ATTITUDE OF HIGHER SECONDARY
SCHOOL TEACHERS TOWARDS JOB
SATISFACTION IN KANYAKUMARI
DISTRICT, TAMILNADU
1.1 INTRODUCTION
Job satisfaction is life satisfaction. Job
satisfaction is an integral component of
the work climate. It is the result of
establishing a healthy organizational
environment in an organization. It
includes a feeling of satisfaction or
dissatisfaction with the various segments
of one's job. Job satisfaction is believed to
be a good indicator of an employee's
feelings on his work. Job satisfaction may
be defined as a general attitude of an
individual towards his job. Positive
attitudes towards the job are equivalent to
job satisfaction where as negative attitudes
towards the job are equivalent to job
dissatisfaction. Job satisfaction is one of
the key factors in organizational
dynamics, and is generally considered to
be a primary dependent variable, in terms
of which the effectiveness of human
resources of an organization is evaluated.
Despite the fact that job satisfaction is an
attitudinal variable, it has emerged as an
important variable for severalreasons.
The personal satisfaction of
the worker while doing his work depends
on fellow workers, management and
fulfillment of his psychological and social
needs.
It has been argued that a
progressive society should have
quantitative concern for the quality
aspects of its members. Variables such as
mentally challenging work, equitable
rewards, conducive working conditions,
supportive colleagues and personality
make positive contribution to job
satisfaction. An organization consisting of
more satisfied employees tends to be more
effective and stable than an organization
with less satisfied employees. Satisfaction
related to job might come out through
external or internal sources related to
work and to the feelings associated with a
particular job. The latter concept is
referred to as internal job satisfaction.
Job satisfaction is generally
affected by the discrepancy between
reward expected and actually realized.
Lesser the discrepancy, the greater will be
the reward and satisfaction. Job
satisfaction includes the favorableness or
unfavourableness with the employees’
view to their work.
The important information
regarding an employee in an organization
shall be a validated measure of his or her
level of job satisfaction. The foundation
for job satisfaction or job motivation with
a five-stage hierarchy of human needs
now is recognized as the deprivation or
gratification proposition. The idea behind
the premise of the deprivation or
gratification proposition is that when an
individual identifies a need, which is not
being met, a behavior results which is
directed towards gratifying the need.
1.2 ATTITUDE
Attitudes represent feelings and beliefs of
individuals towards others. Attitudes
affect motivation, satisfaction and job
commitment. Negative attitudes need to
be converted in to positive attitudes.
Changing negative attitudes is difficult
because employees refuse to change. They
have prior commitments and information
needed to change attitudes may not be
sufficient. Nevertheless, attitudes must be
changed so that employees feel committed
to the organization, motivated for better Table -1
performance, and derive satisfaction from
their jobs and the work environment. CLASSIFICATION OF THE
The term 'attitude' means 'the way of RESPONDENTS ON THE BASIS OF
thinking or behaving towards somebody THEIR SCORES IN NAGERCOIL
or something'. Opinion of the teachers on EDUCATIONAL DISTRICT
job satisfaction may vary from person to
person. Since the attitude of a person is a No. of
qualitative factor, which cannot be S. No Attitude Percentage
Respo
measured in quantitative terms, it can be score level
ndents
measured with the help of scaling
1. below 30 9 4.9
technique. A five-point scale based on the
Likert's Scaling Technique has been 2. 30 to 45 94 51.1
devised to measure the level of attitudes of 3. 45 to 60 64 34.8
theteachers. Attitude of the higher 4. 60 to 75 1 0.5
secondary school teachers in
5. 75 to 90 12 6.5
Kanyakumari district is presented here. If
a respondent gives his opinion as 'strongly 6. above 90 4 2.2
agree' for all the 20 statements the Total 184 100
respondent’s total score will be 100 (i.e.,
Source: Primary data
20*5). If the respondent marks ‘agree’ for
all the 20 statements the respondent’s total It is evident from table 1 that among the
score will be, 80 (i.e. total 4*20). If the 184 respondents, the majority of 94
respondent has 'No opinion' for all the 20 teachers (51.1percent) have attitude scores
statements, the respondent’s total score between 30 and 45, next to that 64 (34.8
will be 60 (i.e. 3*20) and if the respondent percent) respondents have the attitude
ticks ‘Disagree’ for all the 20 statements scores between 45 and 60, followed by 12
the respondent’s total score will be 40 (i.e. (6.5 percent) respondents who have
2*20). If the respondents choice is attitude scores between 75 and 90 and 9
“strongly disagree” for all the 20 (4.9 percent) respondents have the attitude
statements the respondent’s total score score below 30. The maximum score of
will be 20 (i.e. 20*1), for all the above 90 has been obtained by 4 (2.2
statements the maximum score one can percent) respondents only. The level of
get is 100 and the minimum score is attitude of higher secondary school
20.The details of the scores on attitude are teachers are presented below in table 2.
presented in table 1.
 2. 45 to 60 58 52.3

Total 111 100

Source: Primary Data
Table - 2 LEVEL OF ATTITUDE
No. of It is seen from table 3 that among the 111
SI.No Attitude Percentage
Respondents respondents, the majority of 58 teachers
Level
1 Low 26 14.13 (52.3 percent) have the attitude scores
from 45 to 60, and the minimum scores of
2 Moderate 139 75.54 30 to 45 have been obtained by 53 (47.7
3 High 19 10.33 percent)
Total 184 100 respondents.Thelevelofattitudeofhighersec
ondaryschoolteachersisgiven below in
Source: Primary Data table4.

It could be seen from table 2 that among Table – 4

the 184 respondents, the attitude level of
19 teachers (10.33 percent) is high, 139 LEVEL OF JOB ATTITUDE
teachers (75.54 percent) have moderate
attitude towards their job and the SI.No Attitude No. of Percentage
remaining 26 teachers (14.13 percent) . Level Respondents
have low level of attitude towards their
1. Low 7 6.3
job. The details of the scores on attitude of
teachers of Thuckalay educational district 2. Moderate 104 93.7
is presented in table3.
Total 111 100
Source: Primary Data
Table – 3
It can be assessed from table 6.7 that
among the111 respondents, the attitude
CLASSIFICATION OF THE
level of 104 teachers (93.7 percent) is
RESPONDENTS ON THE BASIS OF
moderate and the remaining 7 teachers
THEIR SCORES LEVEL IN
(6.3percent) have low attitude towards
THUCKALAY EDUCATIONAL
their job.
DISTRICT
The detail of the scores on attitude of
respondents in Kuzhithurai educational
No. of
district is shown in table 5.
SI.No. Attitude Respond Perc
Score level ents enta
ge
1. 30 to 45 53 47.7
 Total 80 100
Source: Primary Data

It is evident from table 6 that among the

Table – 5 80 respondents, the attitude level of 73
CLASSIFICATION OF THE teachers (91.25 percent) is moderate and,
RESPONDENTS ON THE BASIS OF 7 teachers (8.75 percent) have low attitude
THEIR SCORES LEVEL IN towards their job.
KUZHITHURAI EDUCATIONAL The detail of the scores on attitude in
DISTRICT Kanyakumari educational district is
presented in table 7
No. of Table - 7
SI.No. Attitude Responde Percenta
Score nts ge CLASSIFICATION OF THE
Level RESPONDENTS ON THE BASIS OF
1. Below30 3 3.75 THEIR SCORES LEVEL IN
KANYAKUMARI EDUCATIONAL
2. 30 to 45 50 62.50
DISTRICT
3. 45 to 60 27 33.75 Attitude No. of
SI.No Score Respond Percentage
Total 80 100
Level ents
Source: Primary data
1. below 30 12 3.2
It can be deduced from table 5 that among
the 80 respondents, the majority of 50 2. 30 to 45 197 52.5
teachers (62.50 percent) have attitude 3. 45 to 60 149 39.7
scores between 30 and 45, next to that 27 4. 60 to 75 1 0.3
(33.75 percent) respondents have attitude
scores between 45 and 60 and the 5. 75 to 90 12 3.2
minimum scores of below 30 have been 6. above 90 4 1.1
obtained by 3 (3.75 percent) respondents. Total 375 100
The level of attitude of job satisfaction of Source: Primary Data
higher secondary school teachers is given
It is could be seen from table 7 that among
below in table .6.
the 375 respondents, the majority of 197
Table – 6 LEVEL OF ATTITUDE teachers (52.5 percent) have the attitude
No. of scores from 30 to 45, next to that 149
SI.No. Attitude Perce
Respondents (39.7 percent) respondents have the
Level ntage
attitude scores from 45 to 60, followed by
1. Low 7 8.75 12 (3.2 percent) respondents who have the
2. Moderate 73 91.25 attitude scores from 75 to 90, one (0.3
percent) respondent has the attitude score
from 60 to 75, and 4 (1.1 percent)
respondents have the attitude scores above
90. The minimum scores of below 30 have
been obtained by 12 (3.2 percent)
respondents. The level of attitude of job
satisfaction of higher secondary school
teachers is shown below in table.8.
Table – 8 LEVEL OF ATTITUDE
SI. No. of
Attitude Responden Percenta
No.
Level ge
ts
1. Low 40 10.66
2. Moderate 316 84.27
3. High 19 5.07
Total 375 100
Source: Primary Data
It can assessed from table 8 that among
the 375 respondents, the attitude of 19
teachers (5.07percent) is high, 316
teachers (84.27percent) have moderate
attitude and the remaining 40 teachers
(10.66 percent) have low level of attitude
towards their job.
1.3 INTER RELATIONSHIP
BETWEEN JOB SATISFACTION
AND ATTITUDE OF TEACHERS
TOWARDS THEIR WORK
Correlation is one of the methods of
studying the relationship between two
variables. If the variables are related or
there is a correlation between the two
variables, the two variables may have a
positive correlation or a negative
correlation or they may be uncorrelated.
Two variables are said to be positively
correlated if for an increase in the value of
one variable, there is also an increase in
the value of the other variable or for a
decrease in the value of one variable, there
is also a decrease in the value of the other
variable. That is the two variables change
in the same direction.
NEGATIVE CORRELATION
Two variables are said to be negatively
correlated if for an increase in the value of
one variable there is a decrease in the
value of the other variable, that is the two
variables change in opposite directions.
NO CORRELATION
Two variables are said to be uncorrelated
if the change in the value of one variable
has no connection with the change in the
value of theother variable.
Karl Pearson's co-efficient of
correlation
As a measure of intensity or degree of
linear relationship between two variables,
Karl Pearson (1867-1936), a British Bio
Metrician, developed a formula called
correlation co-efficient.
Correlation co-efficient between two
random variables X and Y, usually
denoted by r (x, y) or simply r x y is a
numerical measure of linear relationship
between them.
The relationship between job satisfaction
and attitude of the teachers in Kuzhithurai
region is analyzed with the help of Karl
The result of which is given in the
following table 9
 Table – 10
Table – 9 CORRELATION BETWEEN JOB
CORRELATION BETWEEN JOB SATISFACTION AND ATTITUDE OF
SATISFACTION AND ATTITUDE OF HIGHER SECONDARY SCHOOL
HIGHER SECONDARY SCHOOL TEACHERS IN THUCKALAY
TEACHERS IN KUZHITHURAI EDUCATIONAL DISTRICT
EDUCATIONAL DISTRICT Particulars Job Attitude
satisfact
Particulars Job Attitude ion
satisfac Pearson 1.000 .874**
tion correlation
Pearson 1.000 0.372** Sig (2-tailed) - .000
correlation N 184 184
sig (2 - - .001 **Significant at 1 percent level
tailed) Source: Primary data
N 80 80 It can be inferred from table 10 that the
** Significant at 1 % level Sources: Karl Pearson's correlation coefficient is
Primary data 0.874, which is positive and significant at
one percent level between job satisfaction
It can be identified from table 9 that the and attitude of the higher secondary
Karl Pearson's correlation coefficient is school teachers in Thuckalay educational
0.372. It is positive and significant at one district.
percent level between job satisfaction and The relationship between job satisfaction
attitude of the higher secondary school and attitude of the teachers in Nagercoil
teachers in Kuzhithurai educational region is analyzed with the help of Karl
district. Pearson’s correlation coefficient. The
The relationship between job satisfaction result of which is presented in table 11.
and attitude of the teachers in Thuckalay
region is analyzed with the help of Karl
Pearson’s correlation coefficient, the
result of which is shown in the following
table, 10.
 Table – 12
Table – 11 CORRELATION BETWEEN JOB
CORRELATION BETWEEN JOB SATISFACTION AND ATTITUDE OF
SATISFACTION AND ATTITUDE OF HIGHER SECONDARY SCHOOL
HIGHER SECONDARY SCHOOL TEACHERS IN KANYAKUMARI
TEACHERS IN NAGERCOIL DISTRICT
EDUCATIONAL DISTRICT Particulars Job Attitude
Particulars Job Attitude satisfaction
satisfaction
Pearson 1.000 0.808**
Pearson 1.000 .487** correlation
correlation
Sig (2-tailed) - .000
Sig (2-tailed) - .000
N 111 111 N 375 375
**Significant at 1 percent level ** Significant at 1 percent level
Source: Primary Data Source: Primary data

It is seen from table 11 that Karl Pearson's

correlation coefficient is (0.487) that is
significant and positive at one percent
level between job satisfaction and attitude
of the higher secondary school teachers in
Nagercoil educational district.
The relationship between job satisfaction
and attitude of the teachers in
Kanyakumari educational district is
analyzed with the help of Karl Pearson’s
correlation coefficient. The result of
which is given in table 12.
It is identified from table 12 that Karl
Pearson's correlationcoefficient is 0.808,
which is positive and significant at one
percent level between job satisfaction and
attitude of the higher secondary school
teachers in Kanyakumari educational
district.
 1.2 IMPACT OF MANAGEMENT
POLICIES ON JOB SATISFACTION
The interpretations from the simple
regression analysis for the identified
variables are as below:
 WELFARE MEASURES
The aided school teachers have more job
satisfaction with reference to the welfare
measures i.e., a unit change on the welfare
measures in aided schools makes a change
of 8.396 units on job satisfaction. Its
impact is low in Government and self-
financing schools.
 PENSION POLICIES
The aided school teachers have more Job
satisfaction with reference to the pension
policies. i.e., a unit change on pension
plan in aided schools makes a change of
9.106 units on job satisfaction. Its impact
is very low in Government and low in
self- financing schools.
 FREEDOM TO
ORGANIZEPROJECTS
The aided school teachers have more job
satisfaction with reference to the freedom
to organize projects. i.e., a unit change on
the freedom to organize projects in aided
schools makes a change of 9.287 units on
job satisfaction. Its impact is very low in
Government schools.
 ROLE IN DECIDING
ACADEMICPOLICIES
The aided school teachers have more job
satisfaction with reference to role in
deciding academic policies. i.e., a unit
change on deciding academic policies in
aided schools makes a change of 9.042
units on job satisfaction. Its impact is low
in self-financing schools and negative in
Governmentschools.
 CONSULTING TEACHERS FOR
ADMINISTRATIVE REFORMS
The aided school teachers have more job
satisfaction if they are consulted in
administrative reforms by their respective
managements. i.e., a unit change on the
variable in aided schools makes a change
of 6.779 units on job satisfaction. Its
impact is low in Government and self-
financing schools.
 FACULTY
IMPROVEMENTPROGRAMME
The aided school teachers have more job
satisfaction with regard to the faculty
improvement programme of the
irrespective managements. i.e., a unit
change on the faculty improvement
programme in aided schools makes a
change of 8.502 units on job satisfaction.
However, its impact is low in Government
and self- financing schools.
 CONSIDERATION TO TEACHER’S
SUGGESTIONS
The aided school teachers have more job
satisfaction when their suggestions are
considered by their respective
managements i.e., a unit change on the
consideration to teacher’s suggestions in
aided schools makes a change of 7.204
units on job satisfaction. Its impact is
negative in Government and self-
financing schools.
 INTEREST IN IMPROVING THE
PROFESSIONAL SKILLS OF THE
TEACHERS
The aided school teachers have more job
satisfaction with reference to the interest
in improving the professional skills of the
teachers of their respective managements.
 TRANSFER
i.e., a unit change on the interest in
improving the professional skills of the
teachers in aided schools makes a change
of 6.243 units on job satisfaction. Its
impact is negative in Government schools
and very low in self- financing schools.
 RECREATIONFACILITIES
The aided school teachers have more job
satisfaction with reference to the
recreation facilities made by their
respective managements.
i.e., a unit change on the recreation
facilities in aided schools makes a great
change of 9.178 units on job satisfaction.
Its impact is very low in Government and
self- financing schools.
 GOOD MANAGEMENT
RELATIONSHIP
The aided school teachers have more job
satisfaction with reference to good
management relationship. i.e., a unit
change on good management relationship
in aided schools makes a vast change of
11.155 units on job satisfaction. But its
impact is very poor in self- financing and
Government schools.
1.3 PROBLEMS FACED BY THE
GOVERNMENT HIGHER
SECONDARY SCHOOL TEACHERS
Eventhough the Government higher
secondary school teachers enjoy good pay,
job security, and all leave facilities they
suffer the following problems.
The Government school teachers are
transferred from one place to another
within a very short duration by the
Government school education authorities.
No proper procedure is followed for
transfer. The researcher has come to know
that the teachers who are ready to bribe
lakhs of rupees to some officials are able
to get transfer to school of the choice.
Other teachers are forcefully transferred to
undesired areas. Consequently, such
teachershaveto shift their families very
frequently. This disturbs the education of
their children also.
This problem can be solved only when the
education department officials are
compelled to adopt legitimate rules and
transparency in transfer of teachers.
 POOR INFRASTRUCTURE
Another problem identified by the
researcher is that the Government school
teachers are not provided with adequate
infrastructure facilities. In recent times,
the Government has upgraded many high
schoolsto higher secondary schools.
However, no immediate arrangements
have been made for additional classrooms,
laboratories, expansion of library and
other teaching aids. This creates hardships
in discharging of their duties peacefully.
This problem will not arise, if the
Government takes a decisionto upgrade
schools only after developing all the
required facilities by allocating necessary
funds.
 NO EQUITABLE TEACHER –
STUDENTSRATIO
The present teacher- students’ ratio
followed in schools is 1:40. So a school
with lesser strength will not get adequate
number of subject wise teachers,
consequently work load of the teachers
will increase automatically. Therefore,
teachers could not serve in the school with
full satisfaction. Hence, the Government
should change its attitude in strictly
adhering to the non- equitable teacher-
student’s ratio in the appointment of
teachers.
 UNNECESSARY DELAY IN
GETTING FINANCIAL BENEFITS
The majority of staff working in CEO
offices are acting indifferently in
sanctioning the financial benefits ofthe
school teachers.
Demanding bribe is the main cause behind
the delay. This has become a national
problem now- a-days. Therefore, the
Government should take strong action
against those employees who are
responsible for the unnecessary delay in
sanctioning the bills of the teachers.
 AIDED HIGHER SECONDARY
SCHOOL TEACHERS
Except the problem of transfer, all other
problems stated for the Government
higher secondary school teachers are
applicable to the aided higher secondary
school teachers also. The Government has
to play a key role in solving all such
problems.
SELF- FINANCING HIGHER
SECONDARYSCHOOL TEACHERS
Self- financing system is the child of new
economic policy. It runs the entire system
of education. After the advent of self-
financing schools, education has become a
commodity. The managements of self-
financing schools run their schools as
business centers. They are trying to
swindle the hard earned money from the
poor parents. The teachers of these
schools are also exploited in many ways.
The researcher has identified the
following problems, which are faced by
the self-financing higher secondary school
teachers in Kanyakumari district.
 LOWSALARY
Equal work equal pay principle is not
followed in self-financing schools. There
 is a very wide difference of pay between
Government/ aided school teachers and
self-financing school teachers. Some self-
financing school teachers are getting
lesser monthly salary than that of a sales
man working in textiles. The Government
has streamlined collection of fees from the
students of s e l f -financing schools.
Similarly, theGovernment should direct
the managements of these schools to
regularizethe salary of their teachers.
 MORE WORKINGHOURS
Self- financing school teachers are treated
like bonded labourers by their
managements. There is no ruling with
regard to their working hours. There is no
adequate leisure time in between their
working hours.
It is the responsibility of the Government
authorities to periodically verify whether
adequate number of teachers has been
appointed based on the workload.
 NO JOB SECURITY
There is no security to the job of the self
-financing teachers. At any time, a teacher
in a self- financing school may be
questioned, suspended or terminated for
flimsy reasons. This is the main reason for
job dissatisfaction. Necessary laws must
be framed and passed so that teachers of
self-financing schools are not easily
terminated from service at the whims and
fancies of the management.
 POOR WORKINGENVIRONMENT
Except few self- financing higher
secondary schools, many of such schools
have obtained permission without
adequate infrastructure. Consequently,
poor working environment prevails there.
Therefore, the teachers working in such
schools do not discharge their duties with
full satisfaction. The Government must
grant permission to start a self- financing
school only after satisfying that all the
requirements have been complied with.
 NO COLLECTIVE BARGAINING
Most of the self- financing school teachers
are denied their legitimate rights by their
respective managements. The teachers
who raise any such demands are
immediately punished. Therefore, the
other passive teachers work in tension and
fear. In order to solve this problem, the
teachers in such schools must organize
themselves by forming an association of
their own and place their demands only
through their association.
 NO POSSIBILITY FOR JOB
ENRICHMENT
The Government and aided higher
secondary school teachers are given
periodical training and hence they are able
to update their knowledge. Such a
facility is not available to the self-
financing school teachers. The self-
financing higher secondary school
managements may jointly take efforts to
impart training to their teachers and that
will lead to their job enrichment.

 NO ADEQUATE LEAVE FACILITY
Casual leave facility alone is available to
the self-financing higher secondary school
teachers. They cannot avail maternity
leave, medical leave, earned leave, leave
on private affairs, and special casual
leave. Whenever their casual leave
exceeds the limit, their managements will
cut their pay. This act of the management
is against the rules of the education
department. Therefore, it is the
responsibility of the education department
to strictly see to it that the leave rules are
properly adopted by the self-financing
schools.
 HIGH TEACHERTURNOVER
Dismissal and resignation are common in
self-financing higher secondary schools.
Authoritarian attitude of the management,
very low salary, no chance for job
enrichment, denial of eligible leave and
other rights are the main reasons for this.
This will hamper the good academic
atmosphere in the school. Hence, the self-
financing managements should take all
positive efforts to reduce the teacher
turnover ratio in their schools
 NOPENSIONSCHEME
Definedpensionschemeisavailableonlytoth
eGovernmentand aided school teachers
who were appointed before the year
2004.Contributory pension scheme has
been introduced to those teachers in such
schools who were appointed after 2004.
But no pension scheme is available to the
self- financing school teachers. Therefore,
they will not get pension benefits after
retirement. This will make their life
insecure after retirement. Hence, a suitable
pension scheme should be introduced for
the benefit of the self-financing school
teachers also.
 NO CONTRIBUTION FOR
PROVIDENT FUND FROM
MANAGEMENT
For the teachers working in self-financing
schools, contribution must be made by
both management and teachers to the
provident fund account. However, some
management does not come forward to
open provident fund accounts in favour of
their teachers and even if it is opened, they
do not contribute their share to the
account. Instead, they collect their share
also from the teachers concerned and then
remit it to the provident fund account.
This problem can be solved by
payingsurprise visits by the provident fund
authorities to the self- financing schools
and thoroughly checking the pay roll of
the school.
 NO GUARANTEE FOR GETTING
MONTHLY SALARY IN TIME
Government and aided school teachers get
their monthly salary certainly at the
beginning of every month. However, there
is no guarantee for the self-financing
school teachers in getting their monthly
salary in time. Monthly salary becomes
arrear in certain self-financing schools.
This is also a main reason for frequent
resignations of teachers in such schools.
The self-financing management to avoid
this problem must create a corpus fund.

1.4 CONCLUSION

The present study is confined to the job

satisfaction of higher secondary school
teachers working in Kanyakumari district.
The study elicited many factors
responsible for job satisfaction and for the
changes in the attitude of teachers. The
study concludes that among all the
categories of teachers the aided school
teachers in Kanyakumari district have
better job satisfaction in manyaspects.
The study reveals that self-financing
school teachers face many problems when
compared with the Government and aided
higher secondary school teachers. The
researcher has also made many
suggestions for the redressal of the
problems faced by the higher secondary
school teachers. If the Government
authorities and the managements of the
higher secondary schools come forward to
implement the suggestions made in this
study witha strong will, certainly there
will be great positive change in job
satisfaction among the higher secondary
school teachers.
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THESIS
Muthammal, (2005), "A study on Job Satisfaction of College Teacher in Thuthukudi District,
Published thesis department of Commerce, ManonmaniamSundaranar
University, Tirunelveli.

REPORTS
 Annual Employment Report of Kanyakumari District 2007-08.

WEB SITE ADDRESS

http://en.wikiepedia.org/wiki/job_satisfication.
mhtm/:file:/c:/user/user/documents.
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