A STUDY ON MAPPING JOB SATISFACTION AND ITS EFFECT ON COMPETENCY

INCLUSIVENESS AMONG THE TEACHING FACULTIES OF SELF FINANCING ARTS AND

SCIENCE COLLEGE, TRICHY

D.Sugumar, M.Com. M.Phil.,MBA.,PGDPMIR., Ph.D Assistant Professor,

Vel Sri Ranga Sanku College
S.Selvarasu .,MA.,M.Phil.,MBA.,Ph.D Assistant Professor, , Vel Sri Ranga
Sanku College

It is known that research into job satisfaction started in the field of industry
and business administration, with a special emphasis being laid on the working
classes. Later on this research moved into the field of education, with more
concentration being placed on the teaching sector. Abdualkhalig (1982)”1 pointed
out that the majority of job satisfaction research has been directed towards lower
level employees, adding that it is limited with regards to looking at managers,
technicians and professionals. Furthermore, Bacharch and Mitchell (1983)”2 have
expressed that within the educational context the importance of the reality of
teachers and their attitudes towards their jobs came at the cost of studying the
importance of the reality of other employees in the educational context, such as self
financing teaching faculties job satisfaction. “As senior faculty members retire at
the leading U.S. universities over the next decade, it is increasingly likely that they
will be replaced by younger faculty members who are women, under-represented
minorities or foreign-born scholars. This changing landscape of faculty members at
U.S. universities will require that university administrators deal with issues related
to faculty job satisfaction across a variety of personal and professional dimensions
(Okpara, Squillace, & Erondu, 2005; Tack & Patitu, 1992)”3 “Similarly situation

1
ABDUALKHALIG, N., 1982. Job satisfaction and its impact on work productivity. Social sciences journal Kuwait
University, 3, 73-106.
2
BACHARACH, S. AND MITCHELL, S., 1983. The source of dissatisfaction in educational administration: a role-
specific analysis. Educational administration quarterly, 19 (1), 101-128.
3
Okpara, J. O., Squillace, M., & Erondu, E. A. (2005). Gender differences and job satisfaction: A study of university
teachers in the United States. Women in Management Review, 20(3–4), 177–190.
prevailing in India, here most of the self financing college teaching resources are
female and fresher too. In the dawned of this millennium, educational systems face
new challenges as they move into an era of reorganization stressing site-based
management, teacher empowerment, and the importance of the work team (Lee,
Dedrick & Smith, 1991).”4 Reconsideration of teachers well being in the new ear is
became obligatory. Hence in this paper we mad an attempt to revisits the job
satisfaction of the teaching faculties and its effect on competency inclusiveness
amongst the teaching resource of self financing arts and science colleges in trichy.
Statement of problem

While the majority of previous job satisfaction studies have focused

on industrial and organizational settings, there is much less literature on job
satisfaction levels of academic faculty
Members. Tack and Patitu (1992)”5 performed a count of the number of
articles indexed within the research databases ERIC and Psyc INFO during the
period of 1970–1992 on the topic of job satisfaction. They found that only 13.7% of
all satisfaction articles were focused on faculty job satisfaction. According to
Pearson and Seiler (1983, p. 36)”6 and the researcher indented to made a similar
count would understand in the database of science direct in the year 2009 only 368
article were focused job satisfaction and in the year 2010 they were 65 article are
focused on faculties job satisfaction perhaps “this area has not received attention
because a high level of job satisfaction generally has been presumed to exist in a
university setting.” “The urgency of a valid measure of job satisfaction, as proposed
by Rosnowski,M., & Hulin .C(1992) Was possibly the motivation behind the
numerous research effort pertaining to job satisfaction.”7A comparsion in which an
actual outcome level was lower than an expected outcome level, would resulted in
Tack, M. W. & Patitu, C. L. (1992). Faculty job satisfaction: Women and minorities in peril. ASHE-ERIC higher
education report no. 4. Washington, DC: Association for the study of higher education.

4
Lee, V. E., Dedrick, R. F., & Smith, J. B. (1991). The effect of the social organization of schools on teachers' efficacy
and satisfaction. Sociology of Education, 4, 190}208.
5
Tack, M. W. & Patitu, C. L. (1992). Faculty job satisfaction: Women and minorities in peril.
ASHE-ERIC higher education report no. 4. Washington, DC: Association for the study of higher
education.

6
Pearson, D. A., & Seiler, R. E. (1983). Environmental satisfiers in academics. Higher
Education, 12, 35–47.
dissatisfaction (Lawer, 1973)8 The are 17625 colleges in the country out of these
14000 only come under the purview of UGC’S system, among which 40% colleges
reorganized under the 2(f) ,which means 60 % of the colleges in our country are not
assessed even minimum qualification. Amongst which 42 % of the institution
private owned and run catering to 37 % of the students enrolled in the higher
education that is 3-1 million out of 8-4 million. Further human resources demand in
India is increasing 18 % ever year but growth of higher education is only 11 %
hence privately owned institution need is expanding. Government and universities
have granted recognition /affiliation to unaided colleges and many universities have
authorized new self-financing courses even in government and aided college. As of
now more than 50 % higher education in India is imparted through private
institution. A highly quality of teaching staff is the corner stone of a successful
educational system. Daily interaction between teachers and students is all the centre
of the education process: Attracting and retaining high quality teaches is thus
primary necessity for higher education in India. Then it an important thing to
understand the factors behind the retention of the high quality faculty in higher
education. One such factor is job satisfaction. Hence it is important to study the job
satisfaction and competency of teachers and their attitude. In this context the
researchers make the following research questions.

 Are the teaching faculties working in the Arts and Science colleges are
satisfied towards their working condition?
 Are the teaching faculties working in the Arts and Science college are
satisfied towards their pay and what extant it would affect their
performance?
 Art the teaching faculties in the Arts and Science College are satisfied toward
the policy framework of the arts and Science College?
 Is the job satisfaction may affect competency of the faculty?
7
Ronnowski, M., & Hulin , C(1992) The scientific merits of valid measures of general
constructs with special reference to job satisfaction and job withdrawal,Lexington
Books: New York
8
Lawer, E.E, III(1973), Motivation in work organization. Brooks/Cole publishing
company ;Monterrey,CA.
 Objectives of the study

1. To mapping job satisfaction of the teaching faculties towards the

workplace condition, compensation and policy framework.
2. To know the job satisfaction and its effect on competency inclusiveness of
the teaching faculties of self financing arts and science college

Scope of the study

This study concerns with mapping job satisfaction and its effects of
competency of teaching faculties amongst the self financing Arts and Science
College(Core) in trichy. There are around 60 self financing Arts and Science
colleges among which we have selected only 10 colleges for this study. Further
teaching faculties alone taken in to account invariable their designation.

Research Methodology
Method of research
This study is based on descriptive method of research.
Population of the study
We have selected 10 Self Financing Arts and Science colleges. In
which there are 465 faculties are working. Total populations have taken from
Bharthidasan university web portal (Teaching resource of university)
Sample of the study
Sample has selected on the snow ball basis .There 50 faculties are
taken for this study. Hence sample size is 10.75 from total population
Data collection
Primary method of data collection have employed for this research.
Questionnaire had prepared exclusively to meet the objectives of the study.
Tools of the study
 Simple percentage tools and chi-square are used to analyze the data.

ANALYSIS AND INTERPRETATION

Table -1

Parameters HS HDS
Work Place condition
Defining Policy 6% 40%
Student Behaviour1 18% 22%
Amount of paper Work 34% 10%
Amount of routine Work 40% 10%
Communication With Principal 50% 6%
Communication with chairman 30% 10%
Communication with Head of 26% 6%
department
Peers Communication 24% 26%

From the analysis we would understand that 40 % of the teaching resources

are not satisfied toward the policy defining by the management.34% of the
respondent are satisfied towards amount the paper work doing by the teaching
resources. Majority of the variable are showed positive. Hence it shows faculties of
self financing Arts and Science College are satisfied towards workplace condition.
Table -2

Parameters HS HDS
Salary 16% 20%
Benefits 4% 26%
Bonus 24% 40%
Loan 2% 44%
Inside income 4% 42%
Out side Income 20% 19%

Faculties of Arts and Science College are not satisfied towards Compensation
given by these colleges. In fact salary of teaching faculties is starts from Rs. 3000.
Even in this some of the colleges are dispensing the salary once in two months or
three months.

Table -3
Parameters HS HDS Parameters HS HDS
Infrastructure Policy
Class Size 20% 22% Employment Condition 10% 29%
Library Facilities 20% 12% Assignment of work 38% 12%
Lab facilities 20% 80% Assignment of Extra Work 18% 20%
Canteen Facilities 18% 12%
Transport Facilities 10% 25%

Among these college even than maintaining minimum requirement standard, the
selected respondents are not satisfied towards the infrastructure of the Self
Financing Arts and Science colleges. The above table showed that highest values in
the highly dis satisfied column.
Competency
Table -4
Parameters HDA SA Parameters SDA SA
Eligibility Test 40% 60% Ability to control the students 40% 14%
Max. Seminar attended 20% 40% Int. to develop students needs 36% `18%
Paper presented 10% 60% Ability to appropriate students 34% 14%
Paper Published 20% 72% Use of strategy for students effectiveness 34% 24%
Book Published 20% 80% Ability to modify the assignment 38% 20%

While seeing the table table-4 showed that 40 % of the respondents alone has
cleared eligibility test like Net, Set or Ph.D. further only minimum number of
teaching resources are attended seminar 20% paper presented 10%, paper
published 20% and Book published 20%.It seems that still more number of the
faculties are needed to participate such activities. Because, these parameters are one
of the factors in determining competencies of teaching faculties. Further Student
development activity by the teaching resource is also showed weaker position that is
control the student 40% has no ability to control the students 36% not interested to
develop student need, 34 % do not have an ability to appropriate student need and
strategy for students effectiveness.
Job satisfaction and competency

Table - 5

Seminar
HS 9 Attended 10
Paper
SWS 10 presentation 4
NSND 8 Paper Published 3
SWD 12 Book Published 2
HD 11

It shows close relationship between job satisfaction and competency

Conclusion

From the study we would found the averagely most of the respondents are
satisfied towards work place Condition, Compensation, infrastructure and policy
framework. We could find that there is a relationship between job satisfaction and
competency of the faculties. When satisfaction is high then competency is more and
satisfaction is low than competency will not come down. But it would affected some
extant.