Job Satisfaction, Work-life Balance and Organisational Commitment of Higher Secondary School Teachers in Kerala.

Abstract

Job satisfaction, work-life balance, and institutional commitment are ever-researched topics in organizational psychology. Schools and colleges require satisfied teachers who are committed to their organization for the well-being of the students and society at large. The dedication and job satisfaction of educators are key factors in the development of educational institutions. Thus, school teachers' organizational commitment, work-life balance, and occupation cheerfulness have been seen as crucial elements for the growth of the educational system and the success of the educational institution. The current study concentrated on the organizational commitment, work-life balance, and job satisfaction of Keralan higher secondary school teachers. It examines how sociodemographic characteristics affect higher secondary school teachers in Kerala's organizational commitment and work-life balance. A systematic questionnaire utilizing Google Forms has been used to gather data from 224 higher secondary teachers employed by the government and assisted sectors. For analysis, t-tests, ANOVA, etc. are employed. The study concludes that work-life balance and organizational commitment were not significantly correlated with age or gender, but that work-life balance and organizational categories were significantly correlated. Teachers in government higher secondary schools have a far better work-life balance than those in aided institutions.