A STUDY OF ADJUSTMENT LEVELA STUDY OF ADJUSTMENT LEVEL AMONG PRIMARYAMONG PRIMARY

SCHOOLTEACHERS IN ANANTNAGSCHOOLTEACHERS IN ANANTNAG

Submitted by:

YASMINA AKHTERYASMINA AKHTER

( Enrollment No: 105258142

Under the Supervision of:

Dr. Manzoor Ahmad BhatDr. Manzoor Ahmad Bhat (Lecturer) (Lecturer)

Govt. Degree College (Boys) Anantnag.Govt. Degree College (Boys) Anantnag.

Councellor IGNOU Councellor IGNOU

COURSE :COURSE :

POST GRADUATE IN EDUCATION (MAE)POST GRADUATE IN EDUCATION (MAE)

SUBMITTED TO : INDIRA GANDHI NATIONAL OPENSUBMITTED TO : INDIRA GANDHI NATIONAL OPEN UNIVERSITY(IGNOU)UNIVERSITY(IGNOU)

NEW DELHINEW DELHI

YEAR 2013YEAR 2013

PROJECT PROPOSALPROJECT PROPOSAL

NAME NAME :: Yasmina AkhterYasmina Akhter

PARENTAGE PARENTAGE ::

RESIDENCE RESIDENCE :: KandiporaKandipora

TESHILTESHIL : : BijbeharaBijbehara

DISTRICT DISTRICT :: AnantnagAnantnag

BLOCK BLOCK ::

POST OFFICEPOST OFFICE :: BijbeharaBijbehara

ENROLLMENT NO.ENROLLMENT NO. :: 105258142105258142

COURSECOURSE :: MAEMAE

COURSE TITLE COURSE TITLE ::

STAUDY CENTRESTAUDY CENTRE :: GOVT. DEGREE COLLEGE BOYS GOVT. DEGREE COLLEGE BOYS

ANANTNAGANANTNAG

STUDY CENTRE CODE:STUDY CENTRE CODE: 12111211

COURSE THROUGH COURSE THROUGH :: IGNOUIGNOU

ACKNOWLEDGEMENTACKNOWLEDGEMENT

I Sincerely entered my gratitude to Mr. Dr. Manzoor Ahmad Bhat (Lecturer ) “Govt.

Boys Degree College Anantnag for his credit supervision . His guidance has played a major

roll in the completion of this project . I am also thankful to “Alllah Subhana Wa Talla” Which

favours me in every step, to my respondents and officers and persons who have provide me

the required information regarding my project,” A study of adjustment level among Primary

School Teachers in Anantnag.”

Place: Anantnag Signature

Date:

(Yasmina Akhter)(Yasmina Akhter)

CERTIFICATE

This is to certify that the project entitled ,” A study of

adjustment level among Primary School Teachers in

Anantnag.” is original project study conducted by Miss.

Yasmina Akhter student of MAE from IGNOU has worked

under my Supervision & guidance. She has attended the

required session held. This report has not formed on the

basis of any other degree of any university.

Place: Anantnag Signature of Supervisor

Date: {Dr. Manzoor Ahmad Bhat}

CONTENTS

1.1. IntroductionIntroduction

2.2. Review of related literatureReview of related literature

3.3. Objectives of the StudyObjectives of the Study

4.4. Tools of Data CollectionTools of Data Collection

5.5. FindingsFindings

6.6. QuestionnaireQuestionnaire

7.7. Structures in Shape of RespondentsStructures in Shape of Respondents

8.8. Conclusion & SuggestionsConclusion & Suggestions

INTRODUCTION

Education is an important indicator of social development.

Education is a continuous process. It may be formal, informal or non-

formal. In formal education teacher has a very important place in

improvement of education. Teachers’ role in society, in general and in

education has been changing with time but the importance of this position

is same. The teacher is the pre-requisite of the success of educational

programmes. The main quality of teacher is the positive attitude towards

education. He/She must have the ability to get satisfied from their

respective jobs. So educational programme should inculcate the qualities

in teacher, so that he/she may be in his best position to impart education

to students. The attitude of teachers towards education influences the

nature and extent of their participation in the education and related

educational programme. By developing teachers’ with desirable attitude

or by shaping their attitudes in desired, effective and productive learning

on the part of pupils can achieved.

Teaching is regarding as the noblest profession. It is therefore

important that those individuals who join the teaching profession should

be dedicated and competent in their work. A teacher can perform to the

maximum of his capacity; if he/she is satisfied with his/her job. Every

profession has certain aspects responsible for job satisfaction along with

attitude and teaching is not an exception unless and until a teacher

derives satisfaction on job performance and develops a positive attitude

towards education, he cannot initiate desirable outcomes to cater to the

needs of the society. Only satisfied and well-adjusted teacher can think of

the well-being of the pupils. In the light of this background, the aim of this

study is to analyze the job satisfaction level among the Primary School

teachers in Anantnag. This paper is an endeavor towards to analyze the

attitude of the male and female teachers of Primary schools towards

education.

Although the services of teachers are now respected every where ,

their adjustment with their vocation , pupil’s life and environment is still at

stake.The teacher have to develop habits to meet with challenges in the

desired manner and i.e what may be called an adjustment. The quality of

competent teachers depends on certain factors where the degree of level

of adjustment present in the school environment. A well adjusted teachers

work with dedication if they works in a free mind , their sense of

responsibility will increase.

REVIEW OF RELATED LITERATURE

Job satisfaction is the extent to which one feels good about the job.

It is in regard to one’s feelings or state of mind regarding to the nature of

their work. In other words, job satisfaction implies doing a job one enjoys,

doing it well, enthusiasm and happiness with one's work. Everyone define

job satisfaction as fulfillment of one’s expectation. It differs from person to

person and institution to institution and even in the context of male and

female. In simple term when someone is satisfied with his job that is job

satisfaction. Job satisfaction as a pleasurable positive emotion state,

resulting from the appraisal of one’s job or job experiences. It results from

the perception that one’s job fulfils or allows the fulfillment of one’s

important job values, providing and to the degree that these values are

congruent with one’s needs (Locke, 1976).

Therefore, job satisfaction is such phenomenon which comes not only

from the job, but also from one’s personal, social, academic,

administrative and economical condition. while attempting to find out the

nature of relationship among teacher’s attitude teacher’s adjustment and

teaching efficiency of graduate teachers of the Primary schools of

Anantnag, found that teacher’s attitude and adjustment were positively

related to their efficiency. In a comparative study of the self-concept of

teachers of different categories and the relationship of their self-concept

with professional adjustment, found that:

1. The distribution of the scores of self-concept and professional

adjustment based on self-concept inventory and professional adjustment

inventory were more or less normal;

2. There was no significant difference among the self concept of primary

and secondary ;

3. There was a significant difference between the self-ideas-discrepancies

of college and secondary teachers but not of primary and college

teachers;

4. There was a significant difference in the professional adjustment

between college and primary teachers but not between the primary and

secondary school teachers;

5. There was a significant relationship between self-concept scores and

self-ideas of all the three types of teachers; and

6. There was a significant relationship between self-concept and

professional adjustment scores of the three types of teachers.

In a survey I conducted a study of teacher’s adjustment in relation to

professional efficiency, which revealed that:

1. The correlation studies of male and female teachers indicated positive

relationship between all the five elements of adjustment;

2. The predictive value of the regression equation of male teachers was

higher than that of the regression equation of female teachers;

3. The cross validity indices of 0.65 and 0.76 of male and female teachers

respectively indicated that the regression equations with their assigned

weights withstood the test of cross-validation.

Correlation between teacher’s attitude, adjustment and perception

of teacher behaviour, found that teachers with Bachelor’s degree, less

teaching experience, positive attitude and well adjustment capacity were

more indirect in their classroom behaviour than the teachers with master’s

degree more teaching experience, negative attitudes and poor adjustment

capacity. Singh (1976), trying to find out the relationship between some

personality variables and teaching effectiveness, revealed that:

1. The interpersonal relation, as regards social behaviour and adjustment,

were very low in inferior teachers;

2. Superior teachers showed more strength of imagination.

3. The teachers rated to be inferior lacked self-confidence in teaching and

solving problems whereas average teachers had self-confidence but were

shown to be having adjustment problem.

Mostly I found that success in teaching was significantly related to:

Adjustment in various fields of life, including also personality

characteristics like adjustment in home health, social, emotional and total

adjustment. Professional attitude; and There were differences in

personality characteristics, adjustment and attitude towards teaching of

successfully and unsuccessful teachers.

Teachers of government schools were better adjusted than teachers of

private school in the areas of home, social and educational adjustment.

Similar levels of adjustment were observed in emotional and health areas.

In a study on a differential study of self-concept, personality adjustment

and values of teachers at various levels, found that: On emotional

stability, the female teachers perceived themselves as being more

emotionally instable than the male teachers; Differences on occupational

health, emotional and social adjustment were also significant among

these groups of teachers; Similarly, value structures of the various groups

of the various groups of teachers were also significantly different.

The study reveals that library and information science courses must

expose students and practicing library professional to various

components of IT, IT applications improve communication facilities and

helps in enhancing technical knowledge, providing better services,

improving library status, change information handling methods and

reduce workload. The users are of view that all staff should have higher

qualifications for the effective use of IT based services.

Teachers of Jammu and Kashmir state in relation to their job

satisfaction, personality and attitude towards education. He found that

Punjab state physical education teachers are extremely satisfied from

their jobs but Jammu and Kashmir teachers are in very satisfied category.

Teachers of both the groups have the solitary personality. Further, found

that the teachers of both the states have unfavorable attitude towards

education.

Mohamed Imran Rasheed (2010), found that the factors like job

design, work environment, feedback, recognition, decision making

participation are the potential factor for satisfying teachers in higher

education. Bloch (2009), in his study found that there is a constructive

association among promotion and job satisfaction. Academicians are

more motivated and committed to perform a job and also more satisfied if

promotion opportunities are available to them. Shamima Tasnim (2006),

in her study found that one of the main purposes of job is to get the

payment or salary and it is very natural that a handsome salary will bring

job satisfaction.

Ting (1997), in his study shows that job characteristics such as

salary, promotional opportunity, task clarity and significance, and skills

utilization, as well as organizational characteristics such as commitment

and relationship with supervisors and co-workers, have significant effects

on job satisfaction. Ramkrishnaiah (1980) has found that 93 percent of

the college teachers who were highly satisfied with their job expressed

that they have cordial relationship with their colleagues. Perie & Baker

(1979), in their study concluded that student achievement may be directly

connected to teachers’ job satisfaction.

Blum and Naylor (1968), found that job satisfaction is the result of

various attitudes possessed by an employee. In a narrow sense, their

attitudes are related to the job and are concerned with such specific

factors as wages supervision, steadiness of employment, conditions of

work, opportunities for advancement, recognition of ability, fair evaluation

of work, social relations on job, prompt settlement of grievances, and fair

treatment by employer and similar other items. Education Commission

(1966), cautioned that dissatisfaction of individual, whatever may be the

occupation in which he is engaged, results in professional stagnation and

becomes harmful to the clientale. A dissatisfies teacher spells disaster to

the country’s future. Dissatisfaction among the workers is undesirable and

dangerous in any profession. It is suicidal if it occurs in the teaching

profession. Herzberg (1957) has shown that more satisfied workers will

tend to add more value to an organization. Unhappy employees, who are

motivated by fear of job loss, will not give 100 percent of their effort for

very long. Hoppock’s (1935), seminal study of job satisfaction revealed

that dissatisfaction with wages was the most important reason advanced

for voluntary separation across a broad array of occupations.

Ahmed, Raheem and Jamal (2003) studied the job satisfaction of 236

teachers in senior secondary schools. Female teachers enjoyed greater

satisfaction than their male counterparts did. Married teachers showed

more job satisfaction than unmarried teachers did. Teachers who were

teaching in government schools showed greater job satisfaction than

teachers teaching in private schools. There was no significant change in

the job satisfaction due to change in the level of independent variables

like sex, martial status and types of schools.

Noll (2004) examined the job satisfaction and factors, which affect job

satisfaction of teachers. It was found that school culture, teachers’

relationship with administration, working conditions and motivation were

the factors, which had a significant relationship with job satisfaction

among school teachers.

Dhingra (2006) conducted a study on randomly selected sample of 100

teachers from different government and private schools of Patiala district

to study the effect of organization climate on job satisfaction of secondary

school teacher. It found that there is no significant difference in job

satisfaction of government and private secondary school teachers.

Further difference between job satisfactions in relation to their

organizational climate of secondary school teachers found to be

significant.

Rama (200) concluded a study of the attitude of teachers towards

teachers’ centers. It concluded that teachers’ centers are useful to the

teachers in solving academic problems. The teachers have a positive

attitude on the functioning of teachers’ centers. Female and experienced

teachers have a positive attitude in teachers’ centers.

Howery (2001) conducted a study to investigate impact of technology on

teacher training attitude. The result of the study revealed an increase in

teacher attitude and use of computers. The results suggest that through

the technology. Literacy challenge (TLC) grant, teacher have become

comfortable with the use of technology and their positive attitude towards

technology has increased.

Singh (2006) studied the impact of terrorism on physical education.

Teachers of Jammu and Kashmir state in relation to their job satisfaction,

personality and attitude towards education. He found that Punjab state

physical education teachers are extremely satisfied from their jobs but

Jammu and Kashmir teachers are in very satisfied category. Teachers of

both the groups have the solitary personality. Further, found that the

teachers of both the states have unfavorable attitude towards education.

NEED OF THE STUDY

The present study was taken to investigate the following

objectives during the course of the study

Since the adjustment has a profound effect on the overall behavior

of an individual whether male and female. The present study will focus on

the social , home , rural , urban and overall dimension of adjustment of

male and female primary school teachers in Anantnag district. The finding

can be used as inputs for deriving intervention , strategies so that male

and female primary school teachers in Anantnag district are better

adjusted to their environment.

The purpose of the study is to know the factors impacting job

satisfaction among the Primary school teachers of district Anantnag

because, it may have a direct effect on student learning in the schools.

The quality of instruction received by students may be impacted by the

level of job satisfaction a teacher experiences. Considering the possible

correlation between teacher job satisfaction and the quality of student

instruction/teaching, it is important to understand the factors that may

affect job satisfaction. Most of the research of job satisfaction is related to

management of industrial, banking and business organization. The study

of school teachers’ job satisfaction is not many. Hence, more research is

needed in primary teachers’ job satisfaction, if we are interested to

provide quality education to our students at the primary level. This study

is hoped to contribute to that extent.

What conditions keep rural teachers happy with their work? In this

article, we address this question by examining the factors leading to

satisfaction among teachers serving poor rural communities. We analyze

a survey of rural primary school teachers, Headmasters and Village

Education committee conducted at various places. We look at three

measures of job satisfaction: whether teachers perceive teaching to be

their ideal profession, whether teachers want to change their profession,

and whether teachers are satisfied with the local education bureau.

Drawing on earlier research, we test hypotheses about three kinds of

factors associated with teacher satisfaction:

1. Community factors: teachers are more satisfied in communities with

greater economic and social resources, and in communities that are

less remote.

2. School environment factors: teachers are more satisfied in schools

with better economic resources, in larger schools, in schools where there

are more opportunities for professional advancement, in schools where

the workload is lighter, and in schools where there is an organizational

climate characterized by experienced leadership that supports teacher

collaboration.

3. Teacher characteristics: young teachers, male teachers, unmarried

teachers, and teachers with greater human capital are less satisfied, while

teachers who are more socially similar to the local community are more

satisfied.

We begin the article with a discussion of research on teacher

satisfaction, in general, and in the context of rural Gansu, in particular.

We then provide a brief overview of the data and methods used in the

study, followed by bivariate and multivariate analyses of teacher

satisfaction. We close by considering implications of the main results for

understanding educational opportunity and inequality in rural Gansu, as

well as for further research on the role of teachers as elements of

educational opportunity and inequality in developing countries.

Teachers are an essential link in the transmission of educational

opportunity to poor children. Teacher job satisfaction has, in turn, been

tied to teachers’ work performance, including teachers’ involvement,

commitment, and motivation on the job. Teacher job dissatisfaction is

closely associated with teacher absenteeism and a tendency toward

attrition from the teaching profession.8 Teacher commitment may also be

an important factor determining the successful implementation of

educational reforms in schools.In China, the current era of educational

reforms aims to bring about a shift toward more student-centered

teaching and learning, a greater emphasis on critical thinking and the

application of skills, and the establishment of a more democratic

classroom environment. The implementation of these reforms will likely

require greater levels of teacher initiative and innovation, making teacher

commitment and motivation increasingly important. Disengaged teachers

are unlikely to inspire student engagement or, consequently, student

achievement. Furthermore, job dissatisfaction leading to attrition from the

teaching profession may exacerbate the already acute teacher shortages

in rural communities. A report by the Gansu Institute of Education

Research notes that between 1995 and 2001, the number of primary

school students in Gansu increased by 16.5 percent. Despite this

increase, the number of primary school teachers actually decreased by

6.2 percent.12 According to the report, the impact of provincial teacher

shortages is much greater in rural communities. Consequences include

the inability to offer classes in English, computers, and the arts.13

Perhaps most important, teacher shortages may lower teacher quality in

poor and remote areas. In areas of rural China, where certified teachers

are difficult to recruit and retain, principals hire substitute or temporary

(daike) teachers, who generally have lower levels of education and little or

no formal teacher training.14 Teacher quality has been linked empirically

to various student outcomes. In research conducted in developing

countries, factors such as teachers’ knowledge of subject matter, verbal

and math proficiency scores, and qualifications have all tended to be

associated with higher student achievement.15 In addition to having an

important impact on student achievement, teachers may also play a

crucial role in educational attainment. Eric Hanushek argues that higher

school quality results in lower dropout rates and that teacher quality is the

most important factor contributing to overall school quality.1 Despite the

fact that high-quality teachers are more difficult to recruit and retain in

rural communities, there has been little investigation of the association

between teacher satisfaction and such community characteristics as

poverty, remoteness, and social resources. To date, researchers have

focused on the relationships between teacher job satisfaction and

individual and job characteristics. This research has taken two main

approaches: a focus on facet-specific job satisfaction and an emphasis on

understanding teachers’ overall sense of satisfaction with their job.

The first approach has sought to measure the extent to which

teachers are satisfied with specific aspects of their job. These include

remuneration, physical working conditions, quality of relationships with

supervisors and colleagues, quality of supervision, workload, teachers’

social status, opportunities for personal growth and promotion, teachers’

skills and professional accomplishments to date, degree of decision-

making autonomy, and characteristics of the educational system.17 In

contrast, the second approach has sought to link characteristics of

schools and teachers to overall job satisfaction. 18 This approach uses a

global measure of teacher satisfaction against which a variety of school

and teacher explanatory variables are tested via multivariate analyses. In

this article we adopt this latter approach, but we also include measures of

community factors among our explanatory variables.

Community factors.—Around the world, community poverty and

remoteness present significant challenges to teachers in under resourced

schools. Teachers serving in rural communities in developing nations

experience particular challenges.19 Physical conditions brought about by

poverty often make even daily necessities scarce. In addition, teachers in

rural villages may face a lack of access to transportation, cultural

resources, or educational facilities. Recreation and opportunities for

enrichment and personal advancement are often limited, compared to

those available in towns and cities. Linda Ankrah-Dove writes, “Remote

rural areas are in a very real sense on the periphery, far from the centers

of political, economic and cultural life.”20 Teachers may also feel isolated

from the local community, especially if they are from outside the village or

if there is a wide educational gap between themselves and the local

community. Further, with global trends toward educational

decentralization, teachers and schools in many developing countries are

increasingly dependent on the degree of financial and other support for

education in the local community.

In China in the 1980s, fiscal decentralization of the educational system

shifted the responsibility for rural elementary education to individual

villages.21 Under these reforms, the village government would generally

allocate money for its schools from the village budget.22 In many villages,

local governments have controlled the development of collectively owned

enterprises to ensure that the village would get a portion of the revenues.

These revenues could be directed to education.23 After decollectivization

of agricultural production in the late 1970s and early 1980s, villages that

were unable to establish industries and enterprises were left without

revenue.24 The poorest villages could get some minimal support in the

form of various kinds of categorical grants from higher levels of

government.25 But, even with this assistance, collecting enough money

to fund village schools has been a challenge. Local governments have

frequently been unable to raise adequate funds for personnel expenses,

which are the main cost of education. Many teachers have been paid with

IOUs, and some have had to wait for months to get their salary.26

The store of social capital available in a village community may also

harness economic resources for village schools.27 Further, social capital

facilitates access to information and social connections that may be

important for school development.28 Nan Lin defines social capital as

“resources embedded in a social structure which are accessed and/or

mobilized in purposive actions.”29 In the year 2000, one of the most

important social relationships affecting a village school was that between

the principal and the village leaders. In small rural communities in

northwest China, until very recently, primary school principals generally

relied on the village government for the financing of school buildings,

maintenance, construction, as well as the recruitment and appointment of

teachers.30 Village governments also provided assistance in promoting

school enrollment and connections with organizations above the village

level. Through the relationship between the village leader and the

principal, information is shared, influence is exerted, the status of the

school principal is ensured, and emotional support may be obtained. This

relationship is an important but delicate one. If it is strained, it is likely that

the affairs of the school, and thus the teachers, will be affected. With

community economic and social factors in mind, we hypothesized there

would be lower job satisfaction among teachers in (1) villages with fewer

economic resources, (2) remote villages where connections to the outside

are limited and the population is small, and (3) villages where social

resources are constrained, including where the population is poorly

educated and where community-school linkages are weak. However, we

acknowledge an alternative possibility: teachers in villages where there

are more economic opportunities, and teachers in more connected,

better-educated, or higher income villages may have greater access to

information about the outside world and alternative opportunities, leading

them to feel more dissatisfied with teaching as a career than those

teachers in the most remote poor areas. School environment.—Drawing

on previous research, we hypothesized that several factors associated

with the school environment would affect teacher satisfaction. These

factors are salary, school economic resources and working conditions,

workload, opportunities for personal and professional advancement,

collaboration with and support from other teachers, and quality of

supervision.

Remuneration: Concerns with remuneration may be paramount. In the

United States, poor salary is one of the most important reasons given for

leaving teaching due to dissatisfaction in urban, high-poverty public

schools and for the attrition of teachers in small private schools. In other

case low salaries and truncated salary scales are among the main

reasons that the most academically able leave teaching.

In China, the level of teachers’ salaries compared to other state

employees is cited as one of the major reasons for the high rate of

teacher turnover experienced in the 1990s.33 One teacher in rural Gansu,

interviewed in 2002,offered the following comment on the connection

between low salaries and social status: “Actually, in people’s minds,

teachers are losers (mei chuxi), they don’t make much money, isn’t that

right?”34 However, in China, reliability of salary payment may be even

more important than the amount of the salary itself. Teaching is generally

perceived to be a stable career. Because of the trends described in the

previous section that have led to the late payment and underpayment of

teachers’ salaries, this expectation of stability may have been

compromised. Late payment of teachers’ salaries could have a greater

impact on teacher satisfaction than the actual amount of teacher salary

received. School economic resources and working conditions: There are

different types of schools found in rural areas in China, including central

primary schools, complete primary schools, and incomplete primary

schools. These very different school environments may have an impact

on teacher satisfaction. The central primary schools (zhongxin xiaoxue)

are run by the township, represent scale economies, and have access to

more resources. Village schools may be complete (wanquan, from grades

1–5 or grades 1–6) or incomplete (bu wan- quan, covering only the first

few early grades [usually grades 1–3]).35 In the late 1980s and early

1990s, China restructured its education system. Schools were

consolidated using the theory of “economies of scale” in a move to

improve the quality of schooling. Many village primary and junior middle

schools were closed down, and the students had to walk to neighboring

villages to go to school. Only complete primary schools were officially

recognized, but in remote villages—where it is too far for young children

to travel to the nearest complete primary school—the incomplete primary

schools were permitted as teaching point schools.36 Other

important indicators of working conditions include the condition of the

school buildings; the amount of economic resources that are available to

pay for teachers’ bonuses and benefits; heating, water, and electricity;

and supplies such as physical education equipment, library books, and

teaching aids. In the most resource-poor schools, there may not be

enough desks and chairs for all the students, and the school buildings

may have fallen into disrepair. Every year, principals must report the

number of dilapidated rooms (weifang) in the school. There are

government projects specifically aimed at providing money for poor areas

to rebuild their main school buildings. Workload: Researchers in China

have suggested that heavy workloads diminish teachers’ job

satisfaction.37 In 2002, a primary school teacher interviewed in Gansu

characterized the heavy workload shouldered by teachers as follows:

“This job has both its hardships and its pleasures. The hardship is that

every day is very tiring, much more tiring than other jobs. In another job,

when you get off work you get off work and you can rest. But in teaching,

there is no rest. Sometimes you have to stay at school to supervise

evening study hall . . . and then on the weekends, you still need to go and

do a home visit. As a teacher, you are always busy with students’ affairs

and so you never have time for your own affairs.”38 Opportunities for

personal and professional advancement: Research suggests that

teachers are more satisfied if their job provides opportunities for personal

and professional advancement.39 China has an enormous system of

teacher in-service training, and there are many opportunities for teachers

to continue their education. These opportunities are provided by

independent teachers’ continuing education institutions, educational

colleges and institutes, China TV teachers’ colleges, regular higher

education institutions, secondary specialized schools, and other channels

such as correspondence courses and self-study programs.40 However,

schools in the remote poor areas may not be able to afford for their

teachers to participate in these programs.41 Without such opportunities,

teaching can be an isolating profession and can leave teachers with the

sense of falling behind the rest of society. One of the teachers we spoke

to in Gansu in 2002 expressed such a sentiment: “When we go out into

society we don’t know how to do anything, especially how to interact with

others. Social interaction is the basic structure of society, but as a

teacher, every day you only see children whose minds are like a blank

sheet of paper and so we know nothing of the outside world.” Collegial

relationships and collaboration: Another important factor related to

teacher isolation is the extent to which teachers receive support from

other members of the school community and engage in collegial

collaboration and interaction. Research on teacher satisfaction and

teacher retention has noted the importance of collegial relationships and

administrative support for teaching. This support is in the form of

mechanisms of teacher induction and organizational socialization, such

as internships and mentoring programs.

A unique feature of Chinese schools is the teaching and research

section, or jiaoyanzu. Through the activities of the jiaoyanzu, teachers

engage in joint lesson planning and professional discussion, in activities

of peer evaluation and feedback, and actively share in making decisions

regarding the instructional program. It is through this structure that new

teachers are inducted into teaching and into the norms and values of the

school. Also, more experienced teachers support and mentor younger

teachers.

Quality of supervision: Leadership styles are related to teacher

satisfaction.46 The quality of leadership and supervision affects a range

of factors in the school environment, including the overall organizational

climate of the school. Zhou Junhong describes the characteristics of a

successful school leader capable of establishing an organizational climate

conducive to teacher satisfaction.According to Zhou, a successful

principal believes in teachers and works hard to foster teacher motivation

and autonomy, harnessing the collective force of all of the teachers to

carry out the work of the school. Such principals love, protect, support,

understand, trust, and care for teachers. They give reasonable work

assignments, encourage teachers to participate in management, listen to

suggestions, and ensure that teachers can spend most of their time and

energy on instruction and research. A successful principal provides a

well-maintained, pleasant working environment, establishes a happy

atmosphere, gives teachers opportunities for professional advancement,

places great importance on making ample teaching resources available,

and gives teachers encouragement and feedback using both emotional

and material rewards. Presumably skills such as these increase with

principal experience, which we are able directly to measure. Based on the

foregoing, we adopt a working hypothesis that teachers are less satisfied

in schools with fewer economic resources and where they carry a heavy

workload. We hypothesize that teachers are more satisfied in larger

schools with an organizational climate characterized by experienced

leadership, collegial collaboration, and ample opportunities for

professional advancement.

Teacher characteristics.—Of all of the 5.8million full-time teachers in

China, 15 percent teach in cities, 19 percent teach in counties and towns,

and 65 percent teach in rural areas. Official statistics indicate that among

full-time primary school teachers in China, 52 percent are female.48

China’s teaching force is relatively young, with 60 percent of primary

school teachers under 40 years of age.49 With regard to educational

attainment, less than 2 percent of primary school teachers in China have

a 4-year college degree or higher, 26 percent have a 3-year college

degree, 69 percent have a secondary school level of attainment, and 3

percent have less than a secondary school level of attainment.50 In the

literature in both the United States and in China, a number of background

attributes of teachers have been linked to levels of satisfaction. Younger

teachers have been shown to be less satisfied and more likely to leave

than older teachers.In addition, women have been found to be more

satisfied than men of greater concern is the finding that better-qualified

teachers tend to feel more dissatisfied than do less qualified teachers,

and thus they are more likely to leave teaching.This finding may be in part

attributable to the fact that teachers with better qualifications perceive

more alternative opportunities. Marital status may also be a factor related

to teacher satisfaction. Dan Lortie found marriage to be positively

correlated with teacher job satisfaction; married women over 40 years of

age were the most satisfied teachers in his sample.Training and

certification may also matter for teacher satisfaction. In rural areas, many

uncertified teachers are hired directly by the village government or

principals to make up for the shortage of official, certified gongban

teachers available to rural schools. These uncertified teachers are

sometimes referred to as daike, or substitute, teachers.The salaries of

these daike teachers are substantially lower than those of the gongban

teachers. The daike teachers come from a variety of different

backgrounds. Many are from the same village or nearby villages and are

likely also to work as farmers. Some have only a junior middle school or

high school level of education and little or no formal teacher training.

According to official statistics, only 88 percent of teachers in rural areas in

China are gongban teachers, and 12 percent are daike teachers. This is

in contrast to the urban areas (cities, counties, towns), where 97 percent

of teachers are gongban teachers, and only 3 percent are daike

teachers.In the rural areas of Gansu, however, it is estimated that 28

percent of teachers are daike teachers, and in the most remote areas,

these percentages may be even higher. Another characteristic that may

be expected to contribute to teacher satisfaction is teacher rank. Certified

teachers in China are evaluated every year, and, based on these

evaluations, they are able to advance through a ranking system.

Teachers are evaluated by students, colleagues, and administrators

based on moral standing, instructional capability, and professional

achievements, including research and publications.58 Thus, the ranking

system offers teachers recognition for their skills and competence in the

teaching profession. Xin Ma and Robert MacMillan’s results show that

teachers with greater teaching competence tend to have higher levels of

satisfaction. Based on this research, we might expect teachers of higher

rank to be more satisfied, net of other factors. Also potentially important in

rural China is the extent to which the teacher has ties to the local

population. Teachers who come from the same village or who also

engage in farm work are likely to be more familiar with the surrounding

community and feel less isolated. It is also possible that a teacher from a

farming family would feel more satisfied, since teaching is generally

perceived to be a higher status profession than farming. One teacher we

spoke to in Gansu, who was also a farmer, explained the difficulty of

being a teacher and trying at the same time to take care of farm and

family, saying, “Still, teaching, this profession, is good. It is in the

intellectual realm; it allows you to continuously improve yourself.”

In this article, we test whether younger and better-educated

teachers have lower levels of satisfaction. In addition, we hypothesize that

female teachers, married teachers, teachers who are more highly ranked,

and those who are more socially similar to their surrounding communities

are more satisfied. To test these hypotheses, we consider teacher age,

gender, marital status, level of education, rank, place of origin, and

whether or not the teacher is also a farmer. For the change outcome, the

only community factor that significantly differentiates satisfied and

dissatisfied teachers is village income. Consistent with the ideal measure,

teachers who wish to change their career are living in significantly

wealthier villages than teachers who do not wish to do so. For the local

education bureau outcome, levels of satisfaction do not differ by

conventional tests of significance. There are smaller associations

between teacher satisfaction and living in a community where the

workforce is more literate as well as living in communities where

principals have more meetings with village leaders. Overall, these findings

suggest that better-off villages do not necessarily have more satisfied

teachers. In fact, teachers may be less satisfied in these villages.

School environment.—Results from the multivariate analyses of social

and economic resources of schools are, by and large, consistent with the

findings of the bivariate analyses. School expenditure per student has a

significantly positive effect on both ideal and change. Similarly, payment

of salary on time shows strongly significant positive links to both ideal and

local education bureau.

In the multivariate model, salary levels, school type, proportion of

dilapidated classrooms, and school size are all unrelated to levels of

teacher satisfaction. Likewise, opportunities for professional development

also have no significant effects on any of our satisfaction outcomes.

Teachers who work more hours per week giving lessons, preparing

materials, and grading homework appear to be more satisfied by our

measures.

They are significantly more likely to feel that teaching is their ideal

career and significantly less likely to wish to change their career. Time

spent in jiaoyanzu activities has a significant positive relationship with

ideal. Teachers in schools with more experienced principals are more

likely to feel that teaching is their ideal career, although this result is only

marginally significant.

Together, these findings suggest that the most consistent school-

level factors predicting satisfaction are on-time payment of salary and

amount of school expenditures per student. Furthermore, there is some

evidence to suggest that organizational structures that enhance

collaboration may be positively associated with teacher satisfaction.

Teacher characteristics.—The relationships of teacher characteristics to

teacher satisfaction show certain results that are consistent with findings

elsewhere.Net of other factors, younger teachers are less satisfied than

older teachers. Further, women are more likely to identify teaching as

their ideal profession. Teachers with higher levels of education are

significantly less satisfied with the teaching profession and significantly

more likely to state that they wish to change their career. Teachers with a

college-level education are 65 percent less likely to feel that teaching is

their ideal profession than those teachers with middle school or below as

their highest level of educational attainment.76 Teachers with a college

education are 128 percent more likely to wish to change their profession

than those with a middle school education or less. This finding is

consistent with a view that more qualified teachers are less satisfied.

Using teachers ranked at level 2 as our reference point, there is some

evidence to suggest that teachers with higher ranks may be less satisfied.

Relative to level 2 teachers, level 1 teachers are significantly more

likely to desire a change in their career. Relative to level 2 teachers,

higher-level teachers are significantly less likely to feel satisfied with the

local education bureau. Controlling for other factors, whether or not a

teacher is married, comes from the same village, or also works as a

farmer, are not significant.

OBJECTIVES OF THE STUDY:

1. To analyze the job satisfaction level among the male and female

teachers of primary schools.

2. To analyze the attitude of the male and female teachers of Primary

teachers towards education.

3 To find out the impact of job satisfaction and attitude of Teachers on

Education.

HYPOTHESIS

There is no significant differences between adjustments of male and

female primary school teachers.

There is no significant between adjustment of rural and urban primary

school teachers in Anantnag district.

There is no significant difference between adjustment of male and female

primary school teachers on overall adjustment.

METHODOLOGY

The present study shall be descriptive cum survey type, in which

adjustment of primary school teachers shall be studied with respect to

Urban Rural and male/female dimensions.

Sampling :

The sample for the present study shall be constitution of 100 primary

school teachers out of which 50 teachers will be from Urban areas and 50

from rural areas. Out of these Teachers necessary came will betaken to

select 50 present female teachers from each group.

Statistics to be used:

Appropriate statistical shall to the data in order to aware at conclusion.

RESEARCH METHODOLOGY:

Hypothesis: (1) H0: There is significant difference in job satisfaction

of Male and Female teachers of Degree College. (2) H0: There is

significant difference in attitude towards education among male and

female teachers of Degree Colleges. Scope of the study: The scope of

the study restricted to the teachers of the degree colleges of Punjab and

Haryana state. For the collection of the primary data, the study will be

confined to selected cities of Punjab and Haryana only. Research Design:

The study being undertaken is Descriptive in nature. The major purpose

of descriptive research is description of the state of affairs, as it exists at

present, while studying the research problem, scientific method is

followed.

Sampling Unit: In this study, the sampling unit was teachers of the

degree colleges.

Sampling Size: The sample size was so selected that it could be

adequate enough to represent the whole population, and also give the

true picture. The total sample size was restricted to 200. Sampling

Design: Keeping in Mind the nature of data required for the study, Quota

sampling technique has been used. The respondent for the survey has

been selected from the degree colleges of Punjab and Haryana; like

Patiala, Ludhiana, Kurukshetra and Ambala.

Data Collection:

Questionnaire Method: The primary data was collected by administering

structured questionnaire to the teachers of the degree colleges.

Nature of the Study: The “Descriptive Research Study” has been used.

The basic aim is to gain familiarity and to achieve new insights along with

describing the existing facts.

Technical Terms Used:

Job Satisfaction: Job satisfaction is a favorableness with which workers

view their job. It results when there is a fit between job requirement and

the wants and expectations of employees. In other words, it expresses

the extent of match between worker’s expectations (also aspiration) the

rewards, the job provides, the values it creates and get cherished.

Attitude towards Education: Attitude towards education of teachers is

the sum total of teachers’ inclinations and feelings, prejudice or bias, pre-

concerned notions, ideals, fears, threats and convictions about specific

situations. This attitude has great bearing on the ultimate quality of the

achievement.

LIMITATIONS OF THE STUDY:

1. The present study based on the data collected from sample-selected

from Anantnag district and in some parts of the Kashmir valley and the

result may vary from other places of India or the national average.

2. In this present study only those teachers were considered, who were

presently working in the colleges.

3. Keeping in view the less existence of degree colleges in rural and

semi-urban areas, the respondents selected from the degree colleges

located at urban areas.

CONCLUSION:

The study reveals that teachers are very satisfied with their jobs. The

male groups of teachers has the mean value 74.35, thus it corresponds to

the extremely satisfied category as per the manual. Similarly, the female

teachers also fall in the extremely satisfied category with the mean value

of 74.55. The computed t-value is 0.664, which is non-significant. Thus, it

is inferred that male and female teachers are not different from each other

on job satisfaction variable. The further conclusion is that both the male

and female teachers teaching in degree colleges have unfavorable

attitude towards education. The male teachers have the mean value 85.1

and female teaches have the mean attitude score of female degree

colleges’ teachers is higher than that of male teachers. Therefore, it is

evident that female degree colleges’ teachers have more favorable

attitude towards education as compared to their male counterparts. The

difference between the mean is non-significant with t-value 0.104. It is

inferred that both male and female teachers do not differ significantly

regarding the attitude towards education.

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