IMPACT OF MANAGEMENT POLICIES ON JOB SATISFACTION OF

SCHOOL TEACHERS IN KANYAKUMARI DISTRICT

Dr. G. Arumugasamy, Associate Professor & Head in Management Studies,

Ponjesly College of Engineering, Nagercoil-629 003, Kanyakumari District, Tamil Nadu.
Email: g.arumugasamy@ymail.com., Mobile: 9865903410

ABSTRACT

A study on impact of management policies on job satisfaction of school teachers in kanyakumari

district was undertaken to find out the teachers job satisfaction and management policies of

school in Kanyakumari district. This study helps to improve the job satisfaction among the

teachers, and to give suggestions for the redressal of the problems faced by the school teachers

and to achieve their goals in better way. The present study with the following objectives, to

examine the extent of influence of management policies and welfare measures on teaching and

job satisfaction of the school teachers.to provide suitable suggestions for the improvement of job

satisfaction of school teachers. This study is a proportionate stratified random sampling method

has been adopted for choosing the samples from Nagercoil, Kuzhithurai, Thuckalay educational

districts in Kanyakumari district Data are collected from 5 % of the population (7500 * 5/100)

therefore the total number of the sample size is 375.The data were collected from both primary

and secondary sources. The boundary of study is kanyakumari district. The population of this

study is school teachers in kanyakumari district. The study was divided into three categories of

teacher’s namely, Government school, Aided school, Self-financing school teachers in

kanyakumari district. The data collected were analyzed and interpreted with the help of tables

and figures. The study concludes that the self- financing school teachers face a lot of problems
when compared with the Government and aided school teachers. If the Government authorities

and the management of the schools come forward to implement the suggestions made in this

study with a strong will, certainly there will be great positive change in job satisfaction among

the school teachers

Key words: Management policies, job satisfaction, organization, administrative reforms

professional skills

1 INTRODUCTION

A policy is typically described as a principle or rule to guide decisions and

achieve rational outcomes. The term is not normally used to denote what is actually done; this is

normally referred to as either procedure or protocol. Management policies are generally

adopted by the board or senior governance body within an organization where as procedures or

protocols would be developed and adopted by senior executive officers. Management policies

can assist both in subjective and objective decision making. Policies can assist both in subjective

and objective decision making. Policies to assist in subjective decision making would usually

assist senior management with decisions that must consider the relative merits of a number of

factors before making decisions and as a result are often hard to objectively test e.g., work- life

balance policy. Generally, management policies vary from institution to institution.

The management policy variables are discussed below.

1.2 SAMPLING DESIGN

Proportionate stratified random sampling method has been adopted for choosing the

samples from Government, Aided and Self-financing higher secondary school teacher’s workings
in Kanyakumari district. Data are collected from 5 % of the population (7500 * 5/100), therefore

the total number of the sample size is 375.

1.3 OBJECTIVES OF THE STUDY

 To examine the extent of influence of management policies and welfare measures

on teaching and job satisfaction of the higher secondary school teachers.

To provide suitable suggestions for the improvement of job satisfaction of school

1.3.1METHODOLOGH
 This study is an empirical study. Both primary and secondary data are used for the
study. The primary data are collected with the help of a questionnaire from the
higher secondary school teachers working in Kanyakumari District.
 The secondary data are also used to evaluate the job satisfaction and its impact of
working environments. The secondary data are collected from journals, Reports,
Magazines, District Educational Hand Book. Newspapers and Manuscripts, which are
related to relevant data and information for this study.

1.3.2 Tools for the study

A master table was prepared for entering the information of each respondent

and small cross tables were also made from the master table for analysis.

teachers.

1.4 WELFARE MEASURES

Welfare measures of management includes playgrounds, indoor and outdoor games,

reading rooms, libraries, radios, televisions provided by the employer help in creating an
atmosphere that promotes cooperation, understanding, building relationships, bonding, and at

the same time breaking monotony at the work place. Facilitative services are: canteen, restrooms,

housing, educational, crèches, leave travel concession and the like. It is observed that welfare

measures are factors which influence the job satisfaction of school teachers in Kanyakumari

district. Generally, teachers who are satisfied with welfare measures will have more job

satisfaction. Thus job satisfaction of school teachers differs due to the factor welfare measures.

Table .1 shows the job satisfaction scores of Government, aided and self-finance school teachers

on the basis of welfare measures.

Table 1

SCORES FOR WELFARE MEASURES

Govt. Aided Self Total

(Percentage)

(Percentage)

(Percentage)

(Percentage

S.
Level of Score
No.
No

No

No

No

1 Highly Dissatisfied 15 30 30 60 5 10 50 100

2 Dissatisfied 95 36 146 55.3 23 8.7 264 100
3 No impact 15 44.1 16 41.7 3 8.8 34 100
 4 Satisfied 4 44.4 5 55.6 - - 9 100
5 Highly Satisfied - - 18 100 - - 18 100
Total 129 34.4 215 57.33 31 8.27 375 100
Source: Primary Data

Table 1 shows the level of scores of Government, aided and self-financing school

teachers, with regard to the welfare measures of the respective managements. It indicates that

most of the teachers in Government, aided and self-financing schools (264 teachers out of 375)

are dissatisfied with the welfare measures. But among all sections of teachers, aided schools

alone are highly impressed with the welfare measures. Contrary to this, the self- financing

teachers are neither satisfied nor highly satisfied on the welfare measures of their managements.

1.5 PENSION PLAN

It is observed that pension plan is a factor which influences the job satisfaction of

school teachers in Kanyakumari district. Pension scheme is available only to the Government

and aided school teachers who were appointed before the year 2004. Contributory pension

scheme has been introduced to those teachers in such schools who were appointed after 2004.

But no pension scheme is available to the self-financing school teachers. Generally, the teachers

who avail pension scheme have more job satisfaction than other teachers who do not avail

pension benefits. Thus, there is a difference in job satisfaction of school teachers with regard to

the availability of pension plan. Table .2 shows the job satisfaction scores on the basis of pension

plan.

Table .2

SCORES FOR PENSION POLICIES

S. No. Level of Score Govt. Aided Self Total

 (Percentage)

(Percentage)

(Percentage)

(Percentage
No

No

No

No
1 Highly Dissatisfied 5 15.2 25 75.8 3 9.1 33 100
2 Dissatisfied 88 36.8 138 57.7 13 5.4 239 100
3 No impact 14 28.6 26 53.1 9 18.4 49 100
4 Satisfied 9 36.0 10 40.0 6 24.0 25 100
5 Highly Satisfied 13 44.8 16 55.2 0 0 29 100
Total 129 34.4 215 57.3 31 8.3 375 100
Source: Primary Data

Table .2 shows the level of scores of Government, aided and self-financing school

teachers with regard to the pension policies of the respective managements. It indicates that

majority of the teachers in Government, aided and self-financing schools (239 teachers out of

375) are dissatisfied with the pension policies. Among all the satisfied teachers, 40 percent are

from aided schools. But among all sections of teachers who are highly satisfied with the pension

policies, 16 teachers (55.2 percent) are from aided schools and 13 (44.8 percent) are from

Government schools.

1.6 FREEDOM TO ORGANIZING PROJECTS

It is observed that freedom to organize projects is a factor which influences job

satisfaction of school teachers in Kanyakumari district. The Government and aided school

teachers enjoy good pay, job security; all leave facilities, and freedom to organize projects. But

such facilities are not available to the self-financing school teachers. Generally, freedom

available teachers will perform better than others. Thus, there is a difference in job satisfaction
of school teachers with reference to freedom to take initiative in organizing projects. Table .3

shows the job satisfaction scores on the basis of freedom to organizing projects.

Table .3

SCORES FOR FREEDOM TO ORGANIZING PROJECTS

Govt. Aided Self Total

(Percentage)

(Percentage)

(Percentage)

(Percentage
S. No. Level of Score
No

No

No

No
1 Highly Dissatisfied 8 20.0 28 70.0 4 10.0 40 100
2 Dissatisfied 91 34.5 146 55.3 27 10.2 264 100
3 No impact 16 59.3 11 40.7 0 0 27 100
4 Satisfied 13 41.9 18 58.1 0 0 31 100
5 Highly Satisfied 1 7.7 12 92.3 0 0 13 100
Total 129 34.4 215 57.3 31 8.3 375 100
Source: Primary Data

Table 3 shows the level of scores of Government, aided and self-financing school

teachers, for the variable freedom of the teachers to take initiative in organizing projects in their

respective schools. It indicates that of all the dissatisfied teachers, 55.3 percent of the teachers

are from aided schools. But among all highly satisfied teachers, 92.3 percent are from aided

schools. All the respondents from self-financing schools are either dissatisfied or highly

dissatisfied with regard to this variable.

1.7 ROLE IN DECIDING ACADEMIC POLICIES

It is observed that role in deciding the academic policies are a variable which

influences the job satisfaction of school teachers in Kanyakumari district. Policies are standing
plans. Standing plan is developed for an activity which is likely to be repeated in future.

Policies are the means for achieving organizational goals. The Government and aided school

teachers are allowed in formulating academic policies for the development of the school. But

such facilities are not available to the self-financing school teachers. Generally, self-financing

school management may formulate their own academic policies. Thus, there is a difference in

the job satisfaction of school teachers with regard to deciding academic policies. Table 4 shows

the job satisfaction scores on the basis of the role in deciding academic policies.

Table 4

SCORES FOR ROLE IN DECIDING ACADEMIC POLICIES

Govt. Aided Self Total

(Percentage)

(Percentage)

(Percentage)

(Percentage

S. No. Level of Score

No

No

No

No
 1 Highly Dissatisfied 16 37.2 23 53.5 4 9.3 43 100
2 Dissatisfied 88 32.7 155 57.6 26 9.7 269 100
3 No impact 13 50.0 12 46.2 1 3.8 26 100
4 Satisfied 12 52.2 11 47.8 0 0 23 100
5 Highly Satisfied 0 0 14 100 0 0 14 100
Total 129 34.4 215 57.3 31 8.3 375 100
Source : Primary Data

Table 4 gives the level of scores of Government, aided and self-financing school

teachers with regard to the role of the teachers in deciding academic policies. It indicates that

out of the 269 teachers, who are dissatisfied with this factor, 57.6 percent are from aided schools

and 32.7 percent are from Government schools. It is also known from the table that no self-

financing teacher is either satisfied or highly satisfied with his role in deciding academic polices.

1.8 CONSULTING TEACHERS FOR ADMINISTRATIVE REFORMS

It is observed that consulting teachers for administrative reforms is a factor which

influences the job satisfaction of school teachers in Kanyakumari district. Generally,

administrative work is done by top level management. Eventhough the Government and aided

school teachers are directly involved in administrative activities, no opportunity is available to

the self-financing school teachers. Thus, there is a difference in the job satisfaction of school

teachers with regard to consultation for administrative reforms. Table 5 shows the job

satisfaction scores on the basis of consulting teachers for administrative reforms.

Table 5

SCORES FOR TEACHERS BEING CONSULTED FOR ADMINISTRATIVE REFORMS

S. No. Level of Score Govt. Aided Self Total

 (Percentage)

(Percentage)

(Percentage)

(Percentage
No

No

No

No
1 Highly Dissatisfied 2 8.7 19 82.6 2 8.7 23 100
2 Dissatisfied 61 35.9 101 59.4 8 4.7 170 100
3 No impact 30 34.9 48 55.8 8 9.3 86 100
4 Satisfied 32 42.1 31 40.8 13 17.1 76 100
5 Highly Satisfied 4 20 16 80 0 0 20 100
Total 129 34.4 215 57.3 31 8.3 375 100
Source : Primary Data

Table 5 presents the level of scores of Government, aided and self-financing

school teachers with regard to the variable; teachers are consulted for administrative reforms

by their respective managements. It indicates that majority of the teachers in Government,

aided and self-financing schools (170 out of 375) are dissatisfied with this variable. It indicates

that the teachers are not consulted for administrative reforms in many schools.

1.9 FACULTY IMPROVEMENT PROGRAMME

It is observed that faculty improvement programme is a variable which influences

the job satisfaction of school teachers in Kanyakumari district. The Government and aided

school teachers enjoy periodical training programmes and hence they are able to update their

knowledge. Such a facility is not available to the self-financing school teachers. Generally, the

teachers who avail the faculty improvement programme facilities will perform better than the

teachers who do not avail such facilities. Thus there is a difference in the job satisfaction of

school teachers with regard to the availability of faculty improvement programme. Table 6

shows the job satisfaction scores on the basis of faculty improvement programme.
 Table 6

SCORES FOR FACULTY IMPROVEMENT PROGRAMME

Govt. Aided Self Total

(Percentage)

(Percentage)

(Percentage)

(Percentage
S. No. Level of Score

No

No

No

No
1 Highly Dissatisfied 6 25.0 17 70.8 1 4.2 24 100
2 Dissatisfied 90 33.5 152 56.5 27 10.0 269 100
3 No impact 17 56.7 11 36.7 2 6.7 30 100
4 Satisfied 14 37.8 22 59.5 1 2.7 37 100
5 Highly Satisfied 2 13.3 13 86.7 0 0 15 100
Total 129 34.4 215 57.3 31 8.3 375 100
Source : Primary Data

It can be assessed from table 6 that with regard to the faculty improvement

programme most of the teachers in Government, aided and self-financing schools (269 out of

375) are dissatisfied. Out of the total satisfied teachers, 59.5 percent are from aided schools.

But out of the total 31 self- financing teachers, 27 (87.1 percent) are dissatisfied with the faculty

improvement programme available to them.

1.10 CONSIDERATION TO TEACHER’S SUGGESTIONS

It is observed that consideration to teacher’s suggestions is a variable which

influences the job satisfaction of school teachers in Kanyakumari district. Generally, when

the management accepts the suggestions of their teachers in taking important decisions for

the smooth functioning of schools, the teachers will get more satisfaction. Thus there is a
difference in the job satisfaction of school teachers with reference to consideration to teacher’s

suggestions. Table 7 shows the job satisfaction scores on the basis of consideration to teachers’

suggestions.

Table 7

SCORES FOR CONSIDERATION TO TEACHER'S SUGGESTIONS

Govt. Aided Self Total

(Percentage)

(Percentage)

(Percentage)

(Percentage
S. No. Level of Score
No

No

No

No
1 Highly Dissatisfied 3 27.3 7 63.6 1 9.1 11 100
2 Dissatisfied 66 38.4 93 54.1 13 7.6 172 100
3 No impact 28 24.3 78 67.8 9 7.8 115 100
4 Satisfied 31 48.4 28 43.8 5 7.8 64 100
5 Highly Satisfied 1 7.69 9 69.23 3 23.07 13 100
Total 129 34.4 215 57.33 31 8.26 375 100
Source: Primary Data

Table 7 indicates that out of the 172 dissatisfied teachers, 54.1 percent are from

aided schools, 38.4 percent are from Government schools and the rest, of 7.6 percent are from

self-financing schools. It means that the teacher’s suggestions are not considered by their

respective managements.

1.11 INTEREST IN IMPROVING THE PROFESSIONAL SKILLS OF THE

TEACHERS

It is observed that interest in improving the professional skills of the teachers is a

factor that influences the job satisfaction of school teachers in Kanyakumari district. Generally

the teachers, who work under the management which has interest in improving the professional
skills of the teachers, will perform better than the other teachers. Thus there is a difference in the

job satisfaction of school teachers with reference to interest in improving the professional skills

of the teachers. Table.8 shows the job satisfaction scores on the basis of the management in

improving the professional skills of the teachers.

Table 8

SCORES FOR INTEREST IN IMPROVING THE PROFESSIONAL SKILLS OF THE

TEACHERS

Govt. Aided Self Total

(Percentage)

(Percentage)

(Percentage)

(Percentage
S. No. Level of Score
No

No

No

No
1 Highly Dissatisfied 7 41.2 9 52.9 1 5.9 17 100
2 Dissatisfied 61 38.6 92 58.2 5 3.2 158 100
3 No impact 31 30.1 63 61.2 9 8.7 103 100
4 Satisfied 29 38.2 35 46.1 12 15.8 76 100
5 Highly Satisfied 1 4.8 16 76.2 4 19.0 21 100
Total 129 34.4 215 57.3 31 8.3 375 100
Source : Primary Data

Table .8 shows the scores for the variable, the managements have interest in

improving the professional skills of the teachers. Out of the total 375 teachers, 175 (46.67

percent) are in the dissatisfied and highly dissatisfied category. It indicates that the

managements of Government, aided and self-financing schools have no interest in improving the

professional skills of their teachers. But among all sections of teachers, who are dissatisfied with

this statement, 58.2 percent are from aided schools, 38.6 percent are from Government schools

and only 3.2 percent are from self-financing schools.

1.12 RECREATION FACILITIES

It is observed that recreational facilities are a variable which influences the job

satisfaction of school teachers. Recreation and other benefits are recreational and facilitation

services provided to create a conducive environment to relieve stress and attract candidates to

work in such an environment. Recreational facilities like play grounds, indoor and outdoor

games, reading rooms, libraries, radios, televisions, provided by the employer help in creating an

atmosphere that promotes cooperation, among teachers and managements. Generally, the

teachers who have adequate recreational facilities will perform better than other teachers. Thus,

there is a difference in job satisfaction with regard to the availability of recreational facilities.

Table .9 shows the job satisfaction scores of teachers on the basis of recreational facilities.

Table 9

SCORES FOR RECREATION FACILITIES

S. No. Level of Score Govt. Aided Self Total

 (Percentage)

(Percentage)

(Percentage)

(Percentage
No

No

No

No
1 Highly Dissatisfied 5 17.9 22 78.6 1 3.6 28 100
2 Dissatisfied 80 33.9 134 56.8 22 9.3 236 100
3 No impact 13 29.5 27 61.4 4 9.1 44 100
4 Satisfied 19 45.2 19 45.2 4 9.5 42 100
5 Highly Satisfied - - - - - - - -

Total 129 34.4 215 57.3 31 8.3 375 100

Source: Primary Data

Table 9 shows the level of scores of Government, aided and self-financing school

teachers with regard to the recreational facilities offered by the respective managements. It is

seen that most of the teachers in Government, aided and self- financing schools, 236 (62.93

percent) out of 375 are dissatisfied with regard to the recreational facilities available in their

schools. This is an indication of non-availability of recreational facilities in all categories of

schools.

1.13 GOOD MANAGEMENT RELATIONSHIP

It is observed that good management relationship is a factor which influences the

job satisfaction of school teachers in Kanyakumari district. Generally, there is a good

relationship between teachers and management in aided schools and Government schools. But

such a relationship is not available in self -financing schools. Therefore, the teachers from

Government and aided schools have better job satisfaction than the self- financing school

teachers. Thus, there is a difference in the job satisfaction of school teachers with regard to the
nature of relationship between management and staff. Table 10 shows the job satisfaction scores

of teachers of various schools based on good management relationship.

Table 10

SCORES FOR GOOD MANAGEMENT RELATIONSHIP

Govt. Aided Self Total

(Percentage)

(Percentage)

(Percentage)

(Percentage
S. No. Level of Score

No

No

No

No
1 Highly Dissatisfied 10 25.0 27 67.5 3 7.5 40 100
2 Dissatisfied 97 35.4 150 54.7 27 9.9 274 100
3 No impact 17 48.6 17 48.6 1 2.9 35 100
4 Satisfied 5 45.5 6 54.5 0 0 11 100
5 Highly Satisfied 0 0 15 100 0 0 15 100
Total 129 34.4 215 57.3 31 8.3 375 100
Source : Primary Data

Table 10 shows the level of scores of Government, aided and self-financing

school teachers with regard to the relationship with their managements. It indicates that most of

the teachers in Government, aided and Self-financing schools, 274 (73.06 percent) out of 375 are

dissatisfied with regard to the management relationship.

4 CONCLUSIONS

The present study analysis of the impact of management policies on job satisfaction of

schools with reference to the Government, aided and self- financing schools has been made. The
study elicited many factors responsible for job satisfaction and for the changes in the attitude of

teachers. The study concludes that among all the categories of teachers the aided school teachers

in Kanyakumari district have better job satisfaction in many aspects. The study reveals that self-

financing school teachers face a lot of problems when compared with the Government and aided

school teachers. The researcher has also made many suggestions for the redressal of the problems

faced by the school teachers. If the Government authorities and the management of the schools

come forward to implement the suggestions made in this study with a strong will, certainly there

will be great positive change in job satisfaction among the school teachers

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REPORTS

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WEB SITE ADDRESS

http://en.wikiepedia.org/wiki/job_satisfication.

mhtm/:file:/c:/user/user/documents.

mhtm/:file:/c:/user/user/documents/levelofjobsatisfactionhrproject.mht.