SIGNIFICANCE OF THE STUDY

True Education, it must be noted at the outset, is a powerful

force in bringing about desired change. It is education and

education alone that can bring about changes in knowledge,

skills, attitudes, appreciations and understanding things around

us.

The definitions of education formulated by a group of

experts for the dictionary of Education stressed two important

things in education. Firstly, Education is a process, which would

develop the required ability, attitude and other forms of

behaviour for the full development of the personality. This is the

most comprehensive definition of education and explains it vital

role in ones’ life. Secondly, the process of education includes

learning, training, instruction and discipline. Briefly we can

define education as the full and harmonious development of

child’s powers and faculties of head, heart and hand.

J.S.Mill defined education as ‘the culture which each

generation personality gives to those who are to be its successors

in order to qualify them for at least keeping up, and if possible by

raising the level of improvement, which has been attained’.

Education to-day, is considered to be a preparation for life-for a

nobler and fuller life. That is why Alexander of Macedon once

declared, “I am indebted to my father for living, but to my

teacher for living well”.

Will Durant aptly observes, “consider it (education) as the

painful accumulation of facts and dates, but an ennobling

intimacy with great men. Consider it not as a preparation of the

individual to make a living, but as the development of every

1

potential capacity in him, for the comprehension, control and

appreciation of his world. Above all consider it, in its fullest

definitions, as the techniques of transmitting as completely as

possible to as many as possible that technological, intellectual,

moral and artistic heritage though which the rate forms the

growing individual and makes him human. Education is the

reason – why we behave like human beings’.

Aristotle called education as “the creation of a sound mind

in a sound body”. This definition obviously includes physical

education also. Gandhiji thought education to be “drawing-out of

the best in child and man – body, mind and spirit.”

John Dewey, world famous educationists, defined education

as “development of all those capacities in the individual, which

will enable him to control his environment and fulfill his

possibilities”. Sir, John Adam remarks that “education is the

dynamic side of philosophy”.

Swamy Vivekananda defined education as the

‘manifestation of the perfection already in man…we want that

education by which character is formed, strength of mind is

increased, the intellect is expanded and by which one can stand

on his own’.

Pestolozzi observes that ‘Education is a natural progressive

and harmonious development of all the child’s powers and

faculties’.

Pandit Nehru, the late Prime Minister of India holds

‘Education is not something in the air cut off from the daily life of

the student or from his future work as a citizen. Real education, it

is felt, must be based on the actual environment and experience

2

of the child and it must fit him for the work he will have to do in

later life.”

Dr.S.Radhakrishnan, eminent Indian Educationist defined

education as ‘the means by which the youth is trained to serve

the cause of drastic social and economic changes.’

1.1.0:Objectives of Education:

There is a consensus of opinion among educationists today

that education besides developing the faculties of mind and

body, should also contribute for achieving certain social ends

such as integration, democracy, equal distribution of wealth etc.

Herbert Spencer attached great importance to character

building aspect of education and the aim of education is to

prepare the child to live in the existing social order. Hence, the

stress was to be not merely on knowledge but on the

development of character and social morality. It may be noted

that Gandhiji emphasized this aspect of education when he says,

‘the end of all knowledge is character building’.

John Ruskin says that the entire object of true education is

to make people not merely to do right things, but enjoy the right

things; not merely to be industrious, but to love industry, not

merely learned, but to love knowledge; not merely be pure but to

love purity; not merely be just, but to hunger and thirst for

justice.

The purpose of education as Sir, John Lublock puts its, ‘is

not to make lawyers or clergymen, soldiers or schoolmasters,

farmers or artisans but men.’

3

Education should serve three primary purposes. Firstly,

education must furnish the youth of the country who enter the

schools and colleges with minimum knowledge that is needed to

enable them to adjust themselves to their social and physical

environment and to feel themselves quite at ease in the

environment in which they have to spend their lives. Secondly,

education is expected to provide the youth with the skills

necessary to enable them to obtain a decent living. Thirdly,

education should shape the character of youth by inculcating in

their minds a sense of discipline and tolerance and right attitudes

and values.

An educated man should develop a healthy and strong

body; he should develop the ability to think logically, to plan

wisely, to distinguish right from the wrong, good from evil, beauty

from ugliness and truth from falsehood.

Education makes the student a better member of a better

society and without education we should have to lose, in the

words of R.H.Lowie ‘all the accumulated knowledge of the ages

and all standards of conduct’. Education is the social economy

that forestalls such wastage.

The ‘teacher’ is an important personality to achieve the

educational tasks. To achieve these objectives, which depend on

the active participation and acceptance of the Teachers in the

Society. Further, better Proneness in teacher will enrich with

positive or negative stress and ultimately influence on Teacher

job satisfaction.

1.2.0:Importance of Teacher:

4

The success of an educational institution depends on the

quality of its staff, as no system of education can rise above the

level of its teachers. The teacher is the noblest symbol of the

country’s culture. The teacher, therefore, occupies the central

position in any system of education. Teacher has been regarded

as the architect of a nation.

In ancient India, the teacher was given the status next to

God. It is the teacher who makes man. It is the teacher who

makes one’s life worth living. Several eminent persons have paid

tributes to the teachers. Sir John Adams calls him ‘a maker of

man’. H.,G.Wells has described the teacher as the real maker of

history.

The keystone in the educational edifice is doubtless the

teacher. On him depends much more than any other, the

progress and prosperity of children. Nobody can effectively take

his place or influence children in the manner and to the degree; it

is possible, for him alone to do. It is strongly believed that to be

a teacher is to be the member of a holy order.

The Secondary Education Commission (1953) disclosed that

‘we are however, convinced that most important factor in the

contemplated educational reconstruction is the teacher – his

quality, his educational qualifications, his professional training

and the place he occupies in the school as well as in the

community. The reputation of a school and its influence on the

life of the community invariability depend on the kind of teachers

working in it’.

The Indian Education Commission (1964-66) has expressed

similar views regarding the role of the teacher. The Commission

5

opined, ‘of all different factors, which influence the quality of

Education and its contribution to national development, the

quality, competence and character of teachers are undoubtedly

the most significant’.

Prof.Humayun Kabir stated ‘without good teachers even the

best system of education is bound to fail. With good teachers

even the defects of the system can be largely overcome’.

A teacher is rich without money. His wealth is to be

reckoned not in terms of bank balances but in the bounteous love

and loyalty he has evoked in his pupils. He is an emperor whose

empire is carved in the grateful minds of his pupils, which no

power on earth can shake no atom bomb can destroy.

Teaching is a divinely ordained mission. Blessed is he who

is a teacher; twice blessed is he who is born as a teacher in this

great land of ours long ago the preceptor has been loved,

honoured and lifted to the rank of Gods, where prince and

peasant have vied with each other in showing him reverence;

thrice blessed is he who is a teacher here in this glorious dawn,

which is flushed with possibilities of unprecedented progress and

prosperity, when the mother land is on the threshold of a golden

era.

1.3.0:Role of the Teacher:

“Schools are the nurseries of the Nation” and “Teachers are

the Architects of the future” are no mere figurative expressions

but truthful statements, as significant as they are suggestive.

Victories are won, peace is preserved, progress is achieved,

civilization is built up and history is made in educational

institutions, which are the seed beds of culture, where children in

6

whose hands quiver the destiny of the future, are trained and

from their ranks will come out when they grownup, statesman

and soldiers, patriots and philosophers who will determine the

progress of the land. In their attitude to life and their approach to

problems they will bear the imprint and the influence of the

training they received at the hands of their teachers. The

teacher’s role is thus as important as his responsibility is onerous.

Parents who are the first teachers and who have a

legitimate part to play in the education of their children often

shirk or abdicate their responsibility. The training that children

receive at home is unsystematic, haphazard, sporadic and

perfunctory. This heightens the responsibility of the teacher

under whose care the children spend the best part of the day in

their impressionable period and he becomes literally and

figuratively their second parent.

Education in its truest sense is nourishment of the body,

mind and spirit. The teacher who has to impart education has,

therefore, to feed the bodies of the pupils, supply them mental

pabulum and nurture their spirits. He has thus to play the role of

a parent, physician, psychologist and philosopher to his pupils.

His is a multiple role.

The teacher has to create and quicken in the pupils noble

ideals, preserve in them with tender care healthy tendencies and

destroy ruthlessly all that is ugly and unholy. After all it is the

right attitude to men and things that forms the hallmarks of

culture and not the quantum of knowledge.

But today’s aim of education is not to impart knowledge

alone. Teachers have to face a great challenge today, since the

7

demands on them are many. They are responsible for the overall

development of children who are kept under their charge. Hence,

there should also be an overall improvement in the professional

preparation of teachers.

This is the right time to focus the significance of relationship

between Job Satisfaction, Stress and Change-proneness of the

Teachers. So, what are Job Satisfaction, Stress and Change-

proneness? How far the Change-proneness and Stress played an

effective role in Teacher Job Satisfaction? The impact of Teacher

Job Satisfaction, Stress and Change-proneness, which will be

reflected in the achievement of educational objectives designed

by the Educational Planners.

1.4.0: Need for the Study:

Let teachers realize that their profession demands exacting

standards of life and conduct the nature of their work is such that

they have to be sober models to the youngsters who are placed

under their charge and who are going to be profoundly influenced

by what they are. It is their duty to maintain the high standards

expected of them. Efficient and dedicated service is the

foundation on which teacher reputation rests.

Earlier investigations are made on the Teacher Job

Satisfaction but very few of them attempted the aspects of

Teacher Stress and Teacher Change-proneness. Rao, R.B. (1989)

stated that the quality or effectiveness of Teacher is considered

to be associated with his attitude towards his profession, his

attainment of values, his adjustment in the job and professional

interest.

8

Similarly, the Education Commission of 1964-66 observed

that ‘the weakening of social and moral values in the younger

generation is creating many serious social and ethical conflicts. It

has become necessary and urgent to adopt active measures to

give a proper value orientation to education.

The National Policy on Education (1986) stressed the need

of ‘readjustment in the curriculum in order to make education a

forceful tool for the cultivation of social and moral values’ in the

interest of future generation as well as national development.

In the present society of the universe Teacher Profession is

the most crucial, responsible to achieve the educational tasks.

Now a days ‘Teacher’ is facing many problems in his profession.

The educational planners as one of the most important aspects

consider the Teacher Job Satisfaction. Similarly, the ‘Stress’ and

‘Change Proneness’ aspects are also played pivotal role among

the Teachers in their Job Satisfaction. Owing to many changes

taken place in the universe, there is inevitable need of

implementing the new tasks so as to achieve the educational

objectives according to the changing situations whenever they

considered. Due to this the teacher has to overcome from Stress

creators by considering his change-proneness to mould better

future generations. Hence, Teacher Job Satisfaction with

reference to need of his change-proneness and Stress is

attempted to investigate in this regard.

Thus, from the above observations it is clear that the

significance of inculcation of Teacher Job Satisfaction is

considered as primary object to achieve the academic objectives.

Hence, education will be enriched with the change-proneness of a

9

teacher to achieve the national objectives. Similarly, the Teacher

Stress is also considered his proper performance with a positive

attitude of better Job Satisfaction. Therefore, the need of the

present investigation is to probe into the relationship between

‘Job Satisfaction’, ‘Stress’ and ‘Change-proneness’ among the

Secondary School Teachers in Vizianagaram District of Andhra

Pradesh. The conceptual framework on the above three aspects

is being attempted and presented in the following chapter.

CONCEPTUAL FOUNDATIONS

Education is a natural harmonious development of child’s

talent powers and innate talents. Teacher’s role is pivotal in

providing education and making the nation literate. To make the

nation totally literate, and to attain the slogan ‘Education for All’

10

to march, ahead into 21st Century and to successfully implement

universal education, enrolment of children into schools in vital.

To improve educational standards, and to increase the level of

achievement teacher should not only committed and devoted but

also competent, proneness without stress and job satisfaction in

terms of changing situations taken place from time to time.

2.1.0: Job Satisfaction:

Locke gives a comprehensive definition of job

satisfaction as involving cognitive, affective and evaluative

reactions or attitudes and states it is ‘a pleasurable or positive

emotional state resulting from the appraisal of one’s job or job

experience’ (E.A.Locke, ‘The Nature and Cause of Job

Satisfaction’ in M.D., Dunnette (Ed.), Handbook of Industrial and

Organizational Psychology, Rand Mc.Nally, Chicago, 1976,

p.1300).

Job satisfaction is a result of employees’ perception of how

well their job provides those things that are viewed as important.

It is generally recognized in the organizational behaviour field

that job satisfaction is the most important and frequently studied

attitude.

Although recent theoretical analyses have criticized job

satisfaction as being too narrow conceptually, there are three

generally accepted dimensions to job satisfaction. First, job

satisfaction is an emotional response to a job situation. As such,

it cannot be seen; it can only be inferred. Second, job

satisfaction is often determined by how well outcomes meet or

exceed expectations. For example, if organizational participants

feel that they are working much harder than others in the

11

department but are receiving fewer rewards, they wil probably

have a negative attitude toward the work, the boss, and/or

coworkers. They will be dissatisfied. On the other hand, if they

feel they are being treated very well and are being paid

equitably, they are likely to have a positive attitude toward the

job. They will be job-satisfied. Third, job satisfaction represents

several related attitudes. Through the years five job dimensions

have been identified to represent the most important

characteristics of a job about, which employees have affective

responses. They are –

(1) The work itself: The extent to which the job provides the

individual with interesting tasks, opportunities for

learning, and the chance to accept responsibility.

(2) Pay : The amount of financial remuneration that is

received and the degree to which this is viewed as

equitable vis-à-vis that of others in the organization

(3) Promotion opportunities: The chances for advancement

in the organization

(4) Supervision: The abilities of the Supervisor to provide

technical assistance and behavioural support – and

(5) Coworkers: The degree to which fellow workers are

technically proficient and socially supportive.

2.1.1: Influences on Job Satisfaction:

There are a number of factors that influence job

satisfaction. However, the main influences can be summarized

along the preceding five dimensions.

The Work Itself: The content of work itself is a major source of

satisfaction. Recent research has found that such job

12

characteristics and job complexity mediate the relationship

between personality and job satisfaction, and if the creative

requirement sof employees’ jobs are met, then they tend to be

satisfied. At a more pragmatic level, some of the most important

ingredients of a satisfying job uncovered by surveys over the

years include interesting and challenging work, and a recent

survey found that career development (not necessarily

promot8on) was most important to both younger and older

employees (IT Workers Expect Career Development and Job

Satisfaction’, HR Focus, August, 1999, p.4.)

Pay: Wages and salaries are recognized to be a significant but

cognitively complex and multidimensional factor in job

satisfaction. Money not only helps people attain their basic

needs but is also instrumental in providing upper-level need

satisfaction. Employees often see pay as a reflection of how

management views their contribution to the organization. Fringe

benefits are also important, but they are not influential. One

reason undoubtedly is that most employees do not even know

how much they are receiving in benefits. Moreover, most tend to

undervalue these benefits because they do not realize their

significant monetary value. However, research indicates that if

employees are allowed some flexibility in choosing the type of

benefits they prefer within a total package, called a flexible or

cafeteria benefits plan, there is a significant increase in both

benefits satisfaction and overall job satisfaction (Alison E.Barber,

Randall B.Dunham and Roger A. Formisano, ‘The Impact of

Flexible Benefits on Employees Satisfaction: A Field Study’,

Personal Psychology, Sep.1992, pp.55-76).

13

Promotions: Promotional opportunities seem to have a varying

effect on job satisfaction. This is because promotions take a

number of different forms and have a variety of accompanying

rewards. Individuals who are promoted on the basis of seniority

often experience job satisfaction but not as much as those who

are promoted on the basis of performance. Additionally, a

promotion with a 10 percent salary raise is typically not a

satisfying as one with a 20 percent salary raise. These

differences help explain why executive promotions may be more

satisfying than promotions that occur at the other level

organizations. Also, in recent years with the flattening of

organizations and accompanying empowerment strategies,

promotions in the traditional sense of climbing the hierarchical

corporate ladder of success is no longer available at it once was.

A positive work environment and opportunities to grow

intellectually and broaden their skill base has for many become

more important than promotion opportunities.

Supervision: Supervision is another moderately important

source of job satisfaction. It can be said that there seem to be

two dimensions of supervisory style that affect job satisfaction.

One is employee-centeredness, which is measured by the degree

to which a supervisor takes a personal interest and cares abut

the employee. It commonly is manifested in ways such as

checking to see how well the employee is doing, providing advice

and assistance to the individual, and communicating with the

associate on a personal as well as an official level. American

employees generally complain that their supervisors don’t do a

very good job on these dimensions. There is considerable

14

empirical evidence that one of the major reasons employees give

for quitting a company is that their supervisor does not care

about them (Marcus Buckingham and Curt Coffman, ‘First, Break

All the Rules’, Simon and Schuster, New York, 1999, p.264).

The other dimension is participation or influence, as

illustrated by managers who allow their people to participate in

decisions that affect their own jobs. In most cases, this approach

leads to higher job satisfaction. According to meta-analysis

disclosed that participation doe have a positive effect on job

satisfaction. A Participative climate created by the supervisor

has a more substantial effect on workers’ satisfaction than does

participation in a specific decision (Katharine, I. Miller and Peter

R.Monge, ‘Participation, Satisfaction, and Productivity: A Meta-

Analytic Review’, Academy of Management Journal, Dec.1986,

p.748).

Work Group: The nature of the work group or team will have an

effect on job satisfaction. Friendly, cooperative coworkers or tem

members are a modest source of job satisfaction to individual

employees. The work group, especially a ‘tight’ team, serves as

a source of support, comfort, advice, and assistance to the

individual members. A ‘good’ work group or effective team

makes the job more enjoyable. However, this factor is not

essential to job satisfaction. On the other hand, if the reverse

conditions exist – the people are difficult to get along with – this

factor may have a negative effect on job satisfaction.

Working Conditions: Working conditions have a modest effect

on job satisfaction. If the working conditions are good (clean,

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

15

easier to carry out their jobs. If the working conditions are poor

(hot, noisy surroundings, for example), personnel will find it more

difficult to get things done. In other words, the effect of working

conditions on job satisfaction is similar so that of the work group.

If things are good, there may or may not be a job satisfaction

problem; if things are poor, there very likely will be.

Most people do not give working conditions a great deal of

thought unless they are extremely bad. Additionally, when there

are complaints about working conditions, these sometimes are

really nothing more than manifestations of other problems. In

recent years, because of the increased diversity of the workforce,

working conditions have taken on new importance. There is also

evidence of a positive relationship between job satisfaction and

life satisfaction and that the direction causality is that people who

are satisfied with their lives tend to find more satisfaction in their

work (T.A.Judge and S.Watanabe, ‘Another Look at the Job

Satisfaction – Life Satisfaction Relationship’, Journal of Applied

Psychology, Vol.78, 1993, pp.939 – 948).

2.1.2: Outcomes of Job Satisfaction:

To society as a whole as well as from an individual

employee’s standpoint, job satisfaction in and of itself is a

desirable outcome. However, from a pragmatic managerial and

organizational effectiveness perspective, it is important to know

how, if at all, satisfaction relates to outcome variables. There are

no simple answers and the results range from weak to strong. In

examining the outcomes of job satisfaction, it is important to

break down the analysis into a series of specific outcomes.

Satisfaction and Performance:

16

Do satisfied employees perform better than their less

satisfied counterparts? This ‘satisfaction – performance

controversy’ has raged over the years. Although most people

assume a positive relationshi, the research to date indicates that

there is no strong linkage between satisfaction and performance.

Conceptual, methodological, and empirical analyses have

questioned and argued against these weak results. Perhaps the

best conclusion about satisfacton and performance is that there

is definitely a relationship, probably higher than the well-

known .17, but also not as high as conventional wisdom assumed

concerning happy workers are productive workers. Moreover, the

relationship may even be more complex than others in

organizational behaviour. Finally, there is still considerable

debate whether satisfaction leads to performance or performance

leads to satisfaction.

Satisfaction and Turnover:

Does high employee job satisfaction result in low turnover?

Unlike that between satisfaction and performance, research has

uncovered a moderately negative relationship between

satisfaction and turnover. (W.Lee and Richard T.Mowday,

‘Voluntarily Leaving an Organization: An Empirical Investigation

of Steers and Mowday’s Model of Turnover’, Academy of

Management Journal, Dec.1987, pp.721 – 743).

High Job Satisfaction will not, in and of itself, keep turnover

low, but it does seem to help. On the other hand, if thee is

considerable job dissatisfaction, there is likely to be high

turnover. Obviously, other variables enter into an employee’s

decision to quit besides job satisfaction. When things in the

17

economy are going well and there is little unemployment,

typically there will be an increase in turnover because people will

begin looking for better opportunities with other organizations.

Even if they are satisfied many people are willing to leave if the

opportunities elsewhere promise to be better. On the other

hand , if jobs are tough to get and downsizing, mergers, and

acquisitions are occurring, as in recent years, dissatisfied

employees will voluntarily stay where they are. On an overall

basis, however, it is accurate to say that job satisfaction is

important in employee turnover. Although absolutely no turnover

is not necessary beneficial to the organization, a low turnover

rate is usually desirable because of the considerable training

costs and the drawbacks of inexperience.

Satisfaction and Absenteeism:

Research has only demonstrated a weak negative

relationship between satisfaction and absenteeism. As with

turnover, many other variables enter into the decision to stay

home besides satisfaction with the job. For example, there are

moderating variables such as the degree to which people feel

that their jobs are important. Hence, it is important to remember

that although high job satisfaction will not necessarily result in

low absenteeism, low job satisfaction is more likely to bring about

absenteeism.

Other Effects and Ways to Enhance Satisfaction:

In addition to those noted previously, there are a number of

other effects brought about by high job satisfaction. Research

reports that highly satisfied employees tend to have better

physical health, learn new job-related tasks more quickly, have

18

fewer on-the-job accidents, and file fewer grievances. Also on the

positive side, it has been found that there is a strong negative

relationship between job satisfaction and perceived stress

(M.A.Blegen, ‘Nurses’ Job Satisfaction: A Meta-Analysis of Related

Variables’, Nursing Research, January-February, 1993, pp.36-41.).

2.1.3:How to Improve Job Satisfaction:

To mitigate dissatisfaction or to improve job satisfaction a

number of interventions can be undertaken. Some of the most

important of them are – Improving working conditions,

Transferring discontented workers, Changing perceptions, Initiate

morale building programmes and Criticism.

Improving working conditions:

One simple, prescribed solution to increase job satisfaction

is to improve those conditions, which are organizational sore

parts. In one company job enrichment raised the morale of

electronic technicians. Thus by identifying the root cause of job

dissatisfaction the management can evolve a strategy for

remedial action.

Transferring discontented workers:

In some cases it is also possible to mitigate dissatisfaction

by transferring the disgruntled employee to another job matching

his tastes and preferences. This transfer achieves a better fit

between individual and job characteristics and promotes job

satisfaction. This kid of transfer may not be without certain

constraints. The dissatisfied person may be unwilling to move

from the existing position or he may be incompetent to hold

other challenging job.

Changing perceptions:

19

Employees sometimes have misconceptions about many

aspects of job. Dissatisfaction stems from the misperceptions

about the organization. Employees may be misinformed about

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

inadequate or incorrect information’s. In these cases,

management can change the perceptions of dissatisfied

employees and restore job satisfaction. By furnishing the correct

information, discontent gets subsided over time.

Initiate morale building programmes:

Organization conducts of development wherein morale

building becomes a major part. Even the successful

organizations also conduct new programmes to keep the morale

and job satisfaction at higher level. For instance, USAA (United

Service Automobile Association) – the effective organization from

the viewpoint of profitability and having a resdord of good service

to public and with high morale among employees, has recently

introduced a programme called ‘vanpooling’, which increased job

satisfaction of a larger number of employees (‘Energy Savings at

USSA: Aide’, The Insurance Magazine from USSA, 10, Summer,

1979, p.24).

Criticism:

Job Satisfaction has been and is the center of attraction for

organizational researchers. But the approaches to job

satisfaction are either incomplete or biased and unrealistic.

According to Walter R.Nord, a famous researcher, the following

points are worth noting in this connection.(Walter, R.Nord, ‘Jo

Satisfaction: Reconsidered’, American Psychologist, 32, 1977,

p.1028) – (a) Researchers on job satisfaction have concentrated

20

on a narrow range of variables rendering their studies largely

incomplete; (b) Researchers have ignored the simple fact that

organizations have no specific incentives for experimenting with

the ways of increasing job satisfaction; (c) No consideration has

been given to the nature of commodity produced and the quality

of the product and (d) Adequate attention has not been given to

the relationship of power and control to job satisfaction and

alienation.

2.1.4:Teacher Job Satisfaction in India:

The Kothari Commission (1964-66) has aptly opined in its report

that nothing is more important than providing teachers best

professional preparation and creating satisfactory conditions of

work in which they carefully be effective’. Stapleton, Croft and

Frankiewiz (1979) found a positive relationship between Job

Satisfaction and effective teacher behaviour. ‘The future of our

nation is being built in today’s classrooms’ (Education

Commission, 1964-66). Teachers are responsible for organizing

these classrooms. That is why teacher are called the builders of

the nation; and teaching has been considered as the noblest

profession. Keeping this into consideration, various commissions

and committees have also given an importance to the Profession

and Job Satisfaction of the Teacher Community at various levels

in India.

The National Policy on Education (1986) has stressed the

need of Pre and In-service training programmes to the Teachers.

The facility like providing necessary assistance to the Faculty

Members so as to enable them to upgrade their professional

career has been recommended. Similarly, facilities like pay

21

scales, promotion career, and medical care, encouraging

participating in the symposia, workshops, conferences and other

academic activities to enhance their teaching career. Further,

necessary measures are also taken into consideration to restrict

the teacher-pupil ratio. Further, the Teachers are accorded

permission to start the Teacher organizations to strengthen their

professional skills and rights. Similarly, they are also accorded to

participate in the social activities in the interest of public with

certain limitations. The Governments and public organizations

have also confined to achieve the object Teacher Job Satisfaction

in the interest of National development and make necessary

provisions to the rules from time to time according to the needs

and situations.

2.1.5:Dimensions of Teacher Job Satisfaction:

The researcher considers with the following dimensions for

measuring Teacher Job satisfaction. They are – (1) Professional,

(2) Teaching Learning, (3) Innovation and (4) Inter-Personal

relations.

Professional aspect disclosed the job security and social

prestige, moulding the young minds, getting appreciation from

others, reaching problems of the students.

Teaching Learning aspect envisaged the problems of

students, new situations, successfully managing the classes,

students active participation in the classes, innovative technique

in teaching, systematic plan of the work.

Innovation relates to creativity, innovative techniques in

teaching, participation of cultural activities, co-curricular and

social welfare activities.

22

Inter-personal relations refers the relations with

colleagues, parents, students, authorities or any personnel in

relation to school activities.

As far as the performance Satisfaction effort loop, which

was dia-graphically (Figure –1) presented hereunder is also

strengthening that high satisfaction always leads to high

employee performance.

Diagram showing the Performance – Satisfaction – Effort loop

Better Rewards Reception of Greater

Satisfaction

Performance: Intrinsic Equity in New Words

Extrinsic

Feedback

(Source: ‘The Performance Satisfaction – effort loop’, Page.261, Organizational Climate by Keith Devis, 1977)

2.1.6: Measurement of Teacher Job Satisfaction:

Teacher Job Satisfaction measuring procedures appear to be

complicated at a first glance. It seems simple to go to the

employees and get data from them and then interpret. But

experiences are shown that careless procedural class can limit

seriously the validity and usefulness of the survey. Keen

attention should be given to question construction, maintenance

23

of anonymity for employees and sampling procedures. Even in

Education field, it is very difficult to measure the Teacher Job

Satisfaction.

After careful observation of the literature it is found that

teachers job satisfaction can be measure mainly in two ways viz.,

(1) Observation and Interviews, (2) Use of tests including

inventories and writing scales developed by some psychologists

and educational researches like Crook, Maslach, Herhier and

other, and Gaba Teacher Job Satisfaction Scale, Gupta and

Srivatsava Teacher Job Satisfaction Scale, Lodahl and Kejher’s Job

Involvement Scale and Job Satisfaction Scale developed by Dixit

are some of the tools available for measuring job satisfaction.

However, they are context specific and may not be suitable for

the present study. Hence, the researcher developed and a

teacher job satisfaction self-rating scale.

The shape will undoubtedly depend on what goes on in the

classroom and how it goes on. These two facets of classroom

situation entirely revolve around the qualities of teacher who

virtually steer the whole process. Hence, teacher is an important

instrument in the teaching learning process and more so his

qualities, which contribute for better teaching. The more active,

influential, forceful and effective, the more effective and useful is

the education. Thus, teacher profile is the first tool, which

influencing the learner in terms of day-to-day changing needs in

the nation and universe.

From the time teaching started to gain recognition as a

profession experts as well as common man began to wonder

about the effectiveness of the teacher. The need and often

24

proneness in the Teaching learning process is the concept of

good teacher. However, the teacher is facing many barriers in

his teaching learning process on account of various stress

creators in his profession. No teacher is to make justice to his

profession without support of the Society and National policies.

So much of importance is given to the Teacher Profession

because, that alone determines the better of any educational

system of any country. The educational system might have well

formulated aims and objectives. It might have developed

excellent administrative structure. But without an army of

efficient teachers the system cannot function well. The teachers

should ultimately translate the aims and objectives into practice.

The above discussion on Teacher Job Satisfaction is

presented in Figure –2, which clearly shown to understand the

inter-relations between the dimensions of the study.

PROFILE OF TEACHER JOB SATISFACTION

Professional Teaching Learning

Innovation Inter-personal

Relations

2.2.0:STRESS:

25

Stress is a term used to designate a wide range of man’s

arising in response to various extreme effects. The work is

broadly used to designate non-specific body responses to any

unfavourable effect. In attempting to satisfy the needs, an

individual may have to face failure sometimes. When an

individual’s efforts in satisfying a need are thwarted, he is

subjected to a number of stresses. Frustration, anxiety, conflicts

or pressures may cause stress. A mentally healthy person will

have a few occasions of stressful situations, which he will meet

successfully.

2.2.1:Meaning and Nature of Stress:

Stress is usually thought of in negative terms. It is thought

to be caused by something bad. This is a form of distress. But

there is also positive and pleasant side of stress caused by good

things, for example an employees is offered a job promotion at

another place. This is a form of ‘Eustress’. The pioneers of stress

research, from the Greek ‘eu’, which means good, coined this

term. In other words stress can be viewed in a number of

different ways and has been described as the most in precise

word in the scientific dictionary.

Concern about the impact of stress on people has its roots

in medicine and specifically the pioneering work of Hans Selye,

the recognized father of stress. While searching for a new sex

harmone, he serendipitously discovered that tissue damage is a

non-specific response to virtually all-noxious stimuli. He called

the phenomenon the ‘general adaptation syndrome’ (GAS) and

about a decade later he introduced the term ‘Stress’ in his

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

26

exhaustion. The ‘GAS’ model represented the physiological

approach to stress. But later, attention is also being given to

psychological and behavioural dimensions. All the three

dimensions of stress are important to the understanding of job

stress.

Although there are numerous definitions and much debate

about stress Invancevich and Matteson defined stress simply as

‘the interaction of the individual with the environment’. But then

they go on to give a more detailed working definition as follows.

‘An adaptive response, mediated by individual differences

and for psychological process, that is a consequence of any

external (environmental) action, situation or event that places

excessive psychological and/or physical demands upon a person’.

Buher and Newman define job stress as ‘a condition arising from

the interaction of people and their jobs and characterized by

change within people that force them to deviate from their

normal functioning.’

A more general definition of stress may be given as ‘an

adaptive response to an external situation that results in

physical, psychological and or behavioural deviations for

organizational participants’.

So, it is important to note that stress is not simply anxiety,

stress is not simply nervous tension and stress is not necessarily

something damaging, bad, or to be avoided. Eustress is not

damaging or bad and is something people should seek out rather

than avoid. The key of course, is how the person handles the

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

effectively controlled.

27

Depending upon the stress factors and the nature of its

effects, various types of stresses are commonly classified as (1)

Physiological and (2) Psychological Stress.

Physiological stress factors involve excess physical loads,

high and low temperatures, pain stimuli difficult respiration etc.

Psychological stresses are subdivided into informational and

emotional factors. Informational stress occur in situations

involving informational over loads, when a person fails to cope

with the problem, or is slow in making correct decisions or when

his responsibility for the results is high. Emotional stress appears

in situations involving thread, danger, offence etc.

The subject of work related stress has received increasing

attention in recent years on several fronts. Policy makers are

recognizing the negative aspects of work stress in human

resources. Researchers in the areas of organizational behaviours

and social psychology are amassing a credible body of empirical

evidence abut effects of stress on the organization, worker out

put and the physical and emotional well being of the worker and

his/her family. Counsellors and therapists are receiving an

increasing clientele who report negative effect from work stress.

Majority of these studies have been confined to industrial

organizations. There is however, increasing speculation that

stress may be particularly prevalent among the human service

professions (Cherrniss, 1980, Cooper amd Marshall, 1980).

Especially the impact of stress in teaching profession is alarming

and is being focused and given due attention in recent times.

Although the term job stress or occupational stress has been

28

widely used, there is little understanding as to how the term

should be used.

Cox (1975) distinguishes three common usages of the term

‘Stress’. The engineering model conceptualizes ‘Stress’ as

negative pressure exerted by the environment on the individual.

This model defining occupational stress as negative

environmental stressors like work overload,

role-conflict/ambiguity, poor working conditions associated with a

particular job has been widely used (Khan et.al 1964; Cooper and

Marshall, 1976).

The physiological model conceptualizes stress as something

that happens within the individual. The identification and the

quantification of individual as stress was initially carried out with

response to the physiological response pattern of the individual

(Selye, 1956).

The transactional model conceptualizes stress as the result

of the imbalance or discrepancy between the demands made by

the environment upon the individual and his ability to meet or

cope with these demands.

2.2.3:Sources of Stress or Stress Creators:

There are technically called ‘Stressors’. They come from

both outside and inside the organization and from the groups that

employees are influenced by and from employees themselves.

The common stressors affecting to-day’s employees can be

categorized into (1) extra-organizational, (2) organizational, (3)

group stressor – and (4) individual stressors.

In combination or singly they represent a tremendous

amount of potential stress impinging upon to-day’s job holder at

29

a every level, and in every type of organization or profession.

The effects of such stress can create not only physical problems

(heart diseases, ulcers, arthritis and even cancer) and

psychological problems (mood change, lowered self-esteem,

resentment of supervision, inability to make decisions, and job

dis-satisfaction) but also social problems (tardiness, absenteeism,

turnover and accidents). To cope with these stresses induced

problems a number of individual and organizational strategies are

developed. Exercise, relaxation, behaviour self-control

technique, cognitive therapy technique and net working are some

of the potentially useful comping strategies that individuals can

apply to help combat existing stress. Organizational coping

strategies to prevent or reduce job stress include the measures

such as making performance reviews, removal of safety hazards,

improving lighting, noise and temperature, improving

communication and information, clarifying ambiguous or

conflicting roles etc. In addition to these more general strategies

might include creating a supportive organizational climate,

enriching the design of the tasks, clarifying organizational roles

and planning career paths and providing counseling. The

Diagramatic representation of Job Stress and various stressors is

given hereunder.

Diagrammatic Representation of Job Stress

30

2.2.4: TEACHER STRESS:

Hans Selye feels that, complete freedom from stress is

‘death’. Stress appears to be as common as ‘Sweat’ to anybody

now-a-days. It appears at every level, and in every profession.

‘Teaching’ is no exception. In fact, it is strongly felt that teachers

are more prone to stress because dealing with children all day is

in itself a stressful occupation.

School is considered to be a major source of stress in the

lives of both students and teachers. The potential of stress is

present in a bureaucratic setup, intense interpersonal

relationships, time-space restrictions and constant evaluation of

effort.

Kyriacou and Sutcliffe (1977, 1978) have defined teachers

stress as a response syndrome of negative effects (such as

anger, anxiety or depression) arising from aspects of the

teacher’s job and mediated by the perception that the demands

made upon the teacher constitute a threat to his self-esteem or

31

STRESS

well being and by coping mechanisms activated to reduce the

perceived threat.

Research on teacher stress is in an early stage or

development. A model of teacher stress given by Kyriacou and

Sutcliffe (1978) attempts to integrate the available research

findings and current approaches to stress.

Characteristics of the Individual Teacher – Biographical – Personality – Higher Order needs Ability to meet or cope with

Demands Beliefs – Attitudes – Values – Systems

Potential Stressors Coping Mechanisms to reduce Perceived threat PhysicalPsychological

Appraisal threat to Teacher Stress Negative affects Self-esteem well being response correlates Psychological - Physiological

Behavioural

32

Actual Stressors Chronic symptoms Psycho-somatic

Coronary Mental

Potential Non-occupational Stressors Illhealth Life crisis

(Based on Kyriacou & Sutcliffe – 1978)

The above figure discloses those Potential occupational

stressors are objective aspects of teachers job (e.g., too much

work, high noise levels which may result in actual occupational

stressors and Teacher stress if only they are perceived by the

teacher to constitute a threat to his self-esteem or well being. A

distinction is made between potential occupational stressors that

are essentially psychological (i.e., demanding high quality work,

poor relationship with colleagues and those, which are essentially

physical (i.e., dashing between classes, noisy classrooms, which

recognizing that some potential occupational stressors (i.e., too

much correction work) may be a mixture of the two. Potential

occupational stressors, which are perceived as threatening,

become actual occupational stressor for the person concerned.

33

Such an appraisal or perception may occur in two ways.

Firstly, the teacher may feel he is unable to meet or cope up with

the demands made upon him and such failure has important

consequences for him. Secondly, the demands made upon him

conflict with his higher order needs (self-actualization).

This appraisal again will depend on the interaction between

the teachers individual characteristics and his perception of the

demands made upon him. The individual characteristics that

may be of primary importance include biographical details (e.g.,

sex, age, and teaching experience) personality traits (e.g.,

anxiety, proneness, flexibility, rigidity) higher order (e.g., self-

actualization) ability to meet or cope with the demands and the

teacher’s beliefs, attitudes, value system. It should be noted,

however, that it is the teacher’s perception of his own ability to

meet or cope with, rather than his actual ability that will partly

determine his appraisal. And research has indicated that people

differ in the degree to which they perceive themselves to have

control over the environment (e.g., locus of control, attribution).

The appraisal may also be affected by potential stressors that are

not specifically aspects of the job (e.g., life crisis or ill-health).

These have been termed ‘potential non-occupational stressors’.

Coping mechanisms are introduced to deal with the actual

occupational stressors and are also partly determined by the

teacher’s individual characteristics. Teacher stress is directly

related to the degree to which the coping mechanisms are able

or unable to deal with actual stressors and the degree to which

the teacher appraises threat.

34

Thus teacher stress is primarily conceptualized as a

response of negative effect such as anger or depression, which is

usually accompanied by other response correlates. These

response correlates may be psychological (e.g., high job dis-

satisfaction, burnout) psychosomatic like asthma, allergies and

even more serious ones like heart disease and mental ill-health.

Concern regarding stress among school teachers has been

raised for over 40 years (Turnk, Meeks and Turk, 1982). Thus

although the issue of teacher stress is not new, the severity and

scope of the problem appear unprecendented. Research studies

show that more and more teachers are reporting or experiencing

stress in their job and feeling more stressful than other

comparable professionals. Pratt (1978) reports that 60.4% of

teachers surveyed reported some nervous strain, in contrast with

51.1% of ‘other professionals’ and 36.1% of the sample of

employed people. Cox, Mackay, Cox, Watts and Brockley (1978)

likewise report that, in a study comparing school teachers with

semi-professional matched for sex, age and material status, 79%

of the teachers mentioned their jobs as a ‘main source of stress’

in their life, whereas only 38% of the non-teachers did so.

2.2.5: Dimensions of Teacher Stress:

Of many dimensions, the investigator considered the following

dimensions for measuring the Teacher Stress. They are –

Intensity of Work, (2) Students Behaviour, (3) Professional growth

and (4) Extrinsic Annoyers.

(1)Intensity of Work refers to teaching, recess schedule,

Record work, Time for preparation of lessons, devotion of work,

35

working responsibilities, professional training related aspects are

discussed.

(2)Students Behaviour refers to students behavioural attitude,

respected towards teacher recognition, classroom discipline,

measuring the student interest, maintenance of classroom

teaching, monitoring the disruptive classroom and inadequate

financial support aspects.

(3)Professional Growth discloses the leisure problems,

professional skills, interest in social activities, opinion/feelings

towards teaching profession, personal activities, promotional

opportunities aspects are included.

(4)Extrinsic Annoyers refers to recognition for attending extra

work, interest towards teaching, interest to teach below average

students, feeling locked up to into a routine in job, lack of

providing teaching material, lack of appreciation towards

innovative ideals, participation in decision making, poorly

organized meetings, relation with colleagues, relation with the

head-teacher, administrative problems, head-teacher attitude

towards faculty members, self-control, taking responsibility for

pupil’s success in examination and maintaining to uphold values

are incorporated.

The following figure disclosed the variables involved in the

definition of Teacher Stress.

TEACHER STRESS

36

Intensity of Work Students Behaviour

Professional Growth Extrinsic Annoyers

2.3.0:CHANGE-PRONENESS:

Change-proneness, though quite recent in origin, with

astonishing rapidity has become almost a catchword. It is the

tendency to accept any thing, which is new novel, to be imbibed

in their style of work. It is the state of flux and dilemma brought

about by devotion to a cause which may promote and result at

expected rewards or fail to produce unexpected revolts (Uday

Koundinya, 1999).

Change is the order of day. Everybody should accept this

truth and those changes too. From ancient times, whenever a

new discovery, a strange concept and a novel theory has

proposed, there has been an ‘upsurge’ among others. As

Vivekananda rightly quoted ‘every new activity evidently has to

pass through the three stages – better ridicule, severe opposition

and final acceptance’.

‘To accept that each is round but not flat’ also requires

much emotion in the minds of people. Members of ‘Flat earth

society opposed the truth severely. Accepted truths are really

difficult to be wiped of from minds and the new changes in those

are as really taken a long time and they evidently be the butt of

ridicule.

37

Helio Centric theory took a long time to be accepted and it

was severely opposed and bitterly refused by persons who accept

geo-centric theory by that time. Atomic division in Chemistry,

Darwin’s theory of Evolution in Biology, Sigmond Freud’s

contributions to psychology all these are not at all exceptions for

the basic truth. This truth holds good even in social sciences and

in culture revival. Social changes, which total alter tradition and

cultural heritage evidently depend upon the sudden changes.

Sudden change but not slow transition, revolution but not

evolution out right change but not graded stepwise modification

is the predominant nature of change proneness. Many scientific

truths, which emerged as a result of eminent thinking by great

scientists, told to replace established facts up to the day and

required long time to be accepted. Becqueral and Madam Curie’s

Radio activity, Newton’s gravitational theory, Einsten’s theory of

Relativity law of E = mc², and Darwins theory of Evolution,

Mendal’s heredity, Freud’s buffing contributions regarding

abnormal behavour… All these are clear vivid and valid

examples. Change proneness means inclination or readiness one

has to change or alter his behaviour, attitudes, feelings and

thoughts by being flexible rather restraining oneself to be rigid

(Mukhopadhayay, 1980).

If at all some people who accept and invite such crucial,

vital changes are not there in those days, these mightily truths

may not have emerged out to be existent before us not. ‘The

tendency of possessing an inclination to new novel, strange, at

times totally afresh, baffling inventions and innovations, which

can even shake and wipe of old existing traditional views is

38

‘Change Proneness (Uday Koundinya, 1996). Regarding the

origin and genes is of the word ‘Change Proneness’; Miller (1967)

for the first time has coined the concept of Change Proneness is

the congregation’s effect of curiosity, open mindedness and

mental flexibility. Miller rightly gages the comprehensive nature

of the concept. Radical change, innovativeness, tendency to

inquire, being shrewd and proneness in thought in quietness, all

these traits facilitate change proneness.

2.3.1:Rigidity and Flexibility:

This change proneness evidently relies upon two opposing

ideological aspects rigidity and flexibility. A clear understanding

of the two aspects rigidity and flexibility, will evidently help the

investigator by throwing enormous light on the concept ‘Change

Proneness’. The main hurdle to accept a new theory and invite a

novel, sudden change is rigidity Warner defined ‘Rigidity’ as a

lack of variability in a response or lack of adaptability in

behaviour.

In life situations, some people are rigid in their behaviour

some are not. The same people, who are rigid in one type of

situation, may be non-rigid in other situations. For example some

may be good at problem solving in the science laboratory but

may not apply the problems in the community (Klausner, 1972).

The dictionary meaning of rigidity is a personality trait

characterized by inability to change one’s attitudes opinions or

manner of adjustment (Atkinson, 1964).

From various studies it seems that these are the few bias

factors, which go to make up this rigid tendency.

39

Goldstein defined rigidity as adherence to a performance

that is inadequate for the present task i.e., a rigid term does not

shift from one performance to another as required by the fresh to

be fulfilled’. (quoted by Broundy, H.S., in ‘Building Philosophy of

Education’, 1965).

Research tries to relate problem solving rigidity with

attitudinal dispositions of persons. He states that it is the

inability to change one’s set or attitudes.

Wolfert opined ‘Rigidity is restricted range of behaviour as

this type of rigidity prevails in human minds; they act as

stumbling blocks and hurdles. They approve oneself to have a

new concept alter the type of learning, to invite change in the

approaches. (quoted by Jones, M.R. (Ed) in ‘Nebraska Symposium

on Motivation’, 1955).

The opposing ideological aspect for rigidity is ‘flexibility is

the personality trait characterized by ability to change one’s set,

opinion line of thinking and process of adjustment. Exhibiting

inclination to a new and strange thing will be possible and it is

due to flexibility.

In life situations, some people are flexible in their behaviour

some are not. The people who are flexible on one occasion may

not be much flexible on other occasions. They at times with

flexible out alter their responses and behavioural patterns. But

they decline at times to be flexible and then they stick to old

ideologies.

Flexibility is the outstanding quality of exhortative tendency

and ability to change one’s set or attitude and opinions even one

should be effective understanding line of thinking and even

40

process of adjustment. Psychologists in accordance with their

standpoints have advanced the concept of rigidity and flexibility

and different definitions. The definitions may be prepared from

psychomotor developmental, attitudinal intellectual and

behavioural aspects.

Change proneness, though quite recent in origin with

astonishing rapidity has become almost a catch word change

proneness can be defined as a tendency to accept any thing

which is new, novel to be imbibed in their style of work. Change

proneness is state of acceptance of new and creative ideas,

which might at time create criticism and failure or result at

appreciation and success. It is a sense of satisfaction,

commitment and success in the quest for new techniques, ideals

and methods. Change proneness is defined as a state of flux and

dilemma brought about by devotion to a cause or a way of life,

which may promote to result at expected rewards or fail to

produce unexpected revolts.

2.3.2:Change Proneness among Teachers:

How a Teacher should be? Is a puzzling question? Teacher

at his best should be active not reactive, must strive rather than

submit he must be author of his behaviour rather than have it

dictated by authority. The teacher should perform his duties in

his own style. The pattern of functioning of teachers reveals the

existence of two categories of teachers.

Being very flexible in approach, those adopt new strategies

and innovate those who may not accept new strategies and

implement novel techniques.

41

The first category of teachers possesses state of acceptance

of creative ideas. The later fall to own the tendency to accept

new strategies with a feeling of fear or failure. Those who are

rigid in their out look do not take any risk by innovating new

learning strategies and their teaching style will be routine. Those

who are flexible possess a rare quality of distinguished creativity

with an inborn talent. They are change prone, ventilate their

creative thoughts and successfully satisfy the children in the

class.

Carl Rogers classified all the types of people working in a

field in to five categories. They can be described in a parabolic

curve. The first category is ‘innovators’ – persons with utmost

change proneness who always think afresh, accept any changes

and invent new strategies by being exemplary. Second category

is ‘immediate adopters’ who may not think new, but who would

adopt and implement any new idea. Third category are ‘early

majority’ normally large in numbers who propagate and follow

the successful innovations. Forth category is ‘late majority’ who

would not like to accept and join the innovation willingly of their

own with the compulsion of many, slowly they may join the

group, accept the novely of a strange strategy. The fifth

category is ‘Laggards’ persons, who lag behind, will not accept

the innovations. Being rigid, they criticize and cause hindrance

to the new innovations (quoted by Mukhopadhyay, M. in

‘Education Innovations towards better schooling in Indian

Education’, 1982).

Now the researcher felt the need of blending the concept of

Change proneness and Carl Roger’s classification. Innovators

42

and immediate adopters constitute the group of persons with

high change proneness. Early majority constitute moderate

change prone teachers. The last two categories of Carl Roger’s

classification late majority and laggards constitute teachers who

possess how change process.

High change prone and low change prone teachers are

opposed to each other in their basic ideologies. The first

category is confident, accepting the challenge. They have feeling

of commitment competence as opposed to the members of

second category. Both of them are exactly theoretically opposite

poles and in the continuum scale. High and low change prone

teachers lie at the opposing extremities with moderately change

prone teachers scattering in the middle.

Teachers –

1.who can alter the old traditional teaching methods, substituting

them with novel concepts?

2.Feel their job not as a burden but a symphony.

3.Abreast with recent trends, techniques and explosion of

knowledge.

4.Give required guidance to students and enable them to learn

things in their own way and at their own pace.

5.Appreciate others for their creative and innovative ideas and

innovative new play way techniques.

6.Make their teaching as easy job can easily dart into the minds

of ‘hard to reach’ pupils with their high change proneness.

2.3.3:Measurement of Change Proneness:

Change proneness is recently developed concept in relation

to global changes in the curriculum transactions. It seems simple

43

to go to the teachers and get data from them and to start

interpretation. But experiences are shown that careless

procedural can limit seriously the validity and usefulness of the

survey. Keen attention is concentrated while construction and

administration of the tool. After careful observation of the

literature, it is found that this tool can be measure in various

procedures adopted by Mukhopadyay (1980) and Devagiri

(1999). However, they are context specific and may not be

suitable for the present study. Hence, the researcher after re-

test the tool and developed the Change Proneness tool with

necessary modifications made before administering this tool

among the selected sample of teachers.

2.3.4:Dimensions of Change Proneness:

Out of many dimensions of Teacher Change Proneness, four

dimensions are very important viz., (1) Innovativeness, (2)

Hesitating nature, (3) Consideration and (4) Acceptance of help.

The Innovativeness refers to the ideals, expression and

acceptance of novelty. The hesitating nature refers to

disagreeing the changes now in existence and refusing to accept

the new ideas. Regarding consideration refers to examine the

changes in curriculum transactions. Whereas the acceptance of

help is refers to measure the opinion towards curriculum changes

in classroom teaching.

Educational objectives can be achieved only when teachers

are efficient in performing their job in a given classroom or

learning situation, manifesting their potentialities into realities. A

teacher is able to under take this complex task, only when he is

able to motivate himself towards fast changing in teaching styles,

44

strategies and in the execution of innovative process. If a

teacher is unable to cope with the rapid changes that are taking

place in teaching learning transaction, then the primary objective

of teaching-learning process will be disturbed.

2.3.5:Physiological and Psychological Experiences:

Of all the above dimensions discussed, Teacher’s

physiological and psychological experiences are occupied

prominent place to measure the Teacher Change proneness.

Generally, teachers are often rely how they feel, physically and

emotionally, in order to assess their capabilities. More than the

other sources of information, if these are negative (i.e., the

teacher is very tired person or not physically well or particularly

anxious/distressed or facing a lot of pressure), which will

generally detract from proneness. On the other hand, if these

physical and mental states are well off, they need not process as

contributing much to the individual’s proneness. On balance,

however, if the teacher is in excellent physical and mental state,

this might be served as good point of departure to build

proneness other ways and might be even in and of itself aroused

a teacher’s prone on physical or psychologically demanding

tasks. The following figure disclosed the variables involved in the

definition of Teacher Change-Proneness.

TEACHER CHANGE-PRONENESS

Innovativeness Consideration

45

Hesitating nature Acceptance of help

Importantly for organizational behaviour and human

resources management, each of these resources is highly

malleable and changeable. As discussed earlier clearly disclosed

that the Change proneness is as stated earlier (Devagiri, 1999)

that it is the tendency to accept any thing, which is new novel, to

be imbibed in their style of work and it is the state of flux and

dilemma brought about by devotion to a cause which may

promote and result at expected rewards or fail to produce

unexpected revolts. However, the teacher needs a strong sense

in his change proneness before they will try to apply what they

have in their professional experiences. They will also trying to

learn new things. The belief of Teacher in his ability to perform in

his profession makes them vulnerable to on-the-job conditions,

which are not supportive in his job career. It helps the teachers

to survive rejection and helps them to preserve in face of

obstacles and setbacks.

Though the conceptual framework is systematic and sound

in its presentation, in reality, how far the Teacher Job Satisfaction,

Stress and Change Proneness are correlated and inter-

dependent, if so, to what extent, and how far inter and intra

relations between the dimensions of these aspects are the

immediate queries to solve the problem. The following figure

disclosed the relationship between the three aspects.

Diagram showing the relationship between Teacher Job Satisfaction, Teacher Stress and

46

Teacher Change Proneness

Job Satisfaction Stress Change Proneness

Professional Intensity of Work Innovativeness

Teaching Learning Student Behaviour Hesitating nature

Innovation Professional Growth Consideration

Inter-personal Extrinsic Annoyers Acceptance of help Relations

Thus the investigator is probing into the problem in detail.

To substantiate the present problem, the researcher reviewed

and presented the available literature relating to Teacher Job

Satisfaction, Stress and Change Proneness in the following

Chapter.

47

REVIEW OF RELATED LITERATURE

From the time teaching started to gain recognition as a

Profession, experts as well as common men began to wonder

about the effectiveness of the teacher. The examples of

Socrates, Drona, Plato, Christ and Buddha are of common

knowledge. Whether mythological or historical, both the eastern

and the western records strongly suggest that the famous

teachers were known to attract a large number of pupils around

them and their glory used to be reflected in terms of the

achievements of their pupils.

It has been documented in our ancient literature that after a

training period, testing competitions of Kshatriya princes were

held to ascertain the learning outcomes attained by them. Put

48

differently, it was a sort of public trial (test) of both the teacher

and the taught. If a pupil failed to show mastery of knowledge

and skills it indeed indicated a failure of the both, may be more of

the teacher. The episode of Arjuna-Ekalavya (Maha Bharatha)

rivalry is a classic example of the pupil-outcome criterion for

judging teacher effectiveness. Traces of such tradition are

evident even today in the fields of Indian music and dance. Our

famous musicians and dancers proudly declare who their

teachers are. Even in the academic field, it is customary for

students to boast which famous university – Oxford, Harward or

Yale – they studied in or under whom they worked for their

research. In turn, the institutions are proud to display and

publicize the names of the students who have become

accomplished in their respective fields. Thus, there is sufficient

evidence to believe that teacher (teaching) effectiveness has

been viewed more in terms of what happens to a learner than

what a teacher does. In other words, what is crucial is not the

teacher’s act or behaviour, but the pupil’s act or behaviour.

Hence, the investigator has reviewed the previous investigations

on the aspect of Teacher Job Satisfaction, Teacher Stress and

Teacher Change Proneness both in India and abroad in the

following pages.

Kerlinger (1973, III Survey of Educational Research) gave

two main reasons for discussing the general and research

literature related to the research problem. The first of this is to

clarify the theoretical rationale of the problem. The second

reason is to locate the present research in the existing body of

49

research on the subject and to point out what it contributes to the

subject.

The major purpose of this review of the available literature

is to determine the significant facts, which are essentially related

to the problem under investigation. For the knowledge emerging

from the investigation would enable the investigator to avoid

unintentional duplication, as well as to provide to understand and

insight for the development of logical framework for the present

problem under investigation. Moreover, studies that have been

done would help in formulating research hypothesis and

indicating ‘what needs to be done will form the basis for the

justification of the study under investigation’. The purpose of this

chapter is to provide a comprehensive and clear picture of the

related studies and to show how the present study contributes in

extending the knowledge in the attempted area under study.

3.1.0:TEACHER JOB SATISFACTION

3.1.1: Studies in Abroad

Ali Murat Sunbul (2003) studied “An analysis of

relations among locus of control, burnout and job satisfaction in

Turkish high school teachers”. The aim of this study was to see

how teachers' burnout is related to different aspects of locus of

control, job satisfaction and demographic characteristics such as

age and gender. The Job Satisfaction Scale was used to measure

the subjects' job satisfaction level. In addition, the Maslach

Burnout Inventory, which was used to measure dimensions of

teachers' burnout consisted of three subscales: emotional

exhaustion, personal accomplishment and depersonalisation. The

Internal-External Locus of Control Scale was used to measure the

50

extent to which teachers had an internal or external locus of

control. The findings showed that all burnout dimensions were

either positively or negatively related to independent variables.

All variables were statistically significant in predictive effect on

depersonalisation. External locus of control and age (predictor

variables) were positively and directly related to emotional

exhaustion dimension of burnout. Only one variable--age

(predictor variable) - was significantly predictive of personal

accomplishment. Literature (Australian Journal of Education,

Vol.47, 2003).

51

Athanasios Koustelios (2006) studied ‘The relationship

between burnout and job satisfaction among physical education

teachers: a multivariate approach’. The present study examined

the multivariate relationship between job satisfaction and

burnout, experienced by Greek physical education school-based

teachers. The sample consisted of 175 physical education

teachers, from primary and secondary education. The Maslach

Burnout Inventory (Maslach and Jackson, 1986) and the Employee

Satisfaction Inventory (Koustelios and Bagiatis, 1997) used to

assess burnout and job satisfaction respectively. Canonical

correlation analysis revealed a negative multivariate relationship

between the two constructs (r c=.61). Canonical loadings indicate

that job satisfaction is primarily affected by ‘job itself’ followed by

‘supervision’ and ‘working conditions’, whereas burnout is

affected by ‘personal accomplishment’ and ‘emotional

exhaustion’. Intrinsic aspects of job satisfaction seemed to

correlate stronger to burnout than the extrinsic (Nikolaos Tsigilis,

University of Thessaly, Greece, 2006).

Beverly M.Klecker and William E.Loadman (1999) studied

‘Male Elementary School Teachers' Ratings of Job Satisfaction by

Years of Teaching Experience’. The authors Teaching in

American public schools in grades K-12 is largely a female

pursuit. Discussions of the diversification of the American

teaching force, have generally focused on two areas: (1) the

under-representation of people of color in the teaching force and

(2) the under-representation of females in administrative

positions (Montecinos & Nielsen, 1997). Few researchers have

chosen to focus on the need for more males in the teaching force.

52

The scarcity of male teachers as student role models is a subject

of concern at all levels, but it is of particular concern in the early

grades (Wood and Hoag, 1993). National statistics of teacher

demographics indicate that the national teaching population is

72% female and 28% male. However, the gender statistics are

even more disproportionate at the elementary level. Fewer than

2% of pre-K/Kindergarten and 14.6% of elementary teachers are

male (Snyder & Hoffman, & Geddes, 1996). This lack of male role

models in the early years of schooling may be a limiting factor in

recruiting more males.

One of the principal problems the Bureau of Indian Affairs

(BIA) has in carrying out its responsibility to educate Indian

children is the high turnover rate among its teachers; a large

proportion of teachers in the BIA school system leave after their

first year or second year of work. Teachers at six elementary

schools on the Navajo Reservation were interviewed to determine

the features they considered rewarding and the drawbacks

associated with their place of work. The countryside itself and the

cultural characteristics of the children were cited as the most

rewarding aspects. Isolation in some form was the major

drawback. Long distances had to be traveled for services of any

kind. Medical services were not available on the reservation,

although the Public Health Service had clinics established there.

Because of lack of competition on the reservation there were high

prices in the local area for food and automobile repairs. Social life

was especially restricted. Job related problems were most

frequently concerned with administration. A fourth of those

interviewed, all Anglo, were dissatisfied with the BIA's

53

implementation of the Indian Preference Policy; they felt some

Indians were given preference for jobs for which they were not

fully qualified. The BIA reward structure is complicated by the

need for substantial documentation and reward is not given

consistently enough to affect teacher attitudes.

Recommendations to increase level of satisfaction among BIA

teachers conclude the report. (Bureau of Indian Affairs (Dept. of

Interior), Washington, DC., Journal of Education Research Bulletin,

Vol.119, 1999, USA).

Bolin, Feng (2007) investigated into “A Study of Teacher Job

Satisfaction and Factors that Influence it “. Research on job

satisfaction, an extremely important topic in organizational

administration and social psychology, has a history of nearly sixty

years, beginning with the publication of Hoppock's (1935) classic

work. The study of organization administration and behavioral

sciences started fairly late on the Chinese mainland. There are

few studies on job satisfaction, and even fewer in the educational

field. This study is an exploration into the current situation using

questionnaires and interviews. (Source: US Department of

Education Publication, M.E.Sharpe, Inc. 80 Business Park Drive,

Armonk, NY 10504,The entity from ERIC, 2007 (e-publication).

James S.Rinehart, Paula M.Short and Paula M.Short (1994)

studied “Job Satisfaction and Empowerment among Teacher

Leaders, Reading Recovery Teachers and Regular Classroom

Teachers”. Empowering teachers is an essential part of school

restructuring as evidenced b projects such as Sizer's Coalition of

Essential Schools (Muncey & McQuillan, 1993), the New

Standards Project (Simmons & Resnick, 1993), school-based

54

decision making in Chicago and Kentucky, or teacher involvement

in developing standards (Alexander, 1993). Another project,

developed by Short and Greer (1991), educated teachers to

competently analyze a problem and reach reasonable conclusions

because effective decision making is an important attribute in

today's schools. Even though making judgments is an essential

part of empowerment, other factors may exist and should be

identified as researchers begin to study re-structured

organizations.

A few researchers are beginning to investigate

empowerment and its effects on selected organizational

variables. For example, Short and Rinehart (1992) developed an

instrument to measure empowerment and, sequentially, utilized

it with teachers to examine the relationship to school climate. An

inverse association was found between these two variables,

which were attributed to teachers expressing more divergent

beliefs and ideas, raising levels of conflict, and lowering

perceptions of school climate. Short and Rinehart indicated a

need to explore the relationship to other psychological constructs

Education, Vol. 114, 1994, by James S. Rinehart, ERIC, e-Journal

publication).

Jennifer, McLean (2006) studied “Forgotten Faculty: Stress

and Job Satisfaction Among Distance Educators”. As distance

education initiatives flourish throughout higher education, new

avenues of opportunity have opened for students and faculty

alike. The literature is rich in findings related to factors, which

foster student satisfaction and success in the virtual

environment. Despite the rising numbers of faculty teaching

55

exclusively at a distance, the literature is silent on the

identification of factors that support faculty well being in the

areas of stress and job satisfaction for those teaching exclusively

online. This descriptive study used Delphi methodology to

identify stressors and levels of job satisfaction among faculty

teaching exclusively at a distance.

Background: With growing numbers of faculty moving

toward a teaching load that is geographically independent of both

students and colleagues, it is critical that the support needs of

these faculty are identified and addressed. Higher education

administrators and faculty developers face the challenge of

identifying and meeting the needs of this often highly diverse and

geographically dispersed faculty. The information gathered can

be used to inform administrators about those factors that induce

and prevent stress and burnout, sustain occupational satisfaction

and promote employee retention. The purpose of this study was

to provide an initial exploration into the experiences of distance

education faculty with regard to occupational stress and job

satisfaction. The data collected from this study provides

descriptive information on stressors experienced by distance

educators. Data was collected by way of a Delphi panel of higher

educators who teach exclusively at a distance, moving them

through adapted versions of Gmelch's (1986) Faculty Stress

Index, a measurement of faculty stress levels, and the Abridged

Job Descriptive Index (aJDI) which provided a measurement of job

satisfaction for consensus within the panel.

The central question this study sought to answer was: How

do distance educators characterize their stress and stressors? In

56

addition to stress, the study also asked: How satisfied are

educators working exclusively in a distance environment?

Implications for Administrative Practice: For distance

education administrators, it is important to recognize that

distance educators view themselves as dedicated almost

exclusively to instruction. The traditional triad of higher educators

sharing their time between teaching, service and scholarship is

not perceived as applicable to most distance educators who

consider themselves first and foremost teachers. Further, their

separation from campus demands that faculty identified for

distance teaching be intrinsically motivated and independent.

Faculty with a strong need for affiliation and supervision are less

likely to thrive as distance educators. Conversely, the panel's

comments suggest those faculties who take great enjoyment in

teaching and are comfortable working under little supervision are

well suited to this endeavor.

Administrators would be wise to note, however, that the

strong independence shown by this panel makes conformity to

institutional regulations less likely among distance educators, as

they frequently see themselves as operating outside the

boundaries of their campus-bound peers. Further, their strong

independence has the potential to impact retention, as distance

educators who feel no strong ties to their home institutions may

feel less inclination to dedicate their career to any one institution.

A final warning to distance education administrators relates

to the frequency of the panelists' comments about distance

education being a round-the-clock endeavor and the stress that

comes from having a job with no clear start and finish time. While

57

the panelists appear to believe that they are responsible for

setting their own guidelines in this area, it is important for

program administrators to recognize this stress and to realize

that if faculty members are unable to temper it themselves,

burnout is likely. Placing strong emphasis on the need for

distance educators to place reasonable demands on themselves

and to establish their own boundaries between work and personal

life is critical to retaining a healthy and productive faculty body.

Care should be taken to make even remote faculty feel a

part of the greater whole of this institution thorough regular

communication and support. This will enhance their sense of

affiliation to both the school and the individuals that comprise it,

increase compliance with regulation and – ideally – positively

impact occupational satisfaction.

The results of this study indicate that distance education is

a rewarding career path for many higher education faculty. The

challenges faced by faculty teaching exclusively at a distance are

not entirely different from those of their on-campus counterparts,

but the form those challenges take and the avenues by which

they are managed are necessarily changed in the distance

environment. (Source: Jennifer McLean, Pennsylvania College of

Technology (Online Journal of Distance Learning Administration,

Volume IX, Number II, Summer 2006, University of West Georgia,

Distance Education Center, Back to the Online Journal of Distance

Learning Administration Content).

John, De Nobile (2006) studied ‘ Organizational

Communication and Job Satisfaction in Australian Catholic

Primary Schools’. This study disclosed that Job satisfaction has

58

been associated with a variety of behaviours relating to

communication. However, very little research has been conducted

in primary schools encompassing job satisfaction and a range of

communication variables. This study investigated the

relationships between aspects of organizational communication

and facets of job satisfaction. The participants were 356 staff

members from 52 primary schools of six Catholic education

systems in New South Wales, Australia. The participants

completed a survey consisting of the Organizational

Communication in Primary Schools Questionnaire and the Teacher

Job Satisfaction Questionnaire (TJSQ). Ten organizational

communication factors and nine job satisfaction factors were

identified. Multiple regression analyses identified several

organizational communication factors that were predictors of job

satisfaction. The results suggest implications for policy and

practice with regard to communication in these schools

(Macqueries University, NSW 2109, Australia, ERIC – e-journal

article, 2006).

Nancy Tsui Yee Yeung & Alexander Seeshing Yeung (2002)

studied ‘Teacher Motivation, Stress and Satisfaction : Do

Teachers in a Secondary and Tertiary Institution Differ?

Survey data from 15 lecturers in a tertiary education

institution and 39 teachers in a secondary school in Hong Kong

were analyzed to investigate their work motivation and its

relationship with job-related stress and satisfaction. The

relationship between job-related stress and job satisfaction was

negative. However, both levels of stress and job satisfaction were

high. In terms of work motivation, for both groups, achievement

59

and affiliation orientations were high but power orientation was

not. These results indicate that the job nature of teaching itself

may have a driving force that makes teachers strive for

professional development that is stressful yet satisfying and

fulfilling. Analysis of variance found that the two groups (lecturers

vs. teachers) did not differ in work-related psychological

outcomes (job stress and satisfaction), nor did they differ in their

power orientation. For both groups, the achievement and

affiliation orientations were higher than power orientation

whereas between-group comparisons found that achievement

and affiliation orientations were significantly higher for lecturers

in the tertiary institution. The relatively high stress level of both

the lecturers and teachers warrants attention. Further work

should focus on effort to reduce teacher stress and increase job

satisfaction. (Paper presented at the International Conference

AARE 2002 at Brisbane, Australia on 3 December, 2002).

Ronit Bogler (2001) studied ‘The Influence of Leadership

Style on Teacher Job Satisfaction’. The article examines the

effects of principals’ leadership style (transformational or

transactional), principals’ decision-making strategy (autocratic

versus participative), and teachers’ occupation perceptions on

teacher satisfaction from the job. More specifically, it attempts to

find out how much of the variation in teachers’ job satisfaction

can be attributed to their perceptions of their occupation, as

compared to their perceptions about their principals’ leadership

style and decision-making strategy. A quantitative questionnaire

using Likert-type scales was administered to 930 teachers in

Israeli schools, of whom 745 responded. Path analysis was used

60

to explain teacher job satisfaction by the exogenous variables.

The most salient finding was that teachers’ occupation

perceptions strongly affected their satisfaction. Principals’

transformational leadership affected teachers’ satisfaction both

directly and indirectly through their occupation perceptions.

Implications of the study are discussed in relation to supervisors

and principals, as well as to policy makers at the government

level (Educational Administration, Quarterly, Vol.37,No.5,662-

683(2001)DOI:10.1177/00131610121969460).

61

Salome Schulze (2002) studied ‘Job Satisfaction Amongst

Black Female and White Male Academics: Implications for

Management’. This paper reports on the job satisfaction of black,

female and white, male academics at a distance education

institution in South Africa. A qualitative research approach was

employed. By means of purposeful and snowball sampling, ten

female participants from different departments in the humanities

were recruited and interviewed. In the second phase, reflexive

photography was used to gather data. Eight white males from the

same sector were provided with a camera and requested to take

pictures of the agonies and the ecstasies of their work. Thereafter

photo elicitation interviews were conducted. Data analysis

indicated how participants felt about teaching, research,

community service, administration, compensation and job

security, promotions, management, co-workers' behaviour and

their physical environment. Their overall, general job satisfaction

was also determined. Findings indicated how diverse the

perceptions and needs of the two groups are. Implications for

managing such a diverse human-resource base are indicated

(Department of Further Teacher Education, UNISA, Pretoria, South

Africa, 2002).

Smith, Frederick, D. (1977) studied “Factors Involved in Job

Satisfaction Among Teachers in the Bureau of Indian Affairs

System on the Navajo Reservation”. This study disclosed that

one of the principal problems the Bureau of Indian Affairs (BIA)

has in carrying out its responsibility to educate Indian children is

the high turnover rate among its teachers; a large proportion of

teachers in the BIA school system leave after their first year or

62

second year of work. Teachers at six elementary schools on the

Navajo Reservation were interviewed to determine the features

they considered rewarding and the drawbacks associated with

their place of work. The countryside itself and the cultural

characteristics of the children were cited as the most rewarding

aspects. Isolation in some form was the major drawback. Long

distances had to be traveled for services of any kind. Medical

services were not available on the reservation, although the

Public Health Service had clinics established there. Because of

lack of competition on the reservation there were high prices in

the local area for food and automobile repairs. Social life was

especially restricted. Job related problems were most frequently

concerned with administration. A fourth of those interviewed, all

Anglo, were dissatisfied with the BIA's implementation of the

Indian Preference Policy; they felt some Indians were given

preference for jobs for which they were not fully qualified. The

BIA reward structure is complicated by the need for substantial

documentation and reward is not given consistently enough to

affect teacher attitudes. Recommendations to increase level of

satisfaction among BIA teachers conclude the report. (DS)

(Source: The entity from which ERIC acquires the content,

including journal, organization, and conference names, or by

means of online submission from the author; BIA Education

Research Bulletin, v5 n2 p21-33 May 1977 , Peer-Reviewed: An

indication of whether the document came from a peer-reviewed

journal or U.S. Department of Education publication. Note: Used

from 2005 onward; Publication Date: 1977-05-00; Institutions:

Bureau of Indian Affairs (Dept. of Interior), Washington, DC.).

63

Generally, the results of this research are relevant psychology

as they pertain to relationship issues, communication strategies,

and attitudes developed by employees. Specifically, the results are

relevant to directors who wish to increase the job satisfaction of

their employees as well as prevent turnover. The results of the

research can be disseminated in director training programs, thereby

promoting social change by focusing on the impact of leadership

style on employee job satisfaction. In this exploratory study, a need

for structured leadership was related to higher global job

satisfaction as well as satisfaction with supervision. Further, the

results can contribute to social change by examining the impact of

leadership style in other nonprofit agencies having an organizational

structure similar to child care agencies. With the flux of change in

nonprofit organizations, such as child care centers, the need for

structure seems to be critical to employee job satisfaction,

particularly on satisfaction with supervision and has important

implications for child care director training programs.

Stephanie, L.Brooke (2007) studied ‘Leadership and Job

Satisfaction”. The results imply social change effort at a broader

level of nonprofit organizations. Leadership style is critical in

terms of an employee’s level of job satisfaction. By vicariously

watching the leader, employees attach meaning to the leader’s

behavior and evaluate that in terms of his or her expectations of

supervision. Thus, employees will use the evaluation to

determine satisfaction with supervision and satisfaction with the

organization. The study of job satisfaction is important given its

effect on employee retention (Bogler, 2002).

Given the quality issues with respect to the shortage of

highly qualified directors of child care agencies (Whitebook &

64

Sakai, 2003), training issues must be addressed. First, directors

of child care centers need to be aware of their leadership style

and the relationship of style to employee job satisfaction. It would

appear that developing a leadership style high on consideration

and high on structure is important for increasing employee

satisfaction (Bass, 1990). Research supports that when leaders

change their definitions of leadership, job satisfaction increases

and turnover is decreased to near zero (Bissell & Beach, 1996).

Specifically, if leaders are low in structure, they need training

that focuses on increasing skill in planning, communicated

information, scheduling, and providing informative and

constructive feedback to employees (Fleishman, 1996).

Training programs can also focus on strategies for

improving employee retention, as suggestion by Armour (2000).

Specifically, directors need to have training on the attitudinal

facets which lead to dissatisfaction (Spector, 1997). Leaders

should be trained to recognize aspects of the organizational

climate which create uncertainty for employees, a critical issue

when bring a new employee on board. A telling style is going to

be more effective for leaders to adopt when working with new

employees. When employees perceive their director as initiating

structure through setting goals, problem solving, and providing

feedback on performance, employees were more satisfied,

experienced less strain, and the position was less likely to

turnover (O’Driscoll & Beehr, 1994). Director training can focus

on the need for frequent assessment feedback for new

employees (Source: Stephanie L. Brooke, PhD, Volume 4 - Issue

1, Feb 13, 2007, ERIC e-publication).

65

Timothy A.Judge, Daniel Heller & Michael K.Mount (2001)

studied “Five-Factor Model of Personality and Job Satisfaction A

Meta – Analysis’ This study reports results of a meta-analysis

linking traits from the 5-factor model of personality to overall job

satisfaction. Using the model as an organizing framework, 334

correlations from 163 independent samples were classified

according to the model. The estimated true score correlations

with job satisfaction were -.29 for Neuroticism, .25 for

Extraversion, .02 for Openness to Experience, .17 for

Agreeableness, and .26 for Conscientiousness. Results further

indicated that only the relations of Neuroticism and Extraversion

with job satisfaction generalized across studies. As a set, the Big

Five traits had a multiple correlation of .41 with job satisfaction,

indicating support for the validity of the dispositional source of

job satisfaction when traits are organized according to the 5 -

factor model. (Timothy, A Judge, Department of Management,

University of Florida; Daniel Heller, Department of Psychology,

University of Iowa & Michael, K.Mount, Department of

Management and Organizations, University Iowa, USA,

Educational Administration Quarterly, Vol. 37, No. 5, 662-683

(2001), DOI:10.1177/ 00131610121969460

Weiqi Chen, (2007) studied “The Structure of Secondary

School Teacher Job Satisfaction and Its Relationship with Attrition

and Work Enthusiasm”. This study used the results of a

questionnaire survey of 230 secondary school teachers to

analyze the factors constituting job satisfaction and its effects on

teacher attrition and work enthusiasm. The results show that (a)

the structure of secondary school teacher job satisfaction is made

66

up of ten components and is consistent with the model put

forward by Locke et al. (1976); (b) secondary school teachers are

dissatisfied with their jobs as a whole and with dimensions such

as the educational system, student quality, leadership and

administration, work achievements, working conditions, salaries

and welfare, and work stress; and (c) teacher overall job

satisfaction and satisfaction with the educational system, income

and welfare, leadership and administration, status, and work

environment and conditions are closely related to work

involvement and retention. External rewards and commendations

also stimulate the teachers' work motivation (Chinese Education

and Society, Vo.40, N.5, p.17-31, China, 2007).

3.1.2: Studies in India:

Agarwal, M (1991) in a study on job satisfaction of primary

and secondary school teachers, concluded that caste, place of

work and mother tongue were significantly related to job

satisfaction. Male graduate trained teachers, single family

teachers, more experienced and government school teachers,

were more satisfied than others; age and Marital Status status,

however, had no relationship with job satisfaction. Economic and

political values were found to be correlates of job satisfaction (V

Survey of Educational Research, 1997, p.452).

Ausekar (1996) compared the job satisfaction among

teachers working in government and private secondary schools

(VI Survey of Educational Research, 2006, p.18).

Bhatt (1997) made a correlational study of job stress, job

involvement and job satisfaction(VI Survey of Educational

Research, 2006, p.18).

67

Chandraiah (1994) attempted to study job satisfaction of

college teachers as an effect of age (VI Survey of Educational

Research, 2006, p.18).

Clemence, S.M. (1989) found that role conflict affected job

satisfaction of women teachers but social simension of value

influenced their job satisfaction rather favourably (V Survey of

Educational Research, 1997, p.452).

Dixit (1993) aimed to analyze the effect of sex on different

factors – intrinsic (physical and psychological) and extrinsic

(salary etc., benefits) – of job satisfacton among primary teachers

(VI Survey of Educational Research, 2006, p.18).

Godiyal and Srivastava (1995) studied work involvement,

job involvement and job satisfaction of male primary teachers of

Garhwal (VI Survey of Educational Research, 2006, p.17).

Goyal, J.C. (1980) studied ‘A Study of the Relationship

among Attitudes, Job Satisfaction, Adjustment and Professional

Interests of Teacher-educators in India’. The main objectives of

the study were (i) to measure attitudes, job satisfaction,

adjustment and professional interests of teacher-educators of

different categories based on sex, age, qualification and

experience, (ii) to find out the difference in attitude, job

satisfaction, adjustment and professional interests among group

of teacher-educators based on sex, age, qualification and

experience, (iii) to find out the relationship among attitude, job

satisfaction, adjustment and professional interests of teacher-

educators of different categories, and (iv) to predict job

satisfaction of teacher-educators by treating their attitudes,

adjustment and professional interests as independent variables.

68

The sample consisted of 314 teacher-educators working in

thirty-eight institutions, which included men and women of

different age groups possessing different qualifications and

teaching experience. The tools used were a self-constructed

attitude scale, Indiresan’s Job Satisfaction Inventory, Bell’s

Adjustment Inventory and a self-developed inquiry form for

professional interests of teacher-educators. Mean, standard

deviations, t-test, analysis of variance, product moment

correlation, multiple linear regression analysis were used for

statistical interpretation.

The major findings of the study were (i) A large majority of

the teacher-educators were favourably inclined towards their

profession and were satisfied in the job. However, they were not

well adjusted and had low professional interest. (ii) The attitude

and job satisfaction of different groups did not differ significantly.

(iii) Emotional stability among the teacher-educators had low

interest in the profession. (iv) Emotional stability among the

teacher-educators increased with age. (v) Professional interest

among teacher-educators increased with teaching experience in

a school, (vi) Attitude, Job Satisfaction and occupational

adjustment among teacher educators were associated with one

another, whereas social and emotional adjustment and

Professional interests were not related with other variables, (vii)

Job Satisfaction could be predicted by attitude and occupational

adjustment but not by other variables (Abstract:1150, Ph.D.,Edu.,

Delhi, University, III Survey of Educational Research, 1986).

Gupta, S.P. (1980) studied ‘A Study of Job Satisfaction at

Three Levels of Teaching’. The objectives of the study were: (1)

69

to measure the job satisfaction of primary school teachers,

secondary school teachers and college teachers, (2) to find out

the relationship between selected psychological variables and job

satisfaction exhibited by primary school teachers, secondary

school teachers and college teachers, (3) to compare the job

satisfaction of married teachers with that of unmarried teachers,

(4) to compare the job satisfaction of teachers of different age

groups, (5) to compare the job satisfaction of teachers of

different experience groups, (6) to work out multiple regression

equations that could predict the job satisfaction of primary school

teachers, secondary school teachers and college teachers,

separately, and (7) to compare the job satisfaction of primary

school teachers, secondary school teachers and college teachers.

The findings of the study were: (i) Needs of achievement,

affiliation and endurance were positively related while needs of

autonomy, dominance and aggression were negatively related to

the job satisfaction of primary school teachers. Needs of

exhibition, succorance, abasement and nurturance were not

related significantly with the job satisfaction of primary school

teachers. (ii) Attitude towards teaching as a career and

personality maturity were positively related to the job satisfaction

of primary school teachers, (iii) Marital Status status, age and

teaching experience were not associated to the job satisfaction of

primary school teachers, (iv) Out of twelve variables only eight

were significant contributors to the prediction of job satisfaction

of primary school teachers. These eight variables were : attitude,

n-aut, n-ach, n-aff, personality maturity, n-exh, n-end, and n-suc

(R = 0.675). (v) Need achievement was positively related while

70

needs of exhibition, autonomy and aggression were negatively

related to the job satisfaction of secondary school teachers.

Needs of affiliation, succorance, dominance, abasement,

nurturance and endurance were not related significantly to the

job satisfaction of secondary school teachers. (vi) Attitude

towards teaching as a career and personality maturity were

positively related to the job satisfaction of secondary school

teachers. (vii) Marital Status status, age and teaching experience

were not associated significantly with the job satisfaction of

secondary school teachers. (viii) out of twelve variables only

eight were significant contributors to the prediction of job

satisfaction of secondary school teachers. These variables were:

attitude, n-ach, n-aut, personality maturity, n-end, n-dom, n-aba,

and n-suc (R = 0.767). (ix) Needs of achievement of abasement

were positively related while needs of nurturance and aggression

were negatively related to the job satisfaction of the college

teachers. Needs of exhibition, autonomy, affiliation, succorance,

dominance and endurance were not related significantly to the

job satisfaction of college teachers. (x) Attitude towards teaching

as a career and personality maturity were positively related to

the job satisfaction of college teachers. (xi) Unmarried college

teachers were more satisfied than married college teachers.

There was a U-shaped relationship between age and job

satisfaction of college teachers. Teaching experience was not

associated significantly with the job satisfaction of college

teachers. (xii) Out of the twelve variables only five were

significant contributors to the prediction of job satisfaction of

college teachers. These variables were: attitude n-agg, n-nur,

71

personality maturity and n-aba (R = 0.732). (xiii) Primary school

teachers were significantly less satisfied than secondary school

teachers or/and college teachers. (xiv) Secondary School

Teachers and college teachers were almost equally satisfied with

their job. (Abstract:1160, III Survey of Education Research, Ph.D.,

Edu., Meerut University, 1981).

Jyothi and Reddy (1998) attempted to study the

professional satisfaction of teachers working in the schools for

the hearing impaired to Andhra Pradesh (VI Survey of Educational

Research, 2006, p.18).

Kolte, N.V.(1978) studied ‘Job Satisfaction of Primary School

Teachers: a Test of the Generality of the Two Factor Theory’. The

study was undertaken (1) to identify the factors that are

responsible for both the teacher’s satisfaction and dissatisfaction,

and (2) The extrinsic factors caused feelings of dissatisfaction but

not feelings of satisfaction.

The study yielded the findings: (1) Achievement was

responsible for the feelings of satisfaction in about forty-two of

the collected satisfaction incidents. (2) Thirty good incidents

revealed recognition as a factor for the feeling of satisfaction

from the job. (3) Advancement emerged as a satisfier in

eighteen of the incidents collected in connection with the feelings

of satisfaction. (4) Work itself was found to be responsible for

satisfaction in six of the good wok incidents. (5) Policy and

administration was cited as a satisfier in incidents where both

husband and wife were teachers and were posted at the same

place. (6) Unfair policy and administration emerged as a

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

72

Working conditions were cited as the cause of dissatisfaction in

twenty five of the bad work incidents. (8) Salary was mentioned

as a dissatisfier in ten of the bad work incidents. (9)

Interpersonal relations emerged as a dissatisfier in ten of the

incidents that described the feeling of dissatisfaction with the job.

(10) Advancement emerged as a dissatisfier in five of the bad

work incidents. (11) Herzberg’s dual factor theory was not

supported, in toto, by the study.

Naeema and Ayishabi (1995) studied satisfaction as a

predictor of perceived teaching competence (VI Survey Report,

2006, P.17).

Naik, G.C. (1990) found that ad hoc teaching assistants of

the M.S.Univesity, Baroda, were satisfied with their jobs mainly

because of their favourable attitude towards the teaching

profession, financial consideration and the facilities which they

were getting for further studies; Marital Status status, age,

experience and gener did not affect their level of job satisfaction;

leadership qualities of heads of institutions promoted job

satisfaction, and group goals and objectives were essential

parameters in determining the job satisfaction of teachers. Sex,

experience and background variables had no bearing on job

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

Paranjpe (1993) attempted to assess the quality Working

Life in the educational setting of special education teachers and

relationship between QWL perception, Job Satisfaction, Job

involvement and work involvement (Sixth Survey of Educational

Research, 2006, p.17).

73

Porwal, N.K. (1980) investigated into ‘Personality Correlates

of Job satisfied Higher Secondary School Teachers’. The

objectives of the study were: to identify the personality traits of

satisfied and dissatisfied teachers, and to examine the impact of

variables like age, sex, Marital Status status, length of service,

scale of pay, location of working place, type of management and

extent of employment of their job satisfaction.

The sample of teachers from higher secondary schools was

selected using the stratified random technique in the first stage

and out of them 100 satisfied teachers and 100 dissatisfied

teachers were identified. The tools used were Job Satisfaction

Questionnaire (Jumar and Multra) and Sixteen Personality Factor

Questionnaire (in Hindi) by Kapoor. The data were analyzed

using critical ratios, and chi-square and by calculating coefficients

of correlation.

The main findings of the study were – (1) Personality

characteristics of satisfied teachers were: reserved, detached,

critical, cool, emotionally mature, stable, faced reality, humble,

mild, accommodating, conforming and giving way to others, shy,

timid, restrained, diffident, withdrawing, cautious, retiring

trustworthy, adaptable, free from jealousy, easy to get on with,

practical, careful, conventional regulated by external realities,

proper, placid, self-assured, confident and serene, controlled,

socially precise, having strong control over emotions and general

behaviour, relaxed tranquil, unfrustrated and calm. (2) The

personality characteristics of the dissatisfied teachers were:

warm-hearted, easy-going, participating, less afraid of criticism,

emotionally less stable, assertive, independent, stubborn,

74

venturesome, socially bold, uninhibited, spontaneous, self-

opinionated, hard to fool, imaginative, rapt in inner urges,

careless of practical matter, Bohemian and frustrated. (3) The

satisfied and dissatisfied teachers were similar on factors B, F, G,

I, N, Q1 and Q3 of 16 PF. (4) Age appeared to exert an adverse

impact on job satisfaction. (5) Sex produced differences in the

level of job satisfaction. (6) The female unmarried teachers were

more satisfied than the married teachers of both sexes. (7) A

negative relationship existed between the length of service and

the level of job satisfaction. (8) Rural-Urban setting had no

significant difference on the level of job satisfaction. (9) Job

satisfaction did not vary with different scales of pay. (10) Well-

employed and under-employed teachers did not differ on job

satisfaction. (11) The teachers of government schools were more

satisfied than those in privately managed schools.

(Abstract:1200, III Survey of Educational Research, Ph.D., Psy.,

Agra University, 1980).

Rakesh Patel & Pritesh Tailor (2005) studied “A Comparative

Study of Teacher Efficiency and Job Satisfaction with Concern to

Gender and Work Experience in Rural Area Teacher”. The aim of

this research was to find out that whether there is any significant

difference in the teacher efficiency and job satisfaction of male &

female rural teacher and first stage (1 to 7 year) & Second

stage(more then 7 year) work experience. Besides this the

second aim was to test the relationship between teacher

efficiency and job satisfaction. The analysis of the result indicates

that there is no significant difference in the matter of teacher

efficiency and job satisfaction between male and female teacher.

75

There is no significant difference in the matter of teacher

efficiency and job satisfaction between first stage and second

stage work experience. There is a noticeable correlation between

teacher efficiency and job satisfaction in rural teacher (Rakesh

Patel, Lecturer, NLITE, & Pritesh Tailor, Lecturer, BMKIETE,

Navsari, Gujarat, Paper Presentation in International Conference

of All India Association for Educational Research on Improving

Rural Education held in Chennai, Tamil Nadu, India, October,

2005).

Ramakrishnaiah, D. (1980) concluded that college teachers

attitude towards teaching had a bearing on job satisfaction and

that the job involvement and job satisfaction are independent of

each other.

Rama Mohan Babu, V. (1992) found that less experience,

favourable attitude towards teaching and efficiency of teaching

corresponded with higher job satisfaction. Teachers working in

open and autonomous climates were found to be having high job

satisfaction compared to those working in a closed climate. Job

involvement and general state of health and life had a positive

effect on the level of job satisfaction (V Survey of Educational

Research, 1997, p.452).

Rao, S.N. (1981) studied ‘A Psychological Study of Work

Adjustment and Teaching Success of Primary School Teachers’.

The study aimed at investigating the relation of job satisfaction to

several intrinsic and extrinsic factors in the teaching job

assuming job satisfaction to depend on work adjustment. It

concerned itself with primary school teachers of Nellore and

Chittoor districts of Andhra Pradesh.

76

The findings of the study were: (1) There were no difference

between the female and male teaches with regard to job

satisfaction, job involvement, work identification, and

organizational identification. However, the male teachers were

more intrinsically motivated. (2) A significant relationship

between intrinsic motivation and job satisfaction was identified.

The length of service was not related to job satisfaction,

organizational identification and job involvement. The long and

the short tenure of service groups differed on intrinsic motivation,

the former showing higher intrinsic motivation. (3) The urban

and the rural teachers differed with regard to intrinsic motivation

but not with regard to job satisfaction, work identification and

organizational identification. (4) The external locus of control of

the teachers was significantly related to job satisfaction, work

identification and organizational identification but not to job

participation, job involvement and intrinsic motivation. Job

involvement was also related to intrinsic motivation and job

satisfaction. (5) With regard to work values, job satisfaction was

related to job involvement and upward striving. Job satisfaction

was also significantly related to work identification and

organizational identification. (6) Work identification, organization

identification, work involvement and organizational involvement

of the teachers was distressingly disappointing and job

satisfaction of the teachers left much to be desired.

(Abstract:1206, III Survey of Educational Research, Ph.D., SV

University, Tirupati, NCERT financed, 1981).

Ratnappa (1998) studied the personal and professional

satisfaction of women teachers of schools, colleges and

77

universities in Andhra Pradesh (VI Survey of Educational

Research, 2006, p.18).

Rawat, S. (1992) found that level of job expectation played

a significant role in determining job realities of teachers as also

the job satisfaction which had positive relations with humanistic,

creative, social and aesthetic values and negative correlation

with political and economic values Ratnappa (1998) studied the

personal and professional satisfaction of women teachers of

schools, colleges and universities in Andhra Pradesh (VI Survey of

Educational Research, 2006, p.18).

Ray, S. (1992) concluded that the mental health of teachers

was positively correlated with job satisfaction and attitude

towards pupils Ratnappa (1998) studied the personal and

professional satisfaction of women teachers of schools, colleges

and universities in Andhra Pradesh (VI Survey of Educational

Research, 2006, p.18).

Ray, S (1990) attempted to study the relationship among

teachers’ attitude towards pupils, mental health and job

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

Reddy and Babu (1995) analyzed the level of job

satisfaction of male and female teachers of residential and non-

residential schools (VI Survey of Educational Research, 2006,

p.18).

Reddy, B.P. (1989) in his study found that over qualified primary

school teachers had low job satisfaction while teachers younger

in age had higher level of job satisfaction, which had positive

correlation with attitude towards teaching and job involvement

Ratnappa (1998) studied the personal and professional

78

satisfaction of women teachers of schools, colleges and

universities in Andhra Pradesh (VI Survey of Educational

Research, 2006, p.18).

Saxena, N. (1990) while studying a sample of higher

secondary school-teachers in Madhya Pradesh, did not find any

difference due to gender, stream (science or arts), experience

and other variables, on job satisfaction Ratnappa (1998) studied

the personal and professional satisfaction of women teachers of

schools, colleges and universities in Andhra Pradesh (V Survey of

Educational Research, 1997, p.453).

Sekhar, G and Ranganathan, S. (1988) studying job

satisfaction of graduate teachers in Coimbatore. The results of

the study disclosed that most of the teachers were satisfied with

their nature of work, personnel policies, salary, personal

achievement and their relationship with superiors and colleagues,

working conditions in schools, appreciation of good work and job

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

Shaheen, F. (1973) studied ‘A Sociological Study of 300

Higher Secondary School Female Teachers in the City of Lucknow.

The objectives of the study were: (1) to trace the development of

higher secondary school education for girls in Uttar Pradesh; (2)

to understand the personal and social background of the

respondents with a view to establishing necessary associations

and correlations; (3) to enquire into the family size and its

composition and to see its impact on the efficiency of women

teachers; (4) to ascertain the socio-economic status of the

respondents in order to see its effect on job efficiency, job

satisfaction and morale; (5) to find out the conditions of

79

employment of the respondents; (6) to highlight the social

security and welfare measures organized for higher secondary

women teachers; (7) to probe into the leisure time pursuits and

interests for studying their bearing on the mental health of the

respondents and (8) to know the attitudes and beliefs of the

respondents with a view to suggest various reforms in the

present system of education. The findings in relation to Job

satisfaction disclosed that the bulk of women teachers were from

middle and lower socio-economic status. The main motivating

force behind the respondents’ joining the profession was

economic. Ample leisure time, a stepping-stone for better job

and opportunity for hither studies were other main motivating

factors. (III Survey of Educational Research, Ph.D., Sociology,

Lucknow University, 1973).

Sinha and Prabhat (1993) examined the relationship of Job

Satisfaction with ego strength of Secondary School Teachers. (VI

Survey of Education Research, 2006, p.17).

Sudhira (1994) investigated Teacher Job Satisfaction and job

stress of Secondary School physical education Teacher (VI Survey

of Educational Research, 2006, p.17).

Thaker (1996) designed to know whether the government

and non-government secondary school Principals differ in their

job satisfaction. Thaker studied the relationship between the

Saurashtra Secondary School Principals’ Job Satisfaction and

gender, age, experience, qualification, Marital Status status, type

of schools, residential area and geographical locale (VI Survey of

Educational Research, 2006, p.18).

80

3.2.0: TEACHER STRESSThe term stress is a problematic one, not least because of

its common use. Everyone knows what stress means to them but

it is hard to tie down a strict definition due to the subjective

nature of the definition.

If we define stress as a reaction to a situation that results in

negative emotions then, "Teachers have been identified as an

occupational group that function under conditions of high

stress."(Malik, Mueler & Meinhe, p.57) This stress is caused by

many factors such as time pressures, poor pupil motivation, poor

working conditions, conflict with colleagues etc.

Now while it may be true that teachers are under no more

or less stress than certain other professionals they are in the

unique position that this stress has a direct influence on the lives

of the young people they are there to teach. "Of concern is that

stress may significantly impair the teacher / pupil relationship,

reducing both quality of teaching and the teachers commitment

to his or her pupils"(ibid.)

Teachers suffering stress then seem to get caught in a

vicious circle where the are fatigued due to the time pressures

that they are under and so do not take advantage of free time if

they have any which only creates more time pressure for them.

The may lose their creativity and concentration leading to poorly

motivated pupils who are only a factor, through no fault of their

own, in causing more stress for the teacher and exacerbating the

problem. And so the circle turns.

The aim to reduce teachers' stress levels is one of the most

important challenges facing education and to go about this we

need to develop a climate in our schools where stress is seen "as

81

an interesting, understandable and, up to a point, an inevitable

accompaniment to high levels of demand and uncertainty". It

needs to be on the agenda, both formal and informal, of most if

not all staff rooms."(Claxton, 1989, p.73)

This change can come from three areas; ordinary teachers

becoming aware of the problems they face; teachers speaking

out publicly about their problems; and the school as an

organization adopting, "those management practices,

organizational and administrative arrangements, staff

relationships, working conditions and curriculum processes that

minimize those sources of stress within the schools'

control."(Kyriacou, 1987, p.150)

3.2.1:Studies in Abroad:

Akihito Shimazu, Yusuke Okada, Mitsumi Sakamoto and

Masae Miura (2003) studied “Effects of Stress Management

Program for Teachers in Japan: A Pilot Study”. The aim of this

study was to examine the effects of a stress management

program for teachers on their stress responses, social support,

and coping. Participants (n=24) were assigned to either an

intervention or a waiting list control group. A five-session

program, including psycho-education, group discussion, role-

playing and relaxation training, was conducted for the

intervention group at two-week intervals. Eight participants from

each of the groups responded to pre- and post-intervention

questionnaire surveys. The positive intervention effect was

significant for social support from co-workers (p=0.035), whereas

the negative intervention effect was significant for proactive

coping (p=0.033). No significant effect was observed for stress

82

responses (vigor, anger, fatigue, anxiety, depression, and

somatic stress responses) (p>0.05). The positive intervention

effect was marginally significant for social support from co-

workers (p=0.085) and anger (p=0.057) among those who at first

had high stress response scores in the pre-intervention survey

(n=5 and n=4 for the intervention and waiting list control groups,

respectively). Furthermore, the positive intervention effect was

significant for social support from co-workers (p=0.021) and

marginally significant for resignation coping (p=0.070) among

those who at first had high job control scores (n=4 and n=5 for

the intervention and waiting list control groups, respectively).

Results showed that the stress management program conducted

in this study contributed to increasing social support from co-

workers. This study suggests that a program that focuses on a

particular subgroup (e.g., those with high stress responses or

high job control) might be effective in enhancing coping skills,

increasing social support, and reducing stress responses (Akihito

Shimazu, Yusuke Okada, Mitsumi Sakamoto and Masae Miura,

“Effects of Stress Management Program for Teachers in Japan: A

Pilot Study”, Department of Clinical Psychology, Hiroshima

International University School of Human and Social Environment,

Journal of Occupational Health, Vol.45, 2003, No.4, pp.202-208 ,

On line ISSN: 1348-9585)

Arikewuyo and M.Olalekan (2004) studied ‘Stress

Management Strategies of Secondary Teachers in Nigeria – Short

Report’. The study provides empirical evidence for the

management of stress by teachers of secondary schools in

Nigeria. A total of 3466 teachers, drawn from secondary schools

83

in Ogun State of Nigeria, returned their questionnaire for the

study. Data were analyzed using simple percentage and chi-

square. The findings indicate that teachers frequently use the

active behavioural and inactive (escape) strategies in managing

stress. This is an indication that the average Nigerian teacher

prefers to organize him/herself in such a way that his/her

pedagogic duties will not be hampered by domestic chores. It

also implies that, whenever the teacher is stressed, he/she

consoles him/herself with the fact that work is not everything and

therefore feels less stressed. The teachers never use the active

cognitive strategies. Their feeling is that nothing probably can be

challenged in stressful situations. The teachers also express

mixed feelings about the adoption of inactive behavioural

strategies. While the majority of the teachers never engage in

physical exercises or, say, watch films in order to manage any

stressful situation, they prefer to keep away from any situation

that could cause stress, as well as endeavouring to separate

themselves from people who cause stressful situations (Publisher

Customer Services for Taylor & Francis Group Journals, 325

Chestnut Street, Suite 800, Philadelphia, e.Journal 681628 of

ERIC).

Catherine So-Kum Tang, Wing-Tung Au, Ralf Schwarzer,

Gerdamarie Schmitz (2001) studied “Mental health outcomes of

job stress among Chinese teachers: role of stress resource factors

and burnout”. This study examined the mental health outcomes

of job stress among Chinese teachers in Hong Kong. A total of

269 Chinese teachers participated in Study 1, which provided

cross-sectional data regarding the associations among stress

84

resource factors, burnout, and negative mental health. Study 2

was a six-month longitudinal study, which aimed to establish the

direction of the associations among the hypothesized variables

across two time points with a separate sample of 61 Chinese

secondary school teachers. Results of the structural equation

modelling analyses on the cross-sectional data at T1 showed that

stress resource factors of self-efficacy and proactive attitude

were negatively related to burnout, which in turn had a direct

effect on negative mental health. Stress resource factors were

also directly linked to mental health status of teachers. Results of

similar analyses on the longitudinal data at T2 further indicated

that burnout at T1 had a direct impact on burnout at T2, which in

turn had a direct effect on negative mental health at T2. Findings

and limitations of the study were discussed. (Catherine So-Kum

Tang, Wing-Tung Au, Ralf Schwarzer, Gerdamarie Schmitz, The

Chinese University of Hong Kong, Shatin NT, Hong Kong, “Mental

health outcomes of job stress among Chinese teachers: role of

stress resource factors and burnout”, Journal of Organizational

Behaviour, 10.1002/job.120 Dec.2001), e-Journal).

Chan, David W. (2002) studied ‘Stress, Self-Efficacy, Social

Support, and Psychological Distress among Prospective Chinese

Teachers in Hong Kong’. In this Study the investigator examines

teacher stress, self-efficacy, social support, and psychological

distress in a sample of Chinese prospective teachers (n=83) in

Hong Kong. Reports that the teacher’s experienced higher levels

of symptoms in somatic problems followed by anxiety and

dysphasia. Discusses self-efficacy and social support as

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

85

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

Distress among Prospective Teacher in Hong Kong’, An

International Journal of Experimental Educational Psychology,

Vol.22, No.5, p.557-69, Dec.2002) published in e-Journal, ERIC –

EJ668911).

David, W.Chan and Eadaoin, K.P.Hui (1998) studied “Stress,

Support and Psychological Symptoms Among Guidance

Secondary School Teachers in Hong Kong’. The researchers

investigated the perceived stress, support and psychological

symptom levels were assessed in a sample of 415 guidance and

non-guidance secondary school teachers in Hong Kong. Results

indicated that, regardless of gender and guidance status,

teachers with low stress and high support levels generally

reported less general psychological symptoms, and teachers with

high support level reported less specific symptoms related to

anxiety and sleep problems, social dysfunctioning and severe

depression with suicidal ideas. Although the levels of general and

specific psychological symptoms of teachers were lower than

those of general psychiatric patients, they were no higher than

those of nurses and undergraduate students, yielding no

evidence that the teaching profession was more stressful than

other occupational groups (David, W.Chan and Eadaoin, K.P.Hui,

‘Stress Support and Psychological Symptoms Among Guidance

and Non-Guidance Secondary School Teachers in Hong Kong, The

Chinese University of Hong Kong, School Psychology

International, Vol. 19, No. 2, 169-178 (1998) Sage Journal –Online,

DOI: 10.1177/0143034398192005).

86

Felicia Ofoegbu and Mon Nwadiani (2006) studied “Level of

perceived stress among lectures in Nigerian universities”. The

purpose of the study was to provide empirical evidence on the

level of stress among lecturers in Nigerian universities. On the

whole eight universities were used for the study. A sample of 228

(123 male and 105 female) lecturers was selected according to

the variables of age, sex, Marital Status status, experience,

domicile, areas of specialization, and administrative

responsibilities. The Stress Research Questionnaire developed by

the researchers was used to collect data on the level of stress in

relation to the variables. The finding revealed that the level of

stress among academics is significantly high. Recommendations

were made for policy options to reduce stress in Nigerian

universities.

Stress has become a popular concept for explaining a wide

range of behaviours that appear to defy explanation. Indeed it

has become fashionable in the Nigerian society to attribute

erratic or unexplainable behaviour of people to the fact that they

are under stress.

Stress is a process in which environmental events or forces

threaten the well being of an individual in the society. Stress is a

disruption of the emotional stability of the individual that induces

a state of disorganization in personality and behaviour (Nweze,

1984). It is a biological phenomenon that is experienced by all

persons regardless of their socio-economic status, occupation or

age (Wiley, 2000). Egor (2000) viewed stress as the way the

individual responds to conditions that scare, threaten, anger,

bewilder or excite them. McGrath (1976) defines stress generally

87

as a dynamic condition in which an individual is confronted with

an opportunity, constraints, or demand on being, having and

doing what he or she desires.

Evidently, in Nigeria there are life threatening, harmful and

challenging situations, which are stressful to peoples' existence

and well-being. Some of these include economic instability,

driving on poorly maintained roads, religious intolerance and

insecurity. The professional and personal concerns that seem to

produce stress among university teachers in Nigeria include poor

salaries, the status of the profession and the feeling of

inadequacy as a lecturer.

Contemporary Nigerian universities have not been immuned

from emerging forces of stress in the country. Despite the

nation's declaration of the importance of university education in

national development and the role it plays in satisfying

manpower needs, there is growing evidence that there are really

no universities private, states or federal that will genuinely claim

to enjoy the basic facilities for teaching, learning and research.

Today virtually all necessary facilities and resources, except

students, are in acute short supply (Nwadiani and Ofoegbu,

2001). These could expose lecturers to such levels of stress that

could force them to deviate from normal functioning.

Stress inducing factors in universities include lack of

instructional resources, poor interpersonal relationship among

staff (academic and non-academic) and between students and

the administration, waves of student campus militancy and

unmanageable student population. For example, during the

1995/1996, 2000/2001 and 2002/2003 academic sessions the

88

student population of the University of Benin was 16281, 20364,

and 24,914 respectively (University of Benin, 2003). An important

related factor is government intervention in university

governance. Efforts by the academicians to make the universities

more responsive to the industrial and economic needs of the

country have been viewed as a major attack on the political elites

and on intellectuals who "play politics" with the educational

policies of the country; policies which according to Nwagwu

(2002) should be guarded by academic considerations.

Consequently some lecturers in contemporary Nigeria are

constantly faced with a complex array of stress inducing factors

while meeting the daily learning and behavioural needs of

students.

The United Kingdom National Health Service (2001) asserts

that stress is not a weakness, but if unnoticed it can lead

progressively to a decrease in performance, poor health and long

term absence from work. Simply put stress is essentially the rate

of wear and tear of the body occasioned by certain stimuli. It is

impossible to live without experiencing some degree of stress at

some point in ones life time (Wiley, 2000). Job stress is a

condition wherein job-related factors interact with the worker to

change his/her psychological or physiological condition such that

he/she is forced to deviate from normal functioning (Beehr and

Newman, (1978). According to Overland (2000) the term stress is

a problematic one, not least because of its common use but

because it is hard to tie it down to a strict definition due to the

subjective nature of the word. It might also be confusing because

it is used quite loosely in conversation.

89

Teacher stress is defined as experience by a teacher of

unpleasant emotions, such as tension, frustration, anger and

depression resulting from aspects of his work as a teacher

(Kyriacou, 1987). Malik, Mueler and Meinhe (1998) identified

teachers as an occupational group that functioned under

conditions of high stress. Smith and Bourke (2000) UK national

Union of Teachers (2000) and the UK Health and Safety Executive

(2000) reported that two out of every five teachers were highly

stressed as against one in every five in other occupations such as

nursing, management, road haulage and security. Stress and its

effects on teachers in the university had been studied in

developed countries under such variables as workload

(Johnstone, 1993), working conditions, poor motivation, external

forces and low status (Boyd and Wylie, 1994; Kyriacou in Cole

and Walker 1998 and Lam and Punch, 2001).The recent study on

stress in Nigerian universities by Nwadiani and Ofoegbu (2001)

investigated the level of stress among fresh students in Nigerian

universities and found out that their level of stress was very high.

The result of the analysis established that several factors

contribute to the high level of stress among university teachers in

Nigeria (Table 4). There is strong influence of the level of

university teachers stress by lecturers' strike actions and

unstable school calendar (F = 87.2), lack of instructional facilities

and irregular payment of salary (F = 66.0), campus militancy,

violence and cultism (f = 46.6) among others. The finding is not

contrary to expectations. Stress becomes apparent where one is

faced with poor working conditions, which is compounded by

frequent shortage of life basic needs such as water, electricity

90

and roads in very poor state of disrepair akin to death traps even

at this level of development of Nigeria.

The study identifies lecturers in Nigerian universities as one

occupational group that functions under conditions of high stress.

The stress is induced by several factors (see Table 4). It can

therefore be concluded that once the identified factors remained

constant the level of stress among male and female lecturers

would remain a permanent feature in Nigerian universities.

(Journal of Instructional Psychology, March, 2006, BNET - Online).

Goto Yasuhiro (2001) investigated into “The Characteristics

of Stress on the Female Teacher of Elementary and Junior High

School”. The purpose of this study of the investigator is to

examine the characteristics of stress on the female teacher. A

questionnaire investigation was conducted in Oita City. A factor

analysis was done about the distress and the view of values of

the teacher. As a result, the following suggested: A junior high

school female teacher is placed under a social stress factor which

is much more severe than an elementary school female teacher.

The social stress factor is the prejudice to the sexual role of the

woman and the social pressure, which is based on it (Goto

Yasuhiro, Research Bulletin of the Faculty of Education and

Welfare Science, Oita University, Japan e-Journal, Vol.23, No.1,

p.127-135(2001), ISSN:1345-0875).

Keith F.Punch & Elizabeth Tuetteman (1996) studied

“Reducing Teacher Stress : The Effects of supports in the Work

environment” on Teachers in Western Australia.

This article investigates the effects of the level of support

teachers receive on the reduction of stress, which they

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experience, associated with four factors in the work environment.

The four factors, or stressors, are inadequate access to facilities,

the intrusion of schoolwork into out-of-hours time, student

misbehaviour and excessive societal expectations. The two

aspects of support are the support teachers receive from

colleagues, including the principal, and the amount of praise and

recognition they receive. These two variables are potential

destressors. The hypothesis tested here is that, while the four

stressors promote levels of teacher distress, the build-up of stress

can be reduced or countered by supportive relationships within

the work environment, and by teachers receiving

acknowledgement of the work they do. At a time when teacher

distress and 'burn-out' are at high levels it is important to identify

factors, which reduce stress, particularly factors in the school

environment which are amenable to manipulation. The evidence

presented here is drawn from a major study of teacher stress

conducted in Western Australia.

The research used a comprehensive mailed questionnaire

with a large and representative sample of Western Australian

teachers. Of the initial 789 secondary teachers in the study who

returned the mailed questionnaire, only those with complete

responses to all variables were included in the research.

Furthermore, all but full-time classroom teachers, without senior

master/mistress status or 'support teacher' function, were

eliminated. This left 574 teachers-335 males and 239 females-

who were full-time classroom teachers only. Thirty-five per cent

of the sample were teaching in rural secondary schools, while the

remaining majority were secondary school teachers in the Perth

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metropolitan area. The mean number of teachers at these

schools was sixty-four, with a standard deviation of 24. Sixty-two

per cent of the 574 teachers selected for the study were at

schools with staff numbers between thirty and eighty; for males

this percentage was 69, and for females, 59. The majority of

teachers, both male and female, were aged between 20 and 40

years, clustering-for males-around the 31-40 age range, and-for

females-around the 20-5 age range. The teaching experience of

these 574 secondary teachers ranged from zero to thirty-eight

years, with 55 per cent of them reporting between one and eight

years of teaching. The mean number of years taught was 9.4,

with a standard deviation of 4.4. Only 8 per cent of teachers in

the sample had taught for more than twenty years. As they were

classroom teachers, the skewed distribution no doubt indicates

that, after twenty years of teaching, many secondary-trained

teachers are senior masters/mistresses, senior assistants,

deputies or principals, and these categories have been eliminated

from the present data set. The questionnaire was administered to

teachers between May and July, approximately halfway through

the Australian school year.

For the variable 'adequacy of access to facilities' teachers

were asked to rate the adequacy of their access to the following

general facilities as 'very satisfactory', 'satisfactory',

'unsatisfactory' or 'very unsatisfactory': access to photocopiers

and other facilities used to make teaching aids, access to a

telephone, the availability of lesson preparation and marking

areas, the availability to staff of a private withdrawal area, and

the quality of staff amenities. The direction of scoring was such

93

that the score (which could range from 5 to 20) indicates the

extent of perceived inadequacy of access to facilities.

For teacher perceptions of student misbehaviour, teachers'

responses to five items indicated the frequency (very

often/often/sometimes/rarely) with which they encountered

disobedience, insolence, late arrival for lessons and physical

violence (among students or directed at the teacher). A reversed

mode of scoring gave the highest scores to the highest incidence

of student misbehaviour.

Teachers' perception of the extent to which school work

intruded into out-ofschool time was measured using the item

'Does your work cut unduly into your spare time?'

(usually/often/sometimes/rarely) with a high score indicating high

exposure to this stressor. Similarly, the variable 'excessive

societal expectations' was measured using the item 'How often

do you feel society asks you to do too much for students?' (very

often/often/sometimes/rarely) scored in the same way as the

'intrusion of school work' variable.

For the variable 'adequacy of access to facilities' teachers

were asked to rate the adequacy of their access to the following

general facilities as 'very satisfactory', 'satisfactory',

'unsatisfactory' or 'very unsatisfactory': access to photocopiers

and other facilities used to make teaching aids, access to a

telephone, the availability of lesson preparation and marking

areas, the availability to staff of a private withdrawal area, and

the quality of staff amenities. The direction of scoring was such

that the score (which could range from 5 to 20) indicates the

extent of perceived inadequacy of access to facilities.

94

For teacher perceptions of student misbehaviour, teachers'

responses to five items indicated the frequency (very

often/often/sometimes/rarely) with which they encountered

disobedience, insolence, late arrival for lessons and physical

violence (among students or directed at the teacher). A reversed

mode of scoring gave the highest scores to the highest incidence

of student misbehaviour.

Teachers' perception of the extent to which school work

intruded into out-ofschool time was measured using the item

'Does your work cut unduly into your spare time?'

(usually/often/sometimes/rarely) with a high score indicating high

exposure to this stressor. Similarly, the variable 'excessive

societal expectations' was measured using the item 'How often

do you feel society asks you to do too much for students?' (very

often/often/sometimes/rarely) scored in the same way as the

'intrusion of school work' variable.

The two aspects of support which were measured are

teachers' perceptions of colleaguial support (colleaguial support)

and teachers' perceived levels of praise and recognition of work

(praise/recognition). The measure of colleaguial support was

derived from responses to the questions 'In your opinion, how

characteristic of your school are the following features?'

(very/fairly/not very/not at all), 'The principal makes an effort to

help teachers in their work', 'The principal is friendly and

approachable', 'The teachers at the school have much school

spirit', 'There is plenty of opportunity at the school to exchange

useful ideas', 'Teachers have opportunities to meet socially and

unwind'. High scores indicate high levels of colleaguial support.

95

As the items indicate, the term includes the support of the

principal.

The measure of praise/recognition was arrived at by asking

the questions `To what extent do you feel the value of the work

you do is acknowledged by your students, your immediate

superiors, your superintendents?' (large extent/fair extent/not

much/ not at all) and'To what extent do you receive praise or

recognition for a job well done from your students, your

immediate superiors, your superintendent?' (large extent/ fair

extent/not much/not at all). Scores were ordered so that high

scores indicate high levels of praise/recognition.

The five-item measure of colleaguial support has a

Cronbach alpha of 0.74; the six item measure of

praise/recognition has an alpha of 0.75. The alpha coefficients of

inadequate access to facilities and student misbehaviour are 0.79

and 0.77 respectively.

The conclusion of the researchers disclosed that the

correlations indicate that teachers' psychological distress is

associated with inadequate access to facilities, intrusion of

schoolwork into out-of-hours time, student misbehaviour and

excessive societal expectations. To what extent, then, do the two

support factors, colleaguial support and praise/recognition;

alleviate the psychological distress associated with these four

stressors? The question is answered by contingency table

analysis, the logic of which is as follows. When those teachers

who report a high level of each individual stressor are classified

according to their perceived level of support in these two aspects

of their work environment, the level of distress will decrease as

96

the level of support increases if the perceived level of support is

ameliorating the stressor-distress relationship. That is, in

situations, which are potentially stressful, the proportion of

teachers with high GHQ should fall and the proportion of teachers

with low GHQ should rise as the level of support increases. The

significance of trends can be tested by chi-square. The analysis

is now reported in those terms for each of the four stressors, with

the sub-set of teachers reporting high levels of each stressor.

Forty-nine per cent of all teachers (47 per cent of males and

53 per cent of females) reported high levels of the first stressor,

inadequate access to facilities. The effect of increasing levels of

colleaguial support on the extent to which male and female

teachers experience psychological distress when exposed to

inadequate access to facilities, and also the effects of increasing

levels of praise/recognition on the extent to which male and

female teachers experience distress when exposed to inadequate

access to facilities. As can be seen, colleaguial support has an

ameliorating effect for both males and females, but the effect is

stronger and clearer for males, as is reflected in the chi-square

values. Praise/recognition also has an ameliorating effect for

teachers of both sexes, but this time the effect is stronger on

females.

With respect to the next stressor, 65 per cent of all teachers

(60 per cent of males and 72 per cent of females) reported that

schoolwork often or usually intrudes into out-of-hours time. The

effect of increasing levels of colleaguial support and the effect of

increasing levels of praise/recognition on the extent to which

teachers experience distress when exposed to excessive

97

intrusion of school work into out-of-hours time. Clearly,

colleaguial support ameliorates such distress very strongly

indeed. The proportions of teachers of both sexes rise and fall as

they should, and both chi-square values are highly significant.

With praise/recognition the ameliorating effect is present for both

sexes, though not strongly so, and somewhat stronger for

females.

Twenty-six per cent of all teachers (24 per cent of males

and 29 per cent of females) reported frequent student

misbehaviour. The colleaguial support has a quite clear

ameliorating effect for both male and female teachers in this

situation. It also shows that praise/recognition has only a very

slight effect for males, and a somewhat stronger, though still not

statistically significant effect, for females.

Forty-nine per cent of all teachers (48 per cent of males and

51 per cent of females) reported that society asks teachers to do

too much for students. For both males and females, colleaguial

support has a clear, strong effect in alleviating distress

associated with excessive societal expectations. Again, for

praise/recognition the ameliorating effect is present, though less

strongly so. Figure 4 shows these results (Keith F.Punch &

Elizabeth Tuetteman, Nov.1996, Resarch Article ‘Reducing

Teacher Stress: The Effects of supports in the Work environment’,

b-Net, e-journal).

Kyriacou, C. & Sutcliffe, J. (1979) studied “Teacher Stress

and Satisfaction”. The present study investigated the association

between self-reported teacher stress and three response

correlates of teacher stress: job satisfaction, absenteeism and

98

intention to leave teaching. The study took the form of a

questionnaire survey involving a sample of 218 teachers in 16

medium-sized mixed comprehensive schools in England. The

results indicated that self-reported teacher stress was negatively

associated with job satisfaction (r = -.27; p<.01), and positively

associated with intention to leave teaching (r = .18; p<.01), as

predicted. The association between self-reported teacher stress

and frequency of absences failed to reach significance, but for

total days absent the association was significant and in the

predicted direction, positive (rho = .12; p<.05). The relationship

between particular sources of stress and the three response

correlates was also investigated, as were biographical differences

and the effects of biographical characteristics in moderating

these relationships (Kyriacou, C. & Sutcliffe, J. (1979) studied

“Teacher Stress and Satisfaction”, Department of Education,

Cambridge University, UK, Published in: Educational Research,

Volume 21, Issue 2 February 1979 , pages 89 – 96).

Michael.R.Bertoch, Elwin C.Nielsen, Jeffrey R.Curley, Walter

R.Borg (2003) studied “Reducing Teacher Stress”. The research

report disclosed a prototype treatment developed to significantly

reduce symptoms of stress among in-service teachers was tested

in this experiment. Thirty participants selected for high stress

levels were randomly assigned to treatment and control groups.

They were assessed on environmental, personality, and

emotional variables, using self-report and expert-judge measures,

at both pre- and post treatment. The experimental treatment was

holistic, incorporating all processes previously found to be related

to reducing teacher stress. At post treatment, the treatment

99

group averaged 1.02 standard deviations lower on the stress

measures than the control group. Significant differences in the

posttest means, favoring the experimental group, were found for

23 of the 39 variables measured on the three self-report

instruments. As a group, the participants demonstrated

substantially lower stress levels than the control group after the

treatment, with a substantial decrease from their pretreatment

stress levels. Since the control group received no treatment,

some of the difference may be due to Hawthorne effect.

The present study reflects the authors' concern with the

serious threat to teacher mental health caused by occupational

stress. Teacher stress is recognized as serious by virtually

everyone who has studied the problem (Phillips & Matthew,

1980). A recent search of the ERIC database revealed a

substantial amount of descriptive and correlational research

regarding teacher stress. However, an extensive literature review

failed to produce any reports of projects that used experimental

design to evaluate the validity of stress reduction treatments by

demonstrating reductions in stress symptomatology. Descriptive

and correlational studies have provided important information on

possible causal factors. However, these studies are frequently

restricted because of research design characteristics and

theoretical limitations. The authors' interest was to develop and

evaluate a prototype treatment focused on the apparent causal

factors of stress, utilizing the most promising treatment

strategies that have emerged from previous research (R.Bertoch,

Utah State University, Journal of Experimental Education, 1989,

Volume 57, Issue: 2, Page.117, Questia Media, USA).

100

Peter Akinsola Okebukolal (1992) studied “The Concept of

Schools Village and the Incidence of Stress Among Science

Teachers” in Nigeria. This study envisaged that the primary

interest of this study lay in exploring the potential of the

personnel relations in "schools villages" in reducing science

teacher stress. The schools-village concept, which has a Greek

origin and is gaining wide acceptance in many countries of the

world, is built on the philosophy of maximum resource utilization

and the engendering of communal spirit. Data gathered from 368

science teachers in Nigeria indicate that science teacher

interactions in the "schools villages" had a significant depressing

effect on stress level on five clusters of stressors: curriculum,

facilities, student characteristics, administrative, and professional

growth and self-satisfaction. The implications of the results for

science teacher welfare and for preparing the citizenry for the

science and technology-dominated world of the twenty-first

Century are drawn.(Peter, Akinsola, ‘The Concept of Schools

Village and the Incidence of Stress Among Science Teachers’,

Department of Curriculum Studies, Lagos State University,

P>M>B.1087, Apapa, Lagos, Nigeria, Human Relations, Vol. 45,

No. 7, 735-751 (1992) Sage Jounral – Online, DOI:

10.1177/001872679204500705).

Reidar J.Mykletun (1985) studied “Work Stress and

Satisfaction of Comprehensive School Teachers: An Interview

Study”. The levels of stress and satisfaction at work in 73

comprehensive school teachers were investigated by a structured

interview. Satisfaction was positively related to the negative

affects labeled anger, helplessness and failure, all rated on ten

101

points rating scales, but negatively related to frequencies of

experiencing relaxation difficulties after work. Stress and

satisfaction were primarily attributed to social interaction at work,

but also to control over the work process, adequacy of job

demands, and perception of meaning and pride from work. Anger

and helplessness were the dominant negative emotions. These

emotions may impair classroom climate, and be

counterproductive to teacher effectiveness (Reidar J. Mykletun,

Senior Research Associate, Rogaland Research Institute/

Stavanger Teacher Training College, Norway, Ulland-haug, N-

4001 Stavanger, published in Scandinavian Journal of Educational

Research, Volume 29, Issue 2 June 1985 , pages 57 – 71).

Vanzyl, E. and Pietersen, C. (1999) studied ‘An investigation

into work stress experienced by a group of secondary school

teachers’ The research has indicated that South African

secondary school teachers experience high levels of stress and

that biographical variables (for example age and sex), as well as

factors related to organizational climate, have an effect on these

stress levels. In this exploratory study an random sample of 66

teachers was used and the Pearson correlation coefficient

calculated to determine the relation between factors pertaining

to organizational climate and stress levels. One-way analysis of

variance was used to determine the effect of biographical

variables on levels of stress. Results showed that these

secondary teachers are experiencing high levels of stress and

that the age and Marital Status status of the group have a

significant effect on their levels of stress. In addition, it appears

that teachers, functioning in an atmosphere of inadequate

102

autonomy, poor recognition of good performance, and especially

lack of opportunities for innovation, experience high levels of

stress. In the light of this, a number of recommendations are

made.( South African Journal of Education, Pretoria, South

Africa,1999, Vol.19, No.1, pp.74-78, ISSN 0256-0100).

3.2.2:Studies in India

Amma (1986) disclosed with increasing emphasis on

consumerism and economic values and changed priorities life,

the teaching profession is increasingly becoming more stressful.

(V Survey Report, 1997).

Bankat and Parveen (1999) compared organizational role

stress among bank managers and university teachers. (VI Survey

Report, 2006).

Bhatt (1997) made a correlational study of job stress, job

involvement and job satisfaction of teachers (VI Survey Report,

2006).

Broota, A. and Dhir R.(1990) and Broota, A. and Parekh, C.

(1994) found that the Broota relaxation technique, consisting of

yoga and auto-suggestion, was better than Jacobason’s relaxation

technique. (V Survey Report, 1997).

Das (1999) studied the relationship of secondary school

female teachers’ stress in personal and occupational life (VI

Survey Report, 2006).

Das, M.J. (1989) noted that different aspects of burn out i.e.,

emotional exhaustion, depersonalization and personal

accomplishment were related to demographic background

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

103

They experienced burn out due to physical and emotional strain.

(V Survey Report, 1997).

Gupta, A.(1992) found that test anxiety influences

performance negatively on moderately difficult tasks among the

high test-anxious – high-intelligence group but not in the low-test

anxious – high-intelligence group. Systematic rational

restructuring improved performance the former group (high

school subject).

Gyanani (1998) studied the impact of organizational climate

on stress and strain among the teachers working in higher

education institutions (VI Survey Report, 2006).

Indira (1997) investigated stress and work orientation in

relation to teacher effectiveness (VI Survey Report, 2006).

Kamudu, C.W (1992) has examined burn-out and mental

health among the teachers. Male Teachers were found to be

emotionally overextended, exhausted, internally controlled,

anxiety-ridden, callous toward students, more personally

accomplished and less capable of establishing constructive

relationship. They were more capable of coping with ordinary

demands and stresses of life as compared to females. Urban

high school teachers were less emotionally overextended, less

satisfied, more internally controlled, anxious, and had poorer

mental health than rural teachers. Government School teacher,

trained, married and those with internal control were more

concerned with their well-being, less anxious, less emotionally

overextended, more competent, more internally controlled than

their counterparts.

104

Kiran Rao, Subbakrishna and Prabhu (1990) conducted

study on ‘Locus of control in relation to stress and coping’. This

study revealed that locus of control orientation was found to

determine, use of specific coping behaviours, but did not play a

significant role in determining the experience and preparation of

stressful life events. Taken together, the studies reveal that

students and teachers are experiencing stress and strain in the

present educational system.

Misra (1986) in her study of ‘Meaning of life, stress and

burnout in teachers of secondary schools’ found that (1) Age

difference was significant with regard to stress of teachers. (2)

Stress was positively related to burnout with regard to emotional

exhaustion and depersonalization. (3) There was a negative

relationship between meaning in life and stress variables

measured by tests as well as self-reporting items.

Misra (1991) studied relationship between organizational

climate in school, teachers’ stress and burn-out in relation to

teacher’s personality (VI Survey Report, 2006).

Mistry (1985) explored Job Satisfaction, Job Involvement and

n-achievement as outcome variables of locus of control,

motivational climate participation in climate and various types of

role stress.

Naik (1982) analyzed Job Satisfaction and Adjustment of

married and unmarried women teachers. Panda (1991) while

presenting a trend report of research in psychology of education

views that ‘Life Stress and burned out consequent coping

behaviours influence teacher behaviour, teacher’s teaching styles

and related activities in school. Teacher’s stress and anxiety

105

have become a major concern while planning for teacher

effectiveness’. Stress studies in India are not significantly found

prior to 1980’s. It is only after 1980 some research studies are

attempted in this area.

Panda, R. (1990) has observed that the working life does

not influence the perception of the family. Sub-cultural

differences emerged in certain aspects of family environment.

The Bengali family was found to be more advanced in the

perception of their family environment. Work and sub-cultural

groups interacted to influence the degree of independence and

control. Working housewives felt emotionally more exhausted

than non-working housewives. The non-working housewives

experienced greater degree of depersonalization but had less

stress than working housewives.

Paratkar (1994) made a psycho-social study of role stress

among primary, secondary and university teachers. (VI Survey

Report, 2006).

Puravi (1998) tried to find out the relationship between the

organizational climate and teacher burn-out at primary school

level.

Rama (1997) made a study of the impact of ‘burn-out’ on

teacher efficiency and school effectiveness (VI Survey Report,

2006).

Sindhe (1997) worked to identify demographic and familial

correlates of anxiety and general perceived stress among

teachers (VI Survey Report, 2006).

Sood, P.(1993) has used cognitive therapy to reduce test

anxiety. Looking at the cognitive factors. Sud, A. and Katoch,

106

S(1994) observed that the middle point of assessment is more

anxiety-providing on task-debilitating cognition. In contrast, task-

facilitating positive evaluation was greater in the high scholastic

students.

Sudhira (1994) studied job satisfaction and job stress of

secondary school physical education teachers (VI Survey Report,

2006).

Ushashree (1993) identified major sources of stress among

primary and secondary schools of Andhra Pradesh, examined the

extent of stress and burn-out, intensity of their reactions to

stress, surveyed their coping styles and relationship with job

satisfaction. (VI Survey Report, 2006).

TEACHER CHANGE PRONENESS

3.3.1: Studies in Abroad:

Benedicta Egbo (2008) studied “Critical Pedagogy as

Transformative Micro-level Praxis”. The study disclosed the issue

of how best to deliver just and inclusive educational programs for

all students will remain a widely debated issue in contemporary

diversified societies. Unfortunately, not enough of these debates

center around micro-level educational practices where the

intersection of power/knowledge and social positioning is most

evident. While acknowledging that teachers arguably now work in

more challenging institutional contexts as a result of contentious

state policies and demographic trends that have increased

students' diversity, they remain the most influential actors in the

school experience of all children; what they do has a profound

and lasting impact on the lives of their students. Educators can,

therefore, ill afford strict adherence to orthodox educational

107

practices (Corson, 1998). While paradigm shifts are clearly

difficult to make, teachers who make the commitment to adopt

critical pedagogy will succeed in integrating the voices and lived

experiences of students from all segments of society into their

classroom and instructional activities. But in taking the socio-

cultural backgrounds of their students into consideration when

planning instructional activities, critical teachers must avoid

resorting to type-casting and essentialist notions of group identity

since even apparently similar subgroups have considerable intra-

group diversity (Bell, 1997). A central view held in this article is

that rather than de-politicizing their personal and professional

philosophies, teachers and other educators need to re-politicize

themselves to the realities of the changing environment within

which they work; only in this way can they institute an

educational praxis that is premised on the idea of sustainable

social transformation (Benedicta Egbo, PhD, Associate Professor,

Faculty of Education, University of Windsor, Ontario, Australia).

David J. Oscarson (1977) studied "The Identification of

Adoption-Proneness Among Secondary Home Economics

Teachers". This study was conducted in two phases. The first

phase examined 19 independent variables relating to the

personal characteristics of 202 vocational teachers from the state

of Virginia for the purpose of explaining a criterion variable,

proneness toward the adoption of educational innovations. It was

established that a teacher's age, number of professional

publications read monthly, number of years teaching in the

present school district, satisfaction with teaching, and perception

of influence an academic teacher should have on a vocational

108

teacher's classroom procedures all related to adoption-proneness

(dependent variable).

Phase two of the study isolated 39 home economics

teachers from the composite sample in order to determine

whether certain groups existed within this sub-sample that had

similar characteristics based upon their measured degree of

adoption-proneness and personal characteristics found significant

in phase one of the study.

Cluster analysis indicated that the home economics

teachers could be clustered into three distinct groups.

Furthermore, there were indications that certain clusters existed

that were not fully explained in the first phase of the study.

The study should prove particularly useful to those

responsible for the diffusion of educational innovations, especially

across broad geographical areas. (David J. Oscarson, Department

of Technology, Pittsburg University, Pittsburg, USA, KS 55762 -

Published in Citing Articles via Google Scholar,Family and

Consumer Sciences Research Journal, Vol. 6, No. 2, 141-147

(1977) DOI: 10.1177/ 1077727X 7700600206).

Gosta Carlsson and Katarina Karlsson (1970) studied “Age,

Cohorts and the Generation of Generations”. This study

envisaged that Social change often takes the form of many small

units, like persons or families, changing from "old-style" to "new-

style" behavior, creating a behavioral trend. The rate of change is

very important for the further effects. If middle-aged and old

people are less likely to change, we get differences between birth

cohorts at any given time and, for the population as a whole,

delayed response to new conditions. Studies of rigidity and age

109

generally support a fixation model of cohort behavior, and so do

data on mobility and age. A tentative model of cohort effects is

developed on this basis and the corresponding lag function

shown; it implies a pattern of smooth oscillations in the

behavioral time series with an average "period" of 25 years or

more. The result has nothing to do with the distance between

generations as customarily understood, i.e., from birth to

marriage and child-bearing (Journal of American Sociological

Association, USA – ERIC,Oneline Journal).

Moshe Ayalon, M.A., Deceased and Hanna Merom Oranim

(2008) “The Teacher Interview”. In this study the teachers and

caretakers (on kibbutzim) of the index and control children were

questioned about a variety of behaviors, including emotional

adjustment, school performance and achievement, interests and

activities, and relations with others. Index children were rated as

more impaired or disturbed than control subjects in the following

areas: schoolwork, mood, suspiciousness, daydreaming,

antisocial behavior, hypochondriasis, and accident proneness. No

differences were seen in anxiety, aggression, phobias, obsessive-

compulsive behavior, eating and sleep disturbances, shame, and

frustration tolerance. There were few differences between

assessments of index and control children on kibbutzim and

towns. Male index subjects tended to be seen as especially poorly

adjusted (Moshe Ayalon, M.A., Deceased and Hanna Merom

Oranim “The Teacher Interview”, Teacher's College Tivon, Israel,

Oxford Journals , 2008,Online ISSN 1745-1701 - Print ISSN 0586-

7614).

110

Orest P.Ochitwa (2007) studied ”A study of Organizational

Climate of High and Low Adopter Elementary Schools in the

Province of Saskatchewan“. The investigator After visiting a

number of schools one can note relatively soon how the

administrative influence permeates the attitudes and reactions of

all members of the school. Andrew Halpin describes three types

of schools, which one may encounter. In one school the teachers

and the principal are zestful and exude confidence in what they

are doing. They find pleasure in working with each other; this

pleasure is transmitted to the students who thus are given at

least a fighting chance to discover that school can be a happy

experience. In a second school the brooding discontent of the

teachers is palpable, the principal tries to hide his incompetence

and his lack of sense of direction behind a cloak of authority, and

yet he wears this cloak poorly because the attitude he displays to

others vacillates randomly between the obsequious and the

officious. And the psychological sickness of such a faculty spills

over on the students who, in their own frustration, feed back to

the teachers a mood of despair. A third school is marked by

neither joy nor despair, but by hollow ritual. Here one gets the

feeling of watching an elaborate charade in which teachers,

principal and students alike are acting out parts. The acting is

smooth and glib, but it appears to have little meaning for the

participants; in a strange way the show just doesn't seem to be

'for real’.

The implication of the foregoing statements is that the

climate of the school may be a determining factor in the type of

educational program carried out in an individual school. These

111

statements raise an important question. Are there certain factors

or characteristics that facilitate or inhibit the adoption of

educational innovations in individual schools?

This question suggests a number of related issues: (1) Does

the openness or closeness of the organizational climate in an

individual elementary school affect the degree of adoption of

educational innovations? (2) Does the proneness to and

perception of educational change by teachers and principals of

elementary schools affect adoption of educational innovations?

(3) Do the characteristics of the principal and the teachers of

elementary schools affect the amount of adoption of educational

innovations? and (4) Do the size and geographic location of the

school have an effect on the amount of adoption of educational

innovations? The primary objective of the research was to

investigate the relationships between some characteristics of

elementary schools in the province of Saskatchewan and the

degree of adoption of educational innovations by these schools.

The conclusions disclosed the Teachers who are prone to

change tend to be curious, are willing to try new things even

though it requires more individual effort and may fail, are more

aware of the greater implications associated with change, and

are more "profess- ional" in their approach towards education

and the individual needs of their students.

Principals shown to be more prone to change are more

adaptive, are looked upon as leaders by their peers and teachers,

tend to support change efforts by teachers irrespective of initial

"risk" implications, and promote change through systematic

planning in collaboration with the staff.

112

Educational change, and in particular adoption of

educational innovations, will occur more readily if the staff and

principal in an individual school are personally desirous of change

or of adopt1ng innovations which may encourage change. The

authoritative method of authority innovation-decisions and

organizational change can be successful only if the adoption unit

is prone to the change. This adoption unit generally consists of

the teachers and the principal of the individual school.

The amount of adoption of educational innovations is

related to teaching position satisfaction and placement

satisfaction of the staff members. Adoption is also related to the

professional qualifications of teachers and principals and their

cosmopoliteness. (Orest P. Ochitwa, 2007, SSTA Report Center,

400 - 2222 - 13thAvenue Regina, Saskatchewan ,S4P 3M7).

Orvik, James M, (1970) studied ‘Teacher Survival in an

Extreme Environment’. In the study the Adjustment problems of

teachers in rural Alaskan schools stem from excesses in the

physical elements and from the emotional and intellectual drain

of encountering virtual isolation and cultural unfamiliarity. As a

result, teacher turnover is a major obstacle to providing quality

educational opportunity in rural schools. This research study

attempted to determine (1) if some personal characteristics are

predictive of attrition of teaching couples, (2) if quality

differences exist in relation to a teacher's length of service in

rural Alaskan schools, and (3) if participation in the Alaska Rural

School Project (ARSP) summer institute is associated with

curtailed rates of teacher attrition. Instruments used in the study

were the Miller Analogies Test, the Minnesota Teacher Attitude

113

Inventory, and an ARSP-developed Biographical Information

Inventory. Among the findings, it was noted that (1) teachers with

few college credits are more prone to attrition than those with

many college credits, (2) attrition-proneness is greatest in

teachers hired with little or no formal training in education, (3)

teachers staying for 2 years are estimated to be of the highest

quality, (4) no consistent quality differences are found between

teachers leaving after 1 year and those staying 3 years or longer,

and (5) pre-service training such as is encountered in the ARSP

can likely reduce premature attrition by as much as 13%. (JH)

(Department of Education Publication, USA, ERIC – ED-079277).

Oscarson, David J. and Finch, Curtis R.(1979) studied

'Adoption Proneness Among Trade and Industrial Teachers as

measured by Cluster Analysis'. The aim of the investigation on A

study to identify methods most influential in determining the

acceptance and use of educational innovations examined

variables associated with adoption-proneness of trade and

industrial teachers. Phase 1 determined predictor variables for

adoption-proneness through application of multiple linear

regression to personal characteristics (including Rokeach

Dogmatism Scale scores) of 202 secondary vocational teachers

from four school districts in Virginia. In phase 2, trade and

industrial teacher scores were partitioned from the study and

subjected to cluster analysis to determine which members had

similar characteristics. Mean scores for adoption-proneness were

calculated for each cluster, based on the identified five predictor

variables from phase 1, and then examined vis-a-vis cluster

profiles. Four sub-clusters were identified, based on the amount

114

of influence members felt should be exerted by academic

teachers on vocational teachers' classroom procedures. In phase

3, a survey was administered to a sample of teachers from two

states for comparison purposes. Cluster analysis (1) indicated

that there exist unique groups within each sample, several with

similar profiles, and (2) gave additional insight into

characteristics of adoption-prone teachers. Results suggest that

large scale adoption of innovative practices could be enhanced

by involving adoption-prone groups which, once identified, could

be encouraged to lead in-service activities and use innovations

(Paper presented at the Annual Convention of the American

Vocational Association, 73rd, Anaheim, California, December,

1979, U.S. Department of Education Publication - Online, ERIC

ED179737).

Rafky, David M. and Beckerman, Marvin (1971) studied

"Teachers' Acceptance of Innovations: Self-Interest, Altruism, and

Professionalization". This study disclosed that What are the

relative effects of self-interest and altruistic motives on teacher

acceptance of educational innovation after the effects of the

following classes of variables have been taken into account:

personal attributes, characteristics of the school system,

characteristics of the school, career patterns, and psychological

predispositions? Using a method of partial and multiple

correlation, it was found that the willingness of 240 elementary

school teachers to devote time and effort to the implementation

of 15 new programs is more strongly related to self-interest than

to altruism. The findings do not fit the model of

professionalisation proposed by Flexner. In addition, it was found

115

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

multidimensional and appears to lack content validity.(US

Department of Education Publication, Online ERIC - ED079267).

3.3.2: Studies in India:

Aggarwal (1974) made his first effort I his direction by

preparing text on ‘innovation proneness’ in the life of Miller. She

found the clues on the text on innovative proneness as related

significantly to various dimensions of teacher’s morale. ( First

Survey Report, 1975).

Bakhshi, S.J.(1980) studied Crisis in School a Study of

factors Hindering School Improvement Programmes. The main

objective of the study was to identify factors which hindered

school improvement programmes and to examine the possible

relationships of some selected variables to the degree of

adaptability of the school. The factors studied in the enquiry

were leadership behaviour of the school principal, organizaqtional

climate prevailing in the school, teachers’ morale, change-

proneness of the school teachers, perceptions of the community

about the school, perceptions of the community about the school,

perceptions of the school principals about the community,

perceptions of the school principals about the supervisory

agency. The results of the study that Leadership behaviour, the

school climate, teachers’ morale and change-proneness of

teachers and principals did not significantly influence the school

adaptability (Abstract: 1252, Ph.D., Edu., M.S.Univesity, 1980, III

Survey Report).

116

Bhola (1965), Havelock (1973), Rogers and Shoemaker

(1971) would reveal the absence of any research on change

proneness.

Dushyanth Vangapandu (2007) investigated into ‘A Study of

Relationship between Change Proneness and Motivation among

Secondary School Teachers in Vizianagaram District of Andhra

Pradesh’. The study reported that there is significant relationship

between Change Proneness and Motivation (0.45). Urban area

Teachers, B.Ed., Assistant Teachers, Post-graduate with B.Ed.,

qualified Teachers, Above 20 years experience teachers, Aided

School Teachers, Residential School Teachers (Unpublished

M.Phil., Dissertation).

Mukhopadhyaya and Saxena (1980) in their research study

‘the factors contributing to teacher’s change proneness

concluded that change proneness has been found to be related

significantly and positively to urban background, teacher relation

with principal, satisfaction in teaching, rapport among teachers,

perceived leadership behaviour of the principal, attitude toward

teaching profession, perceived status of teachers and job

satisfaction. (III Survey Report, 1986).

Mukhapadhayaya (1981) with the help of multivariate

analysis concluded that the change proneness of a teacher can

be predicted to the tune of more than 59% variance by set of

above mentioned variables. He constructed and standardized

tool Mukhopadhyaya’s Change Proneness Inventory (MCPI). The

tool was administered on 60 secondary school teachers. He

computed split-half reliability with the help of spearman-brown

prophecy formula. It was noticed to be 0.82, which is significant

117

0.01 level. Chi-square test was carried out on a 2

(innovative/non-innovative schools), 3 (good/moderate/poor

scores of change proneness). Contingency table was found

significant 0.05 level. This research finding clearly indicates that

change proneness of teachers successfully differentiate

innovative schools from the non-innovative schools.

Rajkamal (1982) substantially listed out the factors affecting

diffusion of innovations in secondary schools (II Survey Report,

1977)

Rao, D.S. (1967) made an attempt by conducting a study

‘An inquiry into the factors that contributes to the promotion or

inhibition of educational innovations’ listed out a few factors,

which influence and govern educational innovations.

Singh, T. (1977) in his doctoral study thoroughly discussed

about adoption and discontinuation of innovations in the

preparation of secondary school teachers. In India and listed out

a few strategies to be adopted for bringing innovations, which

enable effective preparation of secondary school teachers who

were to be flexible and adaptable and impact effective

instruction.

Uday Koundinya (1999) disclosed that Change Proneness,

though quite recent in origin, with astonishing rapidity has

become almost a catchword. It is the tendency to accept any

thing, which is new novel, to be imbibed in their style of work. It

is the state of flux and dilemma brought about by devotion to a

cause, which may promote and result at expected rewards or fail

to produce unexpected revolts. Male teachers are highly

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

118

change prone than rural teacher; Residential School teachers are

more change prone than non-residential school teachers.

Strangely post-graduate trained teachers lag behind trained

graduate teachers. Teachers working in Municipal schools are

ahead in possession of change proneness than missionary school

teachers and teachers working mandal parishad schools. The

four aspects of CPDQ differ in the extent of influencing change

proneness. An inclination to change proneness will enhance

teacher competency and creativity if commitment and creativity

are associated with a favourable attitude in accepting new

strategies put forth by others and which are innovated and

initiated by themselves, then the exemplary teacher can easily

dart into the minds of individual making reaching hart to reach

pupils not a myth but a reality and possibility. (Unpublished

Dissertation, 1999).

Vinaitheerthan, V.(1981) investigated into ‘A Study of

Innovation Dissonance and Its Correlates in the Secondary

Schools’. The results of the study disclosed that controlled

climate significantly contributed to teaching-learning process,

school community relationship, attitude to innovation, change-

proneness and intimacy etc. (Abstract:1446, Ph.D., Edu., M.S.

University, 1981, III Survey Report).

3.4.0: Conclusions:

The review of previous studies helped the investigator to

arrive at certain conclusions and become more confident about

the present research work taken up by him.

Only the pre-requisite qualities, which make a teacher more

and more effective may not be sufficient for him/her to become

119

more successful in his/her profession. The effective teachers

have a superior capacity for imagination and original thinking and

have narrow gap between their level of aspiration and inner

resources (Bhagoliwal, 1982). Where is no difference between

the level of aspiration and inner sources of an individual, he will

be exemplary in Job Satisfaction. Even though, an individual may

possess all the prerequisite qualities to become an effective

teacher and have satisfaction in his/her profession, there are

certain other stressful situations or stress creators, which can

significantly discouraging his proneness in the profession.

Several studies appear on Teacher Job Satisfaction and Stress.

But there is no single study so far in India, which has attempted

to relate these two aspects with that of the Change Proneness of

teachers either at Primary, Secondary or Higher Educational

level.

The Radical change, innovativeness, tendency to inquire,

being shrewd and proneness in thought in quietness, all these

traits facilitate change proneness, which paves way towards Job

Satisfaction. Even after possession of requisite qualities, which

make a teacher an ideal, competent, exemplary teacher, the

feeling of being anxiety laden and tension oriented create

stressfulness in the mind of such teacher and mould him to be a

burnout person in his profession without meaning and positive

concern towards teaching profession.

Of course the teacher job satisfaction, with a stressful mind

will be of no use and he will not attract his attention, enthusiasm,

proneness in day to day changes in the professional tasks as well

as frequent changes academic scenarios.

120

Finding a total vacuum at this juncture of the assemblage of

three components viz., Job Satisfaction, Stress and Change

Proneness, the investigator felt the need of opting the topic as his

doctoral thesis. Hence, the investigator ventured to study all the

three aspects, which have a definite bearing on educational

practice and arrived at the problem – ‘A Study of relationship

between Job Satisfaction, Stress and Change-Proneness among

the Secondary School Teachers in Vizianagaram District of

Andhra Pradesh’. The prospects and procedure of the present

research study is presented in the following pages.

121

122

DESIGN OF THE STUDY

After careful review of previous researches, it is found that

there are adequate number of studies in quality and quality on

Teacher Job Satisfaction, Teacher Stress and Teacher Change

Proneness, but very few studies are found on relationship

between Teacher Job Satisfaction and Stress and Change

Proneness.

Ali Murat Sunbul (2003) studied “An analysis of relations

among locus of control, burnout and job satisfaction in Turkish

high school teachers”. The aim of this study was to see how

teachers' burnout is related to different aspects of locus of

control, job satisfaction and demographic characteristics such as

age and gender. The Job Satisfaction Scale was used to measure

the subjects' job satisfaction level.

Nancy Tsui Yee Yeung & Alexander Seeshing Yeung (2002)

studied ‘Teacher Motivation, Stress and Satisfaction : Do

Teachers in a Secondary and Tertiary Institution Differ?

Ausekar (1996) compared the job satisfaction among

teachers working in government and private secondary schools.

Goyal, J.C. (1980) studied ‘A Study of the Relationship

among Attitudes, Job Satisfaction, Adjustment and Professional

Interests of Teacher-educators in India’.

Akihito Shimazu, Yusuke Okada, Mitsumi Sakamoto and

Masae Miura (2003) studied “Effects of Stress Management

Program for Teachers in Japan: A Pilot Study”.

123

Chan, David W. (2002) studied ‘Stress, Self-Efficacy, Social

Support, and Psychological Distress among Prospective Chinese

Teachers in Hong Kong’.

Kyriacou, C. & Sutcliffe, J. (1979) studied “Teacher Stress

and Satisfaction”. The present study investigated the association

between self-reported teacher stress and three response

correlates of teacher stress: job satisfaction, absenteeism and

intention to leave teaching.

Kiran Rao, Subbakrishna and Prabhu (1990) conducted

study on ‘Locus of control in relation to stress and coping’.

Misra (1991) studied relationship between

organizational climate in school, teachers’ stress and burn-out in

relation to teacher’s personality.

David J. Oscarson (1977) studied "The Identification of

Adoption-Proneness Among Secondary Home Economics

Teachers". This study was conducted in two phases. The first

phase examined 19 independent variables relating to the

personal characteristics of 202 vocational teachers from the state

of Virginia for the purpose of explaining a criterion variable,

proneness toward the adoption of educational innovations.

Oscarson, David J.and Finch, Curtis R.(1979) studied

'Adoption Proneness Among Trade and Industrial Teachers as

measured by Cluster Analysis'. The aim of the investigation on A

study to identify methods most influential in determining the

acceptance and use of educational innovations examined

variables associated with adoption-proneness of trade and

industrial teachers.

124

Dushyanth Vangapandu (2007) investigated into ‘A Study of

Relationship between Change Proneness and Motivation among

Secondary School Teachers in Vizianagaram District of Andhra

Pradesh’.

Mukhopadhyaya and Saxena (1980) in their research study

‘the factors contributing to teacher’s change proneness

concluded that change proneness has been found to be related

significantly and positively to urban background, teacher relation

with principal, satisfaction in teaching, rapport among teachers,

perceived leadership behaviour of the principal, attitude toward

teaching profession, perceived status of teachers and job

satisfaction.

In Indian scenario Teacher Change-Proneness is one of the

recent developing aspect in educational research concept.

Hence, the researcher of the present study has attempted to

pursue his investigation on Teacher Change-Proneness in relation

to Teacher Job Satisfaction and Teacher Stress.

4.1.0: Definitions of the Terms Used:

In the present study the investigator is confined to ascertain

the relationship between three teachers centered variables viz.,

Teacher Job Satisfaction, Teacher Stress and Teacher Change-

Proneness. The definitions of these variables are dealt with

hereunder.

4.1.1: Teacher Job Satisfaction:

This aspect was designed with five dimensions and each

dimension is focused to measure the Job Satisfaction of the

teacher on different aspect.

4.1.2:Professional aspect:

125

The professional aspect is designed with conceptual ideas,

interpretation of a fact, implementation with new ideas, facing

the challenged tasks, level of thought and an interpretation,

interest to response and broad thinking.

4.1.3:Teaching and Learning aspect:

The Teaching and Learning aspect includes the utility value,

changing approach, problem salvation, self-experiences, avoiding

nature, broad thinking nature, attaining the tasks, developing in

depth ideas, novel thoughts, independent acts and developing

the salvation of self-problems.

4.1.4:Innovation:

This aspect is designed with self-development, inventing

new ideas, quick implementation of innovative practices.

4.1.5:Inter-Personal Relations:

This aspect disclosed the individual thoughts and action,

implementation of new thoughts independently and inventing

new idea interests of an individual.

4.2.0: Teacher Stress:

This aspect was designed with four dimensions and each

dimension is focused to measure the Stress of the teacher on

different aspects.

4.2.1:Intensity of Work:

This aspect disclosed the nature of Work Load, Leisure

timings, practical work, additional burdens, often changes in

duties, additional trainings.

4.2.2:Student Behaviour:

126

The Student Behaviour aspect disclosed the behaviour of

student in the classroom, respecting nature towards teacher, lack

of discipline among the students, lack of time for preparation of

lessons, maintaining classroom discipline and constant

monitoring of student behaviour.

4.2.3:Professional Growth:

The aspect Professional Growth is designed with the causes

for unable to prosecute further studies, insufficient time provision

for professional training programmes, lack of recognition of the

profession, interested in searching for additional income,

inadequate salaries, lack of professional development and lack of

recognition of teaching as Profession problems.

4.2.4:Extrinsic Annoyers:

This aspect includes the individual recognition, Lack of

interest towards teaching, facing hardship to motivate below

average students, feeling locked up into a routine in job, lack of

teaching material and books in library, non-recognition from the

administrator while introducing innovative methods, lack of

invitation to participate in academic decisions, organized the staff

meetings without specific objects, non-cooperation of the head-

teacher, maintaining the attitude of divide and rule policy of the

head-teacher, maintaining relations with the colleagues,

recognition of sub-standard colleagues and maintaining to uphold

the teaching value problems.

4.3.0:TEACHER CHANGE PRONENESS:

4.3.1: Innovativeness:

This aspect includes the methods of teaching, hesitation for

increasing in work load, incorporate for innovative practices,

127

interesting to expressing the new ideas, development of new

ideas, exhibit persistence and diplomacy in entertaining a new

practice, enlighten the strategy in classroom teaching,

implementation of innovative practices of others and given

importance equally to the existing as well new practices.

4.3.2:Hesitating Nature:

This aspect includes the importance to the original new

ideas, hesitating the additional workload, appreciating the new

ideas of colleagues and head-teacher, independent thoughts to

implement new strategies in classroom teaching, implementation

of new strategies without compromise, Ignoring the comments of

the colleagues when implementation of new ideas, appreciating

the suggestions of the students and implementation, discussing

with the colleagues about his new thoughts and recollection of

about the failure in classroom teaching problems.

4.3.3:Consideration:

This aspect disclosed the systematic and planning of

profession, recognition of new ideas even at cost of criticism from

colleagues, recognition of new ideas and concepts, encouraging

the colleges to take up new experiences, thinking about the need

of old practices to be revived, maintaining relations with

colleagues besides implementing the innovative practices and

sharing the experience with the colleagues to expertise in their

profession.

4.3.4:Acceptance of Help:

128

The Acceptance of help includes the aspects of

systemization in profession, preparation of additional teaching

material other than curriculum, hesitating the contradicting

ideals, implementation of new ideas of others.

4.5.0: Problem:

The problem taken in this study are to establish reliability

and validity of Teacher Job Satisfaction Scale, Teacher Stress

Scale and Teacher Change-Proneness scale to test the

relationship between these three aspects.

The answer to the above phenomenon’s, the execution,

processing to evaluate each aspect is designed as follows.

(1) Development of suitable tool to measure Teacher Job

Satisfaction.

(2) Development of suitable tool to measure the Teacher

Stress.

(3) Development of suitable tool to measure the Teacher

Change-Proneness.

(4) Finding out relationship between Teacher Job Satisfaction

and Teacher Stress.

(5) Finding out relationship between Teacher Job Satisfaction

and Teacher Change-Proneness.

(6) Finding out relationship between Teacher Stress and

Teacher Change-Proneness.

4.5.1:Objectives:

(1) To develop and standardize the Teacher Job Satisfaction

Scale of Dr.Udayagiri (1985) to be used by teacher

himself.

129

(2) To develop and standardize the Teacher Stress Scale of

Uday’s SCIT Scale (1990) is used.

(3) To develop and standardize Teacher Change-Proneness

Scale of Nistala constructed by the present investigator is

used.

(4) To find the relationship between Teacher Job Satisfaction

and Teacher Stress.

(5) To find the relationship between Teacher Job Satisfaction

and Teacher Change-Proneness.

(6) To find the relationship between Teacher Stress and

Teacher Change-Proneness.

(7) To find out the significant difference between different

categories of demographic variables in respect of

Teacher Job Satisfaction, Teacher Stress and Teacher

Change-Proneness.

(8) To find out the significant difference between high and

low Teacher Job Satisfaction in respect of Teacher Stress

and Teacher Change-Proneness.

(9) To find out significant difference between high and low

Teacher Stress in respect of Teacher Job Satisfaction and

Teacher Change-Proneness.

(10) To find out significant difference between high and low

Teacher Change-Proneness in respect of Teacher Job

Satisfaction and Teacher Stress.

4.3.2:Hypotheses:

In the present study the investigator has proposed the

following hypotheses for testing the results.

130

(1) There is no significant relationship between Teacher Job

Satisfaction and Teacher Stress.

(2) There is no significant relationship between Teacher Job

Satisfaction and Teacher Change-Proneness.

(3) There is no significant relationship between Teacher

Stress and Teacher Change-Proneness.

(4) There is no significant relationship between dimensions

of Teacher Job Satisfaction, Teacher Stress and Teacher

Change-Proneness.

(5) There is no significant relationship between dimensions

of Teacher Job Satisfaction and Teacher Stress.

(6) There is no significant relationship between dimensions

of Teacher Job Satisfaction and Teacher Change-

Proneness.

(7) There is no significant difference between dimensions of

Teacher Stress and Teacher Change-Proneness.

(8) There is no significant relationship between various

dimensions of Teacher Job Satisfaction and with other

dimensions of Teacher Stress and Teacher Change-

Proneness.

(9) There is no significant relationship between various

dimensions of Teacher Stress with other dimensions of

Teacher Job Satisfaction and Teacher Change-Proneness.

(10) There is no significant relationship between various

dimensions of Teacher Change-Proneness with other

dimensions of Teacher Job Satisfaction.

4.3.3.Subsidary Hypotheses:

131

(1) Male and Female Teachers do not differ significantly in

respect of their Teacher Job Satisfaction, Teacher Stress

and Teacher Change-Proneness.

(2) Rural and Urban locality Teachers do not differ

significantly in respect of their Teacher Job Satisfaction,

Teacher Stress and Teacher Change-Proneness.

(3) Graduates, Post-Graduates and Post-Graduates with

M.Phil/Ph.D., qualified Teachers do not differ significantly

in respect of their Teacher Job Satisfaction, Teacher

Stress and Teacher Change-Proneness.

(4) Teachers and Head-teachers do not differ significantly in

respect of their Teacher Job Satisfaction, Teacher Stress

and Teacher Change-Proneness.

(5) Science, Humanities and Language Teachers do not

differ significantly in respect of their Teacher Job

Satisfaction, Teacher Stress and Teacher Change-

Proneness.

(6) Teachers with experience below 10 years, 10 to 15 years,

15 to 20 years, 20 to 25 years, 25 to 30 years do not

differ significantly in respect of their Teacher Job

Satisfaction, Teacher Stress and Teacher Change-

Proneness.

(7) Married and Unmarried Teachers do not differ

significantly in respect of their Teacher Job Satisfaction,

Teacher Stress and Teacher Change-Proneness.

(8) Residential and Non-Residential School Teachers do not

differ significantly in respect of their Teacher Job

132

Satisfaction, Teacher Stress and Teacher Change-

Proneness.

(9) Residential, Aided, Government, Zillah Parishad, Minority,

Municipal and Private Unaided School Teachers do not

differ significantly in respect of their Teacher Job

Satisfaction, Teacher Stress and Teacher Change-

Proneness.

(10) There is no significant difference between high and low

Teacher Job Satisfaction and Teacher Stress.

(11) There is no significant difference between high and low

Teacher Job Satisfaction and Teacher Change-Proneness.

(12) There is no significant difference between high and low

Teacher Stress and Teacher Change-Proneness.

4.3.4:Limitations:

(1) This study is confined and limited to the Teachers

working in Secondary Schools in Vizianagaram District of

Andhra Pradesh.

(2) To measure the Teacher Job Satisfaction, the dimensions

like Professional, Teaching Learning, Innovation and

Inter-personal relations are covered in the study.

(3) To measure the Teacher Stress, the dimensions like

Intensity of work, Student Behaviour, Professional Growth

and Intrinsic annoyers are covered in the study.

(4) To measure the Teacher Change-Proneness, the

dimensions like Innovativeness, Hesitating nature,

133

Consideration and Acceptance of help are taken into

account.

4.4.0:Procedure adopted:

In order to test the hypotheses, the research is planned and

executed in three phases using and adoption of various

standardized tools.

(1) Development and standardization of the Scale of

Dr.Udayagiri (1985) Job Satisfaction.

(2) Development and standardization of Uday’s SCIT (1990)

Scale Teacher Stress.

(3) Measurement of Nistala’s Teacher Change-Proneness tool

developed with the help of ‘Devagiri’s Change-Proneness

Inventory’ (MCPI) contexture design keeping the various

physical and other global environmental conditions of the

Teacher in Andhra Pradesh State scenario into

consideration.

4.4.1:Selection of Items:

The investigator according to the aims and objectives of the

study prepared a large number of items. The items are prepared

to measure each of the tool inter and inter-dimensions. The

information in relation to the tools are prepared by collecting

information from various sources i.e., books, other standard tests,

discussion with experts, professional journals etc. A thorough

comparison is made between the prepared items and

134

corresponding items collected from various sources. Thus the

final form of items is prepared.

(a) Teacher Job Satisfaction Scale consists of 33

statements as per the earlier design of the previous

researchers.

(b) Teacher Stress Scale consists of 48 statements as

per the earlier design of the previous researchers –

and

(c) Teacher Change-Proneness Scale consists of 38

statements initially designed by the present

investigator.

These three tools are supplemented by a careful study of

related literature and informal meetings with experienced

teachers, head-teachers and teacher educators. Thus the items

in the above tools are finalized, listed and arranged in related to

the present study. These tools are examined by the experts for

item-relevance and usefulness and finally concluded to retain the

items as mentioned above. The distribution of the selected tools

for the pilot study is as follows.

4.4.2:Standardization of Dr.Udayagiri’s (1980) “Teacher Job Satisfaction Scale”:

Table 4.1 : Table showing the items and percentage of items in Provisional Teacher Job Satisfaction

135

Specification

Professional

Teaching

Learning

Innovation

Inter-Person

al relation

s

Total

No.of

Items

10 07 08 8 33

Percentag

e

30.30% 21.22% 24.24% 24.24% 100%

4.4.3: Administration:

This is administered to a tryout sample of 69 Secondary

School Teachers in and around of Vizianagaram. Instructions to

the teachers are given on the title page of the each scale. Care is

taken to reduce bias in rating. This is done by clearly stating the

purpose of study. Confidence is creating among the teachers by

assuring them their responses will be kept confidential.

4.4.4: Scoring:

The responses are scored according to the key. For all

positive items score from 5 to 1 for the five responses i.e., SA –

Strongly Agree; A – Agree; N – Neutral; DA – Disagree and SDA –

Strongly Disagree respectively are awarded. For all the negative

statements scores 1 to 5 are given respectively for SA, A, N, DA

and SDA. The positive and negative items are shown separately

in this chapter. The maximum possible score is 165 and the

minimum possible score is 33. High score indicates high Teacher

Job Satisfaction, low score indicates low Teacher Job Satisfaction.

4.4.5: Item Analysis:

For the purpose of determining the degree to which each

item is effective in discriminating high and low Teacher Job

136

Satisfaction, an item analysis of the data obtained from the

above sample is undertaken by taking two extreme groups (high

and low). All the 70 responses are scored and scores are

arranged in an order from highest score to the lowest score.

Then the upper 20% of the total responses and lower 20% of the

responses are taken into consideration for measuring significance

of difference of means to know the item validity. Arithmetic

means and Standard Deviations for all the 70 items of the upper

half and lower half are calculated. Critical Ratio is then

calculated for all the items between upper and lower half. If the

value of critical ratio of the item is greater than 1.96 (significant

at 0.05 level of significance) then the item is found valid and

accepted. If the value of critical ratio of the item is less than 1.96

then the item is considered as invalid and rejected. The scale

with all the accepted items is used for final study.

The items retained after item analysis for the final study of

Teacher Job Satisfaction is confirmed with 25 items. The

following table 4.2 shows the values of critical ratios of items.

4.2: Table showing the value of Critical Ratio’s of items in Teacher Job Satisfaction

Item No. C.R. Remarks Item No.

C.R. Remarks

1 5.54 Retained 18 6.85 Retained2 3.61 Retained 19 1.26* Rejected3 2.49 Retained 20 6.36 Retained4 1.93* Rejected 21 4.21 Retained5 1.99 Retained 22 1.62* Rejected6 3.84 Retained 23 2.41 Retained7 1.56* Rejected 24 2.58 Retained8 2.44 Retained 25 6.84 Retained9 6.91 Retained 26 3.86 Retained10 2.05 Retained 27 2.79 Retained11 4.34 Retained 28 1.94* Rejected

137

12 1.95* Rejected 29 2.48 Retained13 2.93 Retained 30 4.89 Retained14 4.29 Retained 31 1.95* Rejected15 1.64* Rejected 32 2.76 Retained16 3.44 Retained 33 2.23 Retained17 6.28 Retained

The Job Satisfaction Inventory (JSI) originally constructed

earlier and standardized by Dr.Udayagiri (1985) with 33 items

because this is most appropriate tool to measure the Teacher Job

Satisfaction with four dimensions viz., Professional, Teaching

Learning, Innovation and Inter-Personal Relations. Dr.Udayagiri

(1985) developed and standardized the Teacher Job Satisfaction

on the tryout sample of Junior College Teachers, but the present

intends to measure the Teacher Job Satisfaction of Secondary

School Teachers. Hence, the investigator retested this inventory

on a tryout sample of 100 teachers in and around Vizianagaram.

There are 33 items with the five dimensions of Teacher Job

Satisfaction of Dr.Udayagiri (1985). The distributions of 50 items

dimension wise are as follows.

Statement of Job Satisfaction Inventory of Dr.Udayagiri (1985)Distribution of items dimension wise

S.No

.

Name of the Area Coverage of Serial Numbers

Total No.of

Items

1 Professional 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 10

2 Teaching Learning 11, 12, 13, 14, 15, 16, 17 07

3 Innovation 18, 19 20, 21, 22, 23, 24, 25, 08

138

4 Inter-Personal

Relations

26, 27, 28, 29, 30, 32, 33 08

5 Total of Dimensions -- 33

4.3:Table showing the No.of items and percentage of items retained under Four Dimensions of Teacher Job

Satisfaction

139

S.No. Name of Dimension No.of Items retained Percentage

1 Professional 1,2,3,5,6,8,9,10 =

08

32%

2 Teaching Learning 11,13, 14,16 & 17 =

05

20%

3 Innovation 18,20,21,23,24&25 =

06

24%

4 Inter-Personal Relations

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

06

24%

5 Total No.of items retained

25 Items 100%

4.4.6:Reliability:

The reliability of the scale is calculated by Split-half method.

Odd-Even slit is used in dividing the test into two halves. The

reliability of co-efficient is found to be 0.783. This reliability co-

efficient is sufficiently large for us to assume that the present

Teacher Job Satisfaction is highly reliable instrument is used in

the present research.

4.4.7: Validation:

The validity of the present Teacher Satisfaction Scale is

estimated by using the ‘known group technique’. The validity of

the scale is estimated from the Teacher Job Satisfaction of two

groups of teachers – one of which is low competent teachers and

other high competent teachers. In the present study two groups

of teachers of 35 each was selected for administering the

Teacher Job Satisfaction Scale. One of the groups is low

competent in their Job Satisfaction and this fact is know to the

140

investigator in advance. Similarly, the second group of 35 was

known in advance to be high competent in their Teacher Job

Satisfaction.

The tool administered to these two groups of teachers and

‘t’ value is calculated. The value of ‘t’ is found to be highly

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

value of ‘t’ is presented in Table 4.4.

Table 4.4 : Table showing the value of ‘t’ between Teachers with High and Low Teacher Job Satisfaction

Category Mean S.D N ‘t’ Level of Significance

Low Teacher Job Satisfaction

High Teacher Job Satisfaction

87.49

118.74

24.32

16.79

35

35

6.25

Highly Significant

4.5.0:Development and Standardization of Teacher Stress Scale (TSS):

In order to measure the Teacher Stress Scale is developed,

the investigator make use of Likert’s method of summated

technique is adopted. The technique is used because it is the

most reliable and straightforward technique. This tool (SCIT) was

constructed and standardized earlier by Uday (1990).

4.5.1:Selection Items:

The investigator according to the aims and objectives of the

study prepares a large number of items. The items are prepared

to measure the Intensity of Work, Students Behaviour,

Professional Growth, Extrinsic Annoyers facing by the Teachers.

These items are prepared by collecting information from various

141

sources i.e., books, other standardized tests, discussion with

experts, professional journals etc. A through comparison is made

between the prepared items, and corresponding items collected

from various sources. Thus the final form of the items is

prepared. There are 48 items. These 48 items are supplemented

by a careful study of related literature and informal meetings with

experienced teachers, head-teachers and teacher educators.

Thus, the items are finalized, listed and rearranged. Experts for

item-relevance and usefulness examine this list. Then language

experts for grammatical soundness examine the items. Finally

40 items retained.

Instructions are typed on the cover page of the rating scale.

Similarly, instructions are given clearly to explain the purpose of

the study and what the subjects have to do. However, much care

is taken to check the ‘halo effect’. The distribution of 53 items

selected for the pilot study in Table 4.5 is as follows –

4.5: Table Showing the items in provisional Uday’s SCIT (Stress Creators in Teaching) Scale (1990) Dimension wise

S.No.

Category of Dimension

Items coveredIn the

Dimension

Total No.of

Items in the

dimension

Percentage of each dimension

1 Intensity of Work1,2,10,12,14,16,18,19 &

38

09 18.75%

2 Students Behaviour3,4,9,13,15,21, &

4707 14.58%

3 Professional Growth

5,24,25,26,27,28,30,31,3 13 27.08%

142

3,36,39,40 & 43

4 Extrinsic Annoyers

6,7,8,11,17,20,22,23,29,32,34,35,37,41,42,44,45,46 & 48

19 39.59%

5 Total of Dimensions 48 100%

4.5.2: Scoring:

The same procedure, which is used to score the Teacher

Stress Scale is adapted to Teacher Scale. Total Number of items

included in this tool is 48. The maximum possible score is 192.

The high score indicates high Teacher Stress and Low score

indicates Low Teacher Stress.

4.5.3:Item Analysis:

For the purpose of determining the degree to which each

item is effective in discriminating high and low teacher Stress, an

item analysis of the data obtained from the above sample is

undertaken by taking two extreme groups (high and low. All the

48 responses of the 150 subjects are scored and total scores are

arranged in an orderly manner from highest score to lowest

score. Then the upper 20% of the total responses and lower 20%

of the total responses are taken into consideration for measuring

significance of difference of means to know the item validity.

Arithmetic Means, Standard Deviations for all the 48 items of the

upper half and lower half are calculated. Critical Ratio value is

then calculated for all the items between upper and lower half. If

the value of critical ration of the items is greater than 1.96

143

(significant at 0.05 level) then the item is found valid and

accepted. Items are used for final study.

The items retained after item analysis for the final study in

Teacher Stress Scale are 40. Table 4.5 shows the values of

Critical Ratio of items.

Table 4.6: Table showing the Values of Critical Ratio of items of Teacher Stress

Item No. C.R. Remarks Item No. C.R Remarks1 3.69 Retained 25 3.06 Retained2 2.48 Retained 26 2.96 Retained3 3.61 Retained 27 5.34 Retained4 5.25 Retained 28 1.36 Rejected5 4.54 Retained 29 6.08 Retained6 1.42 Rejected 30 4.68 Retained7 3.96 Retained 31 1.83 Rejected8 4.54 Retained 32 4.34 Retained9 5.61 Retained 33 3.68 Retained10 6.11 Retained 34 3.42 Retained11 3.28 Retained 35 2.46 Retained12 1.93 Rejected 36 1.94 Rejected13 2.74 Retained 37 3.48 Retained14 3.54 Retained 38 4.09 Retained15 4.49 Retained 39 2.59 Retained16 5.21 Retained 40 3.06 Retained17 1.64 Rejected 41 2.14 Retained18 6.28 Retained 42 3.11 Retained19 3.42 Retained 43 2.68 Retained20 1.78 Rejected 44 4.19 Retained21 2.57 Retained 45 5.34 Retained

144

22 3.41 Retained 46 3.61 Retained23 5.64 Retained 47 5.39 Retained24 1.58 Rejected 48 2.67 Retained

Further, number of items and percentage of items of four

dimensions of Teacher Stress retained as shown in Table 4.7.

Table 4.7:Table showing Number of Items and Percentages of Items retained under four dimensions of Teacher

Stress Scale

S.No.

Dimension Category No.of Items covered

Percentage Dimension

wise1 Intensity of Work 08 20.0%

2 Student Behaviour 07 17.5%

3 Professional Growth 09 22.5%

4 Extrinsic Annoyers 16 40.0%

5 Total of Dimensions 40 100%

4.5.4: Reliability:

The reliability of the scale is calculated by split half method.

Odd-Even split is used in diving the test into two halves. The

reliability co-efficient is found to be 0.794 is sufficiently large for

us to assume that the present Teacher Stress is highly reliable

instrument for measuring the Teacher Stress.

4.5.5:Validation:

145

The validity of the present Teacher Stress Scale is

estimated by using the ‘known group technique’. The validity of

the scale is estimated from the Teacher Stress of two groups of

teachers. One of which is low teacher motivation. In the present

study two groups of teachers of 34 each was selected for

administering the Teacher Stress Scale. The first group of 34 is

low Stress teachers and second group of 34 is high stress

teachers and the investigator known this fact in advance.

The tool is administered to these two groups of teachers

and ‘t’ value is calculated. The value of ‘t’ is found to be highly

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

value of ‘t’ is presented in table 4.8.

Table 4.8 : Showing the value of ‘t’ between Teachers with High and Low Teacher Stress

Category Mean S.D N ‘r’ Level of Significan

ce

Low Teacher Stress

High Teacher Stress

84.49

99.87

21.45

16.56

34

34

3.31Highly

Significant

4.6.0:Retesting the Teacher Change-Proneness Inventory

(TCPI):

In the present study the investigator made use of the

principle of Dr.Devagiri’s (1999) ‘Change-Proneness Inventory’

developed and standardized because this is most appropriate tool

to measure the Teacher Change-Proneness – (1) Innovativeness,

146

(2) Hesitating Nature, (3) Consideration and (4) Acceptance of

help. Devarigi (1999) developed and standardized the Teacher

Change-Proneness Inventory on the tryout sample of Degree

College Lecturers, but the present researcher intends to measure

the attitudes of teachers towards teaching. Thus, the

investigator retested this inventory on a try-out sample of 150

teachers in and around Vizianagaram.

These are 38 items under four different areas of Teacher

Change-Proneness Inventory of Devagiri (1999). The distribution

of 38 items are disclosed in Table 4.9.

Table 4.9 : Table showing No.of items and percentages of Items Teacher Change-Proneness Inventory

Area No.

Category of Dimension Total No.of items covered Percenta

geI Innovativeness 4,6,8,12,16,20,22,24,29,30,3

1,38 = 12 31.58%II Hesitating

Nature1,5,10,11,14,15,17,21,27,

32,35 = 11 28.95%

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

23.68%

IV Acceptance of help 7,13,18,19,33,36 = 06 15.79%

V Total of Dimensions Five Dimensions = 38 items 100.0%

4.6.1: Scoring:

147

The same procedure, which is used to score Teacher Job

Satisfaction and Teacher Stress inventories, is followed. The total

number of items in the Teacher Change-Proneness is 38. The

maximum possible score is 152 and the minimum possible score

is 38. A high score indicates high Proneness and low score

indicates low Proneness of the sampled teachers.

4.6.2: Item Analysis:

For the purpose of determining the degree to which each

item is effective in discriminating between high and low attitude,

an item analysis of the data obtained from the above sample is

under taken, using extreme groups (high and low). All the 38

responses of the subjects are scored and the scores are arranged

in an order from highest score to the lowest score. Then the

upper 36% of the total scores and lower 35% of the total scores

are taken into consideration for measuring significance of

difference of means to know the item validity. Arithmetic Means

and Standard Deviations for all the 38 items of the upper and

lower halves are calculated. Critical Ratio is, then, calculated.

Critical Ratio is, then, calculated for all the items between upper

and lower half. If the value of critical ratio of the item is greater

than 1.96 (Significant at 0.01 level) then the item is found to be

valid and accepted. If the value of critical ratio of the item is less

than 1.96 then the item is considered as invalid and rejected.

The accepted items of the scale are used in the final study.

The items retained after item analysis for the final study in

Teacher Change-Proneness Scale are 30. Table 4.10 disclosed

the values of Critical Ratio for all the provisional items.

Table 4.10: Table showing the value of Critical Ratio ofTeacher Change-Proneness

148

Item No.

C.R Remarks

Item No.

C.R Remarks

Item No.

C.R Remarks

1 2.41 Retained

14 2.68 Retained

27 3.12 Retained

2 3.92 Retained

15 3.83 Retained

28 2.41 Retained

3 5.68 Retained

16 3.49 Retained

29 3.58 Retained

4 4.63 Retained

17 2.26 Retained

30 2.78 Retained

5 2.82 Retained

18 4.45 Retained

31 1.64 Rejected

6 4.42 Retained

19 3.41 Retained

32 1.78 Rejected

7 2.42 Retained

20 2.58 Retained

33 1.79 Rejected

8 3.54 Retained

21 3.19 Retained

34 1.72 Rejected

9 2.24 Retained

22 2.28 Retained

35 1.59 Rejected

10 5.94 Retained

23 4.24 Retained

36 1.47 Rejected

11 3.69 Retained

24 2.26 Retained

37 1.84 Rejected

12 2.47 Retained

25 3.34 Retained

38 1.53 Rejected

13 3.42 Retained

26 5.69 Retained

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

Table 4.11 : Table showing Number of Items and Percentage of Final Test items of Teacher Change-Proneness

149

Area Category of Dimension

Total No.of Items covered Percentage

I Innovativeness4,6,8,12,12,16,20,22,24,2

9,30 = 10 33.33%

II Hesitating Nature1,5,10,11,14,15,17,21,27

= 09 30.0%

III Consideration 2,3,9,23,25,26,28 = 07 23.4%

IV Acceptance of help

7,13,18,19 = 04 13.33%

V Total of Dimensions

Five Dimensions = 30 items

100.0%

4.6.3: Reliability:

The reliability of the scale is calculated by split half method.

Odd-Even split is used in dividing the test into two halves. The

reliability of co-efficient is found to be 0.839. The reliability co-

efficient of 0.839 is sufficiently large for the investigator to

assume that the present Teacher Change-Proneness Scale is

highly reliable instrument to administer among the selected

sample of teachers.

4.6.4: Validation:

The validity of the present tool constructed and

standardized known as ‘Nistala Teacher Change-Proneness

Inventory’ (NTCPI) estimated by using the ‘known group

technique’. The validity of the scale is estimated from the

attitude of two groups of teachers. One of which consists of

teachers with low Teacher Change-Proneness. In the present

study two groups of teachers of 36 each is selected for

administering the Teacher Change-Proneness Inventory. The first

group of 36 is low in Teacher Change-Proneness and second

150

group is high in Teacher Change-Proneness, this fact is known to

the researcher in advance.

The tool is administered to these two groups of teachers

and ‘t’ value is calculated. The value of ‘t’ is found to be highly

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

value of ‘t’ is presented in the Table 4.12.

Table 4.12 : Table showing the value of ‘t’ between Teachers

With high and low Teacher Change-Proneness

Category Mean S.D N ‘t’ Level of

Significan

ce

Low Teacher Change-

Proneness

High Teacher Change-

Proneness

61.08

70.93

14.56

11.69

36

3

6

3.1

7

Highly Significant

The above table clearly shows that the obtained mean value

of High Teacher Change-Proneness (70.93) is higher than the

mean value (61.08) obtained by the Low Teacher Change-

Proneness. The obtained C.R. Value 3.17 is significant at both the

levels viz., 0.05 and 0.01 levels. Hence, the null hypothesis

formulated to that affect the extent of relationship between the

above two categories is rejected.

4.6.5: Collection of Data:

After developing and standardizing the three tools of the

study, fresh and final scales are prepared for the final study with

151

a personal data page. These three standardized tools of the

present study are administered to 908 Secondary School

Teachers in Vizianagaram of Andhra Pradesh. For collecting the

data the Investigator visited each institution and administered

these three scales among the Teachers personally. They are

advised to put their name, Sex, Locality, Qualification,

Designation, Teaching Subjects, Experience, Marital Status

Status, Type of Institution and Type of Management etc., in the

space provided in the personal data sheet of each scale.

Instructions are given in the first page of all the three tools.

The investigator requested the teachers to follow those

instructions while responding to the tools. Teachers are further

advised not to leave any item of the tool. Most of the teachers

filled the tools on the spot and returned to the investigator. All

the three tools thus collected, are scored according to the scoring

procedure explained in the development and standardization of

tools.

4.6.6 : Sample:

The sample selected for the investigation consisted of 908

samples of Secondary School Teachers in Vizianagaram District of

Andhra Pradesh. Random sampling technique is followed to draw

the sample for the present study. The sample is categorized as

Sex (Male and Female), Locality (Rural and Urban), Qualification

(Graduates, Post-Graduates and Post-Graduates with

M.Phil/Ph.D.), Designation (Head-teachers and Teachers),

Teaching Subjects (Teaching Science, Teaching Humanities and

Teaching Languages), Experience (Below 10 years, 10 – 15 years,

15 – 20 years, 20 – 25 years, 25 – 30 years), Marital Status Status

152

(Married and Unmarried), Type of Institution (Residential and

Non-Residential) and Type of Management (Residential, Aided,

Government, Zillah Parishad, Minority, Municipal and Private

Unaided) shown in three category scales of the research study.

The details of which are presented in Table 4.13.

Table 4.13 : Table showing the Distribution of Sample Category

wise

S.No. Variable Category

Nomenclature of sample

No.of Teachers

Percentage

(1) SexMale

Female

Total Sample

592

316

908

65.2%

34.8%

100.0%

(2) LocalityRural area

Urban area

Total Sample

493

415

908

54.3%

45.7%

100.0%

(3) Qualification

Graduates

Post-Graduates

Post-Graduateswith M.Phil/Ph.D.

Total Sample

339

448

121

908

37.34%

49.34%

13.32%

100.0%

(4) DesignationHead-Teachers

Teachers

Total Sample

70

838

908

7.70%

92.30%

100.0%

(5) TeachingSubjects

Teaching Sciences

Teaching

Humanities

379

385

144

41.74

42.40

15.86

153

Teaching

Languages

Total Sample

908 100.0%

S.No.

Variable Category Nomenclature of sample

No.of Teache

rs

Percentage

(6) TeachingExperience

Below 10 years

10 – 15 years

15 – 20 years

20 – 25 years

25 – 30 years

Total Sample

198

154

118

244

194

908

21.80%

16.96%

13.0%

26.88%

21.36%

100.0%

(7) Marital Status Status

Married

Unmarried

Total Sample

576

332

908

63.44%

36.56%

100.0%

(8) Type of Institution

Residential

Non-Residential

Total Sample

128

780

908

14.10%

85.90%

100.0%

(9) Type of Management

Residential

Aided

Government

Zillah Parishad

Minority

Municipal

128

69

152

165

128

133

14.10%

7.59%

16.74%

18.17%

14.10%

14.65%

154

Private Unaided

Total Sample

133

908

14.65%

100.0%

4.6.7 : Analysis of Data:

The following statistical techniques are followed to analyze

the data for all the three scales.

Means and Standard Deviations for all the distributions are

calculated.

Pearson’s Product Moment Correlations are calculated for

Odd-Even items of ratings scales and their reliability indices are

computed by using Spearman Brown Prophecy Formula.

To find the relationship between (i) Teacher Job Satisfaction;

(ii) Teacher Stress – and (iii) Teacher Change-Proneness ‘r’ values

are computed extensively. Co-efficient of correlation for all the

dimensions are also calculated and presented in Table form.

Critical Ratios are calculated for item analysis and to test

the subsidiary hypotheses.

155

ANALYSIS AND INTERPRETATION OF DATA

This chapter is devoted for analysis and interpretation of

results of the present research. The results are presented and all

the hypotheses of the study are tested and verified. The

implications of the results are analyzed and interpreted in

relation to the problem of the study, immediately after each

hypothesis is tested. The analysis of results of any study should

be based on suitable statistical treatment. Further, the

measurements of variables undertaken for the study should be

presented clearly and precisely. Accordingly, the results are

analyzed and presented in three phases.

The first phase deals with the testing of major hypotheses,

the second phase deals with testing of subsidiary hypotheses

pertaining to significance of difference between different

demographic variables in respect of three variables of the study

and the third phase deals with the testing of hypotheses

pertaining to significance of difference between high and low

groups.

5.0: Verification of Major Hypotheses and Interpretation:

The major hypotheses of the present study disclose the

significance of coefficient of correlation between the objects

156

Teacher Job Satisfaction, Teacher Stress and Teacher Change-

Proneness. The calculations of ‘r’ values are done by product

movement method (Henry E. Garrette, 1981). The significance of

obtained ‘r’ is tested against null hypotheses as given by

Aggarwal, Y.P. (1980).

5.1:Verification of the First Hypothesis of the Study:

The first hypothesis of the study disclosed that ‘there is no

significant relationship between Teacher Job Satisfaction and

Teacher Stress’. This hypothesis is tested and shown in Table

5.1.

Table 5.1

Table showing the significance of ‘r’ between Teacher Job Satisfaction and Teacher Stress

S.No. Variable Category N df ‘r’ Level of

significan

ce

1

2

Teacher Job Satisfaction

Teacher Stress

90

8

906 0.5

3

> 0.01

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

rejected.

The present findings are in conformity with the findings of

the above researches. So it can be said that teachers with high

157

Teacher Job Satisfaction are supposed to be faced with Teacher

Stress. The present finding affirms the theoretical assumption

that Teacher Job Satisfaction and Teacher Stress are

interdependent and interactive.

5.2:Verification of the Second Hypothesis of the Study:

The second hypothesis of the present study states that thee

is no significant relationship between Teacher Job Satisfaction

and Teacher Change-Proneness. This hypothesis is verified and

presented in Table 5.2.

Table 5.2

Table showing the significance f ‘r’ between TeacherJob Satisfaction and Teacher Change-Proneness

S.No. Variable Category N df ‘r’ Level of

significan

ce

1

2

Teacher Job Satisfaction

Teacher Change-Proneness

90

8

906 0.6

8

> 0.01

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

rejected.

The present finding is in agreement with the above findings.

So it can be said that higher Teacher Job Satisfaction of teachers

greater will be in their Teacher Change-Proneness. This

158

substantiates the theoretical assumption that Teacher Job

Satisfaction and Teacher Change-Proneness are independent and

interdependent.

5.3:Verification of the Third Hypothesis of the Study:

The third hypothesis of the present study states that there

is no significant relationship between Teacher Stress and Teacher

Change-Proneness. This hypothesis is verified and presented in

Table 5.3

Table 5.3

Table showing the significance of ‘r’ Teacher Stress and Teacher Change-Proneness

S.No. Variable Category N df ‘r’ Level of significan

ce1

2

Teacher Stress

Teacher Change-Proneness

90

8

906 0.6

4

> 0.01

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

rejected.

This finding is also substantiating the theoretical model, reported

in the present study that the relationship between Teacher Stress

and Teacher Change-Proneness is reciprocal.

From the above results, it is interesting to note that there is

a significant positive relationship between Teacher Job

Satisfaction and Teacher Stress; Teacher Job Satisfaction and

Teacher Change-Proneness; and Teacher Stress and Teacher

Change-Proneness. Hence, it may be inferred that Teacher Job

Satisfaction, Teacher Stress and Teacher Change Proneness are

inter-related and inter-dependent. Further, the Teacher Job

159

Satisfaction, Teacher Stress and Teacher Change-Proneness may

be considered as the influencing factors of many problems in

their profession. The theoretical framework that has been

developed in the Conceptual Foundations chapter o this thesis is

substantially affirmed.

5.4:Verification of Fourth Hypothesis of the Study:

The Fourth hypothesis of the study states that there is no

significant relationship between various dimensions of Teacher

Job Satisfaction. This hypothesis is divided into six parts for

convenience of verification as follows –

(1) There is no significant relationship between Professional

and Teaching Learning of Teacher Job Satisfaction.

(2) There is no significant relationship between Professional

and Innovation of Teacher Job Satisfaction.

(3) There is no significant relationship between Professional

and Inter-Personal Relations of Teacher Job Satisfaction.

(4) There is no significant relationship between Teaching

Learning and Innovation of Teacher Job Satisfaction.

(5) There is no significant relationship between Teaching

Learning and Inter-Personal Relations of Teacher Job

Satisfaction.

(6) There is no significant relationship between Innovation

and Inter-Personal Relations of Teacher Job Satisfaction.

Table 5.4Table showing Inter-Correlation Matrix of

Various Dimensions of Job SatisfactionVariable Category Professiona

l

Teaching Learning Innovation

Inter-Personal Relations

Professiona 1.00 0.69 0.47 0.58

160

lTeaching Learning 1.00 0.66 0.43

Innovation1.00 0.54

Inter-Personal Relations

1.00

The date on verification of the hypothesis, there is no

significant relationship between Professional and Teaching

Learning of Teacher Job Satisfaction presented in Table 5.5.

Table 5.5Table showing the significance of ‘r’ between the dimensions

Professional and Teaching Learning of Job SatisfactionDimension Category

N df ‘r’Level of Significance

Professional

Teaching Learning908

906 0.69

> 0.01

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

rejected.

The hypothesis that ‘there is no significant relationship

between Professional and Innovation of Teacher Job Satisfaction

is tested and presented in Table 5.6

Table 5.6Table showing the significance of ‘r’ between the dimensions

Professional and Innovation of Job Satisfaction

Dimension CategoryN df ‘r’

Level of Significance

161

Professional

Innovation908

906 0.69

> 0.01

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

The hypothesis that ‘there is no significant relationship

between Professional and Inter-Personal Relations of Teacher Job

Satisfaction is tested and presented in Table 5.7

Table 5.7Table showing the significance of ‘r’ between the dimensions

Professional and Teaching Learning of Job Satisfaction

Dimension CategoryN df ‘r’

Level of Significance

Professional

Inter-Personal Relations908

906 0.58

> 0.01

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

The hypothesis that ‘there is no significant relationship

between Teaching Learning and Innovation of Teacher Job

Satisfaction is tested and presented in Table 5.8

Table 5.8Table showing the significance of ‘r’ between the dimensions

Teaching Learning and Innovation of Job Satisfaction

Dimension CategoryN Df ‘r’

Level of Significance

Teaching Learning

162

Innovation908

906 0.66

> 0.01

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

The hypothesis that ‘there is no significant relationship

between Teaching Learning and Inter-Personal Relations of

Teacher Job Satisfaction is tested and presented in Table 5.9.

Table 5.9Table showing the significance of ‘r’ between the dimensions

Teaching Learning and Inter-Personal Relations of Job Satisfaction

Dimension CategoryN Df ‘r’

Level of Significance

Teaching Learning

Inter-Personal Relations908

906 0.43

> 0.01

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

The hypothesis that ‘there is no significant relationship

between Innovation and Inter-Personal Relations of Teacher Job

Satisfaction is tested and presented in Table 5.10

Table 5.10Table showing the significance of ‘r’ between the dimensions

Innovation and Inter-Personal Relations of Job Satisfaction

Dimension CategoryN Df ‘r’

Level of Significan

163

ceInnovation

Inter-Personal Relations

908

906 0.54

> 0.01

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

rejected.

5.5:Verification of Fifth Hypothesis of the Study:

The fifth hypothesis of the study disclosed that ‘there is no

significant relationship between various dimensions of Teacher

Stress’. This hypothesis is further divided into six parts for the

purpose of convenience and verification as follows –

(1) There is no significant difference between Intensity of

Work and Student Behaviour of Teacher Stress.

(2) There is no significant difference between Intensity of

Work and Professional Growth of Teacher Stress.

(3) There is no significant difference between Intensity of

Work and Extrinsic Annoyers of Teacher Stress.

(4) There is no significant difference between Student

Behaviour and Professional Growth of Teacher Stress.

(5) There is no significant difference between Student

Behaviour and Extrinsic Annoyers of Teacher Stress.

(6) There is no significant difference between Professional

Growth and Extrinsic Annoyers of Teacher Stress.

For testing these hypotheses, coefficients of correlation

between the various dimensions of teacher Stress, scores of

Intensity of Work, Student Behaviour, Professional Growth and

Extrinsic Annoyers aspects are computed. The ‘r’ values are

presented in Table 5.11.

164

Table 5.11Table showing Inter-Correlation Matrix of

various Dimensions of Teacher Stress

Dimension Category

Intensity of Work

Student Behaviour

Professional Growth

Extrinsic Annoyers

Intensity of Work 1.00 0.39 0.56 0.48

Student Behaviour 1.00 0.63 0.43

Professional Growth 1.00 0.57

ExtrinsicAnnoyers 1.00

The data on verification of the hypothesis that ‘there is n

significant relationship between Intensity of Work, Student

Behaviour, Professional and Extrinsic Annoyers aspects in

Teacher Stress’.

The verification of hypothesis, ‘there is no significant

difference between the dimensions of Intensity of Work and

Student Behaviour’ of Teacher Stress as presented in Table 5.12.

Table 5.12

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

165

Dimension Category N df ‘r’

Level of Significanc

eIntensity of Work

Student Behaviour

908 906 0.39 > 0.01

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

The verification of hypothesis, ‘there is no significant

difference between the dimensions of Intensity of Work and

Professional Growth’ of Teacher Stress as presented in Table

5.13.

Table 5.13Table showing the significance of ‘r’ between the Dimensions of

Intensity of Work and Professional Growth of Teacher Stress

Dimension Category N df ‘r’

Level of Significanc

eIntensity of Work

Professional Growth

908 906 0.56 > 0.01

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

rejected.

The verification of hypothesis, ‘there is no significant

difference between the dimensions of Intensity of Work and

Extrinsic Annoyers’ of Teacher Stress as presented in Table 5.14.

166

Table 5.14Table showing the significance of ‘r’ between the Dimensions of

Intensity of Work and Extrinsic Annoyers of Teacher StressDimension Category N df ‘r’

Level of Significanc

eIntensity of Work

Extrinsic Annoyers

908 906 0.48 > 0.01

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

rejected.

The verification of hypothesis, ‘there is no significant

difference between the dimensions of Student Behaviour and

Professional Growth’ of Teacher Stress as presented in Table

5.15.

Table 5.15Table showing the significance of ‘r’ between the Dimensions of Student Behaviour and Professional Growth of Teacher Stress

Dimension Category N df ‘r’

Level of Significanc

eStudent Behaviour

Professional Growth

908 906 0.63 > 0.01

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

rejected.

The verification of hypothesis, ‘there is no significant

difference between the dimensions of Student Behaviour and

Extrinsic Annoyers’ of Teacher Stress as presented in Table 5.16.

167

Table 5.16

Table showing the significance of ‘r’ between the Dimensions of Student Behaviour and Extrinsic Annoyers of Teacher Stress

Dimension Category N df ‘r’

Level of Significanc

eStudent Behaviour

Extrinsic Annoyers

908 906 0.43 > 0.01

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

rejected.

The verification of hypothesis, ‘there is no significant

difference between the dimensions of Professional Growth and

Extrinsic Annoyers’ of Teacher Stress as presented in Table 5.17.

Table 5.17

Table showing the significance of ‘r’ between the Dimensions of Professional Growth and Extrinsic Annoyers of Teacher Stress

Dimension Category N df ‘r’

Level of Significanc

e Professional Growth

Extrinsic Annoyers

908 906 0.57 > 0.01

168

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

rejected.

After verification of all sub-divided hypotheses, the value of

‘r’ is found to be significant for all these hypotheses. Hence, the

hypothesis, there is no significant relationship between various

dimensions of Teacher Stress is rejected.

A significant positive relationship between all the

dimensions of Teacher Stress indicates that all the four

dimensions of Teacher Stress are independent and inter-related.

From the above results it may be inferred that teachers with

high stress would better in respect of Intensity of Work, Student’s

Behaviour, Professional Growth and Extrinsic Annoyers of Teacher

Stress.

5.6:Verification of Six Hypothesis of the Study:

The Sixth hypothesis of the study disclosed that there is no

significant relationship between the dimensions of Teacher

Change-Proneness. The hypothesis is divided into six parts for

the purpose of convenient verification as follows –

1.There is no significant relationship between Innovativeness and

Hesitating Nature of Teacher Change-Proneness.

2.There is no significant relationship between Innovativeness and

Consideration of Teacher Change-Proneness.

3.There is no significant relationship between Innovativeness and

Acceptance of help of Teacher Change-Proneness.

4.There is no significant relationship between Hesitating Nature

and Consideration of Teacher Change-Proneness.

5.There is no significant relationship between Hesitating Nature

and Acceptance of help of Teacher Change-Proneness.

169

6.There is no significant relationship between Consideration and

Acceptance of help.

For testing the above hypotheses, coefficient of correlation

between the various dimensions of Teacher Change-Proneness

are computed and ‘t’ values are presented in Table 5.18.

Table 5.18

Table showing Comprehensive Inter-correlation Matrix for Teacher Change-Proneness

Innovativeness

Hesitating Nature

Consideration

Acceptance of help

Innovativeness

1.00 0.51 0.42 0.59

Hesitating Nature

1.00 0.64 0.68

Consideration

1.00 0.53

Acceptance of help

1.00

The hypothesis disclosed that ‘there is no significant

relationship between Innovativeness and Hesitating Nature

aspects of Teacher Change-Proneness is tested and presented in

Table 5.19.

Table 5.19

Table showing significance of ‘r’ between Innovativeness and Hesitating Nature of Teacher Change-Proneness

Dimension Category N df ‘r’Level of

significance

Innovativeness

Hesitating Nature

908 906 0.5

1

>0.01

170

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

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

significant relationship between Innovativeness and

Consideration aspects of Teacher Change-Proneness presented is

tested and presented in Table 5.20.

Table 5.20

Table 5.20

Table showing significance of ‘r’ between Innovativeness and Consideration of Teacher Change-Proneness

Dimension Category N df ‘r’Level of

significance

Innovativeness

Consideration

908 906 0.42 >0.01

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

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

significant relationship between Innovativeness and Acceptance

of Help aspects of Teacher Change-Proneness’ is tested and

presented in Table 5.21.

Table 5.21

Table showing significance of ‘r’ between Innovativenessand Acceptance of help of Teacher Change-Proneness

Dimension Category N df ‘r’Level of

significance

171

Innovativeness

Acceptance of help

908 906 0.5

9

>0.01

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

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

significant relationship between Hesitating Nature and

Consideration aspects of Teacher Change-Proneness’ is tested

and presented in Table 5.22.

Table 5.22

Table showing significance of ‘r’ between Hesitating Nature and Consideration of Teacher Change-Proneness

Dimension Category N df ‘r’Level of

significance

Hesitating Nature

Consideration

908 906 0.6

4

>0.01

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

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

significant relationship between Hesitating Nature and

Acceptance of help aspects of Teacher Change-Proneness is

tested and presented in Table 5.23.

Table 5.23

Table showing significance of ‘r’ between and Hesitating Nature and Acceptance of help Teacher Change-Proneness

Dimension Category N df ‘r’Level of

significance

Hesitating Nature

172

Acceptance of help908 906 0.6

8

>0.01

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

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

significant relationship between Consideration and Acceptance of

help aspects of Teacher Change-Proneness in Table 5.24.

Table 5.24

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

Dimension Category N df ‘r’Level of

significance

Innovativeness

Acceptance of help

908 906 0.5

3

>0.01

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

5.7:Inter and Intra Relationship between all the Dimensions of the Variables of the Study:

Further to elevate more and transparence of this study, the

investigator has opted to study the inter and intra relationship

between all the dimensions of Teacher Job Satisfaction, Teacher

Stress and Teacher Change-Proneness are computed. The

coefficient of correlation between all the dimensions of Teacher

Job Satisfaction, Teacher Stress and Teacher Change-Proneness is

calculated and the values of ‘r’ presented in Table 5.25. Inter

173

and intra relationship between all the dimensions of these three

variables of the present study are discussed and interpreted in

the following pages. The interpretations of ‘r’ is in accordance to

the guidelines frames by Henry, E.Garrette (1981).

Table 5.25Table showing Comprehensive Inter-Correlation Matrix for all dimensions of Teacher Job Satisfaction, Teacher Stress

and Teacher Change-Proneness

1 2 3 4 5 6 7 8 9 10 11 12 13 14 151 1.00 0.69 0.47 0.58 0.71 0.24 0.38 0.21 0.30 0.32 0.22 0.23 0.29 0.29 0.212 1.00 0.66 0.43 0.68 0.28 0.33 0.23 0.52 0.21 0.32 0.35 0.31 0.26 0.343 1.00 0.54 0.48 0.27 0.54 0.37 0.49 0.32 0.19 0.27 0.42 0.51 0.474 1.00 0.39 0.42 0.38 0.56 0.38 0.29 0.41 0.39 0.27 0.38 0.525 1.00 0.36 0.54 0.37 0.45 0.24 0.39 0.42 0.34 0.28 0.296 1.00 0.39 0.56 0.48 0.69 0.37 0.46 0.28 0.33 0.537 1.00 0.63 0.43 0.26 0.48 0.31 0.35 0.41 0.498 1.00 0.57 0.63 0.45 0.38 0.43 0.48 0.349 1.00 0.58 0.26 0.32 0.38 0.39 0.3110 1.00 0.21 0.30 0.41 0.22 0.3611 1.00 0.51 0.42 0.59 0.7212 1.00 0.64 0.68 0.4813 1.00 0.53 0.6114 1.00 0.5415 1.00

Teacher Job Satisfaction Teacher Change-

Proneness

1.Professional 11.Innovativeness

2.Teaching Learning 12.Hesitating nature

3.Innovation 13.Consideration

174

4.Inter-Personal Relations 14.Acceptance of help

5.Total 15.Total

Teacher Stress

6.Intensity of Work

7.Student Behaviour

8.Professional Growth

9.Extrinsic Annoyers

10.Total

Teacher Job Satisfaction – Inter and Intra-relationship with other Dimensions:

All the dimensions in Teacher Job Satisfaction possessed

positive relationship with other dimensions of Teacher Stress and

Teacher Change-Proneness.

First Dimension – Professional:

A high positive relationship is found in respect of

dimensions – Teaching Learning (0.69) and Total (0.71) of

Teacher Job Satisfaction.

Substantial positive relationship is found with the

dimensions - Innovation (0.47), Inter-Personal Relations (0.58) of

Teacher Job Satisfaction.

Slight positive relationship is found with the dimensions –

Intensity of Work (0.24), Student Behaviour (0.38), Professional

Growth (0.21), Extrinsic Annoyers (0.30), Total (0.32) of Teacher

Stress; Innovativeness (0.22), hesitating nature (0.23),

Consideration (.29) Acceptance of help (0.29) and Total (0.21) of

Teacher Change-Proneness.

Second Dimension – Teaching Learning:

175

A high positive relationship is found in respect of

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

Satisfaction.

Substantial positive relationship is found with the

dimensions – Inter-Personal Relations (0.43) of Teacher Job

Satisfaction and Extrinsic Annoyers (0.52) of Teacher Stress.

Third Dimension – Innovation:

Substantial relationship is found in respect of dimensions –

Inter-Personal Relations (0.54), Total (0.48) of Teacher Job

Satisfaction; Student Behaviour (0.54), Extrinsic Annoyers (0.49)

of Teacher Stress and Consideration (0.42), Acceptance of help

(0.51) and Total (0.47) of Teacher Change-Proneness.

Slight relationship is found in respect of dimensions –

Intensity of work (0.27), Professional Growth (0.37), Total (0.32)

of Teacher Stress, Innovativeness (0.19), Hesitating nature (0.27)

of Teacher Change-Proneness.

Fourth Dimension – Inter-Personal Relations:

Substantial relationship is found in respect of dimensions -

Intensity of work (0.42), Professional Growth (0.56) of Teacher

Stress and Total (0.52) of Teacher Change Proneness.

Slight relationship is found in respect of dimensions – Total

(0.39) of Teacher Job Satisfaction; Student Behaviour (0.38),

Extrinsic Annoyers (0.38), Total (0.29) of Teacher Stress;

Hesitating nature (0.39), consideration (0.27), Acceptance of help

(0.38) of Teacher Change-Proneness.

Fifth Dimension – Total of Teacher Job Satisfaction:

Substantial relationship is found in respect of dimensions -

Student Behaviour (0.54), Extrinsic Annoyers (0.45) of Teacher

176

Stress and Hesitating nature (0.42) of Teacher Change

Proneness.

Slight relationship is found in respect of dimensions –

Intensity of Work (0.36), Professional Growth (0.37), Total (0.24)

of Teacher Stress; Innovativeness (0.39), Consideration (0.34),

Acceptance of help (0.28), Total (0.29) of Teacher Change-

Proneness.

Teacher Stress – Inter and Intra-relationshipwith the dimensions of Teacher Stress and Teacher Change-Proneness:

Sixth Dimension – Intensity of Work:

A positive high relationship is found with the dimension total

(0.69) of Teacher Stress.

Substantial relationship is found with the dimensions -

Professional Growth (0.56), Extrinsic Annoyers (0.48) of Teacher

Stress and Hesitating nature (0.46) and total (0.53) of Teacher

Change-Proneness.

Slight relationship is found in respect of dimensions -

Student Behaviour (0.39) of Teacher Stress; Innovativeness

(0.37), Consideration (0.28), Acceptance of help (0.33) of Teacher

Change-Proneness.

Seventh Dimension – Student Behaviour:

A positive high relationship is found with the dimension –

Total (0.63) of Teacher Stress.

177

Substantial relationship is found with the dimensions –

Extrinsic Annoyers (0.43) of Teacher Stress; Innovativeness

(0.48), Acceptance of help (0.41) and Total (0.49) of Teacher

Change-Proneness.

Slight relationship is found with the dimensions – Total

(0.26) of Teacher Stress; Hesitating nature (0.31), Consideration

(0.35) of Teacher Change-Proneness.

Eighth Dimension – Professional Growth:

A positive and high relationship is found with the dimension

Total (0.63) of Teacher Stress.

Substantial relationship is found with the dimensions –

Extrinsic Annoyers (0.57) of Teacher Stress; Innovativeness

(0.45), Consideration (0.43) and Acceptance of help (0.48) of

Teacher Change-Proneness.

Slight relationship is found with the dimensions – Hesitating

nature (0.38), Total (0.34) of Teacher Change Proneness.

Ninth Dimension – Extrinsic Annoyers:

Substantial relationship is found in respect of dimension

Total (0.58) of Teacher Stress.

Slight relationship is found in respect of dimensions –

Innovativeness (0.26), Hesitating nature (0.32), Consideration

(0.38), Acceptance of help (0.39) and Total (0.31) of Teacher

Change-Proneness.

Tenth Dimension – Total of Teacher Stress:

Substantial positive relationship is found in respect of

dimension Consideration (0.41) of Teacher Change-Proneness.

Slight positive relationship is found in respect of

dimensions – Innovativeness (0.21), Hesitating nature (0.30),

178

Acceptance of help (0.22) and Total (0.36) of Teacher Change-

Proneness.

Teacher Change-Proneness Inter and Intra-relationship with other Dimensions:

Eleventh Dimension – Innovativeness:

A positive and high relationship is found with the dimension

total (0.72) of Teacher Change-Proneness.

Substantial positive relationship is found with the

dimensions – Hesitating nature (0.51), Consideration (0.42) and

Acceptance of help (0.59).

Twelfth Dimension – Hesitating nature:

A positive and high relationship is found with the

dimensions – Consideration (0.64) and Acceptance of help (0.68)

of Teacher Change-Proneness.

Substantive positive relationship is found with the

dimension Total (0.48) of Teacher Change-Proneness.

Thirteenth Dimension – Consideration:

A Positive and high relationship is found with the dimension

Total (0.61) of Teacher Change-Proneness.

Substantive positive relationship is found with the

dimension Acceptance of help (0.53) of Teacher Change-

Proneness.

Fourteenth Dimension – Acceptance of help:

Substantive positive relationship is found in respect of Total

(0.54) of Teacher Change-Proneness.

5.8.Verification of subsidiary hypothesis and

Interpretation:

The first subsidiary hypothesis disclosed that the categories

are divided into three parts viz., Teacher Job Satisfaction, Teacher

179

Stress and Teacher Change-Proneness for convenience of

verification of each dimension presented as follows.

5.8.1:Verificationof First subsidiary hypothesis and Teacher Job Satisfaction interpretation:

The first subsidiary hypothesis disclosed that the teachers

considered under different categories do not differ significantly in

respect of their Teacher Job Satisfaction, which were discussed

variable wise categorized for convenience of verification as

follows –

(a) Sex category teachers do not differ significantly in respect of

their Teacher Job Satisfaction.

(b) Locality category teachers do not differ significantly in

respect of their Teacher Job Satisfaction.

(c) Qualification category teachers do not differ significantly in

respect of their Teacher Job Satisfaction.

(d) Designation category teachers do not differ significantly in

respect of their Teacher Job Satisfaction.

(e) Teaching Subject category teachers do not differ significantly

in respect of their Teacher Job Satisfaction.

(f) Teaching Experience category teachers do not differ

significantly in respect of their Teacher Job Satisfaction.

(g) Marital Status category teachers do not differ significantly in

respect of their Teacher Job Satisfaction.

(h) Type of Institution category teachers do not differ

significantly in respect of their Teacher Job Satisfaction.

(i) Type of Management category teachers do not differ

significantly in respect of their Teacher Job Satisfaction.

Besides testing the subsidiary hypotheses of the study, the

investigator is intended to observe the significance of difference

180

between various demographic variables in respect of dimensions

Professional, Teaching Learning, Innovation, Inter-Personal

Relations aspects of Teacher Job Satisfaction. Hence, this part

discloses the results immediately after each subsidiary

hypothesis is tested.

Verification of hypothesis that ‘Male and Female Teachers do

not differ significantly in their Teacher Job Satisfaction’ is verified

and presented in Table 5.26.

Table 5.26

Table showing significance of difference of means between Male and Female Teachers in their Teacher Job Satisfaction

Category A.M S.D N ‘t’ Level of Significance

Male Teachers

Female Teachers

74.12

76.68

18.0

5

16.2

7

592

316

2.1

8

Significant at 0.05 level

The value of ‘t’ (2.18) is more than 1.96, which is significant

at 0.05 level. Hence, the hypothesis is rejected. The mean value

(76.68) obtained by Female Teachers is greater than the mean

value (74.12) obtained by Male Teachers.

The values of ‘t’ between Male and Female Teachers in

respect of dimensions of Teacher Job Satisfaction are tested and

presented in Table 5.27.

Verification of hypothesis ‘there is no significant difference

between Male and Female Teachers in respect of the dimensions

181

of ‘Professional’, ‘Teaching Learning’, ‘Innovation’ and ‘Inter-

Personal Relations’ of Teacher Job Satisfaction’.

Table 5.27

Table showing the value of ‘t’ between Male and Female Teachers

in respect of various Dimensions of Teacher Job Satisfaction

Category Professional

Teaching Learning Innovatio

n

Inter-Persona

l Relatio

nsMale Teachers

Female Teachers

2.24* 1.98* 2.32* 1.99*

*Significant at 0.05 levelThe value of ‘t’ between Male and Female Teachers in

respect of dimensions – Professional (2.24), Teaching Learning

(1.98), Innovation (2.32) and Inter-Personal Relations (1.99) of

Teacher Job Satisfaction is significant at 0.05 level.

Verification of hypothesis that ‘there is no significant

difference between Rural and Urban area Teachers in their

Teacher Job Satisfaction’, is presented in Table 5.28.

Table 5.28

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

Category A.M S.D N ‘t’ Level of Significance

Rural Teachers

Urban Teachers

75.37

78.89

17.91

15.63

493

4153.2 Significant at

0.01 level

182

The value of ‘t’ is significant.

There is significant difference between Rural and Urban

area Teachers. The mean value obtained by the Rural area

teachers is 75.37 is less than the mean value (78.89) obtained by

Urban area teachers. The obtained ‘t’ value is more than 1.96

and 2.58, which is significant at 0.01 level, hence the hypothesis

is rejected.

Verification of hypothesis that ‘there is no significant

difference between the values of ‘t’ between Rural and Urban

area teachers in respect of dimensions ‘Professional, Teaching

Learning, Innovation and Inter-Personal Relations’ of Teacher Job

Satisfaction’ as presented in Table 2.29.

Table 5.29Table showing the value of ‘t’ between Rural and Urban area

Teachers in respect of various Dimensions of Teacher Job Satisfaction

Category Professional

Teaching Learning Innovatio

n

Inter-Persona

l Relatio

nsRural Teachers

Urban Teachers2.03* 1.45@ 1.28@ 1.72@

@ Not significant.

The value of ‘t’ in respect of dimension – Profession (2.03) is

significant at 0.05 level. Hence, the hypothesis is rejected.

The values of ‘t’ in respect of dimension – Teaching

Learning (1.45), Innovation (1.28) and Inter-Personal Relations

(1.72) are not statistically corroborated. Hence, the hypotheses

are rejected.

183

Verification of hypotheses that there is no significant

difference between Graduate and Post-graduate; Graduate and

Post-graduate with M.Phil/Ph.D; and Post-graduate and Post-

graduate with M.Phil/Ph.D., Teachers in their Teacher Job

Satisfaction’ is presented in Table 5.30.

Table 5.30

Table showing significance of difference of means between Graduate, Post-Graduate and Post-Graduate with M.Phil/Ph.D.,

Teachers in their Teacher Job SatisfactionCategory A.M S.D N ‘t’

Graduate Teachers

Post-graduate Teachers

73.8

4

67.5

1

16.1

9

18.4

5

339

448 5.14**

Graduate Teachers

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

Teachers

73.84

65.8

3

16.19

18.5

4

339

1214.21*

*

Post-graduate Teachers

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

67.51

65.83

18.45

18.54

448

1210.88@

**Significant at 0.01 level@Not Significant

The above table shows that there is significant difference

between Graduate Teachers (73.84) and Post-graduate Teachers

(67.51). The obtained value of ‘t’ (5.14) is more than 1.96 and

2.58, which is significant at 0.05 and 0.01 levels respectively.

Hence, the hypothesis is rejected.

184

Similarly, ‘there is significant difference between Graduate

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

value of mean obtained by the Graduate Teachers (73.84) is

greater than the value of mean (65.83) obtained by the Post-

graduate with M.Phil/Ph.D., Teachers. The obtained value of ‘t’

(4.21) is more than 1.96 and 2.58, which is significant at 0.05 and

0.01 levels respectively. Hence, hypothesis is rejected.

Whereas, ‘there is no significant difference between Post-

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

The value of ‘t’ (0.88) is not significant at any level. Hence, the

hypothesis is accepted.

The hypotheses that ‘there is no significant difference

between Graduate and Post-graduate Teachers; Graduate and

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

Post-graduate with M.Phil/Ph.D., Teachers in their Teacher Job

Satisfaction’ is verified and tested in Table 5.31.

Table 5.31Table showing the value of ‘t’ between Graduate, Post-Graduate

and Post-graduate with M.Phil/Ph.D., Teachers in respect of various Dimensions of Teacher Job Satisfaction

Category Professional

Teaching Learning Innovatio

n

Inter-Personal Relations

Graduate Teachers

Post-graduate

Teachers

2.68** 2.93** 1.98* 2.16*

Graduate Teachers

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

Teachers

1.68@ 1.94@ 1.89@ 1.72@

185

Post-graduate Teachers

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

Teachers

1.44@ 1.24@ 1.41@ 1.53@

**Significant at 0.01 level* Significant at 0.05 level@ Not Significant

There is significant difference between Graduate and post-

graduate Teachers in respect of dimensions – Professional (2.68),

Teaching Learning (2.93), Innovation (1.98) and Inter-Personal

Relations (2.16) of Teacher Job Satisfaction is significant. Hence,

the hypothesis is rejected.

There is no significant difference between Graduate and

Post-graduate Teachers in respect of dimensions – Professional

(1.68), Teaching Learning (1.94), Innovation (1.89) and Inter-

Personal Relations (1.72). Further, the obtained values of ‘t’ are

not statistically corroborated. Hence, the hypothesis is accepted.

Similarly, there is significant difference between Post-

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

respect of dimensions – Professional (1.44), Teaching Learning

(1.24), Innovation (1.41) and Inter-Personal Relations (1.53) of

Teacher Job Satisfaction is significant. Hence, the hypothesis is

accepted.

Verification of hypothesis that ‘there is no significant

difference between Head-Teachers and Teachers in their Teacher

Job Satisfaction’ is tested in Table 5.32.

Table 5.32

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

186

Category A.M S.D N ‘t’ Level of Significance

Head-teachers

Teachers

76.95

71.62

16.57

19.53

70

8382.55

Significant at 0.05 level

The obtained value of ‘t’ is significant. Hence, hypothesis is

rejected. The value of mean (76.95) obtained by Head-teachers

is greater than the value of mean (71.62) obtained by the

Teachers.

Verification of hypothesis that ‘there is no significant

difference between Head-teachers and Teachers in respect of

various dimensions of Teacher Job Satisfaction’ is presented in

Table 5.32.

Table 5.32

Table showing the value of ‘t’ between Head-teachers and Teachers

in respect of various Dimensions of Teacher Job Satisfaction

Category Professional

Teaching Learning Innovatio

n

Inter-Persona

l Relatio

nsHead-teachers

Teachers2.23* 1.99* 1.23@ 1.48@

*Significant at 0.05 level

@ Not Significant at any level

187

The obtained value of ‘t’ in respect of dimensions –

Professional (2.23) and Teaching Learning (1.99) is significant.

Hence, the hypothesis is rejected.

The obtained value of ‘t’ in respect of dimensions –

Innovation (1.23) and Inter-Personal Relations (1.48) is not

corroborated. Hence, the hypothesis is accepted.

Verification of hypothesis that ‘there is no significant

difference between Teaching Sciences, Teaching Humanities and

Teaching Language Teachers in their Job Satisfaction’ is tested in

Table 5.33.

Table 5.33

Table showing significance of difference of means between Teaching Sciences, Humanities and Language Teachers in

their Teacher Job Satisfaction

Category A.M S.D N ‘t’ Level of Significance

Teaching Sciences

Teaching Humanities

69.77

65.81

16.44

18.53

379

3853.14

Significant at 0.01 level

Teaching Sciences

Teaching Languages

69.77

71.09

16.44

15.86

379

1440.84

Not significant at

any level

188

Teaching Humanities

Teaching Languages

65.81

71.09

18.53

15.86

385

1443.25

Significant at 0.01 level

The value of ‘t’ (3.14) is significant. Hence, the hypothesis

is rejected. This clearly indicates that the value of mean (69.77)

obtained by the Teaching Sciences is greater than the value of

mean (65.81) obtained by Teaching Humanities.

Whereas, the value of ‘t’ (0.84) is statistically insignificant,

hence, the hypothesis is accepted.

In the case of value of ‘t’ (3.25) is significant. Hence, the

hypothesis is rejected. The value of mean (71.09) obtained by

Teaching Languages is higher than the value of mean (65.81)

obtained by Teaching Humanities.

Verification of hypothesis that ‘there is no significant

difference between Teaching Sciences, Teaching Humanities and

Teaching Language Teachers towards the aspects of –

‘Professional’, ‘Teaching Learning’, ‘Innovation’ and ‘Inter-

Personal Relations’ of Teacher Job Satisfaction’ is tested in Table

5.34.

Table 5.34

Table showing the value of ‘t’ between Teaching Sciences, Teaching Humanities and Teaching Language Teachers in

respect of Dimensions of Teacher Job Satisfaction

Category Professional

Teaching Learning Innovatio

n

Inter-Persona

l Relatio

nsTeaching Sciences

Teaching Humanities2.22* 2.28* 1.98* 1.94@

189

Teaching Sciences

Teaching Languages1.93@ 1.28@ 1.54@ 1.37@

Teaching Humanities

Teaching Languages1.47@ 1.82@ 1.53@ 1.78@

*Significant at 0.05 level

@ Not Significant at any level

The obtained value of ‘t’ between Teaching Sciences and

Teaching Humanities in respect of dimensions – Professional

(2.22) and Teaching Learning (2.28) and Innovation (1.98) is

significant. Hence, the hypothesis is rejected. Whereas the value

of ‘t’ in respect of dimension Inter-Personal Relations (1.94) is not

statistically significant. Hence, the hypothesis is accepted.

The obtained value of ‘t’ between Teaching Sciences and

Teaching Languages in respect of dimensions – Professional

(1.93) and Teaching Learning (1.28), Innovation (1.54) and Inter-

Personal Relations (1.37) is not corroborated. Hence, the

hypothesis is accepted.

The obtained value of ‘t’ between Teaching Humanities and

Teaching Languages1 in respect of dimensions – Professional

(1.47) and Teaching Learning (1.82), Innovation (1.53) and Inter-

Personal Relations (1.78) is not statistically significant. Hence,

the hypothesis is accepted.

Verification of hypothesis that ‘there is no significant

difference between Below 10 years, 10 to 15 years, 15 to 20

years, 20 to 25 years and 25 to 30 years experience Teachers in

their Job Satisfaction’ is tested in Table 5.35.

190

Table 5.35

Table showing significance of difference of means between below 10 years, 10 to 15 years, 15 to 20 years, 20 to 25 years and 25 to

30 years experience Teachers in their Teacher Job Satisfaction

Category A.M S.D N ‘t’ Level of Significance

Below 10 years experience

10 to 15 years experience

65.16

69.13

18.42

18.31

198

1542.02

Significant at 0.05 level

Below 10 years experience

15 to 20 years experience

65.16

72.35

18.42

16.36

198

1183.61

Significant at 0.01 level

Below 10 years experience

20 to 25 years experience

65.16

70.49

18.42

16.32

198

2443.19

Significant at 0.01 level

Below 10 years experience

25 to 30 years experience

65.16

74.37

18.42

15.89

198

1945.32

Significant at 0.01 level

10 to 15 years experience

15 to 20 years experience

69.13

72.35

18.31

16.36

154

1181.53

Not significant at

any level

10 to 15 years experience

20 to 25 years experience

69.13

70.49

18.31

16.32

154

2440.75

Not significant at

any level

10 to 15 years experience

25 to 30 years

69.13

74.3

18.31

18.8

154

1942.81

Significant at 0.01 level

191

experience 7 915 to 20 years experience

20 to 25 years experience

72.35

70.49

16.36

16.32

118

2441.01

Not Significant at

any level

15 to 20 years experience

25 to 30 years experience

72.35

74.37

16.36

15.89

118

1941.07

Not Significant at

any level

20 to 25 years experience

25 to 30 years experience

70.49

74.37

16.32

15.89

244

1942.51

Significant at 0.05 level

The value of ‘t’ (2.02) is significant. Hence, the hypothesis

is rejected. The mean value (69.13) obtained by 10 to 15 years

experience teachers is higher than the mean value (65.16) of

below 10 years experience teachers.

The value of ‘t’ (3.61) in respect of below 10 years and 15

to 20 years experience is significant. Hence, the hypothesis is

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

experience is higher than the mean value (65.16) obtained by

below 10 years experience teachers.

The value of ‘t’ (3.19) in respect of below 10 years and 20

to 25 years experience teachers is significant. Hence, the

hypothesis is rejected. The mean value (70.49) obtained by 20 to

25 years experience teachers is greater than the mean value

(65.16) obtained by below 10 years experience teachers.

The value of ‘t’ (5.32) in respect of below 10 years and 25

to 30 years experience teacher is significant. Hence, the

hypothesis is rejected. The man value (74.37) obtained by 25 to

192

30 years experience teachers is higher than the mean value

(65.16) obtained by below 10 years experience teachers.

The value of ‘t’ (1.53) in respect of 10 to 15 years and 15 to

20 years experience teachers is not statistically significant.

Hence, the hypothesis is accepted.

The value of ‘t’ (0.75) in respect of 10 to 15 years and 20 to

25 years experience teachers is statistically insignificant. Hence,

the hypothesis is accepted.

The value of ‘t’ (2.81) in respect of 10 to 15 years and 25 to

30 years experience is significant. Hence, the hypothesis is

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

experience teachers is higher than the mean value (69.13)

obtained by 10 to 15 years experience teachers.

The value of ‘t’ (1.01) in respect of 15 to 20 years and 20 to

25 years experience teachers is not corroborated. Hence, the

hypothesis is accepted.

The value of ‘t’ (1.07) in respect of 15 to 20 years and 25 to

30 years experience teachers is not significant. Hence, the

hypothesis is accepted.

The value of ‘t’ (2.51) in respect of 20 to 25 years and 25 to

30 years experience is significant. The mean value (74.37)

obtained by 25 to 30 years experience is higher than the mean

value (70.49) obtained by 20 to 25 years experience teachers.

Verification of hypothesis that ‘there is no significant

difference between the Teachers of different teaching experience

(i.e., below 10 years, 10 to 15 years; 15 to 20 years; 20 to 25

years and 25 to 30 years experience) in respect of various

dimensions of Teacher Job Satisfaction’ is tested in Table 5.36.

193

Table 5.36

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

Satisfaction

Category Professional

Teaching

Learning

Innovation

Inter-Persona

l Relatio

nsBelow 10 years

experience

10 to 15 years experience

1.93@ 1.03@ 1.17@ 1.49@

Below 10 years experience

15 to 20 years experience

2.49* 1.94@ 1.68@ 2.24*

Below 10 years experience

20 to 25 years experience

1.11@ 0.98@ 1.12@ 1.43@

Below 10 years experience

25 to 30 years experience

1.43@ 1.95@ 1.27@ 1.49@

10 to 15 years experience

15 to 20 years experience

2.23* 1.95@ 2.24* 1.64@

10 to 15 years experience

194

20 to 25 years experience

0.89@ 1.11@ 1.43@ 1.67@

10 to 15 years experience

25 to 30 years experience

0.89@ 0.63@ 0.78@ 0.79@

15 to 20 years experience

20 to 25 years experience

1.39@ 1.56@ 1.25@ 1.85@

15 to 20 years experience

25 to 30 years experience

1.87@ 1.25@ 1.56@ 1.49@

20 to 25 years experience

25 to 30 years experience

0.99@ 1.16@ 1.21@ 0.87@

*Significant at 0.05 level@ Not Significant at any level

The value of ‘t’ between below 10 years and 10 to 15 years

experience teachers in respect of dimensions – Professional

(1.93), Teaching Learning (1.03), Innovation (1.17) and Inter-

Personal Relations (1.49) of Teacher Job Satisfaction is not

corroborated. Hence, the hypothesis is accepted.

The value of ‘t’ between below 10 years and 15 to 20 years

experience teachers in respect of dimensions – Professional

(2.49) of Teacher Job Satisfaction is significant. Hence, the

hypothesis is rejected. The value of ‘t’ Teaching Learning (1.94),

Innovation (1.68) of Teacher Job Satisfaction is not corroborated.

Hence, the hypothesis is accepted. The verification in respect of

195

dimension Inter-Personal Relations (2.24) of Teacher Job

Satisfaction is significant. Hence, the hypothesis is rejected.

The value of ‘t’ between below 10 years and 20 to 25 years

experience teachers in respect of dimensions – Professional

(1.11), Teaching Learning (0.98), Innovation (1.12) and Inter-

Personal Relations (1.43) of Teacher Job Satisfaction is not

corroborated. Hence, the hypothesis is accepted.

The value of ‘t’ between below 10 years and 25 to 30 years

experience teachers in respect of dimensions – Professional

(1.43), Teaching Learning (1.95), Innovation (1.27) and Inter-

Personal Relations (1.49) of Teacher Job Satisfaction is not

corroborated. Hence, the hypothesis is accepted.

The value of ‘t’ between 10 to 15 years and 15 to 20 years

experience teachers in respect of dimensions – Professional

(2.23) of Teacher Job Satisfaction is significant. Hence, the

hypothesis is rejected. The dimension Teaching Learning (1.95)

of Teacher Job Satisfaction is statistically insignificant. Hence,

the hypothesis is accepted. While the verification in respect of

dimension Innovation (2.24) of Teacher Job Satisfaction is

significant. Hence, the hypothesis is rejected. The verification in

respect of dimension Inter-Personal Relations (1.64) of Teacher

Job Satisfaction is not corroborated. Hence, the hypothesis is

accepted.

The value of ‘t’ between 10 to 15 years and 20 to 25 years

experience teachers in respect of dimensions – Professional

(0.89), Teaching Learning (1.11), Innovation (1.43) and Inter-

Personal Relations (1.67) of Teacher Job Satisfaction is not

significant. Hence, the hypothesis is accepted.

196

The value of ‘t’ between 10 to 15 years and 25 to 30 years

experience teachers in respect of dimensions – Professional

(0.89), Teaching Learning (0.63), Innovation (0.78) and Inter-

Personal Relations (0.79) of Teacher Job Satisfaction is not

significant. Hence, the hypothesis is accepted.

The value of ‘t’ between 15 to 20 years and 20 to 25 years

experience teachers in respect of dimensions – Professional

(1.39), Teaching Learning (1.56), Innovation (1.25) and Inter-

Personal Relations (1.85) of Teacher Job Satisfaction is not

significant. Hence, the hypothesis is accepted.

The value of ‘t’ between 15 to 20 years and 25 to 30 years

experience teachers in respect of dimensions – Professional

(1.87), Teaching Learning (1.25), Innovation (1.56) and Inter-

Personal Relations (1.49) of Teacher Job Satisfaction is not

significant. Hence, the hypothesis is accepted.

The value of ‘t’ between 20 to 25 years and 25 to 30 years

experience teachers in respect of dimensions – Professional

(0.99), Teaching Learning (1.16), Innovation (1.21) and Inter-

Personal Relations (0.87) of Teacher Job Satisfaction is not

significant. Hence, the hypothesis is accepted.

Verification of hypothesis that ‘there is no significant

difference between Married and Unmarried Teachers in their Job

Satisfaction’ is tested in Table 5.37.

Table 5.37

Table showing significance of difference of means Married and Unmarried Teachers in their Teacher Job Satisfaction

Category A.M S.D N ‘t’ Level of Significance

Married Teachers 69.94

17.38

5763.7

Significant at 0.01 level

197

Unmarried Teachers74.8

516.2

3

332 4

The obtained value of ‘t’ (3.74) is significant. Hence, the

hypothesis is rejected. This clearly indicates that there is

significant difference between the above category teachers. The

value of mean (74.85) obtained by Unmarried Teachers is higher

than the value of mean (69.94) obtained by the Married

Teachers.

Verification of hypothesis that ‘there is no significant

difference between Married and Unmarried Teachers in respect of

dimensions of Teacher Job Satisfaction’ is tested in Table 5.38.

Table 5.38

Table showing the value of ‘t’ between Residential and Non-Residential Teachers in respect of Dimensions of Teacher Job

Satisfaction

Category Professional

Teaching

Learning

Innovation

Inter-Persona

l Relatio

nsMarried Teachers

Unmarried Teachers2.34* 1.97* 1.04@ 1.86@

*Significant at 0.05 level@Not Significant

The obtained value of ‘t’ in respect of dimension

‘Professional’ (2.34) is significant. Hence, the hypothesis is

rejected.

The obtained value of ‘t’ in respect of dimension ‘Teaching

Learning’ (1.97) is significant. Hence, the hypothesis is rejected.

198

The obtained value of ‘t’ in respect of dimension

‘Innovation’ (1.04) is statistically insignificant. Hence, the

hypothesis is accepted.

The obtained value of ‘t’ in respect of dimension ‘Inter-

Personal Relations’ (1.86) is not corroborated. Hence, the

hypothesis is accepted.

Verification of hypothesis that ‘there is no significant

difference between Residential and Non-residential Teachers in

their Teacher Job Satisfaction’ is tested presented in Table 5.39.

Table 5.39.

Table showing significance of difference of means Residential and Non-Residential Teachers in their Teacher Job Satisfaction

Category A.M S.D N ‘t’ Level of Significance

Residential Teachers

Non-Residential Teachers

71.47

75.83

17.91

16.52

128

7801.52

Not Significant at

any level

The above table discloses the difference between

Residential and Non-Residential Teachers. The obtained value of

‘t’ (1.52) is not statistically significant. Hence, the hypothesis is

accepted.

Verification of hypothesis that ‘there is no significant

difference between Residential and Non-Residential Teachers in

respect of dimensions of Teacher Job Satisfaction’ is tested and

presented in Table 5.40.

Table 5.40

Table showing the value of ‘t’ between the Residential and Non-Residential Teachers in respect of Dimensions of Teacher Job

SatisfactionTeachin Inter-

199

Category Professional

g Learnin

g

Innovation

Personal

Relations

Residential Teachers

Non-Residential Teachers

2.18* 1.99* 1.59@ 1.95@

*Significant at 0.05 level@Not Significant

The obtained value of ‘t’ in respect of dimension

‘Professional’ (2.18) of Teacher Job Satisfaction is significant.

Hence, the hypothesis is rejected.

The obtained value of ‘t’ in respect of dimension ‘Teaching

Learning’ (1.99) of Teacher Job Satisfaction is significant. Hence,

the hypothesis is rejected.

The obtained value of ‘t’ in respect of dimension

‘Innovation’ (1.59) of Teacher Job Satisfaction is significant.

Hence, the hypothesis is accepted.

The obtained value of ‘t’ in respect of dimension ‘Inter-

Personal Relations’ (1.95) is not corroborated. Hence, the

hypothesis is accepted.

Verification of hypothesis that ‘there is no significant

difference between the Teachers of different Management in their

Teacher Job Satisfaction’ is tested in Table 5.41.

Table 5.41

Table showing the value of ‘t’ between the Teachers of different Management in their Teacher Job Satisfaction

Category Mean S.D. N ‘t’ Level of Significance

Residential Teachers

Aided Teachers

71.47

76.84

17.91

128

692.16

Significant at 0.05 level

200

15.94

Residential Teachers

Government Teachers

71.47

65.86

17.91

18.39

128

1522.58

Significant at 0.01 level

Residential Teachers

Zillah Parishad Teachers

71.47

74.53

17.91

16.08

128

1651.52

Not Significant at

any level

Residential Teachers

Minority Teachers

71.47

68.25

17.91

18.32

128

1281.42

Not Significant at

any level

Residential Teachers

Municipal Teachers

71.47

66.95

17.91

18.37

128

1332.01

Significant at 0.05 level

Residential Teachers

Private Unaided Teachers

71.47

72.93

17.91

16.97

128

1330.67

Not Significant any level

Aided Teachers

Government Teachers

76.84

65.86

15.94

18.39

69

1524.52

Significant at 0.01 level

Aided Teachers

Zillah Parishad Teachers

76.84

74.53

15.94

16.08

69

1651.01

Not Significant at

any level

Aided Teachers

Minority Teachers

76.84

68.25

15.94

18.32

69

1283.43

Significant at 0.01 level

201

Aided Teachers

Municipal Teachers

76.84

66.95

15.94

18.37

69

1333.97

Significant at 0.01 level

Aided Teachers

Private Unaided Teachers

76.84

72.93

15.94

16.97

69

1331.62

Not Significant at

any level

Government Teachers

Zillah Parishad Teachers

65.86

74.53

18.39

16.08

152

1654.46

Significant at 0.01 level

Government Teachers

Minority Teachers

65.86

68.25

18.39

18.32

152

1281.08

Not Significant at

any level

Government Teachers

Municipal Teachers

65.86

66.95

18.39

18.37

152

1330.5

Not Significant at

any level

Government Teachers

Private Unaided Teachers

65.86

72.93

18.39

16.97

152

1333.08

Significant at 0.01 level

Zillah Parishad Teachers

Minority Teachers

74.53

68.25

16.08

18.32

165

1283.07

Significant at 0.01 level

Zillah Parishad Teachers

Municipal Teachers

74.53

66.95

16.08

18.37

165

1333.75

Significant at 0.01 level

Zillah Parishad Teachers

74.53 16.08

1650.8

Not Significant at

202

Private Unaided Teachers

72.9316.9

7

133 3 any level

Minority Teachers

Municipal Teachers

68.25

66.95

18.32

18.37

128

1330.57

Not Significant at

any level

Minority Teachers

Private Unaided Teachers

68.25

72.93

18.32

16.97

128

1332.14

Significant at 0.05 level

Municipal Teachers

Private Unaided Teachers

66.95

72.93

18.37

16.97

133

1332.76

Significant at 0.01 level

The above table discloses the difference between the

Teachers of different management Institutions in their Teacher

Job Satisfaction.

There is significant difference between Residential and

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

Hence, the hypothesis is rejected. The value of mean (76.84) of

Aided Teachers is higher than the value of mean (71.47) obtained

by Residential Teachers.

There is significant different between Residential and

Government Teachers. The obtained value of ‘t’ (2.58) is

significant. Hence, the hypothesis is rejected. The value of mean

(71.47) obtained by the Residential Teachers is higher than the

value of mean (65.86). Hence, the hypothesis is rejected.

203

There is no significant difference between Residential and

Zillah Parishad Teachers. The obtained value of ‘t’ (1.52) is not

corroborated. Hence, the hypothesis is accepted..

There is no significant difference between Residential and

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

corroborated. Hence, the hypothesis is accepted.

There is significant difference between Residential and

Municipal Teachers. The obtained valued of ‘t’ (2.01) is

significant. Hence, the hypothesis is rejected. The value of mean

(71.47) obtained by the Residential Teachers is higher than the

value of mean (66.95) obtained by the Municipal Teachers.

There is no significant difference between Residential and

Private Unaided Teachers. The obtained value of ‘t’ (0.67) is not

corroborated. Hence, the hypothesis is accepted.

There is significant difference between Aided and

Government Teachers. The obtained value of ‘t’ (4.52) is

significant. Hence, the hypothesis is rejected. The mean value

(76.84) obtained by the Aided Teachers is higher than the mean

value (74.53) obtained by the Government Teachers.

There is no significant difference between Aided and Zillah

Parishad Teachers. The obtained value of ‘t’ (1.01) is statistically

insignificant. Hence, the hypothesis is accepted.

There is significant difference between Aided and Minority

Teachers. The obtained value of ‘t’ (3.43) is significant. Hence,

the hypothesis is rejected. The value of mean (76.84) obtained

by the Aided Teachers is higher than the value of mean (66.95)

obtained by Minority Teachers.

204

There is significant difference between Aided and Municipal

Teachers. The obtained value of ‘t’ (3.97) is significant. Hence,

the hypothesis is rejected. The value of mean (76.84) obtained

by Aided Teachers is higher than the value of mean (66.95)

obtained by Municipal Teachers.

There is no significant difference between Aided and Private

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

significant. Hence, the hypothesis is accepted.

There is significant difference between Government and

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

Hence, the hypothesis is rejected. The value of mean (74.53)

obtained by Zillah Parishad Teachers is higher than the value of

mean (65.86) obtained by the Zillah Parishad Teachers.

There is no significant difference between Government and

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

statistically significant. Hence, the hypothesis is accepted.

There is no significant difference between Government and

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

corroborated. Hence, the hypothesis is accepted.

There is significant difference between Government and

Private Unaided Teachers. The obtained value of ‘t’ (3.08) is

significant. Hence, the hypothesis is rejected. The value of mean

(72.93) obtained by Private Unaided Teachers is higher than the

value of mean (65.86) obtained by Government Teachers.

There is significant difference between Zillah Parisahd and

Minority Teachers. The obtained value of ‘t’ (3.07) is significant.

Hence, the hypothesis is rejected. The value of mean (74.53)

205

obtained by Zillah Parishad Teachers is higher than the value of

mean (68.25) obtained by Minority Teachers.

There is significant difference between Zillah Parishad and

Municipal Teachers. The obtained value of ‘t’ (3.75) is significant.

Hence, the hypothesis is rejected. The obtained value of mean

(74.53) obtained by Zillah Parishad is higher than the value of

mean (66.95) obtained by Municipal Teachers.

There is no significant difference between Zillah Parishad

and Private Unaided Teachers. The obtained value of ‘t’ (0.83) is

not corroborated. Hence, the hypothesis is accepted.

There is no significant difference between Minority and

Municipal Teachers. The obtained value of ‘t’ (0.57) is

statistically insignificant. Hence, the hypothesis is accepted.

There is significant difference between Minority and Private

Unaided Teachers. The obtained value of ‘t’ (2.14) is significant.

Hence the hypothesis is rejected. The value of mean (72.93)

obtained by Private Unaided Teachers is higher than the value of

mean (58.25) obtained by Minority Teachers.

There is significant difference between Municipal and

Private Unaided Teachers. The obtained value of ‘t’ (2.76) is

significant. Hence, the hypothesis is rejected. The obtained

value of mean (72.93) obtained by the Private Unaided Teachers

is higher than the value of mean (66.95) obtained by Municipal

Teachers.

Verification of hypothesis that ‘there is no significant

difference between Residential and Non-Residential Teachers in

respect of dimensions of Teacher Job Satisfaction’ is tested and

presented hereunder.

206

Table 5.42

Table showing the value of ‘t’ between Male and Female Teachers

in respect of various Dimensions of Teacher Job Satisfaction

Category Professional

Teaching

Learning

InnovationInter-

Personal Relations

Residential

Aided1.28@ 1.43@ 1.52@ 1.74@

Residential

Government2.26* 1.98* 1.97* 2.43*

Residential

Zillah Parishad

Residential

Minority

2.28*

1.98*

1.84@

1.43@

1.45@

1.99*

1.19@

1.58@

Residential

Municipal2.48* 1.99* 1.97* 2.23*

Residential

Private Unaided

2.23* 1.99* 1.23@ 1.99*

Aided

Government2.26* 1.21@ 1.84@ 1.64@

Aided

Zillah Parishad1.56@ 1.38@ 1.37@ 1.97*

Aided

Minority1.99* 1.53@ 1.37@ 1.29@

Aided

Municipal1.27@ 1.56@ 1.54@ 1.98*

Aided

207

Private Unaided

2.17* 1.99* 1.48@ 1.23@

Government

Zillah Parishad2.18* 1.24@ 1.35@ 1.94@

Government

Minority0.89@ 0.26@ 0.58@ 1.24@

Government

Municipal1.63@ 1.24@ 1.56@ 1.33@

Government

Private Unaided

1.46@ 1.97@ 1.73@ 1.84@

Zillah Parishad

Minority1.73@ 1.35@ 1.45@ 1.18@

Zillah Parishad

Municipal 1.24@ 0.99@ 1.13@ 0.68@

Zillah Parishad

Private Unaided 1.14@ 1.38@ 1.27@ 1.45@

Minority

Municipal 1.53@ 1.74@ 1.38@ 1.63@

Minority

Private Unaided 1.28@ 1.68@ 1.36@ 1.89@

Municipal

Private Unaided 1.68@ 2.16* 1.63@ 1.58@

@ Not Significant

* Significant at 0.05 level

208

The obtained value of ‘t’ of Residential and Aided Teachers

in respect of dimension ‘Professional’ (1.93), ‘Teaching Learning’

(1.19), ‘Innovation’ (1.89) and ‘Inter-Personal Relations’ (1.36) of

Teacher Job Satisfaction is not significant. Hence, the hypothesis

is accepted.

The obtained value of ‘t’ of Residential and Government

Teachers in respect of dimension ‘Professional’ (2.26), ‘Teaching

Learning’ (1.98), ‘Innovation’ (1.97) and ‘Inter-Personal Relations’

(2.43) of Teacher Job Satisfaction is significant. Hence, the

hypothesis is rejected.

The obtained value of ‘t’ of Residential and Zillah Parishad

Teachers in respect of dimension ‘Professional’ (2.28) of Teacher

Job Satisfaction is significant. Hence, the hypothesis is rejected.

While the ‘Teaching Learning’ (1.84), ‘Innovation’ (1.45) and

‘Inter-Personal Relations’ (1.19) of Teacher Job Satisfaction is

statistically insignificant. Hence, the hypothesis is accepted.

The obtained value of ‘t’ of Residential and Minority

Teachers in respect of dimension ‘Professional’ (1.98) of Teacher

Job Satisfaction is significant. Hence, the hypothesis is rejected.

The dimension ‘Teaching Learning’ (1.43) of Teacher Job

Satisfaction is not corroborated. Hence, the hypothesis is

accepted. The dimension ‘Innovation’ (1.99) of Teacher Job

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

dimension ‘Inter-Personal Relations’ (1.58) of Teacher Job

Satisfaction is not significant. Hence, the hypothesis is accepted.

The obtained value of ‘t’ of Residential and Municipal

Teachers in respect of dimension ‘Professional’ (2.48), ‘Teaching

Learning’ (1.99), ‘Innovation’ (1.97) and ‘Inter-Personal Relations’

209

(2.23) aspects of Teacher Job Satisfaction is significant. Hence,

the hypothesis is accepted.

The obtained value of ‘t’ of Residential and Private Unaided

Teachers in respect of dimension ‘Professional’ (2.23), ‘Teaching

Learning’ (1.99) aspects of Teacher Job Satisfaction is significant.

Hence, the hypothesis is rejected. The dimension ‘Innovation’

(1.23) is not statistically significant. Hence, the hypothesis is

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

Teacher Job Satisfaction is significant. Hence, the hypothesis is

accepted.

The obtained value of ‘t’ of Aided and Government Teachers

in respect of dimension ‘Professional’ (2.26) of Teacher Job

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

dimension ‘Teaching Learning’ (1.21), ‘Innovation’ (1.64) and

‘Inter-Personal Relations’ (1.64) aspects of Teacher Job

Satisfaction is not corroborated. Hence, the hypothesis is

accepted.

The obtained value of ‘t’ of Aided and Zillah Parishad

Teachers in respect of dimension ‘Professional’ (1.56) of Teacher

Job Satisfaction is significant. Hence, the hypothesis is rejected.

The dimension ‘Teaching Learning’ (1.38), ‘Innovation’ (1.37) of

Teacher Job Satisfaction is statistically insignificant. Hence, the

hypothesis is accepted. The dimension ‘Inter-Personal Relations’

(1.97) aspects of Teacher Job Satisfaction is significant. Hence,

the hypothesis is rejected.

The obtained value of ‘t’ of Aided and Minority Teachers in

respect of dimension ‘Professional’ (1.99) of Teacher Job

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

210

dimension ‘Teaching Learning’ (1.53), ‘Innovation’ (1.37) and

‘Inter-Personal Relations’ (1.29) aspects of Teacher Job

Satisfaction is not corroborated. Hence, the hypothesis is

accepted.

The obtained value of ‘t’ of Aided and Municipal Teachers in

respect of dimension ‘Professional’ (1.27), ‘Teaching Learning

(1.56) and ‘Innovation’ (1.54) of Teacher Job Satisfaction is

statistically insignificant. Hence, the hypothesis is accepted. The

dimension ‘Inter-Personal Relations’ (1.98) of Teacher Job

Satisfaction is significant. Hence, the hypothesis is rejected.

The obtained value of ‘t’ of Aided and Private Unaided

Teachers in respect of dimension ‘Professional’ (2.27) and

‘Teaching Learning (1.99) of Teacher Job Satisfaction is

significant. Hence, the hypothesis is rejected. The dimension

(1.48) and ‘Inter-Personal Relations’ (1.23) of Teacher Job

Satisfaction is not corroborated. Hence, the hypothesis is

accepted.

The obtained value of ‘t’ of Government and Zillah Parishad

Teachers in respect of dimension ‘Professional’ (2.18) of Teacher

Job Satisfaction is significant. Hence, the hypothesis is rejected.

The dimension ‘Teaching Learning’ (1.24), ‘Innovation’ (1.35) and

‘Inter-Personal Relations’ (1.94) of Teacher Job Satisfaction is not

corroborated. Hence, the hypothesis is accepted.

The obtained value of ‘t’ of Government and Minority

Teachers in respect of dimension ‘Professional’ (0.89), ‘Teaching

Learning’ (0.26), ‘Innovation’ (0.58), and ‘Inter-Personal

Relations’ (1.24) of Teacher Job Satisfaction is not significant.

Hence, the hypothesis is accepted.

211

The obtained value of ‘t’ of Government and Municipal

Teachers in respect of dimension ‘Professional’ (1.63), ‘Teaching

Learning’ (1.24), ‘Innovation’ (1.56) and ‘Inter-Personal Relations’

(1.33) aspects of Teacher Job Satisfaction is not corroborated.

Hence, the hypothesis is accepted.

The obtained value of ‘t’ of Government and Private

Unaided Teachers in respect of dimension ‘Professional’ (1.46) of

Teacher Job Satisfaction is not significant. Hence, the hypothesis

is accepted. The dimension ‘Teaching Learning’ (1.97) is

significant. Hence, the hypothesis is rejected. The dimension

‘Innovation’ (1.73) and ‘Inter-Personal Relations’ (1.84) of

Teacher Job Satisfaction is not corroborated. Hence, the

hypothesis is accepted.

The obtained value of ‘t’ of Zillah Parishad and Minority

Teachers in respect of dimension ‘Professional’ (1.73), ‘Teaching

Learning’ (1.36), ‘Innovation’ (1.45) and ‘Inter-Personal Relations’

(1.18) aspects of Teacher Job Satisfaction is not significant.

Hence, the hypothesis is accepted.

The obtained value of ‘t’ of Zillah Parishad and Municipal

Teachers in respect of dimension ‘Professional’ (1.24), ‘Teaching

Learning’ (0.99), ‘Innovation’ (1.13) and ‘Inter-Personal Relations’

(0.68) of Teacher Job Satisfaction is statistically insignificant.

Hence, the hypothesis is accepted.

The obtained value of ‘t’ of Zillah Parishad and Private

Unaided Teachers in respect of dimension ‘Professional’ (1.14) of

Teacher Job Satisfaction is significant. Hence, the hypothesis is

rejected. The dimension ‘Teaching Learning’ (1.38), ‘Innovation’

(1.27) and ‘Inter-Personal Relations’ (1.45) aspects of Teacher Job

212

Satisfaction is not corroborated. Hence, the hypothesis is

accepted.

The obtained value of ‘t’ of Minority and Municipal Teachers

in respect of dimension ‘Professional’ (1.53), ‘Teaching Learning’

(1.74), ‘Innovation’ (1.38) and ‘Inter-Personal Relations’ (1.63)

aspects of Teacher Job Satisfaction is not significant. Hence, the

hypothesis is accepted.

The obtained value of ‘t’ of Minority and Private Unaided

Teachers in respect of dimension ‘Professional’ (1.28), ‘Teaching

Learning’ (1.68), ‘Innovation’ (1.36) and ‘Inter-Personal Relations’

(1.89) aspects of Teacher Job Satisfaction is statistically

insignificant. Hence, the hypothesis is accepted.

The obtained value of ‘t’ of Municipal and Private Unaided

Teachers in respect of dimension ‘Professional’ (1.68) of Teacher

Job Satisfaction is not significant. Hence, the hypothesis is

accepted. The dimension ‘Teaching Learning’ (2.16) of Teacher

Job Satisfaction is significant. Hence, the hypothesis is rejected.

The dimension ‘Innovation’ (1.63) and ‘Inter-Personal Relations’

(1.58) of Teacher Job Satisfaction is not corroborated. Hence, the

hypothesis is accepted.

5.8.2:Verificationof second subsidiary hypothesis and Teacher Stress interpretation:

The second subsidiary hypothesis disclosed that the

teachers considered under different categories do not differ

significantly in respect of their Teacher Stress, which were

discussed variable wise categorized for convenience of

verification as follows –

(a) Sex category teachers do not differ significantly in respect of

their Teacher Stress.

213

(j) Locality category teachers do not differ significantly in

respect of their Teacher Stress.

(k) Qualification category teachers do not differ significantly in

respect of their Teacher Stress.

(l) Designation category teachers do not differ significantly in

respect of their Teacher Stress.

(m) Teaching Subject category teachers do not differ significantly

in respect of their Teacher Stress.

(n) Teaching Experience category teachers do not differ

significantly in respect of their Teacher Stress.

(o) Marital Status category teachers do not differ significantly in

respect of their Teacher Stress.

(p) Type of Institution category teachers do not differ

significantly in respect of their Teacher Stress.

(q) Type of Management category teachers do not differ

significantly in respect of their Teacher Stress.

Besides testing the subsidiary hypotheses of the study, the

investigator is intended to observe the significance of difference

between various demographic variables in respect of dimensions

Intensity of work, Student Behaviour, Professional Growth and

Extrinsic Annoyers aspects of Teacher Stress. Hence, this part

discloses the results immediately after each subsidiary

hypothesis is tested.

Verification of hypothesis that ‘Male and Female Teachers do

not differ significantly in their Teacher Stress’ is verified and

presented in Table 5.43.

214

Table 5.43

Table showing significance of difference of means between Male and Female Teachers in their Teacher Stress

Category A.M S.D N ‘t’ Level of Significance

Male Teachers

Female Teachers

99.56

102.7

1

22.4

8

20.7

5

592

316

2.1

2

Significant at 0.05 level

The value of ‘t’ (2.12) is more than 1.96, which is significant

at 0.05 level. Hence, the hypothesis is rejected. The mean value

(102.71) obtained by Male Teachers is greater than the mean

value (99.56) obtained by Female Teachers.

The values of ‘t’ between Male and Female Teachers in

respect of dimensions of Teacher Stress are tested and presented

in Table 5.43.

Verification of hypothesis ‘there is no significant difference

between Male and Female Teachers in respect of the dimensions

of Intensity of Work, Student Behaviour, Professional Growth,

Extrinsic Annoyers of Teacher Stress’ is tested in Table 5.44.

Table 5.44

Table showing the value of ‘t’ between Male and Female Teachers

in respect of various Dimensions of Teacher Job Satisfaction

CategoryIntensity of Work

Student Behaviou

r

Professional

Growth

Extrinsic

Annoyers

215

Male Teachers

Female Teachers 2.24* 1.97* 2.38* 2.08*

*Significant at 0.05 levelThe value of ‘t’ between Male and Female Teachers in

respect of dimensions – Intensity of work (2.24), Student

Behaviour (1.97), Professional Growth (2.38) and Extrinsic

Annoyers (2.08) of Teacher Stress is significant. Hence, the

hypothesis is rejected.

Verification of hypothesis that ‘there is no significant

difference between Rural and Urban area Teachers in their

Teacher Stress’, is tested in Table 5.45.

Table 5.45

Table showing the difference of mean between Rural and Urban area Teachers in their Teacher Stress

Category A.M S.D N ‘t’ Level of Significance

Rural area Teachers

Urban area Teachers

99.56

102.71

22.48

20.75

592

316

2.1

2

Significant at 0.05 level

The obtained value of ‘t’ is significant. Hence, the

hypothesis is rejected. The value of mean (102.71) obtained by

Urban area Teachers is greater than the value of mean (99.56).

Verification of hypothesis that ‘Rural and Urban area

Teachers do not differ significantly in respect of dimensions of

Teacher Stress’ is tested and presented in Table 5.46.

216

Table 5.46

Table showing the value of ‘t’ between Rural and Urban area Teachers in respect of dimensions of Teacher Stress

CategoryIntensity of Work

Student Behaviou

r

Professional

Growth

Extrinsic

Annoyers

Rural area Teachers

Urban area

Teachers

2.03* 1.45@ 1.28@ 1.72@

*Significant at 0.05 level

@ Not Significant

The obtained value of ‘t’ in respect of dimension ‘Intensity

of Work’ (2.03) is significant. Hence, the hypothesis is rejected.

The obtained value of ‘t’ in respect of dimension ‘Student

Behaviour’ (1.45), ‘Professional Growth (1.28) and ‘Extrinsic

Annoyers’ (1.72) is statistically insignificant. Hence, the

hypothesis is accepted.

Verification of hypothesis that ‘ there is no significant

difference between the Teachers of different qualification

217

categories in their Teacher Stress’ is tested presented in Table

5.47.

Table 5.47

Table showing the difference of mean between the Teachers of different qualifications in their Teacher Stress

Category A.M S.D N ‘t’ Level of Significance

Graduate Teachers

Post-graduate Teachers

96.47

105.28

22.55

19.67

339

4485.7

5

Significant at 0.01 level

Graduate Teachers

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

96.47

95.21

22.5

5

23.0

6

339

1210.5

2

Not Significant at any level

Post-graduate Teachers

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

105.2

8

95.21

19.6

7

23.0

6

448

1214.3

9

Significant at 0.01 level

The obtained value of ‘t’ (5.75) between Graduates and

Post-graduate Teachers is significant. Hence, the hypothesis is

rejected. The value of mean (105.28) obtained by the Post

Graduate Teachers is higher than the value of mean (96.47) of

the Graduate Teachers.

218

The obtained value of ‘t’ (0.52) between Graduates and

Post-graduate with M.Phil/Ph.D., Teachers is not corroborated.

Hence, the hypothesis is accepted.

The obtained value of ‘t’ (4.39) between Post-graduate and

Post-graduate with M.Phil/Ph.D., Teachers is significant. Hence,

the hypothesis is rejected. The mean value (105.28) obtained by

Post-graduate Teachers is higher than the mean value (95.21)

obtained by the Post-graduate with M.Phil/Ph.D., Teachers.

Verification of hypothesis that ‘Qualification category

Teachers do not differ significantly in respect of the dimensions of

Teacher Stress’ tested in Table 5.48.

Table 5.48

Table showing the value of ‘t’ of different qualification category Teachers in respect of dimensions of Teacher Stress

CategoryIntensity of Work

Student Behaviou

r

Professional

Growth

Extrinsic

Annoyers

Graduate Teachers

Post-graduate Teachers

1.69@ 1.73@ 1.49@ 1.58@

Graduate Teachers

Post-graduate with M.Phl/Ph.D.,Teachers

1.93@ 1.34@ 1.42@ 1.67@

219

Post-graduate Teachers

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

1.62@ 1.41@ 1.63@ 1.95@

@ Not Significant

The value of ‘t’ in respect of all dimensions of Teacher

Stress between Graduate and Post-graduate Teachers is

statistically insignificant. Hence, the hypothesis is accepted.

The value of ‘t’ in respect of all dimensions of Teacher

Stress between Graduate and Post-graduate with M.Phil/Ph.D.,

Teachers is not significant. Hence, the hypothesis is accepted.

The value of ‘t’ in respect of all dimensions of Teacher

Stress between Post-graduate and Post-graduate with

M.Phil/Ph.D., Teachers is not corroborated. Hence, the hypothesis

is accepted.

Verification of hypothesis that ‘Different Designation of

Teachers do not differ significantly in their Teacher Stress’ is

tested in Table 5.49.

Table 5.49

Table showing the difference of mean between different Designation of Teachers in their Teacher Stress

Category A.M S.D N ‘t’ Level of Significance

Head-teachers

Teachers

106.54

18.58

70

83

3.2

5

Significant at 0.01 level

220

98.86 23.18

8

The obtained value of ‘t’ (3.25) between Head-teachers and

Teachers are differed significantly. Hence, the hypothesis is

rejected. The value of mean (106.54) obtained by Head-teacher

is higher than the value of mean (98.86) obtained by the

Teachers.

Verification of hypothesis that ‘Designation of Teachers do

not differ in respect of the dimensions of Teacher Stress’ in Table

5.50.

Table 5.50

Table showing the value of ‘t’ of different designation category Teachers in respect of dimensions of Teacher Stress

CategoryIntensity of Work

Student Behaviou

r

Professional

Growth

Extrinsic

Annoyers

Head-teachers

Teachers2.48* 1.95@ 1.94@ 2.21*

*Significant at 0.05 level

@Not Significant

The obtained value of ‘t’ in respect of dimension Intensity of

Work (2.48) of Teacher Stress is significant. Hence, the

hypothesis is rejected.

The obtained value of ‘t’ in respect of dimensions Student

Behaviour (1.95) and Professional Growth (1.94) of Teacher

Stress is not corroborated. Hence, hypothesis is accepted.

221

The obtained value of ‘t’ in respect of dimension Extrinsic

Annoyers (2.21) of Teacher Stress is significant. Hence, the

hypothesis is rejected.

Verification of hypothesis that ‘Teaching different subject

Teachers do not differ significantly in the Teacher Stress’ is

tested in Table 5.51.

Table 5.51

Table showing the difference of mean between different Teaching subject Teachers in their Teacher Stress

Category A.M S.D N ‘t’ Level of Significance

Science Teachers

Humanities Teachers

103.39

95.56

19.68

22.76

379

385

5.1

1

Significant at 0.01 level

Science Teachers

Language Teachers

103.39

105.54

19.68

18.42

379

144

1.1

7

Not Significant at any level

Humanities Teachers

Language Teachers

95.56

105.54

22.76

18.42

385

144

5.1

9

Significant at 0.01 level

The obtained value of ‘t’ (5.11) between Science and

Humanities Teachers is significant. Hence, the hypothesis is

rejected. The value of mean (103.39) obtained Science Teachers

is greater than the value of mean (95.56) obtained by Humanities

Teachers.

222

The obtained value of ‘t’ (1.17) between Science and

Language Teachers is not corroborated. Hence, the hypothesis is

accepted.

The obtained value of ‘t’ (5.19) between Humanities and

Language Teachers is significant. Hence, the hypothesis is

rejected. The mean value (105.54) obtained Language teachers

is higher than the mean value (95.56) obtained by Humanities

Teachers.

Verification of hypothesis that ‘Teaching different subject

Teachers do not differ significantly in respect of dimensions of

Teacher Stress’ is tested in Table 5.52

Table 5.52

Table showing the value of ‘t’ of Teaching different subject Teachers in respect of dimensions of Teacher Stress

CategoryIntensity of Work

Student Behaviou

r

Professional

Growth

Extrinsic

Annoyers

Science Teachers

Humanities Teachers

2.56* 2.28* 1.94@ 1.89@

Science Teachers

Language Teachers2.16* 1.95@ 1.25@ 1.36@

Humanities Teachers

Language Teachers

1.84@ 1.64@ 1.27@ 1.77@

*Significant at 0.05 level

@Not Significant

223

The obtained value of ‘t’ between Science and Humanities

Teachers in respect of dimensions Intensity of Work (2.56) and

Student Behaviour (2.28) of Teacher Stress is significant. Hence,

the hypothesis is rejected. As no significant difference is found

between Science and Humanities Teachers in respect of

dimensions Professional Growth and Extrinsic Annoyers. Hence,

the hypothesis is accepted.

The obtained value of ‘t’ between Science and Language

Teachers in respect of dimension Intensity of work (2.16) is

significant. Hence, the hypothesis is rejected. Whereas the value

of in respect of dimensions Student Behaviour, Professional

Growth and Extrinsic Annoyers is not corroborated. Hence, the

hypothesis is accepted.

The obtained value of ‘t’ between Humanities and Language

Teachers in respect of dimensions Intensity of work, Student

Behaviour, Professional Growth and Extrinsic Annoyers is

statistically insignificant. Hence, the hypothesis is accepted.

Verification of hypothesis that ‘different experience

category teachers do not differ significantly in their Teacher

Stress’ is tested in Table 5.53.

Table 5.53

Table showing the difference of mean between different experience Teachers in their Teacher Stress

Category A.M S.D N ‘t’ Level of Significance

Below 10 years Experience Teachers

10 to 15 years Experience Teachers

93.27

95.51

24.59

23.16

198

154

0.8

7

Not significant

at any level

224

Below 10 years Experience Teachers

15 to 20 years Experience Teachers

93.27

100.54

24.59

19.23

198

118

2.9

3

significant at 0.01 level

Category A.M S.D N ‘t’ Level of Significance

Below 10 years Experience Teachers

20 to 25 years Experience Teachers

93.27

103.56

24.59

21.78

198

244

4.6

1

Significant at 0.01 level

Below 10 years Experience Teachers

25 to 30 years Experience Teachers

93.27

101.65

24.59

20.48

198

194

3.6

7

Significant at 0.01 level

10 to 15 years Experience Teachers

15 to 20 years Experience Teachers

95.51

100.54

23.16

19.23

154

118

1.9

5

Not significant

at any level

10 to 15 years Experience Teachers

20 to 25 years Experience Teachers

95.51

103.56

23.16

21.78

154

244

3.4

6

Significant at 0.01 level

10 to 15 years Experience Teachers

95.51 23.16

154 Significant

225

25 to 30 years Experience Teachers

101.65 20.4

8194

2.5

9

at 0.01 level

15 to 20 years Experience Teachers

20 to 25 years Experience Teachers

100.54

103.56

19.23

21.78

118

244

1.3

4

Not significant

at any level

Category A.M S.D N ‘t’ Level of Significance

15 to 20 years Experience Teachers

25 to 30 years Experience Teachers

100.54

101.65

19.23

20.48

118

194

0.4

8

Not significant

at any level

20 to 25 years Experience Teachers

25 to 30 years Experience Teachers

103.56

101.65

21.78

20.48

244

194

0.9

4

Not significant

at any level

The obtained value of ‘t’ (0.87) between below 10 years and

10 to 15 years experience teachers is not Significant. Hence, the

hypothesis is accepted.

226

The obtained value of ‘t’ (2.93) between below 10 years and

15 to 20 years experience teachers is significant. Hence, the

hypothesis is rejected. The mean value (100.54) obtained by the

Teachers of 15 to 20 years experience is higher than the mean

value (93.27) obtained by the Teachers of below 10 years

experience.

The obtained value of ‘t’ (4.61) between below 10 years and

20 to 25 years experience teachers is significant. Hence, the

hypothesis is rejected. The mean value (103.56) obtained by 20

to 25 years experience Teachers is higher than the mean value

(93.27) of below 10 years experience teachers.

The obtained value of ‘t’ (3.67) between below 10 years and

25 to 30 years experience teachers is significant. Hence, the

hypothesis is rejected. The mean value (101.65) obtained by 25

to 30 years experience teachers is higher than the mean value

(93.27) of below 10 years experience teachers.

The obtained value of ‘t’ (1.95) between 10 to 15 years and

15 to 20 years experience teachers is not significant. Hence, the

hypothesis is accepted.

The obtained value of ‘t’ (3.46) between 10 to 15 years and

20 to 25 years experience teachers is significant. The mean

value (103.56) obtained by 20 to 25 years experience teachers is

higher than the mean value (95.51) obtained by 10 to 15 years

experience teachers.

The obtained value of ‘t’ (2.59) between 10 to 15 years and

25 to 30 years experience teachers is significant. Hence, the

hypothesis is rejected. The mean value (101.65) obtained by 25

227

to 30 years experience teachers is higher than the mean value

(95.51) obtained by 10 to 15 years experience teachers.

The obtained value of ‘t’ (1.34) between 15 to 20 years and

20 to 25 years experience teachers is statistically insignificant.

Hence, the hypothesis is accepted.

The obtained value of ‘t’ (0.48) between 15 to 20 years and

25 to 30 years experience teachers is not corroborated. Hence,

the hypothesis is accepted.

The obtained value of ‘t’ (0.94) between 20 to 25 years and

25 to 30 years experience teachers is not significant. Hence, the

hypothesis is accepted.

Verification of hypothesis that ‘Experience of Teachers do

not differ significantly in respect of dimensions of Teacher Stress’

tested in Table 5.54.

Table 5.54

Table showing the value of ‘t’ of Difference Teaching Experience Teachers in respect of dimensions of Teacher Stress

CategoryIntensity of Work

Student Behaviou

r

Professional

Growth

Extrinsic

Annoyers

Below 10 years experience teachers

10 to 15 years experience Teachers

1.49@ 2.64* 1.38@ 1.08@

Below 10 years experience teachers 2.68*@ 1.99* 1.79@ 2.44*

228

15 to 20 years experience TeachersBelow 10 years experience teachers

20 to 25 years experience Teachers

1.58@ 1.24@ 1.99* 1.14@

Below 10 years experience teachers

25 to 30 years experience Teachers

1.64@ 1.58@ 1.83@ 1.37@

10 to 15 years experience Teachers

15 to 20 years experience Teachers

1.65@ 1.26@ 1.84@ 1.75@

10 to 15 years experience Teachers

20 to 25 years experience Teachers

1.13@ 1.48@ 1.25@ 1.56@

CategoryIntensity of Work

Student Behaviou

r

Professional

Growth

Extrinsic

Annoyers

229

10 to 15 years experience Teachers

25 to 30 years experience teachers

1.11@ 1.36@ 1.73@ 1.24@

15 to 20 years experience teachers

20 to 25 years experience teachers

1.24@ 1.78@ 1.37@ 1.89@

15 to 20 years experience Teachers

25 to 30 years experience Teachers

1.94@ 1.95@ 1.89@ 1.76@

20 to 25 years experience Teachers

25 to 30 years experience Teachers

1.99* 2.06* 1.64@ 2.41*

Verification of hypothesis that ‘Marital Status of Teachers do

not differ significantly in their Teacher Stress’ is tested in Table

5.55.

Table 5.55

Table showing the difference of mean between Marriedand Unmarried Teachers in their Teacher Stress

Category A.M S.D N ‘t’ Level of Significance

Married Teachers 99.74 22.49

576 Significant

230

Unmarried Teachers 95.9622.5

7332

2.4

3

at 0.05 level

The obtained value of ‘t’ between Married and Unmarried

Teachers is significant. Hence, the hypothesis is rejected.

Married Teachers possessed higher mean (99.74) than Unmarried

Teachers (95.96).

Verification of hypothesis that ‘Marital Status of Teachers do

not differ significantly in respect of dimension of Teacher Stress’

is tested in Table 5.56.

Table 5.56

Appendix –I

Teacher Job Satisfaction Scale (TJSS)

(Pre-Test)

Dear Teacher Friend,

I expect your valuable and hearty cooperation in my

present Educational Research. I assure that your ideas

expressed are used only to my research and are also kept

confidential. Hence, I request you to kindly given your candid

opinion for all the statements. Please encircle your choice

category against each statement and cooperate in this regard.

Yours sincerely,

N.V.S.Suryanarayana

Personnel Data

Please fill in the blanks here under with proper details

relating to you before you answer the questionnaire.

231

(1) Name :

(2) Sex :

(3) Locality :

(4) Qualification :

(5) Designation :

(6) Teaching Subjects :

(7) Teaching Experience :

(8) Marital Status Status :

(9) Type of Institution :

(10)Type of Management :

JOB SATISFACTION

Instruction: In this booklet some situations relating to your Job are

given in the sentence forms. The following five kinds of opinions

are given against to each sentence. Study each sentence

carefully and indicate your opinion, which you agreed to by

encircle against each statement.

SA : Strongly Agree

A : Agree

N : Neutral

DA : Disagree

SDA : Strongly Disagree

-------------------------------------------------------------------------------------------1. I like to give a new meaning to a concept (SA) (A) (N) (DA) (SDA)

232

2. I wish to change the interpretation of a fact (SA) (A) (N) (DA) (SDA)

3. I prefer to use a thing in a new fashion (SA) (A) (N) (DA) (SDA)

4. I like to suggest new ideas to a concept (SA) (A) (N) (DA) (SDA)

5. In doing a task I like change of strategy (SA) (A) (N) (DA) (SDA)

6. I change the direction of my thinking in giving new interpretation (SA) (A) (N) (DA) (SDA)

7. I like to introduce to easy methods (SA) (A) (N) (DA) (SDA)

8. I prefer to give various responses (SA) (A) (N) (DA) (SDA)

9. I prefer to think abstractly (SA) (A) (N) (DA) (SDA)

10. I can do anything in a number of ways (SA) (A) (N) (DA) (SDA)

11. While doing a thing, if necessary I change my approach (SA) (A) (N) (DA) (SDA)

12. I have my own ideas in teaching many ways (SA) (A) (N) (DA) (SDA)

13.I alter possible solutions to a problem (SA) (A) (N) (DA) (SDA)

14.I shall be open to experience both inner-self (SA) (A) (N) (DA) (SDA)

233

15.I introduce lessons in an orderly manner (SA) (A) (N) (DA) (SDA)

16.I want to be an from crippling restraints (SA) (A) (N) (DA) (SDA)

17.I use things pecuniary (SA) (A) (N) (DA) (SDA)

18.Very few of my efforts are far fetching (SA) (A) (N) (DA) (SDA)

19.I am creative in teaching lessons (SA) (A) (N) (DA) (SDA)

20.I produce remote ideas (SA) (A) (N) (DA) (SDA)

21.I am novel in my thinking (SA) (A) (N) (DA) (SDA)

22.I am thinking narrative (SA) (A) (N) (DA) (SDA)

23.I am independent in my thought and action (SA) (A) (N) (DA) (SDA)

24.I will have my own resources in dealing with my own problems (SA) (A) (N) (DA) (SDA)

25.I will be attracted to unkown and undetermined (SA) (A) (N) (DA) (SDA)

26.I am best at making new things (SA) (A) (N) (DA) (SDA)

27.I generate ideas quickly (SA) (A) (N) (DA) (SDA)

234

28.I can generate new curriculum ideas (SA) (A) (N) (DA) (SDA)

29.I can give number of synonymous (SA) (A) (N) (DA) (SDA)

30.I use phrases contextually (SA) (A) (N) (DA) (SDA)

31.I have my own sense in preparation of new curriculum development (SA) (A) (N) (DA) (SDA)

32.I can use number of short sentences in a single idea (SA) (A) (N) (DA) (SDA)

33.I search for similarities in things (SA) (A) (N) (DA) (SDA)

235

Appendix –II

Teacher Stress Scale (TSS)

(Pre-Test)

Dear Teacher Friend,

I expect your valuable and hearty cooperation in my

present Educational Research. I assure that your ideas

expressed are used only to my research and are also kept

confidential. Hence, I request you to kindly given your candid

opinion for all the statements. Please encircle your choice

category against each statement and cooperate in this regard.

Yours sincerely,

N.V.S.Suryanarayana

Personnel Data

Please fill in the blanks here under with proper details

relating to you before you answer the questionnaire.

(1) Name :

(2) Sex :

(3) Locality :

(4) Qualification :

(5) Designation :

(6) Teaching Subjects :

236

(7) Teaching Experience :

(8) Marital Status Status :

(9) Type of Institution :

(10)Type of Management :

TEACHER STRESS

Instruction: In this booklet some situations relating to your Job are

given in the sentence forms. The following five kinds of opinions

are given against to each sentence. Study each sentence

carefully and indicate your opinion, which you agreed to by

encircle against each statement.

(1) Little or no Stress (2) Mild Stress(3) Moderate Stress (4) Great Stress

1. To any period actually teaching (1) (2) (3) (4)

2. No time to relax between Lesson (1) (2) (3) (4)

3. Individual students who constantly misbehave (1) (2) (3) (4)

4. Pupil’s non-acceptance of teacher’s authority (1) (2) (3) (4)

5. Lack of recognition for good teaching

237

and extra work (1) (2) (3) (4)

6.Needs to prepare time-table according to prevailing situation (1) (2) (3) (4)

7.Having to teach subjects in which one is not interested (1) (2) (3) (4)

8.Having to teach below average students (1) (2) (3) (4)

9.Noisy classroom and indiscipline in the class (1) (2) (3) (4)

10.Too much of correction work (1) (2) (3) (4)

11.Feeling locked up into a routine in job (1) (2) (3) (4)

12.Heavy workload is creating discouragement (1) (2) (3) (4)

13.Lack of interest in studies among students (1) (2) (3) (4)

14.Lack of time to prepare lessons (1) (2) (3) (4)

15.Maintaining classroom discipline (1) (2) (3) (4)

16.Excessive work hours devoted to college and college related duties (1) (2) (3) (4)

17.Very difficulty to maintain the classroom with unlimited number of students (1) (2) (3) (4)

238

18.Frequent change of duties of work responsibilities in time table (1) (2) (3) (4)

19.Insufficient time for completing the prescribed syllabus (1) (2) (3) (4)

20.Too difficulty to maintain Classroom discipline with more number of students (1) (2) (3) (4)

21.Disruptive class – constant monitoring of student behaviour (1) (2) (3) (4)

22.Shortage of equipment, material and Library facilities (1) (2) (3) (4)

23.Lack of appreciation of new and Innovative methods (1) (2) (3) (4)

24.No encouragement to attend the academic events (1) (2) (3) (4)

25.Lack of time for further study (1) (2) (3) (4)

26.Not being able to use one’s training or skills fully (1) (2) (3) (4)

27.Lack of time for personal hobbies, interests or social activities (1) (2) (3) (4)

28.No provision is made for professional improvement (1) (2) (3) (4)

239

29.Lack of participation in decision making (1) (2) (3) (4)

30.Low status of the teaching profession (1) (2) (3) (4)

31.Lack of interest in expressing the innovative views (1) (2) (3) (4)

32.Too frequent and poorly organized staff meetings (1) (2) (3) (4)

33.Having to do private tuition to supplement income (1) (2) (3) (4)

34.Lack of cooperation from other teachers (1) (2) (3) (4)

35. Disagreement or conflict with the head (1) (2) (3) (4)

36.Other than academic activities disturbed (1) (2) (3) (4) the professional interest

37.Frequent transfers from one place to other (1) (2) (3) (4)

38.Too many ‘talks’ and refresher courses (1) (2) (3) (4)

39.Inadequate salary and financial difficulties (1) (2) (3) (4)

40.Lack of opportunity for promotion or advancement (1) (2) (3) (4)

41.Principal unfair/partial in dealing with staff (1) (2) (3) (4)

240

42.Disagreement with a colleague (1) (2) (3) (4)

43.Professional disillusionment (teaching is not what I thought to be) (1) (2) (3) (4)

44. Maintaining self-control when angry (1) (2) (3) (4)

45. Giving more significance to a substandard colleague (1) (2) (3) (4)

46. Taking responsibility for pupil’s success in examination (1) (2) (3) (4)

47. Being target of verbal abuses, comment or throat by students (1) (2) (3) (4)

48. Trying to maintain and uphold values (1) (2) (3) (4)

241

Appendix –III

Nistala’s Change-Proneness Descriptive Questionnaire

(NCPDQ)

(Pre-Test)

Dear Teacher Friend,

I expect your valuable and hearty cooperation in my

present Educational Research. I assure that your ideas

expressed are used only to my research and are also kept

confidential. Hence, I request you to kindly given your candid

opinion for all the statements. Please encircle your choice

category against each statement and cooperate in this regard.

Yours sincerely,

N.V.S.Suryanarayana

Personnel Data

Please fill in the blanks here under with proper details

relating to you before you answer the questionnaire.

(1) Name :

242

(2) Sex :

(3) Locality :

(4) Qualification :

(5) Designation :

(6) Teaching Subjects :

(7) Teaching Experience :

(8) Marital Status Status :

(9) Type of Institution :

(10)Type of Management :

NISTALA’S CHANGE PRONENESS DESCRIPTIVE QUESTIONNAIRE (NCPDQ)

Instruction: In this booklet some situations relating to your Job are

given in the sentence forms. The following five kinds of opinions

are given against to each sentence. Study each sentence

carefully and indicate your opinion, which you agreed to by

encircle against each statement.

(A) – Always; (O) – Occassionally; (S) – Seldom – and (N) – NeverS.No.

Description of the CPDQ A O S N

1 Do you like to originate new ideas even at cost of criticism from your colleagues

2 Do you analytically and critically think before accepting area strategy of teaching

3 Do you lance systematically before successfully implementing a new technique

4 Do you like to adopt different methods of teaching a particular concept in a subject

5 Do you like to adopt innovative practices in classroom teaching

243

6 Do you hesitate to make to attempt on something which may fail

7 Do you like try to something new even if it increasing your work load

8 Do you make use of related any material other than prescribed text books while teaching your subject

9 Do you accept that concept of trying out any new innovation

10 Do you accept the innovative suggestions of your colleagues in practice teaching

11 Do you willfully accept new ideas and concepts

12 Do you shirk to bring new ideas to the attention of your colleagues and headmasters

13 Do you try out the new strategies even if you have no freedom

14 Do you discourage to make to new ideas, which may not effective

15 Do you willingly participate with your colleagues by ventilating new ideas, which emerge in our mind afresh

16 Do you accept new innovations suggested by other agencies like NCERT, SCERT and Colleges of Education viable and practicable

17 Will you a make a style of practice even if it was opposed your headmaster

18 Do your colleagues criticized and comment on you for trying out new techniques

19 Are you interested to maintain a style of practice even if your colleagues discouraged

20 Do you keep yourself abreast with all new innovation in your field

21 Will you try something which is suggested by students in your class

22 Do you hesitate in contradicting colloquial of other schools we innovative new strategies

23 Do you try something new as suggested by expert in any professional journal

24 Do you associate with the problems of your colleagues

25 Do you exhibit persistence and diplomacy in

244

entertaining a new practice26 Do you like to discuss abut your new practices

and new ideas27 Do you like your strategy to be carefully

enlisted by your colleagues even when thee are conflicting points in it

28 Do you encourage and suggest other teachers to take up new experiences

29 Do you appreciate the ideas of your colleagues

30 Do you like to immediately adopt a successful new strategy innovated by others

31 Do you feel regretted at any time at the failure of your strategy

32 Do you stop trying out an innovation in order to maintain relationship with other teachers

33 Do you accept the changes in day to day academic activities

34 Do you fee regretted at any time at the failure of your strategy

35 Do you extend your expertise to any faculty member who is trying something new

36 Do you feel that old practice and innovations are effective means impart education effectively

37 Do you trying for new things as suggested by experts in any Conferences

38 Do you really feel that accepting new strategies will enhance teaching competency

245

Appendix –IV

Teacher Job Satisfaction Scale (TJSS)

(Final-Test)

Dear Teacher Friend,

I expect your valuable and hearty cooperation in my

present Educational Research. I assure that your ideas

expressed are used only to my research and are also kept

confidential. Hence, I request you to kindly given your candid

opinion for all the statements. Please encircle your choice

category against each statement and cooperate in this regard.

Yours sincerely,

N.V.S.Suryanarayana

Personnel Data

Please fill in the blanks here under with proper details

relating to you before you answer the questionnaire.

246

(1) Name :

(2) Sex :

(3) Locality :

(4) Qualification :

(5) Designation :

(6) Teaching Subjects :

(7) Teaching Experience :

(8) Marital Status Status :

(9) Type of Institution :

(10)Type of Management :

JOB SATISFACTION

Instruction: In this booklet some situations relating to your Job are

given in the sentence forms. The following five kinds of opinions

are given against to each sentence. Study each sentence

carefully and indicate your opinion, which you agreed to by

encircle against each statement.

SA : Strongly Agree

A : Agree

N : Neutral

DA : Disagree

SDA : Strongly Disagree

-------------------------------------------------------------------------------------------1. I like to give a new meaning to a concept (SA) (A) (N) (DA) (SDA)

247

2. I wish to change the interpretation of a fact (SA) (A) (N) (DA) (SDA)

3. I prefer to use a thing in a new fashion (SA) (A) (N) (DA) (SDA)

4. In doing a task I like change of strategy (SA) (A) (N) (DA) (SDA)

5. I change the direction of my thinking in giving new interpretation (SA) (A) (N) (DA) (SDA)

6. I prefer to give various responses (SA) (A) (N) (DA) (SDA)

7. I prefer to think abstractly (SA) (A) (N) (DA) (SDA)

8. I can do anything in a number of ways (SA) (A) (N) (DA) (SDA)

9. While doing a thing, if necessary I change my approach (SA) (A) (N) (DA) (SDA)

10.I alter possible solutions to a problem (SA) (A) (N) (DA) (SDA)

11.I shall be open to experience both inner-self (SA) (A) (N) (DA) (SDA)

12.I want to be an from crippling restraints (SA) (A) (N) (DA) (SDA)

13.I use things pecuniary (SA) (A) (N) (DA) (SDA)

248

14.Very few of my efforts are far fetching (SA) (A) (N) (DA) (SDA)

15.I produce remote ideas (SA) (A) (N) (DA) (SDA)

16.I am novel in my thinking (SA) (A) (N) (DA) (SDA)

17.I am independent in my thought and action (SA) (A) (N) (DA) (SDA)

18.I will have my own resources in dealing with my own problems (SA) (A) (N) (DA) (SDA)

19.I will be attracted to unkown and undetermined (SA) (A) (N) (DA) (SDA)

20.I am best at making new things (SA) (A) (N) (DA) (SDA)

21.I generate ideas quickly (SA) (A) (N) (DA) (SDA)

22.I can give number of synonymous (SA) (A) (N) (DA) (SDA)

23.I use phrases contextually (SA) (A) (N) (DA) (SDA)

24.I can use number of short sentences in a single idea (SA) (A) (N) (DA) (SDA)

25.I search for similarities in things (SA) (A) (N) (DA) (SDA)

249

Appendix –V

Teacher Stress Scale (TSS)

(Final-Test)

Dear Teacher Friend,

I expect your valuable and hearty cooperation in my

present Educational Research. I assure that your ideas

expressed are used only to my research and are also kept

confidential. Hence, I request you to kindly given your candid

opinion for all the statements. Please encircle your choice

category against each statement and cooperate in this regard.

Yours sincerely,

N.V.S.Suryanarayana

Personnel Data

Please fill in the blanks here under with proper details

relating to you before you answer the questionnaire.

(1) Name :

(2) Sex :

(3) Locality :

(4) Qualification :

(5) Designation :

(6) Teaching Subjects :

(7) Teaching Experience :

(8) Marital Status Status :

(9) Type of Institution :

250

(10)Type of Management :

TEACHER STRESS

Instruction: In this booklet some situations relating to your Job are

given in the sentence forms. The following five kinds of opinions

are given against to each sentence. Study each sentence

carefully and indicate your opinion, which you agreed to by

encircle against each statement.

(1) Little or no Stress (2) Mild Stress(3) Moderate Stress (4) Great Stress

1. To any period actually teaching (1) (2) (3) (4)

2. No time to relax between Lesson (1) (2) (3) (4)

3. Individual students who constantly misbehave (1) (2) (3) (4)

4. Pupil’s non-acceptance of teacher’s authority (1) (2) (3) (4)

5. Lack of recognition for good teaching and extra work (1) (2) (3) (4)

6.Having to teach subjects in which one is not interested (1) (2) (3) (4)

251

7.Having to teach below average students (1) (2) (3) (4)

8.Noisy classroom and indiscipline in the class (1) (2) (3) (4)

9.Too much of correction work (1) (2) (3) (4)

10.Feeling locked up into a routine in job (1) (2) (3) (4)

11.Lack of interest in studies among students (1) (2) (3) (4)

12.Lack of time to prepare lessons (1) (2) (3) (4)

13.Maintaining classroom discipline (1) (2) (3) (4)

14.Excessive work hours devoted to college and college related duties (1) (2) (3) (4)

15.Frequent change of duties of work responsibilities in time table (1) (2) (3) (4)

16.Insufficient time for completing the prescribed syllabus (1) (2) (3) (4)

17.Disruptive class – constant monitoring of student behaviour (1) (2) (3) (4)

18.Shortage of equipment, material and Library facilities (1) (2) (3) (4)

19.Lack of appreciation of new and

252

Innovative methods (1) (2) (3) (4)

20.Lack of time for further study (1) (2) (3) (4)

21.Not being able to use one’s training or skills fully (1) (2) (3) (4)

22.Lack of time for personal hobbies, interests or social activities (1) (2) (3) (4)

23.Lack of participation in decision making (1) (2) (3) (4)

24.Low status of the teaching profession (1) (2) (3) (4)

25.Too frequent and poorly organized staff meetings (1) (2) (3) (4)

26.Having to do private tuition to supplement income (1) (2) (3) (4)

27.Lack of cooperation from other teachers (1) (2) (3) (4)

28. Disagreement or conflict with the head (1) (2) (3) (4)

29.Frequent transfers from one place to other (1) (2) (3) (4)

30.Too many ‘talks’ and refresher courses (1) (2) (3) (4)

31.Inadequate salary and financial difficulties (1) (2) (3) (4)

253

32.Lack of opportunity for promotion or advancement (1) (2) (3) (4)

33.Principal unfair/partial in dealing with staff (1) (2) (3) (4)

34.Disagreement with a colleague (1) (2) (3) (4)

35.Professional disillusionment (teaching is not what I thought to be) (1) (2) (3) (4)

36. Maintaining self-control when angry (1) (2) (3) (4)

37. Giving more significance to a substandard colleague (1) (2) (3) (4)

38. Taking responsibility for pupil’s success in examination (1) (2) (3) (4)

39. Being target of verbal abuses, comment or throat by students (1) (2) (3) (4)

40. Trying to maintain and uphold values (1) (2) (3) (4)

254

Appendix –VI

Nistala’s Change-Proneness Descriptive Questionnaire

(NCPDQ)

(Final-Test)

Dear Teacher Friend,

I expect your valuable and hearty cooperation in my

present Educational Research. I assure that your ideas

expressed are used only to my research and are also kept

confidential. Hence, I request you to kindly given your candid

opinion for all the statements. Please encircle your choice

category against each statement and cooperate in this regard.

Yours sincerely,

N.V.S.Suryanarayana

Personnel Data

Please fill in the blanks here under with proper details

relating to you before you answer the questionnaire.

(1) Name :

(2) Sex :

(3) Locality :

(4) Qualification :

(5) Designation :

(6) Teaching Subjects :

(7) Teaching Experience :

(8) Marital Status Status :

(9) Type of Institution :

255

(10)Type of Management :

NISTALA’S CHANGE PRONENESS DESCRIPTIVE QUESTIONNAIRE (NCPDQ)

Instruction: In this booklet some situations relating to your Job are

given in the sentence forms. The following five kinds of opinions

are given against to each sentence. Study each sentence

carefully and indicate your opinion, which you agreed to by

encircle against each statement.

(B) – Always; (O) – Occasionally; (S) – Seldom – and (N) – NeverS.No.

Description of the CPDQ A O S N

1 Do you like to originate new ideas even at cost of criticism from your colleagues

2 Do you analytically and critically think before accepting area strategy of teaching

3 Do you lance systematically before successfully implementing a new technique

4 Do you like to adopt different methods of teaching a particular concept in a subject

5 Do you hesitate to make to attempt on something which may fail

6 Do you like try to something new even if it increasing your work load

7 Do you make use of related any material other than prescribed text books while teaching your subject

8 Do you accept that concept of trying out any new innovation

9 Do you willfully accept new ideas and concepts

10 Do you shirk to bring new ideas to the attention of your colleagues and headmasters

11 Do you try out the new strategies even if you

256

have no freedom13 Do you willingly participate with your

colleagues by ventilating new ideas, which emerge in our mind afresh

14 Do you accept new innovations suggested by other agencies like NCERT, SCERT and Colleges of Education viable and practicable

15 Will you a make a style of practice even if it was opposed your headmaster

16 Do your colleagues criticized and comment on you for trying out new techniques

17 Do you keep yourself abreast with all new innovation in your field

18 Will you try something which is suggested by students in your class

19 Do you hesitate in contradicting colloquial of other schools we innovative new strategies

20 Do you try something new as suggested by expert in any professional journal

21 Do you exhibit persistence and diplomacy in entertaining a new practice

22 Do you like to discuss abut your new practices and new ideas

23 Do you like your strategy to be carefully enlisted by your colleagues even when thee are conflicting points in it

24 Do you encourage and suggest other teachers to take up new experiences

25 Do you like to immediately adopt a successful new strategy innovated by others

26 Do you feel regretted at any time at the failure of your strategy

27 Do you stop trying out an innovation in order to maintain relationship with other teachers

28 Do you fee regretted at any time at the failure of your strategy

29 Do you extend your expertise to any faculty member who is trying something new

30 Do you really feel that accepting new strategies will enhance teaching competency

257

Appendix – VIIStatement showing the list of Secondary Schools selected in

Vizianagaram District for the Research Study

S.No

.

Name of the Institution Place of the Institution

Sample of

TeachersSelected

1 A.P.Residential School Bobbili 14

2 A.P.Residential School Nellimarla 13

3 A.P.Residential School (Girls) Tatipudi 16

4 A.P.Social Welfare Residential

School

Kumarada 12

5 A.P.Social Welfare Residential School (Girls)

Garugubilli 10

6 A.P.Social Welfare Residential

School

Belagam 11

7 A.P.Social Welfare Residential

School

PNBongavalas

a

13

8 A.P.Social Welfare Residential

School

Badangi 12

9 A.P.Social Welfare Residential

School

Kopperla 14

10 A.P.Social Welfare Residential

School

Cheepurupalli 13

11 M.R.High School Vizianagaram 08

12 M.R.Model High School Vizianagaram 08

13 M.R.Girls High School Vizianagaram 10

258

14 Samsthanam High School Bobbili 12

15 Mansas English Medium School Vizianagaram 10

16 S.R.High School Shreeramnaga

r

11

17 A.P.S.P.B. High School Chinthalavalas

a

10

18 Government Girls High School Vizianagaram 15

19 Government High School,

Belagam

Parvathipuram 16

20 Government M.R.Sanskrit High School

Vizianagaram 14

21 Government Girls High School Parvathipuram 13

S.No

.

Name of the Institution Place of the Institution

Sample of Teachers Selected

22 Government Girls High

School

Bobbili 12

23 Government High School Salur 13

24 Government Girls High

School

Salur 11

25 Government High School Gajapathinagar

am

14

26 Government Girls High School

Gajapathinagar

am

15

27 Government Girls High

School

Nellimarla 13

28 Government High School S.Kota 16

259

29 Zillah Parishad High School Kotipam 15

29 Zillah Parishad High School Vikrampuram 16

30 Zillah Parishad High School Kurupam 17

31 Zillah Parishad High School Chinamerangi 14

32 Zillah Parishad High School Tallaburidi 16

33 Zillah Parishad High School Narsipuram 12

34 Zillah Parishad High School Logisa 10

35 Zillah Parishad High School Marupalle 15

36 Zillah Parishad High School Nellivada 14

37 Zillah Parishad High School Bondapalle 12

38 Zillah Parishad High School Kella 11

39 Zillah Parishad High School Gurla 13

S.No

.

Name of the Institution Place of the Institution

Sample of Teachers Selected

40 R.C.M.St.John’s High School Parvathipura

m

10

41 R.C.M.St.Joseph Girls High School Belagam 11

42 C.B.M.High School Bobbili 14

43 Saint Ann’s Girls High School Vizianagara

m

13

260

44 R.C.M.St.Ann’s High School Vizianagara

m

11

45 R.C.M St.Theressa’s Girls High

School

S.Kota 15

46 R.C.M.High School, Kondadhaba Kothavalasa 16

47 R.C.M.St.Thomas High School Bobbili 14

48 St.Joseph’s Eng. Med. High School Vizianagara

m

13

49 Mercy Mission Eng. Med. High

School

Pedathadiva

da

11

50 Municipal High School, Kaspa Vizianagara

m

13

51 Municipal High School,

Cantonment

Vizianagara

m

14

52 B.P.M. Municipal High School Vizianagara

m

16

53 Municipal High School Saluru 12

54 PSR Municipal High School Bobbili 13

55 SVGP Municipal High School Bobbili 14

56 TRM Municipal High School Parvathipura

m

11

57 K.P. Municipal High School Parvathipura

m

13

58 D.V.M. Municipal High School Parvathipura

m

12

59 KAN Municipal High School Saluru 15

261

S.No

.

Name of the Institution Place of the Institution

Sample of Teachers Selected

60 Gurajada Public School Vizianagara

m

11

61 Bhashyam High School Vizianagara

m

16

62 Sun High School Vizianagara

m

16

63 Gowtham High School Therlam 14

64 Shabdam High School for DEA Garividi 12

65 Siddhartha High School Cheepurupall

e

11

66 Vijeta High School Balijipeta 13

67 Sri Surya Public School Gantyada 11

68 Oxford English Medium High

School

S.Kota 10

69 T.V.K.High School Jami 09

70 Victory High School Vepada 10

262