Job satisfaction of female assistant professors in private colleges with reference to western Uttar Pradesh

The present study examined the relationships of a set of independent variables (Age, Education, Types of College, Experience, Pattern of Remuneration, Marital Status, Type of Family, Size of Family) with job satisfaction among Female Assistant Professors of private colleges.

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JOB SATISFACTION OF FEMALE ASSISTANT PROFESSORS IN PRIVATE COLLEGES WITH REFERENCE TO WESTERN UTTAR PRADESH

Dr Sandeep Kumar

Assistant Professor, Department of Statistics, Hindu College, University of Delhi, Delhi, India

Dr Sushila

Assistant Professor, Department of Sociology,

Km Mayawati Govt Girls P.G College, Badalpur, Noida, India

ABSTRACT

The present study examined the relationships of a set of independent variables (Age, Education, Types of College, Experience, Pattern of Remuneration, Marital Status, Type of Family, Size of Family) with job satisfaction among Female Assistant Professors of private colleges The population in this study consists of 300 Female Assistant Professors from 28 colleges of Western Uttar Pradesh (Greater Noida, Ghaziabad and Meerut) The Female Assistant Professors occupational job satisfaction scale was used for data collection, while t-test, Chi-square t-test, Person’s coefficient of correlation and Likert’s scale are used for statistical analysis According to the findings of the analysis It has been found that most of the respondents are moderately satisfied with the factors influencing their job satisfaction and also that their personal factors have some influence on their job satisfaction level

Key words: Job Satisfaction, Female Assistant Professor, Marital Status, Qualification,

Remuneration, Private Colleges

Cite this Article: Dr Sandeep Kumar and Dr Sushila, Job Satisfaction of Female Assistant

Professors in Private Colleges with Reference to Western Uttar Pradesh International Journal of

Management, 7(7), 2016, pp 406–417

http://www.iaeme.com/IJM/issues.asp?JType=IJM&VType=7&IType=7

1 INTRODUCTION

“Job satisfaction is an attitude that individuals have about their jobs Job satisfaction results from their perception of their jobs and degree to which there is a good fit between the individual and the organization.” (Ivancevich et al 1997)

It is one of the most researcher constructs in business science and organizational behavior for various reasons First, job satisfaction is relevant for scholars interested in the subjective evaluation of work conditions (e.g job characteristics Schjoedt.2009).Second, job satisfaction is relevant for managers and researchers interested in organizational outcomes Such as organizational commitment

(Rutherford et al 2009; Tsai and Huang.2008; Yousef.2002);extra-role behavior (Bowling, 2010) Absenteeism (Tharenou 1993), Sobtage chen and Spector, 1992) turnover or intentions to quit the job (e.g., DeConinck and Stilwell 2004); Rutherford et al., 2009).Third, Job Satisfaction is assumed to have major implications as it is a multidisciplinary and everlasting relevant construct covering all professions, work, jobs and contexts Despite some controversy concerning this issue (Cropanzano

and Wright, 2001)

Several studies recognize job satisfaction as a key factor influencing productivity (Judge at al., 2001: Ng et al., 2009; Schleicher et al., 2004) job satisfaction is an attitude that relates to overall attitudes towards life, or life satisfaction (Ilies et al., 2009) as well as to service quality (Hartline and Ferrel, 1996)

Thousands of studies examine people’s attitudes to their work experience as well as to specific aspects of their jobs such as pay, supervision or autonomy (Spector, 1997) A person with a high level

of job satisfaction invariably has positive attitudes towards his/her job; while a person dissatisfied has negative attitudes about his / her job Conceptually, job satisfaction is a broad construct, regarding all

or most of the characteristics of the job itself and the work environment, which employees find rewarding, fulfilling and satisfying, or frustrating and unsatisfying (Weiss 2002) All these arguments coverage on the general and started assumption that global job satisfaction is associated with a complex set of interrelationships of tasks, roles, responsibilities, interactions, incentives and rewards (Bowling et al., 2008)

Other researchers have examined the job satisfaction of university faculty Blackbum, Horowitz, Edington, and Klos (1986) have found that job related stress is positively related to job related strain which then negatively impacts the health, life satisfaction, and job satisfaction of university faculty and administrators Personal factors, social support systems and health fitness of faculty and administrators moderate the negative relationship between job strain, health, life satisfaction, and job satisfaction (Blackbum, Horowitz, Edington, and Klos, 1986) In addition, Sorcinelli and near (1989) found that the job satisfaction is positively related to faculty’s life satisfaction and their non-work satisfaction

A study of university academic staff by Pearson and Sciler (1983) focused on Herzberg (1959) notion of context elements of the job, investigating academics’ levels of satisfaction with the environment in which they work They found that academics were generally more satisfied than dissatisfied with their work environment, but that there were high levels of dissatisfaction with compensation-related elements of the job (e.g., fringe benefits, pay, and performance criteria) Pearson and Sciler commented that higher order needs tend to dominate in a university setting, where academics generally have a high degree of control over content factors, including the process of teaching and molding minds

By contrast, academics generally have limited control over context factors, such as the university environment in which the teaching and research processes take place Because academics have high degree of control over content elements perceptions of the job are particularly dependent on the degree of satisfaction with the context factors

A study by Moses (1986) tended to support the view that levels of dissatisfaction relate to context factors, she found, for example, that faculty was dissatisfied with the under valuing of teaching excellence in promotion decisions She concluded that tenured and well-paid employment provides satisfaction of the lower-order needs, whereas prestigious and autonomous work enables academic staff to satisfy to a greater degree higher-order needs than is possible for the general population (e.g., esteem need the need for self-actualization)

2 PURPOSE OF THE STUDY

The purpose of this descriptive co-relational study was to examine factors affecting job satisfaction of Female Assistant Professors of western Uttar Pradesh private colleges In addition, this study sought

to determine the overall satisfaction of faculty members

3 OBJECTIVE OF THE STUDY

To guide this study the following research objectives were formulated:-

1 Describe selected demographic characteristics of the Female Assistant Professors

2 Describe the important determinates towards job satisfaction

3 Describe the relationship between job satisfaction and selected demographic variables

4 Describe the relationship between job satisfaction and selected determinants of job satisfaction

5 Describe the suitable measures for improving job satisfaction and suggest these measures to Female Assistant Professors in private colleges

4 METHODOLOGY

Job satisfaction is a complex phenomenon involving various personal, organization and social aspects In methodological portion an attempt to evaluate and explain the various methods and procedures followed in order to unable the researcher to answer the research questions A detailed description of the methods and procedures followed in caring out the research is furnished under the following heads

4.1 Research Design

Exploratory curve descriptive research design has been used for conducting the study The exploratory aspect has been concerned with collection of basic information regarding the job satisfaction of Female Assistant Professor

4.2 Area of the Study

The micro level study has been taken up to identify the job satisfaction of Female Assistant Professors

in private colleges of Greater Noida, Ghaziabad and Meerut districts in Western Uttar Pradesh have been selected as a specified focused area of the study

4.3 Sampling Procedure

In the present study, a total number of 300 Female Assistant professors (i.e.100 from each area Greater Noida, Ghaziabad and Meerut Districts.) have been selected through purposive random sampling Thus the purposive random sampling has been adopted for the investigation

4.4 Techniques of Data Collection

In the present study, the data have been collected with the help of interview, interview schedule/guide and questionnaire

4.5 Tools and Techniques of Data Analysis Used

(i) The mean and S.D have been used to identify the average scores and most appropriate average towards level of job satisfaction of Female Assistant Professors

(ii) The Chi-square test for independence, to test whether two or more attributes are associated or not (iii) The t-test, to test the significance variation in main scores

(iv) Percentages, Ranking technique and Spearmen’s rank correlation coefficient have also been used

in the data analysis

(v) Likert’s five point scale has been used to identify the overall job satisfaction

5 ANALYSIS AND INTERPRETATION OF DATA

The data collected through the well structured questionnaire is analyzed and interpretation made on the basis of such analysis is represented as below:-

Table 1 Personal Background of the Respondents

Age-Group

Below 25

25-34

35 & above

24

96

32

42

88

18

66

184

50

22.00%

61.33%

16.67%

Educational Qualification

Post Graduate (PG)

PG+NET

PHD

Ph.D + NET

50

52

20

30

48

50

21

33

98

102

41

63

32.00%

34.00%

13.00%

21.00%

Types of Colleges

Women’s

Co-educational

112

40

105

43

217

83

72.33%

27.67%

Experience (In yrs.)

5 and Below

6-10

More than 10

48

73

31

42

67

39

90

140

70

30.00%

46.67%

23.33%

Marital Status

Married

Unmarried

Widow/Divorcee

86

47

19

77

54

17

163

101

36

54.33%

33.67%

12.00%

Types of Family

Nuclear

Joint

97

55

102

46

199

101

66.33%

33.67%

Size of Family

1-2

3-5

More than 5

16

124

12

12

128

8

28

252

20

09.33%

84.00%

06.67%

Mode of Pay

Fixed

Guest

Scale

101

8

43

105

15

28

206

23

71

68.66%

07.67%

23.60%

Figure 1

• It is inferred that, cut of 300 selected sample, 61.33% belongs to the age of 25-34 years of which majority are choosing traditional courses is their course of study and 22% pertains to the age of 25 years below of which majority are selecting their cause as professional

• It is inferred that the qualification of majority of the respondents in the sample is (PG+NET), and 32% are post graduate

• Out of 300 sample size, 72.33% of population is serving in women’s college and only 27.67% of population in co-educational colleges

• It is interested to note that 46.67% have put 6-10 years of teaching experience, 30% population falls within 5 % below years and 23.33% are having more than 10 years of teaching experience

• It is inferred that 54.33% population is married and 33.67% are unmarried Only 12% population having status either widow or divorce

• 66.33% of families are nuclear type and 33.67% are having joint type of family

• 84% of respondents having 3-5 family members, 9.33% having 1-2 family members and 26.67% giving more than 5 family members

• It is inferred that 68.66% having fixed or (consolidated) amount o salary

• 23.6% are getting Assistant professor Scale salary and 7.67% are getting guest (or hourly base) salary

0 20 40 60 80 100

Personal Background of the

Respondent

Series1 Series2 Series3 Series4

Table 2 Respondent’s satisfaction towards the following factors

No of respondent’s satisfaction towards Achievement

Low

Moderate

High

28

83

41

21

84

43

49

167

84

16.33% 55.67% 28.00%

No of respondent’s satisfaction towards Pay and Benefits

Low

Moderate

High

21

48

83

24

45

79

45

93

162

15.00% 31.00% 54.00%

No of respondent’s satisfaction towards Recognition

Low

Moderate

High

26

31

95

15

52

81

41

83

176

13.67% 27.67% 58.66%

No of respondent’s satisfaction towards Advancements

Low

Moderate

High

10

73

69

22

84

42

32

157

111

10.67% 52.33% 37.00%

No of respondent’s satisfaction towards Autonomy

Low

Moderate

High

24

81

47

21

74

53

45

155

100

15.00% 51.67% 33.33%

No of respondent’s satisfaction towards Work Environment

Low

Moderate

High

27

79

46

24

75

49

51

154

95

17.00% 51.33% 31.67%

Figure 2

The Table-2 explains that 55.66% Assistant professors low moderate level of satisfaction with the achievements 28% low high level of satisfaction with the achievements and only 16.33% respondents leave low level of job satisfaction

Around 54% respondents are highly satisfied with pay and benefits They receive 31% respondents are moderately satisfied with pay and benefits and only 15% are low level o satisfaction with pay and benefits

Third, inferred as 58.66% respondents are highly satisfied with recognition in their organization 27.66% respondents are moderately satisfied with recognition in their organization And only 13.66% have low level of satisfaction with recognition in their organization

Fourth, inferred as 52.33% respondent have moderate level of satisfaction with advancements and 37% respondents have highly satisfied with advancements and only 10.66% respondents have low level of job satisfaction with advancements in their organization

Five, inferred as 51% respondents have moderate level of satisfaction with autonomy and 33.33% have highly satisfied with autonomy and only 15% have low level of satisfaction with autonomy Sixth, inferred as 51.33% respondents have moderate level of satisfaction with work environment

in their college and 31.66% respondents have highly satisfied with work environment and only 17% respondents have low level of satisfaction with work environment in their college

Table 3 Mean and S.D Table Corresponding to Table-2 factors

1 Mean

S.D

3.315 0.860

3.270 0.846

3.293 0.854

2 Mean

S.D

3.595 0.925

3.5203 0.9741

3.550 0.940

3 Mean

S.D

3.780 1.018

3.763 0.870

3.771 0.944

4 Mean

S.D

3.505 0.890

3.340 0.972

3.422 0.931

5 Mean

S.D

3.129 0.885

3.278 0.890

3.203 0.887

6 Mean

S.D

3.206 0.872

3.148 0.974

3.177 0.873

16.33 15 13.66

10.66 15 17

55.67

31 27.66

52.33 51 51.33 28

54 58.66

37 33.33

31.66

Job Satisfaction Towards Factors

LOW MODERATE HIGH

Figure 3

(1) It is inferred that the traditional course Female Assistant Professors have higher level of satisfaction with regards to achievement than the professional course Female Assistant Professors But on comparing the standard deviation of the two categories, it is inferred that professional course Female Assistant Professors has the most representative mean

(2) It is inferred that the traditional course Female Assistant Professors have higher mean level of satisfaction with regards to pay and Benefits than the professional course female assistant professors But and comparing the S.D of letter is less so second is more consistent

(3) It is inferred that the traditional course Female Assistant Professors have little higher mean level

of satisfaction with regards to Recognition then the professional course Female Assistant Professors But second is more consistent as it has less S.D than traditional

(4) It is inferred that the traditional course Female Assistant Professors have little higher mean level

of satisfaction with regards to advancement than the professional course and also consistent as traditional course contains less S.D than professional course

(5) It is inferred that the professional course Female Assistant Professors have higher mean level of satisfaction with regards to Autonomy than the traditional course and less consistent as it contains more S.D than traditional course

(6) It is inferred that the traditional course Female Assistant Professor have higher mean level of satisfaction and more consistent with regards to work environment

5.1 T-Test

(I) Ho: The difference between the means of two categories of respondents with regard of their Achievements is not significant

Tcal = 0.087; Ttab = T4 (0.05) = 2.77

Tcal < Ttab ; hence, we may accept Ho

Conclusion: It is inferred that the difference in the mean score of the respondents in both traditional

and professional (disciplines is not significant)

(II) Ho: The difference between the means of two categories of respondents with regard to their Pay and Benefits is not significant

Tcal = 0.127; Ttab = T4 (0.025) = 2.77

Tcal < Ttab; hence, we may accept Ho

3.293 3.55 3.771 3.422 3.203 3.177

0.854 0.94 0.944 0.931 0.887 0.873

Mean and S.D of Factors

Mean S.D.

Conclusion: It is inferred that the difference in the mean Score of the respondents in both traditional

and professional disciplines is not significant

(III) Ho: The difference between the means of two categories of respondents with regard to their Recognition is not significant

Tcal = 0.028; Ttab = T4 (0.05) = 2.77

Tcal < Ttab; hence, we may accept Ho

Conclusion: It is inferred that the difference mean Score of the respondents in both traditional and

professional disciplines is not significant

(IV) Ho: The difference between the means of two categories of respondents with regard to their Advancement is not significant

Tcal = 0.275; Ttab = T4 (0.05) = 2.77

Tcal < Ttab ; hence, we may accept Ho

Conclusion: It is inferred that the difference mean Score of the respondents in both traditional and

professional disciplines is not significant

(V) Ho: The difference between the means of two categories of respondents with regard to their Autonomy is not significant

Tcal = 0.288; Ttab = T4 (0.05) = 2.77

Tcal < Ttab ; hence, we may accept Ho

Conclusion: It is inferred that the difference mean Score of the respondents in both traditional and

professional disciplines is not significant

(VI) Ho: The difference between the means of two categories of respondents with regard to their Work Environment is not significant

Tcal = 0.207; Ttab = T4 (0.05) = 2.77

Tcal < Ttab ; hence, we may accept Ho

Conclusion: It is inferred that the difference mean Score of the respondents in both traditional and

professional disciplines is not significant

t-test of significance of correlation of mean scores:-

Ho: Coefficients of correlation among the mean values of the traditional, professional course Female Assistant Professor and of their total are not significant

Table 4 Correlation Coefficient Value degree of freedom (v) = 13

The above Table-4 shows the correlation coefficient and testing of significance on the basis of ranking of 14 factors and arranges those rank wise 1 to 14 factors i.e (Work place, Teaching Profession, Working Conditions, Supervision, Pay-Benefits, Work Group, Recognition, Responsibility, Inter-role-conflict, Advancement, Autonomy, Personal Satisfaction, Social Status, Miscellaneous factor)

5.2 Likert’s Five Point Scale of Satisfaction

Table 5 Level of Satisfaction No of

Respondents

Likert’s Scale Score

Figure 4

Likert’s five point scale, this is an ideal measure of job satisfaction of the respondents It can be conclude that the respondents experience is neither too high nor too low Thus the respondents are said to be moderately satisfied as per Likert’s five point scale of measure

6 RECOMMENDATIONS

The findings reported in this study make a valuable contribution to the awareness of understanding the concept of job satisfaction However additional research is needed to further investigate the potential relationship and affect these variables and other variables have a job satisfaction The following recommendations have been made to these colleges:-

• The conditions of work need to be improved with adequate Laboratory, Library, with updated system software, books, journals, magazines, equipments etc

• The skills of the Female Assistant Professors need to be utilized effectively by providing opportunities for them to expose their talents

• The personality and skills of the Female Assistant Professors can be enlaced by frequently conduct of FDP/MDP/QIP/Workshops etc

• To reduce the mental stress, the proper counseling session and motivational lectures should be place so that stress free campus makes them happy & enthuses

• Performance of Female Assistant Professors should be test by secretly and in a positive & objective manner

22%

71%

6% 1% 0%

Percentage of Satisfaction Level

HIGHLY SATISFIED SATISFIED UNDECIDED DISSATISFIED HIGHLY DISSATISFIED