A Study on Teacher’s Perception towards Working Environment in Educational Institutes

Abstract

Workplace conditions can include both positive and negative aspects, such as positive reinforcement from management, positive feedback from coworkers, and positive workload pressure. It's also been found that experience and education level have an impact on the variables studied. Using a quantitative-based cross-sectional survey, the researchers examined teachers' impressions of their workplace. In order to collect people's responses, we employed a questionnaire that contained 34 questions with only one possible answer each. The questions were meant to be as specific as possible. An educational institute's favourable atmosphere can be improved by fostering a positive work environment, notably by fostering good ties with the director. The least essential part of organisational encouragement was the physical infrastructure, whereas the most important was supporting positive conduct by avoiding conflict and assuring equity. Disruptive and violent students are the most common obstacle to effective teaching. There was a general consensus among teachers that excessive after-school meetings, unrealistic deadlines, and inspections by administrative personnel added to the already heavy burden. The more experience a teacher had, the more favourable the institute's climate was seen by him or her. Policymakers and managers of educational institutions can use the data to help them figure out which aspects of the educational setting require immediate attention and improvement.