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Comparative Study
| Published: July 20, 2017
Job Satisfaction of Teachers In Relation to Professional Commitment
Research Scholar, Department of Education, Lovely Professional University, Phagwara, Punjab, India Google Scholar More about the auther
DIP: 18.01.007/201704047
DOI: 10.25215/0404.007
ABSTRACT
Teaching is a highly noble profession and teachers are always a boon to the society. The ultimate process of education could be simplified as a meaningful interaction between the teacher and the taught. The teacher thus plays a direct and crucial role in molding a pupil towards education. Since a teacher is a role model for the students, job satisfaction and professional commitment of teachers become very vital in the fields of education. Thus the researcher felt the need to investigate the job satisfaction in relation to professional commitment of secondary school teachers. The sample of this study consisted of 300 teachers selected from Punjab in India. Job Satisfaction Scale standardized by Dr. (Mrs.) Meera Dixit (1993) and Professional Commitment scale developed by Dr. Ravinder Kaur and Sarabjit Kaur (2011) was administered to collect the data. The result indicates that there exists a significant difference between male and female secondary school teachers in their job satisfaction and there exists no significant difference between male and female secondary school teachers in their professional commitment. Further result shows that there exists positive significant relationship between job satisfaction and professional commitment. This proves that job satisfaction and professional commitment are significantly related to each other.
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.
© 2017 Basir L
Received: May 29, 2017; Revision Received: June 30, 2017; Accepted: July 20, 2017
Article Overview
ISSN 2348-5396
ISSN 2349-3429
18.01.007/201704047
10.25215/0404.007
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Published in Volume 04, Issue 4, July-September, 2017