Critical Thinking

Working condition: Working condition of a teacher include

Working
condition:

            Working
condition of a teacher include the environment they work in, school culture,
classroom discipline, physical working conditions like equipped classrooms,
staffrooms and sanitation facilities, relationship with colleagues, workload,
incentives etc. Working condition influences a teacher’s performance in
delivering high quality education. Schools should ensure that a teacher is
comfortable and satisfied in their working environment. This can bring the best
out of a teacher.

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Schools
should attract and retain effective teachers to deliver quality education.
Schools can do so by improving their working condition and making their
environment more work-friendly. Schools should also help them to improve their
skills and to learn new methods in teaching.   

Job
satisfaction:

Job satisfaction or employee satisfaction has been defined in many different
ways. It is simply how content an individual is with his or her job, in other
words, whether or not they like the job or individual aspects or facets of
jobs, such as nature of work or supervision. (Spector, 1997)

 Job
satisfaction is the level of contentment a person feels regarding his or her
job. This feeling is mainly based on an individual’s perception of
satisfaction. Job satisfaction can be influenced by a person’s ability to
complete required tasks, the level of communication in an organization, and the
way management treats employees. Job satisfaction falls into two levels:
affective job satisfaction and cognitive job satisfaction. Affective job
satisfaction is a person’s emotional feeling about the job as a whole.
Cognitive job satisfaction is how satisfied employees feel concerning some
aspect of their job, such as pay, hours, or benefits. https://courses.lumenlearning.com/boundless-management/chapter/drivers-of-behavior/

            Job
satisfaction has an effect on overall functioning of an individual. When
employees are well satisfied with their job, they will be satisfied with their
life as well. Individuals who are satisfied with their job are said to have
positive behavior and attitude and better psychological health. Like all other
profession, teaching process should also be carried out by teachers who are
satisfied in their job. Because in teaching profession will and love of
teachers to their work is extremely vital for an effective and efficient
operation of education system. Teachers’ job satisfaction is very much
important in shaping the community. Satisfying conditions keep the teachers
committed to their job. Teachers who are committed to their job bring
transformation not only in life of students but their colleagues, school their
working in, other staff members, parents and as a result there will be an
overall transformation in society.  

Education
transforms the quality of life of future generations of children and young
people and thereby of society. Education is still a basic social need for the
growth and development of an aspirational society. Education is the critical
path to achieve sustainability – on one side it plays an important role in
poverty alleviation, better health, environmental protection and gender
equality and on other side it provides economic progress, social empowerment
and professional success. Sustainability of societal development is foundation
for democracy and therefore, education must be equitable, uniformly accessible
and of high-quality. Education needs to be a social good that fosters equity,
equality and quality in society. For this transformation we need potential
teacher who is satisfied and committed to their profession. Build an equitable,
inclusive and futuristic education system that promotes all round excellence by
modernization of our educational institutions, empowering teachers for higher
performance and preparing students to avail best opportunities in life –
thereby, enabling future citizens to contribute effectively to societal
development and progress of the State. As the vision of Karnataka State
Education Policy goes, we need empowered teachers to prepare students for a
bright future. (Karnataka State Education Policy, 2016)

            Education
is widely considered as an indicator of development and progress. One of the
main aims of education is to create trained human resources which can result an
overall development of a country. In order to achieve this development, we need
a satisfied team of teachers who have high level of job satisfaction who are
committed to their job. Commitment to what they do and sincerity to the same
can result in creating a very responsible bunch of people who can work for the
development through their quality contribution. Quality of teacher is an
important factor that can increase student’s achievement.

            To
generate this high productivity the work force should give their time, energy
and effort to their work. Once the teachers are satisfied, the result will
follow. Schools play a very important role in this transformation of students.
Schools should be the platform for them to give their fullest. School should
put great effort in keeping the teachers satisfied so that they bring out their
best ability.

Job
satisfaction is multi dimensional. There are various aspects to look through to
say a teacher is satisfied with his or her job. Apart from the role schools
have to play in making the teachers satisfied with their job by providing them
a platform, there are several other factors that affect job satisfaction.

Most
of them work for making the economic life stable and to meet all their growing
needs. People work in different sectors to improve their standard of living. So
the compensation play a very important role in keeping the employee satisfied
in what they do. Salary, benefits, insurance, provident fund, scholarships are
some of the elements in compensation for work. People stay in work when they
are adequately paid. In-service training should give them professional development,
where they can explore their talents and abilities. This helps them to excel in
their profession. Especially teachers, experience and exposure to the subject
make them more efficient and more professional. Another factor is relationship
with the colleagues. A good relationship maintained with co-workers make the
environment of school for friendly and relaxing. This will help them to gain
peer support for their activities in school and motivates them to come for
work. Motivation can bring desire in them to teach others and fulfill the work
assigned to them. It give teachers confidence to face challenges that they may
come across in the profession.

 Highly motivated teacher can make contribution
to the humanity both directly and indirectly. They can bring changes to the
society through strong commitment. Positive environment and safe and secure
surrounding encourage them to come to school. Support from the administration
and higher authorities are also important factors that retain teachers from
leaving the job. Basic amenities and facilities like staff rooms, rest rooms,
drinking water, sanitation, proper class rooms in schools attract teachers to
this job. Teachers should be given training in dealing with conflicts,
students, classroom management which can increase their confidence level to
teach. Job security is the assurance that an employee will have about the
continuity of their work life. This will make their work life more balanced and
stable and will not affect their performance. Government job always assure
security of job. So people end to take up government jobs. Emotional factors
also effect the job satisfaction of a teacher. Mental health, enthusiasm,
stress level, positive attitude, frustration are some of the factors. A teacher
will be highly satisfied when the job does not give them stress and frustration,
but keep them enthusiastic and mentally healthy. They will have a positive
attitude towards the work when they are given enough space and opportunity to
bring out innovation and creativity which can also keep them attached to work.

Education
system in India:

As per the constitution of India, school
education was originally a state subject that is, the states had complete
authority on deciding policies and implementing them. The role of the
Government of India (GOI) was limited to coordination and deciding on the
standards of higher education. This was changed with a constitutional amendment
in 1976 so that education now comes in the concurrent list. That is, school education policies and programmes are suggested
at the national level by the Government of India though the state governments
have a lot of freedom in implementing programmes. Policies are announced at the
national level periodically. The Central Advisory Board of Education (CABE),
set up in 1935, continues to play a lead role in the evolution and monitoring
of educational policies and programmes.

There is a national
organization that plays a key role in developing policies and programmes,
called the National Council for Educational Research and Training (NCERT) that
prepares a National Curriculum Framework. Each state has its counterpart called
the State Council for Educational Research and Training (SCERT). These are the
bodies that essentially propose educational strategies, curricula, pedagogical
schemes and evaluation methodologies to the states’ departments of education.
The SCERTs generally follow guidelines established by the NCERT. But the states
have considerable freedom in implementing the education system.

The National Policy on
Education, 1986 and the Programme of Action (POA) 1992 envisaged free and
compulsory education of satisfactory quality for all children below 14 years
before the 21st Century. The government committed to earmark 6% of the Gross
Domestic Product (GDP) for education, half of which would be spent on primary
education. The expenditure on Education as a percentage of GDP also rose from
0.7 per cent in 1951-52 to about 3.6 per cent in 1997-98.

The
school system in India has four levels: lower primary (age 6 to 10), upper
primary (11 and 12), high (13 to 15) and higher secondary (17 and 18). The
lower primary school is divided into five “standards”, upper primary school
into two, high school into three and higher secondary into two. Each state in the country has its own Department
of Education that runs its own school system with its own textbooks and
evaluation system. The curriculum, pedagogy and evaluation method are largely
decided by the SCERT in the state, following the national guidelines prescribed
by the NCERT.

Each state has three kinds of schools that follow the state
curriculum. The government runs its own schools in land and buildings owned by
the government and paying the staff from its own resources. These are government schools.
The fees are quite low in such schools. Then there are privately owned schools.
Here the fees are high and the teachers are paid by the management. Such
schools mostly cater to the urban middle class families. The third kind
consists of schools that are provided grant-in-aid by the government, though
the school was started by a private agency in their own land and buildings. The
grant-in-aid is meant to help reduce the fees and make it possible for poor
families to send their children. https://www.gnu.org/education/edu-system-india.en.html 

               

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