A

REPORT
ON
JOB SATISFACTION OF TEACHERS OF PRIVATE AND GOVERNMENT
SCHOOLS OF DEHRADUN CITY
 INTRODUCTION
Work occupies an important place in the life of an individual and nobody is ever fully
satisfied with the work he does. Though satisfaction or dissatisfaction with the work in hand
is a personal matter, to a great extent, yet it exerts a strong influence upon the efficiency of
the worker and with persistent dissatisfaction with his job, the worker loses faith in him as
well in the job.
Teacher is an integral component of the society, and is conditioned by the ethos and
culture of the society in which he lives. The constitutional goals, the directive Principles of
the State Policy, the socio economic problems, the growth of knowledge, the emerging
expectations and the changes operating in education, etc. influence the teacher to a large
extent in building up of his efficiency. The job of teaching profession is as important as the
other profession rather it is considered more valuable and honest profession. A teacher, who
is happy with his job, plays a pivotal role in the uplift of society. A teacher, who is
dissatisfied, can become irritable and may create tension which can have negative influence
on the student learning process.
Term Job satisfaction refers to an individual's general attitude to words his or her Job.
A person with a high level of Job satisfaction holds positive attitude towards the Job. Person
who is dissatisfied with is or her Job holds negative attitude about the Job.
 FACTORS EFFECTING JOB SATISFACTION OF
TEACHERS.
• Intrinsic aspect
• Salary, service conditions and promotion
• Physical facilities
• Institutional plans and policies
• Satisfaction with authorities
• Social status and family welfare
• Report with the students.
• Relationship with co-workers.
 REVIEW OF LITERATURE
• Pleitner (1982) has pointed out that job satisfaction results from the degree of correspondence between the individual’s
expectations on the one hand and the circumstances of his job situation on the other, as compared by the individual
employee.

• Pathak(1987) has found that the most important job characteristics sought by the high job satisfied group belonging to
both the higher and the lower hierarchies and the low job satisfied group belonging to the lower hierarchy is the
opportunity for advancement.

• Irene and Albert (1989) have indicated that sex and educational level cannot significantly account for differences in job
satisfaction levels, whereas occupation, age and length of service have a signifcant impact as some of the satisfaction
dimensions.

• MohdSuki(2011) examined on job satisfaction and organizational commitment: The effect of gender on employee
perception of job satisfaction and organizational commitment. Study revealed that employee’s gender has no significant
effect on his/her perception of job satisfaction and men and women have the same level of organizational commitment

• Mehta(2012) investigated on job satisfaction among teachers to know whether the perception of job satisfaction among
teachers was affected by the type of organization (private vs. Govt.) and the gender (male vs. female). Descriptive
analysis was made to study the perception of job satisfaction of male vs. female and t-test was used. Result showed that
there would be significant difference in the level of job satisfaction of Govt. and private school teachers.
 SIGNIFICANCE OF THE STUDY.
School teachers are the most important group of professionals for our nation’s future. Therefore,
it is astonishing to know that even today many of the school teachers are dissatisfied with their
jobs. Job satisfaction among school teachers is good not only for themselves but Society as a
whole. It increases productivity and classroom performance in the schools. Wellbeing of any
society depends upon the role played by the teacher. Teachers are the source of guidance in all
the crucial steps in the academic life of the students. When teachers are satisfied with their job
they can perform their responsibilities with more concentration and devotion. Students are one
of
the important assets of any society. Well-being of society depends upon its students because
these are the people who will take the responsibility of the success of the society in future and in
achieving this goal teacher’s role is extremely important. Teachers are the source of guidance in
all the crucial steps in academic life of the students. In this global world, job satisfaction has
been an important issue. It is very crucial to the long term growth of any educational system
around the world. Job satisfaction in this context is the ability of the teaching job to meet
teachers’ needs and improve their job/teaching performance. Therefore, satisfaction is needed in
the behavior of a school teacher if he/she has to perform productive activities in the schools.
 OBJECTIVES OF THE STUDY
• To measure the level of satisfaction of teachers
in both Private and Government Schools.
• To compare the job satisfaction of the school
teachers with respect to their school
management.
• To undertake a comparative study between male
and female teachers regarding their job
satisfaction.
 HYPOTHESIS OF THE STUDY
1.
Ho- There is no level of job satisfaction in government and private schools.
H1 - There is level of job satisfaction in government and private schools .

2.
Ho- There is no comparision of the job satisfaction of the school teachers with respect to their
school management.
H1- there is comparision of the job satisfaction of the school teachers with respect to their school
management

3.
Ho- there is no comparative study between male and female teachers regarding their job
satisfaction.
H1 -there is comparative study between male and female teachers regarding their job
satisfaction.
 DELIMITITATION OF THE STUDY
• The study was delimited to private and government school
teachers of Dehradun district only.
• Only 100 teachers were selected for present study.
 RESEARCH METHODOLOGY
Type of Research : Descriptive research
Type of Data :
1)Primary Data: “Primary data is the data collected for the first time”

Primary data will be collected from the teachers employed in

Private and Government schools , in Dehradun through a pre-
designed questionnaire..

2)Secondary Data:“Data collected by some other means like

newspapers, reports, magazines, etc.”

Research Method : Survey Method

Research Instrument : Questionnaire

Sampling Plan : Sample Size: 60

 SAMPLING DESIGN
In this study, the sampling unit was the teachers of 10
private schools and 10 government Schools of Dehradun
city. The sample size was selected to represent the whole
population and also to give the real picture. The total size
of the sample was 100. The samples were collected using
Random sampling technique. Out of the 60 samples,30
were taken from public schools, in which, 15 were male
teachers and 15 were female teachers. The remaining 30
responses were collected from the teachers of private
school, which also consisted of 15 male teachers and 155
female respondents.
 DATA ANALYSIS AND INTERPRETATION
• Sector wise classification of schools
• The table shows that equal number of teachers were selected from government schools and private schools for the study.
fifty government school teachers and fifity private unaided school teachers were selected for the study.

School No.of Percentage

Sector Teacher

Government 50 50
Private 50 50
Total 100 100

50
45
40
35
30
25
20
15
10
5
0
Age 23-28 28-33
 Gender wise distribution:
The table shows that majority of the respondents in the government schools as well as
private schools are female teachers. The number of male teachers in government
schools are comparatively higher than that of schools in the private sector

No.of No.of
Sex Governm Percentag Private Percentag
  ent school e school e
Teachers Teachers

Male 10 34 8 27

Female 20 66 22 73

Total 30 100 30 100

60

50

40

30 23-28
28-33
Above 33
20

10

0
No.of Percentage No.of Percentage
 Age wise Distribution:

No.of No.of
Age Governme Percentag Private Percentag
nt school e school e
Teachers Teachers

23-28 6 20 16 53

28-33 10 33 9 30

Above 33 14 47 5 17
Total 30 100 30 100

No.of

23-28
28-33
Above 33
Total
 Marital Status
shows that eighty three percent of respondents in government sector were married, and the remaining seventeen
percent were unmarried. In the private sector seventy seven percent respondents were married and the rest twenty
three percent were unmarried
No.of No.of
Marital Government Percentage Private Percentage
status school school
Teachers Teachers

Married 25 83 23 77

Unmarried 5 17 7 23

Total 30 100 30 100

100%
90%
80%
70%
60%
50% Unmarried
40% Married
30%
20%
10%
0%
Government teachers Private teachers
 Salary wise classification
The table shows that out of the thirty respondents in the government sector nobody is paid below twenty thousand
rupees. Fifty percent respondents in this sector receives salary between thirty thousand and forty thousand rupees.
Thirty three percent received a salary of above forty thousand and the rest seventeen percent received a salary
between twenty thousand and thirty thousand rupees. But in private schools nobody is paid above thirty thousand
rupees. Majority of the teachers in the private sector received a salary below twenty thousand.
The government school teachers are well paid than the private school teachers.

Monthly No.of No.of

salary Govern Percenta Private Percenta
ment ge school ge
school teachers
teachers
<20000 - - 20 67
20000- 5 17 10 33
80%
30000
70%
Government
30000- 15 50 - -
60%
teachers 40000
50%
>40000 10 33 - -
40%
30% Total 30 100 30 100%
20%
10%
0%
<20000 20000- 30000- >40000
30000 40000
 Satisfaction level based on salary
The table shows that out of the thirty government school teachers eighty three percent were highly satisfied with
their salary. The rest seventeen percent were partially satisfied. No respondents were dissatisfied with their salary in
the government sector. Out of the thirty respondents in the private sector seventy percent were dissatisfied with
their salary. Twenty percent respondents were least satisfied with their salary and the rest ten percent were partially
satisfied with their salary.
Government school teachers are more satisfied with their salary than that of teachers in the private sector.

Satisfactio No.of Percentage No.of Percentage

n level governme private
nt school school
teachers teachers
Highly 25 83 - -
satisfied
Partially 5 17 3 10
satisfied
Least - - 6 20
90% satisfied
80%
70% Dissatisfie - - 21 70
d
60%
50% Total 30 100 30 100
40% Government teachers
30% Private teachers
20%
10%
0%
Highly Partially Least Dissatisfied
satisfied satisfied satisfied
 job security
The table reveals that out of thirty respondents from the government sector ninety percent were
permanent teachers and the rest ten percent were appointed on contract basis. Out of thirty respondents
from the private sector only thirty three percent were permanent and the rest sixty seven percent were
temporary. Majority of the teachers in the government sector are appointed as permanent teachers, but in
private sector majority are temporary teachers.
Government school teachers enjoy high job security than that in private sector

Nature of No.of Percentage No.of Percentage

job Governmen Private
t school school
teachers teachers
Temporary 3 10 20 67
Permanent 27 90 10 33
Total 30 100 30 100
100%
90%
80%
70%
60%
Private school teachers
50%
40% Government school
teachers
30%
20%
10%
0%
Permanent Temporary
 Attitude of Co-workers
According to the above table,eighty seven percent of the respondents in the government sector were friendly and where
as only seventy seven percent respondents in the private sector said that their co-workers were friendly andco-operative.
In the government sector teachers are more co-operative with their co-workers than that of private school teachers.

No. of No. of
Attitude Govern Percent Private Percent
ment age school age
school teachers
teachers

Friendly 26 87 23 77
& co-
operativ
e

Unfrien 4 13 7 23
100% dly
90%
80% Total 30 100 30 100
70%
60%
50% Government teachers
Private teachers
40%
30%
20%
10%
0%
Friendly & co-operative Unfriendly
 FINDINGS
• The study reveals that government schools have more experienced teachers
than private schools
• On an overall observation it is understood that government school teachers
are more qualified than private school teachers
• Private school teachers are very much under paid when compared to
government school teachers
• As regards monitory benefits other than salary like provident fund, onam
bonus and gratuity private unaided school teachers find themselves short-
changed as opposed to government teachers who get all benefits as per the
government prescribed norms
• Government school teachers enjoy more job security than private school
teachers
• On an overall observation, government school teachers enjoyed better
employer employee relationship than private school teachers
 SUGGESTIONS
• The large income disparity between government and private school teachers should be
minimized as private school teachers unlike the government school teachers are employed on a
consolidated salary without any allowance. The pay scales of private school teachers should be
revised in line with the pay scale of teachers in government and aided educational institutions. A
set of rules for payment of dearness allowance , house rent allowance etc. corresponding to the
government schools should be implemented
• The schemes for the welfare of teachers all over India which are being operated by the National
Foundation for Teachers' Welfare (NFTW) should be extended to private unaided school teachers
also.
• suggests that there should be a Government Bank for Educational Development that provide
cheap loans to meet the respective needs of teachers, students and the management
• The government schools should be more equipped with better libraries, class rooms and better
lab equipments
• Government should invest more in developing infrastructure facilities of government sector
schools
• The private sector schools should decrease the in take of students to reduce student population
and to increase teachers productivity as well as to decrease their work load
 CONCLUSION
• Both government and private unaided school teachers must co-exit for adequately
meeting the educational needs of the region. As the findings prove that the allegation
of significant disparity in the service and working condition of teachers in government
and private unaided schools in the region it is true that private unaided school
teachers must be given service and working conditions on par with the government
school teachers. This is vital for motivating and extracting the best output from the
private school teachers. The best services from teachers of both government as well as
private unaided schools only can ensure excellence in school education. Otherwise , it
will be a valid reason for the deterioration of educational standard in the region. So
the government and the community should Endeavour to create conditions which
help motivate and inspire teachers on constructive and creative lines. This is in line
with the observation of Sam Pitroda (2008) , “It is urgent to restore the dignity and
school teaching as a profession and provide more incentives for qualified and
committed teachers .Only if the teachers are satisfied with their job and working
conditions their teaching will be more affective and the students will be more
benefited.