I) Introduction:

Teachers are the pillars of the society. True education it must be noted at the outset is a powerful

force in bringing about desired change. It is education and education alone the can bring about

changes in knowledge, skills, attitudes, appreciations and understanding things around us. The

definitions of education formulated by a group of experts for the dictionary of education stressed

two important things in education. Firstly, education is a process, which should develop the

required ability, attitude and other forms of behavior for the full development of the personality.

India is a developing country, which is known for its varied culture and tradition. While we use

the word ‘developing’ it means there are new forward ideas and Changes coming up from India

and also there are something lacking too compared to other countries. Being an Indian, it is the

responsibility of each and every one of us to scrutinize this and contribute to the development of

our country. This may result in finding many of the factors of development like technologies,

industries, environmental needs, jobs and importantly Education.

Yes, education has become a must remedy for every country to help their existence and

development economically. India is one among them, which concentrates more on extending

education to the whole states within that it is being developed in to a hundred percent literacy

rated nation. Still there are many hindrance faced by the government in making this venture

successful.

Education in India is provided by the public sector as well as the private sector, with control

and funding coming from three levels: central, state, andlocal. Under various articles of

the Indian Constitution, free and compulsory education is provided as a fundamental right to

children between the ages of 6 and 14. The ratio of public schools to private schools in India is

7:5.

India has made progress in terms of increasing the primary educationattendance rate and

expanding literacy to approximately three-quarters of the population in the 7-10 age groups, by

2011.India's improved education system is often cited as one of the main contributors to

its economic development. Much of the progress, especially in higher education and scientific

research, has been credited to various public institutions. While enrollment in higher

education has increased steadily over the past decade, reaching a Gross Enrollment Ratio of 24%

in 2013, there still remains a significant distance to catch up with tertiary education enrollment

levels of developed nations, a challenge that will be necessary to overcome in order to continue

to reap a demographic dividend from India's comparatively young population.

At the primary and secondary level, India has a large private school systemcomplementing the

government run schools, with 29% of students receiving private education in the 6 to 14 age

group.Certain post-secondary technical schools are also private. The private education market in

India had revenue of US$450 million in 2008, but is projected to be a US$40 billion market.

As per the Annual Status of Education Report (ASER) 2012, 96.5% of all rural children between

the ages of 6-14 were enrolled in school. This is the fourth annual survey to report enrollment

above 96%. Another report from 2013 stated that there were 229 million students enrolled in

different accredited urban and rural schools of India, from Class I to XII, representing an

increase of 2.3 million students over 2002 total enrollment, and a 19% increase in girl's

enrollment. While quantitatively India is inching closer to universal education, the quality of its

education has been questioned particularly in its government run school system. Some of the

reasons for the poor quality include absence of around 25 percent of teachers every day. States of

India have introduced tests and education assessment system to identify and improve such

schools.

It is important to clarify that while there are private schools in India, they are highly regulated in

terms of what they can teach, in what form they can operate (must be a non-profit to run any

accredited educational institution) and all other aspects of operation. Hence, the differentiation of

government schools and private schools can be misguiding.

In India's education system, a significant number of seats are reserved under affirmative

action policies for the historically disadvantaged Scheduled Castes and Scheduled

Tribes and Other Backward Classes. In universities, colleges, and similar institutions affiliated to

the federal government, there are a minimum 50% of reservations applicable to these

disadvantaged groups, at the state level it can vary. Maharashtra had 73% reservation in 2014,

which is the highest percentage of reservations in India.

Today more than ever before in human history, the wealth or poverty of a nation depends on the

quality of the higher education (Malcolm Gillis, 1999). India has one of the largest Higher

Education (HE) systems in the world. There are three principle levels of qualifications within the

degree structure of Indian HE system; the bachelor/undergraduate level, master's/post-graduate

level and doctoral/pre-doctoral level; also included are diploma courses at undergraduate and

post graduate level. Management institutes a part of higher education system, determine the

career paths of the youth and in turn the future of the country. Students, parents, teachers, staff

and society in general are the stakeholders of these institutes. Faculty members, the core eighty

percent human resource of any management institute, have the potential and power to transform

the future generation of our country.

The most important information to have regarding an employee in an organization is a validated

measure of his/her level of job satisfaction (Roznowski and Hulin 1992). Behavioural and social

science research suggests that job satisfaction and job performance are positively correlated

(Bowran and Todd 1999). A better understanding of job satisfaction and factors associated with

it is helpful to guide employees' activities in a desired direction. Job satisfaction, for example, is

significantly linked to factors like employee motivation and performance (Ostroff, 1992),

employee absenteeism (Hackett &Guion, 1985) and turnover (Griffeth, Horn, &Gaertner, 2000)

and even positively influences organizational citizenship behavior (Organ & Ryan, 1995).

Job Satisfaction:

Definition of Job Satisfaction:

According to Robbins and Sanghi(2006) “ Job satisfaction is collection of feelings that an

individual holds toward his or her job.” The same was contributed by MasudIbn Rahman (2008)

“Job satisfaction is defined as a general attitude toward one’s job. It is in regard to one’s feelings

or state-of-mind regarding the nature of their work.” Again Mobey and Lockey(1970) expressed

as an opinion that “Job satisfaction and dissatisfaction are function of the perceived relationship

between what one expects and obtains from one’s job and how much importance or value one

attributes to it.”

M.L.Blum and J.C.Naylordefines”Job satisfaction is general attitude which is the result of many

specific attitudes in three areas,; namely specific job factors, individual characteristics and group

relationship, outside the job”. E.A Locke defines “Job satisfaction as a pleasurable or positive

emotional state resulting from the appraisal of one’s job or job experience.” According

Hoppock “Job satisfaction studies on job satisfaction is the combination of psychological,

psychological and environmental circumstances that cause a person to truthfully say “I am

satisfied with my job”. This definition points to the factors affecting job satisfaction but does not

indicate the nature of job satisfaction.

Satisfaction is a relevant measure because many studies have demonstrated that other factors

being equal, satisfied individuals are likely to be willing to exert more effort than unsatisfied

individuals (Bryant, 2006; Özgüngör, 2010). The same holds true for satisfied faculty members

and students as well in education institutes.

The importance of this research paper is two folded; firstly to identify factors of faculty job

satisfaction and student’s overall satisfaction in this knowledge economy, and secondly examines

the role of faculty job satisfaction in generating student satisfaction.

As employee turnover continues to be a serious business predicament, the concept of job

satisfactionassumes significance not only for contemporary business scenario but also for

educational sectors that are facingacute shortage of qualified and competitive teaching work

force. Faculty job satisfaction levels seem to have direct bearing on the institutional as well as

the student development and an understanding of job satisfaction, retention and employee

turnover aspects of the faculties would help policy makers understand a very important organ of

the society, responsible for future of the nation and generation.

According to the Department of Higher Education, Ministry of Human Resource Development

MHRD, educational sector has witnessed a tremendous increase in its institutional capacity since

independence. Over the years, the number of management institutes for higher learning has

increased tremendously; but this growth in number of institutes and enrollment of students has

not been supported by proportionate growth in number in the field of education throughout

world. Every individual needs job to fulfill basic needs. It shares in strengthening the financial

basis for individuals’ lifestyle. Therefore the job satisfaction is a most interesting field for many

researchers to study work attitude in workers (Koustelios, 2001). Due to better performance

shown by satisfied workers, it is the top priority of all organizations to achieve the desired goals

by increasing their satisfaction (Chambers, 1999). It is also important due to its significance with

the physical and mental wellbeing of workers. It is closely related to behaviors such as

productivity, absenteeism, and turnover. Besides its humanitarian value it makes the economic

basis to get maximum financial remuneration.

Research focusing specially on job satisfaction for secondary school teachers identified several

indicators of satisfaction and dissatisfaction. Job satisfaction is also associated with teacher

quality, organizational commitment and performance with reference to scholastic achievement,

attitude of students, tutors turnover, and executive performance (Mathieu, 1991; Ostroff, 1992).

It is assumed that job satisfaction has dual role as a contributing aspect to commitment and as a

prevailing variable that mediates the demographic and organizational determinants with

commitment (Mueller, Boyer, Price, & Iverson, 1994; Price, 1997).

Literature Review:

Job satisfaction is a pleasurable state resulting from the judgment of workers’ job experiences

(Akhtar, 1994, 2000, 2010). Teacher’s job satisfaction is the satisfaction of teachers while

teaching and the perceived relationship between the wants and offering to a teacher

(Zambylas&Papanastasiou, 2004). Job satisfaction has been the burning issue for the researchers

throughout the research history. Today all over the world maximum researches have been

conducted on this single topic. Improving the quality of work and quantity of products, efforts

arebeing made with minimum input to get maximum output by satisfying the employees on job.

Mechanical tools and equipments are not a guarantee for better products. It is only the employees

that make the significant difference. This study investigates only the specific variables. They are

gender, age, teaching experience, and the location of school.

Gender

Gender has been the part and parcel of research studies conducted on job satisfaction. However,

the association of gender and job satisfaction is inconsistent. Some studies report that women

have higher level of job satisfaction than their male peers across most worksites (Lambert,

Hogan, Barton, & Lubbock, 2001; Ma & MacMillan, 1999). As concerned with teaching

profession, survey reveals that female employees and teachers showed higher level of job

satisfaction than males (Watson, Hatton, Squires, &Soliman, 1991). Satisfied teachers always

ready to extend extra effort in working with students and parents to provide positive results. A

study conducted by Al-Mashaan (2003), male employees report higher level of job satisfaction

than females due to better employment chances and promotion opportunities. Few studies

claimed that men and women show parallel satisfaction (Clark, Oswald, &Warr, 1996). Women

due to lower expectations tend to satisfied easily at work (Witt & Nye, 1992). Male teachers

attach more importance to career than females hence they show less satisfaction (Kremer-

Hayton& Goldstein, 1990).

Age

As revealed from several studies conducted in various organizations age has a positive

relationship with job satisfaction (Chambers, 1999; Cramer, 1993; Robbins, 2001; Siu, Spector,

Cooper, & Donald, 2001; Staw, 1995; Tolbert & Moen, 1998).

Also the studies of Blood, Ridenour, Thomas, Qualls, & Hammer (2002) found that job

satisfaction increases with age and work experiences. Young teachers easily leave the profession

than older ones (Ingersoll, 2001; Perie, Baker, & Whitener, 1997). Workers with long experience

having low expectations to their jobs are more comfortable and tolerant (Spector, 1997). Many

studies revealed (e.g., Begley &Czajka, 1993; Hodson, 1997; Oshagbemi, 2000; Spector, 1997)

that older workers are more satisfied than younger ones. Literature further reveals that older

workers tend to be happier with their jobs, have lower turnover rates, and miss fewer working

days (Naceur&Fook, 2001).

Tenure

Tenure is experience of teachers spending in teaching profession. Teachers with greater

experience in education show high satisfaction with their professional role than less experienced

colleagues (Akhtar, 2000; Sari, 2004). Teachers’ professional maturity and experience made

them satisfied with students’ interaction and resources than novice teachers. Experienced

teachers become more confident in dealing with students and parents. Also, experienced teachers

may enjoy the privilege of utilizing better facilities and more resources at school because of their

seniority. Brown (2005) explored a positive relationship between tenure and job satisfaction.

Work Hours and environment:

Location is the place where the workers spend working hours. With regard to school location,

rural teachers were found to be less satisfied (Haughey& Murphy, 1984) than suburban teachers

(Ruhl- Smith, 1991). Teachers of urban schools found more responsible and sincere to their job

and are more satisfied than the rural school teachers because of infrastructure (Tasnim, 2006).

Researchers have investigated higher levels of job satisfaction in urban educational professionals

when compared with rural settings (Arnold, Seekins, & Nelson, 1997; Finley, 1991). In urban

areas workers often have more job opportunities, better schools, conveyance facilities, better

salary, higher prestige, and greater opportunities for spousal employment. On the other hand,

rural settings and smaller communities can provide family-oriented settings, lower crime rates,

recreational access and enhanced quality of life. The most commonly mentioned disadvantages

to rural settings have been professional isolation and lack of opportunity for professional

development. However, recent advancements in telecommunications and interactive networking

through the internet will decrease feelings of isolation and improve rural job satisfaction levels in

the future (Worrell, 2004). Overall job satisfaction of teachers who stayed in one institution

improved significantly with teaching experience, unlike those who hopped from one institution

to the other. Furthermore, the levels of overall job satisfaction of those who remain in one

institution were, after the first ten years, consistently higher than the corresponding levels of job

satisfaction of workers who changed their institutions (Oshagbemi, 2000).

School prestige and working conditions were found the best predictors for job satisfaction of

teachers in Pakistan. Principals leadership style and peer relationships were the next significant

predictors. Leadership style in schools is generally positive towards teachers. Pakistani teachers

like teaching profession. Teachers are dissatisfied with school location and about two-third of

teachers affirm that they have low status in the society (Saeed, 1997).

Literature Gap:

From the literature review we came to know that there are many studies conducted on the

employee job satisfaction in education industry. But there are hardly any studies conducted on

the job satisfaction in education industry in undergraduate colleges with specific focus to North-

Gujarat region. Hence it is very important to conduct this study which will be very useful for the

faculties as well for the improving and motivating them to work effectively and efficiently.

Research Methodology:

1) Research Design: Descriptive research

2) Sampling Method: Non-probability Convenience Sampling

3) Data Collection:

i) Secondary Data: Journals, Websites

ii) Primary Data: Self administered Questionnaire.

4) Research Area: North Gujarat

5) Sampling Size: 50 Respondents

6) Objectives of the Study

Primary Objective:

Employee Job satisfaction in education industry with specific focus to undergraduate colleges in

North Gujarat Region.

Secondary Objective:

1. To assess the socio –demographic characteristics of the Faculties

2. To assess the level of job satisfaction among the Faculties regarding Academic process,

and work value & environment.

3. To find out the factors influencing the job satisfaction among the respondents regarding

teaching and learning, students perspective, and Research.

4. To find the factors effecting job satisfaction because of work load, performance appraisal.

5. To study the respondents perception about their job regarding support received from

college and facilities provided to them.