FACULTY OF EDUCATION

BANARAS HINDU UNIVERSITY

VARANASI- 221 001

CERTIFICATE

This is to certified that Ms. Shiba Singh carried out the worked

related to the project entitled “A study of job satisfaction of parimary

school teachers of Varanasi” under my supervision is partial fulfilment of

the requirement for the award of M.Ed degree for the session 2013-2014 of

Banaras Hindu university, Varanasi

Forwarded Supervisor

Harishchandra Singh Rathour Lalta Prasad

Head and Dean Lecturer

Faculty of Education Faculty of Education

B.H.U. (K) B.H.U. (K)

Varanasi 221 010 Varanasi 221 010

 ACKNOWLEDGEMENT

The dissertation is a co-operative work. In competing this study In

have sought the help and guidance from a large number of persons. I feel it

may most pleaseant duty to acknowledge their contribution and thank them.

I express my deep gratitude and most genial thanks to my supervisor

Shir Lalta Prasad, Lecturer in Faculty of Education(K) Banaras Hindu

University for giving me invaluable guidance and benevdent cooperation to

complete my dissertation work. I have no words to express his kindness.

I am also hearty grateful to Harishchandra Singh Rathour Head and

Dean, Faculty of Education B.H.U. (K) for his invaluable guidelines and

cooperation.

I express my sincere thanks to all the esteemed teachers of the faculty

of specially. Dr. P.C. Shukla, Dr. B.D. Singh, Dr.(smt) Seema Singh, Dr.

Madhu Kushwahs and Prof. Harikesh singh for their fruitful suggestions.

I am extremely indebted to my respected parents family members,

friends and relatives for their invaluable encouragement.

Lastly I am hearty thankful to all the M.Ed. Classmates specially,

Apurva, Pratima, Divya, Bindu, Shashikala, Bhawana, Manish for their kind

help and suggestions

(Shiba Singh)
Date: 29-03-2014
Place: Varanasi
 PREFACE

After family, primary school is most important agency for the

socialization of children where the teachers prepare the students for future

citizen. Today education is a multipolar process of education system.

Teaching has been regarded as a noble profession since the advent of

civilization. Though every individual is born with ample of abilities and

talent it is the teacher who helps individuals in identifying their potential,

liberalizing their minds, achieving heights and making the like meaningful.

The quality education is a prerequisite for social economic and

material growth of a society along with it’s cultural refinement. Teaching is

basically a competence building, charge – fostering 4 knowledge enhancing

job which has the capability to convert any human being in to a wizard.

The teachers trained to the student not only is the fundamental field of

knowledge, but also, provide them with critical quality of mind and

character that will serve them in the hour of crisis.

(Menon and Dutta, 1996)

The teacher is supposed to be endowed with multiplicity of skills and

versatility in adapting suitable techniques and methods of teaching

according to mental make up temperament and learning style of the

students. The should council the students as a fried. Philosopher and guide,

should participate with the students in co-curricular and extra curricular

activities and to participate in extension. programmes, engage in basic and

applied research 4 counsultancy and encourage the students in nation

building tasks (Natrajan, 1996).

The attention from all quarters is focused today on the standard of

teaching & out put of education. This make the importance of teacher and

taught. For importance in education. it is of much importance to improve the

teachers condition.

Job satisfaction is the way by which an employee feels about his job.

It is a generalize attitude towards the job based on evolution of different

aspect of the job.

The study has been conducted on the primary school teachers of

vidyapeeth block and nagar nigam for knowing their job satisfaction.

The data have been collected from primary school teachers of

varanasi district or accuracy and objectivity of the study attempts have been

made to analyze job satisfaction obtained from varius responents.

Areas of the studing variables like sex, types of school, category, job

experience and educational qualification have been taken into account in the

study.

The content of the present study has included in five chapters. The

first chapter contains the “Introduction” of the study followed by the second

chapter on “Review of related literature”. The third chapter deals with the
“Methodology” (Planning and procedure) while fourth chapter contains

“Analysis and Interpretation” the fifth and the last chapter includes the

“finding conclusions. Limitations, implication and Research Probabilities”

The Bibliography and appendix have been given in the end.

(Shiba Singh)
 CONTENTS

CHAPTER PAGE NO.

Acknowledgement I – II

PREFACE

CHAPTER-1 INTRODUCTION 1

1.1. Introduction

1.2. concept of job satisfaction

1.3. The significance of job satisfaction

1.4. Theories of job satisfaction

1.5. Factor affecting job satisfaction

1.6. Statement of the problem

1.7. Definition of the from used

1.8. Objectives of the study

1.9. Hypothesis

1.10. Delimitation of the study

CHAPTER-II REVIEW OF RELATED LITERATURE

2.1 Studies conducted abroad

2.2 Studies conducted in India

CHAPTER III METHODOLOGY

(PLANNING AND PROCEDURE)

3.1 General procedure of study

 3.2 Method of the study

3.3 Variable of the study

3.4 Population of the study

3.5 Selection of sample

3.6 Tool used

3.7 Description of the tool

3.8 Scoring of data

3.9 Scaning table

3.10 Collection of data

3.11 Methods of data analysis

CHAPTER IV ANALYSIS AND INTERPRETATION

CHAPTER V FINDINGS CONCLUSION, LIMITATIONS,

IMPLICATIONS AND RESEARCH

PROBABILTTIES

5.1 Findings

5.2 Conclusion

5.3 Limitation

5.4 Educational implications of the study

5.5 Suggestions for further Research Probolities

BIBLIOGRAPHY

APPENDICES
LIST OF DIAGRAMS AND TABLES

DIAGRAM/ TABLE NO. TOPIC PAGE NO.

1.1 The main three categories of factors of job satisfaction

3.1 Description of the sample

3.2 Description of items of job satisfaction inventory in different

areas.

3.3 Showing the scores of positive response categories

3.4 Showing the scores of negative response categories.

4.1 Description of the statistic related to the distribution of job

satisfaction in the total sample.

4.2 Showing the Meas, S.D., and +-value for the job satisfaction

scores of make and female primary school teachers.

4.3 Showing the Mean, S.D.N and +- value for the job satisfaction

of urban and rural primary school teachers.

4.4 Showing the Mean, S.D. N and +- value for the job satisfaction

of general and reserved category of primary school teachers

4.5 Showing the means, S.D., N and + - value for the teaching

satisfaction of past Graduate and under Graduate primary school

teachers.

4.6 Showing the Mean, S.D. N and +- value for the job satisfaction of

teaching experience z 12 yrs and > 10 yrs of primary school teachers.

 LIST OF APPENDICES

A. Teachers job satisfaction Inventory

B. List of the primary schools.

 CHAPTER – I

INTRODUCTION

1. Introduction

Education plays a major role in human development. In course of

development primary education occupies the most personality of future

generations. Besides family, primary education institution are formal

agencies of socialization and shape the nations destiny in true sense. The

strength and success of any educational system largely depends on teachers,

irrespective of the institution where they teach. Teacher is know as a

‘Shining Star’; No one is able to do as the teacher can work for the benefits

of the society and human being. It is said that Hitler and Mussolini were felt

the fear of their nations teachers in compare of other nation’s power. The

secondary Education commission has rightly observed; We are, however

convinced that most important factor in the contemplated educational

reconstruction is the teacher his personal qualities, his educational

qualification, his processional training and the place that he occupies in the

school as well as in the community”.

Historically, teachers plays a vital role in shaping the desting of

society and promoting the cause of peace in different classes. in ancient

India teacher or “Guru’ was called a spiritual leader and was looked upon as

an ideal in the society. He was the leader of the society and even a ‘king’
used to come to him for guidance. In mediaeval times also ‘Maulavi’

enjoyed a high esteem among masses with the passage of time thing have

undergone a great change particularly in regard to the values which play on

important role in society More so in the matter of education. Now because

of the fast development of science & technology everything is changing fast

and has faced many problems almost in the branch of knowledge. Then how

can a teacher remain unaffected by it he lost his position in the society due

to various reasons 4 hard hit by poor grades which ultimately resulted in his

dissatisfaction with the job thus teaching become ineffective.

Moreover the job satisfaction is not a permanent state of mind. It can

be changed due to the changes occur in socio-political context. That is why

the measurement of job satisfaction of teachers is necessary at regular

intervals.

These factors attracted the attention of researchers to carryout the

many research and many studies in the area of job satisfaction have been

done in India and abroad. The importance of this study is mainfold and we

have to find out the condition of job satisfaction as it is today and evolve

some way of improving the things in future.

1.2 Concept of Job satisfaction

Job satisfaction is an integral component of the work climate. It is the

result of establishing a healthy organizational environment in an

organization. It includes a feeling of satisfaction or dissatisfaction with the

various segments of one’s job. Job satisfaction is believed to be a good

indicator of an employees feelings on his work. Job satisfaction may be

defined as general attitude of an individual to his job. Positive attitude to the

job are equivalent to job satisfaction whereas negative attitudes to the job

are equivalent to job dissatisfaction. Job satisfaction is one of the key factors

in organization dynamics and is generally considered to be a primary

dependent variable in term of which the effectiveness of human resources of

an organization is evaluated.

Job satisfaction is one of the most widely discussed and

enthusiastically studied constructs in such related disciplines as industrial-

organizational psychology, organizational behaviour, personal and human

resource management and organizational management. It is a generalized

affective orientation to all aspects of the job. In simple term; It is the extent

to which ones feels about the job. Job satisfaction is in regard to ones

feelings or state of mind. The source of job satisfaction is not only the job it

is also created from working environment supervision style interpersonal

relationship and organizational culture also.

At present job satisfaction has been an important issue people are

interested to work in the organization as well as services where they get

more satisfaction. It is human behaviour. But in reality how for such job

satisfaction is ensured in different jobs.

Job satisfaction is good not only for employees but employers too. It

increases productivity and decreases staff turn over. (Family practice

management 1999).

According to encyclopedic dictionary of psychology:

Job satisfaction is overall attitude of a worker towar his job,

sometimes expressed as a hedonic response of liking or disliking the work

itself, the rewards (pay, promotion, recognition) or the context (working

conditions, benefits.)

According to dictionary of education C.V. Good:

The quality state or level of satisfaction which is a result of various

interest and attitudes of a person toward his job.

Smith (1955)

“Job satisfaction is the employee’s judgment of how well his job on

the whole is satisfying his various needs:.

According to dictionary of education:

Job satisfaction is the contentment the worker receive from the job

and job situation. Job satisfaction is not solely dependent or wages; other

factors like working environment, job prospects worker management

relationship opportunity for self expression etc. are also important for it. The
worker will be unhappy, if the job demands abilities and qualities that he

does not possess for effective execution of his duties even if other

conditions are favorable.

According to the encyclopedic dictionary of psychology (Roger lamb):

Job satisfaction is a principle type of work attitude just like alienation

organizational commitment job and work involvement, job motivation etc.

specific satisfaction are usually found to be significantly inter co-related,

contributing to overall satisfaction. Specific satisfaction are sometimes

group led together in respect of intrinsic and extrinsic job satisfaction.

After considering different view we may conclude that all result may

be grouped under two headings:

(a) Intrinsic (b) Extrinsic

(a) Intrinsic-

It refers to attitude towards features of work content: amount of

responsibility granted to the person freedom to choose own method of

working, recognition for good work, opportunity to use abilities. Intrinsic

factors include pay job security participation, personal recognition, hours of

working, working conditions and occupational status.

Extrinsic:
 It refer to attitudes toward features of the work context, physical work

condition, colleagues, worker’s act, age, level of intelligence and

adjustment.

1.3 The Significance of Job satisfaction-

Job satisfaction is an attitudinal variable, it has emerged as an

important variable for several reasons. Variables such as mentally

challenging work, equitable rewards, conducive working conditions,

supportive colleagues and personality make positive contribution to job

satisfaction. An organization consisting of more satisfied employees tends to

be more effective and stable than the organizations with less satisfied

employees. Education is imparted through various programmes and the

teacher is the principal agency for

 CHAPTER II

Review of Related Literature:

The Present chapter comprises a review of related literature in this

chapter different studies are included which have been conducted in the

field of Job satisfaction.

The idea of job satisfaction emerged in industry first as they realized

much earlier that the worker should be satisfied with his job condition, if

better production is needed. Therefore they started the study is area of job

satisfaction. It was realized in management area that worker is to be

satisfied with his job condition, if better production is needed. If worker will

be satisfied his mental health will be good, work efficiently and ultimately

increase the production. This also implies in the field of teachers job

satisfaction. Therefore many studies have been conducted to study the level

direction and condition of job satisfaction.

During the last 40 years, thousand of studies have been conducted on

job satisfaction. Usually these studies have not been theoretically oriented;

instead of research have simply looked at the relationship between job

satisfaction and factors such as age, education, job experience , locality,

productivity and so on originally most of the searches seemed to be

stimulated by a desire to show that job satisfaction is important because it

influences productivity. Underlying the earlier articles on job satisfaction

was strong condition that “happy workers are happy productive workers”.

Review of related literature is an important part of any research study.

Survey of what has so far been done in the related fields enable the

researcher to make his/her study more meaningful and useful.

The study on job-satisfaction have been mostly carried out in foreign

countries and it is only the attention of researches in India. The studies

which conducted on job satisfaction are divided into two parts:-

1. Studies conducted in abroad.

2. Studies conducted in India

2.1 Studies conducted Abroad:-

Extensive researches have been carried out in the field of job

satisfaction in foreign countries. This studies in the feild of education were

motivated from industry sector and also were carried out for finding out the

educational output. The studies conducted in abroad are as follows:-

A study of job satisfaction on the American Public school Teachers

has been done by N.E.A (1958). This study indicated that general women

teachrs were more satisfied with teaching than was. Married women were

more satisfied than single women, while single man was more satisfied than

married mer. Elementary teachers in general were more satisfied than

secondary teachers rural teachers were less satisfied than urban teachers.
Jacobson, Retting and Pasananick (1959)

Concluded that high expected status from other professionals served

to main occupational satisfaction. This professionals whose job appears to

have low objectives status and low self perceived status and who does not

highly over estimate is status will tend to have lowest job satisfaction.

Anderson (1962)

Studied that diversity in rules played or roles expectations leads to

diversity on training programme and this latter diversity in not simply a one

to one out come of former.

Gottlicb (1964-65)

Studied that Negro elementary school teachers were more satisfied

with the jobs and their pupils that white elementary school teachers.

Satisfaction for both group decreased with age and experience.

Herzberg (1966)

Found that the factor involved in producing job-satisfaction are

separate and distinct from the factors that lead to job dis-satisfaction, the

opposite of job satisfaction in not job- dissatisfaction but rather no-

satisfaction.

Wonous and Lowlor (1970)

Reviewed nine different operational different operational definitions

of job-satisfactions.
Fansher Ted Raymond (1977)

Found that the highest scoring areas were supervision and people

follow by work, pay, any promotion respectively. Nine of nineteen

independent variables were significantly related to job satisfaction at 0.5

level of significance.

Oladebo sansou Adehayo (1979)

Founded that teachers who entered the profession because of interest

expressed significantly more satisfaction than those who were influenced

only by economic reasons.

Barber patricia Ann (1980)

Found that female teachers were more satisfied than male teachers. Older

teacher were more satisfied than younger teachers and elementary teachers

were more satisfied than secondary teachers.

Mc caskill et al. (1980)

Found that teacher’s salary was correlated with work satisfaction.

Chapmau, (1983)

Found that career satisfaction was significantly related to teachers

professional achievement.

Gana (1985)

Found that significant difference exist between principals and

teacher’s extrinsic and intrinsic job factors.

Karr & Dell willians (1990)

Emphasized that there is significant relationship between principal

use of power and teachers job satisfaction. There is no significant

relationship between teachers year of experience and teacher job-

satisfaction.

Monreo and Linda, S.(1990)

Found that faculty were moderately satisfied with the work itself,

inter personal relations of the job and ability for personal achievement.

Faculty from the teaching areas of maths/science and career/technical were

significantly less satisfied with their job performance than faculty from the

teaching areas of humanities/education and other teaching areas.

Chitton (1991)

Recommended that the teachers with high level of job satisfaction

indicated more favourable impressions of schools climate than did teacher

with low level of job satisfaction. Those teachers with high level of job-

satisfaction indicate more favourable impressions of school climate as

measured by each of the sub-scales.

Nair and Senator (1991)

Concluded if management theories relating to restructing employee

empowerment and job satisfaction were useful for educational management.

Bowers and Debarlynn(1993)

 Recommended that no significant relationship between teachers

satisfaction and professional growth/in-service activities although 52% of

the teachers stated that professional growth increased their job satisfaction

same or a lot over half of the teachers were satisfied with their level of

involvement in the planning of and implementing staff development

activities while 26% wanted a little more involvement.

Abrahan (2000)

Studied the process by which five forms of cynicism develop in the

work place and related them to affective out comes. Measures of societal

personality, work, employee and organizaional change cynicism, alteration,

job satisfaction organizational commitment and organizational citizenship

were employed societal cynicism actually increased both job satisfaction

and commitment.

Somech and Anat (2000)

Studied that the positive relations between job satisfaction and extra

role behaviour at all three primary secondary and higher levels of the school

system.

2.2 Studies conducted in India-

Studies conducted in India on job satisfaction are as followed:

Singh, H.L. (1973)

Studied that teachers were found to be moderately satisfied with all factors

of job satisfaction except with economic benefits, physical facilities and

administration. There was no difference is level of satisfaction of teachers

due to difference in age. Female unmarried teachers were more satisfied

with all the factors than the male unmarried teachers.

Lavingia, K.U. (1974)

Found that primary teachers were more satisfied than secondary

teachers. Female teachers were more satisfied than male teachers, job

efficiency was positively correlated with job satisfaction. Young teachers

were more satisfied in both the group of primary and secondary teachers.

Unmarried teachers were more satisfied than married teachers.

Anand (1979)

Studied that status of working and age were not related with job

satisfaction, P.G.T.S were more satisfied than T.G.T.S.

Anand (1980)

Studied that women were more satisfied with their jobs than men-

political, religious and aesthetic values were positively related to job

satisfaction.

Reddy and Reddy (1980)

Concluded that no significant difference existed between rural and

urban teachers job satisfaction highly anxious were less satisfied.

Reddy and Babjan (1981)

Concluded that married teachers were more satisfied than unmarried

teachers.

Rajammal (1982

Studied that secondary school funale teachers were more satisfied

than male teachers. No relationship was found between martial status and

job-satisfaction. Less experienced were more satisfied. Private teachers

were more satisfied than government and local bodies teachers.

Chopra(1983)

Reported that teachers open climate schools had higher job

satisfaction. No relationship was found between students acheivement and

teacher’s jobsatisfaction.

Anand (1985)

In his study got that a worker satisfied with his work is characterized

by his spirit of devotion and determination for the fulfilment of the set

goals.

Anand (1986)

In his study concluded that the attitude of teachers toward students

bear a significant and positive correlation with their job-satisfaction. He also

found that a greater percentage of womens teachers cherish favourable

attitude as compared to male teachers.

Arora(1986)

Concluded that anxiety is negatively related to job satisfaction and

thus as the satisfaction level decreases, the level of anxiety increases in

teachers, the satisfied female teachers are less anxious than the dissatisfied

teachers as a whole, where as the satisfied trained female teachers possess a

significantly lower level of anxiety than the disatisfied trained teachers.

Das (1988)

Studied that 77.6% of the government school teachers as positively

motivated as against only 35.33% of their counter parts in privately

managed schools. A further analysis of the data in this study revealed that

92% of the rural teacher were found as positively motivated as against 24%

of their urban counter parts.

Naik (1990)

Concluded that leadership qualities of heads of institution promoted

job satisfaction and group goals and objectives were essential parameters in

determining the job satisfaction of teachers sex, experience and the

background variables had no bearing no job satisfaction.

Agrawal (1991)

Emphasized that caste, place of work, and mother tongue were

significantly related to job satisfaction. Male graduate trained teachers.

Single family teachers, more-experienced and government school teachers

were more satisfied than others: age and martial status, however had no

relationship with job-satisfaction, economic and political values were found

to be correlates of job satisfaction.

Mahapatra(1991)

Found that the government school teachers have better job-

satisfaction than their counter in private managed secondary schools.

Rawat (1992)

Found that the level of job expectation played a significant role in

determine job realities of teachers as also the job-satisfaction which had

positive relations with humanistic, creative, social and esthetic value and

negative correlation with political and economic values.

Ray (1992)

Studied that the mental health of teachers was positively correlated

with job-satisfaction and attitude towards student.

Reddy and Babu (1995)

Found that, on the whole, teachers working in residential schools had

a higher level of job satisfaction than those working in non residential

schools women teachers were more satisfied than their men counterparts.

Singh and Singh (2001-02)

Concluded that age intelligence and employment of spouse affected

the level of job-satisfaction experienced by the employees. However, sex of

the employee is not a factor that makes difference in the level of job

satisfaction.

Bhugan and choudhury (2002)

The purpose of the study is find out the association between level of

job satisfaction and sex, marital status, location as well as experience of the

college teachers of Assam. The result revealed that were are no association

between level of job satisfaction and sex between levels of job satisfaction

and martial status between level of job satisfaction and experience: and

between levels of job-satisfaction and location.

4.3 Significance of Job satisfaction-

Job satisfaction is an attitudinal variable, it has emerged as an

important variable for several reasons. Variables such as mentally

challenging work, equitable rewards, conducive working conditions,

supportive colleagues and personality make positive contribution to job

satisfaction. An organization consisting of more satisfied employees tends

to be more effective and stable than the organizations with less satisfied

employees. Education is imparted through various programmes and the

teacher is the principal agency for implementing all such programmes in

educational institutions.

The quality of education in primary schools is of growing concern in

India. As teachers plays the key role in not only upholding the quality of
teaching and learning but also of the leadership and management in school,

it become awial that teachers feel easy at work and have satisfaction with

their work and working conditions.

Despite the recommendation of National Education commission (NEC

1964) to ensure teacher’s job satisfaction it seems that the campaign to

provide quality elementary education (such as DPEP, UEE, SSA) to

children has ignored the teachers perspective.

There is a general feeling that the teachers do not have satisfaction

from their jobs. There seems to be a growing discontent among the teachers

towards their job as a result of which the standard of education is falling.

Justifying the importance of job satisfaction, First, human values are

essential in orienting the organisation by respecting and treating their staff

fairly, which in turn will reflect positively on their emotion and wellbeing,

second, the behaviour of the organisation’s staff impacts on its operations,

either positively or negatively. Third, the assessment of employee

satisfaction is crucial in identifying the areas in need of improvement. For

several reasons teacher job satisfaction has always been an important issue

in empirical pedagogical research. First Job satisfaction is considered to

have an effect on the quality of teaching & on the school achievement of

pupils (e.g. somech and Drach. Zahavy 2000; Nabi 1995; menolo and

poppleton (1990) second, it has been found to predict withdrawal cognition

(Lam. Foong and Moo 1995; Hall Pearson and carroll 1992) and may

therefore be seen as an important aspect in maintaining the stability of the

teacher staff. And third teachers Jo satisfaction it supposed to contribute to

quality of teachers work like. making their professional experience an

element of psychological health (Menlo and poppleton 1990), personal

fulfillment and growth. This might be perceived as an objective in itself

(Garrett 1999). Only little attention has been paid to teachers Job

satisfaction in developing countries. However it seems clear that teachers

job satisfaction in developing countries might be influenced by factors that

are different from those affecting teachers job satisfaction in North where

most of the job satisfaction research has been carried out. It is universally

recognized that teachers instructional performance play a key role in

students learning and academic achievement (Panda & mohanty 2003)

Theories of Job Satisfaction-

Determination of job satisfaction is difficult work. An obvious

problem is determining which job will be satisfying to whom. Some

workers prefer autonomy: othe prefer structure; some like the challenge of

high earn potential; other prefer steady more secure salary structure. Some

prefer to look for satisfaction outside of work. Actually determining which

job will be satisfying to whom could be addressed through job analysis and

personal selection.
 Turn over of employees due to dissatisfaction can be either functional

or dysfunctional. The turn over of unsatisfactory employees can actually be

useful. Some research suggest that employees who quite tend to be poorer

performers than those who stay.

Theories of job satisfaction have been classified by cambellat al.

(1970) into two categories, content theories and process theories. These

theories on job satisfaction differ in their views on the factors that cause to

job satisfaction.

(a) Contest Theories-

These theories view job satisfaction as the result of meeting the

needs: valuses or expectation of an individual by the organization.

Maslow’s needs Hierarchy Theory (1943) is one of the first needs

theories. He modifies this theory in 1970. Maslow had postulated a

hierarchy of needs. His theory states that there are five types of needs (i)

basic physiological needs (ii) safety and security needs. (iii) belonging and

social needs (iv) esteem and status and (v) self actulisation or the need for

the individual to become what he is capable of becoming the first three

needs. Moslow explains that if an individual has plenty of bread other and

higher needs emerge and when these in turn are satisfied never and still

higher needs emerge. In the work environment this theory would suggest

that only after the lower orders needs have been satisfied, the employee seek
satisfaction and achievement from the work itself. work, according to

Maslow’s theory, is most likely to satisfy the lower needs and least likely to

satisfy the higher needs.

Another context theory is Herzberg’s Two Factor theory

Herzberg( 1966) believes that the preserve of certain motivators leads to

satisfaction while their absence does not lead to dissatisfaction. These

factors (intrinsic factors) or motivators such as achievement, recognition

and intrinsic interest of the work itself match the higher levels of self-

actualization is Maslow’s theory of needs. On the other hand hygiene factors

(extrinsic-factors) such as pay, security and physical working conditions

match the lower order needs in Maslow’s theory. The inadequacy of hygiene

factors leads to job dissatisfaction. Herzberg argues that hygiene factors are

necessary condition for job satisfaction but do not of themselves produce it.

(b) Process Theories:

These theories aim at describing the interaction between variables in

their relationship to job satisfaction. Process theorists do not agree that

satisfaction can be achieved simply by giving employee more of a variable

that normality leads to satisfaction, such as more monetary benefits. These

theories convey that there are individual differences which herzberg’s theory

ignored and that there difference are very important to understand job

satisfaction.
Equity Theory (Pritchard, dunnette and jorgenson, 1972) viewed job

satisfaction as the interaction between the individuals, needs, expectations,

values and what the job offers which gives rise to satisfaction and

dissatisfaction. According to it the individual regards his rewards as being

equitable compared to other people whether he is satisfied or dissatisfied if

he considers them in equitable. Equity theory predicts that dissatisfaction

may also result from overpayment or over reward. This issue in the case of

equity theory is that the individual compares his inputs and outputs from a

job with others before deciding whether or not he is equitable treated.

Reference Group Theory (Hulin and Blood 1968) This theory considered

the groups with whom the individual relates as an important factor in

understanding job satisfaction.

Discrepancy Theory (Varoom, 1964) argued that job satisfaction is

negatively related to the degree of discrepancy between what the individual

needs and what the job offers of the fulfillment of these needs. Taking into

account all types of needs, the greater the total discrepancy... Locks pointed

out people may be influenced by the discrepancy between what they want

and what the job offers.

Katzell (1964) and Locke (1968-69) have probably presented the most

completely developed discrepancy theory approaches to satisfaction.

According to Katzell. Satisfactions=1-(1x-VI/V) where X equals that actual

amount of the outcome and v equals the desired amount of the outcome.

It seems that none of these theories is perfect. Each one has its

limitations. Therefore, when we deal with the phenomenon of job

satisfaction (dependent variable). We should always consider the various

independent variables of situation job satisfaction involves a dynamic

interaction between the individual and the environment. The key word

environment here means that we are considering the relative importance of

different aspect of job satisfaction such as organizational structure, training,

age, education prestige geographical factors, promotion, social interaction,

personnel, salary, number of years on the job, supervision, recognition and

security it is only by accepting these necessary environment provisions that

we can surpass the limitations of the definition of job satisfaction.

Factor effecting Job satisfaction-

There are many factors that influence the teacher’s job performance

such as aptitude, attitude, subject mastery, teaching methodology, personal

characterstic, the classroom enviorment, general mental ability, personality

and relation with students. For development of quality teachers one has to

understand the factors associated with it.

With in the educational context, gassman and Harries (2006)

classified that might affect job satisfaction into three general categories.
These are : 1) environmental factors such as the work itself and the

environment. 2) psychological factors such as personality. behaviour, and

attitudes and 3) demographic factors such as gender. One of the most

significant factors affecting job satisfaction, especially in the educational

context, is the work itself, which is highly associated with the characteristics

of the structure of the educational organisation. The organisational structure

can play a significantrole is this regard, depending on whether the structure

is highly centralized or decentralised. What determines the degree of

centralisation or decentralisation is the extent of decision making

participation and the autonomy which the employee has; where the

employees work in a highly centralised and formalised organisation they

tend to be dissatisfied and uncommitted (organ and Greene, 1982) and most

likely the oppoesite is the case in a decentralised organisation. While,

autonomy with in Maslow’s theory is considered as an important factor for

employees self esteem. the responsibilities and the work itself are described

as motivating factors in Herzberg’s theory. Moreover decision making

policy is regarded as motivation, as a hygiene factor, preventing

dissatisfaction. The different perspectives used to tackle the determination

and classification of such factors were found to overlap. However these

factors can be separated into three main categories: namely. the organisation
category, the work itself category and the individual characteristics category

as shown in Figure.1

Organisational Relationships Individual

Structure Recognition characteristics

Policy Appreciation Age

Autoomy Respect Gender

Decision making Promotion Qualifications

supervision Achievement Experiences.

salary Responsibilities

Reward Physical enviorment

work load

Job security

Diagram/Figure: 1.1. The main three categories of factor of Job

Figure 1 presents the main three satisfaction categories of factors

which affect job satisfaction. The drawing of sharp boundaries between

these categories is a difficult task as the phenomenon of job satisfaction is

multidimensional and the various aspects overlap.

However, Figure 1 set out the different factors according to the researcher’s

perspective based on the literature reviewed. The organisation factor

category includes the factors which are likely to be externally determined,

such as organisational structure, policy, autonomy, authority, decision

making, supervision salary and reward. The second category- the work

itself-includes those factors which are more likely to be of an internal nature

such as interpersonal relationships, status, recognition, appreciation, respect,

promotion, achievement, responsibilities, physical environment, workload

and job security. Finally the third category which deals with individual

characteristics, includes factors of a personal nature such as age gender,

experience and qualifications.

1.6 Statement of the problem-

The problem taking for investigation is “A study of job satisfaction of

primary school teachers of varanasi district.

1.7 Definition of terms used-

Job satisfaction- It refers to a feeling which results from balancing

many specific likes and dislikes in area related job such as interpersonal

relations, financial demensions, work enviornment, opportunity for

advancement and home circumstance.

Primary school teacher- Primary school are formal agencies of

fundamental education. The primary classes start from standard one to

standard five. In this study the term primary teachers is related to the

teachers who teach in primary classes.

 Varanasi city- Varanasi is holy city situated in Uttar Pradesh state of

India. It is famous for bank of Ganga river. Most of primary school are

established in Vidypeeth block which spread is cantt to D.L.W area and

many no of primary schools are going on in nagar nigam which are situated

in Urban area.

1.8 Objectives of the study-

The present study was undertaken with the following objectives-

1. To find out the difference of job satisfaction among primary

school teachers of male and female.

2. To find out the difference of job satisfaction of primary

school teachers in relation to urban and rural.

3. To find out the difference of job satisfaction among primary

school teachers of general and reserved category.

4. To find out the difference of Job satisfaction among primary

school teachers of under Graduate and post Graduate

(educational qualification)

5. To find out the difference of job satisfaction among primary

school teachers of having teaching experience < 12 yrs. and

teaching experience > 12 yrs.

1.9 Hypothesis-

On the basis of above mentioned objectives following hypothesis

formulated-

1. There is no significant difference of job satisfaction among

primary school teachers of male and female.

2. There is no significant difference of job satisfaction among

primary school teachers of urban and rural area

3. There is no significant difference of job satisfaction among

primary school teachers of general and resrved category.

4. There is no significant difference of job-satisfaction among

primary school teachers of Under Graduate and post

Graduate in their educational qualification.

5. There is no significant difference of job satisfaction among

primary school teachers of having teaching experience < 12

yrs and teaching experience > 12 yrs.

1.10 Delimitation of the study-

 METHODOLOGY

(PLANNING AND PROCEDURE)

3.1 General Procedure of study:

The planned and goal oriented education research is considered to be

more formal, systematic and intensive process of carrying on a scientific

method of analysis. It is simply a systematic and scientific method of

problem identification hypothesis formulation, observation or study

responses by using specialized tools, statistical analysis in order to obtain a

more precise and accurate result of a problem. In this chapter on attempt has

been made to describe various steps of conducting the present study under

the following headings.

3.2 Method of the study:

The Descriptive survey method had been used in this study the first

problem was to select suitable tool for measuring job-satisfaction of primary

school teachers. After making a thorough study of the tools available, walis

(1984) tool of job-satisfaction was considered to be a more appropriate one

as it covered almost all the area of job-satisfaction mentioned by various

researchers and industrial psychologists.

The job-satisfaction inventory was administered on 100 primary

school teachers. The tool prepared by Dr.M.N. Wali. The scoring was done
by manual. Then the teachers were ranked according to their level of job

satisfaction.

3.3 Variables under the study:

In the present study five variables sex, locality, category, educational

qualification and teaching experience were taken for the study.

3.4 Population of the study

This study was conducted on primary school teachers working in

didyapeeth block 4 nagar nigam schools of varanasi district, due to limited

time and resource. In selecting this district as population it was thought that

the collection of data would be feasible in the required time at the disposal

of the investigator.

3.5 Selection of sample

The study was conducted on 100 primary school teachers. The total

sample was selected randomly from above mentioned population. For the

purpose of this research the purposive sampling has been chosen.

3.6 Description of the sample

The sample is described according to the relationship among the

variables. There are as followed.

 Table 3.1 Description of the sample

Sl.No. Variable Number Total

1 Male 50
Female 50 100
2 Locality
Rural 50
Urban 50 100
3. Category
General 50
Reserved 50 100
4. Qualification
Post-Graduate 50
Under Graduate 50 100
5. Teaching experience
Teaching experience < 12 yrs. 100
Teaching experience > 12 yrs

3.7 Tool used:

For the collection of data “ Job satisfaction inventory” was used which is

prepared by “Dr. M.N. Wali.” (1984)

3.7.1 Description of the tool:

This job satisfaction inventory is a standardized tool consisting on fifty item

related to fifteen different areas the statements are in Hindi. It is a self administered too,

subjects are required to give their responses in three categories ‘strongly agree: ‘ ‘agree

to some extent and ‘ disagree’

Table 3.2 Description of items of job satisfaction inventory in different area.

S.No. Item code Name of the areas No. of items Range of

scores
1. Ka Interesting 4 0-8
2. Kha Chance for progress 3 0-6
3. Ga Use of ability 4 0-8
4. Gha Authority 4 0-8
5. Cha co-workers 2 0-4
6. Chha Chance to creative 3 0-6
7. Ja Independence 2 0-4
 8. Jha Social status 3 0-6
9. Ta Security 4 0-8
10. Tha Relation with supervisor 4 0-8
11. Da Variety in work 3 0-8
12. Dha Service conditions 4 0-8
13. Ta Personal Recreation 4 0-8
14. Da Moral values 2 0-4
15. Dha Indentification 4 0-8
Total no. of Items 50

The definition of the fifteen areas of job-satisfaction inventory are given below:

3.7.1 1. Interesting

The work that attracts the attention of the worker and finds pleasure in pursuing

the work.

3.7.1 2. Chance of progress:

The job which provides opportunity to rise in position and gain in enduments.

3.7.1 3. Use of Ability:

A job which provides ample of opportunities for using his abilities to the full

extent.

3.7.1 4. Authority:

Authority here can notes the power of the teacher to command enforce and take

final decision.

3.7.1 5. Co-workers:

The persons who are working together in the job as colleagues.

3.7.1 6. Chance to be creative:

The activity that initiates new interest in thinking a learning process and provides

opportunities for self expression.

3.7.1 7.Independence
 Independence involves the requirements that a person can express his will and act

upon it accordingly thus takes his own judgment.

3.7.1 8. Social status:

Social status means appreciation and acknowledgement of the good work in the

job.

3.7.1 9.Security

It refer to the freedom of the worker the fear of bearing hurt or being put to any

loss. He has the mental peace so necessary for good work.

3.7.1 10. Relation with supervisor:

This term here means the immediate supervisor boss under whose direction and

control the worker has to perform his duties.

3.7.1 11. Variety in work:

Here it means different types of roles as a worker has to play at different times.

3.7.1 12. Service conditions:

It refers to rules and regulations governing the conduct in performing the duties

of the workers.

3.7.1 13. Personal Recreation:

Recreation here refers to the refreshment of the mind and body both particularly

after working hours.

3.7.1 14. Moral values:

It means right conduct is conformity with the laws of soiety.

3.7.1 15. Identification

It mean workers involvement in his job and he is inspired from it.

3.8.Scoring of Data:
 The method of scoring was very easy the common answer sheet was prepared for

all the levels and sun of the scores taken as the indicator of job satisfactions.

The mean and S.D. of the total scores of primary school teachers were calculated.

After calculating the mean and S.D. i+ - test was applied and the result was calculated on

the basis of that.

3.9 Scoring Table:

Mainly two types of statement included questionnaire of job satisfaction. One

positive type and another negative type. For positive type statement two one 4 zero

marks were given to strongly agree, agree and disagree answers, respectively. For the

negative type of statement the scoring was done in reverse manner.

Table 3.3 Showing the scoring of positive response categories”

Sl.No. Statements (response Scale Value

categories)
1. Strongly agree 2
2. Agree 1
3. Disagree 0

Table 3.4 Showing the scoring of negative response categories”

Sl.No. Statements (response Scale Value

categories)
1. Strongly agree 0
2. Agree 1
3. Disagree 2

3.10 Collection of Data:

For the administering of the inventories the sample was selected. The institutions

were chosen from the viewpoint of convenience only.

 The investigator herself visited these schools and distributed copies of tool (J.S.I)

to the teachers The teachers were asked to read the instructions given on the front page of

the questionnaire very carefully before giving their responses in the inventory.

3.11 Methods of Data Analysis

The following statistical procedures were adopted for the analysis of the data.

a. The raw (data) scores obtained on attitude measurement of job satisfaction

inventory were tabulated separately and Mean & S.D. were calculated.

b. = - test among male-female, rural-urban, general reserved, Post Graduate-under

Graduate and teaching experience less than 12 yrs & more than 12 yrs of primary

school teachers were applied.

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 APPENDIX – B

List of the primary schools of varanasi and Vidyapeeth block:

1. Kendriya vidyalaya, No.4 D.L.W. Varanasi

2. K.V. B.H.U. Varanasi.

3. Primary school, Nagwan

4. Sri Guru Ravidas Vidyalaya, Sir voverdhappur, Varanasi

5. Primary School Durgakund

6. Primary school Bhelupur

7. Primary school sunderpur

8. Primary school Matri Math sonarpura

9. Primary school Bhikaripur

10. Primary school, Saraiy Nandan

11. Primary school, Sigra

12. Primary school, Tarapura Kashi Vidyapeeth

13. Jgardev primary school Naipura Kalan Kashi Vidyapeeth

14. Primary school Sarai Dangri, Kashi Vidyapeeth

15. Primary School Sankat mochan

16. Primary School, Bhojubeer

17. Primary School, Shankoodhara

18. Primary school Tikari, Kashi Vidyapeeth.

19. Primary school Narothampur, Kashi Vidyapeeth

20. Jangamatri balika Vidyalaya.

21. Ranbir sanskrit vidyalaya, Kammachha Varanasi

22. Bhartiya Shiksha mandir, Varanasi

23. Kamlapati Boys inter college, Varanasi

24. Purvottar Railway junior high school cittupur varanasi.

25. Central Hindu Girls school, Kammachha, Varanasi.