1
RESEARCH FOR BIHAR EDUCATION PROJECT WITH SPECIAL REFERENCE TO WORK RELATED VARIABLES WITH RESPECT TO JOB-INVOLVEMENT OF TEACHER
Dr. Shyam Sundar Sharma
Psychology, Chhatapur, PO- Surpatganj, District - Supaul (Bihar)
1. INTRODUCTION
In India, the land of Vedas, certain principles which had something noble and uplifting about them were held steadfastly. These principles were emphasized in those famous verses in Sanskrit, which the teacher and the taught recited together and considered the essence of their mutual relationship---
“Saha naavavatuu; Saha naubhunaktu;
Saha viryam karavavahai; tejasvi naava dhitamastu; ma vidvisavahai” (May he protect us both; May he save us both;
May we do together great deeds; May our learning be bright; May we have each other). Though same lines are recited today, one does not always find the same zeal and the same enthusiasm. The teacher image has unquestionably changed from an ‘inner-directed’ to that of a ‘stereo type’.
2. JOB-SATISFACTION
The Concept of job satisfaction has received much attention in the past 65 years. Maslow’s (1954) hierarchy of needs theory forms the basis of many Researchers’ discussions and assessments of job satisfaction.
Researchers have found a direct correlation between job satisfaction and a sense of self actualization and fulfillment.
From this basis, a wide variety of dimensions are focused on which are primarily related to physical, psycho- social, emotional and economic factors that collectively link to the employee’s overall experience of satisfaction with in the work environment. Several points of departure in defining experience and explaining job satisfaction stem from the various research parameters, but can broadly be categorized into discussions centered on extrinsic and intrinsic motivational factors, expectancy theory and value theory.
The concept of intrinsic and extrinsic motivational factors relating to the experience of job satisfaction was first documented by Herzberg, Mausner, Snyderman and Barbara (1967). These authors motivation factor theory
distinguished two sets of work factors that determined job satisfaction. One set, namely, motivators (intrinsic factors), related to the actual performing of the work. These factors referred to matters such as recognition, responsibility, advancement, achievement and the nature of the work. The second set, namely, hygiene factor, company policies, supervision, inter personal relations and working conditions.
2.1 Definitions of Job-Satisfaction Job satisfaction is a complex variable and is influenced by situational factors of the job as well as the depositional characteristics of the individual (Sharma
& Ghosh 2006). It is defined as the positive emotional response to the job situation resulting from attaining what the employee wants from the job. This implies that job satisfaction can be captured by either a one dimensional concept of global job satisfaction or a multi dimensional faceted construct of job satisfaction capturing different aspects of a job satisfaction that can very independently. In this study, job satisfaction is a defined as member’s attitude towards their present working conditions. Job satisfaction is a pleasurable emotional state of the appraisal of one’s job; an effective reaction an attitude towards one’s job. No doubt job satisfaction is an attitude but one should clearly distinguish the objects of cognitive evaluation which are affecting (emotion), beliefs and behaviors (Weiss, H.M. 2002). Hence, job satisfaction is an attitude towards job taking into account feeling, beliefs and behaviors. According to Dictionary job satisfaction is an act of satisfying; fulfillment; gratification. It is the state of being satisfied or contended.
It is the cause or means of being satisfied.
According to the Dictionary of education, job satisfaction is the quality, state and level of satisfaction as a result of various interests and attitude of a person towards this job or a multidimensional faceted construct of job satisfaction. It is the
2 desire or undesired with which employees view their work. It expresses the extent of match between the employer’s expectations of the job and rewards that the job provides.
3 RESEARCH METHODOLOGY
Scientific research is a systematic and empirical analysis and recording of controlled observation, which may lead to the development of theories, concepts, generalizations and principles, resulting in prediction and control of those activities that may have some cause effect relationship. According to Kerlinger (1986) scientific research is a systematic, controlled, empirical and critical investigation of hypothetical proportions about the presumed relations among natural phenomena. Any scientific research employs many rules and objective criteria. Despite this, these rules and criteria don’t guarantee to eliminate bias and error completely from the research. As we know there are many ways to design a study, and human nature is complex, there are also many opportunities for researches to make errors in either collecting data or interpreting it
3.1 Research Design
A research design may be regarded as the blue print of those procedures which are adopted by the researcher for testing the relationship between the dependent variable and the independent variable. In the present investigation factorial design has been used to collect the data and ascertain the result. A factiorial design is that in which the selected values of two or more independent variables are manipulated in all possible conditions so that their independent as well as interactive effects upon the dependent variable may be studied. The present investigation has 2x2x2x2x3x3 factorial design and it is found out that there are .144 treatment conditions.
3.2 Area of The Study
The present research entitled “A study of job satisfaction and job involvement of Teachers (Panchayat, Prakhand and Nagar shikshak under (SSA)” was carried out in the Supaul district of Bihar state.
Bihar is located in the eastern part of the country (between 830_30 to 880-00).
It is an entirely land-locked state, although the outlet to the sea through the port of Kolkata is not far away. Bihar lies mid-way between the humid West Bengal in the east and the sub -humid Uttar Pradesh in the west which provides it with a transitional position in respect of climate, economy and culture. It is bounded by Nepal in the north and by Jharkhand in the south. The Bihar plain is divided into two equal halves by the river Ganga which flows through the middle from west to east.
3.3 Supaul District
Supaul district is one of the most backward district of Bihar. It has been the part of Saharsa district as subdivision for 121 years until, it was declared as district of Bihar on 14.03.1991 ( National Informatic centre ,NIC,2010); The district has four subdivisions ( Supaul , Birpur,Nirmali, Tribeniganj) and eleven blocks (Supaul , Tribeniganj, Pipra, Marauna, Nirmali, Kishanpur ,Raghopur, Basantpur, Chhatapur, Saraigarh , Pratapganj). The total land area of the district is 1624sq.Kms. The district has the population of 1732578 .The bifurcation of SC and ST population are 2, 07,782 (Rural – 1, 97573 and urban - 10209) and 3,962 (Rural-3,873 and urban-89) respectively. The basic occupation of its population is agriculture (Paddy). The district is affected with the frequent flood of river Koshi of 1/3rd of the year. The river Koshi enters through Basantpur from Nepal and then passes through Chhatapur, Raghopur, Tribeniganj and ends at Madhepura district of Bihar.
3.4 Population for the Study
The target population for the study was made up 214000 male and female contractual teachers working under Sarva Shiksha Abhiyan (SSA) in Bihar state.
Table-3.1
Teacher Category in Bihar Sr.No. Total para/Teacher in
Bihar
Prakhand teacher
Panchayat teacher
Nagar teacher
1 214000 66445 114555 33000
Source of dise report in 2007/2008 in SSA Bihar
3 3.5 Sample of the Study
A sample is any selected number from a population. By studying the sample, some inferences are made about the population for the purpose of the present work.
Stratified random sampling technique was found more suitable to apply, stratification tends to increase the precision in estimating the attributes of the whole population. If the whole population is divided into several internally homogeneous units, the chances of variations in the measurements from one unit to another are almost nil. In such a situation a precise estimate can be made for each unit and by combining all these estimates, we can make a still precise estimate regarding the population. The other reason to apply stratified random sample is that it gives some convenience in sampling. As we have stratified the population according to the known characteristics of the population and it is tried out to draw the individuals in a similar proportion from each stratum of the population so our sample is based on proportionate stratified random sampling.
3.6 Instruments Used for Data Collection
A psychological test /scale is standardized procedure to measure quantitatively or qualitatively one or more than one aspect of a trait by means of sample of verbal or non-verabal behaviour. The purpose of psychological test is two fold. First, it attempts to compare the same individual on two or more than two aspects of a trait; and second, two or more than two persons may be compared on the same trait. Such a measurement may be either quantitative or qualitative. A test is an organized succession of stimuli designed to measure quantitatively or to evaluate quantitatively some mental processes, trait or characteristic (Bean, 1953). Anastasi and Urbina (1997) have defined a psychological test as “essentially an objective and standardized measure of sample of behaviour”. Similarly Cullari (1998) has said ’’ A test is a standraized procedure of sampling behaviour and describing it with scores or categories”.
Kaplan and Saccuzzo (2001) have opined.
“A psychological test or educational test is
a set of items designed to measure characteristics of human beings that
pertain to behavior”.
3.6.1 Development of the Test:
A Likert-type five point scale was developed by Dixit (1993) to measure satisfaction with different aspects of the job. Before the construction of the scale various available measures of job satisfaction, concerned literature and some experts on the subject were consulted. As the scale was to be used for the teachers of both Hindi and English medium institutions, items were framed in both the languages. Items were formulated keeping in view the nature and conditions of primary and secondary school teachers, on the basis of the information gathered from the teachers themselves. Thus a preliminary form of a Likert type five point scale having 52 items was constructed. This from was given to twelve experts. four lecturers in education at the Lucknow University two of the principals of degree colleges, two principals of intermediate colleges, one headmistress of a primary school, one reader in psychology, Lucknow University and two high school teachers. They were to judge whether the items measured related to job satisfaction or not. The items on which 80 % agreement was found were included in the scale. For the construction of Hindi version back translation method was adopted. Items were arranged at random and Pre-Testing was done on 100 individuals from different institutions of Lucknow University.
3.6.2 Validity of the Scale:
Item validity (discrimination value) was found out by item test correlation method using Pearson’s r taking 25% highest scores and 25% lowest scores and finally calculating t-value for the items of Hindi and English version of the scale separately. The items which were insignificant had to be dropped in the final from. Initially there were 58 items of which the 6 items had to be deleted as they were not found to be discriminatory in item analysis. Distribution of the items in the final form was as follows:
4 Table:-3.2
Distribution of items in the final form of Job Satisfaction
Job Factors Items Nos. Total No.
of Items A Intrinsic aspect of
the job
1,11,25,30,35,46 & 52 07 B Salary, Promotional
avenues and service Conditions
3,12,19,20,31,34,45,50 08
C Physical facilities 2,10,24,29,36,43,48,49,51 09 D Institutional Plans
and Polices
4,13,26,38,40,47 06 E Satisfaction with
Authorities
5,14,21,27,32,41 06 F Satisfaction with
Social
Status and family welfare
8,9,17,18,23 05
G Rapport with
Students
7,15,22,28,33,39 06
H Relationship with Co- workers
6,16,37,42,44 05
Total 52
3.6.3 Reliability:
Reliability of the scale was determined by split half method. The test was first divided into two equivalent halves, and the correlation calculated for these half tests. From the reliability of the half test, the self correlation of the whole test was calculated by using Spearman- Brown Prophecy formula. Test –Re test method also showed high reliability which is given in the following tables.
Table:-3.3
Reliability of the Test by Split-Half method Version of the
Form
N r
Index of
Reliability English Version 100 .85 .92 Hindi Version 100 .87 .93
Table:-3.4
Reliability of the test by Test-Retest method.
Version of the Form
N r Index of Reliability English Version 100 .75 .86
Hindi Version 100 .76 .87 3.7 Satistical Package for Social
Science, Spss (VERSION-16.0)
SPSS provides a powerful statistical analysis and data management system in a graphical environment, using descriptive menus and simple dialog boxes to do most of the work. Most tasks can be accomplished simply by pointing and clicking the mouse.
In addition to the simple point – and- click interface for statistical analysis, SPSS:
3.7.1 Data Editor:
The Data Editor is a verstile spreadsheet like system for defining, entering, editing, and displaying data.
5 3.7.2 Viewer:
The viewer makes it easy to brows results, selectively show and hide output, change the display order results, and move presentation- quality tables and charts to and from other applications.
3.7.3 Multidimensional Pivot Tables:
Our results come alive with multidimensional Pivot tables. We explore tables by rearranging rows, columns, and layers. Uncover important findings that can get lost in standard reports.We Compare groups easily by splitting tables so that only one group is displayed at a time.
3.7.4 High-resolution graphics:
High resolution, full-color pie- charts, bar charts, histograms, scatter plots, 3-D graphics, and more are included as standard features.
3.7.5 Database access:
We retrieve information from the databases by using the databases wizard instead of complicated SQL queries.
3.7.6 Data transformations:
Transformation features help get data ready for analysis. We can easily subset data; combine categories, add, aggregate, merge, split and transpose files; and more.
3.8 Data Collection Procedure
Following procedural steps were taken by the researcher to collect the data from different schools of Supaul district and surrounding areas:
3.8.1 Distribution of questionnaire:
The process of distribution of the questionnaires in all the sample schools of Supaul district was undertaken by the researcher. The severe weather conditions (Rain, and flood etc.) of the region imposed serious difficulties in the distribution of questionnaires, but those were overcome with the efforts on the part of the researcher. The process entailed many efforts during a period of six months and above.
3.8.2 Frequent Visit of the researcher to the schools:
The process of distribution of questionnaires posed peculiar problems to the research due to specific social context
of the area. Many teachers showed reservation to participate in the research process and responding to the questionnaires because of certain doubts towards the consequences and intentions of such a survey. Many teachers were unable to comprehend the questionnaires or parts thereof, the researcher had to make repeated visits to the institutions to remove the doubts.
3.8.3 Collection of questionnaires:
As many subject schools were remotely located, it was very difficult to visit them repeatedly in person; however, the researcher himself during his visits to the schools collected the same. It took six months to collect the questionnaires from the subject teachers.
3.9 Method of Data Analyses
On completion of data entry into SPSS, range and consistency checks were made to make sure the data was clean.
Inconsistencies were checked and, where necessary, discrepancies were corrected, the data was declared missing, or the entire case record omitted from analysis.
In order to analyse data, which were primarily nominal data, t- test and Analysis of variance were applied to draw results.
3.9.1 t-test:
t-test is a parametric statistics and it is used to test the significance of difference between two means. The computation of‘t’
involves the computation of a ratio between the experimental variances (that is, the obtained difference between two means) and the error variance (that is, standard error of the mean difference) (Garret, 1981).
3.9.2 Analysis of Variance (ANOVA):
The t-test/ ratio is one of the powerful parametric test through which we can test the significance of differences between two means. There are two general limitations of the t-ratio. First, when there are several groups and if we want to test the significance of the mean difference among them, several t-ratios are required to be computed.Second, the t-ratio does not account for interaction effect in its statistical analysis.
In order to remove these two limitations we turn to analysis of variance (Fisher, 1950).
6 Analysis of variance is a class of statistical techniques through which we test the overall difference among the two or more than two sample means. Analysis of Variance is of two common types:
Simple Analysis of Variance or One-Way Analysis of Variance and Complex Analysis of Variance or Two-Way Analysis is of Variance.
3.9.3 Multiple Analyses Of Variance (MANOVA) with SPSS
Multiple Analysis of Variance (MANOVA) in SPSS is similar to ANOVA, instead of one metric dependent Variable; we have two or more dependent variable. MANOVA in SPSS is concerned with examining the differences between groups and the group differences across multiple dependent Variables simultaneously.
MANOVA in SPSS is done by selecting Analyze, General Linear Model and Multivariate from main memu. As in ANOVA, the first step is to identify the dependent and independent Variables.
MANOVA in SPSS involves two or more metric dependent variables. Metric Variables are those which are measured using an interval or ratio Scale. The dependent variable is generally denoted by and Y and the independent Variable is denoted by X.
4 DISCUSSIONS OF THE RESULTS Before proceeding with the discussion of the statistical procedures, it should be made clear that teachers of Sarva Shiksha Abhiyan (SSA) would have to be compared with regard to their Sex, age, marital status, educational qualification and professional qualification (independent variables) concerning their levels of job satisfaction and job involvement (dependent variables). As indicated in Table -4.1 some of the biographical variables (sex, marital status, educational qualification and professional qualification) as independent variables were divided into only two categories, or groups, whereas, age was the only independent variable which was divided into three categories(High, Average. and Low ) . Consequently different statistical procedures like Multivariate Tests and Tests of Between Subject Effects were used. Where more than two categories were present for independent variables, a Multivariate Analysis of Variance (MANOVA) was performed. Estimated
Marginal Means (EMM) was calculate to draw grand Mean of dependent variables (DVs) to point out the confidence interval on 95% . Since more than two categories (subgroups ) per independent variable was taken into account in this case , the Multivariate tests containing Pillai’s Trace, Wilks’ Lambda, Hotelling’s Trace and Roy’s Largest Root procedure were used to determine which of the subgroups showed a statistically significant difference.
With MANOVA analyses, statistical inferences were based on the following assumptions:
1. The dataset will have to originate from a multivariate normal population.
2. With equal subgroup covariance matrices, and
3. The subgroups are a collection of the various independent datasets.
The teachers’ Mean scores on the job satisfaction and job involvement regarding the five independent variables were compared. The Multivariate Tests (Table- 4.2) were used for the five independent Variables and all were dealt with afterwards by making use of the MANOVA Analyses.
5 CONCLUSIONS
Education is the most powerful tool for change and the most important element for growth and prosperity of a nation. The strength and vitality of a nation emanates from its literate populace. The Sarva Shiksha Abhiyan (SSA) or “Education for All programmes” is a national flagship programme to provide quality elementary education to all children in the 6-14 years of age group through a time bound approach, in partnership with states. The goals of SSA are all children in school, education guarantee centre, alternate school, back to school camp; bridge all gender and social category gaps at primary stage, and at elementary education level, achieve universal retention, and focus on elementary education of satisfactory quality with emphasis on education for life. More than three lakh additional teachers have been recruited across the country under SSA to ensure appropriate pupil teacher ratio.
But as per the projections of the Sarva Shiksha Abhiyan (SSA), the situation is not going to improve. This fact has given us an insight to investigate the reasons.
7 As we know that teachers are soldiers in the educational trenches, overcoming obstacles that make their work challenging stressful. It is common in saying that school teachers are not involved in their job and they are not honest to their responsibilities, on the other hand psychologically it is proved that job satisfaction is a primary requisite for any successful teaching learning process. Keeping these facts in mind we have decided to study job satisfaction and job–involvement of teachers (Panchayat Shikshak, Prakhand Shikshak and Nagar Shikshak) under Sarva Shiksha Abhiyan (SSA) of Bihar Education Project with special reference to work-related variables. This present research has examined all the factors (individual and organizational) and it is concluded that contractual teachers of SSA are neither satisfied with their job nor they are involved in their duties. Job satisfaction is a key instrument to determine or measure organizational health as quality largely depends on the human resources.
Satisfaction with one’s job was a standard for assessing the quality of one’s work experiences accordingly; job satisfaction has been a most important topic of research concentration. Job satisfaction was interrelated to employees and number of factors that had most positive impact on performance of organization.
Pay had been considered a major factor for job satisfaction. Job satisfaction was a major tool to predict job involvement, job performance and productivity. Job satisfaction is the single most important factor affecting attendance motivation.
Other teachers’ attitudes that are related to attendance motivation are job involvement, organizational commitment, and loyalty to co-workers. It is pointed out that teachers with higher job satisfaction as well as job involvement are absent from school less frequently. The present study also reveals that low salary, lack of promotional opportunities. poor accommodations, lack of upgrading opportunities, and lack of teaching materials and supplies are the major causes of dissatisfaction and less involvement of teachers. Other issues may be connected with teachers’
dissatisfaction and these issues included concerns relating to transfer, working relations with staffs, students, and community and amount of teaching and
non- teaching duties. Further it is found out that high teacher-pupil ratio and inadequate staffing are severely hampering the working conditions. There are infrastructure problems. Schools also lack covered classrooms, blackboards, proper electricity and library facility. The absence of toilets for teachers and students works as deterrent in increasing job satisfaction and job involvement.
Erratic disbursement of salaries is another factor. There is significant amount of poor governance in the timely payment of salary and other allowances to the teachers, especially in Bihar. This acts as a demoralizing factor for teachers. They can not be expected to perform normally in the absence of payment for several months together. Irregular attendance of children and illiterate parents’ pressures also added a sense of dissatisfaction to teachers. It is also pointed out that non – teaching duties like family planning targets, household survey, disabled children, out of school children and immunization –related information, distribution of government relieves and identify beneficiaries for a range of government welfare programme for the poor, unclear role with respect to mid- day-meal maintaining stock, organizing the cooking , organizing distribution and related work etc. are the negative trends which contribute in the teachers job satisfaction and their involvement in jobs.
Finally we conclude that these results carry some significant implications. The dissatisfaction of younger and more qualified teachers must be taken into consideration as Darling–
Hammond, (1984) and Schlechty &Vance (1983) have pointed out that better qualified teachers tend to be more dissatisfied than less qualified teachers, and thus more likely to leave teaching.
5.1 Suggestions
The present research was selected to study job satisfaction and job involvement of teachers (Panchayat Shikshak, Prakhand Shikshak, and Nagar Shikshak) under Sarva Shikshak Abhiyan (SSA) of Bihar Educational project with special reference to work – related variables. Most of the results were in unexpected direction. No significant results were found in relation to job satisfaction and job –involvement of contractual teacher as a whole. It is interesting to note that
8 usually, many people think that the women teachers possess more job satisfaction than their counterparts as the personality of women is different from that of men. But the result is in contradiction.
We can not ignore the voices of the society about the falling teaching standards, lack of academic climate, and students’ indiscipline in our schools.
Quite often teachers are blamed for this state of affairs and it is generally said that they are not involved in their job. By accepting these comments we have to mention in the light of our derived results that job satisfaction and job involvement are highly inter-related. Job satisfaction and job involvement of contractual teachers decreased due to prevailing political system, work conditions, and other factors. There is a lot of dissatisfaction and frustration among them. Non–receipt of salaries on time and inability of the administration to fulfill the necessities or needs may be reasons for the lack of involvement in their jobs.
5.2 Implications of the study
Despite being an interesting topic for the study, job satisfaction and job involvement happen to be the most noteworthy subject for any organization, school or colleges. Nowadays, Globalization and Liberalization have compelled the educational organizations to function in a cut-throat competitive environment. Multinational educational institutions are alarming and challenging for government operated educational institutions (schools, colleges, universities etc.). And thus, to survive in such an environment every government sponsored institutions needs to posses the best faculty for the purpose.
5.3 Limitations of the study
Although the findings of the present study are useful; it is limited by several factors.
One limitation of this study is that it uses the data collected on contractual teachers only. If the data on permanent teachers of the same schools were collected, the comparative findings may well have turned out to be different than the ones reported in this research. Second limitation of the study is that only one district i. e. Supaul of Kosi division of Bihar is undertaken for this purpose.
The generalizability of the findings of this study to other contexts may thus be limited. In other words it could be that the findings obtained from the present sample are specific only to the context under study here.
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