chapter -iv analysis, interpretation and discussion of...

CHAPTER -IV

ANALYSIS, INTERPRETATION AND

DISCUSSION OF RESULTS

“When data has been obtained, it is necessary to organize them for the

interpretation. Qualitative data may have to be summarized and treated statistically

to make significant clean.”

Olive R.A.G.

According to Good, Barr and Scates, “Analysis is a process which enters into

research in one form or another, from the very beginning. It may be fair to say that

research, in general, consists of two large steps i.e. gathering of data and the analysis

of research data.”

The data may be adequate, valid and reliable to any extent, but it does not

serve any worth while purpose unless it is carefully adopted, systematically classified

and tabulated scientifically analyzed, intelligently interpreted and rationally

concluded. Hence in this chapter, the data gathered so far has been analyzed through

proper statistical techniques and results have been interpreted.

In the previous chapters, description of the problem, review of related

literature, description of tools and procedure for data collection have been presented.

It is already stated that the purpose of this study is to examine the occupational self

efficacy, job satisfaction and attitude towards teaching profession among teachers

working in teacher training institutions. In the present study occupational self

efficacy, job satisfaction and attitude towards teaching profession comprise the

dependent variables, whereas gender, academic stream and teaching experience

comprise the independent variables.

The present chapter has been divided in to three sections. The first section

(4.1) deals with the effect of gender, academic stream and teaching experience on

occupational self efficacy of teachers working in teacher training institutions. The

second section (4.2) deals with the effect of gender, academic stream and teaching

experience on job satisfaction of teachers working in teacher training institutions. The

third (4.3) section deals with the effect of gender, academic stream and teaching

90

experience on attitude towards teaching profession of teachers working in teacher

training institutions.

In the present study, the first independent variable i.e. gender was coded as A,

varied in two ways – male (A1) and female (A2). The second independent variable i.e.

academic stream was coded as B, varied in two ways – science group (B1) and arts

group (B2). Similarly the third independent variable i.e. teaching experience was

coded as C, varied in two ways – more teaching experience (C1) and less teaching

(C2). In order to analyse the data, three way (2×2×2 Factorial Design) analysis of

variance (ANOVA) was used. A layout of the factorial design used in the study for

the variables of gender, academic stream and teaching experience is presented in

Figure 4.1.

Fig. 4.0 Diagrammatic Lay out of 2×2×2 Factorial Design for the Variables

of Gender, Academic Stream and Teaching Experience

Basic Assumptions of Analysis of Variance

Analysis of variance has certain basic assumptions underlying it. Johnson

(1961) presents certain assumptions which should be fulfilled in the use of this

technique.

1. The population distribution should be normal. This assumption, however, is

not especially important. Eden and Yates showed that even with a population

departing considerably from normality, the effectiveness of the normal distribution

still held. Besides the findings of Eden and Yates, the study of Norton cited by

Guilford (1965, pp. 200-301) also points out that F is rather insensitive to variations

in the shape of population distribution.

A1

B1 B2

C1 C2 C1 C2

A2

B1 B2

C1 C2 C1 C2

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2. All the groups of a certain criterion or of the combination of more than one

criterion should be randomly chosen from the sub-population having the same

criterion of having the same combination of more than one criterion. This second

assumption of requirement of randomness has been amply fulfilled by assigning

random and mutually exclusive cases in each cell. The number of cases taken in each

cell was made equal by excluding extra cases using randomization. Each cell had

number of cases equal to thirty.

3. The sub-groups under investigation should have the same variability. We

should test this assumption before we run through the analysis of variance. Otherwise,

a false interpretation of the results may follow. This assumption is tested either by

applying Bartlett’s test of homogeneity or by applying Hartley’s test .Here this

assumption was tested by Hartley’s test because it is the most simple method which

can be used when all samples have same number of cases.

4.1 EFFECT OF GENDER, ACADEMIC STREAM AND TEACHING

EXPERIENCE ON OCCUPATIONAL SELF EFFICACY OF

TEACHERS

In order to study the effect of gender, academic stream and teaching

experience on occupational self efficacy of teachers, the investigator considered it

essential to test the assumption of homogeneity of variance at first as Three Way

(2×2×2) ANOVA is quite sensitive to heterogeneity of variance. This was tested by

Hartley’s test of homogeneity.

4.1.1 Hartley’s Test of Homogeneity of Variance

To test the homogeneity of variance Hartley’s test was applied. The variance

for 8 groups are as follows:

S2A = 16.098 S

2E = 14.965

S2B = 8.469 S

2F = 20.328

S2C = 16.728 S

2G = 14.245

S2D = 21.498 S

2H = 25.155

The hypothesis to be tested is:

2A =

2B =

2C =

2D =

2E =

2F =

2G =

2H =

2

There were 8 possible ‘F’ ratios among these 8 variables and the largest of

these ratio’s is given by

92

minS

maxSmaxF

2

2

S2max = S

2H = 25.155

S2min = S

2B = 8.469

970.2761.8

023.26maxF

The resulting ratio, Fmax, is then compared to a critical value from a table of

the sampling distribution of Fmax (Appendix - E) From the table, it was found that

for df 29 of the 8 random sample groups ( samples), the value was 3.12 at 0.05 level

of significance but the observed value of Fmax is 2.970 which does not fall in the

critical region and so the hypothesis is retained. This means it is reasonable to believe

that variance of 8 groups of 30 individuals are homogeneous i.e. the groups are

assumed to have similar or equal variances.

4.1.2 Analysis of Variance for Factorial Design

To achieve the objectives of the study, data were subjected to analysis of

variance of a 2×2×2 factorial study with a randomized group design. The means and

S.D’s of different sub-samples have been presented in Table 4.1 (a) and Figure 4.1.

Table 4.1 (a)

Mean and S.D’s of Sub Samples of 2×2×2 Design for Occupational Self Efficacy

Science Group (B1) Arts Group (B2)

Male

(A1)

More teaching

experience (C1)

N=30

Mean = 84.967

S.D. = 4.0123

N = 30

Mean = 74.733

S.D. = 4.089

Less teaching

experience (C2)

N=30

Mean = 78.067

S.D. = 2.910

N = 30

Mean = 71.966

S.D. = 4.636

Female

(A2)

More teaching

experience (C1)

N=30

Mean = 80.967

S.D. = 3.868

N = 30

Mean = 66.233

S.D. = 3.774

Less teaching

experience (C2)

N=30

Mean = 70.933

S.D. = 4.508

N = 30

Mean = 56.666

S.D. = 5.015

93

MSGM

TE

MSGLTE

MAGM

TE

MAGLTE

FSGM

TE

FSGLTE

FAG

MTE

FAG

LTE

84.967

78.06774.733

71.966

80.967

70.933

66.233

56.666

0

10

20

30

40

50

60

70

80

90

Me

an

Sc

ore

s

Fig. 4.1: Mean Scores of Sub Samples of 2×2×2 Design for

Occupational Self Efficacy

94

The summary of ANOVA (2×2×2) has been presented in Table 4.1 (b), which is

analysed in terms of main effects and interaction effects.

Table 4.1(b)

Summary of 3 Way ANOVA (2×2×2 Factorial Design) for Occupational Self

Efficacy of Teachers

Source of Variance df Sum of Squares Mean Squares ‘F’ Ratio

A (Gender) 1 4576.233 4576.233 345.08**

B (Academic Stream) 1 7706.63 7706.63 58.114**

C (Teaching Experience) 1 3211.98 3211.98 242.212**

A × B Interaction 1 601.697 601.697 45.373**

B × C Interaction 1 79.39 79.39 5.987*

A × C Interaction 1 370.047 370.047 27.905**

A × B × C Interaction 1 49.423 49.423 3.726(NS)

Errors: Between Cells

Within Subjects

7

232

16595.4

3076.5

…….

13.261

With df

(1,232)

Total 239 19671.9

* = Significant at 0.05 level; ** = Significant at 0.01 level; NS = Not significant

4.1.3 Main effects of Gender, Academic Stream and Teaching Experience on


Gender

In pursuance of the first objective, it was hypothesized that, “there exists no

significant difference in occupational self efficacy between male and female

teachers”. From table 4.1 (b), it is evident that FA value of 345.08 with df (1, 232) is

highly significant at 0.01 level for the main effect of gender on occupational self

efficacy. This means that gender has a significant independent effect upon

occupational self efficacy of teachers. Therefore, null hypothesis H01 is rejected. It

may therefore be said that there is a significant difference in occupational self efficacy

between male and female teachers. In order to investigate further, the ‘t’ value was

computed and have been given in Table 4.1.1.

Table 4.1.1

‘t’ value for the Occupational Self Efficacy Scores with respect to Gender

Group N Mean S.D. ‘t’ value

Male 120 77.433 5.987 8.494**

Female 120 68.700 9.540

**Significant at 0.01 level of significance.

95

Table 4.1.1 reveals that ‘t’ value between male and female groups

(‘t’ = 8.494) is significant at 0.01 level. In the context of mean scores, it was found

that mean score of occupational self efficacy of male group was higher than mean

scores of occupational self efficacy of female group. This shows that male teachers

have more occupational self efficacy than female teachers. This may be due to the fact

that in Indian culture it is males who are more encouraged, facilitated and cared well

right from the beginning, thus resulted with higher self efficacy in them. This result

has been found to be supported by the findings of Hameed and Manjusha (2010) who

reported that male teachers were found to have more self efficacy than female

teachers. Robert and Ming (2010) also found that female teachers had greater

workload stress, greater classroom stress from student behaviours and hence lower

self efficacy. The mean scores of main effect corresponding to gender on occupational

self efficacy have been depicted in Fig. 4.1.1.

77.433

68.7

64

66

68

70

72

74

76

78

Mean

Scores

Male Female

Gender

Fig. 4.1.1 : Mean Scores Corresponding to Main Effect of Gender on


Academic Stream

In pursuance of the second objective, it was hypothesized that, “there exists no

significant difference in occupational self efficacy between teachers belonging to

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Science and Arts group”. From table 4.1 (b), it can further be seen that FB value of

58.114 with df (1, 232) is highly significant at 0.01 level for the main effect of

academic stream on occupational self efficacy. This means that academic stream has a

significant independent effect upon occupational self efficacy of teachers. Therefore

null hypothesis H02 is rejected. It may therefore be said that there is a significant

difference in occupational self efficacy between teachers belonging to Science and

Arts group. In order to investigate further, the ‘t’ value was computed and has been

given in Table 4.1.2.

Table 4.1.2

‘t’ value for the Occupational Self Efficacy Scores with respect to Academic

Stream


Science 120 78.733 6.150 12.381**

Arts 120 67.400 7.920


Table 4.1.2 reveals that ‘t’ value between Science and Arts academic stream

(‘t’ = 12.381) is significant at 0.01 level. When the results were compared in the

context of mean scores, it was found that mean score of occupational self efficacy of

Science group was higher than mean scores of occupational self efficacy of Arts

academic stream. This shows that Science teachers have more occupational self

efficacy than Arts teachers. This significant difference may be due to that science

stream teachers understand the life skills also which are taught by adopting practical

approach of direct experiences i.e., ‘learning by doing’. The more they learn about

these scientific principles, the better equipped they are to deal with any situation. This

also increases their competence in sciences, skill development and pedagogy related

to science teachings and hence results in their confidence making them more

effacious. This result has been found to be supported by the findings of Sridhar and

Razavi (2008) who reported that teachers teaching science were found to have higher

personal efficacy and also higher general teaching efficacy than their counterparts in

respective groups. The mean scores of main effect corresponding to academic stream

on occupational self efficacy are also depicted in Fig. 4.1.2.

97

78.733

67.4

60

62

64

66

68

70

72

74

76

78

80

Mean

Scores

Science Arts

Academic Stream

Fig. 4.1.2 : Mean Scores Corresponding to Main Effect of Academic Stream

on Occupational Self Efficacy

Teaching Experience

In pursuance of the third objective, it was hypothesized that, “there exists no

significant difference in occupational self efficacy between teachers having more and

less teaching experience”. From table 4.1 (b), it is evident that FC value of 242.212

with df (1, 232) is highly significant at 0.01 level for the main effect of academic

stream on occupational self efficacy. This means that teaching experience has a

significant independent effect upon occupational self efficacy of teachers. Therefore

null hypothesis H03 is rejected. It may therefore be said that there is a significant

difference in occupational self efficacy between teachers having more and less

teaching experience. In order to investigate further, the ‘t’ value was computed and

have been given in Table 4.1.3.

Table 4.1.3

‘t’ value for the Occupational Self Efficacy Scores with respect to

Teaching Experience


More teaching experience 120 76.725 7.647 6.815**

Less teaching experience 120 69.408 8.935


98

Table 4.1.3 indicates that ‘t’ value between teachers having more and less

teaching experience (‘t’ = 6.815) is significant at 0.01 level. When results were seen

in the context of mean scores, it was found that mean score of occupational self

efficacy of teaches having more teaching experience was higher than mean scores of

teaches having less teaching experience. This shows that more experienced teachers

have more occupational self efficacy than less experienced teachers. This may be

attributed to the fact that where a teacher gets more experience, his confidence and

belief system gets stronger with the passage of time and is able to deal his profession

effectively after few years. The above findings are in consonance with the findings of

Sridhar and Razavi (2008). They found that teachers with experience more than 21

years were found to have higher teaching efficacy than teachers with low teaching

experience. The mean scores of main effect corresponding to teaching experience on

occupational self efficacy are also depicted in Fig. 4.1.3.

76.725

69.408

64

66

68

70

72

74

76

78

Mean

Scores

More teaching

experience

Less teaching

experience

Teaching Experinece

Fig. 4.1.3 : Mean Scores Corresponding to Main Effect of Teaching

Experience on Occupational Self Efficacy.

4.1.4 Two Factor Interaction Effect on Occupational Self Efficacy

A × B (Gender × Academic Stream)

In pursuance of the fourth objective, it was hypothesized that, “there exists no

significant interaction effect of gender and academic stream on occupational self

99

efficacy of teachers working in teacher training institutions”. The FAB value vide table

4.1 (b) for the double interaction between gender and academic stream is 45.373 (with

df 1, 232), which is significant at 0.01 level leading to the inference that two variables

interact with each other. Therefore null hypothesis H04 is rejected. This result

indicates that there is a significant interaction effect of gender and academic stream

on occupational self efficacy of teachers working in teacher training institutions. It

further shows that there is a particular combination of gender and academic stream

which affects the occupational self efficacy. ‘t’ test was further employed to find out

the difference in mean scores of occupational self efficacy of different combination

groups. The results for the same have been given in Table 4.1.4.

Table 4.1.4

‘t’ values for different Combinations of A × B on Occupational Self Efficacy

S.No. Group N Mean S.D. ‘t’ Value

1 A1B1 60 81.516 4.699

10.211** A1B2 60 73.350 4.037

2 A2B1 60 75.950 6.201 12.827**

A2B2 60 61.450 6.182

3 A1B1 60 81.516 4.699 5.542**

A2B1 60 75.950 6.201

4 A1B2 60 73.350 4.0372 12.484**

A2B2 60 61.450 6.182

5 A1B1 60 81.520 4.699 20.016**

A2B2 60 61.520 6.182

6 A1B2 60 73.350 4.037 2.722**

A2B1 60 75.950 6.201

* = Significant at 0.05 level; ** = Significant at 0.01 level

Note: A1 = Male; A2 = Female; B1 = Science Group ; B2 = Arts group

100

4.1.4.1 Interpretation and Discussion based on Table 4.1.4

‘t’ value of 10.211 for male of science group (A1B1) and for male of arts

group (A1B2) is significant at 0.01 level at df 58 (N=60). It shows that mean

occupational self efficacy scores of male teachers of science group and male

teachers of arts group differ significantly. Further, the mean score for male

teachers of science group is 81.516 which is higher than that of mean score of

73.350 of male of arts group. It may therefore be said that mean score of male

teachers of science group is significantly higher than that of male teachers of

arts group. This implies that male teachers of science group reported to have

significantly higher occupational self efficacy than male teachers of arts

group.

‘t’ value of 12.827 for female teachers of science group (A2B1) and for female

teachers of arts group (A2B2) is significant at 0.01 level at df 58 (N=60). It

shows that mean occupational self efficacy scores of female teachers of

science group and female teachers of arts group differ significantly. Further,

the mean score for female teachers of science group is 75.950 which is higher

than that of mean score of 61.450 of female teachers of arts group. It may

therefore be said that mean score of female teachers of science group is

significantly higher than that of female teachers of arts group. This implies

that female teachers of science group reported to have significantly higher

occupational self efficacy than female teachers of arts group.

‘t’ value of 5.542 for male teachers of science group (A1B1) and for female

teachers of science group (A2B1) is significant at 0.01 level at df 58 (N=60). It

shows that mean occupational self efficacy scores of male teachers of science

group and female teachers of science group differ significantly. Further, the

mean score for male teachers of science group is 81.516 which is higher than

that of mean score of 75.950 of female teachers of science group. It may

therefore be said that mean score of male teachers of science group is

significantly higher than that of female teachers of science group. This

implies that male teachers of science group reported significantly higher

occupational self efficacy than female teachers of science group.

101

‘t’ value of 12.484 for male teachers of arts group (A1B2) and for female


shows that mean occupational self efficacy scores of male teachers of arts

group and female teachers of arts group differ significantly. Further, the mean

score for male teachers of science group is 73.350 which is higher than that of

mean score of 61.450 of female teachers of arts group. It may therefore be

said that mean score of male teachers of arts group is significantly higher than

that of female teachers of arts group. This implies that male teachers of arts

group reported significantly higher occupational self efficacy than female

teachers of arts group.

‘t’ value of 20.016 for male teachers of science group (A1B1) and for female


shows that mean occupational self efficacy scores of male teachers of science

group and female teachers of arts group differ significantly. Further, the mean

score for male teachers of science group is 81.520 which is higher than that of

mean score of 61.520 of female teachers of arts group. It may therefore be

said that mean score of male teachers of science group is significantly higher

than that of female teachers of arts group. This implies that male teachers of

science group reported significantly higher occupational self efficacy than

female teachers of arts group.

‘t’ value of 2.722 for male teachers of arts group (A1B2) and for female

teachers of science group (A2B1) is significant at 0.01 level at df 58 (N=60).

It shows that mean occupational self efficacy scores of male teachers of arts

group and female teachers of science group differ significantly. Further, the

mean score for male teachers of arts group is 73.350 which is less than that of

mean score of 75.950 of female teachers of science group. It may therefore be

said that mean score of female teachers of science group is significantly

higher than that of male teachers of arts group. This implies that female

teachers of science group reported significantly higher occupational self

efficacy than male teachers of arts group.

102

The interaction between gender and academic stream on occupational self

efficacy has also been presented in the form of line graph in Fig. 4.1.4.

0

20

40

60

80

100

B1 B2

A1

A2

Fig. 4.1.4 : The Interaction Effect between Gender and Academic Stream on

Occupational Self Efficacy.

In this figure 2×2 Design interaction effect is found highly significant. This

can be shown graphically when B1 and B2 are marked on the X axis at any distance

and on Y ordinate a scale is taken for the mean value of the cells. The mean

M11 = 81.52 and M12 = 73.35 are marked for plotting line A1. Similarly, A2 line is

drawn by marking M21 = 61.45 and M22 = 75.95. In the above figure A1 and A2 lines

intersect at a point, hence this presentation supports the inference that interaction

effect between A and B in highly significant.

B × C (Academic Stream × Teaching Experience)

In pursuance of the fifth objective, it was hypothesized that, “there exists no

significant interaction effect of academic stream and teaching experience on

occupational self efficacy of teachers working in teacher training institutions”. The

FBC value vide Table 4.1(b) for the double interaction between academic stream and

teaching experience is 5.9867 (with df 1, 232), which is significant at 0.05 level

103

leading to the inference that two variables interact with each other. Therefore null

hypothesis H05 is rejected. This result indicates that there is a significant interaction

effect of academic stream and teaching experience on occupational self efficacy of

teachers working in teacher training institutions. It further shows that there is atleast a

particular combination of academic stream and teaching experience which affects the

occupational self efficacy. In order to find out that particular combination, ‘t’ test was

further employed to find out the difference in mean scores of occupational self

efficacy of different combination groups. The results for the same have been given in

Table 4.1.5.

Table 4.1.5

‘t’ values for Different Combinations of B × C on Occupational Self Efficacy


1 B1C1 60 82.966 3.844

10.389** B1C2 60 74.500 5.006

2 B2C1 60 70.483 4.893 4.614**

B2C2 60 64.316 9.123

3 B1C1 60 82.966 3.844 15.538**

B2C1 60 70.483 4.893

4 B1C2 60 74.500 5.006 7.580**

B2C2 60 64.316 9.123

5 B1C1 60 82.966 3.844 14.592**

B2C2 60 64.316 9.123

6 B1C2 60 74.500 5.006 4.444**

B2C1 60 70.483 4.893

** = Significant at 0.01 level

Note: B1 = Science Group; B2 = Arts Group; C1 = More Teaching Experience ;

C2 = Less Teaching Experience


‘t’ value of 10.389 for teachers of science group having more teaching

experience (B1C1) and for teachers of science group having less teaching

experience (B1C2) is significant at 0.01 level at df 58 (N=60). It shows that

mean occupational self efficacy scores of science group teachers having more

teaching experience and science group teachers having less teaching

experience differ significantly. Further, the mean score for science group

104

having more teaching experience is 82.966 which is higher than that of mean

score of 74.500 of science group having less teaching experience. It may

therefore be said that mean score of science group having more teaching

experience is significantly higher than that of science group having less

teaching experience. This implies that teachers of science group having more

teaching experience reported significantly higher occupational self efficacy

than teachers of science group having less teaching experience.

‘t’ value of 4.164 for teachers of arts group having more teaching experience

(B2C1) and for teachers of arts group having less teaching experience (B2C2)

is significant at 0.01 level at df 58 (N=60). It shows that mean occupational

self efficacy scores of arts group teachers having more teaching experience

and arts group teachers having less teaching experience differ significantly.

Further, the mean score for arts group having more teaching experience is

70.483 which is higher than that of mean score of 64.316 of arts group having

less teaching experience. It may therefore be said that mean score of arts

group having more teaching experience is significantly higher than that of arts

group having less teaching experience. This implies that teachers of arts

group having more teaching experience reported significantly higher

occupational self efficacy than teachers of arts group having less teaching

experience.


experience (B1C1) and for teachers of arts group having more teaching



teaching experience and arts group teachers having more teaching experience

differ significantly. Further, the mean score for science group having more

teaching experience is 82.966 which is higher than that of mean score of

70.483 of arts group having more teaching experience. It may therefore be

said that mean score of science group having more teaching experience is

significantly higher than that of arts group having more teaching experience.

This implies that teachers of science group having more teaching experience

105

reported significantly higher occupational self efficacy than teachers of arts

group having more teaching experience.

‘t’ value of 7.580 for teachers of science group having less teaching

experience (B1C2) and for teachers of arts group having less teaching


mean occupational self efficacy scores of science group teachers having less

teaching experience and arts group teachers having less teaching experience

differ significantly. Further, the mean score for science group having less


64.316 of arts group having less teaching experience. It may therefore be said

that mean score of science group having less teaching experience is

significantly higher than that of arts group having less teaching experience.

This implies that teachers of science group having less teaching experience


group having less teaching experience.





teaching experience and arts group teachers having less teaching experience

differ significantly. Further, the mean score for science group having more


64.316 of arts group having less teaching experience. It may therefore be said

that mean score of science group having more teaching experience is

significantly higher than that of arts group having less teaching experience.

This implies that teachers of science group having more teaching experience


group having less teaching experience.




mean occupational self efficacy scores of science group teachers having less

106

teaching experience and arts group teachers having more teaching experience

differ significantly. Further, the mean score for science group having less


70.483 of arts group having more teaching experience. It may therefore be

said that mean score of science group having less teaching experience is

significantly higher than that of arts group having more teaching experience.

This implies that teachers of science group having less teaching experience



The interaction effect between academic stream and teaching experience on

self efficacy has also been presented in the form of line graph in Fig. 4.1.5

0

20

40

60

80

100

B1 B2

C1

C2

Fig. 4.1.5 : The Interaction Effect between Academic Stream and Teaching

Experience on Occupational Self Efficacy.




M11 = 82.97 and M12 = 70.48 are marked for plotting line C1. Similarly, C2 line is

drawn by marking M21 = 64.32 and M22 = 74.50. In the above figure C1 and C2 lines

107


effect between B and C in highly significant.

A × C (Gender × Teaching Experience)

In pursuance of the sixth objective, it is hypothesized that, “there exists no

significant interaction effect of gender and teaching experience on occupational self

efficacy of teachers working in teacher training institutions”. The FAC value vide

Table 4.1 (b) for the double interaction between gender and teaching experience is

27.904 (with df 1, 232), which is significant at 0.01 level leading to the inference that

two variables interact with each other. Therefore null hypothesis H06 is rejected. This

result indicates that there is a significant interaction effect of gender and teaching

experience on occupational self efficacy of teachers working in teacher training

institutions. It further shows that there is atleast a particular combination of gender

and teaching experience which affects the occupational self efficacy. In order to find

out that particular combination, ‘t’ test was employed to find out the difference in

mean scores of occupational self efficacy of different combination groups. The results

for the same have been given in Table 4.1.6.

Table 4.1.6

‘t’ values for Different Combinations of A × C on Occupational Self Efficacy


1 A1C1 60 79.850 6.183

4.817** A1C2 60 75.016 4.710

2 A2C1 60 73.600 7.737 6.539**

A2C2 60 63.800 8.653

3 A1C1 60 79.850 6.183 4.888**

A2C1 60 73.600 7.737

4 A1C2 60 75.016 4.710 8.819**

A2C2 60 63.800 8.653

5 A1C1 60 79.850 6.183 11.690**

A2C2 60 63.800 8.653

6 A1C2 60 75.016 4.710 1.211(NS)

A2C1 60 73.600 7.737

** = Significant at 0.01 level ; (NS ) = Not significant

Note: A1 = Male ; A2 = Female ; C1 = More Teaching Experience ;


108


‘t’ value of 4.817 for male teachers having more teaching experience (A1C1)

and for male teachers having less teaching experience (A1C2) is significant at

0.01 level at df 58 (N=60). It shows that mean occupational self efficacy

scores of male teachers having more teaching experience and male teachers

having less teaching experience differ significantly. Further, the mean score

for male having more teaching experience is 79.850 which is higher than that

of mean score of 75.016 of male having less teaching experience. It may

therefore be said that mean score of male having more teaching experience is

significantly higher than that of male having less teaching experience. This

implies that male teachers having more teaching experience reported

significantly higher occupational self efficacy than male teachers having less

teaching experience.

‘t’ value of 6.539 for female teachers having more teaching experience (A2C1)

and for female teachers having less teaching experience (A2C2) is significant

at 0.01 level at df 58 (N=60). It shows that mean occupational self efficacy

scores of female teachers having more teaching experience and female

teachers having less teaching experience differ significantly. Further, the

mean score for female having more teaching experience is 73.600 which is

higher than that of mean score of 63.800 of female having less teaching

experience. It may therefore be said that mean score of female having more

teaching experience is significantly higher than that of female having less

teaching experience. This implies that female teachers having more teaching

experience reported significantly higher occupational self efficacy than

female teachers having less teaching experience.


and for female teachers having more teaching experience (A2C1) is significant


scores of male teachers having more teaching experience and female teachers

having more teaching experience differ significantly. Further, the mean score


of mean score of 73.600 of female having more teaching experience. It may

109


significantly higher than that of female having more teaching experience. This


significantly higher occupational self efficacy than female teachers having

more teaching experience.

‘t’ value of 8.819 for male teachers having less teaching experience (A1C2)



scores of male teachers having less teaching experience and female teachers


for male having less teaching experience is 75.016 which is higher than that

of mean score of 63.800 of female having less teaching experience. It may

therefore be said that mean score of male having less teaching experience is

significantly higher than that of female having less teaching experience. This

implies that male teachers having less teaching experience reported


less teaching experience.




scores of male teachers having more teaching experience and female teachers



of mean score of 63.800 of female having less teaching experience. It may


significantly higher than that of female having less teaching experience. This




‘t’ value of 1.211 for male teachers having less teaching experience (A1C2)

and for female teachers having more teaching experience (A2C1) is not

110

significant at any level of significance with df 58 (N=60). It shows that mean

occupational self efficacy scores of male teachers having less teaching

experience and female teachers having more teaching experience do not differ

significantly. Further, the mean score for male having less teaching

experience is 75.016 which is slightly higher than that of mean score of

73.600 of female having more teaching experience. This implies that male

teachers having less teaching experience did not differ significantly in

occupational self efficacy than female teachers having more teaching

experience.

The interaction effect between gender and teaching experience on self

efficacy has also been presented in the form of line graph in fig. 4.1.6.

0

20

40

60

80

100

C1 C2

A1

A2

Fig. 4.1.6 : The Interaction Effect between Gender and Teaching Experience

on Occupational Self Efficacy.


can be shown graphically when C1 and C2 are marked on the X axis at any distance


M11 = 79.85 and M12 = 75.02 are marked for plotting line A1. Similarly, A2 line is

drawn by marking M21 = 63.80 and M22 = 73.60. In the above figure A1 and A2 lines

111


effect between A and C in highly significant.

4.1.5 Three Factor Interaction Effect on Occupational Self Efficacy

A × B × C (Gender × Academic Stream × Teaching Experience)

In pursuance of the seventh objective, it was hypothesized that, “there exists

no significant interaction effect of gender, academic stream and teaching experience

on occupational self efficacy of teachers working in teacher training institutions”. The

FABC value vide Table 4.1 (b) for the triple interaction of gender, academic stream and

teaching experience is 3.726 (with df 1, 232), which is not significant at any level

leading to the inference that three variables do not interact with each other. Therefore

null hypothesis H07 is retained. This result indicates that there is a no significant

interaction effect of gender, academic stream and teaching experience on occupational

self efficacy of teachers working in teacher training institutions.


EXPERIENCE ON JOB SATISFACTION OF TEACHERS


experience on job satisfaction of teachers, Hartley’s test of homogeneity was

employed to test the assumption of homogeneity of variance




S2A = 163.107 S

2E = 175.565

S2B = 65.006 S

2F = 73.049

S2C = 71.143 S

2G = 58.288

S2D = 64.555 S

2H = 82.533


2A =

2B =

2C =

2D =

2E =

2F =

2G =

2H =

2



112

minS

maxSmaxF

2

2

S2max = S

2E = 175.565

S2min = S

2G = 58.288

012.3288.58

565.175maxF


the sampling distribution of Fmax (Appendix - E). From the table, it was found that










Table 4.2 (a)

Mean and S.D’s of Sub Samples of 2×2×2 Design for Job Satisfaction

Science Group (B1) Arts Group (B2)

Male

(A1)

More teaching

experience (C1)

N=30

Mean = 302.600

S.D. = 12.771

N = 30

Mean = 294.300

S.D. = 8.435

Less teaching

experience (C2)

N=30

Mean = 283.833

S.D. = 8.063

N = 30

Mean = 287.333

S.D. = 8.035

Female

(A2)

More teaching

experience (C1)

N=30

Mean = 308.033

S.D. = 13.250

N = 30

Mean = 294.200

S.D. = 7.635

Less teaching

experience (C2)

N=30

Mean = 284.533

S.D. = 8.547

N = 30

Mean = 288.000

S.D. = 9.085

113

MSGM

TE

MSGLTE

MAGM

TE

MAGLTE

FSGM

TE

FSGLTE

FAG

MTE

FAG

LTE

302.6

283.833

294.3

287.333

308.033

284.533

294.2

288

200

210

220

230

240

250

260

270

280

290

300

310

320

Me

an

Sc

ore

s

Fig. 4.2: Mean Scores of Sub Samples of 2×2×2 Design for Job Satisfaction

114



Table 4.2 (b)

Summary of 3 Way ANOVA (2×2×2 Factorial Design) for Job Satisfaction

of Teachers

Source of Variance Df Sum of Squares Mean Squares ‘F’ Ratio

A (Gender) 1 168,34 168.34 2.213(NS)



A × B Interaction 1 116.61 116.61 1.533(NS)

B × C Interaction 1 3175.55 3175.55 41.752**

A × C Interaction 1 59.01 59.01 0.776(NS)

A × B × C Interaction 1 113.02 113.02 1.486(NS)


Within Subjects

7

232

16018.33

17645.57

…….

76.058

With df

(1,232)

Total 239 33663.90

* = Significant at 0.05 level ; ** = Significant at 0.01 level ; NS = Not significant

4.2.3 Main Effects of Gender, Academic Stream and Teaching Experience on

Job Satisfaction

Gender

In pursuance of the eighth objective, it was hypothesized that, “there exists no

significant difference in job satisfaction between male and female teachers”.

From table 4.2 (b), it is evident that FA value of 2.213 with df (1, 232) is not

significant at any level of significance for the main effect of gender on job

satisfaction. This means that gender has not a significant independent effect upon job

satisfaction of teachers. Therefore, null hypothesis H08 is accepted. It may therefore

be said that there is no significant difference in job satisfaction between male and

female teachers.

This result is entirely consistent with the finding of Saxena (1990) who found

no significant difference between male and female lecturers on job satisfaction of

social, individual, vocational, moral and economic events. Raj and Mary (2005)

reported no significant difference in job satisfaction between gender, medium of

instruction, locale, educational qualifications in government school teachers in

115

Pondicherry region. This result is also supported by the findings of Sridevi (2011)

who revealed that there was no significant difference of job satisfaction of teachers

with respect to gender.

Academic Stream

In pursuance of the ninth objective, it was hypothesized that, “there exists no

significant difference in job satisfaction between teachers belonging to Science and

Arts group”. From table 4.2 (b), it is evident that FB value of 11.341 with df (1, 232)

is highly significant at 0.01 level for the main effect of academic stream on job

satisfaction. This means that academic stream has a significant independent effect

upon job satisfaction of teachers. Therefore, null hypothesis H09 is rejected. It may

therefore be said that there is a significant difference in job satisfaction between

teachers belonging to Science and Arts group. In order to investigate further, the ‘t’

value was computed and has been given in Table 4.2.2.

Table 4.2.1

‘t’ value for the Job Satisfaction Scores with respect to Academic Stream

Group N Mean S.D. ‘t’

Science 120 294.750 14.624 2.502*

Arts 120 290.958 7.859

*Significant at 0.05 level of significance.

[

Table 4.2.1 highlights that ‘t’ value between Science and Arts academic

stream (‘t’ = 2.502) is significant at 0.05 level. When results were seen in the context

of mean scores, it was found that mean score of job satisfaction of Science group was

higher than mean scores of job satisfaction of Arts academic stream. This shows that

Science teachers have more job satisfaction than Arts teachers.

The possible reason for the above result can be that science teachers are

provided better facilities and salaries as compared to arts teachers in teacher training

institutions. Hence, they are more satisfied with their job. The mean scores of main

effect corresponding to academic stream on job satisfaction are also depicted in Fig.

4.2.1.

116

294.75

290.958

288

290

292

294

296

Mean

Scores

Science Arts

Academic Stream


on Job Satisfaction

Teaching Experience

In pursuance of the objective tenth, it is hypothesized that, “there exists no

significant difference in job satisfaction between teachers having more and less

teaching experience”. From table 4.2 (b), it is evident that FC value of 151.505 with

df (1, 232) is highly significant at 0.01 level for the main effect of teaching experience

on job satisfaction. This means that teaching experience has a significant independent

effect upon job satisfaction of teachers. Therefore null hypothesis H010 is rejected. It

may therefore be said that there is a significant difference in job satisfaction between

teachers having more and less teaching experience. In order to investigate further, the

‘t’ value was computed and has been given in Table 4.2.2.

Table 4.2.2

‘t’ value for the Job Satisfaction Scores with respect to Teaching Experience





Table 4.2.2 reveals that ‘t’ value between teachers having more and less


117

in the context of mean scores, it was found that mean score of job satisfaction of

teaches having more teaching experience was higher as compared to mean scores of

teaches having less teaching experience. This shows that more experienced teachers

have more job satisfaction than less experienced teachers. The above findings are in

accordance with the findings of Saxena (1990) who reported a significant difference

between non-government school lecturers having more than ten years and less than

ten years teaching experience with regard to job satisfaction. Gupta and Bansal (2011)

also found the similar results and revealed that more experienced teachers possessed

higher degree of job satisfaction than their less experienced counterparts. The mean

scores of main effect corresponding to teaching experience on occupational self

efficacy are also depicted in Fig. 4.2.2.

299.783

285.925

276

280

284

288

292

296

300

Mean

Scores

More teaching

experience

Less teaching

experience

Teaching Experience

Fig. 4.2.2 : Mean Scores Corresponding to Main Effect of Teaching

Experience on Job Satisfaction.

4.2.4 Two Factor Interaction Effect on Job Satisfaction


In pursuance of the eleventh objective, it was hypothesized that, “there exists

no significant interaction effect of gender and academic stream on job satisfaction of

teachers working in teacher training institutions”. The FAB value vide Table 4.2(b) for

the double interaction between gender and academic stream is 1.533 (with df 1, 232)

118

which is not significant at any level of significance leading to the inference that two

variables do not interact with each other. Therefore, null hypothesis H011 is retained.

This result indicates that there is no significant interaction effect of gender and

academic stream on job satisfaction of teachers working in teacher training

institutions.


In pursuance of the twelfth objective, it is hypothesized that, “there exists no

significant interaction effect of academic stream and teaching experience on job

satisfaction of teachers working in teacher training institutions”. The FBC value vide

Table 4.2(b) for the double interaction between academic stream and teaching

experience is 41.752 (with df 1, 232) which is significant at 0.01 level leading to the

inference that two variables interact with each other. Therefore null hypothesis H012

is rejected. This result indicates that there is a significant interaction effect of

academic stream and teaching experience on job satisfaction of teachers working in

teacher training institutions. It further shows that there is at least a particular

combination of academic stream and teaching experience which affects the job

satisfaction. In order to find out that particular combination, ‘t’ test was employed to

find out the difference in mean scores of job satisfaction of different combination

groups. The results for the same have been given in Table 4.2.3.

Table 4.2.3

‘t’ value for Different Combinations of B × C on Job Satisfaction


1 B1C1 60 305.317 13.406

11.454** B1C2 60 284.183 4.956

2 B2C1 60 294.250 8.266 5.036**

B2C2 60 287.667 5.850

3 B1C1 60 305.317 13.406 5.443**

B2C1 60 294.250 8.266

4 B1C2 60 284.183 4.956 3.519**

B2C2 60 287.667 5.850

5 B1C1 60 305.317 13.406 9.347**

B2C2 60 287.667 5.850

6 B1C2 60 284.183 4.956 8.091**

B2C1 60 294.250 8.266

** = Significant at 0.01 level

Note: B1 = Science Group; B2 = Arts Group; C1 = More Teaching Experience ;


119



experience (B1C1) and for teachers of science group having less teaching


mean job satisfaction scores of science group teachers having more teaching

experience and science group teachers having less teaching experience differ

significantly. Further, the mean score for science group having more teaching

experience is 305.317 which is higher than that of mean score of 284.183 of

science group having less teaching experience. It may therefore be said that

mean score of science group having more teaching experience is significantly

higher than that of science group having less teaching experience. This

implies that teachers of science group having more teaching experience

reported significantly higher job satisfaction than teachers of science group

having less teaching experience.

‘t’ value of 5.036 for teachers of arts group having more teaching experience

(B2C1) and for teachers of arts group having less teaching experience (B2C2)

is significant at 0.01 level at df 58 (N=60). It shows that mean job satisfaction

scores of arts group teachers having more teaching experience and arts group

teachers having less teaching experience differ significantly. Further, the

mean score for arts group having more teaching experience is 294.250 which

is higher than that of mean score of 287.667 of arts group having less teaching

experience. It may therefore be said that mean score of arts group having

more teaching experience is significantly higher than that of arts group having

less teaching experience. This implies that teachers of arts group having more

teaching experience reported significantly higher job satisfaction than

teachers of arts group having less teaching experience.





experience and arts group teachers having more teaching experience differ


120


arts group having more teaching experience. It may therefore be said that

mean score of science group having more teaching experience is significantly

higher than that of arts group having more teaching experience. This implies

that teachers of science group having more teaching experience reported

significantly higher job satisfaction than teachers of arts group having more





mean job satisfaction scores of science group teachers having less teaching

experience and arts group teachers having less teaching experience differ

significantly. Further, the mean score for science group having less teaching

experience is 284.183 which is less than that of mean score of 287.667 of arts

group having less teaching experience. It may therefore be said that mean

score of arts group having less teaching experience is significantly higher than

that of science group having less teaching experience. This implies that

teachers of arts group having less teaching experience reported significantly

higher job satisfaction than teachers of science group having less teaching

experience.





experience and arts group teachers having less teaching experience differ



arts group having less teaching experience. It may therefore be said that mean

score of science group having more teaching experience is significantly

higher than that of arts group having less teaching experience. This implies

that teachers of science group having more teaching experience reported

121

significantly higher job satisfaction than teachers of arts group having less





mean job satisfaction scores of science group teachers having less teaching

experience and arts group teachers having more teaching experience differ

significantly. Further, the mean score for science group having less teaching

experience is 284.183 which is less than that of mean score of 294.250 of arts

group having more teaching experience. It may therefore be said that mean

score of arts group having more teaching experience is significantly higher

than that of science group having less teaching experience. This implies that

teachers of arts group having more teaching experience reported significantly

higher job satisfaction than teachers of science group having less teaching

experience.

The interaction effect between academic stream and teaching experience on

self efficacy has also been presented in the form of line graph in Fig. 4.2.3.

260

280

300

320

B1 B2

C1

C2

Fig. 4.2.3 : The Interaction Effect between Academic Stream and Teaching

Experience on Job Satisfaction.

122




M11 = 305.317 and M12 = 287.667 are marked for plotting line C1. Similarly, C2 line is

drawn by marking M21 = 284.183 and M22 = 294.250. In the above figure C1 and C2

lines intersect at a point, hence this presentation supports the inference that interaction

effect between B and C in highly significant.


In pursuance of the thirteenth objective, it was hypothesized that, “there exists

no significant interaction effect of gender and teaching experience on job satisfaction

of teachers working in teacher training institutions.” The FAC value vide Table 4.2(b)

for the double interaction between gender and teaching experience is 0.776 (with df 1,

232) which is not significant at any level of significance leading to the inference that

two variables do not interact with each other. Therefore null hypothesis H013 is

accepted. This result indicates that there is no significant interaction effect of gender

and teaching experience on job satisfaction of teachers working in teacher training

institutions.

4.2.5 Three Factor Interaction Effect on Job satisfaction


In pursuance of the fourteenth objective, it was hypothesized that, “there exists

no significant interaction effect of gender, academic stream and teaching experience

on job satisfaction of teachers working in teacher training institutions”. The FABC

value vide Table 4.2(b) for the triple interaction among gender, academic stream and

teaching experience is 1.486 (with df 1, 232) is not significant at any level leading to

the inference that three variables do not interact with each other. Therefore null

hypothesis H014 is accepted. This result indicates that there is a no significant

interaction effect of gender, academic stream and teaching experience on job

satisfaction of teachers working in teacher training institutions.

123


EXPERIENCE ON ATTITUDE TOWARDS TEACHING PROFESSION

OF TEACHERS


experience on job satisfaction of teachers, Hartley’s test of homogeneity was

employed to test the assumption of homogeneity of variance.




S2A = 0.108 S

2E = 0.104

S2B = 0.141 S

2F = 0.060

S2C = 0.144 S

2G = 0.128

S2D = 0.185 S

2H = 0.075


2A =

2B =

2C =

2D =

2E =

2F =

2G =

2H =

2



minS

maxSmaxF

2

2

S2max = S

2D = 0.185

S2min = S

2F = 0.060

08.3060.0

185.0maxF

124


the sampling distribution of Fmax (Appendix - E). From the table, it was found that










Table 4.3 (a)

Mean and S.D’s of Sub Samples of 2×2×2 Design for

Attitude Towards Teaching Profession

Science Group (B1)

Arts Group (B2)

Male

(A1)

More teaching

experience (C1)

N=30

Mean = 3.364

S.D. = 0.328

N = 30

Mean = 4.325

S.D. = 0.379

Less teaching

experience (C2)

N=30

Mean = 3.644

S.D. = 0.375

N = 30

Mean = 4.947

S.D. = 0.430

Female

(A2)

More teaching

experience (C1)

N=30

Mean = 2.669

S.D. = 0.322

N = 30

Mean = 3.796

S.D. = 0.358

Less teaching

experience (C2)

N=30

Mean = 3.173

S.D. = 0.245

N = 30

Mean = 4.171

S.D. = 0.274

125

MSGM

TE

MSGLTE

MAGM

TE

MAGLTE

FSGM

TE

FSGLTE

FAG

MTE

FAG

LTE

3.364

3.644

4.325

4.947

2.669

3.173

3.796

4.171

1

2

3

4

5

Me

an

Sc

ore

s

Fig. 4.3: Mean Scores of Sub Samples of 2×2×2 Design for


126



Table 4.3(b)

Summary of 3 Way ANOVA (2×2×2 Factorial Design) for Attitude Towards

Teaching Profession of Teachers

Source of Variance Df Sum of Squares Mean Squares ‘F’ Ratio

A (Gender) 1 22.875 22.875 177.332**



A × B Interaction 1 0.072 0.072 0.557(NS)

B × C Interaction 1 0.171 0.171 1.329(NS)

A × C Interaction 1 0.002 0.002 0.016(NS)

A × B × C Interaction 1 0.829 0.829 6.428**


Within Subjects

7

232

108.102

30.051

…….

0.129

With df

(1,232)

Total 239 138.153

** = Significant at 0.01 level ; NS = Not significant

4.3.3 Main Effects of Gender, Academic Stream and Teaching Experience on


Gender

In pursuance of the objective fifteen, it was hypothesized that, “there exists no

significant difference in attitude towards teaching profession between male and

female teachers”. From table 4.3 (b), it is evident that FA value of 177.332 with df (1,

232) is highly significant at 0.01 level for the main effect of gender on attitude

towards teaching profession. This means that gender has a significant independent

effect upon attitude towards teaching profession of teachers. Therefore null

hypothesis H015 is rejected. It may therefore be said that there is a significant

difference in attitude towards teaching profession between male and female teachers.

In order to investigate further, the ‘t’ value was computed and has been given in Table

4.3.1.

Table 4.3.1

‘t’ value for the Attitude towards Teaching Profession Scores with respect to gender


Male 120 4.070 0.735 6.872**

Female 120 3.452 0.654


Note: Lower mean score indicates more favourable attitude here as directed in

the Manual.

127

Table 4.3.1 reveals that ‘t’ value between male and female groups

(‘t’ = 6.872) is significant at 0.01 level. When results were seen in the context of

mean scores, it was found that mean score of attitude towards teaching profession of

male group was higher than mean scores of attitude towards teaching profession of

female group. This shows that female teachers have more favourable attitude towards

teaching profession than male teachers. This may be attributed due to the fact that

female teachers are more duty conscious and committed towards their profession. The

above result has been found to be supported by the findings of Naik and Pathy (1997)

who reported that attitude of female science teachers had significantly positive

attitude towards teaching of science than their male counterparts. Ghosh and Bairgya

(2010) also reported that female teachers had more favourable attitude towards

teaching profession than male teachers. Benjamin et al. (2011), Marry and Samuel

(2011), Rokade (2011) also found the similar results. The mean scores of main effect

corresponding to gender on attitude towards teaching profession are depicted in Fig.

4.3.1.

4.07 3.452

0

2

4

6

8

10

Mean

Scores

Male Female

Gender

Fig. 4.3.1 : Mean Scores Corresponding to Main Effect of Gender on Attitude

Towards Teaching Profession

128

Academic Stream

In pursuance of the objective sixteenth, it was hypothesized that, “there exists

no significant difference in attitude towards teaching profession between teachers

belonging to Science and Arts group”. From table 4.3(b), it is evident that FB value of

560.046 with df (1, 232) is highly significant at 0.01 level for the main effect of

academic stream on attitude towards teaching profession. This means that academic

stream has a significant independent effect upon attitude towards teaching profession

of teachers. Therefore null hypothesis H016 is rejected. It may therefore be said that

there is a significant difference in attitude towards teaching profession between

teachers belonging to Science and Arts group. In order to investigate further, the ‘t’

value was computed and has been given in Table 4.3.2.

Table 4.3.2

‘t’ value for the Attitude Towards Teaching Profession Scores with respect to

Academic Stream


Science 120 3.213 0.482 16.152**

Arts 120 4.310 0.567



the Manual.

Table 4.3.2 reveals that ‘t’ value between Science and Arts academic stream

(‘t’ = 16.152) is significant at 0.01 level. When results were seen in the context of

mean scores, it was found that mean score of attitude towards teaching profession of

Science group was less than mean scores of attitude towards teaching profession of

Arts group. This shows that Science group teachers have more favourable attitude

towards teaching profession than Arts group teachers.

The possible reason for the above result can be that science teachers are

provided better facilities and salaries as compared to arts teachers in teacher training

institutions. This makes their attitude more favourable as compared to Arts stream

teachers. The above findings are in accordance with the findings of Benzamin et al.

(2011) who found that B.Ed. trainees belonging to Science stream had more

favourable attitude towards teaching profession than B.Ed. trainees belonging to Arts

stream. The mean scores of main effect corresponding to academic stream on attitude

towards teaching profession are depicted in Fig. 4.3.2.

129

3.213

4.31

0

2

4

6

8

10

Mean

Scores

Science Arts

Academic Stream


on Attitude towards Teaching Profession

Teaching Experience

In pursuance of the objective seventeenth, it was hypothesized that, “there

exists no significant difference in attitude towards teaching profession between

teachers having more and less teaching experience”. From table 4.3 (b), it is evident

that FC value of 92.291 with df (1, 232) is highly significant at 0.01 level for the main

effect of teaching experience on attitude towards teaching profession. This means that

teaching experience has a significant independent effect upon attitude towards

teaching profession of teachers. Therefore null hypothesis H017 is rejected. It may

therefore be said that there is a significant difference in attitude towards teaching

profession between teachers having more and less teaching experience. In order to

investigate further, the ‘t’ value was computed and has been given in Table 4.3.3.

Table 4.3.3

‘t’ value for the Attitude Towards Teaching Profession Scores with respect to

Teaching Experience





Note: Lower mean score indicates more favourable attitude here as directed in the

Manual.

130

Table 4.3.3 reveals that ‘t’ value between teachers having more and less


in the context of mean scores, it was found that mean score of attitude towards

teaching profession of teaches having more teaching experience was less as compared

to mean scores of teaches having less teaching experience. This shows that more

experienced teachers have more favourable attitude towards teaching profession than

less experienced teachers. The above findings are in accordance with the findings of

Pandey and Maikhuri (1999) who reported that high experienced effective teachers’

attitude was positive towards teaching profession than low experienced ineffective

teachers. This result is also supported by Ghosh and Bairagya (2010). They revealed

that more experienced secondary school teachers had more favourable attitude

towards teaching profession than the less experienced teachers. The mean scores of

main effect corresponding to teaching experience on attitude towards teaching

profession are depicted in Fig. 4.3.3.

3.5393.984

0

2

4

6

8

10

Mean

Scores

More teaching

experience

Less teaching

experience

Teaching Experience

Fig. 4.3.3: Mean Scores Corresponding to Main Effect of Teaching Experience

on Attitude Towards Teaching Profession.

4.2.4 Two Factor Interaction Effect on Attitude towards teaching profession


In pursuance of the eighteenth objective, it was hypothesized that, “there

exists no significant interaction effect of gender and academic stream on attitude

131

towards teaching profession of teachers working in teacher training institutions”. The

FAB value vide Table 4.3(b) for the double interaction between gender and academic

stream is 0.557 (with df 1, 232) which is not significant at any level of significance

leading to the inference that two variables do not interact with each other. Therefore

null hypothesis H018 is retained. This result indicates that there is no significant

interaction effect of gender and academic stream on attitude towards teaching

profession of teachers working in teacher training institutions.


In pursuance of the nineteenth objective, it was hypothesized that, “there

exists no significant interaction effect of academic stream and teaching experience on

attitude towards teaching profession of teachers working in teacher training

institutions”. The FBC value vide Table 4.3(b) for the double interaction between

academic stream and teaching experience is 1.329 (with df 1, 232) is not significant

any level of significance leading to the inference that two variables do not interact

with each other. Therefore null hypothesis H019 is accepted. This result indicates that

there is no significant interaction effect of academic stream and teaching experience

on attitude towards teaching profession of teachers working in teacher training

institutions.


In pursuance of the twentieth objective, it was hypothesized that, “there exists

no significant interaction effect of gender and teaching experience on attitude towards

teaching profession of teachers working in teacher training institutions.” The FAC

value for the double interaction between gender and teaching experience is 0.016

(with df 1, 232) is not significant at any level of significance leading to the inference

that two variables do not interact with each other. Therefore null hypothesis H020 is

accepted. This result indicates that there is no significant interaction effect of gender

and teaching experience on attitude towards teaching profession of teachers working

in teacher training institutions.

4.3.5 Three Factor Interaction Effect on Attitude towards teaching profession


In pursuance of the twenty-first objective, it was hypothesized that, “there

exists no significant interaction effect of gender, academic stream and teaching

132


training institutions”. The FABC value vide Table 4.3(b) for the triple interaction

among gender, academic stream and teaching experience is 6.428 (with df 1, 232)

which is significant at 0.01 level leading to the inference that three variables interact

with each other. Therefore null hypothesis H021 is rejected. This result indicates that

there is a significant interaction effect of gender, academic stream and teaching


training institutions. It further shows that there is at least a particular combination of

gender, academic stream and teaching experience which affects the attitude towards

teaching profession. In order to find out that particular combination, ‘t’ test was

employed to find out the difference in mean scores of attitude towards teaching

profession of different combination groups. The results for the same have been given

in Table 4.3.3.

Table 4.3.4

‘t’ values for Different Combinations of A × B × C on Attitude Towards

Teaching Profession


1 A1B1C1 30 3.364 0.334

10.141** A2B2C2 30 4.172 0.280

2 A1B1C2 30 3.644 0.382 1.576(NS)

A2B2C1 30 3.796 0.364

3 A1B2C1 30 4.325 0.385 13.702**

A2B1C2 30 3.173 0.250

4 A1B2C2 30 4.947 0.496 20.936**

A2B1C1 30 2.669 0.328

5 A1B1C1 30 3.364 0.334 3.025**

A1B1C2 30 3.644 0.382

6 A1B1C1 30 3.364 0.334 10.305**

A1B2C1 30 4.325 0.385

7 A1B1C1 30 3.364 0.334 14.479**

A1B2C2 30 4.947 0.496

8 A1B1C2 30 3.644 0.382 6.863**

A1B2C1 30 4.325 0.385

9 A1B1C2 30 3.644 0.820 11.386**

A1B2C2 30 4.947 0.4968

10 A2B2C2 30 4.172 0.280 4.472**

A2B2C1 30 3.796 0.364

11 A2B2C2 30 4.172 0.280 14.543**

A2B1C2 30 3.173 0.250

12 A2B2C2 30 4.172 0.280 19.042**

A2B1C1 30 2.669 0.328

133

13 A2B2C1 30 3.796 0.364 7.714**

A2B1C2 30 3.173 0.250

14 A2B2C1 30 3.796 0.364 12.570**

A2B1C1 30 2.669 0.328

15 A1B1C1 30 3.364 0.334 8.107**

A2B1C1 30 2.669 0.328

16 A1B1C1 30 3.364 0.334 2.500*

A2B1C2 30 3.173 0.250

17 A1B1C1 30 3.364 0.334 4.788**

A2B2C1 30 3.796 0.364

18 A1B1C2 30 3.644 0.382 10.590**

A2B1C1 30 2.669 0.328

19 A1B1C2 30 3.644 0.382 5.647**

A2B1C2 30 3.173 0.250

20 A1B1C2 30 3.644 0.382 6.097**

A2B2C2 30 4.172 0.280

21 A1B2C1 30 4.325 0.385 5.419**

A1B2C2 30 4.947 0.496

22 A1B2C1 30 4.325 0.385 17.877**

A2B1C1 30 2.669 0.328

23 A1B2C1 30 4.325 0.385 5.453**

A2B2C1 30 3.796 0.364

24 A1B2C1 30 4.325 0.385 1.759(NS)

A2B2C2 30 4.172 0.280

25 A1B2C2 30 4.947 0.496 17.457**

A2B1C2 30 3.173 0.250

26 A1B2C2 30 4.947 0.496 10.231**

A2B2C1 30 3.796 0.364

27 A1B2C2 30 4.947 0.496 7.449**

A2B2C2 30 4.172 0.280

28 A2B1C1 30 2.669 0.328 6.665**

A2B1C2 30 3.173 0.250

* = Significant at 0.05 level ; ** = Significant at 0.01 level ; NS = Not significant

Note: A1 = Male; A2 = Female; B1 = Science Group; B2 = Arts Group; C1 = More

Teaching Experience; C2 = Less Teaching Experience


the Manual.


‘t’ value of 10.141 for male teachers of science group having more teaching

experience (A1B1C1) and for female teachers of arts group having less

teaching experience (A2B2C2) is highly significant at 0.01 level at df 29

(N=30). It shows that mean scores of attitude towards teaching profession of

134

male teachers of science group having more teaching experience and female

teachers of arts group having less teaching experience differ significantly.

Further, the mean score for male teachers of science group having more

teaching experience is 3.364 which is less than that of mean score of 4.172 of

female teachers of arts group having less teaching experience. It may

therefore be said that mean score of male of science group having more

teaching experience is less than that of female teachers of arts group having

less teaching experience. This implies that male teachers of science group

having more teaching experience reported significantly favourable attitude

towards teaching profession than female teachers of arts group having less


‘t’ value of 1.576 for male teachers of science group having less teaching

experience (A1B1C2) and for female teachers of arts group having more

teaching experience (A2B2C1) is not significant at any level of significance at

df 29 (N=30). Further, the mean score for male teachers of science group

having less teaching experience is 3.644 which is slightly less than that of

mean score of 3.796 of female teachers of arts group having more teaching

experience. This implies that male teachers of science group having less

teaching experience did not differ significantly regarding attitude towards

teaching profession than female teachers of arts group having more teaching

experience.

‘t’ value of 13.702 for male teachers of arts group having more teaching

experience (A1B2C1) and for female teachers of science group having less



male teachers of arts group having more teaching experience and female

teachers of science group having less teaching experience differ significantly.

Further, the mean score for male teachers of arts group having more teaching


female teachers of science group having less teaching experience. It may

therefore be said that mean score of male teachers of arts group having more

teaching experience is higher than that of female teachers of science group

135

having less teaching experience. This implies that female teachers of science

group having less teaching experience reported significantly favourable

attitude towards teaching profession than male teachers of arts group having


‘t’ value of 20.936 for male teachers of arts group having less teaching

experience (A1B2C2) and for female teachers of science group having more



male of arts group having less teaching experience and female teachers of

science group having more teaching experience differ significantly. Further,

the mean score for male teachers of arts group having less teaching


female of science group having more teaching experience. It may therefore be

said that mean score of male teachers of arts group having less teaching

experience is higher than that of female teachers of science group having

more teaching experience. This implies that female teachers of science group


towards teaching profession than male teachers of arts group having less


‘t’ value of 3.025 for male of science group having more teaching experience

(A1B1C1) and for male teachers of science group having less teaching

experience (A1B1C2) is significant at 0.01 level at df 29 (N=30). It shows that

mean scores of attitude towards teaching profession of male teachers of

science group having more teaching experience and male teachers of science

group having less teaching experience differ significantly. Further, the mean

score for male teachers of science group having more teaching experience is

3.364 which is less than that of mean score of 3.644 of male teachers of

science group having less teaching experience. It may therefore be said that

mean score of male teachers of science group having more teaching

experience is less than that of male teachers of science group having less

teaching experience. This implies that male teachers of science group having

more teaching experience reported significantly favourable attitude towards

136

teaching profession than male teachers of science group having less teaching

experience.


experience (A1B1C1) and for male teachers of arts group having more



male teachers of science group having more teaching experience and male

teachers of arts group having more teaching experience differ significantly.



male teachers of arts group having more teaching experience. It may therefore

be said that mean score of male teachers of science group having more

teaching experience is less than that of male of arts group having more



teaching profession than male teachers of arts group having more teaching

experience.


experience (A1B1C1) and for male teachers of arts group having less teaching

experience (A1B2C2) is highly significant at 0.01 level at df 29 (N=30). It

shows that mean scores of attitude towards teaching profession of male

teachers of science group having more teaching experience and male of arts

group having less teaching experience differ significantly. Further, the mean

score for male teachers of science group having more teaching experience is

3.364 which is less than that of mean score of 4.947 of male teachers of arts

group having less teaching experience. It may therefore be said that mean

score of male teachers of science group having more teaching experience is

less than that of male teachers of arts group having less teaching experience.

This implies that male teachers of science group having more teaching

experience reported significantly favourable attitude towards teaching

profession than male teachers of arts group having less teaching experience.

137


experience (A1B1C2) and for male teachers of arts group having more



male teachers of science group having less teaching experience and male of

arts group having more teaching experience differ significantly. Further, the

mean score for male teachers of science group having less teaching

experience is 3.644 which is less than that of mean score of 4.325 of male

teachers of arts group having more teaching experience. It may therefore be

said that mean score of male teachers of science group having less teaching

experience is less than that of male teachers of arts group having more


less teaching experience reported significantly favourable attitude towards


experience.



experience (A1B2C2) is highly significant at 0.01 level at df 29 (N=30). It


teachers of science group having less teaching experience and male teachers

of arts group having less teaching experience differ significantly. Further, the


experience is 3.644 which is less than that of mean score of 4.947 of male

teachers of arts group having less teaching experience. It may therefore be


experience is less than that of male teachers of arts group having less teaching

experience. This implies that male teachers of science group having less

teaching experience reported significantly favourable attitude towards

teaching profession than male teachers of arts group having less teaching

experience.

‘t’ value of 4.472 for female of arts group having less teaching experience

(A2B2C2) and for female teachers of arts group having more teaching

138


mean scores of attitude towards teaching profession of female teachers of arts

group having less teaching experience and female teachers of arts group


for female teachers of arts group having less teaching experience is 4.172

which is higher than that of mean score of 3.796 of female teachers of arts


score of female teachers of arts group having less teaching experience is

higher than that of female of arts group having more teaching experience.

This implies that female teachers of arts group having more teaching

experience reported significantly favourable attitude towards teaching

profession than female teachers of arts group having less teaching experience.

‘t’ value of 14.543 for female teachers of arts group having less teaching




female teachers of arts group having less teaching experience and female


Further, the mean score for female teachers of arts group having less teaching



therefore be said that mean score of female teachers of arts group having less




attitude towards teaching profession than female teachers of arts group having


‘t’ value of 19.042 for female teachers of arts group having less teaching




female teachers of arts group having less teaching experience and female of

139

science group having more teaching experience differ significantly. Further,

the mean score for female teachers of arts group having less teaching


female teachers of science group having more teaching experience. It may

therefore be said that mean score of female of arts group having less teaching

experience is higher than that of female teachers of science group having

more teaching experience. This implies that female teachers of science group


towards teaching profession than female teachers of arts group having less


‘t’ value of 7.714 for female teachers of arts group having more teaching


teaching experience (A2B1C2) is significant at 0.01 level at df 29 (N=30). It

shows that mean scores of attitude towards teaching profession of female

teachers of arts group having more teaching experience and female teachers

of science group having less teaching experience differ significantly. Further,

the mean score for female teachers of arts group having more teaching



therefore be said that mean score of female teachers of arts group having

more teaching experience is higher than that of female teachers of science

group having less teaching experience. This implies that female teachers of

science group having less teaching experience reported significantly

favourable attitude towards teaching profession than female teachers of arts


‘t’ value of 12.570 for female teachers of arts group having more teaching




female teachers of arts group having more teaching experience and female

teachers of science group having more teaching experience differ

significantly. Further, the mean score for female teachers of arts group having

140

more teaching experience is 3.796 which is higher than that of mean score of

2.669 of female teachers of science group having more teaching experience. It

may therefore be said that mean score of female teachers of arts group having


group having more teaching experience. This implies that female teachers of

science group having more teaching experience reported significantly

favourable attitude towards teaching profession than female teachers of arts






male teachers of science group having more teaching experience and female


significantly. Further, the mean score for male teachers of science group

having more teaching experience is 3.364 which is higher than that of mean

score of 2.669 of female teachers of science group having more teaching

experience. It may therefore be said that mean score of male teachers of

science group having more teaching experience is higher than that of female

teachers of science group having more teaching experience. This implies that

female teachers of science group having more teaching experience reported

significantly favourable attitude towards teaching profession than male

teachers of science group having more teaching experience.





teachers of science group having more teaching experience and female



teaching experience is 3.364 which is higher than that of mean score of 3.173

of female teachers of science group having less teaching experience. It may

141

therefore be said that mean score of male teachers of science group having


group having less teaching experience. This implies that female teachers of

science group having less teaching experience reported significantly

favourable attitude towards teaching profession than male teachers of science










female of arts group having more teaching experience. It may therefore be

said that mean score of male teachers of science group having more teaching

experience is less than that of female teachers of arts group having more



teaching profession than female teachers of arts group having more teaching

experience.





male teachers of science group having less teaching experience and female


significantly. Further, the mean score for male teachers of science group

having less teaching experience is 3.644 which is higher than that of mean

score of 2.669 of female teachers of science group having more teaching

experience. It may therefore be said that mean score of male teachers of

science group having less teaching experience is higher than that of female

142

teachers of science group having more teaching experience. This implies that

female teachers of science group having more teaching experience reported


teachers of science group having less teaching experience.





teachers of science group having less teaching experience and female teachers

of science group having less teaching experience differ significantly. Further,

the mean score for male teachers of science group having less teaching



therefore be said that mean score of male of science group having less




attitude towards teaching profession than male teachers of science group






teachers of science group having less teaching experience and female teachers

of arts group having less teaching experience differ significantly. Further, the


experience is 3.644 which is less than that of mean score of 4.172 of female

teachers of arts group having less teaching experience. It may therefore be


experience is less than that of female teachers of science group having less


less teaching experience reported significantly favourable attitude towards

143

teaching profession than female teachers of arts group having less teaching

experience.




mean scores of attitude towards teaching profession of male teachers of arts

group having more teaching experience and male teachers of arts group


for male teachers of arts group having more teaching experience is 4.325

which is less than that of mean score of 4.947 of male teachers of arts group

having less teaching experience. It may therefore be said that mean score of

male teachers of arts group having more teaching experience is less than that

of male teachers of arts group having less teaching experience. This implies

that male teachers of arts group having more teaching experience reported







male teachers of arts group having more teaching experience and female


significantly. Further, the mean score for male teachers of arts group having

more teaching experience is 4.325 which is higher than that of mean score of

2.669 of female teachers of science group having more teaching experience. It

may therefore be said that mean score of male teachers of arts group having

more teaching experience is higher than that of female of science group

having more teaching experience. This implies that female teachers of science

group having more teaching experience reported significantly favourable



144




shows that mean scores of attitude towards teaching profession of male of arts

group having more teaching experience and female teachers of arts group


for male teachers of arts group having more teaching experience is 4.325

which is higher than that of mean score of 3.796 of female teachers of arts


score of male teachers of arts group having more teaching experience is

higher than that of female teachers of arts group having more teaching

experience. This implies that female teachers of arts group having more

teaching experience reported significantly favourable attitude towards


experience.



teaching experience (A2B2C2) is not significant at any level of significance at

df 29 (N=30). It shows that mean scores of attitude towards teaching

profession of male teachers of arts group having more teaching experience

and female teachers of arts group having less teaching experience do not

differ significantly. This implies that male teachers of arts group having more

teaching experience did not differ significantly regarding attitude towards

teaching profession than female teachers of arts group having less teaching

experience.





male teachers of arts group having less teaching experience and female


Further, the mean score for male teachers of arts group having less teaching

145



therefore be said that mean score of male teachers of arts group having less










male teachers of arts group having less teaching experience and female


Further, the mean score for male teachers of arts group having less teaching


female teachers of arts group having more teaching experience. It may

therefore be said that mean score of male teachers of arts group having less

teaching experience is higher than that of female teachers of arts group having

more teaching experience. This implies that female teachers of arts group


towards teaching profession than male teachers of arts group having less





shows that mean scores of attitude towards teaching profession of male of arts

group having less teaching experience and female of arts group having less

teaching experience differ significantly. Further, the mean score for male

teachers of arts group having less teaching experience is 4.947 which is

higher than that of mean score of 4.172 of female teachers of arts group

having less teaching experience. It may therefore be said that mean score of

146

male teachers of arts group having less teaching experience is higher than that

of female teachers of arts group having less teaching experience. This implies

that female teachers of arts group having less teaching experience reported



‘t’ value of 6.665 for female teachers of science group having more teaching



shows that mean scores of attitude towards teaching profession of female



Further, the mean score for female teachers of science group having more



therefore be said that mean score of female teachers of science group having

more teaching experience is less than that of female teachers of science group


group having more teaching experience reported significantly favourable

attitude towards teaching profession than female teachers of science group


chapter -iv analysis, interpretation and discussion of...

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