This study examined job satisfaction among 200 secondary school teachers in Sahiwal, Pakistan. The Minnesota Satisfaction Questionnaire was used to measure teachers' satisfaction across 20 dimensions. Teachers were slightly satisfied with ability utilization, advancement, education policies, independence, compensation, creativity, recognition and working conditions. Male teachers reported higher satisfaction than female teachers. However, there was no significant difference in satisfaction between urban and rural teachers. The study concluded with recommendations to improve satisfaction in the eight less satisfied dimensions.
Training need assessment, Meaning, Why Training need assessment, Benefits of training need assessment, Types of need analysis, Key steps involved in conducting effective training need assessment, Steps of training need assessment.
ORGANISATION DEVELOPMENT,CONTRIBUTORY STEMS HISTORY,Meaning & definition of Organization Development
History of Organization Development
Contributory stems of Organization Development
Stages on contributory system
IMPACT OF TRAINING AND DEVELOPMENT ON EMPLOYEE PERFORMANCE ProfSaghirJaved
Dear Students, Bonjour, Here It's me Prof.Saghir Javed. How are you? How are the things? I hope that everyone is going fantastic with his everyday appointment and commitment to his destined life. I wanted to bring your attention over my trivial but impressive achievement that I have endeavored to find out and articulate some informative and comprehensive information regarding the topic which is based on every aspect of Training & Development in the global market in order to create IMPACT OF TRAINING AND DEVELOPMENT ON EMPLOYEE PERFORMANCE so that they can get acquainted to the process and can get the school of thought of applying all these strategies effectively to maximize the sales and contribute in profuse amount to achieve organization objectives effectively on time using Far-reaching IMPACT OF TRAINING AND DEVELOPMENT ON EMPLOYEE PERFORMANCE .
Training need assessment, Meaning, Why Training need assessment, Benefits of training need assessment, Types of need analysis, Key steps involved in conducting effective training need assessment, Steps of training need assessment.
ORGANISATION DEVELOPMENT,CONTRIBUTORY STEMS HISTORY,Meaning & definition of Organization Development
History of Organization Development
Contributory stems of Organization Development
Stages on contributory system
IMPACT OF TRAINING AND DEVELOPMENT ON EMPLOYEE PERFORMANCE ProfSaghirJaved
Dear Students, Bonjour, Here It's me Prof.Saghir Javed. How are you? How are the things? I hope that everyone is going fantastic with his everyday appointment and commitment to his destined life. I wanted to bring your attention over my trivial but impressive achievement that I have endeavored to find out and articulate some informative and comprehensive information regarding the topic which is based on every aspect of Training & Development in the global market in order to create IMPACT OF TRAINING AND DEVELOPMENT ON EMPLOYEE PERFORMANCE so that they can get acquainted to the process and can get the school of thought of applying all these strategies effectively to maximize the sales and contribute in profuse amount to achieve organization objectives effectively on time using Far-reaching IMPACT OF TRAINING AND DEVELOPMENT ON EMPLOYEE PERFORMANCE .
Introduction to competency mapping, historical development, approaches, case studies of competency mapping, competency mapping procedures, steps in competency mapping, business strategies, performance criteria,tools for data collection, data analysis, validating competency models, using competency profiles in HR decisions.
Kirkpatrick's Levels of Training Evaluation - Training and DevelopmentManu Melwin Joy
Training and Development
Evaluation
Human resource
Management
Motivation
Psychology
Success
Organizational effectiveness
Personal growth
Change management
Benefits of training and development - Manu Melwin Joymanumelwin
Enhancing Employee Morale: Training facilitates the individual to get job security and job satisfaction. A satisfied employee has greater is his morale and will contribute to the firm's success and bring down employee absenteeism and turnover.
Kirkpatrick's Four-Level Training Evaluation ModelMaram Barqawi
Donald Kirkpatrick, Professor Emeritus at the University of Wisconsin and past president of the American Society for Training and Development (ASTD), first published his Four-Level Training Evaluation Model in 1959, in the US Training and Development Journal.
The model was then updated in 1975, and again in 1994, when he published his best-known work, "Evaluating Training Programs."
It is a four level training evaluation model.
It helps trainers to measure the effectiveness of their training in an objective way.
Kirkpatrick’s model is a worldwide standard for evaluating the effectiveness of training.
A STUDY ON EMPLOYEE RETENTION IN PL.A GROUP OF COMPANIES IAEME Publication
Employee retention is the foremost problem; which all organizations are now facing in the global competitive environment. In this conceptual paper, I have attempted to bring out some employee retention approaches, which have developed over a period of time. Retention strategies for knowledge workforce, for achieving competitive advantage are also highlighted. Employee Retention refers to the ability of the organization to retain its employees and it's emerging as a big challenge to organizations. Organization culture, pay and remuneration, flexibility and job satisfaction highly influence the retention rate for any company. Retention of employees is an important function of the HRM.
A presentation that I did at the Talent Acquisition Conference in Johannesburg. We looked at the Pros and Cons of Internal and External Recruitment. We then looked at putting a Recruitment Strategy in place
Introduction to competency mapping, historical development, approaches, case studies of competency mapping, competency mapping procedures, steps in competency mapping, business strategies, performance criteria,tools for data collection, data analysis, validating competency models, using competency profiles in HR decisions.
Kirkpatrick's Levels of Training Evaluation - Training and DevelopmentManu Melwin Joy
Training and Development
Evaluation
Human resource
Management
Motivation
Psychology
Success
Organizational effectiveness
Personal growth
Change management
Benefits of training and development - Manu Melwin Joymanumelwin
Enhancing Employee Morale: Training facilitates the individual to get job security and job satisfaction. A satisfied employee has greater is his morale and will contribute to the firm's success and bring down employee absenteeism and turnover.
Kirkpatrick's Four-Level Training Evaluation ModelMaram Barqawi
Donald Kirkpatrick, Professor Emeritus at the University of Wisconsin and past president of the American Society for Training and Development (ASTD), first published his Four-Level Training Evaluation Model in 1959, in the US Training and Development Journal.
The model was then updated in 1975, and again in 1994, when he published his best-known work, "Evaluating Training Programs."
It is a four level training evaluation model.
It helps trainers to measure the effectiveness of their training in an objective way.
Kirkpatrick’s model is a worldwide standard for evaluating the effectiveness of training.
A STUDY ON EMPLOYEE RETENTION IN PL.A GROUP OF COMPANIES IAEME Publication
Employee retention is the foremost problem; which all organizations are now facing in the global competitive environment. In this conceptual paper, I have attempted to bring out some employee retention approaches, which have developed over a period of time. Retention strategies for knowledge workforce, for achieving competitive advantage are also highlighted. Employee Retention refers to the ability of the organization to retain its employees and it's emerging as a big challenge to organizations. Organization culture, pay and remuneration, flexibility and job satisfaction highly influence the retention rate for any company. Retention of employees is an important function of the HRM.
A presentation that I did at the Talent Acquisition Conference in Johannesburg. We looked at the Pros and Cons of Internal and External Recruitment. We then looked at putting a Recruitment Strategy in place
ABSTRACT
PROJECT TITLE: - “AN ANALYTICAL STUDY ON WEIGHTED AVERAGE COST OF CAPITAL (WACC)”
COMPANY: - YAAR CONSTRUCTION COMPANY
The study is taken on the weighted average cost of capital of Yaar Construction Company. The company took the 40% loan out of total capital and the remaining 60% was its own contribution. In this study the various estimation other than the 40% loan for finding the WACC is undertaken. I took 20% of loan, then 60% and eventually, 80% loan.
The main objectives are
• To estimate the Weighted Average Cost of Capital of the Yaar Construction Company.
• To understand how capital structure affects owner’s value
• To study the changes in the weighted average cost of capital on the company’s financial status.
The thesis is conducted on the basis of both primary and secondary data. The primary data is the financial statement presentations of the Yaar Construction Company. Secondary data is taken by the researcher from secondary source internal and external the researcher must thoroughly search secondary data sources before commissioning any effort for collecting primary data.
The Profits in the year 2010 was 6,245,703/-, the most profitable year. The least was the year 2013 where only Rs. 1,807,115/- was the net profit. The company’s own 60% contribution and 40% loan was remarkable and the weighted average rate of return was 0.15024 (i.e. 15%). The internal rate of return was 0.645 (i.e. 64.5%) which is very much high and best for the company. NPV @15% was 9,739,653/-. In 20% loan the WACC was 16.5%, whereas, in 60% loan it was 13.5% and in 80% loan it was 12%.
The total equity is Rs. 9,800,000/-. We took 20%, 60% and 80% loan estimation.
No. of Share having face value 10 each:
784,000 = 9,800,000*(100%-20%)/10
392,000 = 9,800,000*(100%-60%)/10
WACC for 20%, 60% and 80% we found was 16.5%, 13.5% and 12%. We selected the minimum among them (i.e. 12%, which is for the 80% loan estimation).
IRR for the 20%, 60% and 80% we found by applying the formula was 65.5%, 63.5% and 62.50%. In that we selected the maximum percentage due to having the rule of internal rate of return. (I.e. the highest IRR is to be considered).
Now, the Value per share is derived by dividing the Net Present Value upon number of shares. The justification is that by taking 80% loan estimation the value per share for the owner increases more than taking the other estimations. In 20% it was 12.88 similarly, for 60% it was 25.29 and for 80% it was 48.85, which is the highest among them.
Therefore, the 80% loan proposal is better for the company to accept.
A Study on the Job Satisfaction of Primary School Teachers in Purasaiwakkam A...Dr. Amarjeet Singh
The education is the primary backbone for the
development of any nation in the world. It is a powerful tool
which is basis for everything in the society. For provide
education to all, the schools and its teacher’s plays important
role in building the nation. In view of this context, the satisfied
teachers in the school can give better education to students
rather than dissatisfied teachers. By viewing this as the
research focus, this article focuses on the study on the
importance of teachers' job satisfaction, It is required to
understand the overall teachers' work attitude and work
behavior. The paper reviews several factors to ascertain the
factors influencing job satisfaction of teacher. The study uses
both primary and secondary data. The secondary data were
collected various journals and websites. The Primary data
were collected by making use of structured questionnaires.
The 30 primary school teachers from Helan Sathya Primary
School, CSI Primary School and Government Primary School
were chosen by convenience sampling method for the study.
The questionnaire containing 25 questions with six attributes
each. The questionnaire begins with five questions about socio
demographic status following with 20 questions with four
dimensions namely Career, Colleagues, School and Livelihood.
Simple percentage analysis is used to analysis the data. The
study finding concludes physical Working Condition, Student
interaction, Students IQ, Student Curiosity, Eagerness to learn
are some of the concerns of a teacher in teaching. Recognition
for Extra Work, clearly defined promotion policies and Salary
held a teacher work according to the
philosophy/vision/mission/strategy of the management,
Teachers works are at times are Challenging & Interesting but
on the whole when the management takes of the teachers
better, the children are taken care of better. It is suggested
that a study can be done among higher secondary school
teachers and college teachers.
The Influence Of Individual Characteristics And Job Characteristics On Vocati...iosrjce
This study explores the relationship between individual characteristics, job characteristics with job
satisfaction of teachers in vocational schools at the Province of North Sumatera, Indonesia. The sample size of
this study was obtained using the proportional random sampling which further resulting a total number of 166
teachers who were found having the expected qualification in Mechanical Engineering subject. The hypotheses
tests based on the path analysis on the research model revealed that individual characteristics and job
characteristics. The results showed that : 1) Individual characteristics directly affect the job satisfaction of
vocational teachers in North Sumatra, and 2). Job characteristics directly affect the job satisfaction of teachers
of vocational schools in North Sumatra.
School Based Factors Influencing Preschool Teachers Job Performance in Public...paperpublications3
Abstract: Majority of pre-school teachers are leaving their jobs for different professions in recent years. The problem of teacher migration is evident in both developed and developing countries. In Kenya, ECDE teaching profession has not been accorded the same status compared to primary, secondary and tertiary professions. This has led to many ECDE teachers seeking opportunities in other fields for better working environment, pay and even motivation. With this problem in mind, the study sought to establish whether pre-school management style and interpersonal relationships influenced teachers’ job performance in public ECDE centres in Kenya with focus on East Karachuonyo Division, Homa Bay County. All public ECDE centres in Kenya are under the county governments with teachers receiving their pay from the county coffers. The respondents for this study involved preschool teachers and head teachers. Data was collected through questionnaires and interview schedule. The analysis of data was conducted using qualitative and quantitative research methods. The study established that management styles practices in pre-schools affected teachers job performance to a great extent. The study also found out for effective learning to take place, inter-personal relationships need to be developed between teachers, parents, school administrators and pupils. The study recommends that there is need to develop positive interpersonal relationships at the work place to enhance emotional stability and facilitate maintenance of life-work balance and there is a need to sensitize the Schools Board of Management on the rationale of working closely with the pre- schools teachers to enhance their job performance.
The present study has been conducted to find out the
level of Job Satisfaction among the College Teachers of
Professional and Non- Professional Institution in Punjab and to
present their Comparative Position regarding the impact of Job
Satisfaction level on their Turnover Intentions.
Design/Methodology/Approach - To fulfill the objectives of the
study, 516 College Teachers (258 college teachers from
Professional Institutions and 258 College teachers from NonProfessional
Institution in Punjab) from representative 5 districts
(i.e., Amritsar, Bathinda, Jalandhar, Patiala, Ropar) out of 22
districts of Punjab were selected to constitute the sample.
Information from selected College Teachers was collected
through a questionnaire. The data was further analysed by using
statistical techniques.
Findings - The College Teachers of both Professional and NonProfessional
Institutions in Punjab were found to be approaching
high degree of satisfaction but College Teachers of NonProfessional
Institutions are having an edge over College
Teachers of Professional Institutions. Moreover, there exists a
significant negative correlation between Job Satisfaction and
Turnover intentions of College Teachers of both Professional and
Non-Professional Institutions of Punjab.
Originality/Value: The Paper recognizes the importance of
teaching fraternity in improving the educational level of the
society and furthering the overall interest of society.
JOB SATISFACTION OF SIKSHYA SHAYAK (S.S TEACHERS) OF BHATLI BLOCK, BARGARH DI...Shiba Bhue
Educational institutions have a major responsibility in the society. These are the place, where the future of nation lies. The teachers prepare the future of the citizen of the country in the educational institution. So the teachers have been assigned with a very important & major responsibility on his shoulder. However due to some external and internal variables there performances behavior and job satisfaction levels influenced which reflected in the working environment of Teachers .This article discussed the factors which influence the job satisfaction, and levels the satisfaction and dissatisfaction of the Sikshya Sahayaks Teachers of Bhatli educational block of Odisha.
Teachers constitutes the most important asset in teaching profession, thus, their readiness and interest towards work is important to the educational development. This study adopted a quantitative research of the survey type to provide a numeric description of portion of the population. The perception of teachers towards work and teaching profession were examined and the findings reveal that, teachers are willing to show more commitment to their work and the teaching profession. The study recommends that stakeholders should give support to teachers towards fulfilling the school objectives.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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[32 37]a study of job satisfaction of secondary school teachers
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 2, No 1, 2011
A Study of Job Satisfaction of Secondary School Teachers
Muhammad Asghar Ali (Corresponding Author)
Researcher for PhD (Education) National University of Modern
Languages Islamabad, Pakistan
Tel:+96-0334-7484414, E-mail: masghar_ali2006@yahoo.com
Dr.Tanveer-uz-Zaman
Chairman/ Professor, Early Childhood and Elementary Teacher Education
Department: Allama Iqbal Open University Islamabad, Pakistan
Tel:+96-051-9250060, E-mail: tanvir56@yahoo.com
Fouzia Tabassum
Researcher for PhD (Education) Institute of Education and Research
University of the Punjab Lahore, Pakistan
Tel:+96-0334-5258086, E-mail: fouzia.pu@gmail.com
Dr.Zafar Iqbal
Assistant Director (Training) Federal Directorate of Education Islamabad, Pakistan
Tel:+96-0300-8810082, E-mail: malikzafar74@gmail.com
Abstract
Job satisfaction has always been a question mark and in debate by the researchers since long. It gained
much importance due to its significance for the achievement of objectives of any organization. The purpose
of this study was to explore job satisfaction of secondary school teachers working in the secondary schools
at district Sahiwal, the Punjab, Pakistan. The sample of 200 secondary school teachers were taken
randomly from district Sahiwal for this research study. The response rate was 100%. In order to collect
required data for the study, the Minnesota Satisfaction Questionnaire (MSQ) was used as a tool. The SPSS-
15 (evaluation version) was used to analyze the obtained data. Mean score of twenty dimensions were
calculated and t-test was also applied for the sake of comparison of job satisfaction of male-female and
urban-rural teachers. The findings show that the secondary school teachers were slightly satisfied with the
basic eight dimensions (out of twenty) of a job i.e. ability utilization, advancement, education policies,
independence, compensation, creativity, recognition and working condition. There was a significant
difference of job satisfaction between male and female secondary school teachers. However no significant
difference was found between the job satisfaction of urban and rural teachers. Thus, it is important to
overcome the problem in order to give maximum job satisfaction to teachers.
Key words: Job satisfaction, Secondary School Teachers
1. Introduction
Job satisfaction has always been a flash point of discussion among the researchers and scholars since long.
This critical issue has gained enthusiastic attention of researchers all around the world after the beginning
of industrialization, but now it is applied to each and every organization. The education system has also
been changed into an organization. In the field of education measuring the job satisfaction of teachers has
become a prime focus of attention for researchers to make it a dynamic and efficient one. The job
satisfaction of teachers particularly at secondary level is very vital. The value of secondary education is
undeniable; it is very important to provide teachers with the utmost facilities so that they must be satisfied
with the status of their job. The highlighted topic is a very serious issue due to the importance of secondary
education which is central stage of the whole pyramid of education system in the world. A better
performance from a teacher can only be expected if they are satisfied with their jobs. Job satisfaction is
32
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 2, No 1, 2011
only possible if the job fulfills the basic needs of teachers in term of salary and better status as explained by
Khan (1999), “salary or emoluments caters the material needs of the employees in allowing a sense of
status and importance”.
2. Objectives
The present study intends to achieve the following objectives:
1. to explore the job satisfaction of secondary school teachers
2. to compare the level of job satisfaction of male and female teachers
3. Hypothesis
The following null hypotheses are to be tested for the present study:
1. There is no significant difference of job satisfaction between male and female teachers.
2. There is no significant difference of job satisfaction between urban and rural teachers.
4. Literature Review
According to Newstrom (2007), “job satisfaction is a set of favorable or unfavorable feeling and emotions
with which employee view their work and the supervisors need to be alert about employee job satisfaction
level”. Job satisfaction refers to the feeling and emotions of employees in an organization. It includes the
behavior pattern of people that can be favorable or unfavorable. The progress of work is directly related to
job satisfaction. If employees are not satisfied with their jobs, the overall progress of system is affected.
The administrators should periodically study the job satisfaction of the employees and try to improve it by
promoting human values and dignity. The importance of job satisfaction in an education system is very
vital than in any other organization. Education is not merely the transfer of information but overall
development of human personality. This can only be possible if teachers of secondary schools are satisfied
with their jobs. Quality education and human development is only possible if the people involved in the
system are satisfied with their work.
There are two types of factors affecting the job satisfaction Situational characteristics and situational
occurrences: these are considered as major factors of job satisfaction. Situational characteristics are salary,
supervisory practices, working environment, promotion, Whereas situational occurrences are either positive
like extra vacation time, rewards etc or negative like faulty equipment (Quarstein, McAfee, & Glassman,
1992). Another view is that job satisfaction is a behavior that shows the satisfaction level of an individual
at their work place (Griffin, 2000).
In any education system the secondary level is very important stage as it is a link between the elementary
and higher education. Secondary School teachers have to work hard to prepare the young students for
future education. If they are not given due reward for their services, their satisfaction level decreases and
they will be unable to perform their duty properly. According to Bavendam (2000) job satisfaction of
teachers is too important because their attitude towards job affect the learning process of the students. Only
satisfied teachers can perform well in the classrooms and their quality of teaching improves. They become
more industrious and show greater commitment to the teaching learning process. Their retention rate also
becomes higher. In Pakistan the job satisfaction at secondary school level was conducted by Mahmood
(2004) and results show that secondary school teachers were not satisfied with compensation, advancement,
and policies of education. Satisfaction, dissatisfaction in the job causes success or failure of any system or
organization. So, it is pertinent to be aware of the job satisfaction level of secondary school teachers. The
present study is a serious attempt to find out the job satisfaction level of secondary school teachers working
in the Education System of Pakistan.
5. Methodology of the Study
33
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 2, No 1, 2011
This research study was conducted in district Sahiwal the Punjab, Pakistan. All the male and female, urban
and rural secondary school teachers of District Sahiwal are taken into consideration for this study. There
are fifteen hundred secondary school teachers male and female in the district Sahiwal which is the
population of the study. For this research a sample of 200 secondary school teachers (including 100 male
and 100 female) from 20 high/secondary schools (ten from urban and ten from rural area) of District
Sahiwal are taken randomly.
The Minnesota Satisfaction Questionnaire (MSQ) short form of twenty items with five point likert type
format along with the data sheet was used for collection of data from the respondents. It is widely used tool
to measure job satisfaction of employees. It can be administered to either groups or individuals. Being
gender unbiased, it can be administered for both sexes equally.
The researchers approached the respondents personally and explained the purpose of the study and
distributed questionnaire. Through personal contact all 200 secondary school teachers responded the
questionnaires which make the response rate 100%.
Data was analyzed through software ‘Statistical Package for Social Sciences’ (SPSS) version-15
(Evaluation Version). Mean scores, standard deviation were calculated and t-test was applied for the
comparison of job satisfaction level of male-female and urban-rural teachers.
6. Discussion and Conclusion
The purpose of this study was to explore and compare the level of job satisfaction of secondary school
teachers. The finding of this research show that the secondary school teachers are satisfied with respect to
the factors of the job i.e. achievement in the schools, different activities performed, authority in the school,
coworkers relations, moral values, responsibility of job, security of job, social service, social status,
supervision regarding human relations, supervision regarding technical aspects and variety in tasks (table-
1) verify the results of Mahmood (2004). These results also verify the study conducted by Ghazi (2004)
who did a research on elementary Head teachers in District Toba Tek Singh, the Punjab, Pakistan. He
found that elementary head teachers were generally satisfied with their jobs. It also verifies the results of
Ghazi et al. (2010) research study on the job satisfaction of university teachers in North West Frontier
Province of Pakistan and found university teachers were generally satisfied with their jobs. The same
results were obtained in the studies of (McCann 2001, DeMato, 2001 and Newby, 1999).
Secondary school teachers of the present study are slightly satisfied with respect to their ability utilization,
promotion opportunity, awareness and implementation of education policy, salary package creativity,
independence, recognition and working conditions (table-1). The results are consistent with the studies of
(Mahmood 2004, Ghazi 2004, Stemple 2004 and Newby 1999). The results are also consistent with Lanzo
(2003) who studied job satisfaction level of middle school teachers in New Jersey and found the teachers
were dissatisfied with the aspect of salary and advancement and DeMato (2001) who studied job
satisfaction of elementary school counselors in Virginia, she found counselors were least satisfied with
three dimensions i.e. compensation, company policies, and advancement. Mhozya (2007) explored job
satisfaction of primary school teachers’ in Botswana and found that a significant number of teachers were
not satisfied with the salary as compared with the workload. They showed displeasure with the ways of
promotions.
The results of present show that male respondents were more satisfied than female (table-2) which is
consistent with Brogan (2003) who reported a significance difference between the job satisfaction of male
and female principals, male principals enjoyed a higher level of satisfaction than females. It is also
consistent with Fitzpatrick, & White (1983) who found males were more satisfied than females. The result
of this study contradict with the following studies: Ghazi (2004) who explored the job satisfaction of
elementary head teachers in district Toba Tek Singh Punjab and found female head teachers scored more
than the male. Female principals were significantly more satisfied than their male counterpart. Mahmood
(2004) conducted research on secondary school teachers and found female teachers were significantly more
satisfied than male secondary school teachers. Newby (1999) explored the job satisfaction of middle school
principals in Virginia and found both male and female principals were satisfied with their jobs, however
34
4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 2, No 1, 2011
female principals were more satisfied than the male. Regarding gender Konicek (1992) found female
faculty members were more satisfied than male faculty during a community college faculty research.
The respondents were from urban and rural area of District Sahiwal show no significant difference between
the job satisfactions (table-3) which is contradictory to Ghazi (2004) who found that urban head teachers
were more satisfied than rural head teachers in the District Toba Tek Singh Punjab. It also contradicts with
Bennell & Akyeampong (2007) who indicated that the teachers working in the rural areas were less
satisfied with their jobs than the teachers in the urban areas. It may be due to the fact that there are fewer
facilities in the rural areas of Pakistan, while in urban areas employees have better job opportunities, high
standard educational institutions, better health and transport facilities. This result is consistent with
Mahmood (2004) who found no significant difference between the job satisfaction of urban and rural
secondary school teachers in district Sargodha Pakistan, and Jaieoba (2008) also found no significant
difference between the job satisfaction of urban and rural administrators.
On the basis of conclusion of this study, it is recommended that elementary teachers may be provided with
better salary package, rapid promotion, opportunities for creative work, recognition by the department,
active participation in policy formulation and better working conditions of the institutions. These eight
aspects may be taken for further study at different sample.
References
1. Bavendam, J. (2000). Effective Management through Measurement; Special Reports, Volume, (6).
Managing Job Satisfaction. Bevendam Research Inc.
2. Bennell, P. & Akyeampong, K. (2007). Teacher Motivation in Sub-Saharan Africa and South
Asia. DFID Department of international Development, 71.
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Vol 2, No 1, 2011
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Table No 1: Descriptive Statistics of twenty Aspects of Job Satisfaction
Aspects of Job N Mean Std. Deviation
S#
1 Ability Utilization 200 2.37 .84
2 Achievement 200 2.66 .97
3 Activity 200 2.69 .99
4 Advancement 200 2.13 1.04
5 Authority 200 2.62 .97
6 Education Policy 200 1.91 .92
7 Compensation 200 1.86 .92
8 Coworker 200 2.74 1.04
9 Creativity 200 2.47 .95
10 Independence 200 2.35 .97
11 Moral Value 200 2.69 1.02
12 Recognition 200 2.41 1.01
13 Responsibility 200 2.74 1.00
14 Security 200 2.61 1.13
15 Social service 200 2.94 .95
16 Social Status 200 2.80 1.02
17 Supervision Human Relation 200 2.70 1.09
18 Supervision Technical 200 2.71 1.12
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6. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 2, No 1, 2011
19 Variety 200 2.88 1.00
20 Working Condition 200 2.37 .82
Table-1 shows that the respondents reflect slight satisfaction with the following dimensions of job i.e.
ability utilization, advancement, education policy, compensation, independence, creativity, recognition and
working condition. Social service and coworker relationship is the area for which respondents show high
level of satisfaction, while they are satisfied with social status, activity, moral values, achievement,
supervision human relation, supervision technical, security, responsibility, authority and variety.
Table No 2 Job Satisfaction of Male and Female Teachers
Std. Sig.
Gender N Mean t df
Deviation p
Male 100 52.53 9.42
2.916 198 .004
Female 100 48.69 9.20
Table-2 shows that t (198) = 2.916, p = .004 value is significant. The job satisfaction level of male
respondents with mean value (M = 52.53, SD = 9.42) and female respondents with mean (M = 48.69, SD =
9.20) is different. Hence, the null hypothesis, “There is no significant difference of job satisfaction between
male and female teachers” is rejected and alternate hypothesis accepted. It is revealed that male
respondents are significantly more satisfied than the female respondent.
Table No 3 Job Satisfaction of Urban and Rural Respondent
Std. Sig.
Variables N Mean t df
Deviation P
Urban 100 51.52 10.20
1.359 198 .176
Rural 100 49.70 8.65
Table-3 shows that t (198) = 1.359, p = .176 value is not significant. The job satisfaction level of urban
teachers with mean value (M = 51.52, SD = 10.20) and rural teachers with mean (M = 49.70, SD = 8.65) is
nearly same. Hence, the null hypothesis, “There is no significant difference of job satisfaction between
urban and rural teachers” is accepted. There is no significant difference between urban and rural teachers.
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