JOB-SATISFACTION OF SECONDARY SCHOOL TEACHERS IN RELATION TO THEIR EMOTIONAL MATURITY

JOB-SATISFACTION OF SECONDARY SCHOOL TEACHERS IN RELATION TO THEIR EMOTIONAL MATURITY *Dr. Dinesh Kumar, **Mr. Harpreet Singh ABSTRACT Job-satisfaction is of great significance for efficient functioning of any organization. Satisfied workers are the great asset of any organization and satisfaction leads their attitudes towards profession. Emotional Maturity is that characteristics of emotional behavior that is generally attained by an adult after the expiry of his adolescence period. Present study focuses on the study of occupational aspiration of visually impaired students in relation to their achievement motivation. It was hypothesized that there exists no significant relationship between job-satisfaction and emotional maturity of secondary school teachers and there exist no significant differences between jobsatisfaction and emotional maturity of male and female secondary school teachers. Sample of the present study comprised of 100 teachers (50 male and 50 female) working in secondary schools of district Yamuna Nagar selected through simple random sampling technique. Job-satisfaction and Emotional maturity of secondary school teachers were measured. There is significant relationship between job-satisfaction and emotional maturity of secondary school teachers. Further, the more emotionally mature secondary school teachers were found to be satisfied with their job. There is no significance difference between mean job -satisfaction and emotional maturity scores of male and female secondary school teachers. Key words: Job-satisfaction, secondary school teachers, emotional maturity. BACKDROP Job-satisfaction is how content an individual is with his or her job. Scholars and human resource professionals generally make a distinction between satisfaction and cognitive jobsatisfactions. Affective job-satisfaction is the extent of pleasurable emotional feelings individuals have about their jobs overall, and is different to cognitive job-satisfaction which is the extent of individuals satisfaction with particular facets of their jobs, such as pay, pension arrangements, working hours, and numerous other aspects of their jobs. Emotional maturity of that characteristic of emotional behavior that is generally attained by on adult after the expiry of his adolescence period. After attaining emotional maturity he is able to demonstrate a well- balanced emotional behavior in his day-to-day life a person may be said to his passions almost all types of emotion positive or negative and is able to express them at the appropriate time in an appropriate degree. Without emotion, human being would be little more than machines that run the same way day after day we could not know the joys of love nor the happiness or success. We could not experience sympathy for the unfortunate no grief for the loss of a loved one pride envy and jealousy would be unknown to us. Life without feeling and emotion would be drab and colorless. We all know something about feeling and emotion through our own personal experience no one need to be told that anger fear joy etc. are the typical human emotion. We are also aware of the importance of such feeling in our behavior, for what we do is often motivated by them. Emotions have great importance inhuman life as we have some personal familiarity with them we have all experience fear, anger, grief, guilt, joy, love and hate etc. and we have observed these emotions in others, too. * Dr. Dinesh Kumar, Assistant Professor, Ch. Devi Lal College of Education, Jagadhri (Haryana) **Mr. Harpreet Singh, M.Ed. Scholar, Ch. Devi Lal College of Education, Jagadhri (Haryana) 1

JOB-SATISFACTION Job-satisfaction of teachers is essential for the effective teaching learning process in school. Thus we can say that effective teaching is the results of job-satisfaction the teacher who is dissatisfied with his work will be unable to motive his pupils to attain learning job-satisfaction of teacher has long been a focus of attention for educational researchers, Arguably, this is because of links between job-satisfaction and organizational behavior issues such as commitment absenteeism turnover, efficiency and productivity. Job-satisfaction of school employees may be related to personal characteristic, such as age, gender and years of experience. Mumford states that job-satisfaction can be defined in terms of the degree of fit between organization demands and individual needs and that the employees satisfaction with his job and the employees satisfaction with work performance will only be high when this fit is a good one. According to Dictionary of Education job-satisfaction is the quality, state and level of satisfaction as a result of various interests and attitudes of a person towards his job. It is the desire or undesired with which employees view their work. It expresses the extent of match between the employer s expectations of the job and rewards that the job provides. Tiwari (2008) conducted A comparative study of job-satisfaction of lecturers working in teacher education department of different affiliated colleges. it was found not significant differences of added college and self-financing college lecturer s job-satisfaction. Chawmundesware and Vasanthi (2009) conducted a study job-satisfaction and occupational commitment among teachers. It was found that the significant relation between job-satisfaction and occupational commitment of teacher. Job-satisfaction and occupational commitment are all positively correlated with each other. EMOTIONAL MATURITY The word emotion is derived from the Latin word Emovere which means to Stirup to agitate or to excite. Woodworth defines, Emotion is a moved or agitates state of the organism it is a stirred up state of feeling i.e. the way it appears to the individual himself. It is a disturbed muscular and glandular an activity i.e. the way it appears to an external observer. The concept of mature emotional of any level is that which reflect the fruit of normal emotional development. A person who is able to keep his emotions under control, and who is able to brook delay and suffer without self-pity, might still be emotionally stunted and childhood. Emotional Maturity is that characteristics of emotional behavior that is generally attained by an adult after the expiry of his adolescence period. After emotional maturity, he is able to demonstrate a well- balanced emotional behavior in his day to day life. A person may be said to be emotionally matured if he has in his possession almost all types of emotion-positive or negative and is able to express them at the appropriate time in an appropriate degree. Jersild (1968) emotional maturity means the degree to which the person has realized his potential for richness of living and has developed his capacity to enjoy thing to relate himself to other, to love and to laugh, his capacity for whole hearted sorrow when an accession for grief arises his capacity for experiencing anger when faced with thwarting; and his capacity to show fear when there is accession to be frightened, without feeling a need to use a false mask of coverage such as must be assumed by persons afraid to admit that they are afraid. NEED AND SIGNIFICANCE OF THE STUDY Education is perceived to be a universal phenomenon. It is adequately organized and regulated through formal institutions like school and colleges. There are different factors which determine the quality of education and its contribution to national development. The quality, competence and character of teachers are undoubtedly very significant. Nothing is more 2

important than to secure a sufficient supply of high quality to the teaching profession, providing and to create in them satisfactory condition of work to make their teaching more effective. The dissatisfaction of the teachers towards their job can be attributed to the large teacherpupil ratio, a syllabus which is beyond the reach of the ordinary students, indiscipline and the tendency of the results to find fault with the teachers for the poor standard of their children. Other causes of their dissatisfaction are failure in schools to carry out effective teaching or to take up innovative wok, poor social standing enjoyed by the profession and a salary not commensurate with the work. Job-satisfaction is of great significance for efficient functioning of any organization. Satisfied workers are the great asset of any organization and satisfaction leads their attitudes towards profession. The more the degree of satisfaction, more the attitude will be. Thus no organization/institute can successfully achieve its goal unless and until those who constitute the organization are not satisfied in their job. It is believed that workers are the greatest asset of any organization and dissatisfaction is the biggest liability. Satisfaction, in fact, is a mental concept which is enjoyed by the individual. Jobsatisfaction is very important for any employee and also for the organization which s/he is serving. Proper counseling is very important before joining any course or organization. Problem is people take up jobs & career as the trend flows. They should listen to the voice of soul and dare to take career & job in which they have talent, liking, passion & interest whatsoever field it is. This will make some revolutionary difference in people, profession, organization & society, therefore less problems of job-satisfaction for employees as well as the organization. There is no denying the fact that one s emotional make up counts quite substantially towards one s ability to live, progress and adjust to others. In all sense, emotional intelligence essentially reflects our ability to deal successfully with other people and with our own feelings. Since these qualities count significantly towards a person s success in his area of achievement, it may induce him likewise to achieve the required success. If proper efforts are made for training the emotions and developing proper emotional intelligence potential, it will surely help in bringing mutual understanding, empathy, right actions, right behavior on the part of individual and groups, to live a better life in peace and cooperation. The Emotional maturity becomes important in the behavior of individuals. As the students are the pillars of the future generations their emotional maturity is vital one. The specific needs for identifying these phenomena of emotional maturity as a natural and inevitable essential outcome of student growth and development rather than among pathological symptom. The emotional maturity becomes important in the behavior of individuals. As the students are the pillars of the future generations their value pattern of emotional maturity are vital. To conclude, we may say that secondary school teacher and satisfaction in their jobs plays an important role in the growth and development of the students with educational needs and related to job-satisfaction and emotional maturity. They have a key role in the improvement of education. If the secondary school teachers teaching, efficient and satisfied in their jobs, they would neither be able to lay an effect on the minds of the students nor can they influence their learning outcomes. That is why, the problem under investigation is very important. Keeping in view the importance of the present study, the investigator thought it worthwhile to take up the problem of job-satisfaction of secondary school teacher in relation to emotional maturity. 3

STATEMENT OF THE PROBLEM Job-satisfaction of Secondary school teachers in relation to their emotional maturity OPERATIONAL DEFINITION OF KEY TERMS USED Job-satisfaction According to Bullock (1962) job-satisfaction is an attitude which results from balancing and summation of many specific likes and dislikes experienced in connection with job. In the present study job-satisfaction refers to sores obtained on Dixit s Job-satisfaction Scale by Dixit. Secondary School Teachers In the present study secondary school teachers are the teachers working in Secondary Schools teaching secondary school students. Emotional Maturity Crow and Crow (1988) an emotion is an affective experience that accompanies generalized inner adjustment and mental and physiological stirred up state in the individual and that shows itself in his overt behavior. In the present study emotional maturity refers to sores obtained on Emotional Maturity Scale by Singh and Bhargava. OBJECTIVES OF THE STUDY The objectives of the proposed investigation were: 1. To study the job-satisfaction and emotional maturity of secondary school teachers 2. To study the relationship between job-satisfaction and emotional maturity of secondary school teachers 3. To study the difference between job-satisfaction of male and female of secondary School teachers. 4. To study the difference between emotional maturity of male and female of secondary school teachers. HYPOTHESES After going through the reviews following null hypotheses had been formulated for the present study: There exist no significant relationship between job-satisfaction and emotional maturity of secondary school teachers. There exist no significant differences between job-satisfaction male and female secondary school teachers. There exist no significant differences between emotional maturity of male and female secondary school teachers. METHODOLOGY Research Method The present study is the relationship study therefore; correlational survey method was used. Following dependent and independent variables are delineated from the statement of the problem: Dependent variable- Job-satisfaction Independent variable- Emotional Maturity Population and Sample The target population for the study was all the secondary school teachers teaching in secondary schools of Haryana state. Sample of the present study comprised of 100 teachers (50 4

male and 50 female) working in secondary schools of district Yamuna Nagar selected through simple random sampling technique. Tools used Following research tools were used to collect the data: Job-Satisfaction Inventory by Meera Dixit (2000). Emotional Maturity Scale by Singh and Bhargava. Data Collection First permission to collect the data was sought from the competent authority. Then the researcher contacted the secondary school teachers personally, rapport was established with them and appropriate tools were used to collect the data as per the nature and needs of the subjects. Scoring was done as per the direction given in the manual of the tools. STATISTICAL TECHNIQUES USED Following statistical techniques were used to analyses the data: 1. Descriptive statistics; 2. Pearson s product moment coefficient correlation; 3. t-ratio. RESULTS ANALYSIS AND INTERPRETATION BASED ON DESCRIPTIVE STATISTICS Analysis and interpretation based on descriptive statistics of the job-satisfaction total scores of secondary school teachers is given below in table 1: TABLE-1 DESCRIPTIVE STATISTICS BASED ON JOB-SATISFACTION TOTAL SCORES N 100 Mean 79.49 Median 76.00 Mode 75.00 S.D. 7.54 Variance 56.889 Range 34 Skewness 0.461 Krutosis 0.719 P 25 74.00 P 75 87.00 Table 1 shows reveals that the mean, median, mode and standard deviation of job-satisfaction of secondary school teachers. The mean is 79.49, median is 76.00, mode is 75.00, standard deviation is 7.54 variance is 56.889, range is 34 that represent the normal scattered scores from the mean position. Value of skewness is 0.461 which shows the distribution is positively skewed. The value of kurtosis is 0.719 which is greater than the normal distribution i.e. 0.263 this curve is plytokurtic. The descriptive statistics of job-satisfaction total scores of secondary school teachers is shows in figure 1. 5

FIGURE-1 BAR GRAPH SHOWING THE DESCRIPTIVE STATISTICS OF JOB-SATISFACTION TOTAL SCORES OF SECONDARY SCHOOL TEACHERS 120 100 80 60 100 79.49 76 75 56.889 74 87 40 34 20 0 7.54 0.461 0.719 TABLE-2 DESCRIPTIVE STATISTICS BASED ON EMOTIONAL MATURITY TOTAL SCORES N 100 Mean 75.57 Median 73.00 mode 73.00 SD 7.87 Variance 61.96 Range 42 Skewness 0.386 Krutosis 0.279 P 25 71 P 75 80 Table 2 depicts that the mean, median, mode and standard deviation of emotional maturity total scores of secondary school teachers. The mean is 75.57, median is 73.00, mode is 73.00, and standard deviation is 7.87 variance is 61.96, range is 42 it represents the normal scattered scores from the mean position. Value of skewness is 0.386 which shows the distribution is positively skewed. The value of kurtosis is 0.279 which is greater than the normal distribution i.e. 0.263 this curve is plytokurtic. The descriptive statistics of emotional maturity total scores of secondary school teachers being shows in figure 2. 6

FIGURE-2 BAR GRAPH SHOWING THE DESCRIPTIVE STATISTICS OF EMOTIONAL MATURITY TOTAL SCORES OF SECONDARY SCHOOL TEACHERS 120 100 80 60 40 100 75.57 73 73 61.96 42 71 80 20 0 7.87 0.386 0.279 CORRELATION The analysis and interpretation based on the data to find out the relationship jobsatisfaction and emotional maturity secondary school teachers. For this purpose, the data were collected from hundred secondary school teachers and were analyzed through Pearson s product moment co-efficient of co-relation. The details of the same have been presented in table 3: TABLE-3 CO-EFFICIENT OF CORRELATION BETWEEN JOB-SATISFACTION AND EMOTIONAL MATURITY OF SECONDARY SCHOOL TEACHERS Variables df Co-efficient of correlation r Level of significance Job-satisfaction Emotional maturity 98 0.597* P>0.01 *Significant at 0.01 level of significance with df/98 = 0.254 It is evident from the table 3 that the obtained r value comes out to be 0.597 between job-satisfaction and emotional maturity of secondary school teachers. The calculated value is significant 0.01 level of significance with df/98. Hence, null hypothesis is rejected. It means that there is significant relationship between job-satisfaction and emotional maturity of secondary school teachers. Further, the more emotionally mature secondary school teachers were found to be satisfied with their job. Therefore, the hypothesis which is stated earlier that there is no significant difference in job-satisfaction and emotional maturity of secondary school teachers is not retained and rejected. DIFFERENTIALS The significance of difference in mean scores of male and female secondary school teachers on job-satisfaction is given below in table 4: 7

TABLE-4 SIGNIFICANCE OF DIFFERENCE ON JOB-SATISFACTION SCORES OF MALE AND FEMALE SECONDARY SCHOOL TEACHERS Group N Mean S.D. S. Ed. t-ratio Level of significance Male 50 80.06 8.21 P< 0.05 1.51 0.754** Female 50 78.92 6.84 **Not Significant at df/98 at 0.05 level of significance=1.98 It is clear from the table 4 that the mean score of male and female Secondary school teachers on job-satisfaction are 80.06 and 78.92 with S.D. scores 8.21 and 6.84 respectively. The t-ration comes out to be 0.754, which is not significant at 0.05 level of significance with df/98. This indicates that there is no significance difference between mean job-satisfaction scores of male and female secondary school teachers. Hence, the hypothesis which is stated earlier that there exists no significant difference between job-satisfaction of male and female secondary school teachers is retained. Comparison of mean and S.D. scores of male and female secondary school teachers on job-satisfaction shown in figure 3: FIGURE-3 SHOWING COMPARISION OF MEAN AND S.D. SCORES OF MALE AND FEMALE SECONDARY SCHOOL TEACHERS ON JOB-SATISFACTION 90 80 70 60 50 40 30 20 10 0 80.06 Mean 78.92 8.21 S.D. 6.84 Male Female TABLE-5 SIGNIFICANCE OF DIFFERENCE BETWEEN MEAN EMOTIONAL MATURITY SCORES OF MALE AND FEMALE SECONDARY SCHOOL TEACHERS Group N Mean S.D. S. Ed. t-ratio Male 50 75.68 8.61 Female 50 75.46 7.13 **Not Significant at df/98 at 0.05 level of significance=1.98 8 Level of significance 1.58 0.139** P<0.05

It is emerges from the table 5 that mean score of male and female secondary school teachers on emotional maturity are 75.68 and 75.46 with S.D. score 8.61 and 7.13 respectively. The t-ratio comes out to be 0.139; this is not significant at 0.05 level of significance with df/98. It indicates that there is no significance difference between mean emotional maturity scores of male and female secondary school teachers. Hence, the hypothesis which is stated that there exists no significant difference between emotional maturity of male and female secondary school teachers is retained. Comparison of mean and S.D. scores of male and female secondary school teachers on emotional maturity shown in figure 4: FIGURE-4 SHOWING COMPARISION OF MEAN AND S.D. SCORES OF MALE AND FEMALE SECONDARY SCHOOL TEACHERS ON EMOTIONAL MATURITY 80 70 60 50 75.68 75.46 40 30 Male Female 20 10 8.61 7.13 0 Mean S.D. MAIN FINDINGS 1. There is significant relationship between job-satisfaction and emotional maturity of secondary school teachers. Further, the more emotionally mature secondary school teachers were found to be satisfied with their job. 2. There is no significance difference between mean job-satisfaction scores of male and female secondary school teachers. 3. There is no significance difference between mean emotional maturity scores of male and female secondary school teachers. EDUCATIONAL IMPLICATIONS Following were the educational implications of the present study: The present study describes that there is significant relationship between job-satisfaction and emotional maturity of secondary school teachers and there no significant difference between male and female secondary school teachers on job-satisfaction and emotional maturity. The study has its implication for educational planners, administrators, policy makers, media persons, voluntary organizations and especially for teachers. Teachers are the backbone of an educational process. They are the guide & friend of students. They nourish the young ones with knowledge and make them enlighten citizen to service in society. The 9

role of teachers for future of country is significant. Teachers can perform their role efficiently only when, they are mentally healthy, emotionally stress free environment then only they are performing the duty with best caliber. They should be satisfied with their job. A well satisfied and emotionally mature personality forms the capable manpower of country. This capable manpower in form of bright, emotionally mature and job satisfied teachers forms the future of any country. Present study revealed the following educational implications for the planner, administrators especially for the teachers to a great deal. These are: 1. It helps to studying job-satisfaction levels of secondary school teachers. 2. It measures the emotional maturity of secondary school teachers. 3. It helps in developing good institutions practices of satisfied and emotionally natures teachers. 4. It helps to improving and developing the personality of teachers as well as students. 5. It helps educational administrators looking after the institutions to understand the teachers. 6. It helps to explore the way to maximize the teacher s contribution in the field of education. 7. It helps to create healthy atmosphere in the class overall academic development in the school. 8. It helps in managing and controlling different schools. 9. Maturity helps the teachers to control and moderate their emotions. 10. It helps to teachers to learn how to dominate over crude and wild emotions with the help of noble sentiments which organized of their own forms of various emotions. 11. Emotional maturity needs to improve job-satisfaction of teachers. 12. This study evaluates a significant result that teachers should be emotionally mature and job satisfied. DELIMITATIONS OF THE STUDY The present study was delimited to: a sample of 100 secondary school teachers only; secondary schools situated in Yamuna Nagar district of Haryana state only; the study of only two variables viz. Job-satisfaction and emotional maturity BIBLIOGRAPHY Adhikari, G.S. (1998). Comparative study of emotional maturity of university students & teacher. Psychological Abstract, 9, 65-66. Aggarwal, J.C. (2003) Essentials of Educational Psychology. New Delhi: Vikas Publishing House. Anju, (2000). A comparative study of emotional maturity in relation to intelligence and sex. M.Ed. Dissertation, Punjab University, Chandigarh. Annamalai, A. R. (1999): Job-satisfaction of teachers in relation to certain selected variables. Indian Educational Abstract, 2, Jan, 2002, NCERT New Delhi. Arya, A. (1997) Emotional maturity and values of superior children in family. Fourth survey of research in Education Vol.11, New Delhi: NCERT. Arya, A. (1997).Emotional maturity and values of superior children in family. Fourth survey of research in Education, 11, New Delhi: NCERT. Best, J. W., Kahn, J. V. (2006). Research in Education. New Delhi: Prentice Hall of India. Bhat, D.J. (1997). Job stress, job-involvement and job-satisfaction of teachers. Indian educational abstracts, 2. 10

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