The future of modern India depends on the quality of its education which, in turn, depends on the intellectually competent and trained teachers. The fast moving educational scenario demands highly efficient and result-oriented teachers. Education is no more about imparting of information; it’s the process through which the teachers prepare the young generation to internalize knowledge, skills and attitude to make them suitable for taking up the responsibilities of promoting social ideals and achieving social goals.

The performance of the teacher is greatly influenced by the related psycho-social satisfaction that he/she derives from his/her job. If a teacher is not satisfied with his/her job, he/she cannot be able to perform his/her role well. The teacher’s satisfaction with his/her job is a prerequisite for the efficiency. A satisfied teacher, with high academic and professional qualification, certainly can raise the standard of the students’ understanding of the subject knowledge. It is the teacher who acts as facilitator, guide and motivating force in process of learning. Dissatisfied teacher, in spite of having a sound academic qualification, will not be able to perform his job of facilitator whole-heartedly.

Job satisfaction is also the way to attract and retain the right type of people into the profession to help them function at the highest level of their efficiency and effectiveness. Teacher effectiveness is concerned with the relationship between distinctiveness of teachers and its effect on their classroom teaching.

The concept of job satisfaction has been developed in many ways by many different researchers and practitioners. According to P. Robbins, “Job Satisfaction is the amount of pleasure or contentment associated with the job.” Locke (1976) defines job satisfaction as "a pleasurable or positive emotional state resulting from the appraisal of one's job or job experiences". According to Brayfield and Rothe (1951), job satisfaction refers to the individual’s attitude (feeling) toward his work. According to Hugh (1983), job satisfaction is “the amount of overall positive effect (of feeling) that individuals have towards their jobs”. Trabue (1993) suggested that the real reward of the true teacher lies in the deep satisfaction, he feels in watching students grow in their understanding of themselves and of their world, in seeing them develop self-reliance, initiative and sense of responsibility. Peretomode (1991) and Whawo (1993), have suggested that the higher the prestige of the job, the greater the job satisfaction.

Many organizations face challenges in accurately measuring job satisfaction, as the definition of satisfaction can differ among various people within an organization. However, most organizations realize that workers' level of job satisfaction can impact their job performance, and thus determining metrics is crucial to creating strong efficiency.

Despite widespread belief to the contrary, studies have shown that high-performing employees do not feel satisfied with their job simply as a result of two high-level titles or increased pay. This lack of correlation is a significant concern for organizations, since studies also reveal that the implementation of positive HR practices results in financial gain for the organizations. The cost of employees is quite high, and creating satisfaction relevant to the return on this investment is paramount.

Keeping all these aspects into consideration the current study is focussed on determining the level of job satisfaction among teachers in Government school and Private Schools and to identify the factors influencing it. This will make the schools to understand the appropriate behavior pattern and differences of their employees that affects the level of their job satisfaction.

LITERATURE REVIEW:

It is important for a researcher to have adequate familiarity with the work which has already been done in the area of his research. The following is the brief summary of all studies conducted in this area.

Ram Krishananaiah D. (1980) explored the aspects of job satisfaction in the form of attitude toward teaching and job involvement of college teachers. The main objective was to find out the relationship between personal and demographic variable and job satisfaction of teachers and to find out the relationship between the job involvement and satisfaction. The result of the finding revealed that teachers working in private college were more satisfied than those working in Govt. College and the level of job involvement of teachers did not have any significant effect upon the level of their job satisfaction.

Das, Bijoy Laxmi (1988) studied on job on secondary school- teacher’s job satisfaction and job motivation in Cuttack district of Orissa. The main objectives were to determine the job satisfaction and motivation of government school and privately managed school teachers and teachers from “different age-groups. The result of the findings revealed that 77.6% and 25.33% of the government and privately managed school teachers respectively were positively motivated and teachers who were motivated were also found highly satisfied in their job.

Parakash, R. (2005). studied on teacher effectiveness as a function of school organizational climate and teaching competency. The main objectives were to compare the strength of teacher effectiveness in various types of school organizational climates and to estimate the relationship of school organizational climates and teaching competency of teacher effectiveness under various type of school climates. The result of the finding revealed that the open school organizational climate positively affected both the teaching competency as well as teacher effectiveness and there exited a significant relationship between teaching competency and teacher effectiveness.

Goswami T.N. (1988) studied on job satisfaction among teachers of central schools Agra. The main objectives were to determine the nature and extent of job satisfaction in different categories of teachers of central schools and to find out the relationship between the job satisfaction of CST and their sex, age, academic qualifications, and length of teaching experience. The result of finding revealed that the central schools teachers of the north eastern region were found satisfied from their income, job security, status as perceived by self-pleasure of achievement in job, leadership and supervision, interpersonal relations and group behavior in school, while they were dissatisfied on fringe benefits, stability in job, chances of promotion, working conditions in schools, status as seen by others, and recognition and approval. The CST of the NE region with graduate qualifications were more satisfied with their jobs than teachers with under graduate and post-graduate qualifications.

Ram Krishananaiah D. (1989) studied on job satisfaction of college teachers. The main objectives were to determine the general level of job satisfaction among college teachers, and to identify factors with which the teachers were satisfied/dissatisfied. The result of the finding revealed that the teachers in general were satisfied with their job and three factors which contributed to dissatisfaction and six factors which contributed to satisfaction were identified.

Naik, G.C. (1990) studied on job satisfaction of teaching assistants of the MS. University. The main objectives were to find out the job satisfaction of teaching assistants and to find out the relationship between job satisfaction and sex, age experience of teaching and marital status. The result of the finding revealed that most of the teaching assistants were satisfied with their job responsibility and social conditions within the department and they did not differ in their level of job satisfaction in terms of sex, age-group experience and marital status.

Shah Beena (1991) studied on determination of teachers’ effectiveness. The main objective of the study was to predict the effect of aptitude, intelligence, values, self-concept, job motivation, job satisfaction, personality, and attitude and school climate on teaching effectiveness among the secondary level teachers. The result of the finding revealed that teacher’s effectiveness was significantly affected by teaching aptitude, job satisfaction, job aptitude, job motivation, intelligence and organizational climate.

Panda, B.N., Pradhan, Nityananda and Senapaty H.K. (2001) studied on job satisfaction of secondary school teachers in relation to their mental health, age, sex, management of school. The main objectives were to study the effect of mental health on job satisfaction of secondary school teachers and to study the effect of management of school (government and private) on job satisfaction of secondary school teachers.

The result of the finding revealed that mentally healthy secondary school teachers were significantly more satisfied with their job as compared to intently unhealthy teachers and there was no significant difference between government and privately managed secondary school teachers in their job satisfaction.

Sabapathy Tara (2001) studied on work motivation of secondary school teachers A function of job satisfaction and morale. The main objective of this study was focuses on work motivation of secondary school teachers as related to their job satisfaction and morale. The result of finding revealed that work motivation of the secondary school teachers was positively and significantly related to job satisfaction and morale.

Sandhu B.S. and Natash Inder Shergil (2001) studied on effect of social maturity and teaching aptitude on job satisfaction of school teachers. The purpose of this study was to explore the relationship between social security and teaching aptitude and how these affect the job satisfaction. The result of finding revealed that teachers who are high on social security and have superior teaching aptitude are more satisfied in job than teachers who are less socially matured and who lack in teaching aptitude.

Singh Arun Kumar and Ashish Kumar singh (2007) studied on job satisfaction as a function of extrinsic factor of job. The objective of the study was to find out job satisfaction of those whose spouse is employed. The result of finding revealed that age, intelligence and employment of spouse affected the level of job satisfaction experienced by the employees.

Bhuyan Band M. Chaudhary (2003) studied on job satisfaction of college teachers. The purpose of study was to determine the degree of job satisfaction of the college teachers with respect to sex, marital status and location as well as experience. The result of the finding revealed that there was significant difference in the job satisfaction of male and female teachers; but there was no significant difference in job satisfaction between married and unmarried; between rural and urban and among experience of the college teachers.

Pandy Manju and Roma Maikhuri (2005) studied on teaching of effectiveness and ineffective teachers. The main objective was to investigate the difference between effective and ineffective teachers towards teaching profession. The result of the finding revealed that teacher’s attitude towards teaching profession was not behind their effectiveness/ineffectiveness.

Singh S.N. and N Singh (2005) studied in values in relation to job satisfaction of secondary school teachers. The purpose of study was to find the value system as related to job satisfaction of secondary school teachers. The result of the finding revealed that economic and political values were found to be greater of teachers dissatisfied with their job and social theoretical and moral values were found to be associated with teachers

Kamboj (2008) examined the relationship between job satisfaction and self-actualization of secondary school teachers. The study was conducted on a sample of 1360 secondary school teachers from different rural, urban, both governments as well as private schools, affiliated to Punjab School Education Board. The tools used for data collection were Job Satisfaction Scale by Dixit and Self-actualization Inventory by Sharma. The study revealed that there was a positive and significant relationship between job satisfaction and self – actualization of secondary school teachers.

Nasir and Zaki (2009) studied the job satisfaction of senior secondary school teachers as a function of gender, job status and the level of education. Job Satisfaction Questionnaire administered individually on 100 teachers to gather information. The results of research revealed that the degree of job satisfaction among female teachers was found significantly more in comparison to male teachers. Postgraduate teachers showed significantly greater degree of job satisfaction than part time teachers. Teachers holding only postgraduate degree were significantly more satisfied than the teachers holding Ph. D. degree.

Geeta and Pandey (2011) designed a study to know job satisfaction in public sector and private sector. Findings of the study revealed that job 69 performance of individuals with high versus low job ambivalence may fluctuate such that job performance is comparatively high when positive beliefs and affective experiences are salient and thus predominate at a certain point in time but that their performance may be comparatively low at other times when negative beliefs and affective experiences are salient and predominate.

Marc Van Veldhoven (2012) talks about the relationship between organizational performance and two dimensions of the ‘high performance work system’ – enriched job design and high involvement management (HIM) – is widely assumed to be mediated by worker well-being. We outline the basis for three models: mutual-gains, in which employee involvement increases well-being and this mediates its positive relationship with performance; conflicting outcomes, which associates involvement with increased stress for workers, accounting for its positive performance effects; and counteracting effects, which associates involvement with increased stress and dissatisfaction, reducing its positive performance effects.

Abdul Raziq (2015) says that in the modern era, organizations are facing several challenges due to the dynamic nature of the environment. One of the many challenges for a business is to satisfy its employees in order to cope up with the ever changing and evolving environment and to achieve success and remain in competition. In order to increase efficiency, effectiveness, productivity and job commitment of employees, the business must satisfy the needs of its employees by providing good working conditions.

OBJECTIVES OF THE STUDY:

1. To assess the job satisfaction level of teachers in Government school and Private Schools.

2. To identify the factors which influence the job satisfactions of Teachers in government schools and private schools.

RESEARCH METHODOLOGY:

The choice of the research method is determined by the underlying objectives of the study. “Survey method” has been used for the present study. The study is exploratory and quantitative in nature. A structured questionnaire is used as the research instrument for the study to collect the data. . A statistical analysis was conducted on the responses collected through closed ended questions and qualitative data was quantified by counting the frequency of occurrence of events. For analysis and interpretation, the technique used is mean, standard deviation, independent t-test and one way Anova.

Sampling and Data Collection

The teaching staff in the schools of North- West District of Delhi was considered for the purpose of collecting the data. The total number of teachers selected in the sample was 150, out of which 75 teachers were of government schools and 75 teachers were of private schools in North West District of Delhi. Sample of the study is taken irrespective of the gender of teachers.

Questionnaire

A five- point likert scale semi- structured questionnaire is divided into two sections, first section is related to demographics and second section covers 19 questions based on the factors affecting job satisfaction derived from the literature. These factors included salary and fringe benefits, job security, relationship with principal and students, interpersonal relations among colleagues, working conditions, ability utilization, incentives and facilities for teachers, possibility of career development, government policies regarding profession of teaching.

Research Hypotheses

Ho1 -There is no significant difference in the level of job satisfaction of school teachers in relation to gender.

Ho2 -There is no significant difference in the level of job satisfaction of school teachers in relation to age.

Ho3 -There is no significant difference in the level of job satisfaction of school teachers in relation to work experience.

Ho4- There is no significant difference in the level of job satisfaction of school teachers in relation to category.

Ho5- There is no significant difference in the level of job satisfaction of school teachers in relation to designation.

Ho6: There is significant difference in the level of job satisfaction amongst government and private school teachers in Delhi.

Methodology used for Data Analysis

The reliability of the questionnaire is tested through cronbach’s alpha. The value of cronbach’s alpha is 0.709 that is greater than .6, which indicates an acceptable level of internal consistency and reliability of the questionnaire.

Table 2 depicts the variance and cumulative of all the factors affecting job satisfaction among govt. and private school teachers. All these factors have affect on the job satisfaction level but the first six factors contribute the most. The figure 67.096 reflects that these six factors have the most significant effect on the satisfaction level than the remaining factors.

Therefore no we will identify these factors that are having the most significant effect on the job satisfaction level among school teachers. The factors identified through factor analysis are as F1 – rewards and career progression, F2- benefits and compensation, F3 –working conditions, F4 –additional and other responsibilities, F5 –leaves provision and F6 – choice of teaching profession.

To ascertain whether there is difference in the satisfaction of govt. and private teachers and satisfaction of govt. and private school teachers on the basis of demographic factors independent sample t-test and one way Anova is used.

After conducting t-test and one way ANOVA it was drawn that the following demographic factors have no significance difference in the level of job satisfaction because their p value is greater than 0.05; therefore the null hypothesis is rejected in these cases. (Table 3).

Table 3: t-Test and ANOVA results for demographic factors in Govt. and Pvt. Schools

Demographics	p value
Gender	0.468
Age	0.197
Work experience	0.358
Designation	0.505

In the table below, p value is less than .05 .i.e. .038 which shows that there is significant difference in the level of job satisfaction amongst government and private school teachers in Delhi.

Table 4: Results for the difference in the overall satisfaction amongst government and private school teachers

	Sum of Squares	df	Mean Square	F	Sig.
Between Groups	3.118	2	1.559	3.343	.038
Within Groups	68.565	147	.466
Total	71.684	149

Table 5: Mean difference in terms of factors identified

Factors Identified Through Factor Analysis	Government School (mean)	Private School (mean)
F1 – REWARDS AND CAREER PROGRESSION	3.42	2.73
F2- BENEFITS AND COMPENSATION	3.23	2.89
F3 –WORKING CONDITIONS	3.62	2.92
F4 –ADDITIONAL AND OTHER RESPONSIBILITIES	4.21	2.35
F5 –LEAVES PROVISION	4.32	3.12
F6 – CHOICE OF TEACHING PROFESSION.	3.56	2.78

As shown in Table 5, when the overall mean is analyzed there exist the difference between the job satisfaction level of government and private schools. On all the parameters it is evident that teachers working in the government schools are more satisfied on all the parameters as compared to the teachers working in the private schools.

FINDINGS:

Factors that affected Job Satisfaction are Salary and benefits, job security, relationship with principal and students, working conditions and work load, interpersonal relations among colleagues, possibility of career development and government policies regarding profession of teaching etc. Through factor analysis it is concluded that factor two has the most significant effect on the job satisfaction level of the school teachers. Factor two contains aspects of benefits and compensation that affects the job satisfaction the most whereas factor 5 has the least significance. Factor 5 covers the leave provisions which have the least impact on the level of job satisfaction among school teachers. The analysis shows that teacher working in the government schools are more satisfied on all the parameters as compared to the teachers working in the private schools. From the independent t- test and one way Anova conclude that the demographic factors like gender, designation, age and work experience has no significance difference in the level f job satisfaction while only one factor of category has significance difference in the satisfaction level. So overall it can be conclude that the level of job satisfaction is more in than govt. schools the private schools when considering these above mentioned factors.

MANAGERIAL IMPLICATIONS:

Sufficient teachers and officials recruitment measures should be taken up by the education department to fill up the vacant posts as soon as possible. Ideal teacher student ratio, salary hike, good infrastructure, healthy work environment, Proper sanitation facilities must be provided. The teachers must be promoted according to efficiency and experience, motivational principal, good administration and control. They should also be given authority and must be empowered to make decisions. There should be more transparency and accountability of teachers, parents and community and due respect should be given to teaching profession. Good government policies about education, proper funds for development of schools, Counselling and Training Programs for teachers, Recreational and creative exposure for teachers; this all must be conducted by govt. and school authorities

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Received on 28.11.2016 Modified on 27.12.2016

Asian J. Management; 2017; 8(1):30-36.

DOI: 10.5958/2321-5763.2017.00006.3

			Govt.	Private
1	Gender	Male	24	20
1	Gender	Female	51	55
2	Category	General	40	55
		OBC	25	15
		SC/ST	10	05
3	Age	< =25	33	32
3	Age	>25	42	43
4	Designation	Primary Teacher	20	20
		TGT	30	35
		PGT	25	20
5	Work Experience	Less than 5 yr	33	40
5	Work Experience	More than 5 yr	42	35