A Study on The Job Satisfaction of Women Teachers Working in Secondary Schools in Dhanbad District

Teaching is widely recognised as a nation-building profession, with teachers playing a crucial role in shaping future generations. They form the core of the educational system, influencing curriculum implementation, student learning, and evaluation processes. In today’s changing educational landscape, it is important to ensure the recruitment of competent teachers, provide quality professional training, and maintain supportive working conditions to enhance their effectiveness. Job satisfaction refers to a teacher’s overall attitude toward their profession, including their work environment, administration, and institutional support. Teaching is often driven by intrinsic motivation, such as the desire for personal growth, social contribution, and professional stability. Understanding the factors influencing job satisfaction is essential for improving teacher performance and retention. The present study examines the determinants of job satisfaction among women teachers working in secondary schools in Dhanbad district of Jharkhand. Data were collected from a sample of 200 women teachers selected through stratified random sampling from both government and private schools. A structured and validated questionnaire was used as the research tool. Statistical measures such as mean, standard deviation, and t-test were applied for analysis. The findings indicate that government school teachers exhibit higher job satisfaction compared to their counterparts in private institutions. Teachers whose qualifications match their job roles show greater satisfaction than those who are overqualified. However, variables such as marital status and school location do not significantly affect job satisfaction levels.