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Evaluating the level of teachers’ job satisfaction and identifying the factors affecting it in the government primary schools in district LakhimpurKheri, Uttar Pradesh, IndiaByTanmayRaj(Under Supervision of Dr. Michael D. Wilson)University of Leeds, UKSubmitted at the University of Leeds, UK (2011)Archived at the Columbia University, USA, through Ford Foundation International Fellowship Program
Research Questions • What is the level of job satisfaction in the teachers of government primary schools in LakhimpurKheri? • What are the main factors that affect the level of job satisfaction in the government primary schools’ teachers in rural India? • Is there any factor that has received less attention by the researchers and is crucial to address it in order to enhance teachers’ job satisfaction in LakhimpurKheri? • What are the effects of these factors on the teachers’ job satisfaction and effective management of GPS in rural India?
Factors affecting satisfaction of GPS teachers in rural India • On the basis of the researches of Ramachandranet al., (2005), Bennelland Akyeampong (2007), Ramachandranet al.,(2008) and Mooij (2008) the factors affecting job satisfaction in government primary schools (GPS) teachers in rural India can be broadly categorised into – • Social status • 2. Working and living condition • Professional development opportunities • Salary • Career progression (promotion) • Accountability/Responsibility
Research Strategy and Design • Approach • Mixed method research (Qualitative and Quantitative) • Methodological Triangulation • Research Tools • Questionnaire • Structured Interviews (Telephonic) • Semi-Structured Interviews (Telephonic)
Job SatisfactionSocial Status Factors effecting teachers’ job satisfaction in relation to their Social Status Graph Presentation Y Axis: Job Satisfaction
Recognition in Society: What teachers say? • As the quality of teaching is declining, teachers are held responsible for that without considering their working conditions. According to a teachers, “Social status of GPS teachers is not good any more, as teachers’ are not able to do their main work. They have to do many other works then teaching hence the level of teaching is declining day by day. This has lowered down their status in society. This has lowered down the job satisfaction in the teachers”. • Not only teachers have to suffer the loss of their social status but they might also have to face the questions of the villagers. According to another teacher, “When teachers return to school, say, after about 15 days of non-academic duty, the villagers could ask why he was absent for so many days from the school. This could frustrate teachers”.
Graph Presentation : Factors Affection Teachers’ Job Satisfaction in Relation to Working and Living condition J O B S A T I S F A C T I O N Mean = 3.64
Table 6: No. of school visits by BRC/NPRC in the session 2009-2010
Salary Factors affecting teachers’ job satisfaction in relation to salary (N=40) Graph Presentation: Factors affecting teachers’ job satisfaction in relation to salary. Y Axis: Job Satisfaction
Factors effecting teachers’ job satisfaction in relation to career progression (N=40) Career progression
Years spend for 1st promotion * satisfaction with promotion during service period Cross tabulation (N=40)
ResponsibilitiesFactors effecting teachers’ job satisfaction in relation to responsibilities (N=40)
Graph Presentation: Factors effecting teachers’ job satisfaction in relation to responsibilities. J O B S A T I S F A C T I O N
Q. Is there any factor that has received less attention by the researchers and is crucial to address it in order to enhance teachers’ job satisfaction in GPS? Interference of Village Head (VH) [Sarpanch/Gram pradhan] in schools’ activities • Interference of VH in schools’ activities should be limited to the logistical, as many VHs are either illiterate or very less educated, hence they lack ability to manage schools • 32.5 teachers urges that VH should have less authority in academic activity (teaching and learning related activities) • Cooperation from VHs is very poor, with 10 extremely negative votes and mean being 3.94 • It is foundthat VHs are also involved in corruption; asks for bribe to sign cheque to withdraw schools’ funds such as development fund, maintenance fund and fund for MDM. • A focused study is recommended
Recommendations by GPS teachers to enhance teachers’ job satisfaction
The 1964 National Education Commission report • 1. There should be no teacher at the primary stage who has not completed the secondary school course and does not have two years of training; • 2. It is necessary to improve promotional prospects in order to attract and retain talent; • 3. Qualified and trained teachers in primary schools should be considered for promotion as headmasters and inspectors of schools; • 4. Salaries should be reviewed every five years and dearness allowances (linked to the cost of living index) should be the same as other government servants at the same salary. • 5. The government must establish a welfare fund; • 6. Retirement benefits, based on the principles of uniformity and parity, must be provided along with a high rate of interest on provident fund of teachers; • 7. Minimum facilities required for efficient work must be provided (no details) – residential accommodation in rural areas; • 8. Teachers in tribal areas should be given special allowances, residential accommodation and provision for education of their children in residential schools; • 9. National awards; • 10. Remove the isolation of teacher training from ground situations.
Recommendations 1 • 1. Village Head (VH) should be made solely responsible for the preparation of nutritious MDM in the schools. They should be authorised to appoint a paid worker through VEC, say MDM Manager, at the village level to look after the management of the programme. VH and the MDM Manager should be together responsible for the quality of MDM in GPS. • 2. Teachers should not be given non-academic duties. My experience is that teachers are paid for non-academic duties, hence government should hire other workers, and pay them the same money to do non-academic duties at village level. However, teachers could be involved in national level duties like general election and census as they take place after five and ten years respectively.
Recommendations 2 • 3. In order to give appropriate numbers of teachers’ government should increase the number of Para teachers, if it is unable to give five full time teachers due to financial constrain. Thus the problem of lack of one teacher per class could be sorted out in less expenditure as the salary of Para teachers is almost one third of that of permanent teachers. • 4. Teachers those who are placed in very rural area, especially females, should be given accommodation with proper kitchen, toilets and drinking water facilities. • 5. The role of VH as a Chairman of VEC should be to advise teachers, limited to logistical, apart from the academic activities like teaching and learning.
Some More Recommendations • Timely payment of salary • Parents’ participation in ensuring EEU (not confined to the SMCs) • Control on corruption
