Magazine article Journal of Services Research

Job Satisfaction of University Teachers: An Empirical Study

Magazine article Journal of Services Research

Job Satisfaction of University Teachers: An Empirical Study

Article excerpt

INTRODUCTION

Job is not only a main source of income but also an important component of life. Work takes away a large part of each worker's day and also contributes to ones social standing. Because of work's central role in many peoples' life, satisfaction with one's job is an important component in overall well being (Smith, 2007). Hence, the big question is-are you satisfied with the job? Employee satisfaction is supremely important in an organization because it is what productivity depends on (Wagner & Gooding 1987; Wright & Crapanzano 1997). If your employees are satisfied they would produce superior quality performance in optimal time and lead to growing profits. Satisfied employees are also more likely to be creative and innovative and come up with breakthroughs that allow an institution to grow and change positively with time and changing market conditions.

Improving educational performance ranks high on the national agenda, with educators and policymakers focusing on testing, accountability, curriculum reform, teacher quality, school choice, and related concerns. A high quality teaching staff is the cornerstone of a successful system. Attracting and retaining high quality teacher is thus a primary requirement for an educational institution (Sharma and Jyoti, 2006). For the development of quality teachers one has to understand factors associated with it. Job satisfaction is one of those important factors. Teachers' job satisfaction is a multifaceted phenomenon (Sharma and Jyoti, 2006, Srivastava,Holani & Bajpai, 2005 ) that is critical to turnover (Hom & Griffeth, 1995), commitment (Mathieu & Zajac, 1990), and school effectiveness. Researchers, policymakers, and education leaders agree that teacher satisfaction is a vital factor that affects student achievement. Teachers' job satisfaction is one of the key factors in institutional dynamics and is generally considered to be primary dependent variable in terms of which effectiveness of an organisation's human resource is evaluated. Thus, the understanding of factors affecting teachers' satisfaction at the workplace is of paramount importance for a successful educational system.

FACTORS AFFECTING TEACHER SATISFACTION

The factors that are associated with teachers' job satisfaction are intrinsic, extrinsic and demographic factors.

Intrinsic Factors

Intrinsic satisfaction to the teachers can come from classroom activities. Daily interactions with students inform teachers' feelings about whether or not students have learned something as a result of their teaching. Student characteristics and perceptions of teacher control over the classroom environment also are intrinsic factors affecting teacher satisfaction (Lee, Dedrick and Smith, 1991). Several studies have found that these factors are related to both attrition and satisfaction in teaching as well as other professions. Advocates of professional autonomy claim that conferring professional autonomy will enhance the attractiveness of the [teaching] profession as a career choice and will improve the quality of classroom teaching and practice (Boe and Gilford, 1992).

Intrinsic factors play a significant role in motivating individuals to enter the teaching profession because they enjoy teaching and want to work with young people. Very few teachers enter the profession because of external rewards such as salary, benefits, or prestige (Choy et al., 1993).

Extrinsic Factors

A variety of extrinsic factors have been associated with teacher satisfaction, including salary, perceived support from administrators, school safety, and availability of school resources, among others (Bobbit et al, 1994). These and other characteristics of a teacher's work environment have been targeted by public commissions, researchers, and educators who claim that "poor working conditions have demoralized the teaching profession These groups (i.e., public commissions, researchers, and educators) believe that when teachers perceive a lack of support for their work, they are not motivated to do their best in the classroom, and when teachers are not satisfied with their working conditions, they are more likely to change schools or to leave the profession altogether (Choy et al, 1993). …

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