Professional Commitment as A Predictopr of Job Satisfaction Among Teacher Educators

Int. Jr. of Contemp. Res. in Multi. PEER-REVIEWED JOURNAL Volume 4 Issue 1 [Jan-Feb] Year 2025 258 © 2025 Dr. Franky Rani , Dr. Gagandeep Kaur.This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY NC ND).https://creativecommons.org/licenses/by/4.0/ Research Article Professional Commitment as A Predictor of Job Satisfaction Among Teacher Educators Dr. Franky Rani 1*, Dr. Gagandeep Kaur 2 1,2 Assistant Professor, Dept. Of Education, Guru Nanak Dev University, Amritsar, Punjab, India Corresponding Author: * Dr. Franky Rani DOI: https://doi.org/10.5281/zenodo.18030440 Abstract Manuscript Information The present study investigates job satisfaction among teacher educators and examines whether the five dimensions of professional commitment—commitment to learner, commitment to society, commitment to profession, commitment to basic human values, and commitment to achievement of excellence—significantly predict job satisfaction. A random sample of 200 female teacher educators from twelve colleges in Gurdaspur and Amritsar districts participated in the study. The Job Satisfaction Scale (Amar Singh & T.R. Sharma, 2012) and the Professional Commitment Scale (Vishal Sood, 2011) were used for data collection. Statistical analyses included mean, standard deviation, t-test, ANOVA, correlation, and multiple regression. Results show that locality significantly affects job satisfaction, while marital status, family type, and experience do not. Significant differences were found among high, average, and low commitment groups. Regression analysis revealed that commitment to basic human values is the strongest predictor of job satisfaction. ▪ ISSN No: 2583-7397 ▪ Received: 17-01-2025 ▪ Accepted: 25-02-2025 ▪ Published: 28-02-2025 ▪ IJCRM:4(1); 2025: 258-262 ▪ ©2025, All Rights Reserved ▪ Plagiarism Checked: Yes ▪ Peer Review Process: Yes How to Cite this Article Rani F, Kaur G. Professional commitment as a predictor of job satisfaction among teacher educators. Int J Contemp Res Multidiscip. 2025;4(1):258-262. Access this Article Online www.multiarticlesjournal.com KEYWORDS: Professional Commitment; Job Satisfaction; Teacher Educators; Basic Human Values; Teacher Education Institutions. 1. INTRODUCTION Quality teacher education is fundamental to strengthening the education system, and the effectiveness of teacher educators shapes the calibre of future teachers. As emphasised by the Education Commission (1964–66), “of all the factors which determine the quality of education, the teacher is undoubtedly the most important.” Teacher educators hold an even more critical role, as their professional commitment, ethics, and satisfaction influence the quality of pre-service teacher preparation. Teacher educators serve as “the pivot for the transmission of intellectual traditions and technical skills” and are responsible for preparing competent teachers for the nation’s future generations. According to McNamara (1999), job satisfaction—a person's emotions or mental state about the nature of their work—is essential to preserving the effectiveness and well-being of teacher educators. Numerous Int. Jr. of Contemp. Res. in Multi. PEER-REVIEWED JOURNAL Volume 4 Issue 1 [Jan-Feb] Year 2025 259 © 2025 Dr. Franky Rani , Dr. Gagandeep Kaur.This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY NC ND).https://creativecommons.org/licenses/by/4.0/ studies affirm its significance. Panda (2006) found that most college teachers in Assam and Orissa reported moderate to high job satisfaction irrespective of demographic factors. Seenivasam (2007) reported that higher secondary teachers did not significantly differ in satisfaction across age groups, although dissatisfaction appeared in specific areas. Kaur and Kumar (2008) highlighted higher job satisfaction in government college teachers as compared to non-government teachers. Muchhal and Chand (2010) found that job satisfaction positively affects accountability among primary teachers. Kumar (2010) revealed that female teachers and those in government schools experience greater job satisfaction. Professional commitment is another crucial dimension determining teacher performance, which refers to a teacher’s emotional attachment, dedication, and adherence to the norms and values of the teaching profession. Kannan and Muthuperumal (2008) found that professional commitment increases with higher qualifications and better positions. Vishal and Anand (2010) reported moderate commitment among teacher educators in Himachal Pradesh, with significant variations based on gender and experience. Gupta and Nain (2015) found significant differences across all dimensions of professional commitment based on institutional type and locus of control. The best indicator of school teachers' job happiness, according to Usha and Sasikumar (2007), is their level of devotion. Shamina (2014) found a significant correlation between college instructors' professional commitment and work happiness. Shukla (2014) discovered a strong positive correlation between the commitment to their profession and the job happiness of elementary school teachers in Lucknow. As teacher educators shape prospective teachers’ values, knowledge, and teaching approaches, understanding how their professional commitment influences their job satisfaction becomes essential. While earlier studies have examined each variable independently, few have explored their predictive relationship, especially through regression. The present study, therefore, investigates job satisfaction in relation to the five dimensions of professional commitment and examines their combined predictive power. 2. OBJECTIVES OF THE STUDY • To examine the job satisfaction of teacher educators with respect to Experience Marital status Locality Family type • To compare job satisfaction across levels of professional commitment. • To determine whether the five dimensions of professional commitment predict job satisfaction. Hypotheses of the Study • There exists no significant difference in the job satisfaction of teacher educators with respect to Experience Marital status Locality Family type • There exists no significant difference in job satisfaction of teacher educators across different levels of professional commitment. • The dimensions of professional commitment will not significantly predict job satisfaction. 3. METHODOLOGY The current study used a descriptive survey approach to examine teacher educators' professional commitment and job satisfaction. Sample The sample consisted of 200 female teacher educators selected randomly from twelve colleges in Gurdaspur and Amritsar districts. Variable Rural Urban Job Satisfaction 62 138 Professional Commitment 62 138 Tools The Job Satisfaction Scale (Amar Singh & T.R. Sharma, 2012) contains 75 items rated on a 5‑point scale and measures intrinsic, extrinsic, institutional, and interpersonal satisfaction. The Professional Commitment Scale (Vishal Sood, 2011) contains 45 items, including positive and negative statements, measuring commitment to the learner, society, profession, excellence, and basic human values. Statistical Techniques Data were analysed using mean, standard deviation, t‑test, ANOVA, correlation, and multiple regression. These analyses provided information regarding differences among groups as well as the predictive strength of the five commitment dimensions on job satisfaction. 4. RESULTS AND DISCUSSION The results of the study are presented in accordance with the objectives and hypotheses. Descriptive statistics, t-tests, ANOVA, and multiple regression analyses were carried out to understand the influence of demographic variables and dimensions of professional commitment on job satisfaction among teacher educators. Table 1: ANOVA Summary of Job Satisfaction Across Teaching Experience Groups Experience Group N Mean SD Upto 5 years 106 262.82 25.55 6–10 years 73 259.79 23.81 11–15 years 14 256.86 25.75 Above 15 years 7 238.43 30.13 Source SS Df MS F Sig. Between Groups 4202.454 3 1400.818 2.224 .087 Within Groups 123446.941 196 629.831 Total 127649.395 199 Int. Jr. of Contemp. Res. in Multi. PEER-REVIEWED JOURNAL Volume 4 Issue 1 [Jan-Feb] Year 2025 260 © 2025 Dr. Franky Rani , Dr. Gagandeep Kaur.This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY NC ND).https://creativecommons.org/licenses/by/4.0/ Interpretation As seen in Table 1, differences in job satisfaction across four experience groups were not statistically significant (F = 2.224, p = .087). Although educators with more than 15 years of experience reported slightly lower satisfaction, the variation is not large enough to be meaningful. This suggests that job satisfaction is not experience-dependent, aligning with research indicating that intrinsic motivation, rather than tenure, shapes satisfaction. Table 2: t-Test Summary of Job Satisfaction by Locality Locality N Mean SD Urban 138 263.41 24.05 Rural 62 253.84 27.00 T Df Sig. (2-tailed) Mean Difference 2.505 198 .013 9.57 Interpretation A significant difference emerged between urban and rural teacher educators (t = 2.505, p = .013). Urban educators exhibit higher job satisfaction than their rural counterparts. This may be attributed to better infrastructural facilities, more professional opportunities, and supportive institutional environments typically available in urban teacher education colleges. Table 3: ANOVA of Job Satisfaction Across Professional Commitment Levels Commitment Level N Mean SD High 54 266.96 25.76 Average 92 261.78 27.05 Low 54 251.65 19.05 Source SS D f MS F Sig. Between Groups 6637.502 2 3318.751 5.403 .005 Within Groups 121011.893 197 614.274 Total 127649.395 199 Interpretation As shown in Table 3, significant differences were observed in job satisfaction across high, average, and low commitment groups (F = 5.403, p = .005). The mean scores clearly demonstrate that: Higher commitment → Higher job satisfaction Low commitment group had the lowest satisfaction (M = 251.65) This finding is consistent with earlier research highlighting the positive relationship between teachers internalized professional values and their job satisfaction. Table 4: Multiple Regression Analysis: Dimensions of Professional Commitment Predicting Job Satisfaction Predictor B SE B Beta T Sig. Commitment to Learner .693 .436 .112 1.591 .113 Commitment to Society .699 .489 .100 1.431 .154 Commitment to Profession .796 .469 .125 1.698 .091 Commitment to Achieve Excellence –.708 .464 – .111 – 1.525 .129 Commitment to Basic Human Values 1.750 .418 .292 4.188 .000 Model Summary: R = .352, R² = .124, F (5,194) = 5.472, p = .000 Interpretation The regression model indicates that 12.4% of the variance in job satisfaction is explained by the five dimensions of professional commitment. Among all predictors, Commitment to Basic Human Values emerged as the strongest and only significant predictor (β = .292, p < .001). This suggests that teacher educators who uphold values such as empathy, respect, integrity, and ethical responsibility experience higher job satisfaction. Other dimensions—commitment to learner, society, profession, and excellence—showed positive but non-significant trends. These results imply that value-driven engagement matters more than duty-driven or task-oriented commitments in enhancing job satisfaction. This is theoretically consistent with the argument that educators who possess strong humanistic values internalise their role more meaningfully, leading to greater fulfilment. The fact that teaching experience, marital status, and family type did not significantly influence job satisfaction suggests that job satisfaction among teacher educators is not shaped by personal or structural background factors. However, the significant locality-based differences reflect the disparate teaching contexts in rural and urban institutions. Urban educators may benefit from better professional networks, infrastructure, and recognition—factors known to enhance satisfaction. Teacher educators with higher professional commitment experienced greater job satisfaction, reinforcing prior findings (Akram et al., 2015; Shukla, 2014). This highlights that commitment is not only a behavioural attribute but a psychological state that influences emotional well-being. The most striking result of the study is the specific predictive power of basic human values. This finding suggests that Values act as an internal compass, guiding educators' professional actions. Teachers with strong ethical foundations are more resilient, positive, and emotionally aligned with the demands of teaching. Values-based commitment creates intrinsic satisfaction independent of external pressures. studies on teacher educators in India have consistently reported a positive and significant relationship between professional commitment and job satisfaction (Khan & Kaur, 2021; Singh & Promila, 2025; Maity, 2021). Similar results have been obtained with school teachers using professional commitment scales that Int. Jr. of Contemp. Res. in Multi. PEER-REVIEWED JOURNAL Volume 4 Issue 1 [Jan-Feb] Year 2025 261 © 2025 Dr. Franky Rani , Dr. Gagandeep Kaur.This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY NC ND).https://creativecommons.org/licenses/by/4.0/ explicitly include commitment to basic human values as a core dimension (Basu, 2016; Usha & Sasikumar, 2007; Shukla, 2014; Akram et al., 2015; Shamina, 2014). These studies indicate that when teachers strongly endorse humanistic values such as honesty, empathy and social responsibility, they experience their work as more meaningful and fulfilling, which in turn enhances their job satisfaction. In contrast, commitment to the learner, profession, and society, while important, may be influenced by situational or rolerelated factors that fluctuate with workload, institutional climate, or policy changes — hence weaker predictive power. These findings emphasise the need to strengthen value-based teacher education, integrating human values training into professional development, creating institutional cultures that reward ethical and empathetic teaching. This aligns with national frameworks such as NEP-2020 that emphasise holistic, value-cantered teacher preparation. 5. CONCLUSION Professional commitment, particularly commitment to basic human values, significantly influences job satisfaction among teacher educators. Strengthening ethical and value‑based practices within teacher education institutions can enhance satisfaction and improve overall institutional effectiveness. REFERENCES 1. Akram M, Malik M, Sarwar M, Anwer M, Ahmad F. Relationship of teacher competence with professional commitment and job satisfaction at secondary level. J Educ Pract. 2015;4:58. 2. Singh A, Sharma TR. Job Satisfaction Scale. Agra: National Psychological Corporation; 2012. 3. Sood V. Professional Commitment Scale for Teacher Educators. 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