Job Satisfaction of College Teachers - An Elementary Study in West Bengal

JOB SATISFACTION OF COLLEGE TEACHERS – ANELEMENTARY STUDY IN WEST BENGAL

Suhas Roy (Corresponding Author)Assistant Professor in Economics

Bethuadahari College under University of KalyaniNadia, West Bengal

[email protected]: 919635261724

Dr. Swapan Kumar Roy Assistant Professor in Commerce,

Bethuadahari College under University of KalyaniNadia, West [email protected]

Mobile: 919434179853

ABSTRACT

The purpose of the present paper is to assess the level

of job satisfaction of the college teachers and to observe the

factors contributing job satisfaction to them. The job

satisfaction of the college teachers of West Bengal is very

important from the point of view of higher education system of

the State as well as the development of the State. In doing

this descriptive type of research methodology has been adopted

and by administering a questionnaire, required data have been

collected from the teachers of different colleges of the

State. The data revealed varied level of job satisfaction

among the teachers. It has been found that the level of

satisfaction of the college teacher varies positively with

age, experience, pay-scale and job security, designation while

does not vary significantly with gender difference, education

qualifications, after entry academic progress, distance from

college to teacher’s residence. Married teachers have been

found with higher job satisfaction.

Key Words: After entry academic progress, Job satisfaction,Job security, Likert scale, Nature of appointment,Questionnaire.

INTRODUCTION

Teachers are the main architect of building the nation.

College teachers are the persons associated with supplying

human resources to the productive processes. They are the

mentor of the human capital of the country. It is said that as

is the teacher so is the nation. On the way round, as the

teacher is satisfied with job so satisfied is the nation. The

Education Commission (1964-66) has rightly commented that the

destiny of India is now being shaped in the classrooms of

India. Job satisfaction of college teachers is, therefore, an

important aspect to be considered in making higher education

system efficient. Provision of quality education deserves

engagement of satisfied and able teacher and retention of

them.

There are several determinants of job satisfaction.

Schultz and Schultz (1998) held the view that job satisfaction

depend on various job-related characteristics as well as on a

number of personal characteristics like age, gender, health

and social relationships. Spector (2003) maintained that age,

gender, race, cognitive ability, job experience and

occupational level have impact on job satisfaction. Fried &

Ferris (1987) held the view that the better-educated persons

having higher expectations of their jobs and believing their

performances should provide greater fulfilment and

responsibility. A person too qualified for his job is likely

to experience inadequate challenge from his job and become

bored and dissatisfied. Ritter and Anker (2002) maintained

that there does not seem to be a clear-cut relationship

between age and job satisfaction. Other researchers who have

studied age in this regard indicated that job satisfaction

increases with age (Schultz & Schultz, 1998), and that workers

older than 40 years seem to be considerably more satisfied in

the workplace than their younger counterparts (Huddleston et

al., 2002). In the samples of several studies (Beisiegel,

2003; Bellenger et al., 1984; Busch & Bush, 1978; De Vaus &

McAllister, 1991; Guppy & Rick, 1996; Huddleston et al., 2002;

Sempane et al., 2002; Senior, 2003), no significant gender

difference in job satisfaction has been shown. Fried and

Ferris (1987) maintained that job experience has a positive

effect on job satisfaction. As regards education level,

certain authors indicated that job satisfaction decreases as

educational qualification increases (Fried & Ferris, 1987;

Gouws, 1995; Huddleston et al., 2002; Shepard, 1973). Higher

position in the organization and experience have clear and

consistent impact on job satisfaction, in that more senior

personnel experience higher levels of job satisfaction

(Bellenger et al., 1984; Busch & Bush, 1978; Coster, 1992;

Daftuar, 2001; Guppy & Rick, 1996; Huddleston et al., 2002;

Kline & Boyd, 1994). Cohen-Rosenthal and Cairnes (1991), Davy

et al. (1997), Hoole and Vermeulen (2003), and Ritter and

Anker (2002), emphasised that job security is an important

determinant of job satisfaction. Moon (2000) demonstrated a

similar relationship between these variables. Visser et al.

(1997) showed that a lack of job security affects negatively

on job satisfaction.

The following sections of the paper include literature

review, research methodology, data analysis, testing of

hypotheses, results, conclusions and scope of future research.

REVIEW OF EXISTING LITERATURE

Job satisfaction is the extent to which one feels good

about his or her job. Locke (1976) defined job satisfaction as

a pleasurable or positive emotional state resulting from the

appraisal of one’s job or job experience. Khan (1995) found

four factors affecting the level of job satisfaction of a

teacher are occupational level (designation, scale of pay, job

content, job security etc), age, educational qualifications

and gender. He showed that job satisfaction is higher with

increasing age, higher educated teachers are less satisfied

and females are more satisfied than male teachers. Bishay

(1996) investigated job satisfaction amongst a sample of 120

teachers. Results indicate that job satisfaction seems to

increase with age and years of experience in service.

Pollicino (1996) added type of college as a factor

contributing job satisfaction of a teacher. Perie and Baker

(1997) contended that the quality of teaching received by

students is influenced by the level of job satisfaction of the

teachers. Schultz and Schultz (1998) found that the level of

job satisfaction increased with age. Mc Murdo (1998) showed

that contract teachers were concerned with their insecure job

security. Syptak et.al (1999) indicated that the more

satisfied employee was more inclined to be industrious,

inspired and dedicated to his or her job. Aronsson and

Goeranson (1999) found that contract employees were less

satisfied with their jobs because of less control over their

employment status. D.B Rao (2000) concluded that the main

sources of satisfaction of teachers were in aspect of working

with students, intellectual stimulation, autonomy, holidays

and job security. New teachers tend to be less satisfied with

their job than teachers with experience (Mertler, 2001).

Blood et al (2002) research amongst teachers in public schools

indicated that older teachers reported higher levels of job

satisfaction than younger teachers. Factors like pay, the work

itself, supervision, relationships with co-workers and scope

for promotions have been found to contribute to job

satisfaction (Opkara, 2002). Rosser (2005) identified another

set of four factors on job satisfaction of teachers. They are-

i) rewards and salary; ii) work and career satisfaction; iii)

relationships with students, colleagues and administrators;

and iv) benefits and job security. Chen (2006) contended that

quality in teaching and learning can only be enhanced if the

teachers are satisfied and content.

Job satisfaction of college teachers is largely dependent

on three categories of determinants. They are, namely, factors

relating to teachers’ characteristics, factors relating to

social or community characteristics and factors relating to

organizational characteristics. With the change of every

organization or every community, the determinants of job

satisfaction of the teachers change. Again, job satisfaction

depending upon teachers’ characteristics also differs with the

level of education imparted by the institution. That is, job

satisfaction of the teachers belonging to primary school

teachers, high school teachers, college teachers and

university teachers are supposed to be different. Even job

satisfaction is likely to be different among the college

teachers themselves. So far no research work has been done in

the field of job satisfaction of college teachers in West

Bengal. In order to fill up this gap, the present study has

been done.

OBJECTIVES OF THE STUDY

The objectives of the study are:

1. To assess the level of job satisfaction enjoyed by the

college teachers engaged in different colleges of West

Bengal and

2. To find out any relationship between the job satisfaction

of the college teachers and the different factors

contributing to job satisfaction/dissatisfaction.

HYPOTHESES OF THE STUDY

The following null hypotheses have been formulated for

testing statistical significance:

1. There is no significant mean difference of job

satisfaction between teachers above 45 years of age and

college teachers below 45 years of age.


satisfaction between whole time and part-time college

teachers.


satisfaction between Associate Professors and Assistant

Professors.


satisfaction between teachers having above 15 years of

teaching experience and college teachers having 15 years

or below 15 years of teaching experience.


satisfaction between male teachers and female college

teachers.


satisfaction between married and unmarried college

teachers.


satisfaction between teachers with M.Phil/Ph.D degrees

and teachers with only post graduation degrees.


satisfaction between teachers attending college from more

than 30 km distant residence and college teachers coming

from residence less than or equal to 30 km distance.

9. There is no significant difference of job satisfaction

between teachers extending academic qualifications after

entry in the college and those did not extend their

qualifications.

METHODOLOGY

Data source and Sample design

The data of the present study have been collected from primary

sources i.e. through administration of mailed questionnaire to

the sampled respondents. Primarily, 100 college teachers have

been randomly selected out of about 500 teachers from a list of

teachers prepared for some other purpose. Structured

questionnaires were sent to all the selected teachers through

post. But only 62 college teachers (found completed and usable)

were responded that has been taken as sample, 16 were

incomplete and the rest (22) did not respond. These sample

respondents consists of 15 Associate Professors, 27 Assistant

Professors, 4 Whole Time Contractual Teachers, 9 Part-time

Teachers and 7 Guest Teachers. The questionnaire had two parts-

A and B. ‘Part-A’ contained information about the respondents.

It included information like age, sex, marital status, position

held, name of the college, job experience in years, educational

qualifications etc. On the other hand, ‘Part-B’ contained

questions seeking feelings of the teachers. Twenty statements

were given. The feelings about the statement were classified

into Likert’s 5-point scale. They are; namely, strongly agree

(SA), Agree (A), Neutral (N), Disagree (DA) and Strongly

Disagree (SDA). They were given numerical points 5,4,3,2 and 1

respectively. On the basis of these ratings, the levels of job

satisfaction of the teachers have been assessed. These apart,

different books, journals, Government Reports and also the

relevant websites have been consulted.

Variables Used

The demographic variables or the personal characteristics of

the college teachers might have significant roles in

determining the level of job satisfaction of an individual

teacher. Demographic variables like age of the teachers, sex

of the teacher, marital status of the teacher, teaching

experience, educational qualifications of the teachers and

after entry academic progress likely to have impact on the

level of the job satisfaction of teachers. Similarly,

variables describing job security, job content, status of the

post held and pays and allowances likely to have influence on

job satisfaction of the teachers. Hence the following

variables have been taken into consideration to make the data

analysis effective.

Job Satisfaction

Age of the teachers

Nature of appointment of the teachers

Designation of the teachers

Experience of the teachers

Sex of the teachers

Marital status of the teachers

Educational qualifications of the teachers

Distance of the teachers’ residence from the college

Extension of educational qualifications after entry in

the service (after entry academic progress of the

teachers)

Tools used

In the course of analysis, descriptive statistics, correlation

statistics and test of significance (t-test, Chi-square test)

has been used.

EMPIRICAL RESULTS AND TESTING OF HYPOTHESES

Hypothesis 1:

H01: There is no significant mean difference of job

satisfaction between teachers above 45 years of age and

college teachers below 45 years of age.

Table-1: Results of the testing of hypothesis to judge meandifference of job satisfaction between young and older college

teachers

Groups No. of Teachers

Mean S.D t-values Level of significance

Acceptance /Rejection of H0

Teachers above 45 years of age

27 75.8148

7.9809 t-calculated=4.921t- tabled =1.671(p=0.05)t-tabled=2.390(p=0.01) d.f=60

5% level ofsignificance.

H01 is rejected

Teachers of 45 years of age and below

35 64.5143

6.5186

H01 is rejected at 5% level of significance as the

calculated value of “t” is greater than the tabulated value

“t” [t-cal>t-tab]. It implies that the mean difference of job

satisfaction among teachers belonging to above forty five

years age group and college teachers aged forty five years and

below is significant.

Hypothesis-2


satisfaction between whole time and part-time college

teachers.

Table-2: Results of the Testing Hypothesis to judge the meandifference of job satisfaction between whole time and part-time

college teachers


Mean S.D t-values (p=0.05)

Level ofsignificance


Whole time teachers

42 73.0238 8.5895

t-calculated=4.501 t- tabled =1.671d.f=60

5% levelofsignificance

H02 is rejected.

Part-timeteachers

20 61.9 4.2661



“t” [t-cal>t-tab]. It means that the mean difference of job

satisfaction between whole time teachers and part-time

teachers is significant.

Hypothesis – 3



Professors.

Table-3: Results of the Testing of Hypothesis to judge the meandifference between Associate Professors and Assistant Professors



Level ofsignific

Acceptance /Rejection

ance of H0

Associate Professors

15 79.2 5.4274

t-calculated= 3.4733t- tabled =1.684d.f=40

5% levelof significance

H03 is rejected.Assistant

Professors27 69.592

68.1394





Professors is significant.

Hypothesis – 4


satisfaction between teachers having above 15 years of

teaching experience and college teachers having 15 years or

below 15 years of teaching experience.

Table-4: Results of the Testing of Hypothesis to judge meandifference between more experienced teachers and less experienced

teachers


Mean S.D t-values Level ofsignificance


Teachers having above 15 years of experience

19 77.4737 7.2676

t-calculated= 4.625t- tabled =1.671(p=0.05)d.f=60


H04 is rejected

Teachers having 15years or less teaching experience

43 65.8837 7.4425




satisfaction among teachers having experience more than

fifteen years and teachers having fifteen years or less

teaching experience is significant.

Hypothesis- 5



teachers.

Table-5: Results of the Testing of Hypothesis to judge the meandifference between male teachers and female college teachers




Male teachers

51 70.4509

9.1658 t-calculated=1.893t- tabled =1.671(p=0.05)t-tabled=2.390(p=0.01) d.f=60


H05 is rejected Female

teachers11 64.727

37.4174




satisfaction among male teachers and female college teachers

is significant.

Hypothesis – 6


satisfaction between married and unmarried college teachers.

Table-6: Results of the Testing of Hypothesis to judge the meandifference between married and unmarried college teachers



Acceptance/Rejectionof H0

Married teachers

50 70.94 9.2127 t-calculated= 2.6585t- tabled=1.671(p=0.05)t-tabled=2.390(p=0.01)d.f=60

5% levelof significance and1% levelof significance

H06 is rejected.Unmarried

teachers12 63.1667 5.2541

H06 is rejected both at 5% level of significance and 1%

level of significance as the calculated value of “t” is

greater than the tabulated values “t” [t-cal>t-tab]. It means

that the mean difference of job satisfaction among married

teachers and unmarried college teachers is significant.

Hypothesis – 7


satisfaction between teachers with M.Phil / Ph.D degrees and

teachers with only post graduation degrees.

Table-7: Results of the Testing of Hypothesis to judge the meandifference of job satisfaction between teachers with higher

educational degrees and teachers with minimum requiredqualifications





Teachers with higherqualifications

30 71.2 9.0073 t-calculated=1.4795t- tabled=1.671d.f=60


H07 is accepted.

Teachers with essential qualifications

32 67.78 9.0044

H07 is accepted at 5% level of significance as the

calculated value of “t” is less than the tabulated value “t”

[t-cal<t-tab]. It means that the mean difference of job

satisfaction among teachers with higher educational

qualifications and teachers with essential qualification is

insignificant.

Hypothesis – 8


satisfaction between teachers attending college from more than

30 km distant residence and college teachers coming from

residence less than or equal to 30 km distance.

Table-8: Results of the Testing of Hypothesis to judge the meandifference between teachers living in more distant places and living

in less distant places




Teachers regularlycoming from above30 km distant place

23 68.3478 7.9121 t-calculated= 0.723t- tabled=1.671(p=0.05)d.f =60


H08 is accepted

Teachers coming from less

39 70.0769 9.7694

than or equal to 30 km distance


calculated value of “t” is less than the tabulated value “t”

[t-cal<t-tab]. It means that the mean difference of job

satisfaction among teachers coming from more than 30 km away

and those are coming from less distance is insignificant.

Hypothesis – 9

H09: There is no significant difference of job satisfaction

between teachers extending academic qualifications after entry

in the college and those did not extend their qualifications.

Table-9: Results of the Testing of Hypothesis to judge the influenceof job satisfaction of college teachers on after entry academic

progression

Groups No. of Teachers increased their qualifications afterentry in the service ofcollege teachers

No. of Teachers didnot increase their qualifications afterentry in the service ofcollege teachers

Total

Chi-square values



Teachers having more job satisfaction (>70 points)

11 15 26 Chi-square value calculated= 0.2074Chi-square value tabled= 3.84


H09 is accepted

Teachers having less job satisfaction (<or

12 24 36

=70 points)

(p=0.05)d.f =1

Total 23 39 62


calculated value of “Chi-square” is less than the tabulated

value of “Chi-square” [Calculated value of Chi-Square<

Tabulated Value of Chi-square]. It means that the difference

of job satisfaction among teachers increased their educational

qualifications after entry in service of college teachers and

who did not so is insignificant.

DATA ANALYSIS

The data analysis indicates that average job satisfaction

level of college teachers is 69.44 with standard deviation of

9.096. The highest and the lowest values of job satisfaction

have been found to be 87 and 55 respectively. The range is 32.

The average age of the sample college teachers is found to be

41.73 years with standard deviation 9.6. The correlation

coefficient between job satisfaction and age has been

calculated as 0.62. The average experience in teaching in the

college is found to be 12.03 years with standard deviation of

7.86. The correlation coefficient between job satisfaction of

the teachers and teaching experience in years has been found

to be 0.66. Out of the sample teachers, 22 have PhD degree

and 8 have M.Phil degree and 32 have only post graduation

degree. Out of 62 college teachers, 23 have further extended

their educational qualifications after the entry into the

college service and 39 did not take such initiatives. Among

the samples, 15 are Associate Professors, 27 are Assistant

Professors, 4 are Whole Time Contractual Teachers, 9 are Part-

time Teachers and 7 are Guest Teachers. The average distance

of a teacher’s residence from his or her college is found to

be 32.16 kilometers. The correlation co-efficient between job

satisfaction of the teachers and distance from college to

teacher’s residence has been calculated to be -0.13. Out of 62

college teachers in the sample, 50 are married and 12

unmarried. There are 51 male teachers and 11 female college

teachers.

CONCLUDING OBSERVATIONS OF THE STUDY

1. There is a significant mean difference of job satisfaction

between teachers above 45 years of age and college teachers

below 45 years of age. Teachers belonging to age-group above

45 years seem to have attained their career maturity. They are

less likely to change their job any further. They are content

with their profession. They retained in the profession by

choice. Their job satisfaction level is comparatively higher

than the younger. It is sometimes argued that the teachers are

compelled to retain in the job due to lack of better

alternative elsewhere. Again it can be said, they are more

content than others because they have realized that change of

job is not an easy option. Thus, they settle and a kind of

inertia prevents them to break the status quo that can be

viewed as a satisfied state. [Hypothesis-1]


between whole time and part-time college teachers. Whole time

teachers enjoy much high job security, higher scale of pay,

leave, pension, gratuity, GPF and other allowances. The part-

time teachers and WTCTs have been given assurance of service

up to the age of sixty years. But they have not yet been

awarded any scale of pay. They are not entitled to family

pension and other benefits. They cannot get leaves as many as

whole time teachers enjoy. In this paper, whole time

contractual teachers, part-time teachers and guest teachers

have been included in the same group as they are provided with

equally weak job security in contrast with full time teachers.

The study shows clearly that full time teachers are well ahead

in terms of job satisfaction than part-time teachers.

[Hypothesis - 2]

3. There exists a significant mean difference of job


Professors. Associate Professors are at present enjoying quite

a higher scale of pay than Assistant Professors. Furthermore,

Assistant Professors are no longer entitled to be promoted by

virtue of length of service only. Academic Performance

Indicators (API) has been introduced in the Career Advancement

Scheme (CAS). The requisite points in terms of API are to be

collected for obtaining eligibility for promotion to Associate

Professors. They have to be appeared before a prescribed

Selection Committee and to obtain favourable recommendations

to be promoted. It is quite expected that higher pay of the

Associate Professors would increase job satisfaction level of

them and, on the other hand, the possible hindrances and

complexities towards promotion to the post of an Associate

Professor would decrease the level of job satisfaction among

Assistant Professors. [Hypothesis - 3]


between teachers having above 15 years of teaching experience

and college teachers having 15 years or below 15 years of

teaching experience. Experienced teachers are more satisfied

than less experienced teachers. It is obvious. Their passion

towards teaching prevented them from changing their

profession. In course of time they have invented newer and

more effective methods of transmitting knowledge to the

students. They no longer get nervous in managing classes.

Indian society respects teachers very much. They would have

occupied a respectable position in the society. They would

have built a unique teacher-student relationship in a separate

world and intend to remain there with satisfaction.

[Hypothesis – 4]

5. There exists a significant mean difference of job


teachers. Ideally, there should not be any significant

difference between male and female college teachers in respect

of job satisfaction. But, in Indian context, teaching as a

profession is more attractive among the female folk of the

country. They perhaps derive more satisfaction from this

profession and think this profession more safe, secured and

suited to them. Under this circumstance, female teachers are

likely to be more satisfied with their job than their male

counterparts. But here the result is reversed. Male college

teachers are found to be with higher job satisfaction than

female teachers. Possible explanation is that most of the

sample female teachers belong to part-time category. Second

point is that most of them are married. As housewives they

always keep in mind ‘balance maintenance’ which is very much

required. Workload in house and in college may put stress on

the level of job satisfaction. Third point is important. Most

of them are coming from a long distance for attending college.

However, the mean difference of job satisfaction among male

and female teachers may be called insignificant at the 1%

level of significance. [Hypothesis – 5]


between married and unmarried college teachers. Marital status

or gender should not have any impact on the job satisfaction

of college teachers. But, data analysis shows that married

teachers have greater job satisfaction. If it is assumed that

married teachers (true in the sample) are older than unmarried

teachers then the logic behind higher job satisfaction among

the aged teachers holds true here also. [Hypothesis- 6]

7. There is no significant mean difference of job satisfaction

between teachers with M.Phil/Ph.D degrees and teachers with

only post graduation degrees. Higher educational

qualifications entail personal satisfaction to the concerned

teachers. It may not happen that higher degrees inspire

teachers to teach better. In an allotted class, a teacher is

expected to teach according to a given syllabus. He or she has

little scope to elaborate it by injecting topics of higher

studies and getting satisfaction from it. Rather he or she

becomes disappointed because they are not being paid for their

additional qualifications. However, there are provisions of

granting a number of increments for M.Phil and PhD degrees, if

those are obtained before the entry in the service. Though the

UGC prescribed benefits for those obtained higher degrees

during in-service period, the State Government has not yet

implemented the same. As because they are not getting paid or

receiving any direct benefit for their additional higher

degrees, its reflection is absent on job satisfaction.

[Hypothesis – 7]

8. There is no significant mean difference of job satisfaction

between teachers attending college from more than 30 km

distant residence and college teachers coming from residence

less than or equal to 30 km distance. The mean job

satisfaction level of the teachers coming regularly from

thirty km or less is slightly higher (70.0769) than those who

are coming to college more than thirty kilometers distance

(68.3478). It was expected that the mean job difference

between the two groups would be significantly different. The

correlation co-efficient between distance of the college from

teacher’s residence and job satisfaction of the teachers has

been found to be -0.13. That is, they are negatively

correlated. But this negativity is weak. The ‘t-test’ is not

in favour of making any significant difference between the

mean level of job satisfaction of the two groups of teachers.

Thus, possible explanation is to be found out. [Hypothesis –

8]

9. There is no significant difference of job satisfaction

between teachers extending academic qualifications after entry

in the college and those did not extend their qualifications.

Increased educational degrees after entry into the service are

likely to have an impact on the level of job satisfaction. It

reflects the teachers’ inquisitiveness and habit of keeping

updated themselves. It may also be interpreted that these

initiatives are indicators of lower job satisfaction. As if

the teachers doing higher studies would soon leave the present

colleges and taking preparation thereof. In the present data

analysis, it is found that only 11 teachers who have high

level job satisfaction have done higher studies in the in-

service period. Rather, the number of teachers who have low

level job satisfaction and did higher in-service studies (12

in numbers) is more than those have high level job

satisfaction. Teachers with low job satisfaction would not

engage themselves in further higher studies is clearly

reflected in the data (24 in numbers). [Hypothesis – 9]

Overall job satisfaction of the sample college teachers

is good enough. The mean level of job satisfaction is 69.44.

The highest and the lowest values of job satisfaction have

been found to be 87 and 55 respectively. [Data Analysis]

SUGGESTIONS

Data analysis shows that factors like age, experience and

marital status (married) contribute to the level of job

satisfaction while higher educational qualifications and after

entry academic progress do not significantly influence the

level of job satisfaction of the college teachers. Educational

qualifications of the teachers undoubtedly increase efficacy

of the teachers. Common sense dictates that more efficient

teachers should be paid more. Educational qualifications and

teachers’ efficacy should be related with teachers’ salary,

promotion and designation or post held. If it is done, job

satisfaction of the teachers would increase. Teachers,

especially young teachers of the college besides their

assigned duties and responsibilities take up further studies

and get positive result in after entry academic progression.

This should have a positive influence on higher education.

Obviously, these teachers are to be rewarded by the

government. It is also seen in the analysis of the data that

Whole-time Contractual Teachers, Part-time Teachers and the

Guest Teachers lack job security, social status and receive

meager remuneration as against full time teachers. Considering

their educational qualifications, teaching expertise and work-

load a reasonable pay scale is to be awarded to them. Their

job security is to be ensured. It is quite simple to believe

that the teachers coming from their distant residences should

have less job satisfaction than who are coming from nearer

places. This problem can be mitigated by providing staff

quarters in the college premises. Automatically the job

satisfaction of the teachers would increase.

LIMITATIONS OF THE STUDY

The study conducted during a very short period of time.

Therefore, the study reveals only a one-period analysis and

fails to assess any seasonal or cyclical variations in job

satisfaction of the college teachers. Secondly, the samples

include only 62 college teachers. If sample size were somewhat

larger, then it would be more representative. Thirdly, though

high response received on the part of the college teachers

inspired the researchers, indifferent attitude of a section of

teachers prevent to obtain a higher response. Fourthly, the

study is confined within the State of West Bengal. India-wide

work would bring a wide variety in the discussion. Finally,

within a limited purview of the present study only variables

relating to teachers’ characteristics have been included and

if other variables were taken into consideration a more

realistic and multi-dimensional flavor would be added to this.

POSSIBLE AREAS OF FUTURE RESEARCH WORK

Job Satisfaction of college teachers does not only depend

on demographic variables like age, sex, marital status,

educational qualifications etc but it also depends upon the

supervisory quality of the administration, inter-personal

relationships between colleagues, supporting staff, students

etc.

This apart, it also depends upon local political

situation, non-academic interferences, cultural climate,

social organizations, government policies and programmes.

All these can be incorporated into the analytical

framework of assessment of job satisfaction. Thus there exists

a vast area and scope of research in this field.

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