Job Satisfaction of the University Teaching Staff: A case study of Sarhad University Peshawar Campus

Submitted by: Munazza Saleem MBA (HRM)

INSTITUTE OF MANAGEMENT STUDIES UNIVERSITY OF PESHAWAR

Session: 2008-2009

Job Satisfaction of the University Teaching Staff: A case study of Sarhad University Peshawar Campus

Research report submitted to the Institute of ManagementStudies in partial fulfillment of the requirement of the

Degree of Masters in Business Administration

May 2010

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InThe Name of

The Most Merciful and Compassionate The Most Gracious and Beneficent

The Most Omnipresent and Omnipotent Whose Help and Guidance I Always

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Solicit At Every Step and At Every Moment

INSTITUTE OF MANAGEMENT STUDIES

UNIVERSITY OF PESHAWAR

Job Satisfaction of the University Teaching Staff: A case study of Sarhad University Peshawar Campus

Supervisor:

Signature: _______________________

Name: Mr Zia -Ud-Din

Designation: Coordinator of the Research and Development division.

Organization: Institute of Management Studies University of Peshawar.

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DEDICATION

I dedicate this humble

effort to my parents

who always prayed for my

success

and supported me

spiritually and

financially In Every stage

of life

PREFACE

Institution is the first step toward knowledge. The environment has been conducive

towards triggering my lust for knowledge. My research was an exhilarating endeavor.

This study was conducted to determine the level of teachers’ job satisfaction as

perceived by the teachers. This study included a sample of 30 teachers from Sarhad

University of Science and Information Technology. In this investigation, the

instrument was developed from the literature reviews, related researches, and

experiences and based on questionnaire. Questionnaire was employed to evaluate

teachers’ satisfaction and to identify areas of teachers’ satisfaction and

dissatisfaction. The data collected was analyzed in accordance with the research

objectives and hypotheses. The results of the study showed that the factors found as

the causes of satisfaction or dissatisfaction are related either to the motivator factors

or to the hygiene factors of the two factor theory.

I believe that the process of learning never stops, this report is the first step towards

the long journey of attaining knowledge. May Allah be with me in all the test of time.

(AMEEN)

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ACKNOWLEDGEMENTS

“We bow before almighty for His might blessings.”

First of all I am extremely indebted to almighty Allah Who favored me in every

moment and granted me with knowledge, courage and wisdom to complete this

report.

I express my deepest thanks and gratitude to my project supervisor

Sir Zia-Ud-Din due to his encouragement and motivation my report congregate to

completion, who helped me through out my research while at the same time

providing just the right amount of guidance to ensure that my efforts contribute to the

mainstream of my research.

I would also like to appreciate the vital role of my family members, as they were

the ones who laid the milestone of my academic career and helped me to achieve this

pro ultimate goal of my career.

MUNAZZA SALEEM

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TABLE OF CONTENTS

SECTION 1 111 INTRODUCTION 12

1.1 BACKGROUND OF THE STUDY 121.2 PURPOSE OF THE STUDY 131.3 RESEARCH QUESTION 14

1.4 RESEARCH OBJECTIVES 14 1.5 SCOPE OF THE STUDY 14

1.6 UNIT OF THE STUDY 151.7 RESEARCH TECHNIQUES 15

1.7.1 PRIMARY SOURCES 151.7.2 SECONDARY SOURCES 15

1.8 LIMITATIONS 15 1.9 THEORY FORMULATION 16 1.9.1 THEORETICAL FRAMEWORK 16

2.0 SCHEME OF THE REPORT 18

SECTION2 212 LITERATURE REVIEW 222.1 INTRODUCTION 222.2 MOTIVATION 242.3 THEORY OF MOTIVATION 252.4 TEACHERS’ JOB SATISFACTION 26

2.5 VARIABLES 282.5.1 Dependent Variable 282.5.2 Independent Variables 30

2.5.2.1 Career prospect 302.5.2.2 Salary 302.5.2.3 Supervision 31

2.5.3 Moderating Variable 312.5.3.1 Culture and Policies 31

2.5.4 Intervening Variable 312.5.4.1 Working Environment 31

2.6 HYPOTHESIS DEVELOPMENT 32

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SECTION3 333 ANALYSIS AND FINDINGS 333 DATA ANALYSIS 343.1 INTRODUCTION 343.2 POPULATION AND SUBJECTS 343.3 DATA COLLECTION 343.4 ANALYSIS OF THE FACTORS INFLUENCING JOB

3.4.1 SATISFACTION IN RELATION TO CAREER PROSPECT 353.4.2 SALARY AS A FACTOR OF JOB SATISFACTION 373.4.3 JOB SATISFACTION IN RELATION TO SUPERVISION 383.4.4 SATISFACTION IN RELATION TO JOB ITSELF 403.4.5 WORK-LIFE BALANCE 413.4.6 EMPLOYEE RECOGNITION AND APPRECIATION 423.4.7 ALIGNMENT IN EMPLOYEES VALUES AND

RGANIZATIONAL VALUES 433.4.8 SATISFACTION IN RESPONSE TO EMPLOYEES VOICE 443.4.9 OPINION REGARDING THE POLICIES AND PRACTICES

TOWARDS THE EMPLOYEES IN THE ORGANIZATION 453.5 THE FINDINGS OF THE STUDY46

SECTION 4 494 CONCLUSION 504.1 INTRODUCTION 504.2 JUDGMENT OF HYPOTHESIS 504.3 CONCLUSION 514.4 RECOMMENDATIONS 53

4.4.1 INTRODUCTION 534.4.2 THE LINK BETWEEN WORK APPROACH AND JOB

SATISFACTION 534.4.2 THE LINK BETWEEN WORK APPROACH AND JOB

SATISFACTION 534.4.3 RECOMMENDATIONS 54

SECTION 5 575 PROPOSED ACTION PLAN 575.1 INTRODUCTION 585.2 ACTION STEP 1 595.2.1 ACTION STEP 1 ASSESSMENT 595..3 ACTION STEP 2 59

5.3.1 ACTION STEP 2 ASSESSMENT 605.4 ACTION STEP 3 61

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LIST OF FIGURES

1. FIGURE 1.1 OUTLINE OF THE REPORT 19

2. FIGURE 1.2 THEORETICAL FRAMEWORK 20

3. FIGURE 2.2 TWO FACTOR THEORY 26

4. FIGURE 3.1 SATISFACTION IN RELATION TO

CAREER PROSPECTS 35

5. FIGURE 3.2 SATISFACTION IN RELATION TO

CAREER PROSPECTS 36

6. FIGURE 3.3 SALARY AS A FACTOR OF JOB SATISFACTION 37

7. FIGURE 3.4 JOB SATISFACTION IN RELATION

TO SUPERVISION 38

8. FIGURE 3.5 JOB SATISFACTION IN RELATION

TO SUPERVISION 39

9. FIGURE 3.6 SATISFACTION IN RELATION TO JOB ITSELF 40

10. FIGURE 3.7 WORK-LIFE BALANCE 41

11. FIGURE 3.8 EMPLOYEE RECOGNITION AND APPRECIATION 42

12. FIGURE 3.9 ALIGNMENT IN EMPLOYEES VALUES AND

ORGANIZATIONAL VALUES 43

13. FIGURE 3.10 SATISFACTION IN RESPONSE TO

EMPLOYEES VOICE 44

14 FIGURE 3.11OPINION REGARDING THE POLICIES

AND PRACTICES TOWARDS THE EMPLOYEES IN

THE ORGANIZATION 45

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EXECUTIVE SUMMARY

Job satisfaction pertains to ones feelings regarding the job and the work place. The

source of job satisfaction is not only the job; it is created from working environment,

supervision style, interpersonal relationship, and organizational culture. At present

job satisfaction has been an important issue. The researcher interest was to analyze

job satisfaction from organizational perspective. The purpose of this study was to

investigate factors related to job satisfaction and the role of career prospects, salary,

and supervision. Job satisfaction is subjective in nature and tracking job satisfaction

is an elusive endeavor. Employees experience different levels of satisfaction

throughout each workday. The unit of analysis is job satisfaction among faculty

members in Sarhad University. There are many studies and literature about job

satisfaction. But little literature is available on teachers’ job satisfaction. To look into

job satisfaction is significant as it shapes performance. Here, efforts were given to

frame all the insights of job satisfaction perceived by the teachers. Job satisfaction

was taken as a dependent variable, where factors such as individual, organizational

characteristics and mechanics of the job had effects on it. Of the 3 independent

variables entered into the framework, salary clearly emerged as the most powerful

determinant of variation in job satisfaction among Sarhad University employees.

Herzberg viewed achievement, recognition, challenging work, responsibility and

development as motivating factor for job satisfaction. Hygiene factors are

environment, administration, supervision, working condition, interpersonal relation

security, status and salary. In this study the teacher’s job satisfaction or

dissatisfaction is caused by both the factors of motivation and hygiene. During the

study the factors found as the causes of satisfaction or dissatisfaction are related

either to the motivator factors or to the hygiene factors.

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SECTION 1

INTRODUCTION

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1 INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Job satisfaction is one of the most widely discussed and enthusiastically studied

constructs in such related disciplines as industrial-organizational psychology,

organizational behavior, personnel and human resource management and

organizational management.

It is a generalized affective orientation to all aspects of the job. In simple

terms, it is the extent to which one feels good about the job. Job satisfaction pertains

to ones feelings regarding the job and the work place. The source of job satisfaction

is not only the job; it creates from working environment, supervision style,

interpersonal relationship, and organizational culture also.

At present job satisfaction has been an important issue. People are interested

to work where they get job satisfaction. It is human behavior. But in reality how far

such job satisfaction is ensured in different jobs. The researcher interest was to

analyze job satisfaction from organizational perspective.

This study has tried to reveal the job satisfaction among the faculty members

of Sarhad University of Science and Information Technology Peshawar Sarhad

University of Science & Information Technology (SUIT), Peshawar, is a renowned

name in the educational circles of Pakistan and abroad. It was established in 2001

through an Ordinance of the Government of Khyber Pakhtunkhwa and is duly

recognized by the Higher Education Commission (HEC). Later, on 10th August 2008

the University was upgraded to the highest category (W) by HEC. Since its inception,

the University has made commendable achievements in disseminating quality

education and, in a short span of time; it has become a leading institution of higher

education in Pakistan. The University offers a wide range of programs from bachelor

to doctoral level. These programs are executed through highly qualified and

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professionally groomed faculty holding PhD degrees from renowned institutions of

Pakistan and abroad.

The University is dedicated to imparting high quality education with emphasis on

demand-oriented skill-development and training under excellent conditions of

learning. Its educational programs are designed to enable the students and servicemen

to develop skills and competence in their respective areas of specialization obtain

broad-based, cross-functional education with due emphasis on developing critical,

analytical and logical thinking, and knowledge of societal matters. The education is

cost-based, but affordable. The University is devoted to students' welfare and intends

to provide all support and guidance in their pursuit of successful careers and jobs.

This study had examined how the faculty perceived the term job satisfaction and also

marked the causes those make them either satisfied or dissatisfied.

1.2 PURPOSE OF THE STUDY

The purpose of this study was to investigate factors related to job satisfaction and the

role of career prospect, salary, and supervision. The objectives guiding the study

included:

The first purpose of the study was to fulfill the requirements of Master of

Business Administration Degree at the Institute of Management Studies.

Human resource is considered as the most important “Intellectual Asset” of

any organization. No longer can organizations afford to devalue and

demoralize their workers to succeed at the expense of those who help make

success possible. The second purpose of this study was to analyze “The

Human Resource Practices in the Sarhad University of Science and

information Technology, Peshawar and to assist the management of the

Sarhad University in optimal utilization of its human resources in best

possible manner.

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1.3 RESEARCH QUESTION

Is the Teaching Staff of Sarhad University of Science and Information Technology

Peshawar Campus Satisfied with their Job.

1.4 RESEARCH OBJECTIVES

In the research paper an emphasis has been directed towards the following objectives:

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To Analyze the current HR practices in Sarhad University of Science and

Information Technology Peshawar campus.

To identify the level of Job Satisfaction in the teaching staff of Sarhad

University of Science and Information Technology peshwar campus.

Suggest best HR practices more precisely to improve the level of Job

Satisfaction among the teaching staff of Sarhad university of Science and

Information Technology Peshawar campus.

1.5 SCOPE OF THE STUDY

The scope of this study was confined to Institute of Management Studies, Peshawar.

Its main focus was on human resource development section of Sarhad University and

in this way emphasis had been laid to study their approaches towards the strategies to

make work more gratifying for their employees. Tracking job satisfaction is an

elusive endeavor. Employees experience different levels of satisfaction throughout

each workday. And job satisfaction is subjective in nature. Just as siblings born to

and raised by the same parents can look on their upbringings as being totally

different, employees who hold identical jobs in the same company, receive the same

compensation, and report to the same management can have very different levels of

job satisfaction. These differences are due in part to the individual worker's

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personality and perspective and to a multitude of variables that are directly related to,

and have an overwhelming influence on, job satisfaction.

1.6 UNIT OF THE STUDY

The unit of analysis was job satisfaction among faculty members in Sarhad

University. Responses from the staff had been analyzed.

1.7 RESEARCH TECHNIQUES

1.7.1 PRIMARY SOURCES

It is collected especially to address a specific research objective. The method

employed to collect the data were Questionnaires and personal observations.

1.7.2 SECONDARY SOURCES

It refers to the data that is already available for purposes other than the present issues.

It is useful because certain information is available only via secondary sources.

Secondary sources significantly used for this research are journals; websites and

articles extensively researched and analyzed.

1.8 LIMITATIONS

The study had several limitations but few are worth mentioning:

o Time factor was one of the crucial limitations of the study. Collecting data

requires a lot of time and is very difficult to conduct a thorough research in just a

few a months.

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o Limited information was available because the employees were too busy and over

worked to provide detailed information.

1.9 THEORY FORMULATION

1.9.1 THEORETICAL FRAMEWORK

Job satisfaction is anchored in multiple theoretical frameworks regarding

organizational and motivational psychology (Green, 2000). Green concluded that

there were several historical frameworks (Adams, 1963; Glisson & Durick, 1988;

Herzberg, 1966; Maslow, 1954; Quarstein, McAfee, & Glassman, 1992; Vroom,

1964) and can be thought of as:

Content theorists,

Process theorists,

Content theorists (e.g., Herzberg, 1966; Maslow, 1954) stated that need fulfillment

leads to overall job satisfaction (Locke, 1976). Or to put it in more simple words

these theories assume that all individuals possess the same set of needs and therefore

prescribe the characteristics that ought to be present in jobs.

Next, process theorists (e.g., Vroom, 1964; Adams, 1963) explained job satisfaction

as the interaction between expectancies, values, and needs (Gruneberg, 1979). These

theories stress the difference in people’s needs and focus on the cognitive processes

that create these differences.

The theoretical approach used in this study to examine job satisfaction among

Sarhad University faculty is Herzberg’s (1966) two-factor theory of motivation.

Herzberg’s (1966) classic study of accountants and engineers was critical in

developing his two-factor theory of motivation. In his book Work and the Nature of

Man, he proposed hygiene factors (factors extrinsic to the job) and motivational

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factors (factors intrinsic to the job) as important factors that affected overall

employee motivation and job satisfaction. Extrinsic factors were labeled

dissatisfaction issues surrounding the job and included supervision, company policy

and administration, working conditions, interpersonal relations with peers, and

interpersonal relations with superiors, interpersonal relations with subordinates,

status, job security, salary, and personal life. The intrinsic factors were identified as

six needs or satisfaction issues. These six needs that motivate people to work are

physiology, safety, belongingness, autonomy, self-understanding, and creativity.

Herzberg further defined these six needs as achievement, recognition for

achievement, the work itself, responsibility, advancement, and possibility for growth.

Herzberg’s research defined an individual’s total needs and level of satisfaction

within the realm of work, and his intrinsic and extrinsic factors focused “attention

upon the work itself as a principle source of job satisfaction” (Green, 2000, p. 8).

However, Smith et al. (1969) defined their construct of job satisfaction “as the

feelings a worker has about his job” (p. 100). More specifically, as described by

Kinicki, McKee-Ryan, Schriesheim, and Carson (2002), Smith et al. conceptualized

satisfaction around two sub domains:

1. An evaluative-general-long-term domain, which is concerned with assessing how

an individual’s current job compares with other jobs over his or her lifetime, and

2. A descriptive-specific-short-term domain, which focuses on assessing satisfaction

within the day-to-day operations of an individual’s current job. (p. 14)

Smith et al.’s book The Measurement of Satisfaction in Work and Retirement,

attempted to clarify many of the overlapping terms that were used by the multiple job

satisfaction researchers and define what ultimately were classified as job satisfaction

factors. Working with Kendall and Hulin and following an extensive study that began

at Cornell University in 1959, Smith’s work was not a single study but an exploration

of job satisfaction research. Out of that meticulous detail and their original

framework, Smith et al. developed protocols for studying job satisfaction factors in

what has become referred to by the name of the survey instrument, the Job

Description Index (JDI).

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Many of the higher education studies conducted have included multiple job

satisfaction factors for faculty members. Additionally, many researchers have

examined job satisfaction among many professional groups, utilizing the job

satisfaction factors that were established by Herzberg (1966) and Smith et al. (1969).

For purposes of this study, as the researcher I combined Herzberg’s and Smith et al.’s

frameworks to represent the best theoretical approach to job satisfaction among

Sarhad University faculty. After entry into an organization like a university, a faculty

member evaluates intrinsic and extrinsic factors within and around the university

(Herzberg). During this interaction process, the faculty member’s experiences and

feelings affect the faculty member’s level of satisfaction within the institution (Smith

et al.). As a researcher I used these satisfaction frameworks in order to establish a

foundation for understanding Sarhad University faculty job satisfaction. These two

frameworks guided me as the researcher in measuring factors for Sarhad University

faculty job satisfaction.

2.0 SCHEME OF THE REPORT

This report is divided into five sections. The first section comprises of introduction to the

study as well as the report. The second section provides the reader with a literature

review on previous research within the area of job satisfaction. Section three describes

the analysis of the data and findings in this report. In section four we draw some

conclusions about the findings from the analysis and also present some implications. And

finally, in section five, we present the proposed action plan.

The report is divided into five chapters.

Section1 Introduction to the Report (Pre proposal)

Section2 Literature Review

Section3 Analysis

Section4 Findings and Recommendation

Section5 Proposed Action Plan

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1. Introduction1. Introduction

2. Literature Review2. Literature Review

3. Analysis and Findings3. Analysis and Findings

4. Conclusion and Recommendations4. Conclusion and Recommendations

5. Proposed Action Plan5. Proposed Action Plan

Figure 1.1 Outline of the Report

Working Environment

(Social environment)Working Environment

(Social environment)Career

ProspectCareer

Prospect

SalarySalary

SupervisionSupervision

Job SatisfactionJob Satisfaction

Independent Variable 2

Culture and Policies

Culture and Policies

Independent Variable 3

Independent Variable 1

Moderating Variable

Dependent Variable

Intervening Variable

Figure 1.2 THEORETICAL FRAMEWORK

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SECTION2

LITERATURE REVIEW

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2 LITERATURE REVIEW

In this chapter we would review earlier studies within the research purpose

area. The aim of this section is to provide relevant literature in the field of job

satisfaction. It is important and worthwhile to go through a number of

different texts related to job satisfaction.

2.1 INTRODUCTION

The management of people at work is an integral part of the management process. To

understand the critical importance of people in the organization is to recognize that

the human element and the organization are synonymous. A well-managed

organization usually sees an average worker as the root source of quality and

productivity gains. Such organizations do not look to capital investment, but to

employees, as the fundamental source of improvement. An organization is effective

to the degree to which it achieves its goals. An effective organization will make sure

that there is a spirit of cooperation and sense of commitment and satisfaction within

the sphere of its influence. In order to make employees satisfied and committed to

their jobs, there is need for strong and effective motivation at the various levels,

departments, and sections.

Since it was pioneered in the 1930s, the study of employees’ attitudes to their

work and, more specially, of job satisfaction, has contributed a substantial body of

knowledge about what makes people happy or unhappy with their jobs. (Locke,

1969) cited in Evans, p-3) Job satisfaction can be viewed as “a pleasurable or positive

emotional state resulting from the appraisal of ones job experience. (Locke, 1976)

defined job satisfaction as “When someone is satisfied with his or her job that is job

satisfaction.” There are two approaches of job satisfaction. According to Hackman

(1975) if you want X from your work then you are satisfied to the extent that it

provides you with X. On the other hand the job characteristics model suggests the

causes of job satisfaction are objective characteristics. Basically, job satisfaction is

about liking your job and finding fulfillment in what you do. It combines an

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individuals feelings and emotions about their and how their job affects their personal

lives. Paul Spectors (1985) define job satisfaction as a cluster of evaluative feelings

about the job. He identified 9 facets of job satisfaction.

1. Pay- amount and fairness or equity of salary.

2. Promotion-opportunities and fairness of promotion.

3. Supervision-fairness and competence at managerial tasks by ones supervisor

4. Benefits- insurance, vacation, and fringe benefits

5. Contingent procedures-sense of respect, recognition and appreciation.

6. Operating procedure-policies, procedures, rules, perceived red tape.

7. Coworkers- perceived competence and pleasantness of ones colleagues.

8. Nature of work- enjoyment of the actual tasks themselves.

9. Communication- sharing information within the organization (verbally or in

writing)

There is no one definition that sums up job satisfaction but there are many theories on

what contributes positively or negatively to those feelings. Stemple (2003) notes that

“Today the classic theories of Maslow (1943), Herzberg (1968) and Vroom (1964) on

job satisfaction serve as the foundation for much of the modern day studies.” These

classic theories have doled out as a basis for the evolution of job satisfaction research

and have served as a springboard for research inside and outside the field of

education. Because these classic theories have transcended into the field of education,

from a historical perspective, it is important to look at the classic theories of job

satisfaction. In their book on theories of job satisfaction, Campbell, Dunnettee,

Lawler and Weik (1970) divide the present –day theories of job satisfaction into two

groups, content theories which give an account of the factors that influence job

satisfaction and process theories that try to give an account of the process by which

variables such as expectations, needs, and values relate to the characteristics of the

job to produce job satisfaction. Maslow (1943) Needs hierarchy theory and its

development by Herzberg into the Two Factor theory of job satisfaction are examples

of content theories. Equity, fulfillment and Vroom’s (1964) expectancy theory are

examples of process theory.

There are three important dimensions to job satisfaction.

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First, job satisfaction is an emotional response to a job situation. As such, it cannot

be seen; it can only be inferred.

Second, job satisfaction is often determined by how well outcomes meet or exceed

expectations. For example, if organizational participant feel that they are working

much harder than others in the department but are receiving fewer rewards, they will

probably have a negative attitude toward the work, the boss, and/or coworkers. They

will be dissatisfied. On the other hand, if they feel they are being treated very well

and are being paid equitably, they are likely to have a positive attitude towards the

job. They will be job satisfied.

Third job satisfaction represents several related attitudes. Smith, kendall, and Hullin

have suggested that there are five job dimensions that represents the most important

characteristics of a job about which people have affective response. They are:

1. The work itself: the extent, to which the job provides the individual with

interesting tasks, opportunities for learning, and the chance to accept responsibility

2. Pay: The amount of financial remuneration that is received and the degree to which

this is viewed as equitable vis-à-vis that of others in the organization

3. Promotion opportunities: the chances for advancement in the hierarchy

4. Supervision: the abilities of the supervisor to provide technical assistance and

behavioral support

5. Coworkers: the degree to which fellow workers are technically proficient and

socially supportive (Luthans, 1995) organizational behavior, p-126

2.2 MOTIVATION

Motivation is a basic psychological process. A data-based comprehensive analysis

concluded that competitiveness problems appear to be largely motivational in nature

(Mine, Ebrahimi, and Wachtel, 1995). Along with perception, personality, attitudes,

and learning, motivation is a very important element of behavior. Nevertheless,

motivation is not the only explanation of behavior. It interacts with and acts in

conjunction with other cognitive processes. Motivating is the management process of

influencing behavior based on the knowledge of what make people tick (Luthans,

1998). Motivation and motivating both deal with the range of conscious human

behavior somewhere between two extremes:

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reflex actions such as a sneeze or flutter of the eyelids; and

learned habits such as brushing one's teeth or handwriting style (Wallace and

Szilag 1982: 53).

Luthans (1998) asserts that motivation is the process that arouses, energizes,

directs, and sustains behavior and performance. That is, it is the process of

stimulating people to action and to achieve a desired task. One way of stimulating

people is to employ effective motivation, which makes workers more satisfied with

and committed to their jobs. Money is not the only motivator. There are other

incentives which can also serve as motivators.

2.3 THEORY OF MOTIVATION

Herzberg et al.’s Two Factor Theory

Two-factor theory proposes that job satisfaction and dissatisfaction are in fact two

separate dimensions .Job satisfaction is seen as running along with a continuum

anchored from job neutral (neither job satisfied nor dissatisfied) to job satisfied.

According to Herzberg, people have two different categories of needs that are

essentially independent of each other and effect behavior in different ways. He found

that when people felt dissatisfied with their jobs, they were concerned about the

environment in which they were working. On the other hand when people felt good

about their jobs, this had to do with the work itself. Herzberg called the first category

of needs hygiene or maintenance factor.

Hygiene because they describe people environment and serve the primary function of

preventing job dissatisfaction. Maintenance-because they are not completely

satisfied---they have to continue to be maintained, Herzberg called second category

of needs motivators since they seemed to be effective in motivating people to

superior performance. The motivator and the hygiene factors are as follows:

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Motivator Factors Hygiene Factors

The job itself Environment

Achievement Policies and administration

Recognition and accomplishment

Supervision

Challenging work Working condition

Increased responsibility Interpersonal relation

Growth and development Money, status, security

Figure 2.1

2.4 TEACHERS’ JOB SATISFACTION

There are many studies and literature about job satisfaction. But little literature is

available on teachers’ job satisfaction. Nias (1989) p-83 comment on teachers job

satisfaction” I encountered several difficulties….The first was a conceptual one. As a

topic for enquiry, teachers’ job satisfaction has been largely ignored. Partly in

consequence, it lacks clarity of definition.”

Linda Evans (1998) identified the factors affecting the teacher’s job satisfaction in

some levels.

Level I: Policy and condition of service.

Pay structure. A well pay structure brings more satisfaction

Level II: Leadership style. (Of the head (supervisor or the senior teachers))

Organizational climate: It includes the pattern of management of the

institute, method of accountability of the teachers, level of local people interference,

freedom of teachers etc.

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Level III: This level suggested determinants of job satisfaction are, typically,

individuals needs fulfillment, expectations fulfillment or values congruence.

Individual’s norms, values, personality and emotion reflect in this level.

Leadership plays an important role on job satisfaction. ”Head teachers who adopt

laissez faire styles of leadership, for example may be considered to exert very little

influence on the school-specific circumstances and situations that potentially affect

teacher morale, job satisfaction and motivation”. (Linda Evans -1998, Teachers moral

and job satisfaction)

“Teachers are feeling disillusioned, demoralized and angry at being forced to

carry out unpopular government policies, while being constantly blamed for society’s

ills. They are fed up with having to teach children in ever larger classes, working in

schools which are dilapidated, under funded and overstretched” (ibid P-3)

How individual teachers view themselves as contributors to the whole school

appears to be important to their level of satisfaction beyond the classroom, and the

formation of this view of teachers is related to their school culture environment

(Lortie, 1975) Cultures with characteristics expressed in terms of collegiality and

collaboration generally are those types that promote satisfaction and feelings of

professional involvement of teachers (Hargreaves 1994; Leithwood, Leonard &

Sharratt, 1998). Others types of cultures that creates, maintain, and reinforce isolation

do little to help teachers resolve issues or to learn new techniques to help them teach.

These cultures of isolation and balkanization (Hargreaves. 1994) actually contribute

to teacher dissatisfaction and to a loss of certainty about their professional

competence (Rosenhltz. 1989).

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2.5 VARIABLES

This section is an attempt to develop a framework for analyzing job satisfaction

among the staff of the above mentioned organization. To draw an analytical

framework it seems necessary to establish the relationship between independent and

dependent variables and to relate them with the theoretical perspective. Job

satisfaction can be considered both as an independent and as a dependent variable. As

an independent variable, job satisfaction is recognized as the cause of phenomena

such as turnover, absenteeism, retention, and productivity. As a dependent variable,

job satisfaction is seen as caused by factors such as individual, organizational

characteristics, and mechanics of the job. In this study, job satisfaction was treated as

a dependent variable and response of the teachers was congregated.

2.5.1 Dependent Variable

Job satisfaction is a very simple term when someone is satisfied with his job that is

job satisfaction. It is like that when any job is fulfilled one’s expectation that is job

satisfaction. Porter, Lawler and Hackman (1975) define job satisfaction as a feeling

about a job that “is determined by the difference between all those things a person

feels he should receive from his job and all those things he actually does receive.”

Basically, job satisfaction is about liking your job and finding fulfillment in what you

do. It combines an individual’s feelings and emotions about their job and how their

job affects their personal lives. But it is only psychological expression. Our concern

is job satisfaction from administrative, socio-economic and organizational context.

Paul Spectors (1985) define job satisfaction as a cluster of evaluative feelings about

the job. He identified 9 facets of job satisfaction.

1. Pay- amount and fairness or equity of salary.

2. Promotion-opportunities and fairness of promotion.

3. Supervision-fairness and competence at managerial tasks by ones supervisor

4. Benefits- insurance, vacation, and fringe benefits

29

5. Contingent procedures-sense of respect, recognition and appreciation.

6. Operating procedure-policies, procedures, rules, perceived red tape.

7. Coworkers- perceived competence and pleasantness of ones colleagues.

8. Nature of work- enjoyment of the actual tasks themselves.

9. Communication- sharing information within the organization (verbally or in

writing)

Job satisfaction is directly linked with some organizational phenomena, like

hierarchy, supervision. Workers preferred decentralized administration. Participation

in decision making can bring job satisfaction. Smith, Kendall, and Hullin have

suggested that there are five job dimensions that represent the most important

characteristics of a job about which people have affective response. They are

1. The work itself: the extent, to which the job provides the individual with

interesting tasks, opportunities for learning, and the chance to accept responsibility

2. Pay: The amount of financial remuneration that is received and the degree to which

this is viewed as equitable vis-à-vis that of others in the organization

3. Promotion opportunities: the chances for advancement in the hierarchy

4. Supervision: the abilities of the supervisor to provide technical assistance and

behavior support

5. Coworkers: the degree to which fellow workers are technically proficient and

socially supportive (Luthans, 1995) organizational behaviour, p-126.

Evans identified the levels of job satisfaction which indicate some factors of job

satisfaction for teacher.

Level I: Policy and condition of service.

Pay structure: A well pay structure brings more satisfaction

Level II: Leadership style. (Of the head (supervisor or the senior teachers))

Organizational climate: It includes the pattern of management of the school

(university), method of accountability of the teachers, level of local people

interference, freedom of teachers etc.

30

Level III: This level suggested determinants of job satisfaction are, typically,

individual’s needs’ fulfillment, expectations fulfillment or values congruence.

Individual’s attitude, norms, values, personality and emotion reflects in this level.

2.5.2 Independent Variables

This study has tried to determine teachers’ job satisfaction. It is dependent upon some

factors those are termed as independent variables like, career prospects,

remuneration/salary, and supervision.

2.5.2.1 Career prospect

In very simple term career prospect means how far a job can ensure ones career in a

job. It means whether the job is supporting the employee to be established or give

scope to develop ones career. Career has some phases. It starts with Recruitment and

selection. The other phases are: promotion, training and transfer as well as placement.

Their satisfaction and dissatisfaction depends upon these factors through which a

teacher can reach to the ultimate goals of the job. Fairness of recruitment process and

on time promotion to the higher position brings satisfaction to the teachers. If any one

gets positive support from their job it will create job satisfaction. If there is no

fairness of recruitment, training and promotion system overall limited career prospect

it will bring dissatisfaction to every one. Thus career prospect of a job is highly

interlinked with job satisfaction.

2.5.2.2 Salary

One of the most important purposes to do a job is getting remuneration. If one gets a

attractive salary by which one can afford the living may cause job satisfaction. But if

the salary cannot bear ones expenditure one should not be satisfied with the salary.

Thus salary directly impacts on job satisfaction.

31

2.5.2.3 Supervision

Dogmatism of the supervisor or nuisance in the name of supervision many time cause

dissatisfaction to the subordinates. This is linked to environment and the culture of

the organization. Its protraction brings the teachers dissatisfied to their profession.

2.5.3 Moderating Variable

2.5.3.1 Culture and Policies

Culture is mental software of the mind. It is learned, not innate. It derives from one’s

social environment rather than from one’s genes. Culture should be distinguished

from human nature on one side and from an individual’s personality on the other

(Hofstede -2005). Organizational culture is the social glue that binds members of the

organization together (Kreitner 1995). The relationship between superior and

subordinate, decision making, delegation of authority, types of leadership, and

bureaucratic power are part of organizational culture. Job satisfaction is related to

these criteria. Like if decision making process is participative every one should be

satisfied on the other hand undemocratic decision making process creates

dissatisfaction.

2.5.4 Intervening Variable

2.5.4.1 Working Environment

The social environment covers teacher – student relationship, interpersonal

relationship among the colleagues, head teacher – assistant teachers’ relationship, and

teachers’ - guardian relationship attitudes of the university managing committee as

well as the local elites. If such relation is good some one can be satisfied with the job,

32

but because of antagonistic relation one may be dissatisfied with their job. Thus

environment plays a vital role in context of job satisfaction.

2.6 HYPOTHESIS DEVELOPMENT

Job satisfaction is commonly defined as the extent to which employees like their

work. It is an attitude based on employee perceptions (negative or positive) of their

jobs or work environments. Most efforts to explain job satisfaction have been

dominated by the person-environment fit paradigm. Simply stated, the more a

person's work environment fulfills his or her needs, values, or personal

characteristics, the greater the degree of job satisfaction. Several of the most popular

theoretical applications of the person-environment fit approach to the study of job

satisfaction have looked at fulfillments, job characteristics, met expectancies, value

attainment, equity, organizational justice, and personal traits.

Based on the review of literature, 3 hypotheses were formulated for the study:

They are as follows:

Hypothesis 1: There is a relationship between opportunities for career

advancements and job satisfaction of personnel.

Hypothesis 2: There is a relationship between salary and job satisfaction of

personnel.

Hypothesis 3: There is a relationship between supervision and job satisfaction of

personnel.

33

SECTION3

ANALYSIS AND FINDINGS

34

3 DATA ANALYSIS

3.1 INTRODUCTION

The main purpose of this study was to look into job satisfaction of the faculty

members of Sarhad University. The rationale was to explore the relationship between

selected variables and job satisfaction.

3.2 POPULATION AND SAMPLE

For this purpose the responses of the concerned faculty members was gathered

through questionnaires. To test the hypotheses on factors influencing variation in job

satisfaction, data was collected from a population of 55 by selecting a sample size of

30. The questionnaires were designed to assess employees’ perception about 3

different facets of the workplace these were career advancement opportunities,

supervision, and salary. Job satisfaction was measured by using different indicators

for this purpose.

3.3 DATA COLLECTION

The questionnaire was constructed in a way so that the researcher could get scientific

data.

35

3.4 ANALYSIS OF THE FACTORS INFLUENCING JOB SATISFACTION OF TEACHERS

3.4.1 SATISFACTION IN RELATION TO CAREER PROSPECTS

Opportunities to learn and grow in the organization

Yes, 19, 63%

No, 11, 37%

Yes

No

Figure 3.1

The analysis revealed that career prospects was a significant factor of job satisfaction.

As conjectured, the availability of career advancement opportunities exerted

powerful effects on job satisfaction. 63 % of the employees opined that the

organization does offer chances of career- advancement opportunities.

36

The most important factor that attracts employees toward this organization

Structure and culture,

6, 20%

Salary, 1, 3%

Motivation, 1, 3%

Career Prospect, 22, 74%

Structure and culture

Salary

Motivation

Career Prospect

Figure 3.2

Moreover, when asked about the most important factor that attracts employees

towards this organization 74% of the employees believed that it is the career

prospects that serves as a significant reason of appeal.

37

3.4.2 SALARY AS A FACTOR OF JOB SATISFACTION

Salary as a factor of Job Satisfaction

Satisfied, 9, 30%

Average, 1, 3%Dissatisfied,

20, 67%

Satisfied

Average

Dissatisfied

Figure 3.3

Salary is the top most factor which causes dissatisfaction amongst the faculty

members. Here Job satisfaction is found to be directly linked with compensation.

Any job must have some sort of financial outcome. The higher the reward, the higher

will be the employee satisfaction level. As shown in the pie chart teachers opined that

they feel their salary in acknowledgement to their responsibilities is not equitable.

According to Herzberg’s two factor theory, salary is a hygiene factor which causes

dissatisfaction. If salary is low the employees become dissatisfied with their jobs.

Thus the inequitable salary structure causes dissatisfaction among the faculty

members.

38

3.4.3 JOB SATISFACTION IN RELATION TO SUPERVISION

Supervisor as an effective Manager

Average, 13, 43%

Dissatisfied, 2, 7%

Satisfied, 15, 50%

Satisfied

Average

Dissatisfied

Figure 3.4

Supervision is a factor that affects job satisfaction. Supervisors have the potential to

influence working conditions and the existence of a collegial environment. Perhaps

the manner in which supervision is carried out is more important than whether it is

carried out. When the respondents were asked whether they feel their supervisor was

an effective manager, 50% of them opined that they are satisfied with their

supervisor’s management skills.

39

Supervisor's Care toward Employees

Satisfied, 19, 63%

Average, 9, 30%

Dissatisfied, 2, 7%

Satisfied

Average

Dissatisfied

Figure 3.5

When a teacher gets recognition of his or her work through praise from his/her

supervisor, is then satisfied with the person in charge. The respondents claimed that

personality, attitude and management skills of head teachers shape their job

satisfaction. According to Linda’s (1998) five significant factors regarding

supervision which affect subordinates job satisfaction; personality, interpersonal

behavior, mission, professionalism and management skills. We observe from the

statistics (63% satisfied), employees are pretty pleased with the kind of treatment

they have from the person in charge and as hypothesized, a relationship between

supervision and job satisfaction exerted powerful effects on job satisfaction.

40

3.4.4 SATISFACTION IN RELATION TO JOB ITSELF

Extent to which Employees Value their Work

Yes, 29, 97%

No, 1, 3%

Yes

No

Figure 3.6

For any organization to succeed, it is vital that employees are able to exert the

required effort to produce the desired output. However, this is easier said than done.

(Engagement is a term used to describe a situation where employees are motivated to

help the organization succeed and know how to help it achieve its goals.). Employees

in this organization value their work, 97% of employees opined that they have a

positive attitude toward their work, so we witness a promising situation since the

organization is cashing an opportunity to motivate and focus on employees in ways

that is having and will continue to have a real impact on efficiency and performance.

41

3.4.5 WORK-LIFE BALANCE

Work-life Balance

Yes, 12, 40%

No, 18, 60%

Yes

No

Figure 3.7

Work/life balance as being "about helping teachers combine work with their social

life outside work". This includes a sense of control, personal fulfilment, career

development, work flexibility, physical and emotional wellbeing, and the will of both

employers and employees to ensure that the staff enjoy a work/life balance. But from

the satistics it is obvious that there is a severe need for the management to provide

flexibility in the work. A great number of employees (60%) have shown their

reservations regarding the work load and their inability to have a balance between the

work and social life. Implementing work/life balance initiatives is about improving

the lives of staff.

42

3.4.6 EMPLOYEE RECOGNITION AND APPRECIATION

Employees recognized and appreciated for their work

Satisfied, 14, 47%

Average, 15, 50%

Dissatisfied, 1, 3%

Satisfied

Average

Dissatisfied

Figure 3.8

It is sad but true. We tend to take those closest to us for granted. The employees are

occasionally acknowledged for the things and deeds they perform to make the

organization a success. From the above statistics we see there is a lot of room for

43

improvement when employee recognition and appreciation is given consideration.

Most of the employees opined an average response (15%) to their efforts being

appreciated. The organization is required to come up with a proper system where the

employees’ good deeds are acknowledged by the management.

3.4.7 ALIGNMENT IN EMPLOYEES VALUES AND ORGANIZATIONAL

VALUES

Alignment in employees' values and the organizational values

Satisfied, 10, 33%

Average, 16, 54%

Dissatisfied, 4, 13%

Satisfied

Average

Dissatisfied

Figure 3.9

It has become almost stereotyped, in this day and age for organizations to proclaim,

"Our employees are our most important asset.”Stereotyped because everyone is

saying it, and because, for most organizations, it is so patently and obviously true.

44

The workforce — the sum total of the intellectual capital, the alignment of human

resources with organizational goals, and the commitment of employees — is the

Institute’s only sustainable competitive advantage. Maintaining this advantage will

become more challenging in the future as the competition for scarce knowledge and

skills increases. And talking of values it is obvious from the figures that the

organization has to work in value building, things are not that alarming but so not

pleasing though. On the whole we can see about (16%) of the employees feel their

sentiments being aligned with the organizational values. This could change if the

organization starts taking some initiatives.

3.4.8 SATISFACTION IN RESPONSE TO EMPLOYEES VOICE

Satisfaction in response to Employees Voice

Satisfied, 10, 33%

Average, 13, 44%

Dissatisfied, 7, 23%

Satisfied

Average

Dissatisfied

Figure 3.10

It is also critical to initiate communication by asking for employees’ input and

appropriately responding to that input when it is received.  The most effective

method for gleaning opinions from employees and formulating a response is a formal

survey.  According to the above pie chart (44%) of the employees feel that their voice

45

needs to be heard as the satisfaction level is lagging behind. Employee voice if heard

is necessary for communication process in the workforce.

3.4.9 OPINION REGARDING THE POLICIES AND PRACTICES

TOWARDS THE EMPLOYEES IN THE ORGANIZATION

Opinion Regarding The Policies And Practices Towards The Employees In The Organization

9, 29%

7, 23%5, 17%

5, 17%

2, 7%

2, 7%

Policies regarding servicestructure, and proper schedulefor employees regarding theirleaves and deduction

No Comments

Policies need to improve on thewhole

Policies are not clear neitherproperly communicated

Policies regarding Training AndDevelopment

No Consistency in Policies

Figure 3.11

46

There was one query concerning the opinion of employees about organization’s

policies and practices in general and about employees in particular. Majority of the

employees opined that the organization should mold some solid practices and policies

regarding employees’ service structure and furthermore having an appropriate

schedule for employees with reference to the leaves and salary deduction. Then some

employees articulated about training and development policies of the organization

Learning helps people improve their overall performance rather than just enhancing

their job skills. Organizations and individuals should value knowledge as they do

money. Individuals must value learning as much as the organization does. It is the

role of organization to provide opportunities, but individuals must take the initiative

to utilize those opportunities and position themselves for future career success. Some

members orated about the need for proper communication between the management

and the employees. In addition to all this there were many employees that showed

their helplessness to remark on this question.

3.5 FINDINGS OF THE STUDY

1. The analysis revealed career prospects was a significant factor of job

satisfaction. Majority of the employees opined that the organization offers

chances of career- advancement opportunities.

2. Teachers are highly dissatisfied with meager salary in proportion to their

responsibilities. It does not impel them to be dedicated to this profession.

Salary must be consistent with present socio-economic condition. It means

one have to muddle through with the society with ones remuneration. An

array of salary must have capability to meet up one’s vital need in existence.

When one’s salary can not meet up that, they have to look for other means. As

most of the teachers are highly dissatisfied with stumpy salary they tried to

supplement income by private teaching. It makes the teacher less heartfelt

towards their profession.

3. Teacher supervision has as its primary purpose the improvement of teaching

and student learning. For teaching and student learning to improve a

47

professional culture must exist in which teachers are engaged in the activities

which identify areas of strength and areas of growth, and which support

efforts to improve teaching practice, pedagogy, and content knowledge to

improve student learning. Supervision is a factor that affects job satisfaction.

Supervisors have the potential to influence working circumstances and the

existence of a collegial environment. Perhaps the manner in which

supervision is carried out is more important than whether it is carried out.

When a teacher gets recognition of his or her work through praise from

his/her supervisor, is then satisfied with the person in charge. We saw from

the statistics, employees are pretty pleased with the kind of treatment they

have from the person in charge (supervisor) and as hypothesized, a

relationship between supervision and job satisfaction exerted powerful effects

on job satisfaction.

4. For an organization to thrive, it is fundamental that human resources are able

to exercise the required effort to produce the desired output. We witnessed a

promising situation as the organization is cashing a prospect to motivate and

focus on employees in the ways that is having and will continue to have a real

impact on efficiency and performance.

5. A great number of employees have shown their reservations regarding the

work load and their inability to have a balance between the work and social

life. Implementing work/life balance initiatives is about improving the lives of

staff. By embedding explicit work boundaries, extended services can be

developed in ways that are consistent with the tenets of workforce reform and

do not place additional workload pressures on staff.

6. We see there is a lot of room for improvement when employee recognition

and appreciation is concerned in the organization. Most of the employees

opined that their efforts were appreciated and treasured. Here the organization

should intensify to appreciate the employees and all that they do, in a more

convincing way.

48

7. The workforce — the sum total of the intellectual capital, the alignment of

human resources with organizational goals, and the commitment of

employees — is the institute’s only sustainable competitive advantage.

Maintaining this advantage will become more challenging in the future as the

competition for scarce knowledge and skills increases. Talking of values it is

obvious from the figures that here the organization has to work in value

building; things are not that alarming but so not pleasing though. On the

whole we saw an average response of the employees feeling their sentiments

being aligned with the organizational values.

8. It is also critical to initiate communication by asking for employee input and

appropriately responding to that input when it is received.  The most effective

method for gleaning opinions from employees and formulating a response is a

formal survey.  But here we saw an average response of the employees feel

that their voice needs to be communicated as the satisfaction ration is lagging

behind. Employee voice if heard is crucial to the communication process.

9. When employees were asked to give their opinion about the organizational

policies and practices in general and regarding employees in particular a

combination of views were obtained. Some employees were concerned about

the policies about the salary structure and employee schedule of leaves and

deduction. Some said there should be practices of employees training and

development, some emphasized on having proper communication channels

and proliferation of policies among all the employees in a clear way.

49

SECTION4

CONCLUSION

AND

RECOMMENDATIONS

50

4 CONCLUSION

4.1 INTRODUCTION

This study can be phrased as an exclusive one. To look into job satisfaction is

significant as it shapes performance. The primary purpose was to enhance our

knowledge of the determinants of job satisfaction among employees and has tried to

work out the concept of job satisfaction through the faculty of Sarhad University.

Here, efforts were given to frame all the insights of job satisfaction perceived by the

teachers. In this expedition it was also tried to mark the causes that make the teachers

satisfied or dissatisfied. The study conclusion and recommendations have avowed in

this section.

4.2 JUDGMENT OF HYPOTHESIS

The 3 hypothesized relationships were confirmed. Of the 3 independent variables

entered into the framework, salary clearly emerged as the most powerful determinant

of variation in overall job satisfaction..

The first hypothesis was about the relationship between with opportunities for

career advancements and job satisfaction. As speculated, the availability of career

advancement opportunities wielded powerful effects on job satisfaction. Thus

51

independent variable impacted on the dependent variable in the direction

hypothesized.

The second hypothesis catered the relationship between remuneration and job

satisfaction. As an independent variable added to the job satisfaction, the significance

of salary reflected its importance in the workplace on employee attitudes in the

direction hypothesized.

While the third and final hypothesis was about supervision. We saw from the

statistics, employees were contented with the kind of treatment they had had from the

person in charge and as conjectured, a relationship between supervision and job

satisfaction exerted powerful effects on job satisfaction.

4.3 CONCLUSION

This study can be termed as a distinctive one as this was the study regarding teachers’

job satisfaction. It is a pleasurable or positive emotional state resulting from the

appraisal of one’s job experience. But expectation of people may not be

homogeneous. It may differ from person to person, place to place, job to job, context

to context, organization to organization. So, job satisfaction can not be generalized.

From organizational perspective, policy and administration of organization, culture of

that organization, working environment and supervisory style affects the job

satisfaction.

The theories by Herzberg, Evans were used in this study. Herzberg (1959)

constructed a two-dimensional paradigm of factors affecting people's attitudes about

work. He concluded that such factors as company policy, supervision, interpersonal

relations, working conditions, and salary are hygiene factors rather than motivators.

According to the theory, the absence of hygiene factors can create job dissatisfaction,

but their presence does not motivate or create satisfaction. In contrast, he determined

from the data that the motivators were elements that enriched a person's job; he found

five factors in particular that were strong determiners of job satisfaction:

achievement, recognition, the work itself, responsibility, and advancement. These

52

motivators (satisfiers) were associated with long-term positive effects in job

performance while the hygiene factors (dissatisfiers) consistently produced only

short-term changes in job attitudes and performance, which quickly fell back to its

previous level.

In summary, satisfiers describe a person's relationship with what he or she

does, many related to the tasks being performed. Dissatisfiers, on the other hand,

have to do with a person' relationship to the context or environment in which he or

she performs the job. The satisfiers relate to what a person does while the dissatisfiers

relate to the situation. The problems with Herzberg's work are that it occurred in

1959--too long ago to be pertinent--and did not cover teachers. The data from the

research clearly indicate that the participants were as influenced by motivation

factors as by hygiene factors, contrary to Herzberg's position that hygiene factors do

not motivate.

In this study the teacher’s job satisfaction or dissatisfaction is caused by both

the factors of motivation and hygiene. During the study the factors found as the

causes of satisfaction or dissatisfaction are related either to the motivator factors or to

the hygiene factors.

Linda Evan’s theory of job satisfaction covers almost all these factors which

are linked with job satisfaction especially salary and leadership style (supervision).

Teachers were highly dissatisfied with meager salary. It did not impel them to be

dedicated to their profession. Supervision was a factor that affects job satisfaction.

Supervisors have the potential to influence working circumstances and the existence

of a collegial environment.

Education is the backbone of a nation. If the astute of that backbone is

discontented and dissatisfied with the jobs what would be the potential of that realm.

So, we need to be concerned about our teachers’ state. We have to take the

paramount step to make them satisfied with the jobs. Whenever we talk about job

satisfaction, the most common sentence we use is "It is impossible to find job

satisfaction". At the same time some people say that find a job we love and we will

never have to work a day in our life.

53

It is not easy to follow our passions but those who can chase their passion

have the power to make the most out of their career. If we have the zeal to work and

live in what we do, we must convert our passions into our regular job or find

something more interesting to replace our passion.

4.4 RECOMMENDATIONS

4.4.1 INTRODUCTION

Job satisfaction pertains to ones feelings regarding the job and work place. Job

satisfaction can be influenced by a variety of factors, e.g., the quality of one's

relationship with their supervisor, the quality of the environment in which they work,

degree of fulfillment in their work, etc. Stress mounts when work is no longer

satisfying. Depending on the underlying cause of lack of job satisfaction, there may

be several ways to increase job satisfaction.

4.4.2 THE LINK BETWEEN WORK APPROACH AND JOB SATISFACTION

Work is often approached from three perspectives. Usually all three perspectives are

important for job satisfaction, but one is often the priority:

It is a job. If we approach work as a job, we focus primarily on the financial

rewards. In fact, the nature of the work may hold little interest for us. What is

important is the money. If a job with more pay comes our way, we will likely

move on.

It is a career. If we approach work as a career, we are interested in

advancement. We want to climb the career ladder as far as possible. We are

motivated by the status, prestige and power that come with the job.

54

It is a calling. If we approach our job as a calling, we focus on the work

itself. We work less for the financial gain or career advancement than for the

fulfillment the work brings.

A simple approach is not necessarily better than the others but it is helpful to reflect

on why we work if we are unsatisfied with our job and are ready to move on. We

should try to think about what originally drew us to our current job, and whether it

may be a factor in our lack of job satisfaction.

55

4.4.3 RECOMMENDATIONS

4.4.3.1 Career Advancement

Reward loyalty and performance with advancement. When feasible, support

employees by allowing them to pursue further education, which will make them more

valuable to their practice and more fulfilled professionally.

4.4.3.2 Salary/Remuneration

The old adage "you get what you pay for" tends to be true when it comes to staff

members. Employees do want to be paid equitably. If individuals believe they are not

compensated well, they will be unhappy working for the organization. See whether

the salaries and benefits offered are comparable to those of others. In addition, make

sure there are clear policies related to salaries, raises and bonuses. Workers who

believe that they are fairly compensated for their job and that report receiving more

benefits have higher job satisfaction.

4.4.3.3 Supervision

To decrease dissatisfaction in this area, begin by making wise decisions when

appointing someone to the role of supervisor. Be aware that good employees do not

always make good supervisors. The role of supervisor is extremely difficult. It

requires leadership skills and the ability to treat all employees fairly. Inform

supervisors to use positive feedback whenever possible and should establish a set

means of employee evaluation and feedback so that no one feels singled out.

4.4.3.4 Work itself

Perhaps most important to employee motivation is helping individuals believe that

the work they are doing is important and that their tasks are meaningful. Emphasize

56

that their contributions to the practice result in positive outcomes. Find certain tasks

that are truly unnecessary and can be eliminated or streamlined, resulting in greater

efficiency and satisfaction.

4.4.3.5 Administrative policies

An organization's policies can be a great source of frustration for employees if the

policies are unclear or unnecessary or if not everyone is required to follow them.

Although employees will never feel a great sense of motivation or satisfaction due to

policies, organization can decrease dissatisfaction in this area by making sure that

their policies are fair and apply equally to all. Also, make printed copies of policies-

and-procedures manual easily accessible to all members of staff. If there is not a

written manual, create one, soliciting staff input along the way. If there is already a

manual, consider updating it (again, with staff input). Also compare policies to those

of similar practices and check whether particular policies are unreasonably strict or

whether some penalties are too harsh.

4.4.3.6 Interpersonal relations

Remember that part of the satisfaction of being employed is the social contact it

brings, so allow employees a reasonable amount of time for socialization (e.g., over

lunch, during breaks, prayer time). This will help them develop a sense of teamwork.

4.4.3.7 Work/life Balance

Taking a look at the number of hours employees are working will give some

indication of how they rank in the work-life balance area. Many people on the track

to burnout aren’t even aware of it, so the management should help employees gauge

their balancing work with other activities and obligations. These could be done by

offering them increased benefits or if that’s not possible at least try to compensate

them by extending the weekend to Saturday and Sunday. And more importantly put

things in perspective.

57

4.4.3.8 Training and Development

Training has been defined as any management practice that can be controlled or

managed to extract a desired set of unwritten, reciprocal attitudes and behaviors, such

as job satisfaction. Sarhad University should consider the implication for training and

development investment returns for itself as the relationship between training and

development opportunities, and associated factors (job satisfaction) can be significant

among participants. The employees of this institute themselves have identified

training and development as an antecedent to perceived organizational support.

4.4.3.9 Recognition

Individuals at all levels of the organization want to be recognized for their

achievements on the job. Their successes don't have to be monumental before they

deserve recognition, but praise should be sincere. If employees doing something well,

take the time to acknowledge their good work immediately, or give them a bonus, if

appropriate.

58

CHAPTER5

PROPOSED ACTION PLAN

59

5 INTRODUCTION

People learn in many different ways and in many different places. In addition to the

formal learning that occurs in traditional classrooms and post-secondary institutions,

valuable learning also occurs in workplaces, family businesses and regular daily life.

What is learned informally or experientially is often the same or similar to what may

be learned in traditional formal learning environments. There are many reasons why

recognizing experiential learning is a viable educational option, more so in today's

economy than ever before. Savings of both time and money can increase the

efficiency by freeing resources. Increased levels of learners' personal satisfaction and

self esteem contribute to additional and more avid learning and a more highly-

motivated workforce. Professional satisfaction measures will include questions about

opportunities for growth, degree to which job flexibility enhances satisfaction, degree

to which job evaluations are tied to job expectations, degree to which pursuit of a

shared mission results in a sense of community, degree to which pay is acceptable,

etc.

It is possible for employer and employees to be happy on the job. The key is in how

you handle the situation.

5.1 ACTION STEP 1

Determine the level of professional satisfaction, and identify and address significant

concerns.

1. Convene a task force to poll faculty and staff to determine areas of job

satisfaction, key job related frustrations, and employee proposed solutions to

reduce and eliminate these frustrations.

2. Determine which of the proposed solutions would have the greatest impact

and are the most cost effective.

3. Implement these solutions. The simple act of gathering this information may

improve morale on campus; however this will be short lived if no visible

progress is seen on implementing solutions. For this reason the task force

60

should address first those items that are easiest to implement and will have the

largest impact.

5.1.1 ACTION STEP 1 ASSESSMENT

Establish a benchmark of job satisfaction. Conduct annual surveys to determine if

progress has been made.

5.2 ACTION STEP 2

Increase the sense of community and shared mission among employees.

1. Create an easily identified gathering area for faculty/staff. Informal

discussions with faculty/staff suggest that a “faculty/staff gathering area” was

a feature of campus that existed in the past and they missed having it now.

2. Use this site for information-sharing meetings, professional development and

recognition ceremonies and other activities related to building community.

3. Expand the recognition activities from celebrating individual

accomplishments to include celebrations of group achievements, such as

program accreditation, etc.

5.2.1 ACTION STEP 2 ASSESSMENT

Tally people using the gathering space and measure the perception of community and

shared mission using a survey. An increase in perceived sense of community over

time would indicate success.

 

5.3 ACTION STEP 3

Develop policies that enable job satisfaction among employees.

1. An organization's policies can be a great source of nuisance for employees if

the policies are uncertain or unnecessary or if not everyone is required to

follow them. Make sure policies are fair and apply equally to all. Also, make

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printed copies of policies-and-procedures manual easily accessible to all

members of staff. If there is not a written manual, creating one, soliciting staff

input along the way.

2. Establish a working group to propose policies regarding job flexibility for

faculty and staff. The final policies should address flexibility in work

day/week as well as alternative job arrangements, for example reduced loads

for faculty, or sharing a single job between more than one employee.

Implementing work/life balance initiatives is about improving the lives of

staff. Benefits often include:

reduced stress and sickness

greater motivation, morale and physical and emotional wellbeing

increased job satisfaction and improved recruitment and retention

improved teaching and learning, better time management, and greater

efficiency

open and honest relationships and greater awareness of staff and pupil

needs

increased quality of leadership and management and more trust between

management and other staff

greater cohesion and communication between governors, senior

management and all staff

3. Consider the implication for training and development investment returns for

itself as the relationship between training and development opportunities, and

associated factors (job satisfaction) can be significant among participants.

4. Avoid the dissatisfaction in the area of policies by making sure that the

policies are properly disseminated and communicated.

5.3.1 ACTION STEP 3 ASSESSMENT

New policies are in place that enable job flexibility and employees report that

increased job flexibility improves job satisfaction.

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5.4 THE TRICKLE-DOWN EFFECT

While there is no simple way to manage people, all of whom have different needs,

backgrounds and expectations; Herzberg's theory offers a reasonable starting point.

By creating an environment that promotes job satisfaction, developing employees

who are motivated, productive and fulfilled. This, in turn, will contribute to higher

satisfaction.

"The future is not some place we are going to, but one we are creating.

The paths are not to be found, but made, and the activity of making them

changes both the maker and the destination."

John Schaar, Futurist

  

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REFERENCES

Hackman (1975), Motivation and Job Satisfaction, page8.

Stemple (2003), Job Satisfaction of Principals, page 9

Smith, kendall, and Hullin, (1969) Measures of Job Satisfaction (from Handbook of Organizational Measurement), page 10.

Mine, Ebrahimi, and Wachtel, (1995), Work motivation, job satisfaction, and organizational commitment of library personnel in academic and research libraries in Oyo state, Nigeria, page 10.

Paul Spectors (1985), Job Satisfaction Survey, JSS, page9.

Campbell, Dunnettee, Lawler and Weik (1970), Predictors of Managerial Performance: More Than Cognitive Ability, page 9.

Victor, Vroom (1964), Expectancy Theory, page9.

Fred, Luthans, (1995), Organizational Behaviour, page 10.

Linda, Evans, (1998), Teacher Morale, Job Satisfaction and Motivation, page 12.

Linda, Evans, (1999), Managing to Motivate: A Guide for School Leaders, page 12.

J, Nias, (1989), Primary Teachers Talking: A Study of Teaching as Work, page 12.

Fredrick, Herzberg, et.al (1959): The Motivation to Work, page 14.

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BIBLIOGRAPHY

Boeve, Wallace D., (2007), A national study of job satisfaction factors among faculty in physician assistant education.

Evans, L, (1998), Teacher Morale, Job Satisfaction and Motivation, Paul Chapman Pub.

Evans, L, (1999), Managing to Motivate: A Guide for School Leaders, Continuum International Publishing.

Hersey, Paul & Blanchard, Kenneth H. (1993), Management of organizational Behavior. 

Herzberg, Fredrick, et.al (1959), The Motivation to Work.

Luthans, Fred (1995), Organizational Behaviour, McGraw Hill, New York.

Nias, J, (1989), Primary Teachers Talking: A Study of Teaching as Work, Routledge Pub.

Tasnim, S (2006), Job Satisfaction among Female Teachers: A study on primary schools in Bangladesh.

Tella, A, Ayeni, C. O., Popoola, S. O. (April 2007), Work motivation, job satisfaction, and organizational commitment, 2007 University of Idaho Library

Yin, R K. (2003), Case Study Research: Design and Methods, Third Edition, Sage Publications, London.

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APPENDIX

QUESTIONNAIRE OF JOB SATIFACTION

PERSONAL INFORMATION

Name_______________________________________ (optional)

1. GENDER: Male Female

2. What is your age?

21 to 34..........................................................35 to 44..........................................................45 to 54..........................................................55 or older.....................................................

3. Qualification: ____________________________________________________________________

_____________________________________________________________________

4. What is your present designation? _____________________________________

_____________________________________________________________________

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OBJECTIVE

Please take a few minutes to complete this questionnaire. The purpose of this questionnaire

is to fulfill the requirements of Master of Business Administration Degree at the Institute of

Management Studies. Your answers to the questions and all other information you give us

will be held in strictest confidence.

5. What are your job responsibilities? _____________________________________________________________________

_____________________________________________________________________

6. How long have you been on your present job? ______________ Years

___________ Month

Directions:

On the following pages you will find questions dealing with factors like: career advancement, salary, supervision, and working environment of your job.

Read each statement carefully.

Decide how you feel and complete the questionnaire, your views are extremely important.

1. Do you look forward to go to work every morning? Ye s No

2. Do you have a positive attitude towards your work? Ye s No

3. After work do you have time for social activities? Ye s No

4. Can you keep a reasonable balance between work and personal life?

Ye s No

5. Do you have good friends at work place?

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Ye s No

6. Do you feel valued at work? Ye s No

7. Do you feel recognized and appreciated for your work?

Satisfied Average Dissatisfied

8. Do you think your knowledge and skills are fully utilized in your job?

Satisfied Average Dissatisfied

9. Do you value your work?

Ye s No

10. Do you feel your job is fulfilling in terms of your expectations?

Satisfied Average Dissatisfied

11. Do you think that your values fit with the organizational values?

Satisfied Average Dissatisfied

12. Do you feel you are associated with the organizational mission?

Ye s No

13. Do you feel you have a clearly established career path in the organization?

Yes No

14. Are there enough opportunities to learn and grow in the organization?

Ye s No

15. Do you feel you are involved in decisions that affect you?

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Ye s No

16. Do you feel informed about what’s going on in the organization?

Ye s No

17. Does the organization ensure supplying of the materials and equipment that is needed in order to do the work properly?

Satisfied Average Dissatisfied

18.Do you have trust in your leader?

Yes No

19. Do you feel your supervisor is an effective manager?

Satisfied Average Dissatisfied

20. Does the supervisor care about you as a person?

Satisfied Average Dissatisfied

21. Do you feel your opinions count?

Satisfied Average Dissatisfied

22. Do you think your salary is fair for your responsibilities in the organization?

Ye s No

23. Do you see your chances of advancement in the organization?

24. Your opinion regarding the policies and practices towards the employees in the organization.

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________________________________________________________ ________________________________________________________

25. What do you think is the most important factor that attracts towards this organization?

(Rank according to your preference) Structure and Culture Salary Motivation Career Prospect

__________________________________________________________

__________________________________________________________

Give yourself two points for each statement you answered positively. Use the following scale to evaluate your job.

50-60 points: Great Job

40-49 points: Good Job

30-39 points: OK Job

20-29 points: Bad Job

1-19 points: Depressing Job

Thank You

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