Work-Family Commitment, Marital and Job Satisfaction of University Teachers : A Gender Analysis
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Date
2012
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Journal ISSN
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UAS Dharwad
Abstract
“Work-Family Commitment, Marital and Job Satisfaction of University Teachers-A
Gender Analysis” undertaken on a sample of 165 University teachers revealed that more than
half of the SAU (54.5%) and about 3/4th of Non-SAU (74.5%) teachers possessed high workfamily
commitment. Significant interactionary effects of gender and cadre, indicated that
males with professor and above cadre revealed higher work-family commitment than
females. This trend did not prevail among assistant and associate professors. Most of the
SAU (83.8%) and Non-SAU (94.1%) teachers had high level of marital satisfaction and
majority of them (SAU-90.9% & Non-SAU teachers-87.3%) expressed high level of job
satisfaction. The interaction effect of university and gender was significant indicating that
male teachers showed higher job satisfaction among Non-SAUs. The teachers of both SAU
and Non-SAUs revealed average to high levels of all the big five factors of personality. The
SAU teachers ranked security as the most salient family need and among Non-SAU teachers
most salient/important family need was good interpersonal relationships. The most salient
professional needs of SAU teachers was security and among Non-SAU teachers comfortable
standard of living. Most of SAU and Non-SAU teachers had high professional and family
need satisfaction and high level of family involvement (84.5-85.5%). More than three-fourth
of the SAU (73.8%) and Non-SAU (70.0%) teachers received high level of social support,
most of them also showed average levels in all the components and overall family
environment. Both SAU and Non-SAU teachers considered security (permanent job, steady
work) as most important job outcome. Majority of SAU (90.0%) and Non-SAU (87.3%)
teachers revealed high job involvement. Job involvement of teachers did differ significantly
by gender showing that male teachers (109.71) had higher job involvement compared to
female teachers (103.10). Most of the SAU and Non-SAU teachers were in average to low
levels of organizational stressors and moderate to high levels of organizational commitment.
Family income, occupation, length of marriage, age of spouse, big five factors of personality,
family and professional need satisfaction, family environment, family involvement, pay, job
involvement, organizational stressors and organizational commitment were significantly
correlated with work-family commitment of SAU teachers, whereas family income, family
need satisfaction, family environment, number of working hours and organizational stressors
were significant contributing factors of work-family commitment of Non-SAU teachers. Age,
family involvement, family environment, pay emoluments, organizational stressors, and
organizational commitment were significantly related to marital satisfaction of Non-SAU
teachers. Self efficacy, professional and family need satisfaction, big five factors of
personality, family involvement and environment, pay emoluments, job involvement,
organizational stressors and commitment significantly correlated with marital satisfaction of
SAU teachers. Age, cadre, self efficacy, professional and family need satisfaction, big-five
factors of personality, job involvement, pay emoluments, work experience, organizational
stressors, and organizational commitment were significant factors influencing job satisfaction
of both SAU and Non-SAU teachers. Marital satisfaction was significantly and positively
related to job satisfaction of both SAU and Non-SAU teachers, indicating as marital
satisfaction increased the job satisfaction also increased. Job satisfaction showed positive and
significant interrelation with work-family commitment of SAU teachers. Hence, increase in
the marital and job satisfaction significantly increased the work-family commitment of SAU
teachers only, and increase in marital satisfaction increased the job satisfaction of both SAU
and Non-SAU teachers.