final outlook

Project Research ReportResearch Topic: Factors causing dissatisfaction among employees working

in different institutions under Federal Directorate of Education (FDE)

Submitted by: Asma Naseem

COL MBA

Roll No. S-520642

1

Appendix - C

ALLAMA IQBAL OPEN UNIIVERSITY

Commonwealth MBA/MPA Programme for Executive

ATTESTATION OF AUTHORSHIP

I, Roll No.

Registration No. A student of COL

Program in Allama Iqbal Open University, solemnly declare that my Project

Report entitled

Is my own work and that, to the best of my

knowledge and belief, it contains no material previously published or

written by another person. This report is not submitted already and shall

not be submitted in future for obtaining a degree from same or another

University or Institution. If it is found to be copied/plagiarized at later

stage of any student enrolled in the same or any other university, I shall

be liable to face legal action before Unfair Mean committee (UMC), as per

AIOU/HEC Rules and Regulations, and I understand that if I am found

guilty, my degree will be cancelled.

Signature

Name:

Programme:

2

Appendix – D

CERTIFICATE (from supervisor)

The project report entitled “ ”, at COL

Executive Master of Business Administration/ Public Administration conducted by

Ms. Asma Naseem Roll No. S-520642 Registration No. _________________

Semester _________ has been completed under my guidance and I am satisfied

with the quality of student’s research work.

Supervisor________________

Name ____________________

Date: _________________

3

Table of ContentsCHAPTER 1: Introduction....................................................................................................................6

Overview..............................................................................................................................................6

Back Ground Of Study........................................................................................................................8

Problem Statement:............................................................................................................................10

Scope And Significance:....................................................................................................................10

LIMITATION....................................................................................................................................10

CHAPTER 2: Literature Review.........................................................................................................12

Concept Of Job Satisfaction And Dissatisfaction 12

HRM Practices And Job Dissatisfaction 13

Teaching Profession and Obvious Factors of Job Dissatisfaction 14

Pay, Promotion, Motivation and Rewards 16

Work/Administrative Environment 20

Ambiguous HR Policies and Procedures 21

Defective Check and balance/Partial Performance appraisal system 23

Theoretical Frame Work:...............................................................................................................26

Description Of Independent And Dependent Variables....................................................................26

Defective Checks And Balances/ Nepotism:.....................................................................................26

Insufficient Pay, Promotion, Motivation And Rewards....................................................................27

Unfavorable Work/ Administrative Atmosphere...............................................................................27

Insufficient Career Planning & Skill Development...........................................................................27

Ambiguous & Improper HR Policies And Procedures......................................................................28

CHAPTER 3: Research Methodology...............................................................................................30

Research Methodology......................................................................................................................30

Research Design................................................................................................................................30

Data Analysis Tools...........................................................................................................................30

Research Methodology & Design Of My Study................................................................................31

Pie Chart result of Different question asked in my study..................................................................34

Pay, Promotion, Motivation & Rewards............................................................................................35

Work/Administrative Atmosphere.....................................................................................................39

Policies, Procedures And Work Information.....................................................................................44

Check & Balance System..................................................................................................................47

On Job Skill Development And Career Planning..............................................................................49

Dissatisfaction Outcome:...................................................................................................................514

Regression Tests................................................................................................................................53

CHAPTER 5: Conclusion And Suggestion.......................................................................................59

Conclusion.........................................................................................................................................59

Suggestions:.......................................................................................................................................61

References..........................................................................................................................................65

Questionnaire.....................................................................................................................................69

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CHAPTER 1: INTRODUCTION

OVERVIEWThis Study is conducted as an academic project to analyze the factors of employee

dissatisfaction in educational institutes working under Federal Directorate of Educations.

Employee related issues are a part of Human Resource Management (HRM) concerns.

Human Resource Management (HRM) has emerged as one of the most focused aspect of

managerial practices all over the world. Owing to the enhanced performance, Total quality

management (TQM), more productivity, efficiency and employee satisfaction through good

human-resource-management is now being emphasized greatly in leading countries of the

world and many developing countries are following their footprint to reap the same benefits.

Briscoe Schuler (2004) was strongly of the view that the satisfied workers work more

faithfully to gear up the organizational success and goal achievement.

Many organizations in Pakistan and all over the world are now making space for full-fledged

human resource departments specialized in employee related issues to ensure smooth

handling of human resources as no member of senior management can deny that the people

are the most valuable assets of any organization.

(Accel-Team,2009, http://www.accel-team.com/human_resources/hrm_00.html)

Teaching is a profession in which services are primarily dependent on teaching staff. Hence

the importance of this staff increases even more when it comes to educational growth. But

still the teaching profession in Pakistan is not a job of high monetary returns compared to

other professions. However it is valued as a respectable career of white collared people. But

the general inflation without compensating increase in the salaries has adversely affected the

satisfaction level of teaching staff that apparently seem to be non-productive expense and

burden on government exchequer Brooks(2005)

6

Different governments of developing countries have addressed this issue of budgetary

constraints and increasing demand for providing more educational facilities by recruiting

teachers on contracts with lower salaries and no additional benefits instead of offering

permanent employment. Some have introduced reforms and regulations to recruit their own

staff according to their need with proper government support. Whereas, others took no action;

causing institutions to hire the required staff (Daily wage teaching/non-teaching staff)

without a national regulatory framework. This provides the recruited staff with almost no

rights to question the powers of their hiring authority. (Duthilleul Y.,2004). This obviously is

a cause of job insecurity and dissatisfaction. It creates a drain and qualified teachers tend to

grab the first opportunity to switch to a better profession with high remuneration.

As an OECD report on teachers matter clearly indicated that a teachers short fall is either

currently being experienced or feared to be encountered soon by many countries in coming

future, as the majority of current teacher’s force is comprised of aged members who are

expected to get retired soon. And there is not enough new blood to replace them in education

department due to low salaries and insufficient rewards. Second big issue as indicated by the

report is the quality of teachers’ workforce in terms of academic qualification, knowledge and

skills. This force needs extensive trainings and proper career development planning to attract,

develop and retain the qualified staff.(Santiago,2005)

The criterion for promotion of teaching staff is normally seniority based and not the

performance based. This does not motivate this teaching body to improve its performance.

And this lack of incentives and conducive environment has always been a hurdle in the

development of teaching profession Duthilleul(2004)

Evaluation of teaching staff is emphasized when it comes to institutional accountability with

the view that better teaching will give better results. But McAlpinea and Harrisa suggested in

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their study that academic managers need to be helped to make clear, fair and equitable

teaching policies and standards. The standards should clearly mention what is to be expected

from the teachers and what will be the criteria to measure their efficiency. Level of

achievements need to be defined and differentiating and linking criteria’s to different aspects

of teaching field should be clearly identified and addressed in these standards. (McAlpinea L,

Harrisa R, 2002) because Ambiguous & improper HR policies and procedures create

overlapping of jobs, confusion and stress which leads to employee dissatisfaction.

BACK GROUND OF STUDYFederal Directorate of Education (FDE), Islamabad was established as an Attached

Department of Ministry of Education in 1967 for providing educational facilities at various

levels in ICT (Islamabad Capital Territory).It is responsible for the administrative and

professional management of Institutions, provision of infrastructural facilities to promote

educational excellence, recruitment of teaching and non-teaching staff up to B-15 and in-

service trainings and implementation of policies of the Federal Ministry of Education.

During past few years a rising dissatisfaction and frustration among employees has been

observed among teaching and non-teaching staff in this setup. The problem is that the staff

working under FDE is scattered in 414 institutions in Islamabad and federal territorial areas.

Normally principals are the administrative representative of FDE and the all and all in the

institutions of their posting. The principals normally don’t have proper management training

and senior most teachers are promoted to this post of purely administrative cadre as

prevailing practice. The prominent or the senior most teachers are then called in FDE to

assume charge as director, still lacking proper managerial skills/ training. These teachers

seem to have very little knowledge of HRM problems and their respective solving techniques

used in different organizations. Therefore when they assume administrative seats in an

organizational environment or corporate setup, their attitude remains predominantly based on

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teacher/student relationship/interaction. They lack the technicality to handle

interdepartmental and interoffice correspondence and have poor interests in office

documentation and maintaining office records and proper filling systems. They exhibit a poor

interest in HR related problem which leads to some of the actual issues like:

Stoppage of salary of 1000 teaching and non teaching staff (comprising of computer

lecturers, lab-incharges, English teachers, clerical staff and other contractual staff) by

AGPR objecting that the proper procedures by the department have not been

followed.

Problems like increments and allowances duly earned by the employees but denied

by the department and no compensation is done afterwards if the mistake is

highlighted due to a lengthy procedure and the matter is ignored.

If a simple employee related query is made by the ministry or other departments,

FDE fails to answer it promptly due to the absence of proper employee record

System. It sends urgent letter to all the schools and colleges asking the required

details on emergency basis. This causes a lot of inconvenience, unnecessary hustle

bustle and a lot of valuable time is wasted

If an employee faces a problem and goes to FDE for help, he or she faces a lot of

problems to get as simple work done

A feeling of lack of professional identity among employees and a feeling of being

abandoned

Lack of motivation and enthusiasm in job

Performance appraisal of employees by such heads is often based on personal liking

or disliking and is therefore biased. This creates additional stress on employees and

an environment which favors politics and flattery instead of professionalism.

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The main tasks of academic staff can be distributed into three categories namely teaching,

research and management so it is therefore essential for them to be well trained to deal all the

three aspects of their job. Normally academic staff is not trained to deal management issues

as theoretically it is presumed that it’s not their area of work. But practically this staff is

given management duties as an embedded and built in role. This creates lot of technical and

behavioral problems and its consequence is eventually the stress and dissatisfaction among

employees

PROBLEM STATEMENT:My study aims at ascertaining the factors of employee dissatisfaction in an educational setup

and to highlight the problematic areas and administrative loopholes which are responsible for

creating an unprofessional environment and leading to departmental politics and employee

frustration.

SCOPE AND SIGNIFICANCE:The target population of this study is the employees of different institutions working under

FDE and FDE itself. This will determine the factors of dissatisfaction which caused the

employees working under FDE to seek help from the court of law and different groups of

teachers to launch peaceful protests. It will help to eliminate the causes of dissatisfaction and

frustration among employees and to make better HR policies and to improve the working

environment. It will also help to maintain better employee-employer relationship. It can also

contribute to develop new indicators for employee performance, administrative success and

quantum of goal achievement

LIMITATIONThis study is just for the employees working under FDE (Federal Directorate of Education) in

the ICT (Islamabad Capital Territory). So it can not be generalized for other departments and

other institutes in different provinces of Pakistan. The results may be different for other

situations. Another limitation is the shortage of time. Total population for this study is 10

employees of 414 schools and colleges working under FDE and in FDE. This study will be

based on cluster or multistage random sampling technique. Sampling size for this purpose is

150 numbers from the population. The sampling tool will be likert and rating based

questionnaires which will be either mailed or personally delivered to the different selected

clusters of population; whichever is found suitable in a particular situation.

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CHAPTER 2: Literature Review

CONCEPT OF JOB SATISFACTION AND DISSATISFACTION

Spector (1997) defines the job satisfactions or dissatisfaction as a global feeling of liking or

disliking of one’s jobs due to any reason. The more people like it, the more they are satisfied,

the more they dislike the more they are dissatisfied from their job.

Organ and Bateman (1991) is of the view that the job satisfaction is a function of satisfaction

or dissatisfaction with different aspects of the job (pay, supervision, the work itself) and of

the particular importance one attaches to these respective components

‘Job Satisfaction is the favorableness or un-favorableness with which employees view their

work ‘(Bruneberg, 1976). ‘ It signifies the amount of agreement between one's expectations

of the job and the rewards that a job provides. Job satisfaction is concerned with a person or

a group in the organization. Job Satisfaction can be applicable more to parts of an

individual's job. If each person is highly satisfied with his job then only it will be considered

as group job satisfaction’.

To measure the job satisfaction is not a simple task as casual procedural class can create

doubts on the validity and effectiveness of survey. Special attention should be paid to the

structure of questionnaire, to ensure anonymity for respondents and sampling procedures.

(Donald and Charlies, 1975). It is very difficult to assess the teacher job satisfaction even for

the people in education field.

Generally job dissatisfaction is measured through number of variables like teachers’ turnover,

absenteeism, lack of participation and willingness to work etc. According to Garton (1976),

employee's satisfaction and spirits are attitudinal variables that reflect positive or negative

feelings about particular persons or situations, satisfaction when applied to work context of

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teaching seems to refer to the extent to which a teacher can meet individual, personal and

professional needs as an employees (Strauss, 1974).

Maslow (1954) gave a need based theory to ascertain the level of satisfaction/dissatisfaction,

which says there is a hierarchy of needs in different levels from bottom to top. First level of

needs from the bottom is physiological needs like food and clothing need. Then there is a

next higher level which is shelter and security. Then comes social needs with demand

satisfactory and supportive social and working relations. The next higher level is self-esteem

which demands recognition, appreciation and belief in oneself. And the fifth level is one’s

full potential known as self actualization. Once a need is satisfied it ceases to motivate the

person and that person can then only be motivated by satisfying the needs of higher levels

Herberg's motivation hygiene theory claims that a person’s job satisfaction mainly depends

upon two factors namely internal factors and external factors

(1) Internal factors are provided by the sense of achievement, recognition for the work done,

and appreciation of services rendered etc.,

(2) External factors which lead to job satisfaction are salary, material remunerations,

monetary reward and interpersonal relation etc.

Hackman and Oldham (1975) suggested that jobs should have five important dimensions

1. Talent diversity.

2. Job distinctiveness.

3. Job significance.

4. Independence

5. Feedback.

And the outcomes of these important aspects of jobs are

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1. One would feel the meaningfulness of his/her work.

2. Responsibility for the results of one’s job will be owned by the employee.

3. One will know the results of work activities.

Hackman and Oldham was of the view that once these important psychological states of job

accomplishment are achieved, motivation for work and job satisfaction will prevail.

HRM PRACTICES AND JOB DISSATISFACTION

Anderson(1997) explains that there must be a conducive organizational culture with truly

supportive and assertive human resource management and leadership for an organization to

flourish. He argues that top management role is very essential because it really matters how

executives really consider the human resource issues and role of human factor for the growth

and prosperity of the organization. But still the human resource department needs to assume a

leadership role in identifying the people issues and opportunities that could support the

organizational strategies and objectives.

Takashi Shimizu and Shoji Nagata (2003) Considered different variables to see the relation

between different work-related factors and job satisfaction. He found that simplification of

work, obvious roles for staff, consultations, and communication in the organization were

factors which contributed greatly to job satisfaction.

Patterson M., West M., Lawthom R., Nickell S.(2007),in their study on “Impact of People

Management Practices on Business Performance” recommended that management should

closely monitor the satisfaction and commitment of employees on periodic basis through

surveys. They should regularly review goals, strategies and procedures associated with

people management. And the changes and innovations must be introduced accordingly to

promote a conducive environment of work where employees should be enabled, supported

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and equipped to do their work satisfactorily. He was further of the view that HR practices

should be reviewed in following areas

• Recruitment and selection

• Appraisal

• Training

• Reward systems

• Design of jobs (richness, responsibility and control)

• Communication.

Teaching Profession and Obvious Factors of Job Dissatisfaction

Teaching is a profession in which services are primarily dependent on teaching staff. Hence

the importance of this staff increases even more when it comes to educational growth. But

still the teaching profession in Pakistan is not a job of high monetary returns compared to

other professions. However it is valued as a respectable career of white collared people. But

the general inflation without compensating increase in the salaries has adversely affected the

satisfaction level of teaching staff that apparently seem to be non-productive expense and

burden on government exchequer Brooks(2005)





Another important factor which contributes to job dissatisfaction is organizational politics

and favoritism. Drory (1993) stated that organizational politics can lead to a climate of

frustration and job dissatisfaction. He was of the view that it affects the organizational

commitment adversely. He pointed out that organizational politics usually influences lower

15

status employees or employees having lower power base and lesser means to influence. This

causes negative attitude towards organization and generates resignation trend from the job

Another cause of dissatisfaction is job insecurity as a result of the policy of hiring contract

employees without sufficient legal cover or regulatory framework by the government. This is

done to meet the increasing demand of teachers under budgetary constraints. As the amount

spent on education sector employees is assumed to be a non-productive expense on

government exchequer, the policy of recruiting teachers on contracts with lower salaries and

no additional benefits is adopted by many government organizations. (Duthilleul Y.,2004).

An OECD report on teachers matter clearly indicated that a teachers short fall is either







develop and retain the qualified staff.(Santiago P.,2005)

It is said that a good teacher is not the one who teaches well but the one who manages

learning well. To be able to manage the job responsibilities in a better way contributes to job

satisfaction and sense of goal achievement

Gursel M.,Sunbul A. and Sari H.(2002) studied burnout and job satisfaction related to work

status, gender and experience among teachers and head teachers. They discovered that the

more experienced and senior teachers had the greater ratio of dissatisfaction and burnout then

their inexperienced and relatively fresh counterparts. Furthermore the ratio of dissatisfaction

of male teachers regarding their work status and career development opportunities was more

16

as compared to female teacher. However according to the study the female teachers get more

exhausted emotionally during their jobs as compared to their opposite gender.

Pay, Promotion, Motivation and Rewards

EFA report of 2005 suggested that salary was one of the major factors of teacher’s

dissatisfaction in developing countries as the remuneration offered for their service is too

insufficient to provide them with a reasonable standard of living. As commented by

Zembylas and Papanastasious(2004)in their study of Cyprus teachers, salary was the one of

the main issues which contributed to teacher’s dissatisfaction of his/her career.

Bennel (2004) also indicated that the teachers’ pay and other allowances or benefits were not

sufficient to help them meet their survival needs and household requirements in a respectable

manner. Salary is crucial in teacher satisfaction among the developing countries as in many

poor countries teachers are getting a pay equal to a wage of an unskilled labourer.

Tansim (2006) conducted a study in Bangladesh and found that Bangladeshi teachers were

equally unhappy with the salaries that were being offered to them.

Mensah D. and George D.(2010) studied that the gender had an influence on the

dissatisfaction factor that comes from low salary. That is, the majority of the teacher who

were satisfied with the salary was female teachers as they were not considered responsible as

the primary earning hand in the society and their little monetary assistance is therefore

viewed as valuable contribution by the male members of the family in developing countries.

On the contrary, majority of male teachers was found dissatisfied with their salary.

Relationships Lartie (1975) stated that the teaching as a profession offers limited rewards in

general and if the level of a teacher’s job satisfaction is to be elevated then the remunerations

being offered are to be revised seriously.

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According to Edward and others (1976) indicated that there is a cyclic relationship between

high performance and high job satisfaction. He claimed that the high performance leads to

high rewards and high rewards leads to high job satisfaction, which in turn earns better future

performance. This improvement is actually caused by the employee’s feeling that rewards

will be offered in proportion to their performance. The opposite mindset can cause

dissatisfaction and a decline in performance

An OECD report on teachers matter clearly indicated that a teachers short fall is either




department due to low salaries and insufficient rewards.

Maslow (1970) and Alderfer(1972), Dinham and Scott (1998) argue that motivation and job

satisfaction are related in a sense that if the teacher’s need of motivation is fulfilled it results

in his/her satisfaction in the particular area, which may contribute to the overall job

satisfaction.

Ryan and Deci (2000) argued that the job satisfaction showed by the motivated teachers was

greater as compared to unmotivated ones. They suggested that the process which makes the

people wanting to do something willingly. The people so moved to do some work voluntarily

exhibit a greater level of satisfaction for their career.

Herzeberg et al, (1959); Ellis,(1984) believe that those jobs which contain factors like

recognition, challenge, sense of achievement, responsibility, advancement, self –respect,

personal growth, learning on the job and professional development are more likely to

motivate individuals to give their excellence in their career.

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Extrinsic motivation as suggested by Latham (1998) is achieved by offering “tangible

benefits” like salary, fringe benefits/allowances and job security. Herzeberg et al 1993

associates extrinsic motivation with the factors like physical work conditions, facilities and

work load.

It is observed that motivation in both intrinsic and extrinsic perspective is considered

important in developed countries where as in developing countries extrinsic motivation is

required more to motivate the teaching force truly as found out by the Tansim(2006). He

commented that the teachers in Bangladesh are dissatisfied due to low remuneration and lack

of teacher involvement in the decision making process by the authoritative heads.

Akyeampong and Bennell (2007) indicated that the teaching profession is on decline due to

teachers dissatisfaction in Ghana specially in urban areas as cost of living is higher and the

salary offered to the teachers is like peanuts as compared to the work load they have to bear.

A greater problem in coming future is feared to be the retention of trained teachers than

hiring and training new ones. As the real crisis is the exodus of new teachers within five years

due to poor working condition and lower competitive salaries. The low income schools will

be real victim of this crisis as the teachers’ turnover rate in these schools is 50% higher than

affluent schools (Ingersoll, 2001).

The continuous influx of new and inexperienced teachers is caused by low remunerations and

in-adequate work resources. The insufficient preparation and support of new teachers

compromises the job performance and teaching quality. (Loeb, Darling-Hammond, & Luczak

2005). The Indian Education Commission (1964-66) commented that for teachers to be

effective it is most important to provide teachers with best professional preparation and

creating satisfactory work conditions.

19

Similar were the observations by Vendepuuye and Somi (1998) about the de-motivated and

dissatisfied teachers of Ghana. That they do not perform well because they are suffering due

to low salaries and poor teaching conditions.

Another big issue as indicated by the report is the quality of teachers’ workforce in terms of

academic qualification, knowledge and skills. This force needs extensive trainings and proper

career development planning to attract, develop and retain the qualified staff.

(Santiago P.,2005)





Morston (1977) claimed that the teachers with aptitude and motivation about teaching can

produce students with high confidence level. His studies confirmed the effectiveness of

teachers who were satisfied with their teaching performance.” Rothman (1981) believed that

the teachers are not just educators, they are role models. The benefits of teacher satisfaction

for both teachers and pupils show the importance of studying how teachers feel about work.

Work/Administrative Environment

Johnson S., Birkeland S.(2003) wrote an article on the basis of an interview with 50 new

teachers in public schools with the view to make an effort to discover the pattern of their

decisions and factors affecting their choices regarding staying in or leaving the teaching

career. They found out that respectful and supportive behavior in mutual interaction,

opportunities for growth, suitable and well balanced assignment of work and adequate

resources were the factors which exercised a greater influence on the decision to choose or

leave teaching as a career within three years, besides factors like; past career orientation,

20

http://aer.sagepub.com/search?author1=Sarah+E.+Birkeland&sortspec=date&submit=Submit

http://aer.sagepub.com/search?author1=Susan+Moore+Johnson&sortspec=date&submit=Submit

preparation or financial aspects.

Sand Frankiewiz (1979) identified a positive relationship between job satisfaction and

effective teacher attitude.

Conley S.,Bacharach S., Bauer S.,(1989) Found that the educational reform movement focused

mainly on teacher’s preparation and compensation but the observations showed that the

teachers become dissatisfied apart from their level of compensation and preparation due to

the management and work environment of the institution. They suggested that if the

characteristics of work environment which are associated with this general dissatisfaction can

be discovered, it will serve as the basis to minimize the dissatisfaction among teachers. He

considered the work environment and human resource management factor as the cause of

dissatisfaction. They took their first step to study the factors of teacher’s dissatisfaction

regarding work-environment variable in 42 elementary and 45 secondary schools.

The teacher’s dissatisfaction and consequent attrition is caused by many factors but the

leading factors are; lack of analogy between teacher’s perception and perception of

leadership, reluctance of management to involve teachers in decision making and the

behavior of administration (Ingersoll, 2003)

The highest rate of quitting teaching profession is found among newly beginning teachers.

Studies indicated that this dissatisfaction is caused by lack of support by administration, lack

of motivation and non-conducive work environment.

According to Conger and Kanungo (1988), Lack of involvement of teachers in decision

making limits their overall participation in school matters. This is usually caused by factors

like the structure of the organization, the motives behind participation in the process and the

policy or cultural practices of the school. Hence involvement of teachers in the process of

21

decision making lies on the leadership quality and skills of the principal and other school

leaders especially those in the administration.

ALZAIDI A. (2003) studied the factors of job satisfaction or dissatisfaction among the head

teachers of secondary school teachers in Saudi Arab. He discovered that lack of monetary

fund’s and authority, the disregard of their requests for school needs and lack of management

and administrative trainings were the key factors of their dissatisfaction. Furthermore the

highly centralized system and lack of school autonomy also caused the added stress and

discontent among these teachers

Boyd D., Grossman P, Lankford H, and Wyckoff J. (2009) pointed that the dissatisfaction

results in high teachers’ turnover rate. He studied the relation between teachers’ turnover and

school related factors like influence of teacher over school policy, the school administration,

staff relation, student behavior, safety and other facilities and his studies showed that the

school administration played a particularly important role in the teachers’ career decision.

Ambiguous HR Policies and Procedures

The mutual expectations of employer and employee if not fulfilled can cause complaints

resulting in displeasure and dissatisfaction. But in truth the employees can’t meet the

employer’s expectations if their role is not clearly defined and their job specification is not

plainly laid down to enable them to understand the employer’s hopes.

http://www.about-personal-growth.com/employee-dissatisfaction.html

Recent literature counts the departmental policies and strategies as one of the reasons for the

teachers’ attrition. It has indicated that the discrimination among non-permanent and

permanent staff, the distinction between local and deputed staff from other area etc.

DeAngelis & Preseley,(2007); Johnson, Berg, & Donaldson (2005)

22

http://www.about-personal-growth.com/employee-dissatisfaction.html

Ladd (2009) commented that the survey about the teachers’ perception of school leadership,

the overall administrative policies and school climate is a better indicator of teachers’

expected decision about choices to stay or leave the teaching profession.

Mpokosa C. and Ndaruhutse S.(2008) commented in their report that the educational

management decisions become a lot easier where the role and responsibilities of educational

stake-holders are clearly defined

Omona, Birungi, Nuwagaba, Namanya, Kemeza and Carasco(1999) argued that the clarity of

roles and responsibilities should be ensured and clear feedback channels should be

established between the educational stakeholder in order to implement an efficient and

effective education management system.

Meaningful participation to undertake a task begins when the stakeholders identify their role

in the process of realization of the task. Teachers who explicitly viewed as the primary

players in the implementation of educational policies and directives are often forgotten to be

considers as stakeholders in their own rights. Stacki and Pigozzi (1995)

Göttelmann and Yekhlef (2005: 67) emphasized that the teachers’ self-confidence and moral

can be increased by ensuring their active participation in decision making. They strongly

believed that this empowerment will lift their status in society and there feeling of

achievement and value in their own eyes will result in job satisfaction and teachers will bring

teachers from the periphery into the very centre of the education process.

(Kanyike et al, 1999: 3) emphasized that a teacher’s facilitator or manager should also be

introduced in every institution to give voice to the issues faced by teachers and their feed

backs to the policy makers. Managers therefore need to be trained to be able to respond to the

teachers’ voices and consolidate policy directions in an empowering way

Ingersoll (2001) pointed out that the teacher attrition is higher in schools with low salaries,

23

poor support from school administration, student discipline problems, and limited faculty

input into school decision-making.

Ahuja(1976) reported that the dissatisfaction shoots and decision to attrition prevails when

one has to work under incompetent, inefficient and indifferent principal with practically no

say in school decision making.

Mpokosa C. and Ndaruhutse S.(2008) indicated that there should be clear communication

channels between central educational planners, local education planners, education managers

and teachers to ensure the participation of teachers in educational decision making at every

level

Defective Check and balance/Partial Performance appraisal system

Peter Allan(1994) Effective performance appraisals can be a useful way to report on the true

assessment of employees’ performance and productivity. A true and unbiased appraisal can

motivate the teachers to give their best and their helpful feedback can give the insight of real

loose end of any institution’s professional environment. Also, the diversity of work force

makes it essential to introduce a non-discriminatory performance appraisal system to

minimize the dissatisfaction and a feeling of deprivation in terms of rewards and

appreciation. The appraisal system should be strictly based on truly essential features of the

job and should focus on clear and measurable performance criteria.

Ladd (2009) commented that the survey about the teachers’ perception of school leadership,

the overall administrative policies and school climate is a better indicator of teachers’

expected decision about choices to stay or leave the teaching profession.

Favoritism, preferential treatment and partial behavior of administrative authorities while

dealing with their staff causes the sense of extreme injustice and dissatisfaction among the 24

employees. Employees do not trust the appraisal and reward system in such environments and

institutions suffer the results of lack of motivation. Arasli (2008) conducted a survey on 576

employees in a banking industry of northern Cyprus to analyze the impact of this behavior on

work stress, satisfaction, intention of employees to quit job and work atmosphere. The study

confirmed his hypothesis that nepotism and favoritism adversely affects the work

environment and causes job stress and dissatisfaction

Nepotism depreciate the efforts made by the other employees, makes them feel insignificant

and their contributions for the organization unrewarded. This unfair practice causes

retaliation and gives rise to disciplinary problems in the work place. This also create several

problems for the HR management as dissatisfaction so caused, de-motivates the employees

and employee drain from the organization increases

http://www.citeman.com/10093-nepotism/#ixzz3JJ3pbzBf

Insufficient Career planning & skill development

Donald et al (2005) explains that institutions may affect the teacher effectiveness through

resources, administrative leadership, and/or curriculum.

Carolyn m. Evertson(1985) Conducted an experimental study on management effectiveness

in secondary class rooms. The purpose of this study was to confirm the effectiveness of

management training in classroom organization and management and to see whether training

would provide additional skills to teachers who are well trained in their areas of study.

Results indicated that the trained group exceeded the control group on both management

skills and student task engagement.

25

http://www.citeman.com/10093-nepotism/#ixzz3JJ3pbzBf

Creating and maintaining an orderly, productive classroom environment is an essential

element in teaching competence. Research has also shown that a number of management

variables are also correlated with pupil achievement (Good, 1979; Medley, 1977).

In the opinion of Parés (2006) the high performance teams need not to be consisted of extra

ordinarily intelligent member or do not necessarily work more but they need to be able to

organize themselves well to be strikingly successful.

Crank J (1991) studied the effect of problems associated with managerial ambiguity and lack

of coordination in consolidated public service departments. He pointed out that these can

cause work stress and job dissatisfaction. He was of the view that the consolidation status and

organizational size affected only one of the two outcomes i.e. work stress whereas, difficulty

coordinating and managing the distribution of personnel and resources, caused both, the work

stress and the job dissatisfaction.

McAlpinea L, Harrisa R, (2002) suggested in their study that academic managers should

make fair and clear standards for level of achievement of different aspects of teaching field.

And they should clearly identify the criteria for their efficiency measurement.

According to a study of International Journal of Business and Management (Vol. 5, No. 6;

June 2010) the satisfaction with work-itself, quality of supervision and pay satisfaction had

significant positive influence on organizational commitment of faculty members.

Professor Cary Cooper(2005) suggests that the job dissatisfaction and related health problems

should be seriously dealt by the management using innovative policies as the potential

substantial economic and psychological costs of unhappy or dissatisfied workers is high in

terms of physical and mental illness of employees and overall wellbeing of organization and

its cause.

26

http://www.lums.lancs.ac.uk/profiles/304/

THEORETICAL FRAME WORK:The purpose of this research is a test the effect of following independent variables on the

dependent variable i.e. employee dissatisfaction

Independent variables Dependant variable

DESCRIPTION OF INDEPENDENT AND DEPENDENT VARIABLES

DEFECTIVE CHECKS AND BALANCES/ NEPOTISM:

According to modern Language Association ‘Nepotism’ is favoritism granted to relatives

or friends, without regard to their merit. ‘Check and balances’ prevent any one

branch/person from accumulating too much power and encourage cooperation between

branches/person as well as comprehensive debate on controversial policy issues. If this

system is defective, any person or a group of person will tend to assume too much power

and a culture of favoritism and dissatisfaction will prevail.

INSUFFICIENT PAY, PROMOTION, MOTIVATION AND REWARDS

These include all the benefits which are given to the employee by his/her employer as the

recognition of his/her services or as a result of his/her extraordinary work in an effort to

27

Insufficient pay, promotion, motivation and

rewards

Unfavorable work/ administrative Atmosphere

Insufficient Career planning & skill

development

Ambiguous & improper HR policies

and procedures

Job Dissatisfaction

Defective Check & Balance System/ Partial appraisal

system

provide excellence in the job assigned. The rewards so given are very important when it

comes to employee satisfaction because the ultimate objective of every person seeking a

job is to earn the living in a better way. Absence or insufficiency of such rewards and

benefits will create a feeling of deprivation and employee dissatisfaction will tend to rise

UNFAVORABLE WORK/ ADMINISTRATIVE ATMOSPHERE

It includes inadequate working facilities, too much work, unequal distribution of work,

favoritism, unrealistic time limit or deadline settings by the administration, injustice, lack

of work scheduling and organization etc. etc. This atmosphere is not conducive for

employees, they feel disheartened and low on self esteem as they feel that there are not

being treated just fully and their work is not being recognized and appreciated.

INSUFFICIENT CAREER PLANNING & SKILL DEVELOPMENT

It causes dissatisfaction as employee feels stagnation and deadlock in terms of future

opportunities and benefits. Many of the career oriented employees tend to leave such

organizations despite of good salaries. And many of the successful organizations (ADB is

an example) prepare a career development plan and training schedules at the start of every

year. This plan is prepared on the basis of expert opinions regarding weak areas

mentioned in employees’ ACRs. Proper career planning and skill development motivates

the employee and keeps him/her loyal to the organization. Besides it adds to the

professional growth which eventually benefits the organization.

AMBIGUOUS & IMPROPER HR POLICIES AND PROCEDURES

It includes ambiguous or unclear set of rules by the administration, or hiding relevant

information from the employees to deprive him/her from a benefit, or

improper/unreasonable rule formation which may cause the delay in a simple job or

undue burden on employee. This causes an atmosphere of confusion and controversy

28

which is not good for working relations and organizational goal achievement .It creates

stress, feeling of deprivation and lack of objectivity and job dissatisfaction prevails.

29

HYPOTHESIS

H0: Insufficient pay, promotion, motivation and reward are not the cause of dissatisfaction

among employees

H1: Insufficient pay, promotion, motivation and reward are the cause of dissatisfaction

among employees

H0: Unfavorable work/administrative atmosphere is not the cause of dissatisfaction among

employees

H2: Unfavorable work/administrative atmosphere is the cause of dissatisfaction among

employees.

H0: Ambiguous & improper HR policies and procedures do not cause the employee

dissatisfaction.

H3: Ambiguous & improper HR policies and procedures cause the employee dissatisfaction

H0: Defective check and balance system has no direct effect on the variation of job

dissatisfaction.

H4: Defective check and balance system has direct effect on variation of job dissatisfaction.

H0: Insufficient career planning and lack of skill development trainings has no direct link to

the employee dissatisfaction

H5: Insufficient career planning and lack of skill development trainings has a direct link to

the employee dissatisfaction

30

CHAPTER 3: RESEARCH METHODOLOGY Research Methodology

Shows the basic research plan and how the study will be practically organized e.g. what

type of research is going to be performed? What will be the nature, type and method of

the study and how it will be carried out? How data will be gathered? What are the

limitations? What will be the total population and what will be the sample size that will

be chosen? How sample will be collected? What will be the method of collecting data?

And what tools will be used to analyze the data?

Research Design

Research design refers to the structure of an enquiry. It is the conceptual and logical

roadmap of how the study will be conducted to get the desired results. It saves the

researcher from confusion and ambiguity by providing him/her a clear picture of what is

to be done and what is the aim or objective of a processes.

Data Analysis Tools

Research analysis toot is the tool which will help the researcher to tern the scattered data

into meaningful results. On the basis of these clear results different decisions are made

and suggestions and recommendations are given. E.g. Mean, percentage, proportion,

charts, graphs etc

31

RESEARCH METHODOLOGY & DESIGN OF MY STUDY

This research is designed to be a survey-questionnaire type of research to identify, to

report and to interpret the behaviors, beliefs and observations of the sample of population

of employees scattered in academic institutions working under FDE.

For this particular research questionnaire method will be used. For this purpose a

questionnaire is developed containing forty(40) questions which are adapted primarily

from ‘employee satisfaction and welfare benefits survey’, a questionnaire available on net

in WORD format with the name 18815538-Questionnaire-on-Job-Satisfaction.docx and a

few questions are adapted from Teacher Job Satisfaction Questionnaire (TJSQ) developed

by Lester (1987) and many other questionnaires available on net. The questions are

rephrased and elaborated to avoid comprehension problems in this particular scenario. As

the respondents of this questionnaire are from teaching background and have little

knowledge of terminologies used in corporate setup. This research is based on five

independent variables namely “pay, promotion, motivation and rewards”, this section

carries 15% of the total questions. Second section is regarding “work/administration

atmosphere”. It constitutes 27.5% of the questionnaire. Third section emphasizes upon

“policies and procedures” and carries 12.5% questions. Forth section is about “check and

balance” and it also constitute 12,5% of total questions The questionnaire is adapted to be

based on rating scale or likert type queries in addition to some of the basic demographic

questions. The rating scale is a five point rating scale ranging between “Extremely

dissatisfied=1” and “Extremely satisfied=5”. The wording of these scales is changed to

suit the answers for a few questions as “Never=1” and “Yes! All the times=5”

The most important reason to choose this particular method for my research is that this

method is quantifiable. We can quantify the results so gathered. Secondly, this is cheaper

32

in terms of cost and time consumed. Thirdly the population of the study is scattered in

different areas of ICT. It will be practically impossible to personally visit each location in

this short period of time. A questionnaire can be sent and receive through mail also.

The data collection will be of primary nature and will comprise of a sample size of 153

elements from the total population of FDE employees. The sampling technique will be

‘cluster sampling’ based on geographic boundaries. The access to these clusters will be

made by personal visits mostly or through the mails to the controlling groups of the

selected employee clusters wherever possible. One of the best occasions can be in the

meeting called by FDE in G-9/4 College in near future

33

RESEARCH ANALYSIS TOOL

The SPSS package will be used to analyze the data gathered in this survey based research

to achieve quantifiable conclusions. In which different types of charts, graphs and

statistical tools like Chi square tests and multiple regression tests will be used to show the

results of survey.

SPSS (Statistical Package for the Social Sciences) is a statistical analysis and data

management software package. SPSS can obtain data from any file format to generate

tabulated reports, charts, and outline of distributions, tendency/ projections of given data

to forecast the trends, descriptive statistics, and conduct complex statistical analyses.

34

Chapter 4: Data Analysis and results

Pie Chart result of Different question asked in my studyNature of jobs of the respondents of current study

Qualifications for respondents according to their nature of jobs

Cadre of respondents according to their responsibilities

35

PAY, PROMOTION, MOTIVATION & REWARDS

Are you satisfied with your Salary? (Is it according to the market? According to the

amount of work and is it increased according to the inflation to help you maintain or

raise a living standard?)

Analysis:

Overall data analysis shows that the employees are generally dissatisfied with the salary offered. The further bifurcation of employees according to the nature of employment shows that the dissatisfaction is on peak among daily wage and contract employees. The interrogative study into the matter to find the reasons showed that the Daily-wage employees are earning 6000-8000 Rs. Monthly without any additional benefits or rewards for extra work done by them. Contract employees are of two categories; grade based and fixed pay. Fixed pay employees are hired on a fixed pay of 10000 Rs per month with no further benefits. And grade based employees; however, enjoy all the allowances and annual increments like regular employees as per their contract conditions. But practically they are being deprived of a great portion of their allowances and increments for one reason or another using complex and conflicting rules and their distorted and modified manipulations. Third type of employment is regular or permanent. These employees enjoy all the benefits according to their grade. But the overall public education sector is getting a pay package lower than other government departments. The pay which is neither according to the market nor does it compensates the inflation pressure. Consequently, the overall employee survey shows a trend of dissatisfaction

Are there enough opportunities for career development at a steady pace? 36

Analysis:

The daily wage employee as per rule can have no claim to a regular status or demand promotion opportunities. No career developments can therefore expected. The contract employee as per Estacode can demand a regular status if they they serve for a minimum period of two years continiously. After regularization they can be put to the queue for promotion on seniority basis and their future prospects to get a good position in education field can be bright. The data shows that maximum contract employees have completed more then two years of their service but they are not made permanent. So high degree of dissatisfaction among the contract and daily wage employees is seen.

Are you satisfied with the opportunities for promotion and the criteria/method used in

this regard? Do you feel it is transparent and lacuna/error free?

Promotion is granted on seniority basis and past three year’s ACRs as pictured by the head of the department or the principals. Even the counter signing authority in many cases is the person who has no personal interaction with a particular employee most of the times.l He/She may not know who the person is, whose ACR is being verified by him/her. E.g. ACR of a perticular employee is written by the principal in a college. And counter signing authority is the director general(DG) of FDE sitting far away in his/her office. The DG may not know the particular employee personally. So the promotion system has some built in flaws in it and its effects can be seen as dissatisfaction of employees in this respect.

37

Are you satisfied with the benefits offered? (Health insurance, life insurance, Periodic bonuses and performance increments etc.)

Analysis:

Daily wage and fixed pay contract employees are not offered any other benefits then a fixed pay. Permanent and grade based contract employees get benefits but different ambiguous and conflicting rules often deprive them of a benefit which they think they should have been offered.This creates a feeling of dissatisfaction and discontent.

38

Are you satisfied with the job security factor of your job?

Analysis

Job security in case of daily wage and contract employees is unsatisfactory. But the permanent employees are generally satisfied with their jobs when it comes to job security

Do you feel that there is recognition/appreciation for the work accomplished?

39

Analysis:

The recognition and appreciation factor shows a diversified trend among all three types of employees. The response differs from institution to institution and from person to person. Overall we can say that the trend is satisfactory if the other factors are properly handled.

WORK/ADMINISTRATIVE ATMOSPHERE

A)WORK RELATIONSHIPS AND ADMINISTRATIVE ENVIRONMENT

How is your relationship with your colleagues?

Analysis:

Relationship with the colleagues is overall satisfactory

40

Do you think the work responsibilities are equitably and evenly distributed among

you and your colleagues?

Analysis:

The response differs from institution to institution and from person to person. Overall we can say that the trend is satisfactory.

How is your relationship with your supervisor(s) ?

Analysis:


Are you satisfied with your administration?

41

Analysis:


Work independence level? (Do you feel the work at your disposal is subject to the undue interference by the authoritative heads? Do you feel you are independent to dispose of the duty with professional honesty in your own style? )

Analysis:

The response differs from institution to institution and from person to person. Overall we can say that the trend is satisfactory. But the employees are dissatisfied in institutions were the independence level is low

Do you feel your work environment is stuffed with organizational politics and

favoritism?

42

B)WORK& WORK ENVIRONMENT

Are you happy with your work? (Do you like it? Do you feel sense of achievement? Do you feel your work gives you proper recognition and appreciation in your institution and in the society)

Analysis:

Overall we can say that the trend is satisfactory.

Are you assigned extra duties as well? Other then for which you were hired?

Analysis:

The result shows that the employees are given extra duties frequently.

Do you feel that you are properly rewarded for the extra work you do?

43

Analysis:

The result shows that the employees are given extra duties frequently. But they are not rewarded for the extra work. This creates a feeling of deprivation and lack of motivation.

Flexibility in work scheduling and are there adequate opportunity for periodic changes in duties?

Analysis:

The flexibility of work scheduling is greater in teaching staff as compared to non-teaching staff

Facility of casual, medical or earned leaves?

44

Analysis:

The regular and contract employees are satisfied in this regard. Whereas immense dissatisfaction is found in daily wage employees

POLICIES, PROCEDURES AND WORK INFORMATION

Do you have a well defined job specification or role given to you by the department

when you were hired?

Analysis:

The analysis shows that most of the time a clear job role or job specification document is not

given to employees. This creates imbaguity in the role of employee and a base for extra work

which is often unpaid. Moreover most of the times an employee gets no recognition for such

work done in addition to the duties he/she was hired to perform. This creates a feeling of

deprivation, exploitation and lack of motivation.

45

Are there any overlapping or ambiguity in your work role?

Analysis:

The response differs from institution to institution and from person to person. Overall we can say that the trend is satisfactory. But the employees are dissatisfied in institutions where overlapping exists. This creates conflicts and a trend of putting things off in expectation that someone else will perform the job. Employees do not own the work and thus don’t feel accountable for a job.

Are you fully aware of the employee rights and rules, regulations and procedures

relevant to your job requirement?

46

Analysis:

The analysis shows that the employee rights, rules, regulations and procedures status is often not clear to the employees

Is this information readily available to you on as-and-when-needed basis?

Analysis:

The analysis shows that the employee rules and regulation access needs to be made better

Do you feel that your organization should work time to time to fine-tune the policies,

procedures or SOPs for the smooth operations?

47

Analysis:

The analysis shows that the employees have a strong dissatisfaction about the policies, procedures or SOPs. And most of them think that the organization should seriously work on them

CHECK & BALANCE SYSTEM

Interaction with administration?(Does the Administration department of your

organization provide you a way to response or give feed back/suggestion/opinion if

you have a valid reservation regarding practicality of a rule or regarding problems in

its implementation?)

Analysis:

The analysis shows that the way to feed back is often not provided.

If yes, is the procedure to feed-back simple and easily understandable by all?

48

Analysis:

The analysis shows that the way to feed back is often not provided. Or the way to feed back is lengthy or not understandable by all

Does your department conduct any periodic surveys to measure employee satisfaction, administrative success and overall goals achievement?

Analysis:

The analysis shows that no such surveys are conducted usually.

Is the employee performance reporting system satisfactory? (Do you think the system is strong enough to counter any favoritism or bias/prejudice?)

49

Analysis:

The analysis shows a clear dissatisfaction in this regard.

ON JOB SKILL DEVELOPMENT AND CAREER PLANNING

Does your department plan regular trainings to polish your personal and professional abilities and to increase your professional worth?

Analysis:


If yes, do you think it is sufficient for your professional development?

Analysis:


Does the training plan include subject-related trainings to update and enhance your professional knowledge? Are you satisfied with the training level?

50

Analysis:

The analysis shows a that department needs to improve this aspect of training

Does it include trainings on inter-personal, behavioral and communicational skills to help you deal with the students, colleges, parents, and other related people from corporate setup like FDE, AGPR, and Ministry etc in a better way?

Analysis:

The analysis shows that such trainings are not given by the department usually.

Does it include administrative and work management related trainings to help you understand and implement the job related rules, regulations and procedures in a better way? And to make you useful in corporate setup also?

Analysis:

The analysis shows that such trainings are not given by the department usually.

51

DISSATISFACTION OUTCOME:

Do you think about quitting?

Analysis:

The analysis shows that dissatisfaction level is so high that many of the daily wage and contract employees may quit their jobs. However the permanent employees are likely to continue their jobs in future.

Do you think about looking for another job?

52

Analysis:

The analysis shows that the dissatisfaction may cause the daily wage and contract employees to look for another job in near future. The employee turnover of permanent employees can be in search of a better option.

You prefer to pursue the same career abroad if you get a chance?

Analysis:

The analysis shows that most of the government should take serious notice of the dissatisfaction among employees otherwise a drain of employees from the education career may be faced

53

REGRESSION TESTS

Regression

Descriptive Statistics

Mean Std. Deviation N

Dissatisfaction 2.2854 .88475 153

pay.promotion.reward.motivation 1.9684 .59104 153

work.environment 2.9976 .42358 153

polies.procedures 2.6693 .52582 153

check.balance 2.0147 .80920 153

skill.development 2.0732 .66243 153

54

Correlations

Dissatisfaction

pay.promotio

n.reward..

work.

environment

policies.

procedures

check.

balance

skill.

developmen

t

Pearson

Correlation

Dissatisfaction 1.000 .521 .099 .128 .108 .126

pay.promotion.reward. .521 1.000 .391 .179 .285 .272

work.environment .099 .391 1.000 .227 .613 .539

polies.procedures .128 .179 .227 1.000 .378 .077

check.balance .108 .285 .613 .378 1.000 .708

skill.development .126 .272 .539 .077 .708 1.000

Sig. (1-

tailed)

Dissatisfaction . .000 .111 .058 .092 .061

pay.promotion.reward.

motivation

.000 . .000 .013 .000 .000

work.environment .111 .000 . .002 .000 .000

polies.procedures .058 .013 .002 . .000 .173

check.balance .092 .000 .000 .000 . .000

skill.development .061 .000 .000 .173 .000 .

N Dissatisfaction 153 153 153 153 153 153

pay.promotion.reward.

motivation

153 153 153 153 153 153

work.environment 153 153 153 153 153 153

polies.procedures 153 153 153 153 153 153

check.balance 153 153 153 153 153 153

skill.development 153 153 153 153 153 153

Analysis:

As per the correlation rule Pearson correlation should have a value between +1 and -1. The

positive sign shows positive relation and the negative sign shows the negative relation

between the dependent and independent variable. The larger result value between +1 and -1

shows the stronger impact of the variables over other. In addition to this the significance of

55

each correlation (p) is showed in sig. 1-tailed table. The value of should be less then 0.05 i.e.

P<0.05. Avalue greater than 0.05 shows that there is no significance correlation between the

variables. The table shows that the relation between dissatisfaction and ‘pay, promotion,

motivation and reward’ is strongest. Whereas the other variables show a weak correlation

with dissatisfaction but some of the variables have very strong correlation with each other.

E.g. Work environment, policies and procedures, skill development and check and balance

factors are strongly correlated with each other. In this case they are more beneficial in

organizational perspective then as employee perspective. ‘Pay, promotion, motivation and

reward’ however has close impact on employee dissatisfaction. But other factors also matter.

Coefficient Correlationsa

Model

pay.promotio

n.reward.moti

vation

Work .enviro

nment

polies.

procedure

s

check.

balance

skill.

developmen

t

1 Correlations pay.promotion.reward.motivati

on

1.000

Covariances pay.promotion.reward.motivati

on

.011


on

1.000 -.391

work.environment -.391 1.000


on

.013 -.007

work.environment -.007 .025


on

1.000 -.366 -.101

work.environment -.366 1.000 -.174

polies.procedures -.101 -.174 1.000


on

.013 -.007 -.001

work.environment -.007 .025 -.003

polies.procedures -.001 -.003 .014

56


on

1.000 -.287 -.086 -.033

work.environment -.287 1.000 .030 -.550

polies.procedures -.086 .030 1.000 -.306

check.balance -.033 -.550 -.306 1.000


on

.013 -.006 -.001 .000

work.environment -.006 .037 .001 -.011

polies.procedures -.001 .001 .016 -.004

check.balance .000 -.011 -.004 .010


on

1.000 -.269 -.106 .025 -.082

work.environment -.269 1.000 -.021 -.326 -.165

polies.procedures -.106 -.021 1.000 -.416 .302

check.balance .025 -.326 -.416 1.000 -.616

skill.development -.082 -.165 .302 -.616 1.000


on

.013 -.006 -.002 .000 -.001

work.environment -.006 .038 .000 -.008 -.005

polies.procedures -.002 .000 .018 -.007 .006

check.balance .000 -.008 -.007 .016 -.011

skill.development -.001 -.005 .006 -.011 .020

a. Dependent Variable: Dissatisfaction

Variables Entered/Removedb

Model Variables Entered Variables Removed Method

1 pay.promotion.reward.motivationa . Enter

2 work.environmenta . Enter

3 polies.proceduresa . Enter

4 check.balancea . Enter

5 skill.developmenta . Enter

a. All requested variables entered.

57

b. Dependent Variable: Dissatisfaction

Model Summaryf

Model R

R

Square

Adjusted R

Square

Std. Error of the

Estimate

Change Statistics

Durbin-

Watson

R Square

Change

F

Change df1 df2

Sig. F

Change

1 .521a .271 .266 .75789 .271 56.141 1 151 .000

2 .533b .284 .274 .75364 .013 2.709 1 150 .102

3 .536c .287 .273 .75452 .003 .648 1 149 .422

4 .536d .287 .268 .75701 .000 .025 1 148 .875

5 .539e .290 .266 .75808 .003 .581 1 147 .447 1.753

a. Predictors: (Constant), pay.promotion.reward.motivation

b. Predictors: (Constant), pay.promotion.reward.motivation, work.environment

c. Predictors: (Constant), pay.promotion.reward.motivation, work.environment, polies.procedures

d. Predictors: (Constant), pay.promotion.reward.motivation, work.environment, polies.procedures, check.balance

e. Predictors: (Constant), pay.promotion.reward.motivation, work.environment, polies.procedures, check.balance,

skill.development

f. Dependent Variable: Dissatisfaction

Analysis:The Dublin Watson ranges between 0 to 4 with a mean value of 2. The value equal to 2 shows there is no correlation between variables. The value lower then 2 shows a positive correlation between variables. And the value above 2 shows a negative correlation. In this particular situation 1.753. This shows a positive correlation between the variable. Hence the model is valid.

58

ANOVAf

Model Sum of Squares df Mean Square F Sig.

1 Regression 32.248 1 32.248 56.141 .000a

Residual 86.734 151 .574

Total 118.982 152

2 Regression 33.786 2 16.893 29.743 .000b

Residual 85.196 150 .568

Total 118.982 152

3 Regression 34.155 3 11.385 19.998 .000c

Residual 84.827 149 .569

Total 118.982 152

4 Regression 34.169 4 8.542 14.907 .000d

Residual 84.812 148 .573

Total 118.982 152

5 Regression 34.503 5 6.901 12.008 .000e

Residual 84.478 147 .575

Total 118.982 152

a. Predictors: (Constant), pay.promotion.reward.motivation

b. Predictors: (Constant), pay.promotion.reward.motivation, work.environment

c. Predictors: (Constant), pay.promotion.reward.motivation, work.environment, polies.procedures

d. Predictors: (Constant), pay.promotion.reward.motivation, work.environment, polies.procedures,

check.balance

e. Predictors: (Constant), pay.promotion.reward.motivation, work.environment, polies.procedures,

check.balance, skill.development

f. Dependent Variable: Dissatisfaction

AnalysisThe ANOVAs test analysis of this table shows that all the variables have significant relation

with the dependent variable as the P<0.05 in each case. In this case H1, H2, H3, H4 and

H5 are accepted and all the null hypothesis are rejected.

59

Chapter 5: Conclusion and SuggestionCONCLUSIONTo measure the job satisfaction is not a simple task as casual procedural class can create

doubts on the validity and effectiveness of survey. Special attention should be paid to the

structure of questionnaire, to ensure anonymity for respondents and sampling procedures.

(Donald and Charlies, 1975). It is very difficult to assess the teacher job satisfaction even for

the people in education field.

But still based on my survey and analysis of the data so gathered following is the outcomes of

my study:

Concluding my study I would say that the test results have confirmed all of my assumptions

and hypothesis. A general dissatisfaction is seen among employees working in different

institutions under FDE. This frustration and dissatisfaction is more among employees who

are working as daily wage or as contract employees. The primary reasons are insufficient pay

and rewards, lack of motivation, the built-in job insecurity factor in their nature of

employment, the insufficient career planning and development opportunities, unavailability

of a conducive environment and defective check and balance system.

The dissatisfaction trend is on extremes when it comes to pay-package, professional growth

and career development. Job security is another factor which has a major effect on job

dissatisfaction. Rest of the factors may be depressing and discomforting but the employees

show a tolerance if:

They get a pay according to their qualification and according to market to sustain the

inflation pressure.

They are satisfied with the job security factors of their job.

60

They are satisfied with the professional growth and career development factor

And if the problem is not tackled properly may cause a short fall of teachers in different

institutions. The problem can be severe if these qualified teaching and non-teaching staff gets

a chance to settle down abroad. If this happens then the country can experience a drain of

skills and talent.

As suggested by BENNELL P.,(2004) in his study that a multiple, market-driven pay

structure for teachers according to subjects and location should be followed. He was of the

view that the pay increases need to be made strategically and not across the board on the

basis of teacher’s qualification, the work done and the results showed.

The dissatisfaction trend shows that if the problem is not tackled properly may cause a short

fall of trained and qualified teachers in different institutions. The problem can be severe if

these qualified teaching and non-teaching staff gets a chance to settle down abroad. If this

happens then the country can experience a drain of skills and talent.

As an OECD report on teachers matter clearly indicated that a teachers short fall is either







develop and retain the qualified staff.(Santiago,2005)

Herberg's motivation hygiene theory claims that a person’s job satisfaction mainly depends

upon two factors namely internal factors and external factors

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(1) Internal factors are provided by the sense of achievement, recognition for the work done,

and appreciation of services rendered etc.,

(2) External factors which lead to job satisfaction are salary, material remunerations,

monetary reward and interpersonal relation etc.

Relationships Lartie (1975) stated that the teaching as a profession offers limited rewards in

general and if the level of a teacher’s job satisfaction is to be elevated then the remunerations

being offered are to be revised seriously.

Edward and others (1976) indicated that there is a cyclic relationship between high

performance and high job satisfaction. He claimed that the high performance leads to high

rewards and high rewards leads to high job satisfaction, which in turn earns better future

performance. This improvement is actually caused by the employee’s feeling that rewards

will be offered in proportion to their performance. The opposite mindset can cause

dissatisfaction and a decline in performance

The teacher’s dissatisfaction and consequent attrition is caused by many factors but the

leading factors are; lack of analogy between teacher’s perception and perception of

leadership, reluctance of management to involve teachers in decision making and the

behavior of administration (Ingersoll, 2003)

The highest rate of quitting teaching profession is found among newly beginning teachers.

Studies indicated that this dissatisfaction is caused by lack of support by administration, lack

of motivation and non-conducive work environment.

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SUGGESTIONS:

The following are my suggestions to improve the situation in this particular scenario

The discrimination in pay structure and other benefits offered should be eliminated.

Employees working in the same conditions and doing same type of job should be

treated in the same way. Contract and daily wage employees are giving same type of

services and they deserve a pay and other benefits equal to the permanent employees.

A national level employment regulatory frame work should be made by the

government to ensure the protection of employee rights and the rules for the

recruitment and management of any kind of human resource should be laid down. It

will also help in minimizing the discrimination. The formation of proper HR

department with due authority and clear set of rules and regulation in this regard

should be made possible in each government organization. In this particular scenario,

a full-fledged HR department should be made in FDE with full authority to make

employee related rules, regulations and policies and to get them implemented in

different institutions working under FDE. This department should have an

independent representation in each institution. The representing officer should directly

report to his/her parent department in FDE.

The pay should be yearly revised to compensate the inflation pressure. Presently pay

of “regular” employees is increased on yearly basis but the increase often does not

help the employees even to maintain the financial status of past year.

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The present performance reporting system has some built in flaws. It gives too much

weight to the reporting authority and immediate bosses. There is no problem as long

as the person is a man of high principles and high moral values. But if the man with

authority is unscrupulous, the system has no way to counter the corruption and

distortion of facts he/she may cause. It is therefore suggested that a 360-degree feed

back system should be introduced for performance reporting. In this system,

employees receive anonymous and confidential feedback forms for the people who

work around. The respondents of such feed backs are a mixture of managers,

colleagues, and subordinates. The respondent of such forms is also required to fill a

self analysis form. These forms are usually rating scale based questionnaires about the

work environment and the SWOT (Strength Weakness Opportunities Threats)

analysis based questions. A response of 10 to 12 people is then measured to get a true

picture of a particular situation. And the performance of employee is then judged

accordingly.

The findings of the evaluation process suggested above should be disclosed to the

employee and employee counseling should be done. The weaknesses and strengths

analysis should be discussed with the employee whose report is under consideration.

The opportunities and threats should be made clear to him/her. And the trainings in

weak areas should be suggested by the HR specialists.

The training plan for each employee should be made at the start of the year on the

basis of the findings of the above performance appraisal process. The trainings should

be purposeful and should not be viewed as a loss of resources and taken for granted.

The trainings plan should include the trainings related to the interpersonal skills,

communicational skills, work and time management skills , resource management

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skills, public dealing and of course the subject related skills. And the level of these

skills should be such that it should help in professional growth and development of

the employee. The employee’s active participation in the training plan should be made

possible. The feedback should also be acquired after each training as a “must to do”

practice.

The promotions should not be given on the basis of seniority only. Other criterion for

fast growth and development of the people who work more should be made. E.g.

experience point and credit points earned after the completion of each task in a

successful manner yearly. This will motivate the employees to give their best to the

institution. Criterion for the promotion should be clear and within the reach of every

member of the staff as a basic document. If anybody feels that he/she fulfills the

criteria, he/she must also be able to apply for the promotion on his/her own.

The clear work role or job specification should be given to each employee by the

department and it should include every task which is expected of him/her at the time

of his/her recruitment. This document should be annually revised as well. Any extra

task should be properly rewarded and should earn extra experience and credit points

for the year.

Different periodic surveys should be conducted by the HR department to measure

employee satisfaction, goal achievement, management success etc. These surveys

should be confidential in nature and information about the respondents should never

be disclosed

Different type of performance bonuses should be introduced on strictly merit basis to

motivate the employees.

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Employee related policy making or rule setting should solely be the prerogative of

human resource department. And it should not be the matters of months and years. It

should rather be an immediate response to the outcome/feedback from the situation

after implementation of each rule. Feed back from the employees should also be

encouraged. And their feedback should be used to fine-tune the policies, procedures,

rules and SOPs.

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QUESTIONNAIRE

1. Your name? _________________________________________________

2. Your Qualification____________________________________________

3. Professional Qualification?______________________________________

4. Your institute? ________________________________________________

5. Period in present service?________________________________________

6. Nature of current job: (Contact/Daily Wages/Adhoc/Permanent)_________

7. What is your job title? _________________________________________

8. How long have you held your current position? ____________________

9. Briefly describe your work responsibilities (as you would on a resume):

___________________________________________________________

Job Rating Scale

1 2 3 4 5

Extremely Dissatisfied

A little Dissatisfied

Bearable/Agreeable SatisfiedExtremely Satisfied

OR

1 2 3 4 5

Never/ Not at allOccasionally /

RarelyOften

Most of the times

Yes! All the times

Note: Please encircle your response

PAY, PROMOTION, MOTIVATION & REWARDS

10. Are you satisfied with your Salary? (Is it according to the market? According to the

amount of work and is it increased according to the inflation to help you maintain or

raise a living standard?)




11. Are there enough opportunities for career development at a steady pace?




12. Are you satisfied with the opportunities for promotion and the criteria/method used in

71

this regard? Do you feel it is transparent and lacuna/error free?




13. Are you satisfied with the benefits offered? (Health insurance, life insurance,

Periodic bonuses and performance increments etc.)




14. Are you satisfied with the job security factor of your job?




15. Do you feel that there is recognition/appreciation for the work accomplished?




WORK/ADMINISTRATIVE ATMOSPHERE

A)WORK RELATIONSHIPS AND ADMINISTRATIVE ENVIRONMENT

16. How is your relationship with your colleagues?




17. Do you think the work responsibilities are equitably and evenly distributed among

you and your colleagues?




18. How is your relationship with your supervisor(s)




19. Are you satisfied with your administration?




20. Work independence level? (Do you feel the work at your disposal is subject to the

72

undue interference by the authoritative heads? Do you feel you are independent to

dispose of the duty with professional honesty in your own style? )


RarelyOften

Most of the times

Yes! All the times

21. Do you feel your work environment is stuffed with organizational politics and

favoritism?


RarelyOften

Most of the times

Yes! All the times

B)WORK& WORK ENVIRONMENT

22. Are you happy with your work? (Do you like it? Do you feel sense of achievement?

Do you feel your work gives you proper recognition and appreciation in your

institution and in the society)


RarelyOften

Most of the times

Yes! All the times

23. Are you assigned extra duties as well? Other than for which you were hired?


RarelyOften

Most of the times

Yes! All the times

24. Do you feel that you are properly rewarded for the extra work you do?


RarelyOften

Most of the times

Yes! All the times

25. Flexibility in work scheduling and are there adequate opportunity for periodic

changes in duties?


RarelyOften

Most of the times

Yes! All the times

26. Facility of casual, medical or earned leaves?


RarelyOften

Most of the times

Yes! All the times

POLICIES, PROCEDURES AND WORK INFORMATION

27. Do you have a well defined job specification or role given to you by the department

73

when you were hired?


RarelyOften

Most of the times

Yes! All the times

28. Are there any overlapping or ambiguity in your work role?


RarelyOften

Most of the times

Yes! All the times

29. Are you fully aware of the employee rights and rules, regulations and procedures

relevant to your job requirement?


RarelyOften

Most of the times

Yes! All the times

30. Is this information readily available to you on as-and-when-needed basis?


RarelyOften

Most of the times

Yes! All the times

31. Do you feel that your organization should work time to time to fine-tune the policies,

procedures or SOPs for the smooth operations?

Never/ Not at all Occasionally / Rarely Often Most of the timesYes! All the

times

CHECK & BALANCE SYSTEM

32. Interaction with administration?(Does the Administration department of your

organization provide you a way to response or give feedback/suggestion/opinion if

you have a valid reservation regarding practicality of a rule or regarding problems in

its implementation?)


RarelyOften

Most of the times

Yes! All the times

33. If yes, is the procedure to feed-back simple and easily understandable by all?


RarelyOften

Most of the times

Yes! All the times

34. Does your department conduct any periodic surveys to measure employee

satisfaction, administrative success and overall goals achievement?

74


RarelyOften

Most of the times

Yes! All the times

35. Is the employee performance reporting system satisfactory? (Do you think the system

is strong enough to counter any favoritism or bias/prejudice?)


RarelyOften

Most of the times

Yes! All the times

ON JOB SKILL DEVELOPMENT AND CAREER PLANNING

36. Does your department plan regular trainings to polish your personal and professional

abilities and to increase your professional worth?


RarelyOften

Most of the times

Yes! All the times

37. If yes, do you think it is sufficient for your professional development?


RarelyOften

Most of the times

Yes! All the times

38. Does the training plan include subject-related trainings to update and enhance your

professional knowledge? Are you satisfied with the training level?


RarelyOften

Most of the times

Yes! All the times

39. Does it include trainings on inter-personal, behavioral and communicational skills to

help you deal with the students, colleges, parents, and other related people from

corporate setup like FDE, AGPR, and Ministry etc in a better way?


RarelyOften

Most of the times

Yes! All the times

40. Does it include administrative and work management related trainings to help you

understand and implement the job related rules, regulations and procedures in a better

way? And to make you useful in corporate setup also?


RarelyOften

Most of the times

Yes! All the times

DISSATISFACTION

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41. Do you think about quitting?


RarelyOften

Most of the times

Yes! All the times

42. Do you think about looking for another job?


RarelyOften

Most of the times

Yes! All the times

43. Will you prefer to pursue the same career abroad?


RarelyOften

Most of the times

Yes! All the times

76

final outlook

Documents