Traditionally, teaching was a combination of information-dispensing, custodial child care and sorting out academically inclined students from others. The underlying model for schools was an education factory in which adults, paid hourly or daily wages, kept like-aged youngsters sitting still for standardized lessons and tests.Teachers were told what, when, and how to teach. They were required to educate every student in exactly the same way and were not held responsible when many failed to learn. They were expected to teach using the same methods as past generations, and any deviation from traditional practices was discouraged by supervisors or prohibited by myriad education laws and regulations. Thus, many teachers simply stood in front of the class and delivered the same lessons year after year, growing gray and weary of not being allowed to change what they were doing. The present study focuses on factors influencing overall job satisfaction level of teachers in Erode district.

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Volume-8, Issue-1 February 2018
International Journal of Engineering and Management Research
Page Number: 232-236
Factors Influencing Overall Job Satisfaction Level of Teachers in Erode
District
Arasu Periyasaamy1
and Dr. V. Vijayalakshmi2
1
Ph.D Scholar, Kovai Kalaimagal College of Arts & Science, Narasipuram PO, Coimbatore, INDIA
2
Assistant Professor, Kovai Kalaimagal College of Arts & Science, Narasipuram PO, Coimbatore, INDIA
ABSTRACT
Traditionally, teaching was a combination of
information-dispensing, custodial child care and sorting out
academically inclined students from others. The underlying
model for schools was an education factory in which adults,
paid hourly or daily wages, kept like-aged youngsters
sitting still for standardized lessons and tests.Teachers were
told what, when, and how to teach. They were required to
educate every student in exactly the same way and were not
held responsible when many failed to learn. They were
expected to teach using the same methods as past
generations, and any deviation from traditional practices
was discouraged by supervisors or prohibited by myriad
education laws and regulations. Thus, many teachers
simply stood in front of the class and delivered the same
lessons year after year, growing gray and weary of not
being allowed to change what they were doing. The present
study focuses on factors influencing overall job satisfaction
level of teachers in Erode district.
Keywords-- Teaching, Traditional Practices, Job
Satisfaction, Erode District
I. INTRODUCTION
Recasting the relationship between students and
teachers demands that the structure of school changes as
well. Though it is still the norm in many places to isolate
teachers in cinderblock rooms with age-graded pupils
who rotate through classes every hour throughout a
semester or every year, in the case of elementary school
this paradigm is being abandoned in more and more
schools that want to give teachers the time, space, and
support to do their jobs. Extended instructional periods
and school days, as well as reorganized yearly schedules,
are all being tried as ways to avoid chopping learning
into often arbitrary chunks based on limited time. Also,
rather than inflexibly group students in grades by age,
many schools feature mixed-aged classes in which
students spend two or more years with the same
teachers.
II. REVIEW OF LITERATURE
B. R.Ananthan and SudheendraRao (2011)
researched the elements of representative maintenance
practices and procedures and frameworks continued in
MNCs and Indian firms. Utilizing an organized self-
finishing survey having extraordinary reference to
explicit maintenance systems and their versatility, the
information has been gathered on 550 respondents (335
representatives and 215management). Results uncovered
that representatives had higher scores on complete
maintenance techniques, the board/hierarchical
methodologies, award and acknowledgment systems,
worker advantage procedures, and worker thoughts and
idea systems. Notwithstanding, no distinction was seen
among Indian and MNCs on different maintenance
systems. Ramifications of the examination have been
featured as, view of the representatives over complete
maintenance procedures was essentially higher than
respondents from the board side and not many of the
particular systems the executives/authoritative
methodologies, award and acknowledgment techniques,
worker advantage methodologies, and representative
thoughts and idea methodologies workers had higher
scores than the administration. The exploration
discoveries of this investigation uncover that the
representative assumptions are higher than authoritative
hopes. Their proceeding with exertion and the
simultaneous organization of all around incorporated and
refined HRM foundations certify the idea that pay
bundles, albeit significant, have restricted
accomplishment in staff inspiration and maintenance. In
total, while Western HRM rehearses are generally
received in India in differing degrees, the country source
of the particular MNC is as yet a significant factor that
molded the stages to decide how a firm can deliberately
encourage staff maintenance and improve representative
hierarchical linkage.
Cheryl Belbin (2011) researched worker
maintenance by inspecting representative view of labor
force maintenance methodologies to decide whether any
parts of the technique affect representative turnover
expectation. The test site for this examination was
Queensland Health. The 3000 attendants focused on
were from 63 destinations in 8 Health Service Districts

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inside the association. Review technique was picked.
Three inspiration hypotheses were adjusted and applied
to labor force maintenance systems to distinguish
maintenance factors and these were remembered for a
reasonable structure to test the connections. The study
took a gander at consciousness of, investment in, and
saw viability of, 28 labor force maintenance techniques
offered by Queensland Health and how these might
impact an employee’s aim to turnover. The connection
between maintenance elements and turnover expectation
was additionally researched, and segment factors were
incorporated to decide whether they influenced the
connection between maintenance variables and turnover
aim. The study’s discoveries affirmed that of the partner
of medical attendants studied, most knew about, and had
partaken in, at least one of the labor force maintenance
procedures recorded. The significant obstruction in the
respondents‟ mindfulness was their absence of
information on which labor force maintenance
procedures were being offered, for the most part because
of absence of advancement. The positioning of the
viability of labor force maintenance techniques
uncovered an inclination for those that gave a money
related benefit, and less significantly, an expert
improvement opportunity. The investigation likewise
uncovered that there was a positive connection between
maintenance factors and diminished turnover
expectation. Further to these discoveries, various
subjects arose reliably and firmly with respect to nurses‟
view of turnover aim. These included; absence of help,
absence of authority, high responsibility, deficiency of
staff, tormenting and no acknowledgment of the job.
These outcomes have significant ramifications for
functional upgrades in Queensland Health. The
discoveries have set a strong establishment for additional
examinations and extended exploration openings, while
revealing a little insight into this intricate relationship.
Sherjung Khadka (2011) investigates worker
maintenance in the financial business of Nepal. The
particular reason for the examination is to inspect and
investigate the worker turnover, HR rehearses and their
connection with representative maintenance; and
systems for worker maintenance. Representative
turnover is the serious issue of most associations.
Elements like-pay and advantages, nature of work life,
relationship with director or companion, after retirement
benefits plan, work execution, and so on assume a
critical part in representative turnover. The board ought
to recognize these variables to make them sure or ideal
and ought to apply fitting systems to hold workers.
Recruiting practices, remuneration and advantages,
professional stability, participative administration,
preparing and advancement, development openings, and
so on are the fundamental segments of HR rehearses
which help to maintenance of representative. The
association ought to perceive these segments and ought
to apply appropriate methodologies to hold their key
representatives. Further examination can explain
different parts of the HR rehearses and their effect on
hierarchical adequacy.
III. RELIABILITY ANALYSIS
The reliability of scales used in this study was
calculated by Cronbach's coefficient alpha. Cronbach’s
alpha reliability coefficient normally ranges between 0
and 1. However, there is actually no lower limit to the
coefficient. The closer Cronbach’s alpha coefficient is to
1.0 the greater the internal consistency of the items in the
scale. The coefficient alpha values exceeded the
minimum standard of .70. It’s provided good estimates
of internal consistency reliability.
The formula is as follows:
Where
k is the number of items in the scale.
r is the average correlation pairs of items.
As the number of items in the scale (k) increase, the
value of alpha becomes larger.
If the inter-correlation between items is large, the
corresponding alpha will also be larger.
Table 1.1: Reliability for Factors Influencing Overall Job Satisfaction Level of Teachers
S. No. Items
Scale mean if
item deleted
Cronbach's alpha if
item deleted
1 Overall condition of work environment 122.365 0.888
2 Working and functioning of the school policies 122.585 0.887
3 Interpersonal relationship between the teachers and management 122.755 0.887
4 Regulation policy and control provided by the administration 122.755 0.885
5 Frequent collaboration of colleagues as work groups 122.845 0.884
6 Social aspect of school settings 122.815 0.884
7 Management’s attitude towards teachers. 122.805 0.884
8
Training and orientation programmes provided by the
management 122.685 0.886
9 Responsibilities given to teachers in the school 122.655 0.885
10 Effective participation in making students learn differently 122.695 0.892
11 Effective motivation of students to learn independently. 122.655 0.892
12 Level of autonomy given to the teachers 122.585 0.892
r
k
kr
)
1
(
1 




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13 Recognition in the form of appreciation awards 122.585 0.887
14 Basic needs provided by the school 122.605 0.887
15 Support from parents and community 122.365 0.888
16
Leave benefits provided at the right time by the school
management. 122.585 0.887
17 House hold duties often interfere and disturb the school activities 122.755 0.887
MEAN 122.653
VARIANCE 164.29
STD. DEVIATION 13.89
CRONBACH'S ALPHA 0.819
NO. OF ITEMS 17
It reveals that all the seventeen measurement
scale items are reliable as the Cronbach alpha coefficient
of 0.819. It is greater than the threshold level of 0.70. It’s
provided good estimates of internal consistency
reliability and also coefficient alpha values ranged from
0.884 to 0.892 for all the constructs. It is indicating that
the scales used in this study were reliable. It clearly
indicates that above scale items are consistent with each
other and they are reliable measure of factors related to
factors influencing overall job satisfaction level of
teachers, so that it can be used for next analysis.
Dimensionality of the Multi-Scale Items (Factor
Analysis)
Factor Analysis is a set of technique which by
analyzing correlations between variables reduces their
numbers into fewer factors which explain much of the
original data, more economically. Even though a
subjective interpretation can result from a factor analysis
output, the procedure often provides an insight into
relevant psychographic variables, and results in
economic use of data collection efforts. The subjective
element of factor analysis is reduced by splitting the
sample randomly into two and extracting factors
separately from both parts. If similar factors result, the
analysis is assumed as reliable or stable.
Table 1.2: Kmo and Bartlett’s Test for Factors Influencing Overall Job Satisfaction Level of Teachers
Kaiser-Meyer-Olkin Measure of Sampling Adequacy
0.743
Bartlett’s Test of Sphericity: Approx. Chi-Square 2542.12
Sig 0.000**
S/NS S
**P<0.001 *P<0.05 S-Significant
From the above table 4.4.2 two tests namely,
Kaiser-Meyer-Olkin Measure of Sampling Adequacy
(KMO) and Bartlett’s Test of Sphericity have been
applied to test whether the relationship among the
variables has been significant or not. The Kaiser-Meyer-
Olkin Measure of sampling adequacy shows the value of
test statistics is 0.743, which means the factor analysis
for the selected variable is found to be appropriate or
good to the data. Bartlett’s test of sphericity is used to
test whether the data are statistically significant or not
with the value of test statistics and the associated
significance level. It shows that there exists a high
relationship among variables.

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Table 1.3: Communalities for Factors Relatedto Satisfaction Levels Regarding the Overall Job Satisfaction Level of
Teachers
S.NO. ITEMS Initial Extraction(h2
)
X1 Overall condition of work environment 1.000 0.774
X2 Working and functioning of the school policies 1.000 0.764
X3 Interpersonal relationship between the teachers and management 1.000 0.716
X4 Regulation policy and control provided by the administration 1.000 0.512
X5 Frequent collaboration of colleagues as work groups 1.000 0.584
X6 Social aspect of school settings 1.000 0.694
X7 Management’s attitude towards teachers. 1.000 0.751
X8 Training and orientation programmes provided by the management 1.000 0.696
X9 Responsibilities given to teachers in the school 1.000 0.511
X10 Effective participation in making students learn differently 1.000 0.743
X11 Effective motivation of students to learn independently. 1.000 0.743
X12 Level of autonomy given to the teachers 1.000 0.676
X13 Recognition in the form of appreciation awards 1.000 0.728
X14 Basic needs provided by the school 1.000 0.619
X15 Support from parents and community 1.000 0.663
X16 Leave benefits provided at the right time by the school management. 1.000 0.653
X17 House hold duties often interfere and disturb the school activities 1.000 0.605
The above table 1.3 (Communalities) represents
the application of the Factor Extraction Process, it was
performed by Principal Component Analysis to identify
the number of factors to be extracted from the data and
by specifying the most commonly used Varimax rotation
method. In the principal component analysis, total
variance in the data is considered. The proportion of the
variance is explained by the seventeen factorsin each
variable. The proportion of variance is explained by the
common factors called communalities of the variance.
Principal Component Analysis works on initial
assumption that all the variance is common. Therefore,
before extraction the communalities are all 1.000. Then
the most common approach for determining the number
of factors to retain i.e., examining Eigen values was
done.
Table 1.4: Rotated Component Matrix Forfactors Reated to Satisfaction Levels Regarding the Overall Job Satisfaction
Level of Teachers
Variable code
Component
I II III IV
X7 .787 0.299 -0.041 0.045
X2 .732 -0.044 -0.468 -0.059
X12
.721
0.362 0.045 -0.036
X16 .659 0.385 0.364 0.219
X9 .642 0.427 0.414 0.160
X3 .378 .754 0.190 0.140
X10 .156 .735 -0.544 -0.153
X14 .166 .701 .119 -.096
X6 .458 .695 -.035 .059
X8 .029 .201 .701 .197
X4 .412 .325 .695 -.283
X5 0.204 .223 .683 0.229
X11 -0.077 .235 .624 -0.177
X1 -0.099 .256 .236 .556
X17 -0.096 .149 .128 .543
X15
.143 .090 .259 .741
X13 .157 .315 .483 .695
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.
Rotation converged in 8 iterations.

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Table 1.4 represents the Rotated Component
Matrix, which is an important output of principal
component analysis. The coefficients are the factor
loadings which represents the correlation between the
factors and seventeen variables (X1 to X17). From the
above factor matrix it is found that coefficients for
factor-I have high correlation with X7,x2,X12,X16, and
X9 which is Management’s attitude towards
teachers,Working and functioning of the school policies,
Level of autonomy given to the teachers, Leave benefits
provided at the right time by the school management and
Responsibilities given to teachers in the school.
It is evident that factor II have absolute
correlation with 4 variables namely X3,X10,X14, and X6
which isInterpersonal relationship between the teachers
and management, Effective participation in making
students learn differently, Basic needs provided by the
school and Leave benefits provided at the right time by
the school management.
This is also observed from the analysis that there
are 4 variables contributing to factor III namely
X8,X4,X5,X11, which isTraining and orientation
programmes provided by the management, Regulation
policy and control provided by the administration,
Frequent collaboration of colleagues as work groups and
Effective motivation of students to learn independently.
Finally there are 4variables contributing
variation in Factor IV which includes X1,X17,X15, and
X13 which is Overall condition of work
environment,House hold duties often interfere and
disturb the school activities, Support from parents and
community, Recognition in the form of appreciation
awards respectively.
IV. CONCLUSION
It is evident form the analysis that
Management’s attitude towards teachers, Working and
functioning of the school policies, Level of autonomy
given to the teachers, Leave benefits provided at the
right time by the school management and
Responsibilities given to teachers in the school are the
primary factors influencing the job satisfaction level of
teachers in erode district.
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