CHAPTER-1

Introduction
Job satisfaction is the favorable or unfavorable subjective feeling with which
employees view their work. It results when there is congruence between job
requirement, demands and expectations of employees. It expresses the extent of
match between employees, expectation of the job and the reward that the job
provides. The factors of physical conditions and social nature affect job satisfaction
and productivity. Job satisfaction is defined as an effective or emotional response
towards various facts of one’s job. Job satisfaction is in regard to one’s feelings or
state-of-mind regarding the nature of their work. It can be influenced by a variety
of factors, the quality of one’s relationship with their supervisor, the quality of the
physical environment in which they work, degree of fulfillment in their work, etc.

Like many other countries of the world in India also, there is a general feeling that
the teachers do not have satisfaction in their jobs. There seems to be a growing
discontentment towards their job as a result of which standards of education are
falling. Teachers are dissatisfied in spite of different plans and programs which
have been implemented to improve their job. Job satisfaction consists of the total
body of feelings-about the nature of the job promotion, nature of supervision etc.
that an individual has about his job. If the sum total of influence of these factors
gives rise to feelings of satisfaction, the individual has job satisfaction.

Teacher’s job satisfaction which is ‘linked to teachers’ work performance, includes

teachers’ involvement,commitment, and motivation in the job. It is not only
important for teachers, but empirically influential on students and schools in
general. Teacher’s satisfaction with their career may have strong implications for
student learning. Specifically, a teacher’s satisfaction with his or her career may
influence the quality and stability of instruction given to students.Satisfaction is
almost important in teaching profession where he is to deal with another human
being, the student ,and the satisfaction and dissatisfaction of the teachers is likely
to be transferred. Teacher’s key role is to teach or help students and it depends on
the ability and motivation of the teachers to teach as it does on the ability
andmotivation of the students to learn. The level of job satisfaction is affected by
intrinsic and extrinsic motivating factors, the quality of supervision,social
relationships with the work group and the degree to which individuals succeed or
fail in their work. As is the case with all white collar positions, both intrinsic and
extrinsic factors affect teacher’s satisfaction, intrinsic satisfaction can come from
classroom activities. Extrinsic factors have been associated with teacher’s
satisfaction, including salary, perceived support from administrators, school safety,
and availability of school resources, among others. When teachers perceive a lack
of support for their work, they are not motivated to do their best in the classroom,
and that when teachers are not satisfied with their working conditions; they are
more likely to change schools or to leave the profession together.

Statement of the problem

This study is principally aimed at examining the factors that are associated with
teachers job satisfaction .Both private as well as government schools play a vital
role in providing quality education to our young citizens. Job satisfaction of
teachers play an important role in their performance. A teacher, who is happy in his
work plays a pivotal role in the upliftment of the society.

Objectives of the study

1) To measure the level of job satisfaction of the teachers

2) To undertake a comparative study of job satisfaction among government and

private school teachers

3)To identify the major factors that influence job satisfaction among government
and private school teachers.

4)To identify the major problems faced by the teachers in government and private
sector .

Methodology
Data from different sources are used for this study.

Primary data:

This data gathered from first hand information sources directly from the teachers
by administrating the questionnaire having face to face interaction with the
teachers.

Secondary data:

This will give the theoretical basis required for the report presentation which can
be available from various sources such as books and web sites.

Significance of the study

A teacher who is happy and satisfied with his or her profession will emanate
positive energy that will give positive influence on those around him/her
particularly the students. As such, teachers who possess high level of satisfaction in
their job will be source of motivation to the students to succeed in their studies.
This concurs with a study done by Ostroff (1992 in jabnoun & chan, 2001) who
found that “ most measures of school performance were significantly linked to
employees satisfaction”. Thus , this study is conducted to uncover the realities or
issues in the teaching profession pertaining to job satisfaction among teachers
particularly in the private and government schools. The results of this study will
help to understand the problems faced by the teachers of both government and
private schools.

Limitations of the study

 Due to time and financial constraints the study was confined to only three
government schools and three private unaided schools located in Trivandrum
city. Data are collected from ten teachers from each school.
  The Questionnaire method was used for collecting the primary data. Hence
personal biases may crypt in. However special care has been taken to
minimize it as far as possible

Review of Literature
Pleitner (1982) has pointed out that job satisfaction results from the degree of
correspondence between the individual’s expectations on the one hand and the
circumstances of his job situation on the other, as compared by the individual
employee.

Pathak(1987) has found that the most important job characteristics sought by the
high job satisfied group belonging to both the higher and the lower hierarchies and
the low job satisfied group belonging to the lower hierarchy is the opportunity for
advancement.

Irene and Albert (1989) have indicated that sex and educational level cannot
significantly account for differences in job satisfaction levels, whereas occupation,
age and length of service have a signifcant impact as some of the satisfaction
dimensions.

Ostroff (1992 in Jabnoun &

Chan, 2001), who found that “most measures of school performance were
significantly linked to employee satisfaction”

MohdSuki(2011) examined on job satisfaction and organizational commitment:

The effect of gender on employee perception of job satisfaction and organizational
commitment. Study revealed that employee’s gender has no significant effect on
his/her perception of job satisfaction and men and women have the same level of
organizational commitment

Mehta(2012) investigated on job satisfaction among teachers to know whether the

perception of job satisfaction among teachers was affected by the type of
organization (private vs. Govt.) and the gender (male vs. female). Descriptive
analysis was made to study the perception of job satisfaction of male vs. female
and t-test was used. Result showed that there would be significant difference in the
level of job satisfaction of Govt. and private school teachers.

The present study examines the job satisfaction, i.e. the degree to which job
features that are highly valued by individuals are present in their work
environment. Though anumber of studies have been conducted in the field of
academics but a few have been undertaken to compare the job satisfaction of
government & private schools teachers.
 CHAPTER 2

Job Satisfaction
A Theoretical
Framework
 JOB SATISFACTION

Job Satisfaction is derived from the Latin words ‘Satis’ and ‘Faccre’, which means
‘enough and to do’ respectively. The term ‘Job Satisfaction’ came into vogue in
1935 when Hoppock published his classic work job satisfaction. He defined job
satisfaction as “any combination of psychological, physiological and
environmental circumstances that cause a person truthfully to say, I am satisfied
with my job”. Thus job satisfaction is the verbal expression of an employee’s
evaluation of his work life.

Job Satisfaction is derived from two sets of factors. The first set associated with
positive feelings about the job and related to the content of the word itself has been
called the intrinsic content or motivation factors. This satisfier factors include
achievement, recognition, the work itself, responsibility and advancement. The
second set of factors has been labeled hygiene factors or dissatisfiers. These
factors do not induce satisfaction, they simply prevent dissatisfaction. These
factors are external to the work itself.

Job Satisfaction refers to a person’s feeling of satisfaction on the job, which acts as
a motivation to work. It is not the self-satisfaction, happiness or self-contentment
but the satisfaction on the job. The success of any organization depends on the
effective utilization and motivation of human resources.

Job Satisfaction is an individual’s feelings regarding his or her work. It can be

influenced by a multitude of factors. The term relates to the total relationship
between an individual and the employer for which he is paid. Satisfaction does
mean the simple feeling state accompanying the attainment of any goal, the end
state is feeling accompanying the attainment by an impulse of its objective.

Job Satisfaction has many dimensions. Job Satisfaction has been regarded both as a
general attitude as well as satisfaction with specific dimensions of the job such as
pay, the work itself, promotion opportunities, supervision, co-workers and so forth.
These may interact in different ways to create the feelings of satisfaction with the
job. The degree of satisfaction may vary with how well outcomes fulfill or exceed
expectations. Each dimension contributes to an individual’s overall feeling of
satisfaction with the job itself, but different people define the “job” differently.
There are three important dimensions to job satisfaction.

1. Job satisfaction refers to one’s feelings towards one’s job . It can only be
inferred but not seen.
2. Job satisfaction is often determined by how well outcomes meet or exceed
expectations. Satisfaction in one’s job means increased commitment in the
fulfillment of formal requirements. There is greater willingness to invest
personal energy and time in job performance.
3. The terms job satisfaction and job attitudes are typically used
interchangeably. Both refer to effective orientations on the part of
individuals towards their work roles, which they are presently occupying.

Though the terms job-satisfaction and attitudes are used interchangeably, there are
differences between the two. Attitude refers to predisposition to respond. Job
satisfaction, on the other hand, relates to performance factors. Attitudes reflect
one’s feelings towards individuals, organisations and objects. But satisfaction
refers to one’s attitude to a job. Job Satisfaction is therefore, a specific subset of
attitudes.

Attitudes endure generally. But job satisfaction is dynamic. It can decline even
more quickly than it developed. Managers, therefore, cannot establish the
conditions leading to high satisfaction now and then neglect it, for employee needs
may change suddenly. Managers need to pay attention to job satisfaction
constantly.

MEANING
The term job satisfaction refers to an employee’s general attitude towards his
job.
1. Job satisfaction is the favorableness or un-favorableness with which
employees view their work.
 2. In order to understand job satisfaction, perhaps the first step should be to
demarcate the boundaries among such terms as attitudes motivation and
morale.
3. A job is an important part of life. Job satisfaction influences one’s general
life satisfaction.

THEORIES OF JOB SATISFACTION

While there are several different approaches to comprehend job satisfaction two
specific theories are prominent in providing valuable insight into job satisfaction.
These are the Two-Factor Theory and the Value Theory of job satisfaction.

Two-Factor Theory of job satisfaction

Herzberg and his associates discovered, through their extensive research, that the
factors that contributed to job satisfaction and job dissatisfaction were
different.Inparticular,dissatisfaction was associated with conditions surrounding
the jobs (Eg. Working conditions, pay, security, quality of supervision,interpersonal
relations) rather than the work itself. By contrast,satisfaction was associated with
factors associated with work itself or to outcomes directly derived from it such as
the nature of jobs,acheivements,advancements and recognition.Because such
factors were associated with high levels of job satisfactions, Herzberg called them
as motivators.Herzberg's distinction between motivators and hygiene factors is
reffered to as the two-factor theory of job satisfaction.

The value theory

A second significant theory of job satisfaction is the value theory proposed by
Locke(1984 ). He proposed that job satisfaction occurs when the job outcomes or
the reward that the employee receives matches with outcomes that are desired by
him.The theory focuses on any outcome that people value regardless of their
quality or quantity.Thus the value attached to outcome is more important the better
the outcome that they get the more satisfied they will be ,and the less valuable
outcome they receive , the less satisfied they will be. Essential to Lockes theory is ,
therefore, the discrepancy between the present aspects of the job and those that an
employee desires such aspay ,learning opportunities, promotion and so on.Lockes
value theory has been substantiated by a study of McFarlin and Rice(1992).One of
the valuable implications of the theory is that it focuses attention on those aspects
of the jobs that need to be changed for employees to experience satisfaction .
people perceive serious discrepancies between the job and job satisfaction.But it
also suggest that these factors may not be the same for all.

In addition to these two theories of job satisfaction,there are quite a few

others.Some of the significant ones are briefly presented below.

The Met Expectations Theory

This approach is based on the expectations that new emloyees have about the job
and how far these expectations are met .It suggests that the employees will work to
achieve the outcomes they expect to follow after successful performance(porter
and Steers,1973).Workers become dissatisfied if their expectations about their job
are not met.Review of the theory suggests that the correlation between job
satisfaction and met exectations is around 0.39(Wanous et al,1992).one of the
implications of the Met Expectations theory is that one way of reducing potential
dissatisfaction among employees is to bring their expectations in line with the
reality.The idea of Met Expectations suggests that the processes undergoing with in
the person influence job dissatisfaction.A critical viewpoint of this notion is that it
ignores the social context of the individual ,and this is the basis of the Equity
Theory

The Equity Theory

Adams(1963) Equity Theory argues that people compare the ratio of their outcome
over input with the ratio of others outcome over input.If their ratio is greater than
or lesser than that of the others ,they feel dissatisfied because inequity has
occurred. However to feel satisfied with the job, the ratio should be equal to that
significant others(what is called equity).Though the basis of their comparison is
once perception, the fact remains that organisations must attempt to bring about
equity to avoid the feeling of dissatisfaction. One of the criticisms of the theory is
that it is imprecise because there are alternate ways of dealing with feelings of
inequity. However, an important implications of this theory is that employees need
to feel that they are fairly dealt within order to feel satisfied

The opponent process model of job satisfaction

Initiating some change in the job may increase worker satisfaction but it is not
necessary that increase in satisfaction will remain the same over time. This is
because constant input does not result in constant output. The process of adaptation
implies that a constant will have a decreasing output. This notion was applied to
the concept of job satisfaction in the Opponent process Theory by Landy (1978)
He applied this ideas to the goal-setting theory and asserted that in the beginning of
his or her career, an employee will resist goal-setting. But as experience with goal-
setting as well as goal-attainment increases, resistance shall decrease.
Consequently, pleasure from goal-attainment must also increase. The broad
implication of this is that interventions intended to increase job satisfaction may
not necessary become popular on their introduction (Chimel 2000)

FACTORS AFFECTING JOB SATISFACTION

There are 3 main factors influencing on Job Satisfaction Clustered as physical,
psychological and environmental factors as below:

1. Psychological Factors and Job Satisfaction:

a. Job Nature:The main source of satisfaction is, of course, job itself.
Researches, dedicated to job characteristics and carried out in correlation with
working place projecting, testify that the very content of work and autonomy by its
implementation represent two main components of job satisfaction are interesting
and difficult job without time for tedium and job giving a man one certain status,
‘Dealing with a workload that is far too heavy and deadline that are impossible to
reach can cause job satisfaction to erode for even the most dedicated employee.
Falling short of deadlines results in conflict between employees and supervisors
and the stress level of the workplace’. (Hill, 2008)
b. Job security: Job security is the assurance that a particular employee will have
their job in long term due to the low probability of losing it potentially. Positive job
security nature also adds more value to the image and the reputation of an
organization as job offered has the guaranteed security and reliable. Also, job
security has a great influence in increasing job satisfaction of its employees were
once the employees is confident about not losing the job, it will create no mental
stress where the employee has its own freedom to fully concentrate on the work
they perform. ‘An employee with a high level of job security will often performs
and concentrates better than an employee who is in constant fear of losing a job.
Although this fear can increase motivation in certain situations, a lack of job
security can be a source of distraction and result in excess stress and low moral that
hinders an employee’s overall performance.’ (Thornton, ND).

c. Job promotion: Companies provide promotion to their employees considering

experience, service and some companies reward promotion through measuring
employee’s talent and capabilities. ‘Using data from the 1989 and 1990 waves of
the NLSY, Pergamit and Veum (1989) find a positive correlation between
promotions and job satisfaction’ (Kosteas, ND). Company’s give their priority to
current employees to apply vacancy arises. In that situation employees can achieve
their individual goals obtaining promotion. Through such a situation, increases
employee’s satisfaction and they more contribute to the productivity.

2. Physical Factors and Job Satisfaction:

a. Payment: Money rewards are multi complex and multisided job satisfaction
factor. Money not only gives people an opportunity to satisfy their primary needs,
but also fosters satisfaction of higher level needs. ‘Those who make money are
little more satisfied than those who make considerably less. Moreover, relatively
well paid sample of individual are only trivially more satisfied than relatively
poorly paid samples’ (Judge et. Al, 2010). Employees more often perceive their
salary’s level as a reflection of that how management estimates their contribution
to the company’s activity. If employees have an opportunity t choose themselves to
some extend independently indulgences from the whole package rendered by the
company then they receive greater satisfaction from indulgences receivable and the
job in the whole.
 b. Working groups: Direct affect on job satisfaction makes the very nature of
work groups. Working group serves for a single worker is a source of support,
comfort, advice pleasure from job. On another hand, when the opposite situation is
observed, when it is hard to get along with the people, the given factor imposes
negative impact on job satisfaction.

c. monitory benefits other than salary: Welfare includes anything that is done for
the comfort and improvement of employees and is provided over and above the
wages.

3. Environmental Factor and Job Satisfaction

a. Working condition: One main factor imposing moderate impact on job

satisfaction is working condition. If condition are good (e.g. offices are neat and
cozy, clean and engaging), staff could easier manage their job. If bad working
condition were available (e.g. it is hot or noisy in the office), it would be more
difficult for employees to implement their work otherwise, working condition
affect job satisfaction similar to working groups influence. If all were favorably
around, there would not be problems with job satisfaction.

b. Relation with the management: Management and the employee should

work together to achieve the goal of the organization. Only a cordial relationship
between employee and employer can ensure the productivity of the employee.

DETERMINANTS OF JOB SATISFACTION

According to Abraham .A there are two types of variables that determine
the work satisfaction of an individual,

They are:-

1. Organizational variables and

2. Personal variables
Organizational variables
 Occupational Level: - The higher the level of the work, the greater the
satisfaction of the individual this is because higher level work carry greater
prestige and self control. People at higher level work find most of their
needs satisfied them when they are in lower level ones.
 Job content: - Greater the variation in job content and less the repetitiveness
with which the tasks must be performed, the greater the satisfaction of the
individuals involved. Since job content in terms of variety and nature of
tasks called for is a function of occupational level.
 Considerable leadership: - People like to be treated with consideration.
Hence considerable leadership results in higher work satisfaction than
inconsiderable leadership.
 Pay and Promotional Opportunities: - All other things being equal these two
variables are positively related to job satisfaction.
 Interaction among Employees: - Work satisfaction will result if interaction is
most satisfying i.e. when
1. It results in recognition that other person’s attitudes are similar to
ones own.
2. It facilitates the achievement of goals.

Personal variables

 Age: - Generally there is a positive relation between the two variables up to

the pre-retirement years and then there is a sharp decrease in satisfaction.
 Educational Level: - The higher the education, the higher the reference
group which the individual looks for guidance to educate his job rewards.
 Role perception: - Different individuals hold different perceptions about
their role that is the kind of activities and behaviors. They should engage in
performing their job successfully. The more accurate the role perception of
an individual the greater is satisfaction.
 Gender: - There is yet no consistent evidence as to whether women are most
satisfied with their job than men, holding such factors as work and
occupational constant. One might predict this to be the case, considering the
generally lower occupational aspirations of women.
JOB SATISFACTION AND PRODUCTIVITY
It is generally assumed that a satisfied employee will also be a productive
employee. On the face of it ne may find this to be irrefutable fact. The evidence
shows no relationship between job satisfaction and productivity. Three main
surveys on job satisfaction and productivity suggests virtually no evidence of any
relationship between these two variables. One of the earlier surveys of Brayfield
and Crockett (1955) examined a number of studies and found no relationship
between job satisfaction and performance. Similar findings are reported by
Herzberg and his associates (1957); Vroom (1954) reported the finding of twenty
studies published during 1945 to 1963 and found of median correlation of 0.14
with a range of 0.36 to -0.3).

The general explanation seems to indicate the productivity and job

satisfaction are two independent variables and are determined by independent sets
of influencing variables. A worker may be highly dissatisfied with the work
environment and may produce more to prove his abilities t the management. A
highly satisfied worker may not produce more and get away with it because he
may friendly with the supervisor.

In fact, relationship between job satisfaction and productivity is very

complex. There are four possible relationships:

1. High productivity and low productivity

2. High satisfaction and high productivity
3. Low satisfaction and low productivity
4. Low satisfaction and high productivity

Low satisfaction and high productivity may be found to exist

together where a highly task oriented and supervisor uses scientific management
techniques to push up productive without any regard to employee needs and
feelings.

High productivity and high satisfaction exist when supervisor is both

employee oriented as well as task oriented. He tries his best to help his employees
in the fulfillment of their social and psychological needs but also sets high
performance goals and demands high production. He integrates employee needs
with organizational goals.

CHAPTER-3

Profile of Government
and Private unaided
schools
A school is an institution designed for the teaching of students (or "pupils") under
the direction of teachers. Most countries have systems of formal education, which
is commonly compulsory. In these systems, students progress through a series of
schools. The names for these schools vary by country but generally include
primary school for young children and secondary school for teenagers who have
completed primary education. An institution where higher education is taught is
commonly called a university college or university. The different types of schools
in the educational landscape are Government schools and Non-government
schools.

Government schools

Schools run by the central, state or local governments are referred to as

‘government’ schools. State schoolsgenerally refer to primary or secondary schools
mandated for or offered to all children without charge, funded in whole or in part
by taxation. The term may also refer to public institutions of post-secondary
education. State education is generally available to all. In most countries, it is
compulsory for children to attend school up to a certain age. Under various articles
of the Indian Constitution, free and compulsory education is provided as a
fundamental right to children between the ages of 6 and 14.

Teachers are the backbone of the educational system in India. Government has set
up a permanent body for the selection of the teachers known as N.C.T. i.e. National
Council of Teachers Education. It conducts the training and selection of the
teachers and provides certificate/degree for the teachers which are an essential
qualification for the teachers who seek the employment in teaching schools known
as B.Ed, or Shastri education.

Private schools

Private schools, also known as independent schools, non-governmental, un aided

private or nonstate schools, are not administered by local, state or national
governments; thus, they retain the right to select their students and are funded in
whole or in part by charging their students tuition, rather than relying on
mandatory taxation through public (government) funding; at some private schools
students may be able to get a scholarship, which makes the cost cheaper, depending
on a talent the student may have (e.g. sport scholarship, art scholarship, academic
scholarship), financial need, or tax credit scholarships that might be available.

In India , a private school is an independent school, but since some private schools
receive financial aid from the government, it can be an aided or an unaided school.
So, in a strict sense, a private school is an unaided independent school. For the
purpose of this definition, only receipt of financial aid is considered, not land
purchased from the government at a subsidized rate. It is within the power of both
the union government and the state governments to govern schools since Education
appears in the Concurrent list of legislative subjects in the constitution. The
practice has been for the union government to provide the broad policy directions
while the states create their own rules and regulations for the administration of the
sector. Among other things, this has also resulted in 30 different Examination
Boards or academic authorities that conduct examinations for school leaving
certificates. Prominent Examination Boards that are present in multiple states are
the CBSE and the CISCE, NENBSE.

Tuition at private schools varies from school to school and depends on many
factors, including the location of the school, the willingness of parents to pay, peer
tuitions and the school's financial endowment. High tuition, schools claim, is used
to pay higher salaries for the best teachers and also used to provide enriched
learning environments, including a low student to teacher ratio, small class sizes
and services, such as libraries, science laboratories and computers. Some private
schools are boarding schools and many military academies are privately owned or
operated as well.

Religiously affiliated and denominational schools form a subcategory of private

schools. Some such schools teach religious education, together with the usual
academic subjects to impress their particular faith's beliefs and traditions in the
students who attend. Others use the denomination as more of a general label to
describe on what the founders based their belief, while still maintaining a fine
distinction between academics and religion. They include parochial schools, a term
which is often used to denote Roman Catholic schools. Other religious groups
represented in the K-12 private education sector include Protestants, Jews,
Muslims and the Orthodox Christians.
Many educational alternatives, such as independent schools, are also privately
financed. Private schools often avoid some state regulations, although in the name
of educational quality, most comply with regulations relating to the educational
content of classes. Religious private schools often simply add religious instruction
to the courses provided by local public schools.

Special assistance schools aim to improve the lives of their students by providing
services tailored to very specific needs of individual students. Such schools include
tutoring schools and schools to assist the learning of handicapped children.

Private schools in turn divide into two types: recognized schools and unrecognized
schools. It turns out that for understanding the true size of the private schooling
sector in India, the distinction between recognized and non-recognized schools is
crucial.

Under the educational system Central Board Secondary Education (C.B.S.E) is set
up to maintain, the quality in Education and provide minimum qualification of the
teaching staff and other necessary requirement for the school and conduct the
Exams 10 and 12 standard. It has a control over both Public Private and
Government Schools. After the exam; issues certificates of 10th and 12th
class/standard this student who passed the Examination. C B.S.E. has its office in
New Delhi.

Private School vs. Public School

A private school is autonomous and generates its own funding through various
sources like student tuition, private grants and endowments. A public school is
government funded and all students attend free of cost.

Because of funding from several sources, private schools may teach above and
beyond the standard curriculum, may cater to a specific kind of students (gifted,
special needs, specific religion/language) or have an alternative curriculum like art,
drama, technology etc. Public schools have to adhere to the curriculum charted out
by the district, and cannot deny admission to any child within the residential school
zone.

There are several preconceived notions regarding private and public schools.
Private schools are often assumed to be very expensive, elitist and a better bet for
admission to good colleges. Public schools are often thought of as shoddy, less
disciplined and low-grade curriculum. This comparison offers a fair insight into
both schools for parents to make an informed decision.

According to current estimates, 80% of all schools are government schools making
the government the major provider of education. However, because of the poor
quality of public education, 27% of Indian children are privately educated.
According to some research, private schools often provide superior educational
results at a fraction of the unit cost of government schools. There are a large
number of students per class in government schools so many teachers cannot give a
specific period of individual to a particular student. In private schools the number
of students per classroom are usually fewer, so the teacher can give more
individual attention to each student. That is the reason that private school results
are often better than those achieved by government schools. Education in India is
provided by the public sector as well as the private sector, with control and funding
coming from three levels: federal, state, and local.
 CHAPTER-4
DATA ANALYSIS AND INTERPRETATION

DATA ANALYSIS AND INTERPRETATION

This chapter covers data presentation, analysis and interpretation. The study
covers ten teachers each from three unaided private sector schools and
three government sector schools in Trivandrum city .

Data analysis is divided into two sections. The first section will analyze and
present general and demographic information. The second section is
deployed to analyzed teachers response with respect to each job satisfying
factors. It clarifies each factors and their relative importance.

Section A
Presentation and Analysis of Demographic Factors
1. Sector wise classification of schools
The following table shows the number of teachers selected from government
schools and private unaided schools for the study

Table No:4.1

sector wise classification of respondents

School Sector No.of Teachers Percentage

Government 30 50

Private 30 50

Total 60 100

Source: primary data

The table shows that equal number of teachers were selected from
government schools and private unaided schools for the study. Thirty
government school teachers and thirty private unaided school teachers were
selected for the study.

2. Gender wise distribution:

 The gender wise distribution of sample respondents are given in the
table 4.2

Table 4.2

Gender wise Distribution

No.of No.of
Sex Government Percentage Private Percentage
school school
Teachers Teachers

Male 10 34 8 27

Female 20 66 22 73

Total 30 100 30 100

Source: Primary data

The table shows that majority of the respondents in the government schools
as well as private schools are female teachers. The number of male teachers
in government schools are comparatively higher than that of schools in the
private unaided sector

Figure No: 4.1

Gender wise distribution

 90%
80%
70%
60%
50%
Male
40% Female
30%
20%
10%
0%
Government teachers Private teachers

3. Age wise Distribution:

The age wise distribution of employees given in the table4.3

Table 4.3

Age wise distribution of respondents

No.of No.of
Age Government Percenta Private Percenta
school ge school ge
Teachers Teachers

23-28 6 20 16 53

28-33 10 33 9 30

Above 33 14 47 5 17
Total 30 100 30 100

Source: Primary data

The table 4.3 shows that out of thirty respondents from the Government
sector forty seven percent were above thirty three years of age. Only twenty
percent respondents were aged between twenty three to twenty eight years.
Rest of the thirty three percent aged between twenty eight to twenty three
years. Out of the thirty respondents from private sector fifty three percent
respondents aged between twenty three to twenty eight. Thirty percent aged
between twenty eight to twenty three. The rest seventeen percent aged
above thirty three years. The table shows that most of the teachers in the
private schools are in the age group twenty three to twenty four.

Figure No: 4.2

Age wise distribution

60%
50%
40%
30%
20% Government
teachers
10%
Private teachers
0%

4. Marital Status:
The marital status of teachers is given in the table 4.4

Table 4.4

Marital status of respondents

 No.of No.of
Marital Government Percenta Private Percentag
status school ge school e
Teachers Teachers

Married 25 83 23 77

Unmarried 5 17 7 23

Total 30 100 30 100

Source: Primary data

The table 4.4 shows that eighty three percent of respondents in government
sector were married, and the remaining seventeen percent were unmarried.
In the private sector seventy seven percent respondents were married and
the rest twenty three percent were unmarried

Figure No:4.3

Marital status of respondents

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0% Unmarried
Married

5. Educational Qualification:
Educational qualification of teachers are given in table 4.5

Table 4.5
 Educational qualifications

No.of No.of
Education Governme Percenta Private Percentage
al nt school ge school
Qualificati Teachers Teachers
ons

B.Ed 10 33 25 83

M.Ed 17 57 4 13

SET 3 10 1 3

Total 30 100 30 100

Source: Primary data

The table renders that out of thirty respondents from the government sector
majority had M.Ed degree where as out of thirty respondents from the
private sector majority had only a B.Ed degree. Among the thirty
respondents from the government sector ten percent had SET qualification
but among the thirty respondents from the private sector only three percent
had SET qualification. It shows that government school teachers are more
qualified than that in private unaided sector

Figure No:4.4
 Educational qualifications

100%
80%
60% SET
40%
20% M.Ed B.Ed
0%
M.Ed
B.Ed
SET

SECTION B
6. Salary wise classification
Salary is one of those factors that determines the satisfaction level of
teachers.The following table shows the classification of employees according
to their salary level

Table No:4.6

Salary level of respondents

Monthly No.of No.of

salary Government Percentage Private Percentage
school school
teachers teachers
<20000 - - 20 67
20000- 5 17 10 33
30000
30000- 15 50 - -
40000
>40000 10 33 - -
Total 30 100 30 100%
Source: Primary data

The table shows that out of the thirty respondents in the government sector
nobody is paid below twenty thousand rupees. Fifty percent respondents in
this sector receives salary between thirty thousand and forty thousand
rupees. Thirty three percent received a salary of above forty thousand and
the rest seventeen percent received a salary between twenty thousand and
thirty thousand rupees. But in private unaided schools nobody is paid above
thirty thousand rupees. Majority of the teachers in the private sector
received a salary below twenty thousand.

The government school teachers are well paid than the private school
teachers.

Figure No:4.5

Salary level of respondents

70%
60%
50%
40%
30%
20%
Government teachers Private teachers
10%
0% Private teachers
Government teachers

7. Satisfaction level based on salary

Salary is the return given to the employees for the work done. It has a major
influence on one’s job satisfaction. The following table shows the satisfaction
level of the respondents regarding salary.
 Table No: 4.7

satisfaction level of teachers on the based of salary

Satisfaction No.of Percentage No.of Percentage

level government private
school school
teachers teachers
Highly 25 83 - -
satisfied
Partially 5 17 3 10
satisfied
Least - - 6 20
satisfied
Dissatisfied - - 21 70
Total 30 100 30 100
Source: Primary data

The table shows that out of the thirty government school teachers eighty
three percent were highly satisfied with their salary. The rest seventeen
percent were partially satisfied. No respondents were dissatisfied with their
salary in the government sector. Out of the thirty respondents in the private
sector seventy percent were dissatisfied with their salary. Twenty percent
respondents were least satisfied with their salary and the rest ten percent
were partially satisfied with their salary.

Government school teachers are more satisfied with their salary than that of
teachers in the private unaided sector.
 Figure No: 4.6

Satisfaction level based on salary

90%
80%
70%
60%
50%
40%
30%
Government teachers
20%
10% Private teachers
0%

8. Satisfaction level based on other monitory benefits

other than salary
Monitory benefits like Provident Fund, gratuity, onam bonus also play an
important role in job satisfaction among school teachers. These benifits will
increase their job satisfaction level. The following table shows the
satisfaction level of government and private school teachers based on the
monitory benefits other than salary.

Table No: 4.8

Satisfaction level based on other monitory benefits

Satisfaction No. of Percentage No. of Percentage

level Government Private
school school
teachers teachers
Highly 25 83 - -
satisfied
Partially 5 17 10 33
satisfied
Least - - 6 20
satisfied
Dissatisfied - - 14 47
Total 30 100 30 100
Source: Pimary data

The table shows that, out of the thirty respondents in the government sector
eighty three percent were highly satisfied with the monitory benefits other
than salary provided to them. The rest seventeen percent were partially
satisfied. No respondent from the government sector were dissatisfied with
their benefits. Out of the thirty respondents in the private sector majority
were dissatisfied with their monitory benefits other than salary. Twenty
percent respondents were least satisfied with their monitory benefits other
than salary.

It is revealed that Majority of the government school teachers were highly

satisfied with their monitory benefits other than salary. None of the private
school teachers were highly satisfied with the monitory benefits they
received other than salary.

Figure No: 4.7

satisfaction level based on monitory benefits other than salary

90%
80%
70%
60%
50%
40%
30%
20% Private teachers
10%
0% Government teachers

9. job security
job security plays an important role in job satisfaction. If an employee feel
his job is secured he will be more productive.The following table shows the
classification according to the permanency of job.

Table No:4.9
 Permanency of job among respondents

Nature of No.of Percentage No.of Percentage

job Government Private
school school
teachers teachers
Temporary 3 10 20 67
Permanent 27 90 10 33
Total 30 100 30 100

Source: Primary data

The table reveals that out of thirty respondents from the government sector
ninety percent were permanent teachers and the rest ten percent were
appointed on contract basis. Out of thirty respondents from the private
sector only thirty three percent were permanent and the rest sixty seven
percent were temporary. Majority of the teachers in the government sector
are appointed as permanent teachers, but in private sector majority are
temporary teachers.

Government school teachers enjoy high job security than that in private
unaided sector

Figure No:4.8

Permanency of job among respondents

100%
80%
Private school
60% teachers
40% Government school
teachers
20%
0%
Permanent Temporary
 10. Attitude of Co-workers:

Attitude of co-workers is one of the major factors that determine job

satisfaction among employees. If there is a healthy relation with the co-
workers, a homely atmosphere can be created. But if there are conflicts
among them, it will adversely affect their job satisfaction.
The following table shows the attitude of co-workers

Table No: 4.10

Attitude of co-workers

No. of No. of
Attitude Governmen Percentage Private Percentage
t school school
teachers teachers

Friendly & 26 87 23 77
co-operative

Unfriendly 4 13 7 23

Total 30 100 30 100

Source: Primary data

According to the above table,eighty seven percent of the

respondents in the government sector were friendly and where as only
seventy seven percent respondents in the private sector said that their
co-workers were friendly andco-operative.
In the government sector teachers are more co-operative with their co-
workers than that of private school teachers.
Figure No: 4.9
Attitude of co-workers
 100%
90%
80%
70%
60%
Government
50%
teachers
40% Private teachers
30%
20%
10%
0%
Friendly & co-operative Unfriendly

11. Employer employee relationships:

When an employer hires a new employee, he is not just bringing a member
of the work force; he is also starting a new relationship. Because employers
and employees often work together, they necessarily develop relationships.
Managing these relationships is vital to business success as strong
relationship can lead to greater employee happiness and even increased
productivity. To reap these benefits, keep the dynamics of your employer
employee relationship in mind. The given table reveals the level of
satisfaction of employees towards employee employer relationship.

Table No: 4.11

Employer employee relationship

Level of No. of No. of

satisfaction Government Percentage Private Percentage
school school
teachers teachers

Highly 15 50 3 10
satisfied

Partially 8 27 5 17
satisfied
Least 7 23 10 33
satisfied

Dissatisfied - - 12 40

Total 30 100 30 100

Source: Primary data

The table shows that out of thirty teachers in Government sector, twenty
seven percent of employees are highly satisfied with their employer
employee relationship whereas twenty three percent are least satisfied and
fifty percent of the teachers are partially satisfied. In Private sector out of
thirty teachers only ten percent of employees are highly satisfied with their
employer employee relationship, forty percent of teachers are partially
satisfied and thirty three percent are least satisfied. The percentage of
employees dissatisfied is seventeen percent.

The employee employer relationship is better in government schools than

that of private schools

Figure No:4.10

Employer employee relationship

50%
40%
30%
20%
10% Government
0% teachers
Private teachers

12. Infrastructure facilities

It has been formed that working environment influence the level
of job satisfaction of workers. A good working environment helps to perform
well in their jobs. It further reduces job stress and help people to do their
work with a cool and relaxed mind contributing to the creation of a sound
working environment. The factors which constitute work environment are
canteen facilities, other infrastructure facilities ,recreation and relaxation
facilities etc.

Table No:4.12

Satisfaction level of respondents towards infrastructure facilities

No. of No. of
Level of Government Percentage Private Percentage
satisfaction school % school %
teachers teachers

Highly - - 19 63
satisfied

Partially 5 17 11 37
satisfied

Least 7 23 - -
satisfied

Dissatisfied 18 60 - -

Total 30 100 30 100

Source: Primary data

Out of thirty respondents in the government sector none were highly

satisfied with the facilities like infrastructure, canteen, recreation and other
relaxation facilities. Where as sixty three percent of the private school
teachers were highly satisfied with the facilities they had at their schools.

The private school teachers enjoy more infrastructure facilities than

government school teachers. The discussions with the teachers in private
unaided schools revealed that infrastructure facilities alone cannot
contribute towards higher job satisfaction.

Figure No:4.11

Satisfaction level of respondents towards infrastructure facilities

 0.7

0.6

0.5

0.4

0.3
Government teachers
0.2 Private teachers

0.1

13. Work Load

Workload plays a significant role in any job. High work load always
results in high pressure and adversely affects the job satisfaction level of the
individuals. The table below shows the satisfaction level in connection with
the work load.

Table No:4.13

Level of satisfaction on work load

No. of
Level of Government Percentage No. of Percentage
work load school Private
teachers school
teachers
Heavy 7 23 27 90

Satisfactory 23 77 3 10

Total 30 100 30 100

Source: primary data

Out of the thirty respondents from the government sector seventy seven
percent said that their work load was satisfactory where as ninety percent of
the respondents from the private sector said they had heavy work load.

The teachers in private unaided schools had higher work load than teachers
in the government sector.

Figure No:4.12

Level of satisfaction on work load

 450%
400%
350%
300%
250% Government school
200% teachers
150% Private school
100% teachers

50%
0%

14. Career growth

The staffing of schools takes place on an ongoing basis. Promotion is
the advancement of employee to a higher position with higher responsibility
and pay. Promotional opportunities are positively related to job satisfaction.
The table below shows the career growth opportunities of teachers.

Table No:4.14

The career growth of respondents

No. of
Yes/No Government Percentage No. of Percentage
school Private
teachers school
teachers

Yes 30 100 4 13

No - - 26 87

Total 30 100 30 100

Source: Primary data
 Out of thirty Government teachers, hundred percent teachers said they
were satisfied with their career growth prospects. But in Private sector out of
thirty teachers only thirteen percent teachers said they had career growth
prospects, and the rest eighty seven percent of teachers said they had no
career growth opportunities.

The government school teachers are more satisfied with their career growth
prospects.

Figure No:4.13

Career growth prospects

100

80
Government
60
teachers
40 Private teachers

20

0
Yes No

15. Teaching experience

Experience is a very important quality that directly affects the productivity
and skill development of an employee. The following table shows the total
teaching experience of the teachers in both the government sector schools
and private sector schools
 Table No:4.15

Teaching experience

Teaching No.of Percentage No.of Percentage

Experience Government Private
(years) school school
teachers teachers
<5 6 20 18 60

5-10 12 40 2 7

>10 12 40 10 33

Total 30 100 30 100

Source: Primary data

The table depicts that, in government schools the percentage of teachers

having teaching experience of more than ten years are considerably higher
than that of private schools. we can see that in private schools the
percentage of teachers having less than five years of teaching experience is
sixty percent where as in government schools it is only twenty percent. The
percentage of teachers having teaching experience between five to ten
years is forty percent in government schools and seven percent in private
schools. We can understand that there are more experienced teachers in
government schools than in private schools.

Figure No: 4.14

Teaching experience
 60%

50%

40%
Government
30% teachers
Private teachers
20%

10%

0%
< 5 Years 5-10 Years > 10 Years

16. Computer labs, science labs and library facilities

It is important that future planning treats the resources like library,

computer labs and other science labs as an essential component of the
school at all levels. It helps the teachers to teach the students practically.
The following table shows the satisfaction level of resources like library,
computer labs and other science labs among Government school teachers
and Private school teachers.

Table No: 4.16

Satisfaction towards the resources

No. of No. of
Yes/No Government Percentage Private Percentage
school school
teachers teachers
Yes 11 37 21 70

No 19 63 9 30

Total 30 100 30 100

Source: primary data

Out of selected thirty Government school teachers, thirty seven

percent are satisfied with the resources like library, computer labs and
science labs and nineteen percent teachers are not satisfied.
Out of selected thirty Private school teachers, seventy percent are
satisfied with the resources like library, computer labs and science labs
and thirty percent teachers are not satisfied
It is evident that private school teachers are more satisfied with such
resources provided to them.
On discussions with the government school teachers it was found that
financial constrains adversely affects the resources in the government
sector schools

Figure No:4.15
Satisfaction towards the resources
70
60
50
government
40
teachers
30 private
teachers
20
10
0
Yes No
17. Teaching Aids

Teaching facilities also play an important role in job satisfaction and

productivity of the teachers. Teaching facilities like smart class rooms and
projector rooms influence teachers productivity. The table below shows
the satisfaction level of present teaching facilities in Government schools
and Private schools.

Table No:4.17
Satisfaction level regarding present teaching facilities

No. of
Satisfaction Governmen Percentag No. of Percentage
level t school e Private
teachers school
teachers

Highly 13 43
satisfied

Partially 9 30 12 40
satisfied

Least satisfied 7 23 5 17

Dissatisfied 14 47 - -

Total 30 100 30 100

Source: Primary data

Out of thirty respondents in Government sector, forty seven percent

of respondents were dissatisfied with their present teaching facilities
where as in private sector forty three percent of respondents were highly
satisfied with their present teaching facilities.

Private school teachers are more satisfied with their teaching facilities
than government school teachers.
On discussions with the private school teachers it was revealed that by
only providing better teaching facilities higher job satisfaction cannot be
achieved.

Figure No:4.16
Satisfaction level based on teaching facilities
50
40
30
20
10
0 Government
teachers
Private teachers

18. Individual attention towards students

Individual attention means the teachers will show his or her own
particular strengths in certain areas. They identify and support their
strengths by offering the students encouragement and genuine
enthusiasm, praise for their achievements and first class teaching. The
way in which they teach, and therefore the way in which the students
learn, is very much focused on the abilities of each individual. The
following table shows the individual attention of teachers towards
students.
 Table No:4.18
Individual attention towards students

Yes/No No. of Percentag No. of Percentage

Government e Private
school school
teachers teachers

Yes 16 53 3 10

No 14 47 27 90

Total 30 100 30 100

Source: Primary data

Out of thirty teachers, fifty percent of Government school teachers

said that they were able to provide individual attention towards students
and remaining forty seven percent of teachers responded that they
couldn’t provide individual attention towards the students.
In Private sector, out of thirty teachers ninety percent of teachers
couldn’t provide individual attention towards students and only ten
percent of teachers were able to provide individual attention to them.

Private school teachers couldn’t provide individual attention towards their

students because of high student population and a lot of extra curricular
activities in the school. They also said high work load also affected the
prospects of individual attention.

Figure No:4.17
Individual attention towards students
 90
80
70
60
50
Government teachers Private teachers
40
30
20
10
0
Yes No

Chapter 5
Findings suggestion and conclusions
Findings
 The study reveals that government schools have more experienced
teachers than private schools
 On an overall observation it is understood that government school
teachers are more qualified than private school teachers
 Private school teachers are very much under paid when compared to
government school teachers
 As regards monitory benefits other than salary like provident fund, onam
bonus and gratuity private unaided school teachers find themselves short-
changed as opposed to government teachers who get all benefits as per the
government prescribed norms
 Government school teachers enjoy more job security than private school
teachers
 On an overall observation, government school teachers enjoyed better
employer employee relationship than private school teachers
 Regarding workload , in the government schools it is evenly distributed but
private school teachers find themselves with all odds against them with high
student population and a lot of extra curricular activities.
 Private school teachers were highly satisfied with the infrastructure
facilities provided where as government schools lacked infrastructure
facilities.
 All the teachers in the government sector said that they had prospects
for promotion and career growth. while in private unaided schools only
rarely does a teacher get promotion prospects.
 Private school teachers were more satisfied with their teaching resources like
library, computer labs and other science labs
 The study reveals that private school teachers were not able to provide
individual attention towards their students due to high student population
and a lot of extra-curricular activities.
 Many factors like salary, other monitory benefits, job security
,employer employee relationship , work load and career growth
prospects which affect teachers job satisfaction favors government
school teachers. Due to all these factors the government school
teachers are more satisfied with their job than private school teachers.
 Private schools excel in infrastructure facilities when comparing to
government schools.
 The problem faced by government school teachers are lack of
infrastructure facilities and other teaching aids. But the private school
teachers face problems with their salary, other monitory benefits, job
security, career growth prospects and high work load in connection
with teaching and extracurricular activities which affects their job
satisfaction adversely.

Suggestions

 The large income disparity between government and private school teachers
should be minimized as private school teachers unlike the government school
teachers are employed on a consolidated salary without any allowance. The
pay scales of private school teachers should be revised in line with the pay
scale of teachers in government and aided educational institutions. A set of
 rules for payment of dearness allowance , house rent allowance etc.
corresponding to the government schools should be implemented
 The schemes for the welfare of teachers all over India which are being
operated by the National Foundation for Teachers' Welfare (NFTW) should be
extended to private unaided school teachers also.
 suggests that there should be a Government Bank for Educational
Development that provide cheap loans to meet the respective needs of
teachers, students and the management
 The government schools should be more equipped with better libraries, class
rooms and better lab equipments
 Government should invest more in developing infrastructure facilities of
government sector schools
 The private sector schools should decrease the in take of students to reduce
student population and to increase teachers productivity as well as to
decrease their work load

Conclusion
Both government and private unaided school teachers must co-exit for adequately
meeting the educational needs of the region. As the findings prove that the
allegation of significant disparity in the service and working condition of teachers in
government and private unaided schools in the region it is true that private unaided
school teachers must be given service and working conditions on par with the
government school teachers. This is vital for motivating and extracting the best
output from the private school teachers. The best services from teachers of both
government as well as private unaided schools only can ensure excellence in school
education. Otherwise , it will be a valid reason for the deterioration of educational
standard in the region. So the government and the community should Endeavour to
create conditions which help motivate and inspire teachers on constructive and
creative lines. This is in line with the observation of Sam Pitroda (2008) , “It is
urgent to restore the dignity and school teaching as a profession and provide more
incentives for qualified and committed teachers .Only if the teachers are satisfied
with their job and working conditions their teaching will be more affective and the
students will be more benefited.

BIBLIOGRAPHY
 Saiyadain (2009). Human Resource Management. New Delhi: Hill
Publishing Company.

 Eugene F, MC Kerna (2000). Business Psychology and Organizational

Behaviour: Psychology Press Ltd.

 K. Aswathappa.(2013). Organizational Behaviour. Mumbai: Himalaya

Publishing House.

 Mirza. S. Saiyadain (2003). Organizational Behaviour. New Delhi: Hill

Publishing Company Ltd.

Internet sources
 Factors Affecting Job Satisfaction. From
http://en.wikipedia.org/wiki/Job_satisfaction.

 Measuring Job Satisfaction. From

http://en.wikipedia.org/wiki/Job_satisfaction.

APPENDIX

A COMPARITIVE STUDY OF JOB SATISFACTION AMONG

GOVERNMENT SCHOOL TEACHERS AND PRIVATE SCHOOL
TEACHERS IN TRIVANDRUM
 QUESTIONNAIRE TO IDENTIFY THE JOB SATISFACTION LEVEL AMONG
GOVERNMENT SCHOOL TEACHERS AND PRIVATE SCHOOL TEACHERS IN
TRIVANDRUM CITY

Madam/sir please be kind to fill in the questionnaire to be used for Bcom project.
This data will be used for academic purposes only.

Please use √ mark in the appropriate boxes

General details
Name: _____________________

Sex: Male Female

Age: ______

Name of school: _________________

Private School

Government school

Survey Details

1. How long have you been working in this institution?

Less than 5 years

5-10 years

More than 10 years

2. Are you a temporary staff or a permanent one?

Permanent Temporary

3. How secured do you feel your job is?

Highly secured Secured Insecured

4. What is your monthly salary?

Less than 20000 20000-30000

30000-40000 Above 40000

5. Are you satisfied with your salary?

Yes No

6. Besides salary what other monetary benefits are you provided with?

Onam bonus PF Gratuity

7. Your satisfaction level regarding monetary benefits other than salary that you get

Highly satisfied Partially satisfied least satisfied

Dissatisfied

8. Attitude of co-workers

Friendly & co-operative Unfriendly

9. Are you satisfied with the relationship between you and your management

Highly satisfied Partially satisfied

Least satisfied Dissatisfied

10. Are you satisfied with your present teaching and infrastructure facilities?

Highly satisfied Partially satisfied

Least satisfied Dissatisfied

11. What is your feeling regarding your work load?

Heavy Satisfactory

12. Do you feel you have career growth opportunities?

Yes No

13. Does your school have modern teaching facilities like smart class rooms?

Yes No
14. Are you able to provide individual attention to your students?

Yes No

If no, why?

No.of students very high

Too much of extra-curricular activities

Lack of class room facilities

Lack of teaching staff

Any other please state:

15. Are you satisfied with the resources like library, computer labs and other science labs?

Yes No

If no ,why?

Inadequate no.of books and magazines in the library

Inadequate no.of computers

Defective or inadequate no.of apparatus in the science labs

16. Does your school provide you with transportation facilities like school bus

Yes No

If no, do you encounter difficulty in getting to your school?

Yes No

17. Do you feel proud to be a teacher?

Yes No

18. Do you have any suggestions to enhance your job satisfaction? Kindly mention it.