Report on Education

CHAPTER #1

INTRODUCTION

Education is basic human need and one of the biggest factors determine the man’s

superiority over all other creatures of the world. “Iqra” said God Almighty to Muhammad

(SAW) in His first message to him “read” which indicated the significance of reading,

learning and education in Islam. That’s why Islam stresses on acquiring education. It is

essential for people to acquire a broad base of knowledge, attitudes, values and skills on

which they can build a sound future for their country. Education provides people with the

potential to learn, respect to new opportunities adjust to social and cultural activities with

in the cultural milieus of an Islamic Society. Education which changes the attitudes and

behaviors of the people towards modernization and the quality of life. Generally

education helps overcome poverty, increase income, improve health and nutrition, safe

water, reducing the incidence of disease. Generally income depends on the level of

attainment of education. The whole philosophy of an individual’s life is reflected in

his/her success and satisfaction with his/her accuptation or profession.

One’s occupation is the watershed down which the rest of one’s life flows. So if one has

to be happy in his life he/she must be satisfied and happy in his occupation. To get

satisfaction in his job, in turn, he must choose it wisely.

The job satisfaction inventory was developed to measure the level of satisfaction/

dissatisfaction of the teachers in their job as a whole and also to identify the most

significant job factors causing satisfaction/dissatisfaction to the teachers.

The satisfaction of work depends largely on his/her expectation, standards, and the place

of work in his/her life. Pakistan is a developing country, but it cannot attain self-

sufficiency in various field as well as capacities to promote higher standards of living for

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all the Pakistan without a successful comprehensive system of education.

No system of education can rise above the teachers who serve it and its quality depends

ultimately on the quality and efforts of the teachers.

In fact teacher has been accorded a prestigious place in the society for his/her services,

which are recognized as backbone of every society. With reference to him/her role in

society, importance is not given to him/her which he/she deserved

Teachers are to be confronted with physical, economics, social as well as psychological

problems both in and out of the school. Teacher’s performance is directly related to the

level of satisfaction of their jobs. So investigators were deeply interested to find out the

factors, which influence the teacher’s personality and make him satisfied with task he/she

is expected to perform.

STATEMENT OF THE PROBLEM

To compare the job satisfaction between regular teachers and contract based educators at

elementary level in Tehsil, Faisalabad

SIGNIFICANCE OF THE PROBLEM

1. Significance of the problem:

2. Contract jobs, especially in education department, so there is comparatively less

research has been conducted at this mode of job.

3. The research will be particularly helpful for the policy formulators from top to lower

range.

4. It will also provide ample guidance to the new job seekers.

5. Career counseling organizations can benefit from the out comes of this research.

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OBJECTIVES OF THE STUDY

1. This research will help to find out the causes of job satisfaction or dissatisfaction

between regular teachers and contract-based educators.

2. This research will help the administrator to understanding the needs of teacher in

knowing which kind of administrative style they would like to be adopted in schools.

3. This study will help the teacher policy makers, Government and new researchers.

HYPOTHESIS

1. There is immense difference job satisfaction between regular teachers and contract

based educators.

2. There is no immense difference of job satisfaction between regular teachers and

contract based educators.

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CHAPTER # II

REVIEW OF THE RELATED LITERATURE

Job satisfaction is considered as one of the most important indicator of successful and

smooth working of an establishment institution or organization. Satisfied workers

increase the efficiency and production.

Job satisfaction is a complex phenomenon. It is a general attitude possessed by an

employee which is the result of any specific attitudes.

Job satisfaction has been studied in a global sense. Job satisfaction is quite complex and

has multiple dimensions. Job attitudes are like wise complex. Hence means of satisfaction

have been developed that attempt to assess satisfied with specific job satisfaction

2.1 MEANING

Individuals are satisfied with their jobs to the extent to which their jobs provide them with

that they desire and they perform effectively in them to the extent effective performance

leads to the attainment of what. (Organ, 1985)

When a worker says he is satisfied with his job, he is in effect saying that his needs are

satisfied as a result of having his job. Thus, path goal theory would predict that high

satisfaction would lead to low turnover and absenteeism because the satisfied individual

is motivated to go work where his important needs are satisfied. (Organ. 1991) Different

authors have defined job satisfaction in different ways as Job satisfaction is feelings or

effective responses to facets of the situation (Smith,1992)

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An attitude that workers have about their job. It results from there perception of the jobs.

(Invancevach. 1999)

Job satisfaction is the favorableness or unfavourableness with which employee view their

work (Pierce. 1985) The degree of positive feelings one has towards one’s job situation

(Callahan,1991)

Job satisfaction is a general attitude, which is the result of many specific attitudes in three

areas, namely. Specific job factors individual characteristics and group relations outside

the job. (Cascio, 1982).

Job satisfaction has been studied in a global sense. However, as the job situation is quite

complex and has multiple dimensions. Job attitudes are likewise complex. Hence

measures of satisfaction have been developed that attempt to assess satisfied with specific

job dimensions.

Job satisfaction also reflects the importance of what is wanted. Typical job facets that

have been studied include (a) Work itself (b) Pay (c) Promotion (d) Recognition (e)

Benefits (f) Supervision (g) Co-workers (h) working condition and (i) company and

management.

2.2 NATURE OF JOB SATISFACTION

Job satisfaction has cognitive, effective and behaverial component. Job satisfaction

depends upon the degree of correspondence between each worker’s needs and the

reinforcing or need fulfilling characteristics of the job. This formulation was cited in the

proceeding section as a basic element in the concept of work adjustment. Since the

relative value individual’s place on different needs varies widely, the same objective job

situation may provide a high degree of job satisfaction for some workers and

dissatisfaction for others. From a somewhat different angle, job satisfaction can be

considered in terms of “met expectations.”

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Nature of job satisfaction involve:

V Values > Motivation y Morale

(According to Dubrin 1984)

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1. Satisfaction and Values

Current research and opinion suggested that the job values of the new breed of employees

differ in significant ways from the job of the “old breed.” Also many young employees, in

general, have somewhat different values form those of older employees. Nine key job

values have been identified that are helpful in drawing comparison between contemporary

and traditional employee. That satisfaction of today’s employees could enhance by

providing them opportunities to fulfill such values as priorities of family over work and

creative. The strategy would work providing that the employees had strong desires to

satisfy such needs as affection, competence or self-fulfillment.

Job satisfaction and job motivation are conceptually related but not identical concepts

although most theoretical positions on the topic does not clearly differentiate between the

two variables. Satisfaction refers to a state of contentment: motivation refers to expending

effort towards a goal. One-way in which to visualize the relationship between satisfaction

and motivation is use of a four way diagram indicating the extreme positions

They are as follow:

i. Contented, Relaxed Worker

Some people drive satisfaction form working in a relaxed, no pressured atmosphere. If

they had to work too hard, they would experience job dissatisfaction

ii. Disgruntled, Uninvolved Workers

Employees who fit this category are often under stress. They dislike their job yet work

just hard enough to prevent is being fired to receiving serious reprimands. Economic

necessity forces them to work.

iii. Dissatisfied, Hardworking Person

Many people with a professional orientation work hard even if they are currently

dissatisfied with their firm or general working condition One motive for their motivation

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is that a professionally oriented person would not want to damage his or her reputation by

performing poorly, even if a particular job were unsatisfying.

iv. Well Satisfied, Hard Charger

A person in this category is usually on the path toward self-fulfillment.

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Source: Durbin, 1981. “Human Relations: "A Job oriented Approach” (2" (l-ed), Reston,

Reston Publication Company, A Printice Hall Co.

v. Satisfaction and Morale

Both satisfaction and morale refer to positive a motional status that may be experiences

by jobholders and the terms are often used interchangeably. Morale focuses more own

and employee’s interest in helping the organization or going along with its demand.

2.3 IMPORTANCE OF JOB SATISFACTION

Job satisfaction is defined as the feelings of a worker has about his or her job or job

experiences in relation to previous experiences, current expectations or available

alternative. Although it was originally thought that workers had only an overall or global

feeling of satisfaction about their work. We have long realized that employees can also

feel differently about various aspects of their job including the work itself, pay, co-

workers and so forth. Since the earliest investigations in the 1920s job satisfaction has

become one of the most frequently studied topic in industrial organizational psychology

Job satisfaction has remained a major concern of both practitioners (mangers, supervisors,

human resources, administrators etc.) and research workers (Psychologists, management

consultants, etc.). It has also attracted the attention of specialists in many other fields

including, vocational guidance management.

2.4 THEORETICAL CONCERN

Job satisfaction is a principal concept in most theories of work motivation and work

behaviour. For many theorists, satisfaction is seen as a direct cause of such behaviour as

attending work, seeking improved work methods and cooperating with other employees.

For other theories it is a consequence of behaviour, because the behaviour leads to

rewards from the supervisor or the work itself and hence, to satisfaction. For others, it is

merely a symptom or a product (e.g. inadequate job design leads to both job satisfaction

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and uncooperative behaviour).

2.5 DIMENSIONS OF JOB SATISFACTION

The dimensions of job satisfaction should be of concern to organizations because of their

association with certain work behaviour. There are three important dimensions of job

satisfaction. First, job satisfaction is an emotional response to job situation. As such, it

cannot be seen, it can only be inferred. Second, Job satisfaction is often determined by

how well outcome meet or exceed expectations. For example, if organizational

participant feel that they are working much harder other in the department but are

receiving fewer rewards, they will probably have a negative attitude toward the work, the

boss and/or co-workers. They will be dissatisfied. On the other hand, if they feel they are

being treated very well and are being paid equitable, they are likely to have a positive

attitude towards the job. They will be job satisfied. Thirdly, jobs satisfaction represents

several related attitudes.

2.6 CONDITIONS LEADING TO JOB SATISFACTION

There are some conditions that leading to job satisfaction were reported by Durbin 1984.

Mentally Challenging Work: A minority of employees would prefer to avoid mentally

taxing work be causes of abilities or motivation. The majority of employees, how ever,

crave some intellectual simulation on the job implied by the theory and practice of job

enrichment.

Personal Interest in the Work Itself. job satisfaction often stems from performing work

one finds to be intrinsically interesting. Few job elements can be found that are inherently

interesting to the majority of people, but factors such as task variety and people contact

are appealing to most managers of individual contributors. Also, many people enjoyed

jobs that enable them to tinker around with problems.

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Work that does not Place Excessive Physical Demands upon the Person: work

That stretches the physical limits of people tends to become unsatisfying. One reason is

that strong physical exertion can act as a stressor. In addition, a person who is physically

fatigued is readily frustrated and annoyed by minor disturbances.

Working condition: that are compatible with one’s physical needs and that help make

reaching work goals possible.

High Self-esteem or the part of the individual: people derive more satisfaction from

high than low status occupation.

Helpers in the Workplace: who “help” the employee to attain job values such

interesting work, pay and promotions, whose basic value are similar to the individual’s

own and who minimize conflicting demands an unclear assignments Part of job

satisfactions stems from having competent mangers and staff people who are sensitive to

the needs of people.

2.7 THEORIES OF JOB SATISFACTION

Job satisfaction is an employee’s general attitude towards his or her job . Robbins, (1996)

When people speak of employee attitude, they are usually referring to job satisfaction. A

person’s attitudes towards his or her job reflect pleasant and unpleasant experiences in the

job and expectations about future experienced. Many studies were conducted, just like

that a few satisfaction theories of more

limite

d

scope have been proposed, including

> Discrepancy theory

> Equity theory

> Two factor theory

> Hierarchy of needs theory

Expectancy theory o Discrepancy Theory

Satisfaction or dissatisfaction with some aspect of the job depends on the discrepancy

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between what a person perceives he/she is getting and what is desired. The ’’desired”

amount of a job characteristic is defined as the minimum amount necessary to fulfill the

person’s current needs. A person will be satisfied if there is no discrepancy between

desired and actual considerations. A person will be dissatisfied if there is less than the

desired amount of a job characteristic. The greater the deficiency and the more important

the thing desired, the greater will be the dissatisfaction. If there is more than the

minimally acceptable amount of some job factor and the access is beneficial (extra pay), a

person will be even more satisfied than when there is no discrepancy between the desired

and actual amount. However, if the excess is perceived to the work load (longer hours)

the person will be just as dissatisfaction as when there is less than the desired amount.

Other variations of the discrepancy model of job satisfaction have been proposed. For

example. Porter defined satisfaction as the difference between how much of something

there “should be” and how much there “is now”. This conception is basically similar to

Locke’s mode, but Porter’s “should be” implies more emphasis on equity considerations

and less on needs as the determinant of the preferred amount of a job factor. This

discrepancy theory involves what we call an interpersonal comparison process. This is

quite different from the next theory, which involves an interpersonal comparison process.

(Wexley, et.al 1988)Equity theory, an employee compares his or her jobs inputs outcomes

ratio to that a relevant others and then corrects any inequity (Robbins, 1996).

The theory defines equity as the belief that one is being treated fairly in relation to others

and inequity as he belief that one is being treated unfairly in relation to other.

o Two Factors Theory

The two Factor Theory of job attitudes states that job satisfactions qualitatively different

from job dissatisfaction.

Robbins, 1996 stated that “it is called motivation hygiene theory that was proposed by

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Psychologist Frederick Herzberg, believing that an individual’s relations to his or her

work is a basic one ad that his or her attitude towards work can very well determine

success of failure”.

Quoting Herzberg’s argument Robins. (1996) Said that factors leading to job satisfaction

are separate and distinct from those that lead to job dissatisfaction. Therefore managers

who seek to eliminate factors that create job dissatisfaction can bring about work place

harmony, but not necessarily motivation. They are placating their workforce, rather than

motivating it. Because they do not motivate employees. Flerzberg characterized the

factors that create jobs dissatisfaction as liygiene factors. When these factors are adequate

people would not be dissatisfied, however they would not be satisfied either. To motivate

people on their jobs, he suggested motivators, the factors that increase job satisfaction.

Equity theory, an employee compares his or her jobs inputs outcomes ratio to that a

relevant others and then corrects any inequity (Robbins, 1996).

The theory defines equity as the belief that one is being treated fairly in relation to others

and inequity as he belief that one is being treated unfairly in relation to other.

Two Factors Theory

The two Factor Theory of job attitudes states that job satisfactions qualitatively different

from job dissatisfaction.

Robbins, 1996 stated that “it is called motivation hygiene theory that was proposed by

Psychologist Frederick Herzberg, believing that an individual’s relations to his or her

work is a basic one ad that his or her attitude towards work can very well determine

success of failure”.

Quoting Flerzberg’s argument Robins. (1996) Said that factors leading to job satisfaction

are separate and distinct from those that lead to job dissatisfaction. Therefore managers

who seek to eliminate factors that create job dissatisfaction can bring about work place

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harmony, but not necessarily motivation. They are placating their workforce, rather than

motivating it. Because they do not motivate employees. Herzberg characterized the

factors that create jobs dissatisfaction as hygiene factors. When these factors are adequate

people would not be dissatisfied, however they would not be satisfied either. To motivate

people on their jobs, he suggested motivators, the factors that increase job satisfaction.

Need hierarchy model of satisfaction and motivation holds that all human beings have an

innate drive towards wholeness and growth and a need to fulfill their highest potentials.

Robbins, (1996), said that Maslow, identifies five levels in his need hierarchy, they are

psychological need, safety needs, esteems needs, self-actualization hierarchy need can be

shown by this shape as under

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Psychological needs

The first level of the hierarchy consists of physiological needs for food, water, oxygen,

sexual satisfaction and other physical requirements. These basic needs are urgent and

until they are satisfied other needs are simply non-existent or they are pushed into the

background. When these needs are met the next need on the hierarchy emerges as a

dominant force in controlling and directing behaviour.

Safety Needs:

If physiological needs are gratified, there then emerges a new set of needs for safety, that

a person’s need for security and protection from physical and emotional harm An

individual require their environment should be secure. This needs dominants

individual’s behaviour primarily in times of emergency.

Social Needs:

It means that a person’s needs for affection, belongingness, acceptance and friendship.

When the physiological and safety needs have been adequately met, they become un-

impartial in the direction of behaviour and the love or belongingness needs emerge, these

needs wants affective relationship with others, a need to feel part of group, or a feeling

that “belongs”. The love needs require both he receiving and giving of love- love from

another and some one to love.

Esteem Needs:

If all the above needs have been adequately met. They too slip into the background in

relation to guiding behaviour. And the esteem needs become dominate. These are needs

for positive, high evaluation of oneself. These include internal esteem factors such as self-

respect. Autonomy ad achievement, and external esteem factors such as status,

recognition and attention. The esteem needs can be broken down into two categories, as

above-mentioned, a need for self-esteem and a need for esteem from other.

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The need of self-esteem motivates the individuals to strive for achievement, strength,

confidence, independence, and freedom. When the esteem needs are satisfied, one has

feelings of self-confidence and self-work and sees one self as having a purpose in the

world.

Self-Actualization Needs:

Finally when all of the above needs are fulfilled these often emerges a new kind of

restlessness and discontent. There is a need for self-actualization, which is the final and

highest level of the need hierarchy. Self-actualization is a process in which the individual

moves toward a state of self-improvement, happiness and satisfaction. It means a person’s

drive to become what he or she is capable of becoming. Very simply, self-actualization

means that a man needs to do and to become what he is fitted for. A man must do what he

can do.

Abraham Maslow’s hierarchy of need theory has received wide recognition particularly

among practicing managers.

o Expectancy Theory

SOURCE: (Robbins, 1996)

Expectancy theory states that an individual tends to act in a certain way based on the

expectation what the act will be followed by a given outcome and on the attractiveness of

that outcome to individual. It includes three variable or relationship

• Expectancy or effort performance linkage, which is the probability,

perceived by the individual that exerting a given amount of effort will lead to a certain

level of performance.

• Instrumentality or performance reward linkage, which is the degree to which the

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individual believes that performance at a particular level, is instrumental in leading to the

attainments of a desired outcome.

• Valence or attractiveness of reward, which is the importance that the individual

places on the potential outcome reward that can be achieved 011 the job. Valence

considers both the goals and needs of the individual. These are the features that inherent

in the theory.

First, what perceived outcomes does the job offer the employee? Outcome may be

positive such as pay-security, companionship, trust, fringe benefits, a chance to use talent

or skills, or congenial relationship.

Second, how attractive are these outcome or rewards to employees? Are they valued

positively, negatively or neutrally? This depends on the individual’s attitudes, personality

and needs. A person who finds a particular reward attractive, that is, values positively but

for other who not attains it, it has no value

Thirdly, behaviour of employees exhibit in order to achieve these rewards. The reward

are not likely to have any effect on any individual employee’s performance unless he or

she knows, clearly and unambiguously, what must be done to achieve them.

Finally, after an employee has considered his or her own skills and ability to control

those variables that lead to success, what’s the likelihood that he or she can successfully

perform at the necessary level.

2.8 FACTORS CONTRIBUTING TO NON-ATTRACTION OF

TALENTED PERSONS TO ADOPT TEACHING PROFESSION

The problem why young talented persons hesitate to adopt teaching profession as their

carrier is directly related with the degree of satisfaction, which is held by the teachers in

service.

People in Pakistan, generally joined this profession as a last option and the number of

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qualified teacher is always sufficient to meet the requirement. The case is same, to some

extant at least, with the American Schools Hanne, J.H. 1980. A learned Professor of

Education has well analyzed the problem and has given the following factors influencing

more or less, professional satisfaction, as far as the teachers are concerned

Hanne.J.H. (1980) Reported that the factors are:

1. The apathy and negative attitude of teachers already in the profession although such

teachers are in the minority they affect adversely the process of attracting capable young

teachers into the profession.

2 Unfavourable conditions of employment including inadequate salary. Some major

strides have been taken to improve salaries and other workinu conditions 1 recent years

but school are still finding it difficult to compete with other profession and business for

the service of capable person.

3. Un-favorite public opinion regarding teaching as profession. Lack of prestige

in the local community as well as the effects on exaggerated portrait caricatures of

teachers in movies and publications contribute to the difficulty of getting a greater

number of capable persons attracted to the teaching profession.

4 Lack of vocational guidance in the local schools.

5 Lack of more intensive efforts on the part of profession grpups and organizations in

many communities.

2.9 OUTCOMES OF JOB SATISFACTION

To society as a whole as well as from an individual employees standpoint, job satisfaction

in and itself is a desirable outcome. Staw (1993) Said, however, from a pragmatic

managerial and organizational effectiveness perspective, it is important to know how, if

all, satisfaction relates to outcome variable. For instance, if job satisfaction is high, will

the employee perform better and organization be more effective? The question has been

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asked by both researchers and practioners through the year. There are no simple answer.

Namara, 1999, Reported that there is no strong acceptance among researchers,

consultants, etc. that increase job satisfaction producer improve job performance... infect,

improve job satisfaction can some time decrease job satisfaction. For example, you could

let some time sit around all day and do nothing. They may make happier, but their

performance certainly did not improve.

In examining the outcomes of job satisfaction, it is important to break down the analysis

into a series ol specific sub topics, lhe following sections examine the most important of

these.

Satisfaction and productivity y Satisfaction and turnover y Satisfaction and absenteeism y

Other effects of job satisfaction.

Satisfaction and Productivity

Are satisfied workers more productive than their satisfied counterparts? This “satisfaction

performance controversy" has reged over the year. Popular opinion apparently views job

attitude as having a direct effect 011 performance.

Organ, 1986, Said more generally, however the cumulative impact of empirical studies

forced organizational theorists and researchers to revise their thinking about the linkage

between satisfaction and performance. That some linkage does exist is argued by the

consistently positive, albeit very low correlations between the two variables.

Satisfaction comes from rewards. Rewards, in turn, break down into two type: Kxtrinsic

rewards such as salary increases and other reinforcement conlrolled by the organization:

ad intrinsic rewards, the gratification of having a done a job well or of having used one’s

abilities to solve a problem.

Rewards may or may not flow from performance in any predicable fashion, but intrinsic

rewards are likely to be ore closely connected to performance that is extrinsic rewards.

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o Satisfaction and Turnover

Lee-et.al, 1987, Quoted that does high employee job satisfaction result in low turnover?

Unlike that between satisfaction and productivity research has uncovered a moderated

relationship between satisfaction and turnover High job satisfaction will not, in and of

itself keep turn over low, but it does seem to help other hand, if there is considerable job

satisfaction, there is likely to be high turnover. One group of researchers found that for

women 18 to 25 years, satisfaction was an excellent predictor of whether not they

changed jobs. On the other hand, as job tenure (length of time on the job) increased, there

was less likelihood of their living.

o Satisfaction and Absenteeism

Scott, 1985, Said that research has pretty well demonstrated an inverse relationship

between satisfaction and absenteeism

Robbins, 1998, Stated that the snow storm coraipted the City’s transportation, and

individuals knew they could miss work this day with no penalty. This natural experiment

permitted the comparison of attendance records for satisfied and dissatisfied employees at

two locations one where you were expected to be at work (with normal pressures for

attendance) and the other where you were free to chose with no penalty involved. If

satisfaction leads to attendance, where there is an absence of outside factors, the more

satisfied employees should have come to work in Chicago, while dissatisfied employees

should have stayed home. The study found that on this particular April 2 absenteeism

rates in New York were just as high for satisfied groups of workers as for dissatisfied

groups. But in Chicago, the workers with high satisfaction scores had much higher

attendance than did those with lower satisfaction level. These findings are exactly what

we would have expected if satisfaction is negatively correlated with absenteeism

A study reveals, when satisfaction is high, absenteeism tends to be low, when satisfaction

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is low, absenteeism tends to be high However, as with the other relationship with

satisfaction, there are moderating variables such as the degree to which people feel that

their jobs are important.

Other Effects of Job Satisfaction

Organ, 1987, Reported that there are a number of effects brought about by high job

satisfaction. Research Reports that highly satisfied employees tend to have better mental

and physical health, learn new job related tasks more quickly, have fewer on the job

accident, and file fewer grievances. On the positive side, it has also recently been found

that satisfied employees are more likely to exhibit prosocial “citizenship” behaviors and

activities, such as helping co-workers, helping customers and being more cooperative.

2.10 JOB ENRICHMENT

An Approach For Resigning Jobs

.Wesley, et.al, 1998, described that the job enrichment is an approach for redesigning jobs

to increase intrinsic motivation and job satisfaction.

Durbin,-1984, stated that intrinsic motivation is a term used to describe effort that is

expended in an employee’s job fulfill growth needs such as achievement, competence and

self actualization. Job enrichment attempts to increase work motivation by making the

nature of the job more exciting, rewarding, challenging on creative.

Job enrichment refers to a programme design to increase worker satisfaction derived from

the work itself. Job enrichment changes the nature of the work to increase both the scope

and the depth of a job In a job enrichment programme the worked decides how the job is

performed, planned and controlled and makes decisions concerning the entire process.

The job enrichment approach to boring jobs is to give the individual employee more

autonomy in that job. Employee decides how the job will be performed and received less

direct supervision of the job. As a result, the employee receives a greater sense of

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accomplishment as well as more authority and responsibility

Nature

Job enrichment programs are usually quite comprehensive, by their nature the must

involve large portion of the total work force in an organization When one job is

enriched, typically the functions of supervisors and other employee are altered to allow

for the increased responsibility of the enriched job.

Carrel, et.al,1986, reported that job enrichment programs often require at substantial

change in a manager’s leadership style and personal philosophy.

Consequences

Most job enrichment programs have resulted in better performance quality and lower

absenteeism and turnover. The consequences of job enrichment for productivity and labor

costs depend on a variety of complex factors. Although job enrichment has been

successful in many cases, is not feasible for all kinds of employees or for every kind of

situation.

2.11 SYMPTOMS AND CAUSES FOR DISSATISFACTION

Employee satisfaction and morale are attitudinal variables that reflect. Positive or

negative feelings about particular persons or situations, frequently the two terms are used

synonymously in the educational literature and when the two concepts are analyzed, there

appears to be considerable conceptual overlap.

Satisfaction when applied to work content of teaching, seems to refer to the extent to

which a person can meet individual person can meet individual person can meet

individual personal and professional needs as an employees.

However these terms are defined, it is clear that high satisfaction and morale on the part

of the school personnel are generally viewed as desirable goals for school organization. A

basic view of personnel work has long been that a satisfied employee,one with high

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morale, is likely to get along better with other employees will be more accepting of

management, will e more committed to achieving organizational goals, and in general

will be more production.

All personnel’s wants to be productive and to be appreciate that management and

organization consider satisfied personnel’s to be more production for their organization’s

progress. But it should also be considered that why personnel or educational personnel’s

like teachers show dissatisfaction, obviously there are certain, symptoms and reasons for

showing less commitment and satisfaction that are as under.

Symptom of Teacher’s Dissatisfaction

Cook, 1997, reported that symptoms of teacher dissatisfaction include questioning and

criticizing goals and policies, lack of enthusiasm for teaching, rejection or lack of follow

up on administration direction.

Educational Research Service, 1980, quoted that absenteeism and fragmentation, that is a

general feeling of being pulled in different directions. It also includes teacher’s such

behaviour that attempts to challenge the authority structure of the school while attempting

to avoid its negative sanctions. Stress, low quality teaching, depression, increased use of

sick leave and efforts to leave the profession those are include in the symptoms of

teacher’s dissatisfaction.

Causes

With regard to teacher stress, four groups of factors crate work dissatisfaction or stress.

(1) role factor. (2) job factors. (3) physical factors (4) interpersonal factors, and

more important causes of teacher stress are problems of disruption and threats to the

teacher’s physical, professional, and personal well-being.

In this connection a number of investigations into causes of teacher dissatisfaction have

been conducted. A NEW survey found that a majority of teachers fell that the following

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factors, listed in order of frequency of identification, had a negative effect on their job

dissatisfaction: (1) public attitudes towards the schools. (2) treatment of education by the

media. (3) student attitudes towards learning. (4) salary. (5) status of the teachers in the

community and (6) students behaviour have also effect upon their job satisfaction.

It is believed that faculty work loads may be related to teacher dissatisfaction. More

factors contributing most to job dissatisfaction are in order of importance (1) lack of

planning time. (2) tedious paper and clerical work.(3) autocratic administration. (4) non

motivated students. (5) non-teaching activities, such as faculty meetings and “time

wasting” workshops. (6) un-cooperative parents. (7) lack of autonomy to prescribed

curriculum. (8) Feelings of failure (9) low occupational prestige, also certain aspects of

school cultural environment negatively impact on teacher satisfaction and morale.

Above all these would be the reasons or causes for teacher’s dissatisfaction in their job,

which consequently indicate different problems and difficult situations for both teachers

and administrators.

2.12 CONSEQUENCES OF JOB DISSATISFACTION

Meaning : Callan, 1991, described that job dissatisfaction is a degree to which one’s

expected important needs for health, security, nourishment, affiliation, esteem and so on,

remain unfulfilled on the job or a result of job. So the employee reflects job classification.

In low efficiency and high employee turnover, is expensive to the employer, especially if

a log on the job-training period is required for new employees.

It shows that when employees are dissatisfied it not only affects employees but also the

employees in form of getting low efficiency level from the employees, which proves

expensive to the owner.

Employee Dissatisfaction can be Expressed in a Number of Ways: for example rather

quite, employees can complain, be insubordinate, steal organizational property, shirk a

24

part of their work responsibilities.

Ribbins, 1998, stated that it is helpful to understand situations such as those sometime

found among unionized, workers, where job satisfaction is coupled with low turnover.

Union members often expressed dissatisfaction through the grievance procedure or

through formal contact negotiations. These voice mechanisms allow the union members

to continue their jobs while convincing themselves, that they are acting to improve the

situation. It helps to understand situations such as those sometime found among

unionized, workers, where job satisfaction is coupled with low turnover. Union members

often expressed dissatisfaction through the grievance procedure or through formal contact

negotiations. These voice mechanisms allow the union members to continue their jobs

while convincing themselves, that they are acting to improve the situation.

All above described how workers show their dissatisfaction in job, which is not

productive and destructive consequences come forth.

The main dissatisfactory response may show to stay among from work or even resign.

Other forms of withdraw behaviour such as drinking and taking drug that are the likely

also associated to some extent with job dissatisfaction. It also leads to aggressive

behaviour like sabotage, deliberate errors and militant union activities such as wild cats

strikes, slow downs and excessive grievances, dissatisfaction with inadequate

compensation or boring work can also contribute to the incidence of employees theft.

Stealing money, merchandise and supplies by employees has been a serious problem in

some organizations.

These all types of dissatisfactory behaviors in organizational jobs have adverse

consequences for organization, absenteeism disrupt normal operation, causes delays,

increase expenses for “sick pay” and necessities and employment and for extra personnel

to substitute for employees who do not show up for work.

25

Chapter 3

METHODOLOGY

NATURE OF RESEARCH

This is descriptive research; a descriptive research describes and interprets what is? It is

concerned with conditions and relationships that exists, opinions that arc held process that

are going the effects that are evident and trends that are developing.

PROCEDURES:

The planning was done in the following steps.

POPULATION

All he regular teachers and contract based educators (male and female) of Tehsil,

Faisalabad at elementary level were population of the research.

SAMPLING

30 regular & 30 contract based educators (male & female) were selected area sample by

convenient sampling Techniques.

TOOL OF RESEARCH

All necessary information and views of the Regular Teachers and Contract Based

Educators for this study were obtained through questionnaire. For this purpose a

questionnaire was constructed by the researcher. The questionnaire contained 20 items

and each question was in strict Yes/No form. The respondent said to tick (S) the most

appropriate response.

COLLECTION OF DATA

Sixty sets of questionnaires were distributed among the teachers (30 Regular Teachers

and 30 Contract Based Educators) at Elementary level. The researcher visited educational

institutions included in the sample hirself briefed and administered the questionnaire in

person to the teachers. 40 questionaires were returned with opinion (20 Regular Teachers

26

and 20 Contract Based Educators).

ANALYSIS OF DATA

Percentage of each response was calculated and the responses of the respondents were

classified and presented in tabular form.

27

Chapter 4

ANALYSIS AND INTERPRETATION OF DATA

The responses were tabulated, analyzed, interpreted and results are shown

as under:

TABULATION OF THE OPINION OF REGULAR TEACHERS & CONTRACT

BASEFD EDUCATORS

TABLE # 1S.No. Statement Regular Teachers Contract based

educatorsYes % No % Yes % No %

1 Do you live honorable life with

salary?

15 75 5 25 7 35 13 65

2 Do your salary sufficient for

basic and secondary needs?

15 75 5 25 6 30 14 70

3 Do you get your annual

increment regularly?

20 100 0 0 18 90 2 10

4 Do you get any increment on

the basis of hard work?

5 25 15 75 8 40 12 60

5 Do you get leave with pay in

case of any emergency or

illness?

17 85 3 15 6 30 14 70

28

Analysis

1.75% regular teachers satisfy with their salary while only 35% contract based educators

satisfy with their salary.

275% regular teachers satisfy to their salary, that is sufficient for their basic and

secondary needs, on the other hand 30% contract based educator satisfy to it.3. 100%

regular teachers say ‘Yes’ that they get their annual increment regularly but 19%

educators agree to it.

4. 25% regular teachers say that they get their increment on the basis of hard work while

40% contract based educators answer in ‘Yes’.

5. 85% regular teachers say that they get the leave with pay in case of any emergency or

illness but 30% contract based educators agree with them.

TABLE #2S.No. Statement Regular Teachers Contract based

educatorsYes % No % Yes % No %6 Do you work in a friendly

environment?

20 100 0 0 18 90 2 10

7 Do you feel that people of your

community appreciate your

6 30 14 70 15 75 5 25

8 Do you feel job safety? 18 90 2 10 10 50 10 509 Do you get regard from

community, which you want?

14 70 6 30 12 60 8 40

10 Did you adopt teaching

profession by your own

choice?

16 80 4 20 17 85 3 15

29

Analysis

6. 100% regular teachers and 90% contract based educators agree to it that they

work in friendly environment.

7. 30% regular teachers feel that people appreciate their services while 75% contract

based educators agree to the statement.

8. 90% regular teachers feel job safty while 50% contract based educators teel so.

9. 70% regular teachers say ‘Yes’ that they get regard from community while 60%

contract based educators gave the answer in ‘Yes’

10. 80% regular teachers and 85% contract based educators say that they adopt

teaching profession by their own choice.

TABLE # 3S.No. Statement Regular Teachers Contract based

educatorsYes % No % Yes % No %11 Do you get personal

satisfaction from teaching

17 85 3 15 17 85 3 15

12 Do you get proper chance to

promote being in teaching

profession?

15 75 5 25 7 35 13 65

13 Are you satisfied with your

current status in school?

15 75 5 25 10 50 10 50

14 Do you think that you are

doing justice to your work in

accordance with your

17 85 3 15 15 75 5 25

15 Would you like to live in this

profession permanent?

19 95 1 5 16 80 4 20

30

Analysis

11. 85% regular teachers and the same of contract based educators say that they get

personal satisfaction in teaching profession.

12. 75% regular teachers answer that they get proper chance to promote while 35%

contract based educators satisfy to it.

13. 75% regular teachers and 50% contract based educators are satisfied with their

current status in their schools.

14. 85% regular teachers and 75% contract based educators think that they are doing

justice to their work in accordance with their capabilities

15. 95% regular teachers and 80% contract based educators like to live in teaching

profession permanent.

TABLE # 4S.No. Statement Regular Teachers Contract based

educatorsYes % No % Yes % No %16 Do you have any gratuity fund

or pension after retirement?

20 100 0 0 4 20 16 80

17 Have you any other source of

income?

4 20 16 80 10 50 10 50

18 Is the behaviour of your

companions good with you?

19 95 1 5 19 95 1 5

19 Is the behaviour of your boss

good with you?

18 90 2 10 16 80 4 20

20 Is teaching your favorite

profession?

19 95 1 5 20 100 0 0

31

Analysis

16. 100% regular teachers while only 20% contract based educators are satisfied to

their gratuity flind or pension after retirement.

17. 20% regular teachers while 50% contract based educators answer that they have

any other source of income.

18. 95% regular teachers and 95% contract based educators mention that their

behaviour of their companions is good to them.

19. 90% regular teachers and 80% contract based educators mentioned that the

behaviour of their boss is good with them.

20. 95% regular teachers and 100% contract based educators say that teaching is their

favourite profession.

32

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

SUMMARY

The purpose of study was to get maximum out put from an individual. It is essential that

he should be satisfied from his job. This is the only way that he could perform his duties

effectively. For that purpose his mental as well as monetary needs should be satisfied.

In order to have an understanding about the job satisfaction, we should have to

understand his feelings expectations and alternative (which are available to him). To get

the knowledge about the various aspect of job satisfaction of elementary school teachers a

comparative study of regular teachers and contract based educators.This study was

descriptive survey type. 20 elementary schools of Faisalabad were selected from different

areas of the city. 60 questionnaire were given to the teachers (30 regular teachers and 30

contract based educators).

In order to achieve the objectives of the study, the data was collected through a

questionnaire to seek all information regarding needs, working conditions, supervision

and personal concerns.

The researcher had also viewed the previous work been done in this perspective and had

drawn conclusion by analyzing the relevant material. The data was tabulated and

analyzed. Analysis leads to findings, conclusion and recommendation given in this

chapter.

33

FINDINGS

1. 75% regular teachers said that they live honourable lie with salary, whether only

35% of contract Based Educators said that hey satisfied

2. 75% regular teachers agreed their salary is sufficient for basic and secondary

need. On the other hand 35% contract based educators agreed to this.

3. 100% regular teachers get their annual increment regularly; on the other hand

90% contract based educators agreed to it.

4. 25%regular teachers says that they get some increment on the basis of hard work

and 40% contract based educators agreed it.

5. 85% regular teachers says ‘Yes’ to get leave with pay in case of any emergency

or illness and 30% contract based educators agreed it.

6. 100% regular teachers agree to the statement and 90% contract based educators

are agree to it.

7. Only 30% regular teachers feel that people appreciate their services and 75%

contract based educators wish so.

8. 90% regular teachers feel job safety but 50% contract based educators are not

agree to it.

9. 70% regular teachers and 60% contract based educators are receiving their

wanted regard.

10. 80% regular teachers adopted the teaching profession by their own choice and

85% contract based educators.

11. Both the regular teachers and contract-based educators say that they get personal

satisfaction from teaching profession.12. 75% regular teachers say that they get

proper chance to promote being in teaching profession on the other hand only 35%

contract based educators, \

34

13. 75% regular teachers are satisfied with their current status in school on the other

hand 50% contract based educators are satisfied with their current status in school.

14. 85% regular teachers say ‘Yes’ and 75% contract based educators also says

‘Yes’.

15. 95% regular teachers want to live in this profession permanent and 85% contract

based educators like to live in this profession permanent.

16. 100% regular teachers have gratuity fund or pension after retirement but an only

20% contract based educator.

17. 50% contract based educators have any other source of income but only 20%

regular teachers.

18. 95% of both the regular teachers and contract-based educators say that their

companion’s behaviour is good with them.

19. 95% regular teachers say that the behaviour of their boss is good with them but

80% of contract-based educators.

20. 95% regular teachers say that teaching is their favorite profession on the other

hand 100% contract based educators.

35

CONCLUSIONS

The following conclusions were drawn from the findings of this research.

Receiving responses in this survey are 66%.

Regular teachers are more agreed, more experienced but less qualified, as

compare to contract based educators

Regular teachers are receiving more reasonable pay as compared to contract‘based

educators.

There is a significant difference between regular teachers and contract-based

educators in the satisfaction of the sufficiency of their salary for basic and

secondary needs. Regular teachers are well satisfied, as compare to contract based

educators.

There is increment on the basis of hard work is given to the teachers.

Mostly regular teachers get leave with pay in case of any emergency or illness, s

compare to contract based educators.

Both the regular teachers and contract-based educators are satisfied to the

environment of their institutions.

Mostly contract-based educators are appreciated by community as compare to

regular teachers.

Regular teachers feel job safetymore than contract-based educators.

Both have personal satisfactionfrom teaching profession.

Mostly regular teachers well satisfied to their promotion chances as compare to

contract based educators.

Both are satisfied to their work according to their capabilities and want to live '

this profession permanently.

All the regular teachers are satisfied to their gratuity fund or pension after

36

retirement.

Both are satisfied with the behaviour of their companions and boss

37

RECOMMENDATIONS

There are some recommendations to improve the job satisfaction in regular teachers and

contract based educators.

❖ The efforts by teachers for self-improvement should be acknowledged.

❖ Teacher’s grade and scale should be revised.

❖ Extra benefits on the basis of hard work should be given.

❖ Workload should be reasonable for every teacher

❖ Meaningful participation for teachers in the decision making process of the school

❖ Every teacher should be given better pay scale, traveling allowance and reasonable

residential allowance

❖The administrators should practice good and friendly behaviour with the teachers.

❖ Community recognition should be given to teacher’s efforts.

❖More extensive and well-designed researches should be conducted on wide level. ♦>

Gratuity fund and pension should be given to all the teachers after their

retirement.

38

BIBLIOGRAPHY

Callan, F( 1991). Understanding Organizational Behaviour. New York, Charle E. Merril

Publishing Company.

Casio, W.F. (1982). Applied Psychology in Personal Management. Columbus, Reston

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Carrel, M R. et-al. (1986). Personal Human Resource Management. Columbus, Reston

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Clearing House.

Dur Brin. A.J. (1984). An applied Perspective: Foundation of Organizational Behaviour.

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Dur Brin, (1981). “Human Relations:” A Job Oriented Approach”(2nd) Reston, Reston

Publication company, A Prentice Hall. Co.,

Educational Research Service, Inc. (1980). Employee Absenteeism. A Summary of

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Academy of Management Journal.

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International Journal of Psychology

Organ. D.W. (1991). The Applied Psychology of Work Behaviour Boston Richard D.

Lrwin. Inc.

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Between Job Satisfaction and Absenteeism. Academy of Management Journal.

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scale. Paper presented at the 7lh annual society for industrial and organization

psychology convention, Moteral, Canada

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Electrical sources

Retried Carter Me Namara. (1999) from hutm://www.job satisfaction.com.

Retrieved Anderson & Cohen July 2, 2001 from htm:/adfarm mediaplex

com/ad/ck/Retrieved. September 2000, from

http://www.basu/dcnarlmcnts/nsvch/idi/

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41

Annexure-‘A’

Respected Teacher Assalam-o-AIaikum

I am the student of M.Ed. class and working on my master’s research project titled

“A Comparative Study of Job Satisfaction Between Regular Teachers and Contract

Based Educators of Elementary Level at Tehsil Faisalabad” 1 have prepared a

questionnaire to collcct data

You are requested to fill the questionnaire by providing correct information and give your

unbased opinion. We ensure you that informations provided by you will be kept secret

and will only be used for research purposes.

Thanks for your co-operation.

Afza Shaukat

42

Student of M.Ed.

Roll No.01

Government College for Elementary Teachers Samanabad, Faisalabad.

Questionnaire for Contract Based Educators and Regular Teachers

Name: ______________________ Qualification:^________________________________

Designation:__________________ Experience:___________________________________

Name of School:

Regular T eachersContract Based Educators

S.No. Statement Yes No

1 Do you live honorable life with salary?

2 Do your salary sufficient for basic and secondary needs?

3 Do you get your annual increment regularly?

4 Do you get any increment on the basis of hard work?

5 Do you get leave with pay in case of any emergency or

illness?

6 Do you work in a friendly environment?

7 Do you feel that people of your community appreciate your

services?

8 Do you feel job safety?

9 Do you get regard from community, which you want?

10 Did you adopt teaching profession by your own choice?

11 Do you get personal satisfaction from teaching profession?

12 Do you get proper chance to promote being in teaching

profession?

43

13 Are you satisfied with your current status in school?

14 Do you think that you are doing justice to your work in

accordance with your capabilities?

15 Would you like to live in this profession permanent?

16 Do you have any gratuity fund or pension after retirement?

17 Have you any other source of income?

18 The behaviour of your companions is good with you?

19 The behaviour of your boss is good with you?

20 Is teaching your favorite profession?

44