Quality of Work Life of Teachers: A Literature Review: Commonwealth Journal of Commerce & Management Research

COMMONWEALTH JOURNAL OF COMMERCE &
MANAGEMENT RESEARCH
Vol.1, Issue 3 (November 2014) ISSN: 2393-851X
QUALITY OF WORK LIFE OF TEACHERS:

A LITERATURE REVIEW
Khushnum Kapadia
Research scholar, University College of Commerce & Management Studies, MLSU, Udaipur
Prof. Vijay Shrimali

Dean, Faculty of Commerce, University College of Commerce & Management Studies, MLSU, Udaipur
ABSTRACT
The dictionary meaning of the word Quality is degree of excellence. Earlier

quality was a matter of concern only for the goods produced and not for the
human resource behind that production. However with the rising educational
levels & occupational aspirations, changing managerial philosophies etc it was
realized that human resource is the biggest asset for any organization and as a
result quality became a matter of concern even for the work place where
employees are working. Moreover the quality of work life becomes more
important when it comes to service industries like education, health etc since it
deals with the intangible aspects. This paper aims to provide knowledge
regarding the quality of work life of teachers by doing a literature review of
previous researches. It provides a brief overview of quality of work life, it’s
importance in education industry and a tabular presentation of reviews. 15
researches related to quality of work life of teachers from the year 2009 to 2014
are reviewed .
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While reviewing these studies it is observed that previous researchers have

worked on four issues. Therefore, these researches are classified into four sets.
The first set includes the studies which have assessed the level of quality of work
life of teachers. The second set includes the studies investigating the relationship
of quality of work life of teachers with job attitudes (job satisfaction, work
commitment, work stress & job motivation). The third set includes the studies
investigating the relationship between the quality of work life of teachers &
behavioural outcomes (performance, productivity & organizational citizenship
behaviour). The fourth set includes the studies investigating the impact of
demographic variables on the quality of work life of teachers. The other
significant finding is that Walton’s criteria (Adequate and fair compensation,
Safe and healthy working conditions, Opportunity for continued growth and
security, Constitutionalism in the work organization, the social relevance of work
life, Total life space, Social integration in the work organization and Developing
human capabilities) is found to be the most useable criteria for studying the
quality of work life since most of the researches covered under the review are
using it.
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INTRODUCTION
The meaning of the term Quality of Work Life (QWL) can be best understood with the
help of the extract taken from the conference speech of Mr. Norman Bodek, owner of PCS Press,
Portland as well as a renowned teacher, consultant, author and publisher. The extract is as
follows ,“Whenever I keynote a conference, I ask the attendees, ‘What is your favorite day of the
week’. Almost everyone immediately says, “Friday”. Why Friday? What makes Friday so
special? Obviously, Friday comes before the weekend and everyone looks forward to having the
two days off. Why don’t people get up each day excited about going to work? On Monday
morning why don’t they say that thank God it’s Monday? What is missing at work that
represents Quality of work life.”
The term Quality of Work Life was first introduced by Louis Davis at the Forty-Third
American Assembly on the Changing World of Work at Columbia University's Arden House.
The selected participants assembled there concluded in their final remarks that “improving the
place, the organization, and the nature of work can lead to better work performance and a better
quality of life in the society” (Gadon 1984, Wyatt & Wah 2001, Sadique 2003, Rose et al. 2006,
Islam & Siengthai 2009).
Quality of work life is an individual’s broader job related experience. The concept of
QWL is based on the assumption that a job is more than just a job. It is the core of a person’s
life. It is the quality of relationship between the employees and the total working environment. It
is an individual’s evaluation of the outcome of the work relationship (Katzell et. al, 1975). It is
the widest context in which an individual evaluates his/her work life. It is the favorableness or
unfavorableness of a total job environment for people. It is the employees’ reaction towards
their job, especially the necessary consequences in satisfying their vocational needs and mental
health (Walton, 1973). It is the impact of the workplace on satisfaction in work life (job
satisfaction), satisfaction in non-work life domains, and satisfaction with overall life (Sirgy,
Efraty, Siegel & Lee, 2001). It represents a kind of organizational culture or management style as
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a result of which the employees feel a sense of ownership, self-management, responsibility and
self-esteem (Tusi and Saebi, 1997). It is a philosophy, a set of principles, which holds that people
are the most important resource in the organization as they are trustworthy, responsible and
capable of making valuable contribution and they should be treated with dignity and respect
(Straw and Heckscher, 1984).
The QWL approach considers people as an asset to their organization rather than as cost.
The QWL initiatives taken by the organizations are like an intangible investment whose ROI
(Return On Investment) reaps long term benefits in the form of increased commitment, loyalty,
productivity, growth and development etc which is more greater than the results of financial
investments. QWL programs include any improvements in the culture of the organization that
will lead to employees’ development and growth (Flippo, 1998). It is a comprehensive and wide
program in which organizations recognize their responsibility to develop jobs and working
conditions that are excellent for people as well as for economic health of the organization.
The definition given by Serey (2006) is quite conclusive and best meets the contemporary
work environment. It is related to meaningful and satisfying work which emphasizes 4 C's i.e.
Concern, Consciousness, Capacity and Commitment. It includes:
(i) An opportunity to exercise one's talents and capacities, to face challenges and
situations that require independent initiative and self-direction;
(ii) An activity thought to be worthwhile by the individuals involved;
(iii) An activity in which one understands the role the individual plays in the achievement
of some overall goals; and
(iv) A sense of taking pride in what one is doing and in doing it well.
QWL is a multi dimensional concept and due to its multi –dimensional nature, it is a relative
concept which cannot be precisely defined and measured (Gayathiri & Ramakrishnan, 2013).
The ILO also mentioned in its global work report that there is no single definition for the concept
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of quality of working life which is accepted by everyone. The different models of QWL having a
wide range of factors as proposed by various researchers are as follows:
TABLE 1: MODELS OF QUALITY OF WORK LIFE
S.NO YEAR NAME FACTORS

1) 1975 Richard Walton Adequate and fair compensation, Safe and healthy working
conditions, Future opportunities for continued growth and
security, Constitutionalism & rights for privacy in the work
organization, Social relevance of work, Work & total life
space, Social integration in the work organization &
Immediate opportunities to use to develop human capabilities.
2) 1976 J. R. Hackman & Skill variety, Task Identity, Task significance, Autonomy &
G. R. Oldham. Feedback.
3) 1979 P. B. Warr, Work involvement, Intrinsic job motivation, Higher order
J. Cook & needs strength, Perceived intrinsic job characteristics, Job
T. D.Wall satisfaction, Life satisfaction, Happiness & Self rated anxiety.
4) 1984 P.H. Mirvis & Safe work environment, Equitable wages, Equal employment
E. E. Lawler opportunities & Opportunities for advancement
5) 1989 J.R.Schermernrhon Fair and adequate pay, Health and safety of working
& R. John conditions, Creating opportunities to learn, Growth in the
professional path, Professional integrity in the organization,
Support of individual rights & Pride of the job.
6) 1991 S. J. Havlovic Job security, Job satisfaction, Better reward system, Employee
benefits, Employee involvement & Organizational
performance.
7) 1991 V.V. Jamal & Job satisfaction, Job involvement, Work role ambiguity, Work
M. Baba role conflict, Work role overload, Job stress, Organizational
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commitment & Turnover intentions.

8) 1998 W. F. Casio Communication, Desire and motivation to work, Job security,
Career progress, Solving problems, Salary, Pride of a job &
Employee involvement.
9) 1998 R. S. M Lau & Job security, Reward systems, Participation in decision making
E. M. Bruce. & Training & career advancements opportunities
10) 2001 M. J. Sirgy, Health and safety needs , Economic needs, Social needs, Self-
D. Efraty, esteem needs, Training needs & Aesthetic needs .
P. Siegel &
D. J. Lee
IMPORTANCE OF QUALITY OF WORK LIFE

Quality of work life is one of the most important workplace issue of the modern times
(Aketch , Odera, Chepkuto & Okaka, 2012). The issue of quality of work life has become
critical due to the increasing demands of today’s business environment and of the family
structure (Bagtasos, 2011). Among various domains of life, work life proves to be the most
important one because it is the source of survival and it determines the standard of living. An
individual’s work life not only affects his/her job and career but it also influences their life
outside the work such as family, leisure, social needs etc. When the work place needs are not
fulfilled they are likely to experience a lot of stress which will have an adverse impact not only
on their job performance but also on the other domains of life. Also the ill effects of monotony
can be reduced by providing good quality in the work life. It is a very common problem which
every individual experiences one or the other time in his/her work life. Due to monotony in the
work life people start losing interest in their job and work only for the sake of earnings. Here lies
the essence of QWL. The QWL should be of such cadre that one feels that the activity he/she is
doing is worthwhile and feels a sense of pride in doing it. That’s why it is necessary to have an
element of quality in the work life. QWL is seen as the extent to which workers are able to
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satisfy important personal needs through their experiences within the organization, not only in
terms of material matters, but also in terms of self-respect, contentment, an opportunity to use
their talents, make a contribution, and an environment for personal growth (Dessler, 1981). It
facilitates employee’s training opportunities and working conditions. It leads to the growth of
both, employees’ as well as of the organization. The following researchers reflect the advantages
of providing QWL:
TABLE 2: IMPORTANCE OF QWL
S. No YEAR NAME FINDING

1) 1973 C. J.Grayson QWL is important for for organizational performance.
2) 1980 P. S. Goodman Improvement in QWL has definite potential and scope in
reducing grievances, turnover and absenteeism.
3) 1982 D. A. Buchanan & Improvement in QWL has definite potential and scope in
D. Boddy improving overall organizational effectiveness.
4) 1989 D. Belch & High QWL can increase productivity and loyalty.
R.Blanck
5) 1992 Subratesh Ghosh QWL is an important factor that affects motivation at work.
6) 2003 Julian Barling There is a significant relation between working life quality
and increase of skill, information and incentives.
7) 2003 K. Sandrick High QWL is essential for organizations to continue to
attract and retain employees.
8) 2006 Nasl G. Saraji & Employees whose working life quality initially is at high
H. Dargahi level, always have positive attitude towards their
organization and enjoy job satisfaction and high
performance.
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QWL is defined by those aspects of work that the organization’s members see as desirable & as
enhancing the quality of life at work (Davies, Levine & Taylor 1984). Thus, two organizations
can’t have the same definition on QWL. As well as there can’t be any well accepted definition of
the QWL, because the concept takes on different meanings for different sectors of the working
population. Thus people working in the same organization can hold different perception while
assessing QWL.
IMPORTANCE OF QWL IN EDUCATION SECTOR

“Guru Govind dono khade kake lagu pay Balihari Guru aapki Govind diyo batay.”
Kabirdas wrote this verse to sing the glory of Guru. He asks, “If both, Guru and God in form of
Govind were to appear at the door, whose feet will I worship first?” He answers, “It has to be the
Guru’s feet first, because he's the one who has showed me the path to God.” Thus a teacher
being so important his work should yield satisfaction of having done a task and having spent
time fruitfully, constructively and purposefully. This can be done by providing a healthy QWL.
The success, strength and quality of any educational system depends largely upon their
teacher’s work. A competent and effective educational system plays a very vital role in the
growth & development of the nation by imparting knowledge to the society in a systematic
manner and providing human resource to various organizations. The primary duty of teachers is
teaching. Dissatisfaction with any aspect of the work life shifts their focus from teaching. As
well as the work life of teachers not only influences their own work life but it also affects a
student’s career. A teacher’s role just doesn’t end at teaching but he/she helps an individual to
grow, develop and become a responsible citizen contributing to the growth and development of
the nation. Thus teachers prove to be the biggest asset not only for their colleges but also for the
country. Therefore Quality of Work Life is an important issue to be taken care of for the smooth
functioning of the educational duties of the teachers.
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LITERATURE REVIEW
The previous studies relating to QWL in education sector have focused on four issues.
Therefore, the articles under study are classified into four sets.
SET 1 GROUP OF STUDIES: this set includes the studies which have assessed the quality of
work life of teachers.
TABLE 1: STUDIES ASSESSING THE LEVEL OF QWL OF TEACHERS.
S. No YEAR NAME RESPONDENTS SAMPLING

1) 2014 Manju N.D 100 Secondary school teachers of Stratified random
Mysore city. sampling
SCALE: Teacher’s QWL scale of Manju N. D.
FINDING: Majority of the respondents experienced an average QWL.
2) 2013 Pooja Gupta & 204 Permanent & 101 Contractual Census method
Rimpi Gupta Govt. degree college teachers of (50% response)
Jammu district.
FACTORS: Physical environment, Remuneration, Social orientation, Work life balance, Growth and
Recognition, Quality of Job itself, Participation in Decision making, Stress, Grievance Handling &
Student behaviour.
FINDING: The respondents experienced a moderate QWL. The degree of QWL was higher for
permanent teachers than contractual teachers. Permanent teachers were satisfied with all the aspects
of QWL whereas the contractual teachers were least satisfied with the same mainly with the salary,
grievance handling & career opportunities.
3) 2013 Ali Yasini , 137 Iranian EFL teachers of high Cluster sampling
Hatam schools in Karaj.
Dehsorkhi,
Manouchehr
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Jofreh, &
Aliasghar Hayat
FACTORS: Walton’s criteria ( Adequate and fair compensation, Safe and healthy working
conditions, Continued growth and security, Constitutionalism, Social relevance of work in life
,Total life space, Social integration in the organization & Human progress capabilities)
FINDING: The respondents experienced medium to low level of QWL. The most satisfying factors
included social integration & total life space. The least satisfying factors included opportunity for
continued growth and security & remuneration.
4) 2013 G.S. Sandhya 30 teachers of aided colleges and Purposive Sampling
Nair management institutes in Thrissur Technique.
district, Kerala.
FACTORS: QWL Inventory ( Vijyalakshmi, 2005) ( Adequate and fair compensation, Safe and
healthy work environment, Growth and safety, Constitutionalism, Social relevance , Total life
space, Social integration & Development of human capabilities)
FINDING: The respondents experienced average QWL.
5) 2012 Farideh Hamidi 320 technical & 90 theoretical high Cluster sampling
& Bahram school teachers of Kordestan, Iran.
Mohamadi
FACTORS: Walton’s criteria
FINDING: The QWL was found to be average. The most satisfying factors included
constitutionalism followed by social integration. The least satisfying factor was salary.
6) 2012 Dr.Mohammad 120 primary school teachers in Simple random
Emadzadeh, Isfahan city. sampling.
Mahnaz
Khorasani &
Fateme
Nematizadeh
FACTORS: Casio’s criteria (Amount of Communication, Desire and motivation to work, Job
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security, Career progress, Solving problems, Salary, Pride of the job & Employee participaton).
FINDING: The QWL was found to be lower than average. The most satisfying component was the
amount of desire & motivation to work, followed by job pride & job security. The least satisfying
component was the salary.
7) 2011 P.Subburethina 239 self financed college teachers of Disproportionate
Bharathi, Dr. M. Tiruchirappalli city, Tamil nadu. Stratified random
Umaselvi & Dr. sampling.
N. Senthil
Kumar
FACTORS: Adequate and fair compensation, Safe and healthy working conditions, Opportunities
for growth and security, Constitutionalism, Social relevance and working life , Work and total life
space, Social integration, Opportunities for development, QWL feeling, Curriculum aspects,
Teaching learning & evaluation, Research consultancy & extension, Infrastructure & learning
resources, Student support & progression, Organization & management and Healthy practices.
FINDING: The QWL was found to be low.
8) 2010 Kian-samHong, 110 permanent Govt. secondary Cross sectional
Kok-wah Tan & school teachers of Kuching, Sarawak survey.
Suraini Bujang Malaysia
FACTORS: Reyes’s criteria (Sense of Respect, Sense of Influence, Collegial Work, Develop/ use
skills, Feedback, Resources & Goal Congruence)
FINDING: A moderate QWL was experienced by the respondents. The most satisfying factors
included respect by fellow teachers & principals followed by goal congruence & develop/ use skills.
The least satisfying factor was feedback.
9) 2009 Rowena 30% of teachers from each public & Random distribution
Bagtasos & private secondary school teachers of
Rosalie Espere Davao city.
FACTORS: Remuneration, Safe and healthy environment, Development of human capabilities/
growth and security, Social integration, Protection of rights/Social relevance & Balance of life/work
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life balance.
FINDING: Both the public & private school teachers enjoyed a good QWL with respect to
remuneration, development of human capabilities/ growth and security, social integration & balance
of life/work life. Safe and healthy environment & Protection of rights/Social relevance were the 2
aspects where private school teachers experienced a better QWL than public school teachers.
SET 2 GROUP OF STUDIES: this set includes studies investigating the relationship between the
quality of work life of teachers and job attitudes in terms of job satisfaction, job commitment,
motivation & work stress.
TABLE 4: STUDIES INVESTIGATING THE RELATIONSHIP BETWEEN QWL & JOB

ATTITUDE.
TABLE 4.1: QWL & JOB SATISFACTION

1) 2014 Hussein Pour, 150 high school teachers of one and Stratified random
Muhammad two Bandar e- Abbas area. Sampling .
Rahmani &
Ahmad Qureshi
FACTORS: Walton’s criteria.
FINDING: A significant and positive relationship was found between QWL & Job Satisfaction and
as well as between all the components of QWL & Job Satisfaction. Social cohesion in the
organization predicted 70% of the total variance in the teachers’ job satisfaction.
2) 2013 Maryam Darabi, 146 secondary school teachers of Stratified random
Mokhtar Arefi, Kermanshah. Sampling .
Ali Ghasemi &
Amir
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Mehdizadeh
FINDING: A significant relationship was found between QWL & Job Satisfaction and as well as
between all the dimensions of QWL & Job Satisfaction.
3) 2012 Alireza 270 principals and teachers of Simple Random
Ghasemizad, Kerman high school, Iran. Sampling.
Mozhgan Zadeh
& Shisa Bagheri
FACTORS: Walton’s criteria has been rebuilt with few changes.
FINDING: A significant and positive relationship was found between QWL & Job Satisfaction
4) 2012 Ayesha 72 faculty members from the 12 Probability
Tabassum. private universities of Bangladesh. proportionate to sample
sampling
FINDING: All the dimensions of QWL were positively correlated with job satisfaction. Adequate
and fair compensation and constitutionalism in the work organization showed the highest positive
correlation with job satisfaction where as Opportunity to use and develop human capacities showed
the least positive correlation.
5) 2010 Kian-samHong, 110 permanent Govt. secondary Cross sectional
Kok-wah Tan & school teachers of Kuching, survey.
Suraini Bujang Sarawak Malaysia
FACTORS: Reyes’s criteria.
FINDING: A significant but weak positive relationship was found between QWL (sense of respect,
collegial work, develop/ use skills & goal congruence) & Job Satisfaction
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TABLE 4.2: QWL & WORK COMMITMENT.

1) 2010 Kian-samHong, A significant but weak positive relationship was found
Kok-wah Tan & between QWL (sense of respect, collegial work, develop/ use
Suraini Bujang skills & resources) & Work Commitment.
TABLE 4.3: QWL & JOB MOTIVATION.

1) 2013 Ali Yasini , A significant and positive relationship was found between
Hatam QWL & Motivation to teach. However the relationship
Dehsorkhi, between fair & appropriate compensation & career motivation
Manouchehr was not so high. A combination of four of the QWLvariables
Jofreh, & (work conditions, chance of growth and security, social
Aliasghar Hayat integration in the organization and the use and development of
capacities) were significantly correlated with career
motivation.
TABLE 4.4: QWL & WORK STRESS

1) 2010 Kian-samHong, A significant but weak negative relationship was found
Kok-wah Tan & between QWL (sense of influence, collegial work &
Suraini Bujang develop/use skills) & Work stress as well as a significant &
moderately strong negative relationship was found between
resources & Work stress.
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SET 3 GROUP OF STUDIES: this set includes studies investigating the relationship between the
quality of work life of teachers and behavioural outcomes in terms of performance, productivity,
& organizational citizenship behaviour.
TABLE 5: STUDIES INVESTIGATING THE RELATIONSHIP BETWEEN QWL &

BEHAVIOURAL OUTCOME
TABLE 5.1: QWL & PERFORMANCE

1) 2012 Mohammad 178 Tonekabon Guidance Schools Hierarchical Random
Asgari, Seyed Teachers. Sampling.
sadra Nojbaee &
Ommolbanin
Rahnama.
FACTORS: Based on Walton’s working pattern.
FINDING: A significant and positive relationship was found between QWL & Performance. None
of the factors of QWL were related with performance except Law observance in the organization &
Working life social attachment.
TABLE 5.2: QWL & PRODUCTIVITY

1) 2012 Alireza A significant and positive relationship was found between
Ghasemizad, QWL & Productivity
Mozhgan Zadeh
& Shisa Bagheri
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TABLE 5.3: QWL & ORGANIZATIONAL CITIZENSHIP BEHAVIOUR

1) 2013 G.S. Sandhya A significant relationship was found between the overall QWL
Nair & Organizational Citizenship behavior
SET 4 GROUP OF STUDIES: this set includes studies explaining the impact of demographic
variables like gender, experience, qualification, marital status, type of institution, job status, type
of family, age, designation, department, income levels, professional membership & native place
on the quality of work life of teachers.
TABLE 6: STUDIES EXPLAINING THE IMPACT OF DEMOGRAPHIC VARIABLES

ON QWL.
TABLE 6.1: GENDER BASED IMPACT

1) 2014 Manju N.D A significant difference was found between the QWL of male
and female teachers. Females were found to have a high QWL.
2) 2013 G.S. Sandhya The perceived level of overall QWL differed on the basis of
Nair gender. On an average females had better satisfaction level
with respect to adequate and fair compensation, safe and
healthy environment, growth and safety, social integration,
social relevance and total life span whereas males experienced
better satisfaction level with constitutionalism and
development of human capabilities.
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3) 2012 J. Parameswari Teachers differed in their QWL on the basis of gender. Female
& Dr. S. teachers scored higher on three dimensions namely, job and
Kadhiravan career satisfaction, control at workplace and working
conditions as well as with overall quality of work life.
RESPONDENTS : 260 school teachers from Thrissur and Malapuram districts, Kerala.
SAMPLING TECHNIQUE: Stratified random Sampling.
FACTORS: Work-Related Quality of Life (WRQoL) scale by Simon Easton & Darren Van Laar
(Job & career satisfaction, General well being, Home work interface, Stress at work , Control at work
& Working condition.)
4) 2012 Dr.Mohammad The QWL differed on the basis of gender. Females
Emadzadeh, experienced a higher QWL.
Mahnaz
Khorasani &
Fateme
Nematizadeh
5) 2011 P.Subburethina There was no significant difference in terms of perceived
Bharathi, Dr. M. QWL on the basis of gender.
Umaselvi & Dr.
N. Senthil
Kumar
6) 2010 Kian-samHong, There was no significant difference in terms of perceived
Kok-wah Tan & QWL on the basis of gender.
Suraini Bujang
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TABLE 6.2: EXPERIENCE/ LENGTH OF SERVICE BASED IMPACT

1) 2014 Manju N.D There was no significant difference in the QWL on the basis of
experience (above 10 years & below 10 years).
2) 2011 P.Subburethina A significant association was found between the length of
Bharathi, Dr. M. service and perceived QWL.
Umaselvi & Dr.
N. Senthil
Kumar
3) 2010 Kian-samHong, There was no significant difference in QWL on the basis of
Kok-wah Tan & experience.
Suraini Bujang
TABLE 6.3: TYPE & NATURE OF INSTITUTION BASED IMPACT

1) 2014 Manju N.D There was no significant difference in QWL on the basis of
nature of institution (Govt., Private aided & Private unaided).
2) 2012 Farideh Hamidi There was no meaningful relationship between high school
& Bahram type (technical and theoretical) and QWL.
Mohamadi
3) 2011 P.Subburethina There was no significant difference between type of college
Bharathi, Dr. M. (Self financing, Autonomous, Government and Government
Umaselvi & Dr. aided) and QWL
N. Senthil
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Kumar
TABLE 6.4: TYPE OF FAMILY BASED IMPACT

1) 2012 J. Parameswari Teachers differed in their QWL on the basis of type of family.
& Dr. S. Teachers from nuclear family scored higher on 3 dimensions
Kadhiravan namely general well being, control at workplace, working
condition & overall QWL.
2) 2011 P.Subburethina There was no significant difference between type of family
Bharathi, Dr. M. (joint and nuclear family) and QWL.
Umaselvi & Dr.
N. Senthil
Kumar
TABLE 6.5: QUALIFICATION BASED IMPACT

1) 2012 Dr.Mohammad There was no significant difference in QWL on the basis of
Emadzadeh, qualification.
Mahnaz
Khorasani &
Fateme
Nematizadeh
2) 2010 Kian-samHong, There was no significant difference in QWL on the basis of
Kok-wah Tan & qualification.
Suraini Bujang
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TABLE 6.6: MARITAL STATUS BASED IMPACT

1) 2012 Dr.Mohammad Marital status had no impact on the QWL.
Emadzadeh,
Mahnaz
Khorasani &
Fateme
Nematizadeh
TABLE 6.7: NATURE OF JOB BASED IMPACT

1) 2013 Pooja Gupta & A meaningful difference was found between the QWL of
Rimpi Gupta permanent & contractual college teachers.
TABLE 6.8: OTHER VARIABLES

The following findings were also revealed by P.Subburethina Bharathi, Dr. M. Umaselvi & Dr.
N. Senthil Kumar in addition to their findings mentioned in the article.
VARIABLE FINDING
Age There was no significant difference between the age groups & perceived QWL.
Designation There was no significant difference between the designation & perceived QWL.
Department There was a significant difference between the departments & perceived QWL.
Native place There was no significant association between the native place & perceived QWL.
Professional There was a significant difference between the professional membership & perceived
membership QWL.
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CONCLUSION & SUGGESTIONS

On the basis of the literature review the following conclusions are derived.
 The previous researchers have focused on 4 issues. They are
(i) Assessing the level of QWL,
(ii) Studying the relationship between QWL & attitudes,
(iii)Studying the relationship between QWL & outcomes and
(iv) Impact of demographic variables on the QWL.
 Walton’s criteria is found to be the most useable criteria.
 While assessing the level of QWL it is observed that the teachers are
experiencing either an average or low level of QWL. Teachers being the main
pillar of an educational system should be provided with a high QWL. Therefore it
is suggested that the management committee of schools and colleges should work
upon it and try to enhance it.
 The positive relationship of QWL with job attitude & behavioural outcomes
suggests that by improving the QWL job satisfaction, commitment, motivation,
performance, productivity etc will also significantly enhance.
 Among the demographic variables, QWL of teachers differed on the basis of
gender, experience, type of family, nature of job, department & professional
membership. Under the gender difference it is found that females are
experiencing a better QWL than the males. This may be due to the difference in
the social nature & ideology of females with that of males.
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WEBLIOGRAPHY
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Quality of Work Life of Teachers: A Literature Review: Commonwealth Journal of Commerce & Management Research

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Quality of Work Life of Teachers: A Literature Review: Commonwealth Journal of Commerce & Management Research

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COMMONWEALTH JOURNAL OF COMMERCE &

QUALITY OF WORK LIFE OF TEACHERS:

Prof. Vijay Shrimali

The dictionary meaning of the word Quality is degree of excellence. Earlier

While reviewing these studies it is observed that previous researchers have

TABLE 1: MODELS OF QUALITY OF WORK LIFE

S.NO YEAR NAME FACTORS

commitment & Turnover intentions.

IMPORTANCE OF QUALITY OF WORK LIFE

TABLE 2: IMPORTANCE OF QWL

S. No YEAR NAME FINDING

IMPORTANCE OF QWL IN EDUCATION SECTOR

TABLE 1: STUDIES ASSESSING THE LEVEL OF QWL OF TEACHERS.

S. No YEAR NAME RESPONDENTS SAMPLING

TABLE 4: STUDIES INVESTIGATING THE RELATIONSHIP BETWEEN QWL & JOB

TABLE 4.1: QWL & JOB SATISFACTION

S. No YEAR NAME RESPONDENTS SAMPLING

TABLE 4.2: QWL & WORK COMMITMENT.

S. No YEAR NAME FINDING

TABLE 4.3: QWL & JOB MOTIVATION.

S. No YEAR NAME FINDING

TABLE 4.4: QWL & WORK STRESS

S. No YEAR NAME FINDING

TABLE 5: STUDIES INVESTIGATING THE RELATIONSHIP BETWEEN QWL &

TABLE 5.1: QWL & PERFORMANCE

S. No YEAR NAME RESPONDENTS SAMPLING

TABLE 5.2: QWL & PRODUCTIVITY

S. No YEAR NAME FINDING

TABLE 5.3: QWL & ORGANIZATIONAL CITIZENSHIP BEHAVIOUR

S. No YEAR NAME FINDING

TABLE 6: STUDIES EXPLAINING THE IMPACT OF DEMOGRAPHIC VARIABLES

TABLE 6.1: GENDER BASED IMPACT

S. No YEAR NAME FINDING

TABLE 6.2: EXPERIENCE/ LENGTH OF SERVICE BASED IMPACT

S. No YEAR NAME FINDING

TABLE 6.3: TYPE & NATURE OF INSTITUTION BASED IMPACT

S. No YEAR NAME FINDING

TABLE 6.4: TYPE OF FAMILY BASED IMPACT

S. No YEAR NAME FINDING

TABLE 6.5: QUALIFICATION BASED IMPACT

S. No YEAR NAME FINDING

TABLE 6.6: MARITAL STATUS BASED IMPACT

S. No YEAR NAME FINDING

TABLE 6.7: NATURE OF JOB BASED IMPACT

S. No YEAR NAME FINDING

TABLE 6.8: OTHER VARIABLES

CONCLUSION & SUGGESTIONS

 Abbas. American Journal of Life Science Researches, 2, 118-124.

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