CHAPTER-III

DESIGN OF THE STUDY

“A research design is the arrangement of conditions of collection and analysis

of data in a manner that aims to combine relevance to the research purpose with

economy in procedure”. In fact, the research design is the conceptual structure within

which research is conducted; it constitutes the blueprint for the collection,

measurement and analysis of data. Research design stands for advanced planning of

the methods to be used in their analysis keeping in view the objectives of the research.

Design in the research is a mapping strategy which is based on sampling

technique. It is an essential statement of the object of inquiry and the strategies for

collecting the evidences analyzing the data and reporting the findings. Thus, research

design is the statement of the object of (a) the inquiry and (b) how a satisfactory

culmination is to be effected? A research design is the work done before getting the

project under way.

Design of the study is an essential part of a research project. Because design

provides a picture of what and how to do the work before starting, it had been

determined from time to time that a suitable research design guards against the

collection of irrelevant data and gives more economy. So, in any research project,

design provides the researcher a blue print of research, indicates the boundaries of

project and helps in controlling the experimental, extraneous error, variances of the

problem under investigation etc.

Any problem that may be educational or scientific can be solved only on the

basis of systematic collection of data, because data is like a raw material without

which the population of the production research is impossible. Data collection is

essentially an important part of the research process, so that the interference,

hypotheses may be tested as valid, verified as correct or reject as untenable. In order

to collect the requisite data for any problem, the investigator has to sample the

population concerned since it is neither possible nor desirable to collect data from

96

whole population. Therefore, the present study was undertaken through the following

six steps:

1. Research Methodology

2. Population and Sample

3. Tools Used

4. Collection of Data

6. Statistical Procedure Adopted

3.1 RESEARCH METHODOLOGY

The first task of investigation work to select appropriate research

methodology. The decision about the method to be employed, depends on the nature

of the problem selected and the kind of data necessary for its solution. Descriptive

survey method of research was used in executing the present study. Descriptive

method provides a method of investigation to study, describes and interprets what

exists at present, where as survey studies are conducted to collect detailed

descriptions, existing phenomena with the intent of employing data to justify current

conditions and practices or to make more intelligent plan for improving them. The

objectives of this method are not only to analyze, interpret and report the status of an

institute, but also to determine the adequacy of status by comparing it with the

established standards. Some surveys are confined to gather all these types of

informations: (i) data concerning existing status (ii) comparison of existing status with

established status and standard and (iii) means of improving the existing status; while

other methods are limited to one or two of these types. This method of research is

most authentic and most widely used research method in education because

descriptive investigation is of the immense value in solving the problem in the

pertaining field.

3.2 POPULATION AND SAMPLE

3.2.1 The Population:

Population refers to any collection of specified group of human beings or of

non-human entities such as objects, educational institutions, time units, geographical

area, prices of wheat or salaries drawn by the individuals. Some statisticians call it

universe. Population in the present study comprises of the teachers of secondary

schools of the Haryana state.

97

3.2.2 Sample

Sample is essential part of the scientific procedure. It is both necessary and

advantageous. Taking complete Censuses is generally both costly and difficult also. It

is also not feasible to control each and every element of the population within a

narrow range of time. According to Good (1952) “A sample is a miniature

population.” To be true, sample must be representative of a population and must be

adequate in number.

In the present investigation, secondary and senior secondary schools were the

field of study. As per sample for this work, 500 teachers of secondary and senior

secondary schools of Rohtak district were taken up on the basis of stratified random

sampling techniques.

Figure 3.1: Showing Sample of Study

N=500

Rohtak (250) Kalanaur

(250)

Male

(125)

Female

(125)

Male

(125)

Female

(125)

Government

teachers

(65)

Private

teachers

(60)

Government

teachers

(65)

Private

teachers

(60)

Government

teachers

(65)

Private

teachers

(60)

Government

teachers

(65)

Private

teachers

(60)

98

3.3 TOOLS USED

1. In order to measure the adjustment of secondary school teachers the

investigator used S.K. Mangal’s Mangal Teacher Adjustment Inventory

(MTAI Short Form) Hindi/English. It measures general teacher's adjustment

and contains 70 items of Yes /No type.

2. In order to assess the job stress of secondary school teachers the investigator

used Occupational Stress Index (OSI) Hindi/English standardized by A.K.

Srivastava and A.P. Singh. It contains 46 items and related to different stresses

- Overload, role ambiguity, role conflict, group pressure, responsibility, under

participation, powerlessness, poor peer relationship etc.

3. In order to assess the job involvement of secondary school teachers the

investigator used Job Involvement Scale (JIS) Hindi/English standardized by

Santosh Dhar, Upender Dhar and D.K. Srivastava. This scale consists of 10

items on five point rating scale. It is satisfactorily reliable and valid. It has

emerged two factors - identification with the job and job centricity. Norms are

available in the form of mean and S.D. on a sample of 371 executives working

in private and public organizations.

4. In order to measure the job satisfaction of secondary school teachers the

investigator used Job Satisfaction Scale for Primary and Secondary Teachers

(JSS) Hindi /English standardized by Meera Dixit.

3.3.1 Description of the Tools Used

(i) Description of Mangal Teacher Adjustment Inventory (Mtai Short Form)

Hindi/English By S.K. Mangal

Teacher adjustment inventory (Short From) has been designed for the

preliminary assessment of the adjustment or maladjustment of the teachers of both

sexes belonging to Indian schools. It has been prepared in Hindi as well as in English

and contains only 70 items. In fact, it is a short form of Teacher Adjustment Inventory

known as MTAI.

MTAI is being widely used by the research investigators and teachers. The

practitioners have forwarded many valuable suggestions for enhancing the value and

use of this inventory. As a result, an attempt has been made to design a short form of

the said inventory. The main features of this new form are as under:

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1. It has very fewer items, 70 only in comparison to the long form containing 253

items.

2. The mode of response provides only two alternatives in the form of yes or no

(forced choice) instead of three as provided in the long form.

3. Scoring procedure has been simplified in the following ways:

(i) By assigning one mark to the response showing adjustment and zero

for showing maladjustment.

(ii) The items of the inventory for which ‘yes’ response shows adjustment

(total 10 in number) have been made distinctive from the rest of the

inventory items by putting * mark in the beginning of the statement of

the item. Where for those 10 items the ‘yes’ responses show

adjustment and ‘no’ as maladjustment, for the remaining 60 items, ‘no’

responses show adjustment and ‘yes’ as maladjustment.

(iii) In the long form it was needs 1 to compute 5 types of area of factor-

wise scores for the calculation of total adjustment scores of an

individual teacher. The present small form directly yields the total

adjustment scores ranging from 0 to 70 without computing any factor

or area-wise scores.

4. In the long form of the inventory, it was essential to arrange the items of the

same nature on one place to facilitate area or factor-wise scores but here in the present

form the items have been arranged in a random order and thus possibility of hallo and

echo effects etc. have been minimized.

5. Interpretation of the subjects has been very much simplified by providing a

five fold categorization (separately for male and female teachers) in the form of very

good, good, average, poor and very poor adjustment.

The Construction of Mangal Teacher Adjustment Inventory (MTAI Short Form)

The long form of MTAI contained 253 items belonging to 21 dimension sub-

tests arranged in view of the five broad areas or factors of teacher adjustment

(extracted) by the author. For the construction of the present short form the following

measure were adopted:

1. The MTAI (long term) was administered to a stratified proportionate cluster

random sample of 100 High School teachers of Haryana State and item

100

analysis was then carried out by the method of (i) upper and lower thirds, (II)

point biserial ‘r’ (iii) Content analysis. On adopting a little more fine

discriminative index, and checking the items rigorously for relatedness, and

singleness of the idea and representativeness for the factor or area of

adjustment, 70 items were selected to shape the present short form of the

MTAI.

2. These items were again checked for the appropriateness of the language and

derivation of the proper meaning. Help of three university teachers (experts), 2

education teachers and 2 high school teachers were taken in this task.

3. The 70 items so selected were rearranged on the basis of randomization for

avoiding any hallow or echo effect.

Standardization

The Teacher Adjustment Inventory (Short form) so devised was put to

standardization on the population of high school teachers of Haryana state. Sample for

the standardization of the inventory consisted of 728 teachers (400 male and 328

female) belonging to 50 high schools of all the districts of Haryana state. It was

obtained by stratified proportionate cluster random sampling technique.

Reliability

Reliability of the inventory was estimated through test-retest and split-half

methods. The reliability coefficient determined by these two methods have been given

in the following table.

Table : 1

Reliability Coefficients of the Teacher Adjustment Inventory

(Short form) (N= 100)

Methods Used Test-Retest Method Split-Half Method

Reliability Coefficient 96 98

Validity

The validity for the inventory (Short form) has been established by adopting

criterion related approach. Two different external measures used for this purpose were

(i) Bell’s adjustment Inventory (A Hindi version developed by Dr. I.B. Verma), (II)

Teacher Adjustment Inventory –MTAI (long form).

101

Bell’s Adjustment Inventory gives scores on maladjustment side while the Teacher

Adjustment Inventory gives scores on adjustment side. The validity coefficients

determined through these measures have been given in the following table.

Table : 2

Validity Coefficient of the Inventory (Short form) (N=150)

Measures used Bell’s Adjustment Inventory

(Hindi Version)

Teacher Adjustment

Inventory (MTAI

(Long Form)

Validity Coefficient -0.84 0.90

Norms

Percentile norms were computed separately for both male and female teachers with

respect to their total adjustment. These norms have been given in the following table.

Table : 3

Percentile norms for Male and Female Teachers

Percentile

Raw Scores on Total Adjustment

Male Teachers (N=400) Female Teachers (N-328)

P99

P95

P90

P85

P80

P75

P70

P65

P60

P55

P50

P45

P40

P35

P30

P25

P20

P15

P10

P5

P1

63

61

59

57

55

54

53

52

51

50

49

48

47

46

45

44

43

41

39

36

32

28

65

62

60

59

57

56

55

54

53

52

51

49

48

46

45

43

42

38

34

28

M

48.08

8.27

50.06

8.22

Classification of Teacher Adjustment Scores into Categories

102

For a rough estimation and quick interpretation of the adjustment scores

earned by individual teacher attempts have also been made to provide a five fold

categorization. This categorization has been done by dividing the base line of the

normal curve into 5 equal units, each unit being equal to 1.20. Being a large sample,

normality in the present situation could have been assumed by still then it has been

established by calculating skewness and kurtosis for the distribution of the scores of

the two sexes with respect to the total adjustment. This classification has been given

in the following table.

Table : 4

Classification of Teacher’s Total Adjustment in Terms of Categories

Category

Description

Range of Raw Scores

Male Female

A Very Good 63 and above 65 an above

B Good 54-62 56-64

Achievement Average 43-53 45-55

D Poor 33-42 35-44

E Very Poor 32 and below 32 and below

Scoring

The mode of response to each of the item of inventory is in the form of a

forced choice i.e. either yes or no, indicating complete agreement or disagreement

with the proposes statement respectively. In the present Teacher Adjustment

Inventory (Short form) the 10 items are such where the response ‘yes’ shows

adjustment. For the remaining 60 items, the response ‘no’ show adjustment. The

scoring is done on adjustment side by assigning one mark for the response showing

adjustment and zero for the response showing maladjustment. The total marks

obtained by an individual thus, may range from zero to seventy. Scoring scheme for

each item is presented below in table 5.

103

Table : 5

Scoring Scheme of Teacher Adjustment Inventory (Short form)

Mode of Response Score

(a) Sr. No. of the items where

response

7 (a), 19, 21, 23, 31, 38, 47, 57, 63

and 70 Total 10 items

(for identification these 10 items have

been marked by * symbol in the test

booklet)

‘Yes’

“No”

1

0

(b) for all the remaining 60 items the

response “No’ shows adjustment

‘No’

‘Yes’

1

0

Interpretation of subject’s score

For interpreting an individual score, help may be taken from the given

percentile scores in the table 3 separately for male and female teachers. The subject’s

scores denoting his total adjustment may also be interpreted in terms of one of the five

categories described in table 4. Since the Teacher Adjustment Inventory is scored on

the adjustment side, a higher score on total adjustment shows his good and

satisfactory and lower score an overall poor adjustment. The percentile rank of a

subject gives quite satisfactory position of his or her adjustment in a group of the

population tested.

(ii) Description of the Occupational Stress Index (OSI) Hindi/English by Dr.

A.K. Srivastava and A.P. Singh.

Introduction:

We are living in an era of growing complexities and pressures where human

constitution and capacities are being taxed severely. The stresses relating to job have

become predominant feature of modern life, exerting for reaching effects on focal

employees’ behaviour and adjustments on as well as off-the job. This is the reason

that systematic studies of stress in organizational setting have increased dramatically

over the past one decade. Recently, job stress has come into prominent work-related

research topic. Job stress is generally define din times of relationship between person

and environment. McGrath (1976) has noted that a stress involves an interaction of

person and environment. To define stress he said, “……..there is potential for stress

when an environmental situation is perceived as presenting demand which threatens

to exceed the person’s capabilities and resources for meeting it, under conditions

104

where he expects a substantial differential in the rewards and costs from meeting the

demand versus not meeting it” Mangolis and Kroes (1974) defined job stress as a

condition worth interacting with worker characteristics to disrupt psychological or

physiological homeostasis. The casual situation conditions are job stresses and the

disrupted homeostasis is job related strain.

The Psychologists and management scientists have different views about

potential psychological and situational conditions or job factors which cause job

stress. The researchers engaged in analyzing the antecedents and consequents of job

stress have reported different physical and psychological conditions at work as

potential occupational stressors. Rahn.et.al., 1964, Kahn & Quinn, 1970, French &

Capian 1972, Mc Grath, 1976; Cooper & Marshall, 1976 Eden, 1977 House et al.,

1979, etc.

Purpose:

The Occupational Stress Index purports to measure the extent of stress thich

employees perceive arising from various constituents and conditions of their job.

However, stress researchers have developed the scale which measure the stress arising

exclusively from job roles (Rizzo, et al., 1970; Pareek, 1981). The tool may

conveniently be administered to the employes of every level operating in context of

industries or other non-production organizations. But it would prove more suitable

for the employees of supervisory level and above.

Main features of the Tool

The scale consists of 46 items, each to be rated on the five-point scale. Out of

46 items 28 are `true-keyed’ and rest 18 are false-keyed’. The items relate to almost

all relevant components of the job life which cause stress in some way or the other,

such as, role over-load, role ambiguity role conflict, group and political pressure,

responsibility for persons, under participation, powerlessness, poor peer relations,

intrinsic impoverishment, low status, strenuous working conditions, and

unprofitability

The following Table gives an accounts of the item constituting various sub-

scales of the O.S.O. alongwith the indices of the internal consistency

105

Table : 1

Sub-Scales (Occupational

stressors)

Serial number of the items

in the schedule

Range of rabis

Role overload 1,13,25, 36, 44, 46 .30- .46

Role ambiguity 2,14*, 25,37 .20- .48

Role Conflict 3, 15*, 27, 38, 45 .30- .53

Unreasonable group and

political pressure

4,16,28, 39 .21- 52

Persons 5,17, 29 .30- .57

Under-participation 6* , 18* , 30* , 40* .55- .73

Powerlessness 7* , 19* , 31* .44- .62

Poor peer relations

Intrinsic

8* , 20* , 31* , 41* .24- .49

Impoverishment 9, 21*, 33*, 42 .32- .64

Low status 10*, 22*, 34 .48- .63

Strenuous Working

conditions

12, 24, 35, 43* . .40- .62

Unprofitability 11, 23

* False-keyed items

Reliability

The reliability index ascertained by split half (odd-even) method and

Cronbach’s alpha-Coefficient for the scale as a whole were found to be .935 and .90

respectively. The reliability indices of the 12 sub-scale were also computed on the

(split half) method. The following Table records the obtained indices.

Table : 2

Sr.No. Sub Scales Reliability index

1 Role overload .684

2 Role ambiguity .554

3 Role conflict .696

4 Unreasonable group and political pressure .454

5 Responsibility for persons .840

6 Under-participation .630

7 Powerlessness .809

8 Poor peer relations .549

9 Intrinsic impoverishment .556

10 Law status .789

11 Strenuous working condition .733

12 Unprofitability .767

106

Validity

The validity of the O.S.I. was determined by computing co-efficient

of correlation between the scales on the O.S.I. and the various measure of job

attitudes and job behaviour. The employees’ scores on the O.S.I. is likely to

positively correlate with the scores on the measures of such workman test attitudinal

and motivational and personality variable which have proved lowering or moderating

the level of occupational stress. The coefficients of correlation between the scores on

the O.S.I. and the measures of Job Involvement (Lodhal & Kejner, 1965). Work

Motivation (Srivastava, 1980 Ego-strength (Hasan, 1970), and job satisfaction

(Pestonje, 1973) were found to be-.56 (N=225)-.44 (N=200).- (N=205) and –51

(N=500), respectively. The correlation between the scores on the O.S.I. and the

measure of J. Anxiety (Srivastava, 1974) was found to be 0.59 (N=400)

The employees’ scores on the O.S.I. have been found to be positively

correlated with their scores on the measures of Mental ill, Health, standardized by Dr.

O.N. Srivastava (Prof. of Psychiatry). The following table presents the indices of ill

mental health of the high and low occupational stress groups of the employees.

Table : 3

Symptoms of ill

mental health

High Occupational stress

(Grp.(N=103)

Low Occupational stress

Grp. (N=97)

C.R.

Mean S.D. Mean S.D.

Free floating

Anxiety

6.17 3.46 4.12 3.55 4.1*

Obsessive traits &

symptoms

7.86 3.09 7.69 3.24 0.47

Phobic Anxiety 6.13 3.62 4.43 3.15 3.54**

Somatic

concomitant Anxiety

6.50 3.77 4.35 3.39 4.23**

Neurotic

Suppression

5.35 3.30 4.29 3.60 4.90**

Hysterical traits 5.24 2.88 4.44 2.78 2.00**

** P<.1, *P<.05

Scoring

Since the questionnaire consists of both true keyed and false-keyed items two

different patterns of scoring have to be adopted for two types of items. The following

table provides guide line to score the responses given to two categories of items:

107

Table : 4

Categories of response Score

For True-keyed For False keyed

Never/Strongly disagree 1 5

Seldom/Disagree 2 4

Sometimes/Undecided 3 3

Mostly/Agree 4 2

Always/Strongly agree 5 1

Norms

Norms have been prepared for the Occupational Stress Index as a whole as

well as for its twelve sub-scales separately on a representative sample of 700

employees of different cadres operating in various production and non-production

organizations. The distribution of scores on the O.S.I. was found to be slightly skewed

in negative direction. To prepare the norms three methods were adopted, i.e., normal

distribution, percentile point and division of upper and lower halves. The scores were

divided into three categories, i.e. high, moderate and low, following the principles, of

normal distribution. The scores falling above 1 between 1 and below were

categorized, respectively as to indicate high moderate and low levels of occupational

stress.

(iii) Description of Job Involvement Scale (JIS) Hindi/English by Santosh

Dhar, Upender Dhar and D.K. Srivastava

According to Lawler (1970), Job-involvement as intrinsic drive motivates

individuals to perform better and they perceive their job to be more centrally valued

and satisfying. The job involved persons develop more sense of responsibility and

identification with their jobs. They conceptualize themselves to a greater degree as

persons primarily in terms of work role. Such inherent and strong characteristics

improve the quality of work, Job-involved employees perceive the job situation as

being central to them and their identity (Lawler and Hall, 1970). Keeping in view the

profound influence job involvement has on the vigour and persistence of an

employee’s action, an initiative was taken to develop and standardize the scale for

job-involvement.

108

Development of the Scale

Test Construction

After consulting relevant literature on the subject several statements were

framed to form the scale. The opinion of judges was sought and the ambiguous

statements were dropped and 10 items were finalized to constitute the scale (Table 1).

The original items being in English, the scale was translated into Hindi to have a

Hindi Version of the scale as well. The task was completed on the basis of responses

of 10 judges, who were well versed in both the languages, English and Hindi.

Showing Statements / Items of Job-involvement

1. I find my job motivating

2. My job is important to me

3. Identify with my present job

4. I find my job interesting

5. My job gives me satisfaction\

6. I like my job

7. I care for my job

8. My work is not burden for me

9. I enjoy my work

10. Whenever I complete some work I feel happy.

Reliability

The reliability was determined by split-half method corrected for full length

by applying Spearman-Brown Prophecy Formula on the data collected from the

sample of 371 subjects. The reliability coefficient was found to be 0.71.

Validity

Besides face validity as all items of the scale are related to the concept of job-

involvement , the scale has high content validity. In order to determine validity from

the coefficient of reliability (Garreett, 1981), the reliability index was calculated. The

index of reliability measures the dependability of test scores by showing how well

obtained scores agree with their theoretically true values. The index of reliability

gives the maximum correlation which the given test is capable of yielding in its

present form. This is true because the highest correlation which can be obtained

between a test and second measure is between the test scores and their corresponding

109

true scores. The later has indicated high validity on account of being 0.83. The

correlation between individual item scores and total scores of the scale was also

determined. All the ten items have significant correlation, therefore, all of them were

retained.

Factor Analysis

The raw scores were subjected to factor analysis and two factors were

identified. Identification with the Job and Job Centricity.

Factor 1: Identification with the Job-This factor is constituted of 6 items

(1,3,4,5,6,9) with a total factor load of 4,15108. This factor has covered 41.9 percent

of total variance. Further, it is the composition of motivating job, identification with

job, interesting job, job satisfaction, liking for the job and enjoying work. The factor

has a significant correlation with the total score (r-.93).

Factor II: Job Centricity- This factor is constituted of 4 items (2,7,8, 10)

with total factor load of 2.48549. this factor has covered 11.5 percent of total

variance. Further, it is the composition of importance of job, care for job, work is not

burden, happiness out of job completion. The factor has significant correlation with

the total score (r=.79)

Table : 1

Showing Item-Total Correlations of 10 Items /Statements

Item ‘r’

1 0.5708

2 0.5468

3 0.67195

4 0.7561

5 .7280

6 0.7454

7 0.6864

8 0.5198

9 0.7698

10 0.3652

110

Norms

Norms for the scale are available on the sample of 371 executives working in

private and public organizations. These norms should be regarded as reference points

for interpreting the job-involvement scores. The reliability, validity and norms were

developed on the basis of English version of the scale.

Table : 2

Norms for Interpretation of Raw Scores

Total Scale Factor 1 Factor 2

Mean 41.90 24.51 17.48

Standard Deviation 4.83 3.49 1.93

Normal Range 37-47 21-28 16-19

High 48 and above 29 and above 20 and above

Low 36 and below 20 and below 15 and below

Use of the Scale

The primary and proper usefulness of the scale lies with large groups like

other psychometric tests of this nature. The scale can successfully be used for finding

out the job-involvement of the employees of a particular organization and also the

missing variables that inhibit the job-involvement of the employees. The scale is

likely to be a useful tool for management to measure the job-involvement of the

employees in an organization and to take necessary steps in providing the variables

that can improve their involvement. It is self administering and does not require the

services of a highly trained tester. It is a quick measure of job involvement of

employees and can help in improving the performance of the employees

Instructions for Administration and Scoring

1. The instructions printed on the test booklet are sufficient to take care of the

questions that are asked.

2. No time limit should be given for the scale. However, most of the groups

should finish it about 5 to 7 minutes, though there will always be a few

individuals who would take longer time.

3. Before administering the scale, it is advisable to emphasize that replies

should be checked as quickly as possible and sincere cooperation is

111

required. The group should be told that the results of the scale help in self

knowledge and their replies would always remain strictly confidential.

4. It should also be emphasized that there is no right or wrong answer to the

statements. The statements are designed to have differences in

individuals’ reactions to various situations. The scale is meant to find out

differences between individuals and not to rank them as good or bad, right

or wrong, desirable or undesirable

5. It should be duly emphasized that all items have to be answered in terms of

strongly agree, agree, neutral, disagree and strongly disagree, and they

should be awarded the score of 5,4,3,2, and 1 respectively.

6. It is not desirable to tell the respondent the exact purpose for which the

scale is used. If the respondent is lf inquiring type, vague answers like the

scale measures personality, assess the reactions of individuals in varying

situations should be given.

7. Though the scale is self administering, it has been found useful to read out

the instructions printed on the test booklet to the respondents.

(iv) Description of Job Satisfaction Scale for Primary and Secondary

Teachers (JSS) Hindi /English by Dr. Meera Dixit

Satisfaction is an essential factor in any profession. Unless a man is satisfied

with his job, it is very difficult for him to carry on his duties honestly and efficiently.

Job satisfaction is the result of various attitudes of an employee towards his job.

These attitudes are related with specific factors such as salary, service conditions,

advancement opportunities and other benefits. In case of job satisfaction of teachers,

there are certain other factors also, which are important such as intrinsic aspect and

rapport with students etc.

A great variety of research tools have been developed to aid the acquisition of

data. Each tool is particularly appropriate for certain sources of data yielding

information of the kind in the form that would be most effectively used. To measure

job satisfaction of Primary and Secondary teachers, it was necessary to make a survey

of some of the existing scales related to the field. Brayfield and Rothe (1951)

constructed a scale which was actually revealing the overall feelings of an employee

112

towards his job. Job Attitude questionnaire by Sinha (1960) was to study the attitude

of workers towards different work situations. It was suited for industrial workers.

Natraj and Hales (1965) also constructed a questionnaire to measure job satisfaction

of industrial workers. Harigopal, Reddy and Chattopadhya (1969) constructed a

questionnaire to measure job satisfaction of company workers. It is available in

Telugu, Job satisfaction questionnaire for secondary teachers was constructed by

Kumar and Mutha (1973). This questionnaire included 31 items related to four

aspects, i.e. (i) Satisfaction with work, (ii) Satisfaction with salary and security, (iii)

Satisfaction with institutional plane and policies, and (investigation) Satisfaction with

authorities.

Thus it was realized that a new Scale is needed for the measurement of job

satisfaction of Primary and Secondary teachers with could cover all the major factors

of the job satisfaction of teachers in Indian Schools. These factors are:

(a) Intrinsic aspect

(b) Salary, Service conditions and Promotion

(c) Physical facilities

(d) Institutional plans and policies

(e) Satisfaction with authorities

(f) Social status and family welfare

(g) Rapport with students

(h) Relationship with co-workers.

Development of the Test

A Likert type five point scale was developed to measure satisfaction with

difference aspects of the job. Before the construction of the scale various available

measures of job satisfaction, concerned literature and some experts on the subject

were consulted. As the scale was to be used for the teachers of both English and

Hindi medium institutions, items were framed in both the languages, items were

formulated keeping in view the nature and conditions of Primary and Secondary

teachers, on the basis of the information gathered from the teachers themselves. Thus

a Preliminary form of a Likert type five point scale having 58 items was constructed.

This form was given to twelve experts. Four lecturers in education at the Lucknow

University, two of the principals of degree colleges, two principals of intermediate

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colleges, one headmistress of a primary school, one reader in Psychology , Lucknow

University and two High School teachers. They were to judge whether the items

measured related to job satisfaction or not. The items on which 80% agreement was

found were included in the scale. For the construction of Hindi version back

translation method was adopted. Items were arranged at random and Pre-Testing was

done on 100 individuals from different institutions of Lucknow city.

Validity

Item validity (discrimination value) was found out by item test Correlation

method using Pearson’s taking 25% highest scores and 25% lowest scores and finally

calculating `t’ value for the items of Hindi and English version of the scale separately.

The item which were insignificant had to be dropped in the final form. Initially there

were 58 items of which 6 items had to be deleted as they were not found to be

discriminatory in item analysis. Distribution of the items in the final form was as

follows:

Table : 3

Distribution of Items in the Final Form of Job Satisfaction Scale

Job Factors Items No.(S) No.

(A) Intrinsic Aspect of the Job 1,11,25,30,35,46 and 52 7

(B) Salary, promotional avenues

and service conditions

3,12,19,20,31,34, 45, 50 8

( C) Physical facilities 2,10,24,29,36,43,48,49,51 9

(D) Institutional Plans and Policies 4,13,26,38,40,47 6

(E) Satisfaction with authorities 5,14,21,27,32,41 6

(F) Satisfaction with social status

and family welfare

8,9,17,18,23 5

(G) Rapport with students 7,15,22,28,33,39 6

(H) Relationship with Co-workers 6,16,37,42,44 5

Total 52

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Reliability:

Reliability of the scale was determined by split half method. The test was first

divided into two equivalent halves and the correlation calculated for these half tests.

From the reliability of the half, test, the self correlation of the whole test was

calculated by using Spearman Brown Prophecy formula. Test retest method also

showed high reliability which is given in the following tables.

Table : 4

Reliability of the Test by Split Half Method

Version of the form N R Index of Reliability

English Version 100 .85 .92

Hindi Version 100 .87 .93

Table : 5

Reliability of the Test By Test-Retest Method

Version of the form N Respondents Index of Reliability

English Version 100 .75 .86

Hindi Version 100 .76 .87

Administration of the Test

It is a self-administered scale and can be used for groups of any reasonable

size. It may also be used individually. The instructions are printed on the same form.

No time limit should be given for this questionnaire. However usual time for most of

the groups to finish it would be one hour. Before administering the questionnaire, it is

advisable to emphasize orally that replies should be checked as quickly as possible

and frankness and sincere cooperation is required. The group should be assured that

their answers would be kept in strict confidence. It should be emphasized that each

and every item should be answered and that there is no right and wrong answer. So

The Group Should Give The Frank Opinion.

Scoring

Scoring is on a five point scale from one to five (1 to 5). For the response of

“strongly agree” scoring is 1 and for `disagree’ it is 2, for `undecided’ 3 marks are

allotted for and `agree’ scoring is 4 and `strongly disagree” it is 5. From the scores of

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teachers, with the help of table 3, one can get the respective percentile. From this

percentile level of satisfaction can be decided.

3.4 COLLECTION OF DATA:

Data collected from both Urban and Rural secondary schools of Haryana by

administering various tools of data collection and personal data sheet to get

information about various independent and dependent and demographical variables

Gender i.e. male & female, Background of the teachers i.e. age, experience,

qualification and stream etc.

Keeping all the objectives of the present study in mind, the investigator made

full preparation and planning for administration of the tools. Having an authority

letter the investigator visited the heads of the schools. She introduced herself to the

heads and stated the purpose of coming over there. She asked for permission and time

from the schools for the administration of the tools and then visited the schools one by

one.

Having got the permission, the investigator visited the teachers, introduced

herself to them. Firstly she established rapport with the teachers and then told them

about the purpose of her visit to them and gave some hint about the tools she would

administer. She also assured the teachers that their responses would be kept

confidential and be used for research purpose only. Then all the tools were distributed

to the teachers one by one. They were asked to go through the instruction given in the

tools. They were also instructed to complete their profile given in the beginning of the

tools and to go through each and every item. The teachers were also encouraged to

enquire about any item from the investigator if they find it difficult. After collecting

the data the investigator thanked the teachers for their cooperation.

3.5 STATISTICAL TECHNIQUES USED

For analysis of data, it must be organized in a proper manner. In order to find

out relationships of male and female secondary school teachers in adjustment, job

stress, job satisfaction and job involvement, the coefficient of correlation techniques

was used. In order to find out the significance of difference between the adjustment

of secondary school teachers belonging to different categories of job stress, job

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involvement and job satisfaction of secondary school teachers, ‘t’ test technique was

employed..

1. Mean

N

xMean

Where

x = Sum of scores

N = Total number of items.

2. Standard Deviation

N

)MX(

N

x.D.S

22

Where

X = Individual Score

M = Mean of the given set of scores

N = Total number of scores

x = Deviation of each score from mean

3. ‘t’ test

2

2

2

1

2

1D

NN.E.S

Where

SE = Standard error

1 = Standard deviation of the first sample

2 = Standard deviation of the second sample

N1 = Size of first sample

N2 = Size of second sample

4. Correlation

yx

XYN

xyr

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Where

r = Coefficient of correlation

rXY = Correlation between X and Y scores

x = Deviation of any x-score from the mean in test x

y = Deviation of any y-score from the mean in test y

xy = Sum of all the products of deviation

x = Standard deviation of the distribution of scores in test x

y = Standard deviation of the distribution of scores in test y

N = Total number of scores of frequencies.