SHRI ATAL BIHARI VAJPAYEE GOVT ARTS AND

COMMERCE COLLEGE

Batch 2021-2023
Major Research Report
On
A STUDY ON JOB SATISFACTION OF TEACHERS AND THEIR
WORKING IN PRIVATE SCHOOLS
Submitted in the partial fulfilment for the Requirement of the
degree of MBA
DAVV, INDORE

RESEARCH GUIDE RESEARCH SCHOLAR DR.

Priyanka Sharma Ranjana ingala
Enroll. No. DC 1818448
 Certificate

This is to certify that the project work entitled “A STUDY ON JOB

SATISFACTION OF TEACHERS AND THEIR WORKING IN PRIVATE
SCHOOLS” has been accomplished by RANJANA INGALA EMROLL.
NO. DC 1818448 is a satisfactory account of the Bonafede work
done under our supervision and is recommended towards partial
fulfilment for the award of the degree MASTER OF BUSINESS
ADMINISTRATION in Dual Degree Specialization (HR & IT) to Devi
Ahilya Vishwavidyalaya, INDORE (M.P.)

DATE :

PRINCIPAL
DR. ANUP VYAS SIR

……………………………..

PROJECT IN-CHARGE HOD- MBA EXTERNAL EXAMINER

DR. PRIYANKA SHARMA DR. KUMBHAN KHANDELWAL

……………………………… ……………………………………. ……………………………….

 DECLARATION

I hereby declare that the Project Work entitled “A STUDY ON JOB

SATISFACTION OF TEACHERS AND THEIR WORKING IN PRIVATE SCHOOLS”,
has been carried out by me under the guidance of (DR. PRIYANKA SHARMA), at
shri Atal Bihari Vajpayee Arts & commerce college. The research work is
original and has not violated any of plagiarism norms.
I also declare that this Project has not been submitted to any University/
Institute for the award of any Degree/Diploma.

Place: Indore
Date:
(Research Scholar)
RANJANA INGALA
 Acknowledgement

The most awaited moment of successful completion of endeavour is always a

result of persons involved explicitly or implicitly there in. It is impossible
without the help and guidance of the people around to carry on this research
work. I take the opportunity to express my sincere gratitude to each and every
person who gave me the guidance and help for preparing the report.
I take this opportunity to thanks Dr. ANUP VYAS , Principal, Indore Institute of
Management and Research for providing me an opportunity to work for this
research. I am also desirous of placing on record profound indebtedness to
(Research Guide) and all the members of faculty of Indore Institute of
Management and Research, Indore, for the valuable advice, guidance, precious
time and support that they offered.
Last but not the least; I would also like to thanks all the respondents for giving
me their precious time and relevant information.
My strength and inspiration are the blessings of my parents and my friends. I
owe all my success and achievements to them.

(Research Scholar)
RANJANA INGALA
 INTRODUCTION
Job satisfaction is the favourable or unfavourable subjective feeling with which
employees view their work. It results when there is congruence between job
requirement, demands and expectations of employees. It expresses the extent
of match between employees, expectation of the job and the reward that the
job provides. The factors of physical conditions and social nature affect job
satisfaction and productivity. Job satisfaction is defined as an effective or
emotional response towards various facts of ones job. Job satisfaction is in
regard to ones feelings or state of mind regarding the nature of their work. It
can be influenced by a variety of factors, the quality of ones relationship with
their supervisor, the quality of the physical environment in which they work,
degree of fulfilment in their work, etc. Like many other countries of the world
in India also, there is a general feeling that the teachers do not have
satisfaction in their jobs. There seems to be a growing discontentment towards
their job as a result of which standards of education are falling. Teachers are
dissatisfied in spite of different plans and programs which have been
implemented to improve their job. Job satisfaction consists of the total body of
feelings about the nature of the job promotion, nature of supervision etc. that
an individual has about his job. If the sum total of influence of these factors
gives rise to feelings of satisfaction, the individual has job satisfaction. Teacher
s job satisfaction which is #linked to teachers work performance, includes
teachers involvement, commitment, and motivation in the job. It is not only
important for teachers, but empirically influential on students and schools in
general. Teachers satisfaction with their career may have strong implications
for student learning. specifically, a teachers satisfaction with his or her career
may influence the quality and stability of instruction given to students.
satisfaction is almost important in teaching profession where he is to deal with
another human being, the student ,and the satisfaction and dissatisfaction of
the teachers is likely to be transferred. Teachers key role is to teach or help
students and it depends on the ability and motivation of the teachers to teach
as it does on the ability. and motivation of the students to learn. The level of
job satisfaction is affected by intrinsic and extrinsic motivating factors, the
quality of supervision, social relationships with the work group and the degree
to which individuals succeed or fail in their work. %s is the case with all white
collar positions, both intrinsic and extrinsic factors affect teachers satisfaction,
intrinsic satisfaction can come from classroom activities. & extrinsic factors
have been associated with teacher satisfaction, including salary, perceived
support from administrators, school safety, and availability of school
resources, among others. 'hen teachers perceive a lack of support for their
work, they are not motivated to do their best in the classroom, and that when
teachers are not satisfied with their working conditions( they are more likely to
change schools or to leave the profession together.

Statement of the problem

This study is principally aimed at examining the factors that are associated with
teachers job satisfaction .)oath private as well as government schools play a
vital role in providing quality education to our young citizens. Job satisfaction
of teachers play an important role in their performance. % teacher, who is
happy in his work plays a pivotal role in the upliftment of the society.

Objectives of the study

+ To measure the level of job satisfaction of the teachers- To undertake a
comparative study of job satisfaction among government and private school
teachersTo identify the major factors that influence job satisfaction among
government and private school teachers. To identify the major problems faced
by the teachers in government and private sector.

Methodology
Data from different sources are used for this study.1rimary data This data
gathered from first hand information sources directly from the teachers by
administrating the questionnaire having face to face interaction with the
teachers. secondary data2This will give the theoretical basis required for the
report presentation which can be available from various sources such as books
and web sites.
 Significance of the study
A teacher who is happy and satisfied with his or her profession will emanate
positive energy that will give positive influence on those around him3her
particularly the students. %s such, teachers who possess high level of
satisfaction in their job will be source of motivation to the students to succeed
in their studies. This concurs with a study done by 4stroff 5+66- in jab noun 7
Chan, -88+ who found that 9 most measures of school performance were
significantly linked to employees satisfaction:. Thus , this study is conducted to
uncover the realities or issues in the teaching profession pertaining to job
satisfaction among teachers particularly in the private and government
schools. The results of this study will help to understand the problems faced by
the teachers of both government and private schools.

limitations of the study

 Due to time and financial constraints the study was confined to only
three government schools and three private unaided schools located in
Trivandrum city. 0ata are collected from ten teachers from each school.
 The ;questionnaire method was used for collecting the primary data.
<once personal biases may crypt in. <however special care has been
taken minima*e it as far as possible.

Review of literature
pleitner 1982 has pointed out that job satisfaction results from the degree of
correspondence between the individuals expectations on the one hand and
the circumstances of his job situation on the other, as compared by the
individual employee. Pathak 1987 has found that the most important job
characteristics sought by the high job satisfied group belonging to both the
higher and the lower hierarchies and the low job satisfied group belonging to
the lower hierarchy is the opportunity for advancement. irene and albert 1989
have indicated that sex and educational level cannot significantly account for
differences in job satisfaction levels, whereas occupation, age and length of
service have a significant impact as some of the satisfaction dimensions.
otroffstroff 1992 in Jab noun chan 2001, who found that 9most measures of
school performance were significantly linked to employee satisfaction :Boguski
2011 examined on job satisfaction and organi * ational commitment2The
effect of gender on employee perception of job satisfaction and organic
nationals moment.$tudy revealed that employees gender has no significant
effect onhis3her perception of job satisfaction and men and women have the
same level of organi tional commitment mehta 2012investigated on job
satisfaction among teachers to know whether the perception of job
satisfaction among teachers was affected by the type of organisation 5private
vs. govt. and the gender 5male vs. female. 0escriptive. analysis was made to
study the perception of job satisfaction of male vs. femaleand t!test was used.
Besult showed that there would be significant difference in thelevel of job
satisfaction of Aovt. and private school teachers.
The present study examines the job satisfaction, i.e. the degree to which
jobfeatures that are highly valued by individuals are present in their work
environment. Though anumber of studies have been conducted in the field of
academics but a few have been undertaken to compare the job satisfaction of
government 7 private schools teachers.
 CHAPTER 2
Job Satisfaction Theoretical Framework

Job $atisfaction is derived from the "atin words #$atis and #Caccre, which
means#enough and to do respectively. The term #Job $atisfaction came into
vogue in+6D when <oppock published his classic work job satisfaction. <e
defined jobsatisfaction as 9any combination of psychological, physiological
andenvironmental circumstances that cause a person truthfully to say, I am
satisfiedwith my job:. Thus job satisfaction is the verbal expression of an
employeesevaluation of his work life.Job $atisfaction is derived from two sets
of factors. The first set associated with positive feelings about the job and
related to the content of the word itself has beencalled the intrinsic content or
motivation factors. This satisfier factors includeachievement, recognition, the
work itself, responsibility and advancement. Thesecond set of factors has been
labeled hygiene factors or dissatisfiers. Thesefactors do not induce satisfaction,
they simply prevent dissatisfaction. Thesefactors are external to the work
itself.Job $atisfaction refers to a persons feeling of satisfaction on the job,
which acts asa motivation to work. It is not the self!satisfaction, happiness or
self!contentment but the satisfaction on the job. The success of any
organi*ation depends on theeffective utili*ation and motivation of human
resources.Job $atisfaction is an individuals feelings regarding his or her work.
It can beinfluenced by a multitude of factors. The term relates to the total
relationship between an individual and the employer for which he is paid.
$atisfaction doesmean the simple feeling state accompanying the attainment
of any goal, the endstate is feeling accompanying the attainment by an impulse
of its objective.Job $atisfaction has many dimensions. Job $atisfaction has
been regarded both as ageneral attitude as well as satisfaction with specific
dimensions of the job such as pay, the work itself, promotion opportunities,
supervision, co!workers and so forth.

These may interact in different ways to create the feelings of satisfaction with
the job. The degree of satisfaction may vary with how well outcomes fulfill or
exceedexpectations. &ach dimension contributes to an individuals overall
feeling ofsatisfaction with the job itself, but different people define the 9job:
differently.There are three important dimensions to job satisfaction.+.Job
satisfaction refers to ones feelings towards ones job . It can only beinferred
but not seen.-.Job satisfaction is often determined by how well outcomes meet
or exceedexpectations. $atisfaction in ones job means increased commitment
in thefulfillment of formal requirements. There is greater willingness to invest
personal energy and time in job performance..The terms job satisfaction and
job attitudes are typically usedinterchangeably. )oth refer to effective
orientations on the part ofindividuals towards their work roles, which they are
presently occupying.Though the terms job!satisfaction and attitudes are used
interchangeably, there aredifferences between the two. %ttitude refers to
predisposition to respond. Jobsatisfaction, on the other hand, relates to
performance factors. %ttitudes reflectones feelings towards individuals,
organisations and objects. )ut satisfactionrefers to ones attitude to a job. Job
$atisfaction is therefore, a specific subset ofattitudes.%ttitudes endure
generally. )ut job satisfaction is dynamic. It can decline evenmore quickly than
it developed. @anagers, therefore, cannot establish theconditions leading to
high satisfaction now and then neglect it, for employee needsmay change
suddenly. @anagers need to pay attention to job satisfactionconstantly.
"EA)I)*
The term job satisfaction refers to an employees general attitude towards his
job.+.Job satisfaction is the favorableness or un!favorableness with
whichemployees view their work.

-.In order to understand job satisfaction, perhaps the first step should be
todemarcate the boundaries among such terms as attitudes motivation
andmorale..% job is an important part of life. Job satisfaction influences
ones generallife satisfaction.

THEORIES OF JOB SATISFSACTION

'While there are several different approaches to comprehend job satisfaction
two specific theories are prominent in providing valuable insight into job
satisfaction. These are the Two factions Theory and the Value Theory of job
satisfaction.
 TWO FACTORS THEORY OF JOB SATISFACTION
HERZBERG and his associates discovered, through their extensive research,
that the factors that contributed to job satisfaction and job dissatisfaction
were different. In particular, dissatisfaction was associated with conditions
surrounding the jobs . 'working conditions, pay, security, quality of supervision,
interpersonal relations rather than the work itself. )y contrast, satisfaction was
associated with factors associated with work itself or to outcomes directly
derived from it such as the nature of jobs, achievements, advancements and
recognition.)because such factors were associated with high levels of job
satisfactions, <er*berg called themes motivators.<er*begs distinction between
motivators and hygiene factors misreferred to as the two Factor theory of job
satisfaction.

The value theory

A second significant theory of job satisfaction is the value theory proposed by"
locke 1984. we proposed that job satisfaction occurs when the job outcomes
or the reward that the employee receives matches with outcomes that are
desired by him. The theory focuses on any outcome that people value
regardless of their quality or quantity. Thus the value attached to outcome is
more important the better the outcome that they get the more satisfied they
will be ,and the less valuable.
outcome they receive , the less satisfied they will be. &essential to lockes
theory is ,therefore, the discrepancy between the present aspects of the job
and those that an employee desires such aspay ,learning opportunities,
promotion and so on."Cokeville theory has been substantiated by a study of
McFarlin and rice 1992 .one of the valuable implications of the theory is that it
focuses attention on those aspects of the jobs that need to be changed for
employees to experience satisfaction . people perceive serious discrepancies
between the job and job satisfaction.)Ut it also suggest that these factors may
not be the same for all. In addition to these two theories of job satisfaction,
there are quite a few others. some of the significant ones are briefly presented
below.
 The met expectation Theory
This approach is based on the expectations that new employees have about
the job and how far these expectations are met .It suggests that the employees
will work to achieve the outcomes they expect to follow after successful
performance5porterand $teers,+6>.'orders become dissatisfied if their
expectations about their job are not meteorite of the theory suggests that the
correlation between job satisfaction and met expectations is around
8.65'anous et al,+66-.one of the implications of the @et &expectations
theory is that one way of reducing potential dissatisfaction among employees
is to bring their expectations in line with ethereality’s idea of @et
&expectations suggests that the processes undergoing with in the person
influence job dissatisfaction.% critical viewpoint of this notion is that it ignores
the social context of the individual ,and this is the basis of the & quit Theory

The Equity Theory

%dams5+6G &quity Theory argues that people compare the ratio of their
outcomeover input with the ratio of others outcome over input.If their ratio is
greater thanor lesser than that of the others ,they feel dissatisfied because
inequity hasoccurred. <owever to feel satisfied with the job, the ratio should
be equal to thatsignificant others5what is called equity.Though the basis of
their comparison isonce perception, the fact remains that organisations must
attempt to bring aboutequity to avoid the feeling of dissatisfaction. 4ne of the
criticisms of the theory is that it is imprecise because there are alternate ways
of dealing with feelings ofinequity. <owever, an important implications of this
theory is that employees needto feel that they are fairly dealt within order to
feel satisfied.

The opponent process model of job satisfaction

Initiating some change in the job may increase worker satisfaction but it is
notnecessary that increase in satisfaction will remain the same over time. This
is because constant input does not result in constant output. The process of
adaptationimplies that a constant will have a decreasing output. This notion
was applied tothe concept of job satisfaction in the 4pponent process Theory
by "andy 5+6>=<e applied this ideas to the goal!setting theory and asserted
 that in the beginning of his or her career, an employee will resist goal!
setting. )ut as experience with goal!setting as well as goal!attainment
increases, resistance shall decrease.?onsequently, pleasure from goal!
attainment must also increase. The broadimplication of this is that
interventions intended to increase job satisfaction maynot necessary become
popular on their introduction.

Factors affecting job satisfaction

There are  main factors influencing on Job $atisfaction ?lustered as physical,

psychological and environmental factors as below:

Psychological factors and job satisfaction

a. Job Nature:The main source of satisfaction is, of course, job

itself.Besearches, dedicated to job characteristics and carried out in
correlation withworking place projecting, testify that the very content of
work and autonomy by itsimplementation represent two main components
of job satisfaction are interestingand difficult job without time for tedium
and job giving a man one certain status,#0ealing with a workload that is far
too heavy and deadline that are impossible toreach can cause job
satisfaction to erode for even the most dedicated employee.Calling short of
deadlines results in conflict between employees and supervisorsand the
stress level of the workplace.

b. Job security:
Job security is the assurance that a particular employee will havetheir job
in long term due to the low probability of losing it potentially. 1ositive
jobsecurity nature also adds more value to the image and the reputation of
anorgani*ation as job offered has the guaranteed security and reliable.
%lso, jobsecurity has a great influence in increasing job satisfaction of its
employees wereonce the employees is confident about not losing the job,
it will create no mentalstress where the employee has its own freedom to
fully concentrate on the workthey perform. #%n employee with a high level
of job security will often performsand concentrates better than an
employee who is in constant fear of losing a job.%lthough this fear can
increase motivation in certain situations, a lack of jobsecurity can be a
source of distraction and result in excess stress and low moral thathinders
an employees overall performance. 5Thornton, H0.

c. Job promotion:
?ompanies provide promotion to their employees consideringexperience,
service and some companies reward promotion through
measuringemployees talent and capabilities. #sing data from the +6=6
and +668 waves ofthe H"$, 1ergamit and Eeum 5+6=6 find a positive
correlation between promotions and job satisfaction 5Kosteas, H0. ?
ompanys give their priority tocurrent employees to apply vacancy arises.
In that situation employees can achievetheir individual goals obtaining
promotion. Through such a situation, increasesemployees satisfaction and
they more contribute to the productivity.

physical factors and Job satisfaction

a. Payment:
@oney rewards are multi complex and multisided job satisfactionfactor.
@oney not only gives people an opportunity to satisfy their primary needs,
but also fosters satisfaction of higher level needs. #Those who make money
arelittle more satisfied than those who make considerably less. @oreover,
relativelywell paid sample of individual are only trivially more satisfied than
relatively poorly paid samples 5Judge et. %l, -8+8. &mployees more
often perceive theirsalarys level as a reflection of that how management
estimates their contributionto the companys activity. If employees have
an opportunity t choose themselves tosome extend independently
indulgences from the whole package rendered by thecompany then they
receive greater satisfaction from indulgences receivable and the job in the
whole.
b. Working groups:
0irect affect on job satisfaction makes the very nature ofwork groups.
'orking group serves for a single worker is a source of support,comfort,
advice pleasure from job. 4n another hand, when the opposite situation
isobserved, when it is hard to get along with the people, the given factor
imposesnegative impact on job satisfaction.
c. monitory benefits other than salary:
'elfare includes anything that is done forthe comfort and improvement of
employees and is provided over and above thewages.

environmental factor and Job satisfaction

Working condition:
4ne main factor imposing moderate impact on jobsatisfaction is working
condition. If condition are good 5e.g. offices are neat andco*y, clean and
engaging, staff could easier manage their job. If bad workingcondition
were available 5e.g. it is hot or noisy in the office, it would be
moredifficult for employees to implement their work otherwise, working
conditionaffect job satisfaction similar to working groups influence. If all
were favorablyaround, there would not be problems with job satisfaction.

b. Relation with the management:

@anagement and the employee shouldwork together to achieve the goal
of the organi*ation. 4nly a cordial relationship between employee and
employer can ensure the productivity of the employee.

Determination of job satisfaction

%ccording to %braham .% there are two types of variables that
determinethe work satisfaction of an individual

They are
1. Organisational variavles and
2. Personal variables.
Organisational variables

•
Occupational variables

The higher the level of the work, the greater thesatisfaction of the individual
this is because higher level work carry greater prestige and self control. 1eople
at higher level work find most of theirneeds satisfied them when they are in
lower level ones.
• Job content: !Areater the variation in job content and less the
repetitivenesswith which the tasks must be performed, the greater the
satisfaction of theindividuals involved. $ince job content in terms of variety
and nature oftasks called for is a function of occupational level.
• "onsiderable leadership: !
1eople like to be treated with consideration.<ence considerable leadership
results in higher work satisfaction thaninconsiderable leadership.
• Pay and Promotional Opportunities: !
%ll other things being equal these twovariables are positively related to job
satisfaction.
• #nteraction among $mployees: !
'ork satisfaction will result if interaction ismost satisfying i.e. when
%.It results in recognition that other persons attitudes are similar toones
own.
&.It facilitates the achievement of goals.
Personal variable
Aenerally there is a positive relation between the two variables up tothe pre!
retirement years and then there is a sharp decrease in satisfaction.
• $ducational Leel:
! The higher the education, the higher the referencegroup which the individual
looks for guidance to educate his job rewards.
• Role perception: !
0ifferent individuals hold different perceptions abouttheir role that is the kind
of activities and behaviors. They should engage in performing their job
successfully. The more accurate the role perception ofan individual the greater
is satisfaction.
• (ender: !
There is yet no consistent evidence as to whether women are mostsatisfied
with their job than men, holding such factors as work andoccupational
constant. 4ne might predict this to be the case, considering thegenerally lower
occupational aspirations of women.

Job satisfaction and productivity

It is generally assumed that a satisfied employee will also be a
productiveemployee. 4n the face of it ne may find this to be irrefutable fact.
The evidenceshows no relationship between job satisfaction and productivity.
Three mainsurveys on job satisfaction and productivity suggests virtually no
evidence of anyrelationship between these two variables. 4ne of the earlier
surveys of )rayfieldand ?rockett 5+6DD examined a number of studies and
found no relationship between job satisfaction and performance. $imilar
findings are reported by<er*berg and his associates 5+6D>( Eroom 5+6D/
reported the finding of twentystudies published during +6/D to +6G and
found of median correlation of 8.+/with a range of 8.G to !8.. The general
explanation seems to indicate the productivity and jobsatisfaction are two
independent variables and are determined by independent setsof influencing
variables. % worker may be highly dissatisfied with the workenvironment and
may produce more to prove his abilities t the management. %highly satisfied
worker may not produce more and get away with it because hemay friendly
with the supervisor. In fact, relationship between job satisfaction and
productivity is verycomplex. There are four possible relationships2+.<igh
productivity and low productivity-.<igh satisfaction and high productivity."ow
satisfaction and low productivity/."ow satisfaction and high productivity "ow
satisfaction and high productivity may be found to existtogether where a highly
task oriented and supervisor uses scientific managementtechniques to push up
productive without any regard to employee needs andfeelings. <igh
productivity and high satisfaction exist when supervisor is bothemployee
oriented as well as task oriented. <e tries his best to help his employeesin the
fulfillment of their social and psychological needs but also sets high

performance goals and demands high production. <e integrates employee

needswith organi*ational goals.
 CHAPTER-3
Profile of Government and Private unaided schools

school is an institution designed for the teaching of students 5or LpupilsL

underthe direction of teachers. @ost countries have systems of formal
education, whichis commonly compulsory. In these systems, students
progress through a series ofschools. The names for these schools vary by
country but generally include primary school for young children and
secondary school for teenagers who havecompleted primary education. %n
institution where higher education is taught iscommonly called a university
college or university. The different types of schoolsin the educational
landscape are Aovernment schools and Hon!governmentschools.
*overnment chool
$chools run by the central, state or local governments are referred to
as#government schools. $tate schoolsgenerally refer to primary or
secondary schoolsmandated for or offered to all children without charge,
funded in whole or in part by taxation. The term may also refer to public
institutions of post!secondaryeducation. $tate education is generally
available to all. In most countries, it iscompulsory for children to attend
school up to a certain age. nder various articlesof the Indian ?onstitution,
free and compulsory education is provided as afundamental right to
children between the ages of G and +/.Teachers are the backbone of the
educational system in India. Aovernment has setup a permanent body for
the selection of the teachers known as H.?.T. i.e. Hational?ouncil of
Teachers &ducation. It conducts the training and selection of theteachers
and provides certificate3degree for the teachers which are an
essentialqualification for the teachers who seek the employment in
teaching schools knownas ).&d, or $hastri education.
Private choolPrivate chool
, also known as
independent chool
,
non!goernmental
, un aided private or
nontate chool
, are not administered by local, state or nationalgovernments( thus, they
retain the right to select their students and are funded inwhole or in part
by charging their students tuition, rather than relying onmandatory
taxation through public 5government funding( at some private
schoolsstudents may be able to get a scholarship, which makes the cost
cheaper, depending

on a talent the student may have 5e.g. sport scholarship, art scholarship,
academicscholarship, financial need, or tax credit scholarships that might
be available.In India , a private school is an independent school, but since
some private schoolsreceive financial aid from the government, it can be
an aided or an unaided school.$o, in a strict sense, a private school is an
unaided independent school. Cor the purpose of this definition, only
receipt of financial aid is considered, not land purchased from the
government at a subsidi*ed rate. It is within the power of boththe union
government and the state governments to govern schools since
&ducationappears in the ?oncurrent list of legislative subjects in the
constitution. The practice has been for the union government to provide
the broad policy directionswhile the states create their own rules and
regulations for the administration of thesector. %mong other things, this
has also resulted in 8 different &xamination)oards or academic authorities
that conduct examinations for school leavingcertificates. 1rominent
&xamination )oards that are present in multiple states arethe ?)$& and
the ?I$?&, H&H)$&.Tuition at private schools varies from school to school
and depends on manyfactors, including the location of the school, the
willingness of parents to pay, peertuitions and the schoolFs financial
endowment. <igh tuition, schools claim, is usedto pay higher salaries for
the best teachers and also used to provide enrichedlearning environments,
including a low student to teacher ratio, small class si*esand services, such
as libraries, science laboratories and computers. $ome privateschools are
boarding schools and many military academies are privately owned
oroperated as well.Beligiously affiliated and denominational schools form a
subcategory of privateschools. $ome such schools teach religious
education, together with the usualacademic subjects to impress their
particular faithFs beliefs and traditions in thestudents who attend. 4thers
use the denomination as more of a general label todescribe on what the
founders based their belief, while still maintaining a finedistinction
between academics and religion. They include parochial schools, a
termwhich is often used to denote Boman ?atholic schools. 4ther religious
groupsrepresented in the K!+- private education sector include 1rotestants,
Jews,@uslims and the 4rthodox ?hristians.

@any educational alternatives, such as independent schools, are also

privatelyfinanced. 1rivate schools often avoid some state regulations,
although in the nameof educational quality, most comply with regulations
relating to the educationalcontent of classes. Beligious private schools
often simply add religious instructionto the courses provided by local public
schools.$pecial assistance schools aim to improve the lives of their
students by providingservices tailored to very specific needs of individual
students. $uch schools includetutoring schools and schools to assist the
learning of handicapped children.1rivate schools in turn divide into two
types2 recogni*ed schools and unrecogni*edschools. It turns out that for
understanding the true si*e of the private schoolingsector in India, the
distinction between recogni*ed and non!recogni*ed schools iscrucial.nder
the educational system ?entral )oard $econdary &ducation 5?.).$.& is
setup to maintain, the quality in &ducation and provide minimum
qualification of theteaching staff and other necessary requirement for the
school and conduct the&xams +8 and +- standard. It has a control over
both 1ublic 1rivate andAovernment $chools. %fter the exam( issues
certificates of +8th and +-thclass3standard this student who passed the
&xamination. ? ).$.&. has its office in Hew 0elhi.
Private School v2 Public School
%
private chool
is autonomous and generates its own funding through varioussources like
student tuition, private grants and endowments. %
public chool
isgovernment funded and all students attend free of cost.)ecause of
funding from several sources, private schools may teach above and beyond
the standard curriculum, may cater to a specific kind of students
5gifted,special needs, specific religion3language or have an alternative
curriculum like art,drama, technology etc. 1ublic schools have to adhere to
the curriculum charted out by the district, and cannot deny admission to
any child within the residential school*one.There are several preconceived
notions regarding private and public schools.1rivate schools are often
assumed to be very expensive, elitist and a better bet for

admission to good colleges. 1ublic schools are often thought of as shoddy,

lessdisciplined and low!grade curriculum. This comparison offers a fair
insight into both schools for parents to make an informed decision.
%ccording to current estimates, =8M of all schools are government schools
makingthe government the major provider of education. <owever, because
of the poorquality of public education, ->M of Indian children are privately
educated.%ccording to some research, private schools often provide
superior educationalresults at a fraction of the unit cost of government
schools. There are a largenumber of students per class in government
schools so many teachers cannot give aspecific period of individual to a
particular student. In private schools the numberof students per classroom
are usually fewer, so the teacher can give moreindividual attention to each
student. That is the reason that private school resultsare often better than
those achieved by government schools. &ducation in India is provided by
the public sector as well as the private sector, with control and funding
coming from three levels2 federal, state, and local.