work life balance and social relationships affects stress level.
under:
Hypo.7:- Women teachers are more stressed than male teacher as they have
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In order to test this hypothesis Independent t-test has been applied. The
female are not stressed but the females stress level is higher than male
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Reference
220
Chapter 4
221
Table 4.1: Summary of Results From Scale Purification of Quality of work life Data: Factor
Loadings, Variance Explained, Mean, S.D., KMO Values and Eigen Values
Factors Mean S.D F.L V.E KMO E.V 4
Chapter
F1 Remuneration & related factors 4.11 0.66
Paid fairly 4.49 2.12 0.86
Steady employment 4.42 1.98 0.85
Housing allowance 3.62 1.81 0.83
Satisfied with pay 4.58 2.24 0.82 12.195 7.07
Medical allowance 3.43 1.77 0.79
Resources are appropriate 4.27 1.85 0.78
Avail earned leave 4.15 2.04 0.78
Adequate reward system 3.86 2.04 0.75
F2 grievance handling 4.65 0.47
Redressal procedure 4.64 1.30 0.78
Flexible procedure 4.59 1.24 0.77
Problems are handled equally 4.55 1.26 0.76
Acceptance of Complaint 4.55 1.19 0.75
Fairly handles Complaints &
4.70 1.25 0.72 9.933 5.41
problems
Principal Directly handles 4.79 1.22 0.69
Teacher union role 4.78 1.25 0.60
F3 Quality of job itself 5.60 0.47
Know working hours 5.73 0.88 0.73
Able to conduct the class 5.68 1.05 0.72
Appropriate job 5.56 1.77 0.68
Job is interesting 5.56 1.04 0.68 9.006 5.22
Services are must for college 5.61 1.05 0.67
Job is better than others 5.64 1.05 0.61
Creativity in job 5.42 1.87 0.55
F4 Student behaviour 5.42 0.50
Actively respond 5.52 1.14 0.86
Cheerful faces 5.56 1.11 0.83
Interact with faculty 5.48 1.13 0.83 8.37 4.85
Do not disturb the class 5.45 1.34 0.82
Do not insult the teacher 5.30 1.46 0.73
Visit laboratory/library 5.20 1.24 0.70
F5 Stress 2.96 0.68
Hectic time schedule 3.06 1.74 0.89
Feel tired 2.95 1.81 0.88
Lack of knowledge 2.85 1.89 0.87 7.95 4.61
Workload in job 4.64 1.30 0.83
Difficult and complex job 3.00 1.75 0.82
Chaos in class 2.69 1.85 0.75
F6 Work life balance 5.18 0.45
Time for hobbies 5.13 1.15 0.85
Enjoy other things 5.03 1.24 0.81
7.46 4.32
Time for family & social obligations 5.28 1.14 0.80
Suitability of Working hours 5.19 1.18 0.78
0.925
Job provides time 5.26 1.13 0.74
F7 participation in decision making 4.67 0.41
Opportunity 4.58 1.29 0.72
Impress upon process of D-M 4.66 1.25 0.71
Due thought given 4.69 1.19 0.71 7.09 4.11
Involvement of teachers 4.67 1.25 0.71
Delegation of D-M authority 4.69 1.22 0.70
Teachers are consulted 4.73 1.15 0.64
F8 Physical Environment 4.50 0.66
Working conditions are satisfactory 4.68 1.29 0.772
Lighting & ventilation 4.60 1.46 0.74 4.91 2.84
Adequate furniture 4.70 2221.26 0.71
Recreational facilities 4.21 1.51 0.58
F9 Social orientation 5.44 0.54
HOD encourages 5.36 1.21 0.81
Chapter 4
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Chi-
square
Rem. 20.31 0.41 1.846 0.992 0.994 0.947 0.996 0.990 0.996 0.053
Grievance 7.68 0.10 1.919 0.994 0.990 0.961 0.997 0.992 0.997 0.055
Job quality 9.83 0.02 3.27 0.990 0.987 0.937 0.993 0.977 0.993 0.081
Student behaviour 20.43 0.00 3.40 0.987 0.977 0.921 0.991 0.976 0.991 0.081
Stress 13.97 0.32 2.30 0.991 0.986 0.995 0.995 0.987 0.995 0.065
Work life 6.66 0.04 3.332 0.994 0.991 0.936 0.996 0.980 0.996 0.081
Decision making 22.63 0.00 3.233 0.987 0.975 0.925 0.991 0.980 0.991 0.080
Physical environment 0.12 0.73 0.119 1 1 0.998 1 1 1 0.00
Social orientation 1.52 0.47 0.763 0.998 0.997 0.987 1 1 1 0.00
Growth & recognition 0.71 0.70 0.354 0.999 0.999 0.994 1 1 1 0.00
Multidimensional 1883.24 0.00 1.782 0.874 0.803 0.770 0.939 0.933 0.940 0.051
Unidimensional 1684.57 0.00 1.845 0.872 0.801 0.776 0.937 0.932 0.938 0.053
224
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225
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recognition Skills & abilities are explored (G3) 0.826 17.036 0.001 0.682
Satisfied with career opportunities (G4) 0.896 18.941 0.001 0.803
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variable No.
Paid fairly R3 0.905 Ref 0.819
Steady employment R8 0.894 23.986 0.001 0.799
Housing allowance R5 0.810 19.381 0.001 0.656
Satisfied with pay R1 0.863 31.087 0.001 0.745
Remuneration Medical allowance R4 0.732 16.109 0.001 0.536
Resources are appropriate R7 0.867 19.892 0.001 0.752
Avail earned leave R6 0.827 20.223 0.001 0.685
Adequate reward system R2 0.817 19.703 0.001 0.667
Redressal procedure GH5 0.801 Ref 0.641
Flexible procedure GH4 0.703 17.453 0.001 0.533
Grievance Problems are handled equally GH2 0.885 18.056 0.001 0.783
Acceptance of Complaint GH3 0.897 18.358 0.001 0.804
Fairly handles Complaints & problems GH1 0.878 17.877 0.001 0.772
Quality of Know working hours J2 0.833 Ref 0.697
Appropriate job J3 0.815 16.511 0.001 0.664
Work life Job is interesting J1 0.886 18.488 0.001 0.785
Job quality Job is better than others J4 0.746 14.431 0.001 0.557
Creativity in job J5 0.775 13.602 0.001 0.601
Services are must for college J9 0.731 12.502 0.001 0.536
Able to conduct the class J8 0.712 11.968 0.001 0.516
Actively respond SB2 0.908 Ref 0.824
Student Cheerful faces SB4 0.910 23.583 0.001 0.829
Interact with faculty SB3 0.921 24.520 0.001 0.849
behaviour Do not disturb the class SB5 0.854 20.668 0.001 0.729
Do not insult the teacher SB1 0.724 15.982 0.001 0.524
Time for hobbies W2 0.783 Ref 0.613
Enjoy other things W3 0.806 17.106 0.001 0.649
Work-life Time for family & social obligations W5 0.861 14.477 0.001 0.741
Suitability of Working hours W4 0.847 14.211 0.001 0.718
Job provides time W1 0.752 18.189 0.001 0.565
Opportunity P2 0.832 Ref 0.692
Impress upon process of D-M P6 0.879 20.140 0.001 0.773
Due thought given P5 0.914 21.096 0.001 0.835
Decision Involvement of teachers P3 0.914 21.094 0.001 0.835
Delegation of D-M authority P4 0.878 20.067 0.001 0.770
making Teachers are consulted P1 0.731 18.284 0.001 0.535
Physical Working conditions are satisfactory E4 0.843 Ref 0.710
Lighting & ventilation E2 0.687 11.870 0.001 0.558
environment Adequate furniture E5 0.824 14.046 0.001 0.679
Social HOD encourages S7 0.889 Ref 0.791
teamwork S8 0.877 21.146 0.001 0.768
orientation Guiding approach S6 0.903 22.194 0.001 0.816
Sharpen profession G5 0.841 Ref 0.707
Skills & abilities are explored G3 0.825 16.987 0.001 0.681
227
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Growth & Satisfied with career opportunities G4 0.895 18.787 0.001 0.800
recognition
228
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229
Chapter 4
Table 4.7
convergent validity
Scale title Bentler- Bonett coefficient
Remuneration 0.992
Grievance Handling 0.994
Quality of Job itself 0.990
Student behaviour 0.987
Stress 0.991
Work life balance 0.994
participation in Decision making 0.987
Physical environment 1.00
Social orientation 0.998
Growth and Recognition 0.999
Multidimensional 0.874
Unidimensional 0.874
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Remuneration Grievance Quality of Student Stress Work life Partiipati Physical Social Growth &
Sub-scale Handling Job itself behaviou balance on envirnment orientation Recognition
r in DM
Remuneration
0.875
Grievance
0.937
0.305**
Handling
Quality of Job
0.471 ** 0.947
0.271**
itself
Student
0.201** 0.180 ** 0.935
0.068**
behaviour
Stress 0.031** 0. 078** 0.050 ** 0.862
0.007
Work life
0.246** 0.300 ** 0. 080** 0.034** 0.922
0.136**
balance
participation
0. 223** 0.191** 0.033** 0.184** 0.951
0.299** 0.390**
in DM
Physical
0.224** 0.141** 0.090** 0.056** 0.103** 0.199 0.836
0.135**
environment
Social
0.120** 0.263** 0.255** 0.259** 0.049** 0.140** 0.229** 0.219** 0.614
orientation
Growth &
0.976** 0.422** 0.174** 0.026** 0.236** 0.385 0.209** 0.246** 0.907
0.300**
Recognition
Diagonal wise shows Values on diagonal axis show the average variance extracted by the each sub-scale and values below the diagonal axis shows the squared correlation between the
constructs.
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Chapter 4
*10 S.D. 0.98 0.89 0.60 0.87 1.68 0.84 0.84 1.03 0.98 1.48 0.39
26-30 M 2.95 4.22 5.28 5.17 3.18 4.81 4.19 4.26 5.28 4.54 4.31
*80 S.D. 1.62 1.12 0.80 1.11 1.51 1.05 0.98 1.08 0.78 0.97 0.61
31-35 M 3.39 4.74 5.41 5.46 2.47 5.07 4.53 4.40 5.31 4.60 4.48
*61 S.D. 1.78 0.90 0.96 1.11 1.28 0.95 1.12 1.24 0.99 1.24 0.71
36-40 M 4.88 4.63 5.67 5.36 3.01 5.21 4.91 4.78 5.43 5.06 4.88
*49 S.D. 1.09 0.81 0.73 1.00 1.50 0.88 0.89 0.90 0.96 0.75 0.54
Age
41-45 M 5.18 5.00 6.00 5.72 2.82 5.63 5.10 4.89 5.74 5.24 5.12
*46 S.D. 0.91 0.85 0.67 1.02 1.83 0.83 0.84 1.02 1.03 0.96 0.51
46-50 M 5.05 4.82 5.98 5.45 3.42 5.31 5.07 4.49 5.46 5.32 5.04
*35 S.D. 1.26 1.20 0.85 1.03 1.61 1.29 1.30 1.25 1.20 1.10 0.78
51-55 M 5.49 5.33 6.09 5.90 2.63 5.70 5.18 5.01 5.78 5.61 5.27
*24 S.D. 1.00 0.92 0.71 0.91 1.28 0.80 1.00 0.79 0.96 0.68 0.49
Total M 4.11 4.65 5.60 5.42 2.97 5.18 4.67 4.55 5.44 4.90 4.71
*305 S.D. 1.72 1.04 0.86 1.07 1.55 1.02 1.08 1.10 0.98 1.08 0.71
Marital M M 4.37 4.71 5.66 5.48 3.03 5.17 4.75 4.56 5.46 4.97 4.79
*249 S.D. 1.63 1.03 0.86 1.03 1.54 1.07 1.08 1.15 1.01 1.07 0.72
UM M 2.92 4.38 5.35 5.17 2.69 5.23 4.32 4.51 5.33 4.58 4.36
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Chapter 4
*56 S.D. 1.66 1.04 0.84 1.19 1.56 0.73 1.03 0.87 0.83 1.07 0.54
Total M 4.11 4.65 5.60 5.42 2.97 5.18 4.67 4.55 5.44 4.90 4.71
*305 S.D. 1.72 1.04 0.86 1.07 1.55 1.02 1.08 1.10 0.98 1.08 0.71
M M 4.26 4.89 5.67 5.49 2.71 5.32 4.85 4.70 5.49 4.98 4.80
*99 S.D. 1.63 0.88 0.87 0.95 1.54 1.00 0.94 0.99 1.00 1.06 0.63
F M 4.03 4.54 5.57 5.39 3.09 5.12 4.59 4.48 5.41 4.86 4.67
Sex
*206 S.D. 1.77 1.09 0.86 1.12 1.54 1.02 1.14 1.15 0.97 1.10 0.74
Total M 4.11 4.65 5.60 5.42 2.97 5.18 4.67 4.55 5.44 4.90 4.71
3*05 S.D. 1.72 1.04 0.86 1.07 1.55 1.02 1.08 1.10 0.98 1.08 0.71
MA M 4.03 4.63 5.57 5.41 3.02 5.11 4.71 4.57 5.40 4.95 4.70
N=194 S.D. 1.76 1.05 0.82 1.08 1.48 1.07 1.05 1.11 1.04 0.99 0.71
MphlNe M 2.98 4.39 5.28 5.18 2.94 5.13 4.20 4.27 5.35 4.38 4.34
Qualificatio t
n *41 S.D. 1.61 1.18 1.04 1.29 1.47 0.85 1.15 1.22 0.81 1.28 0.67
Ph.D. M 4.97 4.86 5.89 5.60 2.82 5.43 4.84 4.68 5.59 5.05 4.96
*70 S.D. 1.21 0.90 0.79 0.84 1.77 0.93 1.08 1.00 0.87 1.12 0.64
Total M 4.11 4.65 5.60 5.42 2.97 5.18 4.67 4.55 5.44 4.90 4.71
*305 S.D. 1.72 1.04 0.86 1.07 1.55 1.02 1.08 1.10 0.98 1.08 0.71
233
Chapter 4
F1 F2 F3 F4 F5 F6 F7 F8 F9 F10 G.M
1 M 3.34 4.44 5.38 5.29 2.85 4.99 4.42 4.43 5.33 4.65 4.45
*176 S.D. 1.70 1.01 0.85 1.10 1.37 1.02 1.01 1.10 0.95 1.07 0.65
2 M 5.04 4.70 5.84 5.50 3.25 5.45 4.79 4.65 5.35 5.00 4.96
*61 S.D. 1.05 1.06 0.81 1.01 2.00 0.81 1.03 1.25 0.99 1.06 0.57
Designation
3 M 5.24 5.16 5.97 5.71 3.01 5.44 5.24 4.77 5.79 5.46 5.17
*68 S.D. 1.14 0.92 0.77 0.98 1.51 1.09 1.09 0.94 0.97 0.90 0.65
Total M 4.11 4.65 5.60 5.42 2.97 5.18 4.67 4.55 5.44 4.90 4.71
*305 S.D. 1.72 1.04 0.86 1.07 1.55 1.02 1.08 1.10 0.98 1.08 0.71
PRMN M 5.04 4.87 5.85 5.54 2.89 5.35 4.97 4.70 5.54 5.19 4.99
Nature *204 S.D. 1.03 0.95 0.78 1.02 1.60 0.99 1.00 1.03 1.02 0.92 0.60
Contractul M 2.23 4.21 5.11 5.19 3.12 4.84 4.08 4.26 5.22 4.31 4.15
Of
*101 S.D. 1.26 1.08 0.81 1.12 1.43 1.00 1.01 1.19 0.84 1.15 0.58
Job Total M 4.11 4.65 5.60 5.42 2.97 5.18 4.67 4.55 5.44 4.90 4.71
*305 S.D. 1.72 1.04 0.86 1.07 1.55 1.02 1.08 1.10 0.98 1.08 0.71
No. 1-10 M 3.44 4.44 5.40 5.30 2.94 4.99 4.39 4.41 5.30 4.64 4.47
of *190 S.D. 1.71 1.03 0.84 1.09 1.51 1.00 1.02 1.09 0.93 1.08 0.65
11-20 M 5.17 4.91 5.91 5.61 3.09 5.54 5.10 4.82 5.60 5.25 5.09
234
Chapter 4
*68 S.D. 1.00 0.94 0.80 0.98 1.70 0.82 0.99 1.10 1.03 0.90 0.58
21-30 M 5.32 5.17 5.98 5.59 2.92 5.41 5.21 4.68 5.75 5.39 5.14
*41 S.D. 1.21 0.98 0.78 1.04 1.53 1.17 1.17 1.12 1.01 1.04 0.70
31-40 M 4.85 5.00 6.05 6.17 2.61 5.70 5.06 5.21 5.67 5.63 5.15
Years
*6 S.D. 0.87 1.25 0.88 0.80 1.41 1.24 0.44 0.49 0.89 0.65 0.53
Total M 4.11 4.65 5.60 5.42 2.97 5.18 4.67 4.55 5.44 4.90 4.71
*305 S.D. 1.72 1.04 0.86 1.07 1.55 1.02 1.08 1.10 0.98 1.08 0.71
WRKG M 4.33 4.68 5.62 5.43 3.06 5.16 4.72 4.53 5.44 4.96 4.76
*222 S.D. 1.64 1.06 0.87 1.05 1.51 1.08 1.11 1.17 0.98 1.06 0.73
Life Nonwrkg M 3.50 4.59 5.55 5.41 2.72 5.24 4.55 4.62 5.43 4.75 4.57
Partner *83 S.D. 1.82 1.00 0.86 1.12 1.61 0.83 1.00 0.88 0.97 1.14 0.63
Total M 4.11 4.65 5.60 5.42 2.97 5.18 4.67 4.55 5.44 4.90 4.71
*305 S.D. 1.72 1.04 0.86 1.07 1.55 1.02 1.08 1.10 0.98 1.08 0.71
F1 F2 F3 F4 F5 F6 F7 F8 F9 F10 G.M
Incom below20 M 2.23 4.21 5.11 5.19 3.12 4.84 4.08 4.26 5.22 4.31 4.15
e *101 S.D. 1.26 1.08 0.81 1.12 1.43 1.00 1.01 1.19 0.84 1.15 0.58
21-40 M 4.90 4.83 5.80 5.48 2.63 5.22 4.91 4.64 5.53 5.09 4.89
*80 S.D. 0.92 0.83 0.75 1.02 1.41 0.97 0.76 0.95 1.04 0.86 0.53
41-60 M 5.04 4.58 5.66 5.33 3.14 5.38 4.74 4.65 5.19 4.93 4.86
*45 S.D. 1.08 1.08 0.87 1.09 1.76 0.91 1.23 1.18 1.10 0.98 0.65
61-80 M 5.17 5.07 6.00 5.72 3.02 5.48 5.15 4.78 5.76 5.44 5.15
235
Chapter 4
*79 S.D. 1.09 0.94 0.74 0.96 1.66 1.05 1.05 1.03 0.90 0.89 0.61
Total M 4.11 4.65 5.60 5.42 2.97 5.18 4.67 4.55 5.44 4.90 4.71
*305 S.D. 1.72 1.04 0.86 1.07 1.55 1.02 1.08 1.10 0.98 1.08 0.71
MAM M 3.91 4.48 5.42 5.05 3.21 5.01 4.55 4.23 5.04 4.58 4.53
*58 S.D. 1.51 1.13 0.88 1.04 1.50 1.05 0.89 1.28 1.19 1.18 0.66
G.ngr M 4.20 4.73 5.73 5.58 2.93 5.44 4.68 4.95 5.67 4.98 4.83
*56 S.D. 1.75 0.89 0.95 1.04 1.42 0.86 1.26 0.99 0.93 1.04 0.70
parade M 4.38 4.70 5.65 5.48 2.60 5.24 4.80 4.82 5.68 5.14 4.80
*84 S.D. 1.70 1.04 0.85 1.02 1.38 1.00 1.04 0.81 0.76 0.93 0.71
Colleg science M 4.41 4.75 5.79 5.67 3.05 5.34 4.70 4.42 5.48 5.01 4.84
e *51 S.D. 1.68 1.08 0.82 0.96 1.96 1.04 1.13 1.05 0.95 1.19 0.66
comrce M 3.19 4.42 5.38 5.21 3.22 4.73 4.43 4.03 5.11 4.59 4.38
*46 S.D. 1.86 1.08 0.76 1.23 1.53 1.09 1.14 1.23 0.94 1.08 0.71
B ed M 5.09 5.36 5.71 5.95 3.30 5.62 5.27 5.08 5.70 5.15 5.21
*10 S.D. 0.87 0.45 0.75 0.80 1.29 0.66 0.68 0.94 0.80 0.66 0.65
Total M 4.11 4.65 5.60 5.42 2.97 5.18 4.67 4.55 5.44 4.90 4.71
*305 S.D. 1.72 1.04 0.86 1.07 1.55 1.02 1.08 1.10 0.98 1.08 0.71
* Number of respondents . Key: F1 Remuneration ,F2 Grievance Handling ,F3 Quality Of Job Itself,
Physical Environment ,F9 Social Orientation, F10 Growth &Recognition and G.M Grand mean .
236
Chapter 1
Table 4.10 One Way ANOVA For Demographic-Wise Quality of work life
Sum of df Mean F Sig.
Squares Square
Mean QWL*Age Between Groups 39.886 6 6.648 17.492
Within Groups 113.253 298 0.38 0
Total
153.139 304
Mean QWL* Between Groups
0
Qualification 10.246 2 5.123 10.827
Within Groups 142.893 302 0.473
Total 153.139 304
Mean QWL* Designation Between Groups 0
30.551 2 15.275 37.631
Within Groups 122.588 302 0.406
Total 153.139 304
Mean QWL* Year Between Groups 30.182 3 10.061 24.629
Within Groups 122.956 301 0.408 0
Total 153.139 304
Mean QWL* Working Between Groups 2.247 1 2.247 4.512
Within Groups 150.892 303 0.498 0.034
Total 153.139 304
Mean QWL* Income Between Groups 50.285 3 16.762 49.053
Within Groups 0
102.854 301 0.342
Total 153.139 304
Mean QWL* College Between Groups 11.845 5 2.369 5.013
Within Groups 141.294 299 0.473 0
Total 153.139 304
Table4.11 One-Sample t-Test
Test Value = 3
95% Confidence
Interval of the
Sig. (2- Mean Difference
t df tailed) Difference Lower Upper
QWL 30.241 304 .000 2.3049 2.1549 2.4549
Envirnmnt 24.595 304 .000 1.5525 1.4283 1.6767
Remunertion 11.203 304 .000 1.1061 .9118 1.3004
Wrk-life 37.421 304 .000 2.1836 2.0688 2.2984
Socal orient 43.570 304 .000 2.4352 2.3253 2.5452
237
Chapter 1
238
Chapter 1
239
Chapter 1
Model b Unstandardised
Std. Error Beta Standardised
(Constant) 3.866 Coefficient
.176 Coefficients
21.975 t .000 Sig.
Remuneration .350 .040 .454 8.868 .000
*Dependent Variable: QWL
Model b Std. Error Beta
(Constant) 5.436 .562 9.675 .000
Wrk life -.284 .095 -.179 -2.983 .003
Social orienttion -.178 .091 -.117 -1.953 .052
Table 4.14 Regression Coefficients Showing The Effect Of Physical environment On QWL
*Dependent Variable: Stress Unstandardised Standardised
Chapter 5
Remuneration: College Teachers are satisfied with the salary they received
(2009) and they can avail earned leave. But on the other hand they are
dissatisfied with the reward system, medical and housing allowances which
241
Chapter 1
are in line with the studies of Saraji and Dargahi, 2006; Islam and Siengthai,
productive work place. The results are similar with the studies of Eaton et
Quality of job itself: Teachers are satisfied with their quality of job like
creativity and interesting which enhances their satisfaction level. The results
are inline with Considine and Callus, 2009; but against the previous
Student Behaviour: The college teachers are satisfied with the behaviour
of students as they are the integral part of their profession. Students neither
disturb nor insult the teachers and actively responded to their lecture. They
Stress: Teachers of Govt. degree Colleges are not stressed as they never feel
under pressure at work place. Moreover time schedule is not hectic which is
242
Chapter 1
Work-life balance: Teachers are satisfied with the work-life balance which
is consistent with the previous research by Raju, 2004; Beasley et al. 2005.
They have enough time for family and social obligations. But on the other
Edwards et al., 2009; Haden et al., 2008; Dargahi and Yazdi, 2007.
teachers. Moreover their views and opinions are considered. The result is in
employee’s comfort and doing a good job. Teachers are moderately satisfied
with the working conditions as they revealed that furniture is adequate &
consistent with Considine and Callus (2009) but against the studies of
Social orientation: College teachers are enjoying good relations with their
in enhancing the quality of work life. The finding is matched with Considine
243
Chapter 1
Growth and recognition: Teachers are satisfied with the growth and
appreciated for good work. The results are consistent with the previous study
QWL among all colleges. The teachers of govt. Degree College of education
colleges.
Highly qualified teachers are more satisfied (consistent with Sharma & Jyoti,
Gender wise analysis: Both male and female college teachers are satisfied
perceptions about QWL. The results are in line with the study conducted by
groups. Group I (Lecturer) teachers are least satisfied with their QWL.
244
Chapter 1
Higher rank teachers are more satisfied with their quality of work life
groups. Group I (1-10 yr) teachers are least satisfied with their QWL
because more than fifty percent teachers are contractual and have low
experienced teachers are more satisfied. The results are in line with Lewis
working life partners are more satisfied with their quality of work life than
non working life partner teachers and the difference in attitude of both is
significant because the working life partner have the dual income and
Marital status Wise Analysis: Both married and unmarried teachers are
satisfied with all aspects of quality of work life but unmarried teachers are
less satisfied with their remuneration. The results are similar with previous
Income Group I (below 20000) teachers are least satisfied with their QWL as
all of them are contractual and having less participation, lesser chances for
245
Chapter 1
Age Wise Analysis: There is significant difference among all groups. But
the teachers belonging to age group 20-25, 26-30and 31-35 are least satisfied
work life. Permanent teachers are more satisfied with all aspects of quality
5.2 Conclusion
colleges in Jammu district are satisfied with their quality of work life though
the level of quality of work life is not very high. Teachers have high
perception about quality of job itself, social orientation and the students’
behaviour. Teachers are satisfied with the growth and recognition in their
profession in the form of due praise and provide them career opportunities
246
Chapter 1
which increases their ability to perform better. They are also satisfied with
procedure in colleges because their problems are fairly handled and solved
conditions are not highly satisfied like adequate & comfortable furniture,
lighting & ventilation in rooms etc. moreover teachers are satisfied with the
work-life balance as they have enough time away from work to attend their
family and social obligations. Teachers are least satisfied with remuneration
and related factors. They found that their salary is inadequate as it is less
than what they deserve. Housing, Medical allowances are also not sufficient.
5.3 Suggestions
Although the college teachers have average perception about all the aspects
of quality of work life. In order but we want to optimally explore their talent
we shall provide them such quality of work life which makes them highly
247
Chapter 1
To make teachers fully satisfied with their quality of job itself more and
teachers’ opinion, suggestions etc, which can make them feel important for
the organisation.
248
Chapter 1
clean drinking water, comfortable furniture, clean toilets with in staff rooms
improving the quality of work life of teachers. So, HoD should adopt a
the subject matter or time schedule etc which makes them feel as member of
one group.
recognize those teachers who perform their job well in the form of merit
certificate.
teachers abilities.
Inculcation of moral and ethical values among the students so that they
should be provided health club, yoga centers and separate canteens for staff
249
Chapter 1
teachers.
The findings of the study have several important implications for teachers’ in
realize that their true wealth lies in their employees so in order to increase
rooms, proper heating & lighting, clean drinking water, separate canteens for
could be known and necessarily action could be taken. Reward system in the
250
Chapter 1
that the problems can be handled and equitable solution of conflicts can be
arrived at. Teachers must be consulted about change at work like change in
time table, subject allotment, purchases new books, which can make them
of work life. So this scale will be used to explore the further relationships.
with their salary because the workload of contractual teachers’ are more and
they are not even on the lowest ladder of the basic pay i.e. Rs 15600 due to
which they are fully dissatisfied. So in order to fill this gap and to increase
the satisfaction level the government should be given the basic pay and add
the teachers. Moreover duty leaves should be given for attending seminars,
their salary.
5.4.4 Financial Implications: In order to meet the raise in teachers pay the
tuition fee should be charged from students except those who belong to
251
Chapter 1
adequately.
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