perceptions towards college management - a...

Perceptions towards College Management - A Comparative Study

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CHAPTER-7

PERCEPTIONS TOWARDS COLLEGE

MANAGEMENT - A COMPARITIVE STUDY

In recent years the use of perceptual measures of students, teachers and principals

in international research activity has been boosted to enquire about various areas of

management. Students’ views on all aspects of their higher education experiences are

now being widely canvassed and regarded as essential to the effective monitoring of

different aspects management of higher education (Hill, 2003). Views of students help in

making judgments regarding effectiveness of management of colleges. Over last decade

or so, many international studies of higher education have taken the students perceptions

as base for arriving at their conclusions.

In the same way, many researchers are of the view that opinion of faculty is also

an effective surveillance tool to determine the management effectiveness. Pashiardis et al.

(2005) reviewed that views of subordinates can be used as a development tool for

evaluation of managers and leaders. Ascertainment of views also indicates enquiry about

satisfaction level of respondents. Views of employees’ satisfaction influences

organizational performance as much as customer (student) satisfaction (Chen et al.,

2006). Satisfaction of teachers of education institutions with the college management can

promote quality of teaching and research.

Besides, it is also pertinent to find out perceptions of principals because

management of colleges depends on how principals themselves perceive the functioning

of management. Perceptions, beliefs and values of principals have a great contribution in

their management approach. Hence, the manner of understanding of management issues

and resultant reactions are ascertained by the principal’s perceptions. This is because

recognizing perceptions and attitudes of principals towards college management is so

essential. So, exploration of perceptions of principals and other members of the college

like students and teachers are very imperative to judge the quality of management.

Gaziel (1996) suggested that attempts to make educational institutions more

effective will themselves be more effective if the perceptions of the parties involved like

teachers, parents, students and evaluators are considered and the rationale behind the


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conceptual clarification among the different parties is based on following three

assumptions:

In the process of introducing management change, there must be conceptual

communication among the involved parties.

The topics of change must be meaningful to those who are expected to introduce

it and those for which they are introduced.

For any change project to succeed, the perceptions of practitioners must not be

divorced from those of researchers, educational policy-makers and other parties

involved.

Views of different groups towards college management are asked because of following

reasons:

Making educational institutions more effective should be guided not only by the

perceptions of the researchers and educational policy makers but also by those of

the groups directly involved in assessing the existing levels of effectiveness of

management of colleges (Gaziel, 1996)

Upward evaluation of administrators can improve the organizational climate and

thus facilitate the improved organizational functioning (Loveland and Whately,

1977).

Evaluating teachers’ satisfaction with college management can benefit both

teachers and educational institutions by increasing organizational productivity,

performance and trust of employees and decreasing absenteeism and turnover of

employees. Teacher satisfaction with the working environment can promote

teaching and research quality (Chen et al., 2006). Dirks and Ferrin (2001)

explained that trust of employees in an organisation results in distinct effects such

as more positive attitudes, higher levels of cooperation, and superior levels of

performance.

Generalization of Views

A similarity of views generalized view of teachers and principals about

effectiveness of college management smoothens and improves the quality of future

planning, policies and agendas of management committee. Dissimilar views of students,


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teachers and principals about the availability/improvement of a particular factor/activity

of a college may affect effectiveness of the colleges. The overall symptoms of this

situation could give negative impressions on the main results of educational institutions.

Chen et al. (2006) evaluated in their study that employee dissatisfaction with various

aspects of management determines the improvement priority.

The underlying (and guiding) assumption for this study is similar to the project of

Pashiardis et al. (2005) that the effectiveness of a leader is (to a great extent) dependent

on how others view him/her as a leader and how the leaders themselves perceive their

leadership style. Accordingly, the present research is based on the assumption that

effectiveness of management depends on how the management of college is viewed by

others (students and teachers) and the principal (manager) himself as a representative of

the managing committee.

If the responses of students, teachers and principals are not found to be inclined

towards satisfaction with certain areas of college management then either the

management of particular item needs to be improved or there exists a gap in the views of

students, teachers and principals. This gap needs to be covered by knowing the reasons

for the same. The level of satisfaction of students, teachers and principals for college

management and identification of improvement areas are already discussed in chapter 5

and chapter 6.

Hence, emphasis of this chapter is mainly to compare the perceptions of students,

teachers and principals regarding management of colleges to identify the gaps if any. Gap

of views of students, teachers and principals towards certain items of management may

indicate misunderstanding and resultant disputes in the colleges. It could lead to

inefficiency and underutilization of capacities of the faculty. Likewise, if students are

dissatisfied, it certainly could give impact on their academic and other capabilities and

future enrollments. Therefore, uniform views of students, teachers and principals will not

only improve the performance of college rather this will help in easy identification of

ignored or mismanaged areas.

Therefore, in the present chapter an attempt has been made to compare the views

of students, teachers and principals related to management of colleges for promoting

religiousness and trace out if there are any discrepancies. Accordingly, this chapter has


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been divided into two main sections. The main theme of section 7.1 is management of

colleges where subsection 7.1.1 relates to comparison of views of teachers and principals

regarding management of colleges. While section 7.1.2 compares views of students,

teachers and principals concerning some other items related to management of colleges.

Section 7.2 compares the perceptions of students, teachers and principals regarding

management of religiousness in the colleges.

7.1 GENERAL MANAGEMENT OF COLLEGES – A

COMPARATIVE VIEW

Present section compares views of teachers and principals regarding ‘faculty

related aspects’ of college management. And, second part of this section deals with

comparison of views of students, teachers and principals concerning ‘student related

aspects’ of management of colleges.

7.1.1 General Management of Colleges- Comparative View of Teachers

and Principals

Views of teachers and principals have been asked towards college management

(details in chapter 5). Graph 7.1 depicts the comparison of means of students, teachers

and principals. It indicated that teachers are not very satisfactory with the research

environment and faculty motivation in the colleges. Graph 7.1 also indicates that

teachers are comparatively less satisfied than the principals.

To examine the discrepancies (if any) of the views of teachers and principals,

Mann-Whitney U test has been applied. But before applying the test number of

respondents in the groups have been tried to be equalized by reducing the number of

teachers randomly. Method of random numbers by ‘Rv. Bernoulli’ has been used at

probability level of 0.4 to reduce the statements. Finally, 16 teachers and 14 principals

are left for comparisons to be made. The hypotheses of Mann Whitney U test for the

comparison of two independent groups are:

Ho: The two samples come from identical populations

Ha: The two samples come from different populations


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Table 7.1 reveals that Mann Whitney U test is found significant for thirteen

items. These items are related to comprehensive strategy for developing learning

material, reporting teachers about new updates of library, advantageous use of

formal/informal groups, sufficiency of office room facilities, availability of

uninterrupted internet facility, outstanding dignitaries called for seminars are beneficial

in upgrading knowledge, adequacy of amount spent on staff development,

consideration of teachers’ suggestion by the management authorities, encouragement of

new ideas of teachers, involvement of teachers in decision making, adequacy of

channels available to express grievances of teachers and redress of the same,

recognition of the teachers contribution and, sufficiency of promotion avenues in the

college. Therefore, null hypothesis cannot be accepted for these items at 10 percent

level of significance. However, for remaining 28 items, null hypothesis is accepted.

It has been noticed that for all the statements where the significant difference of

perceptions of teachers and principals are found, teachers are relatively more

dissatisfied. In sum, teachers are significantly less satisfied than the principals for

nearly one third of items.

Graph-7.1

Comparison of Means of Teachers and Principals regarding College Management

Source: Compiled from Primary Data


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Table 7.1

Results of Mann Whitney U Test

Statements

Mean

Rank

Teachers

Mean

Rank

Principals

Mann-

Whitney

U

Sig.

Teaching Environment

1 The college has good educational environment for

developing academic and intellectual qualities/

capabilities of the teachers.

15.5 15.5 112.0 1.000a

2 There is comprehensive strategy for developing and

disseminating learning material.

18.47 12.11 64.5 .047a

3 The teachers usually get the subject of their

interest/specialization for teaching.

14.47 16.68 95.5 .498a

4 Period and number of breaks after lectures are sufficient. 15.5 15.5 112.0 1.000a

5 Stationary and other relevant important material for

delivering the lecture is provided easily.

15.53 15.46 111.5 .984a

6 Teachers are informed regularly about updated library

collection.

18.88 11.64 58.0 .025a

7 The workload of teachers is excessive. 17.09 13.68 86.5 .294a

8 Teaching work suffers due to ‘other’ work assigned to the

teachers.

14.81 16.29 101.0 .667a

9 Relationship of teachers with students is supportive and

congenial.

16.31 14.57 99.0 .608a

10 Administrative personnel are quite helpful towards the

teaching faculty.

16.72 14.11 92.5 .423a

11 Inter faculty and intra faculty relation is healthy and

favorable.

16.72 14.11 92.5 .423a

12 Staff which is politically connected gets undue favors. 17.16 13.61 85.5 .275a

13 In the selection and promotion of the staff extraneous

factors (other than merit) are involved.

15.41 15.61 110.5 .951a

14 There is an atmosphere of mutual trust and fellow feeling

among the members of the teaching faculty.

16.34 14.54 98.5 .580a

15 Informal/formal groups of students/ teachers are used for

the advantage of college.

18.75 11.79 60.0 .031a

16 Proper monitoring and evaluation is there to keep

teaching and learning material under review.

15.63 15.36 110.0 .951a

17 Platform for overall personality development is available. 16.75 14.07 92.0 .423a

Contd…


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Research Environment

18 Amount of budget spent on research development is

satisfactory.

16.59 14.25 94.5 .473a

19 Separate rooms are available to the teachers. 18 12.64 72.0 .101a

20 Facilities available in the office rooms are sufficient. 18.28 12.32 67.5 .064a

21 Library collection for research in college is sufficient. 16.97 13.82 88.5 .334a

22 Library possesses digital data (CDs, VCDs, Subject

Cassettes)

17.84 12.82 74.5 .120a

23 Uninterrupted internet facility is available. 19.63 10.79 46.0 .005a

24 Sufficient seminars and conferences are organized by the

college.

17.97 12.68 72.5 .101a

25 Outstanding dignitaries called for seminars/guest lectures

are helpful in upgrading knowledge.

18.13 12.5 70.0 .085a

26 Number of articles published by the college teachers is satisfactory.

17.38 13.36 82.0 .224a

27 There is research plagiarism in the college. 16.88 13.93 90.0 .377a

Faculty Motivation

28 Amount spent on staff development is satisfactory in the college.

18.88 11.64 58.0 .025a

29 My suggestions on the well-being of the college are duly considered by the management staff.

19.06 11.43 55.0 .017a

30 Teachers are encouraged to put forward new ideas. 18.34 12.25 66.5 .058a

31 Teachers are involved in decision-making of the college. 20.31 10.00 35.0 .001a

32 Teachers are given adequate channels to express my grievances and grievances are redressed promptly.

20.03 10.32 39.5 .002a

33 Each faculty member gets sufficient chance to attend various seminars, conferences, workshops and refresher courses to update his/her knowledge.

17.84 12.82 74.5 .120a

34 Contributions of teachers are duly recognized by the college through honor, awards and increments etc.

18.75 11.79 60.0 .031a

35 The college assigns duties fairly. 17.47 13.25 80.5 .193a

36 Staff development programs are well planned. 17.22 13.54 84.5 .257a

37 Inductions, training opportunities and support for new teachers are adequate.

17.69 13.00 77.0 .154a

38 Sufficient salary and perks are provided. 17.66 13.04 77.5 .154a

39 Salaries are distributed on due time. 17.94 12.71 73.0 .110a

40 Sufficient promotion avenues are available. 19.47 10.96 48.5 .007a

41 I feel proud to be part of this college. 16.25 14.64 100.0 .637a

Note: * = Significant at 0.01 level; ** = Significant at 0.05 level; ***= Significant at 0.10 level



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7.1.2 General Management of Colleges- Comparative Views of

Students, Teachers and Principals

Students, teachers and principals have been approached to ask their views towards

management of colleges (details in chapter 5). The respondents of three groups namely

students, teachers and principals are 335, 88 and 14 respectively. In order to compare the

level of perceptions of three groups and to find the difference (if any) the Kruskal Wallis

Test has been applied. But before applying the test of comparisons, the number of

respondents in each group has been tried to be equalized by randomly reducing the

teachers and students. As per the total number of sampled colleges (16), teachers and

students have been tried to be randomly reduced to sixteen in number. This has been

executed with the help of random numbers by ‘Rv. Bernoulli’. Finally the comparison to

be made is left in fourteen principals, sixteen teachers and sixteen students. The

hypotheses for the comparison of two independent groups are:

Ho: The two samples come from identical populations

Ha: The two samples come from different populations

The application of Kruskal Wallis test helped in pointing out the significant

different perceptions of students, teachers and principals in some statements shown in the

Table 7.2. Different views of students, teachers and principals are found for the

statements related to availability of facilities of multimedia aids to deliver the lecture;

availability of essential equipment in laboratories; ratio between number of students and

equipment available in laboratories; security and discipline; regularity of career

counseling sessions; earlier placement of students; easy admissions of college students in

higher education courses; college encouragement for participation of students in

extracurricular activities; availability of fully-equipped lecture halls; well maintained

staff rooms, committee rooms and study rooms; and sufficiency of recreation facilities in

the college.


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For all these statements students and principals are found lowest and highest

satisfied respectively except statements related to lecture halls, staff rooms, committee

rooms and facilities of recreation in the college where teachers are found more

dissatisfied followed by principals.

7.1.2.1 Pair Wise Comparisons

Application of Kruskal Wallis test has resulted in rejecting the null hypotheses

that three samples come from identical populations but this does not provide where

correctly the difference between the groups lies. This can be concluded from the

Kruskal Wallis test that all the three samples do not come from the identical

populations but one may interested to examine the difference between the specific

groups. Therefore, Dunn’s multi comparison test has been applied to check the

significance of difference between all sets of groups (students vs. teachers, students

vs. principals, teachers vs. principals) to know which particular set of groups cause

the significance of overall Kruskal Wallis value.

Table 7.3 shows the results of Dunn’s multi comparison test. Students have

been found significantly (mean=34.19) dissatisfied with the views of teachers and

principals regarding availability of facilities of projectors/multimedia and; security

and discipline maintained in the college. Dissimilar views of students and principals

are discovered for availability of all essential equipments in laboratories; adequacy of

ratio between number of students and equipments in laboratories; easy admissions of

pass-out students in higher classes and; encouragement of students for participating in

extracurricular activities. Viewpoint of students and teachers are also diverse for fully

equipped lecture halls and; well maintained staff rooms, committee rooms and study

rooms. Teachers are also showing their disagreement with principals for adequacy of

ratio between number of students and equipments in laboratories and availability of

well equipped lecture halls.


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Table 7.2

Results of Kruskal Wallis Test regarding General Management of Colleges

Statements

Mean Rank chi-

square

value

Degrees

of

freedom

Sig. Students Teachers Principals

1 College makes sufficient efforts to cover up the knowledge gaps of students with different

course backgrounds.

25.94 22.38 22 0.919 2 0.632

2 Guest lectures are arranged frequently. 21.09 26.16 23.21 1.265 2 0.531

3 The college pays considerable attention to student’s moral development.

27.59 23.03 19.36 3.327 2 0.190

4 Educational or industrial visits are organized

frequently. 25.69 25.91 18.25 3.704 2 0.157

5 There is a provision of the facilities of

projectors, multimedia always to deliver the lecture.

34.19 18.03 17.54 16.645* 2 0.000

6 Library is rich and updated with material related to syllabus and other required subjects.

26.69 22.72 20.75 1.727 2 0.422

7 Laboratories have all the essential equipment and requisite material.

28.94 24.63 16.00 7.946** 2 0.019

8 Ratio between number of students and

equipment in laboratory is quite satisfactory 29.22 26.94 13.04 13.964* 2 0.001

9 Security and discipline is maintained properly. 33.06 21.56 14.79 15.612* 2 0.000

10 Career counseling sessions are conducted regularly.

26.38 27.00 16.21 6.348** 2 0.042

11 Students participate actively in the placement activities.

24.78 24.50 20.89 0.824 2 0.662

12 Number of on-college placement is high. 27.19 22.50 20.43 2.274 2 0.321

13 Students pursuing job-oriented courses get placement earlier than students of other

colleges. 29.00 21.31 19.71 4.786*** 2 0.091

14 Interested pass-out students mostly get easy

admissions in higher education courses. 29.47 21.97 18.43 6.107** 2 0.047

15 College students appearing in the competitive

exams have a good passing rate. 24.69 25.38 20.00 1.568 2 0.457

16 College pays sufficient attention to extra

curricular activities. 24.84 25.53 19.64 2.021 2 0.364

17 The college encourages students to take part in extra curricular activities.

27.97 24.97 16.71 6.315** 2 0.043

18 College emphasizes on developing sports activities.

22.88 24.88 22.64 0.331 2 0.848

19 Students are given sufficient scholarships for participation in sports.

22.78 24.22 23.50 0.103 2 0.950

20 Lecture halls are fully equipped. 18.59 32.00 19.39 10.644* 2 0.005

21 Well maintained staff rooms, committee rooms and study rooms are there.

19.16 30.06 20.96 7.073** 2 0.029

22 Sufficient playgrounds and sports material is available for students.

21.75 25.91 22.75 1.022 2 0.600

23 College has sufficient facilities of recreation. 18.72 29.03 22.64 5.576** 2 0.062

24 Facilities of fresh drinking water, washroom

and common rooms are nearby. 26.69 23.09 20.32 2.380 2 0.304

25 Mess and/or canteen facility is/are satisfactory. 28.00 21.75 20.36 3.207 2 0.201

26 Enough space for parking is available. 23.06 25.44 21.79 0.731 2 0.694

Note: * = Significant at 0.01 level; ** = Significant at 0.05 level, ***= Significant at 0.10 level. Source: Compiled from Primary Data


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Table 7.3

Results of Dunn’s Multiple Comparison Test regarding General Management of

Colleges

Statements Dunn's Multiple Comparison Test

Difference

in rank sum

Significance

( P < 0.05)

5 There is a provision of the

facilities of projectors,

multimedia always to deliver

the lecture.

Students vs. Teachers 16.160** Yes

Students vs. Principals 16.650** Yes

Teachers vs. Principals 0.495 No

7 Laboratories have all the

essential equipment and

requisite material.

Students vs. Teachers 4.313 No

Students vs. Principals 12.940* Yes


8 Ratio between number of

students and equipment in

laboratory is quite

satisfactory


Students vs. Principals 16.180** Yes

Teachers vs. Principals 13.900** Yes

9 Security and discipline is

maintained properly.

Students vs. Teachers 11.500* Yes

Students vs. Principals 18.280*** Yes


10 Career counseling sessions

are conducted regularly.

Students vs. Teachers -0.625 No

Students vs. Principals 10.160 No


13 Students pursuing job-

oriented courses get

placement earlier than

students of other colleges.




14 Interested pass-out students

mostly get easy admissions in

higher education courses.




17 The college encourages

students to take part in extra

curricular activities.




20 Lecture halls are fully

equipped.

Students vs. Teachers -13.410* Yes

Students vs. Principals -0.799 No

Teachers vs. Principals 12.610* Yes

21 Well maintained staff rooms,

committee rooms and study

rooms are there.

Students vs. Teachers -10.910* Yes



23 College has sufficient

facilities of recreation.






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7.2 MANAGEMENT OF RELIGIOUSNESS IN COLLEGES-

A COMPARATIVE VIEW Perceptions of students, teachers and principals towards management of

religiosity in colleges have been examined (details in chapter 5). The respondents are

320, 88 and 14 in the groups of students, teachers and principals respectively. Graph 7.2

depicts the mean scores of students, teachers and principals regarding various factors

affecting management of religiousness in colleges. To compare the views of these three

groups of respondents, number of respondents in each group has been attempted to be

equalized. The number of students and teachers are randomly reduced to 16 for each

group. Thereafter, Kruskal Wallis test is applied to trace the differences (if any) between

the opinions of final sample of 16 students, 16 teachers and 14 principals.

Kruskal Wallis test has been found significant for five items in the Table 7.4.

These items are concerned with college efforts of protecting earth from environmental

pollution, sufficiency of fee concession and free education given to the deserving

children, regularities of baptism ceremonies and adequate arrangements of pilgrimages in

the colleges. Therefore the null hypothesis for these items cannot be accepted.

It has been noticed that for all the items where significant differences between the

groups are found, satisfaction level of students is much lower than the teachers and

principals. On the other hand, principals are found more satisfied than other groups.

Graph 7.2

Comparison of Views of Students, Teachers and Principals regarding Religious

Management in Colleges


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Table 7.4

Results of Kruskal Wallis Test regarding Religiousness Management of Colleges

Statements

Mean Ranks chi-

square

Degree

of

Freedom

Sig

Students Teachers Principals

S1 College emphasis is on developing an

understanding and appreciation of human

diversity.

22.84 25.97 21.43 1.140 2 0.566

S2 No discrimination on the basis of caste,

creed and gender is made in the college. 26.00 20.78 23.75 1.458 2 0.482

S4 College is doing enough to protect earth

from environment pollution 27.91 25.66 16.00 7.699** 2 0.021

S5 Sufficient fee concession or free education is given to the children of

martyrs, flood/tsunami/earthquake

victims and other deserving students.

28.38 24.22 17.11 6.195** 2 0.045

S6 Students are taught to have truth, purity

and simplicity in life. 21.88 23.72 25.11 0.544 2 0.762

S7 Students are asserted to have tolerance,

sacrifice, love, respect and co-operation

towards all.

21.69 24.44 24.50 0.586 2 0.746

S8 Students are advised to do service and

remain actively kind towards poor and

needy.

22.16 26.03 22.14 1.134 2 0.567

S9 Students are guided to neither exploit nor

tolerate exploitation by others. 20.88 25.63 24.07 1.361 2 0.506

S10 Students are consecrated to believe ‘Guru

Granth Sahib Ji’1 22.25 23.03 25.46 0.600 2 0.741

S11 Students are ordained to do meditation of

Lord’s greatness. 22.03 24.59 23.93 0.379 2 0.827

S12 Students are consecrated to follow code of conduct conceived by SGPC for Sikhs.

19.06 26.19 25.50 3.450 2 0.178

S13 Students are directed to earn livelihood

honestly and share some with the poor

and unprivileged section of the society.

25.66 24.03 20.43 1.505 2 0.471

S14 Students are instructed to contribute one

tenth of your income as charity. 25.44 23.94 20.79 1.175 2 0.556

S15 Students are guided to follow the rules of

religious congregation and community

free kitchen.

26.53 24.09 19.36 2.573 2 0.276

S16 Students are instructed to keep in mind

the importance of Gurduwaras2 religious

places and religious congregation.

22.06 25.56 22.79

0.758

2 0.685

1 Living Guru (God)

2 The name given to the Sikh religious place. It means ‘gateway to the guru (God)’.

Contd…


246

S17 Students are ushered to denounce

ritualism. 22.59 26.66 20.93 1.879 2 0.391

S19 Students are taught to refrain from

corruption, envy, boasting and

backbiting.

26.41 23.66 20.00 2.280 2 0.320

S20 Students are ordained to stand for

universal brotherhood and equality. 22.81 24.59 23.04 0.201 2 0.905

S21 History of Sikhism and necessity of

baptism is taught in a proper perspective. 22.13 26.75 21.36 1.641 2 0.440

S22 Sufficient guest lectures are made on

spiritual experiences. 22.66 25.25 22.46 0.474 2 0.789

S23 Frequent religious functions are arranged. 21.56 28.06 20.50 3.212 2 0.201

S24 Regular baptism ceremonies are held. 23.44 28.25 18.14 4.938*** 2 0.085

S25 Adequate pilgrimages are made. 24.97 29.41 15.07 9.923* 2 0.007

S26 Library is rich in Sikh literature and

scriptures of other religions. 25.53 25.44 18.96 2.712 2 0.258

S28 Proper efforts are made to promote

‘Punjabi’. 22.75 27.06 20.29 2.441 2 0.295

S29 Students could take Punjabi as a medium

of instruction in their bachelor level

courses.

24.41 24.22 21.64 0.483 2 0.785

S30 Library is rich with various magazines,

journals of Punjabi and Sikh religion. 22.63 25.16 22.61 0.511 2 0.775

S31 Library possesses syllabus and other

books in Punjabi. 25.09 24.09 21.00 1.091 2 0.579

S34 Teachers of religious education and

religious skills are professionally trained for their task.

21.69 27.97 20.46 3.007 2 0.222

S35 One becomes more religious by coming

to this college. 20.41 27.41 22.57 2.563 2 0.278

S36 Students understand religion and Sikh

history more precisely by studying in this

college.

20.59 26.75 23.11 2.056 2 0.358

S37 Religious teachings given by the college

are really adopted by students. 22.75 24.69 23.00 0.219 2 0.896

S38 College teachers inspire and motivate students sufficiently for baptism and good deeds.

20.28 24.78 25.71 1.745 2 0.418

S39 Students got baptized or want to be baptized due to college motivation.

24.84 26.41 18.64 3.067 2 0.216

S40 College teaching staff adheres to Sikhism.

19.25 29.25 21.79 5.584*** 2 0.061

S41 Students are satisfied with the teaching methods and pedagogy of the faculty.

22.81 26.56 20.79 1.843 2 0.398

Note: * = Significant at 0.01 level; ** = Significant at 0.05 level, ***= Significant at 0.10 level



247

7.2.1 Pair Wise Comparisons

Dunn’s multi comparison test has been applied to examine the significance of

difference between three sets of respondents namely students vs. teachers, students vs.

principals and teachers vs. principals. Table 7.5 exhibits the significant difference of

views of students and principals for the statements regarding efforts of college for

protecting earth from environmental pollution, sufficiency of fee concession to the

deserving students. Whereas, significant different views of teachers and principals are

found for adequacy of arrangements of pilgrimages by the colleges.

Table 7.5

Results of Dunn’s Multiple Comparison Test for Religiousness Management of

Colleges

Dunn's Multiple

Comparison Test

Difference

in rank

sum

Significant

( P < 0.05)

S4 College is doing enough to

protect Earth from environment

pollution




S5 Sufficient fee concession or free

education is given to the children

of martyrs, flood/ tsunami/

earthquake victims and other deserving students.




S24 Regular baptism ceremonies are

held.




S25 Adequate pilgrimages are made. Students vs. Teachers -4.438 No


Teachers vs. Principals 14.330** Yes

S40 College teaching staff adheres to

Sikhism.






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Conclusion

The primary goal of this chapter was to compare the perceptions of students,

teachers and principals towards college management for educational services and

religious promotion. Consequently, agreement/disagreement of perceptions is checked

to trace the gaps (if any) in their perceptions.

Comparison of views of teachers and principals regarding management of

colleges for their services as educational institutes stated that teachers are significantly

less satisfied than principals for more than one third of variables studied. These items

are related to comprehensive strategy for developing learning material, advantageous

use of formal/informal groups, reporting teachers about new updates in library,

sufficiency of office room facilities, improvement of knowledge by outstanding

dignitaries called for seminars, availability of uninterrupted internet facility, adequacy of

amount spent on staff development, consideration of teachers’ suggestion by the

management authorities, involvement of teachers in decision making, encouragement of

new ideas of teachers, adequacy of channels available to express grievances of teachers

and redress of the same, recognition of the teachers contribution and, sufficiency of

promotion avenues in the colleges. The difference of opinions is found in majority of

statements related to faculty motivation. So, a wide gap between teachers and principals

has been found for the statements related to faculty motivation in the colleges.

Likewise, the comparison of views of students, teachers and principals has also

been made for some similar asked questions concerning management of colleges.

Differences in the views of students, teachers and principals have been found for the

statements related to availability of essential equipment in laboratories, availability of

facilities of projectors, multimedia to deliver the lecture, ratio between number of

students and equipment in laboratories, security and discipline, regularity of career

counseling sessions, earlier placement of students of job oriented courses, easy

admissions of college students in higher education courses, college encouragement for

participation in extracurricular activities, sufficiency of recreation facilities in the

colleges and, availability of fully-equipped lecture halls, well maintained staff rooms,

committee rooms and study rooms.


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Furthermore, results of Dunn’s multi comparison test helped in finding the

difference in set of pairs. As far as students and principals are concerned, significant

difference is discovered for the statements related to accessibility of essential equipment

in the laboratories, availability of facilities of projectors/multimedia, ratio between

number of students and equipment in laboratories, security and discipline, easy

admissions of pass-out students and, encouragement of college for participation in extra-

curricular activities. On the other hand, views of students and teachers have been found

significantly different regarding items related to security and discipline, availability of

facilities of projectors/multimedia, availability of fully equipped lecture halls, well

maintained staff rooms, committee rooms and common rooms. As far as full equipment

of lecture halls and ratio between number of students and equipments in laboratories are

concerned, opinions of teachers are also significantly different from principals.

On the Other hand, views of students, teachers and principals for management of

religiousness in colleges are found unlike for items like college efforts of protecting earth

from environmental pollution, sufficiency of fee concession and free education given to

the deserving children and, regularities of baptism ceremonies and adequate

arrangements of pilgrimages by the colleges. Difference in the set of pairs of respondents

i.e. students vs. principals, students vs. teachers and teachers vs. principals exhibits that

significant difference is found in the views of students and principals for the statements

regarding efforts of college for protecting earth from environmental pollution, sufficiency

of fee concession to the deserving students. While significant different views of teachers

and principals are found for adequacy of arrangements of pilgrimages by the colleges.

Students and teachers are not caught with any variation in their views regarding

religiousness management in colleges.

Conclusively, disagreement of the views of teachers and principals has been

found in many areas of college management especially those related to faculty itself i.e.

parameters related to faculty motivation. Similarly, opinions of students, teachers and

principals for other areas of management are also divergent for many items. A low level

of collegiality in these may give unfavorable impressions on the functioning of the

management of the colleges. On the other side, high level of collegiality is found in the

views of students, teachers and principals regarding management of religiousness in the


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colleges. It also shows the admirable vision of management concerning ground realities.

Further, it symbolizes extensive knowledge of principals for fulfilling the priorities in

future which may results in better achievement of the objectives.

Finally, dissatisfaction should not be ignored as it is normally be linked to

organizational productivity, performance, absenteeism and turnover of employees.

Employee satisfaction can improve productivity, reduce staff turnover and enhance

creativity and commitment (Chen et al., 2006). If the views of the principal match with

the views of the staff and students, the functioning of the educational institution is

smooth, if these views, however, are divergent then there are problems and

disorganizations in the day-to-day operations of the institution due to differences

emanating from the way participants perceive the things (Pashiardis, 2005). So,

management of poor ranked items should be improved to increase the satisfaction of the

students and teachers.

Disagreement of perceptions necessitates a better conversation between the

groups. The students, principals and teachers are also required to be familiar with the

positions of one other. Harmony in the views of students, teachers and principals helps in

executing their responsibilities and improving the performance of colleges. Therefore,

study recommends that requisites of students must not be compromised in order that ideal

academic results, quality environment and high enrollments could be achieved. In the

same way, teachers must not be neglected to develop the working environment and

facilitate teachers to achieve the goals of excellent research and teaching performance.

perceptions towards college management - a...

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