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INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS

COPY RIGHT © 2012 Institute of Interdisciplinary Business Research 660

DECEMBER 2012

VOL 4, NO 8

CRITICAL ANALYSIS OF JOB SATISFACTION LEVEL OF FEMALE

SCHOOL TEACHERS AT PRIMARY LEVEL IN PAKISTAN

*Farida Shaikh (Ph. D scholar, Iqra University, Karachi)

** Allahdino Abro (Ph. D scholar, Iqra University, Karachi)

***Shila Devi (Ph. D scholar, Iqra University, Karachi)

Abstract

The study is designed to investigate the degree of job satisfaction of female primary school

teachers. The investigation focused on three components of female teachers’ job at primary

level i.e. (i) the reason motivating the girls to join teaching profession, (ii) the degree of their

job satisfaction and (iii) problems faced by them. Through random sampling technique, a

sample of 100 respondents was brought under study, while the data were collected though

interview and questionnaire instruments. The findings reveal that one of the major factors

motivating the female is their under graduation level of education to become a primary school

teacher. Majority of the respondents were dissatisfied due to low pay scales and social status.

Besides, the other factors included lack of co-operation from students and parents, lack of

professional knowledge, lack of their quality work, their posting at remote areas and no

recognition of their profession. Moreover, the critical conditions did not permit them to play a

successful role in the society. As a result female primary school teachers had to face harsh

critic on the part of their family. The harsh attitude of male dominant society created

problems in way of professional and skill development of female primary teachers. The

research paper is rounded off with suggestions at the end.

Key Words: Job Satisfaction, primary teachers, primary schools

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DECEMBER 2012

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Introduction

Teaching is a noble but challenging profession and teacher is the most important pillar

of the education system. Naik (1998) points out that no profession is as noble as teaching.

Mohanty (2000) argue that the role of teacher is very vital in teaching learning of schools.

The effectiveness and performance of schools often depends upon the role of teachers.

Nadeem, Rana, Lone, Maqbool, Naz and Ali (2011) believe that “no dynamic of teaching is

possible without a dynamic teacher. So an effective teacher is known through his / her

effected and qualitative teaching” (p. 217). Similarly Hargreaves (1999) adds that educational

improvement is impossible without the positive role of teacher.

The effective teaching mostly depends on the teachers’ professional qualification and

experience, attitude and motivational level. The teachers satisfied from job perform

comparatively better than others. To maximize the performance of teachers, they need

motivation. Aziz, Akhtar and Rauf (2012) believe that “motivation leads to job satisfaction

and provides energy for success and is a significant and crucial factor of success and

performance of teachers” (p. 138).

Pakistan is developing country where teaching learning is not as effective as it should

be. Aziz, Akhtar and Rauf (2012) describe that “teachers are highly competent in Pakistan but

their job performance is still questionable for low quality education” (p. 139). There are many

reasons but the most important one as stated by Warwick and Reimers (1995) is that teaching

profession is not the career choice of youth of Pakistan because of low status and incentives.

The job satisfaction level is often a question in Pakistan.

The job satisfaction level is more critical in case of female teachers. Female teachers

in Pakistan play a vital role teaching learning. The ratio of female teachers in Pakistan is 45%

of the total teachers (Ministry of Education, 2007). Sales (1999) states that female teachers in

Pakistan even face more problems as compared to male teachers due to gender segregation

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DECEMBER 2012

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and uneven socio-economic development. Female teachers in male dominant society have

comparatively less opportunities of education and jobs. It is observed that “the educational

status of Pakistani women is among the lowest in the world” (http://en.wikipedia.org). As a

result they find it very difficult to get a job. Those who succeed to secure a job are not given

their due respect in the society. They face lot of criticism on the part of family and society as

whole. They are often found less satisfied from their jobs. This study in this regard is an

attempt to point out the issues in the way of female teachers’ job satisfaction level and

suggest the ways and means to maximize the level of job satisfaction of female teachers.

Objectives of the Study

To find out the factors motivating girls to join teaching profession.

To assess the job satisfaction level of female primary school teachers.

To point out the problems faced by female primary school teachers and suggest the ways

to fill the gaps.

Research Questions

What are the factors that motivate girls to join teaching profession?

To what extent female teachers are satisfied from their jobs?

What are the problems faced by female primary school teachers and how can the gaps be

filled?

Research design

The research design adapted in this study is that of survey – mix approach.

Population and sampling of the study

The researcher selected Taluka city, district Hyderabad as the target population of the

study. The job satisfaction of primary school teachers have been studied in the schools

located in the thirty sub sections of Hyderabad. A sample of 100 female teachers from 34

schools has been randomly selected for this study.

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DECEMBER 2012

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SN Population Total Sample %

1 No. of Schools 170 34 20%

2 No. of Teachers 1845 100 5.4%

Data collection instruments

Data have been collected through teachers’ job satisfaction questionnaire and

interview schedule comprising close and open ended questions. Data are analyzed and

presented in descriptive and graphic form.

Analysis of data

SN Content of Job Satisfaction Female teachers

N=

Percentage

(%)

1 Getting handsome salary is job satisfaction 100 100%

2 Having dignity and social status is job

satisfaction

97 97%

3 Job security (in terms of stability and

permanency) is job satisfaction

95

95%

4 To get a job matching with academic

qualification is job satisfaction

87

87%

5 To get a favorable physical environment is job

satisfaction

63

63%

6 To get a favorable social environment is job

satisfaction

71

71%

7 Having good career prospect means job

satisfaction

68

68%

8 Well judged supervision (specially, by the head

teacher) considered as job satisfaction

74

74%

9 To work in a desired profession is job

satisfaction

70 70%

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DECEMBER 2012

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1. Getting handsome salary is job satisfaction

It has been found that all the teachers have same consensus that low salary is the main

cause of job dissatisfaction. They further told that often teachers get more money from

private teaching than their salary from the school. Thus, salary issue is the main cause of job

dissatisfaction.

2. Having dignity and social status is job satisfaction

The female teachers comprising 97% believe that high dignity and social status lead

to job satisfaction. They further told that they are not given due status and dignity necessary

for the professional development. They face lot of criticism while doing a job. They are

negatively treated.

3. Job security in terms of stability and permanency is job satisfaction

Female teachers consisting 95% are of the opinion that job stability and security leads

to job satisfaction. They further told that the fear of job insecurity and instability always

makes them dissatisfied from the job. To them permanency of any job is directly linked with

job satisfaction

4. To get a job matching with academic qualification is job satisfaction

The female teachers containing 87% argue that to get a job according to academic

qualification causes job satisfaction. With increase in qualification, there should be fair and

sound system of promotion. The teachers with more qualification, when kept equal to

teachers with less qualification often become frustrated.

5. Job Satisfaction is having a favorable Physical environment

The female teachers including 63% assert that favorable physical environment leads

to job Satisfaction. Physical environment means infrastructure of the school building, class

rooms, furniture, teachers’ room, toilets, playground for the students, computer facilities and

location of the schools etc. These facilities are linked with working environment.

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DECEMBER 2012

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6. Job Satisfaction is having a favorable Social environment.

The above table shows that 71% female teachers perceive that job satisfaction is in

having favorable social environment. The social environment means family support to the

teachers, teachers’ social environment and interpersonal relationship among the colleagues

and with head teacher.

7. Having good career prospect means job satisfaction

The data shows that 68% of the female teachers recognize job satisfaction as having a

prospectus job. Everyone wants to properly utilize her academic qualification. Everyone

wants to reach at the peak of the job. Therefore, such jobs having good opportunities of

promotion naturally bring satisfaction for the female teachers.

8. Job satisfaction is a well judged supervision.

Female teachers comprising 74% believe that well judged supervision leads to Job

satisfaction. They argue that well judged supervision is essential not only to lead the female

teachers but also in critical situation and decision making process. Poor supervision in itself

is a problems and that lead to chaos and indiscipline. The female teachers desire supportive

rather than directive supervision.

9. To work in a desired profession is job satisfaction

The female teachers including 70% believe that working under desired profession

leads to job satisfaction. They further argued that everybody is unique in personality, choice

and skills. Different persons have different choices about the professions. When a person gets

a job according to choice, naturally it brings satisfaction. On the other hand a person when

getting a job contrary to his choice mostly remains in search of the job that is his choice. He

directs all his efforts to find a job that was once his choice and thus remains dissatisfied until

and unless he gets his choice job.

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Discussion

Motivation Factors

Table1. Motivating factors for joining teaching profession

23

4

47

2

17

7

23.

4.

47.

2.

17.

1.

0

20

40

60

80

100

120

Personal Interest

Interest in Children

No other Choice

Because of parent’s interest

To serve the nation

To follow the nation

%

Motivation Factors:

Slightly less than one half i.e. 47% (47) of the respondents expressed their views that

there was no other choice for them because they had been unable to find a better job. This

Motivation Response %

Personal interest

Interest in Children

No other choice

Because of parent’s interest

To serve the nation

To follow the nation

23

04

47

02

17

07

23

04

47

02

17

07

Total 100 100

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DECEMBER 2012

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was due to their intermediate level education (FA/FSc). Slightly less then one forth i.e. 23%

(23) of the respondents had personal interest in teaching profession as they had got respective

professional training (i.e. C.T/PTC). 17% respondents were those whose parents were

teachers and they followed them. 4% respondents had personal interest in children. Only 2%

respondents were those whose parents asked them to become teachers.

Besides, the study revealed that low economic conditions, large family and lack of

proper means of income were among the additional factors which motivated the young

women to become a teacher.

Job satisfaction level

Table2. Extent of female primary teacher’s satisfaction with their job

Satisfaction Response %

To great extent

To some extent

Not at all

12

73

15

12

73

15

Total 100 100

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DECEMBER 2012

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The table indicates that slightly less than three fourth i.e. 73% (73) of the respondents

were satisfied to some extent with their job where as 15% (15) were totally dissatisfied. The

rest i.e. 12% (12), however, viewed that they were satisfied to great extent.

Table3. Reasons for dissatisfaction with the job

Reasons for Dissatisfaction Response %

Low Pay Scales

No recognized

Insecurity of job

Lack of adequate facilities

No appreciation of good work

Lack of co-operation from colleagues

Lack of co-operation from students and parents

37

03

13

08

06

04

17

42

03

15

09

07

05

19

Total 88 100

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DECEMBER 2012

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The respondents including 12 out of 100 were satisfied to great extent. The

respondents who expressed their dissatisfaction with their job when were asked to spell out

the reasons for dissatisfaction, the majority i.e. 37% of respondents told low pay scales as a

reason of their dissatisfaction as most of the primary teachers fall in the pay scales ranging

from BPS 7-8. Low pay scales cause them to have low salary.

Most of the respondents travel a long distance as their work place is far away from

their residence and this long travelling makes them physically and mentally fatigue. Due to

this fatigue they neither enhance their income by tuition work nor engage in any other

lucrative activity. Therefore, low pay scale is a chief reason of their dissatisfaction. Second

big reason is lack of co-operative from students and parents. 17% respondents reported their

parents. 13% had insecurity of job, 8% had lack of facilities and 6% respondents complained

that their good work received no appreciation. Only 4% respondents expressed their concern

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DECEMBER 2012

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over lack of co- operation from their colleague and 3% respondents showed their grief over

no recognition of their good work.

Problems Faced by female teachers

Table4. Distance of work place form homes

Distance Response %

At a stone’s throw

At a long distance

22

78

22

78

Total 100 100

It is evident from the above table that majority of the respondents i.e. 78% (78)

reported that their posting is at a long distance from their residence

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DECEMBER 2012

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Table 5. Impact of long travelling

Impact of travelling Response %

Physical fatigue

Mental fatigue

Maladjustment in domestic life

Not at all

No complaint against distant posting

36

10

28

08

18

36

10

28

08

18

Total 100 100

Table five shows that 78% respondents have to travel a long distance as their posting

is away from their residence. Most of the respondents i.e. 36% (36) reported physical fatigue,

28% (28) reported maladjustment in domestic life, 18% (18) most probably very young had

no any complaint against distant posting, 10% (10) reported mental fatigue and 08% (8)

received all the impacts of long travelling.

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Table 6. Difficulty in covering syllabus in time

It has been shown from the table above that 40% (40) respondents feel difficulty in

covering their syllabus in time. This problem has multiple reasons that include:

a) Physical and mental fatigue

b) Maladjustment in domestic life

c) Lack of adequate facilities in schools.

Suggestions

In the view of the low education profile of over whelming majority of teachers it seems

imperative that efforts should be made to help them improve their qualification and those

who have improved should be properly rewarded. This could enhance the job satisfaction

of teachers.

Difficulty in covering syllabus in time Response %

Yes

No

60

40

60

40

Total 100 100

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The service structure of the teachers should be such that they may get rapid promotions

which may be tagged with their performance and research work. The promotion should be

related to their creative advancement and academic pursuits.

Rate of profit on their GP fund must also be raised so that they may reap the benefit after

retirement.

Teacher’s achievements must be rewarded at every cost. Annual awards, cash prizes and

medals should be given away to endorse their achievements and good performance.

Inspection of the schools should be made intermittently to access certain things such as

building requirements, adequacy of the number of teachers, general repairs, white wash

and other physical necessities.

Teachers should act as a role model for the students and should not climb down the high

pedestal of morality.

Arrangements should be made for parent teacher meetings and parent’s suggestions to

raise the standard of education must be endorsed.

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DECEMBER 2012

VOL 4, NO 8

References Aziz, F., Akhtar, M. S. & Rauf, M. (2012). The motivation level of trained male and female teachers

at higher education level in Pakistan: A comparative study. The Dialogue, 7(2), 138- 151

Hargreaves, A. (1999). Foreword. The realities of teachers’ work: Never a dull moment. New York,

NY: Cassell.

http://en.wikipedia.org/wiki/Women_in_Pakistan

Ministry of Education. (2007). National Curriculum for Early Childhood Education (Revised).

Pakistan: Government of Pakistan.

Mohanty, J. (2000). Current Trends in Higher Education. New Dehli: Deep and Deep Publications.

Naik, S. P. (1998). Education for the twenty first century. New Delhi: Anmol publications.

Nadeem, M., Rana, M. S., Lone, A. H., Maqbool, S., Naz, K. & Ali, A. (2011). Teacher’s

competencies and factors affecting the performance of female teachers in Bahawalpur

(Southern Punjab) Pakistan. International Journal of Business and Social Science, 2(19), 217-

222.

Sales, V. (1999). Women teachers and professional development: Gender issues in the training

programs of the Aga Khan Education Service, Northern Areas, Pakistan. International

Journal of Educational Development, 6(19), 409-422.

Warwick, D.P. & Reimers, F. (1995). Hope and Despair? Learning in Pakistan’s Primary Schools.

Westport, CT: Praeger Publishers.

Documents

critical analysis of job satisfaction level of female school teachers at