Job satisfaction of teachers of formal and non-formal primary schools: An impact study on students’ achievements

Abstract

The study was conducted to determine the Job Satisfaction (JS) levels of formal (GPS) and non-formal (Ananda Schools (AS) of ROSC project) primary school teachers with a view to finding its (JS) impact on their students‟ academic achievements. For this purpose, 42 GPS and 42 AS having 182 teachers were selected with 6 schools for each category from seven divisions applying purposive convenient sampling procedure. To collect data, instruments of Primary School Teachers‟ Job Satisfaction Inventory and Students Academic Achievement Profile were developed and used. The first instrument contains 20 JS components which were developed comprising of equal number of positive and negative items following the Breyfield & Rothe Job Satisfaction Index (1951) on five point Likert scale. The weighted mean suggested in the scale was calculated against five alternative responses to get the level of job satisfaction of a teacher against positive and negative factors to form a major factor. These factors are -„teaching as a profession‟, „enjoying teaching‟, „teachers‟ professional development‟, „effective teaching‟, „workload‟ „teachers‟ salary‟, „job security‟, „social recognition‟, „leave & recreation‟, „teachers‟ relation with community‟ & „parents‟, „leadership‟, „team work‟, „decision making‟, „physical facilities‟, „teaching materials‟, „school environment‟, „school timing‟, „community role ‟ and „SMC/CMC behaviors‟. The finding of the study shows that teachers, irrespective of formal and non-formal primary schools, greatly possess Moderate Satisfaction (MS) level with their job. Further, the students‟ (4-grade) achievement profiles of the same schools in Bangla, Mathematics and English were also found to be average (moderate) largely. The apparent results are indicative of the fact that moderate job satisfaction of teachers influences moderate academic achievements of the students assuming that job satisfaction of primary school teachers was helpful for their students‟ academic achievement. Therefore, appropriate measures should be taken by the concerned authorities to develop the level of JS of primary school teachers of Bangladesh.