Sunita Shukla (Research Scholar)

1. Introduction: Education is the wheel which keeps the society rolling and evolving. Teachers are the center of that wheel and help students to grow to shoulder the responsibility of taking their nation ahead. In Indian Mythology, the position of the teacher is considered more sacred and higher than even god Guru govind dono khare kakey lagey pao , balihari guru aapney govind diyo dikhay. Teachers are the torch bearers of the nation and play a pivotal role in building, shaping , nurturing and taking the country and society forward. In our social setup they are respected , revered and recognised for their efforts, the society places immense expectations upon the teaching fraternity. Such expectations are indeed an honour and privilege for a teacher but along with it comes the pressure of meeting and managing those expectations. In order to evolve, develop and deliver, the teacher needs to be at peace with his/her mind and constantly endeavor to match the desire to excel and the expectation set. In order to meet such challenges without any interventions, obstacles and hurdles, the teacher needs to have complete job satisfaction without which the motivation levels will drop and there would be a gap in expectation and delivery. Teachers contribute to a great extent in shaping a healthy society by providing direction, dynamism and opinion to the people.
1.1 Role of Management Teachers

If we look at the present scenario the world is not driven by military might but by economic power. In the era liberalisation, privatisation and globalisation today, business activities (manufacturing, trading and services ) are the drivers of the prosperity of the nation. In view of this, role of Management teachers has become vitally significant and their contribution in shaping and developing business leaders has become crucial in ensuring progress and prosperity. The role of Management Teachers in unquestionable in producing leaders and skilled work force in every field like human resource management, production management, quality and inventory control, marketing and sales, strategic management, logistic management to name a few. Industrial India is marching ahead with highest growth rate because of its competent and effective work force. Business school teachers (faculty members) have assumed the responsibility of shaping personality, motivating positively, instilling values and beliefs in the mindsets of the students so that they can play their role in the development of the country in a very effective manner. These attributes directly enhances the productivity of the students and economy of the nation improves
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Sunita Shukla (Research Scholar)

in return. Business School /Management teachers (faculty members) are silently working like potters who shape the students to be future leaders, industry and the country . They are constructing the pillars for tomorrow. 1.2 Personality Almost everyday in our lives we get acquainted with many people and we attempt to describe and assess their personalities as personality psychologists do , though not in professional manner . Most of the times we want to know how and why people behave in a particular manner. To know this , little understanding of Personality is required. The word personality which is derived from the Latin word Personnare meaning to speak through- refers to masks worn in ancient Greece. This literal meaning of personality indicates about external appearance of a person. Personality traditionally refers to how people influence others through their external appearance (actions). At times we attempt to describe personality by a visibly dominant trait such as strong person or a charming person Personality is The dynamic organization within the individual of those psychophysical systems that determine his unique adjustments to his environment. It is the sum total of ways in which an individual reacts and interacts with others, the measurable traits a person exhibits. This is most often described in terms of measureable personality traits that a person exhibits. Personality is relatively enduring pattern of thoughts, emotions and behaviours that characterize a person along with the psychological processes behind those characteristics. People possess specific personality traits such as sociable, depressed, cautious, and talkative which represent cluster of thoughts, feelings and behaviours that allow us to identify, differentiate , and understand people. This study attempts to identify various personality factors and relate these to the job satisfaction of Business School / Management teachers . 1.3 Job Satisfaction Job satisfaction describes how content and happy an individual is with his or her job. Job satisfaction has been defined as a pleasurable emotional state resulting from the appraisal of ones job; an affective reaction to ones job; and an attitude towards ones job. This definition suggests

Sunita Shukla (Research Scholar)

that individuals form attitudes towards their jobs by taking into account their feelings, their beliefs, and their behaviors. Job satisfaction is defined as a collection of positive and/or negative feelings that an individual holds toward his or her job. It is all about how one feels about ones job. An employee who expresses satisfaction is said to have positive attitude towards the job, unlike a dissatisfied employee who has a negative attitude towards a job. Furnham (1992) categorizes factors that can have an influence on job satisfaction into three groups namely: i. Organizational policies and procedures that have to do with the nature of the remuneration package, supervision and decision-making practices, and the perception of the quality of supervision. ii. Aspects of the total workload, the variety of skills applied, autonomy, feedback and the physical nature of the working environment . iii. Personal aspects such as selfimage, ability to deal with stress and general satisfaction with life.

1.4 Personality Factors and Job Satisfaction The understanding of factors affecting job satisfaction at the workplace is of paramount

importance for any successful organization. Job satisfaction is effected by both extrinsic as well as intrinsic factors to an individual . Intrinsic factors depend on individual differences which can be better differentiated by personality factors. Choy et al., (1993) emphasized the importance of intrinsic factors in motivating individuals to enter the teaching profession because they enjoy teaching and want to work with young people. Very few teachers enter the profession because of external rewards such as salary, benefits, or prestige. Extrinsic factors mostly associated with teachers satisfaction are salary, job security, working conditions, social recognition and college / Institutes administration . However, while intrinsic forces may motivate people to become teachers, extrinsic conditions can influence their job satisfaction and their desire to remain in teaching throughout their career (Sharma and Jyoti 2009).

Sunita Shukla (Research Scholar) 2. Review of Literature

Indian Education Commission (1966) describes teacher as one of the most important factors contributing to the national development. The best system of education may fail to achieve the desired results in the absence of sincere, competent and professionally aware teachers. National Policy on Education (1986) rightly states No people can rise above the level of its teachers. According to Daniels (1973), the teaching profession inherently entails certain well-known self obvious and implicit obligations, commitments and expectations from its members. Initially a teachers must be satisfied with his job then only he can impart quality education. If the teacher is dissatisfied then it is detrimental to the educational institute. Thus job satisfaction of teachers is of prime importance. Wagner & Gooding (1987) and Wright & Crapanzano (1997) described that employee satisfaction is supremely important in an organization because it is what productivity depends on. Smucker & Kent ( 2004) found that high job satisfaction has been linked to increased performance and organizational commitment, while low job satisfaction has been correlated to higher turnover and absenteeism . Smith (1969) perceived job satisfaction as the extent to which an employee expresses a positive orientation towards a job. Wikipedia (2010) notes that job satisfaction describes how content an individual is with his or her job. According to Sharma & Ghosh (2006) , Job satisfaction is a complex variable and is influenced by situational factors of the job as well as the dispositional characteristics of the individual . Mc. Cormichs and Tiffin (1965) recognized that job satisfaction is a function of need satisfaction derived from, or experienced in the job. According to Paul Specters (1985) Job Satisfaction is liking of ones job and finding fulfillment in what you do. It combines an individuals feeling and emotion about their job and how their job effect their personal lines. Sharma and Jyoti ( 2006) pointed out that high quality teachers are the cornerstone of a successful educational system. Attracting and retaining high quality teacher is thus a primary requirement for an educational institution. For the development of quality teachers one has to understand factors associated with it. Herzberg, et.al (1959) categorized variables affecting a workers job satisfaction into two factors: motivators or intrinsic factors and hygiene or extrinsic
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Sunita Shukla (Research Scholar)

factors. Motivators or intrinsic factors included such items as achievement, recognition, work itself, responsibility, and advancement. Hygiene or extrinsic factors are the major environmental aspects of work and lead to job dissatisfaction . These extrinsic factors include pay, job security, work conditions, supervision, and interpersonal relations. The hygiene aspects of the job are related to the incidents of negative or bad feelings about the job reported in the interviews . Studies like Tutuncu and Kozak, (2006); Onu et al., (2005); Sur et al., (2004); Knowles,( 1978), Wiedmar, (1998); DeVaney and Chen,( 2003); Salmond,( 2006); Greenberg, (1986) have identified factors that affect and influence job satisfaction. These include inter-personal relationships, conditions of service, type of social insurance possessed, supervision, promotion, job design, organizational environment, age, gender, equal treatment by management, income and attitude. Chimanikire et al. (2007) found that dissatisfaction mainly emanated from inadequate salaries and allowances, loans to facilitate purchase of houses, housing stands and cars as well as increasing volume of work. However, inter-personal relationships, job security, supervision, opportunities for personal development and working experience did not significantly affect job satisfaction. According to Sharma and Jyoti (2010), teachers' job satisfaction is one of the key factors in institutional dynamics and is generally considered to be primary dependent variable in terms of which effectiveness of an organisation's human resource is evaluated. They identified the facets affecting the job satisfaction of a teacher in order of importance and accordingly suggested strategic action for creating and maintaining their job satisfaction. Choy et al.,(1993) found that very few teachers enter the profession because of external rewards such as salary, benefits, or prestige . Intrinsic factors play an important role in motivating individuals to enter the teaching profession because they enjoy teaching and want to work with young people. Locke (1976) noted that personality is one among the many factors that act as a source of job satisfaction. The idea can be traced back to the Hawthorne Studies. The Hawthorne researchers noticed that certain individuals, whom they called the chronickickers, were continually complaining about the job (Roethlisberger, 1941).

Sunita Shukla (Research Scholar)

Organ (1988)

also focused on the relationships between job satisfaction and variables like

performance, autonomy, supervisor support, equitable wages, social stimulation, working environments and personality variables.

Personality is the dynamic organization within the individual of those psychophysical systems that determine his unique adjustments to his environment. Five-factor model of personality given by Goldberg (1990), often termed the Big Five, is most agreed model to describe the most salient aspects of personality. Big Five model of personality includes Neuroticism (sensitive/nervous vs. secure/confident), Extraversion (outgoing/energetic vs. solitary/reserved), Openness to Experience (inventive/curious vs. consistent/cautious), Agreeableness (friendly/compassionate vs. cold/unkind), and Conscientiousness (efficient/organized vs. easy-going/careless). Schneider and Dachler (1978) said that job satisfaction seemed very stable over time, and that it might be the product of personality traits. Staw and Ross (1985) concluded that job satisfaction was caused in part by underlying personality. Some people are predisposed to like their jobs, whereas others are predisposed not to like them. Acuna, Gomez, Juristo (2009) conducted a study on the relationships between personality, team processes, task characteristics, product quality and satisfaction in software development teams. They found that the teams with the highest job satisfaction were those whose members scored highest for the personality factors agreeableness and conscientiousness. Patrick (2010) in his study found correlations between two big five factors i.e., neuroticism and extraversion, with job satisfaction. Jugde et al (2002) indicated that Neuroticism, Extraversion, and Conscientiousness display appreciable correlations with job satisfaction, and that the fivefactor model is a fruitful basis to examine the dispositional source of job satisfaction. Furnham et al. (2002) concluded that personality does not have a strong or consistent influence either on what individuals perceive as important in their work environment or on their levels of job satisfaction. Newton and Keenan (1991) found evidence that personality, as well as the job environment is important. They found similar consistency in job satisfaction over time and increased job
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Sunita Shukla (Research Scholar)

satisfaction with the change of job. Dormann and Zaph (2001) found in their meta analysis showing that job satisfaction was far more stable over time, when people remained on the same job than when they changed jobs, thus, although personality may have contributed to satisfaction but job conditions were also important.
3. Need and Purpose of the Study

The need and purpose of this study is based on the review of literature that indicates that a strong relationship exists between some of the personality factors and job satisfaction. There is little research done on the faculty of management colleges. In the era of economic liberalization, we can not undermine the role of Business school/ management faculty members in shaping and developing business leaders which has become crucial in ensuring progress and prosperity of the nation. This study is an attempt to do in-depth analysis of role of personality factors in job satisfaction of faculty of management colleges which will help in finding the ways to meet the challenges of developing self motivated and competent faculty members. The present study will help us in developing a new and better understanding in the aspects of faculty attraction, selection and retention. This study attempts to add to the dynamics of personality and job satisfaction in management institutes in India.
4. Objectives of the Study

4.1 Objectives The study will fulfill the following objectives:

1. To study the relationship between personality factors and job satisfaction of faculty

members of colleges offering Post Graduate Management Courses.

2. To study about the combination of personality factors that best predicts job

satisfaction of faculty members of colleges offering Post Graduate Management Courses. 3. To compare the job satisfaction level of male and female faculty members for a given personality type.

Sunita Shukla (Research Scholar) 4. To compare the job satisfaction level among the faculty members of different pay

scales i.e. Assistant Professor, Associate Professor and Professors for a given personality type.
5. To act as a platform for further research for management colleges and scholars.

4.2 Hypotheses On the basis of objectives, hypotheses can be framed as H01: There is no significant relationship between personality factors and job satisfaction of faculty members of colleges offering Post Graduate Management Courses . H02: There is no significant difference in the job satisfaction level of male and female faculty members for a given personality type. H03: There is no significant difference in the job satisfaction level among the faculty members of different pay scales i.e. Assistant Professor, Associate Professor and Professors for a given personality type. H11: There is a significant relationship between personality factors and job satisfaction of faculty members of colleges offering Post Graduate Management Courses . H12: There is a significant difference in the job satisfaction level of male and female faculty members for a given personality type. H13: There is a significant difference in the job satisfaction level among the faculty members of different pay scales i.e. Assistant Professor, Associate Professor and Professors for a given personality type. In addition to testing the above hypothesis certain researchable questions will be framed to fulfill the above objectives mentioned above.

Sunita Shukla (Research Scholar)

5. Research Methodology To fulfill the research objectives, following research methodology will be adopted.

5.1 Data Collection The study will be basically based on primary data supported with required secondary data. The primary data will be collected through administration of standard questionnaires. The questionnaires will be sent to the faculty members of colleges offering Post Graduate Management Courses of Gautam Budh Nagar District, Uttar Pradesh. Wherever required the researcher will personally administer the questionnaires to collect the data. A rigorous follow-up will be done to ensure good response from all respondents.

5.2 Tools for Data Collection

In accordance with the objectives of the study which is to study the role of personality factors in job satisfaction of faculty, two standardized questionnaires will be used as:
1. The Big Five Inventory (BFI) :

BFI (John, Donahue, & Kentle, 1991) is an

empirically tested 44-question self-report measure of five dimensions/traits of personality with responses on a 5-point Likert scale. It provides a score for each of the Big Five personality traits (Conscientiousness, Agreeableness, Neuroticism, Extroversion and Openness to Experience).
2. Job Satisfaction Scale: Job Satisfaction Scale for college teachers developed by

Amar Singh and T.R. Sharma (1999) will be used. It is 30 item questionnaire. The level of job satisfaction will be measured in two types of areasjob intrinsic and job extrinsic. These questionnaires will be sent to the faculty members of various colleges offering Post Graduate Management Courses of Gautam Budh Nagar District, Uttar Pradesh . 5.3 Sample Size
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Sunita Shukla (Research Scholar)

Since the scope of the study is confined to the management colleges only, data will be collected from the Colleges offering Post Graduate Management Courses of Gautam Budh Nagar District, Uttar Pradesh. The list of these colleges will be taken from the website of All India Council of Technical Education (AICTE). For data collection , a sample of minimum 20-30% of overall population of faculty members will be taken. There are approximately 50-60 colleges offering Post Graduate Management Courses in the region.

5.4 Sampling Technique

The population of the survey resides in a limited geographical area. The selection of colleges will be done on the basis of simple random sampling and then researcher will try to collect information from all the faculty members of that college.

5.5 Data Analysis

The study will include Big five personality factors as independent variables and job satisfaction as the single dependent variable. For the purpose of analysis and interpretation, firstly, various descriptive statistical tools like tabulation , pie and bar charts , scree plot , pareto chart , measures of central tendency, measures of dispersion, Pearsons correlation, multiple regression etc. will be used for description of survey data. Probably tools of inferential statistics like t test , z test, analysis of variance, multivariate data analysis tools etc. will then be used for inferring results. Computation of data will be done using SPSS which will be followed by analysis and interpretations.

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Sunita Shukla (Research Scholar) 6. Limitations of the study

Several limitations may impact the results and generalizability of the findings which may occur during the research design phase due to differentiated response rates, heterogeneity of job responsibilities of respondents. Other limitations may arise due to the complex nature of job satisfaction and its varied antecedents that may impact the results. Lack of response and the inability to check all the responses may serve as other limitations during the recording and codification process of responses after the questionnaires administration phase.

Chapter Scheme for Thesis Chapter I. Chapter II. Chapter III. Chapter IV Chapter V. References Appendices Introduction Review of literature Research Methodology Results & Discussion Conclusions and Recommendations

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Sunita Shukla (Research Scholar)

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