Copy Of Nvsn.phd., 1st Oct

SIGNIFICANCE OF THE STUDY True Education, it must be noted at the outset, is a powerful force in bringing about desired change.

It is education and

education alone that can bring about changes in knowledge, skills, attitudes, appreciations and understanding things around us. The definitions of education formulated by a group of experts for the dictionary of Education stressed two important things in education. Firstly, Education is a process, which would develop the required ability, attitude and other forms of behaviour for the full development of the personality. This is the most comprehensive definition of education and explains it vital role in ones’ life.

Secondly, the process of education includes

learning, training, instruction and discipline.

Briefly we can

define education as the full and harmonious development of child’s powers and faculties of head, heart and hand. J.S.Mill defined education as ‘the culture which each generation personality gives to those who are to be its successors in order to qualify them for at least keeping up, and if possible by raising the level of improvement, which has been attained’. Education to-day, is considered to be a preparation for life-for a nobler and fuller life.

That is why Alexander of Macedon once

declared, “I am indebted to my father for living, but to my teacher for living well”. Will Durant aptly observes, “consider it (education) as the painful accumulation of facts and dates, but an ennobling intimacy with great men. Consider it not as a preparation of the individual to make a living, but as the development of every

1

potential capacity in him, for the comprehension, control and appreciation of his world.

Above all consider it, in its fullest

definitions, as the techniques of transmitting as completely as possible to as many as possible that technological, intellectual, moral and artistic heritage though which the rate forms the growing individual and makes him human.

Education is the

reason – why we behave like human beings’. Aristotle called education as “the creation of a sound mind in a sound body”.

This definition obviously includes physical

education also. Gandhiji thought education to be “drawing-out of the best in child and man – body, mind and spirit.” John Dewey, world famous educationists, defined education as “development of all those capacities in the individual, which will enable him to control his environment and fulfill his possibilities”.

Sir, John Adam remarks that “education is the

dynamic side of philosophy”. Swamy

Vivekananda

defined

education

as

the

‘manifestation of the perfection already in man…we want that education by which character is formed, strength of mind is increased, the intellect is expanded and by which one can stand on his own’. Pestolozzi observes that ‘Education is a natural progressive and harmonious development of all the child’s powers and faculties’. Pandit Nehru, the late Prime Minister of India holds ‘Education is not something in the air cut off from the daily life of the student or from his future work as a citizen. Real education, it is felt, must be based on the actual environment and experience

2

of the child and it must fit him for the work he will have to do in later life.” Dr.S.Radhakrishnan, eminent Indian Educationist defined education as ‘the means by which the youth is trained to serve the cause of drastic social and economic changes.’

1.1.0:Objectives of Education: There is a consensus of opinion among educationists today that education besides developing the faculties of mind and body, should also contribute for achieving certain social ends such as integration, democracy, equal distribution of wealth etc. Herbert Spencer attached great importance to character building aspect of education and the aim of education is to prepare the child to live in the existing social order. Hence, the stress was to be not merely on knowledge but on the development of character and social morality. It may be noted that Gandhiji emphasized this aspect of education when he says, ‘the end of all knowledge is character building’. John Ruskin says that the entire object of true education is to make people not merely to do right things, but enjoy the right things; not merely to be industrious, but to love industry, not merely learned, but to love knowledge; not merely be pure but to love purity; not merely be just, but to hunger and thirst for justice. The purpose of education as Sir, John Lublock puts its, ‘is not to make lawyers or clergymen, soldiers or schoolmasters, farmers or artisans but men.’

3

Education should serve three primary purposes.

Firstly,

education must furnish the youth of the country who enter the schools and colleges with minimum knowledge that is needed to enable them to adjust themselves to their social and physical environment and to feel themselves quite at ease in the environment in which they have to spend their lives. Secondly, education is expected to provide the youth with the skills necessary to enable them to obtain a decent living.

Thirdly,

education should shape the character of youth by inculcating in their minds a sense of discipline and tolerance and right attitudes and values. An educated man should develop a healthy and strong body; he should develop the ability to think logically, to plan wisely, to distinguish right from the wrong, good from evil, beauty from ugliness and truth from falsehood. Education makes the student a better member of a better society and without education we should have to lose, in the words of R.H.Lowie ‘all the accumulated knowledge of the ages and all standards of conduct’. Education is the social economy that forestalls such wastage. The ‘teacher’ is an important personality to achieve the educational tasks. To achieve these objectives, which depend on the active participation and acceptance of the Teachers in the Society.

Further, better Proneness in teacher will enrich with

positive or negative stress and ultimately influence on Teacher job satisfaction. 1.2.0:Importance of Teacher:

4

The success of an educational institution depends on the quality of its staff, as no system of education can rise above the level of its teachers. The teacher is the noblest symbol of the country’s culture.

The teacher, therefore, occupies the central

position in any system of education. Teacher has been regarded as the architect of a nation. In ancient India, the teacher was given the status next to God.

It is the teacher who makes man.

It is the teacher who

makes one’s life worth living. Several eminent persons have paid tributes to the teachers. Sir John Adams calls him ‘a maker of man’. H.,G.Wells has described the teacher as the real maker of history. The keystone in the educational edifice is doubtless the teacher.

On him depends much more than any other, the

progress and prosperity of children. Nobody can effectively take his place or influence children in the manner and to the degree; it is possible, for him alone to do. It is strongly believed that to be a teacher is to be the member of a holy order. The Secondary Education Commission (1953) disclosed that ‘we are however, convinced that most important factor in the contemplated educational reconstruction is the teacher – his quality, his educational qualifications, his professional training and the place he occupies in the school as well as in the community. The reputation of a school and its influence on the life of the community invariability depend on the kind of teachers working in it’. The Indian Education Commission (1964-66) has expressed similar views regarding the role of the teacher. The Commission

5

opined, ‘of all different factors, which influence the quality of Education and its contribution to national development, the quality, competence and character of teachers are undoubtedly the most significant’. Prof.Humayun Kabir stated ‘without good teachers even the best system of education is bound to fail.

With good teachers

even the defects of the system can be largely overcome’. A teacher is rich without money.

His wealth is to be

reckoned not in terms of bank balances but in the bounteous love and loyalty he has evoked in his pupils. He is an emperor whose empire is carved in the grateful minds of his pupils, which no power on earth can shake no atom bomb can destroy. Teaching is a divinely ordained mission. Blessed is he who is a teacher; twice blessed is he who is born as a teacher in this great land of ours long ago the preceptor has been loved, honoured and lifted to the rank of Gods, where prince and peasant have vied with each other in showing him reverence; thrice blessed is he who is a teacher here in this glorious dawn, which is flushed with possibilities of unprecedented progress and prosperity, when the mother land is on the threshold of a golden era. 1.3.0:Role of the Teacher: “Schools are the nurseries of the Nation” and “Teachers are the Architects of the future” are no mere figurative expressions but truthful statements, as significant as they are suggestive. Victories are won, peace is preserved, progress is achieved, civilization is built up and history is made in educational institutions, which are the seed beds of culture, where children in

6

whose hands quiver the destiny of the future, are trained and from their ranks will come out when they grownup, statesman and soldiers, patriots and philosophers who will determine the progress of the land. In their attitude to life and their approach to problems they will bear the imprint and the influence of the training they received at the hands of their teachers.

The

teacher’s role is thus as important as his responsibility is onerous. Parents who are the first teachers and who have a legitimate part to play in the education of their children often shirk or abdicate their responsibility. The training that children receive at home is unsystematic, haphazard, sporadic and perfunctory.

This heightens the responsibility of the teacher

under whose care the children spend the best part of the day in their impressionable period and he becomes literally and figuratively their second parent. Education in its truest sense is nourishment of the body, mind and spirit. The teacher who has to impart education has, therefore, to feed the bodies of the pupils, supply them mental pabulum and nurture their spirits. He has thus to play the role of a parent, physician, psychologist and philosopher to his pupils. His is a multiple role. The teacher has to create and quicken in the pupils noble ideals, preserve in them with tender care healthy tendencies and destroy ruthlessly all that is ugly and unholy. After all it is the right attitude to men and things that forms the hallmarks of culture and not the quantum of knowledge. But today’s aim of education is not to impart knowledge alone. Teachers have to face a great challenge today, since the

7

demands on them are many. They are responsible for the overall development of children who are kept under their charge. Hence, there should also be an overall improvement in the professional preparation of teachers. This is the right time to focus the significance of relationship between Job Satisfaction, Stress and Change-proneness of the Teachers.

So, what are Job Satisfaction, Stress and Change-

proneness? How far the Change-proneness and Stress played an effective role in Teacher Job Satisfaction? The impact of Teacher Job Satisfaction, Stress and Change-proneness, which will be reflected in the achievement of educational objectives designed by the Educational Planners. 1.4.0: Need for the Study: Let teachers realize that their profession demands exacting standards of life and conduct the nature of their work is such that they have to be sober models to the youngsters who are placed under their charge and who are going to be profoundly influenced by what they are. It is their duty to maintain the high standards expected of them.

Efficient and dedicated service is the

foundation on which teacher reputation rests. Earlier

investigations

are

made

on

the

Teacher

Job

Satisfaction but very few of them attempted the aspects of Teacher Stress and Teacher Change-proneness. Rao, R.B. (1989) stated that the quality or effectiveness of Teacher is considered to be associated with his attitude towards his profession, his attainment of values, his adjustment in the job and professional interest.

8

Similarly, the Education Commission of 1964-66 observed that ‘the weakening of social and moral values in the younger generation is creating many serious social and ethical conflicts. It has become necessary and urgent to adopt active measures to give a proper value orientation to education. The National Policy on Education (1986) stressed the need of ‘readjustment in the curriculum in order to make education a forceful tool for the cultivation of social and moral values’ in the interest of future generation as well as national development. In the present society of the universe Teacher Profession is the most crucial, responsible to achieve the educational tasks. Now a days ‘Teacher’ is facing many problems in his profession. The educational planners as one of the most important aspects consider the Teacher Job Satisfaction.

Similarly, the ‘Stress’ and

‘Change Proneness’ aspects are also played pivotal role among the Teachers in their Job Satisfaction.

Owing to many changes

taken place in the universe, there is inevitable need of implementing the new tasks so as to achieve the educational objectives according to the changing situations whenever they considered. Due to this the teacher has to overcome from Stress creators by considering his change-proneness to mould better future

generations.

Hence,

Teacher

Job

Satisfaction

with

reference to need of his change-proneness and Stress is attempted to investigate in this regard. Thus, from the above observations it is clear that the significance

of

inculcation

of

Teacher

Job

Satisfaction

is

considered as primary object to achieve the academic objectives. Hence, education will be enriched with the change-proneness of a

9

teacher to achieve the national objectives. Similarly, the Teacher Stress is also considered his proper performance with a positive attitude of better Job Satisfaction.

Therefore, the need of the

present investigation is to probe into the relationship between ‘Job Satisfaction’, ‘Stress’ and ‘Change-proneness’ among the Secondary School Teachers in Vizianagaram District of Andhra Pradesh. The conceptual framework on the above three aspects is being attempted and presented in the following chapter.

CONCEPTUAL FOUNDATIONS Education is a natural harmonious development of child’s talent powers and innate talents.

Teacher’s role is pivotal in

providing education and making the nation literate. To make the nation totally literate, and to attain the slogan ‘Education for All’

10

to march, ahead into 21st Century and to successfully implement universal education, enrolment of children into schools in vital. To improve educational standards, and to increase the level of achievement teacher should not only committed and devoted but also competent, proneness without stress and job satisfaction in terms of changing situations taken place from time to time. 2.1.0: Job Satisfaction: Locke

gives

a

comprehensive

definition

of

job

satisfaction as involving cognitive, affective and evaluative reactions or attitudes and states it is ‘a pleasurable or positive emotional state resulting from the appraisal of one’s job or job experience’ (E.A.Locke, ‘The Nature and Cause of Job Satisfaction’ in

M.D.,

Dunnette

Organizational

(Ed.),

Psychology,

Handbook Rand

of

Mc.Nally,

Industrial Chicago,

and 1976,

p.1300). Job satisfaction is a result of employees’ perception of how well their job provides those things that are viewed as important. It is generally recognized in the organizational behaviour field that job satisfaction is the most important and frequently studied attitude. Although recent theoretical analyses have criticized job satisfaction as being too narrow conceptually, there are three generally accepted dimensions to job satisfaction.

First, job

satisfaction is an emotional response to a job situation. As such, it cannot be seen; it can only be inferred.

Second, job

satisfaction is often determined by how well outcomes meet or exceed expectations. For example, if organizational participants feel that they are working much harder than others in the

11

department but are receiving fewer rewards, they wil probably have a negative attitude toward the work, the boss, and/or coworkers. They will be dissatisfied. On the other hand, if they feel they are being treated very well and are being paid equitably, they are likely to have a positive attitude toward the job. They will be job-satisfied. Third, job satisfaction represents several related attitudes. Through the years five job dimensions have

been

identified

to

represent

the

most

important

characteristics of a job about, which employees have affective responses. They are – (1)

The work itself: The extent to which the job provides the individual

with

interesting

tasks,

opportunities

for

learning, and the chance to accept responsibility. (2)

Pay : The amount of financial remuneration that is received and the degree to which this is viewed as equitable vis-à-vis that of others in the organization

(3)

Promotion opportunities: The chances for advancement in the organization

(4)

Supervision: The abilities of the Supervisor to provide technical assistance and behavioural support – and

(5)

Coworkers: The degree to which fellow workers are technically proficient and socially supportive.

2.1.1: Influences on Job Satisfaction: There

are

a

number

of

factors

that

influence

job

satisfaction. However, the main influences can be summarized along the preceding five dimensions. The Work Itself: The content of work itself is a major source of satisfaction.

Recent

research

12

has

found

that

such

job

characteristics and job complexity mediate the relationship between personality and job satisfaction, and if the creative requirement sof employees’ jobs are met, then they tend to be satisfied. At a more pragmatic level, some of the most important ingredients of a satisfying job uncovered by surveys over the years include interesting and challenging work, and a recent survey

found

that

career

development

(not

necessarily

promot8on) was most important to both younger and older employees (IT Workers Expect Career Development and Job Satisfaction’, HR Focus, August, 1999, p.4.) Pay: Wages and salaries are recognized to be a significant but cognitively satisfaction.

complex

and

multidimensional

factor

in

job

Money not only helps people attain their basic

needs but is also instrumental in providing upper-level need satisfaction.

Employees often see pay as a reflection of how

management views their contribution to the organization. Fringe benefits are also important, but they are not influential.

One

reason undoubtedly is that most employees do not even know how much they are receiving in benefits. Moreover, most tend to undervalue these benefits because they do not realize their significant monetary value. However, research indicates that if employees are allowed some flexibility in choosing the type of benefits they prefer within a total package, called a flexible or cafeteria benefits plan, there is a significant increase in both benefits satisfaction and overall job satisfaction (Alison E.Barber, Randall B.Dunham and Roger A. Formisano, ‘The Impact of Flexible Benefits on Employees Satisfaction: A Field Study’, Personal Psychology, Sep.1992, pp.55-76).

13

Promotions: Promotional opportunities seem to have a varying effect on job satisfaction.

This is because promotions take a

number of different forms and have a variety of accompanying rewards. Individuals who are promoted on the basis of seniority often experience job satisfaction but not as much as those who are promoted on the basis of performance.

Additionally, a

promotion with a 10 percent salary raise is typically not a satisfying as one with a 20 percent salary raise.

These

differences help explain why executive promotions may be more satisfying

than

organizations. organizations

promotions

that

occur

at

the

other level

Also, in recent years with the flattening of and

accompanying

empowerment

strategies,

promotions in the traditional sense of climbing the hierarchical corporate ladder of success is no longer available at it once was. A

positive

work

environment

and

opportunities

to

grow

intellectually and broaden their skill base has for many become more important than promotion opportunities. Supervision:

Supervision

is another moderately important

source of job satisfaction. It can be said that there seem to be two dimensions of supervisory style that affect job satisfaction. One is employee-centeredness, which is measured by the degree to which a supervisor takes a personal interest and cares abut the employee. It commonly is manifested in ways such as checking to see how well the employee is doing, providing advice and assistance to the individual, and communicating with the associate on a personal as well as an official level.

American

employees generally complain that their supervisors don’t do a very good job on these dimensions.

14

There is considerable

empirical evidence that one of the major reasons employees give for quitting a company is that their supervisor does not care about them (Marcus Buckingham and Curt Coffman, ‘First, Break All the Rules’, Simon and Schuster, New York, 1999, p.264). The other dimension is participation or influence, as illustrated by managers who allow their people to participate in decisions that affect their own jobs. In most cases, this approach leads to higher job satisfaction.

According to meta-analysis

disclosed that participation doe have a positive effect on job satisfaction. A Participative climate created by the supervisor has a more substantial effect on workers’ satisfaction than does participation in a specific decision (Katharine, I. Miller and Peter R.Monge, ‘Participation, Satisfaction, and Productivity: A MetaAnalytic Review’, Academy of Management Journal, Dec.1986, p.748). Work Group: The nature of the work group or team will have an effect on job satisfaction. Friendly, cooperative coworkers or tem members are a modest source of job satisfaction to individual employees. The work group, especially a ‘tight’ team, serves as a source of support, comfort, advice, and assistance to the individual members.

A ‘good’ work group or effective team

makes the job more enjoyable. essential to job satisfaction.

However, this factor is not

On the other hand, if the reverse

conditions exist – the people are difficult to get along with – this factor may have a negative effect on job satisfaction. Working Conditions: Working conditions have a modest effect on job satisfaction.

If the working conditions are good (clean,

attractive surroundings, for instance), the personnel will find it

15

easier to carry out their jobs. If the working conditions are poor (hot, noisy surroundings, for example), personnel will find it more difficult to get things done. In other words, the effect of working conditions on job satisfaction is similar so that of the work group. If things are good, there may or may not be a job satisfaction problem; if things are poor, there very likely will be. Most people do not give working conditions a great deal of thought unless they are extremely bad. Additionally, when there are complaints about working conditions, these sometimes are really nothing more than manifestations of other problems.

In

recent years, because of the increased diversity of the workforce, working conditions have taken on new importance. There is also evidence of a positive relationship between job satisfaction and life satisfaction and that the direction causality is that people who are satisfied with their lives tend to find more satisfaction in their work (T.A.Judge and S.Watanabe, ‘Another Look at the Job Satisfaction – Life Satisfaction Relationship’, Journal of Applied Psychology, Vol.78, 1993, pp.939 – 948). 2.1.2: Outcomes of Job Satisfaction: To society as a whole as well as from an individual employee’s standpoint, job satisfaction in and of itself is a desirable outcome. However, from a pragmatic managerial and organizational effectiveness perspective, it is important to know how, if at all, satisfaction relates to outcome variables. There are no simple answers and the results range from weak to strong. In examining the outcomes of job satisfaction, it is important to break down the analysis into a series of specific outcomes. Satisfaction and Performance:

16

Do satisfied employees perform better than their less satisfied

counterparts?

This

‘satisfaction

controversy’ has raged over the years.

–

performance

Although most people

assume a positive relationshi, the research to date indicates that there is no strong linkage between satisfaction and performance. Conceptual, methodological, and empirical analyses have questioned and argued against these weak results. Perhaps the best conclusion about satisfacton and performance is that there is definitely a relationship, probably higher than the well-known .17, but also not as high as conventional wisdom assumed concerning happy workers are productive workers. Moreover, the relationship

may

even

be

organizational behaviour.

more

complex

than

others

in

Finally, there is still considerable

debate whether satisfaction leads to performance or performance leads to satisfaction. Satisfaction and Turnover: Does high employee job satisfaction result in low turnover? Unlike that between satisfaction and performance, research has uncovered

a

moderately

satisfaction

and

turnover.

negative (W.Lee

relationship

and

Richard

between T.Mowday,

‘Voluntarily Leaving an Organization: An Empirical Investigation of Steers

and

Mowday’s

Model

of

Turnover’,

Academy

of

Management Journal, Dec.1987, pp.721 – 743). High Job Satisfaction will not, in and of itself, keep turnover low, but it does seem to help.

On the other hand, if thee is

considerable job dissatisfaction, there is likely to be high turnover.

Obviously, other variables enter into an employee’s

decision to quit besides job satisfaction.

17

When things in the

economy are going well and there is little unemployment, typically there will be an increase in turnover because people will begin looking for better opportunities with other organizations. Even if they are satisfied many people are willing to leave if the opportunities elsewhere promise to be better. On the other hand , if jobs are tough to get and downsizing, mergers, and acquisitions are occurring, as in recent years, dissatisfied employees will voluntarily stay where they are.

On an overall

basis, however, it is accurate to say that job satisfaction is important in employee turnover. Although absolutely no turnover is not necessary beneficial to the organization, a low turnover rate is usually desirable because of the considerable training costs and the drawbacks of inexperience. Satisfaction and Absenteeism: Research

has

only

demonstrated

a

weak

negative

relationship between satisfaction and absenteeism.

As with

turnover, many other variables enter into the decision to stay home besides satisfaction with the job. For example, there are moderating variables such as the degree to which people feel that their jobs are important. Hence, it is important to remember that although high job satisfaction will not necessarily result in low absenteeism, low job satisfaction is more likely to bring about absenteeism. Other Effects and Ways to Enhance Satisfaction: In addition to those noted previously, there are a number of other effects brought about by high job satisfaction.

Research

reports that highly satisfied employees tend to have better physical health, learn new job-related tasks more quickly, have

18

fewer on-the-job accidents, and file fewer grievances. Also on the positive side, it has been found that there is a strong negative relationship

between job

satisfaction

and perceived

stress

(M.A.Blegen, ‘Nurses’ Job Satisfaction: A Meta-Analysis of Related Variables’, Nursing Research, January-February, 1993, pp.36-41.). 2.1.3:How to Improve Job Satisfaction: To mitigate dissatisfaction or to improve job satisfaction a number of interventions can be undertaken. Some of the most important

of

them

are

–

Improving

working

conditions,

Transferring discontented workers, Changing perceptions, Initiate morale building programmes and Criticism. Improving working conditions: One simple, prescribed solution to increase job satisfaction is to improve those conditions, which are organizational sore parts.

In one company job enrichment raised the morale of

electronic technicians. Thus by identifying the root cause of job dissatisfaction the management can evolve a strategy for remedial action. Transferring discontented workers: In some cases it is also possible to mitigate dissatisfaction by transferring the disgruntled employee to another job matching his tastes and preferences.

This transfer achieves a better fit

between individual and job characteristics and promotes job satisfaction.

This kid of transfer may not be without certain

constraints.

The dissatisfied person may be unwilling to move

from the existing position or he may be incompetent to hold other challenging job. Changing perceptions:

19

Employees sometimes have misconceptions about many aspects of job.

Dissatisfaction stems from the misperceptions

about the organization.

Employees may be misinformed about

certain issues, i.e., the misperceptions might be based on inadequate

or

management

incorrect

can

information’s.

change

the

In

perceptions

these of

cases,

dissatisfied

employees and restore job satisfaction. By furnishing the correct information, discontent gets subsided over time. Initiate morale building programmes: Organization conducts of development wherein morale building

becomes

a

major

part.

Even

the

successful

organizations also conduct new programmes to keep the morale and job satisfaction at higher level. For instance, USAA (United Service Automobile Association) – the effective organization from the viewpoint of profitability and having a resdord of good service to public and with high morale among employees, has recently introduced a programme called ‘vanpooling’, which increased job satisfaction of a larger number of employees (‘Energy Savings at USSA: Aide’, The Insurance Magazine from USSA, 10, Summer, 1979, p.24). Criticism: Job Satisfaction has been and is the center of attraction for organizational

researchers.

But

the

approaches

to

job

satisfaction are either incomplete or biased and unrealistic. According to Walter R.Nord, a famous researcher, the following points are worth noting in this connection.(Walter, R.Nord, ‘Jo Satisfaction: Reconsidered’, American Psychologist, 32, 1977, p.1028) – (a) Researchers on job satisfaction have concentrated

20

on a narrow range of variables rendering their studies largely incomplete; (b) Researchers have ignored the simple fact that organizations have no specific incentives for experimenting with the ways of increasing job satisfaction; (c) No consideration has been given to the nature of commodity produced and the quality of the product and (d) Adequate attention has not been given to the relationship of power and control to job satisfaction and alienation. 2.1.4:Teacher Job Satisfaction in India: The Kothari Commission (1964-66) has aptly opined in its report that nothing is more important than providing teachers best professional preparation and creating satisfactory conditions of work in which they carefully be effective’. Stapleton, Croft and Frankiewiz (1979) found a positive relationship between Job Satisfaction and effective teacher behaviour. ‘The future of our nation

is

being

built

Commission, 1964-66).

in

today’s

classrooms’

(Education

Teachers are responsible for organizing

these classrooms. That is why teacher are called the builders of the nation; and teaching has been considered as the noblest profession. Keeping this into consideration, various commissions and committees have also given an importance to the Profession and Job Satisfaction of the Teacher Community at various levels in India. The National Policy on Education (1986) has stressed the need of Pre and In-service training programmes to the Teachers. The facility like providing necessary assistance to the Faculty Members so as to enable them to upgrade their professional career has been recommended.

21

Similarly, facilities like pay

scales,

promotion

career,

and

medical

care,

encouraging

participating in the symposia, workshops, conferences and other academic activities to enhance their teaching career.

Further,

necessary measures are also taken into consideration to restrict the teacher-pupil ratio.

Further, the Teachers are accorded

permission to start the Teacher organizations to strengthen their professional skills and rights. Similarly, they are also accorded to participate in the social activities in the interest of public with certain limitations.

The Governments and public organizations

have also confined to achieve the object Teacher Job Satisfaction in the interest of National development and make necessary provisions to the rules from time to time according to the needs and situations. 2.1.5:Dimensions of Teacher Job Satisfaction: The researcher considers with the following dimensions for measuring Teacher Job satisfaction. They are – (1) Professional, (2) Teaching Learning, (3) Innovation and (4) Inter-Personal relations. Professional aspect disclosed the job security and social prestige, moulding the young minds, getting appreciation from others, reaching problems of the students. Teaching Learning aspect envisaged the problems of students, new situations, successfully managing the classes, students active participation in the classes, innovative technique in teaching, systematic plan of the work. Innovation relates to creativity, innovative techniques in teaching, participation of cultural activities, co-curricular and social welfare activities.

22

Inter-personal

relations

refers

the

relations

with

colleagues, parents, students, authorities or any personnel in relation to school activities. As far as the performance Satisfaction effort loop, which was dia-graphically (Figure –1) presented hereunder is also strengthening

that high satisfaction

always

leads to high

employee performance. Diagram showing the Performance – Satisfaction – Effort loop Better

Rewards

Reception of

Greater

Satisfaction Performance: Intrinsic Equity in New Words Extrinsic Feedback (Source: ‘The Performance Satisfaction – effort loop’, Page.261, Organizational Climate by Keith Devis, 1977)

2.1.6: Measurement of Teacher Job Satisfaction: Teacher Job Satisfaction measuring procedures appear to be complicated at a first glance.

It seems simple to go to the

employees and get data from them and then interpret.

But

experiences are shown that careless procedural class can limit seriously the validity and usefulness of the survey.

Keen

attention should be given to question construction, maintenance 23

of anonymity for employees and sampling procedures. Even in Education field, it is very difficult to measure the Teacher Job Satisfaction. After careful observation of the literature it is found that teachers job satisfaction can be measure mainly in two ways viz., (1) Observation and Interviews, (2) Use of tests including inventories and writing scales developed by some psychologists and educational researches like Crook, Maslach, Herhier and other, and Gaba Teacher Job Satisfaction Scale, Gupta and Srivatsava Teacher Job Satisfaction Scale, Lodahl and Kejher’s Job Involvement Scale and Job Satisfaction Scale developed by Dixit are some of the tools available for measuring job satisfaction. However, they are context specific and may not be suitable for the present study.

Hence, the researcher developed and a

teacher job satisfaction self-rating scale. The shape will undoubtedly depend on what goes on in the classroom and how it goes on.

These two facets of classroom

situation entirely revolve around the qualities of teacher who virtually steer the whole process. Hence, teacher is an important instrument in the teaching learning process and more so his qualities, which contribute for better teaching. The more active, influential, forceful and effective, the more effective and useful is the education.

Thus, teacher profile is the first tool, which

influencing the learner in terms of day-to-day changing needs in the nation and universe. From the time teaching started to gain recognition as a profession experts as well as common man began to wonder about the effectiveness of the teacher.

24

The need and often

proneness in the Teaching learning process is the concept of good teacher.

However, the teacher is facing many barriers in his

teaching learning process on account of various stress creators in his profession.

No teacher is to make justice to his profession

without support of the Society and National policies. So much of importance is given to the Teacher Profession because, that alone determines the better of any educational system of any country. The educational system might have well formulated aims and objectives.

It might have developed excellent administrative

structure. But without an army of efficient teachers the system cannot function well.

The teachers should ultimately translate

the aims and objectives into practice. The above

discussion

on

Teacher Job

Satisfaction

is

presented in Figure –2, which clearly shown to understand the inter-relations between the dimensions of the study. PROFILE OF TEACHER JOB SATISFACTION Professional

Teaching Learning

Innovation

Inter-personal

Relations

2.2.0:STRESS:

25

Stress is a term used to designate a wide range of man’s arising in response to various extreme effects.

The work is

broadly used to designate non-specific body responses to any unfavourable effect.

In attempting to satisfy the needs, an

individual may have to face failure sometimes.

When an

individual’s efforts in satisfying a need are thwarted, he is subjected to a number of stresses. Frustration, anxiety, conflicts or pressures may cause stress.

A mentally healthy person will

have a few occasions of stressful situations, which he will meet successfully. 2.2.1:Meaning and Nature of Stress: Stress is usually thought of in negative terms. It is thought to be caused by something bad. This is a form of distress. But there is also positive and pleasant side of stress caused by good things, for example an employees is offered a job promotion at another place. This is a form of ‘Eustress’. The pioneers of stress research, from the Greek ‘eu’, which means good, coined this term.

In other words stress can be viewed in a number of

different ways and has been described as the most in precise word in the scientific dictionary. Concern about the impact of stress on people has its roots in medicine and specifically the pioneering work of Hans Selye, the recognized father of stress. While searching for a new sex harmone, he serendipitously discovered that tissue damage is a non-specific response to virtually all-noxious stimuli.

He called

the phenomenon the ‘general adaptation syndrome’ (GAS) and about a decade later he introduced the term ‘Stress’ in his writings.

The three stages of ‘GAS’ are alarm, resistance and

26

exhaustion.

The ‘GAS’ model represented the physiological

approach to stress. psychological

and

But later, attention is also being given to behavioural

dimensions.

All

the

three

dimensions of stress are important to the understanding of job stress. Although there are numerous definitions and much debate about stress Invancevich and Matteson defined stress simply as ‘the interaction of the individual with the environment’. But then they go on to give a more detailed working definition as follows. ‘An adaptive response, mediated by individual differences and for psychological process, that is a consequence of any external (environmental) action, situation or event that places excessive psychological and/or physical demands upon a person’. Buher and Newman define job stress as ‘a condition arising from the interaction of people and their jobs and characterized by change within people that force them to deviate from their normal functioning.’ A more general definition of stress may be given as ‘an adaptive response to an external situation that results in physical, psychological and or behavioural deviations for organizational participants’. So, it is important to note that stress is not simply anxiety, stress is not simply nervous tension and stress is not necessarily something damaging, bad, or to be avoided.

Eustress is not

damaging or bad and is something people should seek out rather than avoid.

The key of course, is how the person handles the

stress. Stress is inevitable; distress may be prevented or can be effectively controlled.

27

Depending upon the stress factors and the nature of its effects, various types of stresses are commonly classified as (1) Physiological and (2) Psychological Stress. Physiological stress factors involve excess physical loads, high and low temperatures, pain stimuli difficult respiration etc. Psychological stresses are subdivided into informational and emotional factors.

Informational stress occur in situations

involving informational over loads, when a person fails to cope with the problem, or is slow in making correct decisions or when his responsibility for the results is high. Emotional stress appears in situations involving thread, danger, offence etc. The subject of work related stress has received increasing attention in recent years on several fronts.

Policy makers are

recognizing the negative aspects of work stress in human resources. Researchers in the areas of organizational behaviours and social psychology are amassing a credible body of empirical evidence abut effects of stress on the organization, worker out put and the physical and emotional well being of the worker and his/her family.

Counsellors and therapists are receiving an

increasing clientele who report negative effect from work stress. Majority of these studies have been confined to industrial organizations.

There is however, increasing speculation that

stress may be particularly prevalent among the human service professions (Cherrniss, 1980, Cooper amd Marshall, 1980). Especially the impact of stress in teaching profession is alarming and is being focused and given due attention in recent times. Although the term job stress or occupational stress has been

28

widely used, there is little understanding as to how the term should be used. Cox (1975) distinguishes three common usages of the term ‘Stress’.

The engineering model conceptualizes ‘Stress’ as

negative pressure exerted by the environment on the individual. This

model

environmental

defining

occupational

stressors

like

stress

work

as

negative

overload,

role-

conflict/ambiguity, poor working conditions associated with a particular job has been widely used (Khan et.al 1964; Cooper and Marshall, 1976). The physiological model conceptualizes stress as something that happens within the individual.

The identification and the

quantification of individual as stress was initially carried out with response to the physiological response pattern of the individual (Selye, 1956). The transactional model conceptualizes stress as the result of the imbalance or discrepancy between the demands made by the environment upon the individual and his ability to meet or cope with these demands. 2.2.3:Sources of Stress or Stress Creators: There are technically called ‘Stressors’.

They come from

both outside and inside the organization and from the groups that employees are influenced by and from employees themselves. The common stressors affecting to-day’s employees can be categorized into (1) extra-organizational, (2) organizational, (3) group stressor – and (4) individual stressors. In combination or singly they represent a tremendous amount of potential stress impinging upon to-day’s job holder at

29

a every level, and in every type of organization or profession. The effects of such stress can create not only physical problems (heart

diseases,

ulcers,

arthritis

and

even

cancer)

and

psychological problems (mood change, lowered self-esteem, resentment of supervision, inability to make decisions, and job dis-satisfaction) but also social problems (tardiness, absenteeism, turnover and accidents).

To cope with these stresses induced

problems a number of individual and organizational strategies are developed. Exercise, relaxation, behaviour self-control technique, cognitive therapy technique and net working are some of the potentially useful comping strategies that individuals can apply to help combat existing stress. Organizational coping strategies to prevent or reduce job stress include the measures such as making

performance

improving

lighting,

communication

and

reviews, noise

removal and

information,

of

safety

temperature, clarifying

hazards, improving

ambiguous

or

conflicting roles etc. In addition to these more general strategies might include creating a supportive organizational climate, enriching the design of the tasks, clarifying organizational roles and planning career paths and providing counseling.

The

Diagramatic representation of Job Stress and various stressors is given hereunder. Diagrammatic Representation of Job Stress

30

STRESS

2.2.4: TEACHER STRESS: Hans Selye feels that, complete freedom from stress is ‘death’. Stress appears to be as common as ‘Sweat’ to anybody now-a-days. It appears at every level, and in every profession. ‘Teaching’ is no exception. In fact, it is strongly felt that teachers are more prone to stress because dealing with children all day is in itself a stressful occupation. School is considered to be a major source of stress in the lives of both students and teachers. present

in

a

bureaucratic

The potential of stress is

setup,

intense

interpersonal

relationships, time-space restrictions and constant evaluation of effort. Kyriacou and Sutcliffe (1977, 1978) have defined teachers stress as a response syndrome of negative effects (such as anger, anxiety or depression) arising from aspects of the teacher’s job and mediated by the perception that the demands made upon the teacher constitute a threat to his self-esteem or well being

31

and by coping mechanisms activated to reduce the perceived threat. Research on teacher stress is in an early stage or development. A model of teacher stress given by Kyriacou and Sutcliffe (1978) attempts to integrate the available research findings and current approaches to stress.

Characteristics of the Individual Teacher – Biographical – Personality – Higher Order needs Ability to meet or cope with Demands Beliefs – Attitudes – Values – Systems Potential Stressors reduce

Coping Mechanisms to Perceived threat

Physical Psychological Appraisal threat to affects Self-esteem well being

Teacher Stress Negative response correlates Psychological - Physiological Behavioural

32

Actual Stressors

Chronic symptoms Psycho-somatic Coronary Mental

Potential Non-occupational Stressors Illhealth Life crisis

(Based on Kyriacou & Sutcliffe – 1978)

The above figure discloses those Potential occupational stressors are objective aspects of teachers job (e.g., too much work, high noise levels which may result in actual occupational stressors and Teacher stress if only they are perceived by the teacher to constitute a threat to his self-esteem or well being. A distinction is made between potential occupational stressors that are essentially psychological (i.e., demanding high quality work, poor relationship with colleagues and those, which are essentially physical (i.e., dashing between classes, noisy classrooms, which recognizing that some potential occupational stressors (i.e., too much correction work) may be a mixture of the two.

Potential

occupational stressors, which are perceived as threatening, become actual occupational stressor for the person concerned.

33

Such an appraisal or perception may occur in two ways. Firstly, the teacher may feel he is unable to meet or cope up with the demands made upon him and such failure has important consequences for him. Secondly, the demands made upon him conflict with his higher order needs (self-actualization). This appraisal again will depend on the interaction between the teachers individual characteristics and his perception of the demands made upon him.

The individual characteristics that

may be of primary importance include biographical details (e.g., sex, age, and teaching experience) personality traits (e.g., anxiety, proneness, flexibility, rigidity) higher order (e.g., selfactualization) ability to meet or cope with the demands and the teacher’s beliefs, attitudes, value system.

It should be noted,

however, that it is the teacher’s perception of his own ability to meet or cope with, rather than his actual ability that will partly determine his appraisal. And research has indicated that people differ in the degree to which they perceive themselves to have control over the environment (e.g., locus of control, attribution). The appraisal may also be affected by potential stressors that are not specifically aspects of the job (e.g., life crisis or ill-health). These have been termed ‘potential non-occupational stressors’. Coping mechanisms are introduced to deal with the actual occupational stressors and are also partly determined by the teacher’s individual characteristics.

Teacher stress is directly

related to the degree to which the coping mechanisms are able or unable to deal with actual stressors and the degree to which the teacher appraises threat.

34

Thus teacher stress is primarily conceptualized as a response of negative effect such as anger or depression, which is usually accompanied by other response correlates.

These

response correlates may be psychological (e.g., high job dissatisfaction, burnout) psychosomatic like asthma, allergies and even more serious ones like heart disease and mental ill-health. Concern regarding stress among school teachers has been raised for over 40 years (Turnk, Meeks and Turk, 1982).

Thus

although the issue of teacher stress is not new, the severity and scope of the problem appear unprecendented. Research studies show that more and more teachers are reporting or experiencing stress in their job and feeling more stressful than other comparable professionals.

Pratt (1978) reports that 60.4% of

teachers surveyed reported some nervous strain, in contrast with 51.1% of ‘other professionals’ and 36.1% of the sample of employed people. Cox, Mackay, Cox, Watts and Brockley (1978) likewise report that, in a study comparing school teachers with semi-professional matched for sex, age and material status, 79% of the teachers mentioned their jobs as a ‘main source of stress’ in their life, whereas only 38% of the non-teachers did so. 2.2.5: Dimensions of Teacher Stress: Of many dimensions, the investigator considered the following dimensions for measuring the Teacher Stress.

They are –

Intensity of Work, (2) Students Behaviour, (3) Professional growth and (4) Extrinsic Annoyers. (1)Intensity of Work refers to teaching, recess schedule, Record work, Time for preparation of lessons, devotion of work, working

35

responsibilities,

professional

training

related

aspects

are

discussed. (2)Students Behaviour refers to students behavioural attitude, respected towards teacher recognition, classroom discipline, measuring the student interest, maintenance of classroom teaching, monitoring the disruptive classroom and inadequate financial support aspects. (3)Professional

Growth

discloses

the

leisure

problems,

professional skills, interest in social activities, opinion/feelings towards teaching profession, personal activities, promotional opportunities aspects are included. (4)Extrinsic Annoyers refers to recognition for attending extra work, interest towards teaching, interest to teach below average students, feeling locked up to into a routine in job, lack of providing

teaching

material,

lack

innovative

ideals,

participation

in

of

appreciation

decision

making,

towards poorly

organized meetings, relation with colleagues, relation with the head-teacher, administrative problems, head-teacher attitude towards faculty members, self-control, taking responsibility for pupil’s success in examination and maintaining to uphold values are incorporated.

The following figure disclosed the variables involved in the definition of Teacher Stress. TEACHER STRESS

36

Intensity of Work

Students Behaviour

Professional Growth

Extrinsic Annoyers

2.3.0:CHANGE-PRONENESS: Change-proneness, though quite recent in origin, with astonishing rapidity has become almost a catchword.

It is the

tendency to accept any thing, which is new novel, to be imbibed in their style of work. It is the state of flux and dilemma brought about by devotion to a cause which may promote and result at expected rewards or fail to produce unexpected revolts (Uday Koundinya, 1999). Change is the order of day. Everybody should accept this truth and those changes too.

From ancient times, whenever a

new discovery, a strange concept and a novel theory has proposed, there has been an ‘upsurge’ among others.

As

Vivekananda rightly quoted ‘every new activity evidently has to pass through the three stages – better ridicule, severe opposition and final acceptance’. ‘To accept that each is round but not flat’ also requires much emotion in the minds of people. society opposed the truth severely.

Members of ‘Flat earth

Accepted truths are really

difficult to be wiped of from minds and the new changes in those are as really taken a long time and they evidently be the butt of ridicule.

37

Helio Centric theory took a long time to be accepted and it was severely opposed and bitterly refused by persons who accept geo-centric theory by that time. Darwin’s

theory

of

Evolution

Atomic division in Chemistry, in

Biology,

Sigmond

Freud’s

contributions to psychology all these are not at all exceptions for the basic truth. This truth holds good even in social sciences and in culture revival. Social changes, which total alter tradition and cultural heritage evidently depend upon the sudden changes. Sudden change but not slow transition, revolution but not evolution out right change but not graded stepwise modification is the predominant nature of change proneness. Many scientific truths, which emerged as a result of eminent thinking by great scientists, told to replace established facts up to the day and required long time to be accepted. Becqueral and Madam Curie’s Radio activity, Newton’s gravitational theory, Einsten’s theory of Relativity law of E = mc², and Darwins theory of Evolution, Mendal’s

heredity,

Freud’s

abnormal behavour…

buffing

contributions

regarding

All these are clear vivid and valid

examples. Change proneness means inclination or readiness one has to change or alter his behaviour, attitudes, feelings and thoughts by being flexible rather restraining oneself to be rigid (Mukhopadhayay, 1980). If at all some people who accept and invite such crucial, vital changes are not there in those days, these mightily truths may not have emerged out to be existent before us not.

‘The

tendency of possessing an inclination to new novel, strange, at times totally afresh, baffling inventions and innovations, which can even shake and wipe of old existing traditional views is

38

‘Change Proneness (Uday Koundinya, 1996). Regarding the origin and genes is of the word ‘Change Proneness’; Miller (1967) for the first time has coined the concept of Change Proneness is the congregation’s effect of curiosity, open mindedness and mental flexibility. Miller rightly gages the comprehensive nature of the concept.

Radical change, innovativeness, tendency to inquire,

being shrewd and proneness in thought in quietness, all these traits facilitate change proneness. 2.3.1:Rigidity and Flexibility: This change proneness evidently relies upon two opposing ideological aspects rigidity and flexibility. A clear understanding of the two aspects rigidity and flexibility, will evidently help the investigator by throwing enormous light on the concept ‘Change Proneness’. The main hurdle to accept a new theory and invite a novel, sudden change is rigidity Warner defined ‘Rigidity’ as a lack of variability in a response or lack of adaptability in behaviour. In life situations, some people are rigid in their behaviour some are not.

The same people, who are rigid in one type of

situation, may be non-rigid in other situations. For example some may be good at problem solving in the science laboratory but may not apply the problems in the community (Klausner, 1972). The dictionary meaning of rigidity is a personality trait characterized by inability to change one’s attitudes opinions or manner of adjustment (Atkinson, 1964). From various studies it seems that these are the few bias factors, which go to make up this rigid tendency.

39

Goldstein defined rigidity as adherence to a performance that is inadequate for the present task i.e., a rigid term does not shift from one performance to another as required by the fresh to be fulfilled’. (quoted by Broundy, H.S., in ‘Building Philosophy of Education’, 1965). Research tries to relate problem solving rigidity with attitudinal dispositions of persons.

He states that it is the

inability to change one’s set or attitudes. Wolfert opined ‘Rigidity is restricted range of behaviour as this type of rigidity prevails in human minds; they act as stumbling blocks and hurdles. They approve oneself to have a new concept alter the type of learning, to invite change in the approaches. (quoted by Jones, M.R. (Ed) in ‘Nebraska Symposium on Motivation’, 1955). The opposing ideological aspect for rigidity is ‘flexibility is the personality trait characterized by ability to change one’s set, opinion line of thinking and process of adjustment.

Exhibiting

inclination to a new and strange thing will be possible and it is due to flexibility. In life situations, some people are flexible in their behaviour some are not. The people who are flexible on one occasion may not be much flexible on other occasions.

They at times with

flexible out alter their responses and behavioural patterns. But they decline at times to be flexible and then they stick to old ideologies. Flexibility is the outstanding quality of exhortative tendency and ability to change one’s set or attitude and opinions even one should be effective understanding line of thinking and even

40

process of adjustment.

Psychologists in accordance with their

standpoints have advanced the concept of rigidity and flexibility and different definitions. The definitions may be prepared from psychomotor

developmental,

attitudinal

intellectual

and

behavioural aspects. Change proneness, though quite recent in origin with astonishing rapidity has become almost a catch word change proneness can be defined as a tendency to accept any thing which is new, novel to be imbibed in their style of work. Change proneness is state of acceptance of new and creative ideas, which might at time create criticism and failure or result at appreciation and success.

It is a sense of satisfaction,

commitment and success in the quest for new techniques, ideals and methods. Change proneness is defined as a state of flux and dilemma brought about by devotion to a cause or a way of life, which may promote to result at expected rewards or fail to produce unexpected revolts. 2.3.2:Change Proneness among Teachers: How a Teacher should be? Is a puzzling question? Teacher at his best should be active not reactive, must strive rather than submit he must be author of his behaviour rather than have it dictated by authority. The teacher should perform his duties in his own style. The pattern of functioning of teachers reveals the existence of two categories of teachers. Being very flexible in approach, those adopt new strategies and innovate those who may not accept new strategies and implement novel techniques.

41

The first category of teachers possesses state of acceptance of creative ideas. The later fall to own the tendency to accept new strategies with a feeling of fear or failure. Those who are rigid in their out look do not take any risk by innovating new learning strategies and their teaching style will be routine. Those who are flexible possess a rare quality of distinguished creativity with an inborn talent.

They are change prone, ventilate their

creative thoughts and successfully satisfy the children in the class. Carl Rogers classified all the types of people working in a field in to five categories. They can be described in a parabolic curve.

The first category is ‘innovators’ – persons with utmost

change proneness who always think afresh, accept any changes and invent new strategies by being exemplary. Second category is ‘immediate adopters’ who may not think new, but who would adopt and implement any new idea.

Third category are ‘early

majority’ normally large in numbers who propagate and follow the successful innovations. Forth category is ‘late majority’ who would not like to accept and join the innovation willingly of their own with the compulsion of many, slowly they may join the group, accept the novely of a strange strategy. The fifth category is ‘Laggards’ persons, who lag behind, will not accept the innovations.

Being rigid, they criticize and cause hindrance to

the new innovations (quoted by Mukhopadhyay, M. in ‘Education Innovations towards better schooling in Indian Education’, 1982). Now the researcher felt the need of blending the concept of Change proneness and Carl Roger’s classification. Innovators and immediate adopters constitute the group of persons with high

42

change proneness. prone teachers.

Early majority constitute moderate change The last two categories of Carl Roger’s

classification late majority and laggards constitute teachers who possess how change process. High change prone and low change prone teachers are opposed to each other in their basic ideologies.

The first

category is confident, accepting the challenge. They have feeling of commitment competence as opposed to the members of second category. Both of them are exactly theoretically opposite poles and in the continuum scale. High and low change prone teachers lie at the opposing extremities with moderately change prone teachers scattering in the middle. Teachers – 1.who can alter the old traditional teaching methods, substituting them with novel concepts? 2.Feel their job not as a burden but a symphony. 3.Abreast with recent trends, techniques and explosion of knowledge. 4.Give required guidance to students and enable them to learn things in their own way and at their own pace. 5.Appreciate others for their creative and innovative ideas and innovative new play way techniques. 6.Make their teaching as easy job can easily dart into the minds of ‘hard to reach’ pupils with their high change proneness. 2.3.3:Measurement of Change Proneness: Change proneness is recently developed concept in relation to global changes in the curriculum transactions. It seems simple to go to the teachers and get data from them and to start

43

interpretation.

But

experiences

are

shown

that

careless

procedural can limit seriously the validity and usefulness of the survey.

Keen attention is concentrated while construction and

administration of the tool.

After careful observation of the

literature, it is found that this tool can be measure in various procedures adopted by Mukhopadyay (1980) and Devagiri (1999). However, they are context specific and may not be suitable for the present study.

Hence, the researcher after re-test the tool

and developed the Change Proneness tool with necessary modifications made before administering this tool among the selected sample of teachers. 2.3.4:Dimensions of Change Proneness: Out of many dimensions of Teacher Change Proneness, four dimensions are very important viz., (1) Innovativeness, (2) Hesitating nature, (3) Consideration and (4) Acceptance of help. The Innovativeness refers to the ideals, expression and acceptance

of

novelty.

The

hesitating

nature

refers

to

disagreeing the changes now in existence and refusing to accept the new ideas.

Regarding consideration refers to examine the

changes in curriculum transactions.

Whereas the acceptance of

help is refers to measure the opinion towards curriculum changes in classroom teaching. Educational objectives can be achieved only when teachers are efficient in performing their job in a given classroom or learning situation, manifesting their potentialities into realities. A teacher is able to under take this complex task, only when he is able to motivate himself towards fast changing in teaching styles, strategies and in the execution of innovative process.

44

If a

teacher is unable to cope with the rapid changes that are taking place in teaching learning transaction, then the primary objective of teaching-learning process will be disturbed. 2.3.5:Physiological and Psychological Experiences: Of

all

the

above

dimensions

physiological

and

psychological

discussed,

experiences

are

Teacher’s occupied

prominent place to measure the Teacher Change proneness. Generally, teachers are often rely how they feel, physically and emotionally, in order to assess their capabilities. More than the other sources of information, if these are negative (i.e., the teacher is very tired person or not physically well or particularly anxious/distressed or facing a lot of pressure), which will generally detract from proneness.

On the other hand, if these

physical and mental states are well off, they need not process as contributing much to the individual’s proneness.

On balance,

however, if the teacher is in excellent physical and mental state, this might be served as good point of departure to build proneness other ways and might be even in and of itself aroused a teacher’s prone on physical or psychologically demanding tasks. The following figure disclosed the variables involved in the definition of Teacher Change-Proneness. TEACHER CHANGE-PRONENESS

Innovativeness

Consideration

45

Hesitating nature Importantly

for

Acceptance of help

organizational

behaviour

and

human

resources management, each of these resources is highly malleable and changeable. As discussed earlier clearly disclosed that the Change proneness is as stated earlier (Devagiri, 1999) that it is the tendency to accept any thing, which is new novel, to be imbibed in their style of work and it is the state of flux and dilemma brought about by devotion to a cause which may promote and result at expected rewards or fail to produce unexpected revolts. However, the teacher needs a strong sense in his change proneness before they will try to apply what they have in their professional experiences.

They will also trying to

learn new things. The belief of Teacher in his ability to perform in his profession makes them vulnerable to on-the-job conditions, which are not supportive in his job career. It helps the teachers to survive rejection and helps them to preserve in face of obstacles and setbacks. Though the conceptual framework is systematic and sound in its presentation, in reality, how far the Teacher Job Satisfaction, Stress and Change Proneness are correlated and inter-dependent, if so, to what extent, and how far inter and intra relations between the dimensions of these aspects are the immediate queries to solve the problem. The following figure disclosed the relationship between the three aspects. Diagram showing the relationship between Teacher Job Satisfaction, Teacher Stress and Teacher Change Proneness

46

Job Satisfaction

Stress

Professional

Intensity of Work

Teaching Learning Innovation Inter-personal Relations

Change Proneness

Student Behaviour Professional Growth Extrinsic Annoyers

Innovativeness Hesitating nature Consideration Acceptance of help

Thus the investigator is probing into the problem in detail. To substantiate the present problem, the researcher reviewed and presented

the

available

literature

relating

to

Teacher

Job

Satisfaction, Stress and Change Proneness in the following Chapter.

47

REVIEW OF RELATED LITERATURE From the time teaching started to gain recognition as a Profession, experts as well as common men began to wonder about the effectiveness of the teacher.

The examples of

Socrates, Drona, Plato, Christ and Buddha are of common knowledge. Whether mythological or historical, both the eastern and the western records strongly suggest that the famous teachers were known to attract a large number of pupils around them and their glory used to be reflected in terms of the achievements of their pupils. It has been documented in our ancient literature that after a training period, testing competitions of Kshatriya princes were held to ascertain the learning outcomes attained by them. Put differently, it was a sort of public trial (test) of both the teacher 48

and the taught. If a pupil failed to show mastery of knowledge and skills it indeed indicated a failure of the both, may be more of the teacher.

The episode of Arjuna-Ekalavya (Maha Bharatha)

rivalry is a classic example of the pupil-outcome criterion for judging teacher effectiveness.

Traces of such tradition are

evident even today in the fields of Indian music and dance. Our famous musicians and dancers proudly declare who their teachers are.

Even in the academic field, it is customary for

students to boast which famous university – Oxford, Harward or Yale – they studied in or under whom they worked for their research. publicize

In turn, the institutions are proud to display and the

names

of

the

students

who

have

become

accomplished in their respective fields. Thus, there is sufficient evidence to believe that teacher (teaching) effectiveness has been viewed more in terms of what happens to a learner than what a teacher does. In other words, what is crucial is not the teacher’s act or behaviour, but the pupil’s act or behaviour. Hence, the investigator has reviewed the previous investigations on the aspect of Teacher Job Satisfaction, Teacher Stress and Teacher Change Proneness both in India and abroad in the following pages. Kerlinger (1973, III Survey of Educational Research) gave two main reasons for discussing the general and research literature related to the research problem. The first of this is to clarify the theoretical rationale of the problem.

The second

reason is to locate the present research in the existing body of research on the subject and to point out what it contributes to the subject.

49

The major purpose of this review of the available literature is to determine the significant facts, which are essentially related to the problem under investigation. For the knowledge emerging from the investigation would enable the investigator to avoid unintentional duplication, as well as to provide to understand and insight for the development of logical framework for the present problem under investigation. Moreover, studies that have been done

would

help

in

formulating

research

hypothesis

and

indicating ‘what needs to be done will form the basis for the justification of the study under investigation’. The purpose of this chapter is to provide a comprehensive and clear picture of the related studies and to show how the present study contributes in extending the knowledge in the attempted area under study. 3.1.0:TEACHER JOB SATISFACTION 3.1.1: Studies in Abroad Ali Murat Sunbul (2003) studied “An analysis of relations among locus of control, burnout and job satisfaction in Turkish high school teachers”. The aim of this study was to see how teachers' burnout is related to different aspects of locus of control, job satisfaction and demographic characteristics such as age and gender. The Job Satisfaction Scale was used to measure the subjects' job satisfaction level. In addition, the Maslach Burnout Inventory, which was used to measure dimensions of teachers'

burnout

consisted

of

three

subscales:

emotional

exhaustion, personal accomplishment and depersonalisation. The Internal-External Locus of Control Scale was used to measure the extent to which teachers had an internal or external locus of control. The findings showed that all burnout dimensions were

50

either positively or negatively related to independent variables. All variables were statistically significant in predictive effect on depersonalisation. External locus of control and age (predictor variables) were positively and directly related to emotional exhaustion

dimension

of

burnout.

Only

one

variable--age

(predictor variable) - was significantly predictive of personal accomplishment. Literature

(Australian Journal of Education,

Vol.47, 2003). Athanasios Koustelios (2006) studied ‘The relationship between burnout and job satisfaction among physical education teachers: a multivariate approach’. The present study examined the

multivariate

relationship

between job

satisfaction

and

burnout, experienced by Greek physical education school-based teachers. The sample consisted of 175 physical education teachers, from primary and secondary education. The Maslach Burnout Inventory (Maslach and Jackson, 1986) and the Employee Satisfaction Inventory (Koustelios and Bagiatis, 1997) used to assess burnout and job satisfaction respectively. Canonical correlation analysis revealed a negative multivariate relationship between the two constructs (r c=.61). Canonical loadings indicate that job satisfaction is primarily affected by ‘job itself’ followed by ‘supervision’ and affected

by

‘working

‘personal

conditions’,

whereas burnout

accomplishment’

and

is

‘emotional

exhaustion’. Intrinsic aspects of job satisfaction seemed to correlate stronger to burnout than the extrinsic (Nikolaos Tsigilis, University of Thessaly, Greece, 2006). Beverly M.Klecker and William E.Loadman (1999) studied ‘Male Elementary School Teachers' Ratings of Job Satisfaction by 51

Years of Teaching Experience’. The authors Teaching in American public schools in grades K-12 is largely a female pursuit. Discussions of the diversification of the American teaching force, have

generally

focused

on

two

areas:

(1)

the

under-

representation of people of color in the teaching force and (2) the under-representation

of

females

in

administrative

positions

(Montecinos & Nielsen, 1997). Few researchers have chosen to focus on the need for more males in the teaching force. The scarcity of male teachers as student role models is a subject of concern at all levels, but it is of particular concern in the early grades (Wood and Hoag, 1993). National statistics of teacher demographics indicate that the national teaching population is 72% female and 28% male. However, the gender statistics are even more disproportionate at the elementary level. Fewer than 2% of pre-K/Kindergarten and 14.6% of elementary teachers are male (Snyder & Hoffman, & Geddes, 1996). This lack of male role models in the early years of schooling may be a limiting factor in recruiting more males. One of the principal problems the Bureau of Indian Affairs (BIA) has in carrying out its responsibility to educate Indian children is the high turnover rate among its teachers; a large proportion of teachers in the BIA school system leave after their first year or second year of work. Teachers at six elementary schools on the Navajo Reservation were interviewed to determine the features they considered rewarding and the drawbacks associated with their place of work. The countryside itself and the cultural characteristics of the children were cited as the most rewarding aspects. Isolation in some form was the major

52

drawback. Long distances had to be traveled for services of any kind. Medical services were not available on the reservation, although the Public Health Service had clinics established there. Because of lack of competition on the reservation there were high prices in the local area for food and automobile repairs. Social life was especially restricted. Job related problems were most frequently concerned with administration. A fourth of those interviewed,

all

Anglo,

were

dissatisfied

with

the

BIA's

implementation of the Indian Preference Policy; they felt some Indians were given preference for jobs for which they were not fully qualified. The BIA reward structure is complicated by the need for substantial documentation and reward is not given consistently

enough

to

affect

teacher

attitudes.

Recommendations to increase level of satisfaction among BIA teachers conclude the report. (Bureau of Indian Affairs (Dept. of Interior), Washington, DC., Journal of Education Research Bulletin, Vol.119, 1999, USA). Bolin, Feng (2007) investigated into “A Study of Teacher Job Satisfaction and Factors that Influence it “.

Research on job

satisfaction, an extremely important topic in organizational administration and social psychology, has a history of nearly sixty years, beginning with the publication of Hoppock's (1935) classic work. The study of organization administration and behavioral sciences started fairly late on the Chinese mainland. There are few studies on job satisfaction, and even fewer in the educational field. This study is an exploration into the current situation using questionnaires and interviews. (Source: US Department of

53

Education Publication, M.E.Sharpe, Inc. 80 Business Park Drive, Armonk, NY 10504,The entity from ERIC, 2007 (e-publication). James S.Rinehart, Paula M.Short and Paula M.Short (1994) studied “Job Satisfaction and Empowerment among Teacher Leaders, Reading Recovery Teachers and Regular Classroom Teachers”. Empowering teachers is an essential part of school restructuring as evidenced b projects such as Sizer's Coalition of Essential

Schools

(Muncey

&

McQuillan,

1993),

the

New

Standards Project (Simmons & Resnick, 1993), school-based decision making in Chicago and Kentucky, or teacher involvement in developing standards (Alexander, 1993). Another project, developed by Short and Greer (1991), educated teachers to competently analyze a problem and reach reasonable conclusions because effective decision making is an important attribute in today's schools. Even though making judgments is an essential part of empowerment, other factors may exist and should be identified

as

researchers

begin

to

study

re-structured

organizations. A

few

empowerment

researchers and

its

are

effects

beginning on

selected

to

investigate

organizational

variables. For example, Short and Rinehart (1992) developed an instrument to measure empowerment and, sequentially, utilized it with teachers to examine the relationship to school climate. An inverse association was found between these two variables, which were attributed to teachers expressing more divergent beliefs and ideas, raising levels of conflict, and lowering perceptions of school climate. Short and Rinehart indicated a need to explore the relationship to other psychological constructs

54

Education, Vol. 114, 1994, by James S. Rinehart, ERIC, e-Journal publication). Jennifer, McLean (2006) studied “Forgotten Faculty: Stress and Job Satisfaction Among Distance Educators”.

As distance

education initiatives flourish throughout higher education, new avenues of opportunity have opened for students and faculty alike. The literature is rich in findings related to factors, which foster

student

satisfaction

and

success

in

the

virtual

environment. Despite the rising numbers of faculty teaching exclusively at a distance, the literature is silent on the identification of factors that support faculty well being in the areas of stress and job satisfaction for those teaching exclusively online. This descriptive study used Delphi methodology to identify stressors and levels of job satisfaction among faculty teaching exclusively at a distance. Background: With growing numbers of faculty moving toward a teaching load that is geographically independent of both students and colleagues, it is critical that the support needs of these faculty are identified and addressed. Higher education administrators and faculty developers face the challenge of identifying and meeting the needs of this often highly diverse and geographically dispersed faculty. The information gathered can be used to inform administrators about those factors that induce and prevent stress and burnout, sustain occupational satisfaction and promote employee retention. The purpose of this study was to provide an initial exploration into the experiences of distance education faculty with regard to occupational stress and job satisfaction.

The

data

collected

55

from

this

study

provides

descriptive information on stressors experienced by distance educators. Data was collected by way of a Delphi panel of higher educators who teach exclusively at a distance, moving them through adapted versions of Gmelch's (1986) Faculty Stress Index, a measurement of faculty stress levels, and the Abridged Job Descriptive Index (aJDI) which provided a measurement of job satisfaction for consensus within the panel. The central question this study sought to answer was: How do distance educators characterize their stress and stressors? In addition to stress, the study also asked: How satisfied are educators working exclusively in a distance environment? Implications for Administrative Practice:

For distance

education administrators, it is important to recognize that distance

educators

view

themselves

as

dedicated

almost

exclusively to instruction. The traditional triad of higher educators sharing their time between teaching, service and scholarship is not perceived as applicable to most distance educators who consider themselves first and foremost teachers. Further, their separation from campus demands that faculty identified for distance teaching be intrinsically motivated and independent. Faculty with a strong need for affiliation and supervision are less likely to thrive as distance educators. Conversely, the panel's comments suggest those faculties who take great enjoyment in teaching and are comfortable working under little supervision are well suited to this endeavor. Administrators would be wise to note, however, that the strong independence shown by this panel makes conformity to institutional regulations less likely among distance educators, as

56

they

frequently

see

themselves

as

operating

outside

the

boundaries of their campus-bound peers. Further, their strong independence has the potential to impact retention, as distance educators who feel no strong ties to their home institutions may feel less inclination to dedicate their career to any one institution. A final warning to distance education administrators relates to the frequency of the panelists' comments about distance education being a round-the-clock endeavor and the stress that comes from having a job with no clear start and finish time. While the panelists appear to believe that they are responsible for setting their own guidelines in this area, it is important for program administrators to recognize this stress and to realize that if faculty members are unable to temper it themselves, burnout is likely. Placing strong emphasis on the need for distance educators to place reasonable demands on themselves and to establish their own boundaries between work and personal life is critical to retaining a healthy and productive faculty body. Care should be taken to make even remote faculty feel a part of the greater whole of this institution thorough regular communication and support. This will enhance their sense of affiliation to both the school and the individuals that comprise it, increase compliance with regulation and – ideally – positively impact occupational satisfaction. The results of this study indicate that distance education is a rewarding career path for many higher education faculty. The challenges faced by faculty teaching exclusively at a distance are not entirely different from those of their on-campus counterparts, but the form those challenges take and the avenues by which

57

they are managed are necessarily changed in the distance environment. (Source: Jennifer McLean, Pennsylvania College of Technology (Online Journal of Distance Learning Administration, Volume IX, Number II, Summer 2006, University of West Georgia, Distance Education Center, Back to the Online Journal of Distance Learning Administration Content). John,

De

Nobile

Communication

and

(2006)

Job

studied

Satisfaction

in

‘

Organizational

Australian

Catholic

Primary Schools’. This study disclosed that Job satisfaction has been associated with a variety of behaviours relating to communication. However, very little research has been conducted in primary schools encompassing job satisfaction and a range of communication

variables.

This

study

investigated

the

relationships between aspects of organizational communication and facets of job satisfaction. The participants were 356 staff members from 52 primary schools of six Catholic education systems in

New

completed

a

South

survey

Wales,

Australia.

consisting

of

The

the

participants

Organizational

Communication in Primary Schools Questionnaire and the Teacher Job

Satisfaction

Questionnaire

(TJSQ).

Ten

organizational

communication factors and nine job satisfaction factors were identified.

Multiple

regression

analyses

identified

several

organizational communication factors that were predictors of job satisfaction. The results suggest implications for policy and practice

with

regard

to

communication

in

these schools

(Macqueries University, NSW 2109, Australia, ERIC – e-journal article, 2006).

58

Nancy Tsui Yee Yeung & Alexander Seeshing Yeung (2002) studied ‘Teacher Motivation, Stress and Satisfaction : Do Teachers in a Secondary and Tertiary Institution Differ? Survey data from 15 lecturers in a tertiary education institution and 39 teachers in a secondary school in Hong Kong were analyzed to investigate their work motivation and its relationship

with

job-related

stress

and

satisfaction.

The

relationship between job-related stress and job satisfaction was negative. However, both levels of stress and job satisfaction were high. In terms of work motivation, for both groups, achievement and affiliation orientations were high but power orientation was not. These results indicate that the job nature of teaching itself may have a driving force that makes teachers strive for professional development that is stressful yet satisfying and fulfilling. Analysis of variance found that the two groups (lecturers vs.

teachers)

did

not

differ

in

work-related

psychological

outcomes (job stress and satisfaction), nor did they differ in their power orientation. For both groups, the achievement and affiliation

orientations

were

higher

than

power

orientation

whereas between-group comparisons found that achievement and affiliation orientations were significantly higher for lecturers in the tertiary institution. The relatively high stress level of both the lecturers and teachers warrants attention. Further work should focus on effort to reduce teacher stress and increase job satisfaction. (Paper presented at the International Conference AARE 2002 at Brisbane, Australia on 3 December, 2002). Ronit Bogler (2001) studied ‘The Influence of Leadership Style on Teacher Job Satisfaction’.

59

The article examines the

effects

of

principals’ leadership

style

(transformational

or

transactional), principals’ decision-making strategy (autocratic versus participative), and teachers’ occupation perceptions on teacher satisfaction from the job. More specifically, it attempts to find out how much of the variation in teachers’ job satisfaction can be attributed to their perceptions of their occupation, as compared to their perceptions about their principals’ leadership style and decision-making strategy. A quantitative questionnaire using Likert-type scales was administered to 930 teachers in Israeli schools, of whom 745 responded. Path analysis was used to explain teacher job satisfaction by the exogenous variables. The most salient finding was that teachers’ occupation perceptions strongly affected their satisfaction. Principals’ transformational leadership affected teachers’ satisfaction both directly and indirectly through their occupation perceptions. Implications of the study are discussed in relation to supervisors and principals, as well as to policy makers at the government level (Educational Administration,

Quarterly,

683(2001)DOI:10.1177/00131610121969460).

60

Vol.37,No.5,662-

Salome Schulze (2002) studied ‘Job Satisfaction Amongst Black Female and White Male Academics: Implications for Management’. This paper reports on the job satisfaction of black, female and white, male academics at a distance education institution in South Africa. A qualitative research approach was employed. By means of purposeful and snowball sampling, ten female participants from different departments in the humanities were recruited and interviewed. In the second phase, reflexive photography was used to gather data. Eight white males from the same sector were provided with a camera and requested to take pictures of the agonies and the ecstasies of their work. Thereafter photo elicitation interviews were conducted. Data analysis indicated

how

community

participants

service,

felt

about

administration,

teaching,

compensation

research, and

job

security, promotions, management, co-workers' behaviour and their physical environment. Their overall, general job satisfaction was

also

determined.

Findings

indicated

how

diverse

the

perceptions and needs of the two groups are. Implications for managing such a diverse human-resource base are indicated (Department of Further Teacher Education, UNISA, Pretoria, South Africa, 2002). Smith, Frederick, D. (1977) studied “Factors Involved in Job Satisfaction Among Teachers in the Bureau of Indian Affairs System on the Navajo Reservation”.

This study disclosed that

one of the principal problems the Bureau of Indian Affairs (BIA) has in carrying out its responsibility to educate Indian children is the high turnover rate among its teachers; a large proportion of teachers in the BIA school system leave after their first year or

61

second year of work. Teachers at six elementary schools on the Navajo Reservation were interviewed to determine the features they considered rewarding and the drawbacks associated with their place of work. The countryside itself and the cultural characteristics of the children were cited as the most rewarding aspects. Isolation in some form was the major drawback. Long distances had to be traveled for services of any kind. Medical services were not available on the reservation, although the Public Health Service had clinics established there. Because of lack of competition on the reservation there were high prices in the local area for food and automobile repairs. Social life was especially restricted. Job related problems were most frequently concerned with administration. A fourth of those interviewed, all Anglo, were dissatisfied with the BIA's implementation of the Indian Preference Policy; they felt some Indians were given preference for jobs for which they were not fully qualified. The BIA reward structure is complicated by the need for substantial documentation and reward is not given consistently enough to affect teacher attitudes. Recommendations to increase level of satisfaction among BIA teachers conclude the report. (DS) (Source: The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author;

BIA Education

Research Bulletin, v5 n2 p21-33 May 1977 , Peer-Reviewed: An indication of whether the document came from a peer-reviewed journal or U.S. Department of Education publication. Note: Used from 2005 onward; Publication Date: 1977-05-00; Institutions: Bureau of Indian Affairs (Dept. of Interior), Washington, DC.).

62

Generally, the results of this research are relevant psychology as they pertain to relationship issues, communication strategies, and attitudes developed by employees. Specifically, the results are relevant to directors who wish to increase the job satisfaction of their employees as well as prevent turnover. The results of the research can be disseminated in director training programs, thereby promoting social change by focusing on the impact of leadership style on employee job satisfaction. In this exploratory study, a need for

structured

leadership

was

related

to

higher

global

job

satisfaction as well as satisfaction with supervision. Further, the results can contribute to social change by examining the impact of leadership style in other nonprofit agencies having an organizational structure similar to child care agencies. With the flux of change in nonprofit organizations, such as child care centers, the need for structure seems to be critical to employee job satisfaction, particularly on satisfaction with supervision and has important implications for child care director training programs.

Stephanie, L.Brooke (2007) studied ‘Leadership and Job Satisfaction”. The results imply social change effort at a broader level of nonprofit organizations. Leadership style is critical in terms of an employee’s level of job satisfaction. By vicariously watching the leader, employees attach meaning to the leader’s behavior and evaluate that in terms of his or her expectations of supervision.

Thus,

employees

will

use

the

evaluation

to

determine satisfaction with supervision and satisfaction with the organization. The study of job satisfaction is important given its effect on employee retention (Bogler, 2002). Given the quality issues with respect to the shortage of highly qualified directors of child care agencies (Whitebook &

63

Sakai, 2003), training issues must be addressed. First, directors of child care centers need to be aware of their leadership style and the relationship of style to employee job satisfaction. It would appear that developing a leadership style high on consideration and high on structure is important for increasing employee satisfaction (Bass, 1990). Research supports that when leaders change their definitions of leadership, job satisfaction increases and turnover is decreased to near zero (Bissell & Beach, 1996). Specifically, if leaders are low in structure, they need training that focuses

on

information,

increasing scheduling,

skill and

in

planning,

providing

communicated

informative

and

constructive feedback to employees (Fleishman, 1996). Training programs can also focus on strategies for improving employee retention, as suggestion by Armour (2000). Specifically, directors need to have training on the attitudinal facets which lead to dissatisfaction (Spector, 1997). Leaders should be trained to recognize aspects of the organizational climate which create uncertainty for employees, a critical issue when bring a new employee on board. A telling style is going to be more effective for leaders to adopt when working with new employees. When employees perceive their director as initiating structure through setting goals, problem solving, and providing feedback on performance, employees were more satisfied, experienced less strain, and the position was less likely to turnover (O’Driscoll & Beehr, 1994).

Director training can focus on the need for

frequent assessment feedback for new employees (Source: Stephanie L. Brooke, PhD, Volume 4 - Issue 1, Feb 13, 2007, ERIC e-publication).

64

Timothy A.Judge, Daniel Heller & Michael K.Mount (2001) studied “Five-Factor Model of Personality and Job Satisfaction A Meta – Analysis’

This study reports results of a meta-analysis

linking traits from the 5-factor model of personality to overall job satisfaction. Using the model as an organizing framework, 334 correlations from 163 independent samples were classified according to the model. The estimated true score correlations with

job

satisfaction

Extraversion,

.02

were

for

-.29

for

Neuroticism,

.25

for

Openness

to

Experience,

.17

for

Agreeableness, and .26 for Conscientiousness. Results further indicated that only the relations of Neuroticism and Extraversion with job satisfaction generalized across studies. As a set, the Big Five traits had a multiple correlation of .41 with job satisfaction, indicating support for the validity of the dispositional source of job satisfaction when traits are organized according to the 5 -factor model. (Timothy, A Judge, Department of Management, University of Florida; Daniel Heller, Department of Psychology, University

of

Management

Iowa and

&

Michael,

Organizations,

K.Mount,

Department

University

Iowa,

of

USA,

Educational Administration Quarterly, Vol. 37, No. 5, 662-683 (2001), DOI:10.1177/ 00131610121969460 Weiqi Chen, (2007) studied “The Structure of Secondary School Teacher Job Satisfaction and Its Relationship with Attrition and Work Enthusiasm”.

This study used the results of a

questionnaire survey of 230 secondary school teachers to analyze the factors constituting job satisfaction and its effects on teacher attrition and work enthusiasm. The results show that (a) the structure of secondary school teacher job satisfaction is made

65

up of ten components and is consistent with the model put forward by Locke et al. (1976); (b) secondary school teachers are dissatisfied with their jobs as a whole and with dimensions such as the educational system, student quality, leadership and administration, work achievements, working conditions, salaries and welfare, and work stress; and (c) teacher overall job satisfaction and satisfaction with the educational system, income and welfare, leadership and administration, status, and work environment

and

conditions

are

closely

related

to

work

involvement and retention. External rewards and commendations also stimulate the teachers' work motivation (Chinese Education and Society, Vo.40, N.5, p.17-31, China, 2007). 3.1.2: Studies in India: Agarwal, M (1991) in a study on job satisfaction of primary and secondary school teachers, concluded that caste, place of work and mother tongue were significantly related to job satisfaction.

Male graduate trained teachers, single family

teachers, more experienced and government school teachers, were more satisfied than others; age and Marital Status status, however, had no relationship with job satisfaction. Economic and political values were found to be correlates of job satisfaction (V Survey of Educational Research, 1997, p.452). Ausekar (1996) compared the job satisfaction among teachers working in government and private secondary schools (VI Survey of Educational Research, 2006, p.18). Bhatt (1997) made a correlational study of job stress, job involvement

and

job

satisfaction(VI

Research, 2006, p.18).

66

Survey

of

Educational

Chandraiah (1994) attempted to study job satisfaction of college teachers as an effect of age (VI Survey of Educational Research, 2006, p.18). Clemence, S.M. (1989) found that role conflict affected job satisfaction of women teachers but social simension of value influenced their job satisfaction rather favourably (V Survey of Educational Research, 1997, p.452). Dixit (1993) aimed to analyze the effect of sex on different factors – intrinsic (physical and psychological) and extrinsic (salary etc., benefits) – of job satisfacton among primary teachers (VI Survey of Educational Research, 2006, p.18). Godiyal and Srivastava (1995) studied work involvement, job involvement and job satisfaction of male primary teachers of Garhwal (VI Survey of Educational Research, 2006, p.17). Goyal, J.C. (1980) studied ‘A Study of the Relationship among Attitudes, Job Satisfaction, Adjustment and Professional Interests of Teacher-educators in India’. The main objectives of the study were (i) to measure attitudes, job satisfaction, adjustment and professional interests of teacher-educators of different

categories

based

on

sex,

age,

qualification

and

experience, (ii) to find out the difference in attitude, job satisfaction, adjustment and professional interests among group of teacher-educators based on sex, age, qualification and experience, (iii) to find out the relationship among attitude, job satisfaction, adjustment and professional interests of teachereducators of different categories, and (iv) to predict job satisfaction of teacher-educators by treating their attitudes, adjustment and professional interests as independent variables.

67

The sample consisted of 314 teacher-educators working in thirty-eight institutions, which included men and women of different age groups possessing different qualifications and teaching experience.

The tools used were a self-constructed

attitude scale, Indiresan’s Job Satisfaction Inventory, Bell’s Adjustment Inventory and a self-developed inquiry form for professional interests of teacher-educators. deviations,

t-test,

analysis

of

variance,

Mean, standard product

moment

correlation, multiple linear regression analysis were used for statistical interpretation. The major findings of the study were (i) A large majority of the teacher-educators were favourably inclined towards their profession and were satisfied in the job. However, they were not well adjusted and had low professional interest. (ii) The attitude and job satisfaction of different groups did not differ significantly. (iii) Emotional stability among the teacher-educators had low interest in the profession.

(iv) Emotional stability among the

teacher-educators increased with age.

(v) Professional interest

among teacher-educators increased with teaching experience in a school, (vi) Attitude, Job Satisfaction and occupational adjustment among teacher educators were associated with one another, whereas social and emotional adjustment and Professional interests

were

not

related

with

other

variables,

(vii)

Job

Satisfaction could be predicted by attitude and occupational adjustment but not by other variables (Abstract:1150, Ph.D.,Edu., Delhi, University, III Survey of Educational Research, 1986). Gupta, S.P. (1980) studied ‘A Study of Job Satisfaction at Three Levels of Teaching’. The objectives of the study were: (1)

68

to measure the job satisfaction of primary school teachers, secondary school teachers and college teachers, (2) to find out the relationship between selected psychological variables and job satisfaction exhibited by primary school teachers, secondary school teachers and college teachers, (3) to compare the job satisfaction of married teachers with that of unmarried teachers, (4) to compare the job satisfaction of teachers of different age groups, (5) to compare the job satisfaction of teachers of different experience groups, (6) to work out multiple regression equations that could predict the job satisfaction of primary school teachers, secondary school teachers and college teachers, separately, and (7) to compare the job satisfaction of primary school teachers, secondary school teachers and college teachers. The findings of the study were: (i) Needs of achievement, affiliation and endurance were positively related while needs of autonomy, dominance and aggression were negatively related to the job satisfaction of primary school teachers.

Needs of

exhibition, succorance, abasement and nurturance were not related significantly with the job satisfaction of primary school teachers.

(ii)

Attitude

towards

teaching

as

a

career

and

personality maturity were positively related to the job satisfaction of primary school teachers, (iii) Marital Status status, age and teaching experience were not associated to the job satisfaction of primary school teachers, (iv) Out of twelve variables only eight were significant contributors to the prediction of job satisfaction of primary school teachers. These eight variables were : attitude, n-aut, n-ach, n-aff, personality maturity, n-exh, n-end, and n-suc (R = 0.675). (v) Need achievement was positively related while

69

needs of exhibition, autonomy and aggression were negatively related to the job satisfaction of secondary school teachers. Needs

of

affiliation,

succorance,

dominance,

abasement,

nurturance and endurance were not related significantly to the job satisfaction of secondary school teachers. (vi) Attitude towards teaching as a career and personality maturity were positively related to the job satisfaction of secondary school teachers. (vii) Marital Status status, age and teaching experience were not associated significantly with the job satisfaction of secondary school teachers.

(viii) out of twelve variables only

eight were significant contributors to the prediction of job satisfaction of secondary school teachers. These variables were: attitude, n-ach, n-aut, personality maturity, n-end, n-dom, n-aba, and n-suc (R = 0.767). (ix) Needs of achievement of abasement were positively related while needs of nurturance and aggression were negatively related to the job satisfaction of the college teachers. Needs of exhibition, autonomy, affiliation, succorance, dominance and endurance were not related significantly to the job satisfaction of college teachers. (x) Attitude towards teaching as a career and personality maturity were positively related to the job satisfaction of college teachers. (xi) Unmarried college teachers were more satisfied than married college teachers. There was a U-shaped relationship between age and job satisfaction of college teachers.

Teaching experience was not

associated significantly with the job satisfaction of college teachers.

(xii) Out of the twelve variables only five were

significant contributors to the prediction of job satisfaction of college teachers.

These variables were: attitude n-agg, n-nur,

70

personality maturity and n-aba (R = 0.732). (xiii) Primary school teachers were significantly less satisfied than secondary school teachers

or/and

college

teachers.

(xiv)

Secondary

School

Teachers and college teachers were almost equally satisfied with their job. (Abstract:1160, III Survey of Education Research, Ph.D., Edu., Meerut University, 1981). Jyothi and Reddy (1998) attempted to study the professional satisfaction of teachers working in the schools for the hearing impaired to Andhra Pradesh (VI Survey of Educational Research, 2006, p.18). Kolte, N.V.(1978) studied ‘Job Satisfaction of Primary School Teachers: a Test of the Generality of the Two Factor Theory’. The study was undertaken (1) to identify the factors that are responsible for both the teacher’s satisfaction and dissatisfaction, and (2) The extrinsic factors caused feelings of dissatisfaction but not feelings of satisfaction. The study yielded the findings: (1) Achievement was responsible for the feelings of satisfaction in about forty-two of the collected satisfaction incidents.

(2) Thirty good incidents

revealed recognition as a factor for the feeling of satisfaction from the job. (3) Advancement emerged as a satisfier in eighteen of the incidents collected in connection with the feelings of satisfaction.

(4) Work itself was found to be responsible for

satisfaction in six of the good wok incidents.

(5) Policy and

administration was cited as a satisfier in incidents where both husband and wife were teachers and were posted at the same place.

(6) Unfair policy and administration emerged as a

dissatisfier in thirty-five of the dissatisfaction incidents. (7)

71

Working conditions were cited as the cause of dissatisfaction in twenty five of the bad work incidents. (8) Salary was mentioned as a dissatisfier in ten of the bad work incidents.

(9)

Interpersonal relations emerged as a dissatisfier in ten of the incidents that described the feeling of dissatisfaction with the job. (10) Advancement emerged as a dissatisfier in five of the bad work incidents.

(11) Herzberg’s dual factor theory was not

supported, in toto, by the study. Naeema and Ayishabi (1995) studied satisfaction as a predictor of perceived teaching competence (VI Survey Report, 2006, P.17). Naik, G.C. (1990) found that ad hoc teaching assistants of the M.S.Univesity, Baroda, were satisfied with their jobs mainly because of their favourable attitude towards the teaching profession, financial consideration and the facilities which they were getting for further studies; Marital Status status, age, experience and gener did not affect their level of job satisfaction; leadership qualities of heads of institutions promoted job satisfaction, and group goals and objectives were essential parameters in determining the job satisfaction of teachers. Sex, experience and background variables had no bearing on job satisfaction (V Survey of Educational Research, 1997, p.452). Paranjpe (1993) attempted to assess the quality Working Life in the educational setting of special education teachers and relationship between QWL perception, Job Satisfaction, Job involvement and work involvement (Sixth Survey of Educational Research, 2006, p.17).

72

Porwal, N.K. (1980) investigated into ‘Personality Correlates of Job satisfied Higher Secondary School Teachers’.

The

objectives of the study were: to identify the personality traits of satisfied and dissatisfied teachers, and to examine the impact of variables like age, sex, Marital Status status, length of service, scale of pay, location of working place, type of management and extent of employment of their job satisfaction. The sample of teachers from higher secondary schools was selected using the stratified random technique in the first stage and out of them 100 satisfied teachers and 100 dissatisfied teachers were identified.

The tools used were Job Satisfaction

Questionnaire (Jumar and Multra) and Sixteen Personality Factor Questionnaire (in Hindi) by Kapoor. The data were analyzed using critical ratios, and chi-square and by calculating coefficients of correlation. The main findings of the study were – (1) Personality characteristics of satisfied teachers were: reserved, detached, critical, cool, emotionally mature, stable, faced reality, humble, mild, accommodating, conforming and giving way to others, shy, timid,

restrained,

diffident,

withdrawing,

cautious,

retiring

trustworthy, adaptable, free from jealousy, easy to get on with, practical, careful, conventional regulated by external realities, proper, placid, self-assured, confident and serene, controlled, socially precise, having strong control over emotions and general behaviour, relaxed tranquil, unfrustrated and calm.

(2) The

personality characteristics of the dissatisfied teachers were: warm-hearted, easy-going, participating, less afraid of criticism, emotionally

less

stable,

assertive,

73

independent,

stubborn,

venturesome,

socially

bold,

uninhibited,

spontaneous,

self-

opinionated, hard to fool, imaginative, rapt in inner urges, careless of practical matter, Bohemian and frustrated.

(3) The

satisfied and dissatisfied teachers were similar on factors B, F, G, I, N, Q1 and Q3 of 16 PF. (4) Age appeared to exert an adverse impact on job satisfaction. (5) Sex produced differences in the level of job satisfaction. (6) The female unmarried teachers were more satisfied than the married teachers of both sexes.

(7) A

negative relationship existed between the length of service and the level of job satisfaction.

(8) Rural-Urban setting had no

significant difference on the level of job satisfaction.

(9) Job

satisfaction did not vary with different scales of pay. (10) Wellemployed and under-employed teachers did not differ on job satisfaction. (11) The teachers of government schools were more satisfied

than

those

in

privately

managed

schools.

(Abstract:1200, III Survey of Educational Research, Ph.D., Psy., Agra University, 1980). Rakesh Patel & Pritesh Tailor (2005) studied “A Comparative Study of Teacher Efficiency and Job Satisfaction with Concern to Gender and Work Experience in Rural Area Teacher”. The aim of this research was to find out that whether there is any significant difference in the teacher efficiency and job satisfaction of male & female rural teacher and first stage (1 to 7 year) & Second stage(more then 7 year) work experience. Besides this the second aim was to test the relationship between teacher efficiency and job satisfaction. The analysis of the result indicates that there is no significant difference in the matter of teacher efficiency and job satisfaction between male and female teacher.

74

There is no significant difference in the matter of teacher efficiency and job satisfaction between first stage and second stage work experience. There is a noticeable correlation between teacher efficiency and job satisfaction in rural teacher (Rakesh Patel, Lecturer, NLITE, & Pritesh Tailor, Lecturer, BMKIETE, Navsari, Gujarat, Paper Presentation in International Conference of All India Association for Educational Research on Improving Rural Education held in Chennai, Tamil Nadu, India, October, 2005). Ramakrishnaiah, D. (1980) concluded that college teachers attitude towards teaching had a bearing on job satisfaction and that the job involvement and job satisfaction are independent of each other. Rama Mohan Babu, V. (1992) found that less experience, favourable attitude towards teaching and efficiency of teaching corresponded with higher job satisfaction.

Teachers working in

open and autonomous climates were found to be having high job satisfaction compared to those working in a closed climate. Job involvement and general state of health and life had a positive effect on the level of job satisfaction (V Survey of Educational Research, 1997, p.452). Rao, S.N. (1981) studied ‘A Psychological Study of Work Adjustment and Teaching Success of Primary School Teachers’. The study aimed at investigating the relation of job satisfaction to several intrinsic and extrinsic factors in the teaching job assuming job satisfaction to depend on work adjustment.

It

concerned itself with primary school teachers of Nellore and Chittoor districts of Andhra Pradesh.

75

The findings of the study were: (1) There were no difference between the female and male teaches with regard to job satisfaction,

job

involvement,

organizational identification.

work

identification,

and

However, the male teachers were

more intrinsically motivated.

(2) A significant relationship

between intrinsic motivation and job satisfaction was identified. The length of service was not related to job satisfaction, organizational identification and job involvement. The long and the short tenure of service groups differed on intrinsic motivation, the former showing higher intrinsic motivation.

(3) The urban

and the rural teachers differed with regard to intrinsic motivation but not with regard to job satisfaction, work identification and organizational identification. (4) The external locus of control of the teachers was significantly related to job satisfaction, work identification and organizational identification but not to job participation, job involvement and intrinsic motivation.

Job

involvement was also related to intrinsic motivation and job satisfaction. (5) With regard to work values, job satisfaction was related to job involvement and upward striving. Job satisfaction was

also

significantly

related

to

work

identification

and

organizational identification. (6) Work identification, organization identification, work involvement and organizational involvement of

the

teachers

satisfaction

of

was

the

distressingly

teachers

left

disappointing much

to

be

and

job

desired.

(Abstract:1206, III Survey of Educational Research, Ph.D., SV University, Tirupati, NCERT financed, 1981). Ratnappa (1998) studied the personal and professional satisfaction

of

women

teachers

76

of

schools,

colleges

and

universities

in

Andhra

Pradesh

(VI

Survey

of

Educational

Research, 2006, p.18). Rawat, S. (1992) found that level of job expectation played a significant role in determining job realities of teachers as also the job satisfaction which had positive relations with humanistic, creative, social and aesthetic values and negative correlation with political and economic values Ratnappa (1998) studied the personal and professional satisfaction of women teachers of schools, colleges and universities in Andhra Pradesh (VI Survey of Educational Research, 2006, p.18). Ray, S. (1992) concluded that the mental health of teachers was positively correlated with job satisfaction and attitude towards pupils Ratnappa (1998) studied the personal and professional satisfaction of women teachers of schools, colleges and universities in Andhra Pradesh (VI Survey of Educational Research, 2006, p.18). Ray, S (1990) attempted to study the relationship among teachers’

attitude

towards

pupils,

mental

health

and

job

satisfaction (V Survey of Educational Research, 1997, p.452). Reddy

and

Babu

(1995)

analyzed

the

level

of

job

satisfaction of male and female teachers of residential and nonresidential schools (VI Survey of Educational Research, 2006, p.18). Reddy, B.P. (1989) in his study found that over qualified primary school teachers had low job satisfaction while teachers younger in age had higher level of job satisfaction, which had positive correlation with attitude towards teaching and job involvement Ratnappa

(1998)

studied

the

77

personal

and

professional

satisfaction

of

women

teachers

universities

in

Andhra

Pradesh

of (VI

schools, Survey

colleges of

and

Educational

Research, 2006, p.18). Saxena, N. (1990) while studying a sample of higher secondary school-teachers in Madhya Pradesh, did not find any difference due to gender, stream (science or arts), experience and other variables, on job satisfaction Ratnappa (1998) studied the personal and professional satisfaction of women teachers of schools, colleges and universities in Andhra Pradesh (V Survey of Educational Research, 1997, p.453). Sekhar, G and Ranganathan, S. (1988) studying job satisfaction of graduate teachers in Coimbatore. The results of the study disclosed that most of the teachers were satisfied with their

nature

of

work,

personnel

policies,

salary,

personal

achievement and their relationship with superiors and colleagues, working conditions in schools, appreciation of good work and job security (V Survey of Educational Research, 1997, p.452). Shaheen, F. (1973) studied ‘A Sociological Study of 300 Higher Secondary School Female Teachers in the City of Lucknow. The objectives of the study were: (1) to trace the development of higher secondary school education for girls in Uttar Pradesh; (2) to understand the personal and social background of the respondents with a view to establishing necessary associations and correlations; (3) to enquire into the family size and its composition and to see its impact on the efficiency of women teachers; (4) to ascertain the socio-economic status of the respondents in order to see its effect on job efficiency, job satisfaction and morale; (5) to find out the conditions of

78

employment of the respondents; (6) to highlight the social security and welfare measures organized for higher secondary women teachers; (7) to probe into the leisure time pursuits and interests for studying their bearing on the mental health of the respondents and (8) to know the attitudes and beliefs of the respondents with a view to suggest various reforms in the present system of education.

The findings in relation to Job

satisfaction disclosed that the bulk of women teachers were from middle and lower socio-economic status.

The main motivating

force behind

the profession

economic.

the respondents’

joining

was

Ample leisure time, a stepping-stone for better job

and opportunity for hither studies were other main motivating factors. (III Survey of Educational Research, Ph.D., Sociology, Lucknow University, 1973). Sinha and Prabhat (1993) examined the relationship of Job Satisfaction with ego strength of Secondary School Teachers. (VI Survey of Education Research, 2006, p.17). Sudhira (1994) investigated Teacher Job Satisfaction and job stress of Secondary School physical education Teacher (VI Survey of Educational Research, 2006, p.17). Thaker (1996) designed to know whether the government and non-government secondary school Principals differ in their job satisfaction.

Thaker studied the relationship between the

Saurashtra Secondary School Principals’ Job Satisfaction and gender, age, experience, qualification, Marital Status status, type of schools, residential area and geographical locale (VI Survey of Educational Research, 2006, p.18).

79

3.2.0: TEACHER STRESS The term stress is a problematic one, not least because of its common use. Everyone knows what stress means to them but it is hard to tie down a strict definition due to the subjective nature of the definition. If we define stress as a reaction to a situation that results in negative emotions then, "Teachers have been identified as an occupational group that function under conditions of high stress."(Malik, Mueler & Meinhe, p.57) This stress is caused by many factors such as time pressures, poor pupil motivation, poor working conditions, conflict with colleagues etc. Now while it may be true that teachers are under no more or less stress than certain other professionals they are in the unique position that this stress has a direct influence on the lives of the young people they are there to teach. "Of concern is that stress may significantly impair the teacher / pupil relationship, reducing both quality of teaching and the teachers commitment to his or her pupils"(ibid.) Teachers suffering stress then seem to get caught in a vicious circle where the are fatigued due to the time pressures that they are under and so do not take advantage of free time if they have any which only creates more time pressure for them. The may lose their creativity and concentration leading to poorly motivated pupils who are only a factor, through no fault of their own, in causing more stress for the teacher and exacerbating the problem. And so the circle turns. The aim to reduce teachers' stress levels is one of the most important challenges facing education and to go about this we need to develop a climate in our schools where stress is seen "as 80

an interesting, understandable and, up to a point, an inevitable accompaniment to high levels of demand and uncertainty".

It

needs to be on the agenda, both formal and informal, of most if not all staff rooms."(Claxton, 1989, p.73) This change can come from three areas; ordinary teachers becoming aware of the problems they face; teachers speaking out publicly about their problems; and the school as an organization

adopting,

organizational

and

"those

management

administrative

practices,

arrangements,

staff

relationships, working conditions and curriculum processes that minimize

those

sources

of

stress

within

the

schools'

control."(Kyriacou, 1987, p.150) 3.2.1:Studies in Abroad: Akihito Shimazu, Yusuke Okada, Mitsumi Sakamoto and Masae Miura (2003) studied “Effects of Stress Management Program for Teachers in Japan: A Pilot Study”.

The aim of this

study was to examine the effects of a stress management program for teachers on their stress responses, social support, and coping. Participants (n=24) were assigned to either an intervention or a waiting list control group. A five-session program, including psycho-education, group discussion, roleplaying

and

relaxation

training,

was

conducted

for

the

intervention group at two-week intervals. Eight participants from each of the groups responded to pre- and post-intervention questionnaire surveys. The positive intervention effect was significant for social support from co-workers (p=0.035), whereas the negative intervention effect was significant for proactive coping (p=0.033). No significant effect was observed for stress

81

responses (vigor, anger, fatigue, anxiety, depression, and somatic stress responses) (p>0.05). The positive intervention effect was marginally

significant

for

social

support

from

co-workers

(p=0.085) and anger (p=0.057) among those who at first had high stress response scores in the pre-intervention survey (n=5 and n=4 for the intervention and waiting list control groups, respectively). Furthermore, the positive intervention effect was significant for social support from co-workers (p=0.021) and marginally significant for resignation coping (p=0.070) among those who at first had high job control scores (n=4 and n=5 for the intervention and waiting list control groups, respectively). Results showed that the stress management program conducted in this study contributed to increasing social support from coworkers. This study suggests that a program that focuses on a particular subgroup (e.g., those with high stress responses or high job control) might be effective in enhancing coping skills, increasing social support, and reducing stress responses (Akihito Shimazu, Yusuke Okada, Mitsumi Sakamoto and Masae Miura, “Effects of Stress Management Program for Teachers in Japan: A Pilot Study”, Department of Clinical Psychology, Hiroshima International University School of Human and Social Environment, Journal of Occupational Health, Vol.45, 2003, No.4, pp.202-208 , On line ISSN: 1348-9585) Arikewuyo

and

M.Olalekan

(2004)

studied

‘Stress

Management Strategies of Secondary Teachers in Nigeria – Short Report’.

The

study

provides

empirical

evidence

for

the

management of stress by teachers of secondary schools in Nigeria. A total of 3466 teachers, drawn from secondary schools

82

in Ogun State of Nigeria, returned their questionnaire for the study. Data were analyzed using simple percentage and chisquare. The findings indicate that teachers frequently use the active behavioural and inactive (escape) strategies in managing stress. This is an indication that the average Nigerian teacher prefers to organize him/herself in such a way that his/her pedagogic duties will not be hampered by domestic chores. It also implies that, whenever the teacher is stressed, he/she consoles him/herself with the fact that work is not everything and therefore feels less stressed. The teachers never use the active cognitive strategies. Their feeling is that nothing probably can be challenged in stressful situations. The teachers also express mixed feelings about the adoption of inactive behavioural strategies. While the majority of the teachers never engage in physical exercises or, say, watch films in order to manage any stressful situation, they prefer to keep away from any situation that could cause stress, as well as endeavouring to separate themselves from people who cause stressful situations (Publisher Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, e.Journal 681628 of ERIC). Catherine So-Kum Tang, Wing-Tung Au, Ralf Schwarzer, Gerdamarie Schmitz (2001) studied “Mental health outcomes of job stress among Chinese teachers: role of stress resource factors and burnout”. This study examined the mental health outcomes of job stress among Chinese teachers in Hong Kong. A total of 269 Chinese teachers participated in Study 1, which provided cross-sectional data regarding the associations among stress

83

resource factors, burnout, and negative mental health. Study 2 was a six-month longitudinal study, which aimed to establish the direction of the associations among the hypothesized variables across two time points with a separate sample of 61 Chinese secondary school teachers. Results of the structural equation modelling analyses on the cross-sectional data at T1 showed that stress resource factors of self-efficacy and proactive attitude were negatively related to burnout, which in turn had a direct effect on negative mental health. Stress resource factors were also directly linked to mental health status of teachers. Results of similar analyses on the longitudinal data at T2 further indicated that burnout at T1 had a direct impact on burnout at T2, which in turn had a direct effect on negative mental health at T2. Findings and limitations of the study were discussed. (Catherine So-Kum Tang, Wing-Tung Au, Ralf Schwarzer, Gerdamarie Schmitz, The Chinese University of Hong Kong, Shatin NT, Hong Kong, “Mental health outcomes of job stress among Chinese teachers: role of stress resource

factors

and

burnout”,

Journal

of

Organizational

Behaviour, 10.1002/job.120 Dec.2001), e-Journal). Chan, David W. (2002) studied ‘Stress, Self-Efficacy, Social Support, and Psychological Distress among Prospective Chinese Teachers in Hong Kong’. In this Study the investigator examines teacher stress, self-efficacy, social support, and psychological distress in a sample of Chinese prospective teachers (n=83) in Hong Kong. Reports that the teacher’s experienced higher levels of symptoms in somatic problems followed by anxiety and dysphasia.

Discusses

self-efficacy

and

social

support

as

protective factors for teacher stress management. (CMK) (Chan,

84

David, ‘Stress, Self-Efficacy, Social Support and Psychological Distress

among

Prospective

Teacher

in

Hong

Kong’,

An

International Journal of Experimental Educational Psychology, Vol.22, No.5, p.557-69, Dec.2002) published in e-Journal, ERIC – EJ668911). David, W.Chan and Eadaoin, K.P.Hui (1998) studied “Stress, Support

and

Psychological

Symptoms

Among

Secondary School Teachers in Hong Kong’.

Guidance

The researchers

investigated the perceived stress, support and psychological symptom levels were assessed in a sample of 415 guidance and non-guidance secondary school teachers in Hong Kong. Results indicated that, regardless of gender and guidance status, teachers with low stress and high support levels generally reported less general psychological symptoms, and teachers with high support level reported less specific symptoms related to anxiety and sleep problems, social dysfunctioning and severe depression with suicidal ideas. Although the levels of general and specific psychological symptoms of teachers were lower than those of general psychiatric patients, they were no higher than those of nurses and undergraduate

students, yielding

no

evidence that the teaching profession was more stressful than other occupational groups (David, W.Chan and Eadaoin, K.P.Hui, ‘Stress Support and Psychological Symptoms Among Guidance and Non-Guidance Secondary School Teachers in Hong Kong, The Chinese

University

of

Hong

Kong,

School

Psychology

International, Vol. 19, No. 2, 169-178 (1998) Sage Journal –Online, DOI: 10.1177/0143034398192005).

85

Felicia Ofoegbu and Mon Nwadiani (2006) studied “Level of perceived stress among lectures in Nigerian universities”.

The

purpose of the study was to provide empirical evidence on the level of stress among lecturers in Nigerian universities. On the whole eight universities were used for the study. A sample of 228 (123 male and 105 female) lecturers was selected according to the variables of age, sex, Marital Status status, experience, domicile,

areas

of

specialization,

and

administrative

responsibilities. The Stress Research Questionnaire developed by the researchers was used to collect data on the level of stress in relation to the variables. The finding revealed that the level of stress among academics is significantly high. Recommendations were made for policy options to reduce stress in Nigerian universities. Stress has become a popular concept for explaining a wide range of behaviours that appear to defy explanation. Indeed it has become fashionable in the Nigerian society to attribute erratic or unexplainable behaviour of people to the fact that they are under stress. Stress is a process in which environmental events or forces threaten the well being of an individual in the society. Stress is a disruption of the emotional stability of the individual that induces a state of disorganization in personality and behaviour (Nweze, 1984). It is a biological phenomenon that is experienced by all persons regardless of their socio-economic status, occupation or age (Wiley, 2000). Egor (2000) viewed stress as the way the individual responds to conditions that scare, threaten, anger, bewilder or excite them. McGrath (1976) defines stress generally

86

as a dynamic condition in which an individual is confronted with an opportunity, constraints, or demand on being, having and doing what he or she desires. Evidently, in Nigeria there are life threatening, harmful and challenging situations, which are stressful to peoples' existence and well-being. Some of these include economic instability, driving on poorly maintained roads, religious intolerance and insecurity. The professional and personal concerns that seem to produce stress among university teachers in Nigeria include poor salaries, the status of the profession and the feeling of inadequacy as a lecturer. Contemporary Nigerian universities have not been immuned from emerging forces of stress in the country. Despite the nation's declaration of the importance of university education in national development and the role it plays in satisfying manpower needs, there is growing evidence that there are really no universities private, states or federal that will genuinely claim to enjoy the basic facilities for teaching, learning and research. Today virtually all necessary facilities and resources, except students, are in acute short supply (Nwadiani and Ofoegbu, 2001). These could expose lecturers to such levels of stress that could force them to deviate from normal functioning. Stress inducing factors in universities include lack of instructional resources, poor interpersonal relationship among staff (academic and non-academic) and between students and the administration, waves of student campus militancy and unmanageable student population. For example, during the 1995/1996, 2000/2001 and 2002/2003 academic sessions the

87

student population of the University of Benin was 16281, 20364, and 24,914 respectively (University of Benin, 2003). An important related

factor

is

government

intervention

in

university

governance. Efforts by the academicians to make the universities more responsive to the industrial and economic needs of the country have been viewed as a major attack on the political elites and on intellectuals who "play politics" with the educational policies of the country; policies which according to Nwagwu (2002)

should

Consequently

be

guarded

by

some

lecturers

in

academic

considerations.

contemporary

Nigeria

are

constantly faced with a complex array of stress inducing factors while meeting the daily learning and behavioural needs of students. The United Kingdom National Health Service (2001) asserts that stress is not a weakness, but if unnoticed it can lead progressively to a decrease in performance, poor health and long term absence from work. Simply put stress is essentially the rate of wear and tear of the body occasioned by certain stimuli. It is impossible to live without experiencing some degree of stress at some point in ones life time (Wiley, 2000). Job stress is a condition wherein job-related factors interact with the worker to change his/her psychological or physiological condition such that he/she is forced to deviate from normal functioning (Beehr and Newman, (1978). According to Overland (2000) the term stress is a problematic one, not least because of its common use but because it is hard to tie it down to a strict definition due to the subjective nature of the word. It might also be confusing because it is used quite loosely in conversation.

88

Teacher stress is defined as experience by a teacher of unpleasant emotions, such as tension, frustration, anger and depression resulting from aspects of his work as a teacher (Kyriacou, 1987). Malik, Mueler and Meinhe (1998) identified teachers as an occupational group that functioned under conditions of high stress. Smith and Bourke (2000) UK national Union of Teachers (2000) and the UK Health and Safety Executive (2000) reported that two out of every five teachers were highly stressed as against one in every five in other occupations such as nursing, management, road haulage and security. Stress and its effects on teachers in the university had been studied in developed

countries

under

such

variables

as

workload

(Johnstone, 1993), working conditions, poor motivation, external forces and low status (Boyd and Wylie, 1994; Kyriacou in Cole and Walker 1998 and Lam and Punch, 2001).The recent study on stress in Nigerian universities by Nwadiani and Ofoegbu (2001) investigated the level of stress among fresh students in Nigerian universities and found out that their level of stress was very high. The result of the analysis established that several factors contribute to the high level of stress among university teachers in Nigeria (Table 4). There is strong influence of the level of university teachers stress by lecturers' strike actions and unstable school calendar (F = 87.2), lack of instructional facilities and irregular payment of salary (F = 66.0), campus militancy, violence and cultism (f = 46.6) among others. The finding is not contrary to expectations. Stress becomes apparent where one is faced with poor working conditions, which is compounded by frequent shortage of life basic needs such as water, electricity

89

and roads in very poor state of disrepair akin to death traps even at this level of development of Nigeria. The study identifies lecturers in Nigerian universities as one occupational group that functions under conditions of high stress. The stress is induced by several factors (see Table 4). It can therefore be concluded that once the identified factors remained constant the level of stress among male and female lecturers would remain a permanent feature in Nigerian universities. (Journal of Instructional Psychology, March, 2006, BNET - Online). Goto Yasuhiro (2001) investigated into “The Characteristics of Stress on the Female Teacher of Elementary and Junior High School”. The purpose of this study of the investigator is to examine the characteristics of stress on the female teacher. A questionnaire investigation was conducted in Oita City. A factor analysis was done about the distress and the view of values of the teacher. As a result, the following suggested: A junior high school female teacher is placed under a social stress factor which is much more severe than an elementary school female teacher. The social stress factor is the prejudice to the sexual role of the woman and the social pressure, which is based on it (Goto Yasuhiro, Research Bulletin of the Faculty of Education and Welfare Science, Oita University, Japan e-Journal, Vol.23, No.1, p.127-135(2001), ISSN:1345-0875). Keith

F.Punch

&

Elizabeth

Tuetteman

(1996)

studied

“Reducing Teacher Stress : The Effects of supports in the Work environment” on Teachers in Western Australia. This article investigates the effects of the level of support teachers

receive

on

the

reduction

90

of

stress,

which

they

experience, associated with four factors in the work environment. The four factors, or stressors, are inadequate access to facilities, the intrusion of schoolwork into out-of-hours time, student misbehaviour and excessive societal expectations. The two aspects of support are the support teachers receive from colleagues, including the principal, and the amount of praise and recognition they receive. These two variables are potential destressors. The hypothesis tested here is that, while the four stressors promote levels of teacher distress, the build-up of stress can be reduced or countered by supportive relationships within the

work

environment,

and

by

teachers

receiving

acknowledgement of the work they do. At a time when teacher distress and 'burn-out' are at high levels it is important to identify factors, which reduce stress, particularly factors in the school environment which are amenable to manipulation. The evidence presented here is drawn from a major study of teacher stress conducted in Western Australia. The research used a comprehensive mailed questionnaire with a large and representative sample of Western Australian teachers. Of the initial 789 secondary teachers in the study who returned the mailed questionnaire, only those with complete responses to all variables were included in the research. Furthermore, all but full-time classroom teachers, without senior master/mistress

status

or

'support

teacher' function,

were

eliminated. This left 574 teachers-335 males and 239 femaleswho were full-time classroom teachers only. Thirty-five per cent of the sample were teaching in rural secondary schools, while the remaining majority were secondary school teachers in the Perth

91

metropolitan area. The mean number of teachers at these schools was sixty-four, with a standard deviation of 24. Sixty-two per cent of the 574 teachers selected for the study were at schools with staff numbers between thirty and eighty; for males this percentage was 69, and for females, 59. The majority of teachers, both male and female, were aged between 20 and 40 years, clustering-for males-around the 31-40 age range, and-for females-around the 20-5 age range. The teaching experience of these 574 secondary teachers ranged from zero to thirty-eight years, with 55 per cent of them reporting between one and eight years of teaching. The mean number of years taught was 9.4, with a standard deviation of 4.4. Only 8 per cent of teachers in the sample had taught for more than twenty years. As they were classroom teachers, the skewed distribution no doubt indicates that, after twenty years of teaching, many secondary-trained teachers

are

senior

masters/mistresses,

senior

assistants,

deputies or principals, and these categories have been eliminated from the present data set. The questionnaire was administered to teachers between May and July, approximately halfway through the Australian school year. For the variable 'adequacy of access to facilities' teachers were asked to rate the adequacy of their access to the following general

facilities

as

'very

satisfactory',

'satisfactory',

'unsatisfactory' or 'very unsatisfactory': access to photocopiers and other facilities used to make teaching aids, access to a telephone, the availability of lesson preparation and marking areas, the availability to staff of a private withdrawal area, and the quality of staff amenities. The direction of scoring was such

92

that the score (which could range from 5 to 20) indicates the extent of perceived inadequacy of access to facilities. For teacher perceptions of student misbehaviour, teachers' responses

to

five

items

indicated

often/often/sometimes/rarely)

with

the

which

frequency they

(very

encountered

disobedience, insolence, late arrival for lessons and physical violence (among students or directed at the teacher). A reversed mode of scoring gave the highest scores to the highest incidence of student misbehaviour. Teachers' perception of the extent to which school work intruded into out-ofschool time was measured using the item 'Does

your

work

cut

unduly

into

your

spare

time?'

(usually/often/sometimes/rarely) with a high score indicating high exposure to this stressor. Similarly, the variable 'excessive societal expectations' was measured using the item 'How often do you feel society asks you to do too much for students?' (very often/often/sometimes/rarely) scored in the same way as the 'intrusion of school work' variable. For the variable 'adequacy of access to facilities' teachers were asked to rate the adequacy of their access to the following general

facilities

as

'very

satisfactory',

'satisfactory',

'unsatisfactory' or 'very unsatisfactory': access to photocopiers and other facilities used to make teaching aids, access to a telephone, the availability of lesson preparation and marking areas, the availability to staff of a private withdrawal area, and the quality of staff amenities. The direction of scoring was such that the score (which could range from 5 to 20) indicates the extent of perceived inadequacy of access to facilities.

93

For teacher perceptions of student misbehaviour, teachers' responses

to

five

items

indicated

often/often/sometimes/rarely)

with

the

which

frequency they

(very

encountered

disobedience, insolence, late arrival for lessons and physical violence (among students or directed at the teacher). A reversed mode of scoring gave the highest scores to the highest incidence of student misbehaviour. Teachers' perception of the extent to which school work intruded into out-ofschool time was measured using the item 'Does

your

work

cut

unduly

into

your

spare

time?'

(usually/often/sometimes/rarely) with a high score indicating high exposure to this stressor. Similarly, the variable 'excessive societal expectations' was measured using the item 'How often do you feel society asks you to do too much for students?' (very often/often/sometimes/rarely) scored in the same way as the 'intrusion of school work' variable. The two aspects of support which were measured are teachers' perceptions of colleaguial support (colleaguial support) and teachers' perceived levels of praise and recognition of work (praise/recognition). The measure of colleaguial support was derived from responses to the questions 'In your opinion, how characteristic

of

your

school

are

the

following

features?'

(very/fairly/not very/not at all), 'The principal makes an effort to help teachers in their work', 'The principal is friendly and approachable', 'The teachers at the school have much school spirit', 'There is plenty of opportunity at the school to exchange useful ideas', 'Teachers have opportunities to meet socially and unwind'. High scores indicate high levels of colleaguial support.

94

As the items indicate, the term includes the support of the principal. The measure of praise/recognition was arrived at by asking the questions `To what extent do you feel the value of the work you do is acknowledged by your students, your immediate superiors, your superintendents?' (large extent/fair extent/not much/ not at all) and'To what extent do you receive praise or recognition for a job well done from your students, your immediate superiors, your superintendent?' (large extent/ fair extent/not much/not at all). Scores were ordered so that high scores indicate high levels of praise/recognition. The

five-item

Cronbach

alpha

measure of

0.74;

of

colleaguial

the

six

support

item

has

measure

a of

praise/recognition has an alpha of 0.75. The alpha coefficients of inadequate access to facilities and student misbehaviour are 0.79 and 0.77 respectively. The conclusion of the researchers disclosed that the correlations indicate that teachers' psychological distress is associated with inadequate access to facilities, intrusion of schoolwork into out-of-hours time, student misbehaviour and excessive societal expectations. To what extent, then, do the two support

factors,

colleaguial

support

and

praise/recognition;

alleviate the psychological distress associated with these four stressors?

The question is answered by contingency table

analysis, the logic of which is as follows. When those teachers who report a high level of each individual stressor are classified according to their perceived level of support in these two aspects of their work environment, the level of distress will decrease as

95

the level of support increases if the perceived level of support is ameliorating the stressor-distress relationship.

That is, in

situations, which are potentially stressful, the proportion of teachers with high GHQ should fall and the proportion of teachers with low GHQ should rise as the level of support increases. The significance of trends can be tested by chi-square. The analysis is now reported in those terms for each of the four stressors, with the sub-set of teachers reporting high levels of each stressor. Forty-nine per cent of all teachers (47 per cent of males and 53 per cent of females) reported high levels of the first stressor, inadequate access to facilities. The effect of increasing levels of colleaguial support on the extent to which male and female teachers experience psychological distress when exposed to inadequate access to facilities, and also the effects of increasing levels of praise/recognition on the extent to which male and female teachers experience distress when exposed to inadequate access to facilities. As can be seen, colleaguial support has an ameliorating effect for both males and females, but the effect is stronger and clearer for males, as is reflected in the chi-square values. Praise/recognition also has an ameliorating effect for teachers of both sexes, but this time the effect is stronger on females. With respect to the next stressor, 65 per cent of all teachers (60 per cent of males and 72 per cent of females) reported that schoolwork often or usually intrudes into out-of-hours time. The effect of increasing levels of colleaguial support and the effect of increasing levels of praise/recognition on the extent to which teachers experience distress when exposed to excessive intrusion

96

of school work into out-of-hours time. Clearly, colleaguial support ameliorates such distress very strongly indeed. The proportions of teachers of both sexes rise and fall as they should, and both chisquare values are highly significant. With praise/recognition the ameliorating effect is present for both sexes, though not strongly so, and somewhat stronger for females. Twenty-six per cent of all teachers (24 per cent of males and 29 per cent of females) reported frequent student misbehaviour. The colleaguial support has a quite clear ameliorating effect for both male and female teachers in this situation. It also shows that praise/recognition has only a very slight effect for males, and a somewhat stronger, though still not statistically significant effect, for females. Forty-nine per cent of all teachers (48 per cent of males and 51 per cent of females) reported that society asks teachers to do too much for students. For both males and females, colleaguial support

has

a

clear,

strong

effect

in

alleviating

distress

associated with excessive societal expectations. Again, for praise/recognition the ameliorating effect is present, though less strongly so. Figure 4 shows these results (Keith F.Punch & Elizabeth Tuetteman, Nov.1996, Resarch Article ‘Reducing Teacher Stress: The Effects of supports in the Work environment’, b-Net, e-journal). Kyriacou, C. & Sutcliffe, J. (1979) studied “Teacher Stress and Satisfaction”. The present study investigated the association between

self-reported

teacher

stress

and

three

response

correlates of teacher stress: job satisfaction, absenteeism and intention to leave teaching. The study took the form of a

97

questionnaire survey involving a sample of 218 teachers in 16 medium-sized mixed comprehensive schools in England. The results indicated that self-reported teacher stress was negatively associated with job satisfaction (r = -.27; p<.01), and positively associated with intention to leave teaching (r = .18; p<.01), as predicted. The association between self-reported teacher stress and frequency of absences failed to reach significance, but for total days absent the association was significant and in the predicted direction, positive (rho = .12; p<.05). The relationship between particular sources of stress and the three response correlates was also investigated, as were biographical differences and the effects of biographical characteristics in moderating these relationships (Kyriacou, C. & Sutcliffe, J. (1979) studied “Teacher Stress and Satisfaction”, Department of Education, Cambridge University, UK, Published in:

Educational Research,

Volume 21, Issue 2 February 1979 , pages 89 – 96). Michael.R.Bertoch, Elwin C.Nielsen, Jeffrey R.Curley, Walter R.Borg (2003) studied “Reducing Teacher Stress”. The research report disclosed a prototype treatment developed to significantly reduce symptoms of stress among in-service teachers was tested in this experiment. Thirty participants selected for high stress levels were randomly assigned to treatment and control groups. They

were

assessed

on

environmental,

personality,

and

emotional variables, using self-report and expert-judge measures, at both pre- and post treatment. The experimental treatment was holistic, incorporating all processes previously found to be related to reducing teacher stress. At post treatment, the treatment group averaged 1.02 standard deviations lower on the stress

98

measures than the control group. Significant differences in the posttest means, favoring the experimental group, were found for 23 of the 39 variables measured on the three self-report instruments.

As

a

group,

the

participants

demonstrated

substantially lower stress levels than the control group after the treatment, with a substantial decrease from their pretreatment stress levels.

Since the control group received no treatment,

some of the difference may be due to Hawthorne effect. The present study reflects the authors' concern with the serious threat to teacher mental health caused by occupational stress. Teacher stress is recognized as serious by virtually everyone who has studied the problem (Phillips & Matthew, 1980). A recent search of the ERIC database revealed a substantial amount of descriptive and correlational research regarding teacher stress. However, an extensive literature review failed to produce any reports of projects that used experimental design to evaluate the validity of stress reduction treatments by demonstrating reductions in stress symptomatology. Descriptive and correlational studies have provided important information on possible causal factors. However, these studies are frequently restricted

because

of

research

design

characteristics

and

theoretical limitations. The authors' interest was to develop and evaluate a prototype treatment focused on the apparent causal factors

of

stress,

utilizing

the

most

promising

treatment

strategies that have emerged from previous research (R.Bertoch, Utah State University, Journal of Experimental Education, 1989, Volume 57, Issue: 2, Page.117, Questia Media, USA).

99

Peter Akinsola Okebukolal (1992) studied “The Concept of Schools Village and the Incidence of Stress Among Science Teachers” in Nigeria.

This study envisaged that the primary

interest of this study lay in exploring the potential of the personnel relations in "schools villages" in reducing science teacher stress. The schools-village concept, which has a Greek origin and is gaining wide acceptance in many countries of the world, is built on the philosophy of maximum resource utilization and the engendering of communal spirit. Data gathered from 368 science teachers in Nigeria

indicate

that

science teacher

interactions in the "schools villages" had a significant depressing effect on stress level on five clusters of stressors: curriculum, facilities, student characteristics, administrative, and professional growth and self-satisfaction. The implications of the results for science teacher welfare and for preparing the citizenry for the science and technology-dominated world of the twenty-first Century are drawn.(Peter, Akinsola, ‘The Concept of Schools Village and the Incidence of Stress Among Science Teachers’, Department of Curriculum Studies, Lagos State University, P>M>B.1087, Apapa, Lagos, Nigeria, Human Relations, Vol. 45, No.

7,

735-751

(1992)

Sage

Jounral

–

Online,

DOI:

10.1177/001872679204500705). Reidar

J.Mykletun

(1985)

studied

“Work

Stress

and

Satisfaction of Comprehensive School Teachers: An Interview Study”.

The levels of stress and satisfaction at work in 73

comprehensive school teachers were investigated by a structured interview. Satisfaction was positively related to the negative affects labeled anger, helplessness and failure, all rated on ten

100

points rating scales, but negatively related to frequencies of experiencing

relaxation

difficulties

after

work.

Stress

and

satisfaction were primarily attributed to social interaction at work, but also to control over the work process, adequacy of job demands, and perception of meaning and pride from work. Anger and helplessness were the dominant negative emotions. These emotions

may

impair

classroom

climate,

and

be

counterproductive to teacher effectiveness (Reidar J. Mykletun, Senior

Research

Associate,

Rogaland

Research

Institute/

Stavanger Teacher Training College, Norway, Ulland-haug, N-4001 Stavanger, published in Scandinavian Journal of Educational Research, Volume 29, Issue 2 June 1985 , pages 57 – 71). Vanzyl, E. and Pietersen, C. (1999) studied ‘An investigation into work stress experienced by a group of secondary school teachers’

The research has indicated that South African

secondary school teachers experience high levels of stress and that biographical variables (for example age and sex), as well as factors related to organizational climate, have an effect on these stress levels. In this exploratory study an random sample of 66 teachers was used and the Pearson correlation coefficient calculated to determine the relation between factors pertaining to organizational climate and stress levels. One-way analysis of variance was used to determine the effect of biographical variables

on

levels

of

stress.

Results

showed

that

these

secondary teachers are experiencing high levels of stress and that the age and Marital Status status of the group have a significant effect on their levels of stress. In addition, it appears that teachers, functioning in an atmosphere of inadequate

101

autonomy, poor recognition of good performance, and especially lack of opportunities for innovation, experience high levels of stress. In the light of this, a number of recommendations are made.( South African Journal of Education, Pretoria, South Africa,1999, Vol.19, No.1, pp.74-78, ISSN 0256-0100). 3.2.2:Studies in India Amma (1986) disclosed with increasing emphasis on consumerism and economic values and changed priorities life, the teaching profession is increasingly becoming more stressful. (V Survey Report, 1997). Bankat and Parveen (1999) compared organizational role stress among bank managers and university teachers. (VI Survey Report, 2006). Bhatt (1997) made a correlational study of job stress, job involvement and job satisfaction of teachers (VI Survey Report, 2006). Broota, A. and Dhir R.(1990) and Broota, A. and Parekh, C. (1994) found that the Broota relaxation technique, consisting of yoga and auto-suggestion, was better than Jacobason’s relaxation technique. (V Survey Report, 1997). Das (1999) studied the relationship of secondary school female teachers’ stress in personal and occupational life (VI Survey Report, 2006). Das, M.J. (1989) noted that different aspects of burn out i.e., emotional

exhaustion,

accomplishment

were

depersonalization related

to

and

demographic

personal background

factors. The teachers viewed their work as joy, and rewarding.

102

They experienced burn out due to physical and emotional strain. (V Survey Report, 1997). Gupta,

A.(1992)

found

that

test

anxiety

influences

performance negatively on moderately difficult tasks among the high test-anxious – high-intelligence group but not in the low-test anxious

–

high-intelligence

group.

Systematic

rational

restructuring improved performance the former group (high school subject). Gyanani (1998) studied the impact of organizational climate on stress and strain among the teachers working in higher education institutions (VI Survey Report, 2006). Indira (1997) investigated stress and work orientation in relation to teacher effectiveness (VI Survey Report, 2006). Kamudu, C.W (1992) has examined burn-out and mental health among the teachers. emotionally

overextended,

anxiety-ridden,

callous

Male Teachers were found to be exhausted,

toward

internally

students,

more

controlled, personally

accomplished and less capable of establishing constructive relationship.

They were more capable of coping with ordinary

demands and stresses of life as compared to females.

Urban

high school teachers were less emotionally overextended, less satisfied, more internally controlled, anxious, and had poorer mental health than rural teachers. Government School teacher, trained, married and those with internal control were more concerned with their well-being, less anxious, less emotionally overextended, more competent, more internally controlled than their counterparts.

103

Kiran Rao, Subbakrishna and Prabhu (1990) conducted study on ‘Locus of control in relation to stress and coping’. This study revealed that locus of control orientation was found to determine, use of specific coping behaviours, but did not play a significant role in determining the experience and preparation of stressful life events.

Taken together, the studies reveal that

students and teachers are experiencing stress and strain in the present educational system. Misra (1986) in her study of ‘Meaning of life, stress and burnout in teachers of secondary schools’ found that (1) Age difference was significant with regard to stress of teachers. (2) Stress was positively related to burnout with regard to emotional exhaustion and depersonalization.

(3) There was a negative

relationship between meaning in life and stress variables measured by tests as well as self-reporting items. Misra (1991) studied relationship between organizational climate in school, teachers’ stress and burn-out in relation to teacher’s personality (VI Survey Report, 2006). Mistry (1985) explored Job Satisfaction, Job Involvement and n-achievement

as

outcome

variables

of

locus

of

control,

motivational climate participation in climate and various types of role stress. Naik (1982) analyzed Job Satisfaction and Adjustment of married and unmarried women teachers.

Panda (1991) while

presenting a trend report of research in psychology of education views that ‘Life Stress and burned out consequent coping behaviours influence teacher behaviour, teacher’s teaching styles and related activities in school.

104

Teacher’s stress and anxiety

have become a major concern while planning for teacher effectiveness’. Stress studies in India are not significantly found prior to 1980’s. It is only after 1980 some research studies are attempted in this area. Panda, R. (1990) has observed that the working life does not influence the perception of the family.

Sub-cultural differences

emerged in certain aspects of family environment. The Bengali family was found to be more advanced in the perception of their family environment. Work and sub-cultural groups interacted to influence the degree of independence and control.

Working

housewives felt emotionally more exhausted than non-working housewives.

The non-working housewives experienced greater

degree of depersonalization but had less stress than working housewives. Paratkar (1994) made a psycho-social study of role stress among primary, secondary and university teachers. (VI Survey Report, 2006). Puravi (1998) tried to find out the relationship between the organizational climate and teacher burn-out at primary school level. Rama (1997) made a study of the impact of ‘burn-out’ on teacher efficiency and school effectiveness (VI Survey Report, 2006). Sindhe (1997) worked to identify demographic and familial correlates of anxiety and general perceived stress among teachers (VI Survey Report, 2006). Sood, P.(1993) has used cognitive therapy to reduce test anxiety.

Looking at the cognitive factors.

105

Sud, A. and Katoch,

S(1994) observed that the middle point of assessment is more anxiety-providing on task-debilitating cognition. In contrast, taskfacilitating positive evaluation was greater in the high scholastic students. Sudhira (1994) studied job satisfaction and job stress of secondary school physical education teachers (VI Survey Report, 2006). Ushashree (1993) identified major sources of stress among primary and secondary schools of Andhra Pradesh, examined the extent of stress and burn-out, intensity of their reactions to stress, surveyed their coping styles and relationship with job satisfaction. (VI Survey Report, 2006). TEACHER CHANGE PRONENESS 3.3.1: Studies in Abroad: Benedicta Egbo (2008) studied “Critical Pedagogy as Transformative Micro-level Praxis”. The study disclosed the issue of how best to deliver just and inclusive educational programs for all students will remain a widely debated issue in contemporary diversified societies. Unfortunately, not enough of these debates center around micro-level educational practices where the intersection of power/knowledge and social positioning is most evident. While acknowledging that teachers arguably now work in more challenging institutional contexts as a result of contentious state policies and demographic trends that have increased students' diversity, they remain the most influential actors in the school experience of all children; what they do has a profound and lasting impact on the lives of their students. Educators can, therefore, ill afford strict adherence to orthodox educational

106

practices (Corson, 1998). While paradigm shifts are clearly difficult to make, teachers who make the commitment to adopt critical pedagogy will succeed in integrating the voices and lived experiences of students from all segments of society into their classroom and instructional activities. But in taking the sociocultural backgrounds of their students into consideration when planning instructional activities, critical teachers must avoid resorting to type-casting and essentialist notions of group identity since even apparently similar subgroups have considerable intragroup diversity (Bell, 1997). A central view held in this article is that rather than de-politicizing their personal and professional philosophies, teachers and other educators need to re-politicize themselves to the realities of the changing environment within which they work; only in this way can they institute an educational praxis that is premised on the idea of sustainable social transformation (Benedicta Egbo, PhD, Associate Professor, Faculty of Education, University of Windsor, Ontario, Australia). David J. Oscarson (1977) studied "The Identification of Adoption-Proneness Teachers".

Among

Secondary

Home

Economics

This study was conducted in two phases. The first

phase examined 19 independent variables relating to the personal characteristics of 202 vocational teachers from the state of Virginia for the purpose of explaining a criterion variable, proneness toward the adoption of educational innovations. It was established

that

a

teacher's

age,

number

of

professional

publications read monthly, number of years teaching in the present school district, satisfaction with teaching, and perception of influence an academic teacher should have on a vocational

107

teacher's classroom procedures all related to adoption-proneness (dependent variable). Phase two of the study isolated 39 home economics teachers from the composite sample in order to determine whether certain groups existed within this sub-sample that had similar characteristics based upon their measured degree of adoption-proneness and personal characteristics found significant in phase one of the study. Cluster teachers

analysis

could

be

indicated

that

clustered

into

the three

home

economics

distinct

groups.

Furthermore, there were indications that certain clusters existed that were not fully explained in the first phase of the study. The

study

should

prove

particularly

useful

to

those

responsible for the diffusion of educational innovations, especially across broad geographical areas. (David J. Oscarson, Department of Technology, Pittsburg University, Pittsburg, USA, KS 55762 Published in Citing Articles via Google Scholar,Family and Consumer Sciences Research Journal, Vol. 6, No. 2, 141-147 (1977) DOI: 10.1177/ 1077727X 7700600206). Gosta Carlsson and Katarina Karlsson (1970) studied “Age, Cohorts

and

the

Generation

of

Generations”.

This

study

envisaged that Social change often takes the form of many small units, like persons or families, changing from "old-style" to "newstyle" behavior, creating a behavioral trend. The rate of change is very important for the further effects. If middle-aged and old people are less likely to change, we get differences between birth cohorts at any given time and, for the population as a whole, delayed response to new conditions. Studies of rigidity and age

108

generally support a fixation model of cohort behavior, and so do data on mobility and age. A tentative model of cohort effects is developed on this basis and the corresponding lag function shown; it implies a pattern of smooth oscillations in the behavioral time series with an average "period" of 25 years or more. The result has nothing to do with the distance between generations as customarily understood, i.e., from birth to marriage and child-bearing (Journal of American Sociological Association, USA – ERIC,Oneline Journal). Moshe Ayalon, M.A., Deceased and Hanna Merom Oranim (2008) “The Teacher Interview”. In this study the teachers and caretakers (on kibbutzim) of the index and control children were questioned about a variety of behaviors, including emotional adjustment, school performance and achievement, interests and activities, and relations with others. Index children were rated as more impaired or disturbed than control subjects in the following areas:

schoolwork,

mood,

suspiciousness,

daydreaming,

antisocial behavior, hypochondriasis, and accident proneness. No differences were seen in anxiety, aggression, phobias, obsessivecompulsive behavior, eating and sleep disturbances, shame, and frustration

tolerance. There

were

few

differences between

assessments of index and control children on kibbutzim and towns. Male index subjects tended to be seen as especially poorly adjusted (Moshe Ayalon, M.A., Deceased and Hanna Merom Oranim “The Teacher Interview”, Teacher's College Tivon, Israel, Oxford Journals , 2008,Online ISSN 1745-1701 - Print ISSN 05867614).

109

Orest P.Ochitwa (2007) studied ”A study of Organizational Climate of High and Low Adopter Elementary Schools in the Province of Saskatchewan“.

The investigator After visiting a

number of schools one can note relatively soon how the administrative influence permeates the attitudes and reactions of all members of the school. Andrew Halpin describes three types of schools, which one may encounter. In one school the teachers and the principal are zestful and exude confidence in what they are doing. They find pleasure in working with each other; this pleasure is transmitted to the students who thus are given at least a fighting chance to discover that school can be a happy experience. In a second school the brooding discontent of the teachers is palpable, the principal tries to hide his incompetence and his lack of sense of direction behind a cloak of authority, and yet he wears this cloak poorly because the attitude he displays to others vacillates randomly between the obsequious and the officious. And the psychological sickness of such a faculty spills over on the students who, in their own frustration, feed back to the teachers a mood of despair. A third school is marked by neither joy nor despair, but by hollow ritual. Here one gets the feeling of watching an elaborate charade in which teachers, principal and students alike are acting out parts. The acting is smooth and glib, but it appears to have little meaning for the participants; in a strange way the show just doesn't seem to be 'for real’. The implication of the foregoing statements is that the climate of the school may be a determining factor in the type of educational program carried out in an individual school. These

110

statements raise an important question. Are there certain factors or characteristics that facilitate or inhibit the adoption of educational innovations in individual schools? This question suggests a number of related issues: (1) Does the openness or closeness of the organizational climate in an individual elementary school affect the degree of adoption of educational

innovations?

(2)

Does

the

proneness

to

and

perception of educational change by teachers and principals of elementary schools affect adoption of educational innovations? (3) Do the characteristics of the principal and the teachers of elementary schools affect the amount of adoption of educational innovations? and (4) Do the size and geographic location of the school have an effect on the amount of adoption of educational innovations?

The primary objective of the research was to

investigate the relationships between some characteristics of elementary schools in the province of Saskatchewan and the degree of adoption of educational innovations by these schools. The conclusions disclosed the Teachers who are prone to change tend to be curious, are willing to try new things even though it requires more individual effort and may fail, are more aware of the greater implications associated with change, and are more "profess- ional" in their approach towards education and the individual needs of their students. Principals shown to be more prone to change are more adaptive, are looked upon as leaders by their peers and teachers, tend to support change efforts by teachers irrespective of initial "risk" implications, and promote change through systematic planning in collaboration with the staff.

111

Educational

change,

and

in

particular

adoption

of

educational innovations, will occur more readily if the staff and principal in an individual school are personally desirous of change or of adopt1ng innovations which may encourage change. The authoritative

method

of

authority

innovation-decisions

and

organizational change can be successful only if the adoption unit is prone to the change. This adoption unit generally consists of the teachers and the principal of the individual school. The amount of adoption of educational innovations is related

to

teaching

position

satisfaction

and

placement

satisfaction of the staff members. Adoption is also related to the professional qualifications of teachers and principals and their cosmopoliteness. (Orest P. Ochitwa, 2007, SSTA Report Center, 400 - 2222 - 13thAvenue Regina, Saskatchewan ,S4P 3M7). Orvik, James M, (1970) studied ‘Teacher Survival in an Extreme Environment’. In the study the Adjustment problems of teachers in rural Alaskan schools stem from excesses in the physical elements and from the emotional and intellectual drain of encountering virtual isolation and cultural unfamiliarity. As a result, teacher turnover is a major obstacle to providing quality educational opportunity in rural schools. This research study attempted to determine (1) if some personal characteristics are predictive

of

attrition

of

teaching

couples,

(2)

if

quality

differences exist in relation to a teacher's length of service in rural Alaskan schools, and (3) if participation in the Alaska Rural School Project (ARSP) summer institute is associated with curtailed rates of teacher attrition. Instruments used in the study were the Miller Analogies Test, the Minnesota Teacher Attitude

112

Inventory, and an ARSP-developed Biographical Information Inventory. Among the findings, it was noted that (1) teachers with few college credits are more prone to attrition than those with many college credits, (2) attrition-proneness is greatest in teachers hired with little or no formal training in education, (3) teachers staying for 2 years are estimated to be of the highest quality, (4) no consistent quality differences are found between teachers leaving after 1 year and those staying 3 years or longer, and (5) pre-service training such as is encountered in the ARSP can likely reduce premature attrition by as much as 13%. (JH) (Department of Education Publication, USA, ERIC – ED-079277). Oscarson, David J. and Finch, Curtis R.(1979) studied 'Adoption Proneness Among Trade and Industrial Teachers as measured by Cluster Analysis'. The aim of the investigation on A study to identify methods most influential in determining the acceptance

and

use

of

educational

innovations

examined

variables associated with adoption-proneness of trade and industrial teachers. Phase 1 determined predictor variables for adoption-proneness regression

to

through

personal

application

characteristics

of

multiple

(including

linear

Rokeach

Dogmatism Scale scores) of 202 secondary vocational teachers from four school districts in Virginia. In phase 2, trade and industrial teacher scores were partitioned from the study and subjected to cluster analysis to determine which members had similar characteristics. Mean scores for adoption-proneness were calculated for each cluster, based on the identified five predictor variables from phase 1, and then examined vis-a-vis cluster profiles. Four sub-clusters were identified, based on the amount

113

of influence members felt should be exerted by academic teachers on vocational teachers' classroom procedures. In phase 3, a survey was administered to a sample of teachers from two states for comparison purposes. Cluster analysis (1) indicated that there exist unique groups within each sample, several with similar profiles, and (2) gave additional insight into characteristics of adoption-prone teachers. Results suggest that large scale adoption of innovative practices could be enhanced by involving adoption-prone

groups

which,

once

identified,

could

be

encouraged to lead in-service activities and use innovations (Paper presented at the Annual Convention of the American Vocational Association, 73rd, Anaheim, California, December, 1979, U.S. Department of Education Publication - Online, ERIC ED179737). Rafky, David M. and Beckerman, Marvin (1971) studied "Teachers' Acceptance of Innovations: Self-Interest, Altruism, and Professionalization". This study disclosed that What are the relative effects of self-interest and altruistic motives on teacher acceptance of educational innovation after the effects of the following classes of variables have been taken into account: personal

attributes,

characteristics

of

the

school

system,

characteristics of the school, career patterns, and psychological predispositions?

Using

a

method

of

partial

and

multiple

correlation, it was found that the willingness of 240 elementary school teachers to devote time and effort to the implementation of 15 new programs is more strongly related to self-interest than to

altruism.

The

findings

do

not

fit

the

model

of

professionalisation proposed by Flexner. In addition, it was found

114

that Miller's inventory of change-proneness is unreliable and multidimensional

and

appears

to

lack

content

validity.(US

Department of Education Publication, Online ERIC - ED079267). 3.3.2: Studies in India: Aggarwal (1974) made his first effort I his direction by preparing text on ‘innovation proneness’ in the life of Miller. She found the clues on the text on innovative proneness as related significantly to various dimensions of teacher’s morale. ( First Survey Report, 1975). Bakhshi, S.J.(1980) studied Crisis in School a Study of factors Hindering School Improvement Programmes.

The main

objective of the study was to identify factors which hindered school improvement programmes and to examine the possible relationships of some selected variables to the degree of adaptability of the school.

The factors studied in the enquiry

were leadership behaviour of the school principal, organizaqtional climate prevailing in the school, teachers’ morale, changeproneness of the school teachers, perceptions of the community about the school, perceptions of the community about the school, perceptions of the school principals about the community, perceptions of the school principals about the supervisory agency. The results of the study that Leadership behaviour, the school climate, teachers’ morale and change-proneness of teachers and principals did not significantly influence the school adaptability (Abstract: 1252, Ph.D., Edu., M.S.Univesity, 1980, III Survey Report).

115

Bhola (1965), Havelock (1973), Rogers and Shoemaker (1971) would reveal the absence of any research on change proneness. Dushyanth Vangapandu (2007) investigated into ‘A Study of Relationship between Change Proneness and Motivation among Secondary School Teachers in Vizianagaram District of Andhra Pradesh’. The study reported that there is significant relationship between Change Proneness and Motivation (0.45).

Urban area

Teachers, B.Ed., Assistant Teachers, Post-graduate with B.Ed., qualified Teachers, Above 20 years experience teachers, Aided School

Teachers,

Residential

School

Teachers

(Unpublished

M.Phil., Dissertation). Mukhopadhyaya and Saxena (1980) in their research study ‘the

factors

contributing

to

teacher’s

change

proneness

concluded that change proneness has been found to be related significantly and positively to urban background, teacher relation with principal, satisfaction in teaching, rapport among teachers, perceived leadership behaviour of the principal, attitude toward teaching profession, perceived status of teachers and job satisfaction. (III Survey Report, 1986). Mukhapadhayaya (1981) with the help of multivariate analysis concluded that the change proneness of a teacher can be predicted to the tune of more than 59% variance by set of above mentioned variables.

He constructed and standardized

tool Mukhopadhyaya’s Change Proneness Inventory (MCPI). The tool was administered on 60 secondary school teachers.

He

computed split-half reliability with the help of spearman-brown prophecy formula. It was noticed to be 0.82, which is significant

116

0.01

level.

Chi-square

test

(innovative/non-innovative

was

schools),

scores of change proneness).

carried 3

out

on

a

2

(good/moderate/poor

Contingency table was found

significant 0.05 level. This research finding clearly indicates that change

proneness

of

teachers

successfully

differentiate

innovative schools from the non-innovative schools. Rajkamal (1982) substantially listed out the factors affecting diffusion of innovations in secondary schools (II Survey Report, 1977) Rao, D.S. (1967) made an attempt by conducting a study ‘An inquiry into the factors that contributes to the promotion or inhibition of educational innovations’ listed out a few factors, which influence and govern educational innovations. Singh, T. (1977) in his doctoral study thoroughly discussed about

adoption

and

discontinuation

of

innovations

in

the

preparation of secondary school teachers. In India and listed out a few strategies to be adopted for bringing innovations, which enable effective preparation of secondary school teachers who were

to

be

flexible

and

adaptable

and

impact

effective

instruction. Uday Koundinya (1999) disclosed that Change Proneness, though quite recent in origin, with astonishing rapidity has become almost a catchword.

It is the tendency to accept any

thing, which is new novel, to be imbibed in their style of work. It is the state of flux and dilemma brought about by devotion to a cause, which may promote and result at expected rewards or fail to produce unexpected revolts.

Male teachers are highly

‘change-prone’ than female teachers; Urban teachers are more

117

change prone than rural teacher; Residential School teachers are more

change

prone

than

non-residential

school

teachers.

Strangely post-graduate trained teachers lag behind trained graduate teachers.

Teachers working in Municipal schools are

ahead in possession of change proneness than missionary school teachers and teachers working mandal parishad schools.

The

four aspects of CPDQ differ in the extent of influencing change proneness.

An inclination to change proneness will enhance

teacher competency and creativity if commitment and creativity are associated with a favourable attitude in accepting new strategies put forth by others and which are innovated and initiated by themselves, then the exemplary teacher can easily dart into the minds of individual making reaching hart to reach pupils not a myth but a reality and possibility. (Unpublished Dissertation, 1999). Vinaitheerthan, V.(1981) investigated into ‘A Study of Innovation Dissonance and Its Correlates in the Secondary Schools’.

The results of the study disclosed that controlled

climate significantly contributed to teaching-learning process, school community relationship, attitude to innovation, changeproneness and intimacy etc. (Abstract:1446, Ph.D., Edu., M.S. University, 1981, III Survey Report). 3.4.0: Conclusions: The review of previous studies helped the investigator to arrive at certain conclusions and become more confident about the present research work taken up by him. Only the pre-requisite qualities, which make a teacher more and more effective may not be sufficient for him/her to become

118

more successful in his/her profession.

The effective teachers

have a superior capacity for imagination and original thinking and have narrow gap between their level of aspiration and inner resources (Bhagoliwal, 1982).

Where is no difference between

the level of aspiration and inner sources of an individual, he will be exemplary in Job Satisfaction. Even though, an individual may possess all the prerequisite qualities to become an effective teacher and have satisfaction in his/her profession, there are certain other stressful situations or stress creators, which can significantly

discouraging

his

proneness

in

the

profession.

Several studies appear on Teacher Job Satisfaction and Stress. But there is no single study so far in India, which has attempted to relate these two aspects with that of the Change Proneness of teachers either at Primary, Secondary or Higher Educational level. The Radical change, innovativeness, tendency to inquire, being shrewd and proneness in thought in quietness, all these traits facilitate change proneness, which paves way towards Job Satisfaction. Even after possession of requisite qualities, which make a teacher an ideal, competent, exemplary teacher, the feeling of being anxiety laden and tension oriented create stressfulness in the mind of such teacher and mould him to be a burnout person in his profession without meaning and positive concern towards teaching profession. Of course the teacher job satisfaction, with a stressful mind will be of no use and he will not attract his attention, enthusiasm, proneness in day to day changes in the professional tasks as well as frequent changes academic scenarios.

119

Finding a total vacuum at this juncture of the assemblage of three components viz., Job Satisfaction, Stress and Change Proneness, the investigator felt the need of opting the topic as his doctoral thesis. Hence, the investigator ventured to study all the three aspects, which have a definite bearing on educational practice and arrived at the problem – ‘A Study of relationship between Job Satisfaction, Stress and Change-Proneness among the Secondary School Teachers in Vizianagaram District of Andhra Pradesh’. The prospects and procedure of the present research study is presented in the following pages.

120

121

DESIGN OF THE STUDY After careful review of previous researches, it is found that there are adequate number of studies in quality and quality on Teacher Job Satisfaction, Teacher Stress and Teacher Change Proneness, but very few studies are found on relationship between Teacher Job

Satisfaction and Stress and Change

Proneness. Ali Murat Sunbul (2003) studied “An analysis of relations among locus of control, burnout and job satisfaction in Turkish high school teachers”. The aim of this study was to see how teachers' burnout is related to different aspects of locus of control, job satisfaction and demographic characteristics such as age and gender. The Job Satisfaction Scale was used to measure the subjects' job satisfaction level. Nancy Tsui Yee Yeung & Alexander Seeshing Yeung (2002) studied ‘Teacher Motivation, Stress and Satisfaction : Do Teachers in a Secondary and Tertiary Institution Differ? Ausekar (1996) compared the job satisfaction among teachers working in government and private secondary schools. Goyal, J.C. (1980) studied ‘A Study of the Relationship among Attitudes, Job Satisfaction, Adjustment and Professional Interests of Teacher-educators in India’. Akihito Shimazu, Yusuke Okada, Mitsumi Sakamoto and Masae Miura (2003) studied “Effects of Stress Management Program for Teachers in Japan: A Pilot Study”.

122

Chan, David W. (2002) studied ‘Stress, Self-Efficacy, Social Support, and Psychological Distress among Prospective Chinese Teachers in Hong Kong’. Kyriacou, C. & Sutcliffe, J. (1979) studied “Teacher Stress and Satisfaction”. The present study investigated the association between

self-reported

teacher

stress

and

three

response

correlates of teacher stress: job satisfaction, absenteeism and intention to leave teaching. Kiran Rao, Subbakrishna and Prabhu (1990) conducted study on ‘Locus of control in relation to stress and coping’. Misra (1991) studied relationship between organizational climate in school, teachers’ stress and burn-out in relation to teacher’s personality. David J. Oscarson (1977) studied "The Identification of Adoption-Proneness Teachers".

Among

Secondary

Home

Economics

This study was conducted in two phases. The first

phase examined 19 independent variables relating to the personal characteristics of 202 vocational teachers from the state of Virginia for the purpose of explaining a criterion variable, proneness toward the adoption of educational innovations. Oscarson,

David

J.and

Finch,

Curtis

R.(1979)

studied

'Adoption Proneness Among Trade and Industrial Teachers as measured by Cluster Analysis'. The aim of the investigation on A study to identify methods most influential in determining the acceptance

and

use

of

educational

innovations

examined

variables associated with adoption-proneness of trade and industrial teachers.

123

Dushyanth Vangapandu (2007) investigated into ‘A Study of Relationship between Change Proneness and Motivation among Secondary School Teachers in Vizianagaram District of Andhra Pradesh’. Mukhopadhyaya and Saxena (1980) in their research study ‘the

factors

contributing

to

teacher’s

change

proneness

concluded that change proneness has been found to be related significantly and positively to urban background, teacher relation with principal, satisfaction in teaching, rapport among teachers, perceived leadership behaviour of the principal, attitude toward teaching profession, perceived status of teachers and job satisfaction. In Indian scenario Teacher Change-Proneness is one of the recent developing aspect in educational research concept. Hence, the researcher of the present study has attempted to pursue his investigation on Teacher Change-Proneness in relation to Teacher Job Satisfaction and Teacher Stress. 4.1.0: Definitions of the Terms Used: In the present study the investigator is confined to ascertain the relationship between three teachers centered variables viz., Teacher Job Satisfaction, Teacher Stress and Teacher ChangeProneness.

The definitions of these variables are dealt with

hereunder. 4.1.1: Teacher Job Satisfaction: This aspect was designed with five dimensions and each dimension is focused to measure the Job Satisfaction of the teacher on different aspect. 4.1.2:Professional aspect:

124

The professional aspect is designed with conceptual ideas, interpretation of a fact, implementation with new ideas, facing the challenged tasks, level of thought and an interpretation, interest to response and broad thinking.

4.1.3:Teaching and Learning aspect: The Teaching and Learning aspect includes the utility value, changing approach, problem salvation, self-experiences, avoiding nature, broad thinking nature, attaining the tasks, developing in depth ideas, novel thoughts, independent acts and developing the salvation of self-problems. 4.1.4:Innovation: This aspect is designed with self-development, inventing new ideas, quick implementation of innovative practices. 4.1.5:Inter-Personal Relations: This aspect disclosed the individual thoughts and action, implementation of new thoughts independently and inventing new idea interests of an individual. 4.2.0: Teacher Stress: This aspect was designed with four dimensions and each dimension is focused to measure the Stress of the teacher on different aspects. 4.2.1:Intensity of Work: This aspect disclosed the nature of Work Load, Leisure timings, practical work, additional burdens, often changes in duties, additional trainings. 4.2.2:Student Behaviour:

125

The Student Behaviour aspect disclosed the behaviour of student in the classroom, respecting nature towards teacher, lack of discipline among the students, lack of time for preparation of lessons,

maintaining

classroom

discipline

and

constant

monitoring of student behaviour. 4.2.3:Professional Growth: The aspect Professional Growth is designed with the causes for unable to prosecute further studies, insufficient time provision for professional training programmes, lack of recognition of the profession,

interested

in

searching

for

additional

income,

inadequate salaries, lack of professional development and lack of recognition of teaching as Profession problems. 4.2.4:Extrinsic Annoyers: This aspect includes the individual recognition, Lack of interest towards teaching, facing hardship to motivate below average students, feeling locked up into a routine in job, lack of teaching material and books in library, non-recognition from the administrator while introducing innovative methods, lack of invitation to participate in academic decisions, organized the staff meetings without specific objects, non-cooperation of the headteacher, maintaining the attitude of divide and rule policy of the head-teacher,

maintaining

relations

with

the

colleagues,

recognition of sub-standard colleagues and maintaining to uphold the teaching value problems. 4.3.0:TEACHER CHANGE PRONENESS: 4.3.1: Innovativeness: This aspect includes the methods of teaching, hesitation for increasing in work load, incorporate for innovative practices,

126

interesting to expressing the new ideas, development of new ideas, exhibit persistence and diplomacy in entertaining a new practice,

enlighten

the

strategy

in

classroom

teaching,

implementation of innovative practices of others and given importance equally to the existing as well new practices.

4.3.2:Hesitating Nature: This aspect includes the importance to the original new ideas, hesitating the additional workload, appreciating the new ideas of colleagues and head-teacher, independent thoughts to implement new strategies in classroom teaching, implementation of new strategies without compromise, Ignoring the comments of the colleagues when implementation of new ideas, appreciating the suggestions of the students and implementation, discussing with the colleagues about his new thoughts and recollection of about the failure in classroom teaching problems. 4.3.3:Consideration: This aspect disclosed the systematic and planning of profession, recognition of new ideas even at cost of criticism from colleagues, recognition of new ideas and concepts, encouraging the colleges to take up new experiences, thinking about the need of old practices to be revived, maintaining relations with colleagues besides implementing the innovative practices and sharing the experience with the colleagues to expertise in their profession. 4.3.4:Acceptance of Help:

127

The

Acceptance

of

help

includes

the

aspects

of

systemization in profession, preparation of additional teaching material other than curriculum, hesitating the contradicting ideals, implementation of new ideas of others. 4.5.0: Problem: The problem taken in this study are to establish reliability and validity of Teacher Job Satisfaction Scale, Teacher Stress Scale

and

Teacher

Change-Proneness

scale

to

test

the

relationship between these three aspects. The answer to the above phenomenon’s, the execution, processing to evaluate each aspect is designed as follows. (1)

Development of suitable tool to measure Teacher Job Satisfaction.

(2)

Development of suitable tool to measure the Teacher Stress.

(3)

Development of suitable tool to measure the Teacher Change-Proneness.

(4)

Finding out relationship between Teacher Job Satisfaction and Teacher Stress.

(5)

Finding out relationship between Teacher Job Satisfaction and Teacher Change-Proneness.

(6)

Finding out relationship between Teacher Stress and Teacher Change-Proneness.

4.5.1:Objectives: (1)

To develop and standardize the Teacher Job Satisfaction Scale of Dr.Udayagiri (1985) to be used by teacher himself.

128

(2)

To develop and standardize the Teacher Stress Scale of Uday’s SCIT Scale (1990) is used.

(3)

To develop and standardize Teacher Change-Proneness Scale of Nistala constructed by the present investigator is used.

(4)

To find the relationship between Teacher Job Satisfaction and Teacher Stress.

(5)

To find the relationship between Teacher Job Satisfaction and Teacher Change-Proneness.

(6)

To find the relationship between Teacher Stress and Teacher Change-Proneness.

(7)

To find out the significant difference between different categories of demographic variables in respect of Teacher Job Satisfaction, Teacher Stress and Teacher ChangeProneness.

(8)

To find out the significant difference between high and low Teacher Job Satisfaction in respect of Teacher Stress and Teacher Change-Proneness.

(9)

To find out significant difference between high and low Teacher Stress in respect of Teacher Job Satisfaction and Teacher Change-Proneness.

(10) To find out significant difference between high and low Teacher Change-Proneness in respect of Teacher Job Satisfaction and Teacher Stress. 4.3.2:Hypotheses: In the present study the investigator has proposed the following hypotheses for testing the results.

129

(1)

There is no significant relationship between Teacher Job Satisfaction and Teacher Stress.

(2)

There is no significant relationship between Teacher Job Satisfaction and Teacher Change-Proneness.

(3)

There is no significant relationship between Teacher Stress and Teacher Change-Proneness.

(4)

There is no significant relationship between dimensions of Teacher Job Satisfaction, Teacher Stress and Teacher Change-Proneness.

(5)

There is no significant relationship between dimensions of Teacher Job Satisfaction and Teacher Stress.

(6)

There is no significant relationship between dimensions of

Teacher

Job

Satisfaction

and

Teacher

Change-

Proneness. (7)

There is no significant difference between dimensions of Teacher Stress and Teacher Change-Proneness.

(8)

There is no significant relationship between various dimensions of Teacher Job Satisfaction and with other dimensions of Teacher Stress and Teacher ChangeProneness.

(9)

There is no significant relationship between various dimensions of Teacher Stress with other dimensions of Teacher Job Satisfaction and Teacher Change-Proneness.

(10) There is no significant relationship between various dimensions of Teacher Change-Proneness with other dimensions of Teacher Job Satisfaction. 4.3.3.Subsidary Hypotheses:

130

(1)

Male and Female Teachers do not differ significantly in respect of their Teacher Job Satisfaction, Teacher Stress and Teacher Change-Proneness.

(2)

Rural

and

Urban

locality

Teachers

do

not

differ

significantly in respect of their Teacher Job Satisfaction, Teacher Stress and Teacher Change-Proneness. (3)

Graduates,

Post-Graduates

and

Post-Graduates

with

M.Phil/Ph.D., qualified Teachers do not differ significantly in respect of their Teacher Job Satisfaction, Teacher Stress and Teacher Change-Proneness. (4)

Teachers and Head-teachers do not differ significantly in respect of their Teacher Job Satisfaction, Teacher Stress and Teacher Change-Proneness.

(5)

Science, Humanities and Language Teachers do not differ

significantly

Satisfaction,

in

Teacher

respect Stress

of

their

and

Teacher

Teacher

Job

Change-

Proneness. (6)

Teachers with experience below 10 years, 10 to 15 years, 15 to 20 years, 20 to 25 years, 25 to 30 years do not differ

significantly

Satisfaction,

in

Teacher

respect Stress

of

their

and

Teacher

Teacher

Job

Change-

Proneness. (7)

Married

and

Unmarried

Teachers

do

not

differ

significantly in respect of their Teacher Job Satisfaction, Teacher Stress and Teacher Change-Proneness. (8)

Residential and Non-Residential School Teachers do not differ

significantly

in

respect

131

of

their

Teacher

Job

Satisfaction,

Teacher

Stress

and

Teacher

Change-

Proneness. (9)

Residential, Aided, Government, Zillah Parishad, Minority, Municipal and Private Unaided School Teachers do not differ

significantly

Satisfaction,

in

Teacher

respect Stress

of and

their

Teacher

Teacher

Job

Change-

Proneness. (10) There is no significant difference between high and low Teacher Job Satisfaction and Teacher Stress. (11) There is no significant difference between high and low Teacher Job Satisfaction and Teacher Change-Proneness. (12) There is no significant difference between high and low Teacher Stress and Teacher Change-Proneness.

4.3.4:Limitations: (1)

This study is confined and limited to the Teachers working in Secondary Schools in Vizianagaram District of Andhra Pradesh.

(2)

To measure the Teacher Job Satisfaction, the dimensions like Professional, Teaching Learning, Innovation and Interpersonal relations are covered in the study.

(3)

To measure the Teacher Stress, the dimensions like Intensity of work, Student Behaviour, Professional Growth and Intrinsic annoyers are covered in the study.

(4)

To

measure

dimensions

the like

Teacher

Change-Proneness,

Innovativeness,

132

Hesitating

the

nature,

Consideration and Acceptance of help are taken into account. 4.4.0:Procedure adopted: In order to test the hypotheses, the research is planned and executed in three phases using and adoption of various standardized tools. (1)

Development

and

standardization

of

the

Scale

of

Dr.Udayagiri (1985) Job Satisfaction. (2)

Development and standardization of Uday’s SCIT (1990) Scale Teacher Stress.

(3)

Measurement of Nistala’s Teacher Change-Proneness tool developed with the help of ‘Devagiri’s Change-Proneness Inventory’ (MCPI) contexture design keeping the various physical and other global environmental conditions of the Teacher

in

Andhra

Pradesh

State

scenario

into

consideration.

4.4.1:Selection of Items: The investigator according to the aims and objectives of the study prepared a large number of items. The items are prepared to measure each of the tool inter and inter-dimensions.

The

information in relation to the tools are prepared by collecting information from various sources i.e., books, other standard tests, discussion with experts, professional journals etc.

A thorough

comparison

items

is

made

between

133

the

prepared

and

corresponding items collected from various sources.

Thus the

final form of items is prepared. (a)

Teacher

Job

Satisfaction

Scale

consists

of

33

statements as per the earlier design of the previous researchers. (b)

Teacher Stress Scale consists of 48 statements as per the earlier design of the previous researchers – and

(c)

Teacher Change-Proneness Scale consists of 38 statements

initially

designed

by

the

present

investigator. These three tools are supplemented by a careful study of related

literature

and

informal

meetings

with

experienced

teachers, head-teachers and teacher educators. Thus the items in the above tools are finalized, listed and arranged in related to the present study. These tools are examined by the experts for item-relevance and usefulness and finally concluded to retain the items as mentioned above. The distribution of the selected tools for the pilot study is as follows.

4.4.2:Standardization of Dr.Udayagiri’s (1980) “Teacher Job Satisfaction Scale”: Table 4.1 : Table showing the items and percentage of items in Provisional Teacher Job Satisfaction

134

Specificati on

Profession al

No.of

10

Items Percentag

30.30%

Teachin Interg Innovatio Person Learnin n al g relation s 07 08 8 21.22%

24.24%

Total

33

24.24% 100%

e 4.4.3: Administration: This is administered to a tryout sample of 69 Secondary School Teachers in and around of Vizianagaram. Instructions to the teachers are given on the title page of the each scale. Care is taken to reduce bias in rating. This is done by clearly stating the purpose of study. Confidence is creating among the teachers by assuring them their responses will be kept confidential. 4.4.4: Scoring: The responses are scored according to the key.

For all

positive items score from 5 to 1 for the five responses i.e., SA – Strongly Agree; A – Agree; N – Neutral; DA – Disagree and SDA – Strongly Disagree respectively are awarded. For all the negative statements scores 1 to 5 are given respectively for SA, A, N, DA and SDA. The positive and negative items are shown separately in this chapter.

The maximum possible score is 165 and the

minimum possible score is 33. High score indicates high Teacher Job Satisfaction, low score indicates low Teacher Job Satisfaction. 4.4.5: Item Analysis: For the purpose of determining the degree to which each item is effective in discriminating high and low Teacher Job Satisfaction, an item analysis of the data obtained from the above 135

sample is undertaken by taking two extreme groups (high and low). All the 70 responses are scored and scores are arranged in an order from highest score to the lowest score. Then the upper 20% of the total responses and lower 20% of the responses are taken into consideration for measuring significance of difference of means to know the item validity.

Arithmetic means and

Standard Deviations for all the 70 items of the upper half and lower half are calculated. Critical Ratio is then calculated for all the items between upper and lower half. If the value of critical ratio of the item is greater than 1.96 (significant at 0.05 level of significance) then the item is found valid and accepted.

If the

value of critical ratio of the item is less than 1.96 then the item is considered as invalid and rejected.

The scale with all the

accepted items is used for final study. The items retained after item analysis for the final study of Teacher Job Satisfaction is confirmed with 25 items. The following table 4.2 shows the values of critical ratios of items. 4.2: Table showing the value of Critical Ratio’s of items in Teacher Job Satisfaction

136

Item No.

C.R.

Remarks

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

5.54 3.61 2.49 1.93* 1.99 3.84 1.56* 2.44 6.91 2.05 4.34 1.95* 2.93 4.29 1.64* 3.44 6.28

Retained Retained Retained Rejected Retained Retained Rejected Retained Retained Retained Retained Rejected Retained Retained Rejected Retained Retained

Item No. 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33

C.R.

Remarks

6.85 1.26* 6.36 4.21 1.62* 2.41 2.58 6.84 3.86 2.79 1.94* 2.48 4.89 1.95* 2.76 2.23

Retained Rejected Retained Retained Rejected Retained Retained Retained Retained Retained Rejected Retained Retained Rejected Retained Retained

The Job Satisfaction Inventory (JSI) originally constructed earlier and standardized by Dr.Udayagiri (1985) with 33 items because this is most appropriate tool to measure the Teacher Job Satisfaction with four dimensions viz., Professional, Teaching Learning, Innovation and Inter-Personal Relations.

Dr.Udayagiri

(1985) developed and standardized the Teacher Job Satisfaction on the tryout sample of Junior College Teachers, but the present intends to measure the Teacher Job Satisfaction of Secondary School Teachers. Hence, the investigator retested this inventory on a tryout sample of 100 teachers in and around Vizianagaram. There are 33 items with the five dimensions of Teacher Job Satisfaction of Dr.Udayagiri (1985). The distributions of 50 items dimension wise are as follows.

137

Statement of Job Satisfaction Inventory of Dr.Udayagiri (1985) Distribution of items dimension wise S.No

Name of the Area

. 1

Coverage of Serial Numbers

Professional

1, 2, 3, 4, 5, 6, 7, 8, 9, 10 11, 12, 13, 14, 15, 16, 17 18, 19 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 32, 33

2 3

Teaching Learning Innovation

4

Inter-Personal

5

Relations Total of Dimensions

--

Total No.of Items 10 07 08 08 33

4.3:Table showing the No.of items and percentage of items 138

retained under Four Dimensions of Teacher Job Satisfaction S.No.

Name of Dimension

1

Professional

2 3 4 5

No.of Items retained 1,2,3,5,6,8,9,10

=

Percentag e 32%

Teaching Learning

08 11,13, 14,16 & 17 =

20%

Innovation

05 18,20,21,23,24&25 =

24%

06 26,27,29,30,32&33 =

24%

Inter-Personal Relations

06

Total No.of items retained

25 Items

100%

4.4.6:Reliability: The reliability of the scale is calculated by Split-half method. Odd-Even slit is used in dividing the test into two halves.

The

reliability of co-efficient is found to be 0.783. This reliability coefficient is sufficiently large for us to assume that the present Teacher Job Satisfaction is highly reliable instrument is used in the present research. 4.4.7: Validation: The validity of the present Teacher Satisfaction Scale is estimated by using the ‘known group technique’. The validity of the scale is estimated from the Teacher Job Satisfaction of two groups of teachers – one of which is low competent teachers and other high competent teachers. In the present study two groups of teachers of 35 each was selected for administering the Teacher Job Satisfaction Scale.

One of the groups is low competent in

their Job Satisfaction and this fact is know to the investigator in 139

advance.

Similarly, the second group of 35 was known in

advance to be high competent in their Teacher Job Satisfaction. The tool administered to these two groups of teachers and ‘t’ value is calculated.

The value of ‘t’ is found to be highly

significant and hence, the tool is believed to be a valid.

The

value of ‘t’ is presented in Table 4.4. Table 4.4 : Table showing the value of ‘t’ between Teachers with High and Low Teacher Job Satisfaction Category

Mean

S.D

N

Low Teacher Job Satisfaction

87.49

24.3 2

3 5

‘t’

Level of Significance

6 .25 118.7 4

High Teacher Job Satisfaction

16.7 9

Highly Significant

3 5

4.5.0:Development and Standardization of Teacher Stress Scale (TSS): In order to measure the Teacher Stress Scale is developed, the investigator make use of Likert’s method of summated technique is adopted.

The technique is used because it is the

most reliable and straightforward technique. This tool (SCIT) was constructed and standardized earlier by Uday (1990). 4.5.1:Selection Items: The investigator according to the aims and objectives of the study prepares a large number of items. The items are prepared to

measure

the

Intensity

of

Work,

Students

Behaviour,

Professional Growth, Extrinsic Annoyers facing by the Teachers. These items are prepared by collecting information from various sources i.e., books, other standardized tests, discussion with

140

experts, professional journals etc. A through comparison is made between the prepared items, and corresponding items collected from various sources.

Thus the final form of the items is

prepared. There are 48 items. These 48 items are supplemented by a careful study of related literature and informal meetings with experienced teachers, head-teachers and teacher educators. Thus, the items are finalized, listed and rearranged. Experts for item-relevance and usefulness examine this list. Then language experts for grammatical soundness examine the items. Finally 40 items retained. Instructions are typed on the cover page of the rating scale. Similarly, instructions are given clearly to explain the purpose of the study and what the subjects have to do. However, much care is taken to check the ‘halo effect’. The distribution of 53 items selected for the pilot study in Table 4.5 is as follows – 4.5: Table Showing the items in provisional Uday’s SCIT (Stress Creators in Teaching) Scale (1990) Dimension wise Items Total Percentag covered No.of e of each S.No Category of In the Items in dimension . Dimension Dimensio the n dimensio n 1,2,10,1 1 Intensity of Work 2,14,16, 09 18.75% 18,19 & 38 3,4,9,13, 2 Students Behaviour 15,21, & 07 14.58% 47 5,24,25, 26,27,28 3 Professional Growth ,30,31,3 13 27.08% 3,36,39, 40 & 43 141

4

Extrinsic Annoyers

5

Total of Dimensions

6,7,8,11, 17,20,22 ,23,29,3 2,34,35, 37,41,42 ,44,45,4 6 & 48

19

39.59%

48

100%

4.5.2: Scoring: The same procedure, which is used to score the Teacher Stress Scale is adapted to Teacher Scale. Total Number of items included in this tool is 48. The maximum possible score is 192. The high score indicates high Teacher Stress and Low score indicates Low Teacher Stress. 4.5.3:Item Analysis: For the purpose of determining the degree to which each item is effective in discriminating high and low teacher Stress, an item analysis of the data obtained from the above sample is undertaken by taking two extreme groups (high and low. All the 48 responses of the 150 subjects are scored and total scores are arranged in an orderly manner from highest score to lowest score. Then the upper 20% of the total responses and lower 20% of the total responses are taken into consideration for measuring significance of difference of means to know the item validity. Arithmetic Means, Standard Deviations for all the 48 items of the upper half and lower half are calculated. Critical Ratio value is then calculated for all the items between upper and lower half. If the value of critical ration of the items is greater than 1.96

142

(significant at 0.05 level) then the item is found valid and accepted. Items are used for final study. The items retained after item analysis for the final study in Teacher Stress Scale are 40.

Table 4.5 shows the values of

Critical Ratio of items.

Table 4.6: Table showing the Values of Critical Ratio of items of Teacher Stress Item No. C.R. Remarks Item No. C.R 1 3.69 Retained 25 3.06 2 2.48 Retained 26 2.96 3 3.61 Retained 27 5.34 4 5.25 Retained 28 1.36 5 4.54 Retained 29 6.08 6 1.42 Rejected 30 4.68 7 3.96 Retained 31 1.83 8 4.54 Retained 32 4.34 9 5.61 Retained 33 3.68 10 6.11 Retained 34 3.42 11 3.28 Retained 35 2.46 12 1.93 Rejected 36 1.94 13 2.74 Retained 37 3.48 14 3.54 Retained 38 4.09 15 4.49 Retained 39 2.59 16 5.21 Retained 40 3.06 17 1.64 Rejected 41 2.14 18 6.28 Retained 42 3.11 19 3.42 Retained 43 2.68 20 1.78 Rejected 44 4.19 21 2.57 Retained 45 5.34 143

Remarks Retained Retained Retained Rejected Retained Retained Rejected Retained Retained Retained Retained Rejected Retained Retained Retained Retained Retained Retained Retained Retained Retained

22 23 24

3.41 5.64 1.58

Retained Retained Rejected

46 47 48

3.61 5.39 2.67

Retained Retained Retained

Further, number of items and percentage of items of four dimensions of Teacher Stress retained as shown in Table 4.7.

Table 4.7:Table showing Number of Items and Percentages of Items retained under four dimensions of Teacher Stress Scale S.No .

Dimension Category

No.of Items covered

1 2 3 4 5

Intensity of Work Student Behaviour Professional Growth Extrinsic Annoyers Total of Dimensions

08 07 09 16 40

Percentage Dimension wise 20.0% 17.5% 22.5% 40.0% 100%

4.5.4: Reliability: The reliability of the scale is calculated by split half method. Odd-Even split is used in diving the test into two halves.

The

reliability co-efficient is found to be 0.794 is sufficiently large for us to assume that the present Teacher Stress is highly reliable instrument for measuring the Teacher Stress. 4.5.5:Validation: The validity of the present Teacher Stress Scale is estimated by using the ‘known group technique’. The validity of the scale is estimated from the Teacher Stress of two groups of teachers. 144

One of which is low teacher motivation. In the present study two groups of teachers of 34 each was selected for administering the Teacher Stress Scale. The first group of 34 is low Stress teachers and second group of 34 is high stress teachers and the investigator known this fact in advance. The tool is administered to these two groups of teachers and ‘t’ value is calculated. The value of ‘t’ is found to be highly significant and hence the tool is believed to be a valid tool. The value of ‘t’ is presented in table 4.8. Table 4.8 :

Showing the value of ‘t’ between Teachers with High and Low Teacher Stress

Category

Mean

S.D

N

Low Teacher Stress

84.49

21.45

34

99.87

16.56

34

High Teacher Stress

‘r’

3.31

Level of Significan ce Highly Significan t

4.6.0:Retesting the Teacher Change-Proneness Inventory (TCPI): In the present study the investigator made use of the principle of Dr.Devagiri’s (1999) ‘Change-Proneness Inventory’ developed and standardized because this is most appropriate tool to measure the Teacher Change-Proneness – (1) Innovativeness, (2) Hesitating Nature, (3) Consideration and (4) Acceptance of help.

Devarigi (1999) developed and standardized the Teacher

Change-Proneness Inventory on the tryout sample of Degree 145

College Lecturers, but the present researcher intends to measure the

attitudes

of

teachers

towards

teaching.

Thus,

the

investigator retested this inventory on a try-out sample of 150 teachers in and around Vizianagaram. These are 38 items under four different areas of Teacher Change-Proneness Inventory of Devagiri (1999). The distribution of 38 items are disclosed in Table 4.9.

Table 4.9 : Area No. I II

Table showing No.of items and percentages of Items Teacher Change-Proneness Inventory

Category of Dimension Innovativeness Hesitating Nature

III

Consideration

IV

Acceptance of help Total of Dimensions

V

Total No.of items covered 4,6,8,12,16,20,22,24,29,30,3 1,38 = 12 1,5,10,11,14,15,17,21,27, 32,35 = 11

Percentag e 31.58% 28.95%

2,3,9,23,25,26,28,34,37 = 09

23.68%

7,13,18,19,33,36 = 06

15.79%

Five Dimensions = 38 items

100.0%

4.6.1: Scoring: The same procedure, which is used to score Teacher Job Satisfaction and Teacher Stress inventories, is followed. The total number of items in the Teacher Change-Proneness is 38.

The

maximum possible score is 152 and the minimum possible score 146

is 38.

A high score indicates high Proneness and low score

indicates low Proneness of the sampled teachers. 4.6.2: Item Analysis: For the purpose of determining the degree to which each item is effective in discriminating between high and low attitude, an item analysis of the data obtained from the above sample is under taken, using extreme groups (high and low).

All the 38

responses of the subjects are scored and the scores are arranged in an order from highest score to the lowest score.

Then the

upper 36% of the total scores and lower 35% of the total scores are taken into consideration for measuring significance of difference of means to know the item validity. Arithmetic Means and Standard Deviations for all the 38 items of the upper and lower halves are calculated.

Critical Ratio is, then, calculated.

Critical Ratio is, then, calculated for all the items between upper and lower half. If the value of critical ratio of the item is greater than 1.96 (Significant at 0.01 level) then the item is found to be valid and accepted. If the value of critical ratio of the item is less than 1.96 then the item is considered as invalid and rejected. The accepted items of the scale are used in the final study. The items retained after item analysis for the final study in Teacher Change-Proneness Scale are 30. Table 4.10 disclosed the values of Critical Ratio for all the provisional items. Table 4.10: Table showing the value of Critical Ratio of Teacher Change-Proneness Item No. 1 2

C.R

Remark Item s No. 2.41 Retaine 14 d 3.92 Retaine 15

C.R

Remark Item s No. 2.68 Retaine 27 d 3.83 Retaine 28 147

C.R

Remark s 3.12 Retaine d 2.41 Retaine

3

5.68

4

4.63

5

2.82

6

4.42

7

2.42

8

3.54

9

2.24

10

5.94

11

3.69

12

2.47

13

3.42

d Retaine d Retaine d Retaine d Retaine d Retaine d Retaine d Retaine d Retaine d Retaine d Retaine d Retaine d

16

3.49

17

2.26

18

4.45

19

3.41

20

2.58

21

3.19

22

2.28

23

4.24

24

2.26

25

3.34

26

5.69

d Retaine d Retaine d Retaine d Retaine d Retaine d Retaine d Retaine d Retaine d Retaine d Retaine d Retaine d

29

3.58

30

2.78

31

1.64

32

1.78

33

1.79

34

1.72

35

1.59

36

1.47

37

1.84

38

1.53

d Retaine d Retaine d Rejecte d Rejecte d Rejecte d Rejecte d Rejecte d Rejecte d Rejecte d Rejecte d

After obtained the Critical Ratio value for all the 38 items as mentioned above, 30 items are retained as specified in Table 4.11.

Table 4.11 : Proneness

Table showing Number of Items and Percentage of Final Test items of Teacher Change-

Area

Category of Dimension

I

Innovativeness

II

Hesitating Nature

Total No.of Items covered 4,6,8,12,12,16,20,22,24,2 9,30 = 10 1,5,10,11,14,15,17,21,27 = 09 148

Percentag e 33.33% 30.0%

III

Consideration

2,3,9,23,25,26,28 = 07

23.4%

IV

Acceptance of help

7,13,18,19 = 04

13.33%

V

Total of Dimensions

Five Dimensions = 30 items

100.0%

4.6.3: Reliability: The reliability of the scale is calculated by split half method. Odd-Even split is used in dividing the test into two halves. The reliability of co-efficient is found to be 0.839. The reliability coefficient of 0.839 is sufficiently large for the investigator to assume that the present Teacher Change-Proneness Scale is highly reliable instrument to administer among the selected sample of teachers. 4.6.4: Validation: The

validity

standardized Inventory’ technique’.

of

known

(NTCPI)

the as

present

‘Nistala

estimated

by

tool

Teacher using

constructed

and

Change-Proneness the

‘known

group

The validity of the scale is estimated from the

attitude of two groups of teachers.

One of which consists of

teachers with low Teacher Change-Proneness.

In the present

study two groups of teachers of 36 each is selected for administering the Teacher Change-Proneness Inventory. The first group of 36 is low in Teacher Change-Proneness and second group is high in Teacher Change-Proneness, this fact is known to the researcher in advance. The tool is administered to these two groups of teachers and ‘t’ value is calculated. The value of ‘t’ is found to be highly

149

significant and hence, the tool is believed to be a valid tool. The value of ‘t’ is presented in the Table 4.12. Table 4.12 : Table showing the value of ‘t’ between Teachers With high and low Teacher Change-Proneness Category

Mean

S.D

N

‘t’

Level of Significan ce

Low Teacher Change-

61.08 14.5 6

Proneness

3 6

.17

70.93 11.6 9

High Teacher ChangeProneness

3

Highly Significan t

3 6

The above table clearly shows that the obtained mean value of High Teacher Change-Proneness (70.93) is higher than the mean value (61.08) obtained by the Low Teacher ChangeProneness. The obtained C.R. Value 3.17 is significant at both the levels viz., 0.05 and 0.01 levels. Hence, the null hypothesis formulated to that affect the extent of relationship between the above two categories is rejected. 4.6.5: Collection of Data: After developing and standardizing the three tools of the study, fresh and final scales are prepared for the final study with a personal data page.

These three standardized tools of the

present study are administered to 908 Secondary School Teachers in Vizianagaram of Andhra Pradesh. For collecting the data the Investigator visited each institution and administered these three scales among the Teachers personally. 150

They are

advised

to

put

their

name,

Sex,

Locality,

Qualification,

Designation, Teaching Subjects, Experience, Marital Status Status, Type of Institution and Type of Management etc., in the space provided in the personal data sheet of each scale. Instructions are given in the first page of all the three tools. The

investigator

requested

the

teachers

to

follow

those

instructions while responding to the tools. Teachers are further advised not to leave any item of the tool. Most of the teachers filled the tools on the spot and returned to the investigator. All the three tools thus collected, are scored according to the scoring procedure explained in the development and standardization of tools. 4.6.6 : Sample: The sample selected for the investigation consisted of 908 samples of Secondary School Teachers in Vizianagaram District of Andhra Pradesh. Random sampling technique is followed to draw the sample for the present study. The sample is categorized as Sex (Male and Female), Locality (Rural and Urban), Qualification (Graduates,

Post-Graduates

M.Phil/Ph.D.),

Designation

and

Post-Graduates

(Head-teachers

and

with

Teachers),

Teaching Subjects (Teaching Science, Teaching Humanities and Teaching Languages), Experience (Below 10 years, 10 – 15 years, 15 – 20 years, 20 – 25 years, 25 – 30 years), Marital Status Status (Married and Unmarried), Type of Institution (Residential and NonResidential)

and

Type

of

Management

(Residential,

Aided,

Government, Zillah Parishad, Minority, Municipal and Private Unaided) shown in three category scales of the research study. The details of which are presented in Table 4.13.

151

Table 4.13 :

Table showing the Distribution of Sample Category

wise S.No.

Variable Category

(1)

Sex

(2)

(3)

(4)

(5)

Locality

Qualification

Designation

Teaching Subjects

Nomenclature of sample Male

No.of Teachers 592

Percenta ge 65.2%

Female

316

34.8%

Total Sample Rural area

908 493

100.0% 54.3%

Urban area

415

45.7%

Total Sample Graduates

908 339

100.0% 37.34%

Post-Graduates

448

49.34%

Post-Graduates with M.Phil/Ph.D.

121

13.32%

Total Sample Head-Teachers

908 70

100.0% 7.70%

Teachers

838

92.30%

Total Sample Teaching Sciences

908 379

100.0% 41.74

Teaching

385

42.40

Humanities

144

15.86

Teaching Languages

908

100.0%

Total Sample

152

S.No .

(6)

(7)

(8)

(9)

Variable Category

Teaching Experience

Marital Status Status

Type of Institution

Type of Management

Nomenclature of sample

Percenta ge

Below 10 years

No.of Teacher s 198

10 – 15 years

154

16.96%

15 – 20 years

118

13.0%

20 – 25 years

244

26.88%

25 – 30 years

194

21.36%

Total Sample Married

908 576

100.0% 63.44%

Unmarried

332

36.56%

Total Sample Residential

908 128

100.0% 14.10%

Non-Residential

780

85.90%

Total Sample Residential

908 128

100.0% 14.10%

Aided

69

7.59%

Government

152

16.74%

Zillah Parishad

165

18.17%

Minority

128

14.10%

Municipal

133

14.65%

Private Unaided

133

14.65%

Total Sample

908

100.0%

153

21.80%

4.6.7 : Analysis of Data: The following statistical techniques are followed to analyze the data for all the three scales. Means and Standard Deviations for all the distributions are calculated. Pearson’s Product Moment Correlations are calculated for Odd-Even items of ratings scales and their reliability indices are computed by using Spearman Brown Prophecy Formula. To find the relationship between (i) Teacher Job Satisfaction; (ii) Teacher Stress – and (iii) Teacher Change-Proneness ‘r’ values are computed extensively. Co-efficient of correlation for all the dimensions are also calculated and presented in Table form. Critical Ratios are calculated for item analysis and to test the subsidiary hypotheses.

154

ANALYSIS AND INTERPRETATION OF DATA This chapter is devoted for analysis and interpretation of results of the present research. The results are presented and all the hypotheses of the study are tested and verified.

The

implications of the results are analyzed and interpreted in relation to the problem of the study, immediately after each hypothesis is tested. The analysis of results of any study should be based on suitable statistical treatment.

Further, the measurements of

variables undertaken for the study should be presented clearly and precisely.

Accordingly, the results are analyzed and

presented in three phases. The first phase deals with the testing of major hypotheses, the second phase deals with testing of subsidiary hypotheses pertaining

to

significance

of

difference

between

different

demographic variables in respect of three variables of the study and the third phase deals with the testing of hypotheses pertaining to significance of difference between high and low groups. 5.0: Verification of Major Hypotheses and Interpretation: The major hypotheses of the present study disclose the significance of coefficient of correlation between the objects Teacher Job Satisfaction, Teacher Stress and Teacher ChangeProneness.

The calculations of ‘r’ values are done by product

movement method (Henry E. Garrette, 1981). The significance of obtained ‘r’ is tested against null hypotheses as given by Aggarwal, Y.P. (1980).

155

5.1:Verification of the First Hypothesis of the Study: The first hypothesis of the study disclosed that ‘there is no significant relationship between Teacher Job Satisfaction and Teacher Stress’. This hypothesis is tested and shown in Table 5.1. Table 5.1 Table showing the significance of ‘r’ between Teacher Job Satisfaction and Teacher Stress S.No.

Variable Category

N

df

‘r’

Level of significan ce

1

Teacher Job Satisfaction 90

2

Teacher Stress

8

906

0

> 0.01

.53

The value of ‘r’ is significant and hence, the hypothesis is rejected. The present findings are in conformity with the findings of the above researches. So it can be said that teachers with high Teacher Job Satisfaction are supposed to be faced with Teacher Stress. that

The present finding affirms the theoretical assumption

Teacher

Job

Satisfaction

and

Teacher

Stress

are

interdependent and interactive. 5.2:Verification of the Second Hypothesis of the Study: The second hypothesis of the present study states that thee is no significant relationship between Teacher Job Satisfaction and

156

Teacher Change-Proneness.

This hypothesis is verified and

presented in Table 5.2.

Table 5.2 Table showing the significance f ‘r’ between Teacher Job Satisfaction and Teacher Change-Proneness S.No.

Variable Category

N

df

‘r’

Level of significan ce

1

Teacher Job Satisfaction 90

2

Teacher Change-Proneness

906

8

0

> 0.01

.68

The value of ‘r’ is significant and hence, the hypothesis is rejected. The present finding is in agreement with the above findings. So it can be said that higher Teacher Job Satisfaction of teachers greater will be in their Teacher Change-Proneness. substantiates

the

theoretical

assumption

that

Teacher

This Job

Satisfaction and Teacher Change-Proneness are independent and interdependent. 5.3:Verification of the Third Hypothesis of the Study: The third hypothesis of the present study states that there is no significant relationship between Teacher Stress and Teacher Change-Proneness. This hypothesis is verified and presented in Table 5.3

157

Table 5.3 Table showing the significance of ‘r’ Teacher Stress and Teacher Change-Proneness Variable Category N df ‘r’ Level of significan ce Teacher Stress

S.No. 1

90 2

Teacher Change-Proneness

906

8

0

> 0.01

.64

The value of ‘r’ is significant and hence, the hypothesis is rejected. This finding is also substantiating the theoretical model, reported in the present study that the relationship between Teacher Stress and Teacher Change-Proneness is reciprocal. From the above results, it is interesting to note that there is a

significant

positive

relationship

between

Teacher

Job

Satisfaction and Teacher Stress; Teacher Job Satisfaction and Teacher Change-Proneness; and Teacher Stress and Teacher Change-Proneness.

Hence, it may be inferred that Teacher Job

Satisfaction, Teacher Stress and Teacher Change Proneness are inter-related and inter-dependent.

Further, the Teacher Job

Satisfaction, Teacher Stress and Teacher Change-Proneness may be considered as the influencing factors of many problems in their profession.

The theoretical framework that has been

developed in the Conceptual Foundations chapter o this thesis is substantially affirmed. 5.4:Verification of Fourth Hypothesis of the Study: The Fourth hypothesis of the study states that there is no significant relationship between various dimensions of Teacher

158

Job Satisfaction.

This hypothesis is divided into six parts for

convenience of verification as follows – (1)

There is no significant relationship between Professional and Teaching Learning of Teacher Job Satisfaction.

(2)

There is no significant relationship between Professional and Innovation of Teacher Job Satisfaction.

(3)

There is no significant relationship between Professional and Inter-Personal Relations of Teacher Job Satisfaction.

(4)

There is no significant relationship between Teaching Learning and Innovation of Teacher Job Satisfaction.

(5)

There is no significant relationship between Teaching Learning and Inter-Personal Relations of Teacher Job Satisfaction.

(6)

There is no significant relationship between Innovation and Inter-Personal Relations of Teacher Job Satisfaction.

Table 5.4 Variable Category Professiona l Teaching Learning

Table showing Inter-Correlation Matrix of Various Dimensions of Job Satisfaction Teaching Professiona Learning Innovation l 1.00

InterPersonal Relations

0.69

0.47

0.58

1.00

0.66

0.43

1.00

0.54

Innovation InterPersonal Relations

1.00

159

The date on verification of the hypothesis, there is no significant

relationship

between

Professional

and

Teaching

Learning of Teacher Job Satisfaction presented in Table 5.5. Table 5.5 Table showing the significance of ‘r’ between the dimensions Professional and Teaching Learning of Job Satisfaction Dimension Category Level of N df ‘r’ Significan ce Professional Teaching Learning

90 8

906 0 .69

> 0.01

The value of ‘r’ is significant and hence, the hypothesis is rejected. The hypothesis that ‘there is no significant relationship between Professional and Innovation of Teacher Job Satisfaction is tested and presented in Table 5.6 Table 5.6 Table showing the significance of ‘r’ between the dimensions Professional and Innovation of Job Satisfaction Dimension Category

N

df

‘r’

90 8

906 0 .69

Level of Significan ce

Professional Innovation

> 0.01

The value of ‘r’ is significant and hence, the hypothesis is rejected.

160

The hypothesis that ‘there is no significant relationship between Professional and Inter-Personal Relations of Teacher Job Satisfaction is tested and presented in Table 5.7 Table 5.7 Table showing the significance of ‘r’ between the dimensions Professional and Teaching Learning of Job Satisfaction Dimension Category

N

df

‘r’

90 8

906 0 .58

Level of Significan ce

Professional Inter-Personal Relations

> 0.01

The value of ‘r’ is significant and hence, the hypothesis is rejected. The hypothesis that ‘there is no significant relationship between Teaching Learning and Innovation of Teacher Job Satisfaction is tested and presented in Table 5.8 Table 5.8 Table showing the significance of ‘r’ between the dimensions Teaching Learning and Innovation of Job Satisfaction Dimension Category N

Df

‘r’

90 8

906 0 .66

Level of Significan ce

Teaching Learning Innovation

> 0.01

The value of ‘r’ is significant and hence, the hypothesis is rejected.

161

The hypothesis that ‘there is no significant relationship between Teaching Learning and Inter-Personal Relations of Teacher Job Satisfaction is tested and presented in Table 5.9. Table 5.9 Table showing the significance of ‘r’ between the dimensions Teaching Learning and Inter-Personal Relations of Job Satisfaction Dimension Category

N

Df

‘r’

90 8

906 0 .43

Level of Significan ce

Teaching Learning Inter-Personal Relations

> 0.01

The value of ‘r’ is significant and hence, the hypothesis is rejected. The hypothesis that ‘there is no significant relationship between Innovation and Inter-Personal Relations of Teacher Job Satisfaction is tested and presented in Table 5.10

Table 5.10 Table showing the significance of ‘r’ between the dimensions Innovation and Inter-Personal Relations of Job Satisfaction Dimension Category N

Df

‘r’

90 8

906 0 .54

Level of Significan ce

Innovation

Inter-Personal Relations 162

> 0.01

The value of ‘r’ is significant and hence, the hypothesis is rejected. 5.5:Verification of Fifth Hypothesis of the Study: The fifth hypothesis of the study disclosed that ‘there is no significant relationship between various dimensions of Teacher Stress’. This hypothesis is further divided into six parts for the purpose of convenience and verification as follows – (1)

There is no significant difference between Intensity of Work and Student Behaviour of Teacher Stress.

(2)

There is no significant difference between Intensity of Work and Professional Growth of Teacher Stress.

(3)

There is no significant difference between Intensity of Work and Extrinsic Annoyers of Teacher Stress.

(4)

There is no significant difference between Student Behaviour and Professional Growth of Teacher Stress.

(5)

There is no significant difference between Student Behaviour and Extrinsic Annoyers of Teacher Stress.

(6)

There is no significant difference between Professional Growth and Extrinsic Annoyers of Teacher Stress.

For testing these hypotheses, coefficients of correlation between the various dimensions of teacher Stress, scores of Intensity of Work, Student Behaviour, Professional Growth and Extrinsic Annoyers aspects are computed.

The ‘r’ values are

presented in Table 5.11. Table 5.11 Table showing Inter-Correlation Matrix of various Dimensions of Teacher Stress Dimension

Intensity of

Student

163

Professiona

Extrinsic

Category Intensity of Work

Work

Behaviour

l Growth

Annoyers

1.00

0.39

0.56

0.48

1.00

0.63

0.43

1.00

0.57

Student Behaviour Professiona l Growth Extrinsic Annoyers

1.00

The data on verification of the hypothesis that ‘there is n significant relationship between Intensity of Work, Student Behaviour, Professional and Extrinsic Annoyers aspects in Teacher Stress’. The verification of hypothesis, ‘there is no significant difference between the dimensions of Intensity of Work and Student Behaviour’ of Teacher Stress as presented in Table 5.12.

Table 5.12 Table showing the significance of ‘r’ between the Dimensions of Intensity of Work and Student Behaviour of Teacher Stress Dimension Category

N

df

Intensity of 164

‘r’

Level of Significanc e

Work

908

906

0.39

> 0.01

Student Behaviour The value of ‘r’ is significant and hence, the hypothesis is rejected. The verification of hypothesis, ‘there is no significant difference between the dimensions of Intensity of Work and Professional Growth’ of Teacher Stress as presented in Table 5.13. Table 5.13 Table showing the significance of ‘r’ between the Dimensions of Intensity of Work and Professional Growth of Teacher Stress Dimension Category

N

df

‘r’

Level of Significanc e

908

906

0.56

> 0.01

Intensity of Work Professiona l Growth

The value of ‘r’ is significant and hence, the hypothesis is rejected. The verification of hypothesis, ‘there is no significant difference between the dimensions of Intensity of Work and Extrinsic Annoyers’ of Teacher Stress as presented in Table 5.14.

Table 5.14 Table showing the significance of ‘r’ between the Dimensions of Intensity of Work and Extrinsic Annoyers of Teacher Stress Dimension Level of Category N df ‘r’ Significanc e

165

Intensity of Work Extrinsic Annoyers

908

906

0.48

> 0.01

The value of ‘r’ is significant and hence, the hypothesis is rejected. The verification of hypothesis, ‘there is no significant difference between the dimensions of Student Behaviour and Professional Growth’ of Teacher Stress as presented in Table 5.15. Table 5.15 Table showing the significance of ‘r’ between the Dimensions of Student Behaviour and Professional Growth of Teacher Stress Dimension Category

N

df

‘r’

Level of Significanc e

908

906

0.63

> 0.01

Student Behaviour Professiona l Growth

The value of ‘r’ is significant and hence, the hypothesis is rejected. The verification of hypothesis, ‘there is no significant difference between the dimensions of Student Behaviour and Extrinsic Annoyers’ of Teacher Stress as presented in Table 5.16.

Table 5.16 Table showing the significance of ‘r’ between the Dimensions of 166

Student Behaviour and Extrinsic Annoyers of Teacher Stress Dimension Category Student Behaviour

N

df

‘r’

Level of Significanc e

908

906

0.43

> 0.01

Extrinsic Annoyers The value of ‘r’ is significant and hence, the hypothesis is rejected. The verification of hypothesis, ‘there is no significant difference between the dimensions of Professional Growth and Extrinsic Annoyers’ of Teacher Stress as presented in Table 5.17. Table 5.17 Table showing the significance of ‘r’ between the Dimensions of Professional Growth and Extrinsic Annoyers of Teacher Stress Dimension Category

N

df

‘r’

Level of Significanc e

908

906

0.57

> 0.01

Profession al Growth Extrinsic Annoyers

167

The value of ‘r’ is significant and hence, the hypothesis is rejected. After verification of all sub-divided hypotheses, the value of ‘r’ is found to be significant for all these hypotheses. Hence, the hypothesis, there is no significant relationship between various dimensions of Teacher Stress is rejected. A

significant

dimensions

of

positive

Teacher

relationship

Stress

indicates

between that

all

all

the

the

four

dimensions of Teacher Stress are independent and inter-related. From the above results it may be inferred that teachers with high stress would better in respect of Intensity of Work, Student’s Behaviour, Professional Growth and Extrinsic Annoyers of Teacher Stress. 5.6:Verification of Six Hypothesis of the Study: The Sixth hypothesis of the study disclosed that there is no significant relationship between the dimensions of Teacher Change-Proneness.

The hypothesis is divided into six parts for

the purpose of convenient verification as follows – 1.There is no significant relationship between Innovativeness and Hesitating Nature of Teacher Change-Proneness. 2.There is no significant relationship between Innovativeness and Consideration of Teacher Change-Proneness. 3.There is no significant relationship between Innovativeness and Acceptance of help of Teacher Change-Proneness. 4.There is no significant relationship between Hesitating Nature and Consideration of Teacher Change-Proneness. 5.There is no significant relationship between Hesitating Nature and Acceptance of help of Teacher Change-Proneness.

168

6.There is no significant relationship between Consideration and Acceptance of help. For testing the above hypotheses, coefficient of correlation between the various dimensions of Teacher Change-Proneness are computed and ‘t’ values are presented in Table 5.18. Table 5.18 Table showing Comprehensive Inter-correlation Matrix for Teacher Change-Proneness

Innovativene ss Hesitating Nature Consideratio n Acceptance of help

Innovativene ss 1.00

Hesitatin g Nature 0.51

Considerati on 0.42

Acceptan ce of help 0.59

1.00

0.64

0.68

1.00

0.53 1.00

The hypothesis disclosed that ‘there is no significant relationship

between

Innovativeness

and

Hesitating

Nature

aspects of Teacher Change-Proneness is tested and presented in Table 5.19. Table 5.19 Table showing significance of ‘r’ between Innovativeness and Hesitating Nature of Teacher Change-Proneness Dimension Category

N

df

‘r’

Level of significanc e

908

906

0

>0.01

Innovativeness Hesitating Nature

.51

The value of ‘r’ is significant, hence, the hypothesis is rejected. 169

The data on verification of the hypothesis that ‘there is no significant

relationship

between

Innovativeness

and

Consideration aspects of Teacher Change-Proneness presented is tested and presented in Table 5.20. Table 5.20 Table 5.20 Table showing significance of ‘r’ between Innovativeness and Consideration of Teacher Change-Proneness Dimension Category

N

df

‘r’

Level of significanc e

908

906

0.42

>0.01

Innovativeness Consideration The value of ‘r’ is significant. Hence, the hypothesis is rejected. The data on verification of the hypothesis that ‘there is no significant relationship between Innovativeness and Acceptance of Help aspects of Teacher Change-Proneness’ is tested and presented in Table 5.21. Table 5.21 Table showing significance of ‘r’ between Innovativeness and Acceptance of help of Teacher Change-Proneness Dimension Category

N

Innovativeness

170

df

‘r’

Level of significanc e

908

906

Acceptance of help

0

>0.01

.59

The value of ‘r’ is significant. Hence, the hypothesis is rejected. The data on verification of the hypothesis that ‘there is no significant

relationship

between

Hesitating

Nature

and

Consideration aspects of Teacher Change-Proneness’ is tested and presented in Table 5.22. Table 5.22 Table showing significance of ‘r’ between Hesitating Nature and Consideration of Teacher Change-Proneness Level of Dimension Category N df ‘r’ significanc e Hesitating Nature 908

906

Consideration

0

>0.01

.64

The value of ‘r’ is significant. Hence, the hypothesis is rejected. The data on verification of the hypothesis that ‘there is no significant

relationship

between

Hesitating

Nature

and

Acceptance of help aspects of Teacher Change-Proneness is tested and presented in Table 5.23. Table 5.23 Table showing significance of ‘r’ between and Hesitating Nature and Acceptance of help Teacher Change-Proneness Level of Dimension Category N df ‘r’ significanc e Hesitating Nature 908 Acceptance of help

906

0 .68

171

>0.01

The value of ‘r’ is significant. Hence, the hypothesis is rejected. The data on verification of the hypothesis that ‘there is no significant relationship between Consideration and Acceptance of help aspects of Teacher Change-Proneness in Table 5.24.

Table 5.24 Table showing significance of ‘r’ between Innovativeness and Acceptance of help of Teacher Change-Proneness Dimension Category

N

df

‘r’

Level of significanc e

908

906

0

>0.01

Innovativeness Acceptance of help

.53

The value of ‘r’ is significant. Hence, the hypothesis is rejected. 5.7:Inter and Intra Relationship between all the Dimensions of the Variables of the Study: Further to elevate more and transparence of this study, the investigator has opted to study the inter and intra relationship between all the dimensions of Teacher Job Satisfaction, Teacher Stress and Teacher Change-Proneness are computed.

The

coefficient of correlation between all the dimensions of Teacher Job Satisfaction, Teacher Stress and Teacher Change-Proneness is calculated and the values of ‘r’ presented in Table 5.25. Inter and intra relationship between all the dimensions of these three variables of the present study are discussed and interpreted in

172

the following pages. The interpretations of ‘r’ is in accordance to the guidelines frames by Henry, E.Garrette (1981).

Table 5.25 Table showing Comprehensive Inter-Correlation Matrix for all dimensions of Teacher Job Satisfaction, Teacher Stress and Teacher Change-Proneness 1 2 3 4 5 6 7

1 1 .00

2 0 .69 1 .00

3 0 .47 0 .66 1 .00

4 0 .58 0 .43 0 .54 1 .00

5 0 .71 0 .68 0 .48 0 .39 1 .00

6 0 .24 0 .28 0 .27 0 .42 0 .36 1 .00

7 0 .38 0 .33 0 .54 0 .38 0 .54 0 .39 1 .00

8 9 1 0 11 1 2 1 3 1 4

173

8 0 .21 0 .23 0 .37 0 .56 0 .37 0 .56 0 .63 1 .00

9 0 .30 0 .52 0 .49 0 .38 0 .45 0 .48 0 .43 0 .57 1 .00

10 0 .32 0 .21 0 .32 0 .29 0 .24 0 .69 0 .26 0 .63 0 .58 1 .00

11 0 .22 0 .32 0 .19 0 .41 0 .39 0 .37 0 .48 0 .45 0 .26 0 .21 1 .00

12 0 .23 0 .35 0 .27 0 .39 0 .42 0 .46 0 .31 0 .38 0 .32 0 .30 0 .51 1 .00

13 0 .29 0 .31 0 .42 0 .27 0 .34 0 .28 0 .35 0 .43 0 .38 0 .41 0 .42 0 .64 1 .00

14 0 .29 0 .26 0 .51 0 .38 0 .28 0 .33 0 .41 0 .48 0 .39 0 .22 0 .59 0 .68 0 .53 1 .00

15 0.21 0.34 0.47 0.52 0.29 0.53 0.49 0.34 0.31 0.36 0.72 0.48 0.61 0.54

1 5

1.00

Teacher Job Satisfaction

Teacher Change-

Proneness 1.Professional

11.Innovativeness

2.Teaching Learning

12.Hesitating nature

3.Innovation

13.Consideration

4.Inter-Personal Relations

14.Acceptance of help

5.Total

15.Total

Teacher Stress 6.Intensity of Work 7.Student Behaviour 8.Professional Growth 9.Extrinsic Annoyers 10.Total

Teacher Job Satisfaction – Inter and Intra-relationship with other Dimensions: All the dimensions in Teacher Job Satisfaction possessed positive relationship with other dimensions of Teacher Stress and Teacher Change-Proneness. First Dimension – Professional: A

high

positive

relationship

is

found

in

respect

of

dimensions – Teaching Learning (0.69) and Total (0.71) of Teacher Job Satisfaction. Substantial

positive

relationship

is

found

with

the

dimensions - Innovation (0.47), Inter-Personal Relations (0.58) of Teacher Job Satisfaction. 174

Slight positive relationship is found with the dimensions – Intensity of Work (0.24), Student Behaviour (0.38), Professional Growth (0.21), Extrinsic Annoyers (0.30), Total (0.32) of Teacher Stress;

Innovativeness

(0.22),

hesitating

nature

(0.23),

Consideration (.29) Acceptance of help (0.29) and Total (0.21) of Teacher Change-Proneness. Second Dimension – Teaching Learning: A

high

positive

relationship

is

found

in

respect

of

dimensions – Innovation (0.66) and Total (0.68) of Teacher Job Satisfaction. Substantial

positive

relationship

is

found

with

the

dimensions – Inter-Personal Relations (0.43) of Teacher Job Satisfaction and Extrinsic Annoyers (0.52) of Teacher Stress. Third Dimension – Innovation: Substantial relationship is found in respect of dimensions – Inter-Personal Relations (0.54), Total (0.48) of Teacher Job Satisfaction; Student Behaviour (0.54), Extrinsic Annoyers (0.49) of Teacher Stress and Consideration (0.42), Acceptance of help (0.51) and Total (0.47) of Teacher Change-Proneness. Slight relationship is found in respect of dimensions – Intensity of work (0.27), Professional Growth (0.37), Total (0.32) of Teacher Stress, Innovativeness (0.19), Hesitating nature (0.27) of Teacher Change-Proneness. Fourth Dimension – Inter-Personal Relations: Substantial relationship is found in respect of dimensions Intensity of work (0.42), Professional Growth (0.56) of Teacher Stress and Total (0.52) of Teacher Change Proneness.

175

Slight relationship is found in respect of dimensions – Total (0.39) of Teacher Job Satisfaction; Student Behaviour (0.38), Extrinsic

Annoyers

(0.38),

Total

(0.29)

of

Teacher

Stress;

Hesitating nature (0.39), consideration (0.27), Acceptance of help (0.38) of Teacher Change-Proneness. Fifth Dimension – Total of Teacher Job Satisfaction: Substantial relationship is found in respect of dimensions Student Behaviour (0.54), Extrinsic Annoyers (0.45) of Teacher Stress and Hesitating nature (0.42) of Teacher Change Proneness. Slight relationship is found in respect of dimensions – Intensity of Work (0.36), Professional Growth (0.37), Total (0.24) of Teacher Stress; Innovativeness (0.39), Consideration (0.34), Acceptance of help (0.28), Total (0.29) of Teacher ChangeProneness.

Teacher Stress – Inter and Intra-relationship with the dimensions of Teacher Stress and Teacher Change-Proneness: Sixth Dimension – Intensity of Work: A positive high relationship is found with the dimension total (0.69) of Teacher Stress. Substantial relationship is found with the dimensions Professional Growth (0.56), Extrinsic Annoyers (0.48) of Teacher Stress and Hesitating nature (0.46) and total (0.53) of Teacher Change-Proneness.

176

Slight relationship is found in respect of dimensions Student Behaviour (0.39) of Teacher Stress; Innovativeness (0.37), Consideration (0.28), Acceptance of help (0.33) of Teacher Change-Proneness. Seventh Dimension – Student Behaviour: A positive high relationship is found with the dimension – Total (0.63) of Teacher Stress. Substantial relationship is found with the dimensions – Extrinsic Annoyers (0.43) of Teacher Stress; Innovativeness (0.48), Acceptance of help (0.41) and Total (0.49) of Teacher Change-Proneness. Slight relationship is found with the dimensions – Total (0.26) of Teacher Stress; Hesitating nature (0.31), Consideration (0.35) of Teacher Change-Proneness. Eighth Dimension – Professional Growth: A positive and high relationship is found with the dimension Total (0.63) of Teacher Stress. Substantial relationship is found with the dimensions – Extrinsic Annoyers (0.57) of Teacher Stress; Innovativeness (0.45), Consideration (0.43) and Acceptance of help (0.48) of Teacher Change-Proneness. Slight relationship is found with the dimensions – Hesitating nature (0.38), Total (0.34) of Teacher Change Proneness. Ninth Dimension – Extrinsic Annoyers: Substantial relationship is found in respect of dimension Total (0.58) of Teacher Stress. Slight relationship is found in respect of dimensions – Innovativeness (0.26), Hesitating nature (0.32), Consideration

177

(0.38), Acceptance of help (0.39) and Total (0.31) of Teacher Change-Proneness. Tenth Dimension – Total of Teacher Stress: Substantial positive relationship is found in respect of dimension Consideration (0.41) of Teacher Change-Proneness. Slight

positive

relationship

is

found

in

respect

of

dimensions – Innovativeness (0.21), Hesitating nature (0.30), Acceptance of help (0.22) and Total (0.36) of Teacher ChangeProneness. Teacher Change-Proneness Inter and Intra-relationship with other Dimensions: Eleventh Dimension – Innovativeness: A positive and high relationship is found with the dimension total (0.72) of Teacher Change-Proneness. Substantial

positive

relationship

is

found

with

the

dimensions – Hesitating nature (0.51), Consideration (0.42) and Acceptance of help (0.59). Twelfth Dimension – Hesitating nature: A

positive

and

high

relationship

is

found

with

the

dimensions – Consideration (0.64) and Acceptance of help (0.68) of Teacher Change-Proneness. Substantive

positive

relationship

is

found

with

the

dimension Total (0.48) of Teacher Change-Proneness. Thirteenth Dimension – Consideration: A Positive and high relationship is found with the dimension Total (0.61) of Teacher Change-Proneness. Substantive dimension

positive

Acceptance

of

relationship

is

found

help

of

Teacher

Proneness. 178

(0.53)

with

the

Change-

Fourteenth Dimension – Acceptance of help: Substantive positive relationship is found in respect of Total (0.54) of Teacher Change-Proneness. 5.8.Verification of subsidiary hypothesis and Interpretation: The first subsidiary hypothesis disclosed that the categories are divided into three parts viz., Teacher Job Satisfaction, Teacher Stress

and

Teacher

Change-Proneness

for

convenience

of

verification of each dimension presented as follows. 5.8.1:Verificationof First subsidiary hypothesis and Teacher Job Satisfaction interpretation: The first subsidiary hypothesis disclosed that the teachers considered under different categories do not differ significantly in respect of their Teacher Job Satisfaction, which were discussed variable wise categorized for convenience of verification as follows – (a) Sex category teachers do not differ significantly in respect of their Teacher Job Satisfaction. (b)

Locality category teachers do not differ significantly in respect of their Teacher Job Satisfaction.

(c)

Qualification category teachers do not differ significantly in respect of their Teacher Job Satisfaction.

(d)

Designation category teachers do not differ significantly in respect of their Teacher Job Satisfaction.

(e)

Teaching

Subject

category

teachers

do

not

differ

significantly in respect of their Teacher Job Satisfaction. (f)

Teaching

Experience

category

teachers

do

not

significantly in respect of their Teacher Job Satisfaction.

179

differ

(g)

Marital Status category teachers do not differ significantly in respect of their Teacher Job Satisfaction.

(h)

Type

of

Institution

category

teachers

do

not

differ

significantly in respect of their Teacher Job Satisfaction. (i)

Type of Management category teachers do not differ significantly in respect of their Teacher Job Satisfaction. Besides testing the subsidiary hypotheses of the study, the

investigator is intended to observe the significance of difference between various demographic variables in respect of dimensions Professional,

Teaching

Learning,

Innovation,

Relations aspects of Teacher Job Satisfaction. discloses

the

results

immediately

after

Inter-Personal

Hence, this part each

subsidiary

hypothesis is tested. Verification of hypothesis that ‘Male and Female Teachers do not differ significantly in their Teacher Job Satisfaction’ is verified and presented in Table 5.26. Table 5.26 Table showing significance of difference of means between Male and Female Teachers in their Teacher Job Satisfaction Category

A.M

S.D

N

Male Teachers

74.12

18.0

592

5 Female Teachers

76.68

316

‘t’

Level of Significance

2

Significant at 0.05 level

.18

16.2 7 The value of ‘t’ (2.18) is more than 1.96, which is significant at 0.05 level. Hence, the hypothesis is rejected. The mean value

180

(76.68) obtained by Female Teachers is greater than the mean value (74.12) obtained by Male Teachers. The values of ‘t’ between Male and Female Teachers in respect of dimensions of Teacher Job Satisfaction are tested and presented in Table 5.27. Verification of hypothesis ‘there is no significant difference between Male and Female Teachers in respect of the dimensions of ‘Professional’, ‘Teaching Learning’, ‘Innovation’ and ‘InterPersonal Relations’ of Teacher Job Satisfaction’. Table 5.27 Table showing the value of ‘t’ between Male and Female Teachers in respect of various Dimensions of Teacher Job Satisfaction Category

Profession al

Teaching Learning

InterInnovatio Persona n l Relatio ns

Male Teachers 2.24*

1.98*

2.32*

1.99*

Female Teachers *Significant at 0.05 level The value of ‘t’ between Male and Female Teachers in respect of dimensions – Professional (2.24), Teaching Learning (1.98), Innovation (2.32) and Inter-Personal Relations (1.99) of Teacher Job Satisfaction is significant at 0.05 level. Verification of hypothesis that ‘there is no significant difference between Rural and Urban area Teachers in their Teacher Job Satisfaction’, is presented in Table 5.28. Table 5.28

181

Table showing significance of difference of means between Rural and Urban Teachers in their Teacher Job Satisfaction Category

A.M

S.D

N

Rural Teachers

75.3 7

17.9 1

493

Urban Teachers

415

‘t’

Level of Significance

3.2

Significant at 0.01 level

78.8 15.6 9 3 The value of ‘t’ is significant. There is significant difference between Rural and Urban area Teachers. The mean value obtained by the Rural area teachers is 75.37 is less than the mean value (78.89) obtained by Urban area teachers.

The obtained ‘t’ value is more than 1.96 and 2.58,

which is significant at 0.01 level, hence the hypothesis is rejected. Verification of hypothesis that ‘there is no significant difference between the values of ‘t’ between Rural and Urban area teachers in respect of dimensions ‘Professional, Teaching Learning, Innovation and Inter-Personal Relations’ of Teacher Job Satisfaction’ as presented in Table 2.29. Table 5.29 Table showing the value of ‘t’ between Rural and Urban area Teachers in respect of various Dimensions of Teacher Job Satisfaction Teaching InterCategory Profession Learning Innovatio Persona al n l Relatio ns Rural Teachers 2.03* 1.45@ 1.28@ 1.72@ Urban Teachers @ Not significant.

182

The value of ‘t’ in respect of dimension – Profession (2.03) is significant at 0.05 level. Hence, the hypothesis is rejected. The values of ‘t’ in respect of dimension – Teaching Learning (1.45), Innovation (1.28) and Inter-Personal Relations (1.72) are not statistically corroborated.

Hence, the hypotheses are

rejected. Verification of hypotheses that there is no significant difference between Graduate and Post-graduate; Graduate and Post-graduate with M.Phil/Ph.D; and Post-graduate and Postgraduate

with

M.Phil/Ph.D.,

Teachers

in

their

Teacher

Job

Satisfaction’ is presented in Table 5.30. Table 5.30 Table showing significance of difference of means between Graduate, Post-Graduate and Post-Graduate with M.Phil/Ph.D., Teachers in their Teacher Job Satisfaction Category A.M S.D N ‘t’ Graduate Teachers 73.8 16.1 339 5.14* Post-graduate Teachers 4 9 448 * 67.5 18.4 Graduate Teachers Post-graduate with M.Phil/Ph.D. Teachers Post-graduate Teachers Post-graduate with M.Phil/Ph.D. Teachers **Significant at 0.01 level @Not Significant

183

1 73.8 4

5 16.1 9

65.8

18.5

3 67.5 1

4 18.4 5

65.8 3

18.5 4

339 121

4.21* *

448 121

0.88 @

The above table shows that there is significant difference between Graduate Teachers (73.84) and Post-graduate Teachers (67.51). The obtained value of ‘t’ (5.14) is more than 1.96 and 2.58, which is significant at 0.05 and 0.01 levels respectively. Hence, the hypothesis is rejected. Similarly, ‘there is significant difference between Graduate Teachers and Post-graduate with M.Phil/Ph.D., Teachers.

The

value of mean obtained by the Graduate Teachers (73.84) is greater than the value of mean (65.83) obtained by the Postgraduate with M.Phil/Ph.D., Teachers.

The obtained value of ‘t’

(4.21) is more than 1.96 and 2.58, which is significant at 0.05 and 0.01 levels respectively. Hence, hypothesis is rejected. Whereas, ‘there is no significant difference between Postgraduate Teachers and Post-graduate with M.Phil/Ph.D., Teachers. The value of ‘t’ (0.88) is not significant at any level. Hence, the hypothesis is accepted. The hypotheses that ‘there is no significant difference between Graduate and Post-graduate Teachers; Graduate and Post-graduate with M.Phil/Ph.D., Teachers; and Post-graduate and Post-graduate with M.Phil/Ph.D., Teachers in their Teacher Job Satisfaction’ is verified and tested in Table 5.31. Table 5.31 Table showing the value of ‘t’ between Graduate, Post-Graduate and Post-graduate with M.Phil/Ph.D., Teachers in respect of various Dimensions of Teacher Job Satisfaction Teaching InterCategory Profession Learning Innovatio Personal al n Relations Graduate Teachers 2.68** 2.93** 1.98* 2.16* Post-graduate

184

Teachers Graduate Teachers Post-graduate with M.Phil/Ph.D., Teachers Post-graduate Teachers

1.68@

1.94@

1.89@

1.72@

1.44@

1.24@

1.41@

1.53@

Post-graduate with M.Phil/Ph.D., Teachers **Significant at 0.01 level * Significant at 0.05 level @ Not Significant There is significant difference between Graduate and postgraduate Teachers in respect of dimensions – Professional (2.68), Teaching Learning (2.93), Innovation (1.98) and Inter-Personal Relations (2.16) of Teacher Job Satisfaction is significant. Hence, the hypothesis is rejected. There is no significant difference between Graduate and Post-graduate Teachers in respect of dimensions – Professional (1.68), Teaching Learning (1.94), Innovation (1.89) and InterPersonal Relations (1.72). Further, the obtained values of ‘t’ are not statistically corroborated. Hence, the hypothesis is accepted. Similarly, there is significant difference between Postgraduate and Post-graduate with M.Phil/Ph.D., Teachers in respect of dimensions – Professional (1.44), Teaching Learning (1.24), Innovation (1.41) and Inter-Personal Relations (1.53) of Teacher Job Satisfaction is significant. Hence, the hypothesis is accepted. Verification of hypothesis that ‘there is no significant difference between Head-Teachers and Teachers in their Teacher Job Satisfaction’ is tested in Table 5.32. 185

Table 5.32 Table showing significance of difference of means between Head-teachers and Teachers in their Teacher Job Satisfaction Category

A.M

S.D

N

Head-teachers

76.9 5

16.5 7

70

71.6 2

19.5 3

Teachers

838

‘t’

Level of Significance

2 .55

Significant at 0.05 level

The obtained value of ‘t’ is significant. Hence, hypothesis is rejected. The value of mean (76.95) obtained by Head-teachers is greater than the value of mean (71.62) obtained by the Teachers. Verification of hypothesis that ‘there is no significant difference between Head-teachers and Teachers in respect of various dimensions of Teacher Job Satisfaction’ is presented in Table 5.32. Table 5.32 Table showing the value of ‘t’ between Head-teachers and Teachers in respect of various Dimensions of Teacher Job Satisfaction Category

Profession al

Teaching Learning

InterInnovatio Persona n l Relatio ns

Head-teachers Teachers

2.23*

1.99*

*Significant at 0.05 level @ Not Significant at any level

186

1.23@

1.48@

The obtained value of ‘t’ in respect of dimensions – Professional (2.23) and Teaching Learning (1.99) is significant. Hence, the hypothesis is rejected. The obtained value of ‘t’ in respect of dimensions – Innovation (1.23) and Inter-Personal Relations (1.48) is not corroborated. Hence, the hypothesis is accepted. Verification of hypothesis that ‘there is no significant difference between Teaching Sciences, Teaching Humanities and Teaching Language Teachers in their Job Satisfaction’ is tested in Table 5.33.

Table 5.33 Table showing significance of difference of means between Teaching Sciences, Humanities and Language Teachers in their Teacher Job Satisfaction Category Teaching Sciences Teaching Humanities Teaching Sciences Teaching Languages

A.M

S.D

N

69.7 7

16.4 4

379

65.8 1 69.7 7

18.5 3 16.4 4

71.0 9

15.8 6

187

385 379 144

‘t’ 3 .14

0 .84

Level of Significance Significant at 0.01 level

Not significant at any level

Teaching Humanities Teaching Languages

65.8 1 71.0 9

18.5 3 15.8 6

385 144

3 .25

Significant at 0.01 level

The value of ‘t’ (3.14) is significant. Hence, the hypothesis is rejected. This clearly indicates that the value of mean (69.77) obtained by the Teaching Sciences is greater than the value of mean (65.81) obtained by Teaching Humanities. Whereas, the value of ‘t’ (0.84) is statistically insignificant, hence, the hypothesis is accepted. In the case of value of ‘t’ (3.25) is significant. Hence, the hypothesis is rejected. The value of mean (71.09) obtained by Teaching Languages is higher than the value of mean (65.81) obtained by Teaching Humanities. Verification of hypothesis that ‘there is no significant difference between Teaching Sciences, Teaching Humanities and Teaching

Language

‘Professional’,

Teachers

‘Teaching

towards

Learning’,

the

aspects

‘Innovation’

and

of

–

‘Inter-

Personal Relations’ of Teacher Job Satisfaction’ is tested in Table 5.34. Table 5.34 Table showing the value of ‘t’ between Teaching Sciences, Teaching Humanities and Teaching Language Teachers in respect of Dimensions of Teacher Job Satisfaction Teaching InterCategory Profession Learning Innovatio Persona al n l Relatio ns Teaching Sciences 2.22* 2.28* 1.98* 1.94@ Teaching Humanities 188

Teaching Sciences Teaching Languages Teaching Humanities

1.93@

1.28@

1.54@

1.37@

1.47@

1.82@

1.53@

1.78@

Teaching Languages *Significant at 0.05 level @ Not Significant at any level The obtained value of ‘t’ between Teaching Sciences and Teaching Humanities in respect of dimensions – Professional (2.22) and Teaching Learning (2.28) and Innovation (1.98) is significant. Hence, the hypothesis is rejected. Whereas the value of ‘t’ in respect of dimension Inter-Personal Relations (1.94) is not statistically significant. Hence, the hypothesis is accepted. The obtained value of ‘t’ between Teaching Sciences and Teaching Languages in respect of dimensions – Professional (1.93) and Teaching Learning (1.28), Innovation (1.54) and InterPersonal Relations (1.37) is not corroborated.

Hence, the

hypothesis is accepted. The obtained value of ‘t’ between Teaching Humanities and Teaching Languages1 in respect of dimensions – Professional (1.47) and Teaching Learning (1.82), Innovation (1.53) and InterPersonal Relations (1.78) is not statistically significant.

Hence,

the hypothesis is accepted. Verification of hypothesis that ‘there is no significant difference between Below 10 years, 10 to 15 years, 15 to 20 years, 20 to 25 years and 25 to 30 years experience Teachers in their Job Satisfaction’ is tested in Table 5.35. Table 5.35

189

Table showing significance of difference of means between below 10 years, 10 to 15 years, 15 to 20 years, 20 to 25 years and 25 to 30 years experience Teachers in their Teacher Job Satisfaction Category Below 10 years experience

A.M

S.D

N

65.1 6

18.4 2

198

10 to 15 years experience Below 10 years experience

69.1 3 65.1 6

18.3 1 18.4 2

15 to 20 years experience Below 10 years experience

72.3 5 65.1 6

16.3 6 18.4 2

20 to 25 years experience Below 10 years experience

70.4 9 65.1 6

16.3 2 18.4 2

25 to 30 years experience 10 to 15 years experience

74.3 7 69.1 3

15.8 9 18.3 1

15 to 20 years experience 10 to 15 years experience

72.3 5 69.1 3

16.3 6 18.3 1

20 to 25 years experience 10 to 15 years experience

70.4 9 69.1 3

16.3 2 18.3 1

25 to 30 years experience 15 to 20 years

74.3 7 72.3

18.8 9 16.3 190

154

‘t’ 2 .02

198 118 198 244

3 .61

3 .19

198 194 154 118

5 .32

154 194 118

Significant at 0.01 level

Significant at 0.01 level

Significant at 0.01 level

1 .53

Not significant at any level

0 .75

Not significant at any level

154 244

Level of Significance Significant at 0.05 level

2 .81

Significant at 0.01 level

Not

experience

5

6

20 to 25 years experience 15 to 20 years experience

70.4 9 72.3 5

16.3 2 16.3 6

25 to 30 years experience 20 to 25 years experience

74.3 7 70.4 9

15.8 9 16.3 2

25 to 30 years experience

74.3 7

15.8 9

244 118 194

1 .01

Significant at any level

1 .07

Not Significant at any level

244 194

2 .51

Significant at 0.05 level

The value of ‘t’ (2.02) is significant. Hence, the hypothesis is rejected. The mean value (69.13) obtained by 10 to 15 years experience teachers is higher than the mean value (65.16) of below 10 years experience teachers. The value of ‘t’ (3.61) in respect of below 10 years and 15 to 20 years experience is significant. rejected.

Hence, the hypothesis is

The mean value (72.35) obtained by 15 to 20 years

experience is higher than the mean value (65.16) obtained by below 10 years experience teachers. The value of ‘t’ (3.19) in respect of below 10 years and 20 to 25 years experience teachers is significant.

Hence, the

hypothesis is rejected. The mean value (70.49) obtained by 20 to 25 years experience teachers is greater than the mean value (65.16) obtained by below 10 years experience teachers. The value of ‘t’ (5.32) in respect of below 10 years and 25 to 30 years experience teacher is significant. Hence, the hypothesis is rejected. The man value (74.37) obtained by 25 to 30 years

191

experience teachers is higher than the mean value (65.16) obtained by below 10 years experience teachers. The value of ‘t’ (1.53) in respect of 10 to 15 years and 15 to 20 years experience teachers is not statistically significant. Hence, the hypothesis is accepted. The value of ‘t’ (0.75) in respect of 10 to 15 years and 20 to 25 years experience teachers is statistically insignificant. Hence, the hypothesis is accepted. The value of ‘t’ (2.81) in respect of 10 to 15 years and 25 to 30 years experience is significant. rejected.

Hence, the hypothesis is

The mean value (74.37) obtained by 25 to 30 years

experience teachers is higher than the mean value (69.13) obtained by 10 to 15 years experience teachers. The value of ‘t’ (1.01) in respect of 15 to 20 years and 20 to 25 years experience teachers is not corroborated.

Hence, the

hypothesis is accepted. The value of ‘t’ (1.07) in respect of 15 to 20 years and 25 to 30 years experience teachers is not significant.

Hence, the

hypothesis is accepted. The value of ‘t’ (2.51) in respect of 20 to 25 years and 25 to 30 years experience is significant.

The mean value (74.37)

obtained by 25 to 30 years experience is higher than the mean value (70.49) obtained by 20 to 25 years experience teachers. Verification of hypothesis that ‘there is no significant difference between the Teachers of different teaching experience (i.e., below 10 years, 10 to 15 years; 15 to 20 years; 20 to 25 years and 25 to 30 years experience) in respect of various dimensions of Teacher Job Satisfaction’ is tested in Table 5.36.

192

Table 5.36 Table showing the value of ‘t’ between the Teachers of different Teaching experience in respect of Dimensions of Teacher Job Satisfaction Category

Below 10 years experience

Profession al

Teachin g Learnin g

Innovatio n

InterPersona l Relatio ns

1.93@

1.03@

1.17@

1.49@

2.49*

1.94@

1.68@

2.24*

1.11@

0.98@

1.12@

1.43@

1.43@

1.95@

1.27@

1.49@

2.23*

1.95@

2.24*

1.64@

10 to 15 years experience Below 10 years experience 15 to 20 years experience Below 10 years experience 20 to 25 years experience Below 10 years experience 25 to 30 years experience 10 to 15 years experience 15 to 20 years experience 10 to 15 years experience 193

20 to 25 years experience 10 to 15 years experience

0.89@

1.11@

1.43@

1.67@

0.89@

0.63@

0.78@

0.79@

1.39@

1.56@

1.25@

1.85@

1.87@

1.25@

1.56@

1.49@

0.99@

1.16@

1.21@

0.87@

25 to 30 years experience 15 to 20 years experience 20 to 25 years experience 15 to 20 years experience 25 to 30 years experience 20 to 25 years experience 25 to 30 years experience *Significant at 0.05 level @ Not Significant at any level

The value of ‘t’ between below 10 years and 10 to 15 years experience teachers in respect of dimensions – Professional (1.93), Teaching Learning (1.03), Innovation (1.17) and InterPersonal Relations (1.49) of Teacher Job Satisfaction is not corroborated. Hence, the hypothesis is accepted. The value of ‘t’ between below 10 years and 15 to 20 years experience teachers in respect of dimensions – Professional (2.49) of Teacher Job Satisfaction is significant.

Hence, the

hypothesis is rejected. The value of ‘t’ Teaching Learning (1.94), Innovation (1.68) of Teacher Job Satisfaction is not corroborated. Hence, the hypothesis is accepted. The verification in respect of

194

dimension

Inter-Personal

Relations

(2.24)

of

Teacher

Job

Satisfaction is significant. Hence, the hypothesis is rejected. The value of ‘t’ between below 10 years and 20 to 25 years experience teachers in respect of dimensions – Professional (1.11), Teaching Learning (0.98), Innovation (1.12) and InterPersonal Relations (1.43) of Teacher Job Satisfaction is not corroborated. Hence, the hypothesis is accepted. The value of ‘t’ between below 10 years and 25 to 30 years experience teachers in respect of dimensions – Professional (1.43), Teaching Learning (1.95), Innovation (1.27) and InterPersonal Relations (1.49) of Teacher Job Satisfaction is not corroborated. Hence, the hypothesis is accepted. The value of ‘t’ between 10 to 15 years and 15 to 20 years experience teachers in respect of dimensions – Professional (2.23) of Teacher Job Satisfaction is significant. hypothesis is rejected.

Hence, the

The dimension Teaching Learning (1.95)

of Teacher Job Satisfaction is statistically insignificant. Hence, the hypothesis is accepted.

While the verification in respect of

dimension Innovation (2.24) of Teacher Job Satisfaction is significant. Hence, the hypothesis is rejected. The verification in respect of dimension Inter-Personal Relations (1.64) of Teacher Job Satisfaction is not corroborated.

Hence, the hypothesis is

accepted. The value of ‘t’ between 10 to 15 years and 20 to 25 years experience teachers in respect of dimensions – Professional (0.89), Teaching Learning (1.11), Innovation (1.43) and InterPersonal Relations (1.67) of Teacher Job Satisfaction is not significant. Hence, the hypothesis is accepted.

195

The value of ‘t’ between 10 to 15 years and 25 to 30 years experience teachers in respect of dimensions – Professional (0.89), Teaching Learning (0.63), Innovation (0.78) and InterPersonal Relations (0.79) of Teacher Job Satisfaction is not significant. Hence, the hypothesis is accepted. The value of ‘t’ between 15 to 20 years and 20 to 25 years experience teachers in respect of dimensions – Professional (1.39), Teaching Learning (1.56), Innovation (1.25) and InterPersonal Relations (1.85) of Teacher Job Satisfaction is not significant. Hence, the hypothesis is accepted. The value of ‘t’ between 15 to 20 years and 25 to 30 years experience teachers in respect of dimensions – Professional (1.87), Teaching Learning (1.25), Innovation (1.56) and InterPersonal Relations (1.49) of Teacher Job Satisfaction is not significant. Hence, the hypothesis is accepted. The value of ‘t’ between 20 to 25 years and 25 to 30 years experience teachers in respect of dimensions – Professional (0.99), Teaching Learning (1.16), Innovation (1.21) and InterPersonal Relations (0.87) of Teacher Job Satisfaction is not significant. Hence, the hypothesis is accepted. Verification of hypothesis that ‘there is no significant difference between Married and Unmarried Teachers in their Job Satisfaction’ is tested in Table 5.37. Table 5.37 Table showing significance of difference of means Married and Unmarried Teachers in their Teacher Job Satisfaction Category A.M S.D N ‘t’ Level of Significance Married Teachers 69.9 17.3 576 Significant at 4 8 3 0.01 level

196

Unmarried Teachers

74.8 5

16.2 3

332

.74

The obtained value of ‘t’ (3.74) is significant. hypothesis is rejected.

Hence, the

This clearly indicates that there is

significant difference between the above category teachers. The value of mean (74.85) obtained by Unmarried Teachers is higher than the value of mean (69.94) obtained by the Married Teachers. Verification of hypothesis that ‘there is no significant difference between Married and Unmarried Teachers in respect of dimensions of Teacher Job Satisfaction’ is tested in Table 5.38. Table 5.38 Table showing the value of ‘t’ between Residential and NonResidential Teachers in respect of Dimensions of Teacher Job Satisfaction Teachin InterCategory Profession g Innovatio Persona al Learnin n l g Relatio ns Married Teachers 2.34* 1.97* 1.04@ 1.86@ Unmarried Teachers *Significant at 0.05 level @Not Significant The

obtained

value

of

‘t’

‘Professional’ (2.34) is significant.

in

respect

of

dimension

Hence, the hypothesis is

rejected. The obtained value of ‘t’ in respect of dimension ‘Teaching Learning’ (1.97) is significant. Hence, the hypothesis is rejected.

197

The

obtained

value

of

‘t’

in

respect

‘Innovation’ (1.04) is statistically insignificant.

of

dimension Hence, the

hypothesis is accepted. The obtained value of ‘t’ in respect of dimension ‘InterPersonal Relations’ (1.86) is not corroborated.

Hence, the

hypothesis is accepted. Verification of hypothesis that ‘there is no significant difference between Residential and Non-residential Teachers in their Teacher Job Satisfaction’ is tested presented in Table 5.39. Table 5.39. Table showing significance of difference of means Residential and Non-Residential Teachers in their Teacher Job Satisfaction Category A.M S.D N ‘t’ Level of Significance Residential Teachers 71.4 17.9 128 Not 7 1 1 Significant at Non-Residential 780 .52 any level Teachers 75.8 16.5 3 2 The

above

table

discloses

the

difference

between

Residential and Non-Residential Teachers. The obtained value of ‘t’ (1.52) is not statistically significant. Hence, the hypothesis is accepted. Verification of hypothesis that ‘there is no significant difference between Residential and Non-Residential Teachers in respect of dimensions of Teacher Job Satisfaction’ is tested and presented in Table 5.40. Table 5.40 Table showing the value of ‘t’ between the Residential and NonResidential Teachers in respect of Dimensions of Teacher Job Satisfaction Teachin Inter198

Category

Profession al

g Learnin g

Innovatio n

Persona l Relatio ns

2.18*

1.99*

1.59@

1.95@

Residential Teachers Non-Residential Teachers *Significant at 0.05 level @Not Significant The

obtained

value

of

‘t’

in

respect

of

dimension

‘Professional’ (2.18) of Teacher Job Satisfaction is significant. Hence, the hypothesis is rejected. The obtained value of ‘t’ in respect of dimension ‘Teaching Learning’ (1.99) of Teacher Job Satisfaction is significant. Hence, the hypothesis is rejected. The

obtained

value

of

‘t’

in

respect

of

dimension

‘Innovation’ (1.59) of Teacher Job Satisfaction is significant. Hence, the hypothesis is accepted. The obtained value of ‘t’ in respect of dimension ‘InterPersonal Relations’ (1.95) is not corroborated.

Hence, the

hypothesis is accepted. Verification of hypothesis that ‘there is no significant difference between the Teachers of different Management in their Teacher Job Satisfaction’ is tested in Table 5.41. Table 5.41 Table showing the value of ‘t’ between the Teachers of different Management in their Teacher Job Satisfaction Category

Mean

S.D.

N

Residential Teachers

71.47

17.9 1

128

Aided Teachers

76.84

69 199

‘t’ 2 .16

Level of Significance Significant at 0.05 level

Residential Teachers

71.47

Government Teachers

65.86

Residential Teachers

71.47

Zillah Parishad Teachers

74.53

Residential Teachers

71.47

Minority Teachers

68.25

Residential Teachers

71.47

Municipal Teachers

66.95

Residential Teachers

71.47

Private Unaided Teachers

72.93

Aided Teachers

76.84

Government Teachers

65.86

Aided Teachers

76.84

Zillah Parishad Teachers

74.53

Aided Teachers

76.84

Minority Teachers

68.25

15.9 4 17.9 1 18.3 9 17.9 1 16.0 8 17.9 1 18.3 2 17.9 1 18.3 7 17.9 1 16.9 7 15.9 4 18.3 9 15.9 4 16.0 8 15.9 4 18.3 2 200

128 152

2 .58

128 165 128 128

1 .52

Not Significant at any level

1 .42

Not Significant at any level

128 133 128 133

2 .01

0 .67

69 152 69 165

4 .52

1 .01

69 128

Significant at 0.01 level

3 .43

Significant at 0.05 level

Not Significant any level Significant at 0.01 level

Not Significant at any level Significant at 0.01 level

Aided Teachers

76.84

Municipal Teachers

66.95

Aided Teachers

76.84

Private Unaided Teachers

72.93

Government Teachers

65.86

Zillah Parishad Teachers

74.53

Government Teachers

65.86

Minority Teachers

68.25

Government Teachers

65.86

Municipal Teachers

66.95

Government Teachers

65.86

Private Unaided Teachers

72.93

Zillah Parishad Teachers

74.53

Minority Teachers Zillah Parishad Teachers

68.25 74.53 66.95

Municipal Teachers Zillah Parishad Teachers

74.53

15.9 4 18.3 7 15.9 4 16.9 7 18.3 9 16.0 8 18.3 9 18.3 2 18.3 9 18.3 7 18.3 9 16.9 7 16.0 8 18.3 2 16.0 8 18.3 7 16.0 8 201

69 133

3 .97

69 133 152 165

1 .62

4 .46

152 128 152

1 .08

0.5

133 152 133 165 128

3 .08

3 .07

165 133 165

3 .75

0

Significant at 0.01 level

Not Significant at any level Significant at 0.01 level

Not Significant at any level Not Significant at any level Significant at 0.01 level

Significant at 0.01 level

Significant at 0.01 level

Not Significant at

72.93

Private Unaided Teachers Minority Teachers

68.25

Municipal Teachers

66.95

16.9 7 18.3 2

133

.83

any level

0 .57

Not Significant at any level

128 133

18.3 7

Minority Teachers

68.25

Private Unaided Teachers

72.93

Municipal Teachers

66.95

Private Unaided Teachers

72.93

18.3 2 16.9 7 18.3 7 16.9 7

128 133 133 133

2 .14

2 .76

Significant at 0.05 level

Significant at 0.01 level

The above table discloses the difference between the Teachers of different management Institutions in their Teacher Job Satisfaction. There is significant difference between Residential and Aided Teachers.

The obtained ‘t’ value (2.16) is significant.

Hence, the hypothesis is rejected. The value of mean (76.84) of Aided Teachers is higher than the value of mean (71.47) obtained by Residential Teachers. There is significant different between Residential and Government Teachers.

The obtained value of ‘t’ (2.58) is

significant. Hence, the hypothesis is rejected. The value of mean (71.47) obtained by the Residential Teachers is higher than the value of mean (65.86). Hence, the hypothesis is rejected.

202

There is no significant difference between Residential and Zillah Parishad Teachers. The obtained value of ‘t’ (1.52) is not corroborated. Hence, the hypothesis is accepted.. There is no significant difference between Residential and Minority Teachers.

The obtained value of ‘t’ (1.42) is not

corroborated. Hence, the hypothesis is accepted. There is significant difference between Residential and Municipal Teachers.

The obtained valued of ‘t’ (2.01) is

significant. Hence, the hypothesis is rejected. The value of mean (71.47) obtained by the Residential Teachers is higher than the value of mean (66.95) obtained by the Municipal Teachers. There is no significant difference between Residential and Private Unaided Teachers. The obtained value of ‘t’ (0.67) is not corroborated. Hence, the hypothesis is accepted. There

is

significant

Government Teachers.

difference

between

Aided

and

The obtained value of ‘t’ (4.52) is

significant. Hence, the hypothesis is rejected. The mean value (76.84) obtained by the Aided Teachers is higher than the mean value (74.53) obtained by the Government Teachers. There is no significant difference between Aided and Zillah Parishad Teachers. The obtained value of ‘t’ (1.01) is statistically insignificant. Hence, the hypothesis is accepted. There is significant difference between Aided and Minority Teachers. The obtained value of ‘t’ (3.43) is significant. Hence, the hypothesis is rejected. The value of mean (76.84) obtained by the Aided Teachers is higher than the value of mean (66.95) obtained by Minority Teachers.

203

There is significant difference between Aided and Municipal Teachers. The obtained value of ‘t’ (3.97) is significant. Hence, the hypothesis is rejected. The value of mean (76.84) obtained by Aided Teachers is higher than the value of mean (66.95) obtained by Municipal Teachers. There is no significant difference between Aided and Private Unaided Teachers.

The obtained value of ‘t’ (1.62) is not

significant. Hence, the hypothesis is accepted. There is significant difference between Government and Zillah Parishad Teachers.

The value of ‘t’ (4.46) is significant.

Hence, the hypothesis is rejected.

The value of mean (74.53)

obtained by Zillah Parishad Teachers is higher than the value of mean (65.86) obtained by the Zillah Parishad Teachers. There is no significant difference between Government and Minority Teachers.

The obtained value of ‘t’ (1.08) is not

statistically significant. Hence, the hypothesis is accepted. There is no significant difference between Government and Municipal Teachers.

The obtained value of ‘t’ (0.5) is not

corroborated. Hence, the hypothesis is accepted. There is significant difference between Government and Private Unaided Teachers.

The obtained value of ‘t’ (3.08) is

significant. Hence, the hypothesis is rejected. The value of mean (72.93) obtained by Private Unaided Teachers is higher than the value of mean (65.86) obtained by Government Teachers. There is significant difference between Zillah Parisahd and Minority Teachers. The obtained value of ‘t’ (3.07) is significant. Hence, the hypothesis is rejected.

204

The value of mean (74.53)

obtained by Zillah Parishad Teachers is higher than the value of mean (68.25) obtained by Minority Teachers. There is significant difference between Zillah Parishad and Municipal Teachers. The obtained value of ‘t’ (3.75) is significant. Hence, the hypothesis is rejected. The obtained value of mean (74.53) obtained by Zillah Parishad is higher than the value of mean (66.95) obtained by Municipal Teachers. There is no significant difference between Zillah Parishad and Private Unaided Teachers. The obtained value of ‘t’ (0.83) is not corroborated. Hence, the hypothesis is accepted. There is no significant difference between Minority and Municipal Teachers. The obtained value of ‘t’ (0.57) is statistically insignificant. Hence, the hypothesis is accepted. There is significant difference between Minority and Private Unaided Teachers. The obtained value of ‘t’ (2.14) is significant. Hence the hypothesis is rejected.

The value of mean (72.93)

obtained by Private Unaided Teachers is higher than the value of mean (58.25) obtained by Minority Teachers. There is significant difference between Municipal and Private Unaided Teachers. significant.

The obtained value of ‘t’ (2.76) is

Hence, the hypothesis is rejected.

The obtained

value of mean (72.93) obtained by the Private Unaided Teachers is higher than the value of mean (66.95) obtained by Municipal Teachers. Verification of hypothesis that ‘there is no significant difference between Residential and Non-Residential Teachers in respect of dimensions of Teacher Job Satisfaction’ is tested and presented hereunder.

205

Table 5.42 Table showing the value of ‘t’ between Male and Female Teachers in respect of various Dimensions of Teacher Job Satisfaction Category

Professiona l

Teachin g Learnin g

InterInnovation Personal Relations

1.28@

1.43@

1.52@

1.74@

2.26*

1.98*

1.97*

2.43*

2.28*

1.84@

1.45@

1.19@

1.98*

1.43@

1.99*

1.58@

2.48*

1.99*

1.97*

2.23*

2.23*

1.99*

1.23@

1.99*

2.26*

1.21@

1.84@

1.64@

1.56@

1.38@

1.37@

1.97*

1.99*

1.53@

1.37@

1.29@

1.27@

1.56@

1.54@

1.98*

2.17*

1.99*

1.48@

1.23@

Residential Aided Residential Government Residential Zillah Parishad Residential Minority Residential Municipal Residential Private Unaided Aided Government Aided Zillah Parishad Aided Minority Aided Municipal Aided

206

Private Unaided Government

2.18*

1.24@

1.35@

1.94@

0.89@

0.26@

0.58@

1.24@

1.63@

1.24@

1.56@

1.33@

1.46@

1.97@

1.73@

1.84@

1.73@

1.35@

1.45@

1.18@

Zillah Parishad Government Minority Government Municipal Government Private Unaided Zillah Parishad Minority

Zillah Parishad Municipal Zillah Parishad Private Unaided Minority Municipal Minority Private Unaided Municipal Private Unaided

1.24@

0.99@

1.13@

0.68@

1.14@

1.38@

1.27@

1.45@

1.53@

1.74@

1.38@

1.63@

1.28@

1.68@

1.36@

1.89@

1.68@

2.16*

1.63@

1.58@

@ Not Significant * Significant at 0.05 level The obtained value of ‘t’ of Residential and Aided Teachers in respect of dimension ‘Professional’ (1.93), ‘Teaching Learning’ (1.19), ‘Innovation’ (1.89) and ‘Inter-Personal Relations’ (1.36) of

207

Teacher Job Satisfaction is not significant. Hence, the hypothesis is accepted. The obtained value of ‘t’ of Residential and Government Teachers in respect of dimension ‘Professional’ (2.26), ‘Teaching Learning’ (1.98), ‘Innovation’ (1.97) and ‘Inter-Personal Relations’ (2.43) of Teacher Job Satisfaction is significant.

Hence, the

hypothesis is rejected. The obtained value of ‘t’ of Residential and Zillah Parishad Teachers in respect of dimension ‘Professional’ (2.28) of Teacher Job Satisfaction is significant. Hence, the hypothesis is rejected. While the ‘Teaching Learning’ (1.84), ‘Innovation’ (1.45) and ‘Inter-Personal Relations’ (1.19) of Teacher Job Satisfaction is statistically insignificant. Hence, the hypothesis is accepted. The obtained value of ‘t’ of Residential and Minority Teachers in respect of dimension ‘Professional’ (1.98) of Teacher Job Satisfaction is significant. Hence, the hypothesis is rejected. The

dimension

‘Teaching

Learning’

Satisfaction is not corroborated. accepted.

(1.43)

of

Teacher

Job

Hence, the hypothesis is

The dimension ‘Innovation’ (1.99) of Teacher Job

Satisfaction is significant. Hence, the hypothesis is rejected. The dimension

‘Inter-Personal

Relations’

(1.58)

of

Teacher

Job

Satisfaction is not significant. Hence, the hypothesis is accepted. The obtained value of ‘t’ of Residential and Municipal Teachers in respect of dimension ‘Professional’ (2.48), ‘Teaching Learning’ (1.99), ‘Innovation’ (1.97) and ‘Inter-Personal Relations’ (2.23) aspects of Teacher Job Satisfaction is significant. Hence, the hypothesis is accepted.

208

The obtained value of ‘t’ of Residential and Private Unaided Teachers in respect of dimension ‘Professional’ (2.23), ‘Teaching Learning’ (1.99) aspects of Teacher Job Satisfaction is significant. Hence, the hypothesis is rejected.

The dimension ‘Innovation’

(1.23) is not statistically significant. accepted.

Hence, the hypothesis is

The dimension ‘Inter-Personal Relations’ (1.99) of

Teacher Job Satisfaction is significant. Hence, the hypothesis is accepted. The obtained value of ‘t’ of Aided and Government Teachers in respect of dimension ‘Professional’ (2.26) of Teacher Job Satisfaction is significant. Hence, the hypothesis is rejected. The dimension ‘Teaching Learning’ (1.21), ‘Innovation’ (1.64) and ‘Inter-Personal

Relations’

(1.64)

Satisfaction is not corroborated.

aspects

of

Teacher

Job

Hence, the hypothesis is

accepted. The obtained value of ‘t’ of Aided and Zillah Parishad Teachers in respect of dimension ‘Professional’ (1.56) of Teacher Job Satisfaction is significant. Hence, the hypothesis is rejected. The dimension ‘Teaching Learning’ (1.38), ‘Innovation’ (1.37) of Teacher Job Satisfaction is statistically insignificant. Hence, the hypothesis is accepted. The dimension ‘Inter-Personal Relations’ (1.97) aspects of Teacher Job Satisfaction is significant. Hence, the hypothesis is rejected. The obtained value of ‘t’ of Aided and Minority Teachers in respect

of

dimension

‘Professional’

(1.99)

of

Teacher

Job

Satisfaction is significant. Hence, the hypothesis is rejected. The dimension ‘Teaching Learning’ (1.53), ‘Innovation’ (1.37) and ‘Inter-Personal

Relations’

(1.29)

209

aspects

of

Teacher

Job

Satisfaction is not corroborated.

Hence, the hypothesis is

accepted. The obtained value of ‘t’ of Aided and Municipal Teachers in respect of dimension ‘Professional’ (1.27), ‘Teaching Learning (1.56) and ‘Innovation’ (1.54) of Teacher Job Satisfaction is statistically insignificant. Hence, the hypothesis is accepted. The dimension

‘Inter-Personal

Relations’

(1.98)

of

Teacher

Job

Satisfaction is significant. Hence, the hypothesis is rejected. The obtained value of ‘t’ of Aided and Private Unaided Teachers in respect of dimension ‘Professional’ (2.27) and ‘Teaching Learning (1.99) of Teacher Job Satisfaction is significant. Hence, the hypothesis is rejected.

The dimension (1.48) and

‘Inter-Personal Relations’ (1.23) of Teacher Job Satisfaction is not corroborated. Hence, the hypothesis is accepted. The obtained value of ‘t’ of Government and Zillah Parishad Teachers in respect of dimension ‘Professional’ (2.18) of Teacher Job Satisfaction is significant. Hence, the hypothesis is rejected. The dimension ‘Teaching Learning’ (1.24), ‘Innovation’ (1.35) and ‘Inter-Personal Relations’ (1.94) of Teacher Job Satisfaction is not corroborated. Hence, the hypothesis is accepted. The obtained value of ‘t’ of Government and Minority Teachers in respect of dimension ‘Professional’ (0.89), ‘Teaching Learning’ (0.26), ‘Innovation’ (0.58), and ‘Inter-Personal Relations’ (1.24) of Teacher Job Satisfaction is not significant. Hence, the hypothesis is accepted. The obtained value of ‘t’ of Government and Municipal Teachers in respect of dimension ‘Professional’ (1.63), ‘Teaching Learning’ (1.24), ‘Innovation’ (1.56) and ‘Inter-Personal Relations’

210

(1.33) aspects of Teacher Job Satisfaction is not corroborated. Hence, the hypothesis is accepted. The obtained value of ‘t’ of Government and Private Unaided Teachers in respect of dimension ‘Professional’ (1.46) of Teacher Job Satisfaction is not significant. Hence, the hypothesis is accepted. significant.

The dimension ‘Teaching Learning’ (1.97) is

Hence, the hypothesis is rejected.

The dimension

‘Innovation’ (1.73) and ‘Inter-Personal Relations’ (1.84) of Teacher Job Satisfaction is not corroborated.

Hence, the hypothesis is

accepted. The obtained value of ‘t’ of Zillah Parishad and Minority Teachers in respect of dimension ‘Professional’ (1.73), ‘Teaching Learning’ (1.36), ‘Innovation’ (1.45) and ‘Inter-Personal Relations’ (1.18) aspects of Teacher Job Satisfaction is not significant. Hence, the hypothesis is accepted. The obtained value of ‘t’ of Zillah Parishad and Municipal Teachers in respect of dimension ‘Professional’ (1.24), ‘Teaching Learning’ (0.99), ‘Innovation’ (1.13) and ‘Inter-Personal Relations’ (0.68) of Teacher Job Satisfaction is statistically insignificant. Hence, the hypothesis is accepted. The obtained value of ‘t’ of Zillah Parishad and Private Unaided Teachers in respect of dimension ‘Professional’ (1.14) of Teacher Job Satisfaction is significant. Hence, the hypothesis is rejected. The dimension ‘Teaching Learning’ (1.38), ‘Innovation’ (1.27) and ‘Inter-Personal Relations’ (1.45) aspects of Teacher Job Satisfaction is not corroborated. accepted.

211

Hence, the hypothesis is

The obtained value of ‘t’ of Minority and Municipal Teachers in respect of dimension ‘Professional’ (1.53), ‘Teaching Learning’ (1.74), ‘Innovation’ (1.38) and ‘Inter-Personal Relations’ (1.63) aspects of Teacher Job Satisfaction is not significant. Hence, the hypothesis is accepted. The obtained value of ‘t’ of Minority and Private Unaided Teachers in respect of dimension ‘Professional’ (1.28), ‘Teaching Learning’ (1.68), ‘Innovation’ (1.36) and ‘Inter-Personal Relations’ (1.89)

aspects

of

Teacher

Job

Satisfaction

is

statistically

insignificant. Hence, the hypothesis is accepted. The obtained value of ‘t’ of Municipal and Private Unaided Teachers in respect of dimension ‘Professional’ (1.68) of Teacher Job Satisfaction is not significant. accepted.

Hence, the hypothesis is

The dimension ‘Teaching Learning’ (2.16) of Teacher

Job Satisfaction is significant. Hence, the hypothesis is rejected. The dimension ‘Innovation’ (1.63) and ‘Inter-Personal Relations’ (1.58) of Teacher Job Satisfaction is not corroborated. Hence, the hypothesis is accepted. 5.8.2:Verificationof second subsidiary hypothesis and Teacher Stress interpretation: The

second

subsidiary

hypothesis

disclosed

that

the

teachers considered under different categories do not differ significantly in respect of their Teacher Stress, which were discussed

variable

wise

categorized

for

convenience

of

verification as follows – (a) Sex category teachers do not differ significantly in respect of their Teacher Stress. (j)

Locality category teachers do not differ significantly in respect of their Teacher Stress. 212

(k)

Qualification category teachers do not differ significantly in respect of their Teacher Stress.

(l)

Designation category teachers do not differ significantly in respect of their Teacher Stress.

(m)

Teaching

Subject

category

teachers

do

not

differ

not

differ

significantly in respect of their Teacher Stress. (n)

Teaching

Experience

category

teachers

do

significantly in respect of their Teacher Stress. (o)

Marital Status category teachers do not differ significantly in respect of their Teacher Stress.

(p)

Type

of

Institution

category

teachers

do

not

differ

significantly in respect of their Teacher Stress. (q)

Type of Management category teachers do not differ significantly in respect of their Teacher Stress. Besides testing the subsidiary hypotheses of the study, the

investigator is intended to observe the significance of difference between various demographic variables in respect of dimensions Intensity of work, Student Behaviour, Professional Growth and Extrinsic Annoyers aspects of Teacher Stress. discloses

the

results

immediately

after

Hence, this part each

subsidiary

hypothesis is tested. Verification of hypothesis that ‘Male and Female Teachers do not differ significantly in their Teacher Stress’ is verified and presented in Table 5.43.

Table 5.43

213

Table showing significance of difference of means between Male and Female Teachers in their Teacher Stress Category

A.M

S.D

N

Male Teachers

99.56

22.4

592

8 Female Teachers

102.7 1

316

‘t’

Level of Significance

2

Significant at 0.05 level

.12

20.7 5

The value of ‘t’ (2.12) is more than 1.96, which is significant at 0.05 level. Hence, the hypothesis is rejected. The mean value (102.71) obtained by Male Teachers is greater than the mean value (99.56) obtained by Female Teachers. The values of ‘t’ between Male and Female Teachers in respect of dimensions of Teacher Stress are tested and presented in Table 5.43. Verification of hypothesis ‘there is no significant difference between Male and Female Teachers in respect of the dimensions of Intensity of Work, Student Behaviour, Professional Growth, Extrinsic Annoyers of Teacher Stress’ is tested in Table 5.44. Table 5.44 Table showing the value of ‘t’ between Male and Female Teachers in respect of various Dimensions of Teacher Job Satisfaction Category

Intensity of Work

Student Profession Behaviou al r Growth

Extrinsi c Annoye rs

Male Teachers Female Teachers

2.24*

1.97*

*Significant at 0.05 level 214

2.38*

2.08*

The value of ‘t’ between Male and Female Teachers in respect of dimensions – Intensity of work (2.24), Student Behaviour

(1.97),

Professional

Growth (2.38)

and

Annoyers (2.08) of Teacher Stress is significant.

Extrinsic

Hence, the

hypothesis is rejected. Verification of hypothesis that ‘there is no significant difference between Rural and Urban area Teachers in their Teacher Stress’, is tested in Table 5.45. Table 5.45 Table showing the difference of mean between Rural and Urban area Teachers in their Teacher Stress Category

A.M

S.D

N

Rural area Teachers

99.56

22.4 8

592

Urban area Teachers

102.7 1

20.7 5

‘t’

2 316

.12

Level of Significance Significant at 0.05 level

The obtained value of ‘t’ is significant.

Hence, the

hypothesis is rejected. The value of mean (102.71) obtained by Urban area Teachers is greater than the value of mean (99.56). Verification of hypothesis that ‘Rural and Urban area Teachers do not differ significantly in respect of dimensions of Teacher Stress’ is tested and presented in Table 5.46.

215

Table 5.46 Table showing the value of ‘t’ between Rural and Urban area Teachers in respect of dimensions of Teacher Stress Intensity of Work

Category

Student Profession Behaviou al r Growth

Extrinsi c Annoye rs

Rural area Teachers 2.03*

1.45@

1.28@

1.72@

Urban area Teachers *Significant at 0.05 level @ Not Significant The obtained value of ‘t’ in respect of dimension ‘Intensity of Work’ (2.03) is significant. Hence, the hypothesis is rejected. The obtained value of ‘t’ in respect of dimension ‘Student Behaviour’ (1.45), ‘Professional Growth (1.28) and ‘Extrinsic Annoyers’

(1.72)

is

statistically

insignificant.

Hence,

the

hypothesis is accepted. Verification of hypothesis that ‘ there is no significant difference

between

the

Teachers

of

different

qualification

categories in their Teacher Stress’ is tested presented in Table 5.47. Table 5.47 Table showing the difference of mean between the Teachers of different qualifications in their Teacher Stress 216

Category

A.M

S.D

N

Graduate Teachers

96.47

22.5 5

339

Post-graduate Teachers

Graduate Teachers Post-graduate with M.Phil/ Ph.D., Teachers

Post-graduate Teachers Post-graduate with M.Phil/ Ph.D., Teachers

105.2 8

96.47 95.21

448

19.6 7

22.5 5

105.2 8

7

95.21

23.0

5

121

0 .52

448 121

Level of Significance Significant at 0.01 level

.75

339

23.0 6 19.6

‘t’

4 .39

Not Significant at any level

Significant at 0.01 level

6 The obtained value of ‘t’ (5.75) between Graduates and Post-graduate Teachers is significant. rejected.

Hence, the hypothesis is

The value of mean (105.28) obtained by the Post

Graduate Teachers is higher than the value of mean (96.47) of the Graduate Teachers. The obtained value of ‘t’ (0.52) between Graduates and Post-graduate with M.Phil/Ph.D., Teachers is not corroborated. Hence, the hypothesis is accepted. The obtained value of ‘t’ (4.39) between Post-graduate and Post-graduate with M.Phil/Ph.D., Teachers is significant.

Hence,

the hypothesis is rejected. The mean value (105.28) obtained by

217

Post-graduate Teachers is higher than the mean value (95.21) obtained by the Post-graduate with M.Phil/Ph.D., Teachers. Verification of hypothesis that ‘Qualification category Teachers do not differ significantly in respect of the dimensions of Teacher Stress’ tested in Table 5.48.

Table 5.48 Table showing the value of ‘t’ of different qualification category Teachers in respect of dimensions of Teacher Stress Category

Intensity of Work

Student Profession Behaviou al r Growth

Extrinsi c Annoye rs

Graduate Teachers Post-graduate Teachers Graduate Teachers Post-graduate with M.Phl/Ph.D.,Teacher s Post-graduate Teachers Post-graduate with M.Phil/Ph.D. Teachers

1.69@

1.73@

1.49@

1.58@

1.93@

1.34@

1.42@

1.67@

1.62@

1.41@

1.63@

1.95@

@ Not Significant

218

The value of ‘t’ in respect of all dimensions of Teacher Stress between Graduate and Post-graduate Teachers is statistically insignificant. Hence, the hypothesis is accepted. The value of ‘t’ in respect of all dimensions of Teacher Stress between Graduate and Post-graduate with M.Phil/Ph.D., Teachers is not significant. Hence, the hypothesis is accepted. The value of ‘t’ in respect of all dimensions of Teacher Stress between Post-graduate and Post-graduate with M.Phil/Ph.D., Teachers is not corroborated. Hence, the hypothesis is accepted. Verification of hypothesis that ‘Different Designation of Teachers do not differ significantly in their Teacher Stress’ is tested in Table 5.49.

Table 5.49 Table showing the difference of mean between different Designation of Teachers in their Teacher Stress Category

A.M

S.D

N

Head-teachers

106.5 4

18.5 8

70

Teachers

98.86

23.1 8

‘t’

3 83 8

.25

Level of Significance Significant at 0.01 level

The obtained value of ‘t’ (3.25) between Head-teachers and Teachers are differed significantly.

Hence, the hypothesis is

rejected. The value of mean (106.54) obtained by Head-teacher is higher than the value of mean (98.86) obtained by the Teachers.

219

Verification of hypothesis that ‘Designation of Teachers do not differ in respect of the dimensions of Teacher Stress’ in Table 5.50. Table 5.50 Table showing the value of ‘t’ of different designation category Teachers in respect of dimensions of Teacher Stress Category

Intensity of Work

Student Profession Behaviou al r Growth

Extrinsi c Annoye rs

Head-teachers Teachers

2.48*

1.95@

1.94@

2.21*

*Significant at 0.05 level @Not Significant The obtained value of ‘t’ in respect of dimension Intensity of Work (2.48) of Teacher Stress is significant.

Hence, the

hypothesis is rejected. The obtained value of ‘t’ in respect of dimensions Student Behaviour (1.95) and Professional Growth (1.94) of Teacher Stress is not corroborated. Hence, hypothesis is accepted. The obtained value of ‘t’ in respect of dimension Extrinsic Annoyers (2.21) of Teacher Stress is significant.

Hence, the

hypothesis is rejected. Verification of hypothesis that ‘Teaching different subject Teachers do not differ significantly in the Teacher Stress’ is tested in Table 5.51. Table 5.51 Table showing the difference of mean between different Teaching subject Teachers in their Teacher Stress

220

Category

A.M

S.D

N

Science Teachers

103.3 9

19.6 8

37 9

Humanities Teachers 103.3 9

22.7 6 19.6 8

38 5 37 9

18.4 2 22.7 6

14 4 38 5

Language Teachers Humanities Teachers Language Teachers

5 .11

95.56 Science Teachers

‘t’

1 .17

105.5 4 95.56 105.5 4

5 .19

18.4 2

Level of Significance Significant at 0.01 level

Not Significant at any level

Significant at 0.01 level

14 4

The obtained value of ‘t’ (5.11) between Science and Humanities Teachers is significant. Hence, the hypothesis is rejected. The value of mean (103.39) obtained Science Teachers is greater than the value of mean (95.56) obtained by Humanities Teachers. The obtained value of ‘t’ (1.17) between Science and Language Teachers is not corroborated. Hence, the hypothesis is accepted. The obtained value of ‘t’ (5.19) between Humanities and Language Teachers is significant.

Hence, the hypothesis is

rejected. The mean value (105.54) obtained Language teachers is higher than the mean value (95.56) obtained by Humanities Teachers.

221

Verification of hypothesis that ‘Teaching different subject Teachers do not differ significantly in respect of dimensions of Teacher Stress’ is tested in Table 5.52 Table 5.52 Table showing the value of ‘t’ of Teaching different subject Teachers in respect of dimensions of Teacher Stress Category

Intensity of Work

Student Profession Behaviou al r Growth

Extrinsi c Annoye rs

Science Teachers Humanities Teachers Science Teachers Language Teachers Humanities Teachers

2.56*

2.28*

1.94@

1.89@

2.16*

1.95@

1.25@

1.36@

1.84@

1.64@

1.27@

1.77@

Language Teachers *Significant at 0.05 level @Not Significant The obtained value of ‘t’ between Science and Humanities Teachers in respect of dimensions Intensity of Work (2.56) and Student Behaviour (2.28) of Teacher Stress is significant. Hence, the hypothesis is rejected. As no significant difference is found between

Science

and

Humanities

Teachers

in

respect

of

dimensions Professional Growth and Extrinsic Annoyers. Hence, the hypothesis is accepted. The obtained value of ‘t’ between Science and Language Teachers in respect of dimension Intensity of work (2.16) is

222

significant. Hence, the hypothesis is rejected. Whereas the value of in respect of dimensions Student Behaviour, Professional Growth and Extrinsic Annoyers is not corroborated. Hence, the hypothesis is accepted. The obtained value of ‘t’ between Humanities and Language Teachers in respect of dimensions Intensity of work, Student Behaviour,

Professional

Growth

and

Extrinsic

Annoyers

is

statistically insignificant. Hence, the hypothesis is accepted. Verification

of

hypothesis

that

‘different

experience

category teachers do not differ significantly in their Teacher Stress’ is tested in Table 5.53. Table 5.53 Table showing the difference of mean between different experience Teachers in their Teacher Stress Category

A.M

S.D

N

Below 10 years Experience Teachers

93.27

24.5 9

19 8

10 to 15 years Experience Teachers

95.51

Below 10 years Experience Teachers

93.27

15 to 20 years Experience Teachers

100.5 4

‘t’

0 .87

23.1 6 24.5 9

15 4 19 8

2 .93

19.2 3

223

11 8

Level of Significance Not significant at any level

significant at 0.01 level

Category

A.M

S.D

N

Below 10 years Experience Teachers

93.27

24.5 9

19 8

20 to 25 years Experience Teachers

103.5 6

Below 10 years Experience Teachers

93.27

25 to 30 years Experience Teachers

101.6 5

10 to 15 years Experience Teachers

95.51

15 to 20 years Experience Teachers

100.5 4

10 to 15 years Experience Teachers

95.51

20 to 25 years Experience Teachers

103.5 6

10 to 15 years Experience Teachers

95.51

25 to 30 years Experience Teachers

101.6 5

15 to 20 years Experience Teachers

100.5 4

20 to 25 years Experience Teachers

‘t’

4 .61

21.7 8 24.5 9

24 4 19 8

20.4 8 23.1 6

19 4 15 4

3 .67

1 .95

19.2 3 23.1 6

11 8 15 4

3 .46

21.7 8 23.1 6

24 4 15 4

2 .59

20.4 8 19.2 3

19 4 11 8

1 .34

103.5 6

21.7 8

224

24 4

Level of Significance Significant at 0.01 level

Significant at 0.01 level

Not significant at any level

Significant at 0.01 level

Significant at 0.01 level

Not significant at any level

Category

A.M

S.D

N

15 to 20 years Experience Teachers

100.5 4

19.2 3

11 8

25 to 30 years Experience Teachers 20 to 25 years Experience Teachers 25 to 30 years Experience Teachers

‘t’

0 .48

101.6 5 103.5 6

20.4 8 21.7 8

19 4 24 4

0 .94

101.6 5

20.4 8

Level of Significance Not significant at any level

Not significant at any level

19 4

The obtained value of ‘t’ (0.87) between below 10 years and 10 to 15 years experience teachers is not Significant. Hence, the hypothesis is accepted. The obtained value of ‘t’ (2.93) between below 10 years and 15 to 20 years experience teachers is significant.

Hence, the

hypothesis is rejected. The mean value (100.54) obtained by the Teachers of 15 to 20 years experience is higher than the mean value (93.27) obtained by the Teachers of below 10 years experience. The obtained value of ‘t’ (4.61) between below 10 years and 20 to 25 years experience teachers is significant.

Hence, the

hypothesis is rejected. The mean value (103.56) obtained by 20 to 25 years experience Teachers is higher than the mean value (93.27) of below 10 years experience teachers.

225

The obtained value of ‘t’ (3.67) between below 10 years and 25 to 30 years experience teachers is significant.

Hence, the

hypothesis is rejected. The mean value (101.65) obtained by 25 to 30 years experience teachers is higher than the mean value (93.27) of below 10 years experience teachers. The obtained value of ‘t’ (1.95) between 10 to 15 years and 15 to 20 years experience teachers is not significant. Hence, the hypothesis is accepted. The obtained value of ‘t’ (3.46) between 10 to 15 years and 20 to 25 years experience teachers is significant.

The mean

value (103.56) obtained by 20 to 25 years experience teachers is higher than the mean value (95.51) obtained by 10 to 15 years experience teachers. The obtained value of ‘t’ (2.59) between 10 to 15 years and 25 to 30 years experience teachers is significant.

Hence, the

hypothesis is rejected. The mean value (101.65) obtained by 25 to 30 years experience teachers is higher than the mean value (95.51) obtained by 10 to 15 years experience teachers. The obtained value of ‘t’ (1.34) between 15 to 20 years and 20 to 25 years experience teachers is statistically insignificant. Hence, the hypothesis is accepted. The obtained value of ‘t’ (0.48) between 15 to 20 years and 25 to 30 years experience teachers is not corroborated. Hence, the hypothesis is accepted. The obtained value of ‘t’ (0.94) between 20 to 25 years and 25 to 30 years experience teachers is not significant. Hence, the hypothesis is accepted.

226

Verification of hypothesis that ‘Experience of Teachers do not differ significantly in respect of dimensions of Teacher Stress’ tested in Table 5.54.

Table 5.54 Table showing the value of ‘t’ of Difference Teaching Experience Teachers in respect of dimensions of Teacher Stress Category

Intensity of Work

Student Profession Behaviou al r Growth

Extrinsi c Annoye rs

Below 10 years experience teachers

1.49@

2.64*

1.38@

1.08@

10 to 15 years experience Teachers Below 10 years experience teachers

2.68*@

1.99*

1.79@

2.44*

15 to 20 years experience Teachers Below 10 years experience teachers

1.58@

1.24@

1.99*

1.14@

20 to 25 years experience Teachers Below 10 years experience teachers

1.64@

1.58@

1.83@

1.37@

25 to 30 years 227

experience Teachers 10 to 15 years experience Teachers

1.65@

1.26@

1.84@

1.75@

15 to 20 years experience Teachers 10 to 15 years experience Teachers

1.13@

1.48@

1.25@

1.56@

20 to 25 years experience Teachers

Category

Intensity of Work

Student Profession Behaviou al r Growth

Extrinsi c Annoye rs

10 to 15 years experience Teachers

1.11@

1.36@

1.73@

1.24@

25 to 30 years experience teachers 15 to 20 years experience teachers

1.24@

1.78@

1.37@

1.89@

20 to 25 years experience teachers 15 to 20 years experience

228

Teachers

1.94@

1.95@

1.89@

1.76@

25 to 30 years experience Teachers 20 to 25 years experience Teachers

1.99*

2.06*

1.64@

2.41*

25 to 30 years experience Teachers Verification of hypothesis that ‘Marital Status of Teachers do not differ significantly in their Teacher Stress’ is tested in Table 5.55. Table 5.55 Table showing the difference of mean between Married and Unmarried Teachers in their Teacher Stress Category

A.M

S.D

N

Married Teachers

99.74

22.4 9

57 6

Unmarried Teachers

95.96

‘t’

2 .43

22.5 7

Level of Significance Significant at 0.05 level

33 2

The obtained value of ‘t’ between Married and Unmarried Teachers is significant.

Hence, the hypothesis is rejected.

Married Teachers possessed higher mean (99.74) than Unmarried Teachers (95.96). Verification of hypothesis that ‘Marital Status of Teachers do not differ significantly in respect of dimension of Teacher Stress’ is tested in Table 5.56. 229

Table 5.56 Appendix –I Teacher Job Satisfaction Scale (TJSS) (Pre-Test) Dear Teacher Friend, I expect your valuable and hearty cooperation in my present Educational Research.

I assure that your ideas expressed are

used only to my research and are also kept confidential. Hence, I request you to kindly given your candid opinion for all the statements.

Please encircle your choice category against each

statement and cooperate in this regard. Yours sincerely, N.V.S.Suryanarayana Personnel Data Please fill in the blanks here under with proper details relating to you before you answer the questionnaire. (1) Name

:

(2) Sex

:

(3) Locality

:

(4) Qualification

:

(5) Designation

:

(6) Teaching Subjects

:

(7) Teaching Experience

:

(8) Marital Status Status

:

(9) Type of Institution

:

(10)Type of Management

:

230

JOB SATISFACTION Instruction: In this booklet some situations relating to your Job are given in the sentence forms. The following five kinds of opinions are given against to each sentence.

Study each sentence

carefully and indicate your opinion, which you agreed to by encircle against each statement. SA

: Strongly Agree

A

: Agree

N

: Neutral

DA

: Disagree

SDA

: Strongly Disagree

------------------------------------------------------------------------------------------1. I like to give a new meaning to a concept (SA) (A) (N) (DA) (SDA) 2. I wish to change the interpretation of a fact (SDA)

(SA) (A) (N) (DA)

3. I prefer to use a thing in a new fashion (SDA)

(SA) (A) (N) (DA)

4. I like to suggest new ideas to a concept (SDA)

(SA) (A) (N) (DA)

5. In doing a task I like change of strategy (SDA)

(SA) (A) (N) (DA)

6. I change the direction of my thinking in giving new interpretation (SDA)

231

(SA) (A) (N) (DA)

7. I like to introduce to easy methods (SDA)

(SA) (A) (N) (DA)

8. I prefer to give various responses (SDA)

(SA) (A) (N) (DA)

9. I prefer to think abstractly (SDA)

(SA) (A) (N) (DA)

10. I can do anything in a number of ways (SDA)

(SA) (A) (N) (DA)

11. While doing a thing, if necessary I change my approach (SDA)

(SA) (A) (N) (DA)

12. I have my own ideas in teaching many ways (SA) (A) (N) (DA) (SDA) 13.I alter possible solutions to a problem (SDA)

(SA) (A) (N) (DA)

14.I shall be open to experience both inner-self (SDA)

(SA) (A) (N) (DA)

15.I introduce lessons in an orderly manner (SDA)

(SA) (A) (N) (DA)

16.I want to be an from crippling restraints (SDA)

(SA) (A) (N) (DA)

17.I use things pecuniary (SDA)

(SA) (A) (N) (DA)

18.Very few of my efforts are far fetching (SDA)

(SA) (A) (N) (DA)

19.I am creative in teaching lessons (SDA)

(SA) (A) (N) (DA)

232

20.I produce remote ideas (SDA)

(SA) (A) (N) (DA)

21.I am novel in my thinking (SDA)

(SA) (A) (N) (DA)

22.I am thinking narrative (SDA)

(SA) (A) (N) (DA)

23.I am independent in my thought and action (SDA)

(SA) (A) (N) (DA)

24.I will have my own resources in dealing with my own problems (SA) (A) (N) (DA) (SDA) 25.I will be attracted to unkown and undetermined (SDA) 26.I am best at making new things (SDA) 27.I generate ideas quickly (SDA)

(SA) (A) (N) (DA) (SA) (A) (N) (DA) (SA) (A) (N) (DA)

28.I can generate new curriculum ideas (SDA)

(SA) (A) (N) (DA)

29.I can give number of synonymous (SDA)

(SA) (A) (N) (DA)

30.I use phrases contextually (SDA)

(SA) (A) (N) (DA)

31.I have my own sense in preparation of new curriculum development (SDA)

233

(SA) (A) (N) (DA)

32.I can use number of short sentences in a single idea (SA) (A) (N) (DA) (SDA) 33.I search for similarities in things (SDA)

Appendix –II Teacher Stress Scale (TSS) (Pre-Test) Dear Teacher Friend,

234

(SA) (A) (N) (DA)

I expect your valuable and hearty cooperation in my present Educational Research.

I assure that your ideas expressed are

used only to my research and are also kept confidential. Hence, I request you to kindly given your candid opinion for all the statements.

Please encircle your choice category against each

statement and cooperate in this regard. Yours sincerely, N.V.S.Suryanarayana Personnel Data Please fill in the blanks here under with proper details relating to you before you answer the questionnaire. (1) Name

:

(2) Sex

:

(3) Locality

:

(4) Qualification

:

(5) Designation

:

(6) Teaching Subjects

:

(7) Teaching Experience

:

(8) Marital Status Status

:

(9) Type of Institution

:

(10)Type of Management

:

TEACHER STRESS

235

Instruction: In this booklet some situations relating to your Job are given in the sentence forms. The following five kinds of opinions are given against to each sentence.

Study each sentence

carefully and indicate your opinion, which you agreed to by encircle against each statement. (1) (2) (3) (4)

Little or no Stress Mild Stress Moderate Stress Great Stress

1. To any period actually teaching (3) (4)

(1) (2)

2. No time to relax between Lesson (3) (4)

(1) (2)

3. Individual students who constantly misbehave (3) (4)

(1) (2)

4. Pupil’s non-acceptance of teacher’s authority (3) (4)

(1) (2)

5. Lack of recognition for good teaching and extra work (3) (4) 6.Needs to prepare time-table according to prevailing situation (4) 7.Having to teach subjects in which one is not interested (3) (4)

(1) (2)

(1) (2) (3)

(1) (2)

8.Having to teach below average students (3) (4)

(1) (2)

9.Noisy classroom and indiscipline in the class (3) (4)

(1) (2)

236

10.Too much of correction work (4)

(1) (2) (3)

11.Feeling locked up into a routine in job (3) (4)

(1) (2)

12.Heavy workload is creating discouragement (3) (4)

(1) (2)

13.Lack of interest in studies among students (3) (4)

(1) (2)

14.Lack of time to prepare lessons (3) (4)

(1) (2)

15.Maintaining classroom discipline (3) (4)

(1) (2)

16.Excessive work hours devoted to college and college related duties (3) (4)

(1) (2)

17.Very difficulty to maintain the classroom with unlimited number of students (1) (2) (3) (4) 18.Frequent change of duties of work responsibilities in time table (3) (4)

(1) (2)

19.Insufficient time for completing the prescribed syllabus (3) (4)

(1) (2)

20.Too difficulty to maintain Classroom discipline with more number of students (3) (4)

(1) (2)

21.Disruptive class – constant monitoring of student behaviour (3) (4)

(1) (2)

237

22.Shortage of equipment, material and Library facilities (4)

(1) (2) (3)

23.Lack of appreciation of new and Innovative methods (3) (4)

(1) (2)

24.No encouragement to attend the academic events (1) (2) (3) (4) 25.Lack of time for further study (4)

(1) (2) (3)

26.Not being able to use one’s training or skills fully (3) (4)

27.Lack of time for personal hobbies, interests or social activities (3) (4)

(1) (2)

(1) (2)

28.No provision is made for professional improvement (1) (2) (3) (4) 29.Lack of participation in decision making (3) (4)

(1) (2)

30.Low status of the teaching profession (3) (4)

(1) (2)

31.Lack of interest in expressing the innovative views (1) (2) (3) (4) 32.Too frequent and poorly organized staff meetings (3) (4)

(1) (2)

33.Having to do private tuition to supplement income (1) (2) (3) (4)

238

34.Lack of cooperation from other teachers (3) (4)

(1) (2)

35. Disagreement or conflict with the head (3) (4)

(1) (2)

36.Other than academic activities disturbed (3) (4) the professional interest

(1) (2)

37.Frequent transfers from one place to other (3) (4)

(1) (2)

38.Too many ‘talks’ and refresher courses (3) (4)

(1) (2)

39.Inadequate salary and financial difficulties (3) (4)

(1) (2)

40.Lack of opportunity for promotion or advancement (1) (2) (3) (4) 41.Principal unfair/partial in dealing with staff (3) (4)

(1) (2)

42.Disagreement with a colleague (3) (4)

(1) (2)

43.Professional disillusionment (teaching is not what I thought to be) (4) 44. Maintaining self-control when angry (3) (4)

(1) (2) (3) (1) (2)

45. Giving more significance to a substandard colleague (2) (3) (4) 46. Taking responsibility for pupil’s success in

239

(1)

(4)

examination

(1) (2) (3)

47. Being target of verbal abuses, comment or throat by students (3) (4) 48. Trying to maintain and uphold values (3) (4)

240

(1) (2) (1) (2)

Appendix –III Nistala’s Change-Proneness Descriptive Questionnaire (NCPDQ) (Pre-Test) Dear Teacher Friend, I expect your valuable and hearty cooperation in my present Educational Research.

I assure that your ideas expressed are

used only to my research and are also kept confidential. Hence, I request you to kindly given your candid opinion for all the statements.

Please encircle your choice category against each

statement and cooperate in this regard. Yours sincerely, N.V.S.Suryanarayana Personnel Data Please fill in the blanks here under with proper details relating to you before you answer the questionnaire. (1) Name

:

(2) Sex

:

(3) Locality

:

(4) Qualification

:

(5) Designation

:

(6) Teaching Subjects

:

(7) Teaching Experience

:

(8) Marital Status Status

:

(9) Type of Institution

:

(10)Type of Management

:

241

NISTALA’S CHANGE PRONENESS DESCRIPTIVE QUESTIONNAIRE (NCPDQ) Instruction: In this booklet some situations relating to your Job are given in the sentence forms. The following five kinds of opinions are given against to each sentence.

Study each sentence

carefully and indicate your opinion, which you agreed to by encircle against each statement. (A) – Always; (O) – Occassionally; (S) – Seldom – and (N) – Never S.No Description of the CPDQ A O S N . 1 Do you like to originate new ideas even at cost of criticism from your colleagues 2 Do you analytically and critically think before accepting area strategy of teaching 3 Do you lance systematically before successfully implementing a new technique 4 Do you like to adopt different methods of teaching a particular concept in a subject 5 Do you like to adopt innovative practices in classroom teaching 6 Do you hesitate to make to attempt on something which may fail 7 Do you like try to something new even if it increasing your work load 8 Do you make use of related any material other than prescribed text books while teaching your subject 9 Do you accept that concept of trying out any new innovation 10 Do you accept the innovative suggestions of your colleagues in practice teaching 11 Do you willfully accept new ideas and concepts 12 Do you shirk to bring new ideas to the attention of your colleagues and headmasters 242

13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

Do you try out the new strategies even if you have no freedom Do you discourage to make to new ideas, which may not effective Do you willingly participate with your colleagues by ventilating new ideas, which emerge in our mind afresh Do you accept new innovations suggested by other agencies like NCERT, SCERT and Colleges of Education viable and practicable Will you a make a style of practice even if it was opposed your headmaster Do your colleagues criticized and comment on you for trying out new techniques Are you interested to maintain a style of practice even if your colleagues discouraged Do you keep yourself abreast with all new innovation in your field Will you try something which is suggested by students in your class Do you hesitate in contradicting colloquial of other schools we innovative new strategies Do you try something new as suggested by expert in any professional journal Do you associate with the problems of your colleagues Do you exhibit persistence and diplomacy in entertaining a new practice Do you like to discuss abut your new practices and new ideas Do you like your strategy to be carefully enlisted by your colleagues even when thee are conflicting points in it Do you encourage and suggest other teachers to take up new experiences Do you appreciate the ideas of your colleagues Do you like to immediately adopt a successful new strategy innovated by others Do you feel regretted at any time at the failure of your strategy Do you stop trying out an innovation in order 243

33 34 35 36 37 38

to maintain relationship with other teachers Do you accept the changes in day to day academic activities Do you fee regretted at any time at the failure of your strategy Do you extend your expertise to any faculty member who is trying something new Do you feel that old practice and innovations are effective means impart education effectively Do you trying for new things as suggested by experts in any Conferences Do you really feel that accepting new strategies will enhance teaching competency

244

Appendix –IV Teacher Job Satisfaction Scale (TJSS) (Final-Test) Dear Teacher Friend, I expect your valuable and hearty cooperation in my present Educational Research.

I assure that your ideas expressed are

used only to my research and are also kept confidential. Hence, I request you to kindly given your candid opinion for all the statements.

Please encircle your choice category against each

statement and cooperate in this regard. Yours sincerely, N.V.S.Suryanarayana Personnel Data Please fill in the blanks here under with proper details relating to you before you answer the questionnaire. (1) Name

:

(2) Sex

:

(3) Locality

:

(4) Qualification

:

(5) Designation

:

(6) Teaching Subjects

:

(7) Teaching Experience

:

(8) Marital Status Status

:

(9) Type of Institution

:

(10)Type of Management

:

245

JOB SATISFACTION Instruction: In this booklet some situations relating to your Job are given in the sentence forms. The following five kinds of opinions are given against to each sentence.

Study each sentence

carefully and indicate your opinion, which you agreed to by encircle against each statement. SA

: Strongly Agree

A

: Agree

N

: Neutral

DA

: Disagree

SDA

: Strongly Disagree

------------------------------------------------------------------------------------------1. I like to give a new meaning to a concept (SA) (A) (N) (DA) (SDA) 2. I wish to change the interpretation of a fact (SDA)

(SA) (A) (N) (DA)

3. I prefer to use a thing in a new fashion (SDA)

(SA) (A) (N) (DA)

4. In doing a task I like change of strategy (SDA)

(SA) (A) (N) (DA)

5. I change the direction of my thinking in giving new interpretation (SDA) 6. I prefer to give various responses (SDA)

246

(SA) (A) (N) (DA) (SA) (A) (N) (DA)

7. I prefer to think abstractly (SDA)

(SA) (A) (N) (DA)

8. I can do anything in a number of ways (SDA)

(SA) (A) (N) (DA)

9. While doing a thing, if necessary I change my approach (SA) (A) (N) (DA) (SDA)

10.I alter possible solutions to a problem (SDA)

(SA) (A) (N) (DA)

11.I shall be open to experience both inner-self (SDA)

(SA) (A) (N) (DA)

12.I want to be an from crippling restraints (SDA)

(SA) (A) (N) (DA)

13.I use things pecuniary (SDA)

(SA) (A) (N) (DA)

14.Very few of my efforts are far fetching (SDA) 15.I produce remote ideas (SDA)

(SA) (A) (N) (DA) (SA) (A) (N) (DA)

16.I am novel in my thinking (SDA)

(SA) (A) (N) (DA)

17.I am independent in my thought and action (SDA)

(SA) (A) (N) (DA)

18.I will have my own resources in dealing with my own problems (SA) (A) (N) (DA) (SDA)

247

19.I will be attracted to unkown and undetermined (SDA)

(SA) (A) (N) (DA)

20.I am best at making new things (SDA) 21.I generate ideas quickly (SDA)

(SA) (A) (N) (DA) (SA) (A) (N) (DA)

22.I can give number of synonymous (SDA)

(SA) (A) (N) (DA)

23.I use phrases contextually (SDA)

(SA) (A) (N) (DA)

24.I can use number of short sentences in a single idea (SA) (A) (N) (DA) (SDA) 25.I search for similarities in things (SDA)

(SA) (A) (N) (DA)

Appendix –V Teacher Stress Scale (TSS) (Final-Test) Dear Teacher Friend, I expect your valuable and hearty cooperation in my present Educational Research.

I assure that your ideas expressed are

used only to my research and are also kept confidential. Hence, I request you to kindly given your candid opinion for all the 248

statements.

Please encircle your choice category against each

statement and cooperate in this regard. Yours sincerely, N.V.S.Suryanarayana Personnel Data Please fill in the blanks here under with proper details relating to you before you answer the questionnaire. (1) Name

:

(2) Sex

:

(3) Locality

:

(4) Qualification

:

(5) Designation

:

(6) Teaching Subjects

:

(7) Teaching Experience

:

(8) Marital Status Status

:

(9) Type of Institution

:

(10)Type of Management

:

TEACHER STRESS Instruction: In this booklet some situations relating to your Job are given in the sentence forms. The following five kinds of opinions are given against to each sentence.

Study each sentence

carefully and indicate your opinion, which you agreed to by encircle against each statement. (1)

Little or no Stress 249

(2) (3) (4)

Mild Stress Moderate Stress Great Stress

1. To any period actually teaching (3) (4)

(1) (2)

2. No time to relax between Lesson (3) (4)

(1) (2)

3. Individual students who constantly misbehave (3) (4)

(1) (2)

4. Pupil’s non-acceptance of teacher’s authority (3) (4)

(1) (2)

5. Lack of recognition for good teaching and extra work (3) (4)

(1) (2)

6.Having to teach subjects in which one is not interested (3) (4)

(1) (2)

7.Having to teach below average students (3) (4)

(1) (2)

8.Noisy classroom and indiscipline in the class (3) (4)

(1) (2)

9.Too much of correction work (3) (4)

(1) (2)

10.Feeling locked up into a routine in job (3) (4)

(1) (2)

11.Lack of interest in studies among students (3) (4)

(1) (2)

12.Lack of time to prepare lessons (3) (4)

(1) (2)

250

13.Maintaining classroom discipline (3) (4)

(1) (2)

14.Excessive work hours devoted to college and college related duties (3) (4)

(1) (2)

15.Frequent change of duties of work responsibilities in time table (3) (4)

(1) (2)

16.Insufficient time for completing the prescribed syllabus (3) (4)

(1) (2)

17.Disruptive class – constant monitoring of student behaviour (3) (4)

(1) (2)

18.Shortage of equipment, material and Library facilities (4)

(1) (2) (3)

19.Lack of appreciation of new and Innovative methods (3) (4) 20.Lack of time for further study (4)

(1) (2) (1) (2) (3)

21.Not being able to use one’s training or skills fully (3) (4) 22.Lack of time for personal hobbies, interests or social activities (3) (4)

(1) (2)

(1) (2)

23.Lack of participation in decision making (3) (4)

(1) (2)

24.Low status of the teaching profession (3) (4)

(1) (2)

251

25.Too frequent and poorly organized staff meetings (3) (4)

(1) (2)

26.Having to do private tuition to supplement income (1) (2) (3) (4) 27.Lack of cooperation from other teachers (3) (4)

(1) (2)

28. Disagreement or conflict with the head (3) (4)

(1) (2)

29.Frequent transfers from one place to other (3) (4)

(1) (2)

30.Too many ‘talks’ and refresher courses (3) (4)

(1) (2)

31.Inadequate salary and financial difficulties (3) (4)

(1) (2)

32.Lack of opportunity for promotion or advancement (1) (2) (3) (4) 33.Principal unfair/partial in dealing with staff (3) (4)

(1) (2)

34.Disagreement with a colleague (3) (4)

(1) (2)

35.Professional disillusionment (teaching is not what I thought to be) (4) 36. Maintaining self-control when angry (3) (4)

(1) (2) (3) (1) (2)

37. Giving more significance to a substandard colleague (2) (3) (4)

252

(1)

38. Taking responsibility for pupil’s success in examination (4) 39. Being target of verbal abuses, comment or throat by students (3) (4) 40. Trying to maintain and uphold values (3) (4)

(1) (2) (3)

(1) (2) (1) (2)

Appendix –VI Nistala’s Change-Proneness Descriptive Questionnaire (NCPDQ) (Final-Test) Dear Teacher Friend, I expect your valuable and hearty cooperation in my present Educational Research.

I assure that your ideas expressed are

used only to my research and are also kept confidential. Hence, I request you to kindly given your candid opinion for all the

253

statements.

Please encircle your choice category against each

statement and cooperate in this regard. Yours sincerely, N.V.S.Suryanarayana Personnel Data Please fill in the blanks here under with proper details relating to you before you answer the questionnaire. (1) Name

:

(2) Sex

:

(3) Locality

:

(4) Qualification

:

(5) Designation

:

(6) Teaching Subjects

:

(7) Teaching Experience

:

(8) Marital Status Status

:

(9) Type of Institution

:

(10)Type of Management

:

NISTALA’S CHANGE PRONENESS DESCRIPTIVE QUESTIONNAIRE (NCPDQ)

Instruction: In this booklet some situations relating to your Job are given in the sentence forms. The following five kinds of opinions are given against to each sentence.

Study each sentence

carefully and indicate your opinion, which you agreed to by encircle against each statement. (B)

– Always; (O) – Occasionally; (S) – Seldom – and 254

(N) – Never S.No Description of the CPDQ A O S N . 1 Do you like to originate new ideas even at cost of criticism from your colleagues 2 Do you analytically and critically think before accepting area strategy of teaching 3 Do you lance systematically before successfully implementing a new technique 4 Do you like to adopt different methods of teaching a particular concept in a subject 5 Do you hesitate to make to attempt on something which may fail 6 Do you like try to something new even if it increasing your work load 7 Do you make use of related any material other than prescribed text books while teaching your subject 8 Do you accept that concept of trying out any new innovation 9 Do you willfully accept new ideas and concepts 10 Do you shirk to bring new ideas to the attention of your colleagues and headmasters 11 Do you try out the new strategies even if you have no freedom 13 Do you willingly participate with your colleagues by ventilating new ideas, which emerge in our mind afresh 14 Do you accept new innovations suggested by other agencies like NCERT, SCERT and Colleges of Education viable and practicable 15 Will you a make a style of practice even if it was opposed your headmaster 16 Do your colleagues criticized and comment on you for trying out new techniques 17 Do you keep yourself abreast with all new innovation in your field 18 Will you try something which is suggested by students in your class 19 Do you hesitate in contradicting colloquial of other schools we innovative new strategies 255

20 21 22 23 24 25 26 27 28 29 30

Do you try something new as suggested by expert in any professional journal Do you exhibit persistence and diplomacy in entertaining a new practice Do you like to discuss abut your new practices and new ideas Do you like your strategy to be carefully enlisted by your colleagues even when thee are conflicting points in it Do you encourage and suggest other teachers to take up new experiences Do you like to immediately adopt a successful new strategy innovated by others Do you feel regretted at any time at the failure of your strategy Do you stop trying out an innovation in order to maintain relationship with other teachers Do you fee regretted at any time at the failure of your strategy Do you extend your expertise to any faculty member who is trying something new Do you really feel that accepting new strategies will enhance teaching competency

Appendix – VII Statement showing the list of Secondary Schools selected in Vizianagaram District for the Research Study Sample Place of the of S.No Name of the Institution Institution Teachers . Selected 1 A.P.Residential School Bobbili 14 2 A.P.Residential School Nellimarla 13 3 A.P.Residential School (Girls) Tatipudi 16 4 A.P.Social Welfare Residential Kumarada 12

256

6

School A.P.Social Welfare Residential School (Girls) A.P.Social Welfare Residential

7

School A.P.Social Welfare Residential

PNBongavalas

13

8

School A.P.Social Welfare Residential

a Badangi

12

9

School A.P.Social Welfare Residential

Kopperla

14

10

School A.P.Social Welfare Residential

Cheepurupalli

13

11 12 13 14 15 16

School M.R.High School M.R.Model High School M.R.Girls High School Samsthanam High School Mansas English Medium School S.R.High School

Vizianagaram Vizianagaram Vizianagaram Bobbili Vizianagaram Shreeramnaga

08 08 10 12 10 11

A.P.S.P.B. High School

r Chinthalavalas

10

Government Girls High School Government High School,

a Vizianagaram Parvathipuram

15 16

Vizianagaram

14

Parvathipuram

13

5

17 18 19 20 21

Belagam Government M.R.Sanskrit High School Government Girls High School

S.No Name of the Institution . 22

Government Girls High School 257

Garugubilli

10

Belagam

11

Place of the Institution Bobbili

Sample of Teachers Selected 12

23 24

Government High School Government Girls High

Salur Salur

13 11

25

School Government High School

Gajapathinagar

14

am Gajapathinagar

15 13 16 15 16 17 14 16 12 10 15 14 12 11 13

26

Government Girls High School

27

Government Girls High

am Nellimarla

28 29 29 30 31 32 33 34 35 36 37 38 39

School Government High School Zillah Parishad High School Zillah Parishad High School Zillah Parishad High School Zillah Parishad High School Zillah Parishad High School Zillah Parishad High School Zillah Parishad High School Zillah Parishad High School Zillah Parishad High School Zillah Parishad High School Zillah Parishad High School Zillah Parishad High School

S.Kota Kotipam Vikrampuram Kurupam Chinamerangi Tallaburidi Narsipuram Logisa Marupalle Nellivada Bondapalle Kella Gurla

S.No Name of the Institution . 40 41 42

Place of the Institution

R.C.M.St.John’s High School

Parvathipura

R.C.M.St.Joseph Girls High School C.B.M.High School

m Belagam Bobbili

258

Sample of Teachers Selected 10 11 14

43

Saint Ann’s Girls High School

Vizianagara

13

R.C.M.St.Ann’s High School

m Vizianagara

11

45

R.C.M St.Theressa’s Girls High

m S.Kota

15

46 47 48

School R.C.M.High School, Kondadhaba Kothavalasa R.C.M.St.Thomas High School Bobbili St.Joseph’s Eng. Med. High School Vizianagara

16 14 13

49

Mercy Mission Eng. Med. High

m Pedathadiva

11

50

School Municipal High School, Kaspa

da Vizianagara

13

51

Municipal High School,

m Vizianagara

14

52

Cantonment B.P.M. Municipal High School

m Vizianagara

16

Municipal High School PSR Municipal High School SVGP Municipal High School TRM Municipal High School

m Saluru Bobbili Bobbili Parvathipura

12 13 14 11

K.P. Municipal High School

m Parvathipura

13

D.V.M. Municipal High School

m Parvathipura

12

KAN Municipal High School

m Saluru

15

44

53 54 55 56 57 58 59

259

Gurajada Public School

Vizianagara

Sample of Teachers Selected 11

Bhashyam High School

m Vizianagara

16

62

Sun High School

m Vizianagara

16

63 64 65

Gowtham High School Shabdam High School for DEA Siddhartha High School

m Therlam Garividi Cheepurupall

14 12 11

66 67 68

Vijeta High School Sri Surya Public School Oxford English Medium High

e Balijipeta Gantyada S.Kota

13 11 10

69 70

School T.V.K.High School Victory High School

Jami Vepada

09 10

S.No Name of the Institution . 60 61

260

Place of the Institution