Comparative Study

| Published: June 25, 2016

‘Calling Work Orientation’ and Psychological Well Being among Teachers

Papia Saraf

Research Scholar, University of Mysore, India Google Scholar More about the auther

DIP: 18.01.190/20160303

DOI: 10.25215/0303.190


The dynamics of education system, especially at higher levels are undergoing change. Both the teacher and students face new challenges. As urban India becomes more westernized and individualistic, our hitherto strong social support systems are breaking. The student alone tries to adjust to the college life and also tries to meet high performance expectations. Some succeed and some do not. A sizable number of students succumb to the pressure and commit suicide also. On the other hand, the phenomenal advancement in technology has made means to acquire knowledge easily available. The student is no longer dependent on teacher only for information. He is also looking for the missing parent, mentor or friend in a teacher. The teacher takes on multiple roles to nurture young minds and steer human potential in the right direction. In this scenario the work orientation of the teacher and his well being levels assume importance. People’s orientations to their work determine their thoughts, feelings, and behavior toward work. Most people view their work either as a Job (focus on financial rewards and viewing work as necessity that brings neither pleasure nor fulfillment;), a Career (focus on advancement and the resultant increase in social status), or a Calling (focus on enjoyment of fulfilling, socially useful work). This paper explores various facets of the calling work orientation and its consequent impact on well being in the field of education. It argues for a need to closely look at the reasons why teachers come into this profession. It also looks into the reasons why enhancing the well being of the teacher should be priority of the management, given the important role they play in nation building.

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ISSN 2348-5396

ISSN 2349-3429



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Published in   Volume 03, Issue 3, April-June, 2016