A Study of the Ups and Downs in the Job Satisfaction and Professional Commitment of Educators from Vedic Period to Modern Era

Abstract

This study examines the evolution of job satisfaction and professional commitment among educators from Vedic times to modern times. In Vedic times, teachers (Gurus) enjoyed high levels of job satisfaction due to the profound respect and autonomy they were granted, coupled with a strong sense of spiritual duty that fuelled their professional commitment. During the medieval period, while educators retained their respected status, political and social upheavals posed challenges to their job satisfaction. The colonial period marked a decline in traditional teachers' autonomy and status, impacting their job satisfaction and professional commitment as they adapted to new educational paradigms. In the post-independence era, the expansion of educational opportunities and professional development initiatives generally improved job satisfaction, although administrative burdens and policy changes introduced new challenges. In contemporary times, job satisfaction among educators varies widely, influenced by factors such as location, resources, and support systems, while professional commitment remains high, driven by a passion for teaching despite increasing demands and societal changes. The study highlights that while educators' job satisfaction and professional commitment have fluctuated across different historical periods, these aspects have been consistently shaped by broader societal, political, and educational transformations. The findings underscore the importance of providing adequate support and recognition to educators to enhance their job satisfaction and sustain their commitment to the profession.