School Satisfaction in Relation to Personal Variables among Adolescents in Government and Private Schools Bikaner, India

Abstract

Adolescents' academic performance, mental health, and overall quality of school life are all significantly influenced by their level of satisfaction with school. In India, where government and private schools offer diverse learning environments, understanding how teenagers perceive these different environments is crucial for creating equitable and supportive school settings. This study examines school satisfaction among adolescents aged 14-15 years in government and private schools in Bikaner City, Rajasthan. A descriptive research design was employed, with a sample of 100 students (50 from each school type, equally divided by gender) selected purposively from two schools. School satisfaction was measured using the School Aspect Satisfaction Scale for Adolescents (SASSI), a 60-item inventory assessing four key areas: students themselves, teachers and teaching, curriculum and textbooks, and school plant-organization and administration. Independent variables included age, gender, class, percentage (academic division), and school type. These findings indicate that both sampled schools provide supportive academic and psycho-social environments that meet the developmental needs of adolescents. The study highlights the importance of positive school conditions in promoting student well-being and suggests that equitable learning environments can promote uniformly high levels of satisfaction. Implications for enriching school climates and recommendations for future research are discussed.