Job satisfaction of teachers in Krishna primary and secondary schools.

摘要

The level of teacher satisfaction and morale is a primary predictor of overall student academic success in schools. Satisfied teachers may also have a positive effect on the affective, moral, cultural, and spiritual lives of their students. Therefore, discovering what contributes to job satisfaction is important to educational leaders in religious schools, including those affiliated with the Hare Krishna Movement.; There are two main categories of work that affect teachers' job satisfaction. The first category concerns the intrinsic nature of teaching. Intrinsic factors act as motivators and can give positive satisfaction. The second category concerns factors extrinsic to teaching, such as the physical environment. Extrinsic factors can contribute to more or less dissatisfaction but are not motivating forces for satisfaction. The purpose of the study was to determine if selected teacher variables such as the work itself, advancement, Hare Krishna organizational relationships, working conditions, and pay are correlated to the level of job satisfaction of teachers in Hare Krishna schools at the primary or secondary level, with implications for educational leaders.; An attempted census of all Krishna primary and secondary teachers worldwide resulted in a response rate of over 90%. Results were analyzed with correlations and one-way ANOVA. For all the ten factors of job satisfaction, there was a statistically significant relationship with overall job satisfaction for teachers in Krishna primary and secondary schools. This relationship existed for the intrinsic motivating factors of positive job satisfaction, namely: (a) responsibility, (b) work itself, (c) advancement, and (d) recognition. The relationship also held for the extrinsic factors of job dissatisfaction, namely: (a) supervision, (b) colleagues, (c) working conditions, (d) pay, (e) security, and (f) ISKCON (Krishna) organizational management.; There were also statistically significant relationships between some teacher demographics, such as teachers' cultural backgrounds and education level, and higher levels of satisfaction. Some characteristics of Krishna schools, such as students' academic achievement and cultural background, also had significant relationships with teacher satisfaction. When teachers, students, and school location had a culture in harmony with the practice of the Hare Krishna religion, teachers were significantly more satisfied with many aspects of their work.