“PROBLEMS FACED BY SELF FINANCE FACULTIES”

A project Submitted to

University of Mumbai for partial completion of the degree of

Bachelor of Management Studies

Under the Faculty of Commerce

By
MS. POOJA RAMNAGINA YADAV
(3214)

Under the Guidance of

ASST. PROF. KANWALPREET KAUR PURI

JASHBHAI MAGANBHAI PATEL COLLEGE OF COMMERCE,

UNNAT NAGAR, OFF M.G. ROAD, GOREGAON (W), MUMBAI: 400104

TYBMS SEM VI
MARCH 2019-2020
 “PROBLEMS FACED BY SELF FINANCE FACULTIES”
A project Submitted to

University of Mumbai for partial completion of the degree of

Bachelor of Management Studies

Under the Faculty of Commerce

By
MS. POOJA RAMNAGINA YADAV
(3214)

Under the Guidance of

ASST. PROF. KANWALPREET KAUR PURI

JASHBHAI MAGANBHAI PATEL COLLEGE OF COMMERCE,

UNNAT NAGAR, OFF M.G. ROAD, GOREGAON (W), MUMBAI: 400104

TYBMS SEM VI
MARCH 2019-2020
 JASHBHAI MAGANBHAI PATEL COLLEGE OF COMMERCE,
UNNAT NAGAR, OFF M.G. ROAD, GOREGAON (W), MUMBAI: 400104

CERTIFICATE

This is to certify that MISS. POOJA RAMNAGINA YADAV, ROLL NO. 3214, has worked and
duly completed her Project Work for the Degree of Bachelor of Management Studies under the Faculty of
Commerce in the subject of Human Resource and her project is entitled, “PROBLEMS FACED BY
SELF FINANCE FACULTIES”, under my supervision.

I further certify that the entire work has been done by the learner under my guidance and that no part of it has
been submitted previously for any Degree or Diploma of any University. It is her own work and facts reported
by her personal findings and investigations.

ASST. PROF. KANWALPREET KAUR PURI

Date of submission:
 DECLARATION

I, the undersigned, MISS. POOJA RAMNAGINA YADAV, ROLL NO. 3214, hereby declare
that the work embodied in this project work titled, “PROBLEMS FACED BY SELF –
FINANCE FACULTIES”, forms my own contribution to the research work carried out under
the guidance of ASST. PROF. KANWALPREET KAUR PURI, is a result of my own
research work and has not been previously submitted to any other University for any other
Degree or Diploma to this or any other University.

Wherever reference has been made to previous works of others, it has been clearly indicated as
such and included in the bibliography.

I, hereby further declare that all information of this document has been obtained and presented
in accordance with academic rules and ethical conduct.

Ms. Pooja Ramnagina Yadav

Certified by

ASST. PROF. Ms. Kanwalpreet Kaur Puri

 ACKNOWLEDGMENT

TO LIST WHO ALL HAVE HELPED ME IS DIFFICULT BECAUSE THEY ARE SO NUMEROUS, AND
THE DEPTH IS SO ENORMOUS.

I WOULD LIKE TO ACKNOWLEDGE THE FOLLOWING AS BEING IDEALISTIC CHANNELS AND

FRESH DIMENSIONS IN THE COMPLETION OF THIS PROJECT

I TAKE THIS OPPORTUNITY TO THANK THE UNIVERSITY OF MUMBAI FOR GIVING ME

CHANCE TO DO THIS PROJECT.

I WOULD LIKE TO THANK MY PRINCIPAL MRS.GRACY DSOUZA FOR PROVIDING THE

NECESSARY FACILITIES REQUIRED FOR COMPLETION OF THIS PROJECT.

I TAKE THIS OPPORTUNITY TO THANK OUR COORDINATOR PROF. SHWETA PANDEY FOR
HER MORAL SUPPORT AND GUIDANCE.

I WOULD ALSO LIKE TO EXPRESS MY SINCERE GRATITUDE TOWARDS MY PROJECT GUIDE

ASST. PROF. KANWALPREET KAUR PURI WHOSE GUIDANCE AND CARE MADE THE PROJECT
SUCCESSFUL.

I WOULD LIKE TO THANK MY COLLEGE LIBRARY, FOR HAVING PROVIDED VARIOUS

REFERENCE BOOKS AND MAGAZINES RELATED TO MY PROJECT.

LASTLY, I WOULD LIKE TO THANK EACH AND EVERY PERSON WHO DIRECTLY OR
INDIRECTLY HELPED ME IN THE COMPLETION OF THE PROJECT ESPECIALLY MY PARENTS
AND PEERS WHO SUPPORTED ME THROUGHOUT MY PROJECT.

MISS POOJA RAMNAGINA YADAV

 INDEX

SERIAL NO PARTICULARS PAGE NUMBER

1 INTRODUCTION 1–5
2 RESEARCH METHODOLOGY 6 – 11
3 LITERATURE REVIEW 12 – 18
4 DATA ANALYSIS, 19 – 46
INTERPRETATION AND
PRESENTATION.
5 CONCLUSION AND 47 – 50
SUGGESTIONS
6 BIBLIOGRAPHY 51
7 APPENDIX 52 – 53

JASHBHAI MAGANBHAI PATEL COLLEGE OF COMMERCE

TEEN DONGARI, NEAR AAZAD MAIDAN OFF M.G.

ROAD, GOREGAON WEST, MUMBAI 400104.

 SUMMARY

The education system in India is much more improved these days and is one of the leading ones in the world.
Besides various government initiatives, the role of the private institutions in the development of education
industry in India cannot be denied.

At present, India's private education market worth $68 billion. Now with the sudden spurt in the number of
private colleges/institutes/universities providing professional education in the recent past has resulted in the
increased demand of highly qualified professionals in the market.

Thereby, a large number of faculties are required by these institutes for their curriculum development and
academic deliverance. Again, the lucrative opportunities available in the corporate sector exert a pull on the
existing faculty towards the corporate career from academic profession.

This creates a void at various levels in the existing institutes to be filled in. The occupational migration of
faculty from academics to the core industry, the additional faculty requirement of the existing institute for newly
introduced courses and the faculty required for the newly established colleges altogether creates an immense
demand for faculty.

This high demand and low supply are resulting in faculty crisis in the country, especially in self-financed
professional institutions. In this context faculty turnover has a serious impact on the institute and its reputation
thereby resulting in the increased costs both direct and indirect.

It is immensely important for a country to have good faculty and well- maintained educational structure so that
the youth of the country are instilled with knowledge required to contribute in the country's development.
 CHAPTER:1

1. Introduction

Education is extremely important for the development of a nation. It is the process of instruction aimed at all
round development of youth. Education enables people to contribute to societal development. Education has the
responsibility for transferring human beings into human resources (Gopalan, 2001).

Education, at the individual level helps in the process of socialization. At the level of society, it ensures that the
traditional wisdom passes from one generation to the other and the new and modern knowledge is imbibed by
the present generation. Higher education is a powerful tool to build knowledge- based society. It is considered
one of the important instruments for the development of any country.

Higher education encompassing teaching, research, applied work and training is imparted as undergraduate,
postgraduate or vocational degree programs (Sobti, 2010). Higher educational institutions provide the necessary
trained and educated human resources required for the development and implementation of various programmed
needed for the growth and development of nation. Development of higher education is, thus, of utmost
significance for the growth and development of a country, especially a developing country like India. The
expansion of higher education depended heavily on public investment in the earlier century.

Over the years it has relied considerably on non-public sources of funding. Higher education in India continues
to be in a deepening financial crisis, with escalating cost and increasing needs of the system, on the one hand,
and declining recourses, on the other, despite large investments made on higher education (Singh. 2003).
Therefore, in order to deal with the financial crisis, the higher education institutions have to explore some
alternative sources of financing. These are not necessarily public sources; rather these institutions have to
mobilize additional resources from non-governmental sources.

The privatization of higher education would help the government funding on higher education. Privatization of
higher education has emerged in several forms and types in the recent decades in India such as - privatization
within government higher education institutions in the form of introducing self-financing courses within
government institutions; converting government aided private institutions into private self–financing institutions
and expansion of self-financing private institutions (Singh and Purohit 2011). Thus, the growth of private aided
and unaided colleges should be treated as a process of privatization of higher education.

One of the major differences between aided and unaided colleges is with regard to funds. While the aided
colleges are supported by the government, the unaided colleges have to raise their own funding. Aided colleges
need not have only aided courses. In fact, many of the aided colleges do have many unaided courses which are
also referred to as self- financing courses. This implies that development of unaided courses in private aided
colleges is contributor to the growth of these institutions. The main aim behind launching self-financing courses
was to vocationalism higher education.

The policy of the University Grants Commission (UGC) was to equip students through an add-on-course with
some practical knowledge along with the bachelor’s degree (Das, 2012). The nature of self-financing course
depends on the institutional mode under which it is delivered. Colleges slowly and gradually found this as an
opportunity to attract students and raise the financial resources as it was becoming difficult to launch new
courses without the subsidy of the government. In the last few decades sprouting of self-financing institutions
and greater participation of the private players that have introduced self-financing programs has been observed.

The progress of any nation depends upon the standards of its educational system and educational institutions.
The successful running of any educational system depends mainly upon the teacher, the students, the curriculum
and the infrastructure. But the teacher is the most important one and is the pivot on whom the entire educational
structure rests. Teachers are not only required to deliver lectures but are also expected to provide professional
consultations, conduct academic researches and publish their findings.
A teacher who is satisfied with his / her job can perform various duties very efficiently and effectively and has
a positive attitude towards teaching. But if the teachers are under stress then they cannot work effectively. The
teachers appointed in self-financing courses are deprived of many benefits as compared to a permanent / regular
teacher. One of the most important factors that affects the performance of a teacher is working conditions. A
good working condition is primary requisite for any successful teaching, learning process.

If the teachers are satisfied with working conditions, they will be able to fulfill the educational objectives and
national goals. The focus of the present study is problem faced by teachers in self-financing course. The main
aim of the study is to analyse the fee structure of the self-financing courses in the sample universities and
colleges in different states selected from each zone like East, West, North and South in India. This study is also
focused on understanding implications of the policy of self-financing programmed in terms of access, equity
and quality parameters and also tried to suggest important guidelines for self-financing courses in terms of
policy, planning and management.
1.1DEFINITIONS AND CONCEPT

Higher education

According to Bidula Sarmah (2013), higher education is a study beyond the level of secondary education.
Institutions of higher education include not only colleges and universities but also professional schools in such
fields as law, theology, medicine, business, music and art. They also include teacher training institutions,
community colleges and institutes of technology. At the end of a prescribed course of study, a degree, diploma
or certificate is awarded.

Privatization

Bidula Sarmah (2013) has also defined privatization as the incidence or process of transferring ownership of
business, enterprise, agency or public service from public sector (government) to the private sector. Surekha
Swain (2009) states that privatization refers to the shifting of activities, assets and responsibilities from the
government to private sector. This also includes a wide range of public private partnership, creation of federal
corporations, quasi government organizations and government sponsored activities.
Aided institution

Aided institution means a private professional educational institution, receiving recurring financial aid or
assistance in whole or in part from the central government or state government disbursing grants-in-aid or
financial assistance and shall include a minority institution (GOI, 2005)

Self-financing institution

Self-financing institution According to L.C.Singh and Sudarshan Mishra (2008), self-financing institution
implies those institutions that are managed by private funds and private management without an apparent
motive of commercialization. A self-financed college in India is one which does not receive any financial aid
from the Central Government or from the State Government. They also do not get any financial grant from the
UGC nor do they get any benefits from the UGC. Such an institute finances itself through the fees paid by the
students who enroll for the courses and may get private financing from other sources, such as a corporate house.
(Swara, 2012)

Self-financing courses

According to S. Bhushan, self-financing programmed are the programmes which are financed by charging user
fees from students. There is almost no government subsidy for such self-financing programmers. The nature of
self-financing programmes depends on the institutional mode under which it is delivered (Bhushan, 2008)
 CHAPTER: 2

RESEARCH METHODOLOGY

2.1 Objectives of the Study:

1. To study the working conditions of teachers in self-financing courses

2. To study the problems of teachers in self-financing courses
3. To suggest policy recommendations
4. To study the working environment of the workplace
5. To study the new changing patterns of the paper checking
6. To study the teachers career development programs
7. To study the diversity and inclusiveness of the college
8. To study the reward system
9. To measure the job satisfaction levels among the college teachers.
2.2 HYPOTHESIS:

1. There is no relationship between working environment and results.

2. There is a significant relationship between working environment and results.

3. There is no technique used by the College teachers to manage work load.

4. There is technique used by the College teachers to manage work load.

5. There is no impact of stress on individual’s efficiency & Effectiveness.

6. There is impact of stress on individual’s efficiency & Effectiveness.

7. There is no significant relationship between Age and Lack of participation in decision making.
8. There is significant relationship between age and lack of participation in decision making.

2.3 SCOPE OF THE STUDY:

The study is an exploratory study of teachers teaching in self-financing courses in higher education institutions
in Mumbai. Teachers are important stakeholders in the educational system where they should be given better
training and development facilities and better working conditions and more diversity in work culture as well as
proper remuneration facilities.
2.4 LIMITATIONS OF THE STUDY:

Limitations of the study included the electronic administration of the survey. Participants may not accurately
report information regarding rushing through the survey.

Since the study explores the perception of major sources of problems faced by self-finance faculties, the first
limitation was the time restriction to reach the target population, which could be appropriate representative.

Besides, the size of the sample was relatively small, and the number of teachers participated in this survey was
limited. So, this research cannot be generalized for everybody.

Busy schedule of the faculties was hindrance to collect data. So, they don’t find enough time to read the
questionnaire carefully.

Unwillingness and fear for unknown reasons on the part of the respondents to reveal information was one of the
major constraints
2.5 SIGNIFICANCE OF THE STUDY:

This study significance that Teachers are important stakeholders in the educational system where they should be
given better training and development facilities and better working conditions and more diversity in work
culture as well as proper remuneration facilities.

One of the main players in the education field are teachers. Decision related to joining self-financing courses is
largely governed by socio-economic conditions of the teachers. Knowledge is the driving force in the rapidly
changing globalized economy and society.

Quantity and quality of highly specialized human resources determine their competence in the global market.
Emergence of knowledge as driving factor results in both challenges and opportunities. Converting the
challenges into opportunities depend on the rapidity at which they adapt to the changing environment.

Though the higher education system and the pattern of financing higher education vary a great deal across
countries in terms of their size and strength and degree of diversification of higher education institutions, yet
they all face a severe financial crisis in the public finances available for higher education. (Rani, 2010).
India is no exception to this global phenomenon. While provision of compulsory primary education is of vital
importance and the government cannot shirk from its responsibility of providing higher education, the
government would find it difficult to fund higher education.

The encouragement from the government has seen the mushrooming of several private institutions. Government
has been encouraging institutions to adopt privatization policies.

This is characterized by withdrawal of government grants, providing incentives to mobilize resources from
private sources, fees for the introduction of so-called marketable courses.
SAMPLE SIZE:

A Sample of 51 respondents was selected randomly of teachers from various self-financed courses.

PROFILE OF THE STUDY AREA:

The present study is concerned with problems faced by teachers in self-financing courses. The present study is
located in Goregaon To Andheri.

DATA COLLECTION:

1. Primary Data - Collected through questionnaire and interviews.

2. Secondary Data – Collected from websites and reports, journals.

`
 CHAPTER: 3

LITERATURE REVIEW

Review of literature attempts to present a general critical survey of studies conducted on higher education,
privatization of higher education, self-financing higher education and teachers in self-financing higher education
institutions. Review of literature is the primary task for any research work. It may be from any book, research
paper, related article, any organizational report, theses, and literature available on internet etc. This article
includes literature review of more research papers related to satisfaction of faculty members of higher education
institutes. The category of research papers included in this article are faculty members and their gender, faculty
members and the type of employer, faculty members and their job satisfaction factors, faculty members and
their satisfaction and dissatisfaction, faculty members and their academic profession, faculty members and their
relationship with age, faculty members and their correlation between satisfaction commitment and
performance, faculty members and their relationship with their ethnicity, faculty members and their superiors,
faculty members and their motivator and hygiene factors, faculty members and its impact on performance and
commitment, faculty members and their satisfaction - retention - assessment - wellbeing, faculty members and
their state, demographic members and their student salary and satisfaction This research paper is useful for
defining factors affecting job satisfaction
and further research work.

1. K.B.Powar (2002) has examined the basic concepts of higher education and evaluated the growth,
development and future of Indian higher education. He also reviewed some critical facets of the higher
education system including the management of universities, autonomy and accountability, research in
universities and internationalization of higher education.

2. Self- financing courses in universities and colleges have been discussed by S.D. Tripathi (2003). He
argued that running a few self-financing courses by the universities is not a bad idea. It can help various
universities to establish new departments without any outside financial assistance. Dr.L.C.Singh and Dr.
Sudarshan Mishra (2008) traced the growth of self- financing higher education institutions since the
economic liberalization launched in 1991. According to authors, the main object of self-financing higher
education institutions in India have been meeting the market needs for the professionals on one hand and
generating additional resources for internal institutional needs and growth, on the other. The authors also
discussed the problems and issues of self-financing institutions and also gave suggestions which help to
overcome the problems.
3. According to Gupta (2005) the world facing both quantitative and qualitative changes – quantitative in
terms of economic growth and technological innovations, and qualitative in terms of a new paradigm of
an evolving society is governed by altogether different values and ethos. She highlighted the various
aspects of international trends in private education. She mainly focused on the driving forces, causes and
consequences of the emergence of private higher education in India during the past few decades. Her
study also discussed the role of Indian judiciary in the context of regulation of private education
institutions.

4. P. Agarwal (2006) studied the challenges faced by higher education globally and the national response to
them. The author emphasizes the need for greater adaptability in the higher education system so that it
continues to provide the needed skills and trained workforce to the economy as it integrates with the
world economy

5. In his study on job satisfaction and burnout among Greek early educators: a comparison between public
and private sector employees Tsigilis, N., Zachopoulou, E., & Grammatikopoulos, V. (2006) have
found that employees were least contented from the salary they get and most contended their peers from
the private sector from their compensation and their immediate supervisor. At last, the contentment from
the Working condition and Nature of the job helps assume the emotional tiredness of public sector the
prediction of public sector.

6. The dawn of the new millennium has brought a significant amount of new ideas on financing of higher
education. Bikas Sanyal and Martin Michaela (2006) discussed the major factors influencing the new
trends of financing higher education. The authors tried to establish the reciprocal relationship between
financing of higher education and its mission and suggested strategies in financing higher education at
the system and the institutional levels.

7. Prakash V (2007) has given an overview of trends in the expansion of higher education and examines
variations in participation across states, gender and social groups. He made an attempt to discuss the
trends in the growth and financing of higher education, besides highlighting some important issues
regarding development of higher education in India.
8. Higher education is not a recent phenomenon for India; it has had long historical roots through which a
modern system of education has been evolved. The institutions of higher education are recognized as the
most important agency of social change involved in the human resource development of the country. J.D.
Singh (2007) described the issues and challenges of higher education in India. He also tried to examine
the impact of fundamental change from the policy level to the institutional level and to the everyday
lives of college and university administrators, faculty and students. Author claims that India can
transform from a developing nation to a developed nation when it is possible to provide skilled workers
to the world at large.

9. Sujit Kumar Choudhary (2008) focused mainly on the socio- historical development of higher education
in India from ancient period through to the present. He examined the pattern of increase in the
educational institutions, faculty positions, and student enrolment. He concluded that still there remains a
need to re-examine and implement different policies and programs of government in more pragmatic
ways.

10. There are different views on the funding of higher education. Higher education is considered as a public
good and the funding responsibility of higher education almost rests upon government. Other considered
higher education as a private good and argued that the responsibility of funding falls upon the parents
and the students. Sudhansu Bhusan (2008) submitted his report on “Self-financing courses in colleges”
to the National University of Educational Planning and Administration (NEUPA) in 2008, after
thoroughly investigating self-financing programmes running in the colleges and universities in our
country.
11. Sudhansu Bhusan (2008) submitted his report on “Self-financing courses in colleges” to the National
University of Educational Planning and Administration (NEUPA) in 2008, after thoroughly investigating
self-financing programmers running in the colleges and universities in our country. The main aim of the
study is to analyses the fee structure of the self-financing courses in the sample universities and colleges
in different states selected from each zone like East, West, North and South in India. This study is also
focused on understanding implications of the policy of self-financing programmers in terms of access,
equity and quality parameters and also tried to suggest important guidelines for self-financing courses in
terms of policy, planning and management.

12. Praveena K.B and Srinivasa K.S (2010) made an attempt to discuss the problems and perspectives in
privatization of higher education. They present an overall growth of higher education in India. The main
aim of their paper is to show the most effective way of providing higher education, including technical
and vocational education.
13. Panigrahi Manas (2010) aims to study an evaluation of quality of self-financing pre-service teacher
training institutions. The main aim is to study the status of self - financing colleges in relation to its
infrastructural facility. This study attempted to focus on the perception of pupil teachers towards quality
of self-financing colleges. In this regard questionnaire were administrated on 51 teacher educators for
the collection of data. The data was analyzed using descriptive statistics. The findings of the present
study raised some significant issues like proper infrastructure, qualified teacher educator as per NCTE
guidelines and good environment for job satisfaction of teacher educator and administrators for the self-
financing teacher training institution which can provide numbers of well-trained teachers for our
knowledge society. This study analyzed the factors responsible for dearth of committed staff and quality
education under different variables. The study concluded that to make things right, a common body
could be formed consisting of representatives from all institutions coming under its affiliation. This
provides better job security, satisfaction, increases self-esteem and thereby contributes to improve the
teachers‟ commitment in colleges.

14. Hemalatha. C.K and N. Ahmed Nisar (2011) explored teachers‟ commitment in self-financing
engineering colleges from a sample of Anna University affiliated self-financing engineering college staff
in Chennai. This study analyzed the factors responsible for dearth of committed staff and quality
education under different variables. The study concluded that to make things right, a common body
could be formed consisting of representatives from all institutions coming under its affiliation. This
provides better job security, satisfaction, increases self-esteem and thereby contributes to improve the
teachers‟ commitment in engineering colleges.

15. V. Balmohandas and Meenakshi Sharma (2011) had stressed the need for higher education institutions to
be connected with the society that they function in and embrace people from different backgrounds.
Suhasini Arya (2013) discussed the different aspects of higher education like policies and current
scenario of higher education in India. She has analyzed several bottlenecks like increase in substandard
institutions, deterioration of academic standards, outdated curriculum etc. which affect the standard of
higher education and also suggested different measures like grater decentralization, accountability and
professionalism.
16. Sanjit Kumar Das (2012) made an attempt to analyze the present pattern of funding higher education in
post-graduate courses of a government-sponsored college and discussed the desirability and feasibility of
funding the same. The main objective of the study was to examine the importance of the self-financing
programmers as a means to fund higher education. The study at the initial stage examined the research
articles and reports regarding the issue of self-financing and privatization and self-financing in higher
education in India. In the next stage an attempt was made to analyze the fee structure and pattern of
funding of the self-financing courses at post-graduate level in the sample college. This study concluded
that self-financing schemes have helped the college to achieve the aims and objectives of the
administration and to maintain quality of the faculty in the college.

17. Anita Devi (2012) did a comparative study of “Teacher Educators of Govt. financed and self-financed
college of Education in Relation to their Professional values” The main objective of this study is to
compare teacher educators of Govt. financed and self-financed colleges of education in relation to their
professional values. Descriptive survey method was used, and Teachers Value Inventory used as tool for
finding the results. It is found the professional values of teacher educators of self-financed colleges of
education is significantly higher than the professional values of teacher educators of Government
financed colleges of education. Job satisfaction is a primary requisite for any successful organization. It
is a pleasurable or positive emotional state resulting from the appraisal of one’s job or job experiences.
In higher education, teachers are experiencing pressures to increase productivity and efficiency at their
work places to meet out the expectations of general public, management as well as from state and central
governments, which creates stress among them. In the field of engineering and technology, there is a
significant gap in the study of stress among the teachers. This study aimed to fill the organizational and
geographical gaps by examining the sources of work stress.

18. In their study Mehboob, F., Sarwar, M. A. and Bhutto, N. A. (2012) have found that female faculty
members were normally less satisfied with their job than male faculty members. All the “Job Hygiene”
and “Job motivator” attributes were practically or noticeably related to job contentment. The factors
“Policy” and “Working condition” were the least satisfying characteristics while “work itself” was the
most satisfying factor found in the job in this study correspondingly. The management of “SALU” need
to pay attention to those factors which creates displeasure among faculty members’ mostly the
intellectual strategy execution; they should also arrange certain training and development sessions with
a view to not only enhance the knowledge, skills and Abilities of faculty members but also to link the up
between contentment and discontent. There were also several should attempt to advance organizations
working conditions by performing more research and development services to faculty members and also
do necessary changes in recovering the classroom environment in the organizations. Some interesting
 research has been carried out by researchers on the dimension of satisfaction of the private sector
university faculty members and public sector university faculty members.

19. In their study on job satisfaction among academic staff: a comparative analysis between public
and private sector universities of Punjab, Pakistan Khalid, S., Irshad, M. Z., & Mahmood, B. (2012)
have found that salary disparity does exist between public universities and private universities in
Pakistan and Educators in public sector universities were found less contented with (1) job security
and (2) Co-worker’s behaviour, on the other hand private sector universities educators were more
contented with their (1) supervision(2) Salary and (3) Promotional opportunities than the educators of
public university. even if, both public and private university faculty members show important difference
in the level of overall job contentment that they derived from various variables like Relationship with
co-workers, Salary, behaviour, promotional opportunity, Job security and Supervision.

20. Anju Ailsinghani and Neelam Wadhwani (2013) outline the present context of increasing
commercialization of higher education in India. They view education more as commodity sold in market,
the universities and colleges where students act as consumers and educators as service providers. The
paper highlights more on commercialization of higher education in today’s global market with special
reference to courses offered by universities and colleges in collaboration with foreign universities and
providing better career opportunities to its students.

21. Nidhi Walia (2013) seeks to examine the emerging issues and challenges in Indian higher education
system in the present era. To develop India as an education hub or to become a prosperous partner in
global economy, India has to qualitatively strengthen education in general and higher education with
research and development in particular.

22. Anju Ailsinghani and Neelam Wadhwani (2013) outline the present context of increasing
commercialisation of higher education in India. They view education more as commodity sold in market,
the universities and colleges where students act as consumers and educators as service providers. The
paper highlights more on commercialisation of higher education in today‟s global market with special
reference to courses offered by universities and colleges in collaboration with foreign universities and
providing better career opportunities to its students.
23. J.B.G. Tilak (2014) examined the growth of private higher education as an important feature of the very
high growth of higher education experienced in India. The size of the private sector is about twice as
compared to public sector in terms of the number of institutions and students enrolments. Apart from
refuting several claimed advantages of private higher education, this article draws attention to the
dangers involved in a high degree of dependence on the private sector for the development of higher
education in a country like India.

24. Medha Gupte (2015) discussed financing of Indian higher education with special reference to five-year
plans. She has discussed in detail the privatization of higher education and suggested measures which
could lighten the financial burden in the future in this present era of globalization. Scarcity of financial
resources is a major issue confronting our higher education system. Therefore, there is a need to find
innovative sources and explore new avenues which will augment resources and strengthen the system of
education.

25. Review of literature focuses on various aspects related to the self-financing higher education scenario.
The present study focuses on the working conditions of teachers in self-financing courses in higher
education institutions.
 CHAPTER: 4

DATA ANALYSIS, INTERPRETATION AND PRESENTATION

1) Age Group

Age Group Respondent Percentage

Below 30 Years 40 78.4%
31 to 40 Years 11 21.6%
Total 51 100%

As per the above pie chart, it is understood that the respondent below 30 years are more by 78.4% and 21.6%
are from 31 to 40 years.
 2) Marital status

Marital Status Respondent Percentage

Married 36 71.2%
Unmarried 15 28.8%
Total 51 100%

As per the above pie chart, it is understood that 71.2% are married and 28.8% are unmarried.
 3) Qualification

Qualification Respondent Percentage

M.Phil 7 12.7%
PhD 2 3.6%
Others 42 83.6%
Total 51 100%

As per the above pie chart, it is understood that M.Phil. are 12.7% and PhD are 3.6% and Others are 83.6%
 4) Designation

Designation Respondent Percentage

Assistant Professor 25 50%
Co-Ordinator 10 18.5%
Others 16 31.5%
Total 51 100%

As per the above pie chart, it is understood that Assistant professor are more by 50% and Co-Ordinator are
18.5% and Others are 31.5%
 5) Experience

Experience Respondent Percentage

Upto 2 years 21 41.5%
3 to 5 years 18 35.8%
Above 5 years 12 22.6%
Total 51 100%

As per the above pie chart, it is understood that there are many new teachers in this field are up to 2 years by
41.5% and 3 to 5 years are 35.8% and above 5 years are 22.6%.
 6) Is Your Management Supportive?

Respondent Percentage
No 28 55.8%
Sometimes 8 15.4%
Always 5 9.6%
Yes 10 19.2%
Total 51 100%

As per the above pie chart, 55.8% respondent feel that the management is not supportive.
 7) Are Your Team Members Supportive At Workplace?

Respondent Percentage
No 16 33.3%
Sometimes 19 35.2%
Always 7 13%
Yes 9 18.5%
Total 51 100%

As per the above pie chart, majority of respondent feel that their team members are sometimes supportive at
workplace by 35.2% followed by 33.3% respondent feel that there team members are not supportive.
8) Are You Satisfied By The Team Members?

Respondent Percentage
No 20 39.6%
Sometimes 12 24.5%
Always 9 17%
Yes 10 18.9%
Total 51 100%

As per the above pie chart, majority of respondent had said that they are not satisfied by their team members
by 39.6%.
9) Do You Face Any Problems At Workplace?

Respondent Percentage
No 10 19.6%
Sometimes 10 19.6%
Always 5 9.8%
Yes 26 51%
Total 51 100%

As per the above pie chart, 51% majority of respondent had said that they face problem at workplace
10) What Kind Of Problems You Face At Workplace?

No
Management problems like time management
Communications
There is no problem I have face until
Nothing
Yes
Satisfied
No extra benefits are provided
no extra benefit.
No problems till now faced
Lack Of Communication
No Extra Benefit
Management always change their statement
No problem faced
Negative ambience
Biased salary for boys and girls
Unorganized, suggestions are not taken into consideration.
Lack of proper facility and responses
Professor shortage
No performance appraisals
No Incentives Are Been Provided
Salary Is Not Been Credited On Time
Work time
Every kind of problem
No
Very Bad Working Condition
Stressful Situations
No extra benefits for extra work
No team coordination
Timing issues
Growth is not there in this job
Lack of communication between team members
Improper lectures schedules
Salary problem
work load
Extra benefits are not given
Overload of curriculum activities
Bad Management
Timing Issues
No communication among employee
Stress
Leave Late From College Due To Other Activities
Changing the University Rules And Regulations Are Problematic
Work Burden
Less Salary
Time Mis – Management
Working conditions
Orientation is not done
No problems
No extra benefit

11) Does the Organization Have A Safe Work Environment?

 Respondent Percentage

No 18 35.3%
Sometimes 16 31.4%
Always 5 9.8%
Yes 12 23.5%
Total 51 100%

As per the above pie chart, 35.3% majority of respondent had said that the college has not safe work
environment, followed by 31.4%.

12) Have You Ever Involved in Non - Teaching Duty?

 Respondent Percentage

No 11 21.6%
Sometimes 3 5.9%
Always 2 3.9%
Yes 35 68.6%
Total 51 100%

As per the above pie chart, 68.6% majority of respondent had said that they involved in non-teaching duty,
followed by 21.6% with No.

13) Excessive Additional Duty Is Performed by You?

 Respondent Percentage

No 7 13.7%
Sometimes 7 13.7%
Always 4 3.9%
Yes 33 64.7%
Total 51 93%

As per the above pie chart, majority of respondent 64.7% feel that excessive additional duty is performed by
them.

14) Are You Comfortable With Online Paper Checking?

 Respondent Percentage

No 7 54.9%
Sometimes 7 9.8%
Always 4 7.8%
Yes 33 27.5%
Total 51 100%

As per the above pie chart, majority of respondent said that they are not comfortable with online paper
checking – 54.9%

15) Do You Get Exam Remuneration For Paper Checking?

 Respondent Percentage

No 28 54.9%
Sometimes 6 11.8%
Always 4 7.8%
Yes 13 25.5%
Total 51 100%

As per the above pie chart, majority of respondent said that they did not get exam remuneration for paper
checking – 54.9%

16) Are You Provided With Any Teacher Training For Your Career Development?
 Respondent Percentage

No 31 60.8%
Sometimes 4 7.8%
Always 3 5.9%
Yes 13 25.5%
Total 51 100%

As per the above pie chart, majority of respondent said that they do not get teacher training for career
development – 60.8%

17) Are You Motivated For Your Career Development?

 Respondent Percentage

No 21 40.4%
Sometimes 11 21.2%
Always 5 9.6%
Yes 14 28.8%
Total 51 100%

As per the above pie chart, majority of respondent said that they are not motivated for the carrier
development – 40.4%

18) Is The Organization Dedicated To Diversity And Inclusiveness?

 Respondent Percentage

No 13 25.5%
Sometimes 20 39.2%
Always 3 5.9%
Yes 15 29.4%
Total 51 100%

As per the above pie chart, majority of respondent said that their organization is sometimes dedicated to
diversity and inclusiveness – 39.2%

19) Are You Satisfied With Your Perks?

 Respondent Percentage

No 33 63.5%
Sometimes 4 7.7%
Always 6 11.5%
Yes 8 17.3%
Total 51 100%

As per the above pie chart, majority of respondent said that they are not satisfied with the perks – 63.5%

20) Are You Satisfied With Your Reward System?

 Respondent Percentage

No 33 64.7%
Sometimes 4 7.8%
Always 5 9.8%
Yes 9 17.6%
Total 51 100%

As per the above pie chart, majority of respondent said that they are not satisfied with their reward system -
64.7%

21) Do You Feel Job Security In The Present Job?

 Respondent Percentage

No 33 64.7%
Sometimes 2 3.9%
Always 4 7.8%
Yes 12 23.5%
Total 51 100%

As per the above pie chart, majority of respondent said that they did not feel job security in the present job –
64.7%
The high attrition of the teachers is the chief aspect to colleges’ unstable working situations. High turnover is
caused mostly by fluctuations in salary, increments and other welfare measures. So, there is a chance for
teachers in self-financing colleges coming and going out.

There is a lot of chances for the feeling of job insecurity among the teachers in self-financing colleges, which
may lead to stress and job dissatisfaction. If the attrition is high, teachers are not expected with high
commitments for the students in turn. Thus, it affects the quality of delivery to the students.

Since the teachers stay in the college for only a short time, the institution cannot count employees’ skills,
expertise, and experiences as the organization’s assets. If the self-financing colleges fail to offer sensible
benefits and job security and fail to show commitment to those staff who are struggling for their own survival,
they cannot expect the experienced teachers to stay with the colleges for the benefit of the students.

Every employee in the organization wants himself to be fully secured in his job. Insecure job doubtless brings a
definite feeling of dissatisfaction in work. Security may be social, economic and psychological. A worker who
gets security in all these areas gets maximum satisfaction from his job. (Reisel, et.al. 2007).

The current paper tries to study the level of job security among the teaching staff of self-financing colleges.
Academic research about the wellbeing of teachers in self-financing colleges still remains in its infancy. In this
service-oriented educational profession, teachers struggle to find a healthy balance between the demands of the
work and the need to pay some attention to their own physical and emotional well-being.
College management must better understand teachers’ attitude towards their security benefits before it can
design policies for the institution. It is necessary to create job security among their teachers to improve the
quality of delivery to the students and to show their commitment to the profession. The reliability of the
Security–Insecurity Inventory in the Indian samples was already established by Govind Tiwari and Singh (1975).

The score indicates the degree of insecurity feeling. Less the score means less the insecure feeling, more the
score, more the insecure feelings. For the purpose of the present study, the researcher has applied split half
coefficient test to establish the reliability of the above-mentioned tool of data collection as an additional
measure.

To minimize the insecurity feelings of the respondents, grievance redressal procedure may be introduced, and it
could be made effective so that employees could ventilate their grievances and seek remedial measures.
Otherwise, they have to worry about their unresolved problems which will, in turn, have an effect on their role
performance at work and result in stress and insecurity in the job.

Open door policy in terms of increments and promotions could be followed which shall help the teachers in self-
financing colleges. The study discloses that nearly half of the respondents have high level of insecurity feelings.
Insecurity feelings might have had a hike due to lack of recognition, unfulfilled social needs, heavy workload
apart from teaching.

In order to enhance the job security among the teachers in self- financing colleges few strategies could be
adopted. The employer may provide suitable recognition for the achievement of the teachers. Vacation salary,
leave, allowances and other security measures may reduce the insecurity feelings. Recreational trips could all be
encouraged to enhance their interpersonal relationships between the staff members.

The management has to develop policies and programmed in order to accommodate the capacity of the teachers
without compromising on the rights and welfare of its employees. In some self-financing colleges they
appointed supervisors, floor in charge, and shift in charge have been appointed for supervising the staff
members. It may also factor for dissatisfaction among the faculty members.

This may be avoided. Although, work activity has a strong and long formative potential upon human, it can also
be an important source of stress with major consequences for both the individual and the organization he works
in. Work environment affects employee’s physical, emotional and social health, producing states of depression,
irritability, substance ingestion, and somatization.

Deterioration of health drives to diminution of employee’s job performance, translated in difficulties in

concentration, decision making, assertive communication, difficulties in team work and human relations
management. The tasks that university teachers are expected to undertake have changed significantly in recent
years and increasingly their work is perceived as pressured.

The topic of stress and its relationship with job satisfaction is important because its job-related implications for
job related behaviors such as productivity, absenteeism or turnover. Research findings suggest that there is a
linear and negative association between occupational stress and overall job satisfaction.

Today’s life is full of challenges. In everyday life we come across many situations. The work of a teacher is
physically and mentally challenging. A teacher needs to use a lot of energy in his daily chores in the classroom
coupled with her personal and family commitments. The aim of the study is to identify the causes, effects and
managing the work life balance.

For accomplishing the objective of this research, a structured questionnaire was designed and administered on
51 teachers selected from various self-finance colleges. In relation to the profession of teaching, where a teacher
is viewed as dispensers of knowledge; teachers are increasingly perceived as facilitators or managers of
knowledge.

They work in a constant socially isolated environments surrounded by hostile views and sometimes threat of
physical abuse, and at the same time under a constant fear and threat of accountability for each and every action
of both own self and that of the pupil. This alone can be a sufficient cause for stress for an individual. Teaching
has been identified as one of the most stressful professions today.

The reasons for that are quite like other stressful occupations in the world. Job satisfaction is very important
because most of the people spend a major portion of their life at their working place. Moreover, Job satisfaction
has its impact on the general life of the employees also, because a satisfied employee is a contended and happy
human being.

A satisfied employee has better physical and mental wellbeing. So, for the success of institution, it is very
important to manage human resource effectively and to find whether the faculties are satisfied or not. Job
Satisfaction is a pleasurable or positive emotional state resulting from the appraisal of one’s job or job
experience.

Job satisfaction is determined by how outcome will meet the expectations or exceed the expectations. Some
important factors influencing job satisfaction which may be classified in two categories.

A) Personal factors: Age, Gender, Marital status, Educational Qualification, Designation, Department,
Experience.
B) Work Environmental factors: -Working condition, Pay and Promotion factors, Working Relationship, Other
facilities offered by institution.

Job satisfaction is the extent of positive feelings or attitudes that individual have towards their job. This Study
aims to know the job satisfaction among Faculties of Self-financing courses. The Management should review
existing salary structure and offered better emoluments to keep faculties happy and contented.

The Management could introduce to identify the best and effective teaching staff in all discipline and
acknowledge in their good performance. The Management could consider confirming the temporary employees
on permanent basis in order to give them sense of security.

The Management could conduct a one or two training programmed in a year to update them on latest trend in
teaching method. The management could provide monetary and nonmonetary rewards to faculties in order to
keep them happy and contented. To be successful Management must continuously ensure the satisfaction of
their faculties. Teachers are the most inspirational models and guiding them in their academic achievement.

The Education Commission (1964-66) has rightly remarked that, “The destiny of India is now being shaped in
her classroom”. Moreover, it is a truth that, “No people can rise above the level of its teachers”, as mentioned in
the National Policy on Education, 1986. The curriculum remains useless unless or until imparted into life by the
right kind of teachers with their different methods of their teaching.

This can be done successfully only by the satisfied faculty members. Therefore, all the factors which influence
excellence in the field of education are the quality, competence and character of teachers apart from the
infrastructure, cognitive and non-cognitive qualities of students and parental support.

So, nothing is important than attracting intellectual person to the teaching profession and providing them with
the best possible professional training and creating congenial environment of work, in which they can become
fully effective and satisfied. For this purpose well, satisfied teaching faculty is required.

In our country there are different types of colleges such as Government Colleges, Aided colleges, Self-
financing colleges and constituent colleges. There are number of factors influencing the job satisfaction of
teaching faculties. The earning pattern of teachers in self-financing courses was different for all teachers in
higher education institutions.

Teachers were getting salary on the basis of fixed scale, consolidated pay and clock hour basis in self-financing
courses. Vacation salary was also the important criteria for the job satisfaction, which was not given to all
teachers. There were different facilities as well as benefits provided by the higher education institutions to their
teachers like leave, allowances, and other social security measures.
There was diversity in the benefits and facilities given to all teachers in self-financing courses. A group of
homogeneous tasks related by similarity of functions. A job performed by an employee in exchange for pay. A
job consists of duties, responsibilities and tasks that are defined and specific which can be accomplished,
quantified, measured and rated.

A job is handled by an employee who does it regularly in-order to earn money. In order to find out the presence
of significance among the type of the college of the respondents and various dimensions of factors influencing
Job Stress among the faculty members of government college and Self-finance college, the total mean scores for
each dimension of factors influencing Job Stress were obtained by combining the actual scores obtained for
each respondent for each statement in that attribute and averaging it.

The success of any educational institution is primarily determined by the pass percentage of students and the
placement record of the institution. Thus, in order to mold students in the right way, the role of teachers is very
important. Teaching faculty can contribute their full potential and efficiency for the development of their pupils,
while they derive high level of job satisfaction.

Job satisfaction, in turn depends on an efficient way of managing their work and family commitments. So, in
this study, an attempt has been made to identify the factors influencing work and life balance and to examine the
ways in which teaching faculty manage their work and life balance. The result of the study exhibits that age, the
number of elders in their family, the amount of monthly income earned and number of years of experience.

Furthermore, the results of the study disclose that women faculty, by working extra time, in case of need, try to
complete the work in time. Entering the field of education with unrealistic expectations of what teaching is
about can yield negative experiences for new educators. For the purposes of this research analysis, a first-year
teacher will refer to an individual who entered the field of education and is teaching for the very first time in
their career.

As such the inexperience of a first-year teacher leads to high level of stress. Based on the literature, first year
teachers leave the field of education due to the lack of administrative support, inability to manage personal and
professional expectations, limited teaching resources, lack of professional development, and difficulty handling
behavioral problems in the classroom.

There is an increased rate of attrition by as much as 50% of teachers leave teaching within the first three to five
years (Le Maistre & Paré, 2008). The current state of first year teachers also referred to as novice teachers,
choosing to leave the field at such high rates has provoked administrators to devise a number of coping
mechanisms.
These mechanisms can be utilized by teachers as they begin their careers in the field of education. The concern
of attrition, and lack of coping mechanisms is apparent in a specific sub-section within the education field.
Specifically, in high needs geographical areas and in high needs subjects.

It is imperative to amend the attrition rates within new teachers in the field. One way to ameliorate this problem
is through the implementation of mentoring programs. Le Maistre and Paré (2009) explaines that when
programs resembling a mentoring and/or induction programs can serve as the bridge between those who are in
need of gaining knowledge and those who are certified in various areas with expertise.

A mentoring program allows a first-year teacher to work with an experienced teacher to improve upon their
techniques and pedagogical approaches. A new teacher is also able to develop a personal relationship with a
more experienced educator; they are able to share emotions and experiences with one another.

An induction program aims to facilitate and increase teaching effectiveness of new teachers through the
expertise of veteran teachers (Moir, 2009; Goldrick, 2016). A mentor is experienced and is able to share a
plethora of thoughts and ideas related to education.

There are a number of benefits of mentoring programs for new teachers, these benefits include: higher retention
rates; considerable professional development, improved ability to problem solve in the classroom, adoption of
strategies and practice techniques from their mentors, higher confidence and self-esteem, decreased sense of
isolation, and an overall improved attitude towards teaching (Fantilli & Mc Dougall, 2009; Sun, 2012).

Despite the implementation of a mentoring program few state policies meet common key aspects that would
make mentoring programs high-quality programs (Goldrick, 2016). Utilizing mentoring programs might have
been a solution to not only high attrition rates, but also assisted first year teachers with their ability to cope with
work overload, stress, and lack of support from superiors. Darling-Hammond (2006) expressed, the need to
enter the field already knowing how and when to implement a variety of teaching practices to accomplish
learning goals and meet set Common Core Standards.

A novice teacher has to be able to multitask and cope with a myriad of dilemmas that take place in the
classroom with all students (Darling-Hammond, Furger, Shields, & Sutcher, 2016). First year teachers
throughout the review of the literature, primarily stated the amount of stress they endeavored on a daily basis. A
quantitative and qualitative analysis of stress and coping of teachers revealed, work overload and paperwork in
the special education field to be the most stressful (Ko et al., 2000; Goldrick, 2016).

While stress comes to all educators in the field with curriculum changes and/or policy changes, new teachers
have a greater difficulty handling such stress. The adjustment of transitioning from a teacher candidate to
teacher a can be rather overwhelming. Another source of stress reported is caused by the lack of support directly
from administrators. The participant in this case study experienced similar sources of stress during the first year
of teaching. The participants noted feelings of disappointment when turning to her director for advice on how to
teach her course.

Particularly, in the way the director responded to with statements of not being able to help but also suggesting
changing the textbook, so the participant would better understand the material alone. Responses such as these
make new teachers feel underappreciated and disappointed in the leadership of colleges.

“Teachers are the key force in determining the quality of inclusion. They can play a crucial role in transforming
students or bring about no change at all.” (Swart et al., 2002:177). Misunderstandings and misperceptions of the
concept of inclusion appear to frustrate its implementation (Mohd Ali, Mustapha & MohdJelas, 2006: 36).
 CHAPTER: 5

Conclusion

Education is universally recognized as an important investment in building human capital. It is a key to

technical innovation and economic growth. Human development is the real indicator of the advancement and
promotion of a society. Indian economy is a dynamic economy that is showing tremendous potential of growth.

Globalization, liberalization and privatization are the key strategic mandates for economic policies. Privatization
has shown great outcomes in the development of sectors like banking, insurance, telecom, power, civil aviation
etc. Since 1990 the government started to invite and encourage privatization of higher education in India.

As a result, higher education through self-financing courses spreading initially in professional and later in all
sectors throughout the nation. Along with increasing the opportunities in higher education, colleges became an
easy option of temporary jobs for the highly qualified people. The present study shows the working condition of
teachers in self-financing courses in higher education institutions in Mumbai.

Working conditions of teacher could be understood in terms of nature of appointment, work load, income
pattern, and other benefits as well as facilities available in higher education institutions. Decision to join self-
financing courses on the part of teachers is largely governed by socio-economic conditions of the teacher.

Respondents largely belonging to the mixed income group of Mumbai were found in teaching field. Some of the
teachers were fresh who joined first time self-financing courses in their career but some of the others were
highly experienced ones. The nature of appointment of teachers was different- e.g. permanent and contractual
basis where the teachers worked as full time, part time and clock hour basis.

There were different types of institutions like aided and unaided. The earning pattern of teachers in self-
financing courses was different for all teachers in higher education institutions. Teachers were getting salary on
the basis of fixed scale, consolidated pay and clock hour basis in self-financing courses. Vacation salary was
also the important criteria for the job satisfaction, which was not given to all teachers.

There were different facilities as well as benefits provided by the higher education institutions to their teachers
like leave, allowances, and other social security measures. There was diversity in the benefits and facilities
given to all teachers in self-financing courses. As privatization opened up new avenues of development within
higher education sector, the same led to the massive exploitation of teaching staff.
The teachers appointed in self-financing courses were not only getting benefits and facilities but also faced
many problems related to leave, work load, mode of selection, salary, vacation salary, less recognition, other
duties apart from teaching etc.

We need an educational system that is modern, liberal and can adapt to the changing needs of a changing
society. This should be possible with the effective measures to protect and enhance the working conditions of
teachers in self-financing courses by university, national regulatory bodies or government.

Considering the growth of the self-financing courses in the context of increasing importance to higher
education, the government has to develop policies and programmed in order to accommodate the capacity and
possibilities of private investment without compromising on the rights and welfare of its employees. The
problems faced by teachers have been explored at length.
Major Findings

1) Socio Economic Profile

One of the main players in the education field are teachers. Decision related to joining self-financing courses is
largely governed by socio-economic conditions of the teachers. The socio-economic study of respondents
revealed the following aspect.

1. Age is the key variable in understanding the socio-economic status of an individual. The age group
pattern reveals that there were very young teachers in the age group of below 30 years were 78.4% as
well as elderly teachers who were in 31 – 40 years were 21.6%.

2. A majority of 72.94% teachers were Married and Unmarried teachers constituted 29.4%.

3. The teachers qualified M.Phil. are 13.7%, The teachers qualified PhD are 3.9% and the others 90.2%
pursued different qualification.

4. The designation of the assistant professor was 52.9% the coordinator was 19.6% and others were 33.3%.

5. The professor who were working from 2 years and below were 43.1%, the professor working up to 3 – 5
year were 37.3% and the professor working above 5 years were 23.5%
2) Problems Faced by Teachers

Higher education through the self-financing courses has spread throughout the nation. The teachers appointed
under these courses are facing many problems and constraints in their growth and development. The findings
related to problems faced by teachers are given below.

1. Those teachers, who were working on clock hour basis, were for obvious reasons not getting the facility
of casual leave.

2. Though the role of the teacher is recognized in the literature on economic development, but not enough
attention is paid to teachers in self-financing courses. Similar was the case in relation to teachers of
Mumbai city as well. The problems faced by teachers have been explored at length. But the role of
government policies especially in terms of the constraints in the implementation of various policies
needs to be explored further. The study was limited to Mumbai city.

3. More involvement in non-teaching duty.

4. Excessive additional duty is performed by teachers.

5. Remuneration is not paid properly.

6. Career development training is not been provided properly.

7. Dissatisfaction with the perks and reward system.

8. No job security in the present job.

 BIBLIOGRAPHY

1. Shodhganga.inflibnet.ac.in

2. http://www.rejournals.com/ERJ
Varghese. N. V. (2007): Private higher education: meeting society's goals- Higher Education and
Development- Newsletter- International Institute for Educational Planning Vol. XXV, N° 1, January-
March 2007. http://unesdoc.unesco.org/images/0019/001928/192899e.pdf
Walia Nidhi (2013): Higher Education in India: Present Issues & Challenges – Indian Journal of Applied
Research - Volume: 3 | Issue:11 | Nov 2013 | ISSN - 2249-555X
http://www.theglobaljournals.com/ijar/file.php?val=November_2013_1383225346_b0fa7_30.pdf

3. Tilak J.B.G (2014): Private Higher Education in India, Economic and Political Weekly, Vol XIIX No.
40 October 4, 2014

4. Swara (2012): Self-financed colleges v/s Government colleges in India, Retrieved from
http://www.indiastudychannel.com/resources/152034-Self-financed-colleges-vs-Government-colleges-
India.aspx
5. Shashi K. Gupta and Rosy Joshi, Organizational Behavior 8th Revised & Enlarged Edition Kalyani
Publishers New Delhi. Pg. No.8.9 - 8.18.
6. Dr.K.Venugopalan, Business Research Methods 1st Edition: 2011 Calicut University - Central
Cooperative Stores Ltd. Pg. No.80-118
 APPENDIX

QUESTIONNAIRE:

SURVEY ON “PROBLEMS FACED BY SELF – FINANCE FACULTIES”

This questionnaire is prepared by Miss. Pooja Yadav for purely research work, Information obtained from this
questionnaire will be used purely for research work only. Identity of the respondent will be kept confidential.
No misuse of any information obtained will take place.

1) Age group

Below 30 Years

31 to 40 Years

2) Marital status

Married

Unmarried

3) Qualification

M.Phil

PhD

Others

4) Designation

Assistant Professor

Co-ordinator

Others
5) Experience

Upto 2 Years

3 to 5 Years

Above 5 Years

6) Is your management supportive?

No

Sometimes

Always

Yes

7) Are your team members supportive at workplace?

No

Sometimes

Always

Yes

8) Are you satisfied by the team members?

No

Sometimes

Always

Yes
9) Do you face any problems at workplace?

No

Sometimes

Always

Yes

10) What kind of problems you face at workplace?

11) Does the organization have a safe work environment?

No

Sometimes

Always

Yes

12) Have you ever involved in non - teaching duty?

No

Sometimes

Always

Yes

13) Excessive additional duty is performed by you?

No

Sometimes
Always

Yes

14) Are you comfortable with online paper checking?

No

Sometimes

Always

Yes

15) Do you get exam remuneration for paper checking?

No

Sometimes

Always

Yes

16) Are you provided with any teacher training for your career development?

No

Sometimes

Always

Yes
17) Are you motivated for your career development?

No

Sometimes

Always

Yes

18) Is the organization dedicated to diversity and inclusiveness?

No

Sometimes

Always

Yes

19) Are you satisfied with your perks?

No

Sometimes

Always

Yes

20) Are you satisfied with your reward system?

No

Sometimes

Always

Yes
21) Do you feel job security in the present job?

No

Sometimes

Always

Yes