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AcknowledgementThe researcher expresses immense respect and gratitude to his research supervisor Dr. Sayeda Lasna Kabir, Associate Professor, Department of public Administration, University of Dhaka for her scholastic guidance, encouragement, cordial co-operation and suggestion in this study.

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CONTENTS

Introduction 1Background 1Objectives 2Research methodology

Sources of DataSample Size and LocationQuestionnaire DesignTechniques UsedVariables

2

Conceptual framework 3Data presentation 3Empirical Analysis 6Recommendation 9

Conclusion 10BibliographyAnnexure

List of Tables

Table - 1: variables 2

Table 2:Respondent's personal information 3

Table 3 : Findings from close-ended questions 4

Table 4 (a) : Respondents Age limit 6

Table 4 (b) : Respondent's job duration 6

Table 4 (c) : Respondent's family member's occupation 6

Table 5: Comparative job satisfaction level among public and private university teachers 7

Table 6 : satisfaction from common job satisfaction criteria 8

Table 7 : Behavioral aspects 8

Table 8 : Relationship status 8

Table 9 : Satisfaction level of benefits and allowances 8

Table 10 : Other facilities 8

Figure

Figure 1: Job satisfaction level among public and private university teachers 9

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IntroductionThe study of behaviors within organizational setting has highlighted critical variables that are supportive or detrimental to the performance of workforce. This notion holds true while focusing on quality of human resources that is major factor which contribute significantly to the organizational success (Pohlman & Gardiner, 2000). Organizational commitment and Job satisfaction are widely studied factors in management literature (Bodla & Danish, 2009; Bodla & Naeem, 2009a; Bodla & Naeem, 2009b; Parker et al, 2005; Allen & Meyer, 1990) which are the precursors of employees’ performance. These factors are even more important to study in academic institutions, especially universities which are the sources of human resources and sole responsible for educating the intellect of nations. Teacher is the central element in educational system holding various important responsibilities. The overall performance of universities depends upon their teachers and ultimately their level of commitment and job satisfaction. Thus understanding their behaviors and attitudes needs more attention in organizations. (Tsui & Cheng, 1999).

A successful educational system requires a high quality teaching staff. It is well known that for the proper education in the country, high quality teachers are a primary necessity. One step in developing a high quality faculty is to understand the factors associated with teaching quality and retention. One of these factors is job satisfaction, which has been studied widely by organizational researchers and has been linked to organizational commitment as well as to organizational

performance (Ostroff, 1992 and Mathieu).

At present there are 82 public and private universities in Bangladesh. The numbers of public universities are 31 while private universities are 51. The first public university is The University of Dhaka, established in 1921. The establishment of private university is relatively a new phenomenon in this country. In early 1990s, private sector came forward to establish universities. Since then country experienced a spectacular growth in private universities– they were mostly in and around Dhaka.

Background of the StudyAround the globe it is an established fact that a person with a high level of job satisfaction has a positive attitude towards the job, while a person who is dissatisfied with the job has a negative attitude. When people speak of employee attitude, they usually are referring to job satisfaction (Stephen P. Robbins, Mary Coulter, 2004). Job satisfaction has been defined by Locke (1976), as “. . . a pleasurable or positive emotional state resulting from the appraisal of one’s job or job experiences”. Edwin A. Locke’s Range of Affect Theory (1976) is arguably the most famous job satisfaction model. The main premise of this theory is that satisfaction is determined by a discrepancy between what one wants in a job and what one has in a job.

A popular measure of job satisfaction- the Job Descriptive Index (JDI) – measure satisfaction in terms of five aspects of a person’s job pay, promotion, supervision, the work itself, and co-workers (Hellriegel and Woodman, 1995). There is even some evidence that job satisfaction positively influence organizational citizenship behavior (Organ and Ryan, 1995). In academic institution, Clarke and Keating (1995) discovered that interaction with students was the most satisfying aspect for teachers, while lack of administrative support was the least satisfying aspect. Perkins (1991) also found that teachers are most satisfied with their co-workers and least satisfied with monetary aspects of teaching.

Universities that have overall salary levels that are externally competitive are more likely to have faculty members that are more satisfied with their jobs and with their pay (Terpstra and Honoree, 2004).

The Hygiene Motivation Theory postulated that people have two sets of needs: one for psychological growth (a motivational component) and another to avoid unpleasantness (a state of non-dissatisfaction). Herzberg (1972) identified criteria for meaningful work, including (a) opportunities for growth and achievement, (b) recognition for achievements, (c) increased responsibility for one’s job, and (d) opportunities to advance to higher task levels. A job enrichment model for classroom teachers that would meet the intrinsic sources defined by Maslow and the four criteria recognized by Herzberg is needed in the workplace environment.

It has been proved by the work of Michaelowa (2002) and Tasnim (2006) that there is a positive impact of teacher job satisfaction on education quality; therefore, education quality can be influenced by job satisfaction of the teacher.

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ObjectivesTo find out the job satisfaction of university teachers and differences between satisfaction level of public and private university regarding job aspects: Pay, Benefit, Advancement and growth, Work Itself, job security, work environment, classroom facilities and class schedules, behavior of students colleagues and officials and recognition and Stress.

1. To measure the existing level of job satisfaction among public and private university teachers.2. To find out the difference between overall job satisfaction of public and private university teachers. 3. To identify the factors responsible for satisfaction or dissatisfaction of the two groups of teachers. 4. To suggest the ways of improvement the state of job satisfaction of the two groups of university teachers.

Research Methods:

Sources of Data:Comprehensive research work has been conducted to achieve the aforesaid objectives of the study. Both primary and secondary data have been used for the purpose of this study. To collect primary data a structured questionnaire was designed (Annexure) in the light of the objectives of the study. Faculty members from different levels of different public and private universities were requested to fill the questionnaire. Secondary data were collected from available books, publications, research studies, journals, websites and articles on job satisfaction of employees of different professions, including academic institutions.

Sample Size and Location:The sample of the study covers the faculty members from the University of Dhaka and different private universities of Bangladesh. A sample of 8 faculty members where 4 public and 4 private university teachers (50% public and 50% private) of which 2 are male and rest 2 are female members from respective sectors within Dhaka city.

Questionnaire Design:A structured, mixed- ended questionnaire (Annexure) was given to respondents for collecting their opinion regarding job satisfaction. The respondents were also asked about their age, family background, academic rank, and total years of work experience.

Techniques Used:In terms of scaling method, a five point likert scale (4 for highly satisfied, 3 for satisfied, 2 for neither satisfied nor dissatisfied and 1 for dissatisfied for first 9 question ; 4 for warm , 3 for formal, 2 for moderate and 1 for unfriendly for next 3 questions; and 4 for satisfied, 3 for moderate, 2 for unsatisfied and 1 for not available for last 5 questions ) has been used. For analysis of data, Microsoft Excel has been used. To entry data, coding option has been used at the initial stage. Both parametric and non-parametric statistical tools were used to derive a meaningful conclusion from the empirical data. In addition, basic statistical techniques of different measures of central tendency have been used in analyzing the data.

Variables : Following table shows the different independent and dependent variables

Table - 11: variables

Independent Variables Dependent VariablesUniversity facultiesPromotion prospectsPaymentBenefitsResearch activityClassroom facilitiesLaboratory facilitiesScope of further educationWork environmentRelationship with peer, staffs and studentsJob security

Job satisfaction level Physical infrastructure includinglibrary, laboratories and internet facilitiesOrganization and managementOverall environment

Conceptual Framework

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Teachers : Teacher are often considered as a specific sample of employees, who have different operating conditions and experience higher levels of work related stress in comparison with typical organizations’ employees (De Nobile & McCormick, 2005; Klassen et al., 2010a). Unlike typical organizations’ employees, teachers have many various responsibilities. They are expected to educate students, insure their safety and healthy atmosphere, communicate and collaborate with parents, other teachers, specialists and administrators, develop their own skills and knowledge, administer documents, organize school trips and complete a number of other tasks provided by the government and school administration (Comber & Nixon, 2009). Many times teachers meet problematic students of various ages or difficult and imperative parents. Those interactions require communication, problem solving, and conflict managing skills. Challenges in teachers’ work that require emotional and intellectual resources may sometimes lead to burnout, depression or other physical and psychological health related issues (Chang, 2009).

Public University: The University of Dhaka opened its doors at July 1921 according to the recommendations of Nathan Commission and Sadlar Commission. Till 1971, there were 6 public universities in Bangladesh. At present, there are 31 public universities in Bangladesh. There are two international universities in Bangladesh. One is OIC funded Islamic University of Technology, campus located in Gazipur. Another is Asian University for Women, located in Chittagong established by a Boston based university support foundation.

Private University: The idea of private university in Bangladesh is a new phenomenon dating back only to 1992 with the enactment of the Public University Act 1992. Within a short span of time PUs becomes a pervasive part of the country’s academic landscape, satisfying the soaring demand for higher education and presenting new challenges for a troubled public system. Till 1992 there were 8 public universities in Bangladesh. Now country has a vibrant higher education sector with 51 private universities.

Job satisfaction : The most referred definition of job satisfaction was offered by Locke (1976) who defined job satisfaction as a pleasing or positive emotional state resulting from the evaluation of a person’s job (Haque & Taher, 2008). According to Robbins (1999), a satisfied workforce can increase organizational productivity through less distraction caused by absenteeism or turnover, few incidences of destructive behavior, and low medical costs.

Various factors such as an employee’s needs and desires, social relationships, style and quality of management, job design, compensation, working conditions, perceived long rage opportunities, and perceived opportunities elsewhere are considered to be the determinants job satisfaction (Byars & Rue, 1997, p.316: Moorhead & Griffin, 1999,p.69).

Data Presentation There were 25 questions in the questionnaire from among them 17 were close ended and rest were open ended. Besides, there was a personal information segment of respondents. Data that have been collected shown below in table-1 and 2:

Table 12:Respondent's personal information

No Name Institution Post Father’s occupation

Mother’s occupation

Wife/Hus. occupation

Job duration (yrs)

Age (yrs)

Contact

1 Musleh Uddin Ahmed

DU Professor Business Housewife Not mentioned

22 53

2 Ferdous Arfina Osman

DU Associate professor

Retired Housewife Business 18 43 01713332031

3 Dr. Naznin Islam

DU Associate professor

Engineer Housewife Teaching 18 42

4 Abu Hossain

DU Asst.Professor

Govt. Service

Housewife Housewife 8 35

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Md. Ahasan5 Farhana

RashidAsian University of Bangladesh

Lecturer Business Housewife Teaching 1 29 01718716800

6 Md. Tariqul Islam

BRAC University

Lecturer Govt. Service

Housewife Teaching 1.4 27 01676367636

7 Nandita Saha

AIUB Lecturer Broadcasting Engineer

Housewife Unmarried 4.5 27 01715053574

8 Bishwajit Banik

AIUB Lecturer Retired Service Unmarried 2.5 25 01711613214

Table 13 : Findings from close-ended questions

No Criteria Highly satisfactory

Satisfactory Moderate Unsatisfactory

Public Private Public Private Public Private Public Private1 Your salary 1 2 3 1 12 Job security 4 1 1 1 13 Work environment 3 3 1 14 Classroom amenities 3 1 1 35 Class schedules 2 3 1 1 16 Students quality 1 1 1 2 37 Student’s behavior 1 1 3 38 Officials behavior 1 1 2 3 19 Scope of publishing journals

and articles2 3 1 1 1

Warm Formal Moderate UnfriendlyPublic Private Public Private Public Private Public Private

10 Relationship with students 2 3 1 1 111 Relationship with colleagues 3 4 112 Relationship with higher

authority4 4

Satisfactory Moderate Unsatisfactory Not availablePublic Private Public Private Public Private Public Private

13 Fringe benefits 2 1 2 1 214 Accommodation allowance,

TA/DA and other allowances1 1 2 2 2

15 Opportunity for higher education

4 2 1 1

16 Promotion 3 1 2 1 117 Transfer or deputation 1 1 1 3 2

18. Are you satisfied with your job? Please mention few reasons why-

In response to this question all public university teachers informed that they are satisfied. All 4 respondents one reason as common behind their satisfaction that is their independence and discretionary power, Flexibility and work environment are mentioned by two respondents, and qualification based promotion and prestige are mentioned by two respective respondents separately. 2 respondents from private university are satisfied with their job. Salary is the main cause of satisfaction to 2 private university teachers. Classroom facilities officials behavior are also factor that motivate to one

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respondent and job security and opportunity for higher education are mentioned by the other respondent. 1 respondent from private university informed his moderate position for workload and few opportunities of freedom and another respondent is not satisfied with her job as because of poor teaching environment, low salary, absence of scope higher education and scope of publishing journals and articles.

19. Are you facing any problems at your work place? Yes NoIf yes , what are the major problems?

3 respondents from both public and private university informed that they are facing no problem at their work place and the rest respondent from public university mentioned insufficient classroom as a problem while internal politics is mentioned by 1 respondent from private university.

20 . Would you like to switch your job in future? Yes NoIf yes, where and in which sector ?

Non of the public university teachers want to switch his/ her job in future. 3 of the private university teachers want to switch in future from which two want to switch in public university and another one to industry. While the fourth respondent has no intention to switch at all.

21. Are you enjoying autonomy in performing your activities? Yes NoIf yes, in what extant –

All public university teachers enjoy sufficient autonomy in performing their duties. In contrast, two private university respondents mentioned that they have no autonomy and rest two informed that they are enjoying it fully.

22. What are the motivating factors that attract you to work here?

Among public sector respondents 3 mentioned “working with fresher and new generation ” as key motivating factor. From among them 2 mentioned about ‘recognition, reputation status and prestige’. Factors mentioned by single respondents are:

Contribution towards educational development Permanence Leading and guiding to future power

Private sector respondents informed about following motivating factors:

Work environment Friendly colleague Scope to learn Students satisfaction Good salary

23. To what extent you are satisfied with your work load? Is it over burdened ?

Public university teachers informed that at time they become overburdened not always. Two of private sector respondents informed that they are overburdened with workload and rest two informed that they are not at all over loaded.

24. & 25. What facilities / features should exist at your workplace that will satisfy you? What measures can be taken to carry out highest job satisfaction for university teachers (Public / private)?

The features suggested by public university teachers include- More technical and logistic support, Lessen number of students, Classrooms with modern facilities, Better office management, Library with recent published books, Absence of

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politics, Facilities and salary range, Better research facilities, Performance based reward for teachers, Adequate opportunity for getting scholarship, Access to latest information etc..

Again the features suggested by private university teachers involved-Transport facilities, Modern teaching learning materials and aid , Research fund and opportunities, Job security, Freedom of work, Smooth career ladder, Higher salary range etc..

Empirical Analysis The distribution of the respondents according to general information is shown in Table 4 (a), (b) and (c). It is clear from table 4 (a) that the age limit of 75% of the respondents from public university is between 35 to 45 and rest 25 are above 45 years; whereas 100% private university teachers are below 35 years. Public university teachers are serving at their profession for a long period of time comparing private university teachers as shown in table 4(b); and from table 4 (c) we can determine that fathers of all respondents are educated and majority of them were/are engaged in service (50% of total sample), business (25%) and engineering (25%) are next two professions while, only 12.5% of population’s mother occupied service and 87.5% are housewives .

Table 14 (a) : Respondents Age limit

25-34 years 35-45 years Above 45 yearsPublic university teachers 75% 25%Private university teachers 100%

Table 4 (b) : Respondent's job duration

Below 5 years 5 to 15 years Above 15 yearsPublic university teachers 25% 75%Private university teachers 100%

Table 4 (c) : Respondent's family member's occupation

Occupation Service holder Business Domestic worker Other’sFather 50% 25% 25% (Engineer)Mother 12.5% 87.5%Husband of female respondents 25% 50% (teaching),

25% (unmarried)Wife of male respondents 75% 25% (unmarried)

Using the formula Maximum attainable score based on five point likert scale (4 for highly satisfied, 3 for satisfied, 2 for neither satisfied nor dissatisfied and 1 for dissatisfied for first 9 question ; 4 for warm , 3 for formal, 2 for moderate and 1 for unfriendly for next 3 questions; and 4 for satisfied, 3 for moderate, 2 for unsatisfied and 1 for not available for last 5 questions ) , the level of satisfaction is calculated as mentioned in table-5. The highest satisfaction level for all the criteria is 16 (highest point that is 4 is multiplied with total number of answer criteria). Points of all the sector is determined by multiplying total respondents number of a specific sector i.e. public or private with the score it attain. For example, 1 of the public sector teacher is satisfied with salary means 1 x 3=3 points, 3 of them answered moderate means 3 x 2=6 points, therefore, total amount of point is 9. Percentage of calculation is determined using following equation :

( N / N’) x 100 ; here, N=total score obtained by public sector (N= n) or total score of private sector (N=n’) and N’=total highest score . From where it is clear that overall job satisfaction is higher among public university teachers.

Table 15: Comparative job satisfaction level among public and private university teachers

No Criteria Highest Score Score Comments

Job satisfaction:10

level of score = N’

of public sector , N= n

of Private sector, N=n’

1 Salary 16 9 9 n=n’; both the sector have equal satisfaction, satisfactory level is moderate

2 Job security 16 16 10 n n’ ; public sector teaching profession is fully secured and job security level is below satisfactory level

3 Work environment 16 11 11 n=n’; non of the sectors is highly satisfied, satisfaction level is equal

4 Classroom amenities 16 6 15 nn’; private sector has very rich classroom facilities while it is very poor in public one’s

5 Class schedules 16 11 11 n=n’; both the sector have equal satisfaction, satisfactory level is moderate

6 Students quality 16 11 9 nn’ ; quality of public university students are more satisfactory than that of private universities

7 Student’s behavior 16 13 13 n=n’; satisfaction level is equal, both the sectors are satisfied,

8 Officials behavior 16 9 11 nn’; official’s behavior in private sector is more satisfactory than public sector officials

9 Scope of publishing journals and articles

16 11 9 nn’ ; public university teachers enjoy more facilities of publishing journals and articles that private university teachers

10 Relationship with students

16 13 15 nn’; relationship with students is satisfactory at both the levels, private teachers are more warmer with students comparing with public sectors

11 Relationship with colleagues

16 15 16 nn’; teachers from both the sectors maintain highly satisfactory relationship with colleagues

12 Relationship with higher authority

16 12 12 n=n’; both the sector equally maintain formal relationship with higher authority

13 Fringe benefits 16 13 8 nn’ ; it covers an area of satisfaction for public teachers while below satisfactory level for private one’s

14 Accommodation allowance, TA/DA and other allowances

16 11 8 nn’ ; public sector teachers enjoy more such benefits

15 Opportunity for higher education

16 16 13 nn’ ; public university teachers holding high level of satisfaction in this regard and private sector goes with satisfactory level

16 Promotion 16 14 12 nn’ ; promotion facility is smoother and more satisfactory in public universities

17 Transfer or deputation 16 6 7 nn’; transfer and deputation are rare in both the sectors

∑ N 272 197 189

Percentage= ( N / N’) x 100 72.43%

69.49%

From common job satisfaction areas for university teaching professionals ( Salary, promotion, work environment , workload, job security, transfer and deputation, students quality, class schedules and class room facilities) , both public university teachers and private university teachers are enjoying equal satisfaction (65.625%) which shown on following table (Table-6).

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Table 16 : satisfaction from common job satisfaction criteria

Criteria Public Privatesalary 56.25% 56.25%promotion 87,5% 75%work environment 68.75% 68.75%Job security 100% 62.5%Transfer and deputation 37.5% 43.75%Student’s quality 68.75% 56.25%Class schedule 68.75% 68.75%Classroom facilities 37.5% 93.75%

∑i=0

n

P /n65.625% 65.625%

Private university teachers (75%) are more satisfied (68.75%) than Public university teachers with the behaviors of students and colleagues ; In table -7.

Table 17 : Behavioral aspects

Criteria Public PrivateBehavior of students 81.25% 81.25%Behavior of officials 56.25% 68.75%

∑i=0

n

P /n68.75% 75%

In case of maintaining relationship, both public and private university teachers holding equal position (75%), table-8Table 18 : Relationship status

Criteria Public PrivateRelationship with students 81.25% 93.75%Relationship with colleagues 93.75% 100%Relationship with higher authority 75% 75%

∑i=0

n

P /n83.33% 89.58%

From table-9 it is seen that public universities (75%) are getting more benefits and allowances than private university teachers (50%).

Table 19 : Satisfaction level of benefits and allowances

Criteria Public PrivateFringe benefits 81.25% 50%Accommodation allowance, TA/DA and other allowances 68.75% 50%

∑i=0

n

P /n75% 50%

There is more scope for public sector teachers (84.375%) to publish journal and articles as well for higher study than private sector (68.75%). See table-10

Table 20 : Other facilities

Criteria Public PrivateScope of publishing journals and articles 68.75% 56.25%Opportunity for higher education 100% 81.25%

∑i=0

n

P /n84.375% 68.75%

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All most 100% public university teachers are satisfied with their job. All the respondents consider independence and discretionary power as the main reason for their satisfaction . Besides, Flexible schedule (50%) , friendly work environment(50%), social prestige (50%) etc are also working as factor of satisfaction. While 50% of the respondents of private university teachers are affirmative regarding their job satisfaction , 25% showed mixed reaction and rest 25% aren’t satisfied at all with their job . High salary is the main reason of satisfaction as mentioned by private university teachers (75%), Classroom facilities, official’s behavior are further indicators of their satisfaction. Again the area of dissatisfaction include : heavy workload and lack of freedom (50%), minimum scope of higher education (50%) and minimum scope of publishing journals and articles (50%).

Public university teachers hardly facing any problems (75% respondents view). Politicization, insufficient classroom number and modern facilities (25%) are the area where they are thinking as problem. Like Public university teachers , private one’s also think that they are not facing any problems (75% ) .Internal politics among staffs is a problem , mentioned by 25% private university teachers.

None of the public university teachers want to switch their job. But to breakdown monotony of work leave, transfer can be taken (25%). But majority of private university teachers 50% of total , want to switch public university in future , where 25% want to involve in private university and rest 25% don’t want to switch elsewhere.

100% of the public university teachers are enjoying their autonomy. In contrast, 50% of private university teachers have no autonomy, 25% enjoying full autonomy and rest 25% thing it is to a little extent.

Work with fresher and newer generation is the key motivating factor (75% think) of public university teachers. Scope of building nation and scope of providing guideline to others (50%), permanence (50%) , reputation and recognition (50) , contribution towards educational development (25%) etc are also major motivating factors here. On the other hand, salary (50%), modern facilities (50%), scope to learn though teaching (25%) etc. motivate private university teachers.

Developed class rooms, modern teaching materials and learning aid should exist in all universities as suggested by 50% private university teachers and 100% public university teachers. Transport facilities (75% private university teachers), more research facilities (50% pub university teachers), better office management(50% pub university teachers), library recent publications(50% pub university teachers) etc. also should exist.

Common criteria Behavior Relationship Benefits & allowances0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

Public University teachersPrivate university teachers

Figure 2: Job satisfaction level among public and private university teachers

From the above study, it is clear that though private university teachers are more satisfied with some specific criteria including behavioral aspects, maintain relationship and salary range , but overall job satisfaction rate is higher among public university teachers; table 5 and figure-1 .

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RecommendationsAs it is known fact that satisfied workers are more efficient and effective , it is necessary to ensure cent percent job satisfaction of teaching professional so that they can employ their full potentials in creating better human resources for the nation . The measures that can be taken in order to increase job satisfaction level of both public and private university teachers include -

Increase salary to an optimum and satisfactory level which is key motivating factor. Provide with more technical and logistic support Decrease the number of students or increase class room number and teachers Provide classrooms with modern facilities Ensure better and cooperative office management Enhance library facilities with recent published books Extra benefits and facilities should be increased Research facilities increase teacher’s efficiency. So, it is necessary provide them with proper research facilities Performance based reward for teachers should be introduced to motivate them toward better performance Adequate arrangements for getting scholarship should prevail Job security should be ensured along with the proper working environment Freedom of work is a major factor of job satisfaction in public sector which should be ensured for private sector

teachers Ensuring smooth career ladder can also be an important factor of job satisfaction

Conclusion A person can be relatively satisfied with one aspect of his/her job and dissatisfied with one or more other aspects. There has been disagreement among researchers about whether Job satisfaction has multiple dimensions. Researchers like Porter and Lawler (1972) define Job satisfaction as a one-dimensional contract; that is, one is generally satisfied or dissatisfied with one’s job.

Education is an important aspect in everyone’s life. It is undeniable that education contributes toward ensuring development in a country. Hence, the education system should be strategically planned in order to produce the best results for all concerned. The main players in the education field are the educators, who may be termed as teachers, tutors, facilitators or lecturers. Regardless of the title, or the institutions where they work, the educators shoulder heavy responsibilities in educating the students.

As this study focused on factors affecting job satisfaction level among public and private university teachers in the country ,it is seen here that neither public university teachers nor private one’s are fully satisfied with their job. Some factor on which public university teachers are highly satisfied with may be the criteria of dissatisfaction to the private sector teachers . Again reverse action can be seen in case of some other factors. To ensure that the teachers are able and willing to carry out their task successfully, administrators as well as the management need to know and understand the factors that affect their satisfaction level and factors that affect it.

Bibliography and References:

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Alam,Mahmudul,&Haque,M. Shamsul. (2002). Private Higher Education in Bangladesh.Retrieved February 29, 2009, from http://unesdoc.unesco.org/images/0013/001390/139017e.pdf

BANBEIS. 2007. Pocket Book on Educational Statistics.

Bellingham, J. (2002), Dictionary of Education, Academic (India) Publisher, Delhi.

Cheng, Y. C., & Tam, W. M. (1997). Multi-models of Quality in Education, Quality Assurance in Education.

Haq, M. Nazmul. (2006). Developing Conceptual Framework, Education Research Methodology: Training Manual. Dhaka: National Academy for Educational Management

Haque, S.(1995). Job satisfaction and job Involvement of the mid level industrial managers. Dhaka University Journal of Psychology, 19(1).

Herzberg, F. 2 Factor Hygiene and Motivation Theory. Source: http://www.accelteam.com/human_relations/hrels_05_herzberg.html (11 November 2007)

Hossain, M. Lokman, (2006). Developing Conceptual Framework, Education Research Methodology: Training Manual. Dhaka: National Academy for Educational Management.

Locke, 1976 cited in Brief, A. P., & Weiss, H. M. ( 2001). Organizational behavior: affect in the workplace. Annual Review of Psychology, 53, 279 – 307, p. 282

Locke, E. A. (1976). The handbook of industrial and organizational psychology. New York: Wiley

Michaelowa, K. (2002). Teacher Job Satisfaction, Student Achievement, and the Cost of Primary Education in Francophone Sub-Saharan Africa. Hamburg Institute of International Economics

Moorhead, G., & Griffin, R. W. (1999). Organizational behavior - Managing people and organizations. Delhi: AITBS Publishers & Distributors.

Ostroff, C. 1992. The Relationship between Satisfaction, Attitudes, and Performance: An Organizational Level Analysis. Journal of Applied Psychology.

Oshagbemi, Titus (1997). Job Satisfaction Profile of University Teachers. Journal of Managerial Psychology, Vol. 12 No. 1, 1997, Pp 27-39, The Queen’s University of Belfast, UK.

Robbins, S. P.,(1999). Organizational behaviour Concepts, controversies, applications. New Delhi: Prentice –Hall of India Private Limited.

Annexure

Research Topic : Job satisfaction in teaching profession at university levelConducted by : Students of Department of Public Administration

University of Dhaka

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Respondent’s information

Name :……………………………………………………………………………………………….. Organization : ………………………………………………………………………………………..

Status / Designation : …………………………………………………………………………………

Father’s occupation : …………………………………………………………………………………

Mother’s occupation : …………………………………………………………………………………

Husband’s / wife’s occupation : ………………………………………………………………………

Age : ………………………………… Job duration : ………………………………………………..

Phone no : …………………………. e-mail : ………………………………………………………

Please give tick mark on the option you agree with:

1 Your salary Highly satisfactory

Satisfactory Moderate Unsatisfactory

2 Job security Highly satisfactory

Satisfactory Moderate Unsatisfactory

3 Work environment Highly satisfactory

Satisfactory Moderate Unsatisfactory

4 Classroom amenities Highly satisfactory

Satisfactory Moderate Unsatisfactory

5 Class schedules Highly satisfactory

Satisfactory Moderate Unsatisfactory

6 Students quality Highly satisfactory

Satisfactory Moderate Unsatisfactory

7 Student’s behavior Highly satisfactory

Satisfactory Moderate Unsatisfactory

8 Officials behavior Highly satisfactory

Satisfactory Moderate Unsatisfactory

9 Relationship with students Warm Formal Moderate Unfriendly

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10 Relationship with colleagues Warm Formal Moderate Unfriendly

11 Relationship with higher authority

Warm Formal Moderate Unfriendly

12 Fringe benefits Satisfactory Moderate Unsatisfactory

Not available

13 Accommodation allowance, TA/DA and other allowances

Satisfactory Moderate Unsatisfactory

Not available

14 Opportunity for higher education

Satisfactory Moderate Unsatisfactory

Not available

15 Promotion Satisfactory Moderate Unsatisfactory

Not available

16 Posting , Transfer or deputation Satisfactory Moderate Unsatisfactory

Not available

17 Scope of publishing journals and articles

Highly satisfactory

Satisfactory Moderate Unsatisfactory

18. Are you satisfied with your job? Please mention few reasons why-

19. Are you facing any problems at your work place? Yes No

If yes , what are the major problems?

20 . Would you like to switch your job in future? Yes No

If yes, where and in which sector ?

21. Are you enjoying autonomy in performing your activities? Yes No

If yes, in what extant –

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22. What are the motivating factors that attract you to work here?

23. In what extent you are satisfied with your work load? Is it over burdened ?

24. What facilities / features should exist at your workplace that will satisfy you?

25. What measures can carry out highest job satisfaction for university teachers (Public / private) ?

--- Thank you ---