INTERNATIONAL JOURNAL OF BEHAVIORAL SOCIAL AND MOVEMENT SCIENCES

(ISSN: 2277-7547)

Vol.05,Jan2016,Issue01

THE RELATIONSHIP OF SELF EFFICACY & JOB STRESS TO JOB

SATISFACTION AMONG THE PHYSICAL EDUCATION TEACHERS OF
HARYANA
Kuldeep Makkar
Jr. Football Coach Youth & Sports Department of Hisar (Haryana), INDIA

______________________________________________________________________________
ABSTRACT
The purpose of this study is to identify job satisfaction levels of physical education teachers of Haryana based on
their levels of self efficacy and job stress. Banduras social cognitive theory served as the theoretical framework and
guided the study. Self efficacy, job stress and job satisfaction were measured by the Self Efficacy Scale, Job Stress
Scale and the Job Satisfaction Scale respectively. The subjects for this study were 500 teachers of physical
education working in different senior secondary Public and Government schools in Haryana and were selected at
random. Relationships among self-efficacy, job stress and job satisfaction of physical education teachers were
examined using Pearsons Product Moment Correlatio n Method, Z-Score and Multiple Regression analysis. The
study indicated that there was significant relationship of self efficacy and job stress to job satisfaction among the
teachers of physical education working in government and public schools of Haryana . This study contributes to the
literature on job satisfaction among physical education teachers. It offers the administrators; educators and
managements personnel psychometrically sound instruments to evaluate self efficacy levels, job stress levels and
levels of job satisfaction among their employed physical education teachers.
Key-words: Efficiency, Stress, Work, Satisfaction
________ _______________________________________________________________________

INTRODUCTION:
Physical education as an academic discipline in India has a chequered history. Though it is
accepted as an integral part of education, it is not given the same status and does not arouse the
same interest as other discipline in schools and colleges. The teachers of physical education have
a feeling that they have not received their due recognition. There are no promotional avenues and
stagnation has lead to frustration in almost all professionals.

People work in order to satisfy instinctual and biological needs and drives; and are unhappy to
the point of sickness if they are denied such opportunity. People are inherently lazy; no one
wants to work or does so unless he or she has to; and efforts to avoid work are the basis for all
social and mechanical progress. People work basically to achieve material ends. Any other
supposed motivations are rationalizations which would not support work motivations if material
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needs were provided by other means. People work even when their material needs are satisfied
because of personal needs and social pressures. Only people whose sustenance needs are innate
are motivated by the need to work. Other people must be stimulated by advertising, social
pressure and other devices or else they would be satisfied. Peoples needs are insatiable and
therefore people will always work to achieve more material items. People work because of the
satisfactions inherent in working, the sense of creativity, fulfillment, productivity and performing
an expected and useful social role. Most people find their work boring, unsatis fying and
uncreative and constantly seek to reduce the hours they must spend at it.

Self efficacy is an important aspect of our self. People differ in the extent to which they
themselves control their life outcomes or the outcomes are controlled by luck or fate or other
situational factors, e.g. passing an examination. A person, who believes that he/she has the
ability or behaviors required by a particular situation, demonstrates high self-efficacy. The notion
of self-efficacy is based on Banduras social learning theory.
Banduras initial studies showed that children and adults learned behavior by observing and
imitating other. Peoples expectations of mastery or achievement and their convictions about
their own effectiveness also determine the types of behavior in which they would engage, as also
the amount of risk they would undertake. A strong sense of self-efficacy allows people to select,
influence, and even construct the circumstances of their own life. People with a strong sense of
self-efficacy also feel less fearful. Self-efficacy can be developed, as the people with high selfefficacy have been found to stop smoking the moment they decide to do so. Our society, our
parents and our own positive experiences can help in the development of a strong se nse of selfefficacy by presenting positive models during the formative years of children.

Stress, as a psychological condition, has an inherent temporal aspect. Stress is defined as the
anticipation inability to respond adequately to perceived demand, accompanied by anticipation of
negative consequences for inadequate responses.
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METHODOLOGY:
The data was collected on 500 subjects (250 teachers from government schools and 250 teachers
from private schools of Haryana. The Sonali Suds Self-efficacy Scale, The Paliwals Job Stress
Scale and The Muthyyas Job Satisfaction Scale were administered and scoring of questionnaire
was done as per the instructions provided in the respective Manuals. For collecting relevant data
the research scholar visited few of the districts and questionnaires were also sent by post.

RESULTS AND DISCUSSION:

Figure 1
Correlation of Job Satisfaction (JS) & Self Efficacy (SE) among Physical Education Teachers of
Government
(G) and Public (P) Schools of Haryana

(N = 250

each)

JSG

SEG

JSP

SEP

JSG

SEG

JSP

SEP

1.000

0.615**

0.803**

0.903**

P = .000

P = .000

P = .000

P=.
0.615

**

**

0.642**

1.000

0.530

P = .000

P=.

P = .000

P = .000

0.803**

0.530**

1.000

0.822**

P = .000

P = .000

P=.

P = .000

0.903**

0.642**

0.822**

1.000

P = .000

P = .000

P = .000

P=.

** . Correlation is significant at the 0.05 level (2-tailed).

Interpretation:- Figure (1) represents the correlations among job satisfaction & self efficacy for
physical education teachers of government and public schools of Haryana. The sign of
correlation coefficient indicates the direction of the relationship. A positive correlation denoted
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by positive (+) sign indicates that the two variables tend to increase (or decrease) together (a
positive association) and a negative correlation by minus (-) sign indicates that when one
variable increases the other is likely to decrease (a negative association). A moderate degree of
positive correlation (0.615) is shown between self efficacy government (SEG) and job
satisfaction Government (JSG) which depicts that both the variables are moving in the same
direction. In case of public school physical education teachers, a high degree of positive
association (0.822) has been uncovered between job satisfaction public (JSP) and self efficacy
public (SEP) which indicates that both the variables are moving in the same direction and with
the increase/decrease in one the other also increases/decreases.

Figure 2
Correlation of Job Satisfaction (JS) & Job Stress (JST) for Physical Education Teachers of
Government (G) and Public Schools (P) of Haryana (N = 250 each)

JSG
JSG

JSTG

JSP

JSTP

JSTG

JSP

JSTP

1.000

-0.795**

0.803**

-0.435**

P =.

P = .000

P = .000

P = .000

-0.795**

1.000

0.530**

0.398**

P = .000

P=.

P = .000

P = .000

0.803**

-0.745**

1.000

-0.480**

P = .000

P = .000

P =.

P = .000

-0.435**

0.398**

-0.480**

1.000

P = .000

P = .000

P = .000

P =.

** . Correlation is significant at the 0.05 level (2-tailed).

Interpretation: - Figure (2) represents the correlations among job satisfaction & self efficacy for
physical education teachers of government and public schools of Rajasthan. Job stress of
government (JSTG) school physical education teachers has a high degree of negative association
(-0.795) with job satisfaction of government (JSG) represent as level of stress increases the level
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of satisfaction decreases and vice- versa. A moderate degree of negative correlation (-0.422) has
been found between self efficacy government (SEG) and job stress government (JSTG) which
means that with the increase in stress level, self efficacy of government school physical
education teachers decreases. While in case of job stress of public school physical education
teachers (JSTP) there is moderate degree of negative association (-0.480) with job satisfaction of
public school physical education teachers (JSP) signify as level of stress increases the level of
satisfaction decreases and vice- versa. Self efficacy of public school physical education teachers
(SEP) has a moderate degree of negative correlation (0-.525) with job stress of public school
physical education teachers (JSTP) which shows that both the variables are moving in the
opposite direction.

Figure 3
Comparison of Job Satisfaction Level for Physical Education Teachers of Government & Public
Schools of Haryana

Satisfaction (G)

Satisfaction (P)

Mean

32.508

38.708

Known Variance

66.71680321

53.70154217

Observations

250

250

Hypothesized

Mean 0

Difference
Z

-8.93337091

P(Z<=z) one-tail

z Critical one-tail

1.644853627

P(Z<=z) two-tail

z Critical two-tail

1.959963985

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Interpretation:- With the application of Z-Test it is evident that we reject null hypothesis at 5%
level of significance because the value of P for one-tail and two-tail is less than .05 (0<.05).
While mean of satisfaction level of physical education teachers of government schools is less
than mean of satisfaction level of public school physical education teachers, therefore, physical
education teachers of government schools are more satisfied than public school teachers.

Figure 4
Comparison of Self Efficacy level for Physical Education Teachers of Government & Public
Schools of Haryana
Self Efficacy (G)

Self Efficacy (P)

Mean

30.708

32.532

Known Variance

16.05495582

8.9246746999

Observations

250

250

Hypothesized

Mean 0

Difference
Z

-5.77034571

P(Z<=z) one-tail

3.95545E-09

z Critical one-tail

1.644853627

P(Z<=z) two-tail

7.91091E-09

z Critical two-tail

1.959963985

Interpretation:- From figure-10 it is obvious that we reject null hypothesis at 5% level of

significance because the value of P for one-tail and two-tail is approx to zero (0.000000003 &
0.000000007). While mean of self efficacy level of physical education teachers of government
school is less than mean of self efficacy level of physical education teachers of public school.
Consequently the physical education teachers of government schools are less efficient than
physical education teachers of public schools.

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Figure 5
Comparison of Job Stress level for the Physical Education Teachers of Government & Public
Schools of Haryana

Job Stress (G)

Job Stress (P)

Mean

27.012

29.924

Known Variance

42.16451406

47.5002249

Observations

250

250

Hypothesized

Mean 0

Difference
Z

-4.862398298

P(Z<=z) one-tail

5.7986E-07

z Critical one-tail

1.644853627

P(Z<=z) two-tail

1.15972E-06

z Critical two-tail

1.959963985

Interpretation:- From the above figure it is apparent that we reject null hypothesis at 5% level of
significance because the value of P for one-tail and two-tail is approx to zero (0.0000005 &
0.000001). Whereas mean of job stress level of government school physical education teachers is
less than mean of job stress level of public school physical education teachers. As a result
physical education teachers of public school are facing more stress than physical education
teachers of government schools.

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CONCLUSIONS:
Within the limitations of the present study, the following conclusions can be drawn:
The job stress of physical education teachers working in private schools is more than those
working under government management. The level of job satisfaction among the physical
education teachers of private schools is also less as compared to that in the physical education
teachers of government schools. The level of self efficacy is more in private school physical
education teachers as compared to the physical education teachers in government schools. The
degree of job security for government school physical education teachers is much more leading
to complacency in their attitudes. There is a significant relationship between job stress & self
efficacy to job satisfaction among physical education teachers of schools of Rajasthan working
under different managements.

RECOMMENDATIONS:
In the light of conclusions drawn above, following recommendations are made:
It is recommended that the managements of private schools should assign only those teaching
duties to the teachers of physical education which are directly associated with their job profile in
order to exact more commitment out of them. Private schools should appoint adequate number of
teachers of physical education as per their students strength so that the teaching workload of
physical education teachers does not exceed the load given to other academic teachers.
Government schools should also enhance their physical education infrastructure so as to provide
proper grounds and playing facilities in order to increase the efficiency levels of teachers. Job
security in the form of continuity of job, increments and post retirement benefits for performing
individuals go a long way in increasing job satisfaction. Such provisions should be made for
private school teachers too. The study may be undertaken in other states of the country to
provide a comparative analysis regarding job stress & self efficacy and their impact on job
satisfaction among the teachers of physical education. The same study may be undertaken by
involving other variables such as attitudes, job anxiety and aspiration of teachers of physical
education and administrators. The same study may be replicated by selecting teachers other than
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that of physical education as subjects, so that workload and job satisfaction of these academic
teachers can be better compared to that among teachers of physical education.

REFERENCES

R. Peyyeti (2007). Psychology: Self and Personality, Textbook NCERT, Delhi.

E. Joseph, Mc-Grath (1970). Social and Psychological Factors in Stress (Holt Rinehart and
Winston,
Inc.).
J. Singh, and R. Singh, (1988). Analysis of Job Satisfaction among Physical Education Teachers
Working at Various Place in India. NIS Scientific Journal, 11(2): 77.
M. David, Worker Productivity-Myths and Reality (Beverly Hills, London, New Delhi:
Macarov,
Incentives to Work, Opcit; Sage Publication, 137: 59.

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