Jyoti Khajuria & Aruna Chopra
The
present study was designed to find gender wise, locality wise and experience
wise differences in the job satisfaction of B.Ed. teacher educators. The survey method was followed for the study.
The sample constituted 74 teacher educators and was selected through random sampling
technique. The data were collected by administering 'Job Satisfaction Scale
developed and Standardized by Amar Singh and T.R. Sharma (1999). For analysing
the data descriptive & inferential statistics were used. Findings of the
study indicate that (i) there is no significant difference in job satisfaction
between male and female teacher educators, (ii) there is no significant
difference in the job satisfaction between teacher educators working in rural
and urban colleges of education (iii)
There is no significant difference in the job satisfaction between
teacher educators with below five years of teaching experience and above five
years of teaching experience. It was
recommended that positive attitude, feelings & commitment to teaching
profession make teachers satisfied and the teachers who have negative attitude
& feelings and less committed to teaching profession are less likely to
like their jobs.
INTRODUCTION
Job satisfaction has been conceptualized as the positive
attitude and emotions towards one's job and work environment (Locke,
1978). It may be expressed as
individual's subjective experiences on his situation, his response and feelings
towards different facets of his work roles.
It refers to a combination of cognitive and affective reactions or
responses to the differential perceptions of what an employee wants to receive
compared to what he or she actually receives in terms of rewards (Cranny, Smith
and Stone, 1992).
This term denotes the extent to which an individual
perceives the satisfaction that has come as stemming from his total world of
work. Job satisfaction is of great
importance as it provides motivation and happiness and lead to successful
organizational functioning. If employees
are satisfied with their jobs, they would perform quality performance and lead
to growing profits (Sharma, 2009).
Whereas dissatisfaction causes a lot of tensions, negative attitudes,
frustration and adversely affects work performance of employees.
Education can be conceived as an instrument in giving
shape of individual learner's personality.
There is no denying the fact that teachers are the most important
persons who use this instrument for advancement of society. It is believed that quality of education
depends on highly committed, satisfied and effective teachers. Their satisfaction, effectiveness and
commitment depends to a large extent on quality of teacher education and
quality of teacher education requires highly satisfied teacher educators. Thus, job satisfaction is equally important
to teacher educators on whose shoulders are placed the responsibility of
training and educating the future teachers of the country. In this context, Indian Education
Commission or Kothari Commission (1964-66) rightly remarked - "of
all factors, which influence the quality of education and its contribution to
national development, the quality, competence and character of teachers are
undoubtedly the most significant".
But now it has been realised that most of the teacher
educators working in B.Ed. colleges are dissatisfied with teaching profession. As a result of this, the quality of teacher
education is falling. Now, the role of
teacher educator has been changed. They
are required to have competence, skills, ability to use new knowledge in
teaching learning situations, professional development and commitment and most
of all positive attitudes towards teaching to meet environmental challenges.
Vast literatures exist on Job sattisfaction of teachers
but there are very few studies on job satisfaction of B.Ed. teacher
educators.
Awang, Z and Ahmad (2010) worked on job satisfaction and
work commitment among lecturers. The study explores that promotional
opportunities, workload and relationship with staff members significantly
affect job satisfaction. Latif, Shahid,
Sohail & Shahbaz (2011) of Pakistan investigated job satisfaction among
public and private college teachers and discovered that there were significant
differences in job satisfaction between public and private college
teachers. It was also found that public
college teachers were more satisfied with their jobs than private college
teachers.
The evidence from the reviewed literature seems to
suggest, therefore, that teacher job satisfaction is a predictor of teacher
retention and commitment (Shan, 1998).
It can be recommended that there should be provision of adequate
transport facilities, suitable working hours, availability of teaching /
learning material, medical facilities, vacations, healthy environment, good
relationships between colleagues and management, good understanding among pupil
teachers and rich salary to create satisfaction among teacher educators.
Determinants of Job
Satisfaction :
Job
Satisfaction is determined by various factors- Salary, Working Environment, Promotional
Opportunities, Supervision & Relationship with colleagues and
management
As
we have decided earlier that vast literature exist on job satisfaction of
teachers but there are few studies on job satisfaction of B.Ed. teacher
educators. Besides, the study also explored to find gender wise, locality wise
and experience wise difference in the job satisfaction of B.Ed. teacher
educators. On this account, the present study has been taken up.
STATEMENT OF THE PROBLEM :
Researcher
proposes the problem which is related to teacher educators. The statement of the problem is " A
Study on Job satisfaction of B.Ed. Teacher
Educators".
OBJECTIVES OF THE STUDY :
To examine the difference in the job
satisfaction of Male and Female teacher educators.
To compare the job satisfaction of
teacher educators working in urban and rural colleges of education.
To determine the difference in the job
satisfaction of teacher educators with below five years of teaching experience
and above five years of teaching experience.
HYPOTHESIS
• There exists a significant difference
between job satisfaction of male and female teacher educators.
• There exists significant difference
between job satisfaction of urban and rural teacher educators.
• There exists signifcant difference in
the job satisfaction between teacher educators below five years of teaching
experience and above five years of teaching experience
METHOD
OF THE STUDY :
Descriptive method is found to be
more suitable for this type of research work.
Therefore, the researchers have followed 'Descriptive method of
Research' for the present study.
SAMPLE :
To collect the required data for
present study, 74 B.Ed. teacher educators were selected based on random
sampling technique.
TOOLS
USED :
The data were collected from the
B.Ed. teacher educators by administering 'Job Satisfaction Scale' developed and
standardized by Amar Singh and T.R. Sharma (1999).
STATISTICAL
TECHNIQUES USED :
- Descriptive
statistics-mean, SD -Inferential
statistics - 't' - test. ANALYSIS
AND INTERPRETATION OF DATA
Table
1.1 Showing Significance of
Difference of Means of Job satisfaction of Male and Female B.Ed. Teacher
Educators
|
Group
|
N
|
Mean
|
S.D.
|
t-ratio
|
|
Male
|
35
|
81.11
|
9.52
|
1.41ns
|
|
Female
|
39
|
77.66
|
11.46
|
Not significant at .05 level.
Table
1.1 shows the means scores of job satisfaction of Male and Female B.Ed. teacher
educators as 81.11 and 77.66 respectively and their standard deviation as 9.52
and 11.46 respectively. The t - ratio
was calculated as 1.41 which is less than the table value 2.00 and is not
significant at .05 level of confidence.
This reveals that there exists no significant difference between job
satisfaction of Male and Female B.Ed. teacher educators. Therefore the
hypothesis 1 stating that there exists a significant difference between job
satisfaction of male and female teacher educators stands rejected.
Table 1.2 Showing Significance of Difference of means
of Job Satisfaction of Urban and Rural B.Ed. Teacher Educators
|
Group
|
N
|
Mean
|
S.D.
|
t-ratio
|
|
Rural
|
37
|
80.59
|
9.45
|
1.04ns
|
|
Urban
|
37
|
78
|
11.71
|
Not - significant at .05 level.
Table
1.2 Shows the mean scores of job satisfaction of Urban and rural B.Ed. teacher
educators as 78 and 80.59 respectively and their standard deviation as 11.71
and 9.45 respectively. The t - ratio was
calculated as 1.04 which is less than the table value 2.00 and is not
significant at .05 level of confidence.
This reveals that there exists no significant difference between job
satisfaction of Urban and Rural B.Ed. teacher educators.
Therefore
the hypothesis 2 stating that there exists significant difference between job
satisfaction of urban and rural teacher educators stands rejected.
Table 1.3 Showing Significance of
Difference of means of Job Satisfaction of teacher educators (having above 5
years of teaching experience) and having below 5 years of teaching experience.)
|
Group
|
N
|
Mean
|
S.D.
|
t-ratio
|
|
Teaching
experience (above five years)
|
37
|
80.45
|
12.71
|
0.93ns
|
|
Teaching
experience (above five years)
|
37
|
78.13
|
8.10
|
Not significant at .05 level.
Table 1.3 shows the mean scores of job
satisfaction of B. Ed. teacher educators belonging to below five years of
teaching experience and above five years of teaching experience as 78.13 and
80.45 respectively and their standard deviation as 8.10 and 12.71
respectively. The t- ratio was
calculated as 0.93 which is less than the table value 2.00 and is not
significant at .05 level of confidence.
This reveals that there exists no significant difference in job
satisfaction between teacher educators with below five years of teaching
experience and above five years of teaching experience.
Therefore the hypothesis 3 stating that there exists a significant
difference in job satisfaction between teacher educators with below five years
of teaching experience and above five years of teaching experience stands
rejected.
However, it may be concluded that the gender, locality
and teaching experience do not have any influence on job satisfaction of
teacher educators. The study has its implications for management personnels and
principals of teacher education institutions. The management personnel and
principal should ensure level of job satisfaction of teacher educators.
Adequate salary, conducive working environment, non interference of management,
suitable time table, building mutual respect amongst staff may be helpful in
bringing job satisfaction among teacher educators which in turn will improve
the quality of teachers education.
Dr. Jyoti Khajuria Assistant
Professor
Ms.
Aruna Chopra, Senior Research Fellow
Department
of Education
Kurukshetra
University, Kurukshetr
