Copyright to IJARSCT DOI: 10.48175/IJARSCT-2547 289
NEP 2020 – Narrowing the Skills Gap and Equipping New Skills through Job Satisfaction
Smita Paschal1 and Dr. Nimisha Srivastav2
Research Scholar, School of Educational Training and Research, Aryabhatta Knowledge University, Patna, Bihar1
.Associate Professor, St. Xavier’s College of Education (Autonomous), Patna, Bihar2
Abstract: Job satisfaction, also known as employee satisfaction, is a measure of how happy employees are with their jobs, whether they like the job or specific components of it, such as the nature of the work or supervision. Job satisfaction is divided into three categories: cognitive (evaluative), affective (or emotional), and behavioural. The National Education Policy 2020 will serve as a stimulus for reforming the educational system in order to increase future generations' employability. The NEP 2020 places a strong emphasis on work happiness, emphasising the significance of education in providing students with the necessary skills. NEP 2020 sets a major focus on job satisfaction, emphasising the importance of education in equipping students with the skills they need. It also correlates with the United Nations' 2030 Agenda for Sustainable Development, which aspires to provide high-quality education to everyone and encourage lifelong learning opportunities by 2030. To achieve this aim, the strategy emphasises the importance of reforming the educational system.
Keywords: NEP 2020, Job Satisfaction, Behavioural Change, Sustainable Development
I. INTRODUCTION
By 2030, the NEP 2020 aims to "provide inclusive and equitable quality education and encourage opportunities for lifelong learning for everyone."
1.1 History of Research on Job Satisfaction
Job satisfaction research began in earnest in the early 1930s, driven by both the depression's economic and employment challenges, as well as new breakthroughs in attitude assessment (e.g., work by Thurstone and Likert, in particular.) The current economic crisis presented a compelling incentive to investigate employee' morale,' while improvements in attitude scaling provided a framework for doing so, even if it was not always strictly followed.
Surprisingly, studies from the 1930s revealed an interest in a broader range of qualities of work experience than the notion of job satisfaction. In their clinical investigations detailed in their book The Dissatisfied Worker, Fisher and Hannah, for example, looked at the association between 'emotional maladjustment' and work satisfaction (1931). Rexford Hersey (1932) researched the daily cycles of worker affect and connected them to daily variations in productivity, physiological conditions, and off-work life events using what are now known as mood checklists. Hoppock (1935), who was concerned in the long-term effects of the depression, concentrated on the social rather than the organisational aspects of work unhappiness.
Later, the focus of worker experience shifted to evaluative evaluations of work elements, such as job satisfaction, as well as the origins and implications of those views. Kornhauser and Sharp did some of the most significant studies in the establishment of the prevailing paradigm (1932). Kornhauser and Sharp established the groundwork for what was to come in their study at Kimberley Clark, employing questionnaires to inquire about various dimensions of job satisfaction and linking those qualities to areas of performance of importance to management. The key vehicle for researching work experience became the assessment of work attitudes, questionnaires became the primary technique, aspect measurement became the primary substance, and organisational success became the primary reason for the research.
By the end of the decade, an eclectic stew of worker experience thought had been reduced to a puree of worker attitudes or job happiness. Contentment became the most common means of collecting worker experiences, and subsequent
Copyright to IJARSCT DOI: 10.48175/IJARSCT-2547 290 research focused on the predictors and performance correlations of satisfaction, the best ways to assess satisfaction, and the creation of satisfaction formation theories.
In this perspective, the 1960s may be regarded the "golden age" of satisfaction research, since psychologists largely abandoned empirical efforts to catalogue satisfaction correlates in favour of developing significant theoretical viewpoints.
Herzberg, Mausner, and Snyderman proposed the "two-factor" hypothesis in 1959, and it dominated study and practise for the next decade. Porter (1961), Adams (1963, 1965), Katzell (1964), and Locke (1969) all contributed to a tradition that Lawler (1973) dubbed 'discrepancy theories,' since they all entailed employees comparing their judgements of working circumstances to some personal norm. Out of his larger expectation theory of motivation, Vroom (1964) created a theory of satisfaction. The Job Descriptive Index (Smith et al., 1969) and the MSQ, two of the most important theoretically driven measuring systems, were both developed in the 1960s (Lofquist and Dawis, 1969). In the 1970s, important theoretical developments continued, particularly with the introduction of Salancik and Pfeffer's (1977, 1978) social information processing theory, which emphasised the importance of the social context of satisfaction judgments, and Hackman and Oldham's (1975) job characteristics model, which emphasised the importance of features of the tasks that people work on.
After a period of theoretical and empirical slumber, psychology's revived interest in emotional states found its way into the study of work experience in the 1990s. In some respects, this helped work psychology return to Hersey's (1932) or Fisher and Hanna's (1931) early concerns, widening discussions of work experience beyond satisfaction. More crucially for satisfaction research, the emphasis in affect helped clarify the idea of satisfaction, establishing it as an attitude or evaluative judgement that is impacted by but not identical to affective experiences. Weiss and Cropanzano (1996) gave important broad explanations of this, first with the exposition of Affective Events Theory (AET), and then in more depth by Weiss and Cropanzano (1996). As previously stated, job satisfaction is one of the psychological categories used to analyse workers' subjective experiences. Weiss and Brief provide a comprehensive history of work satisfaction studies (2001).
1.2 Predicting Satisfaction and Satisfactoriness
The degree to which the job's work reinforcers reflect the incumbent's values is the strongest predictor of job happiness.
The degree to which the occupational group's interests match the incumbent's interests is a close second as a predictor.
On a broad level, the greater the social standing or intellectual level of an employment, the better the job happiness of its employees—but also the more probable its employees will have values and interests that are suitably matched.
The degree to which a worker's talents fit the job's ability needs remains the strongest indicator of worker satisfaction.
The degree to which the worker possesses the interests and values suited to the job can be added as predictors to enhance this prediction significantly.
II. FACTORS ASSOCIATED WITH TEACHER SATISFACTION
Intrinsic and extrinsic variables, demographic factors, and individual teacher and school characteristics are all elements that influence a teacher's satisfaction.
2.1 Intrinsic Factors
Classroom activities can provide instructors with intrinsic gratification. Teachers' perceptions regarding whether or not students have learnt something as a consequence of their instruction are informed by their daily encounters with students.
Instructor satisfaction is also influenced by student characteristics and views of teacher control over the classroom environment. These characteristics have been linked to both attrition and satisfaction in teaching and other professions, according to several research. According to some academics, granting professional autonomy will make the profession more appealing as a career option and increase the quality of classroom instruction and practice. According to some academics, granting professional autonomy would increase the quality of classroom instruction and practise while also increasing the appeal of the profession as a career option. Intrinsic motivations play an important part in inspiring people to become teachers because they like teaching and want to work with children and teenagers. External rewards, such as income, perks, or status, attract just a small percentage of instructors. While intrinsic motivations may drive people to
Copyright to IJARSCT DOI: 10.48175/IJARSCT-2547 291 become teachers, extrinsic factors might impact work satisfaction and the desire to stay in the classroom for the rest of their careers.
2.2 Extrinsic Factors
Teacher satisfaction has been linked to a number of extrinsic characteristics, including compensation, perceived administrative support, school safety, and the availability of school resources, among others. Public commissions, researchers, and educators have targeted these and other aspects of a teacher's work environment, claiming that poor working conditions have demoralised the teaching profession; when teachers perceive a lack of support for their work, they are less motivated to do their best in the classroom, and when teachers are dissatisfied with their working conditions, they are more likely to change schools or leave the profession altogether.
2.3 Demographic Factors
Job satisfaction in teachers has been linked to demographic factors such as age, education, marital status, and gender, just as it has been in other professions. In a survey of more than 36,000 elementary and secondary public-school teachers, Perie and Baker found that female teachers reported greater levels of work satisfaction than male teachers, and that teachers' job satisfaction had minimal relationships with compensation and perks. They also noted that their findings were important for policymakers and administrators who could make changes to improve teacher satisfaction by creating or maintaining safe work environments, increasing feelings of autonomy, encouraging more parental involvement, and improving administrative support.
2.4 Specific Teacher and School Characteristics
Although many studies focus on organisational issues that influence teacher satisfaction, certain teacher and school characteristics are also linked to satisfaction. For example, a study of teacher satisfaction in public and private schools found that teaching at a private school is connected with higher work satisfaction. Teachers at elementary schools are also happier with their working circumstances than those in high schools.
From the perspective of teachers, the research examined above gives a fragmented description of many characteristics of occupational satisfaction. None of the studies examined capture all facets of the multidimensional notion of teacher job satisfaction and the factors that influence it. To determine the level of job satisfaction of school teachers in both government and private schools, the current study considers all intrinsic (nature of the work, promotion and recognition, etc.), extrinsic (behaviour of superiors, co-workers, pay, etc.) and demographic variables (age, education level, sex, marital status, etc.). To shed light on the link between these characteristics and work satisfaction, correlation analysis is used.
III. ROLE OF NEP2020IN PROVIDING JOB SATISFACTION
Times Professional Learning CEO Anish Srikrishna says, “We must rethink workforce training and development as a severe talent deficit threatens to undermine job satisfaction in every sector”. The National Education Policy 2020, with its emphasis on talent development, will serve as a catalyst for overhauling the educational system in order to increase future generations' employability. What role will the National Education Policy have in boosting employability? Recent technological breakthroughs have influenced every aspect of the employment market, resulting in major adjustments in employer job needs.
This ground breaking programme has laid the groundwork for deep learning reform, notably in higher education, with a focus on the acquisition of technical and soft skills by undergraduate and postgraduate students. Indeed, NEP 2020 places a strong emphasis on work happiness, emphasising the role of education in providing students with the necessary skills. It also aligns with the United Nations' 2030 Agenda for Sustainable Development, which aims to give everyone with access to high-quality education and promote lifelong learning opportunities by 2030. The policy highlights the significance of redesigning the educational system in order to attain this goal.
According to the International Labour Organization (ILO), the National Council for Skill Development &
Entrepreneurship (NCSDE) predicts a 29-million-person skills shortfall by 2030. This void has already caused a dent in
Copyright to IJARSCT DOI: 10.48175/IJARSCT-2547 292 Indian employment, with 53% of businesses claiming that they are unable to find acceptable individuals due to a lack of qualified workers. This skills gap affects a wide range of industries, including ITITES, manufacturing, pharmaceuticals, and infrastructure, and it is critical. It comes at a very significant financial cost, as evidenced by an Accenture poll that anticipates a USD 1.97 trillion drop in GDP growth over the next 10 years.
It's also accused of not providing on-the-job training, which is intriguing. Taking a different path than usual We must evaluate the vital role that NEP 2020 can play in reversing the trend in this setting. Here are a few essential methods that can help you become more employable in the new workforce: Learning as a whole: Rather than a standard content-heavy and rote-learning strategy, the NEP emphasises a more holistic approach. It necessitates a diversified curriculum that includes humanities, sports and fitness, languages, literature, arts and crafts, science, and mathematics.
This innovative strategy aims to educate students for job success by integrating academic knowledge with crucial leadership abilities that might be useful in their future careers. NEP 2020 defies the usual pattern of dividing topic options into the traditional buckets of science, commerce, and humanities, allowing for a more cross-sectional course selection.
Instead of following a rigorous course selection method, it reflects a change toward competence-based learning, which allows students to further develop their basic competencies. Perhaps the most important aspect of NEP 2020's success is the integration of vocational education and training.
As a result, the entire ecosystem of schools, colleges, and universities may now integrate vocational training in their curricula. Hiring managers are increasingly looking for applicants who can combine industry expertise with digital experience and industry-based capabilities, according to Industry 4.0.
By incorporating industry-based curricula and coaching, professional learning centres may play a critical role in encouraging academic progress. Due to the inclusion of professional reskilling and upskilling, these organisations also engage Corporate India as a vital actor in assuring in-job preparedness.
Furthermore, NEP 2020 grants more freedom to the teachers in choosing different aspects of pedagogy that they become master in their subject matter and teach students more effectively in the classrooms. Teachers will be remembered and applauded for their contribution in adopting innovative approaches to improve the learning outcomes of the students.
It also offers a wide range of opportunities to the teachers for self-improvement and to adopt the latest innovations and advances in their vocation. For instance, every teacher is now required to participate in at least 50 hours of CPD opportunities every year for their own professional development, motivated by their own interests. CPD opportunities cover the latest pedagogies regarding foundational literacy and numeracy and formative and adaptive assessment of learning outcomes. Creation of National Professional Standards for Teachers (NPST) by2022will look into all facets of teacher career management, including tenure, continuous professional development efforts, salary increment, promotions and other recognitions. These initiatives will surely help the teachers to build mastery in their subject matter and also enhance the self-efficacy of the teachers, thereby making the teachers expert in their own pedagogy and be recognised for their excellence. This contentment will their subject mastery will enhance their level of job satisfaction.
NEP 2020 suggests Teacher Audit or Performance Appraisals to be conducted regularly in every educational institution. The present system of promoting teachers on the basis of seniority will be replaced by the quality of the teacher on the basis of these performance appraisals.
A strong merit-based tenure, promotion and remuneration structure with numerous levels within each teacher stage is designed by NEP 2020 to incentivize and recognise the dedication of great teachers. "We remain grateful to the hardworking teachers for their contributions towards shaping minds and building our nation," remarked Hon'ble Prime Minister Shri Narendra Modi. NEP 2020 envisages to honour and recognise all educators who have worked to make India a VishwaGuru.
IV. CONCLUSION
Teachers should be given the option to teach the subjects that they want to teach in order to make their jobs more pleasurable. Both the instructor and the kids will benefit from this. Furthermore, keeping into account the concept of' span of control,' there should be no overcrowding in the classrooms54. Planning lessons according to the number of pupils a teacher can handle guarantees that the instructor is not overworked and enjoys his work. To break up the monotony of day-to-day work, teachers should be given with some form of amusement during their spare time, such as
Copyright to IJARSCT DOI: 10.48175/IJARSCT-2547 293 journals and magazines in the staff room and the establishment of a sports or recreational hall for teachers in every school.
Workshops for instructors should also be organised, which will assist them enhance their teaching approaches while also introducing a fresh aspect. Apart from sending instructors to academic training courses like B.Ed. or M.Ed., a range of training and development programmes, including personality development programmes, can be offered. These will assist in meeting both bodily and psychological demands, as well as increasing job satisfaction.
REFERENCES
[1]. Chari, R (2020) Education devalued: Finding the road to reforms. https://timesofindia.indiatimes.com/blogs/
edutrends-india/nep-2020-empowering-the-teacher/
[2]. Haque, M I, 2004, ‘Job Satisfaction of Indian Academicians: A Study Based on Gender and Age’, Indian Journal of Commerce, Vol 57, No 2, pp 102-113.
[3]. Kumar, Deep (2020) A Critical Analysis and a Glimpse of New Education Policy -2020, International Journal of Scientific & Engineering Research, Volume 11, Issue 10, October-2020, ISSN 2229-5518, pp. 248-253.
[4]. New Education Policy 2020. Government of India
[5]. New Education Policy 2020. Government of India. Retrieved from https://en.wikipedia.org/wiki/National _Policy_on_Education
[6]. Perie, Marianne, and David P Baker, 1997, ‘Job Satisfaction among America’s Teachers: Effects of Workplace Conditions, Background Characteristics, and Teacher Compensation’, Statistical Analysis Report, US Department of Education Office of Educational Research and Improvement, NCES 97–XXX.
[7]. Rai, S and A K Sinha, 2002, ‘Job Delight: Beyond Job Satisfaction’, Indian Journal of Industrial Relations, Vol 23, No 3, pp126-136.
