TEACHING COMPETENCY AND JOB SATISFACTION AMONG PRIMARY AND SECONDARY SCHOOL TEACHERS
TEACHING COMPETENCY AND JOB SATISFACTION, AMONG PRIMARY AND SECONDARY SCHOOL TEACHERS
* N.V.S.Suryanarayana ** Goteti Himabindu
The process of Teaching learning transaction depends on the efficiency of a teacher, who is in turn able to manifest potentialities of a child. Teaching learning process cannot be undertaken in vacuum but it is a positively directed action, for which teachers are to be endowed with teaching competency. There has been an enormous amount of research which could answer to such question as what teaching behaviours are related to pupil's out comes in different areas and in what way they are related. Though teaching competency has been recognized as an important component of teaching learning process, relatively little effort is made to define the term. Donald M.Medley (1982) defined the teacher competency as ‘those of knowledges, abilities and beliefs a teacher process and brings to the teaching situation'. Teacher competency differs from teacher performance and teacher effectiveness in the sense that it is a stable characteristic of the teacher that does not change appreciably when the teacher moves from one situation into another'. Falk and Dow (1971) stated that ‘it is obvious that there is oneness of the subjects taught, and similarity of aims and objectives for different teaching subjects. So there must be similarly in methods and ultimately as a result, in good teaching also.'
The term ‘Job Satisfaction' is generally used in organizational behavior in business management. According to Keith Davi (1993), ‘Job satisfaction is the favourableness or unfavourableness with which employees view their work. According to Garton (1976), employee's satisfaction and morale are attitudinal variables that reflect positive or negative feelings about particular persons or situations, satisfaction when applied to work context of teaching seems to refer to the extent to which a teacher can meet individual, personal and professional needs as an employees'. Whereas Maslow (1970) defined that ‘Job Satisfaction of a person determines in two ways viz., internal factors like achievement, recognition etc., and external factors such as salary and interpersonal relation. Now, this is the right time to focus the significance of Teaching Competency and Job Satisfaction of Primary and Secondary School Teachers.
Biddle (1964) studied the history of evaluation of teacher competency critically and briefly. Sharma (1971) disclosed that teaching aptitude, academic grades, socio-economic status, teaching experience and age, in the order of their arrangement, appeared to be sound predictors of teacher effectiveness. While Tharyani (1986) has concluded that ‘intelligence and knowledge in their subject areas were found to be the best predictors of the teacher effectiveness'.
For studies of Job Satisfaction, Girens Rebay (1988) found a positive relation between age, experience and job satisfaction and no significance of difference was found in respect of Sex and level of education, whereas Bhandarkar (1980) confirmed a significant relationship between qualification and job satisfaction.
The theoretical questions arise in the mind of the investigator that - Is teacher's Teaching Competency is correlated with Job Satisfaction? Is there significance of relationship between the dimensions of Teaching Competency and Job Satisfaction? How the demographic and professional variables are influencing on the Teaching Competency and Job Satisfaction aspects? Is there any significance of difference between high and low Teaching Competency in relation to Job Satisfaction and vice-versa?
Problem:
The problem of the study is related with how to establish the relationship between Teaching Competency and Job Satisfaction among the Primary and Secondary School Teachers in Vizianagaram District.
Objectives of the Study:
(1) To study the relationship between Teaching Competency and Job Satisfaction.
(2) To find out the significance of relationship between Dimensions of – Teaching Competency and Job Satisfaction.
(3) To find out the significance of difference between the demographic and professional variables in respect of Teaching Competency and Job Satisfaction, of Secondary School Teachers.
(4) To find out significance of difference between High and Low Teaching Competency in relation to Job Satisfaction and High and Low Teacher's Job Satisfaction in relation to their Teaching Competency.
Hypotheses:
(1) There is no significant relationship between Teaching Competency and Job Satisfaction of School Teachers.
(2) There is no significant relationship between the Dimensions of Teaching Competency and Job Satisfaction of School Teachers.
(3) Teachers considered under Sex, Locality, Qualification, Age, Marital Status, Experience, and Type of Management do not differ significantly in their Teaching Competency and Job Satisfaction of School Teachers.
(4) Teachers of Low and High Job Satisfaction do not differ significantly in terms of their Teaching Competency and Teachers Job Satisfacton in relation to Teaching Competency.
Procedure adopted:
In order to test the hypotheses, the investigation was planned and executed in three phases. In the first phase, Teachers' opinion was collected with the help of two self-rating scales of Teaching Competency and Job Satisfaction. In the second phase, using appropriate statistical procedure was used to determine the significance of relationship between Teaching Competency and Job Satisfaction and in the third and last phase, appropriate statistical procedures were used to find out the significance of difference between the demographic and professional variables of teachers in terms of their Teaching Competency and Job Satisfaction.
Administration of the Tools:
The Teaching Competency and Job Satisfaction tools were consisted of five alternatives provided against each item – Strongly Agreed, Agreed, Neutral, Disagreed and Strongly Agreed. A clear instruction was given to the respondents to express their opinion by putting a tick mark against the response category to which they are consented with. Each scale was provided with the demographic data sheet. The two scales were administered to 132 Teachers of Primary Schools (28) and Secondary Schools (18) in and around the Vizianagaram City of Vizanagaram District.
Collection of Data:
For collection of data, the investigator personally visited each institution and administered these scales for the teachers. They advised to put their name, sex, qualification, designation, Age, experience etc., and address of the institution etc., in the demographic data provided with these tools. Teachers were further requested not to leave any item of the tool. Most of the teachers responded on the spot and returned the tools to the investigator. Thus these two tools collected and scores are analyzed according to the statistical procedure mentioned in Garrette, H.E.(1981).
Scoring:
The responses scored according to the key and against each item of the questionnaires of Teaching Competency and Job Satisfaction. In respect of Teaching Competency and Job Satisfaction for all the positive items scores given from 5 to 1 for the responses viz., Strongly Agree (SA), Agreed (A), Neutral (N) Disagreed (DA) and Strongly Disagreed (SDA) for all the 40 items (i.e., Teaching Competency Scale 59 items and Job Satisfacton Scale 25 items) whereas weightages awarded in reverse order for all negative items. Basing on the above scoring procedure both of these tools were scored and designed the statistical profiles presented in the analysis of data. Thus the range of total score on Teaching Competency was in between 59 – 295. Whereas the total Score of Job Satisfaction will be in between 25 – 125. The investigator made use of the scoring key dimension wise as was designed earlier by Dr.VSR, Pakalapati (1994) and Dr.U.Nageswara Rao (1995) respectively.
Sample:
The sample selected for the present investigation is consisted of the Teachers of Primary and Secondary Schools in Vizianagaram District. Random sampling technique was followed to draw the sample for the study. To measure the Teaching Competency and Job Satisfaction of the selected sample of Teachers, the collected data was categorized into Sex (Male= 82; Female = 50), Locality (Rural = 69; Urban = 63), Qualification (TTC = 64; B.Ed., = 68); Age (Below 40 years = 58; Above 40 years = 74), Marital Status (Married – 56; Unmarried – 76), Experience (Below 15 years = 54; Above 15 years = 78), Type of management (Govt/Aided = 49; Private Unaided = 83) and Type of Institution (Primary Schools = 73 and Secondary Schools = 59). Thus, it is found to be a representative and an adequate to test the hypotheses. Thus, the total sample size of Teachers from Primary Schools (N = 28) and Secondary Schools (N=18) was of 132 teachers.
Delimitation of the Study:
This study is delimited to the Teachers working in Primary and Secondary Schools in and around Vizianagaram City in Vizianagaram District only. To measure the opinion of teachers regarding their Teaching Competency and Job Satisfaction, self-rating Scale was used. Of many dimensions of Teaching Competency – only Planning, Presentation, Closing, Evaluation and Managerial aspects were taken into account. Similarly, out of many dimensions of Teacher's Job Satisfaction – Professional, Teaching Learning, Innovation and Inter-Personal Relations were taken into account.
Tool Description:
The Teaching Competency was devised and standardized by Dr.VSR, Pakalapati (1994). This tool consists of 59 items covering five areas viz., Planning (10 Items), Presentation (31 items), Closing (06 items), Evaluation (05 items) and Managerial (07) aspects.
The Job Satisfaction tool was devised and standardized by Dr.U.Nageswara Rao (1995), which was used by the present investigator with four Dimensions viz., Professional (07 items), Teaching Learning (06 items), Innovation (06 items) and Inter-Personal Relations (06 items).
Statistical Procedure adopted:
The statistical procedure was used to establish the relationship between the two variables, i.e., Teaching Competency and Job Satisfaction and ‘r' values were computed. To measure the significance of differences between these two variables in relation to the demographic and professional variables, the means, standard deviations and Critical Ratio values were computed.
Analysis of Data:
The following statistical analysis were employed for arriving at conclusions i.e., co-efficient correlation and Critical Ratio values to find the relationship between Teaching Competency and Job Satisfaction and concerned differences.
Table 1
Table showing significance of ‘r' between
Teaching Competency and Job Satisfaction
Variable category
N
Df
‘r'
Probability
Teaching Competency
Job Satisfaction
132
130
0.76
Significant at 0.01
Level
The value of ‘r' is found significant at .01 level and hence, the null hypothesis stated that ‘there is no significant relationship between Teaching Competency and Job Satisfactionof School Teachers' is rejected.
Table 2
Significance of relationship between
the Dimensions of Teaching Competency
Planning
Presentation
Closing
Evaluation
Managerial
Planning
1.00
0.58
0.49
0.53
0.58
Presentation
1.00
0.45
0.59
0.49
Closing
1.00
0.36
0.62
Evaluation
1.00
0.54
Managerial
1.00
From the above table it is concluded that the obtained ‘r' values are significant at 0.01 levels. The dimensions viz., Planning, Presentation, Closing, Evaluation and Managerial aspects are correlated and statistically corroborated. Hence, the null hypothesis stated that, ‘there is no significant relationship between the dimensions of Teaching Competency of School Teachers' is rejected.
Table 3
Significance of relationship between the
Dimensions of Teacher Job Satisfaction Scale
Professional
Teaching Learning
Innovation
Inter-Personal Relations
Professional
1.00
0.54
0.35
0.68
Teaching Learning
1.00
0.51
0.57
Innovation
1.00
0.63
Inter-Personal Relations
1.00
From the above table, it can be concluded that the obtained ‘r' values are significant at 0.01 levels. The dimensions viz., Professional, Teaching Learning, Innovation and Inter-Personal Relations of Teacher's Job Satisfaction are statistically corroborated. Hence, the null hypothesis stated that ‘there is no significant relationship between the dimensions of Teacher's Job Satisfaction', is rejected.
Table 4
Significance of difference of Mean among various demographic variables
of Primary and Secondary School Teachers in Teaching Competency
Variable category
Mean
S.D
N
C.R
Male
Female
184.94
199.27
40.37
33.7
82
50
2.19*
Rural area
Urban area
181.67
168.35
38.53
38.79
69
63
1.97*
T.T.C.,
B.Ed.,
185.89
171.82
38.8
38.52
64
68
2.09*
Below 40 years Age
Above 40 years Age
179,34
167.24
34.76
39.24
58
74
1.87@
Married
Unmarried
164.95
183.38
34.58
38.89
56
76
2.87**
Below 15 years Experience
Above 15 years Experience
174.33
189.54
34.67
39.32
54
78
2.34*
Govt./Aided
Private Unaided
186.41
172.65
33.64
40.35
49
83
2.1*
Primary Schools
Secondary Schools
188.49
172.84
39.23
34.75
73
59
2.43*
** Significant at 0.01 level
*Significant at 0.05 level
@Not Significant at any level
From the above table, it can be concluded that all the values of Critical Ratio in respect of the demographic variables like Sex, Locality, Qualification, Marital Status Experience, Type of Management and Type of Institutions, teachers do differ significantly as the values of obtained Critical ratio are more than 1.96 but less than 2.58, to be significant at 0.05 and 0.01 levels respectively. Hence, the null hypotheses are rejected.
Further, though there is significant difference between the means of Age category, statistically it is not corroborated. Hence, the null hypothesis is retained.
Table 5
Significance of difference of Mean among Various variables
of Primary and Secondary School Teachers in Job Satisfaction
Variable category
Mean
S.D
N
C.R
Male
Female
78.46
73.2
14.75
16.38
82
50
1.85@
Rural area
Urban area
72.85
64.38
16.65
16.21
69
63
2.96**
TTC.,
B.Ed.,
77.85
63.49
16.21
16.63
64
68
5.03**
Below 40 years Age
Above 40 years Age
71.38
84.41
15.98
16.84
58
74
4.55*
Married
Unmarried
76.36
82.79
16.35
16.82
56
76
2.19*
Below 15 years Experience
Above 15 years Experience
71.74
80.19
15.96
16.81
54
78
2.93**
Govt./Aided
Private Unaided
76.68
68.54
16.29
14.73
49
83
3.4**
Primary Schools
Secondary Schools
75.86
65.47
16.83
15.96
73
59
3.63**
**Significant at 0.01 level
*Significant at 0.05 level
@Not Significant
The above table disclosed that the significance of difference among various variables of Primary and Secondary School Teachers in Job Satisfaction. The values of means obtained by the teachers considered under Sex category do not differed significantly and the obtained value of C.R. 1.85 is not significant. Hence, the null hypothesis accepted.
Further, the values of means obtained by the teachers considered under Locality, Qualification, Age, Marital Status, Experience, Type of Management and Type of Institution do differed significantly. The obtained Critical Ratio values 2.96, 5.03, 4.55, 2.19, 2.93, 3.4 and 3.63 are more than 1.96 and 2.58, which is significant at 0.05 and 0.01 levels respectively. Hence, the null hypothesis is rejected.
Table 6
Mean and Standard Deviation values of the Dimensions in respect
of Teaching Competency and Job Satisfaction (N = 132)
Teaching Competency Job Satisfaction
Dimension
Mean
S.D
Dimension
Mean
S.D
Planning
31.97
8.56
Professional
26.29
5.38
Presentation
89.74
18.12
Teaching Learning
26.52
4.52
Closing
21.63
4.38
Innovation
24.72
4.67
Evaluation
16.17
2.84
Inter-Personal Relations
29.65
6.17
Managerial
23.45
5.16
From the above table it is observed that the influence of dimensions of Teaching Competency and Teacher Job Satisfaction. The obtained highest mean value in respect of Teaching Competency is ‘Presentation' followed by ‘Planning', ‘Managerial', ‘Closing' and ‘Evaluation' aspects. Further, the dimensions of Teacher Job Satisfaction the obtained highest mean value is ‘Inter-Personal Relations' followed by ‘Teaching Learning', ‘Professional' and ‘Innovation' aspects.
Table 7
Significance of difference between High and Low Teaching Competency in relation to Job Satisfaction and High and Low Teacher's Job Satisfaction in relation to Teaching Competency
Variable category
Mean
S.D
N
C.R
High Teaching Competency
Low Teaching Competency
202.76
154.27
32.23
42.11
82
50
7.0**
High Job Satisfaction
Low Job Satisfaction
94.29
57.69
18.12
16.25
79
46
11.65**
**Significant at 0.01 level
From the above table, it is concluded that the mean value of High Teaching Competency group in relation to Job Satisfaction is greater than that of Low Teaching Competency. The mean value obtained by the High Teaching Competency is greater than Low Teaching Competency. The obtained value of C.R.7.0 is more than 1.96 and 2.58, which is significant at 0.05 and 0.01 levels respectively. Hence, the hypothesis stated that ‘there is no significant difference between High and Low Teaching Competency in relation to Job Satisfaction' is rejected. Further, the mean value of High Job Satisfaction is greater than Low Job Satisfaction. The obtained values of Critical Ratio 11.65 is more than 1.96 and 2.58, which is significant at 0.05 and 0.01 levels respectively. Hence, the hypotheses stated that ‘there is no significant difference between High and Low Job Satisfaction in relation to Teaching Competency' is rejected.
Conclusions:
1) There is significant relationship between Teacher's Teaching Competency and Job Satisfaction.
2) There is a significant relationship between the dimensions of Teaching Competency.
3) There is a significant relationship between the dimensions of Teacher's Job Satisfaction.
4) In respect of Teaching Competency, there is significance of difference between all the variables like – Sex, Locality, Qualification, Age, Marital Status, Experience, Type of Management and Type of Institution.
5) In respect of Teacher's Job Satisfaction, there is significance of difference between the variables like – Locality, Age, Marital Status, Experience, Type of Management and Type of Institution. Further, no significance of difference is found between the Teachers in respect of Sex category, related with job satisfaction.
6) The mean values of Teaching Competency in merit order is ‘Presentation' followed by ‘Planning', ‘Managerial', ‘Closing' and ‘Evaluation'. Where the mean values from highest to lowest is ‘Inter-Personal Relations', ‘Teaching Learning', ‘Professional' and ‘Innovation' aspects.
7) The highest mean in respect of Teaching Competency is found greater than the Lowest Teaching Competency in relation to Teacher Job Satisfaction. Where, the highest mean value of Teacher's Job Satisfaction is found greater than that of Lowest Job Satisfaction in relation to Teaching Competency.
Results and Discussions:
From the above findings it is concluded that the Teaching Competency variable is related with the Teacher's Job Satisfaction. Further, the results of the study reveal that the Teaching Competency in terms of all demographic variables like Sex, Locality, Qualification, experience, type of Management and Type of institution do differ significantly, whereas the Job Satisfaction in terms of all demographic variables like Sex, Locality, Qualification, Marital Status, Experience, Type of Management and Type of Institution categories also do differ significantly. In view of these reasonses more attention is required to pursue the causes of disparity among the Teachers of Primary and Secondary Schools in terms of their Teaching Competency and Job Satisfaction so as to enhance the quality in Primary and Secondary Education.
References:
Aggarwar, J.C., (1975),‘Educational Research – An Introduction', Arya Book Depot, New Delhi.
Baron, T. & Bernand, H.W. (1959), ‘Evaluation Techniques for Classroom Teachers', Mc.Graw Hill & Co., New York.
Barr, A.S. (1950) ‘Teaching Competencies', Encyclopedia of Educational Research, Revised Edition, 1950, 1446-54.
Best, J.W. (1963) ‘Research in Education', Prentice Hall of India Pvt.Ltd., New Delhi.
Bhandarkar,B,G (1980), ‘A Study of Polytechnic Teachers' Attitude towards Teaching Profession and its correlates, Govt. Polytechnic, Jalgaon, (TTTI, Bhopal sponsored)
Bhatia, H.R.(1977), ‘A Text Book of Educational Psychology', Mac.Millan & Co., Ltd., New Delhi.
Bischof, L.J.(1962), ‘Interpreting Personality theories' Harper & Row Publishers, New York.
Davis Fantana (1986), ‘Psychology for Teachers' the British Psychological Society and Max.Millan Publications Ltd.
Donald, M.Medley (1982) ‘Teacher Effectiveness', Encyclopedia of Educational Research, Ed.Harold E.Mitzel, Vo.IV, Mac.Millan Publishing & Co., Inc., New York.
Dr.D.S.Kothari (1964-66), Education Commission Report, New Delhi
Dr.VSR, Pakalapati (1994), ‘Teaching Competency in relation to Attitude and Adjustment of Secondary Schools, Ph.D., Andhra University.
Garrette, H.E. (1975), ‘General Psychology', Eurosia Publishing House Pvt. Ltd., New Delhi.
Garrette, H.E.(1966), ‘Statistics in Psychology and Education', New York, David Mc.Kay Co., Inc.
Gates, A.S. & Jersild, A.J. (1973), ‘Educational Psychology', Mac.Millan & Co., New York, Pp.614-615.
Gupta, U. (1981), ‘Job Involvement and need patterns of Primary School Teachers in relation to Teaching Effectiveness', Ph.D., Edu., All.Univ.
Mathew, K. (1980), ‘Factorial Structure of Teaching Competencies among Secondary School Teachers', Indian Edu., Review, Vol.XV, No.3, July, NCERT, New Delhi.
Pachauri, G.K. (1983), ‘Proficiency in Teaching as a function of personality Factors, Frustration, Unpublished Ph.D., thesis, Psy., Agra Univ., Agra (UP)
Tharyani, D.K.(1986), ‘A Study of the important factors affecting Teacher Effectiveness of B.Ed., Students', SCERT, Pune.
Travers, R.M.W., (Ed.) (1973): Second Hand book of Research in Teaching, Chicago, Rand Mc.Nally.
Questions and Answers
How Teacher Job Satisfaction related to Teacher Change-Proneness? To what extent the Teacher Job Satisfaction and Teacher Change-Proneness are related? In what way Teacher Job Satisfaction and Teacher Change-Proneness are correlated? - are the questions awaiting answers. Hence, a study to find out how Teacher Job Satisfaction and Teacher Change-Proneness are interrelated to each other especially in the context of school edu
Job satisfaction is the result of various attitudes possessed by an employee towards his job. University is considered for higher education. Therefore it is necessary to study the job satisfaction of the employees serving in the higher education sector. This article throws light on this issue.
Job amenities are an important variable that enhances teacher performance apart from hiring high quality and high caliber examiners. This article provides that in order for schools to manage effectively they should provide satisfactory job amenities to their staff.There are two types of job amenities that is; pecuniary and non pecuniary job amenities. All these amenities impact strongly on the performance of the school and specifically the teachers. Several view points about job amenities are pr
Professional development for teachers has, in the past, failed to achieve its goals because of failure of supervisors to conceptualize and conduct the programs in such a way that teachers are able to internalize and use the new knowledge and skills. The complexity of the entire process demands a supervisory approach that will help teachers to change their behaviours, attitudes and practices.
This article is about the indicators for quality for school education
A collage is a work of formal art, primarily in the visual arts, made from a collection of various forms, thus creating a whole. A collage of sometimes may include newspaper clippings, ribbons, bits of colored or hand-made paper, portions of another artwork or text, photographs and found objects, glued to a piece of paper or a canvas.
The competition among students with their marks is becoming tougher and tougher to get admission in the best colleges of Delhi. Delhi university cut off marks seems to be unrealistic as it has touched the pinnacle in last few years.
For the first time, SOL will offer the facility of online admission for undergraduate courses. Students can download and submit application forms on the SOL website - Sol.du.ac.in
In order to perform a search and get the exact college textbook that is required you need the following information; Title, Author, Volume# or Edition#, and the ISBN number. Armed with this information you are able to search online or in other bookstore for the exact item for a college book and not pay university prices. There are many different sites online that offer a college textbook at a better price. But don't discount the local public library. You may be able to find your college textbook
The prices of collect textbooks continue to rise. That's the bad news. And the good news is that there are ways to get cheap textbooks – you either rent or buy them from college bookstores online.
Strategic management involves three levels of analysis viz., the organisation's macro environment/general environment, the industry in which the organization operates, and the organization itself. Every company operates within a complex network of external environmental forces both international and national.
The study presented the significance of relationship between the two aspects viz., Teacher Creativity and Teacher Professional Competency as well as comparison between the Demographic and Professional Variables. There is positive and significance of relationship between the aspects of Teacher Creativity and Teacher Professional Competency. Similarly, there is positive and significance of relationship between inters and intra
Discuss this Article
