Effect of Meditation on Job Satisfaction, Adjustment and Discrimination with Working Women in Government and Private Educational Institutes

 

Manjula Malik¹, Dr. A. K. Nehra², Dr. (Prof.) B K Saini³

^1,3Madhav University, Pindwara (Sirohi), Rajasthan

 

ABSTRACT:

Present investigation is an attempt to study the effect of meditation on job satisfaction, adjustment and discrimination with working women in government and private educational institutes. This study was conducted on 200 higher secondary and senior secondary government and private female school teachers of Barmer district in Rajasthan. R.K. Ojha’s Bells adjustment inventory and adjustment scale by A.K.P, Sinha and R.P. Singh were used for the purpose of data collection. The t-test results indicate that there is significant difference in adjustment of higher secondary meditator and non-meditator school teacher. Meditator female teachers have good adjustment level when compared to non-meditator female teachers.

 

 

 

I. INTRODUCTION:

Adjustment is an art of adapting oneself especially in routine life to make self’s and others life beautiful and peaceful. Adjustment develops a well-trained mind which can convert each and every adverse condition in individual’s favour. A well-adjusted person has high quality life, good judgements and predictable behavior. Those who are unable to adjust well are more likely to have anxiety or depression,[1] as well as experience feelings of hopelessness and loneliness, concentration difficulty, sleeping problems and reckless behavior [2].

 

Adjustment adds (joins/integrates) the people while disadjustment divides the people. The byproduct of well adjustment is good or harmonious or friendly ambience at working place.

 

This harmonious environment gives the feeling of job satisfaction. More an employee is adjustable or adaptable more he/she has job satisfaction. Females have good and excellent adjustment level when compared to males [3].

 

Although job satisfaction depends on various factors like salary, perks, working hours, social reputation etc. but working place environment specially how someone’s colleagues and boss behave with an employee is also an important factor for job satisfaction. This harmonious ambience comes along with adjustment.

 

So positive aspect of adjustment is harmonious environment and which finally gives someone feeling of job satisfaction and completeness while negative aspect of disadjustment is tussle environment and which finally gives someone feeling of discrimination and dissatisfaction. Discrimination may be on the basis of cast, creed, religion, region, gender etc. but the root cause of all types of discrimination is ignorance [4]. 

 

Adjustment is an achievement which comes through the process of positive attitude and a tendency to find the goodness in other people, objects and activities. Positive attitude is an understanding of personal strengths and weaknesses and a tendency to play up strengths while limiting the appearance of weaknesses. An optimist person will acknowledge others' strengths but not actively search for faults.

 

Positive attitude comes with mental exercise (meditation) which purifies the mind and an individual experiences inner piece within oneself and leads to non-delusion, better self control and greater clarity of thought. The best meditation technique is Vipassana which changes the behavior and personality of an employee. Vipassana, which means to see things as they really are, is one of India's most ancient techniques of meditation. It was rediscovered by Gautam Buddha more than 2500 years ago and was taught by him as a universal remedy for universal ills i.e., an art of living. Vipassana meditation is a way of self-transformation through self-observation resulting in increased awareness and mental peace.

 

In modern academic context, Workplace Spirituality (WS) can be considered as a universal cure to all the ills of modern management. Spirituality at the workplace can lead to greater kindness and fairness, and even to educational democracy, also known as co-management or power-sharing (Biberman and Whitty, 1997). Spiritual workplace is not just a more harmonious workplace but a more profitable workplace as well; institutes are looking at means and methods to fulfill the spiritual needs of their workforce [5].

 

More the person or an employee is spiritual more will be his/her work outcomes and work performances (Petchsawanga and Duchon, 2012). A spiritual person has more honesty and positive attitude which gives him feeling of job satisfaction, happiness and completeness [6].

 

OBJECTIVES OF THE STUDY:

1.     To study the effect of meditation on job satisfaction between female teachers   in government and private schools.

2.     To study the effect of meditation on discrimination feeling between female teachers in government and private schools.

3.     To study the effect of meditation on home adjustment between female teachers in government and private schools.

4.     To study the effect of meditation on social adjustment between female teachers in government and private schools.

5.     To study the effect of meditation on emotional adjustment between female teachers in government and private schools.

6.     To study the effect of meditation on educational adjustment between female teachers in government and private schools.

 

Hypotheses:

1.     There will be no significant difference in job satisfaction between female teachers   in government and private schools.

2.     There will be no significant difference in discrimination feeling between female teachers in government and private schools.

3.     There will be no significant difference in home adjustment between female teachers in government and private schools.

4.     There will be no significant difference in social adjustment between female teachers in government and private schools.

5.     There will be no significant difference in emotional adjustment between female teachers in government and private schools.

6.     There will be no significant difference in educational adjustment between female teachers in government and private schools. 

 

II. METHODOLOGY:

Sample:

A sample consisting of 200 school teachers (100 from government school and 100 from private school) from ten villages (Gudamalani, Nagar, Dhorimanna, Adel, Rantanpura, Sindhari, Ramji ka gol, Aalpura, Dabad and Bhatala) of Barmer district of Rajasthan, in the western part of India, was selected for the study.  Purposive random sampling technique was used for sample selection. Age of the teachers ranged from 25 to 55 years.

 

Fig.1 Schematic view of approach

 

Tools:
The following tools were used for the study.

1.     Dr. R.K.Ojha’s Bells adjustment inventory was used to measure adjustment of teachers in home, social and emotional areas. Each area has 35 statements. The reliability and validity coefficients of the tool are shown in table 1and 2 respectively.

2.     Dr. A.K.P. Sinha’s and Dr. R.P. Singh’s adjustment inventory was used to measure educational adjustment.

3.     The scale developed by Cooper (1976) has been used to assess the job Satisfaction with respect to 22 aspects on 8- point continuum.

4.     A self- devised questionnaire was prepared to estimate the discrimination problem of female teachers. The reliability and validity of the questionnaire by Test-retest and split-half method is 0.89 and 0.94 respectively.

 

Table 1. Shows the reliability coefficients

 

Table 2. Shows the validity coefficients

 

III. DATA ANALYSIS AND RESULTS:

Hypothesis-1 For Job satisfaction:

The t-value of C.R. is 3.3 for government and 2.77 for private school teachers, which are larger then 2.57, the value for 0.01 levels.

 

Since there is significant difference between job satisfactions in meditator and non- meditator female teachers, therefore null hypothesis that there will be no significant difference in job satisfaction between female teachers in government and private schools has been rejected. 

 

Moreover, the mean score of meditator female teachers (govt. = 11.0, pvt. = 9.65) is significantly higher than that of non-meditator female teachers (govt. = .20, pvt. = 8.05).  It may, therefore, be said that, in both government and private schools, meditator female teachers have more job satisfaction than their counter part non-meditator female teachers. Finally researcher found that out of two govt. and pvt., govt. meditator female teachers have more job satisfaction than pvt. meditator female teachers.

 

Fig.2 Comparison of job satisfaction between meditator and non-meditator groups in govt. and pvt. School female teachers

 

Hypothesis-2 For Discrimination feeling

The t-value of C.R. is 1.99 for government and 1.98 for private school teachers, which are larger then 1.97, the value for 0.05 levels.

 

Since there is significant difference between discrimination feelings in meditator and non- meditator female teachers, therefore null hypothesis that there will be no significant difference in discrimination feelings between female teachers in government and private schools has been rejected. 

 

Moreover, the mean score of non-meditator female teachers (govt. = 1.76, pvt. = 2.33) is significantly higher than that of meditator female teachers (govt. = 1.56, pvt. = 1.89).  It may, therefore, be said that, in both government and private schools, non-meditator female teachers have more discrimination feelings than their counter part meditator female teachers. Finally researcher found that out of two govt. and pvt., pvt. meditator female teachers have more discrimination feelings than govt. meditator female teachers.

 

Fig.3 Comparison of discrimination feelings between meditator and non-meditator groups in govt. and pvt. School female teachers

 

Hypothesis-3 For Home adjustment:

The t-value of C.R. is 2.83 for government and 2.09 for private school teachers, which are larger then 1.97, the value for 0.05 levels.

 

Since there is significant difference between home adjustments in meditator and non-meditator female teachers, therefore null hypothesis that there will be no significant difference in home adjustment between female teachers in government and private schools has been rejected.  

 

Moreover, the mean score of meditator female teachers (govt. =12.30, pvt. = 6.35) is significantly higher than that of non-meditator female teachers (govt. = 11.8, pvt. = 6.0).  It may, therefore, be said that, in both government and private schools, meditator female teachers have more home adjustment than their counter part non-meditator female teachers. Finally researcher found that out of two govt. and pvt., govt. meditator female teachers have more home adjustment than pvt. meditator female teachers.

 

Fig.4 Comparison of home adjustments between meditator and non-meditator groups in govt. and pvt. School female teachers

 

Hypothesis-4 For Social adjustment:

The t-value of C.R. is 4.72 for government and 4.10 for private school teachers, which are larger then 2.57, the value for 0.01 levels.

 

Since there is significant difference between social adjustments in meditator and non-meditator female teachers, therefore null hypothesis that there will be no significant difference in social adjustment between female teachers in government and private schools has been rejected.  

 

Fig.5 Comparison of social adjustments between meditator and non-meditator groups in govt. and pvt. School female teachers

Moreover, the mean score of meditator female teachers (govt. =6.99, pvt. = 5.25) is significantly higher than that of non-meditator female teachers (govt. = 5.78, pvt. = 3.28).  It may, therefore, be said that, in both government and private schools, meditator female teachers have more social adjustment than their counter part non-meditator female teachers. Finally researcher found that out of two govt. and pvt., govt. meditator female teachers have more social adjustment than pvt. meditator female teachers.

 

Hypothesis-5 For Emotional adjustment:

The t-value of C.R. is 4.90 for government and 5.75 for private school teachers, which are larger then 2.57, the value for 0.01 levels.

 

Since there is significant difference between emotional adjustments in meditator and non-meditator female teachers, therefore null hypothesis that there will be no significant difference in emotional adjustment between female teachers in government and private schools has been rejected.  

 

Moreover, the mean score of meditator female teachers (govt. =7.34, pvt. = 6.89) is significantly higher than that of non-meditator female teachers (govt. = 6.02, pvt. = 5.32).  It may, therefore, be said that, in both government and private schools, meditator female teachers have more emotional adjustment than their counter part non-meditator female teachers. Finally researcher found that out of two govt. and pvt., govt. meditator female teachers have more emotional adjustment than pvt. meditator female teachers.

 

Fig.6 Comparison of emotional adjustments between meditator and non-meditator groups in govt. and pvt. School female teachers

 

Hypothesis-6 For Educational adjustment:

The t-value of C.R. is 6.06 for government and 1.17 for private school teachers, which are larger then 2.57, the value for 0.01 levels.

Since there is significant difference between educational adjustments in meditator and non-meditator female teachers, therefore null hypothesis that there will be no significant difference in educational adjustment between female teachers in government and private schools has been rejected.  

 

Moreover, the mean score of meditator female teachers (govt. =7.04, pvt. = 6.94) is significantly higher than that of non-meditator female teachers (govt. = 3.80, pvt. = 6.68).  It may, therefore, be said that, in both government and private schools, meditator female teachers have more educational adjustment than their counter part non-meditator female teachers. Finally researcher found that out of two govt. and pvt., govt. meditator female teachers have more educational adjustment than pvt. meditator female teachers.

 

Fig.7 Comparison of educational adjustments between meditator and non-meditator groups in govt. and pvt. School female teachers

 

 

IV. CONCLUSIONS:

Table 3. Tabular comparison of various aspects, with respect to meditation, of female teachers in government and private schools

 

Figure 8. Graphical comparison of various aspects, with respect to meditation, of female teachers in government and private schools

 

 

1.     Figure 7 and figure 8 show the tabular and graphical comparison of various aspects, with respect to meditation, of female teachers in government and private schools.

2.     The meditator female teachers have more job satisfaction than non- meditator female teachers irrespective of government or private job because they have more spiritual and harmonious environment at work place. They have feeling of completeness and happiness.

3.     The non-meditator female teachers have more discrimination feelings than meditator female teachers irrespective of government or private job because they have feeling of dissatisfaction and hopelessness. 

4.     The meditator female teachers have more home adjustments than non- meditator female teachers irrespective of government or private job because they have well trained mind which can convert each and every adverse condition in individual’s favour. Therefore they can easily fulfill the desires of family and have less tussle environment at home.

5.     The meditator female teachers are more social than non-meditator female teachers irrespective of government or private job because they have more positive attitude which spreads positivity in surrounding environment and hence everyone is willing to join their company due to which they get more respect and dignity in society.

6.     The meditator female teachers are emotionally more stronger than non- meditator female teachers irrespective of government or private job because mental exercise (meditation) purifies their mind and an individual experiences inner piece within oneself and which leads to non-delusion, better self-control and greater clarity of thought.

7.     The meditator female teachers have more educational adjustments than non- meditator female teachers irrespective of government or private job because they have well focused mind and memory which can concentrate on problem’s solution. They can easily enhance their educational qualification in adverse conditions whether they are in govt. or pvt. job.

 

Educational implications:

The proposed study has been taken up to understand the impact of meditation on behavior and personality of female teachers in schools. The present research shows a significant difference in job satisfaction, discrimination feelings and adjustments between meditator and non-meditator female teachers in government and private schools. The present study has implications in today’s educational perception.

1.     To spread feeling of completeness and happiness in teachers and students, meditation should be included in schools daily time table.

2.     Meditation is a way to increase quality in education. The meditator becomes free to live for higher values, ethical values, and richer goals: loving-kindness, compassion, sympathetic joy and peacefulness.

3.      To create harmonious work environment in school, half an hour meditation time should be given to teachers to reduce their subjective stress and increase well-being, self-kindness and overall mindfulness.

4.     Meditation is a tool through which dedication and discipline can be cultivated in teachers as well as students.

5.     The path of meditation (Vipassana), as taught by the Buddha, leads away from craving and aversion that derive from a rigid self-concept, away from negativities of greed, hate, and delusion.

6.     Vipassana is a technique of self-examination, a scientific method of self-observation that results in total purification of the mind and the highest happiness of full liberation.

 

V. LIMITATIONS OF THE STUDY:

1.     The area covered for the present study was only from one district of Rajasthan i.e. Barmer. The results would fairly be generalised if more number of districts were included in study.

2.     The participants were from rural area of Barmer district.

3.     The study included only female participants.

 

VI. REFERENCES:

1.     Gupta A. and Kohli S.; “Adjustment pattern and anxiety in community dwelling elderly: Exploring the gender differences”, Journal of mental Health and Human Behavior, (2011) 16 (1), P. 29-32.

2.     Paramanik J et al., “Adjustment of Secondary School Students with Respect to Gender and Residence” American Journal of Educational Research 2014; 2(12):1138-1143.

3.     Das Joysree, and Deb Amit kr.; “A Comparative Study on Social Adjustment among Tribal and Non-Tribal Students” IOSR Journal Of Humanities And Social Science (IOSR-JHSS Volume 12, Issue 3 (May. - Jun. 2013), PP 29-32 e-ISSN: 2279-0837, p-ISSN: 2279-0845.

4.     Bukhari F. Yasmin et al.; “Gender Discrimination: A Myth or truth women status in Pakistan” IOSR Journal of Business and Management (IOSR-JBM) e-ISSN: 2278-487 Volume 8, Issue 2 (Jan. - Feb. 2013), PP 88-97.

5.     Geigle D; “Workplace Spirituality empirical Research: A Literature Review” Business and Management Review, (2012) 2 (10), 14-27.

6.     Bhatnagar V; “Stress Management - A way to increase efficiency and effectivenss of employees: A study of Vipassana Meditation” International Journal of Application or Innovation in Engineering and Management (2014) (IJAIEM), 3 (1)

 

Accepted on 28.05.2020            © A&V Publications All right reserved