THE MEANS OF GETTING PROFESSIONAL PLEASURE FOR TEACHER EDUCATOR: WORK ORIENTATION
1 University of Pune (INDIA)
2 Yashwantrao Chavan Maharashtra Open Univeristy (INDIA)
About this paper:
Appears in: EDULEARN11 Proceedings
Publication year: 2011
Conference name: 3rd International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2011
Location: Barcelona, Spain
Abstract:Now a day, there is general feeling that the teacher educators do not have pleasure in their jobs. They seem to be a growing discontentment towards their job as a result of which standards of teacher education are falling. But research found that work orientated peoples are receiving pleasure or satisfaction in their job nature. Work orientation is the central sociological interest because of the important role; this concept plays in the health of both organization and individual. Work orientation relates to how teacher educators perceive their work and do their work. So, commitment towards the work is definitely helpful to teacher educator’s job involvement. It should be contributed to get pleasure in the work of teacher educator. When a person has deep commitment towards his work i.e. he has been satisfied in his work/field. This concept presents a remarkable solution of the great riddle of the diversity of human conditions and the origin of suffering, and enables us to understand the various aspects of life in a manner which is satisfying to our reason.
Here we can say that those teacher educators are oriented with their work, they have pleasure in their job. Mistry (1986) found that job involvement to be significantly and positively related with different aspects of job satisfaction. But the extent to which it affects professional pleasure is confined to only extreme categories (very high & very low, high & very low, high & low).
Those teacher educators who belong to high categories of work orientation are better in professional pleasure than those who belonging to very low categories of work orientation. Work orientation influence performance, academic and co- curricular components of professional pleasure but not the personal, where as only achievement, motivation and self actualized components of work orientation significantly influence professional pleasure of teacher educator.
Keywords: Teacher Educator, Professional Pleasure, Work Orientation.