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Original Study
| Published: March 31, 2021
Interpersonal Relationship and Job Satisfaction Among Government and Private Secondary School Teachers
M.Sc Psychology, Student, Indian Institute of Psychology and Research, Bengaluru City University, India. Google Scholar More about the auther
Assistant Professor, Indian Institute of Psychology and Research, Bengaluru City University, India. Google Scholar More about the auther
DIP: 18.01.180/20210901
DOI: 10.25215/0901.180
ABSTRACT
This study investigated the difference between interpersonal relationship and job satisfaction among government and private secondary school teachers. A teacher mainly focuses on creating an environment that is suitable for learning and building relationships that is goes beyond the traditional academic duties and also including the provision of additional support and care. Interpersonal relationships are social connections with others. Job satisfaction has been defined as a pleasurable emotional state resulting from the appraisal of one’s Job and an affective reaction to one’s job. The aim of the current paper was to study the difference in interpersonal relationship on job satisfaction among government and private secondary school teachers. For this study FIRO -B and Asha Job Satisfaction Scale was used. Data were collected from the samples of 30 secondary school teachers from Kerala and Karnataka. The findings of this study states that there is significant difference in interpersonal relationship between male and female government and private secondary school teachers and there is no significant difference in job satisfaction between male and female government and private secondary school teachers.
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
© 2021, Preetha & Nethravathi R.
Received: February 07, 2021; Revision Received: March 25, 2021; Accepted: March 31, 2021
Article Overview
ISSN 2348-5396
ISSN 2349-3429
18.01.180/20210901
10.25215/0901.180
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Published in Volume 09, Issue 1, January-March, 2021