Project Research ReportResearch Topic: Factors causing dissatisfaction among employees working
in different institutions under Federal Directorate of Education (FDE)
Submitted by: Asma Naseem
COL MBA
Roll No. S-520642
1
Appendix - C
ALLAMA IQBAL OPEN UNIIVERSITY
Commonwealth MBA/MPA Programme for Executive
ATTESTATION OF AUTHORSHIP
I, Roll No.
Registration No. A student of COL
Program in Allama Iqbal Open University, solemnly declare that my Project
Report entitled
Is my own work and that, to the best of my
knowledge and belief, it contains no material previously published or
written by another person. This report is not submitted already and shall
not be submitted in future for obtaining a degree from same or another
University or Institution. If it is found to be copied/plagiarized at later
stage of any student enrolled in the same or any other university, I shall
be liable to face legal action before Unfair Mean committee (UMC), as per
AIOU/HEC Rules and Regulations, and I understand that if I am found
guilty, my degree will be cancelled.
Signature
Name:
Programme:
2
Appendix – D
CERTIFICATE (from supervisor)
The project report entitled “ ”, at COL
Executive Master of Business Administration/ Public Administration conducted by
Ms. Asma Naseem Roll No. S-520642 Registration No. _________________
Semester _________ has been completed under my guidance and I am satisfied
with the quality of student’s research work.
Supervisor________________
Name ____________________
Date: _________________
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Table of ContentsCHAPTER 1: Introduction....................................................................................................................6
Overview..............................................................................................................................................6
Back Ground Of Study........................................................................................................................8
Problem Statement:............................................................................................................................10
Scope And Significance:....................................................................................................................10
LIMITATION....................................................................................................................................10
CHAPTER 2: Literature Review.........................................................................................................12
Concept Of Job Satisfaction And Dissatisfaction 12
HRM Practices And Job Dissatisfaction 13
Teaching Profession and Obvious Factors of Job Dissatisfaction 14
Pay, Promotion, Motivation and Rewards 16
Work/Administrative Environment 20
Ambiguous HR Policies and Procedures 21
Defective Check and balance/Partial Performance appraisal system 23
Theoretical Frame Work:...............................................................................................................26
Description Of Independent And Dependent Variables....................................................................26
Defective Checks And Balances/ Nepotism:.....................................................................................26
Insufficient Pay, Promotion, Motivation And Rewards....................................................................27
Unfavorable Work/ Administrative Atmosphere...............................................................................27
Insufficient Career Planning & Skill Development...........................................................................27
Ambiguous & Improper HR Policies And Procedures......................................................................28
CHAPTER 3: Research Methodology...............................................................................................30
Research Methodology......................................................................................................................30
Research Design................................................................................................................................30
Data Analysis Tools...........................................................................................................................30
Research Methodology & Design Of My Study................................................................................31
Pie Chart result of Different question asked in my study..................................................................34
Pay, Promotion, Motivation & Rewards............................................................................................35
Work/Administrative Atmosphere.....................................................................................................39
Policies, Procedures And Work Information.....................................................................................44
Check & Balance System..................................................................................................................47
On Job Skill Development And Career Planning..............................................................................49
Dissatisfaction Outcome:...................................................................................................................514
Regression Tests................................................................................................................................53
CHAPTER 5: Conclusion And Suggestion.......................................................................................59
Conclusion.........................................................................................................................................59
Suggestions:.......................................................................................................................................61
References..........................................................................................................................................65
Questionnaire.....................................................................................................................................69
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CHAPTER 1: INTRODUCTION
OVERVIEWThis Study is conducted as an academic project to analyze the factors of employee
dissatisfaction in educational institutes working under Federal Directorate of Educations.
Employee related issues are a part of Human Resource Management (HRM) concerns.
Human Resource Management (HRM) has emerged as one of the most focused aspect of
managerial practices all over the world. Owing to the enhanced performance, Total quality
management (TQM), more productivity, efficiency and employee satisfaction through good
human-resource-management is now being emphasized greatly in leading countries of the
world and many developing countries are following their footprint to reap the same benefits.
Briscoe Schuler (2004) was strongly of the view that the satisfied workers work more
faithfully to gear up the organizational success and goal achievement.
Many organizations in Pakistan and all over the world are now making space for full-fledged
human resource departments specialized in employee related issues to ensure smooth
handling of human resources as no member of senior management can deny that the people
are the most valuable assets of any organization.
(Accel-Team,2009, http://www.accel-team.com/human_resources/hrm_00.html)
Teaching is a profession in which services are primarily dependent on teaching staff. Hence
the importance of this staff increases even more when it comes to educational growth. But
still the teaching profession in Pakistan is not a job of high monetary returns compared to
other professions. However it is valued as a respectable career of white collared people. But
the general inflation without compensating increase in the salaries has adversely affected the
satisfaction level of teaching staff that apparently seem to be non-productive expense and
burden on government exchequer Brooks(2005)
6
Different governments of developing countries have addressed this issue of budgetary
constraints and increasing demand for providing more educational facilities by recruiting
teachers on contracts with lower salaries and no additional benefits instead of offering
permanent employment. Some have introduced reforms and regulations to recruit their own
staff according to their need with proper government support. Whereas, others took no action;
causing institutions to hire the required staff (Daily wage teaching/non-teaching staff)
without a national regulatory framework. This provides the recruited staff with almost no
rights to question the powers of their hiring authority. (Duthilleul Y.,2004). This obviously is
a cause of job insecurity and dissatisfaction. It creates a drain and qualified teachers tend to
grab the first opportunity to switch to a better profession with high remuneration.
As an OECD report on teachers matter clearly indicated that a teachers short fall is either
currently being experienced or feared to be encountered soon by many countries in coming
future, as the majority of current teacher’s force is comprised of aged members who are
expected to get retired soon. And there is not enough new blood to replace them in education
department due to low salaries and insufficient rewards. Second big issue as indicated by the
report is the quality of teachers’ workforce in terms of academic qualification, knowledge and
skills. This force needs extensive trainings and proper career development planning to attract,
develop and retain the qualified staff.(Santiago,2005)
The criterion for promotion of teaching staff is normally seniority based and not the
performance based. This does not motivate this teaching body to improve its performance.
And this lack of incentives and conducive environment has always been a hurdle in the
development of teaching profession Duthilleul(2004)
Evaluation of teaching staff is emphasized when it comes to institutional accountability with
the view that better teaching will give better results. But McAlpinea and Harrisa suggested in
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their study that academic managers need to be helped to make clear, fair and equitable
teaching policies and standards. The standards should clearly mention what is to be expected
from the teachers and what will be the criteria to measure their efficiency. Level of
achievements need to be defined and differentiating and linking criteria’s to different aspects
of teaching field should be clearly identified and addressed in these standards. (McAlpinea L,
Harrisa R, 2002) because Ambiguous & improper HR policies and procedures create
overlapping of jobs, confusion and stress which leads to employee dissatisfaction.
BACK GROUND OF STUDYFederal Directorate of Education (FDE), Islamabad was established as an Attached
Department of Ministry of Education in 1967 for providing educational facilities at various
levels in ICT (Islamabad Capital Territory).It is responsible for the administrative and
professional management of Institutions, provision of infrastructural facilities to promote
educational excellence, recruitment of teaching and non-teaching staff up to B-15 and in-
service trainings and implementation of policies of the Federal Ministry of Education.
During past few years a rising dissatisfaction and frustration among employees has been
observed among teaching and non-teaching staff in this setup. The problem is that the staff
working under FDE is scattered in 414 institutions in Islamabad and federal territorial areas.
Normally principals are the administrative representative of FDE and the all and all in the
institutions of their posting. The principals normally don’t have proper management training
and senior most teachers are promoted to this post of purely administrative cadre as
prevailing practice. The prominent or the senior most teachers are then called in FDE to
assume charge as director, still lacking proper managerial skills/ training. These teachers
seem to have very little knowledge of HRM problems and their respective solving techniques
used in different organizations. Therefore when they assume administrative seats in an
organizational environment or corporate setup, their attitude remains predominantly based on
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teacher/student relationship/interaction. They lack the technicality to handle
interdepartmental and interoffice correspondence and have poor interests in office
documentation and maintaining office records and proper filling systems. They exhibit a poor
interest in HR related problem which leads to some of the actual issues like:
Stoppage of salary of 1000 teaching and non teaching staff (comprising of computer
lecturers, lab-incharges, English teachers, clerical staff and other contractual staff) by
AGPR objecting that the proper procedures by the department have not been
followed.
Problems like increments and allowances duly earned by the employees but denied
by the department and no compensation is done afterwards if the mistake is
highlighted due to a lengthy procedure and the matter is ignored.
If a simple employee related query is made by the ministry or other departments,
FDE fails to answer it promptly due to the absence of proper employee record
System. It sends urgent letter to all the schools and colleges asking the required
details on emergency basis. This causes a lot of inconvenience, unnecessary hustle
bustle and a lot of valuable time is wasted
If an employee faces a problem and goes to FDE for help, he or she faces a lot of
problems to get as simple work done
A feeling of lack of professional identity among employees and a feeling of being
abandoned
Lack of motivation and enthusiasm in job
Performance appraisal of employees by such heads is often based on personal liking
or disliking and is therefore biased. This creates additional stress on employees and
an environment which favors politics and flattery instead of professionalism.
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The main tasks of academic staff can be distributed into three categories namely teaching,
research and management so it is therefore essential for them to be well trained to deal all the
three aspects of their job. Normally academic staff is not trained to deal management issues
as theoretically it is presumed that it’s not their area of work. But practically this staff is
given management duties as an embedded and built in role. This creates lot of technical and
behavioral problems and its consequence is eventually the stress and dissatisfaction among
employees
PROBLEM STATEMENT:My study aims at ascertaining the factors of employee dissatisfaction in an educational setup
and to highlight the problematic areas and administrative loopholes which are responsible for
creating an unprofessional environment and leading to departmental politics and employee
frustration.
SCOPE AND SIGNIFICANCE:The target population of this study is the employees of different institutions working under
FDE and FDE itself. This will determine the factors of dissatisfaction which caused the
employees working under FDE to seek help from the court of law and different groups of
teachers to launch peaceful protests. It will help to eliminate the causes of dissatisfaction and
frustration among employees and to make better HR policies and to improve the working
environment. It will also help to maintain better employee-employer relationship. It can also
contribute to develop new indicators for employee performance, administrative success and
quantum of goal achievement
LIMITATIONThis study is just for the employees working under FDE (Federal Directorate of Education) in
the ICT (Islamabad Capital Territory). So it can not be generalized for other departments and
other institutes in different provinces of Pakistan. The results may be different for other
situations. Another limitation is the shortage of time. Total population for this study is 10
employees of 414 schools and colleges working under FDE and in FDE. This study will be
based on cluster or multistage random sampling technique. Sampling size for this purpose is
150 numbers from the population. The sampling tool will be likert and rating based
questionnaires which will be either mailed or personally delivered to the different selected
clusters of population; whichever is found suitable in a particular situation.
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CHAPTER 2: Literature Review
CONCEPT OF JOB SATISFACTION AND DISSATISFACTION
Spector (1997) defines the job satisfactions or dissatisfaction as a global feeling of liking or
disliking of one’s jobs due to any reason. The more people like it, the more they are satisfied,
the more they dislike the more they are dissatisfied from their job.
Organ and Bateman (1991) is of the view that the job satisfaction is a function of satisfaction
or dissatisfaction with different aspects of the job (pay, supervision, the work itself) and of
the particular importance one attaches to these respective components
‘Job Satisfaction is the favorableness or un-favorableness with which employees view their
work ‘(Bruneberg, 1976). ‘ It signifies the amount of agreement between one's expectations
of the job and the rewards that a job provides. Job satisfaction is concerned with a person or
a group in the organization. Job Satisfaction can be applicable more to parts of an
individual's job. If each person is highly satisfied with his job then only it will be considered
as group job satisfaction’.
To measure the job satisfaction is not a simple task as casual procedural class can create
doubts on the validity and effectiveness of survey. Special attention should be paid to the
structure of questionnaire, to ensure anonymity for respondents and sampling procedures.
(Donald and Charlies, 1975). It is very difficult to assess the teacher job satisfaction even for
the people in education field.
Generally job dissatisfaction is measured through number of variables like teachers’ turnover,
absenteeism, lack of participation and willingness to work etc. According to Garton (1976),
employee's satisfaction and spirits are attitudinal variables that reflect positive or negative
feelings about particular persons or situations, satisfaction when applied to work context of
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teaching seems to refer to the extent to which a teacher can meet individual, personal and
professional needs as an employees (Strauss, 1974).
Maslow (1954) gave a need based theory to ascertain the level of satisfaction/dissatisfaction,
which says there is a hierarchy of needs in different levels from bottom to top. First level of
needs from the bottom is physiological needs like food and clothing need. Then there is a
next higher level which is shelter and security. Then comes social needs with demand
satisfactory and supportive social and working relations. The next higher level is self-esteem
which demands recognition, appreciation and belief in oneself. And the fifth level is one’s
full potential known as self actualization. Once a need is satisfied it ceases to motivate the
person and that person can then only be motivated by satisfying the needs of higher levels
Herberg's motivation hygiene theory claims that a person’s job satisfaction mainly depends
upon two factors namely internal factors and external factors
(1) Internal factors are provided by the sense of achievement, recognition for the work done,
and appreciation of services rendered etc.,
(2) External factors which lead to job satisfaction are salary, material remunerations,
monetary reward and interpersonal relation etc.
Hackman and Oldham (1975) suggested that jobs should have five important dimensions
1. Talent diversity.
2. Job distinctiveness.
3. Job significance.
4. Independence
5. Feedback.
And the outcomes of these important aspects of jobs are
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1. One would feel the meaningfulness of his/her work.
2. Responsibility for the results of one’s job will be owned by the employee.
3. One will know the results of work activities.
Hackman and Oldham was of the view that once these important psychological states of job
accomplishment are achieved, motivation for work and job satisfaction will prevail.
HRM PRACTICES AND JOB DISSATISFACTION
Anderson(1997) explains that there must be a conducive organizational culture with truly
supportive and assertive human resource management and leadership for an organization to
flourish. He argues that top management role is very essential because it really matters how
executives really consider the human resource issues and role of human factor for the growth
and prosperity of the organization. But still the human resource department needs to assume a
leadership role in identifying the people issues and opportunities that could support the
organizational strategies and objectives.
Takashi Shimizu and Shoji Nagata (2003) Considered different variables to see the relation
between different work-related factors and job satisfaction. He found that simplification of
work, obvious roles for staff, consultations, and communication in the organization were
factors which contributed greatly to job satisfaction.
Patterson M., West M., Lawthom R., Nickell S.(2007),in their study on “Impact of People
Management Practices on Business Performance” recommended that management should
closely monitor the satisfaction and commitment of employees on periodic basis through
surveys. They should regularly review goals, strategies and procedures associated with
people management. And the changes and innovations must be introduced accordingly to
promote a conducive environment of work where employees should be enabled, supported
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and equipped to do their work satisfactorily. He was further of the view that HR practices
should be reviewed in following areas
• Recruitment and selection
• Appraisal
• Training
• Reward systems
• Design of jobs (richness, responsibility and control)
• Communication.
Teaching Profession and Obvious Factors of Job Dissatisfaction
Teaching is a profession in which services are primarily dependent on teaching staff. Hence
the importance of this staff increases even more when it comes to educational growth. But
still the teaching profession in Pakistan is not a job of high monetary returns compared to
other professions. However it is valued as a respectable career of white collared people. But
the general inflation without compensating increase in the salaries has adversely affected the
satisfaction level of teaching staff that apparently seem to be non-productive expense and
burden on government exchequer Brooks(2005)
The criterion for promotion of teaching staff is normally seniority based and not the
performance based. This does not motivate this teaching body to improve its performance.
And this lack of incentives and conducive environment has always been a hurdle in the
development of teaching profession Duthilleul(2004)
Another important factor which contributes to job dissatisfaction is organizational politics
and favoritism. Drory (1993) stated that organizational politics can lead to a climate of
frustration and job dissatisfaction. He was of the view that it affects the organizational
commitment adversely. He pointed out that organizational politics usually influences lower
15
status employees or employees having lower power base and lesser means to influence. This
causes negative attitude towards organization and generates resignation trend from the job
Another cause of dissatisfaction is job insecurity as a result of the policy of hiring contract
employees without sufficient legal cover or regulatory framework by the government. This is
done to meet the increasing demand of teachers under budgetary constraints. As the amount
spent on education sector employees is assumed to be a non-productive expense on
government exchequer, the policy of recruiting teachers on contracts with lower salaries and
no additional benefits is adopted by many government organizations. (Duthilleul Y.,2004).
An OECD report on teachers matter clearly indicated that a teachers short fall is either
currently being experienced or feared to be encountered soon by many countries in coming
future, as the majority of current teacher’s force is comprised of aged members who are
expected to get retired soon. And there is not enough new blood to replace them in education
department due to low salaries and insufficient rewards. Second big issue as indicated by the
report is the quality of teachers’ workforce in terms of academic qualification, knowledge and
skills. This force needs extensive trainings and proper career development planning to attract,
develop and retain the qualified staff.(Santiago P.,2005)
It is said that a good teacher is not the one who teaches well but the one who manages
learning well. To be able to manage the job responsibilities in a better way contributes to job
satisfaction and sense of goal achievement
Gursel M.,Sunbul A. and Sari H.(2002) studied burnout and job satisfaction related to work
status, gender and experience among teachers and head teachers. They discovered that the
more experienced and senior teachers had the greater ratio of dissatisfaction and burnout then
their inexperienced and relatively fresh counterparts. Furthermore the ratio of dissatisfaction
of male teachers regarding their work status and career development opportunities was more
16
as compared to female teacher. However according to the study the female teachers get more
exhausted emotionally during their jobs as compared to their opposite gender.
Pay, Promotion, Motivation and Rewards
EFA report of 2005 suggested that salary was one of the major factors of teacher’s
dissatisfaction in developing countries as the remuneration offered for their service is too
insufficient to provide them with a reasonable standard of living. As commented by
Zembylas and Papanastasious(2004)in their study of Cyprus teachers, salary was the one of
the main issues which contributed to teacher’s dissatisfaction of his/her career.
Bennel (2004) also indicated that the teachers’ pay and other allowances or benefits were not
sufficient to help them meet their survival needs and household requirements in a respectable
manner. Salary is crucial in teacher satisfaction among the developing countries as in many
poor countries teachers are getting a pay equal to a wage of an unskilled labourer.
Tansim (2006) conducted a study in Bangladesh and found that Bangladeshi teachers were
equally unhappy with the salaries that were being offered to them.
Mensah D. and George D.(2010) studied that the gender had an influence on the
dissatisfaction factor that comes from low salary. That is, the majority of the teacher who
were satisfied with the salary was female teachers as they were not considered responsible as
the primary earning hand in the society and their little monetary assistance is therefore
viewed as valuable contribution by the male members of the family in developing countries.
On the contrary, majority of male teachers was found dissatisfied with their salary.
Relationships Lartie (1975) stated that the teaching as a profession offers limited rewards in
general and if the level of a teacher’s job satisfaction is to be elevated then the remunerations
being offered are to be revised seriously.
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According to Edward and others (1976) indicated that there is a cyclic relationship between
high performance and high job satisfaction. He claimed that the high performance leads to
high rewards and high rewards leads to high job satisfaction, which in turn earns better future
performance. This improvement is actually caused by the employee’s feeling that rewards
will be offered in proportion to their performance. The opposite mindset can cause
dissatisfaction and a decline in performance
An OECD report on teachers matter clearly indicated that a teachers short fall is either
currently being experienced or feared to be encountered soon by many countries in coming
future, as the majority of current teacher’s force is comprised of aged members who are
expected to get retired soon. And there is not enough new blood to replace them in education
department due to low salaries and insufficient rewards.
Maslow (1970) and Alderfer(1972), Dinham and Scott (1998) argue that motivation and job
satisfaction are related in a sense that if the teacher’s need of motivation is fulfilled it results
in his/her satisfaction in the particular area, which may contribute to the overall job
satisfaction.
Ryan and Deci (2000) argued that the job satisfaction showed by the motivated teachers was
greater as compared to unmotivated ones. They suggested that the process which makes the
people wanting to do something willingly. The people so moved to do some work voluntarily
exhibit a greater level of satisfaction for their career.
Herzeberg et al, (1959); Ellis,(1984) believe that those jobs which contain factors like
recognition, challenge, sense of achievement, responsibility, advancement, self –respect,
personal growth, learning on the job and professional development are more likely to
motivate individuals to give their excellence in their career.
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Extrinsic motivation as suggested by Latham (1998) is achieved by offering “tangible
benefits” like salary, fringe benefits/allowances and job security. Herzeberg et al 1993
associates extrinsic motivation with the factors like physical work conditions, facilities and
work load.
It is observed that motivation in both intrinsic and extrinsic perspective is considered
important in developed countries where as in developing countries extrinsic motivation is
required more to motivate the teaching force truly as found out by the Tansim(2006). He
commented that the teachers in Bangladesh are dissatisfied due to low remuneration and lack
of teacher involvement in the decision making process by the authoritative heads.
Akyeampong and Bennell (2007) indicated that the teaching profession is on decline due to
teachers dissatisfaction in Ghana specially in urban areas as cost of living is higher and the
salary offered to the teachers is like peanuts as compared to the work load they have to bear.
A greater problem in coming future is feared to be the retention of trained teachers than
hiring and training new ones. As the real crisis is the exodus of new teachers within five years
due to poor working condition and lower competitive salaries. The low income schools will
be real victim of this crisis as the teachers’ turnover rate in these schools is 50% higher than
affluent schools (Ingersoll, 2001).
The continuous influx of new and inexperienced teachers is caused by low remunerations and
in-adequate work resources. The insufficient preparation and support of new teachers
compromises the job performance and teaching quality. (Loeb, Darling-Hammond, & Luczak
2005). The Indian Education Commission (1964-66) commented that for teachers to be
effective it is most important to provide teachers with best professional preparation and
creating satisfactory work conditions.
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Similar were the observations by Vendepuuye and Somi (1998) about the de-motivated and
dissatisfied teachers of Ghana. That they do not perform well because they are suffering due
to low salaries and poor teaching conditions.
Another big issue as indicated by the report is the quality of teachers’ workforce in terms of
academic qualification, knowledge and skills. This force needs extensive trainings and proper
career development planning to attract, develop and retain the qualified staff.
(Santiago P.,2005)
The criterion for promotion of teaching staff is normally seniority based and not the
performance based. This does not motivate this teaching body to improve its performance.
And this lack of incentives and conducive environment has always been a hurdle in the
development of teaching profession Duthilleul(2004)
Morston (1977) claimed that the teachers with aptitude and motivation about teaching can
produce students with high confidence level. His studies confirmed the effectiveness of
teachers who were satisfied with their teaching performance.” Rothman (1981) believed that
the teachers are not just educators, they are role models. The benefits of teacher satisfaction
for both teachers and pupils show the importance of studying how teachers feel about work.
Work/Administrative Environment
Johnson S., Birkeland S.(2003) wrote an article on the basis of an interview with 50 new
teachers in public schools with the view to make an effort to discover the pattern of their
decisions and factors affecting their choices regarding staying in or leaving the teaching
career. They found out that respectful and supportive behavior in mutual interaction,
opportunities for growth, suitable and well balanced assignment of work and adequate
resources were the factors which exercised a greater influence on the decision to choose or
leave teaching as a career within three years, besides factors like; past career orientation,
20
preparation or financial aspects.
Sand Frankiewiz (1979) identified a positive relationship between job satisfaction and
effective teacher attitude.
Conley S.,Bacharach S., Bauer S.,(1989) Found that the educational reform movement focused
mainly on teacher’s preparation and compensation but the observations showed that the
teachers become dissatisfied apart from their level of compensation and preparation due to
the management and work environment of the institution. They suggested that if the
characteristics of work environment which are associated with this general dissatisfaction can
be discovered, it will serve as the basis to minimize the dissatisfaction among teachers. He
considered the work environment and human resource management factor as the cause of
dissatisfaction. They took their first step to study the factors of teacher’s dissatisfaction
regarding work-environment variable in 42 elementary and 45 secondary schools.
The teacher’s dissatisfaction and consequent attrition is caused by many factors but the
leading factors are; lack of analogy between teacher’s perception and perception of
leadership, reluctance of management to involve teachers in decision making and the
behavior of administration (Ingersoll, 2003)
The highest rate of quitting teaching profession is found among newly beginning teachers.
Studies indicated that this dissatisfaction is caused by lack of support by administration, lack
of motivation and non-conducive work environment.
According to Conger and Kanungo (1988), Lack of involvement of teachers in decision
making limits their overall participation in school matters. This is usually caused by factors
like the structure of the organization, the motives behind participation in the process and the
policy or cultural practices of the school. Hence involvement of teachers in the process of
21
decision making lies on the leadership quality and skills of the principal and other school
leaders especially those in the administration.
ALZAIDI A. (2003) studied the factors of job satisfaction or dissatisfaction among the head
teachers of secondary school teachers in Saudi Arab. He discovered that lack of monetary
fund’s and authority, the disregard of their requests for school needs and lack of management
and administrative trainings were the key factors of their dissatisfaction. Furthermore the
highly centralized system and lack of school autonomy also caused the added stress and
discontent among these teachers
Boyd D., Grossman P, Lankford H, and Wyckoff J. (2009) pointed that the dissatisfaction
results in high teachers’ turnover rate. He studied the relation between teachers’ turnover and
school related factors like influence of teacher over school policy, the school administration,
staff relation, student behavior, safety and other facilities and his studies showed that the
school administration played a particularly important role in the teachers’ career decision.
Ambiguous HR Policies and Procedures
The mutual expectations of employer and employee if not fulfilled can cause complaints
resulting in displeasure and dissatisfaction. But in truth the employees can’t meet the
employer’s expectations if their role is not clearly defined and their job specification is not
plainly laid down to enable them to understand the employer’s hopes.
http://www.about-personal-growth.com/employee-dissatisfaction.html
Recent literature counts the departmental policies and strategies as one of the reasons for the
teachers’ attrition. It has indicated that the discrimination among non-permanent and
permanent staff, the distinction between local and deputed staff from other area etc.
DeAngelis & Preseley,(2007); Johnson, Berg, & Donaldson (2005)
22
Ladd (2009) commented that the survey about the teachers’ perception of school leadership,
the overall administrative policies and school climate is a better indicator of teachers’
expected decision about choices to stay or leave the teaching profession.
Mpokosa C. and Ndaruhutse S.(2008) commented in their report that the educational
management decisions become a lot easier where the role and responsibilities of educational
stake-holders are clearly defined
Omona, Birungi, Nuwagaba, Namanya, Kemeza and Carasco(1999) argued that the clarity of
roles and responsibilities should be ensured and clear feedback channels should be
established between the educational stakeholder in order to implement an efficient and
effective education management system.
Meaningful participation to undertake a task begins when the stakeholders identify their role
in the process of realization of the task. Teachers who explicitly viewed as the primary
players in the implementation of educational policies and directives are often forgotten to be
considers as stakeholders in their own rights. Stacki and Pigozzi (1995)
Göttelmann and Yekhlef (2005: 67) emphasized that the teachers’ self-confidence and moral
can be increased by ensuring their active participation in decision making. They strongly
believed that this empowerment will lift their status in society and there feeling of
achievement and value in their own eyes will result in job satisfaction and teachers will bring
teachers from the periphery into the very centre of the education process.
(Kanyike et al, 1999: 3) emphasized that a teacher’s facilitator or manager should also be
introduced in every institution to give voice to the issues faced by teachers and their feed
backs to the policy makers. Managers therefore need to be trained to be able to respond to the
teachers’ voices and consolidate policy directions in an empowering way
Ingersoll (2001) pointed out that the teacher attrition is higher in schools with low salaries,
23
poor support from school administration, student discipline problems, and limited faculty
input into school decision-making.
Ahuja(1976) reported that the dissatisfaction shoots and decision to attrition prevails when
one has to work under incompetent, inefficient and indifferent principal with practically no
say in school decision making.
Mpokosa C. and Ndaruhutse S.(2008) indicated that there should be clear communication
channels between central educational planners, local education planners, education managers
and teachers to ensure the participation of teachers in educational decision making at every
level
Defective Check and balance/Partial Performance appraisal system
Peter Allan(1994) Effective performance appraisals can be a useful way to report on the true
assessment of employees’ performance and productivity. A true and unbiased appraisal can
motivate the teachers to give their best and their helpful feedback can give the insight of real
loose end of any institution’s professional environment. Also, the diversity of work force
makes it essential to introduce a non-discriminatory performance appraisal system to
minimize the dissatisfaction and a feeling of deprivation in terms of rewards and
appreciation. The appraisal system should be strictly based on truly essential features of the
job and should focus on clear and measurable performance criteria.
Ladd (2009) commented that the survey about the teachers’ perception of school leadership,
the overall administrative policies and school climate is a better indicator of teachers’
expected decision about choices to stay or leave the teaching profession.
Favoritism, preferential treatment and partial behavior of administrative authorities while
dealing with their staff causes the sense of extreme injustice and dissatisfaction among the 24
employees. Employees do not trust the appraisal and reward system in such environments and
institutions suffer the results of lack of motivation. Arasli (2008) conducted a survey on 576
employees in a banking industry of northern Cyprus to analyze the impact of this behavior on
work stress, satisfaction, intention of employees to quit job and work atmosphere. The study
confirmed his hypothesis that nepotism and favoritism adversely affects the work
environment and causes job stress and dissatisfaction
Nepotism depreciate the efforts made by the other employees, makes them feel insignificant
and their contributions for the organization unrewarded. This unfair practice causes
retaliation and gives rise to disciplinary problems in the work place. This also create several
problems for the HR management as dissatisfaction so caused, de-motivates the employees
and employee drain from the organization increases
http://www.citeman.com/10093-nepotism/#ixzz3JJ3pbzBf
Insufficient Career planning & skill development
Donald et al (2005) explains that institutions may affect the teacher effectiveness through
resources, administrative leadership, and/or curriculum.
Carolyn m. Evertson(1985) Conducted an experimental study on management effectiveness
in secondary class rooms. The purpose of this study was to confirm the effectiveness of
management training in classroom organization and management and to see whether training
would provide additional skills to teachers who are well trained in their areas of study.
Results indicated that the trained group exceeded the control group on both management
skills and student task engagement.
25
Creating and maintaining an orderly, productive classroom environment is an essential
element in teaching competence. Research has also shown that a number of management
variables are also correlated with pupil achievement (Good, 1979; Medley, 1977).
In the opinion of Parés (2006) the high performance teams need not to be consisted of extra
ordinarily intelligent member or do not necessarily work more but they need to be able to
organize themselves well to be strikingly successful.
Crank J (1991) studied the effect of problems associated with managerial ambiguity and lack
of coordination in consolidated public service departments. He pointed out that these can
cause work stress and job dissatisfaction. He was of the view that the consolidation status and
organizational size affected only one of the two outcomes i.e. work stress whereas, difficulty
coordinating and managing the distribution of personnel and resources, caused both, the work
stress and the job dissatisfaction.
McAlpinea L, Harrisa R, (2002) suggested in their study that academic managers should
make fair and clear standards for level of achievement of different aspects of teaching field.
And they should clearly identify the criteria for their efficiency measurement.
According to a study of International Journal of Business and Management (Vol. 5, No. 6;
June 2010) the satisfaction with work-itself, quality of supervision and pay satisfaction had
significant positive influence on organizational commitment of faculty members.
Professor Cary Cooper(2005) suggests that the job dissatisfaction and related health problems
should be seriously dealt by the management using innovative policies as the potential
substantial economic and psychological costs of unhappy or dissatisfied workers is high in
terms of physical and mental illness of employees and overall wellbeing of organization and
its cause.
26
THEORETICAL FRAME WORK:The purpose of this research is a test the effect of following independent variables on the
dependent variable i.e. employee dissatisfaction
Independent variables Dependant variable
DESCRIPTION OF INDEPENDENT AND DEPENDENT VARIABLES
DEFECTIVE CHECKS AND BALANCES/ NEPOTISM:
According to modern Language Association ‘Nepotism’ is favoritism granted to relatives
or friends, without regard to their merit. ‘Check and balances’ prevent any one
branch/person from accumulating too much power and encourage cooperation between
branches/person as well as comprehensive debate on controversial policy issues. If this
system is defective, any person or a group of person will tend to assume too much power
and a culture of favoritism and dissatisfaction will prevail.
INSUFFICIENT PAY, PROMOTION, MOTIVATION AND REWARDS
These include all the benefits which are given to the employee by his/her employer as the
recognition of his/her services or as a result of his/her extraordinary work in an effort to
27
Insufficient pay, promotion, motivation and
rewards
Unfavorable work/ administrative Atmosphere
Insufficient Career planning & skill
development
Ambiguous & improper HR policies
and procedures
Job Dissatisfaction
Defective Check & Balance System/ Partial appraisal
system
provide excellence in the job assigned. The rewards so given are very important when it
comes to employee satisfaction because the ultimate objective of every person seeking a
job is to earn the living in a better way. Absence or insufficiency of such rewards and
benefits will create a feeling of deprivation and employee dissatisfaction will tend to rise
UNFAVORABLE WORK/ ADMINISTRATIVE ATMOSPHERE
It includes inadequate working facilities, too much work, unequal distribution of work,
favoritism, unrealistic time limit or deadline settings by the administration, injustice, lack
of work scheduling and organization etc. etc. This atmosphere is not conducive for
employees, they feel disheartened and low on self esteem as they feel that there are not
being treated just fully and their work is not being recognized and appreciated.
INSUFFICIENT CAREER PLANNING & SKILL DEVELOPMENT
It causes dissatisfaction as employee feels stagnation and deadlock in terms of future
opportunities and benefits. Many of the career oriented employees tend to leave such
organizations despite of good salaries. And many of the successful organizations (ADB is
an example) prepare a career development plan and training schedules at the start of every
year. This plan is prepared on the basis of expert opinions regarding weak areas
mentioned in employees’ ACRs. Proper career planning and skill development motivates
the employee and keeps him/her loyal to the organization. Besides it adds to the
professional growth which eventually benefits the organization.
AMBIGUOUS & IMPROPER HR POLICIES AND PROCEDURES
It includes ambiguous or unclear set of rules by the administration, or hiding relevant
information from the employees to deprive him/her from a benefit, or
improper/unreasonable rule formation which may cause the delay in a simple job or
undue burden on employee. This causes an atmosphere of confusion and controversy
28
which is not good for working relations and organizational goal achievement .It creates
stress, feeling of deprivation and lack of objectivity and job dissatisfaction prevails.
29
HYPOTHESIS
H0: Insufficient pay, promotion, motivation and reward are not the cause of dissatisfaction
among employees
H1: Insufficient pay, promotion, motivation and reward are the cause of dissatisfaction
among employees
H0: Unfavorable work/administrative atmosphere is not the cause of dissatisfaction among
employees
H2: Unfavorable work/administrative atmosphere is the cause of dissatisfaction among
employees.
H0: Ambiguous & improper HR policies and procedures do not cause the employee
dissatisfaction.
H3: Ambiguous & improper HR policies and procedures cause the employee dissatisfaction
H0: Defective check and balance system has no direct effect on the variation of job
dissatisfaction.
H4: Defective check and balance system has direct effect on variation of job dissatisfaction.
H0: Insufficient career planning and lack of skill development trainings has no direct link to
the employee dissatisfaction
H5: Insufficient career planning and lack of skill development trainings has a direct link to
the employee dissatisfaction
30
CHAPTER 3: RESEARCH METHODOLOGY Research Methodology
Shows the basic research plan and how the study will be practically organized e.g. what
type of research is going to be performed? What will be the nature, type and method of
the study and how it will be carried out? How data will be gathered? What are the
limitations? What will be the total population and what will be the sample size that will
be chosen? How sample will be collected? What will be the method of collecting data?
And what tools will be used to analyze the data?
Research Design
Research design refers to the structure of an enquiry. It is the conceptual and logical
roadmap of how the study will be conducted to get the desired results. It saves the
researcher from confusion and ambiguity by providing him/her a clear picture of what is
to be done and what is the aim or objective of a processes.
Data Analysis Tools
Research analysis toot is the tool which will help the researcher to tern the scattered data
into meaningful results. On the basis of these clear results different decisions are made
and suggestions and recommendations are given. E.g. Mean, percentage, proportion,
charts, graphs etc
31
RESEARCH METHODOLOGY & DESIGN OF MY STUDY
This research is designed to be a survey-questionnaire type of research to identify, to
report and to interpret the behaviors, beliefs and observations of the sample of population
of employees scattered in academic institutions working under FDE.
For this particular research questionnaire method will be used. For this purpose a
questionnaire is developed containing forty(40) questions which are adapted primarily
from ‘employee satisfaction and welfare benefits survey’, a questionnaire available on net
in WORD format with the name 18815538-Questionnaire-on-Job-Satisfaction.docx and a
few questions are adapted from Teacher Job Satisfaction Questionnaire (TJSQ) developed
by Lester (1987) and many other questionnaires available on net. The questions are
rephrased and elaborated to avoid comprehension problems in this particular scenario. As
the respondents of this questionnaire are from teaching background and have little
knowledge of terminologies used in corporate setup. This research is based on five
independent variables namely “pay, promotion, motivation and rewards”, this section
carries 15% of the total questions. Second section is regarding “work/administration
atmosphere”. It constitutes 27.5% of the questionnaire. Third section emphasizes upon
“policies and procedures” and carries 12.5% questions. Forth section is about “check and
balance” and it also constitute 12,5% of total questions The questionnaire is adapted to be
based on rating scale or likert type queries in addition to some of the basic demographic
questions. The rating scale is a five point rating scale ranging between “Extremely
dissatisfied=1” and “Extremely satisfied=5”. The wording of these scales is changed to
suit the answers for a few questions as “Never=1” and “Yes! All the times=5”
The most important reason to choose this particular method for my research is that this
method is quantifiable. We can quantify the results so gathered. Secondly, this is cheaper
32
in terms of cost and time consumed. Thirdly the population of the study is scattered in
different areas of ICT. It will be practically impossible to personally visit each location in
this short period of time. A questionnaire can be sent and receive through mail also.
The data collection will be of primary nature and will comprise of a sample size of 153
elements from the total population of FDE employees. The sampling technique will be
‘cluster sampling’ based on geographic boundaries. The access to these clusters will be
made by personal visits mostly or through the mails to the controlling groups of the
selected employee clusters wherever possible. One of the best occasions can be in the
meeting called by FDE in G-9/4 College in near future
33
RESEARCH ANALYSIS TOOL
The SPSS package will be used to analyze the data gathered in this survey based research
to achieve quantifiable conclusions. In which different types of charts, graphs and
statistical tools like Chi square tests and multiple regression tests will be used to show the
results of survey.
SPSS (Statistical Package for the Social Sciences) is a statistical analysis and data
management software package. SPSS can obtain data from any file format to generate
tabulated reports, charts, and outline of distributions, tendency/ projections of given data
to forecast the trends, descriptive statistics, and conduct complex statistical analyses.
34
Chapter 4: Data Analysis and results
Pie Chart result of Different question asked in my studyNature of jobs of the respondents of current study
Qualifications for respondents according to their nature of jobs
Cadre of respondents according to their responsibilities
35
PAY, PROMOTION, MOTIVATION & REWARDS
Are you satisfied with your Salary? (Is it according to the market? According to the
amount of work and is it increased according to the inflation to help you maintain or
raise a living standard?)
Analysis:
Overall data analysis shows that the employees are generally dissatisfied with the salary offered. The further bifurcation of employees according to the nature of employment shows that the dissatisfaction is on peak among daily wage and contract employees. The interrogative study into the matter to find the reasons showed that the Daily-wage employees are earning 6000-8000 Rs. Monthly without any additional benefits or rewards for extra work done by them. Contract employees are of two categories; grade based and fixed pay. Fixed pay employees are hired on a fixed pay of 10000 Rs per month with no further benefits. And grade based employees; however, enjoy all the allowances and annual increments like regular employees as per their contract conditions. But practically they are being deprived of a great portion of their allowances and increments for one reason or another using complex and conflicting rules and their distorted and modified manipulations. Third type of employment is regular or permanent. These employees enjoy all the benefits according to their grade. But the overall public education sector is getting a pay package lower than other government departments. The pay which is neither according to the market nor does it compensates the inflation pressure. Consequently, the overall employee survey shows a trend of dissatisfaction
Are there enough opportunities for career development at a steady pace? 36
Analysis:
The daily wage employee as per rule can have no claim to a regular status or demand promotion opportunities. No career developments can therefore expected. The contract employee as per Estacode can demand a regular status if they they serve for a minimum period of two years continiously. After regularization they can be put to the queue for promotion on seniority basis and their future prospects to get a good position in education field can be bright. The data shows that maximum contract employees have completed more then two years of their service but they are not made permanent. So high degree of dissatisfaction among the contract and daily wage employees is seen.
Are you satisfied with the opportunities for promotion and the criteria/method used in
this regard? Do you feel it is transparent and lacuna/error free?
Promotion is granted on seniority basis and past three year’s ACRs as pictured by the head of the department or the principals. Even the counter signing authority in many cases is the person who has no personal interaction with a particular employee most of the times.l He/She may not know who the person is, whose ACR is being verified by him/her. E.g. ACR of a perticular employee is written by the principal in a college. And counter signing authority is the director general(DG) of FDE sitting far away in his/her office. The DG may not know the particular employee personally. So the promotion system has some built in flaws in it and its effects can be seen as dissatisfaction of employees in this respect.
37
Are you satisfied with the benefits offered? (Health insurance, life insurance, Periodic bonuses and performance increments etc.)
Analysis:
Daily wage and fixed pay contract employees are not offered any other benefits then a fixed pay. Permanent and grade based contract employees get benefits but different ambiguous and conflicting rules often deprive them of a benefit which they think they should have been offered.This creates a feeling of dissatisfaction and discontent.
38
Are you satisfied with the job security factor of your job?
Analysis
Job security in case of daily wage and contract employees is unsatisfactory. But the permanent employees are generally satisfied with their jobs when it comes to job security
Do you feel that there is recognition/appreciation for the work accomplished?
39
Analysis:
The recognition and appreciation factor shows a diversified trend among all three types of employees. The response differs from institution to institution and from person to person. Overall we can say that the trend is satisfactory if the other factors are properly handled.
WORK/ADMINISTRATIVE ATMOSPHERE
A)WORK RELATIONSHIPS AND ADMINISTRATIVE ENVIRONMENT
How is your relationship with your colleagues?
Analysis:
Relationship with the colleagues is overall satisfactory
40
Do you think the work responsibilities are equitably and evenly distributed among
you and your colleagues?
Analysis:
The response differs from institution to institution and from person to person. Overall we can say that the trend is satisfactory.
How is your relationship with your supervisor(s) ?
Analysis:
The response differs from institution to institution and from person to person. Overall we can say that the trend is satisfactory.
Are you satisfied with your administration?
41
Analysis:
The response differs from institution to institution and from person to person. Overall we can say that the trend is satisfactory.
Work independence level? (Do you feel the work at your disposal is subject to the undue interference by the authoritative heads? Do you feel you are independent to dispose of the duty with professional honesty in your own style? )
Analysis:
The response differs from institution to institution and from person to person. Overall we can say that the trend is satisfactory. But the employees are dissatisfied in institutions were the independence level is low
Do you feel your work environment is stuffed with organizational politics and
favoritism?
42
B)WORK& WORK ENVIRONMENT
Are you happy with your work? (Do you like it? Do you feel sense of achievement? Do you feel your work gives you proper recognition and appreciation in your institution and in the society)
Analysis:
Overall we can say that the trend is satisfactory.
Are you assigned extra duties as well? Other then for which you were hired?
Analysis:
The result shows that the employees are given extra duties frequently.
Do you feel that you are properly rewarded for the extra work you do?
43
Analysis:
The result shows that the employees are given extra duties frequently. But they are not rewarded for the extra work. This creates a feeling of deprivation and lack of motivation.
Flexibility in work scheduling and are there adequate opportunity for periodic changes in duties?
Analysis:
The flexibility of work scheduling is greater in teaching staff as compared to non-teaching staff
Facility of casual, medical or earned leaves?
44
Analysis:
The regular and contract employees are satisfied in this regard. Whereas immense dissatisfaction is found in daily wage employees
POLICIES, PROCEDURES AND WORK INFORMATION
Do you have a well defined job specification or role given to you by the department
when you were hired?
Analysis:
The analysis shows that most of the time a clear job role or job specification document is not
given to employees. This creates imbaguity in the role of employee and a base for extra work
which is often unpaid. Moreover most of the times an employee gets no recognition for such
work done in addition to the duties he/she was hired to perform. This creates a feeling of
deprivation, exploitation and lack of motivation.
45
Are there any overlapping or ambiguity in your work role?
Analysis:
The response differs from institution to institution and from person to person. Overall we can say that the trend is satisfactory. But the employees are dissatisfied in institutions where overlapping exists. This creates conflicts and a trend of putting things off in expectation that someone else will perform the job. Employees do not own the work and thus don’t feel accountable for a job.
Are you fully aware of the employee rights and rules, regulations and procedures
relevant to your job requirement?
46
Analysis:
The analysis shows that the employee rights, rules, regulations and procedures status is often not clear to the employees
Is this information readily available to you on as-and-when-needed basis?
Analysis:
The analysis shows that the employee rules and regulation access needs to be made better
Do you feel that your organization should work time to time to fine-tune the policies,
procedures or SOPs for the smooth operations?
47
Analysis:
The analysis shows that the employees have a strong dissatisfaction about the policies, procedures or SOPs. And most of them think that the organization should seriously work on them
CHECK & BALANCE SYSTEM
Interaction with administration?(Does the Administration department of your
organization provide you a way to response or give feed back/suggestion/opinion if
you have a valid reservation regarding practicality of a rule or regarding problems in
its implementation?)
Analysis:
The analysis shows that the way to feed back is often not provided.
If yes, is the procedure to feed-back simple and easily understandable by all?
48
Analysis:
The analysis shows that the way to feed back is often not provided. Or the way to feed back is lengthy or not understandable by all
Does your department conduct any periodic surveys to measure employee satisfaction, administrative success and overall goals achievement?
Analysis:
The analysis shows that no such surveys are conducted usually.
Is the employee performance reporting system satisfactory? (Do you think the system is strong enough to counter any favoritism or bias/prejudice?)
49
Analysis:
The analysis shows a clear dissatisfaction in this regard.
ON JOB SKILL DEVELOPMENT AND CAREER PLANNING
Does your department plan regular trainings to polish your personal and professional abilities and to increase your professional worth?
Analysis:
The analysis shows a clear dissatisfaction in this regard.
If yes, do you think it is sufficient for your professional development?
Analysis:
The analysis shows a clear dissatisfaction in this regard.
Does the training plan include subject-related trainings to update and enhance your professional knowledge? Are you satisfied with the training level?
50
Analysis:
The analysis shows a that department needs to improve this aspect of training
Does it include trainings on inter-personal, behavioral and communicational skills to help you deal with the students, colleges, parents, and other related people from corporate setup like FDE, AGPR, and Ministry etc in a better way?
Analysis:
The analysis shows that such trainings are not given by the department usually.
Does it include administrative and work management related trainings to help you understand and implement the job related rules, regulations and procedures in a better way? And to make you useful in corporate setup also?
Analysis:
The analysis shows that such trainings are not given by the department usually.
51
DISSATISFACTION OUTCOME:
Do you think about quitting?
Analysis:
The analysis shows that dissatisfaction level is so high that many of the daily wage and contract employees may quit their jobs. However the permanent employees are likely to continue their jobs in future.
Do you think about looking for another job?
52
Analysis:
The analysis shows that the dissatisfaction may cause the daily wage and contract employees to look for another job in near future. The employee turnover of permanent employees can be in search of a better option.
You prefer to pursue the same career abroad if you get a chance?
Analysis:
The analysis shows that most of the government should take serious notice of the dissatisfaction among employees otherwise a drain of employees from the education career may be faced
53
REGRESSION TESTS
Regression
Descriptive Statistics
Mean Std. Deviation N
Dissatisfaction 2.2854 .88475 153
pay.promotion.reward.motivation 1.9684 .59104 153
work.environment 2.9976 .42358 153
polies.procedures 2.6693 .52582 153
check.balance 2.0147 .80920 153
skill.development 2.0732 .66243 153
54
Correlations
Dissatisfaction
pay.promotio
n.reward..
work.
environment
policies.
procedures
check.
balance
skill.
developmen
t
Pearson
Correlation
Dissatisfaction 1.000 .521 .099 .128 .108 .126
pay.promotion.reward. .521 1.000 .391 .179 .285 .272
work.environment .099 .391 1.000 .227 .613 .539
polies.procedures .128 .179 .227 1.000 .378 .077
check.balance .108 .285 .613 .378 1.000 .708
skill.development .126 .272 .539 .077 .708 1.000
Sig. (1-
tailed)
Dissatisfaction . .000 .111 .058 .092 .061
pay.promotion.reward.
motivation
.000 . .000 .013 .000 .000
work.environment .111 .000 . .002 .000 .000
polies.procedures .058 .013 .002 . .000 .173
check.balance .092 .000 .000 .000 . .000
skill.development .061 .000 .000 .173 .000 .
N Dissatisfaction 153 153 153 153 153 153
pay.promotion.reward.
motivation
153 153 153 153 153 153
work.environment 153 153 153 153 153 153
polies.procedures 153 153 153 153 153 153
check.balance 153 153 153 153 153 153
skill.development 153 153 153 153 153 153
Analysis:
As per the correlation rule Pearson correlation should have a value between +1 and -1. The
positive sign shows positive relation and the negative sign shows the negative relation
between the dependent and independent variable. The larger result value between +1 and -1
shows the stronger impact of the variables over other. In addition to this the significance of
55
each correlation (p) is showed in sig. 1-tailed table. The value of should be less then 0.05 i.e.
P<0.05. Avalue greater than 0.05 shows that there is no significance correlation between the
variables. The table shows that the relation between dissatisfaction and ‘pay, promotion,
motivation and reward’ is strongest. Whereas the other variables show a weak correlation
with dissatisfaction but some of the variables have very strong correlation with each other.
E.g. Work environment, policies and procedures, skill development and check and balance
factors are strongly correlated with each other. In this case they are more beneficial in
organizational perspective then as employee perspective. ‘Pay, promotion, motivation and
reward’ however has close impact on employee dissatisfaction. But other factors also matter.
Coefficient Correlationsa
Model
pay.promotio
n.reward.moti
vation
Work .enviro
nment
polies.
procedure
s
check.
balance
skill.
developmen
t
1 Correlations pay.promotion.reward.motivati
on
1.000
Covariances pay.promotion.reward.motivati
on
.011
2 Correlations pay.promotion.reward.motivati
on
1.000 -.391
work.environment -.391 1.000
Covariances pay.promotion.reward.motivati
on
.013 -.007
work.environment -.007 .025
3 Correlations pay.promotion.reward.motivati
on
1.000 -.366 -.101
work.environment -.366 1.000 -.174
polies.procedures -.101 -.174 1.000
Covariances pay.promotion.reward.motivati
on
.013 -.007 -.001
work.environment -.007 .025 -.003
polies.procedures -.001 -.003 .014
56
4 Correlations pay.promotion.reward.motivati
on
1.000 -.287 -.086 -.033
work.environment -.287 1.000 .030 -.550
polies.procedures -.086 .030 1.000 -.306
check.balance -.033 -.550 -.306 1.000
Covariances pay.promotion.reward.motivati
on
.013 -.006 -.001 .000
work.environment -.006 .037 .001 -.011
polies.procedures -.001 .001 .016 -.004
check.balance .000 -.011 -.004 .010
5 Correlations pay.promotion.reward.motivati
on
1.000 -.269 -.106 .025 -.082
work.environment -.269 1.000 -.021 -.326 -.165
polies.procedures -.106 -.021 1.000 -.416 .302
check.balance .025 -.326 -.416 1.000 -.616
skill.development -.082 -.165 .302 -.616 1.000
Covariances pay.promotion.reward.motivati
on
.013 -.006 -.002 .000 -.001
work.environment -.006 .038 .000 -.008 -.005
polies.procedures -.002 .000 .018 -.007 .006
check.balance .000 -.008 -.007 .016 -.011
skill.development -.001 -.005 .006 -.011 .020
a. Dependent Variable: Dissatisfaction
Variables Entered/Removedb
Model Variables Entered Variables Removed Method
1 pay.promotion.reward.motivationa . Enter
2 work.environmenta . Enter
3 polies.proceduresa . Enter
4 check.balancea . Enter
5 skill.developmenta . Enter
a. All requested variables entered.
57
b. Dependent Variable: Dissatisfaction
Model Summaryf
Model R
R
Square
Adjusted R
Square
Std. Error of the
Estimate
Change Statistics
Durbin-
Watson
R Square
Change
F
Change df1 df2
Sig. F
Change
1 .521a .271 .266 .75789 .271 56.141 1 151 .000
2 .533b .284 .274 .75364 .013 2.709 1 150 .102
3 .536c .287 .273 .75452 .003 .648 1 149 .422
4 .536d .287 .268 .75701 .000 .025 1 148 .875
5 .539e .290 .266 .75808 .003 .581 1 147 .447 1.753
a. Predictors: (Constant), pay.promotion.reward.motivation
b. Predictors: (Constant), pay.promotion.reward.motivation, work.environment
c. Predictors: (Constant), pay.promotion.reward.motivation, work.environment, polies.procedures
d. Predictors: (Constant), pay.promotion.reward.motivation, work.environment, polies.procedures, check.balance
e. Predictors: (Constant), pay.promotion.reward.motivation, work.environment, polies.procedures, check.balance,
skill.development
f. Dependent Variable: Dissatisfaction
Analysis:The Dublin Watson ranges between 0 to 4 with a mean value of 2. The value equal to 2 shows there is no correlation between variables. The value lower then 2 shows a positive correlation between variables. And the value above 2 shows a negative correlation. In this particular situation 1.753. This shows a positive correlation between the variable. Hence the model is valid.
58
ANOVAf
Model Sum of Squares df Mean Square F Sig.
1 Regression 32.248 1 32.248 56.141 .000a
Residual 86.734 151 .574
Total 118.982 152
2 Regression 33.786 2 16.893 29.743 .000b
Residual 85.196 150 .568
Total 118.982 152
3 Regression 34.155 3 11.385 19.998 .000c
Residual 84.827 149 .569
Total 118.982 152
4 Regression 34.169 4 8.542 14.907 .000d
Residual 84.812 148 .573
Total 118.982 152
5 Regression 34.503 5 6.901 12.008 .000e
Residual 84.478 147 .575
Total 118.982 152
a. Predictors: (Constant), pay.promotion.reward.motivation
b. Predictors: (Constant), pay.promotion.reward.motivation, work.environment
c. Predictors: (Constant), pay.promotion.reward.motivation, work.environment, polies.procedures
d. Predictors: (Constant), pay.promotion.reward.motivation, work.environment, polies.procedures,
check.balance
e. Predictors: (Constant), pay.promotion.reward.motivation, work.environment, polies.procedures,
check.balance, skill.development
f. Dependent Variable: Dissatisfaction
AnalysisThe ANOVAs test analysis of this table shows that all the variables have significant relation
with the dependent variable as the P<0.05 in each case. In this case H1, H2, H3, H4 and
H5 are accepted and all the null hypothesis are rejected.
59
Chapter 5: Conclusion and SuggestionCONCLUSIONTo measure the job satisfaction is not a simple task as casual procedural class can create
doubts on the validity and effectiveness of survey. Special attention should be paid to the
structure of questionnaire, to ensure anonymity for respondents and sampling procedures.
(Donald and Charlies, 1975). It is very difficult to assess the teacher job satisfaction even for
the people in education field.
But still based on my survey and analysis of the data so gathered following is the outcomes of
my study:
Concluding my study I would say that the test results have confirmed all of my assumptions
and hypothesis. A general dissatisfaction is seen among employees working in different
institutions under FDE. This frustration and dissatisfaction is more among employees who
are working as daily wage or as contract employees. The primary reasons are insufficient pay
and rewards, lack of motivation, the built-in job insecurity factor in their nature of
employment, the insufficient career planning and development opportunities, unavailability
of a conducive environment and defective check and balance system.
The dissatisfaction trend is on extremes when it comes to pay-package, professional growth
and career development. Job security is another factor which has a major effect on job
dissatisfaction. Rest of the factors may be depressing and discomforting but the employees
show a tolerance if:
They get a pay according to their qualification and according to market to sustain the
inflation pressure.
They are satisfied with the job security factors of their job.
60
They are satisfied with the professional growth and career development factor
And if the problem is not tackled properly may cause a short fall of teachers in different
institutions. The problem can be severe if these qualified teaching and non-teaching staff gets
a chance to settle down abroad. If this happens then the country can experience a drain of
skills and talent.
As suggested by BENNELL P.,(2004) in his study that a multiple, market-driven pay
structure for teachers according to subjects and location should be followed. He was of the
view that the pay increases need to be made strategically and not across the board on the
basis of teacher’s qualification, the work done and the results showed.
The dissatisfaction trend shows that if the problem is not tackled properly may cause a short
fall of trained and qualified teachers in different institutions. The problem can be severe if
these qualified teaching and non-teaching staff gets a chance to settle down abroad. If this
happens then the country can experience a drain of skills and talent.
As an OECD report on teachers matter clearly indicated that a teachers short fall is either
currently being experienced or feared to be encountered soon by many countries in coming
future, as the majority of current teacher’s force is comprised of aged members who are
expected to get retired soon. And there is not enough new blood to replace them in education
department due to low salaries and insufficient rewards. Second big issue as indicated by the
report is the quality of teachers’ workforce in terms of academic qualification, knowledge and
skills. This force needs extensive trainings and proper career development planning to attract,
develop and retain the qualified staff.(Santiago,2005)
Herberg's motivation hygiene theory claims that a person’s job satisfaction mainly depends
upon two factors namely internal factors and external factors
61
(1) Internal factors are provided by the sense of achievement, recognition for the work done,
and appreciation of services rendered etc.,
(2) External factors which lead to job satisfaction are salary, material remunerations,
monetary reward and interpersonal relation etc.
Relationships Lartie (1975) stated that the teaching as a profession offers limited rewards in
general and if the level of a teacher’s job satisfaction is to be elevated then the remunerations
being offered are to be revised seriously.
Edward and others (1976) indicated that there is a cyclic relationship between high
performance and high job satisfaction. He claimed that the high performance leads to high
rewards and high rewards leads to high job satisfaction, which in turn earns better future
performance. This improvement is actually caused by the employee’s feeling that rewards
will be offered in proportion to their performance. The opposite mindset can cause
dissatisfaction and a decline in performance
The teacher’s dissatisfaction and consequent attrition is caused by many factors but the
leading factors are; lack of analogy between teacher’s perception and perception of
leadership, reluctance of management to involve teachers in decision making and the
behavior of administration (Ingersoll, 2003)
The highest rate of quitting teaching profession is found among newly beginning teachers.
Studies indicated that this dissatisfaction is caused by lack of support by administration, lack
of motivation and non-conducive work environment.
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SUGGESTIONS:
The following are my suggestions to improve the situation in this particular scenario
The discrimination in pay structure and other benefits offered should be eliminated.
Employees working in the same conditions and doing same type of job should be
treated in the same way. Contract and daily wage employees are giving same type of
services and they deserve a pay and other benefits equal to the permanent employees.
A national level employment regulatory frame work should be made by the
government to ensure the protection of employee rights and the rules for the
recruitment and management of any kind of human resource should be laid down. It
will also help in minimizing the discrimination. The formation of proper HR
department with due authority and clear set of rules and regulation in this regard
should be made possible in each government organization. In this particular scenario,
a full-fledged HR department should be made in FDE with full authority to make
employee related rules, regulations and policies and to get them implemented in
different institutions working under FDE. This department should have an
independent representation in each institution. The representing officer should directly
report to his/her parent department in FDE.
The pay should be yearly revised to compensate the inflation pressure. Presently pay
of “regular” employees is increased on yearly basis but the increase often does not
help the employees even to maintain the financial status of past year.
63
The present performance reporting system has some built in flaws. It gives too much
weight to the reporting authority and immediate bosses. There is no problem as long
as the person is a man of high principles and high moral values. But if the man with
authority is unscrupulous, the system has no way to counter the corruption and
distortion of facts he/she may cause. It is therefore suggested that a 360-degree feed
back system should be introduced for performance reporting. In this system,
employees receive anonymous and confidential feedback forms for the people who
work around. The respondents of such feed backs are a mixture of managers,
colleagues, and subordinates. The respondent of such forms is also required to fill a
self analysis form. These forms are usually rating scale based questionnaires about the
work environment and the SWOT (Strength Weakness Opportunities Threats)
analysis based questions. A response of 10 to 12 people is then measured to get a true
picture of a particular situation. And the performance of employee is then judged
accordingly.
The findings of the evaluation process suggested above should be disclosed to the
employee and employee counseling should be done. The weaknesses and strengths
analysis should be discussed with the employee whose report is under consideration.
The opportunities and threats should be made clear to him/her. And the trainings in
weak areas should be suggested by the HR specialists.
The training plan for each employee should be made at the start of the year on the
basis of the findings of the above performance appraisal process. The trainings should
be purposeful and should not be viewed as a loss of resources and taken for granted.
The trainings plan should include the trainings related to the interpersonal skills,
communicational skills, work and time management skills , resource management
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skills, public dealing and of course the subject related skills. And the level of these
skills should be such that it should help in professional growth and development of
the employee. The employee’s active participation in the training plan should be made
possible. The feedback should also be acquired after each training as a “must to do”
practice.
The promotions should not be given on the basis of seniority only. Other criterion for
fast growth and development of the people who work more should be made. E.g.
experience point and credit points earned after the completion of each task in a
successful manner yearly. This will motivate the employees to give their best to the
institution. Criterion for the promotion should be clear and within the reach of every
member of the staff as a basic document. If anybody feels that he/she fulfills the
criteria, he/she must also be able to apply for the promotion on his/her own.
The clear work role or job specification should be given to each employee by the
department and it should include every task which is expected of him/her at the time
of his/her recruitment. This document should be annually revised as well. Any extra
task should be properly rewarded and should earn extra experience and credit points
for the year.
Different periodic surveys should be conducted by the HR department to measure
employee satisfaction, goal achievement, management success etc. These surveys
should be confidential in nature and information about the respondents should never
be disclosed
Different type of performance bonuses should be introduced on strictly merit basis to
motivate the employees.
65
Employee related policy making or rule setting should solely be the prerogative of
human resource department. And it should not be the matters of months and years. It
should rather be an immediate response to the outcome/feedback from the situation
after implementation of each rule. Feed back from the employees should also be
encouraged. And their feedback should be used to fine-tune the policies, procedures,
rules and SOPs.
66
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QUESTIONNAIRE
1. Your name? _________________________________________________
2. Your Qualification____________________________________________
3. Professional Qualification?______________________________________
4. Your institute? ________________________________________________
5. Period in present service?________________________________________
6. Nature of current job: (Contact/Daily Wages/Adhoc/Permanent)_________
7. What is your job title? _________________________________________
8. How long have you held your current position? ____________________
9. Briefly describe your work responsibilities (as you would on a resume):
___________________________________________________________
Job Rating Scale
1 2 3 4 5
Extremely Dissatisfied
A little Dissatisfied
Bearable/Agreeable SatisfiedExtremely Satisfied
OR
1 2 3 4 5
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
Note: Please encircle your response
PAY, PROMOTION, MOTIVATION & REWARDS
10. Are you satisfied with your Salary? (Is it according to the market? According to the
amount of work and is it increased according to the inflation to help you maintain or
raise a living standard?)
Extremely Dissatisfied
A little Dissatisfied
Bearable/Agreeable SatisfiedExtremely Satisfied
11. Are there enough opportunities for career development at a steady pace?
Extremely Dissatisfied
A little Dissatisfied
Bearable/Agreeable SatisfiedExtremely Satisfied
12. Are you satisfied with the opportunities for promotion and the criteria/method used in
71
this regard? Do you feel it is transparent and lacuna/error free?
Extremely Dissatisfied
A little Dissatisfied
Bearable/Agreeable SatisfiedExtremely Satisfied
13. Are you satisfied with the benefits offered? (Health insurance, life insurance,
Periodic bonuses and performance increments etc.)
Extremely Dissatisfied
A little Dissatisfied
Bearable/Agreeable SatisfiedExtremely Satisfied
14. Are you satisfied with the job security factor of your job?
Extremely Dissatisfied
A little Dissatisfied
Bearable/Agreeable SatisfiedExtremely Satisfied
15. Do you feel that there is recognition/appreciation for the work accomplished?
Extremely Dissatisfied
A little Dissatisfied
Bearable/Agreeable SatisfiedExtremely Satisfied
WORK/ADMINISTRATIVE ATMOSPHERE
A)WORK RELATIONSHIPS AND ADMINISTRATIVE ENVIRONMENT
16. How is your relationship with your colleagues?
Extremely Dissatisfied
A little Dissatisfied
Bearable/Agreeable SatisfiedExtremely Satisfied
17. Do you think the work responsibilities are equitably and evenly distributed among
you and your colleagues?
Extremely Dissatisfied
A little Dissatisfied
Bearable/Agreeable SatisfiedExtremely Satisfied
18. How is your relationship with your supervisor(s)
Extremely Dissatisfied
A little Dissatisfied
Bearable/Agreeable SatisfiedExtremely Satisfied
19. Are you satisfied with your administration?
Extremely Dissatisfied
A little Dissatisfied
Bearable/Agreeable SatisfiedExtremely Satisfied
20. Work independence level? (Do you feel the work at your disposal is subject to the
72
undue interference by the authoritative heads? Do you feel you are independent to
dispose of the duty with professional honesty in your own style? )
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
21. Do you feel your work environment is stuffed with organizational politics and
favoritism?
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
B)WORK& WORK ENVIRONMENT
22. Are you happy with your work? (Do you like it? Do you feel sense of achievement?
Do you feel your work gives you proper recognition and appreciation in your
institution and in the society)
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
23. Are you assigned extra duties as well? Other than for which you were hired?
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
24. Do you feel that you are properly rewarded for the extra work you do?
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
25. Flexibility in work scheduling and are there adequate opportunity for periodic
changes in duties?
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
26. Facility of casual, medical or earned leaves?
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
POLICIES, PROCEDURES AND WORK INFORMATION
27. Do you have a well defined job specification or role given to you by the department
73
when you were hired?
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
28. Are there any overlapping or ambiguity in your work role?
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
29. Are you fully aware of the employee rights and rules, regulations and procedures
relevant to your job requirement?
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
30. Is this information readily available to you on as-and-when-needed basis?
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
31. Do you feel that your organization should work time to time to fine-tune the policies,
procedures or SOPs for the smooth operations?
Never/ Not at all Occasionally / Rarely Often Most of the timesYes! All the
times
CHECK & BALANCE SYSTEM
32. Interaction with administration?(Does the Administration department of your
organization provide you a way to response or give feedback/suggestion/opinion if
you have a valid reservation regarding practicality of a rule or regarding problems in
its implementation?)
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
33. If yes, is the procedure to feed-back simple and easily understandable by all?
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
34. Does your department conduct any periodic surveys to measure employee
satisfaction, administrative success and overall goals achievement?
74
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
35. Is the employee performance reporting system satisfactory? (Do you think the system
is strong enough to counter any favoritism or bias/prejudice?)
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
ON JOB SKILL DEVELOPMENT AND CAREER PLANNING
36. Does your department plan regular trainings to polish your personal and professional
abilities and to increase your professional worth?
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
37. If yes, do you think it is sufficient for your professional development?
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
38. Does the training plan include subject-related trainings to update and enhance your
professional knowledge? Are you satisfied with the training level?
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
39. Does it include trainings on inter-personal, behavioral and communicational skills to
help you deal with the students, colleges, parents, and other related people from
corporate setup like FDE, AGPR, and Ministry etc in a better way?
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
40. Does it include administrative and work management related trainings to help you
understand and implement the job related rules, regulations and procedures in a better
way? And to make you useful in corporate setup also?
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
DISSATISFACTION
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41. Do you think about quitting?
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
42. Do you think about looking for another job?
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
43. Will you prefer to pursue the same career abroad?
Never/ Not at allOccasionally /
RarelyOften
Most of the times
Yes! All the times
76
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