An Empirical Investigation into Job Satisfaction of Ad-Hoc Teachers Teaching in Secondary Schools of Sikkim

Abstract

Job satisfaction of employees in any organization is an important yardstick for measuring the success of the institution. As far as the teaching profession is concerned, each school’s missions and goals are tied up with the teachers and how they discharge their teaching responsibilities. Happy and satisfied teachers make a meaningful contribution towards the achievement of organizational goals and objectives. On the contrary, dissatisfied teachers are often touted as liabilities for schools. The logic here is very straightforward, satisfied teachers deliver to the best of their ability leading to the accomplishment of institutional visions and goals; on the contrary, dissatisfied teachers often lack the zeal and enthusiasm to carry on their professional obligations non-fulfilment of the purposes of the school. Guided by these insights, the investigators were keen to study the job satisfaction of ad-hoc teachers of Sikkim teaching at secondary level in terms of gender, years of teaching experience, and management. For this purpose, a sample of 177 secondary school teachers appointed on an ad-hoc basis was selected as a sample through a simple random sampling technique. The job Satisfaction Scale of Meera Dixit (2013), consisting of eight dimensions, was used as the main instrument for data collection. Data analysis was done in SPSS version 20. The study revealed no significant difference in teachers’ overall job satisfaction concerning gender, experience, and management. However, all three demographic variables showed a significant difference concerning different dimensions of the tool.