Job Satisfaction among College Teachers: A Comparative Analysis

By Tahir, Sumbul; Sajid, S. M. | IUP Journal of Organizational Behavior, January 2014 | Go to article overview

Job Satisfaction among College Teachers: A Comparative Analysis


Tahir, Sumbul, Sajid, S. M., IUP Journal of Organizational Behavior


Job satisfaction, despite being one of the most common areas researched, still continues to fascinate. The relationship between job satisfaction and productivity remains obscure at best, though its effects on lowering absenteeism, attrition and apathy in employees have been well established. The present paper aims to investigate the job satisfaction levels of college teachers of a private management institution in Delhi and a college of Delhi University. A total of 40 college teachers, ranging in teaching experience from 2 to 43 years, were selected for the study. The data was obtained through Paula Lester's Teacher Job Satisfaction questionnaire which was administered personally. The purpose of the research was to determine the overall levels of job satisfaction of college teachers, compare them according to institution and gender, and examine the individual job dimensions affecting job satisfaction. The methods of data analysis included descriptive statistics, Mann-Whitney test and Kruskal-Wallis test to analyze the responses to the research questions about demographic and work profile of teachers, their perceptions of supervision, and teacher's job satisfaction. The study found the job satisfaction levels to be average with a significant difference between job satisfaction of male and female college teachers, though no such difference was found between institutions.

Introduction

In recent years, a lot of studies have been done for measuring the job satisfaction of people from different walks of life, though the relationship between satisfaction with job and performance on the job still remains obscure. However, the effects of job satisfaction on lowering absenteeism, attrition and apathy in employees have been well established. The education sector in India is plagued by issues of lack of qualified faculty, dissonance between industry demands and curriculum, increasing migration of students abroad for higher education and a general lack of educational facilities for a growing population. In such a scenario, job satisfaction of teachers becomes an important aspect of improving the quality of higher education in India.

The teachers are responsible for imparting education and guidance to students and also for undertaking research development in their respective fields for enriching the quality of teaching and research.

Higher Education Scenario in India

In 2010 (according to a UGC report on Higher Education Schemes and Strategies during 11th Five-Year Plan), the Indian higher education system consisted of 533 universities and 25,951 colleges-with 41 Central Universities, 257 State Universities, 130 Deemed Universities, 39 Institutions established through Central Legislation and 5 through State Legislation as Institutions of National Importance, and 61 Private Universities. Of these, 550 are engineering and technical colleges, 655 medical and 600 management institutions. Around 13.6 million students were estimated to be enrolled in the Indian higher education system in 2009. The faculty strength teaching these students was 5.88 lakh in 2008-09 as compared to 4.57 lakh in 2004-05. This shows an increase of only 28.6% in teaching strength over a period of 5 years. Out of the total teaching faculty, 84% are employed in affiliated colleges and only 16% in the universities and university colleges. The student- teacher ratio works out to 18 in the university departments and colleges and 22 in the affiliated colleges. However, the private institutions mushrooming all across the country exhibit a much higher student-teacher ratio that goes up to 1:70 students.

University teachers of today are not the best and brightest of the country. It is widely believed that teaching is not the first choice for most of the youth as there are far more attractive professional options available. In many cases, including the most prestigious institutions of the country, the number of faculty members are so few or their quality so poor that they cannot be expected to take up the onerous task of revising the curricula or keeping up with the changes in the business sector. …

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