CHAPTER-II REVIEW OF RELATED LITERATURE

Transcription

1 CHAPTER-II REVIEW OF RELATED LITERATURE 2.1 Studies Related to Teacher Effectiveness 2.2 Studies Related to Role Commitment 2.3 Studies Related to Values 2.4 Studies Related to Spiritual Intelligence 2.5 Conclusion

2 CHAPTER-II REVIEW OF THE RELATED LITERATURE There exists a continuum between the old theories and new research ideas, because knowledge is dynamic and it always flows along this continuum. The very important aspect of a research project is to have a survey of the related literature. It makes the investigator aware of what has already been done in the field, what are the findings and what can be done thereby ensuring the avoidance of unnecessary duplication. The survey of related studies may provide guiding hypotheses, suggestive methods of investigations and co-operative data for interpretative purpose. It also helps in planning of an adequate research design and insightful interpretation of findings. Therefore, the study of related literature in research is of immense importance because it stimulates and encourages the investigator to go deep into various aspects of the problem. A review of related literature is of paramount importance for every researcher who wants to proceed meaningfully in choosing his/ her research project from the field of interest. Best (2007) says, a familiarity with the literature in any problem area helps the students to discover what is already known, what others have attempted to find out, what methods have been promising and what problems remained to be solved. The perusal of research studies enables new researchers to acquaint themselves with the research strategies that have proved efficacious in executing research works carried out by earlier investigators. This helps them to proceed with essential insight and avoid pitfalls of trial and error...review of related literature, besides allowing the researcher to acquaint himself with current knowledge in the field or area in which he is going to conduct his research, enables the researcher to define the limits of his field Koul (2010). The real purpose of the review of related research is the fitness of a particular project into a broader scheme, enabling one to see its importance and relate it to other studies.

3 In the present chapter, however, an attempt has been made to review the literature on teacher effectiveness with the concerned variables, whatever could be gathered from various sources of available literature pertaining to the theme of present study. The review of related studies is concluded with an overview, highlighting the emerging trends in research relating to teacher effectiveness. The review is based on a survey of articles, speculative essays, empirical papers published in research journals, educational surveys published by national council of educational research and training, books and M.-Phil., and Doctoral Dissertations and Theses related to the theme. With a view to make our theme more comprehensive, coherent and unified, the review of related studies is divided into the following categories: Studies Related to Teacher Effectiveness Studies Related to Role Commitment Studies Related to Values Studies Related to Spiritual Intelligence 2.1 STUDIES RELATED TO TEACHER EFFECTIVENESS Reddy (2012) investigated teacher effectiveness in relation to mental health, stress and emotional intelligence of high school teachers. The study also aimed at finding out the difference in teacher effectiveness in terms of gender, locality and type of the school. A sample of 320 teachers working in government and private high schools was collected randomly. The study revealed no significant impact of mental health on teacher effectiveness. The study revealed significant impact of stress on teacher effectiveness. Teachers with high level of stress were found less effective than the teachers with moderate level of stress. A significant impact of emotional intelligence was found on teacher effectiveness. Teachers with high emotional intelligence were effective than the teachers with low emotional intelligence. There was significant interaction between stress and emotional intelligence on teacher effectiveness. Results indicated that teachers were found similar on the basis of gender, locale and type of school. 49

4 Agarwal (2012) conducted a co relational study of teacher effectiveness and job satisfaction higher secondary school teachers. The study revealed that teacher effectiveness score of government school teachers was the highest among the three groups of teachers. Teachers of aided and non-aided schools were found to be moderately effective. The study also indicated in significant relationship between teacher effectiveness and job satisfaction of government high secondary boys, girls and co-educational school teachers. The relationship between teacher effectiveness and job satisfaction of Aided boy's school teachers was found to be significantly positive at 0.01 level of significance. Aided girls and total school teachers showed significant positive relationship between teacher effectiveness and job satisfaction at 0.05 level of significance. Similarly, Non-Aided boys schools teachers have also shown significantly positive relationship at 0.05 level of significance. But Non-Aided girls school's teachers expressed in significant relation between teacher effectiveness and job satisfaction. The Non-Aided schools' teachers showed significant positive relationship at 0.01 level of significance. Riti (2012) studied teacher effectiveness in relation to school organizational behavior of school heads of Himachal Pradesh. 60 Government Schools from three districts viz. Solan, Una and Bilaspur from Himachal Pradesh state were taken up for the study. A sample of 350 teachers at secondary level and all the 60 school heads was drawn from these schools. Teacher Effectiveness Scale by Umme Kulsum (2000), School Organizational Climate Description Questionnaire by M.L. Sharma (1978) and Administrative Behaviour Scale by Haseen Taz (1998) were used to collect the data. The results of the study revealed no significant difference in the teacher effectiveness of male and female teachers. A significant difference was found in the teacher effectiveness of the teachers of urban and rural secondary schools. Urban school teachers were found more effective than rural school teachers. The results also revealed that the teacher effectiveness significantly differed in schools with different types of school organizational climate existed in different schools. Controlled type of school organizational climate was 50

5 found to be the most prevalent in the schools. The mean teacher effectiveness score was found higher in case of open school organizational climate. A significant difference was also found in the administrative behavior of school heads across different school organizational climate. Results also revealed that administrative behavior had a significant and positive effect on the teacher effectiveness. Kumar (2012) attempted to study the relationship between teaching effectiveness of women student teachers and their creativity. The sample consisted of 500 female student teachers of colleges of Education (B.Ed) affiliated to Karnataka State Women's University Bijapur. The teacher effectiveness scale developed by Umme kulsum and the creativity test (verbal and Non verbal) prepared and standardized by Baquer Mehdi were used The results showed that the student teachers with high creativity had higher teaching effectiveness as compared to female student teachers with low creativity. The rural female student teachers had significant higher creativity scores as compared to urban female student teachers revealing that rural student teachers were found more creative than urban student teachers. The science female student teachers were also found more creative than arts female student teachers. The other caste female student teachers showed higher creativity scores as compared to SC/ST female student teachers. Science student teachers had higher teaching effectiveness scores as compared to arts student teachers. Kaur (2011) investigated the relationship between teacher effectiveness and self concept of elementary school teachers. A sample of 150 elementary school teachers (75 male and 75 female) was administered teacher effectiveness scale by Kumar and Mutha and self concept inventory by Mohsin. The results of the study reported no significant difference in the teacher effectiveness of elementary school teachers working in government and private schools. Male and female teachers were found similar on the variable teacher effectiveness. The study revealed that male and female teachers were not similar on self concept. Male teachers were found high on self concept than 51

6 their female counterparts. The results based on correlation analysis revealed positive and significant relationship between teacher effectiveness and selfconcept of elementary school teachers. Teachers with high self concept were found more effective than teachers having low self concept. Mishra (2011) investigated teacher effectiveness, job satisfaction and institutional commitment among secondary school teachers. The sample of 60 (30 male and 30 female) secondary school teachers were taken purposively. The results indicated that teacher effectiveness, job satisfaction and institutional commitment were found to be positively and significantly correlated with each other. The study also revealed that effective teachers were more satisfied with their job as compared to those who were low on teacher effectiveness. Results of the study also revealed that satisfied teachers were found to be more committed towards their institution than their less job satisfied counterparts. The results based on differential analysis revealed that gender differences as well as type of school were not found to be significant on teacher effectiveness. However, male teachers were found more committed than their female counterparts. On the other hand female teachers were found significantly more satisfied with their job than their male counterparts. Uppal (2011) examined the effect of burnout on the well being, job satisfaction and effectiveness of teacher educators. The results showed a positive and significant relationship between well- being and teacher effectiveness of teacher educators. A significant positive correlation was found between job satisfaction and teacher effectiveness. Insignificant difference in the teacher effectiveness of teacher educators was found due to high and moderate degree of burnout as well as due to moderate and low degree of burnout. However, significant difference in the teacher effectiveness of high and low burnout, teacher effectiveness was found and teacher educators with low burnout were higher on the variable of teacher effectiveness as compared to high burnout teacher educators. Negative significant correlation was obtained between teacher effectiveness and emotional exhaustion whereas insignificant correlation was found between teacher effectiveness and 52

7 depersonalization. The results revealed a positive and significant relationship between teacher effectiveness and personal accomplishment. Kauts and Saroj (2010) conducted a study to investigate the teacher effectiveness and occupational stress in relation to emotional intelligence among teachers at secondary stage. The findings revealed that both male and female teachers were found to exhibit equal levels of teacher effectiveness. It was further observed that male teachers were found to be more stressed than female teachers. Further, the analysis showed that teachers with high emotional intelligence were more effective in their teaching and had less occupational stress while teachers with low emotional intelligence had more occupational stress and less teacher effectiveness. There was no interaction between gender of the teachers and emotional intelligence of the teachers on the scores of teacher effectiveness. D'Costa and Deshmukh (2010) studied the relationship between teacher effectiveness and multiple- intelligence of secondary school teachers. The study revealed that effective teachers display high score on multiple intelligence as compared to their average or low effective counterparts. The degree to which they exhibit multiple intelligences was even more profound for Existential, Inter Personal and Logical Intelligences. The mean Inter Personal Intelligence for teachers with low effectiveness was higher than the overall mean inter -personal intelligence. Mean inter personal intelligence of the teachers with high effectiveness was higher than both the above mentioned. This result showed that having high degree of inter personal intelligence was conducive to teacher effectiveness. The results further explored the fact that even those with low effectiveness showed high inter personal intelligence meant that they were probably not putting this trait to good use for teaching. Teachers with higher teacher effectiveness showed higher multiple intelligences in all areas. The results explored that teachers with high inter personal, existential and logical intelligences were more effective than those who were low in the above mentioned intelligences. With higher interpersonal intelligence a person was able to understand others and communicate better. 53

8 This seemed to play a vital role in teacher effectiveness. The presence of high existential intelligence meant the ability to ponder over life s realities and pose reflective questions to one-self. Such people had a higher value system. This probably translated into concern over one s actions and their implications. A person with high existential intelligence behaved responsibly and with commitment. They were found generally God fearing and took their actions seriously. The results revealed this as contributing factor to teacher effectiveness. The study further explored that logical intelligence which had significant effect on teacher effectiveness was the ability to understand cause - effect relationships. It was also revealed that it denoted a certain amount of systematic and orderliness in one s life. Overall, the study revealed that logical intelligence helped to work with hindsight, insight and foresight. Arora (2009) investigated the relationship of burnout with teacher effectiveness and self confidence of secondary school teachers. The results indicated a significant and positive relationship between burnout and teacher effectiveness of secondary school teachers. A significant relationship was also found between the burnout and teacher effectiveness of male and female secondary school teachers. The study also revealed significant relationship between burnout and teacher effectiveness of rural and urban teachers. The prediction of burnout among secondary school teachers on the basis of conjoint effect of teacher effectiveness and self confidence was significantly higher as compared to their separate prediction. Bhardwaj (2009) conducted a research study entitled, A study of teacher effectiveness in relation to teaching styles and personality types of secondary school teachers. Results revealed non-significant relationship of various components of teacher effectiveness i.e. preparation and planning, classroom management, knowledge of subject matter, teacher characteristic and interpersonal relations with any dimensions of personality types. The results of the study revealed that private secondary school teachers were found more effective on all the areas than the government secondary school teachers. Male and female government secondary school teachers were found equal in all 54

9 components of teachers effectiveness except the knowledge of subject matter component. Male and female private secondary school teachers were found equal on all the components of teacher effectiveness. Learner-centered teaching style group was found better in overall teacher effectiveness than teachercentered teaching style group. No significant interactional effect of teaching style, personality types, teaching stream and types of school was found on teacher effectiveness of secondary school teachers. Study revealed that all the four independent variables did not interact in a significant way to influence teacher effectiveness of secondary school teachers. Singh (2009) conducted a study on motivation, job involvement, occupational stress and coping strategies as correlates of teacher effectiveness at senior secondary stage in Jammu and found that male and female secondary school teachers do not differ significantly on teacher effectiveness except motivator, advisor and guide dimensions of teacher effectiveness. Female teachers were found more effective than male teachers in case motivator, advisor and guide dimensions of teacher effectiveness than their male counterparts. No significant difference was found in teacher effectiveness of secondary school teachers on the basis of streams (science and arts). High motivation, great job involvement, low occupation stress and a great deal of coping strategies had significant interaction with teacher effectiveness. No significant difference was found between government and private school teachers with regard to teacher effectiveness. No significant difference was found between senior and junior teachers with respect to the effectiveness in their job. A significant and positive relationship between sub variables of occupational stress and sub variables of teacher effectiveness was partially confirmed on the basis of analyzed data. Out of twelve dimensions of occupational stress only eight dimensions were found to be significantly correlated with total teacher effectiveness along with its dimensions. Out of six dimensions of job involvement only intrinsic motivation was significantly correlated with personality characteristics and motivator dimension of teacher effectiveness. Other dimensions of job involvement did not show any 55

10 relationship with areas of teacher effectiveness. The results of the study revealed no significant relationship between total score of job involvement and total score of teacher effectiveness. Further, the results of the study explored that total score of occupational stress was also not associated with teacher effectiveness. The results suggest no relationship between teacher effectiveness and coping strategies at senior secondary stage. Kaur (2008) investigated impact of B. Ed. Programme on teacher effectiveness, personality, teaching aptitude and attitude towards teaching of prospective teachers. The sample consisted of 600 pupil teachers of Punjab. The findings of the study revealed that B.Ed. programme was effective in bringing significant positive changes in teacher effectiveness among prospective teachers. It further revealed that male and female B.Ed. trainees have shown improvement in teacher effectiveness after doing B.Ed. B.Ed. programme had favorable effect on teacher effectiveness of prospective female teachers as compared to prospective male teachers. It was also found that B. Ed. Programme had positive and significant impact on the personality development as well as attitude towards teaching of prospective teachers. Rockoff (2008) undertook an-depth survey on new Math teachers in New York City and collected information on a number of non-traditional predictors of effectiveness including teaching specific content knowledge, cognitive ability, personality traits, feeling of self-efficacy, and scores on a commercially available teacher selection instrument. They found that individually only a few of these predictors had statistically significant relationship with student and teacher outcomes. However, when all of these variables were combined into primary factors summarizing cognitive and noncognitive teacher skills, they found that both factors had a modest and statically significant relationship with student and teacher outcomes, particularly with student test scores. These results suggest that while there may not be a single factor that can predict success in teaching, using a broad set of measures can help schools improve the quality of their teachers. 56

11 Sridhar and Baidei (2008) compared the teacher efficacy in India and Iran. Statistically no significant difference in general teaching efficacy scores were found between two countries. A statistically difference was found between male teachers in two countries in terms of personal teaching efficacy. Iranian male teachers had high personal efficacy than counterparts in India. However, female teachers were not reported statistically different in teacher efficacy. Also, no significant difference was found in teacher efficacy for number of years of teaching experience. Puri (2008) conducted a study entitled, Study of teacher effectiveness of teacher educators in relation to cognitive and non-cognitive variables. Results showed that independent cognitive variables of emotional intelligence and independent non- cognitive variables of teacher s attitude towards teaching were found to be good predictors of teacher effectiveness of teacher educators. The cognitive variables i.e. general mental ability and problem solving ability and independent non- cognitive variables i.e. occupational stress and teacher s adjustment were found negligible correlated. A significant difference was found in teacher effectiveness of male and female educators. Female educators were found more effective than their male counterparts. Jain (2007) compared the teaching effectiveness of teacher trained through distance mode in relation to sex, type of school and teaching experience. The classroom teaching incorporated review of home adjustment, introduction of the lesson, development of the lesson and classroom climate. The study revealed that the teaching effectiveness of teachers towards profession with respect to sex, type of school and teaching experience was significant. It was also found that less experienced female teachers teaching in private schools exhibited better classroom teaching. Private school teachers were more effective in classroom teaching as compared to government school teachers. Less experienced teachers were found to be better in reviewing the home assignment of the students in classroom as compared to more experienced teachers and no significant difference was found between the male and female teachers in case of skills like response management and class management. 57

12 Swain (2007) investigated teacher effectiveness in relation to level of aspiration, burnout and self efficacy of teachers at elementary level of education and found teacher effectiveness significantly and positively related to level of aspiration and self efficacy. Teacher effectiveness was negatively but significantly correlated with burnout. It was also found out that low burn out teachers were more effective than the high burn out groups of teachers in general. Teachers with high self efficacy were more effective than teachers with low self efficacy. Bhatia (2007) carried out a study to identify personality traits of an effective teacher in classroom situations as perceived by the students. Majority of students identified traits of an effective teacher as impartial, possessing sense of humor, organizing traits and excursions frequently, warm and polite, soft spoken, exciting, lively and has subject knowledge and labeled ineffective teacher traits as rude, strict, partial, aggressive, lifeless and serious. Dilliraj (2007) investigated teacher effectiveness in relation to work satisfaction, media utilization and attitude towards the use of information and communication technology among secondary school teachers. Results revealed that secondary school teachers belonging to government and private schools exhibited comparable teacher effectiveness. The secondary school teachers belonging to different academic streams viz, language, Science, Mathematics and Social Sciences exhibited comparable teacher effectiveness. The results further revealed no significant interaction between school type and teachers of different academic stream with regard to teacher effectiveness. More effective teachers exhibited better work satisfaction and attitude towards information and communication technology than less effective government and private schools teachers. Jethi and Kumar (2007) conducted a study to assess teaching effectiveness of teachers through student rating. The findings revealed that students rating of teachers ranked personality of teacher at first place followed by planning, teacher-student interaction, evaluation, content organization and teaching methods at school, third, fourth, fifth, sixth and seventh place 58

13 respectively. Personality components included in the study were punctuality, sincerity, potential and enthusiasm of teachers. Results revealed that students rated those teachers high who were punctual, sincere towards their roles, enthusiastic and having good personality characteristics. Roul (2007) conducted a study to compare effectiveness of autonomous and non-autonomous college teachers. The finding showed that both male and female teachers from autonomous colleges were found to be significant higher on teacher effectiveness as compared to teachers from non-autonomous colleges. The results also revealed that teachers from autonomous colleges were found to have better mental health as compared to teachers from nonautonomous colleges. Results also indicated that the combined effect of the type of the college and teacher s mental health did not produce any significant effect on teacher effectiveness. Douglas and Stacey (2007) conducted a research to compare the theoretical models and predictors of teacher effectiveness with those of other occupations, focusing on three specific predictors of worker effectiveness, cognitive ability, personality and education. The comparison of the teachers and other workers studies yielded a variety of ways in which research on teacher effectiveness might be improved and expanded: First, the worker literature illustrated specific theoretical models, such as job-organization fit, that complement existing models regarding the work of teachers. The potential value of extending worker models to teaching in this way was reinforced by the fact that the three teacher characteristics mentioned above predict effectiveness in similar ways among teachers and other workers. Second, by outlining multiple models of effectiveness, it became possible to identify the important dimensions on which they vary, such as the unit of analysis and the assumed roles of the individual worker in relation to the organization. Third, research on other workers highlighted some ways to improve the measurement of the three predictors and teacher effectiveness, going beyond the use of student test scores. 59

14 Bansibihari and Surwade (2006) conducted a study with a view to investigate the effect of emotional maturity on teacher effectiveness. The results indicated that female teachers were emotionally more mature and stable than male teachers who were found to be emotionally in mature /unstable. Emotionally mature teachers were found to be more effective than those of emotionally in mature teachers. The results further revealed sex difference in emotionally mature group with respect to teacher effectiveness. Female teachers from emotionally mature group were found more effective than their male counterparts. Kumari (2006) conducted a study entitled, Teacher effectiveness in relation to intelligence, personality and environmental awareness among high school teachers. The study comprised a sample of 500 high school teachers of Punjab comprising of male, female, urban and rural population was selected randomly form the two district- Ludhiana and Moga of Punjab State. The results showed significant and positive relationship of teacher effectiveness with intelligence, extroversion and environmental awareness of male and female, rural and urban high school teachers of Ludhiana and Moga district. Study further revealed significant and positive relationship between teacher effective and the variable of general mental ability. Significant differences were found among the high school teachers of Ludhiana and Moga District with high and low level of teacher effectiveness regarding their intelligence extroversion trait of personality and environmental awareness. Study revealed that teachers with level of teacher effectiveness were more intelligent, more extrovert and more aware of the environment in comparison to the teachers with low level of teacher effectiveness. Out of three independent variables only two variables i.e. intelligence and environment awareness were found to be good predictors of teacher effectiveness of high school teachers of Ludhiana, and Moga Districts. The study revealed significant difference among male and female teacher on the variable of teacher effectiveness. Results revealed that female high school teachers were more effective than male high school teachers. 60

15 Kaur (2006) conducted a research study entitled, Teacher effectiveness in relation to occupational stress and life skills. The sample of research consisted of 600 school teachers. The findings of the study indicated that all the measures of life skills i.e. decision making, critical thinking, communication skills, interpersonal relationship skills, coping with series and life skills total show significant and positive inter-correlation with all measures of teacher effectiveness. Results revealed that less stressed teachers were found to be systematic in their teaching and able to maintain decorum in their classrooms, possessed a good personality, got along well with others and were effective teachers as compared to those who were more stressed. Study revealed that female teachers were better classroom managerial, possessed better personality, enjoyed cordial relations with others and more effective as compared to male teachers. Study concluded no significant difference in the teacher effectiveness of teachers with less or more teaching experience. Ghali (2005) studied teacher effectiveness and job satisfaction of female teachers. The sample of the study consisted of high school female teachers of Chittoor District of Andhra Pradesh. The study examined the effect of locality management of the school and subject of teaching on teacher effectiveness of high school female teachers. The results concluded that management of the school has a significant impact on teacher effectiveness. Locality and subject of teaching had no significant impact on teacher effectiveness. The results indicated that female teachers working in government schools were more effective as compared to teachers working in private schools. Cummings (2005) conducted a research entitled, Perceptions of quality instruction: A comparison of part time and full time faculty in Alaska State Colleges. The finding showed differences on each of the six variables grouping: teacher effectiveness, attitude and relationship, curriculum content, use of technology, resources allocation and professional development. In addition, the results of the study determined strong relationship for teacher effectiveness with resources allocation and curriculum content. 61

16 Amandeep and Gurpreet (2005) conducted a study of teacher effectiveness in relation to teaching competency. The study showed that female teachers were more effective in their teaching than male teachers. Male and female teachers do not differ significantly as far as their teaching competency was concerned. The findings also stated that teaching competency was positively and significantly related with teacher effectiveness of teachers. Teachers with high teaching competency were found to be more effective than the teachers with low teaching competency. Vijayalakshmi and Mythili (2004) conducted a study on impact of some personal and professional variables on teacher effectiveness. The results showed that there was significant difference between the teachers up to thirty five years and above thirty five years of age married and unmarried teachers with different designation and working in junior and degree colleges with regard to their teacher effectiveness. Regarding their work orientation, significant differences existed between married and unmarried teachers, male and female teachers of different cadres between junior and degree college staff and government and private college teachers. Positive and moderate relationship was present between teacher effectiveness and their work orientations. Tilk (2004) conducted an empirical study of correlates of teacher effectiveness of secondary school teachers and found that teacher effectiveness was positively affected by the level of motivation to work. Teachers having higher level of motivation to work were found to be more effective teachers. The results indicated that job satisfaction was not significantly related to teacher effectiveness. No significant inter-actional affect of work motivation was found on teacher effectiveness. Kagathala (2002) investigated a study entitled, A study of effectiveness of teachers of secondary schools in Gujarat. The findings of the study reported that effectiveness of teachers of secondary schools in Gujrat was found to be average. In addition to this results revealed that urban teachers were superior to rural teachers in teaching effectiveness. However, teachers 62

17 were found same on the basis of gender. Furthermore, the results revealed that postgraduate teachers were more effective than graduate teachers. Although the results revealed that type of faculty made no differences on teacher effectiveness. Results indicated that teachers having high creative personality were found to be superior to the teachers having low creative personality on teacher effectiveness. No effect of caste of teachers on teacher effectiveness was observed. Sengupta (2001) examined personal and professional values of an effective teacher from students perception. Results related to collected opinions of the students regarding the personal characteristics of an effective teacher thirty six percent of pupils revealed that an effective teacher is one who displays personality characteristics, like being brave, kind, sympathetic, intelligent, creative, cooperative, polite, tolerant, honest, committed, value oriented, approachable, confident, patient and showing no anger. Forty seven percent pupils value most the punctually and regulatory on the part of the teacher. Forty nine percent pupils expressed that a good teacher must know each child individually and give equal attention to every child without any discrimination. Allison (2002) conducted a study to compare the teaching effectiveness of part-time and full time clinical nursing faculty by using the Nursing Clinical Teacher Effectiveness Inventory. The sample included two groups: clinical nursing students in Associate Degree Nursing programs at schools in a mid- Atlantic state and the part time and full- time faculty who taught those students. Results of the study indicated that student s rank part-time faculty as significantly less effective than full time faculty on each of the five categories by the NCTE as important in Clinical Nursing Instruction i.e. teaching ability, nursing competence, evaluation of interpersonal relationship and personality traits. The findings supported the result that there was no significant difference in the ways that students rated the effectiveness of teachers and the ratings done by teachers themselves. 63

18 Ford (2002) attempted to determine the relationship among teachers induction program variable, namely content, personnel and delivery modes employed and perceived effectiveness and satisfaction of first year teachers of the 279 surveys sent to beginning teachers in 26 randomly selected public school system throughout the state of Alabama, 63 subjects responded to most or all of the question in the survey. The findings revealed that there was a positive correlation between new teacher induction content addressed during a teacher s first year and their level one of self perceived effectiveness. Next, direct input on a specific task was the most common way new teachers were supported and produced a strong task was the most common way new teachers were supported and produced a strong correlation with effectiveness and satisfaction while lectures, although used seldom, produced the least effect on new teacher effectiveness and satisfaction. And finally, principals were also highly involved. The principal s involvement produced the strongest relationship with effectiveness and satisfaction. Kumar and Kumar (2000) investigated a study entitled, Student perception of teaching effectiveness: A study. The study was based on the teacher effectiveness as perceived by agriculture students. Students rating on different aspects of teaching effectiveness of such as course organization and planning, lectures, faculty-student instruction, test and examination and quality of instruction revealed that teachers were strong in course organization and planning but the presentation skills were not at par to support their organizational skills. The factor faculty-student interaction fell under the category moderately disagree as perceived by students and was least supported. Panday and Maikhuri (1999) conducted a study on the attitude of effective and ineffective teachers towards teaching profession. They found that there was a significant difference between affective teachers having high or low experiences in terms of their attitude towards their profession. The results further indicated that high experienced effective teachers attitude was positive towards teaching profession than low experienced ineffective teachers. Age of effective teachers was not a differentiating factor in their attitude towards 64

19 teaching profession. Young ineffective teachers had more negative attitude towards teaching than ineffective old teachers. 2.2 STUDIES RELATED TO ROLE COMMITMENT Kaur (2012) explored the nature and extent of relationship between teacher effectiveness and role commitment of secondary school teachers. Teacher effectiveness scale by Pramod Kumar and D.N. Mutha and Teacher's Role Commitment Scale by Dr. Meena Budhisagar Rathod and Madhulika Verma was used to collect the data. The results of study revealed a positive and significant relationship between teacher effectiveness and role commitment of secondary school teachers. Teachers with high role commitment were found more effective than the teachers with low role commitment. The study also aimed to compared teacher effectiveness and role commitment of male and female, government and private secondary school teachers. No significant difference was found in terms of teacher effectiveness of male and female and government and private secondary school teachers. A significant difference was found between mean scores of male and female secondary school teachers in terms of role commitment, results favouring the female secondary school teachers. Government and private secondary school teachers were found similar with regard to role commitment. Minakshi (2012) studied the burnout and occupational stress in relation to emotional intelligence and organizational commitment of regular and special school teachers. The sample of the study was 500 regular and special school teachers from 25 special schools and 20 regular schools. The study reported a significant negative relationship between emotional intelligence and burnout of regular and special school teachers. A negative and substantial and significant relationship between emotional intelligence and occupational stress of regular and special school teachers was found. Organizational commitment and occupational stress were found negatively, substantially and significantly correlated with each other. Regular teachers were found more committed to their organizations as compare to special teachers. Male school teachers were found more committed to their organization i.e. school on comparison to their 65

20 female counterparts. School teachers with more teaching experience were found committed to their organizations than less teaching experience. Nahid (2012) investigated the relationship between emotional intelligence and job satisfaction, between emotional intelligence and organizational commitment, and between job satisfaction and organizational commitment among high-school English teachers. Furthermore, the study aims to examine the role of gender and age in emotional intelligence, job satisfaction and organizational commitment. The participants were selected by proportional stratified sampling and simple random selection. This study adopted a survey research design that utilized an ex post facto research type in which the researcher used questionnaires to collect data from the respondents. Findings: The results of the study indicated that there was a positive significant relationship between emotional intelligence and job satisfaction, between emotional intelligence and organizational commitment, and between job satisfaction and organizational commitment. It was also found there was no significant difference among high-school English teachers of different genders and ages concerning their job satisfaction and organizational commitment. But concerning emotional intelligence, the findings in this study provided support for gender differences, with females reporting higher emotional intelligence, but the results showed no age differences among the participants. Originality/value: The present study gains significance as the results can assist the teachers and organizations in enhancing the job satisfaction and organizational commitment of teachers, thus stemming the tide of high turnover in the teaching profession. Aydin (2011) analyzed fifteen Master and Doctorate thesis done between 2005 and 2009 using meta-analysis. The result showed that effect of gender on the organizational commitment was on the favor of males particularly at the levels of identification and internalization. Male teachers can adopt the norms and values of the organization easier than female teachers. On the other hand female teachers have a tendency of organizational commitment so as to carry in their acquisition. 66

21 Cohen and Liu (2011) investigated individual values, organizational and occupational commitment and organizational citizenship behavior and inrole performance on a sample of 192 teachers employed in 10 secular Jewish schools (response rate of 64%). The results showed that individual values were related to all commitment forms examined here, but contrary to expectations, there was no clear distinction between values that represent conservation and self-transcendence and values that represent openness to change and selfenhancement in terms of their relationship either to commitment or to behavioral outcomes. Likewise, there was no clear distinction between the three dimensions of commitment (affective, continuance, and normative) or two commitment forms (organizational and occupational) in terms of their relationships to different values. Unsurprisingly, the findings showed a strong effect of commitment on organizational citizenship behavior and in-role performance. The findings of the study showed that both individual values and commitment are concepts that can increase understanding of employees behavior in the workplace. Kaur (2011) conducted a research study entitled, Professional commitment of teachers in relation to their life satisfaction, teaching experience and organizational climate. Results showed significant difference between professional commitment of male and female secondary school teachers and the difference was found in favor of females of secondary school teachers. A significant difference was also found in the professional commitment of teachers coming from rural and urban background. The findings of the results also revealed a significant difference in the favor of teachers coming from rural background. Teachers working in government and non- government school did not differ significantly with respect to their professional commitment. No significant difference was found in the professional commitment of teachers with varying length of teaching experience. Life satisfaction, teaching experience and organizational climate conjointly predict professional commitment of secondary school teachers. The conjoint effect of the independent variables on professional commitment of 67

22 secondary school teachers was more as compared to the effect of any single variable. Out of three independent variables viz. life satisfaction, teaching experience and organizational climate, variable of organizational climate was the best predictor of professional commitment of secondary school teachers. Hong, Tan and Bujang (2010) examined the relationships between quality of work life and work commitment, work stress and work satisfaction. This study also investigated the differences in work life quality, work commitment, work stress and work satisfaction based on demographic variables and the relationships amongst the variables. Questionnaire data was collected from a cross sectional survey administered to 110 permanent teachers at a government secondary school in Kuching, Sarawak, Malaysia. Findings in this study showed that the respondents only had moderate work life quality. There were also moderate relationships between work life quality and work commitment, stress, and satisfaction but there were no differences in the quality of work life based on demographic variables. However there were differences in work commitment based on gender. This research also revealed that there were also no differences in work stress and satisfaction based on the same demographic variables. Similarly, the findings suggested that work commitment, work stress and satisfaction were not significantly correlated. Work life quality of teachers could still be improved to ensure that students gain maximum benefits from teaching and learning practices in the classrooms. Sharma (2010) conducted a research study entitled, Professional commitment of teacher educators in relation to their emotional intelligence, job satisfaction and organizational climate. The study reported positive significant correlation between emotional intelligence and professional commitment. A positive and significant correlation was found between job satisfaction and professional commitment. Variables of organizational climate and professional commitment were found to be positively and significantly correlated to each other. No significant relationship was found between professional commitment and socio- economic status. The study reported no significant difference in the professional commitment of male and female 68

23 teacher educators. The results further reported no significant difference was found in the professional commitment of educators belonging to rural and urban areas. Sood and Anand (2010) studied the level of professional commitment of teacher educator serving in secondary teacher training institutions of Himachal Pradesh. Result showed moderate level of professional commitment among teacher educators. Significant differences were found in professional commitment of teacher educators with regard to gender, marital status and teaching experience. Female teachers were found to be significantly high in comparison to male teachers. It was found that highly experienced teachers were more professionally committed in comparison to less experienced teachers. Khanifar, Jandaghi and Shojaie (2010) explored a significant relationship between opportunities for inner life satisfaction and affective professional commitment. They reached a major conclusion that paying attention to people s personal milieu and respecting their spiritual values and also allowing them to overtly and openly express their ides in the work environment results in increasing inner life satisfaction and subsequently it causes increasing in affective professional commitment. Alan (2009) explored the relationships between teachers' organizational commitment and interpersonal conflict, participation activities beyond the classroom, and innovation in schools. Potential relationships among study variables were suggested in research that viewed affective commitment as a proxy measure for decisions to leave the school. Increments in experience in the profession were negatively associated with organizational commitment. Higher levels of interpersonal conflict are linked to lower levels of organizational commitment. Participation in activities beyond the classroom was marginally related to commitment, whereas support for innovation had a strong positive effect on teachers' commitment. Results, considered in context, suggested the importance of high levels of commitment and commitment 69

24 norms in terms of the teachers' work performance and the stability of the professional workforce. Akyol (2009) studied commitment levels of 250 teachers working in the primary schools in Canakkale province and the effects of teachers demographic features on their commitment levels. Findings show that the basic reason for teachers commitment is internal factors like professional affection rather than external factors. In addition to this, it is inferred that teachers affective commitment increases up to their ages and working periods. No meaningful relationship between teachers commitment level and gender, marital status and educational level was found. Sezgin (2009) studied organizational commitment and psychological hardiness in 405 Turksih primary school teachers. Results revealed that psychological hardiness was positively and significantly related to both identification and internalization components of teacher commitment, whereas it was negatively and significantly correlated to the commitment predicated on compliance. Teacher compliance commitment was negatively associated with both identification and internalization. Although gender and years of experiences were significant predictors of identification and internalization, the variables of subject specialization and age did not significantly predict all the three subscales of teachers' organizational commitment. Bala (2009) carried out a study on teachers role commitment in relation to their life satisfaction and found positive and significant relationship between role commitment and life satisfaction. Study also revealed that male teachers were more committed than female teachers. No significant difference was found in role commitment of teachers of government and private schools. A significant difference was found in life satisfaction of male and female teachers. Rajan (2009) studied the qualitative difference as perceived by pupil teachers of self financed and government aided teacher education institutions and found significant difference between the two. The pupil teachers of self financed institutions showed better perception than government aided teacher 70