A COMPARATIVE STUDY OF JOB SATISFACTION AND ATTITUDE TOWARDS TEACHING OF RURAL AND. URBAN PRIMARY SCHOOL TEACHERS A DISSERTATION SUBMITTED TO THE UNIVERSITY OF JAMMU IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION e df ee SUPE Is lea INVESTIGATOR Dr. Raj Singh Narania Vidushi Sharma Associate Professor in Education M.Ed. Student Roll No. 16-GCE-08 GOVT. COLLEGE OF EDUCATION CANAL ROAD, JAMMU-180006. (2008-09)SUMMARY pervisor Investigator . Raj Singh Narania Vidushi Sharma ociate Professor in Education PIC : “A COMPARATIVE STUDY OF JOB SATISFACTION AND ATTITUDE TOWARDS TEACHING OF RURAL AND URBAN PRIMARY SCHOOL TEACHERS”. A. INTRODUCTION Today, as never before, we are seized with the distressing phenomenon of rapid fall of educational standards. So there is growing awareness and sense of urgency in seeking measures to halt this downward process as effectively as possible. The choice of teaching as a career and the contribution in the job, involves many complex motives and arouses many strong feelings. The challenges of understanding one’s motives and facing one’s feeling is greater in teaching than in almost any other life work. Commonly today the teacher's role comes to be regarded as a simple one in that he has only to impart the necessary specific skills. Teaching has become routine, mechanical and on assemblage of piecemeal operations. Teaching has come to be broken down into 7smaller job assignments, necessitating the need for greater co- ordination which ended up with excessive administrative controls and a high.degree of formalization. In any organization only satisfied workers can be beneficial, because every human being requires high levels of self-actualisation and need satisfaction from the job. The job which provides opportunity to fulfill one’s expectations and actually received by him. According to Locke (1976), “Job satisfaction is a pleasurable or positive emotional state resulting from the appraisal of one’s job or job experience.” It clearly states that satisfaction is an emotional response to a job situation resulting from one’s perception of the job situation. Some other investigator have emphasized that it is not always the reward which leads to satisfaction, but the aspiration of the individual is a great determinant of job satisfaction. Many socio-psychological factor have been identified as contributing to the level of job satisfaction among teachers. E.g. load of work, moral values of teachers, the very organizational climate of the school, professional qualification of teachers, their professional experience and personal characterization such as their sex adjustability, attitude, aptitude, abilities, interest, intelligence etc. (Rao, S.N. 1986). An attitudes normally defined as a perceptual orientation and response readiness in relation to a particular object or class of object (Good, C.V. 1959) 2Most important distinguishing feature of attitudes is that they are necessary evaluative or effective. Fishbein and Ajzen (1975) have identified three essential features of attitudes, “Attitude islearned, ........- it predisposes action and such actions are consistently favourable or unfavourable toward the object (c.f. international Encylopedia of education). Psychologists define attitude as the relatively enduring orientations that individuals develop towards the various objects and issues they encounter during their lives and which they express verbally as opinions. Job satisfaction cannot be divorced from job attitudes because there is some evidence that successful teachers have what are often referred to as “desirable professional attitudes”. This means that they have positive attitudes towards responsibility and hard work, that they conceive of their rule as extending beyond and the business of simply teaching children subject matter and beyond the narrow hours of 9am to 4pm; and that they have positive attitude towards the subjects in which they specialize and towards the place of teacher in society. Cortis (1973) in a follow up study of teachers during their early years in the profession found that those who showed most career satisfaction and second to be making the best professional progress appeared able to put school before self and to submerge minor differences with colleagues in the interests of establishing within the 73school those coherent, consistent policies that enable children to feel secure and confident. By contrast, Cortis found unsuccessful teachers tended to be more self oriented and to be more dominant, suspicious and aggressive. Hence job satisfaction is the result of various attitudes the person holds towards his job, towards related factors and toward life in general. B. STATEMENT OF THE PROBLEM Keeping in mind the basic purpose the problem was worded as “A COMPARATIVE STUDY OF JOB SATISFACTION AND ATTITUDE TOWARDS TEACHING OF RURAL AND URBAN PRIMARY SCHOOL TEACHERS”. C. KEY TERMS EXPLAINED Attitude : Here term attitude means job attitudes of teachers towards teaching. Good (1959) defines attitude as : “A readiness to react towards or against some situation, a person or thing in particulars manner, e.g. with love or hate, fear or resentment, to a particular degree of intensity.” Job satisfaction : Job satisfaction is combination of two words, job and satisfaction. Job is an occupational activity performed by an 74individual in return for a reward. Satisfaction refers to the way one feels about events people and thing. “Job satisfaction in the whole matrix of job factor that make a person ‘like’ his work situation and be ‘willing’ to head for it without distaste at the beginning of his work day’. (c.f. Nanda, 1982) OBJECTIVES The objectives of the present study were framed as To measure job satisfaction of primary school teachers in rural areas. To measure job satisfaction of primary school teachers in urban areas. To study the attitude towards teaching of primary school teachers in rural areas. To study the attitude towards teaching of primary school teachers in urban areas. To find out the relationship between attitude towards teaching and job satisfaction exhibited by primary school teachers in rural as well as urban areas. 7S