3.1. INTRODUCTION CHAPTER III METHOD AND PROCEDURE Research is a systematic activity directed towards discovery. The development of an organised body of knowledge has been proved to be an essential and powerful tool in leading man towards progress. In the words of John W. Best and James V. Kahn (1992) research is the systematic and objective analysis and recording of controlled observations, principles or theories resulting in prediction and possibly ultimate control of events (P. 20). 3.2. METHOD USED Having selected the problem, level of job stressors of school teachers in relation to their emotional intelligence, self-esteem and mental health, the investigator used survey method, which will be of more help than other research methods. 3.3. POPULATION All the teachers working in primary, secondary and higher secondary levels in the schools in Ariyalur district form the population of the study. 3.4. SAMPLE From the population, 1000 school teachers were taken at random to form the sample of the present investigation using simple random sampling technique. 81
Table 3.1. Distribution of the Sample with regard to Gender Gender Number of Sample Percentage Male 602 60.20 Female 398 39.80 Total 1000 100.00 Fig. 3.1: Distribution of the Sample with regard to Gender Female 39.80% Male 60.20% 82
Table 3.2. Distribution of the Sample with regard to Age Age Number of Sample Percentage Upto 35 379 37.90 36 to 50 496 49.60 Above 50 125 12.50 Total 1000 100.00 Fig. 3.2: Distribution of the Sample with regard to Age Above 50 12.50% Upto 35 37.90% 36 to 50 49.60% 83
Table 3.3. Distribution of the Sample with regard to Category Category Number of Sample Percentage Primary 169 16.90 Secondary 541 54.10 Higher Secondary 290 29.00 Total 1000 100.00 Fig. 3.3: Distribution of the Sample with regard to Category Higher Secondary 29% Primary 16.90% Secondary 54.10% 84
Table 3.4. Distribution of the Sample with regard to Teaching Experience Teaching Experience Number of Sample Percentage Upto 10 413 41.30 11 to 20 281 28.10 Above 20 306 30.60 Total 1000 100.00 Fig. 3.4: Distribution of the Sample with regard to Teaching Experience Above 20 30.60% Upto 10 41.30% 11 to 20 28.10% 85
Table 3.5. Distribution of the Sample with regard to Marital Status Marital Status Number of Sample Percentage Unmarried 293 29.30 Married 707 70.70 Total 1000 100.00 Fig. 3.5: Distribution of the Sample with regard to Marital Status Unmarried 29.30% Married 70.70% 86
Table 3.6. Distribution of the Sample with regard to Location of School Location of School Number of Sample Percentage Rural 264 26.40 Urban 736 73.60 Total 1000 100.00 Fig. 3.6: Distribution of the Sample with regard to Location of School Rural 26.40% Urban 73.60% 87
Table 3.7. Distribution of the Sample with regard to Type of School Type of school Number of Sample Percentage Government 712 71.20 Aided 44 4.40 Self-financed 244 24.40 Total 1000 100.00 Fig. 3.7: Distribution of the Sample with regard to Type of School Self-financed 24.40% Aided 4.40% Government 71.20% 3.5. TOOLS USED The following tools are used for data collection: 1. The investigator developed and validated Job Stressors Scale. 2. Emotional Intelligence Scale by Anukool Hyde, Sanjyothe Pethe and Upender Dar (2001). 3. Self-Esteem Inventory by Cooper Smith (1967). 4. Mental Health Checklist by Pramod Kumar (1992). 88
3.6. TOOL PREPARATION 3.6.1. Job Stressors Scale For the construction of Job Stressors Scale, the investigator has gone through the related literature dealing with job stressors of the school teachers. Based on the related literature and books on Psychology and Sociology, the investigator identified different types of job stressors in the teaching profession. The job stressors in three different areas are considered for identification and items were written for each item under the areas namely Teacher Role Maintenance, Respect and Honour Maintenance and Maintenance of Interpersonal Relationship. Each dimension was divided into three sub-dimensions. The dimension Teacher Role Maintenance has three sub-dimensions namely, (a) Trend Executor, (b) Professionalist and (c) Moral/Ethical Practitioner. The dimension Respect and Honour Maintenance holds the respect and honour maintenance in teaching, guiding / leading and outside school context. The dimension Maintenance of Interpersonal Relationship has the relationship with colleagues, authorities and parents. With the help of the research guide, the investigator prepared a draft tool consisting of 80 statements. The scale is a five-point scale and the 5 different options are Always Suitable to Me, Often Suitable to Me, Sometimes Suitable to Me, Rarely Suitable to Me and Never Suitable to Me. 3.6.1.1. Establishing Content Validity To establish content validity, the investigator submitted the draft tool to the experts in the field of education. They carefully examined the sentences in the draft tool and offered some deletions and modifications. On the basis of suggestions given by the experts, some of the statements were modified and 4 statements were removed. Thus, the content validity of the tool was established. 3.6.1.2. Establishing Item Validity After establishing content validity, the draft scale has 76 statements. For testing the consistency of each statement in the draft scale, the investigator used item vs. total correlation method. The draft scale with 76 statements was administered to a sample of 50 school teachers selected from the population. They were requested to answer all the statements in the scale. The completed scales were collected and scored. Pearson 89
Product Moment Correlation was used to find out the correlation coefficient value between the score of each statement and the total score. The item validity is given below: Table 3.8. Item Validity of Job Stressors Scale S. No. R S. No. R S. No. R S. No. R 1 0.532 20* 0.216 39* 0.225 58 0.619 2 0.652 21 0.466 40* 0.226 59 0.529 3* 0.236 22 0.515 41 0.490 60 0.506 4 0.480 23 0.472 42 0.414 61* 0.205 5 0.704 24* 0.273 43 0.551 62 0.673 6 0.654 25* 0.210 44 0.499 63 0.623 7* 0.214 26 0.427 45 0.621 64 0.571 8* 0.267 27 0.424 46* 0.199 65* 0.199 9 0.541 28 0.710 47 0.379 66 0.573 10 0.458 29 0.663 48 0.391 67 0.563 11 0.473 30* 0.233 49 0.688 68* 0.109 12* 0.276 31 0.700 50 0.477 69 0.588 13 0.641 32 0.585 51* 0.216 70* 0.228 14 0.403 33 0.720 52 0.460 71 0.442 15* 0.278 34* 0.154 53 0.511 72 0.588 16 0.529 35 0.433 54 0.486 73* 0.221 17 0.686 36 0.407 55* 0.252 74 0.430 18 0.412 37 0.405 56* 0.262 75* 0.212 19 0.658 38 0.559 57* 0.237 76* 0.216 * marked statements were removed. The statements with a value of less than 0.279 were removed from the draft scale. 24 statements with low correlation coefficient values were removed and final scale has 52 statements. The Job Stressors Scale with 52 statements was taken for concurrent validity. 3.6.1.3. Establishing Concurrent Validity To establish the concurrent validity of the Job Stressors Scale, the investigator used the Teachers Job Stressors Scale developed by Meena Buddisagar Rathod and Madhulika Varma (2010). The scale consisted 49 statements reflecting the 6 job stressors namely, overloadedness, role conflict, powerlessness, role ambiguity, motivelessness, and frail interpersonal relationship. This scale was translated into Tamil and given to randomly selected 50 school teachers. Then, the Job Stressors Scale 90
developed by the investigator was administered to the same sample of 50 school teachers. The responses of the teachers for both scales were scored using the scoring key. The correlation between the two sets of scores was found. It was found to be 0.714. Thus, the concurrent validity of the tool was established. 3.6.1.4. Establishing Reliability The investigator used test-retest method for establishing reliability of the Job Stressors Scale. The scale has been administered to 50 school teachers. Their responses were collected and scored by the investigator. After fifteen days, the same scale was administered to the same teachers. Their responses were scored. The correlation coefficient was obtained for the two sets of scores. The correlation coefficient was computed to be 0.759. Thus, the reliability of the tool was established. 3.6.1.5. Final Form of Job Stressors Scale The final tool consists of 52 items under three dimensions (a) Teacher Role Maintenance, (b) Respect and Honour Maintenance, and (c) Maintenance of Interpersonal Relationship. Each dimension has three sub-dimensions. The details of the statements under three dimensions and its sub-dimensions are given in the following table. Table 3.9. Item-wise Distribution of Job Stressors Scale Sl. No. Dimensions and Sub-Dimensions Items Teacher Role Maintenance 1 25 1. a. Trend Executer 1 7 b. Professionalist 8 17 c. Moral / Ethical Practitioner 18 25 Respect and Honour Maintenance 26 40 2. a. in Teaching 26 31 b. in Guiding / Leading 32 36 c. in Outside School Context 37 40 Maintenance of Interpersonal Relationship 41 52 3. a. with Colleagues 41 44 b. with Authorities 45 48 c. with Parents 49 52 91
3.6.1.6. Scoring Procedure The scoring procedure is given in the following table: Table 3.10. The Scoring of the Items of Job Stressors Scale Response Scoring Always suitable to me 5 Often suitable to me 4 Sometimes suitable to me 3 Rarely suitable to me 2 Never suitable to me 1 3.6.2. Emotional Intelligence Scale Emotional Intelligence Inventory developed by Anukool Hyde, Sanjyot Pethe and Upinder Dhar (2001). It consists of 34 items with five optional answers (1) Strongly Agree, (2) Agree, (3) Neutral, (4) Disagree and (5) Strongly Disagree. The scale has covered different areas of emotional intelligence like, self-awareness, empathy, selfmotivation, emotional stability, managing relations, integrity, self-development, value orientation, consultant and altruistic behaviour. 3.6.2.1. Establishing Content Validity The investigator gave the Emotional Intelligence Scale to the experts in the field of education. On the basis of the expert s suggestions, some of the statements were modified in the translated version. Thus, the content validity of the tool was established. 3.6.2.2. Establishing Concurrent Validity To establish the concurrent validity of the emotional intelligence inventory, the investigator used the Trait Emotional Intelligence Questionnaire Short Form (TEIQue- SF) developed by Petrides, K.V. and Furnham, A. (2006). This scale was translated into Tamil and given to randomly selected 50 school teachers. Then, the Tamil version of Emotional Intelligence Scale by Anukool Hyde et al., was distributed to the same sample. The responses for both scales were scored using the scoring key. The 92
correlation between the two sets of scores was found. It was found to be 0.726. Thus, the concurrent validity of the tool was established. 3.6.2.3. Establishing Reliability The investigator used test-retest method for establishing reliability of the Emotional Intelligence Scale. The scale has been administered to 50 teachers selected from the population. Their responses were collected and scored by the investigator. After 15 days, the same tool was administered to the same respondents. Their responses were scored. The correlation coefficient was obtained for the two sets of scores. The correlation coefficient was computed to be 0.844. Thus, the reliability of the tool was established. 3.6.2.4. Scoring Procedure The scoring procedure is given in the following table: Table 3.11. The Scoring of the Items of Emotional Intelligence Scale Response Score Strongly Agree 5 Agree 4 Undecided 3 Disagree 2 Strongly Disagree 1 3.6.3. Self-esteem Inventory Self-esteem Inventory was standardized by Cooper Smith (1967). The tool consists of 25 statements with two responses such as Like Me and Unlike Me. There are no right or wrong answers. This scale was designed to find the self-esteem of teachers. This scale was designed primarily for use with adults. The scale has 25 items in English. The investigator translated the inventory into Tamil for better understanding of the sample. The investigator of the present study has established the validity and reliability of the inventory. 93
3.6.3.1. Establishing Content Validity To establish content validity, the investigator submitted the translated version of Self-esteem Inventory to the experts in the field of education. On the basis of suggestions given by the experts, some of the statements were modified. Thus, the content validity of the tool was established. 3.6.3.2. Establishing Concurrent Validity To establish the concurrent validity of the Self-esteem Inventory, the investigator used the Self-esteem Inventory, developed by Ryden, M.B. (1978). The scale has 58 statements. This scale was translated into Tamil and given to randomly selected fifty school teachers. Then, the Tamil version of Self-esteem Inventory of Coopersmith was distributed to the same sample. The responses of the teachers for both scales were scored using the scoring key. The correlation between the two sets of scores was found. It was found to be 0.847. Thus, the concurrent validity of the tool was established. 3.6.3.3. Establishing Reliability The investigator used test-retest method for establishing reliability of the Selfesteem Inventory. The inventory has been administered to 50 school teachers. Their responses were collected and scored by the investigator. After 15 days, the same tool was administered to the same sample. Their responses were scored. The correlation coefficient was obtained for the two sets of scores. The correlation coefficient was computed to be 0.795. Thus, the reliability of the tool was established. 3.6.3.4. Scoring Procedure The scoring procedure is given in the following table: Table 3.12. Scoring Procedure of Self-esteem Inventory Statements Score Like Me Unlike Me 4, 6, 8, 9, 14, 19, 20, 24 1 0 1, 2, 3, 5, 7, 10, 11, 12, 13, 15, 16, 17, 18, 21, 22, 23, 25 0 1 94
3.6.4. Mental Health Checklist The Mental Health Checklist was developed by Pramod Kumar (1992). It has two sections mental and physical. The first section comprises of six mental illnesses and the second section comprises of five physical illnesses. The tool has a four-point scale, such as, (1) always, (2) often, (3) at time and (4) rarely. 3.6.4.1. Establishing Content Validity To establish content validity, the investigator submitted the translated version of Mental Health Checklist to the experts in the field of education. They accepted all the 11 statements for administering the checklist in the present population. Thus, the content validity of the tool was established. 3.6.4.2. Establishing Concurrent Validity To establish the concurrent validity of the Mental Health Checklist, the investigator used the Mental Health Inventory by H.P. Magotra (1982). This scale was translated into Tamil and given to randomly selected 50 school teachers. Then, the Tamil version of Mental Health Checklist was distributed to the same sample. The responses of the teachers for both scales were scored using the scoring key. The correlation between the two sets of scores was found. It was found to be 0.769. Thus, the concurrent validity of the tool was established. 3.6.4.3. Establishing Reliability The investigator used test-retest method for establishing reliability of the Mental Health Checklist. The checklist has been administered to 50 school teachers. Their responses were collected and scored by the investigator. After fifteen days, the same tool was administered to the same sample. Their responses were scored. The correlation coefficient was obtained for the two sets of scores. The correlation coefficient was computed to be 0.791. Thus, the reliability of the tool was established. 95
3.6.4.4. Scoring Procedure A numerical value of 1, 2, 3 and 4 is assigned to the four response categories, i.e., for rarely, at times, often and always respectively. The total score varies from 11 to 44, showing the good to poor mental health status of the individual. 3.7. FINAL DATA COLLECTION The investigator personally visited the schools and got the permission of the heads of the schools. He explained the purpose of the research to the heads and teachers of the schools. The teachers were requested to complete the tools. After completing, the tools were collected from the teachers. The collected tools were scored and the data were tabulated for the analysis. 3.8. STATISTICAL TECHNIQUES USED a) t test The major statistical techniques used were: b) ANOVA (Analysis of Variance) c) Pearson Product Moment Correlation d) Regression Analysis 96