Abstract

This study aims to explore the job satisfaction levels of secondary school teachers concerning their gender, locale, and type of institution. The job satisfaction scale developed by Dr. Meera Dixit (2013) was employed for data collection. The sample comprised 100 secondary school teachers, including 40 males and 60 females, 42 from rural areas, and 58 from urban areas, with 45 teaching in government schools and 55 in schools located in Amritsar District. Data analysis was conducted using the “t” test. The findings indicate significant differences in job satisfaction mean scores between male and female secondary teachers, between rural and urban secondary teachers, and among different types of institutions.

Keywords: Job Satisfaction, Teachers, Secondary Schools.

Impact Statement

The study reveals significant differences in job satisfaction among secondary school teachers in Amritsar, India, based on gender, location (urban vs. rural), and institution type (public vs. private). These findings can inform policy decisions to improve teacher morale, reduce turnover, and attract qualified individuals to the profession. Targeted support programs, such as professional development programs, improved working conditions, and gender-related disparities, are needed to address specific concerns of different teacher groups. School management practices, particularly location and type, also play a role in job satisfaction, emphasizing the need for leadership that fosters positive work environments and supports teacher success. Further research is needed to understand the specific reasons behind these differences and develop more targeted strategies for enhancing job satisfaction among secondary school teachers in Amritsar.

About Author/s

Dr. Harjinder Kaur is an Assistant Professor at Khalsa College of Education Ranjit Avenue, Amritsar (Punjab) with a diverse educational background, including a Master’s degree in Hindi, History and Education, a Ph.D. and UGC Net in Education. She has taught B.Ed., M.Ed. classes. She has also published articles, research papers in UGC Care journals, and delivered guest lectures in many institutions. She has also presented paper at conferences and seminars, and has developed e-learning delivery. Dr. Kaur has also participated in various programs and workshops, including the Faculty Induction Programme, Refresher Courses.

Cite this Article

APA (7th ed.): Kaur, H. (2024). Study of Job Satisfaction of Secondary School Teachers of Amritsar. Edumania-An International Multidisciplinary Journal, 2(3), 87–94. https://doi.org/10.59231/edumania/9058

Chicago (17th ed.): Kaur, Harjinder. “Study of Job Satisfaction of Secondary School Teachers of Amritsar.” Edumania-An International Multidisciplinary Journal 2, no. 3 (2024): 87–94. https://doi.org/10.59231/edumania/9058.

MLA (9th ed.): Kaur, Harjinder. “Study of Job Satisfaction of Secondary School Teachers of Amritsar.” Edumania-An International Multidisciplinary Journal, vol. 2, no. 3, 2024, pp. 87–94. https://doi.org/10.59231/edumania/9058.

Statements & Declarations

Peer Review: The academic rigor and contribution of this research on teacher job satisfaction have been validated through a rigorous and independent peer-review process conducted by experts in the discipline.

Review Type: This manuscript was reviewed under a double-blind peer review model. This process, administered by the editorial team, ensured that the identities of the author (Harjinder Kaur) and the reviewers were kept confidential from one another. The review was conducted by subject experts in educational administration, teacher education, and organizational psychology.

Competing Interests: The author, Harjinder Kaur, declares that there are no financial, professional, or personal competing interests that could be perceived to have biased the work presented in this manuscript.

Data Availability: The datasets generated and analyzed during the current study are available from the corresponding author, H. Kaur, upon reasonable request. The data are not publicly available due to privacy and confidentiality agreements with the participating secondary school teachers in Amritsar, Punjab.

Funding: This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. The work was completed as part of the author’s institutional duties at Khalsa College of Education Ranjit Avenue, Amritsar, and personal scholarly effort.

License: This article is an open-access article distributed under the terms and conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 International License. This license permits copying and redistribution of the material in any medium or format for non-commercial purposes only, provided the original work is properly cited, and it does not permit adaptation or remixing of the material.

Ethical Approval: All procedures performed in this study involving human participants (secondary school teachers) were in accordance with the ethical standards of the institutional research committee. Ethical approval for this research was granted by the Institutional Ethics Committee of Khalsa College of Education Ranjit Avenue, Amritsar, Punjab, India, where the author is affiliated. Informed consent was obtained from all individual participants included in the study, and their anonymity and confidentiality have been strictly maintained.

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