School Satisfaction Program

DEVELOPMENT OF SCHOOL SATISFACTION
PROGRAMME FOR ADOLESCENTS AND ITS
EFFECTIVENESS
* Resercher *
Mahesh Gopinath Mali
* Guided by *
Dr. Megha M. Uplane
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension EducationSchool Satisfaction Programme
Mahesh Gopinath Mali
M.Phil (Roll No. 09)
Dr. Megha M. Uplane
* Research Center *
Department of Education & Extension
Savitribai Phule Pune University, Pune

Introduction
All learning has an emotional base. (Plato)
Past several decades, educational research focus
on the negative aspects of education. For exam.
Poor school achievement, risk behavior, discipline
problems, unsafe schools. (Keith J. Zullig, E.
Foundations of Agricultural and Extension EducationFoundations of Agricultural and Extension Education
problems, unsafe schools. (Keith J. Zullig, E.
Scott Huebner & Jon M. Patton, 2011)
School Satisfaction is a major aspect of children's
quality of life
School Satisfaction directly affects the academic,
emotional and mental status of students.
School Satisfaction Programme

School Satisfaction means…
School
General
Satisfaction
Atmosphere
/ Comfort
Safety and
Security
Status &
Position
Interaction
School satisfaction
represents the
cognitive
assessment of the
school life quality
including multiple
School
Satisfaction Motivation
&
Inspiration
Aspiration /
Relevance /
Base
for future
Learning –
self –
learning
Appropriate
reinforceme
nts
Mood &
Affect
including multiple
components which
cover Ten
directions of
action:

Theoretical Background
Toni Mora, 2012
Students’ satisfaction with school may be
regarded as being also dependent on personal
characteristics such as sociability and social features
of family, peer and school environments.
Simus, C., Matos, M.G., Tom, G., Ferreira, M., &
Chainho, H., 2010
Students who do not like school are those who
are most likely to have a lower academic performance
and consequently to fail and to be at greatest risk of
dropping out.

Maykel Verkuyten & Jochem Thijs, 2002
The level of school satisfaction is important because it
affects psychological well-being , as well as school
engagement, absentee rate, drop-out and behavioral
problems.
Cock and Halvari,(1999)
found a positive association between performance and
school satisfaction. Children who do well in school tend to
be more satisfied with school.

Okun et al. (1990)
found boys may be less satisfied with school than girls
because they develop more negative relationships with
classmates.
Toni Mora, Sep.(2012)
Toni Mora, Sep.(2012)
a high degree of satisfaction is closely related to
academic achievement, since satisfied students are less
likely to drop out and likely to achieve higher
marks than are dissatisfied ones.

Conclusion from Reviewed
Literature & Research
Variable
Sources
School
Satisfaction
Development of
Programme
Total
P.hD Thesis 12 3 15
Review Matrix
P.hD Thesis 12 3 15
Journal Paper 14 - 14
Books 1 - 1
Total 27 3 30

Some Important Review……..
Sr.
No.
Name of the Researcher Year Level
1. A.Karatzias, K.G.Power, J.Flemming,
F.Lennan & V. Swanson.
2002 Research
Article
Research Title : The Role Of Demographics, Personality Variables And School
Stress On Predicting School Satisfaction/Dissatisfaction : Review Of The
Literature And Research Findings.
Review : The research has attempted to study correlates of QSL including
demographic, personality variables and school stress, and construct a consistent
model of QSL. Overall results indicated that QSL is predominantly associated
with personality factors, in particular school self-esteem.

Sr.
No.
2. Ferran Casas, Sergiu Baltatescu, Irma
Bertran, Monica Gonzalez, Adrian Hatos
2014 Research
Article
Research Title : School Satisfaction Among Adolescents: Testing Different
Indicators For Its Measurement And Its Relationship With Overall Life
Satisfaction And Subjective Well-being In Romania And Spain
Review : The result of this study, school satisfaction was highly related to
satisfaction with teachers, but weakly related to overall life satisfaction, while
satisfaction with school friends and satisfaction width classmates were highly
related to overall life satisfaction, but weakly related to satisfaction with school.

Sr.
No.
3. Ha, Hye-suk. 1999 M.Ed
Research Title : A study of department satisfaction and school satisfaction of
undergraduate students.
undergraduate students.
Review : The purpose of this study was to find out more reliable indicator for the
Department Satisfaction and researcher found five useful factors: Curriculum
Satisfaction (CS), Relation Satisfaction (RS), General Satisfaction (GS), Social
Perception Satisfaction (SPS) and School Satisfaction (SS). GS, SPS and SS were
the most Important factor among DS factors.

Sr.
No.
4. Magdalena Mo Ching Mok & Marcellin
Flynn.
2002 Research
Article
Research Title : Determinants Of Students Quality Of School Life: A Path
Model.
Review : This study examined factors contributing to the quality of school life of
secondary school students. A path model, expressing interrelationships between
students back ground characteristics, their expectations of schools, the perceived
quality of both the formal and the informal school curriculum, the classroom
environment and students quality of school life, was developed and tested.
Analysis indicated that, after controlling for other variable in the model, students
experience of the classroom environment was the single most important factor
explaining their quality of school life.

Sr.
No.
5. Nicholas Pang Sun-Keung 1999 Research
Article
Research Title : Students Perceptions Of Quality Of School Life In Hong Kong
Primary Schools.
Review : In this study, Researcher was measure the quality of school life in the
Hong Kong context were developed. The finding was this study was –
1. Most students were satisfied with the schools and had few negative feelings
about being at school;
2. Promoting teacher-student relations was the most effective way to maintain
and assure the quality of school life;
3. The quality of school life most students deteriorated dramatically in primary 5
and 6 when compared to Primary 4.

Conclusion of the Review…….
The studies were conducted in the field of School
Satisfaction, Life Satisfaction, Quality of School
Life and School Environment of Adolescent
Students. Most of the studies are related of
correlation studies. They have varied objectives,
designs and conducted in different contexts
designs and conducted in different contexts
eliciting varied results. Very less number of
researches were aimed to improve school
satisfaction of adolescents.

Statement of the problem
Identification of Aspects of School Satisfaction needs to
be improved. Based on analysis development of School
Satisfaction Programme for SSC Board Affiliated Co-
Educational Marathi Medium Secondary Schools
Students from Osmanabad District.
Students from Osmanabad District.

Definition of Important
Terms & Phrases
School satisfaction
Conceptual definitions
School Satisfaction means,
“Students are successful in the learning experience and are
“Students are successful in the learning experience and are
pleased with their experience” (Moore,2009)
“The perception of enjoyment and accomplishment in the
learning environment,” (Sweeney and Ingram, 2001)

Terms & Phrases
Operational definition
In this study School Satisfaction means general
satisfaction, atmosphere, motivation & inspiration,
aspiration, learning-self-learning, appropriate
reinforcements, mood & affect, status & position,
reinforcements, mood & affect, status & position,
interactions these are most important aspects regarding the
students & students school satisfaction are conceder.
In this study the School Satisfaction of secondary students
has measured and score was used as School Satisfaction
score. For this purpose Quality of School Life
Questionnaire was developed and standardized by Jnana
Prabodhini’s Institute of Psychology, Pune.

Terms & Phrases
Development
For the purpose of this study, “Development of
Programme” means preparation of the School Satisfaction
Programme related to IX standards used in the Marathi
medium schools and trying out its effectiveness.
Adolescent
Adolescent student are the students studying in IX
standard, age between 13 to 16 years.

Need and Importance
The students learning environment plays an important role
in learning process. It directly affects on the School
Satisfaction of the students.
The primary aim of this approach is to enhance learning
environment.
Now a days it is need to know the status of School
Now a days it is need to know the status of School
Satisfaction in adolescents, to develop School Satisfaction
activities like game based learning and to know the
educational activities of adolescent to improve learning.
There is need to improve the learning environment of
adolescents to increase the interest in learning.

Need and Importance
This study will help secondary school teachers to improve
school environment and make students to learn in good
environment.
Existing research to use on develops School Satisfaction
Programme and tests its effectiveness.
It is hoped that the finding of this study make important
It is hoped that the finding of this study make important
contribution the School Satisfaction.

Objectives
To assess the status of School Satisfaction of adolescent
students in Osmanabad district
To develop a School Satisfaction Programme (based on
outcomes of Objective 1) for adolescent students in
Osmanabad district
Osmanabad district
To study the effectiveness of the developed School
Satisfaction Programme

Research Question
For objectives 1. The following research question was set :
What is the status of school satisfaction of adolescent
students in Osmanabad district?

Hypothesis
For objective 3.
For objective 3. The following hypothesis was framed :
‘School Satisfaction Programme’ is useful in improving
school Satisfaction of school going adolescents.
Null Hypothesis
There is no significant difference between meant
scores of post test & pre test of School Satisfaction
scale.

Hypothesis
Null Hypothesis
For the present research following five (components wise)
and one for all 10 components together null hypothesis
were framed.
Learning self-learning
There is no significant difference between mean scores on
pre-test and post-test obtained by IX standard students in
component of ‘learning self-learning’ of Quality of School
component of ‘learning self-learning’ of Quality of School
Life Questionnaire
Status and Position
component of ‘Status and Position’ of Quality of School
Life Questionnaire

Atmosphere or Comfort
component of ‘Atmosphere or Comfort’ of Quality of
School Life Questionnaire
Motivation and Inspiration
component of ‘Motivation and Inspiration’ of Quality of
component of ‘Motivation and Inspiration’ of Quality of
School Life Questionnaire
Mood and Affect
component of ‘Mood and Affect’ of Quality of School Life
Questionnaire

Hypothesis
Null hypothesis for these components together are as
follows:
pre-test and post-test obtained by IX standard students of
Quality of School Life Questionnaire

Assumptions
School Satisfaction is measurable variable.
(Toni Mora, 2012)
There is individual difference in School Satisfaction.
(Toni Mora, 2012)
(Toni Mora, 2012)

Delimitations of the Study
The study is delimited to the co-education school going IX
std. students in Osmanabad district.
The study is delimited to sixteen schools of Osmanabad
district.
The sample is delimited to sixteen Marathi medium
schools.
Researcher has chosen only S.S.C board affiliated Marathi
medium students.
The study deal with nine aspects of school satisfaction:
general satisfaction, atmosphere/comfort, motivation &
inspiration, aspiration/relevance/base for future, learning
self-learning, appropriate reinforcements, mood & affect,
status & position, interactions.

Delimitations of the Study
Due to time constraint, cost factor, coordinating with
school scheduled etc. the school satisfaction programme
was restricted to 5 components only. (Learning self-
learning, Status and position, Atmosphere or comfort,
Motivation and inspiration, Mood and affect)

Limitations of the Study
The results of study were based on responses given by the
respondents.

Significance of the Study
After this study we know the status of School Satisfaction
in adolescent’s students.
This study is useful for developing school satisfaction
activities like Game Based Learning, Project Based
Learning, Computer Based Learning, and Self-Introduction
Learning, Computer Based Learning, and Self-Introduction
Activity especially for the secondary school teachers of
Marathi Medium.
This study is helpful for secondary schools to know the
educational activities of adolescent students of Marathi.
This study will be helpful for secondary school teachers to
increase student’s interest in learning.

Objective wise use of Methods
Objective Research Method
Sample Selection
Method
Sample
Data Collection
Tool
Statistical
Tool
1. Survey method
1. All the tehsils
2. Random
Sampling for
Selection of 2
Schools from
750
students
Quality of
School Life
Mean, S.D.
each tehsil
2.
Product
Development
Method
- - - -
3. Experimental Study
Purposive
sampling for
selection of school
and students
32
students
Quality of
School Life
Descriptive
Inferential
(t-test)

Plan and Procedure for Objective 1
Sr.
No.
Obj.
No.
Research
Method
Population Sample
Selection
Method
Sample
Size
Data
collection
Tool
Statistical
Tool
1. 1 Survey
method
All the IX
standard
students of
Osmanabad
1. All the
tehsils
2. Random
sampling
750 Quality of
School Life
Questioner
Mean, S.D.
Objective 1: To assess the status of School Satisfaction of adolescent students in
Osmanabad district
Osmanabad
District
sampling
for
selection
of 2
schools
forms
each
tehsil.

Population
All the IX standard Marathi medium students of schools
affiliated to SSC board of Osmanabad. Sample is selected
from the Osmanabad district of Maharashtra state.

Sample
Osmanabad District
100% sampling, all the tehsils of Osmanabad
(Marathi medium co-aided SSC board, Latur affiliated school from
each tehsil was selected randomly)
For objective 1 following sampling technique was used. All the tehsils of Osmanabad
district were selected for survey of School Satisfaction with the help of Random sampling.
each tehsil was selected randomly)
From each tehsil two villages were selected randomly and with proper
enquiry one Marathi medium co-aided SSC board, Latur affiliated
Schools were selected
16 schools from Osmanabad district

List of Schools and High School Students
Sr.no. Name of School Boys Girls Total
1. Shiv-Parvati High School, wagholi Tal.&Dist. Osmanabad 22 27 49
2. Z.P. High School, Varwanti Tal. & Dist. Osmanabad 05 10 15
3. NarendraAarya High School, Aapsinga Tal. Tuljapur Dist. Osmanabad 15 21 36
4. MaharshiVitthalRamjiShinde High School, Tal. Tuljapur Dist. Osmanabad 18 14 32
5 Lohara High School, Tal. Lohara Dist. Osmanabad 30 39 69
6 Shri. Saint MarutiMaharaj High School, Tal. Lohara Dist. Osmanabad 28 33 61
7 Bharat High School, Tal. Umerga Dist. Osmanabad 16 12 28
8 Captan Joshi Smarak High School, Tal. Yenegur Dist. Osmanabad 41 46 87
8 Captan Joshi Smarak High School, Tal. Yenegur Dist. Osmanabad 41 46 87
9 Vidhyabhavan High School, Tal. Kalamb Dist. Osmanabad -- 39 39
10 Z.P.Prashala Massa (Khn) Tal. Kalamb Dist. Osmanabad 24 20 44
11 Jagdale Mama Institute of Technology, Tal. Vashi Dist. Osmanabad 23 07 30
12 Ganesh High School Terkheda, Tal. Vashi Dist. Osmanabad 26 17 43
13 Shri. GurudevDatta High School, Tal. Bhoom Dist. Osmanabad 63 -- 63
14 Ravindra High School, Tal. Bhoom Dist. Osmanabad 51 19 70
15 Chandni High School Aasu, Tal. Parnda Dist. Osmanabad 19 21 40
16 Late. Maharudra (Bappa) Mote High School, Tal. Parnda Dist. Osmanabad 18 26 44
Total 399 351 750

Sr. no. Scale and author of
scale
Components of School
Satisfaction
Medium No of
statements
Age group
1. Quality of School Life
(JPIP)
1. General satisfaction
2. Atmosphere/comfort
3. Safety and security
4. Motivation & inspiration
5. Relevance/base for future
6. Learning-self-learning
7. Appropriate reinforcements
8. Mood & affect
Marathi 69 13-19
Tool and Techniques of Data Collection
8. Mood & affect
9. Status & position
10. Interactions
2 Adolescent’s School
Satisfaction Inventory
1. With students
2. With syllabi and text book
3. With teachers
4. With school plant
Hindi 60 13-19
3 Multidimensional
Students’Life
Satisfaction Scale
1. Family
2. School
3. Self
4. Living environment
English 6 statements for
school
13-19

Quality of School Life Questionnaire
For this variable researcher studied three available
standardized scales. Finally the researcher selected Quality
of School Life Questionnaire by Janana Psychological
Institute, Pune. This questionnaire is useful to present
research because of many aspects; majorly because it
covers all the factors of school satisfaction next it’s of
covers all the factors of school satisfaction next it’s of
Indian origin, Marathi language and comparatively
updated. This scale contains sixty nine (69) items, scoring
procedure is easy. Researcher decided to carry out the
research activities in school satisfaction adopting Quality
of School Life Questionnaire developed by Janana
Psychology Institute, Pune.

Objective-2 To develop school satisfaction programme
for adolescents.
Identification of experts for finalization of programme
Researcher had identified 5 experts for finalization of
Researcher had identified 5 experts for finalization of
school satisfaction programme. These experts were from
teacher education, psychology education, high-school
teachers, having experience more than 10 years.

OBJECTIVE 3: To study the effectiveness of the
developed school satisfaction program.
Objective Research Method
Sample Selection
Method
Sample
Data Collection
Tool
Statistical
Tool
Purposive
sampling for 32 Quality of
Descriptive
3. Experimental Study
sampling for
selection of school
and students
32
students
Quality of
School Life
Inferential
(t-test)

RESEARCH METHOD
For this objective experimental method was used.
RESEARCH DESIGN OF THE STUDY
Single group pre-test – post-test experimental design was
used.
O1 X O2
O1 X O2
Where,
O1 = pre-test
X = Experimental group
O2 = Post-test

Programme Implementation
First request letter was given to school principal of Shri.
Sidheshwar Niwasi Vidyalaya, Varwanti for conducting
research.
Quality of School Life Questionnaire was administered to
students of IX standard.
Discussion was done with teachers about programme
implementation
Researcher implemented School Satisfaction Programme
to students.
Again Quality of School Life Questionnaire was
administered to students as pre-test and post-test.

Objective wise Data Analysis and
Interpretation
Objective 1: To assess the status of school satisfaction
of adolescent students in Osmanabad district.
Following table shows the data analyzed.

Sr.
No.
Components High Medium Low
Max.
Possible
1. General Satisfaction 5 3 to 4 2 & blw 5
2. Atmosphere/Comfort 5 3 to 4 2 & blw 5
3. Safety and Security 8 & abv 5 to 7 4 & blw 9
4. Motivation and Inspiration 8 6 to 7 5 & blw 8
5. Relevance/ Base for future 9 6 to 8 5 & blw 9
6. Learning Self-learning 7 5 to 6 4 & blw 7
TABLE 4.1
Norms of Quality of School Life Questionnaire
6. Learning Self-learning 7 5 to 6 4 & blw 7
7. Appropriate Reinforcements 6 4 to 5 3 & blw 6
8. Mood and Affect 7 5 to 6 4 & blw 7
9. Status and Position 7 3 to 6 2 & blw 7
10. Interactions 6 4 to 5 3 & blw 6
Total 60 & abv 51 to 59 50 & blw 69

FIGURE 4.1
Number of Students having low score in Quality of School Life Questionnaire
50
60
70
80
90
100
110
120
130
140
150
160
StudentshavinglowScore
GS AC SS MI RB LS AR MA SP IN
No. of students having low
score
59 125 86 96 46 127 52 94 144 17
0
10
20
30
40
50
StudentshavinglowScore
Compontnts of School Satisfaction

Objective 1: To assess the status of school satisfaction of
adolescent students in Osmanabad district.
Observation
Figure show that out of 750 IX std. students 144 students
having low score in Status & Position, 127 students having
low score in learning & self-learning, 125 students having
low score in Atmosphere/Comfort, 96 students having low
score in Motivation & Inspiration, 94 students having low
score in Motivation & Inspiration, 94 students having low
score in Mood & Affect.
Interpretation
Students having low score in respectively, for five
components – Stutes & position, learning self-learning,
Atmosphere/Comfort, Motivation & Inspiration and Mood &
Affect. These five components were used for school
satisfaction programme.

Objective 2: To develop a school satisfaction program for
adolescent students in Osmanabad district.
Component of School Satisfaction Activity Decision
Learning self-learning
Project based learning Selected
Computer based learning Selected
Book reading Selected
Status & Position
Group activity Selected
Essay writing Selected
Self-introduction Selected
Game based learning Selected
Atmosphere & Comfort
Game based learning Selected
Outdoor activity for learning Selected
Creative classroom Selected
Motivation & Inspiration
Scholarship scheme Selected
Motivational Films Selected
Ideal student scheme Selected
Mood & Affect
Experience sharing Selected
Role play Selected
Funny games Selected

Objective 3: To study the effectiveness of the developed
school satisfaction program
Test N M SD Treatment
Variable
Test Paired t-
value
Table t-
value at
0.01 level
dF
Pre-test 32 2.7188 1.2243 Status and
Position
Pre-Post 10.119 2.25483 31
Post-test 32 4.7500 0.9158
Pre-test 32 3.4688 1.0155 Learning Self-
learning
Pre-Post 14.766 2.0863 31
Post-test 32 5.3438 1.1247
Pre-test 32 1.7812 0.9749 Atmosphere or Pre-Post 10.776 1.6304 31
Atmosphere or
Comfort
Post-test 32 3.8750 0.9136
Pre-test 32 3.6250 1.4085 Motivation and
Inspiration
Pre-Post 13.368 2.7815 31
Post-test 32 5.812 1.3781
Pre-test 32 3.3750 1.4535 Mood and
Affect
Pre-Post 10.188 2.1235 31
Post-test 32 5.3750 1.0395
Pre-test 32 33.9375 8.1870 All 10
Component
Together
Pre-Post 26.505 22.8321 31
Post-test 32 51.2500 6.3245

Result and Discussion
component Stutes and Position, Learning self-learning,
Atmosphere or Comfort, Motivation and Inspiration and
Mood and Affect. These five components were used for
School Satisfaction Programme.
School Satisfaction Programme.
For component ‘Status and Position’
There is significant difference between mean scores of pre-
test and post-test obtained by IX standard students in
component of ‘Status and Position’ in Quality of School
Life Questionnaire (Rejection of null hypothesis 1)

For component ‘Learning self-learning’
There is significant difference between mean score of pre-
component of ‘Learning self-learning’ in Quality of School
Life Questionnaire (Rejection of Null Hypothesis 2)
Life Questionnaire (Rejection of Null Hypothesis 2)
For component ‘Atmosphere or Comfort’
component of ‘Atmosphere or Comfort’ in Quality of
School Life Questionnaire (Rejection of Null Hypothesis
3).

For component ‘Motivation and Inspiration’
component of ‘Motivation and Inspiration’ in Quality of
4)
For component ‘Mood and Affect’
component of ‘Mood and Affect’ in Quality of School Life
Questionnaire (Rejection of Null Hypothesis 5)

For all 10 components together
There is significant difference in the mean score of School
Satisfaction obtained in pre-test and post-test obtained by
IX standard students. (Rejection of null hypothesis 6)
School Satisfaction is a major aspect in its own rights. The
importance of School Satisfaction underscored by its
associations with school grades, behavior problems &
dropping outs. It can be measured (Keith J. Zullig,E. Scott
Huebner,Jon M. Patton, 2011)

In present research General Satisfaction,
Atmosphere/Comfort, Safety & Security, Motivation &
Inspiration, Aspiration/Relevance/Base of future, Learning
Self-Learning, Appropriate reinforcement, Mood & effect,
Status & Position, Interactions, these components are
Status & Position, Interactions, these components are
selected to measure School Satisfaction. (Odeh, Oguche,
Angelina, Ivagher, Ezekiel, 2015; Palmer, 2007; Yu-Je
Lee, 2011; Tom, Charlie, Chris, 2011; Ika and Ari, 2011;
Vincent Tinto 1993)

1) The researcher found that the students has low score in
Atmosphere/Comfort component, whereas in previous
research of Eadoin K.P. Hui, Rachel C.F. Sun (2010) it
found moderate score.
Status and Position component, whereas in previous
research of Ferran Casas, SergiuBaltatescu, Irma Bertran,
research of Ferran Casas, SergiuBaltatescu, Irma Bertran,
Monica Gonzalez, Adrian Hatos, (2012) it found weak
score.
Motivation and Inspiration component, whereas in
previous research of Simoes C., Matos M.G., Tome G.,
Ferreira M., Chainho H.,(2010) it found moderate score.

Learning Self-learning component, whereas in previous
research of E. Scott Huebner, Gable Mccullough, (2014) it
found moderate score, E. Scott Huebner, Chris Ash and
James E. Laughlin, (2001) it found moderate score. 5) The
researcher found that the students has low score in Mood
and Affect component, whereas in previous research of
and Affect component, whereas in previous research of
Carmen-Mihaela Varateanu Alina Iftime, (2012) it found
low score.

In present research researcher has developed School
Satisfaction Programme (SSP) to improve Atmosphere or
Comfort, Motivation & Inspiration, Learning Self-learning,
Mood & Affect and Status and Position these five
components. In other research researcher developed a
model (Magdalena Mo Ching Mok & Marcellin Flynn,
2002) & framework (Edwards, Oliver; Ray, Shannon,
2002) & framework (Edwards, Oliver; Ray, Shannon,
2008) to improve students’ school satisfaction.

These findings supported by Ha, Hye-Suk, (1999), Ina
Borup, Dr.P.H., Bjorn E. Holstein, Mag. Scient. Soc.,
(2005), Keith J. Zullig, E. Scott Huebner, Jon M. Patton,
(2011), Maykel Verkuyten and Jochem Thijs, (2001),
Nicholas Pang Sun-Keung, (1999), Simoes C., Matos
M.G., Tome G., Ferreira M., Chainho H.,(2010), Suk-Un
M.G., Tome G., Ferreira M., Chainho H.,(2010), Suk-Un
Jin, Sidney M. Moon, (2013), Toni Mora,(2012),
Regarding students School Satisfaction.

Conclusion
component Stutes and Position, Learning self-learning,
Atmosphere or Comfort, Motivation and Inspiration and
Mood and Affect.
School Satisfaction Programme is useful in improving
School Satisfaction Programme is useful in improving
School Satisfaction in adolescents.
On the identified components of School Satisfaction the
School Satisfaction Programme was prepared in the study.
The developed programmes are found to be effective.
School Satisfaction Programme is useful in daily life and
enhances their learning and self-learning.

Suggestion for further Research
School should arrange special training programme for
teachers for implementation of School Satisfaction
Programme (Main conclusion 1)
Teachers should be encouraged to adopt these programmes
so that students School Satisfaction could be improved.
(Main conclusion 2)
Study of the Students Satisfaction of higher secondary
students.
students.
Development of School Satisfaction Programme for
primary students and its effectiveness.
Comparative study of School Satisfaction with respect to
family background.
The developed School Satisfaction Programme for urban
school students can be studied.

Contribution to Knowledge
This study has brought out the need of improvement of
School Satisfaction in adolescents with the help of School
Satisfaction Programme in Osmanabad district.
The developed School Satisfaction Programme is usefull
for teachers for inculcating School Satisfaction in Students.
for teachers for inculcating School Satisfaction in Students.
The study can be implemented in any high school since
School Satisfaction Programme is tested for effectiveness.

References
A.Karatzias, K. G. Power, J. Flemming, F. Lennan & V. Swanson, (2002). The Role
of Demographics, Personality Variables and School Stress on Predicting School
Satisfaction/Dissatisfaction:Review of the literatiure and research findings.
Research Article, University of Stirling.
Link - http://dx.doi.org/10.1080/01443410120101233
Adrienne L., DeSantis King, Scott Huebner, Shannon M. Suldo, Robert F. Valois,
(2007). An Ecological View of School Satisfaction in Adolescence: Linkages
Between Social Support and Behavior Problems. Research paper, Springer
Asma S., Shahin Ebruhimi K. , Taghi V., (2012). The Relation Between Social
Support And Self-Efficacy With Academic Achievement And School Satisfaction
Among Female Junior High School Students In Birjiand. Research Paper,
Sciverse Science Direct.
Bansode, M.P. (2013). Correlational Study Of Mental Health With Academic
Achievement And Achievement And Achievement Motivation. M.Phil in
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Universidad International de Catalunya & IEB, Spain

Education is not filling a pail but the
lighting of a fire.
lighting of a fire.
William Butlers Yeats

School Satisfaction Program

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