Job Satisfaction of Women Teachers in Self-Financing Engineering Colleges

Globally, systems of higher education have undergone transformation, but not all of these changes have been uniform. While system expansion and so-called massification have been global trends, system-specific modifications have also occurred. These modifications have a significant effect on academic work and beliefs of higher education faculty members. One of the most important roles that teachers can play in generating the next generation of knowledge workers is to ensure that they are happy in their jobs as educators and researchers in institutions.
This book emphasises the key role of women teachers’ job satisfaction in higher education.  Job Satisfaction of Women Teachers in Self-financing Engineering Colleges, examines how to maintain teachers' job satisfaction. In order to create a positive organizational culture in educational institutions, there must be job satisfaction. One of the subjects that are explored more frequently in the workplace and in literature is job satisfaction. The quality of the services provided by women teachers at self-financing institutions, who play a significant role in transforming knowledge to the society, would be influenced by their job happiness. In an educational institution, creating a positive organizational environment is contingent upon job satisfaction. The retention and recruitment of women teachers depend heavily on job satisfaction. When teachers are content with aspects of their jobs, such as teamwork, empowerment, work culture, and motivation, they might get job satisfaction. Every organization places a high priority on employee job satisfaction. 
One of the most important and debatable aspects of management behaviour in any educational institutions is job satisfaction, which is essential to providing high-quality education. It depends on a number of factors, including promotion, social standing, experience, qualifications, pay, security, and morale. The gender shift in the education field is thought to have contributed significantly to the number of women teachers in college education. While their significance in the growth of collegiate education has been acknowledged, their degree of satisfaction has not received enough attention. This book makes an effort to analyse, evaluate and determine how women teachers are satisfied with their jobs. This book might aid in bringing management's attention to the need and to improve the status of women teachers. Finally, this book has shifted its focus to a new area, with a greater emphasis on women’s job related issues.