Chapter 1
Introduction
Education is an important social
institution with a lot of social obligations and responsibilities. It is
considered as the key to success and foundation to innovative opportunities in
the life of an individual. It enables students to make the right choices in
every aspects of life. It also prepares people for life experiences. The
education is expected to equip the students with socialization strategies,
skills and knowledge which are necessary to lead a successful life.
Education
is a process that transfers culture and civilization from one generation to
another through teaching and training. Teachers are often considered the
backbone of the process of education; without them there would be no education.
Thus, understanding teachers’ profession, its role and status is key to figure
out the significance of educational system.
Teaching profession
Profession
is the term that specifies the vital activity created by division of labour required
by social, economical and technological factors. Teaching profession began to
develop with the emergence of education as a field of profession and vocation.
It has originated from the social and
economical changes that have arisen in societies. It can be described as a
professional occupational group of education sector possessing social,
cultural, economical, scientific and technological dimensions (cited in Erden,
2007). Profession of teaching is based upon a specialization on a certain
field, teaching skills, didactics and some certain personal characteristics
that the profession demands. There is a close relation between the fact that
individuals who select teaching profession possess the knowledge of subject
matter, teaching skills and suitable personality traits and whether the mission
which is attributed to this profession is successfully fulfilled. (Hotaman,
2010).
Today, at a time of rapid and continuous
changes, one of the key conditions for achieving a quality teaching process is
organizationally involved and professionally committed teacher. The focus of
the teaching profession is not simply to mediate in the process of knowledge
acquisition, but the teacher to support students in the learning process, and
based on their age, to help them take responsibility for their own behaviour
and to make them independent. Therefore, considering the complex role of the
teacher in modern schools, teachers should be equipped, facing new challenges
and tasks for the full implementation of the responsibilities in the classroom
(Zuljan & Vogrinc, 2011).
Professional
development is important for continuous improvement of knowledge and skills of
teachers. As a professional occupational group, it is necessary for teachers to
be experts in their determined field with a formal training that offers expert
knowledge, possesses professional culture, has admission control, possesses
professional ethics, owns professional establishments and is considered as a
profession by the society (Erden, 2007; Tezcan, 1996).Thus, in normal condition
the teachers are expected to have expertise in a specific subject in which they
went through the formal training and have the attitude to maintain professional
ethics and professional control.
Teaching
as a profession is not an effortless engagement to pursue as it encompasses
numerous roles to be played. According to Biddle (cited in Beijaard, 2005), the most interpretations of teachers’ roles
refer to teachers’ tasks, their social position, status, image, and
expectations of other people including students and parents. Similarly,
teachers’ expectations about their role are often associated with the
environment including authorities and students.
In order to complement both these expectations, a mutual responsibility
is required. However, possessing and implementing few qualities can make a
teacher stand out as a true professional among her students, colleagues,
parents and the rest of the society. A professional teacher is therefore
required to be updated and capable of identifying the problems of the students
within and outside the classrooms. In the class room, he or she will have to be
reliable and competent while executing the teaching-learning process. In order
to be reliable a teacher needs to be committed to his or her profession and to
be competent he or she must be fully involved in the teacher’s profile.
In psychological and educational
research, teaching appears to be traditionally conceived as ''caring''
profession, rather than "high-status" job (Hargreaves & Goodson,
1996), concerned with moral-ethical aspects (Ponte, 2005). Several studies
present teacher's strong personal commitment towards the profession (Nias,
1986; Zembylas, 2003). Individual characteristics and the social and cultural
environment play a vital role in deciding how this profession is actually being
executed? A good teacher is an intellect filled with love, hope and
possibility. According to Hargreaves(1994),
teaching involves "human nurturance, connectedness, warmth and
love". Teachers are often
represented as passionate persons, whose individual's professional philosophy
is mediated by strong personal systems of beliefs (Hargreaves, 1998). When
someone is passionate, they tend to place themselves in others’ shoes. A
teacher can never truly teach unless he is still learning himself. Narayanaswamy Raju (2013) claims that the
teacher occupies a unique place and is the heart and soul of any educational
institution. He is an object of inspiration and courage to this to his
student’s. It is evident that a good teacher must be good learners and job
involvement is the key term to analyze the dedication of teachers in terms of
their professional commitment.
In the present study, the
investigator’s intention is to attempt to make a comparison between job
involvement and professional commitment among school teachers of two different
levels namely entry level school teachers and experienced level school
teachers. In order to make a comparison of these two variables, it is necessary
to understand the theoretical concepts of these variables. To begin with, the attitude
towards job attitude must be explained.
Job attitude can be identified as the way in which an individual feel and the
way in which they behave in an organizational setting. It also describes how
consistent the individual is in performing their job tasks and how sincerely
they want to achieve their respective professional goals. It is often
identified as a set of evaluations of one's job that constitute one's feelings
toward, beliefs about and attachment to one's job. This study specifically
focusing on two related construct of the overall job attitude - Job involvement
and professional commitment.
Job involvement
The
concept of job involvement was first introduced by Lodahl and Kejner in 1965.
They defined job involvement as the psychological identification of an
individual with the work which influences his/her self-esteem. This concept was
further elaborated by Kanungo (as cited in Ho, 2006). He changed the earlier
concept and reframed it as the
individual belief towards his or her present job. He also stated that job
involvement acts as stimulant which gratifies the individual’s present needs.
In addition, he also clarified the difference between job and work. He stated
that job is an individual’s current job and work whereas work is work in
general. Dubin (1956) conceptualized “job involvement as the degree to which
the total job situation is a “central life interest”, that is, the degree to
which it is perceived to be a major source for the satisfaction of important
needs.” Lawyer and Hall (1970) said “It
is the degree to which one is actively participating in one’s job and the
degree of importance of one’s job to one’s self- image”. According to Pathak,
(1983), it is the degree to which an employee identifies with his job, actively
participates in it, and considers his job performance important to his
self-worth.
Keeping
in view the above definitions, it can be said that job involvement is one’s
motivational orientation to the job in which they are engaged. The concept Job involvement
generally viewed as managing discretionary effort, that is, when employees have
choices, they will act in a way that furthers their organization's interests.
An engaged employee is a person who is fully involved in, and enthusiastic
about, his or her work. Attachment to work, central life interest, commitment
to work, intrinsic motivation, ego involvement, morale etc are number of other
terms used by people to convey the same meaning as ‘job involvement’.
Most
theorists have suggested that the staff with so much job-involvement, put a
fundamental and obvious effort towards their personal goals and tasks, and they
are less likely to leave their job (Zadeh et al.,2011,).The job-involved
individuals tend to make strong emotional bonds with the organization, and this
leads to this fact that they are less likely to think of leaving the organization
than other individuals.Conversely, low job involved employees have been found
empirically to be more likely to leave the organization or withdrawal effort
towards the job and either apply that energy to tasks outside the realm of work
or engage in various undesirable activities on the job (Kanugo, 1979).
Jung
and Yoon (2016) believe that job involvement has important impacts on job
outputs such as job performance, organizational citizenship behaviour and
absence from work. In this regard, Jung and Yoon (2015), in their research,
showed that attitude variables such as commitment and involvement have
important impacts on job performance and organizational citizenship behaviour.
Robbins, also, (2001) proposed job involvement as one of the most important
indices of working life quality. But Brown (2007) believes that job involvement is
partly the result of personality, individual characteristics, the
organizational environment, job design, and supervision behaviour.
Job Involvement and Teachers
Teachers act as a vital component of the overall social
system., their motivational orientation or
job involvement plays a significant role in the personality and career
development of their students. For a
teacher, job involvement means direct participation in terms of teaching or assisting an educational institution in
different ways to achieve its academic
as well as organizational goals by applying innovative ideas, expertise and efforts.
A teacher’s success in the educational process depends upon his job involvement.
Teachers
with high level of job involvement tend to be satisfied with their jobs and
highly committed to their organization. A
teacher with high level of job involvement is identified by his or her work
performance in making decisions and solving problems. Normally, a person with
high level of job involvement maintains a positive attitude towards the tasks
of his or her job. A teacher with high job involvement exhibits a fewer chance
for absenteeism and lesser are the chances for resignation for teachers with
high job involvement Van Dick (2007).
There are two elements that dominate the
job involvement of teachers namely internal and external (Ayele, 2014). Internal
factors influence a teacher’s own perception of his or her role whereas
external factors demarcate the views and expectations of the role of a teacher
by beneficiaries like students, parents, colleagues, authorities and the rest of the society. Both these
factors are important when a teacher execute his or her job tasks. The
involvement in the job of teaching is mainly
depend on beliefs acquired from
different sources about their roles. These beliefs are not tied to expert
knowledge, but are considered durable
and resistant to changes (MacRobbie and Tobbin,1995). Nespor (1991) suggested
that beliefs have stronger affective and evaluative components than knowledge.
These beliefs can be equated with cognition that finally motivates the teacher
to involve more in his or her job tasks. Above all, due to the emotional charge
of these beliefs, teachers often play a central role in organizing knowledge
and defining the role of teachers (Beijaard, 1995). This role definition
provides a job identification to teachers that help them demarcate the
difference between their status and role as a teacher.
Another internal factor that influences the
understanding of teachers’ role is based on their expectations about their job.
The sense of efficiency in the work that teachers experience can depend on how they see themselves as
professionals (Ben-Peretz, Mendel-sona, and Kronb, 2003). Muršak, Javrh, and
Kalin (2011) noted that an important part of a teacher’s professional identity
is the image of an ideal educator.
Voss,
Kunter, and Baumert (2011) mentioned the importance of pedagogical and
psychological knowledge of teachers in their research. They stated that teacher
in the classroom must be a complete person, an expert in the profession, as
well as an expert in the field of both pedagogical and psychological knowledge.
During their growing years, students need to be guided by a mentor who has the
potential to understand and capable to guide them towards a better future.
Teachers take this responsibility along with parents and thus teacher must be a
role model for students. A teacher in this capacity must be a self-esteem
builder. He or she should provide their students with "I can learn"
and "I can do it" attitudes and this is one of the most important
roles teachers can provide. In order to achieve this type of teacher persona, a
teacher must have skills such as a developed personal vision which can only be
developed from the job centricity in which a person considers his or her life
as the centre of life and the ability to explore and collaborate with others
which can be grown with spending more time to involve in their job assignments.
In
their research, Peters , Backer, Reina, Ankelien Kindeken, Buffel and Lombaerts
(2013) argue that a highly involved
teachers always try to involve themselves as per need of institution and
has the ability to adjust with the environment of the institution. They are
always self-regulated and confident.
Evans (2000) reported that job involvement is morale, motivation for job satisfaction enhances the job interest,
job commitment and performance. An involved teacher always accepts his/her job
as an integral part of his/her life and always tries to achieve organizational
goal by putting substantial effort. Job involvement increases the teacher’s
activities towards his/her teaching profession. Teaching profession is
meaningful when teachers are engaged themselves in a constructive and fruitful
way. If the teachers engage themselves
in their profession in a proper way it will be productive not only to students
of the institution but also to the teachers themselves.
The current study addresses two factors for
job involvement namely job identification and job centricity. Job
identification is the assimilation of teacher’s personality to the designated
job assignments. When a teacher identifies his or her job he or she becomes
well-versed in the academic curriculum of their respective subjects. An
exclusive awareness of job tasks other than the academic tasks such as class
room management, student mentoring, performance evaluation of students etc.
becomes a routine to the teacher (Dhar and Srivastava, 2001). Consequently, job
identification refers to the comprehensive
teaching personality a teacher should adopt. Furthermore, it is the composition
of job motivation, identification with job, interest in job, job satisfaction,
liking for the job and enjoying the tasks. The second factor identified in job
involvement is Job centricity. It is a
composition of significance given to one’s job, individual care for job, the
attitude that does not consider work as a burden and finally happiness derived
out of the job which is to be carried to other aspects of teacher’s life
including personal life, family life and social life (Dhar and Srivastava, 2001).
Professional Commitment
The
term professional commitment has been defined in various ways. Commitment is
the feeling of responsibility experienced by an individual towards a visible or
non-visible entity. It is the outcome in which one agrees with a decision or
request and makes a great effort
to carry out that decision or request effectively
(Yuki, 2006). It can be defined as a
person’s belief and acceptance in the values of his or her chosen profession or
line of work, and willingness to maintain membership in that profession (Vandaberg
& Scarpello, 2004). Simply it can
identified as the feeling of responsibility experienced by a person towards his
or her profession. According to Kannan and
Pillai (2008) it is the
psychological link between the employee and the employer.
According
to Meyer and Allen (1997) there are three components of professional
commitment. They are (i) Affective
professional commitment (ii)Normative professional commitment (iii) Continuance
professional commitment. Affective Professional Commitment is the
identification, rapport, and involvement of the employee with the employer.
Normative Professional Commitment is the sense of responsibility towards the
organization. It is the ethical base of individual regarding good or bad of the
organization. People with the high normative professional commitment continue
working with the same organization. The continuance Professional Commitment is a
sort of bond between the employee and the organization. It is based on an
exchange on formal contract. It is a type of investment of the employee with
organization (Ibrahim & Iqbal, 2015).
Professional
commitment is often considered as a work related outcome. It is typically
conceptualized as a positive, affective attachment to one’s work. Blau (1985) defined commitment towards
Profession as ‘one’s attitude towards one’s profession or vocation.’ Colarelli
and Bishop (1990) defined commitment to profession as the advancement of
individual vocational goals and the drive and commitment associated with
completing these goals. Somech and Bogler (2002) stated that professional
commitment involves an affective attachment to the profession or occupation,
which is associated with the personal identification and satisfaction. Meyer,
Allen, and Topolnytsky (1998) suggested that
individuals might choose to redirect their emotional energies toward the
profession to which they belong. There are at least two implications of this.
First, such individuals might be more likely to participate in the work of
their professional associations. Second, a focus on the profession might
increase the likelihood that employees would improve their professional skills,
knowledge, and abilities.
Professional commitment and teachers.
Teaching
as a pious profession cannot be done without commitment, dedication and
involvement. Professional commitment adds flavour to teaching process. It must
be a part of routine and not a burden. Effective teaching is the ability, the
learning of skills, use of skills artistically and creatively. The professional
commitment of teachers has different attributes. Various researches from the
past argue that teaching efficiency is developed with the mastery over the
subject, group involvement, co-operation with the school management,
co-workers, subordinates and students etc. are a few significant factors
associated with professional commitment of teachers.
According
to Arya (2012), professional commitment is to devote personal time and
dedication towards his or her profession. Teachers play an inevitable role not
as mere transmitter of knowledge and culture but also as changing agent.
Teacher’s professional commitment is considered as a multidimensional construct
as they have several forms of commitment that are related to the identification
with the focus of commitment. The focus refers to school or college as an
organization, students, teaching profession, or their classroom teaching etc
(Ibrahim& Khalid. 2018).
This commitment area involves two essential
components: pride in one's being in the teaching profession and a strong desire
for professional development (Shashi, 2014). The quality of teaching depends
largely on the level of teachers’ involvement in relation to the professional
commitment. A committed teacher acts as manager, leader and organizer of group
activities, builder of pupils’ character and is usually expected to promote
learning activities.
Teachers’ behaviour may vary depending on the types of commitment
they emphasized (Cohen, 2007., Somech & Bogler, 2002). Professional commitment of teachers fostered
various dimensions of teaching profession that promoted their professional
development and career growth. It is
important because it enables an individual to develop the needed skills and
relationships to have a successful career regardless of the organization within
which he or she is employed (Colarelli & Bishop, 1990). For a teacher, professional commitment can be conceptualized as the strength of teacher
motivation and involvement to work and to improve professional skills,
knowledge, and teaching abilities.
Having
a highly committed teacher is regarded as an asset in any school. Teachers who
are highly committed to their institution are expected to engage in school
activities to achieve the institution goals, exert considerable effort beyond
minimal expectations, and remain working within the institution. Teachers are
mainly committed to students. Many
students consider school days are the most important stage of their life because of various reasons. Individuals
develop their own outlook and perspectives at this stage. They need role models
at this stage. Rosen holtz (1989)
asserted that teachers who are committed to their students will be positively
engaged with their students, work harder to make classroom activities more
meaningful, and introduce new ways of learning. The job performance of teachers
gains inevitably important relevance in the lives of students. Because they are the second parents who provide
guidance and support for them in various physical and emotional issues.
According to Louis (1998), commitment to students motivates teachers to deal
with students undergoing personal crises, or to be more sensitive and aware of
student development and their achievement. Low levels of commitment to students
might affect student achievement, less sympathy toward students, and lower
tolerance for frustration in the classroom (Louis, 1998).
Professional commitment
comprises of five components namely Psychological
perspective, Sociological perspective, Commitment towards Profession,
Commitment towards institution and Commitment towards student teachers (Ganihar,
2010) . The psychological
perspective of teacher commitment closely corresponds to the definitions of
psychological identification with goals and beliefs of the institution. Kagan
(1958) indicates that identification is
motivated by individual desire to acquire mastery over the environment and to
receive nurturance and affection. Therefore, individuals identify with an
institution and feel committed to it to the extent to which they view
institutional experiences as helping them it attains the goals of mastery and
support. The sociological perspective commitment was proposed by Kanter’s
(1968), theory of commitment which posts that commitment is central process by
which the personality system and the social system become articulated,
individuals in the society in they receive from the society and the
institution. The third component of professional commitment is commitment
towards Position. Blau (1985) defined commitment towards profession as one’s
attitude towards one’s profession or vocation. Colarelli and Bishop (1990) defined commitment
to profession as the advancement of individual vocational goals and the drive
and commitment associated with completing these goals. In addition, Somech and
Bogler (2002) stated that teacher commitment to profession involves an
affective attachment to the profession or occupation, which is associated with
the personal identification and satisfaction as a teacher. Teacher commitment
to profession is important because it enables an individual to develop the
needed skills and relationships to have a successful career regardless of the
organization within which he or she is employed (Colarelli & Bishop, 1990).
Next
is commitment towards institution. It is conceptualized as teachers’ belief and
acceptance of the goals and values/beliefs of the institution, teachers’
efforts for actualization of these goals and values/beliefs, and the teachers’
strong desires to keep up membership in the institution. Another component
is commitment towards students and
teachers. According to Kushman (1992), commitment to student teachers is
grounded in the ideas of teachers’ high efficacy and expectations. He claimed that commitment to student teachers is
not only focused on students but also includes teaching and student achievement
mission of institution. According to Louis (1998), commitment to students
motivates teachers to deal with students undergoing personal crises, or to be
more sensitive and aware of student development and their achievement. Low
levels of commitment to students might affect student achievement, less
sympathy toward students, and lower tolerance for frustration in the classroom (Firestone
& Pennell, 1993; Louis, 1998). Rosen holtz (1989) asserted that teachers
who are committed to their students will be positively engaged with their
students, work harder to make classroom activities more meaningful, and
introduce new ways of learning. As such, teacher commitment to student teachers
is conceptualized as teachers’ involvement or responsibility in student
learning.
CHAPTER
II
CHAPTER II
REVIEW OF RELATED LITERATURE
Review
of related studies is an essential part of any scientific investigation. Within the time constraints, a brief review
of some relevant studies on Job involvement and Professional Commitment are
discussed below.
Job involvement
The
way a job is designed has a substantial impact upon the attitudes, beliefs, and
the feelings of the job holder. The concept of job involvement has become an
important aspect of the industry. Job Involvement is seen as a construct that
arises out of interactions between individual disparity of sensitivity about
the work settings and personality traits (Schein, 1983). It appears to be a
construct that follows directly from the way individuals are affected by their
immediate work environment and interpersonal relationships (Ruh et al., 1975).
According to Lodhal and Kejner, job involvement is the measure showing how much
the worker is related psychologically to his or her work.
Agarwala
(1978), suggested that job involvement in Indian context, refers to this
construct of job involvement as an individual’s willingness to invest
himself/herself in pursuit of job activities perceived to be meaningful. In his
opinion, a highly job-involved person is sure to demonstrate a strong desire to
be at work, would be willing to exert himself/herself to cope with the demands
of the job, consider the work activities as self-rewarding etc. A 32-item job
involvement scale was developed on purposive samples of managers in public and
private industrial firms in India. The multi trait-multi method matrix
technique was used to determine the convergent and discriminant validity of the
scale. Other evidences of validity and reliability are also provided. Bass
(1965) pointed out that job involvement is concerned with peculiar indicator of
an employee’s ego involvement in his/her job.
He further specified that organizational conditions that lead to
strengthening the work attitude, opportunity to make decisions regarding the
job, the feeling that one is making an important contribution to organization’s
success, recognition, achievement, self-determination and freedom to set one’s
own work place. Many studies have been carried out to know the effect of job
involvement on the efficiency of the worker.
A few studies on job involvement and related constructs are discussed
below.
Selvam
(2013) conducted a study on job involvement and teaching experience of school
teachers with the aim to find out the
job involvement of secondary school teachers with respect to age, gender,
locality, educational qualification and type of management. Finding of this
study indicated that there is no significant difference in job involvement
among the school teachers in regard to age, gender, locality, educational
qualification and type of management. This study has shown that age, gender,
locality, educational qualification and type of management had no relation with
job involvement. The investigator used random sampling by selecting 200
teachers from l0 higher secondary schools in Karur district randomly. The
sample includes both male and female teachers who are working as higher
secondary schools and answered Job Involvement Scale by Ashok Prather Singh for
the collection and analysis. On the basis of the findings, it can broadly be
concluded that job involvement and teaching experience. Finally, it was
concluded that when the experOience increases job involvement increases.
Mehdipour,
Boushehri, Saemi and Rayegan (2012) investigated the relationship between the
quality of working life and job involvement of Iranian physical education
teachers. The result indicated that significant relation was existing between
quality of working life and job involvement among the physical education
teachers. Besides, the study also indicated that job involvement differed
significantly in relation to age groups but this difference was insignificant
in relation to marital status, gender, academic degree, work experience and
sport experience. The population for
the study were consisted of all physical
education teachers from Ahvaz, Iran in 2011. The whole population was selected
as the study sample (N = 144). The data were collected using Walton’s standard
criteria of quality of working life, and the Edwards & Kilpatrick job
involvement questionnaire.
Bharathi
and Raj (2016) conducted a study on the impact of the job involvement on work
conditions, organizational commitment and interpersonal relationship among
self-financing engineering college teaching staff in the western region of
Tamil Nadu. The aim was to investigate whether job involvement had any
influence on the work conditions, organizational commitment and interpersonal
relationship of teaching staff. The finding shows that job involvement had high
and significant correlation with the work conditions, organizational commitment
and interpersonal relationship.
According
to another study conducted by Benkat Krishna Bharthi (2017) male teachers more
or less maintain markedly higher level of work motivation and job involvement,
although significance of differences has been found between the group on
different dimensions of work motivation. Moreover, significant difference has
also been found on the degree of job involvement. The aim of the study was to
see the significance of difference between male and female teachers working in
CBSE Affiliated +2 Schools with reference to Patna, Bihar inters of work
motivation and job involvement. Total sample consisted of one hundred sixty
(N=160) teachers comprising male (n=80) and female (n=80) randomly selected
from in and around Patna – a capital of Bihar, India. The subjects’ age were
ranged between 28 – 52 years. Data were collected through schedules of work
motivation and job involvement along with self-prepared personal information
sheet. Having collected the data, data were tabulated according to procedure of
the scales.
A
study conducted by Poursoltani and Iraji (2011) aimed to understand organizational commitment based on personal
characteristics of physical education teachers in Mashhad, tried to investigate
the organizational commitment of physical education teachers in relation to
their personal characteristics (gender, marital status, educational level and
teaching grade). The finding of the study revealed that Organizational
commitment did not differed significantly in relation to gender, and marital
status. Elementary school teachers had lower organizational commitment level
than guidance and high school teachers.
Guha
and Pan (2018), in their research tried to measure the effect of organizational
commitment on job involvement of the secondary school teachers in West Bengal.
808 secondary school teachers are selected as sample through random sampling
technique. Out of 808, the sample contains 485 male teachers and 323 female
teachers. Raw data are collected through introducing two standardize scale, one
is Job involvement scale (JIS) of Akhtar and Singh (2014) and another is
Teacher’s organizational commitment scale (TOCS) of Jamal and Raheem (2005). The
finding of this study indicated that both job involvement and organization
commitment are not differed in relation to gender. Organizational commitment
has significant positive effect upon the job involvement.
Nazem
and Mozaiini (2014) conducted a study
to investigate the relationship between the organizational
commitment and job involvement in employees at Islamic Azad University
ofRoudehen. In this study, 346 samples were collected through stratified random
sampling techniques from Islamic Azad University. Finding of this study
indicated that organizational commitment and its dimensions had relation with
the job involvement.
Shaheen
and Farooqi (2014) stated that motivated and committed employees become more
engaged and involved and contribute in the growth of organization. The study
explored the link between employee motivation, commitment, engagement and job
involvement. A sample of 200 faculty members were selected from University of
Gujrat. A relevant Questionnaire prepared by the researchers themselves was
used for the data collection. Data was analysed using SPSS. Based on
statistical result, it is found that employee motivation is positively related
to employee commitment, Job involvement and Employee engagement.
Mehta
(2011) conducted a study that focused on determining job involvement among
working women and the effect of demographic factors on their job involvement.
The main target was to study the effects of personal demographic variables on
job involvement of the working women. Job
involvement scale developed by Agarwala,
was administered on the respondents. The scale uses Likert type responses on a
six-point scale. The measures were administered individually to respondents who
were assured confidentiality of the information. Mean and standard deviation
scores were calculated in each case and ‘t’ test was applied to test the
hypothesis. The sample consisted of 120 women employees; 30 women each working
in the various occupation/ professions in Shimla. The characteristics such as age, length of service, marital status, number
of dependants and other background
factors of sample were noted. The study found that job involvement among the
working women belonging to various categories under survey was not affected by
age in case of doctors, teachers and bank employees. They exhibited same level
of job involvement whether they were below 30 or above 30 years of age.
In
a study, Anantharaman and sarah John
(1983) found that there was positive co-relation between age and job
involvement. The objective of the study was to find out the differences in job
involvement among industrial employees if any. The study was conducted on 107
managers, 35 supervisors and 80 workers. Data were collected using job involvement scale developed by Lodahl and
Kejner (1965). The result of the study showed that the managers
were found to be more job involved than supervisors and workers. Age, tenure
and education of the respondents were positively correlated with the job
involvement.
Kanungo
and Gorn (1980) in a study found that the married employees exhibited
more job involvement than those who were unmarried. They examined the role of
personal variables like sex, age, experience, length of the service, monthly
income etc in job satisfaction and the job involvement. He concluded that there was a significant
difference between scores on job satisfaction and the job involvement of the
employees in private sector and public
sector.
According
to Singh and Kumari (1988), productivity
in organizations depends upon two major variables – employee’s job performance
and resource utilized. In most organizations, the performance of employee is
relatively more important than equipment and raw materials.
According
to Patchen (1970) job involved person is
highly motivated and feels a sense of pride in his work. In his study, Rehman
and Ashs (1987) found that the group of workers having higher satisfaction
level showed more job involvement than those having lower satisfaction level.
Antharaman and sarah John (1983) studied on job involvement of industrial
employees. The aim of their study was to study the designation on job involvement.
The results clearly indicated those managers are more involve in job compared
to workers. It means designation has impact on the job involvement., higher the
designation, job involvement was also high. Pamon and Devivasena Paty (1980) conducted a study on
job involvement of industrial employees from Madras. They found that
there was significant difference in job involvement between manager and
workers. It means designation has effect on job involvement. They also found
that promotion impact on Job Involvement; if any employee got promotion job
involvement would be higher.
Singh,
Meera, Pastenjis (1995), studied the employees and the officers of the banking
sector. They found that more the level of job involvement, more the amount of
satisfaction and vice-versa. Thus, for highly job involved employee,
performance of the job becomes the top most priority in his/her life.
Nagarthums, (1978) in a study, selected a sample of 30 nurses of government
hospitals of Andhra Pradesh. He divided nurses into three groups on the basis
of length of service, higher, middle and lower group. The result showed
that there was significant difference
between the groups. Higher group showed more job involvement than the lower group.
As per study conducted by Subbaro and Singh's (1987), employees of the middle
cadre showed more job involvement than higher and lower cadres. Baba (1979)
studied the relationship between the education and the job involvement. He
found positive relationship between level of education and job involvement.
This implies that as the level of
education increase, the degree of the job involvement was also increased.
Pushpa
Mitras (1994) conducted a comparative study on doctors, officers and teachers
regarding job involvement. She found that in comparison to others, teachers
showed more job involvement. Srivastav and Krishnan (1994) done study on
teachers. According to their findings the male teachers showed more job
involvement than the female teachers. George, Sabapathy and Varghese (2016)
conducted a study on work motivation of teachers and its relationship with job
involvement. Data were collected from 450-degree college teachers of Bangalore
city. The results showed a positive relationship between work motivation and
the job involvement of teachers. Teachers were more involved in their job were
found to be more motivated.
Bharathi and Raj (2016) conducted a
study to investigate whether job involvement had any influence on the work
conditions, organizational commitment and interpersonal relationship of
teaching staff. The sample for the study was teaching staff from self-financing
engineering college in the western region of Tamil Nadu. The finding concluded
that job involvement had high and significant correlation with the work
conditions, organizational commitment and interpersonal relationship.
Nwankwoet
al (2013) conducted a study to analyze the relationship between organizational
commitment and job involvement among the male physical education teachers at
seven educational districts in Mashhad of Iran. 182 people were selected by
sample randomly and through cluster sampling with suitable assignation as
sample size. In order to gather data, they used three standard questionnaires
with high validity and reliability for measuring organizational commitment, job
involvement and demographic information. The results indicated there is a significant
relationship between organizational commitment and job involvement. The study
found that there was a statistically significant difference in mean rank of
organizational commitment between seven educational districts.
Professional Commitment
Many researches were conducted on professional
commitment over the years. Some researchers found that professional commitment
increases with age or years of service in the profession. Beri and Beri (2016) showed a strong link
between age and professional commitment. In one study, Ibrahim and Iqbal, (2015)
revealed that affective
commitment comes with age and teaching experience. Anwer, Tahir and
Batool (2012) showed that there is a strong association between age and
professional commitment Qualification is also linked with professional
commitment as shown in a study conducted by
Kannan &Pillai (2008). But researchers like Day and Gu (2009) in their studies contradicted this findings. Solangi, Qaisrani and Mughal
(2015) found the link between higher perks resulting out of higher
qualification. In a study, Shukla (2009) showed
higher financial rewards and seniority are indicators of
professionalism.
Srivastava (1986) conducted a study for finding criteria of primary school
teachers to have job satisfaction and professional commitment of primary school
teachers. Results revealed that female primary school teachers compared to
their male counterpart had higher job satisfaction. Female teachers were professionally committed
more than male teachers of primary schools.
Hung and Liu (1999) conducted a study on the effects of stay back of
teachers on professional commitment. The study was conducted on 493 teachers
teaching in a teachers college in Taiwan in1999. Stay-back is the factors which
are most highly related to commitment. The other factors like marital status,
age and tenure were also found to be significantly related to commitment. Maheshwari (2002) attempted to study professional commitment
of secondary teachers. The objective of the study was a to ascertain the
extent, variation and distribution of professional commitment between teachers
of secondary education and to compare
the degree of professional commitment of teachers with their social and
academic characteristics like sex, age, academic career, socioeconomic status,
caste, community background, teaching experience and associational membership.
She concluded that the professional commitment of teachers can be increased by
some means and ways explored by her in this investigation. The findings of the
study revealed that gender is a discriminator of professional commitment among
teachers. Female teacher have exhibited
more professional commitment than male teachers. Furthermore there were significant
difference exists between means of male and female teachers with reference to
six dimensions of professional commitment.
Singh and Singh (2018) studied
the professional commitment level of teachers working in primary, secondary and
higher secondary schools of the district. Una, Himachal Pradesh with respect to
dimensions of professional commitment and demographical variables such as
Gender, locale, type of school, teaching experience, age, teaching subject and
level of teaching. Teachers are
possessing average and above average commitment. The results indicated that
gender-wise differences, locale and type of schools produce no difference in commitment
among teachers. Among the five dimensions of teachers’ professional commitment,
‘commitment to the learner’ is at high
level and ‘commitment to basic human values’ is at least level.
Demographic variables like teaching subject and level of teaching were found to
be significant. While other
demographical variables like qualification, age group and teaching experience
of teachers are not found significant. Among teaching subjects the mathematics
and social sciences teachers, mathematics and languages teachers, social
sciences and other subject’s teachers differing significantly on their overall
professional commitment. Among the level of teaching the teachers teaching at
primary level and teachers teaching at the higher secondary level, The teachers
teaching at secondary level and teachers teaching at higher secondary level
differing significantly on their overall professional commitment.
Kumar (2008) studied relationship between professional commitment of college teachers and their job satisfaction in
context of their biographical factors. The following subgroups of teachers have been
found to be the most homogeneous on professional commitment: male teachers,
teachers coming from rural community background, teachers belonging to natural
sciences, having teaching experience up to 15 years. Sood and Anand (2010) studied the level of professional commitment
of teacher educators serving in secondary teacher training institutions of
Himachal Pradesh. Results showed that
the level of professional commitment of B. Ed. teacher educators in Himachal
Pradesh is moderate. Significant differences were found in the professional
commitment of B. Ed. teacher educators with regard to gender, marital status
and teaching experience. Arjunan and
Balamurugan (2013) studied professional commitment of teachers working in a
tribal area school. The finding of the study was that male and female teachers
working at secondary and higher secondary levels are not differing
significantly at .05 level on their overall professional commitment and its
five dimensions of professional commitment.
Gupta and Jain (2013) studied
professional commitment among teacher educators and found that there exists no difference in the
professional commitment of teacher educators with respect to locale and gender,
but showed a significant difference on the basis of academic qualification.
Malik and Rani (2013) studied relationship between professional
commitment and attitude towards teaching among secondary school teachers.
The results of the study revealed the
positive and significant relationship between professional commitment and
attitude towards teaching in case of rural and urban, government & private,
male and female, and total sample. Gajjar (2014)
studied professional work commitment of teacher trainee of B.Ed. College
and revealed that no significant difference between the male and female teacher
trainees and teacher trainees of rural area and teacher trainees of urban area as
well as educational background of science and non-science.
C studied professional commitment among
secondary school teachers in relation to the location of their school results show no difference in professional
commitment among teachers of rural and urban secondary schools yet an analysis
on percentile basis indicated that rural teachers display higher commitment
than teachers of urban schools. Beri
and Beri (2016) explored the
professional commitment among teachers educator’s in relation to their work
motivation and found that teacher educators are laying at the average/moderate
level of professional commitment.
Gupta and Nain (2016) conducted an exploratory study of
professional commitment among teacher educators working in B.Ed. Colleges. The findings revealed a significant
difference in professional commitment with its dimensions among teacher
educators working in govt./ govt. aided and self-financing B.Ed. colleges. The
professional commitment with the dimensions among teacher educators belonging
to science and arts streams found to be
significantly different. Basir
(2017) investigated the job satisfaction in relation to
professional commitment of secondary school teachers and found that there
exists no significant difference between male and female secondary school
teachers in their professional commitment.
Studies
of some researchers such as Busch et al. (1998), Chiu-Yueh (2000),
Feinstein & Vondraek (2006), Freund (2005) and Mannheim et al. (1997) found
that job satisfaction was a significant predictor of professional commitment. While Curry et al. (1986) found no
significant relationship between job satisfaction and professional commitment.
Usha and Sasikumar (2007) in their study found
that teacher commitment is the best predictor of job satisfaction among
school teachers. Shamina (2014) in her study reported a significant correlation
between the job satisfaction and professional commitment of college teachers of
Coimbatore. Shukla (2014) found a high positive correlation between commitment
to profession and job satisfaction of primary school teachers of Lucknow. Akram
et al. (2015) also reported a significant positive relationship between
professional commitment and job satisfaction of secondary school teachers of
Punjab. Tefera (2016) conducted a study
on teacher job satisfaction and its relationship with organizational commitment
in primary schools of Ethiopia. He found a positive correlation between their
job satisfaction and organizational commitment.
It
is believed that committed employees demonstrate differing degrees of
organizational and individual outcomes such as performance and their intention
to stay or leave an organization. In a study,
Arjunan and Balamurugan (2015) on professional commitment of teachers
working in Tribal area schools. 121 school teachers working at secondary and
higher secondary levels in Holli hills and Sitheri Hills were selected.
Professional commitment scale by Ravinder Kauretal was used. Result showed that
a maximum number of teachers have reported average and low level of
professional commitment. The male and female teachers have same level of
professional commitment. In a study with the objective to observe the
professional commitment of teacher educators, Sharma (2010) also concluded that
an insignificant difference was found between the professional commitment of
male and female teacher educators.
Maheshwari
(2002) studied the professional commitment of secondary school teachers. The samples of the study comprised 160 school
teachers in Tuticorin District. In
analysis, mean S.D. and ‘t’ values were
computed. In her study she concluded that the professional commitment of the
teachers was found moderate and it is not independent of the gender
differences. In his study, she revealed that the healthy school
environment enhances commitment among teachers.
Sood
and Ananad (2010) in one study on a sample of 200 teacher educators working in
secondary teacher training institutions of Himachal Pradesh assessed
professional commitment. A sample of 135 senior secondary school teachers from
25 B.Ed. colleges were selected. Result
showed that the level of professional commitment of teacher educators
are moderate. Plasilda and Muthupandi (2015) conducted a study on professional
commitment among higher Secondary school teachers. The sample consisted of 665
male and female teachers working in rural and urban areas of five districts in
Tamil Nadu. The investigator used the professional commitment scale
developed by Punitha Mary and Amal Raj. The findings revealed that more
than 50% of higher secondary teachers have a moderate level of professional
commitment. Similarly, Kohli (2005) in one study concluded that the level of
professional commitment among teacher educators was moderate. The major aim was to study the level of
professional commitment of teacher educators.
The investigator developed a
4-Point Likert scale to assess the professional commitment.
Basu
(2016) in a study investigated the professional commitment of secondary school
teachers. The findings of the investigation reveal that gender and length of
teaching experience influenced the professional commitment of secondary school
teachers, but the type of school did not have any significant effect. In their
study, Sood and Anand (2010) found that significant difference was found with
regard to their gender, marital status and teaching experience. The
professional commitment of female senior secondary school teachers was higher
than male senior secondary school teachers. It was also found that highly
experienced senior secondary school teachers were professionally more committed
than less experienced teachers.
Goyal
(2012) in a study also found that professional
commitment of B.Ed teacher educators differ with regard to gender. For her
study, she selected a sample of 50 teacher educators from
five B.Ed colleges of Patiala district in Punjab. The study also
revealed that there were significant differences in the professional commitment
of B.Ed teacher educators with regard to marital status. Besides this, she
showed in this sample, professional commitment of B.Ed teacher educators is
high. However, regarding NET qualification, in their study on professional
commitment among B.Ed. teacher’s educators, Sood and Arti (2010) concluded that
NET qualified and non-NET qualified teacher educators were found to have
similar level of commitment towards their profession.
Gupta
and Nain (2017) conducted a study to explore professional commitment with its
dimensions i.e. commitment to learner, commitment to society, commitment to
profession, commitment to achieve excellence and commitment to basic values
among teacher educators working in B.Ed. colleges in relation to type of
institution and academic stream. Descriptive survey method was employed for the
investigation. Multi-stage random sampling technique was used to select the
sample of 300 teacher educators working in B.Ed. colleges of Haryana. The
findings revealed a significant difference in professional commitment with its
dimensions; i) commitment to the learner, ii) commitment to the society, iii)
commitment to the profession, iv) commitment to the achieve excellence for
professional actions, and v) commitment to the basic values among teacher
educators working in govt./ govt. aided and self financing B.Ed. colleges.
Professional commitment with its dimensions among teacher educators belonging
to science and arts streams was found to be significantly different.
Shukla
(2009) carried out an investigation with the objective of finding out the
relationship among teaching competency, professional commitment and teacher
effectiveness. The study was carried out
on a sample of 300 teachers of sixteen higher secondary schools in Trichy and
Lalgudi educational districts. The
stratified random sampling technique was employed for selecting the sample from
population. The study revealed that there exists a high positive relation between
professional commitment and teacher effectiveness but the relation between
teaching competency and professional commitment came to be positively very low.
Sharma
(2010) attempted to study to observe the professional commitment of teacher
educators in relative to their job satisfaction. The teacher educators of Punjab University
were taken as sample. In his study, he concluded that the job satisfaction and
professional commitment of teacher educators is positively correlated. In one study, Sarah Basu (2016) investigated
the professional commitment and job satisfaction of secondary school teachers
and the relationship between them. The finding revealed that the professional
commitment and job satisfaction of the secondary school teachers were also
found to be having a strong positive correlation.
Kieschke
and Schaarschmidt (2008) conducted a study to explore the relationship between
Professional commitment and health among teachers in Germany. Comprehensive
analyses involving 7693 teachers have established the health relevance of this
cluster differentiation. In this study, they revealed that the professional
commitment is highly positively correlated with the health stats of the
teachers. Physically healthy teachers
have also possessed high commitment than unhealthy one.
Bogler
and Somech (2004) conducted a study that focuses on influence of teacher
empowerment on professional commitment in schools. The data were collected through a
questionnaire returned by a sample of 983 teachers in Israeli middle and high
schools. Pearson correlations and
multiple regression analyses were applied to obtain the results. It was found that
teachers’ perceptions of their level of empowerment are significantly related
to their feelings of commitment to the profession.
Reyes
(1989) in his study, identified that a committed teacher is likely (a) to be
more hard working, less tardy, and less inclined to leave the workplace; (b) to
devote more time to extracurricular activities to accomplish the goals of the
organization; (c) to outperform; (d) to influence student achievement; (e) to
believe and act upon the goals of the school; (f) to exert more efforts beyond
personal interest; and (g) to intend to remain a member of the school system.
In relation to this, understanding the teachers’ level of commitment is crucial
because it reflects the teachers’ involvement in school and the degree to which
the teachers agree with the decision and make a great effort to achieve the
decision goal.
CHAPTER III
RATIONALE OF THE STUDY
CHAPTER III
RATIONALE OF THE STUDY
Teachers
are considered the pillars of society and the architect of any system of
education. They are the pillars of society responsible for educating young
people of different walks of life. They
play an important role in upholding the cultural traditions, ideals and
values of our society. Through development of attitudes, values, capabilities,
both of knowledge and skills, teachers provide strength to young people to
respond to changing situations and enables them to contribute to societal
development (Dehal and Kumar, 2017).
Teaching
jobs are regarded as the noblest of all the professions in the world (Gill and
Kaur, 2017). Teaching is an art as well as a service with never ending
commitment. The teacher occupies a
unique place and is the heart and soul of any educational institution. The whole system of education depends upon
the quality, competency, devotion and character of the teachers. Quality of teaching depends on the love,
dedication and devotion of the teacher towards their job.
Dehal
and Kumar (2017) pointed out that a significant job related behavior, Job
involvement, is an essential factor for teaching effectiveness and also overall
performance of the students. Level of involvement is very essential for the
achievement of educational goals. Job involvement shows the degree to which an
individual is personally involved with his job. The role of a teacher in a
student’s life is very crucial right from the time when a child joins a day
come centre to the stage when he/she takes a step forward establishing a
professional career. It is quite essential for teachers to be social, serious,
understanding and of friendly nature so that a student feels comfortable to
seek any help without hesitation. Hence teaching is a profession that demands a
high level of job involvement and professional commitment.
The
profession of teaching is unique profession.
Commitment is the most imperative trait of a teacher (Dhamane,
2014). A teacher is said to be
professional if he is committed towards his profession. In the context of teaching profession, the
term professional commitment can be used in a variety of ways to label various
teacher behaviours and facets beyond the dimensions of teaching. According to Arya (2012), professional
commitment of the teachers is to devote personal time and dedicated towards
their profession.
The
profession of teaching involves a multifaceted and rich amalgamation of working
relationships with not only the organization, but with a number of other
participants, such as the parents, students and colleagues. A teacher’s work is
not limited to the classroom only, but his work is set within the structures
and environments of organizations (Bala, 2016).
Huberman (cf. Dhamane, 2014) identified
teacher commitment as one of most critical factors in the success of
education. At some extent, professional
commitment varied from person to person and from service to service. It is related to the degree to which a
professional is personally involved and identified (the internalization of
values about the goodness of work or the importance of work in the worth of the
person) with his/her job. The level of
job involvement or engagement can be determined by a person’s needs, values,
work ethic (personal characteristics), the organizational setting
(environment), and the characteristics of the job. In fast changing scenario
of modern society, person’s needs, values, work ethic,
characteristics of the job and school environment are also varied.
In
the present era, education and teaching face a lot of challenges. With the
advent of internet technology, globalization and liberalization, teacher face a turmoil in terms of executing their
respective tasks. In addition, teachers
also must meet the growing and
challenging changes, uncertainties and
expectations of the society. Therefore teachers are expected to have a well-defined
involvement in the teaching profile and also must be committed to their profession,
learner, and society.
The
need for the improvement and enhancement of job involvement and teacher
commitment of teachers at various teaching level is universally emphasized in
the current scenario. Quality education cannot be achieved without sincere
efforts of dedicated and committed teachers. Within this context, the main purpose of this study is to compare
job involvement and professional commitment among entry level and experienced
school teachers and also to and find out
the relation between job involvement and professional commitment among these teachers.
A study on job involvement and professional
commitment of teachers provides a comprehensive framework of teacher’s role in
the academic setting. The study on the job involvement and professional
commitment of teachers become particularly important because of the
significance of the role played by teachers in the personal as well as future
of students in their tender age. The finding of the study not only adds to the
research gaps pertaining to the study on job involvement and professional commitment of school teachers in the Kerala
context, but also it is useful in selecting effective and competent teachers.
Thus, in turn, it will have far-reaching implications for improving the
standard of teaching. It may also help
to design effective teacher development
programmes to build capacities and
commitment to suit in current
educational scenario.
CHAPTER
IV
METHODOLOGY
CHAPTER IV
METHODOLOGY
According to Kothari (1985),
methodology means the logic behind the
methods used in the context of study and explain why a particular method or
technique and not using others. It refer
to the method investigators used in
performing operations in a study. These include those methods which are
concerned with the collection of data of those statistical techniques used for
establishing relationship between the data and the unknowns and those methods
which are used to evaluate the accuracy of the results obtained.
Statement of Problem
The
study is entitled as “Job involvement and professional commitment among school
teachers – A comparative study on entry level and experienced school
teachers”
Objectives
1. To compare the Job Involvement and
Professional Commitment of entry level and experienced school teachers.
2. To determine the relation between Job
Involvement and Professional Commitment of school teachers.
3. To compare the Job Involvement and professional commitment between male and
female school teachers.
Hypotheses
In
order to fulfill the above mentioned objectives and to deal with the problem of
the study, the following hypotheses were formulated.
1. There is no significant difference in
the levels of Job Involvement between entry level and experienced school teachers.
2. There is no significant difference in
the levels of Professional Commitment between entry level and experienced
school teachers.
3. There is no significant relation
between Job Involvement and Professional Commitment among entry level school
teachers.
4. There is no significant relation job
involvement and professional commitment among male and female school teachers.
OPERATIONAL DEFINITION
Job involvement: - It is the degree to
which a person identifies with his or her job, actively participates in it and
considers his or her perceived performance level important to self-worth.
Type of school: - refers to government
schools and private schools. Government schools are those which are run by
State Government of Kerala whereas, private schools are those which are run by
individuals, committee or private organisations.
Experience level: refers to the years of
experience a teacher has in his or her teaching career. Teachers with more than
15 years of professional exposure is considered as experienced teachers whereas
teachers with less than 5 years experience are considered as Entry level
teachers.
SAMPLE
The
sample for the present study consisted of 80 school teachers from primary, secondary and higher secondary
working in both government and private schools of Ernakulam district of Kerala. The teachers in the ample were in the age range of 23 to 56 years.
In this sample, forty teachers are with an experience less than five
years in their teaching careers (Entry level teachers) and forty teachers are
with experience more than 15 years. Among the 80 teachers, 44 are females and
36 are male educators.
Inclusion- Exclusion Criteria:-
School
teachers from primary, secondary and
higher secondary school are included.
Teachers
working in both government and private schools are included.
Design
The
design refers to the overall strategy that is chosen to integrate the different
components of the study in a coherent and logical way, thereby, ensuring the
effective addressing of the problem. Since this study attempts to describe a
few characteristics of teaching population, descriptive research design is used
for this study. In this study, the
investigator tries to find out
relationships between the defined variables namely job involvement and
professional commitment among two different groups of teachers-the entry-level
teachers and experienced teachers.
MEASURES
In
this study, two measures namely: Job involvement scale(JIS) and teacher
commitment inventory are used to assess the job involvement and professional
commitment of teachers.
1. Job
Involvement Scale (Dhar, Dhar and Srivastava,
2001)
The
Job Involvement Scale is designed to measure the level of job involvement of
the employees of a particular organisation. It has been designed by Dr Santosh
Dhar, Dr. Upinder Dhar and Dr. D. K. Srivastava (2001). It contains 10 items,
all items to be answered in terms of strongly agree, agree, neutral, disagree
and strongly disagree. This scale contains two sub variable Job identification
is computed as factor 1 and the sub variable job centricity is computed as
factor 2
..
Reliability
and Validity - The
reliability was determined by split-half method. The reliability of the scale
was found to be 0.71. High level of face
and content validity was found and it is found to be 0.83.
Scale
is given in Appendix- 1
2. Teacher
Commitment Inventory (Ganihar, 2010)
This
inventory is developed by Dr. Noorjahan Ganihar. It consists of 21 items based
on the five dimensions - The five dimensions are (i) Job concrete area, (ii)
job abstract area, (iii) psycho-social area, (iv) financial area and (v)
community/ national growth aspects. It is having a five-point scale.
Reliability and Validity- The reliability of the inventory is computed
by split-half method. The overall reliability of the inventory is calculated as
0.74. The overall validity was found to be 0.86.
PROCEDURE OF DATA COLLECTION
To
conduct the study, the investigator approached Gov. higher secondary school,
situated in Kalamassery and Edappally. And also senior secondary school and
Technical school, Kalamassery. All these schools are situated in Ernakulum
district of Kerala. The investigator explained the purpose of the study to
school administrators. After obtaining permission, met the teachers
individually and in group. After self-introduction and rapport built up, a brief
explanation regarding the study was given.
They were assured about the confidentiality that the results will only
be used for research purpose, so that they won’t feel any apprehension and
could freely give out the response.
Administration
After establishing rapport
with the participants, two measures, Job
Involvement scale and teacher commitment inventory were given to them. Though
the instruction is given in the scale itself, the investigator read
out it to make easier for the participants. It was made clear
that there is no right or wrong answer to the statements. The participants are instructed to
read item carefully and make the
response in terms of strongly agree,
agree, neutral, disagree and strongly disagree. Doubts regarding questionnaires
were clarified. They were also remained to write the demographic details such as the
age, sex and experience level etc. Along
with ensuring the confidentiality of the data, the participants were assured the confidentiality of the data . No time
limit was set for the making the
response.
Most of the participants finished answering the scale within 10 to 15 minutes, though there were a few participants
who took little
more time. After responding, the investigator collected all the scales.
Scoring and Consolidation of Data
The
filled scales were scrutinized for the purpose of completeness and perfection
before scoring. Response sheets were
scored as per the scoring scheme for each scale. The scoring of the tests was
done manually.
The
Job involvement put to 5-level scoring in which 1=strongly agree, 2=agree,
3=not sure, 4=disagree, 5=strongly disagree to analyse the factors Job
Identification and Job Centricity. On the basis of this scoring criteria, the
maximum score 50 and minimum score 10 can be obtained.
Teacher
Commitment Inventory used 5-level scoring
in which 1=strongly disagree, 2=disagree, 3=not sure, 4=agree,
5=strongly agree. Higher score represented higher commitment to the profession.
On the basis of this scoring criteria, the maximum score 105 and minimum score
21 can be obtained. Out of 21, 15 are direct scoring and 6 are scored in
reverse order.
Statistical analysis
The collected data is tabulated and
strictly checked. Each item was appropriately coded and entered in the data
sheet according to the identification code. The data obtained with the help of
above mentioned questionnaires was analysed using statistical methods. The
scores for the tests were entered into the SPSS data sheet for analysis. The
data were grouped into different categories and subjected to statistical
analysis as per hypotheses. Descriptive statistics like mean, and standard deviation was
computed. Parametric tests such as
student ‘t’ test, and product-moment correlation analysis were used for testing
the formulated hypotheses.
CHAPTER V
RESULTS AND DISCUSSIONS
CHAPTER V
RESULTS AND DISCUSSIONS
The
analysis of data is a process of inspecting, transforming, and modelling data
with the goal of highlighting useful information, suggesting conclusions, and
supporting decision making. Analysis is a process which enters into research in
one form or another from the very beginning. It may be fair to say that
research consists in general of two larger steps – the gathering of data and
the analysis of these data, but no amount of analysis can validly extract from
the data factors which are not present” (Good, Barr and Scates, 1996). Research
consists of systematic observation and description of the characteristics or
properties of object or event for the purpose of discovering relationship
between variables. The ultimate purpose
is to develop generalization that may be used to explain phenomena and to
predict future occurrences.
Descriptive statistics of Job involvement
The
descriptive analysis of job involvement and professional commitment of teachers
are presented hereunder. The table 1 shows the descriptive statistics including
mean and standard deviation of factors of job involvement namely job
identification, job centricity and total job involvement of teachers. Table 2
shows the descriptive statistics including mean and standard deviation of
dimensions of teacher commitment including psychological perspective,
sociological perspective, commitment towards position, commitment towards
institution, commitment towards student teacher relationship and total
professional commitment of teachers.
Table
1 – Descriptive statistics of scores on Job Involvement
|
Variables |
N |
Mean |
SD |
|
Job Identification |
80 |
26.77 |
5.4 |
|
Job centricity |
80 |
18.28 |
6.87 |
|
Total Job Involvement |
80 |
45.07 |
7.7 |
Table 2
Descriptive statistics of scores on Teacher Commitment
|
Variables |
N |
Mean |
SD |
|
Psychological Perspective |
80 |
18.98 |
6.28 |
|
Sociological Perspective |
80 |
12.54 |
4.87 |
|
Commitment towards the
position |
80 |
18.5556 |
7.98 |
|
Commitment towards
institution |
80 |
19.30 |
7.3 |
|
Commitment towards
student- Teacher |
80 |
10.62 |
4.99 |
|
Total professional
commitment of teachers |
80 |
80.16 |
5.76 |
Based
on the objectives of the study, four hypotheses are formulated. The data
were analysed to test the hypotheses and
the results are presented.
Hypothesis No:1
‘There
is no significant difference in Job Involvement between entry level and experienced
level school teachers’
In
order to test the first hypothesis, ‘There is no significant difference in Job
Involvement between entry level and experienced level school teachers’ student
‘t’ test was computed for each dimension and the result is presented in table
3.
Table. 3. Result of significant
difference on dimensions of Job involvement based on experience of teachers
|
Variables |
Group |
N |
Mean |
SD |
‘t’
test |
Level
of Significance |
|
Job Identification |
Entry Level |
40 |
27.11 |
7.36 |
2.22 |
.02 |
|
Experienced Level |
40 |
23.40 |
7.82 |
|||
|
Job Centricity |
Entry Level |
40 |
17.32 |
3.2 |
1.8 |
.06 |
|
Experienced Level |
40 |
18.11 |
4.4 |
|||
|
Total Job Involvement |
Entry Level |
40 |
46.11 |
5.3 |
1.96 |
.050 |
|
Experienced Level |
40 |
42.32 |
4.2 |
Table
3 shows, on job identification, a mean score of 27.11 (SD=7.36) obtained for
entry level teachers and 23.40 (SD=7.82) for experienced level teachers. The t
score value is 2.22. Since the obtained value is higher than the table value of
1.96, it indicates that there is a
significant difference in the dimension of Job identification between entry
level and experienced school teachers. The mean scores show that entry level
teachers are better in job identification in than experienced level teachers. While considering
the dimension of Job centricity, the entry level teachers obtained a mean score
of 17.32 with SD of 3.2. The experienced level teachers obtained a mean score of 18.11 (SD=4.4). The
calculated ‘t’ value is 1.8, which
illustrates that difference between experienced level teachers and entry level
teachers is approaching significance (p=0.06).
The
result shows that entry level teachers obtained a mean score of 46.11 (SD=5.3)
and experienced level teachers recorded a mean score of 42.32 (SD=4.2) for
overall job involvement. The ‘t’ value, 1.96 which indicates a significant
difference in overall job commitment between experienced level teachers and
entry level teachers. This result shows
that entry level teachers reported higher job involvement as compared to experienced level teachers.
The
result in table.3 demonstrates that entry level teachers and experienced level
teachers significantly differ on job identification and overall job
involvement. But no statistically
significant difference in Job centricity between entry level teachers and
experienced level teachers. Job identification is the degree to which a person
identifies his or her job profile. Previous
research suggest that job identification is an important factor in other
work-related parameters of job involvement such as job motivation and
work performance etc. The result
in current study indicates that job involvement of experienced teachers is
comparatively lower than that of entry level teachers. More experience builds
expertise and provide efficiency in
order to accomplish the job tasks and thus experienced teachers do not need not
involve teachers at entry level to achieve
the same job performance. This can
be a cause of motivation loss to perform
the teaching assignments as the experience grows. Identification with
the respective teaching tasks and gradually developed teaching skills lowers
the requirement of higher involvement towards the job profile. But in the
dimension of job centricity, no statistical significant difference was found
between experienced level teachers and
entry level teachers. However, approaching significant difference
suggest that though the entry level teachers successfully invest more time and
energy to identify their job tasks, their life is not centred around their job
like the experienced level teachers. The
lives of experienced teachers usually
revolve around their jobs. The study also showed that experienced teachers
reported less overall involvement in job.
These results demonstrate that
the role of experience tends to limit the involvement experienced teachers in
their job. The current study is
in consistent with a study reported by
Togia, Koustelios, and Tsigilis (2004). They reported that the number of years in service
was negatively related to the job involvement. Their study found a negative
relationship between job involvement and work experience. In a
study based on a representative
sample of Austrian employees, Hatak, et al (2014) found that older employees
have a lower intention to act entrepreneurially. The present finding also
supports the finding of Lorence and
Mortimer (1985). Their result showed
that job involvement is volatile in the initial stage of the career.
Brown (1996) and Rebinowitz and Hall (1977) on the basis of the results from
several studies have concluded that there is
a positive relation between job involvement and experience and so in
compliance with the findings of the present study. Mehdipour, et al (2012) found
that job involvement differed significantly in relation to age groups
and work experience. The finding in the
present study is in agreement with Mehdipour, et al. Sharma and
Kapoor (1978) found that length of service was positively correlated to
job involvement. Hatak and his co-authors highlights the role of age in the job
involvement of employees or entrepreneurial ship of older employees. In
the context of present study, age can be
equated with the length of experience.
So the presen finding is in line
with these authors.
But
some studies (Posthuma and Campion,
2005 & Selvam, 2013) concluded that
there is no significant difference in
job involvement between entry level and experienced level teachers. Similarly, the study conducted by Selvam
(2013) on job involvement and teaching experience of school teachers and
concluded that there is no significant difference in job involvement among the
school teachers in respect to age which a can be equated with the length of
experience.
Hypothesis
No:2
There is no significant difference in the Professional
Commitment between entry level and experienced school teachers.
In
order to test the second hypothesis, there is no significant difference in the
Professional Commitment between entry level and experienced school teachers,
student ‘t’ was computed for different dimensions and the result is presented
in table. 4. The result in table shows that in psychological perspective, entry
level teachers obtained a mean score of 14.25 (SD=8.62) and mean score for
experienced level teachers is 19.36
(SD=10.21). As the
calculated value (‘t’ = 2.22, p<0.05) is greater than table value,
the difference is statistically significant. In sociological perspective
also statistical significant difference
was found (‘t’ = 2.46, p<0.05). For entry level teachers, mean score of
sociological perspective is 8.43 (SD=7.5) and for experienced level teachers is
12.62 (SD=6.4).
In
sociological perspective of professional commitment, experienced level teachers
reported higher level of professional commitment. For the dimension of
commitment towards position, the mean score
for experienced level teachers is 16.43 (SD=8.5) and entry level
teachers is 19.11(SD=9.8). The calculated ‘t’ value is 2.12, and it is revealed
that there is statistical significant difference (p<0.05) between entry
level teachers and experienced level teachers in commitment towards position,
with experienced level teachers are better committed towards position.
In
the dimension of commitment towards institution, mean score for experienced level teachers is 20.81 (SD=8.8) and for entry level teachers,
mean score is 16.32 (SD=9.45). The experienced
level teachers are more committed towards institution as compared to entry
level teachers (‘t’= 2.10, p<0.05). The mean score for commitment to
student-teacher relationship reported by experienced level teachers is 10.43
(SD=.96) and entry level teachers is 10.6 (SD=1.72). As the ‘t’ value is 0.22,
the difference is not statistically significant (p>0.05). In the total
professional commitment, mean score of for experienced level teachers is 90.04
with SD of 9.01 and for entry level teachers, it is 83.33 (SD=11.1). The calculated ‘t’ score (‘t’=3.5,
p<0.005) indicates that overall professional commitment is higher among
experienced level teachers than entry level teachers.
Table.
4.Result of significance of difference
on dimensions of Professional Commitment based on experience of teachers
|
Variables
|
Group
|
N |
Mean |
SD |
T
test |
Sig.
Level |
|
Psychological
Perspective |
Entry
Level |
40 |
14.25 |
862 |
2.22 |
.02 |
|
Experienced
Level |
40 |
19.36 |
10.21 |
|||
|
Sociological
Perspective |
Entry
Level |
40 |
8.43 |
7.5 |
2.46 |
0.015 |
|
Experienced
Level |
40 |
12.62 |
6.4 |
|||
|
Commitment
towards position |
Entry
Level |
40 |
16.43 |
8.5 |
2.12 |
0.036 |
|
Experienced
Level |
40 |
19.11 |
9.8 |
|||
|
Commitment
towards Institution |
Entry
Level |
40 |
16.32 |
9.45 |
2.10 |
.04 |
|
Experienced
Level |
40 |
20.81 |
8.8 |
|||
|
Commitment
to student-teacher |
Entry
Level |
40 |
10.65 |
1.72 |
0.22 |
.77 |
|
Experienced
Level |
40 |
10.43 |
0.96 |
|||
|
Total
professional Commitment |
Entry
Level |
40 |
83.33 |
11.1 |
3.5 |
.001 |
|
|
Experienced
Level |
40 |
90.04 |
9.01 |
|
|
The
results in the table.4 indicate that experienced level teachers are more
professionally committed than entry level teachers. And they reported more committed professionally in terms of
psychological and sociological perspective.
They are also more committed
towards position and institution. However, no significant difference was found
in commitment towards student-teacher relationship between the two groups.
Since
the experienced level teachers have shown higher level of professional
commitment from a psychological and sociological point of view
than entry level teachers, it is understood that the role of experience
is vital to know psychological perspective and
sociological realm of teacher careers.
Similarly, the experienced level teachers reported higher
levels of commitment to the institution than entry level teachers. It is demonstrated that experienced teachers may be
more dedicated to their organisation through their determination,
constructive support, reasonably high
productivity and an awareness of quality. Furthermore, experienced level
teachers are more professionally committed than entry level teachers. As the time spent in the profession gets
longer, the expertise in pedagogy
and other teaching techniques grows simultaneously which causes them to be
committed to their professions even though they do not
involvement much in their
professions. But the result reveals that
both experienced level and
entry level teachers are more or
less equally committed to student-teacher relationship. This result
indicates that the role of experience in
is not critical in commitment to
student- teacher relationship. The
present finding clearly revealed that the experience plays a critical role in
the formation of highly committed teachers. The present finding is in consistent with the result of one study
conducted by Basu (2016) who revealed
that length of teaching experience influenced the professional commitment of
secondary school teachers. Similarly , the findings of Sood and Anand (2010)
also showed a consistent result and it found a significant difference in
professional commitment with regard to the work experience of teachers. It was
also found that highly experienced senior secondary school teachers were
professionally more committed than less experienced teachers. Regarding the
commitment to institution, the result of this study is in line with the finding
reported in some studies (Niedermanet al., 2007; Rong and Grover,
2009). These findings
indicate that the employees who have attachment toward organizations are
also highly involved in and committed to the team.
Rosen
holtz (1989) asserted that teachers who are committed to their students will be
positively engaged with their students, work harder to make classroom
activities more meaningful, and introduce new ways of learning. As such,
Teacher Commitment to Student teachers is conceptualized as teachers’ involvement
or responsibility in student learning. Usually, it is pragmatic with young and
new teachers who experiment with their new profession and teachers with more
experience loses motivation to innovate over the time.
Hypothesis No:3
There is no significant relation between Job
Involvement and Professional Commitment among experienced and entry level
school teachers
In order to test the third hypothesis,
regarding the relationship between Job
Involvement and Professional Commitment among experienced and entry level
school teachers, Pearson-product moment correlation is computed and the results
are presented in table 5.
The
results in the table.5 indicate that there is a positive non-significant
correlation between job identification and psychological perspective (r=.16,
p>0.05). Similarly, no significant, though positive relationship between job
identification and commitment towards student-teacher relationship (r=.12,
p>0.05). While job identification is significantly and positively correlated
with commitment towards position (r=.25, p<0.05) and commitment towards
institution (r=.23, p<0.05). And statistical significant correlation was
found between job identification and sociological perspective (r=.32,
p<0.05). The relationship between job identification and overall
professional commitment is significant (r=0.95., p<0.05).
Table
5. Result of correlation between Job Involvement and Professional Commitment
among experienced and entry level school teachers
|
Variables |
Psy.
Per |
Soc.
pers |
Comm.
to posi |
Comm.to inst. |
Comm
to stud/teach |
Total.
Prof. Comm. |
|
Job Identification |
.16 |
.32* |
.25* |
.23* |
.12 |
.95** |
|
Job Centricity |
.05 |
.03 |
.65** |
.28 |
.86* |
.76** |
|
Total. Job Involvement |
.32* |
.21 |
.32* |
.76* |
.11* |
.87** |
The
results in the above table shows job centricity is not significantly related to
psychological (r=.05, p>0.05) and sociological perspective (r=.03,
p>0.05) of professional commitment, though positively correlated. Similarly, job centricity is significantly
and positively correlated with commitment towards position (r=.65, p<0.05)
and commitment towards student-teacher relationship (r=.86, p<0.05). But it
is not significantly, though positively, correlated with commitment towards
institution (r=.28, p>0.05). There is positive and significant relationship
between job centricity and overall professional commitment (r=.76, p<0.05).
The
results shows that the overall job involvement is positively and significantly
related to psychological perspective of professional commitment (r=.32,
p<0.05), whereas no significant
relationship with sociological perspective (r=.21, p>0.05). Overall job
involvement is positively and significantly related to commitment towards
position (r=.32, p<0.05), institution (r=.76, p<0.05) and student-teacher
relationship (r=.11, p<0.05).
The
result indicate that as the involvement in job increases, professional
commitment in terms of psychological perspective and commitmen to position,
organisation and student-teacher
relations also increases. The result
also indicated a significant positive correlation between overall job performance. Al-Mamun and
Saufi, (2013) in a study, reported that
through job involvement employees become emotionally attached to an
organization. This emotional attachment can be considered as the professional
commitment and that professional commitment often leads the employees remain at
work after normal working hours to get things done; this implies extreme
involvement. Knoop, Robert(1980) found that the relationship between job
involvement and professional commitment was moderately high. The present
finding is in consistent with the result of this study.
Hypothesis 4
There
is no significant difference between Job Involvement and Professional
Commitment among male and female school teachers.
In
order to test this hypothesis, student
‘t’ test was computed separately and compared the different dimensions of
professional commitment and job involvement between male and female teachers
and the result is presented in table 6 and 7.
Table 6 Gender based Comparison of factors of
Job involvement
|
Variables |
Gender |
N |
Mean |
SD |
‘t’
test |
Sig.
level |
|
Job
Identification |
Female |
44 |
25.65 |
2.01 |
0.27 |
.77 |
|
Male |
36 |
26.01 |
2.11 |
|
|
|
|
Job
Centricity |
Female |
44 |
17.82 |
1.83 |
0.71 |
.91 |
|
Male |
36 |
17.13 |
1.07 |
|
|
|
|
Total |
Female |
44 |
45.88 |
4.56 |
0.21 |
.83 |
|
Male |
36 |
45.32 |
4.09 |
|
|
Table.
6 shows that in the case of the first factor of Job involvement, the job
identification, female teachers obtained a mean score of 25.65 (SD=2.01) and
male teachers is 26.01 (SD=2.11). The calculated t value is 0.27 is lesser than
the table value and thus indicate a
non-significant difference in job identification between male and female
teachers.
Considering
the second factor namely the job centricity, female teachers scored the mean
value of 17.82 with a standard deviation of
1.83. Male teachers obtained the
mean score of 17.13 with a standard deviation
of 1.07. The t value is 0.21, which shows gender difference is not statically significant.
Table 7 Gender-wise Comparison of dimensions of
Professional Commitment of Teachers
|
Variables
|
Gender
|
N |
Mean |
SD |
T
test |
Sig.
Level |
|
Psychological
Perspective |
Female |
44 |
17.32 |
2.76 |
2.1 |
.027 |
|
Male |
36 |
19.92 |
2.03 |
|||
|
Sociological
Perspective |
Female |
44 |
12.11 |
2.75 |
0.65 |
0.67 |
|
Male |
36 |
12.8 |
1.07 |
|||
|
Commitment
towards position |
Female |
44 |
18.3 |
1.01 |
0.55 |
0.58 |
|
Male |
36 |
18.9 |
1.76 |
|||
|
Commitment
towards Institution |
Female |
44 |
19.09 |
2.21 |
0.28 |
.76 |
|
Male |
36 |
19.39 |
2.14 |
|||
|
Commitment
to student-teacher |
Female |
44 |
10.38 |
2.79 |
1.18 |
.28 |
|
Male |
36 |
10.71 |
2.67 |
|||
|
Total
professional Commitment |
Female |
44 |
87.65 |
6.53 |
1.3 |
.43 |
|
Male |
36 |
86.81 |
6.90 |
The
results in the above table shows that on overall job involvement, female
teachers obtained a mean score of 45.88 (SD=4.56) and male teachers, a mean
score of 45.32 (SD=4.09). The calculated
‘t’ value, 0.21, indicates no significant difference in overall job involvement
between male and female teachers. Therefore, it can be concluded that male and
female teachers did not differ in any factor of job involvement. This finding
is in consistent with the result of the study done by Selvam (2013). In his study
on job involvement, it was concluded that there is no significant difference in
job involvement among the school teachers in respect to gender.
The
result in table 8 shows the gender wise statistical analysis of professional
commitment and its dimensions. In the first dimension, psychological
perspective, female teachers obtained a mean score of 17.32 (SD=2.76) and male
teachers obtained a mean score of 19.92
(SD=2.03). As the calculated ‘t’ value ,2.1 and is greater than the table value, it is concluded that the
difference in psychological perspective
of male and female teachers are statically significant. In sociological
perspective, mean score of female teachers is 12.11 (SD=2.75) and male
teachers obtained a mean score of 12.8
(SD=1.07). The calculated t value is 0.65 and it is lesser than the table
value. Hence it can be concluded that the difference of sociological
perspective between male and female teachers are not significant
statistically. In third dimension, the
commitment towards the position, the
mean score for female teachers is 18.3 (SD= 1.01) and mean
score of the male teachers is 18.9 (SD= 1.76). The obtained ‘t’ value indicates gender
difference is not statically
significant. In commitment towards institution, female teachers obtained a mean
score of 19.09 (SD=2.21) and male teachers a mean score of
19.39 (SD=2.14). The calculated t value (‘t’=0.28) indicates no significant gender difference in
commitment towards institution. . Considering the fifth dimension of
professional commitment, the commitment towards the student-teacher
relationship, also gender difference is found
to statistically non-significant (‘t’ =1.18, p>0.05) On this
dimension, female teachers obtained a mean
score of 10.38 (SD=2.79) and mean
score for male teachers is 10.71( SD=
2.07).
The results
shows for professional
commitment, female teachers obtained a
mean score of 87.65 (SD=6.53) and for
male level teachers it is 86.81
(SD=6.90). The ‘t’ value, 1.3, which is
lesser than the table value implies that
difference in overall professional
commitment between male and female teachers
is not significant.
This
present finding is consistent with the results reported in some studies
earlier. Arjunan and Balamurugan (2015) concluded in their study that the male
and female teachers have same level of professional commitment. In a study with
the objective to observe the professional commitment of teacher educators,
Sharma (2010) also concluded that an insignificant difference was found between
the professional commitment of male and female teacher educators. In contrast
to the present findings, Basu (2016)
revealed that gender influenced the professional commitment of secondary school
teachers. The findings of Sood and Anand (2010) also found a significant
difference in professional commitment with regard to the gender.
CHAPTER VI
CONCLUSION
AND IMPLICATIONS
CHAPTER VI
CONCLUSION
AND IMPLICATIONS
Teachers are a group of
professionals that provide the most treasured and cherished services. The role
played by teachers in developing the future citizens causes them to be known as
nation builders. A teacher plays a vital role in a student’s life right from
childhood to the stage when he/she takes a step forward to enrol in a
profession. Today with the advent of technological advancement, the relevance
of teachers became more crucial.
In order to enable the students to
build the best career, it is essential for teachers to be committed, dependable
and acceptable. Hence teaching is a profession that requires a good level of
commitment. This includes knowing and understanding their stream of discipline,
accepting the timely changes in their respective subjects and dedication to
know, understand and support their students. Commitment is defined as the
degree of positive and affective bond between the teacher and the school. It
does not refer to passive type of loyalty where teachers stay with their jobs,
but are not really involved in the schools or their work. Rather it reflects
the degree of internal motivation, enthusiasm and job satisfaction teachers
derive from teaching and the degree of efficacy and effectiveness they achieve
in their jobs (National Center for Education Statistics, 1997).
Somech and Bogler (2002) stated
that teacher commitment to profession involves an affective attachment to the
profession or occupation, which is associated with the personal identification
and satisfaction as a teacher. The degree to which a person identifies himself
with his job, actively participates in it and considers his or her perceived
performance level important to self worth is termed job involvement (Blau and
Boal,1987).
Teachers face continuing changes of
academic and training strategies such as pedagogy, curriculum, and regulatory
educational policies. Teachers need to counter challenges with the increasing
demand of technology, knowledge and skills in dealing with students from
various backgrounds, abilities, different levels of motivation, and multiple behavior
types. In order to face these challenges and to optimize high quality teaching,
teachers should have more involvement in their job tasks. Job involvement and
professional commitment are two highly valued factors to be the best teachers
who can leave a long lasting impact in the future lives of students.
Self-monitoring and self-improvement are the key factors that can draw a proper
guideline for the above mentioned goal.
The current study was aimed at a comparative
analysis of job involvement and professional commitment among entry level and
experienced school teachers. And also to determine the relationship between job
Involvement and professional commitment
among entry level and experienced school teachers. In connection with the
objectives, the following hypotheses were formulated.
1. There
is no significant difference in the levels of Job Involvement between entry
level and experienced school teachers.
2. There
is no significant difference in the levels of Professional Commitment between
entry level and experienced school teachers.
3. There
is no significant relation between Job Involvement and Professional Commitment
among entry level school teachers.
The sample for the present study
was selected from secondary and higher secondary school
teachers in the Ernakulam district of Kerala state of India. The sample includes
a total of 80 school teachers from
primary, secondary and higher
secondary working in both government and private schools. Teachers in the sample are in the age range
of 25- 56. Among them, 40 teachers are with an experience of less than five
years in their teaching careers (Entry level teachers) and 40 teachers are with
experience of more than 15 years. Among
the 80 teachers, there are 44 females and 36 are males.
In this study, two measures, Job involvement scale (Dhar and Srivasthava, 2001) and Teacher commitment
inventory (Noorjahan Ganihar, 2010) were used for data collection. Job
involvement scale (Dhar and Srivasthava, 2001) contains 10 items with dimensions of Job
identification and Job Centricity. The teacher commitment inventory has 21
items and it includes factors such as
psychological perspective, sociological perspective, commitment towards
position, commitment towards institution, commitment towards student teacher
relationship. The collected data is tabulated and statistically analyzed using
SPSS software. Statistical tests like mean, standard deviation ,“t” test
and product-moment correlation were
used.
Major
findings
1. Entry level teachers and
experienced level teachers significantly differ on Job Identification and
overall Job Involvement. Entry level
teachers reported higher Job Identification and overall Job Involvement than
experienced level teachers.
2. There
is no statistically significant difference in Job Centricity between entry
level teachers and experienced level teachers.
3. There
is no significant difference in Professional Commitment between entry level and
experienced school teachers.
4. There
is no significant relation between Job Involvement and Professional Commitment
among entry level school teachers.
5. There
is a significant positive correlation between overall Job Involvement and
Professional Commitment
6. There
is no significant relationship between job involvement and Professional
Commitment among male and female school teachers.
7. Male
and female teachers do not differ in any dimensions of Job Involvement.
8. Male
and female teachers do not differ in any factors of Professional Commitment
Implications
According to John Adams,
“Teacher should know John as well as Latin”. Here John means student and Latin
means content of the teaching. In order to achieve this goal, an effective and
brilliant combination of both job involvement and professional commitment is
required. Moreover, the last decade
redefined the role of teachers from a traditionally set model to a social
model. In this regard, the current study
is important.
Job involvement and
commitment in teaching profession is vital on education outcomes. Although much
more studies remains to be done either conceptually or statistically, the
present study contributes to the literature regarding job involvement and
commitment of teachers. In addition, the
findings of the present study can be used for comparing similar studies across different
research settings and culture. The study clearly identifies the relation of
factors of job involvement and professional commitment among teachers. The finding also clarified how level of experience affect professional
commitment. Entry levels teachers are found to be less committed to their
profession than experienced teachers. The shows the need for framing some self-improvement strategies to prepare themselves as truly resource
persons. To sum up, the present study
highlight influence experience
on job involvement and
professional commitment of teachers.
Chapter VII
Delimitations, Limitations and Suggestions
Chapter
VII
Delimitations,
Limitations and Future Suggestions
In this chapter, some limitations
and suggestions for future studies are discussed. The present investigation was conducted
within a short time frame,
certain limitations has crept into the
investigation. The following are
the major limitations:
·
The study considered only
higher secondary and senior secondary school teachers. Teachers from lower
level schools and college and university levels are not considered.
·
Small size of sample with
unequal number of male and female participants
is another limitation.
·
Type of schools in which teachers employed is not considered in the study.
·
Only few
variables affecting job involvement and professional commitment were considered in the study.
·
Important variables such
educational qualification, subject teach and teaching style etc were not considered.
Suggestions
Based
on limitations mentioned , the
investigator gives some suggestions
for future studies along in this line.
·
Other demographic
variables such as age, subject, education level, social economic status etc. can be taken as independent
variables in the future study.
·
Sample size can be
increased for more accurate results.
·
Teachers from private and
public or aided and unaided schools can be included.
·
Other statistical
techniques like regression analysis can be used for analysis
Conclusion
In
conclusion, although there are some limitations, the present study
give a better insight into the
understanding of teachers’ job
involvement and professional commitment.
And this study advanced a prototype to analysing the difference in involvement and commitment of
teaching profession in terms of experience level.
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