Chapter 5 : Preliminary Data Analysis

Transcription

1 Chapter 5 : Preliminary Data Analysis 5.1. Introduction It is necessary to conduct a preliminary data analysis before proceeding to Structural Equation Modelling (SEM). Hence preliminary data analysis was conducted to test the reliability of the instrument based on internal consistency of the measures by testing the Cronbach s alpha together with inter-item correlation, and the convergent validity of the constructs. Reliability and validity are separate but closely related conditions (Bollen 1989). A measure may be consistent (reliable) but not accurate (valid). On the other hand, a measure may be accurate but not consistent (Holmes-Smith, Cunningham & Coote 2006). Reliability and validity of the measures are discussed in the following sections Reliability Analysis Reliability of the measurements of the study was conducted using SPSS The following table presents the Cronbach s coefficient alpha for the study. According to Sekaran (2000), reliabilities less than 0.6 are considered to be poor, those in the 0.7 range are considered acceptable, and those over 0.8 good. In other words, the generally agreed upon lower limit for Cronbach s alpha is 0.70 (Peter 1979; Robinson, Shaver & Wrightsman 1991a, 1991b). Table 5.1 : Reliability Analysis of Measurement Instrument Measurement Instrument No. of Items Cronbach s Alpha Reliability Result Teachers Organizational Acceptable Commitment Teachers Self Efficacy Acceptable Teachers Job Contribution Acceptable Teachers Perceived Organizational Acceptable Support Teachers Rewards and Recognition Good Teachers Perceived Supervisor Acceptable Support Teacher s Engagement Good 104

2 The reliability analysis of measurement instrument indicated that there were some measurements with the reliabilities less than 0.7. These measurements are Teachers Job Characteristics (α = 0.679), Teachers Career Development and Opportunities (α = 0.181) and Teachers Job Satisfaction (α = 0.419) and hence these were not included for further analysis Construct Validity Construct reliability measures the internal consistency of a set of measures rather than the reliability of a single variable. It captures the degree to which a set of measures indicate the common latent construct. For this study, the Squared Multiple Correlations (SMC) was used to measure the construct reliability. The Squared Multiple Correlations (SMC) is referred to an item reliability coefficient and it is the correlation between a single indicator variable and the construct it measures. The Squared Multiple Correlations (SMC) for an observed variable is the square of the indicator s standardized loading. For example, if the standardized loading for an observed variable is 0.70, the corresponding squared multiple correlation is 0.59 and the error variance is 0.41 accordingly. The SMC of a good observed variable should exceed 0.50 although a SMC of 0.30 indicates an acceptable indicator variable. A SMC of 0.36 is roughly equivalent to a standardized load of 0.60 (Holmes-Smith, Cunningham & Coote 2006) Construct Validity of Exogenous Variables Out of the total 48 indicators (observed variables) 18 indicators of the exogenous latent constructs had Squared Multiple Correlations (SMC) estimates above indicators were having Squared Multiple Correlations (SMC) estimates less than 0.36 and hence were deleted from the SEM analysis (highlighted in the following tables) in order to improve the model fit to the data. The rest showed the good and acceptable reliability of indicator variables. 105

3 Squared Multiple Correlations: Teachers Organizational Commitment : Two items T_OC1 and T_OC3 are having low factor loading and hence can be eliminated. Table 5.2 Squared Multiple Correlations (SMC): Teachers Organizational Commitment SMC Estimates T_OC T_OC T_OC T_OC T_OC T_OC Teachers Self-Efficacy : All the items are having very low factor loading, hence the construct is not considered for further analysis. Table 5.3 Squared Multiple Correlations (SMC) : Teachers Self-Efficacy SMC Estimates T_SE T_SE T_SE T_SE T_SE T_SE T_SE T_SE T_SE T_SE

4 Teachers Job Contribution : Eight items are having low factor loading and hence can be eliminated. Table 5.4 Squared Multiple Correlations (SMC) : Teachers Job Contribution SMC Estimates T_JCON T_JCON T_JCON T_JCON T_JCON T_JCON T_JCON T_JCON T_JCON T_JCON Teachers Perceived Organizational Support : Three items T_POS3, T_POS7 and T_POS8 are having low factor loading and hence can be eliminated. Table 5.5 Squared Multiple Correlations (SMC) : Teachers Perceived Organizational Support SMC Estimates T_POS T_POS T_POS T_POS T_POS T_POS T_POS T_POS

5 Teachers Rewards and Recognition : Four items are considered for analysis. Table 5.6 Squared Multiple Correlations (SMC) : Teachers Rewards and Recognition SMC Estimates T_RR T_RR T_RR T_RR T_RR T_RR T_RR T_RR T_RR T_RR Teachers Perceived Supervisor Support : One item T_PSS4 can be deleted for further analysis. Table 5.7 Squared Multiple Correlations (SMC) : Teachers Perceived Supervisor Support SMC Estimates T_PSS T_PSS T_PSS T_PSS Construct Validity of Endogenous Variable Out of the total 12 indicators (observed variables) 9 indicators of the endogenous latent construct had Squared Multiple Correlations (SMC) estimates above indicators were having Squared Multiple Correlations (SMC) estimates 4rless than 0.36 and hence were deleted from the SEM analysis (highlighted in the Table 5.8) in order to improve the model fit to the data. The rest 108

6 showed the good and acceptable reliability of indicator variables. Squared Multiple Correlations Teacher s Engagement : The items T_EE1, T_EE2 and T_EE10 are deleted for further as their factor loading was very low. Table 5.8 Squared Multiple Correlations (SMC) : Teacher s Engagement SMC Estimates T_EE T_EE T_EE T_EE T_EE T_EE T_EE T_EE T_EE T_EE T_EE T_EE Discriminant Validity Discriminant Validity of Five Exogenous Latent Constructs Validity is the accuracy of a measure, and exists when the measure is a perfect representation of the variable intended to measure (Holmes-Smith, Cunningham & Coote 2006). Structural equation modeling techniques can be used to estimate discriminant validity (Anderson & Gerbing 1988). Discriminant validity reflects the extent to which the constructs in a model are different. It is very important to assess this validity where the constructs are interrelated. Large correlations between latent constructs (greater than 0.80 or 0.90) suggest a lack of discriminant validity (Holmes-Smith, Cunningham & Coote 2006). It is recommended to delete one indicator from SEM analysis if the value of sample correlation (the sample correlation is generated by AMOS) between two indicators exceeds 0.80, because it 109

7 presents multi-collinearity (Holmes-Smith, Cunningham & Coote 2006). In this study, the value of sample correlation between two indicators were less than (See Table 5.9). Table 5.9 Correlations of Five Exogenous Latent Constructs Estimate Teachers Organizational Commitment Teachers Job Contribution Teachers Organizational Commitment Teachers Perceived Organizational Support Teachers Organizational Commitment Teachers Rewards and Recognition Teachers Organizational Commitment Teachers Perceived Supervisor Support Teachers Job Contribution Teachers Perceived Organizational Support Teachers Job Contribution Teachers Rewards and Recognition Teachers Job Contribution Teachers Perceived Supervisor Support Teachers Perceived Organizational Support Teachers Rewards and Recognition Teachers Perceived Organizational Support Teachers Perceived Supervisor Support Teachers Rewards and Recognition Teachers Perceived Supervisor Support The next step before validity analysis is to investigate a standardized residual covariance between two indicators. It is recommended that, with a correct model, most standardized residuals should have an absolute value less than 2. A standardized residual covariance between two indicators is the residual covariance between these two indicators divided by an estimate of its standard error. The residual covariance between two indicators is the difference between the sample covariance and the model-implied covariance (Jöreskog & Sörbom 1984). In this study, the SEM analysis of exogenous latent constructs, there were pairs of indicators that present standardized residual covariance exceeding 2 in absolute value. (See Table : 5.10). 110

8 Table 5.10 Standardized Residual Covariance of Five Exogenous Latent Constructs T_PSS1 T_PSS2 T_PSS3 T_RR4 T_RR7 T_RR9 T_RR10 T_POS1 T_POS2 T_POS4 T_POS5 T_POS6 T_JCON 8 T_JC ON1 0 T_O C2 T_O C4 T_O C5 T_O C6 T_PSS1.000 T_PSS T_PSS T_RR T_RR T_RR T_RR T_POS T_POS T_POS T_POS T_POS T_JCON T_JCON T_OC T_OC T_OC T_OC The indicators T_RR4, T_RR7, T_OC2, T_POS4 and T_POS5 were showing standardized residual covariance exceeding 2 in absolute value, hence these indicators were deleted from the SEM analysis. 111

9 Figure 5.1 : Discriminant Validity : Exogenous Latent Constructs The above model with chi-square = , degree of freedom = 55 and probability = 0.005, indicates that the model fit the data very well. Fortunately, other fit measures also indicate the goodness of fit of the model to the data with CMIN/DF = 1.567, RMSEA = 0.029, TLI = 0.987, CFI = 0.991, NFI = 0.975, GFI = and AGFI =

10 Table 5.11 Correlations of Five Exogenous Latent Constructs Estimate Teachers Organizational Commitment Teachers Perceived Organizational Support Teachers Organizational Commitment Teachers Rewards and Recognition Teachers Job Contribution Teachers Rewards and Recognition Teachers Job Contribution Teachers Perceived Supervisor Support Teachers Perceived Organizational Support Teachers Rewards and Recognition Teachers Perceived Organizational Support Teachers Perceived Supervisor Support Teachers Rewards and Recognition Teachers Perceived Supervisor Support Teachers Organizational Commitment Teachers Perceived Supervisor Support Teachers Organizational Commitment Teachers Job Contribution Teachers Job Contribution Teachers Perceived Organizational Support From the above table it becomes easy to examine discriminant validity of the constructs. In validity analysis, it was found that these five latent constructs in the research model were different because correlations between latent constructs were not larger than 0.8 or 0.9. The maximum correlation was between Teachers Organizational Commitment and Teachers Job Contribution (0.758) Qualitative Analysis According to DiCicco-Bloom and Crabtree (2006, p. 317) data analysis in qualitative research ideally occurs at the same time as the data collection so that the researcher can generate an emerging understanding of the data. They also assert that this is an iterative process and eventually leads to a point where no new themes or categories seem to emerge which is called saturation. In this study, a point of saturation was achieved after fifteen interviews. In the last interview new themes or issues did not emerge. I conducted the qualitative analysis by first transcribing each interview. I then read through the text first looking for commonalities in the answers. I felt that the answers that came up in most interviews were the ones that should gain most focus when conducting further analysis and 113

11 presenting the findings. After identifying common themes in the answers, I aim to identify how they can be used to address the research question Findings of Qualitative Analysis When the interviewees were directly asked about the reasons for them to be committed to their institution s/university s goals, most of them indicated that commitment comes from the sense of responsibility and duty as teacher for providing quality education to students as well as a torch bearer of the institution they represent. Most of them also indicated that their personal goals are aligned with those of their institution/university. Some of the below quotations illustrate the thoughts of the interviewees when asked about the reasons for them to be committed to their institution s/university s goals: As a Professor of an esteemed institution, among the many goals I have set for myself as a teacher and guide, the goals of the university feature predominantly at the top. The university strives to provide top notch education to its students coupled with the prime objective of making its students instruments of social change and development. In these endeavors, it is the collective responsibility of teachers to ensure their realization in their fullest not just at a personal level as a teacher but also as torch bearers of the institution that we represent. It is the dream of every teacher to see their students shine and bring their investments in their students to fruition. For this reason, among many others, my goals are aligned with those of the university. My commitment comes from my sense of responsibility and duty as a teacher to give quality teaching to the students. If an institution involves you in the decision making, you feel you belong and therefore are committed to its goals. Commitment arises from the social commitment to build better students for tomorrow, a better value for oneself if the goals of the institute are fulfilled. I am committed to my own personality and the values with which I have grown up as well as the vision and mission of the institute. 114

12 In India, there is a need for quality teaching as well as quality research. Hence my commitments are to give quality education to students and to do quality research. Commitment is regarded as a psychological state of attachment, to the degree to which an individual identifies with an organization and is committed to its goals (O Reilly & Chatman, 1986). According to Meyer & Allen (1997), Commitment is an employee s personal attachment to, identification with, and involvement in the employing organization, resulting in a strong belief in the organization s goals and values and in extra effort on behalf of the organization. The main goal of every institution/university is to provide quality education to its students coupled with the prime objective of making its students instruments of social change and development. From the above illustrated responses, for teachers organizational commitment arises from their social commitment to impart quality teaching so as to build better students for tomorrow. Moreover, some teachers are ready to invest themselves in quality research work so as to give quality teaching to their students. As a torch bearer of the institution they represent, most of the teachers also thought that their personal goals are aligned with those of their institution/university. The interviewees were further asked how they perceived their institution s/university s support. The following quotations illustrate the view-point of some of the university teachers. Besides institutional means of support in terms of financing and infrastructure, the university actively encourages cutting edge research and motivates teachers and students alike to engage in debates and discussions. The university acts as a back bone not just through its well-recognized name among their respective fraternity but also through active motivation to research, publish and engage in many other meaningful ways. I perceive institution s support in terms of freedom at academic work, freedom in preparing course structure and syllabus and freedom in selecting the method of teaching. The institution should be research oriented and should enhance self-growth. These are my perceptions about the institution s support. According to Rhoades et al. (2002) perceived organizational support is the employees general belief that the organization values employees contribution and cares about employees well-being. Perceived organizational support is also defined as how much the organization values employees contributions and cares about them (Allen et al., 2008). Perceived organizational support 115

13 strengthens employees effort in the organization, resulting in greater efforts to fulfil the organization s goals (Eisenberger et al., 1986). Researchers like, Byrne & Hochwarter (2008), Erdogan & Enders (2007) and Ristig (2009) have indicated that when an employee perceives organizational support, it strengthens his/her cognitive and emotional evaluation of his/her job and organization. Perceived organizational support creates a sense of obligation within individuals to repay the organization. This is based on social exchange theory, which suggests that a person receiving a benefit is under a strong obligation to repay it in some way (Eisenberger et al., 1997; McDonald and Makin, 2000: 86). The university teachers perceive their institution s/university s support in terms of financing and infrastructure. Also the university should actively encourage research work and motivate teachers as well as students to engage in debates and discussions. Active research work and discussions will motive the teachers to fulfil their institution/university goals. When asked what they would do in order to contribute to their institution/university s well-being and to fulfil their goals, most of the participants indicated that acquiring knowledge, conducting active research work and improving the quality of teaching would be their main contributions towards fulfilling their institution/university s goals. The following are responses in this regard. I would contribute to fulfilling my institution s goals by following quality standards in teaching and contributing to research work. I will publish research papers. Taking up tasks that could help the community directly and indirectly through which making people understand the need of such institution. Empowering through capacity building and so on.. My contribution to fulfil my institution s goals would be to be a good teacher and researcher. Further, I would ensure that processes are in place so that new faculty/staff can perform to the maximum from their first day at work. Acquiring knowledge and active research work coupled with a strong value system are the most important aspects to consider in order to be meaningfully contributing to the welfare of the university. Employee engagement has been defined as exhibiting discretionary effort, reflected in extra time, brainpower and energy (Towers Perrin, 2003), for accomplishing organizational goals. Job contribution is the contribution by an employee in bringing about a result for the organization. 116

14 According to BlessingWhite s Report (2008), the employees use their talents and discretionary effort to make a difference in their employer s quest for sustainable business success. They have a line-of-sight on their own future and on the organization s mission and goals. Job Contribution involves feeling positive about your job, as well as being prepared to go the extra mile to make sure you do the job to the best of your ability. The above quotations from the participants reveal that the university teachers are positive about their job and are also ready to go the extra mile by following the quality standards of teaching, contributing to research work and a strong value system in order to contribute meaningfully to their institution/university s mission and goals. Further the participants were asked what rewards and recognition they expect from their institution/university for performing their job well. The following quotations indicate their responses. Regarding the rewards and recognition, academic credit where it is due is the most important aspect. Second, creation of an atmosphere congenial to such engagement is important and this can be done through instituting awards within the university among researchers and teachers to incentivize good teaching and research activities. Financial support also plays an important role. For me, rewards and recognition should be in terms of positive motivation. University should encourage all initiatives of their teachers and their words of appreciation are most important recognition for the teachers. According to me, my institution should recognize my contribution in the form of an award for best teacher, and if I am found fit then appointment to positions of respect and power within the institution. Rewards and recognition for me should be in terms of timely promotion and opportunities to contribute. Good residential with recreations support and family choir support. Kahn (1990) reported that people vary in their engagement as a function of their perceptions of the benefits they receive from a role. In addition to meaningful work, a sense of return on investments can come from external rewards and recognition. According to Sarvadi (2005), a key focus of recognition is to make employees feel appreciated and valued. Research has proven that employees who get recognized tend to have higher 117

15 self-esteem, more confidence, more willingness to take on new challenges and more eagerness to be innovative (Mason, 2001). According to Social Exchange Theory (SET), when employees receive rewards and recognition from their organization, they will feel obliged to exercise a fair exchange, by responding with higher levels of engagement. University teachers perceive financial support, timely promotion and good residential with recreations support as rewards for their efforts. However, Stone et al. (2010) found that financial incentives are not always welcomed by all employees and material incentives generally do not tend to satisfy the basic psychological needs. Recognition is a strong motivator, as is satisfies the basic human psychological needs. Dubrin et al. (2004) states that motivating others by giving them recognition and praise can be considered a direct application of positive reinforcement. The university teachers perceive recognition in the form of an award for best teacher, positive motivation encouraging all their initiatives and words of appreciation. When the interviewer asked the participants how they perceived their superior s (HOD/Principal/Dean/Director) support to enhance their engagement, most of them indicated that they perceive their superiors as highly supportive. The following quotations of the participants illustrate some perceptions about their superiors: The superiors should provide the required information. My superiors are highly supportive. The superiors should give good guidance and motivation for self-growth. The Vice-Chancellor is supportive in all the endeavors and gives his fullest support in all the matters. My superior has a positive attitude and supports every good effort. According to Deci & Ryan (1987), supervisor who foster a supportive work environment by displaying concern for employees needs and feelings, provide positive feedback and encourage them to voice their concerns, develop new skills and solve work-related problems. The findings by Bates (2004) and Frank et al. (2004) have shown that the support of supervisors is believed to be especially important for building engagement. Their supervisor s orientation toward them is viewed by the employees as indicative of the organization s support hence Perceived Supervisory Support (PSS) is likely to be an important predictor of employee engagement (Rhoades and Eisenberger2002). In fact, a lack of support 118

16 from supervisors has been found to be an especially important factor linked to burnout, an anti-thesis of employee engagement (Maslach et al. 2001). The university teachers perceive their superiors as highly supportive, having positive attitude and giving their fullest support in all the matters. Some participants perceive good guidance and motivation for self-growth from their superiors. When the participants were asked the reasons for them to be engaged, the interviewer got the following responses. As I joined the institution in its formative years, I came to believe I had a stake in its well-being and that we had a mission to fulfil. I believe in the mission and goals of my institution. I think my job contribution will make a difference in the thinking of my students and so that is my small contribution to society. Loyalty to my institution, liking towards the teaching profession and fulfilling the students expectations are some of the reasons for me to be engaged. Personal growth as well as professional growth, the joy of teaching youngsters who go on to become good members of society and to ensure that the name of the university remains on top. Good academic environment which enhances my academic excellence is the reason for me to be engaged. For me loyalty and liking towards the teaching profession, makes me engaged throughout time. Teaching in itself is a rewarding career. Intellectual stimuli and cordial environment in my institution makes be engaged. For me contribution towards the growth of institute and the nation, so as to contribute to the society, will make me engaged. The above quotations indicate that the belief in the mission and goals of their institution make them loyal and committed towards their institution/university. It is because of their loyalty, commitment and belief in the well-being of their institution/university, the university teachers think that their job contribution will make a difference in the thinking of the students, which will be their small contribution to society. Thus, the university teachers believe that their commitment towards their profession and their contribution towards fulfilling their institution/university s mission and goals will enhance their engagement. 119

17 This is in-line with the findings of the researcher like Kataria et al. (2013), who suggested that employees contribution in terms of task proficiency, proactivity, mental resilience, and commitment is of utmost significance and acts as the building block for their engagement. For some participants, good academic environment like their superior s support, will enhance their academic excellence and make them engaged. Schaufeli and Salanova (2007) similarly suggested that employees may become engaged when supervisors coach them in their work and provide emotional support. For some participants teaching was a rewarding career, with intellectual stimuli and cordial environment in their institution makes them engaged. Some university teachers believe that the joy of teaching to youngsters, to shape their minds, so that they become good members of the society makes them engaged. Rewards and recognition that enhances their personal growth as well as professional growth, which recognize their contribution in fulfilling their institution s goals and the positive motivation of their superiors are the reasons for the university teachers to be engaged. This is in consistent with the Social Exchange theory. According to Social Exchange Theory, when employees receive rewards and recognition from their organization, they will feel obliged to exercise a fair exchange, by responding with higher levels of engagement. When asked whether gender controls the influence of predictors on Teachers Engagement, most of the participants viewed that gender does not influence their engagement. This is illustrated from their following quotations: Gender does not influence achievement in an environment based on equality and mutual respect. Such an environment is usually seen in most of the institutions. As teaching is related to a person s capability in engaging class through different approaches and by finally satisfying student, gender does not influence Teachers Engagement. Gender discrimination is not present in our working place. If a woman is capable she can also have equal footing with men in all aspects. As teaching is a profession which is related to a person s capability in engaging class and satisfying the students, gender does not controls the influence of predictors on Teachers Engagement. Moreover, as the institution/university s environment is based on equality and mutual respect, gender does not influence teachers Engagement. This is in consistent with the findings of the study by Gladies J. and Kennedy V. (2013), who considered gender as control 120

18 variable in their study and they found that the gender did not significantly influence the faculty engagement. When asked whether age controls the influence of predictors on Teachers Engagement, the views of the participants differed. Some of the participants were in the view that teaching profession is related to knowledge and knowledge can be acquired irrespective of age, hence age does not influence their engagement. However, some of the participants believed that with age come maturity and hence senior teacher are more likely to be engaged than the younger teachers. This is illustrated from their following quotations: Knowledge rather than the age has the influence. For a teaching profession, you should be knowledgeable irrespective of your age. Yes age influences teacher s engagement because age brings with it maturity. Seniority brings with it experience in handling administrative matters as well as matters relating to academic engagement. However, this cannot be said to be the case in all situations. According to me, the younger teachers look up to the senior teachers for support and encouragement, and hence age influences teacher s engagement. Gladies J. and Kennedy V. (2013) considered age as control variable in their study and they found that the age significantly influenced the faculty engagement. However, from the above responses it is clear that age as a control variable to teacher s engagement needs further investigation. Further the participants were asked whether experience of the university teachers controls the influence of predictors on Teachers Engagement. Most of the participants responded that experience controlled the influence of predictors on Teachers Engagement. This is illustrated with some responses in the following quotation: By experience a teacher can present the content to students in a better way. Experience definitely adds to the influence of teacher s engagement but should always be looked at in conjunction with other parameters such as qualifications and academic abilities. According to me experience does influence teacher s engagement. An experienced and sincere teacher is more committed, thus contributes more and remains engaged. 121

19 Thus, from the above responses it becomes evident that experience of university teachers influences their engagement. This is in consistent with the findings of Huberman (1992,1993), who suggested that as teachers gain more teaching experience, their role changes in its structure as they progress in their careers. When asked whether educational level of the university teachers controls the influence of predictors on Teachers Engagement, the views of the participants differed. Some of the participants were in the view that highly qualified teachers have a different mind-set, are more into research work and take efforts to enhance the teaching process. However, some participants were of the view that even though highly qualified teachers had educational qualification, what matter the most was the knowledge they have gain and the belief that they can impart that knowledge to the welfare of the students. Yes. Educational level does influence teacher s engagement. Higher qualified teachers have a different mind-set, which is more of reading and research work, which in turn enhances the teaching process. Of course when you are armed up with information through higher education you will be equipped to control the students by yourself. No. But the real educational level (the knowledge gained by heart) and belief do influence. No. Educational level does not influence teacher s engagement. Teaching profession is more of having the capabilities. Gladies J. and Kennedy V. (2013) considered educational qualification (educational level) as control variable in their study and they found that the educational qualification (educational level) did not significantly influence the faculty engagement. However, the quotations reveal that educational level as a control variable influencing teacher s engagement needs further investigation. Further when the participants were asked whether type of organization controls the influence of predictors on Teachers Engagement, most of the university teachers indicated that teacher s engagement was influenced by the type of organization, that private or government institution/university they work for. This is illustrated by the following quotations: Yes. Type of organization surely influences teacher s engagement. As a government institution/university is a place where academic temperament is 122

20 more important rather than commercial means and which is the reason for the institute to exist. Yes, depending upon the autonomy given to teachers in the institution. Other factors include the hierarchy of the system and participatory models. Yes. It depends on whether the authority gives more priority to research or teaching." Yes it does. The more democratic and participative the decision making the greater will be the involvement. Besides the kind of leader you have, whether he enforces a rule of law or is arbitrary will also affect a teacher's engagement. Yes, the level of freedom in an organization and sound leadership ensures a healthy academic culture in an organization. Yes...the more bureaucratic, the less the teacher engagement. According to BlessingWhite s Engagement Report (2008), the level of engagement of the Government sector has relatively low engagement levels in all countries. However, more investigation is required in this respect. When the participants were asked whether job level of university teachers controls the influence of predictors on Teachers Engagement, there was a mix response. Some of the responses are illustrated through the following quotations: Sure. Job level does control the influence of predictors on teacher s engagement. It depends on one s privileges in interacting with students. Yes. As higher positions are being more exposed to policy making and have more information that lower positions. I cannot rule out saying absolutely no. Though some one is armed up with information due to levels like seniority the individual is getting affected No. There are equal opportunities provided to every teacher to engage in both research activities and teaching without discrimination based on job levels. Gladies J. and Kennedy V. (2013) considered current position (job level) as control variable in their study and they found that the current position (job level) significantly influenced the faculty engagement. However, it is clear from the above quotations that the job level of university teachers as a control variable influencing their engagement needs further investigation. 123

21 Further when the participants were asked whether type of university controls the influence of predictors on Teachers Engagement, again there were mixed responses. The following quotations illustrate the same. I guess so. Autonomous and private institutions success depends on a disciplined and committed faculty and faculty may be penalized for not fulfilling their responsibilities whereas in government universities there is less accountability. Yes. The academic temperament is more important than commercial means. Yes. If it is autonomous, it is easier to pursue one's interests without resistance and need for strict approval. Yes, different organizations set different goals. No. It depends upon the kind of administration of the university. It is evident from the above responses that type of university as a control variable influencing teacher s engagement needs further investigation. 124