1. A STUDY OF ADJUSTMENT LEVEL
AMONG PRIMARY
SCHOOLTEACHERS IN ANANTNAG
Submitted by:
YASMINA AKHTER
( Enrollment No: 105258142
Under the Supervision of:
Dr. Manzoor Ahmad Bhat
(Lecturer)
Govt. Degree College (Boys) Anantnag.
Councellor IGNOU
COURSE :
POST GRADUATE IN EDUCATION (MAE)
SUBMITTED TO : INDIRA GANDHI NATIONAL OPEN
UNIVERSITY(IGNOU)

2. NEW DELHI
YEAR 2013
PROJECT PROPOSAL
NAME
:
Yasmina Akhter
PARENTAGE
:
RESIDENCE
:
Kandipora
TESHIL
:
Bijbehara
DISTRICT
:
Anantnag
BLOCK
:
POST OFFICE
:
Bijbehara
ENROLLMENT NO.
:
105258142
COURSE
:
MAE
COURSE TITLE
:
STAUDY CENTRE
:
GOVT. DEGREE COLLEGE BOYS
ANANTNAG
STUDY CENTRE CODE:
1211
COURSE THROUGH
IGNOU
:

3. ACKNOWLEDGEMENT
I Sincerely entered my gratitude to Mr. Dr. Manzoor Ahmad Bhat (Lecturer ) “Govt.
Boys Degree College Anantnag for his credit supervision . His guidance has played a major
roll in the completion of this project . I am also thankful to “Alllah Subhana Wa Talla” Which
favours me in every step, to my respondents and officers and persons who have provide me
the required information regarding my project,” A study of adjustment level among Primary
School Teachers in Anantnag.”
Place: Anantnag
Signature
Date:
(Yasmina Akhter)

4. CERTIFICATE
This is to certify that the project entitled ,” A study of adjustment level
among Primary School Teachers in Anantnag.” is original project study
conducted by Miss. Yasmina Akhter student of MAE from IGNOU has worked
under my Supervision & guidance. She has attended the required session held.
This report has not formed on the basis of any other degree of any university.
Place:
Anantnag
Signature of Supervisor
Date:
{Dr. Manzoor Ahmad Bhat}
CONTENTS
1.
Introduction

5. 2.
Review of related literature
3.
Objectives of the Study
4.
Tools of Data Collection
5.
Findings
6.
Questionnaire
7.
Structures in Shape of Respondents
8.
Conclusion & Suggestions

6. INTRODUCTION
Education is an important indicator of social development.
Education is a continuous process. It may be formal, informal or nonformal. In formal education teacher has a very important place in
improvement of education. Teachers’ role in society, in general and in
education has been changing with time but the importance of this position
is same. The teacher is the pre-requisite of the success of educational
programmes. The main quality of teacher is the positive attitude towards
education. He/She must have the ability to get satisfied from their
respective jobs. So educational programme should inculcate the qualities
in teacher, so that he/she may be in his best position to impart education
to students. The attitude of teachers towards education influences the
nature and extent of their participation in the education and related
educational programme. By developing teachers’ with desirable attitude
or by shaping their attitudes in desired, effective and productive learning
on the part of pupils can achieved.
Teaching is regarding as the noblest profession. It is therefore
important that those individuals who join the teaching profession should
be dedicated and competent in their work. A teacher can perform to the
maximum of his capacity; if he/she is satisfied with his/her job. Every

7. profession has certain aspects responsible for job satisfaction along with
attitude and teaching is not an exception unless and until a teacher
derives satisfaction on job performance and develops a positive attitude
towards education, he cannot initiate desirable outcomes to cater to the
needs of the society. Only satisfied and well-adjusted teacher can think of
the well-being of the pupils. In the light of this background, the aim of this
study is to analyze the job satisfaction level among the Primary School
teachers in Anantnag. This paper is an endeavor towards to analyze the
attitude of the male and female teachers of Primary schools towards
education.
Although the services of teachers are now respected every where ,
their adjustment with their vocation , pupil’s life and environment is still at
stake.The teacher have to develop habits to meet with challenges in the
desired manner and i.e what may be called an adjustment. The quality of
competent teachers depends on certain factors where the degree of level
of adjustment present in the school environment. A well adjusted teachers
work with dedication if they works in a free mind , their sense of
responsibility will increase.

8. REVIEW OF RELATED LITERATURE
Job satisfaction is the extent to which one feels good about the job.
It is in regard to one’s feelings or state of mind regarding to the nature of
their work. In other words, job satisfaction implies doing a job one enjoys,
doing it well, enthusiasm and happiness with one's work. Everyone define
job satisfaction as fulfillment of one’s expectation. It differs from person to
person and institution to institution and even in the context of male and
female. In simple term when someone is satisfied with his job that is job
satisfaction. Job satisfaction as a pleasurable positive emotion state,
resulting from the appraisal of one’s job or job experiences. It results from
the perception that one’s job fulfils or allows the fulfillment of one’s
important job values, providing and to the degree that these values are
congruent with one’s needs (Locke, 1976).
Therefore, job satisfaction is such phenomenon which comes not only
from the job, but also from one’s personal, social, academic,
administrative and economical condition. while attempting to find out the
nature of relationship among teacher’s attitude teacher’s adjustment and
teaching efficiency of graduate teachers of the Primary schools of
Anantnag, found that teacher’s attitude and adjustment were positively
related to their efficiency. In a comparative study of the self-concept of

9. teachers of different categories and the relationship of their self-concept
with professional adjustment, found that:
1. The distribution of the scores of self-concept and professional
adjustment based on self-concept inventory and professional adjustment
inventory were more or less normal;
2. There was no significant difference among the self concept of primary
and secondary ;
3. There was a significant difference between the self-ideas-discrepancies
of college and secondary teachers but not of primary and college
teachers;
4. There was a significant difference in the professional adjustment
between college and primary teachers but not between the primary and
secondary school teachers;
5. There was a significant relationship between self-concept scores and
self-ideas of all the three types of teachers; and
6. There was a significant relationship between self-concept and
professional adjustment scores of the three types of teachers.
In a survey I conducted a study of teacher’s adjustment in relation to
professional efficiency, which revealed that:

10. 1. The correlation studies of male and female teachers indicated positive
relationship between all the five elements of adjustment;
2. The predictive value of the regression equation of male teachers was
higher than that of the regression equation of female teachers;
3. The cross validity indices of 0.65 and 0.76 of male and female teachers
respectively indicated that the regression equations with their assigned
weights withstood the test of cross-validation.
Correlation between teacher’s attitude, adjustment and perception
of teacher behaviour, found that teachers with Bachelor’s degree, less
teaching experience, positive attitude and well adjustment capacity were
more indirect in their classroom behaviour than the teachers with master’s
degree more teaching experience, negative attitudes and poor adjustment
capacity. Singh (1976), trying to find out the relationship between some
personality variables and teaching effectiveness, revealed that:
1. The interpersonal relation, as regards social behaviour and adjustment,
were very low in inferior teachers;
2. Superior teachers showed more strength of imagination.
3. The teachers rated to be inferior lacked self-confidence in teaching and
solving problems whereas average teachers had self-confidence but were
shown to be having adjustment problem.

11. Mostly I found that success in teaching was significantly related to:
Adjustment
in
various
fields
of
life,
including
also
personality
characteristics like adjustment in home health, social, emotional and total
adjustment. Professional attitude; and There were differences in
personality characteristics, adjustment and attitude towards teaching of
successfully and unsuccessful teachers.
Teachers of government schools were better adjusted than teachers of
private school in the areas of home, social and educational adjustment.
Similar levels of adjustment were observed in emotional and health areas.
In a study on a differential study of self-concept, personality adjustment
and values of teachers at various levels, found that: On emotional
stability, the female teachers perceived themselves as being more
emotionally instable than the male teachers; Differences on occupational
health, emotional and social adjustment were also significant among
these groups of teachers; Similarly, value structures of the various groups
of the various groups of teachers were also significantly different.
The study reveals that library and information science courses must
expose
students
and
practicing
library
professional
to
various
components of IT, IT applications improve communication facilities and
helps in enhancing technical knowledge, providing better services,
improving library status, change information handling methods and

12. reduce workload. The users are of view that all staff should have higher
qualifications for the effective use of IT based services.
Teachers of Jammu and Kashmir state in relation to their job
satisfaction, personality and attitude towards education. He found that
Punjab state physical education teachers are extremely satisfied from
their jobs but Jammu and Kashmir teachers are in very satisfied category.
Teachers of both the groups have the solitary personality. Further, found
that the teachers of both the states have unfavorable attitude towards
education.
Mohamed Imran Rasheed (2010), found that the factors like job
design, work environment, feedback, recognition, decision making
participation are the potential factor for satisfying teachers in higher
education. Bloch (2009), in his study found that there is a constructive
association among promotion and job satisfaction. Academicians are
more motivated and committed to perform a job and also more satisfied if
promotion opportunities are available to them. Shamima Tasnim (2006),
in her study found that one of the main purposes of job is to get the
payment or salary and it is very natural that a handsome salary will bring
job satisfaction.

13. Ting (1997), in his study shows that job characteristics such as
salary, promotional opportunity, task clarity and significance, and skills
utilization, as well as organizational characteristics such as commitment
and relationship with supervisors and co-workers, have significant effects
on job satisfaction. Ramkrishnaiah (1980) has found that 93 percent of
the college teachers who were highly satisfied with their job expressed
that they have cordial relationship with their colleagues. Perie & Baker
(1979), in their study concluded that student achievement may be directly
connected to teachers’ job satisfaction.
Blum and Naylor (1968), found that job satisfaction is the result of
various attitudes possessed by an employee. In a narrow sense, their
attitudes are related to the job and are concerned with such specific
factors as wages supervision, steadiness of employment, conditions of
work, opportunities for advancement, recognition of ability, fair evaluation
of work, social relations on job, prompt settlement of grievances, and fair
treatment by employer and similar other items. Education Commission
(1966), cautioned that dissatisfaction of individual, whatever may be the
occupation in which he is engaged, results in professional stagnation and
becomes harmful to the clientale. A dissatisfies teacher spells disaster to
the country’s future. Dissatisfaction among the workers is undesirable and

14. dangerous in any profession. It is suicidal if it occurs in the teaching
profession. Herzberg (1957) has shown that more satisfied workers will
tend to add more value to an organization. Unhappy employees, who are
motivated by fear of job loss, will not give 100 percent of their effort for
very long. Hoppock’s (1935), seminal study of job satisfaction revealed
that dissatisfaction with wages was the most important reason advanced
for voluntary separation across a broad array of occupations.
Ahmed, Raheem and Jamal (2003) studied the job satisfaction of 236
teachers in senior secondary schools. Female teachers enjoyed greater
satisfaction than their male counterparts did. Married teachers showed
more job satisfaction than unmarried teachers did. Teachers who were
teaching in government schools showed greater job satisfaction than
teachers teaching in private schools. There was no significant change in
the job satisfaction due to change in the level of independent variables
like sex, martial status and types of schools.
Noll (2004) examined the job satisfaction and factors, which affect job
satisfaction of teachers. It was found that school culture, teachers’
relationship with administration, working conditions and motivation were
the factors, which had a significant relationship with job satisfaction
among school teachers.

15. Dhingra (2006) conducted a study on randomly selected sample of 100
teachers from different government and private schools of Patiala district
to study the effect of organization climate on job satisfaction of secondary
school teacher. It found that there is no significant difference in job
satisfaction of government and private secondary school teachers.
Further difference between job satisfactions in relation to their
organizational climate of secondary school teachers found to be
significant.
Rama (200) concluded a study of the attitude of teachers towards
teachers’ centers. It concluded that teachers’ centers are useful to the
teachers in solving academic problems. The teachers have a positive
attitude on the functioning of teachers’ centers. Female and experienced
teachers have a positive attitude in teachers’ centers.
Howery (2001) conducted a study to investigate impact of technology on
teacher training attitude. The result of the study revealed an increase in
teacher attitude and use of computers. The results suggest that through
the technology. Literacy challenge (TLC) grant, teacher have become
comfortable with the use of technology and their positive attitude towards
technology has increased.

16. Singh (2006) studied the impact of terrorism on physical education.
Teachers of Jammu and Kashmir state in relation to their job satisfaction,
personality and attitude towards education. He found that Punjab state
physical education teachers are extremely satisfied from their jobs but
Jammu and Kashmir teachers are in very satisfied category. Teachers of
both the groups have the solitary personality. Further, found that the
teachers of both the states have unfavorable attitude towards education.

17. NEED OF THE STUDY
The present study was taken to investigate the following
objectives during the course of the study
Since the adjustment has a profound effect on the overall behavior
of an individual whether male and female. The present study will focus on
the social , home , rural , urban and overall dimension of adjustment of
male and female primary school teachers in Anantnag district. The finding
can be used as inputs for deriving intervention , strategies so that male
and female primary school teachers in Anantnag district are better
adjusted to their environment.
The purpose of the study is to know the factors impacting job
satisfaction among the Primary school teachers of district Anantnag
because, it may have a direct effect on student learning in the schools.
The quality of instruction received by students may be impacted by the
level of job satisfaction a teacher experiences. Considering the possible
correlation between teacher job satisfaction and the quality of student
instruction/teaching, it is important to understand the factors that may
affect job satisfaction. Most of the research of job satisfaction is related to
management of industrial, banking and business organization. The study
of school teachers’ job satisfaction is not many. Hence, more research is

18. needed in primary teachers’ job satisfaction, if we are interested to
provide quality education to our students at the primary level. This study
is hoped to contribute to that extent.
What conditions keep rural teachers happy with their work? In this
article, we address this question by examining the factors leading to
satisfaction among teachers serving poor rural communities. We analyze
a survey of rural primary school teachers, Headmasters and Village
Education committee conducted at various places. We look at three
measures of job satisfaction: whether teachers perceive teaching to be
their ideal profession, whether teachers want to change their profession,
and whether teachers are satisfied with the local education bureau.
Drawing on earlier research, we test hypotheses about three kinds of
factors associated with teacher satisfaction:
1. Community factors: teachers are more satisfied in communities with
greater economic and social resources, and in communities that are
less remote.
2. School environment factors: teachers are more satisfied in schools
with better economic resources, in larger schools, in schools where there
are more opportunities for professional advancement, in schools where

19. the workload is lighter, and in schools where there is an organizational
climate characterized by experienced leadership that supports teacher
collaboration.
3. Teacher characteristics: young teachers, male teachers, unmarried
teachers, and teachers with greater human capital are less satisfied, while
teachers who are more socially similar to the local community are more
satisfied.
We begin the article with a discussion of research on teacher
satisfaction, in general, and in the context of rural Gansu, in particular.
We then provide a brief overview of the data and methods used in the
study, followed by bivariate and multivariate analyses of teacher
satisfaction. We close by considering implications of the main results for
understanding educational opportunity and inequality in rural Gansu, as
well as for further research on the role of teachers as elements of
educational opportunity and inequality in developing countries.
Teachers are an essential link in the transmission of educational
opportunity to poor children. Teacher job satisfaction has, in turn, been
tied to teachers’ work performance, including teachers’ involvement,
commitment, and motivation on the job. Teacher job dissatisfaction is
closely associated with teacher absenteeism and a tendency toward

20. attrition from the teaching profession.8 Teacher commitment may also be
an important factor determining the successful implementation of
educational reforms in schools.In China, the current era of educational
reforms aims to bring about a shift toward more student-centered
teaching and learning, a greater emphasis on critical thinking and the
application of skills, and the establishment of a more democratic
classroom environment. The implementation of these reforms will likely
require greater levels of teacher initiative and innovation, making teacher
commitment and motivation increasingly important. Disengaged teachers
are unlikely to inspire student engagement or, consequently, student
achievement. Furthermore, job dissatisfaction leading to attrition from the
teaching profession may exacerbate the already acute teacher shortages
in rural communities. A report by the Gansu Institute of Education
Research notes that between 1995 and 2001, the number of primary
school students in Gansu increased by 16.5 percent. Despite this
increase, the number of primary school teachers actually decreased by
6.2 percent.12 According to the report, the impact of provincial teacher
shortages is much greater in rural communities. Consequences include
the inability to offer classes in English, computers, and the arts.13
Perhaps most important, teacher shortages may lower teacher quality in
poor and remote areas. In areas of rural China, where certified teachers

21. are difficult to recruit and retain, principals hire substitute or temporary
(daike) teachers, who generally have lower levels of education and little or
no formal teacher training.14 Teacher quality has been linked empirically
to various student outcomes. In research conducted in developing
countries, factors such as teachers’ knowledge of subject matter, verbal
and math proficiency scores, and qualifications have all tended to be
associated with higher student achievement.15 In addition to having an
important impact on student achievement, teachers may also play a
crucial role in educational attainment. Eric Hanushek argues that higher
school quality results in lower dropout rates and that teacher quality is the
most important factor contributing to overall school quality.1 Despite the
fact that high-quality teachers are more difficult to recruit and retain in
rural communities, there has been little investigation of the association
between teacher satisfaction and such community characteristics as
poverty, remoteness, and social resources. To date, researchers have
focused on the relationships between teacher job satisfaction and
individual and job characteristics. This research has taken two main
approaches: a focus on facet-specific job satisfaction and an emphasis on
understanding teachers’ overall sense of satisfaction with their job.

22. The first approach has sought to measure the extent to which
teachers are satisfied with specific aspects of their job. These include
remuneration, physical working conditions, quality of relationships with
supervisors and colleagues, quality of supervision, workload, teachers’
social status, opportunities for personal growth and promotion, teachers’
skills and professional accomplishments to date, degree of decisionmaking autonomy, and characteristics of the educational system.17 In
contrast, the second approach has sought to link characteristics of
schools and teachers to overall job satisfaction. 18 This approach uses a
global measure of teacher satisfaction against which a variety of school
and teacher explanatory variables are tested via multivariate analyses. In
this article we adopt this latter approach, but we also include measures of
community factors among our explanatory variables.
Community factors.—Around the world, community poverty and
remoteness present significant challenges to teachers in under resourced
schools. Teachers serving in rural communities in developing nations
experience particular challenges.19 Physical conditions brought about by
poverty often make even daily necessities scarce. In addition, teachers in
rural villages may face a lack of access to transportation, cultural
resources, or educational facilities. Recreation and opportunities for

23. enrichment and personal advancement are often limited, compared to
those available in towns and cities. Linda Ankrah-Dove writes, “Remote
rural areas are in a very real sense on the periphery, far from the centers
of political, economic and cultural life.”20 Teachers may also feel isolated
from the local community, especially if they are from outside the village or
if there is a wide educational gap between themselves and the local
community.
Further,
with
global
trends
toward
educational
decentralization, teachers and schools in many developing countries are
increasingly dependent on the degree of financial and other support for
education in the local community.
In China in the 1980s, fiscal decentralization of the educational system
shifted the responsibility for rural elementary education to individual
villages.21 Under these reforms, the village government would generally
allocate money for its schools from the village budget.22 In many villages,
local governments have controlled the development of collectively owned
enterprises to ensure that the village would get a portion of the revenues.
These revenues could be directed to education.23 After decollectivization
of agricultural production in the late 1970s and early 1980s, villages that
were unable to establish industries and enterprises were left without
revenue.24 The poorest villages could get some minimal support in the

24. form of various kinds of categorical grants from higher levels of
government.25 But, even with this assistance, collecting enough money
to fund village schools has been a challenge. Local governments have
frequently been unable to raise adequate funds for personnel expenses,
which are the main cost of education. Many teachers have been paid with
IOUs, and some have had to wait for months to get their salary.26
The store of social capital available in a village community may also
harness economic resources for village schools.27 Further, social capital
facilitates access to information and social connections that may be
important for school development.28 Nan Lin defines social capital as
“resources embedded in a social structure which are accessed and/or
mobilized in purposive actions.”29 In the year 2000, one of the most
important social relationships affecting a village school was that between
the principal and the village leaders. In small rural communities in
northwest China, until very recently, primary school principals generally
relied on the village government for the financing of school buildings,
maintenance, construction, as well as the recruitment and appointment of
teachers.30 Village governments also provided assistance in promoting
school enrollment and connections with organizations above the village
level. Through the relationship between the village leader and the

25. principal, information is shared, influence is exerted, the status of the
school principal is ensured, and emotional support may be obtained. This
relationship is an important but delicate one. If it is strained, it is likely that
the affairs of the school, and thus the teachers, will be affected. With
community economic and social factors in mind, we hypothesized there
would be lower job satisfaction among teachers in (1) villages with fewer
economic resources, (2) remote villages where connections to the outside
are limited and the population is small, and (3) villages where social
resources are constrained, including where the population is poorly
educated and where community-school linkages are weak. However, we
acknowledge an alternative possibility: teachers in villages where there
are more economic opportunities, and teachers in more connected,
better-educated, or higher income villages may have greater access to
information about the outside world and alternative opportunities, leading
them to feel more dissatisfied with teaching as a career than those
teachers in the most remote poor areas. School environment.—Drawing
on previous research, we hypothesized that several factors associated
with the school environment would affect teacher satisfaction. These
factors are salary, school economic resources and working conditions,
workload, opportunities for personal and professional advancement,

26. collaboration with and support from other teachers, and quality of
supervision.
Remuneration: Concerns with remuneration may be paramount. In the
United States, poor salary is one of the most important reasons given for
leaving teaching due to dissatisfaction in urban, high-poverty public
schools and for the attrition of teachers in small private schools. In other
case low salaries and truncated salary scales are among the main
reasons that the most academically able leave teaching.
In China, the level of teachers’ salaries compared to other state
employees is cited as one of the major reasons for the high rate of
teacher turnover experienced in the 1990s.33 One teacher in rural Gansu,
interviewed in 2002,offered the following comment on the connection
between low salaries and social status: “Actually, in people’s minds,
teachers are losers (mei chuxi), they don’t make much money, isn’t that
right?”34 However, in China, reliability of salary payment may be even
more important than the amount of the salary itself. Teaching is generally
perceived to be a stable career. Because of the trends described in the
previous section that have led to the late payment and underpayment of
teachers’ salaries, this expectation of stability may have been
compromised. Late payment of teachers’ salaries could have a greater

27. impact on teacher satisfaction than the actual amount of teacher salary
received. School economic resources and working conditions: There are
different types of schools found in rural areas in China, including central
primary schools, complete primary schools, and incomplete primary
schools. These very different school environments may have an impact
on teacher satisfaction. The central primary schools (zhongxin xiaoxue)
are run by the township, represent scale economies, and have access to
more resources. Village schools may be complete (wanquan, from grades
1–5 or grades 1–6) or incomplete (bu wan- quan, covering only the first
few early grades [usually grades 1–3]).35 In the late 1980s and early
1990s,
China
restructured
its
education
system.
Schools
were
consolidated using the theory of “economies of scale” in a move to
improve the quality of schooling. Many village primary and junior middle
schools were closed down, and the students had to walk to neighboring
villages to go to school. Only complete primary schools were officially
recognized, but in remote villages—where it is too far for young children
to travel to the nearest complete primary school—the incomplete primary
schools were permitted as teaching point schools.36 Other
important indicators of working conditions include the condition of the
school buildings; the amount of economic resources that are available to

28. pay for teachers’ bonuses and benefits; heating, water, and electricity;
and supplies such as physical education equipment, library books, and
teaching aids. In the most resource-poor schools, there may not be
enough desks and chairs for all the students, and the school buildings
may have fallen into disrepair. Every year, principals must report the
number of dilapidated rooms (weifang) in the school. There are
government projects specifically aimed at providing money for poor areas
to rebuild their main school buildings. Workload: Researchers in China
have
suggested
that
heavy
workloads
diminish
teachers’
job
satisfaction.37 In 2002, a primary school teacher interviewed in Gansu
characterized the heavy workload shouldered by teachers as follows:
“This job has both its hardships and its pleasures. The hardship is that
every day is very tiring, much more tiring than other jobs. In another job,
when you get off work you get off work and you can rest. But in teaching,
there is no rest. Sometimes you have to stay at school to supervise
evening study hall . . . and then on the weekends, you still need to go and
do a home visit. As a teacher, you are always busy with students’ affairs
and so you never have time for your own affairs.”38 Opportunities for
personal and professional advancement: Research suggests that
teachers are more satisfied if their job provides opportunities for personal
and professional advancement.39 China has an enormous system of

29. teacher in-service training, and there are many opportunities for teachers
to continue their education. These opportunities are provided by
independent teachers’ continuing education institutions, educational
colleges and institutes, China TV teachers’ colleges, regular higher
education institutions, secondary specialized schools, and other channels
such as correspondence courses and self-study programs.40 However,
schools in the remote poor areas may not be able to afford for their
teachers to participate in these programs.41 Without such opportunities,
teaching can be an isolating profession and can leave teachers with the
sense of falling behind the rest of society. One of the teachers we spoke
to in Gansu in 2002 expressed such a sentiment: “When we go out into
society we don’t know how to do anything, especially how to interact with
others. Social interaction is the basic structure of society, but as a
teacher, every day you only see children whose minds are like a blank
sheet of paper and so we know nothing of the outside world.” Collegial
relationships and collaboration: Another important factor related to
teacher isolation is the extent to which teachers receive support from
other members of the school community and engage in collegial
collaboration and interaction. Research on teacher satisfaction and
teacher retention has noted the importance of collegial relationships and
administrative support for teaching. This support is in the form of

30. mechanisms of teacher induction and organizational socialization, such
as internships and mentoring programs.
A unique feature of Chinese schools is the teaching and research
section, or jiaoyanzu. Through the activities of the jiaoyanzu, teachers
engage in joint lesson planning and professional discussion, in activities
of peer evaluation and feedback, and actively share in making decisions
regarding the instructional program. It is through this structure that new
teachers are inducted into teaching and into the norms and values of the
school. Also, more experienced teachers support and mentor younger
teachers.
Quality of supervision: Leadership styles are related to teacher
satisfaction.46 The quality of leadership and supervision affects a range
of factors in the school environment, including the overall organizational
climate of the school. Zhou Junhong describes the characteristics of a
successful school leader capable of establishing an organizational climate
conducive to teacher satisfaction.According to Zhou, a successful
principal believes in teachers and works hard to foster teacher motivation
and autonomy, harnessing the collective force of all of the teachers to
carry out the work of the school. Such principals love, protect, support,
understand, trust, and care for teachers. They give reasonable work

31. assignments, encourage teachers to participate in management, listen to
suggestions, and ensure that teachers can spend most of their time and
energy on instruction and research. A successful principal provides a
well-maintained, pleasant working environment, establishes a happy
atmosphere, gives teachers opportunities for professional advancement,
places great importance on making ample teaching resources available,
and gives teachers encouragement and feedback using both emotional
and material rewards. Presumably skills such as these increase with
principal experience, which we are able directly to measure. Based on the
foregoing, we adopt a working hypothesis that teachers are less satisfied
in schools with fewer economic resources and where they carry a heavy
workload. We hypothesize that teachers are more satisfied in larger
schools with an organizational climate characterized by experienced
leadership,
collegial
collaboration,
and
ample
opportunities
for
professional advancement.
Teacher characteristics.—Of all of the 5.8million full-time teachers in
China, 15 percent teach in cities, 19 percent teach in counties and towns,
and 65 percent teach in rural areas. Official statistics indicate that among
full-time primary school teachers in China, 52 percent are female.48
China’s teaching force is relatively young, with 60 percent of primary

32. school teachers under 40 years of age.49 With regard to educational
attainment, less than 2 percent of primary school teachers in China have
a 4-year college degree or higher, 26 percent have a 3-year college
degree, 69 percent have a secondary school level of attainment, and 3
percent have less than a secondary school level of attainment.50 In the
literature in both the United States and in China, a number of background
attributes of teachers have been linked to levels of satisfaction. Younger
teachers have been shown to be less satisfied and more likely to leave
than older teachers.In addition, women have been found to be more
satisfied than men of greater concern is the finding that better-qualified
teachers tend to feel more dissatisfied than do less qualified teachers,
and thus they are more likely to leave teaching.This finding may be in part
attributable to the fact that teachers with better qualifications perceive
more alternative opportunities. Marital status may also be a factor related
to teacher satisfaction. Dan Lortie found marriage to be positively
correlated with teacher job satisfaction; married women over 40 years of
age were the most satisfied teachers in his sample.Training and
certification may also matter for teacher satisfaction. In rural areas, many
uncertified teachers are hired directly by the village government or
principals to make up for the shortage of official, certified gongban
teachers available to rural schools. These uncertified teachers are

33. sometimes referred to as daike, or substitute, teachers.The salaries of
these daike teachers are substantially lower than those of the gongban
teachers. The daike teachers come from a variety of different
backgrounds. Many are from the same village or nearby villages and are
likely also to work as farmers. Some have only a junior middle school or
high school level of education and little or no formal teacher training.
According to official statistics, only 88 percent of teachers in rural areas in
China are gongban teachers, and 12 percent are daike teachers. This is
in contrast to the urban areas (cities, counties, towns), where 97 percent
of teachers are gongban teachers, and only 3 percent are daike
teachers.In the rural areas of Gansu, however, it is estimated that 28
percent of teachers are daike teachers, and in the most remote areas,
these percentages may be even higher. Another characteristic that may
be expected to contribute to teacher satisfaction is teacher rank. Certified
teachers in China are evaluated every year, and, based on these
evaluations, they are able to advance through a ranking system.
Teachers are evaluated by students, colleagues, and administrators
based on moral standing, instructional capability, and professional
achievements, including research and publications.58 Thus, the ranking
system offers teachers recognition for their skills and competence in the
teaching profession. Xin Ma and Robert MacMillan’s results show that

34. teachers with greater teaching competence tend to have higher levels of
satisfaction. Based on this research, we might expect teachers of higher
rank to be more satisfied, net of other factors. Also potentially important in
rural China is the extent to which the teacher has ties to the local
population. Teachers who come from the same village or who also
engage in farm work are likely to be more familiar with the surrounding
community and feel less isolated. It is also possible that a teacher from a
farming family would feel more satisfied, since teaching is generally
perceived to be a higher status profession than farming. One teacher we
spoke to in Gansu, who was also a farmer, explained the difficulty of
being a teacher and trying at the same time to take care of farm and
family, saying, “Still, teaching, this profession, is good. It is in the
intellectual realm; it allows you to continuously improve yourself.”
In this article, we test whether younger and better-educated
teachers have lower levels of satisfaction. In addition, we hypothesize that
female teachers, married teachers, teachers who are more highly ranked,
and those who are more socially similar to their surrounding communities
are more satisfied. To test these hypotheses, we consider teacher age,
gender, marital status, level of education, rank, place of origin, and
whether or not the teacher is also a farmer. For the change outcome, the

35. only community factor that significantly differentiates satisfied and
dissatisfied teachers is village income. Consistent with the ideal measure,
teachers who wish to change their career are living in significantly
wealthier villages than teachers who do not wish to do so. For the local
education bureau outcome, levels of satisfaction do not differ by
conventional tests of significance. There are smaller associations
between teacher satisfaction and living in a community where the
workforce is more literate as well as living in communities where
principals have more meetings with village leaders. Overall, these findings
suggest that better-off villages do not necessarily have more satisfied
teachers. In fact, teachers may be less satisfied in these villages.
School environment.—Results from the multivariate analyses of social
and economic resources of schools are, by and large, consistent with the
findings of the bivariate analyses. School expenditure per student has a
significantly positive effect on both ideal and change. Similarly, payment
of salary on time shows strongly significant positive links to both ideal and
local education bureau.
In the multivariate model, salary levels, school type, proportion of
dilapidated classrooms, and school size are all unrelated to levels of
teacher satisfaction. Likewise, opportunities for professional development

36. also have no significant effects on any of our satisfaction outcomes.
Teachers who work more hours per week giving lessons, preparing
materials, and grading homework appear to be more satisfied by our
measures.
They are significantly more likely to feel that teaching is their ideal
career and significantly less likely to wish to change their career. Time
spent in jiaoyanzu activities has a significant positive relationship with
ideal. Teachers in schools with more experienced principals are more
likely to feel that teaching is their ideal career, although this result is only
marginally significant.
Together, these findings suggest that the most consistent schoollevel factors predicting satisfaction are on-time payment of salary and
amount of school expenditures per student. Furthermore, there is some
evidence to suggest that organizational structures that enhance
collaboration may be positively associated with teacher satisfaction.
Teacher characteristics.—The relationships of teacher characteristics to
teacher satisfaction show certain results that are consistent with findings
elsewhere.Net of other factors, younger teachers are less satisfied than
older teachers. Further, women are more likely to identify teaching as
their ideal profession. Teachers with higher levels of education are

37. significantly less satisfied with the teaching profession and significantly
more likely to state that they wish to change their career. Teachers with a
college-level education are 65 percent less likely to feel that teaching is
their ideal profession than those teachers with middle school or below as
their highest level of educational attainment.76 Teachers with a college
education are 128 percent more likely to wish to change their profession
than those with a middle school education or less. This finding is
consistent with a view that more qualified teachers are less satisfied.
Using teachers ranked at level 2 as our reference point, there is some
evidence to suggest that teachers with higher ranks may be less satisfied.
Relative to level 2 teachers, level 1 teachers are significantly more
likely to desire a change in their career. Relative to level 2 teachers,
higher-level teachers are significantly less likely to feel satisfied with the
local education bureau. Controlling for other factors, whether or not a
teacher is married, comes from the same village, or also works as a
farmer, are not significant.

38. OBJECTIVES OF THE STUDY:
1. To analyze the job satisfaction level among the male and female
teachers of primary schools.
2. To analyze the attitude of the male and female teachers of Primary
teachers towards education.
3 To find out the impact of job satisfaction and attitude of Teachers on
Education.
HYPOTHESIS
There is no significant differences between adjustments of male and
female primary school teachers.
There is no significant between adjustment of rural and urban primary
school teachers in Anantnag district.
There is no significant difference between adjustment of male and female
primary school teachers on overall adjustment.

39. METHODOLOGY
The present study shall be descriptive cum survey type, in which
adjustment of primary school teachers shall be studied with respect to
Urban Rural and male/female dimensions.
Sampling :
The sample for the present study shall be constitution of 100 primary
school teachers out of which 50 teachers will be from Urban areas and 50
from rural areas. Out of these Teachers necessary came will betaken to
select 50 present female teachers from each group.
Statistics to be used:
Appropriate statistical shall to the data in order to aware at conclusion.
RESEARCH METHODOLOGY:
Hypothesis: (1) H0: There is significant difference in job satisfaction
of Male and Female teachers of Degree College. (2) H0: There is
significant difference in attitude towards education among male and
female teachers of Degree Colleges. Scope of the study: The scope of
the study restricted to the teachers of the degree colleges of Punjab and

40. Haryana state. For the collection of the primary data, the study will be
confined to selected cities of Punjab and Haryana only. Research Design:
The study being undertaken is Descriptive in nature. The major purpose
of descriptive research is description of the state of affairs, as it exists at
present, while studying the research problem, scientific method is
followed.
Sampling Unit: In this study, the sampling unit was teachers of the
degree colleges.
Sampling Size: The sample size was so selected that it could be
adequate enough to represent the whole population, and also give the
true picture. The total sample size was restricted to 200. Sampling
Design: Keeping in Mind the nature of data required for the study, Quota
sampling technique has been used. The respondent for the survey has
been selected from the degree colleges of Punjab and Haryana; like
Patiala, Ludhiana, Kurukshetra and Ambala.
Data Collection:
Questionnaire Method: The primary data was collected by administering
structured questionnaire to the teachers of the degree colleges.
Nature of the Study: The “Descriptive Research Study” has been used.
The basic aim is to gain familiarity and to achieve new insights along with
describing the existing facts.

41. Technical Terms Used:
Job Satisfaction: Job satisfaction is a favorableness with which workers
view their job. It results when there is a fit between job requirement and
the wants and expectations of employees. In other words, it expresses
the extent of match between worker’s expectations (also aspiration) the
rewards, the job provides, the values it creates and get cherished.
Attitude towards Education: Attitude towards education of teachers is
the sum total of teachers’ inclinations and feelings, prejudice or bias, preconcerned notions, ideals, fears, threats and convictions about specific
situations. This attitude has great bearing on the ultimate quality of the
achievement.
LIMITATIONS OF THE STUDY:
1. The present study based on the data collected from sample-selected
from Anantnag district and in some parts of the Kashmir valley and the
result may vary from other places of India or the national average.
2. In this present study only those teachers were considered, who were
presently working in the colleges.
3. Keeping in view the less existence of degree colleges in rural and
semi-urban areas, the respondents selected from the degree colleges
located at urban areas.

42. CONCLUSION:
The study reveals that teachers are very satisfied with their jobs. The
male groups of teachers has the mean value 74.35, thus it corresponds to
the extremely satisfied category as per the manual. Similarly, the female
teachers also fall in the extremely satisfied category with the mean value
of 74.55. The computed t-value is 0.664, which is non-significant. Thus, it
is inferred that male and female teachers are not different from each other
on job satisfaction variable. The further conclusion is that both the male
and female teachers teaching in degree colleges have unfavorable
attitude towards education. The male teachers have the mean value 85.1
and female teaches have the mean attitude score of female degree
colleges’ teachers is higher than that of male teachers. Therefore, it is
evident that female degree colleges’ teachers have more favorable
attitude towards education as compared to their male counterparts. The
difference between the mean is non-significant with t-value 0.104. It is
inferred that both male and female teachers do not differ significantly
regarding the attitude towards education.

43. REFERENCES
1. Ahmad Nobi, Raheem Abdal and Jamal Sajid, “Job satisfaction among
school teachers”, The Educational review, Vol no.7. 2. Brunetti, Gerold J.
(2001), “Why do they teach? A study of job satisfaction among long term
high school teachers”, Teacher education Quarterly, Vol 28 No.3, PP 4974. 3. Dhingra, Ranjeet Kaur, “Effect of organizational climate on job
satisfaction
of
secondary
school
teacher”,
M.Ed.Thesis,
Punjabi
University Patiala.
4. Erquhart, Joe Ann, “Job satisfaction of middle school principals in
Virginia”, Dissertation Abstract International, Vol 7, Jan.
5. Howery, B.B., “Teacher technology training: A study of the Impact of
Educational Technology on teacher attitude and student achievement”,
Dissertation abstract International, Vol 62, no.3, September. 6. Kakker,
S.B., “Attitude of the teacher training and their parents towards teaching”,
The educational Review, Vol 12. 7. Noll, Rachel, “Factors that influence
teachers job satisfaction”, work in progress (Conference Abstract). 8.
Rama, K.v., “Attitude of teachers towards teacher centers”, The
educational Review, Vol 10, PP 176-77. 9. Shukla, Sharddha, “Attitude of

44. courage teachers towards profession”, The progress of Education, Vol
lxx11, 3, PP 69-72. 10. Singh, Hartez, “Impact on terrorism on physical
education teachers of Jammu and Kashmir state in relation to their Job
satisfaction, Personality and attitude towards education”, P.hd. Thesis,
Punjabi University Patiala. 11. Tewari, A.k., “Attitude towards teaching
profession of students”, The educational Review, Vol 106 PP 152-153.
12. Zirang, “The correlation between a principles leadership style and
teachers personality as perceived by the teacher and its effect on teacher
job satisfaction”, Dissertation Abstract International, 6(5), November.

45. BIBLIOGRAPHY
Anastasiadou, S.D. (2009) Job Commitment is Highly Influenced by Job
Motives and Job Satisfaction: The Case of Greek Teachers in Higher
Education, The International Journal of Knowledge, Culture and Change
Management, 7(7), 69-80.