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Job Satisfaction Survey

Study of Job Satisfaction in Government and Private School Teachers

Organizational Psychology Practicum

Department of Psychology, Kamala Nehru College

University of Delhi

B.A. (Hons.) Psychology

Submitted by Miss Simran

April 20, 2023

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Job Satisfaction Survey
Abstract

Employee job satisfaction is essential for organisation success. The higher the rate of
employee job satisfaction the higher the organisation success because only the motivated
employees are assets to the company. So, it is necessary to consider employee job satisfaction
in modern organisations. Employee satisfaction is a factor in motivation, retention and goal
achievement in the place of work and commitment is a factor that include no excess work
load, treating employee with respect, provide recognition & rewards, fringe benefits and
positive management.

The purpose of this topic is to study the employee satisfaction and organizational
commitment and to examine the satisfaction level of staff and its impact on Commitment.
This is descriptive and empirical in nature and purposive sampling technique is used. The
study is based on primary data, which has been collected through structural questionnaire.
According to findings of this data the employee satisfaction effects commitment of
management and staff. Factors affecting employee satisfaction and commitment are rewards,
stress, leave, benefits and compensation given to the staff by the management which are
important to improve the motivation level and employee satisfaction.

Keywords: - Management, Organizational Behaviour, Goal Achievement, Satisfaction,

Sampling
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Introduction

Job Satisfaction

The purpose of this study is on how employees are satisfied with their respective
designations and job and is the employee able to handle work stress is he able to seek
motivation or are there any different leadership styles which he is not able to adapt to it.
When it’s about work load is the employee able to handle it or not does the manager help him
to sort out work life balance. Irrespective of the organizational structure wherever he or she is
there are several challenges faced by an employee is that affecting employees satisfaction
over the job and over the organizational where their commitment towards organization might
not be satisfying neither them nor the respective organization.

Job satisfaction is viewed as one of the important aspects of organisation behaviour in

India (G. Randhawa 2004). The overall organisation performance is the summation of
individual performance. It seems important for the manufacturing industries to maintain
employee job satisfaction and for optimum utilisation of the employees. Optimum utilisation
of employees not only depends on necessary skills required to perform the job like technical,
educational, etc. but also on the employee’s interest in performing the job and the satisfaction
in performing that job. Hence, job satisfaction involves the overall organisational, employee
and personal factors for doing that job (D. Olsen, 1993). The factors that affect employee
satisfaction will differ by their personal factors, organisational factors, employee related and
also employer related. The study was made to identify the factors that influence the employee
job satisfaction and make them into divisions, and then design a framework for employee job
satisfaction. According to Bullock, job satisfaction is an attitude that results from balancing
and summation of many specific likes and dislikes experienced in connection with the job.

Criteria

Beyond the research literature and studies, job satisfaction is also important in everyday
life. Organizations have significant effects on the people who work for them and some of
those effects are reflected in how people feel about their work. This makes job satisfaction an
issue of substantial importance for both employers and employees. As many studies suggest,
employer’s benefit from satisfied employees as they are more likely to profit from lower staff
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turnover and higher productivity if their employees experience a high level of job
satisfaction. However, employees should also ‘be happy in their work, given the amount of
time they have to devote to it throughout their working lives’ (Nguyen, Taylor and Bradley,
2003a).
Investigated by several disciplines such as psychology, sociology, economics and
management sciences, job satisfaction is a frequently studied subject in work and
organizational literature. This is mainly due to the fact that many experts believe that job
satisfaction trends can affect labour market behaviour and influence work productivity, work
effort, employee absenteeism and staff turnover. Moreover, job satisfaction is considered a
strong predictor of overall individual well-being, as well as a good predictor of intentions or
decisions of employees to leave a job. Job satisfaction describes how content an individual is
with his or her job. There are a variety of factors that can influence a person’s level of job
satisfaction. Some of these factors include the level of pay and benefits, the perceived
fairness to the promotion system within a company, the quality of the working conditions,
leadership and social relationships and the job itself. Job satisfaction has also been defined as
a pleasurable emotional state resulting from the appraisal of one’s job; an affective reaction to
one’s job; and an attitude towards one’s job.

Effects affecting Job Satisfaction

Within the workplace, the main factors that influence job satisfaction have been stated
as follows:

Job Security

It is important for an individual to feel safe and secure within the employment
setting. The aspects such as vulnerability, susceptibility, weakness and helplessness does not
arouse job satisfaction. The job security is affected by the factors such as, effective
communication and good terms and conditions with the superiors and the subordinates, safe
working environmental conditions, safe condition of the machines, equipment and other
devices that individuals make use of for production and manufacturing, availability of
incentives and benefits and good salary in accordance with the performance of job duties.
Overall job satisfaction is slightly related to job security (Hong, Hamid, & Salleh, 2013).
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Opportunities to Make Use of Skills and Abilities

Within the employment setting, individuals feel satisfied, when they are provided
with the opportunities to make effective use of their skills and abilities. They have acquired
training in the field of management or education, hence, an individual feels satisfied, when he
is made available the opportunities where he can make effective utilization of the education
and training that he possess. When individuals are not able to utilize their knowledge, skills
and abilities within the employment settings, then he does not feel satisfied with his job.

People Management
People management is an important aspect of the organizational process. This
originated from the acknowledgment that the human resources of an organisation and the
organisation itself are synonymous. A well-administered business organisation generally
considers the average employees as the primary source of productivity gains. These
organisations consider the employees rather than capital as the core foundation
of the business and providers to the development of the company.
To ensure the attainment of the goals and objectives, the organisation creates an
atmosphere of assurance and support for its employees through policies that facilitate
employee satisfaction. Satisfaction of human resources established close connections with
largely motivated employees. Motivated employees then cultivate reliability or commitment
to the firm resulting in greater efficiency and lower turnover rates (Parvin, & Kabir, 2011).

Compensation/Pay

Compensation is defined as the monetary benefit given to the employees by the

company in return for the services that the employees render towards the company. Monetary
compensation and benefits are considered to be the most imperative areas that employees
work for, when they feel, their pay and benefits are sufficient enough to sustain their living,
then they feel satisfied with their work. When employees experience promotion and increase
in compensation, then they felt immense pleasure and satisfaction towards their jobs.
Compensation occupies the first rank in the determination of the job satisfaction as compared
to other major determinants (Neog, & Barua, 2014).
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Supervisor Support

Within the organization, the employees need guidance, direction and management
from their supervisor. The support of the supervisor is one of the important factors for
employee retention and to do well in one’s job duties. Supervisor support is defined as the
extent to which the leaders and the administrators make provision of care for the welfare of
the employees and value their contributions (Neog, & Barua, 2014). When the employees feel
that they are receiving support, care and assistance from their supervisor, they develop this
viewpoint that they are being appreciated, heard and cared for, hence, due to this, they feel
satisfied with their jobs.

Working Environmental Conditions

The working environmental conditions influence job satisfaction, as the employees

would want their physical working environmental conditions to be comfortable. The working
conditions include the office equipment, chairs, furniture, machines, tools, and so forth. The
employees feel satisfied with their jobs, when the productivity levels goes up, because of the
working environmental conditions. When an employee gets hired, he always desire the
working conditions that would contribute in enhancing his job performance. On the other
hand, when the employees do not find the working environmental conditions comfortable,
they do not develop the feelings of job satisfaction.

Job Characteristics

There are certain characteristics that are required to be taken into consideration, when
the employees need to develop the attitude of job satisfaction. These include, skill variety,
task identity, task significance, autonomy and feedback; these job characteristics have an
influence upon the three critical psychological states, these are experienced meaningfulness,
experienced responsibility for outcomes and knowledge for the actual results. The possession
of knowledge and information by the employees about these characteristics and aspects will
contribute in enhancing efficiency and influence job satisfaction, absenteeism, motivation and
so forth (Kumari, Joshi, & Pandey, 2014).
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Relationship with the Co-workers

Within the organizational structure, it is vital for the employees to develop

appropriate terms and conditions with the co-workers. It is vital to create an atmosphere
within the workplace, where co-workers are able to interact with each other in a pleasant and
an informal manner. Amiable and friendly relationships with the co-workers enable the
individuals to perform their assignments, jobs and work duties in an adequate manner.

If the supervisor has provided to the employees some kind of explanation regarding
the performance of the job duties, and some of the employees may not have understood
clearly, then they can always consult their co-workers and seek support and assistance from
them. Therefore, approachable terms and relationships with the co-workers enable employees
to enhance productivity and output, and develop job satisfaction.

Job Duties

In jobs, there are various kinds of job duties, some job duties are not considered to be
very difficult and employees are able to manage them in an effective manner, whereas in
other jobs, there are job duties that are quite demanding and challenging. Therefore, job
duties contribute to a major extent in developing the attitude of job satisfaction amongst the
employees. For instance, when the job duties are manageable and employees possess accurate
and appropriate knowledge about how to perform their jobs lead to job satisfaction. On the
other hand, when employees do not possess adequate knowledge and information, they are
not experienced and find the job duties challenging, then they do not feel satisfied with their
jobs.

Flexibility to Balance Life and Work Issue

Adult individuals are normally involved in multiple tasks besides their jobs, such as
looking after the family concerns, management of the household, getting involved in other
activities and so forth. When a person feels that management of the job and other issues is not
a burden for him and he is able to take care of all the needs and requirements, then he feels
satisfied with his job; when his job makes provision of enough space and time for him to
manage all the other needs and requirements. On the other hand, when a person finds it
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difficult to manage the job as well as the other issues and feels pressurized, then he may not
feel satisfied with his job. Other issues and concerns may become impediments within the
course of the performance of his job duties.

Educational Qualifications

Individuals possess different levels of education, skills and abilities. Their educational
qualifications, skills and abilities determine their attitude towards their jobs. The individuals
who possess high levels of education do not feel satisfied with their jobs, the reason being
that they feel they are performing repetitive tasks. It is vital that the requirements of the jobs
should be in accordance to the educational levels of the employees. The qualifications,
knowledge, skills and the abilities that the individuals have acquired in educational
institutions should be utilized in an effective manner in the performance of their job duties.
When the individuals are not able to make use of their educational qualifications, they do not
feel satisfied with their jobs.

Early Theories

Maslow’s Hierarchy of Needs

Abraham Maslow first introduced the concept of a hierarchy of needs in his 1943
paper, titled "A Theory of Human Motivation," and again in his subsequent
book, "Motivation and Personality." This hierarchy suggests that people are motivated to
fulfil basic needs before moving on to other, more advanced needs. While some of the
existing schools of thought at the time—such as psychoanalysis and behaviorism tended to
focus on problematic behaviors, Maslow was more interested in learning about what makes
people happy and what they do to achieve that aim. As a humanist, Maslow believed that
people have an inborn desire to be self-actualized, that is, to be all they can be. To achieve
this ultimate goal, however, a number of more basic needs must be met. This includes the
need for food, safety, love, and self-esteem. Maslow believed that these needs are similar to
instincts and play a major role in motivating behavior. There are five different levels of
Maslow’s hierarchy of needs, starting at the lowest level known as physiological needs.
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Level 1: Physiological Needs- The most basic category of needs that humans have are
physiological. These are our survival needs, and the first things we need to achieve before we
move on towards more complex and aspirational needs in life. Our physiological needs
include our bodily requirements like sleep, food and water as well as the basics of shelter and
clothing. If we lack any of these needs, we need to fulfill them before we can be motivated to
pursue other needs.

Level 2: Safety Needs- Once someone has achieved their physiological needs, they are
motivated to achieve their safety needs. Fundamentally these safety needs are about removing
risk from life and helping individuals maintain their physiological needs into the future.
Safety needs include physical and emotional security, housing beyond the most basic of
shelters, health and financial security.

Level 3: Social Belonging- The third level of Maslow’s hierarchy of needs introduces the
need for social belonging. The model says that once individuals have met their physiological
and safety needs, their next priority becomes the pursuit of social belonging.
Humans are fundamentally social beings and the need for social belonging is strong in most
people. Once humans have met their basic needs they start to pursue things like family
relationships, friendships, community relationships and the sense of acceptance and
belonging that many people find rewarding.

Level 4: Self-esteem- Maslow’s model says that once humans have met their need for social
belonging and acceptance, that they start to focus on themselves and their self-esteem. These
needs are all about satisfying the ego and being valued. Maslow divided this need into two
levels. At the lower level, individuals seek to achieve status, respect and recognition from
others. At the higher level, they seek these things from themselves.
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Level 5: Self-Actualization- Maslow’s hierarchy of needs says that once humans have
satisfied their ego and obtained self-esteem that their ultimate need is that of self-
actualization. This means that humans want to feel that they are fulfilling their potential and
making the most of their abilities.

Later in life Maslow added a further stage which he called transcendence, which he
said was about giving oneself to something beyond oneself. This could be in the form of
altruism or spirituality and could involve people achieving their purpose in the world. We
don’t focus on this sixth stage.

Need theory

The Three Needs Theory, also known as need theory, is the best-known theory of
David McClelland, a Harvard professor who spent thirty years conducting research on
motivation. He sought to understand human nature and develop tools to measure how people
make choices. McClelland's theory of needs is a type of motivational model that attempts to
explain the process of motivation in people. It looks at an individual's three main needs,
including the need for achievement, power and affiliation. This theory notes that these needs
are inherent to all people, regardless of their age, gender, race or culture. According to this
theory, all three needs create an individual's motivation levels. Below, you can find out more
about the three distinct types of needs that impact an individual's motivation.

The need for achievement is a desire to reach a particular goal, milestone or

accomplishment. This goal varies from person to person, but the desire to achieve it remains.
For example, a doctor might desire to provide a medical treatment that saves a patient's life.
Individuals motivated by these needs typically thrive in challenging situations and often seek
them out to satisfy their desires. They usually work in roles that focus on results and they
tend to take calculated risks to achieve their objectives.

The need for power is an individual's desire to hold authority, control and influence
over other people. They want to have the power to change people's opinions and actions to
suit their own needs, gains or desires. People with a high need for power also want to boost
their ego and reputation and want their ideas chosen over others. These individuals tend to be
very capable leaders and are often part of a personal or institutional power motivation group.
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Personal power motivators want to control other people, while institutional power motivators
seek to lead teams.

The need for affiliation is the desire to have strong social relationships with other
people or groups. Individuals with this need actively seek opportunities to work with others
and enjoy establishing and maintaining friendships that last a long time. They're usually
driven by wanting to feel liked by other people and prefer to collaborate with others rather
than work on their own. Although they typically avoid high-risk situations and uncertain
scenarios, they tend to enjoy competing with others. They also place a strong emphasis on
social interactions because they seek validation and acceptance from others.

Herzberg’s Two-Factor Theory of Motivation-Hygiene

American psychologist Frederick Herzberg is regarded as one of the great original

thinkers in management and motivational theory. Herzberg set out to determine the effect of
attitude on motivation, by simply asking people to describe the times when they felt really
good, and really bad, about their jobs. What he found was that people who felt good about
their jobs gave very different responses from the people who felt bad.

The results from this inquiry form the basis of Herzberg’s Motivation-Hygiene
Theory (sometimes known as Herzberg’s “Two Factor Theory”). Published in his famous
article, “One More Time: How do You Motivate Employees,” the conclusions he drew were
extraordinarily influential, and still form the bedrock of good motivational practice nearly
half a century later. He’s especially recognized for his two-factor theory, which hypothesized
that there are two different sets of factors governing job satisfaction and job dissatisfaction:
“hygiene factors,” or extrinsic motivators and “motivation factors,” or intrinsic motivators.

Hygiene factors, or extrinsic motivators, tend to represent more tangible, basic

needs—i.e., the kinds of needs included in the existence category of needs in the ERG theory
or in the lower levels of Maslow’s hierarchy of needs. Extrinsic motivators include status, job
security, salary, and fringe benefits. It’s important for managers to realize that not providing
the appropriate and expected extrinsic motivators will sow dissatisfaction and decrease
motivation among employees.
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Motivation factors, or intrinsic motivators, tend to represent less tangible, more
emotional needs—i.e., the kinds of needs identified in the “relatedness” and “growth”
categories of needs in the ERG theory and in the higher levels of Maslow’s hierarchy of
needs. Intrinsic motivators include challenging work, recognition, relationships, and growth
potential. Managers need to recognize that while these needs may fall outside the more
traditional scope of what a workplace ought to provide, they can be critical to strong
individual and team performance.

The factor that differentiates two-factor theory from the others we’ve discussed is the
role of employee expectations. According to Herzberg, intrinsic motivators and extrinsic
motivators have an inverse relationship. That is, intrinsic motivators tend to
increase motivation when they are present, while extrinsic motivators tend to reduce
motivation when they are absent. This is due to employees’ expectations. Extrinsic
motivators (e.g., salary, benefits) are expected, so they won’t increase motivation when they
are in place, but they will cause dissatisfaction when they are missing. Intrinsic motivators
(e.g., challenging work, growth potential), on the other hand, can be a source of additional
motivation when they are available.

If management wants to increase employees’ job satisfaction, they should be

concerned with the nature of the work itself—the opportunities it presents employees for
gaining status, assuming responsibility, and achieving self-realization. If, on the other hand,
management wishes to reduce dissatisfaction, then it must focus on the job environment—
policies, procedures, supervision, and working conditions. To ensure a satisfied and
productive workforce, managers must pay attention to both sets of job factors.

Contemporary Theories

Goal Setting Theory

Goal-setting theory was developed by Edwin A. Locke. The American

psychologist was a pioneer in goal-setting research. Locke originated the theory in 1968
with the publication of the article Toward a Theory of Task Motivation and Incentives.
Originally published in Organizational Behavior and Human Performance, Edwin
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Locke’s article explored the relationship between goals and task performance. And, more
specifically, that hard, specific goals inspire a higher level of performance than easy
goals with a “do your best” approach. The main purpose of goal-setting theory is to
better understand the connection between how the goal-setting process influences work
motivation and performance. From there, people and teams can use that understanding
to help employees become more successful in hitting their goals.

Equity Theory

Equity theory attempts to explain relational satisfaction in terms of perceived fairness:

that is, people evaluate the extent to which there is a fair or unfair distribution of resources
within their interpersonal relationships. Regarded as one of many theories of justice, equity
theory was first developed in 1963 by John Stacey Adams. Adams, a workplace and
behavioral psychologist, asserted that employees seek to maintain equity between what they
put into a job and what they receive from it against the perceived inputs and outcomes of
others. Equity theory proposes that people value fair treatment, which motivates them to
maintain a similar standard of fairness with their co-workers and the organization.
Accordingly, equity structure in the workplace is based on the ratio of inputs to outcomes.
Inputs are the employee’s contribution to the workplace. Inputs include time spent working
and level of effort but can also include less tangible contributions such as loyalty,
commitment, and enthusiasm. Outputs are what the employee receives from the employer and
can also be tangible or intangible. Tangible outcomes include salary and job security.
Intangible outcomes might be recognition, praise, or a sense of achievement.

Expectancy Theory

Victor Vroom’s expectancy theory of motivation is a process theory of motivation. It

says that an individual’s motivation is affected by their expectations about the future.
Specifically, Vroom says that an individual’s motivation is affected by how much they value
any reward associated with an action (Valence), how much they believe that by putting effort
into something they will be able to generate good results (Expectancy) and how much they
believe that generating good results will result in a reward (Instrumentality).It’s important to
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note that rewards could be intrinsic or extrinsic. Extrinsic motivations are external things
such as money and promotion. Intrinsic motivations are internal things such as a sense of
fulfillment and achievement.

Literature of Review

Job satisfaction can be defined as a sense of employee achievements and successes. It

is generally believed that it is directly related to productivity and work performance, as well
as to personal well-being. Job satisfaction means doing the work one likes, doing it well and
being rewarded for own efforts (Kaliski, 2007; Aziri, 2011). People can also have different
approach to various aspects of their work, such as the type of work they are doing,
colleagues, superiors or subordinates and their salary (George and Jones, 2008).

Different motivation style and leadership style can work in different way on every
employee, resulting in increased work performance and job satisfaction. Therefore, job
satisfaction is an essential element motivating employees and encouraging them to achieve
better results (Raziq and Maulabakhsh, 2015). Ostroff (1992) says that employee satisfaction
is of great importance not only for employees but also for the entire organization. Because
satisfied employees are usually happy and motivated to work, consequently the organization
can get amazing results from their work, from the other side, those dissatisfied employees
will not be encouraged and will be disturbed by their work routine, they will run away from
responsibility and even avoid work (sick leave, days off etc.) (Judge, et al., 2001).

Job satisfaction is considered as one of the main factors of the effectiveness and
efficiency of business organizations. In fact, the new managerial paradigm, which insists that
employees should be treated primarily as someone who has their own needs and personal
desires, is a very good indicator of the importance of job satisfaction in modern enterprises.
Analyzing job satisfaction, it can be concluded that a satisfied employee is a happy employee
and a happy employee is successful employee (Aziri, 2011). The availability of superiors at
the time of need, the ability to connect employees, stimulating creative thinking and
knowledge of values, openness in the eyes of employees and the ability to communicate with
employees are basic features of supervision. Various researches have shown that with good
and effective supervisor, the level of employee satisfaction was high, while with poorer
communication skills, the level of employee dissatisfaction was high (Schroffel, 1999; Raziq
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and Maulabakhsh, 2015). Rötze claims that there are four determinants influencing employee
satisfaction: “supervisor/leader”, “job design”, “workplace environment” and “performance
pay”. According to his research the factor supervisor/leader has not a so strong impact on
motivation but is crucial for job-design satisfaction and affects the level of satisfaction with
performance pay very much (Brenninger, 2015). So it can be claimed that managers can
influence employee satisfaction, commitment and performance through appropriate
leadership style.

According to Brenninger (Brenninger, 2011) for getting satisfied employees and good
results supervisors have to adapt their leadership style in a way that employees get more
involved in the decision-making processes to get a higher level of commitment for the
enterprise's goals. Supervisors have to involve as many employees as possible. They have to
support individual and team effort and share information through the company for motivating
employees. Good supervisors do not work only vertically they also work horizontally, which
means they have to manage cross-functional processes, projects, time and resources.

Bakker, Albrecht and Leiter (2011) point out that our emotional experiences can be
characterized by a continuum of low excitement - high excitement and sadness - pleasure. It
is possible to inscribe the majority of human experiences in this twodimensional grid.
Therefore, with this model, one can describe commitment as a pleasant state of mind with a
fairly high excitement, with its level lying between enthusiasm and happiness. With similar
reasoning, satisfaction can be placed within a pleasant state, but with insignificant
excitement. With classic approach presented by Locke (1976), job satisfaction results from
the perception of person’s own activity as one that allows for the achievement of important
values, with these values being consistent with the needs and helping meet basic human
needs. Furthermore, Wexley and Youkl (1984) defined job satisfaction as feelings and
attitudes of the employee towards work. Specific factors should be controlled in order to
induce contentment in an employee. The factors that lead to a prolonged satisfaction are
called "motivators" by Herzberg. This satisfaction can generate achievement, recognition,
work itself and responsibility (Herzberg, et al., 1959). The subject literature indicates a strong
correlation between employee satisfaction and the effects of the organization's activities
(Pietroń-Pyszczek, 2010). Among the widely researched and verified relationships are the
impact of job satisfaction on commitment to work (Sadler, 1997; Shepherd and Mathews,
2000), and thus on effectiveness, as presented by Yalabik et al. (2013) in their model: "Job
satisfaction" influences "Commitment to work" which influences "Work performance
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Rationale

Job satisfaction, according to Locke is “pleasurable or positive emotional state

resulting from the appraisal of one’s or job experiences.” The rationale behind conducting a
job satisfaction survey is to determine how satisfied employees are with their job. Job
satisfaction surveys are essential for organizations to identify areas of improvement and to
understand how they can enhance employee engagement and motivation. Conducting regular
job satisfaction surveys can help organizations track changes and trends over time, allowing
them to evaluate the effectiveness of their initiatives and policies.

The purpose of our study is to compare job satisfaction among school teachers in
government and private schools. We did a comparative study to find if there is any significant
difference between job satisfaction levels among teachers teaching in government and private
schools. Previous studies have found that the amount of job satisfaction levels differs based
on the positions, salary and levels of experience teachers have. With the help of this research,
we aim to find whether any significant difference exists among government and private
school teachers.

Methodology

This research follows a quantitative methodology using survey as a tool of data

collection and doing further analysis through mean. A survey is a research method used for
collecting data from a predefined group of respondents to gain information and insights into
various topics of interest. A survey is a research method used for collecting data from a
predefined group of respondents to gain information and insights into various topics of
interest. The data for the same were collected via online and offline mode.

Participants

The participant was 35 years of age teaching in government school. The participants
for the pooled data were between the age range of 30 to 25 years. All participants were
female school teachers with 3 to 5 years of teaching experience.
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Sample and Sampling technique

The sample size of our study is 44. Our sample consists of female teachers who
teaches in government and private school. Their voluntary consent was taken and were also
ensured they would be given anonymity and thus only their responses were recorded. The
sampling technique used in our study was convenience sampling.

Tool

Job Satisfaction Survey developed by Paul Spector in 1985 is a 36 item, nine facet
scale to assess employee attitudes about the job and aspects of the job. Each facet is assessed
with four items, and a total score is computed from all items. To measure the response, a 6-
point Likert scale is used with 1 being denoted by disagree very much, 2 by disagree
moderately, 3 by disagree slightly, 4 by agree slightly, 5 by agree moderately and 6 by agree
very much. The nine facets are: Pay, Promotion, Supervision, Fringe Benefits, Contingent
Rewards (performance-based rewards), Operating Procedures (required rules and
procedures), Co-workers, Nature of Work, and Communication. Although, JSS was
originally developed for use in human service organizations but it is applicable to all
organizations. The internal consistency for the scale is 0.71.

Procedure

The data was collected from female teachers teaching in government and private
schools using Job Satisfaction Survey by Paul Spector. The participants were made assure
that their data would be kept confidential and will solely be used for research purposes. They
were also told that they could withdraw, if they wish to. The survey was conducted online
and then data was pooled and analyzed using mean to compare the satisfaction level of
teachers teaching in government and private schools.

Preliminaries
Name - XYZ
Age - 37 years
Gender - Female
Occupation - Teacher
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Experience - 12 years

Arrangement of material
The Job Satisfaction Survey and then along with the instructions it was administered
on the participant.

Rapport Formation
The participants came in, then they were made to feel comfortable, a light
conversation about participants was done. Purpose was to make the participants comfortable
Informal consent- Verbal consent was taken from the subject

Administration
The participant came in and sat and rapport was formed with her then she was given
instructions about the questionnaire. The participant was asked to fill particulars about herself
on the questionnaire and was made to understand how to answer it. She completed the
questionnaire and wrote an introspective report in which she mentioned how the
questionnaire was, then the questionnaire was collected from them. The data collected from
the participants was transferred onto Google Sheets for further analysis. Data from other
researchers conducting the same study was collected for group analysis.

Instructions
The following instructions were given to the participant:
“Please circle the one number for each question that comes closest to reflecting your opinions
about it.”

Precautions
It was made sure that the participants had a stable internet connection and that they
were able to fill the complete form in one go without any interruption. All the doubts were
also cleared of the participants. It was made clear to the participants that their responses
would be kept confidential and that their anonymity would be maintained

Introspective Report
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“It was an interesting questionnaire although a little long. The questions were
relatable and the form kept me engrossed till the very end. I got a little excited to fill it after I
read the introductions.”

Observation Report
It was observed that the participant filled the questionnaire with full focus and
determination and candid responses were recorded. It was also noted that the participant
pointed out the fact that the questionnaire was a bit too long but still managed to engage them
in it. She was intrigued by the nature of the questions and was asking about the result.

Norms

Table 1 : American Norms: Education includes support and teachers across samples

Facet Mean Weighted Mean Standard Deviation of

Means
Salary 12.0 8.5 2.1
Promotion 11.7 10.8 2.0
Supervision 19.1 19.5 2.0
Benefits 14.3 12.9 1.8
Contingent Rewards 13.6 12.3 1.6
Conditions 12.0 11.6 2.5
Coworkers 18.5 18.5 1.2
Work Itself 19.4 19.8 1.5
Communication 14.6 13.1 2.2
Total 135.0 126.7 7.3

Number of Samples = 8, Total Sample Size = 9507.

Mean = sum of sample means/number of samples.

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This represents mean of samples regardless of sample size. Weighted mean is sum of
sample means times n per sample/total n. This is the mean of all subjects. Weighted mean is
more influenced by large samples.

The normative approach would compare the target person/sample to the norms for the
sample. One can reference the norms and describe given individuals/samples as being more
satisfied, dissatisfied, or about the same as the norms. These norms are limited in three ways.
First, there are a small number of occupations and organizations represented. Second, the
norms are not from representative samples, but rather are an accumulation of mostly
convenience samples people send me. In other words, they are a convenience sample of
convenience samples. Third, the norms are mainly from North America—Canada and the
U.S. Mean levels of job satisfaction varies across countries, so one should not assume these
norms are representative of other countries, particularly those that are culturally dissimilar
from North America.

Validity

Studies using various scales for job satisfaction on a single employee, supported
validity. A correlation of 0.61 for coworkers to 0.80 for supervision was calculated between
five of the Job Satisfaction sub-scale and some of the Job Description Index.

Reliability

Below are internal consistency reliabilities (coefficient alpha), based on a sample of

2,870.

Table 2 : It shows internal consistency reliabilities

Scale Alpha Description

Pay .75 Pay and remuneration
Promotion .73 Promotion opportunities
Supervision .82 Immediate supervisor
Fringe Benefits .73 Monetary and nonmonetary fringe benefits
Contingent Rewards .76 Appreciation, recognition, and rewards for good work
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Operating Procedures .62 Operating policies and procedures
Coworkers .60 People you work with
Nature of Work .78 Job tasks themselves
Communication .71 Communication within the organization
Total .91 Total of all facets

Scoring Procedure

The Job Satisfaction Survey or JSS, has some of its items written in each direction--
positive and negative. Scores on each of nine facet subscales, based on 4 items each, can
range from 4 to 24; while scores for total job satisfaction, based on the sum of all 36 items,
can range from 36 to 216. Each item is scored from 1 to 6 if the original response choices are
used. High scores on the scale represent job satisfaction, so the scores on the negatively
worded items must be reversed before summing with the positively worded into facet or total
scores. A score of 6 representing strongest agreement with a negatively worded item is
considered equivalent to a score of 1 representing strongest disagreement on a positively
worded item, allowing them to be combined meaningfully. Below is the step-by-step
procedure for scoring.

1. Responses to the items should be numbered from 1 representing strongest disagreement to

6 representing strongest agreement with each. This assumes that the scale has not be modified
and the original agree-disagree response choices are used.

2. The negatively worded items should be reverse scored. Below are the reversals for the
original item score in the left column and reversed item score in the right. The rightmost
values should be substituted for the leftmost. This can also be accomplished by subtracting
the original values for the internal items from 7.

1=6

2=5

3=4

4=3
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5=2

6=1

3. Negatively worded items are 2, 4, 6, 8, 10, 12, 14, 16, 18, 19, 21, 23, 24, 26, 29, 31, 32, 34,
36. Note the reversals are NOT every other one.

4. Sum responses to 4 items for each facet score and all items for total score after the
reversals from step 2. Items go into the subscales as shown in the table.

Table 3: It shows items in subscales

Subscale Item numbers

Pay 1, 10, 19, 28
Promotion 2, 11, 20, 33
Supervision 3, 12, 21, 30
Fringe Benefits 4, 13, 22, 29
Contingent rewards 5, 14, 23, 32
Operating conditions 6, 15, 24, 31
Coworkers 7, 16, 25, 34
Nature of work 8, 17, 27, 35
Communication 9, 18, 26, 36
Total satisfaction 1-36

5. If some items are missing you must make an adjustment otherwise the score will be too
low. The best procedure is to compute the mean score per item for the individual, and
substitute that mean for missing items. For example, if a person does not make a response to
1 item, take the total from step 4, divide by the number answered or 3 for a facet or 35 for
total, and substitute this number for the missing item by adding it to the total from step 4. An
easier but less accurate procedure is to substitute a middle response for each of the missing
items. Since the center of the scale is between 3 and 4, either number could be used. One
should alternate the two numbers as missing items occur.
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Job Satisfaction Survey
The JSS assesses job satisfaction on a continuum from low (dissatisfied) to high
(satisfied). There are no specific cut scores that determine whether an individual is satisfied
or dissatisfied, in other words, we cannot confidently conclude that there is a particular score
that is the dividing line between satisfaction and dissatisfaction. Where there is a need to
draw conclusions about satisfaction versus dissatisfaction for samples or individuals, two
approaches can be used.

The absolute approach picks some logical, if arbitrary cut scores to represent
dissatisfaction versus satisfaction. Given the JSS uses 6-point agree-disagree response
choices, we can assume that agreement with positively-worded items and disagreement with
negatively-worded items would represent satisfaction, whereas disagreement with positive-
worded items, and agreement with negative-worded items represents dissatisfaction. For the
4-item subscales, as well as the 36-item total score, this means that scores with a mean item
response (after reverse scoring the negatively-worded items) of 4 or more represents
satisfaction, whereas mean responses of 3 or less represents dissatisfaction. Mean scores
between 3 and 4 are ambivalence. Translated into the summed scores, for the 4-item
subscales with a range from 4 to 24, scores of 4 to 12 are dissatisfied, 16 to 24 are satisfied,
and between 12 and 16 are ambivalent. For the 36-item total where possible scores range
from 36 to 216, the ranges are 36 to 108 for dissatisfaction, 144 to 216 for satisfaction, and
between 108 and 144 for ambivalent.

Results

Table 4 : It shows pool data of government school teachers

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Table 5: It shows pool data of private school teachers
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Interpretation

The aim of the study is to assess job satisfaction in Government and Private school
teachers. Job Satisfaction is a pleasurable or positive emotional state resulting from the
appraisal of one’s job or job experience. It is a result of employees’ perception of how well
their job provides those things that are viewed as important. Thus, the study compares if job
satisfaction is affected by whether a teacher works in a government or a private school.
The study uses the Job Satisfaction Survey created by Paul E. Spestor (1985) to assess
job satisfaction in government and private schools. The survey assesses job satisfaction in
nine facets. These are: pay (amount of pay and pay policies), promotion (chances to be
promoted), supervision (focuses primarily on direct supervisor), fringe benefits (benefits
provided other than salary), contingent rewards (performance based rewards), operating
procedures (required rules and procedures), coworkers (the people with whom the person
works), nature of work, and communication. The JSS assesses job satisfaction on a
continuum from low (dissatisfied) to high (satisfied).
In the present study, the total satisfaction score of a 37 year old female teacher who
works in a government school is 113 which is interpreted as that the level of satisfaction is
ambivalent. Within the nine facets, the score for coworkers dimension is 16 and
communication dimension is 18 which is interpreted as the participant being satisfied in these
dimensions. The score for Pay dimension is 9, Promotion dimension is 10, Operating
conditions dimension is 7 which is interpreted as being dissatisfied in these dimensions. The
score for Supervision dimension is 15, Fringe Benefits dimension is 12, Contingent Awards
dimension is 12, Nature of work dimension is 14 which is interpreted as an ambivalent level
of job satisfaction in these dimensions. This might mean that the teacher might be satisfied
with their current job but may also be looking for opportunities that provide better scope for
these three facets. Participant has less years of experience so maybe with time she may get
satisfied with her job or maybe she is figuring it out now and after sometime she may think of
another opportunity.
Further, the JSS survey was taken by 23 government and 24 private school teachers.
The mean of the total job satisfaction scores were calculated. The mean score for government
school teachers was 131.91 and for private school teachers the mean was 139.68. There were
no significant differences found between the job satisfaction of government and private
school teachers. The satisfaction level for both is ambivalent. These findings can be
supported by a study by Baskaran and Meyyappan (2014) in India that found that there was
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no significant difference in job satisfaction between teachers in private and government
schools. The study measured job satisfaction using the Job Satisfaction Survey (JSS) and
found that both groups had similar levels of job satisfaction. Similarly, a study by Yildirim
(2014) in Turkey found that there was no significant difference in job satisfaction between
private and government school teachers. The study used the Minnesota Satisfaction
Questionnaire (MSQ) and found that both groups had similar levels of job satisfaction.
The data for each sector was calculated separately and mean for each sector was taken
out for the analysis. From Table 4, it can be seen that for Government teachers the overall
Mean was 132.38. The Mean for the nine subscales of Pay, Promotion, Supervision, Fringe
Benefits, Contingent Rewards, Operating Conditions, Coworkers, Nature of Work and
Communication was 14.67, 11.85, 17, 13.47, 12.57, 11.14, 16, 19.09, and 16.38 respectively.
From Table 5, it can be seen that the overall Mean for private sector teachers was 139. The
mean for nine individual subscales of Pay, Promotion, Supervision, Fringe Benefits,
Contingent Rewards, Operating Conditions, Coworkers, Nature of Work and Communication
was 14.27, 13.90, 16.5, 13.59, 13.95, 11.68, 18.36, 19.72 and 17 respectively.
So, it can be concluded that the Job Satisfaction level for Private school teachers is
more by 6.62 than that of Government sector teachers. It is comparatively higher in
individual subscales of Promotion, Fringe Benefits, Contingent Rewards, Operating
Conditions, Co-workers, Nature of Work and Communication. The reason behind this may be
due to the fact that the conditions, level of motivation, work environment of schools is much
better in private spheres than that in public sphere. However, From the subscales for Pay and
Supervision, the government sector satisfaction level was higher as they have a high pay than
private schools and they are also given other incentives like medical insurance, pensions after
retirement. Thus, from this it can be interpreted that the job satisfaction level is higher in the
private than the public sector.

Discussion
The aim of the practical was to assess and compare the levels of Job Satisfaction in
teachers in the Private and Public schools using the Job Satisfaction Survey developed by
Paul E. Spector (1985). There is a general understanding that the overall productivity and
success of an organization depends on the effectiveness and efficiency of employees, that is
their performance. Job satisfaction is related to better performance, and the degree of its
satisfaction depends on other facets of a job. These facets of Pay, Promotion, Supervision,
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Job Satisfaction Survey
Fringe Benefits, Contingent Rewards, Operating Conditions, Coworkers, Nature of Work and
Communication can be improved to increase job satisfaction.
The results of the study indicated that the job satisfaction level was a little higher in
Private sector teachers than the Government ones, hence the difference was not very
significant. This is supported by another study by Sultana et al. (2017), which explored the
level of job satisfaction among private and public primary school teachers, and found that
there was no significant difference between the job satisfaction of government and private
primary school teachers. In a similar study by Akhtar et al. (2010), it was also found that
there is no significant difference between teacher's job satisfaction in public and private
schools.
The reasons behind this small difference may be due to better work conditions, a more
strict management in the private sector compared to a more relaxed approach in the
government sphere. In a study by Anastasiou et al. (2021), it was also found that compared to
public schools, the higher level of job satisfaction of private school teachers stems at least
partially from differences in environmental factors such as work conditions and motivation
by the school principal. Further, there seems to be a very high positive correlation between
job satisfaction and professional commitment of primary school teachers. (Shukla, 2012).
Hence, the higher satisfaction in private school teachers can be understood as them having
higher commitment to their jobs as well as their belief in self efficacy and motivation. As
Shukla (2014) has noted, committed teachers not only try hard to foster development among
their learners, but they also make lots of efforts for their professional development as
teachers, thus teaching commitment may also be a reason as to the higher level of job
satisfaction in private school teachers.
However, since the government teachers had a higher level of satisfaction in terms of
pay and supervision, but lower in others hence, satisfaction in the government teachers can be
improved by having a more conducive work environment. A study by Akram (2016), found
that by enhancing the competency of teachers, commitment and job satisfaction could be
enhanced among teachers.
Moreover,Ayele, (2014) conducted his study on teachers’ job satisfaction and c
ommitment, found that a strongly positive and significant relationship exists between j
ob satisfaction of the teachers and their professional commitment .Thus, since teacher
competency, professional commitment and job satisfaction are positively correlated with
each other, to increase the job satisfaction level, teachers can be appreciated by announcing
and being given different rewards and incentives for their work.
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Job Satisfaction Survey

Conclusion

The aim of the study was to examine and compare the level of job satisfaction of the
teachers in government and private schools. The data was collected through Job Satisfaction
Survey by Paul Spector which was distributed in both offline and online form. To analyse the
data, mean was taken out for each of them respectively. The results showed that the private
school teachers had a little higher satisfaction when compared to government school teachers
by 6.62. Though, it wasn’t a significant difference.
In the present study, the total satisfaction score of a 35 year old female teacher who
works in a government school is 113 which is interpreted as that the level of satisfaction is
ambivalent. Further, the JSS survey was taken by 23 government and 24 private school
teachers. The mean of the total job satisfaction scores were calculated. The mean score for
government school teachers was 131.91 and for private school teachers the mean was 139.68.
There were no significant differences found between the job satisfaction of government and
private school teachers. The satisfaction level for both is ambivalent.

Future Implications

The present study can help principals and teachers to improve the educational
standard of the pupils. Social reforming agencies can make the right use of resources to
increase job satisfaction of teachers. Teachers should be provided with proper guidance and
counseling in the organization so that they will be aware of their duties, working conditions
in the schools. By knowing this can adjust with the school conditions effectively. Lastly,
administration creates a supportive organizational climate that will help to reduce job stress
and thereby improve job satisfaction among teachers. By providing better working
conditions, teachers will be more satisfied to work in the institution they are working.

Limitations

The present study has the following limitations:

1. The age range of teachers was from 30 to 45 years. Therefore, one cannot generalize
the research findings for all age groups.
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2. The study included female school teachers only. Therefore, gender differences were
excluded from the study.
3. Lastly, due to time constraints, the number of government and private school teachers
were less for a significant result to occur.
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