Human Resources Management Practices and Turnover Intentions: The Mediating Role of Organizational Justice

--Neuza Ribeiro and Ana Suzete Semedo

The study shows how the satisfaction with practices of Human Resources Management (HRM) predicts turnover intentions both directly and through the mediating role of organizational justice. A sample comprising 462 individuals from 26 public and private organizations operating in Cape Verde was collected. The main findings are the following: (a) Satisfaction with HRM practices predicts four dimensions of organizational justice (distributive, procedural, interpersonal and informational); (b) Distributive justice and interpersonal justice predict turnover intentions; and (c) Satisfaction with HRM practices predicts turnover intentions both directly and through the mediating role of distributive and interpersonal justice. In spite of study limitations, the empirical evidence suggests that individuals who are more satisfied with several HRM practices of their organizations tend to have better perceptions of organizational justice that, in turn, implies more likely retention of talent in organizations.

© 2014 IUP. All Rights Reserved.

Job Satisfaction Among College Teachers: A Comparative Analysis

--Sumbul Tahir and S M Sajid

Job satisfaction, despite being one of the most common areas researched, still continues to fascinate. The relationship between job satisfaction and productivity remains obscure at best, though its effects on lowering absenteeism, attrition and apathy in employees have been well established. The present paper aims to investigate the job satisfaction levels of college teachers of a private management institution in Delhi and a college of Delhi University. A total of 40 college teachers, ranging in teaching experience from 2 to 43 years, were selected for the study. The data was obtained through Paula Lester’s Teacher Job Satisfaction questionnaire which was administered personally. The purpose of the research was to determine the overall levels of job satisfaction of college teachers, compare them according to institution and gender, and examine the individual job dimensions affecting job satisfaction. The methods of data analysis included descriptive statistics, Mann- Whitney test and Kruskal-Wallis test to analyze the responses to the research questions about demographic and work profile of teachers, their perceptions of supervision, and teacher’s job satisfaction. The study found the job satisfaction levels to be average with a significant difference between job satisfaction of male and female college teachers, though no such difference was found between institutions.

© 2014 IUP. All Rights Reserved.

Work-Life Balance and Job Satisfaction Among School Teachers: A Study

--S Padma and M Sudhir Reddy

Socioeconomic changes and tough global competition have made employees find difficulty in balancing the two important areas of their life—work and family life. It has made them join those organizations that provide good Work-Life Balance (WLB) facilities. Employers too have identified WLB facilities as a tool to attract and retain the talent pool. Job satisfaction is the driving force for everyone to perform a job and stay in that organization. The present study aims to study the impact of WLB on job satisfaction of school teachers and also the impact of demographic variables like age, experience and qualifications of the school teachers in relation to their job satisfaction. Statistical tools like percentage, one-way ANOVA and linear regression are utilized for analysis.

© 2014 IUP. All Rights Reserved.

A Study on the Self-Concept of Teachers Working in Government, Aided and Unaided Colleges in Bangalore

--Jacqueline Kareem and Bupha Ravirot

The quality of education is determined by the quality of teachers. To enhance the quality of a teacher, one must know who he/she is, and have understanding of oneself, which refers to self-concept. Self-concept refers to the perception of one’s characteristics, abilities and concept of self. Based on this understanding of the importance of self-concept for teachers, a study was conducted to assess the self-concept of college teachers in Bangalore city. The responses of 159 college teachers were examined using the self-concept scale for teachers developed by Pillai (1989). The analysis was carried out for teachers across different types of school management (government, aided and unaided). The results indicate that unaided college teachers have higher self-concept scores (4.23) as compared to government (3.64) and aided college teachers (3.56). ANOVA analysis indicates that college teachers working in government, aided and unaided colleges differ significantly with respect to self-concept scores and on all dimensions of self-concept, namely, social self-concept, teaching effectiveness, academic problem solving and general self-esteem.

© 2014 IUP. All Rights Reserved.