Young Writers Society

JOBS SATISFACTION OF TEACHERS AT NON FORMAL SCHOOLS

Muhammad Imran Saeed M.Phil. Education Session 2014-16

Department of Education The Islamia University of Bahawalpur

Abstract: The study was designed to measure job satisfaction of teachers at non formal schools. The main objectives of study were to investigate job satisfaction of teachers working at non formal schools, to compare job satisfaction of male and female teachers, to compare job satisfaction of trained and untrained teachers at non formal schools, to identify problems related to work place of teachers of non formal schools and to give suggestions for improving work conditions for teachers of non formal schools. Close ended questions were asked on Likert scale. Part 1 contained demographic information regarding gender, age, general qualification, professional qualification, designation, nature of job, experience, locality and schools managed by. The population of this study was all non formal Schools teachers of National Commission for Human Development (NCHD) Schools of Five districts i.e. Vehari, Khanewal, Multan, Muzaffargarh and Lodhran were selected. From each district National Commission for Human Development (NCHD) Schools teachers male and female were selected. It was concluded that most of the teachers working in the Schools were satisfied with their jobs. The factors that are responsible for job satisfaction are pay, contingent rewards, operating conditions, nature of work and co-workers. It was recommended that the teachers may be provided a better environment and training and development opportunities. There should be compatible salary and compensation that could motivate them for a better performance. Moreover, they should have better benefits and relation with the supervisor and less barriers to communication. Keywords: Jobs Satisfaction, Teachers, Non Formal Schools, Pakistan, Non formal school teacher, NCHD, National Commission for Human Development, Job training, Job performance

Introduction: Societies are made up of interrelated organizations that work to stabilize its functioning and are the important part of it. In all organizations there is hierarchy of authority for running it so that its goals may be achieved. All the members of organization are assigned some jobs to be fulfilled and carried out for its interest. It is very necessary that a member should have satisfaction with his/her job. Job satisfaction is not a new phenomenon in organizational science and organizational behavior. It is one of the subjects that have attracted interests among the scholars in the field. Many studies have been done on this particular topic for over six decades and thousands of articles have been published (Papanastasiou, 2006). However, most studies have been conducted in developed countries such as the United States, United Kingdom, Canada and New Zealand, but some studies have been conducted in developing countries. This implies that there is more literature on the job satisfaction of teachers in developed countries than in developing countries and Tanzania in particular (Zembylas 2007). Attempts to improve Schools performance will never be successful if teacher job satisfaction is ignored. If the employees of an organization are motivated, they will provide services to the employer and the clients in a very efficient and effective way (Mbua, 2003). This implies that motivated and satisfied high Schools teachers are more likely to affect students by "learning positively, while the opposite of that may have negative impacts on student performance." Educational leaders and managers should pay special attention to the phenomena of motivation and job satisfaction. Education is continues social process and basic right of humans. Basic education aims at providing basic learning skills to the uneducated persons who remained out of formal education due to non enrollment or who are drop outs because of positive reason. Specific separate programs can be designed to complete the literacy and other social psychological needs of the individuals. In Pakistan the basic education is of great importance where a large part of population is illiterate .There are different reasons of low literacy rate such as high dropout up to 50%, lack of admission of primary schools, low female participant, poverty, unawareness passive attitude of parents towards female education, and increase in population. There are different modes of education i.e. formal, informal, and non formal. In order to increase the literacy rate, non-formal education can play vital role. Rashid, (1999, p.8) elaborated that, “non-formal education refer to education which takes place outside the formally organized school. Non formal education provide to equal chance to male & female population. It is an organized educational activity outside the formal system of education. It is a simple and flexible and can be delivered at any place suitable to the learners. It is usually designed to meet the basic learning needs of disadvantaged group and can be availed of at any age. It is provided to those sections of the community who have no right of entry to or are dropped out from formal education. In the non-formal and basic schools, there is no building for school, no uniform for students, nor any fee. These schools are open in the additional places of population where no public schools exist. In these schools, the mostly children belong to purely poor families or those children illiterate who remain any social psychology needs or another reasons. It is increasingly recognized that Schools alone cannot provide quality basic education for all students. The global progress made towards Education for All (EFA) since the World Education Forum in 2000 has arguably been significant, particularly with regard to enrolment and gender parity at Primary level. Yet, there were more than 57 million out-of-Schools children of primary age worldwide in 2011. Job satisfaction is one of the main concepts in administrative psychology which is researched from different dimensions by different researchers around the world at the beginning of twentieth century up to now (Hongying, 2007). Job satisfaction is a group of positive feelings and beliefs that one has about his current job. One the other hand we can say that, job satisfaction is being content and satisfied from the activity that an employee is currently performing in his current profession (Ramayah et al., 2001). Job satisfaction is the affective orientation that an employee has towards his or her work (Price, 2001). According to a review by Spector (1997) the facets of job satisfaction are appreciation, communication, fringe benefits, co-workers, job conditions, nature of the work itself, the nature of the organization itself, an organization’s policies and procedures, pay, personal growth. Some researchers namely Jackson define job satisfaction “as a pleasurable emotional state resulting from the appraisal of one’s job” (Hung, 2012). There are many theories that attempt to explain job satisfaction but they are mainly divided into two groups, content theories and process theories. Content theories include Hierarchy needs theory; Need achievement theory, Motivation-hygiene factor theory and Existence, Relatedness and Growth needs. All these theories are concerned with the motivated behaviors and the perception of a person regarding himself and his environment. Statement of the Problem: Teachers are key players in moving learning institutions to achieve their goals and objectives of molding students to excel in examinations and eventually succeed in life. Teachers therefore need motivation to enhance their level of job satisfaction in order to undertake their duty effectively and efficiently. Sarah, (2012) examined the factors which influence employee satisfaction in higher educational institution. She notes that strategic employee recognition, improved working condition, job security and training play a pivotal role and consequently employee satisfaction leads to ensuring that a higher productivity is derived from all employees within an organization. However an attempt by government, communities and school administrators to address job satisfaction among teachers has not been done adequately. This research attempted to find out the job satisfaction among the teachers of non formal schools. Specifically, the study focuses on profile of the teacher-respondents in terms of age, gender, general qualification and training. Research also focus on satisfaction rating of the teacher respondents on the different job facets like school policies, supervision, pay, interpersonal relations, opportunities for promotion, growth working conditions, work itself, achievement, recognition and responsibility.

Research Objectives of the Study: Following were the objectives of the study:

To investigate job satisfaction of teachers working at non formal schools

To identify problems related to work place of teachers of non formal schools

To examine the level of internal and external factors influence on teachers‟ job satisfaction

To identify factors that might contribute to the job satisfaction or dissatisfaction

To give suggestions for improving work conditions for teachers of non formal schools

Delimitations: The study was delimited to teachers of non formal schools of the Southern Punjab districts i.e Vehari, Khanewal , Multan Muzaffargarh and Lodhran. It employed the use of only the questionnaire. Items on the questionnaire included the factors related to job satisfaction of teachers.

Literature Review: The topic of job satisfaction among employees has received considerable research attention (Gautam et al., 2006; Giese & Cote, 2000; Okaro el al, 2010). Moreover, in organisational sciences, job satisfaction occupies a central role in many theories and models of individual attitudes and behaviour (Judge & Klinger, 2008). Similarly, the topic of teachers’ job satisfaction has attracted the interest of many researchers (Abdullah, Uli, & Parasuraman, 2009). According to Zembylas and Papanastasiou (2004), studies conducted worldwide found that teachers’ job satisfaction was the strongest factor that affected their overall life satisfaction. All of this research interest can be seen to reflect to the importance of job satisfaction to both employees and organisations. Research has revealed an association between job satisfaction and various aspects of work, which may demonstrate its importance. For instance, according to Holdaway (1978), initial concerns regarding job satisfaction were the outcome of the assumption that more satisfied workers would also be more productive. This view is supported by research evidence (Al-Hussami, 2008; Ellickson, 2002; Holdaway, 1978; Okaro et al., 2010; Oshagbemi, 2003; Noordin & Jusoff, 2009; Sledgea, Milesb, & Coppage, 2008; Warr & Clapperton, 2010; Usop, Askandar, Langguyuan-Kadtong, & Usop, 2013). Judge, Thoresen, Bono, & Patton (2001) conclude that satisfied employees are more likely to perform well in their jobs, while Lambert et al. (2002) found that high levels of job satisfaction were associated with positive behaviours such as support for rehabilitation and performance. Accordingly, satisfied employees are also likely to be more creative (Al-Hussami, 2008; Holdaway, 1978; Judge et al., 2001; Sharma & Jyoti, 2009). Furthermore, it has been emphasised that satisfied employees are likely to be committed to their employers (Al-Hussami, 2008; Noordin & Jusoff, 2009). Conversely, job dissatisfaction is linked with high absenteeism (Dupré & Day 2007; Lambert et al., 2002; Monyatsi, 2012; Okaro et al., 2010; Oshagbemi, 1999; Perrachione et al. 2008) and turnover (Chang, Wunn, & Tseng, 2003; Griffin et al., 2010; Lambert el al., 2002; Oshagbemi, 2003; Sledgea et al., 2008). Satisfaction is also linked with employees’ physical and mental wellbeing (Akhtar et al., 2010; Oshagbemi, 1999; Klassen et al., 2010; Roelen et al., 2008) and it is crucial to understand this relationship.

Hence, Rutebuka (2000) argues that job satisfaction can be highly significant in ensuring the overall wellbeing of employees, considering how long they spend working within their lifetime. With regard to the importance of teachers’ job satisfaction, Perrachione et al. (2008) note that job satisfaction studies in the field of education have revealed effects on at least three important related outcomes: retention, attrition and absenteeism. Several researchers (e.g. Bogler, 2002; De Nobile & McCormick, 2008; Roos & Eden, 2008; Shann, 1998) report that teachers’ job satisfaction may affect their retention. This leads DeStefano (2002) to suggest that researchers should examine teachers’ job satisfaction from the human resources development and promotion perspective, as it may enable educational institutions and principals to improve retention rates. Therefore, one way of perceiving teachers’ satisfaction is in terms of the factors of attrition and retention. Houchins, Shippen and Jolivette (2006) posit that satisfied teachers judge themselves more positively when it comes to measuring levels of retention. This view is emphasised by Monyatsi (2012), who argues that high job satisfaction among teachers motivates them to remain in the teaching sector. Conversely, lack of job satisfaction is a strong predictor of leaving the current school (Popoola, 2009). Accordingly, job satisfaction can to a large extent determine teachers’ commitment, absenteeism and turnover (De Nobile & McCormick, 2008; Monyatsi, 2012; Shann, 1998). Furthermore, job satisfaction can influence teachers’ performance. According to Shann (1998), satisfied teachers are more likely to perform well, whereas Abdullah et al. (2009) affirm that dissatisfied teachers may not perform to the best of their abilities. Akhtar et al. (2010) found that job satisfaction was linked not only to performance, but also to teachers’ involvement, commitment and motivation. Ostroff (1992) reports that job satisfaction motivates teachers to perform their tasks effectively, thereby improving the educational process. Hurren (2006) argues that job satisfaction is highly significant in education, since satisfied teachers will be more willing and enthusiastic. As a result of the above effects, teachers’ job satisfaction can lead also to students being more satisfied and enthusiastic about the learning process.

Job Satisfaction : Job satisfaction has been an issue of concern for many researchers in the past, mainly because of its connection with important organizational phenomena, such as turnover, absenteeism and organizational effectiveness (Currivan, 1999; Nguni, 2006; Van Scooter, 2000). Between the years, 1927 and 1932 Pr. Mayo of Harvard Business School’s investigated the relationship of productivity and job itself. Although numerous definitions have been given to job satisfaction, there is no consensus on how job satisfaction should actually be defined. The claim that a different meaning should be given to job satisfaction, depending on the research subject, seems reasonable (Kantas, 1998). Lawler (1973) refers to overall job satisfaction as a term encompassing all those things a person expects to get from his/her job and all those things he/she actually receives (Evans, 1998). In fact, job satisfaction is believed to be an inside reaction against the concept of working conditions. It has also been claimed that job satisfaction is the overall evaluation somebody receives from his/her working environment. This overall evaluation has been connected with high levels of motivation and productivity. It is related to the norms, values and expectations of a person (Schneider & Snyder, 1975). Furthermore, Brooke, Russell and Price (1988) and Okoye (2011) defined job satisfaction as a measure to check whether a person is satisfied or not with his/her job. Bogler (2001) defines job satisfaction using teachers’ perceptions of occupational prestige, self-esteem, autonomy at work and professional self-development. Job satisfaction is a pleasurable or positive emotional state resulting from appraisal of one’s job or job experiences (Locke, 1976).

Research Methodology: Methodology plays a vital role in conducting any research. This chapter will provide detail of research methodology including research design, population, sample, research instrument, variable description, data collection, and data analysis. The current research work is non-experimental and the researcher used descriptive research design for exploring the job satisfaction of teachers at non formal schools.

Research Design: According to Kerlinger (1978, 300), a research design refers to “the plan, structure, and strategy of investigation conceived so as to obtain answers to research questions and control variance.” In this study quantitative research method used because quantitative method emphasizes objective measurement and statistical, mathematical analysis of collected data through questionnaires. For data collection adopted questionnaire of Spector, (1985) has been used. Questionnaire was according to the need of the research and generating primary data conducting survey. In this method a list of questions generated and design the written questionnaire in printed format are essential aspects in research design. The teachers contacted to by visiting schools personally.

Data Collection Sources: Primary type of data collection source is teachers of non formal schools. Primary data was collected through a questionnaire. The method of survey questionnaire used for data collection is considered as the best data collection method because the dream of “data collection from large population” became true. The information which is collected through this method is very reliable and valid and it can be applied on other populations as well (Kerlinger & Lee, 2000).

Population: A population consists of all the subjects we want to study. It comprises of all the possible cases (persons, objects, events) that constitute a known whole. A research population is also known as a well-defined collection of individuals or objects known to have similar characteristics. According to Creswell (2005), the term population is defined as a group of persons having a common characteristic, for instance, all secondary school teachers or all secondary school principals in a particular district, region or country would form a population. All individuals or objects within a certain population usually have a common, binding characteristic or trait (Lemeshow, 2008). Population of the study was NCHD non formal Schools teachers (male & female) from Southern Punjab districts i.e. Vehari, Khanewal, Multan, Muzaffargarh and Lodhran. Convenience sampling technique was adopted for this study.

Population of the study

Data was collected by visiting different non formal schools. 253 distributed questionnaires amongst the male and female non formal Schools teachers. 172 questionnaires were returned by non formal Schools teachers and the return rate was 67%.

Sampling and Sample: Sampling is the process of selecting a group of subjects for a study in such a way that the individuals represent the larger group from which they were nominated. This illustrative portion of a population is called a sample. (Yount, 2006). Creswell (2005) argues that it is impossible for an educational researcher to employ a probability sampling always and therefore what he calls a non-probabilistic approach can be applied to select the sample for the study. According to him, in this approach the researcher chooses particular persons due to their availability, willingness and convenience to be studied. In other words, this approach is also referred to as “accidental or opportunity sampling” (Cohen at al. 2000, 102) in which the researchers select respondents who are found nearby (ibid). There are two kinds of non-probability sampling namely the “convenience and snowball sampling approaches” (Creswell, 2005, 149). Convenience sampling “involves choosing the nearest individuals to serve as respondents and continuing that process until the required sample size has been obtained or those who happen to available and accessible that time” (Cohen et al., 2007, 113-114). In other words, researchers select persons for their studies who are easily accessible (ibid). The researcher can stand at the strategic corner or street and distribute the questionnaires to target respondents. According to Gall et al. (2003), a convenience sample refers to a group of people who are selected to take part in a study just because they are easily found. The convenience sampling approach has one major advantage it is convenient for the researcher. However, its main disadvantage is that it is subject to biasness (ibid). The other limitation of this approach is that “the researcher cannot say with confidence that the individuals are representative of the population” (Creswell, 2005, 149). This does not imply that a convenience sample provides useless data for answering the research questions that the researcher sets to answer (ibid). Conversely, in the snowball sampling procedure, the researchers request their respondents to locate other persons to be part of their study sample (Creswell, 2005). In the current study, a non-probability sampling procedure, the convenience sampling was adopted in selecting the study sample despite the limitations stated above. For this study the data were collected by using questionnaires that were distributed to the teachers working in NCHD non formal schools in five districts. A total of 328 questionnaires were printed and 253 were distributed to the teaching staff that was taking part in the teaching activities in NCHD non formal schools of the total 253 distributed, only 172 were collected and a total 81 questionnaires could not be recovered due to various reasons. The questionnaire was made in such a way that researcher could have good amount of quantitative information.

Research Tool: Questionnaire was used as tool for measuring the job satisfaction of teachers at non formal schools. There were two parts of questionnaire. Part 1 contained demographic information regarding gender, age, general qualification, professional qualification, designation, nature of job, experience, locality and Schools managed by. The 2nd part of the questionnaire is contained Job Satisfaction Survey (JSS) that was developed by Spector in 1985. It include thirty six items and has been designed in six-point Likert format (1=disagree very much/ 6= agree very much) with nine facets such as ( pay; promotion; supervision; benefits; rewards; operating conditions; co-workers; work itself; and communication.

Data Analysis of Collected Data: The questionnaires were coded and analyzed using the Statistical Package for Social Sciences (SPSS). The personal or demographic information for the 172 participants were calculated using descriptive statistical technique while factor analysis was computed to analyze the 36 items in the questionnaire. Data processing initiate with the editing and coding of the data. Editing included checking the data collection forms as per classification. The editing process corrects data entry errors. Coding numbers were assigned to the questionnaire for making the tables and generate statistics. The “descriptive statistics are a set of statistical tools that allow us to accurately describe a large volume of data with just a few values” Brace, Kemp and Segar (2003). Therefore, descriptive statistical techniques were used to obtain frequencies, analyze and summarize data before making inferences. Descriptive statistics i.e. frequency, percentage, mean, stand deviation were applied to measure job satisfaction of teachers at non formal schools, the t-test of independent samples was also applied for data analysis.

Results: Teachers Opinion about job satisfaction

Table shows teachers opinion about overall job satisfaction. Seventy seven percent respondents were happy with the amount being paid for their work therefore majority of teachers agreed that their pay is fair according to their work. Ninety two percent respondents were agreeing raises were too few and far between so majority of teachers agreed that raises were too few and far between. Sixty six percent respondents were agreeing about feeling of unappreciated and majority of teachers agreed that they felt unappreciated by the organization when they think about what organization pay them. Eighty five percent respondents reported that they disagree feeling of satisfaction with their chances for salary increases therefore majority of teachers disagreed that they felt satisfied with their chances for salary increases. Sixty two point five percent teachers were showing agreement so majority of teachers agreed that their pay is fair according to their work. Ninety four percent respondents were showing satisfaction about chances of promotion so majority of teachers agreed that there is really too little chance for promotion on their job. Ninety two percent respondents were showing satisfaction about chances of promotion so majority of teachers agreed that those who do well on the job stand a fair chance of being promoted. Ninety five percent respondents were showing dissatisfaction about they felt people get ahead as fast here as they do in other places so majority of teachers disagreed that people get ahead as fast here as they do in other places. Ninety seven percent respondents were showing disagreement about they felt they were satisfied with their chances for promotion and majority of teachers disagreed that they think they were satisfied with their chances for promotion.

Forty nine point one three percent teachers were showing agreement as a result majority of teachers disagreed that they get fair chances of promotion. Sixty six percent respondents were showing satisfaction about competentness of their supervisor thus majority of teachers agreed that they felt their supervisor is quite competent in doing his/her job. Ninety five percent respondents were showing dissatisfaction about unfairness of their supervisor accordingly majority of teachers disagreed that they felt their supervisor is unfair to them. Eighty eight percent respondents were showing satisfaction about they think their supervisor shows too little interest in the feelings of subordinates so majority of teachers agreed that they think their supervisor shows too little interest in the feelings of subordinates. Ninety seven percent respondents were showing dissatisfaction about they think they like their supervisor consequently majority of teachers disagreed that they think they like their supervisor. Fifty three point two percent teachers were showing agreement hence majority of teachers agreed that their supervisor is fair with them. Ninety one percent respondents were showing satisfaction about they felt they are not satisfied with the benefits they receive as a result majority of teachers agreed that they felt they felt they are not satisfied with the benefits they receive. Ninety two percent respondents were showing dissatisfaction about they felt the benefits we receive are as good as most other organizations offer accordingly majority of teachers disagreed that they felt the benefits we receive are as good as most other organizations offer. Sixty nine percent respondents were showing satisfaction about they think the benefit package we have is equitable hence majority of teachers agreed that they think the benefit package we have is equitable. Ninety seven percent respondents were showing satisfaction about they think there are benefits we do not have which we should have. So majority of teachers agreed that they think there are benefits we do not have which we should have. Sixty six percent teachers were showing agreement as a result majority of teachers agreed that fringe benefits according to their requirements. Ninety five percent respondents were showing satisfaction about when they do a good job, they receive the recognition for it that they should receive therefore majority of teachers agreed that when they do a good job, and they receive the recognition for it that they should receive.

Eighty nine percent respondents were showing satisfaction about they do not feel that the work they do is appreciated so majority of teachers agreed that they do not feel that the work they do is appreciated. Ninety two percent respondents were showing satisfaction about they think there are few rewards for those who work here therefore majority of teachers agreed that they think there are few rewards for those who work here. Ninety four percent respondents were showing satisfaction about they think they don't feel their efforts are rewarded the way they should be as a result majority of teachers agreed that they think they don't feel their efforts are rewarded the way they should be. Ninety three percent teachers were showing agreement therefore majority of teachers agreed that they are receiving contingent rewards. Ninety one percent respondents were showing satisfaction about they felt many of their rules and procedures make doing a good job difficult therefore majority of teachers agreed that they felt many of their rules and procedures make doing a good job difficult. Ninety four percent respondents were showing dissatisfaction about they felt their efforts to do a good job are seldom blocked by red tape therefore majority of teachers disagreed that they felt their efforts to do a good job are seldom blocked by red tape. Ninety percent respondents were showing satisfaction about they think they have too much to do at work therefore majority of teachers agreed that they think they have too much to do at work. Ninety eight percent respondents were showing satisfaction about they think they have too much paperwork therefore majority of teachers agreed that they think they have too much paperwork. Seventy one percent teachers were showing agreement as a result majority of teachers agreed that operating conditions are according to their requirements. Ninety three percent respondents were showing satisfaction about they felt they like the people they work with therefore majority of teachers agreed that they like the people they work with. Ninety two percent respondents were showing satisfaction about they felt they find they have to work harder at their job because of the incompetence of people they work with so majority of teachers agreed that they find they have to work harder at their job because of the incompetence of people they work with. Ninety two percent respondents were showing satisfaction about they enjoy their coworkers accordingly majority of teachers agreed that they enjoy their coworkers. Eighty nine percent respondents were showing dissatisfaction about they felt there is too much bickering and fighting at work therefore majority of teachers disagreed that they felt there is too much bickering and fighting at work.

Seventy two percent teachers were showing agreement therefore majority of teachers agreed that their coworkers are cooperative. Ninety four percent respondents were showing satisfaction about they sometimes feel their job is meaningless. Eighty four percent respondents were showing satisfaction about they like doing the things they do at work therefore majority of teachers agreed that they like doing the things they do at work. Ninety seven percent respondents were showing satisfaction about they felt a sense of pride in doing their job so majority of teachers agreed that they felt a sense of pride in doing their job. Eighty five percent respondents were showing satisfaction about their job is enjoyable. Ninety percent teachers were showing agreement thus majority of teachers agreed that their nature of work is according to their needs. Eighty nine percent respondents were showing dissatisfaction about they felt communications seem good within this organization therefore majority of teachers agreed that they felt communications seem good within this organization. Ninety one percent respondents were showing satisfaction about they felt the goals of this organization are not clear to me so majority of teachers agreed that they felt the goals of this organization are not clear to me. Seventy eight percent respondents were showing satisfaction about they think they often feel that they do not know what is going on with the organization hence majority of teachers agreed that they think they often feel that they do not know what is going on with the organization. Eighty percent respondents were showing satisfaction about they think work assignments are not fully explained therefore majority of teachers agreed that they think work assignments are not fully explained. Sixty five percent teachers were showing agreement so majority of teachers agreed that their communication is good. Overall mean value 4.12 value indicates teachers were satisfied with their job.

Conclusion: The current study has investigated job satisfaction and motivation among teachers in at non formal schools in southern Punjab districts. The study was successful in identifying the percentage of teachers that were satisfied with their current job standing. Based on the result we can say that most of the teachers working in the Schools were satisfied with their job. The variation in findings among studies of teachers’ job satisfaction may be partly explained by this conceptual complexity, partly by differences in definitions and measurements, partly by the range of quantitative and mixed research methods and partly by the use of different sample sizes. In addition to these theoretical and methodological factors, other potentially relevant variables include the cultural determinants of the setting, which may in turn influence the factors assumed to determine job satisfaction and motivation (Hofstede, 1984; 2001; Mead, 2005). For instance, Herzberg et al. (1959) identify salary as a dissatisfaction factor, while the current study found it to affect teachers’ satisfaction positively. Also of cultural relevance is the collectivist nature of Pakistani society, where individual behavior seems to be group oriented (Hofstede, 1984; 2001), so that interpersonal relationships are important in the work environment. Indeed, they had the strongest influence on satisfaction in the current study. Thus, it may be that teachers tend to rate their job satisfaction according to how happy they are with their colleagues and superiors, to a greater extent than those in highly individualistic cultures, who do not prioritise interpersonal relationships when assessing their satisfaction at work (Hofstede, 1984; 2001). The findings of the present study confirm that different people have different attitudes towards work, regardless of the similarity in their working conditions. The factors that are responsible are operating pay, contingent rewards, operating conditions, nature of work and co-workers. On the other hand they seem to be dissatisfied with the aspects of promotion. The findings of this research show that teachers on an average were satisfied with their current job, salary, rewards, nature of work, coworkers and working conditions and appearing to be satisfied. They felt that they have good prospects of promotion or supervision. Moreover, the teachers have some issues about operating conditions and fringe benefits. The 31.66% of teachers were not satisfied and 68.345 of teachers were satisfied.

Recommendations: On the basis of this study it is recommended that the non formal school should provide following things to teachers.

The results showed that teachers were dissatisfied with their promotion prospects, as the current grade system does not meet their needs. Therefore, there is a need to improve the system and to achieve justice between teachers. The problem with the current system resides in the fixed automatic annual salary increments. The system is also based on length of experience, rather than performance. This study recommends that the education authorities review the current system in order to base teachers’ promotion on performance instead of experience and to ensure that the promotion system is concerned not only with financial benefits but also with professional ones.

The finding that the majority of teachers were dissatisfied with opportunities for in-service training programmes indicates a significant need to improve teachers’ job satisfaction by taking steps in this area. It is recommended that the education department should introduce effective on-job and in-service training programmes that contribute to developing teachers’ teaching skills.

It was clear from the study findings that some teachers faced problems related to class sizes, the average number of students per class in some schools being as high, exerting pressure on teachers to cope with such large class sizes. Therefore, it is recommended that local authorities work to reduce the average number of students per class. This could be achieved by providing more purpose-built schools, gradually replacing outdated buildings, which in turn would facilitate the recruitment of more teachers

The results of the study showed that schools were not equipped with adequate ICT facilities of the kind which would help teachers to organize their time, prepare their teaching material and lessons, use new and attractive teaching methods, etc. Therefore, this study recommends that the education epartment should provide all schools with sufficient ICT facilities in general and particularly in classrooms, where teachers need equipment such as computers to deliver their lessons.

The results of this study demonstrate that the relationships of schools and teachers with students and their parents are weak. Therefore, improvements are necessary in this area, since a strong relationship enhances students’ and teachers’ mutual understanding, encouraging students and parents to contact teachers, arrange meetings, develop and maintain communication through the Internet. It is recommended that parents be encouraged to visit schools regularly and frequently. This could be achieved through the preparation of varied programmes of activities at school in which parents would be invited to participate, thus strengthening the relationship between school and home and helping teachers to maintain close ties with their students’ parents

With regard the teachers’ background characteristics like age, experience, and career structure, teachers on the highest status better to serve out of class room teaching learning, and assign them as the consultant of the school administration, education sectors before they are taking retirement fund.

Leadership plays the decisive role in education sector because in education sectors more than other resources human being is the pillar one. Thus, the selection and recruitment criteria for school leadership should embrace the highly experienced teachers’ or professionals with incentives and salary.

Due to the expensive life in the administrative town, teachers’ should get the incentives and fringe benefits for their job satisfaction and school performance. Especially, the residence and transportation problem counterparts.

There should be adequate educational policies and administration in term of reasonable payment and fringe benefits that commensurate with the job. At least they should get basic pay and fringe benefits which their regular counterparts are getting paid to satisfy their basic needs.

Promotion is critical in education; therefore, the education department could introduce a new promotion system to encourage teachers to improve their performance and the quality of their teaching. Teachers need help to develop their skills in modern education technology, which would also help to ensure good quality of teaching. They should also be invited to identify their own training needs, to suggest the content of training courses and thus to receive more valuable training. Better relations and more meetings between teachers and parents should be encouraged, by creating communication channels such as email, the Internet and other facilities

Suggestions for Further Research: The current study used quantitative research methods to investigate teachers’ job satisfaction which yielded valid and reliable results. Based on its findings and conclusions, some recommendations can be made for other researchers who wish to investigate job satisfaction, particularly in the education field. Constraints in domains such as culture, time and resources have meant that the study has not addressed a number of issues which it is recommended that other researchers should investigate in the future.

The present study could be replicated by using the same research methodology, thus enabling such a researcher to compare results with those of this study, in order to identify any similarities and differences. This would enhance and extend knowledge of job satisfaction and the effects on them of gender differences.

Future studies of teachers’ job satisfaction could be conducted in formal schools, again providing a useful comparison with the results of the present study, which was set in the non formal schools.

As the present study was limited geographically to the southern Punjab districts, future studies should be conducted in other cities and regions of Pakistan. Once more, these would provide valuable comparative data if built on the methodology of this study rather than being designed anew.

This study could likewise be replicated with a sample drawn from teachers at early educational stages, viz. primary and/or intermediate schools, which would help to broaden understanding of teachers’ satisfaction and motivation and to determine whether at other levels it is influenced by the same or different factors.

A study on the specific actions that individuals, organizations and government can take to improve employee job satisfaction and organizational commitment.

Further research be carried out to determine the extent to which student discipline impacts on job satisfaction.

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