A study of the effect of Frustration Tolerance & Role Conflict on Professional Commitment of Teacher Educator at Secondary Level -For the partial Fulfillment of- Review of Published Research Paper Supervisor Dr D. K. Giri Prof. of Education Reviewer Ruma Garg Ph.D Student Education Education Department Swami Vivekanand Subharti University Meerut (UP)
CONTENTS S. No Title Pages 1. Studies on Frustration Tolerance 2-5 2. Studies on Role Conflict 5-7 3. Studies on Professional Commitment 7-10 4. General Conclusions 10-11 5. The Present Study 12-12
Review of Related Literature The review of related literature is the significant activity of the entire research work. In fact researcher takes the advantages of the knowledge which has accumulated in the past as a result of constant human endeavor. A careful review of the research journals, books, dissertations,thesis and other sources of information on the problem to be investigated is one of the important steps in the planning of any research study. The phase Review of Literature consists of two words Review and Literature. The word Literature has conveyed different meanings from the traditional meaning. It is used with reference to language but here in research methodology the term literature refers to the knowledge of a particular area of investigation of any discipline, which includes theoretical, practical and its research studies. The term Review means to organize the knowledge of the specific area of research to evolve an edifice of knowledge to show that his study would be an addition to this field. W.R. Borg opined that, The literature in any field forms the foundation upon which all future work will be built. If we fail to build the foundation of knowledge provided by the review of literature our work is likely to be shallow and native and will often duplicate work that has already been done better by someone else. Good remarked, The keys to the vast storehouse of published literature may open doors to sources of significant problems and explanatory hypotheses and provide helpful orientation for definition of the problem, background for selection of
procedure and comparative data for interpretation of results. In order to be creative and original one must read extensively and critically as a stimulus to thinking. Thus, the researcher has to make it clear that the problem of study has its roots in the existing literature, but it needs further research and exploration. By reviewing the related literature the researcher can avoid unfruitful and useless problem areas. He can select those areas in which positive findings are likely to result and his efforts would be likely to add to the knowledge in a meaningful way. Keeping above facts in mind, the investigator has made her best possible efforts in surveying the literature available to her concerning her research problem. In the present study, the effect of frustration tolerance and role conflict on the professional commitment of teacher educators at secondary level is studied. The review of related literature would focus a light on the factors which have remained unexplored in relation to professional commitment of teacher educators in relation to their frustration tolerance and role conflict. This would explain the importance and necessity of conducting the present study. The researcher has reviewed the related studies under the following categories: 1. Studies on Frustration tolerance 2. Studies on Role Conflict 3. Studies on Professional Commitment 1. Studies on Frustration tolerance: Following studies have been done on frustration tolerance: Dragomir, G.M. et al. (2011) examined adolescents frustration tolerance for violence-based films. This study aimed at comparing the frustration tolerance of criminal
adolescents as well as non-criminal ones, participants in the research. It also attempted to compare the variance of frustration tolerance in terms of index of group conformity and overall tendencies for different categories of adolescents, criminal or non-criminal, after watching violence-based movies. The implementation of the ANOVA comparison test had revealed a significant difference in the frustration tolerance between the group of criminal young males and the groups of young males aged 14. Significant statistical differences were also found in the frustration tolerance between the group made up of criminal young males and the group consisting of young males aged 16. The group of young males aged 14 and aged 16 differed significantly in their frustration tolerance. The criminal adolescents frustration tolerance was significantly lower in comparison with non-criminal adolescents. It was observed that watching the movies had not only lowered frustration tolerance but it had also strengthened it due to catharsis. Shirotriya, A.K. and Singh, D.K. (2012) studied the intervention on occupational stress and frustration tolerance of physical education teachers working in public schools at Delhi and NCR. It was hypothesized that there would be high occupational stress and low frustration tolerance of physical education teachers. The sample comprised of 125 qualified physical education teachers (86 males and 39 females) of Delhi and NCR. Sample was selected through purposive sampling from various public schools. The age of the subjects were ranging from 23 to 25 years. Descriptive statistics and percentages were applied to test the research hypotheses. The findings indicated that large member of selected sample of physical education teacher suffer with high occupational stress and low frustration tolerance.
Wilde, J. (2012) studied the relationship between frustration tolerance and academic achievement in college. This study involving 105 undergraduate students aimed to investigate the relationship between frustration tolerance and academic achievement. Frustration Discomfort Scale was used which was divided into four subscales (a) discomfort intolerance, (b) entitlement, (c) emotional intolerance (d) achievement frustration. Multiple linear regression indicated that three of the four subscales i.e. entitlement, emotional intolerance and achievement frustration were statistically significant. Only discomfort intolerance failed to reach statistical significance. The best single predictor of grade point average was achievement frustration. It was observed that second best predictor of grade point average was emotional intolerance. It was revealed that students who had lower scores on the frustration discomfort scale had a higher overall college grade point average. Anitei, M. et al. (2013) studied the influence of fatigue on impulsiveness, aspiration level, and performance motivation and frustration tolerance among young Romanian psychological students. It was hypothesized that fatigue has a statistical significant influence on exactitude level, decisiveness, impulsivity level, performance level, aspiration level and tolerance to frustration among young Romanian psychological students. Participants were 60 undergraduate students from the Faculty of Psychology and Educational Sciences, 30 undergraduate students were sleep deprived 24 hours and 30 undergraduate students were having their normal sleeping hours, and aged between 18 to 23 years old. Findings showed that fatigue had a statistically significant influence on performance level among young Romanian psychological students and also had a
statistically significant on tolerance to frustration among young Romanian psychological students. Mean difference was also obtained between the control group and experimental group. The experimental sleep deprived group had a lower performance mean by a statistically significant margin than the control group showing that the experimental group could not achieve better performance than the control group. The tolerance to frustration mean is higher by a statistically significant margin for experimental group than the control group. 2. Studies on Role Conflict: Following studies were conducted on role conflict: Christiana, O.O. (2013)conducted a study on the work-family role conflict among academic women in Nigerian public university. This study examined academic women s experiences of work-family role conflict and determined the implications on their job performance. It also identified the factors that trigger academic women s work-family role conflict. The study adopted survey research design. The study utilized both primary and secondary data. Primary data were generated from the administration of questionnaires on 250 randomly selected female academic staff from three purposively selected public universities in southern Nigeria. The study revealed that overcrowded academic job schedule, long hours of office work, cohesive Heads of departments, inadequate working facilities, greater student advisory and counseling functions, increased student enrollment without corresponding increase in academic staff and heavy teaching load were mainly responsible for the experience of work family conflict. However, heavy load of thesis supervision, attending meetings and engaging in administrative assignments and lack of policies did not trigger work-family conflict. It
was also found that women s experiences of work family conflict influenced negatively their level of job performance and well-being. Jadhav, S.G. (2013) conducted a study on occupational self-efficacy, role conflict and mental health of primary school teachers. The objectives of the present study were (a) to study the significant difference in the occupational self-efficacy, role conflict and mental health of male and female primary school teachers working in public and private aided schools, (b) to find out the correlation between occupational self-efficacy and role conflict of school teachers, (c) to find out the correlation between occupation selfefficacy and mental health of school teachers. The sample of the present study consisted of 600 primary school teachers (300 male and 300 female) working in public and private aided schools. The sample was randomly selected using purposive sampling technique from Belgaum and Dharwad districts of Karnataka state. Findings of the study revealed that (a) there was no significant difference in the occupational self-efficacy, role conflict and mental health of both male and female primary school teachers working in public and private aided schools, (b) there was negative and significant correlation between occupational self-efficacy and role conflict of teachers, (c) there was a positive and significant correlation between occupational self-efficacy and mental health of school teachers. Ahmed, K. et al. (2014) examined the impact of relationship, task and role conflict on teaching performance in educational institutes. The study examined how teachers/professors respond to the conflict related to interpersonal issues, personal taste, values and lack of clarity towards their work. The objectives of the study were (a) to
check the relationship conflict affects employees performance, (b) to evaluate the influence of task conflict on employees performance, (c) to verify the impact of role conflict on employees performance. Educational institutions of Gujrat, Lahore and Faisalabad were included in the study from which 158 employees were selected as the sample. The findings revealed that relationship conflict, task conflict and role conflict had significant impact on employees performance. High correlations among relationship conflict, task conflict and role conflict on teachers performance were found. There was found inverse relationship between relationship and role conflict with employees performance and a positive correlation was found between task conflict and the employees performance. Olivares Faundez, V.E. et al. (2014)carried out a study on the relationship between burnout and role ambiguity, role conflict and employee absenteeism among health workers. The aims of this study were to analyze the influence of work stressors, role ambiguity and role conflict on the development of burnout of the health workers and to analyze the influence of burnout on employee absenteeism. The sample was comprised of 142 workers at a large hospital in Chile. Non-randomized sampling was used and the response rate of the study was 79.75%. With regard to gender, 39 participants were men and 103 were women. The results indicated the existence of statistically significant and positive relationship between role conflict and burnout, and between role conflict and the dimensions psychological exhaustion and between role conflict and indolence. The influence of burnout on employee absenteeism was not confirmed. However, a significant and positive relationship was found between burnout and employee absenteeism. The
study claimed that role conflict is a more intense predictor of emotional component of burnout. 3. Studies on Professional Commitment:Following studies were conducted on professional commitment: Goyal, S. (2012)carried out a study on the professional commitment among B.Ed. teacher educators of Patiala district.the objectives of the study were (a) To study the level of professional commitment of teacher educators, (b) To study the difference in professional commitment of male and female teacher educators, (c) To study the difference in professional commitment of married and unmarried teacher educators, (d) To study the difference in professional commitment of NET qualified and non-net qualified teacher educators. The descriptive method was used in this study. A sample of 50 teacher educators was selected on the basis of purposive sampling technique from five B.Ed. colleges of Patiala district. The investigator found that the level of professional commitment of B.Ed. teacher educators in Patiala district is high.significant difference was found in the professional commitment of male and female teacher educators. Female teacher educators were more professionally committed than male teacher educators.professional commitment of unmarried teacher educators was found to be significantly higher as compared to married teacher educators.net qualified teacher educators were found to be more professionally committed than non-net qualified teacher educators. Butucha, K.G. (2013) conducted a study on teacher s perceived commitment as measured by age gender and school type.the purpose of the study was to assess
secondary school beginning teachers perceptions of professional commitment and to discover how age, gender and school type impact on secondary school beginning teachers perceptions of professional commitment. Respondents were 381 secondary school beginning teachers in East Shoa and West Arsi Zones of Oromiya regional state, Ethiopia. The study revealed that teachers have high perceptions of affective professional commitment but have low perceptions of normative and continuance professional commitment.significant difference was found only in normative professional commitment when grouped by age. The age group below 26 indicated a higher level of normative professional commitment.only the affective professional commitment showed significant difference when grouped by gender. Male teachers indicated high level of affective professional commitment than female teachers.significant difference existed in normative and continuance professional commitment when grouped by school type. Teachers in public schools perceived higher normative as well as continuance professional commitment than those teachers in private schools. Gajjar, N.B. (2014) studied the professional work commitment of teacher trainee of B.Ed. Colleges of Hemchandracharya North Gujarat University. The objectives of the study were: (a) To study the level of professional work commitment of teacher trainee of B.Ed. college, (b)to study the professional work commitment of teacher trainee in relation to gender, (c) To study the professional work commitment of teacher trainee in relation to academic qualifications, (d) To study the professional commitment of teacher trainee in relation to habitat, (e) To study the professional commitment of teacher trainee in relation to educational background. The population of the study was the Teacher
Trainees of five colleges of Hemchandracharya North Gujarat University. The sample of 50 male and 50 female teacher trainees was selected by using random sampling method. The self-made scale was used to collect the data for professional commitment. The findings revealed no significant difference in the professional work commitment of male and female teacher trainees. Professional commitment of Post Graduate teacher trainees was significantly higher than the Graduate teacher trainees. Rural and urban teacher trainees did not differ significantly in their professional commitment. There was found no significant difference in the professional commitment of Science and non-science educational background teacher trainees. Shukla, S. (2014)studied the teaching competency, professional commitment and job satisfaction of primary school teachers. The objectives of the study were (a) to find relationship between teaching competency and job satisfaction among primary school teacher, (b) to find relationship between professional commitment and job satisfaction among primary school teachers, (c) to find relationship between teaching competency and professional commitment of primary school teachers. The sample selected for this survey study consisted of 100 primary school teachers, from 10 schools (5 Private and 5 Government) of Lucknow. The selection of the sample was done on the basis of convenience by convenient sampling. The results were that there was a very less positive correlation between teaching competency and job satisfaction. It was revealed that a very high positive correlation existed between professional commitment and job satisfaction of primary school teachers but a very less positive correlation was found between professional commitment and teaching competency.
4. General Conclusions The review of the literature related to the present problem has been presented above. As the investigator started reviewing the literature, she encountered many studies on the variables under studied. The researcher presented the reviewed research studies on frustration tolerance, role conflict and professional commitment. As the researcher studied the previous research she found that many studies had been done on frustration tolerance, role conflict and professional commitment of inservice as well as prospective teachers. All the studies presented different findings due to which the researcher was unable to reach a definite conclusion. It was found that results of these studies were hardly similar. If there was similarity in the results obtained, there was difference in sample, measuring instruments etc. Researcher found that some studies were done on frustration tolerance but she found only those studies which are done on the students only. She could not come across any study which was done on the teachers or teacher educators. As far as the studies on the second independent variable of this study, role conflict, is concerned, the investigator found that the studies are done on secondary school teachers, academic staff and working women but no study on the teacher educator was found. Besides this, role conflict was studied in relation to job satisfaction, emotional intelligence, role ambiguity, job insecurity, job stress and social roles. It means that in these studies role conflict was studied as the dependent variable but none of the study dealt with role conflict as the independent variable.
Professional commitment of teacher trainees, private school teachers and teacher educator was studied by many researchers. But their professional commitment was studied in relation to gender, age, academic qualifications, habitat, educational background, school type, teacher collegiality etc. No study in the literature was found by the investigator which examined the impact of frustration tolerance and role conflict on the professional commitment of teacher educators. After a close examination of these studies it was found that all the employed research variables were being studied in relation to certain psychological, situational, sociological and demographical variables which presented different results due to the use of variety of tools, different methods of research, heterogeneity of sample, different kinds of sampling techniques and different statistical procedures. These points became the foundation stone for the planning of the present research work. 5. The Present Study Following points made the present research work different or departed this work form the previous investigations: 1. No study so far in India and abroad was found which studied the frustration tolerance and role conflict altogether and studied the impact of these variables on the professional commitment of the teacher educators. 2. Male and female teachers were sometimes compared on their frustration tolerance, role conflict and professional commitment but rural and urban teachers were
hardly compared on these variables. The present research work attempts to fulfill this gap in research arena. 3. Many studies presented the relationships offrustration tolerance, role conflict and professional commitmentof teachers with some certain psychological and demographical variables but this study presents the relationship between frustration tolerance and professional commitment as well as role conflict and professional commitment of teacher educators. 4. No study was found which was done on the teacher educators of Uttar Pradesh, Uttarakhand and Haryana altogether. This is the another reason which makes this study worth mentioning. 5. No study so far has compared the frustration tolerance, role conflict and professional commitmentof teacher educators belonging to different universities. In the present study the teacher educators of six universities are compared on these variables. 6. At last, but not the least the important and sophistical techniques like two way analysis of variance and Pearson coefficient of correlation have been used for determining the effect of variables to reach a highly refined generalization. ************