Job Satisfaction Variance among Public and Private School Teachers, Case of Pakistan Administrative Kashmir

Abstract

A comparative account for job satisfaction analysis was conducted between public and private school teachers (n=300) in Pakistan Administrative Kashmir. The study was primarily based on teachers’ perception to assess work environment conduciveness at schools and their consequent impacts. Nine key determinants were used in the survey as delineated by Lester, (1987) in Teacher’s Job Satisfaction Questionnaire (TJSQ) which included: supervision, colleague, working condition, pay, responsibility, working itself, advancement, security and recognition to find the differences. We applied descriptive statistic and binary logistic regression in two steps to find the significant difference in teaching motivational and job satisfaction factors. Among public schools, 84% teachers regarded teaching as ‘best profession to serve the nation’ which appeared as most significant motivational factor (odds ratio (OR) =15.16; p<0.000) where as better ‘salary’ has instigated 59% teachers to join private schools. Results of logistic regression analysis showed that ‘independency’ is most significant determinant variable (OR=1.8; p<0.000) followed by ‘recognition’ (OR=1.72; p=0.002) in bringing job satisfaction among school teachers. Our results are important education indicators that can improve dedication of teachers in both public and private schools. We believe that job satisfaction efforts should be in place by school administrations in both forms of schooling to achieve better results in school education.

DOI: 10.5901/mjss.2015.v6n4s1p574