CHAPTER 4 DESCRIPTIVE ANALYSIS OF DATA

CHAPTER 4 DESCRIPTIVE ANALYSIS OF DATA

CHAPTER IV DESCRIPTIVE ANALYSIS OF DATA INTRODUCTION: For the purpose of present study, all data collected from teachers in Kalyan and Dombivli had been scored and compiled in various tables to facilitate statistical analysis. The data arranged in a systematic manner had been used to calculate measure of central tendency and measures of variability. The computation of descriptive analyses data was done using MS Excel and SPSS version 20.0 The major variables of the study are as follows: a. Attitude b. Work Commitment These variables were studied with reference to the personal variables like i. Gender (male and female), ii. Qualification (trained and untrained), iii. Experience ( having less than 10 years and having more than 10 years) and iv. Pay scales (pay scale satisfaction and as well as the actual pay scale received {Fifth, sixth and any other scale} by them). COMPUTATION FOR DESCRIPTIVE ANALYSIS OF DATA Statistical data analysis software like SPSS 20.0 driven by IBM and MS Excel workbook system driven by Microsoft software was used to get various statistical data for descriptive analysis. Mean, Std. Error of Mean, Median, Mode, SD, Skewness and Kurtosis so obtained were used to compute difference in score. MEASURES OF CENTRAL TENDENCY AND VARIABILITY

As a part of descriptive data analysis, where mean, median mode, SD, SK and KU are analyzed to draw meaning from the sample data for attitude and work commitment, the following tables had been made which highlighted the various research tools used in the analysis. Figure 4.1 Comparison of teachers attitude in aided and unaided schools

Table 4.1 Descriptive statistics of attitude of teachers of aided and unaided schools Category N Mean SE of Median Mode SD SK KU mean Aided 74 184 2.08 179 176 17.88.215 -.637 Unaided 351 196.01 0.74 196 198 13.77-0.124 0.983 Total 425 Following observations were made from the table 4.1 It can be seen from the above table, that the mean score of unaided school teachers 196.01 is marginally higher than that of aided school teachers 184. Likewise the median and mode of unaided school teachers are marginally higher than that of aided school teachers. It can be concluded that majority of unaided teachers are having positive attitude towards the teaching profession as compared to that of aided school teachers. SD indicated the variability of the score. From values of SK, it is seen that unaided school teachers attitude towards the teaching profession is negatively skewed thereby indicating piling up of scores on the high side. From ratio values of KU, it is seen that distribution of aided school teachers attitude score is leptokurtic and that of unaided school teachers attitude score is platykurtic.

Figure 4.2 Gender wise comparison of teachers attitude

Table 4.2 Descriptive statistics of attitude of teachers with reference to gender Category N Mean SE of Median Mode SD SK KU mean Male 38 191.34 3.514 188.5 185 21.67.379.172 Female 387 194.18.736 195 198 14.48 -.372.325 Total 425 Following observations were made from the table 4.2 It can be seen that the mean score of female school teachers is slightly higher (194.18-191.34=2.84) than that of male school teachers. Likewise the median and mode of female school teachers are also slightly higher than that of male school teachers. So from the above table it can be concluded that majority of means show that female teachers are having favorable attitude towards the teaching profession as compared to that of male teachers. SD indicated the variability of the score. From values of SK, it is seen that female teachers scores towards the teaching profession is negatively skewed thereby indicating piling up of scores on the high side. From ratio values of KU, it is seen that distribution of male school teachers and female teachers are platykurtic.

Figure 4.3 Comparison of teachers attitude with reference to experience

TABLE 4.3 Descriptive statistics of attitude of teachers with reference to experience Category N Mean SE of Median Mode SD SK KU mean Having more than 10 301 193.76.887 195 198 15.386 -.251.278 years experience Less than 10 years 124 194.32 1.334 195 192 14.963 -.243 1.022 experience Total 425 From the above table 4.3 following observations are made: On comparing the mean score of teachers on the basis of experience, it can be observed that the mean score of teachers having less than 10 years experience is very slightly higher (194.32) than that of teachers having more than 10 years experience (193.76). The median is same in both the cases and the mode is slightly higher in teachers having more than 10 years experience. It can be concluded that teachers having less than 10 years experience have marginal difference; which is indicative of the fact that experienced teachers over a period of time tends to have lesser attitude towards the teaching profession. Since the difference is very low it shows that experience does not reflect in attitude direction. SD indicated the variability of the score. From values of SK, it is seen that both the groups are negatively skewed thereby indicating piling up of scores on the high side. From ratio values of KU, it is seen that distribution of both the scores are platykurtic.

Figure 4.4 Comparison of teachers attitude with reference to qualification Trained teachers Untrained teachers

Table 4.4 Descriptive statistics of attitude of teachers with reference to qualification Category N Mean SE of Median Mode SD SK KU mean Trained 279 193.52.992 195 192 16.575 -.280.210 Untrained 146 194.71 1.021 195 191 12.337.080.425 Total 425 Following observations were made from table 4.4 On comparing the mean scores of attitude of trained teachers with that of untrained teachers, it can be observed that, The mean score of untrained teachers is very slightly higher (194.71-193.52=1.19) than that of trained teachers. The median is same in both the cases whereas the mode is slightly higher by 1 in both the groups. From the above it can be concluded that the training or qualification does not make any difference in the attitudes of teachers towards teaching profession. SD indicates the variability of the scores. From values of SK, it is seen that trained teachers attitude is negatively skewed thereby indicating piling up of scores on the high side. From ratio values of KU, it is seen that distribution of untrained teachers as well as trained teachers is platykurtic.

Figure 4.5.1 Distribution of salary scale accorded to teachers 10% 7% 83% Any other scale Sixth Fifth Following observations weree made from figure 4.5.1. It can be seen that when it comes in terms of pay scale, majority (83 %) of the teachers are not paid fifth, sixth scale prescribed by the government. Most of the schools are managed by private management, which are not following the government rules. Only 10 % of the teachers get sixth pay scale whereas 7 % of the teachers are given fifth pay scale. Thus it can be seen that most of the schools appoint teachers by giving them meager amount of salary and making them work hard to achieve the desired results.

Figure 4.5.2 Comparison of teachers in terms of salary pay scale Fifth pay scale Sixth pay scale Any other scale

Table 4.5 Descriptive statistics of teachers attitude with reference to pay scale Category N Mean SE of Median Mode SD SK KU mean Fifth 31 182.16 3.534 178 166 19.678.318 -.480 Sixth 43 188.84 2.554 190 176 16.744.087-1.044 Any Other 351 195.59.748 196 198 14.022 -.163.977 Scale Total 425 Following observations were made from the table 4.5 On comparing the mean scores of teachers attitude with reference to the salary pay scale, it can be observed that, the mean score of teachers receiving any other scale is marginally higher (195.59-188.84=6.75) than that receiving sixth pay scale and the mean scores of teachers receiving sixth pay scale is slightly higher (188.84-182.16=6.68) than that of teachers receiving fifth pay scale. Likewise the median and mode of teachers receiving any other scale is higher than that of teacher s receiving sixth pay scale and again the median and mode of teachers receiving sixth pay scale is slightly higher than teachers receiving fifth pay scale. This shows that teachers receiving any other scale is having more favorable attitude towards the teaching profession as compared to teachers receiving sixth pay scale and fifth pay scale. The teachers receiving fifth pay scale and sixth pay scale have a better sense of security in their job as compared to the teachers receiving any other scale. Most of the management school teachers are appointed on an ad hoc basis or contract basis. This phenomenon can be explained further in the sense that most of the teachers have responded to self reporting scale. This difference is as expected by the researcher because it is in contradiction to the feelings expressed openly by the teachers in an informal chat with the researcher. The teachers response might not be true. They are afraid of losing job if they express their true feelings. Though on the contrary, to the above

responses, an informal chat by researcher with teachers from this category expressed their unhappiness towards this situation. SD indicates the variability of the scores. From values of SK, it is seen that teachers receiving any other scale is negatively skewed thereby indicating piling up of scores on high side. From ratio values of KU, it is seen that distribution of teacher s receiving fifth pay scale and sixth pay scale is leptokurtic and that of teachers receiving any other scale is platykurtic.

Figure 4.6 Comparison of teachers work commitment in aided and unaided schools

Table 4.6 Descriptive statistics of work commitment of teachers of aided and unaided schools Category N Mean SE of Median Mode SD SK KU mean Aided 74 175.42 2.728 175 188 23.468.336 -.661 Unaided 351 191.19 1.035 191 191 19.383 -.274.802 Total 425 Following observations were made from the table 4.6 It can be observed that from the above table that the mean score of unaided teachers work commitment is marginally higher (191.19-175.42= 15.77) than that of teachers working in aided schools. Likewise the median and mode are also marginally higher than that of aided school teachers. So from the above table it can be concluded that majority of means showed that unaided school teachers are having more positive work commitment towards the teaching profession as compared to that of aided school teachers. SD indicates the variability of the score. From values of SK, it is seen that unaided teacher s work commitment towards the teaching profession is negatively skewed thereby indicating piling up of scores on high side. From ratio values of KU, it is seen that distribution of aided school teacher s work commitment is leptokurtic and that of unaided school teachers work commitment is platykurtic.

Figure 4.7 Gender wise comparison of teachers work commitment

Table 4.7 Descriptive statistics of work commitment of teachers with reference to gender Category N Mean SE of Median Mode SD SK KU mean Male 38 183.45 4.493 184 182 27.696.038 -.932 Female 387 188.94 1.027 190 191 20.199 -.272.394 Total 425 Following observations were made from the table 4.7 On comparing the mean scores of work commitment of male school teachers with that of unaided school teachers, it can be observed that the mean score of female school teachers (188.94) is slightly higher than that of male school teachers (183.45). Likewise the median and mode of female school teachers are marginally higher than that of male school teachers. From the above it can be concluded that majority of means show that female teacher s are having more positive work commitment towards the teaching profession as compared to that of male teachers. SD indicates the variability of the scores. From values of SK, it is seen that female teachers WC towards teaching profession is negatively skewed thereby indicating piling up of scores on high side. From ratio values of KU, it is seen that distribution of female teachers WC is platykurtic and male teachers WC is leptokurtic.

Figure 4.8 Comparison of teachers work commitment with reference to experience

Table 4.8 Descriptive statistics of work commitment of teachers with respect to experience Category N Mean SE of Median Mode SD SK KU mean More than 10 124 186.74 1.908 190 191 21.246 -.276 -.022 years experience Having less 301 189.15 1.204 190 176 20.887 -.258.313 than 10 years experience Total 425 Following observations were made from the table 4.8 On comparing the mean score of teachers work commitment having less than 10 years experience with that of teachers having more than 10 years experience, it can be observed that, the mean scores of teachers having less than 10 years experience is slightly higher (189.15-186.74= 2.41) than that of teachers having more than 10 years experience. The median is same in both the cases whereas the mode is marginally higher in work commitment of teachers having more than 10 years experience. This may again be concluded that with the increase in the experience teachers tends to show less commitment towards the work. This should actually have been the reverse case and shows higher contradiction in the usual case. SD indicates the variability of the scores. From values of SK, it is seen that both groups are negatively skewed thereby indicating piling up of scores on high side. From ratio values of KU, it is seen that distribution of teachers having less than 10 years experience is platykurtic and that of teachers having more than 10 years experience is leptokurtic.

Figure 4.9 Comparison of teachers work commitment with reference to qualification Trained teachers Untrained teachers

Table 4.9 Descriptive statistics of work commitment of teachers with respect to qualification Category N Mean SE of Median Mode SD SK KU mean Trained 279 188.30 1.359 190 190 22.693 -.221 -.265 Untrained 146 188.73 1.437 189 197 17.367 -.388 1.815 Total 425 Following observations were made from table 4.9 On comparing the mean scores of trained teachers work commitment with that of untrained teachers, it can be observed that, the mean score of untrained teachers is slightly higher (188.73-188.30=0.43) than that of trained teachers. The median is slightly higher only by 1 in trained teachers and the mode was higher in untrained teachers as compared to trained teachers. From the above it can be concluded that the teachers work commitment in case of untrained teachers is slightly higher than trained teachers. Normally it is seen that trained teachers have higher level of work commitment but since the untrained teachers have lower assurance of being in the profession they are showing a little higher work commitment due to the fear of losing their jobs as the majority of untrained teachers are found only in the unaided schools. SD indicates the variability of the scores. From values of SK, it is seen that both untrained and trained teachers work commitment are negatively skewed thereby indicating piling up of scores on the high side. From ratio values of KU, it is seen that distribution of untrained teachers is platykurtic whereas trained teachers distribution is leptokurtic.

Figure 4.10 Comparison of teachers work commitment with reference to pay scale Fifth pay scale Sixth pay scale Any other scale

Table 4.10 Descriptive statistics of teachers work commitment with reference to pay scale Category N Mean SE of Median Mode SD SK KU mean Fifth 31 178.87 4.530 176 167 25.223.289 -.973 Sixth 43 176.30 3.332 181 186 21.849 -.065-1.001 Any other 351 190.78 1.005 191 191 19.762 -.265.712 scale Total 425 Following observations were made from the table 4.10 On comparing the mean scores of teachers work commitment with reference to salary pay scale; it can be observed that, the mean score of teachers receiving any other scale is marginally higher (190.78-176.30=14.48 and 190.78-178.87=11.91) than that of teachers receiving sixth and fifth pay scale respectively. The mean score of teachers receiving fifth pay scale is very slightly higher (178.87-176.30=2.57) than that of teachers receiving sixth pay scale. Likewise the median and mode of teachers receiving any other scale is higher than that of teachers receiving fifth and sixth pay scale. Again it is seen that the median and mode of teachers receiving sixth pay scale is marginally higher than that of teachers receiving fifth pay scale. From the above it can be concluded that teachers receiving any other scale are having higher degree of work commitment as compared to teachers receiving fifth and sixth pay scale. As discussed above in case of attitude the teachers receiving any other scale has more fear of losing their job if they do not perform well and this is the reason that they tend to show more work commitment as compared to the teachers receiving fifth pay scale and sixth pay scale. These responses may again be not true as teachers might have responded in a positive manner with the fear of losing their job if they write the truth.

SD indicates the variability of the score. From the values of SK, it is seen that teachers receiving any other scale is more negatively skewed as that compared to teachers receiving sixth pay scale thereby indicating piling up of scores on high side. From ratio values of KU, it is seen that distribution of teachers WC in teachers getting fifth and sixth pay scale is leptokurtic and that of teachers WC in terms of teachers getting any other scale is platykurtic. Figure 4.11 Salary satisfaction of teachers Unsatisfied 33% Moderate 43% Satisfied 24%

Following observations were made from Fig 4.11 Majority of the teachers 43 % are moderately satisfied with their pay scale. Nearly 24% of the teachers are satisfied with their pay scale whereas 33 % teachers are unsatisfied with their pay scale. Figure 4.12 Preference for teaching vocation in comparison to other professions C A 10% Lawyer 13% Manager 12% Doctor 8% Engineer 9% Sociologist 14% S.E 10% Teacher 8% Politician 16% Teachers were given nine different disciplines to be ranked in order to study their preference for the teaching profession that best reflects their satisfaction if chosen for their kin or siblings or someone close to them. From the Figure 4.13 it can be observed that even though they belonged to the teaching profession, only 8% teachers felt their profession was the best. The highest preference according to them is that of a Politician, i.e 16 % which is followed by Sociologist as 14 % felt it to be the best followed by lawyer (13%). This was totally in contradiction to the earlier findings by Alemselam Fekadu in his PhD thesis on Enhancing positive outlook towards the teaching profession of Trainee teachers through the use of Educational films

and workshops which rated teaching as the fourth best profession and later on even first by 30 % of the students in the intervention group. SUMMARY OF DESCRIPTIVE ANALYSIS: Findings from the descriptive analysis of data as detailed above in this chapter have been summarized in the table 4.11 below: Table 4.11 Summary of Descriptive analysis for attitude and work commitment of teachers towards teaching profession. Sr. Category Attitude Work Commitment No N Mean Mean 1. Type of School Aided 74 184 175.42 Unaided 351 196.01 191.19 2. Gender Male 38 191.34 183.45 Female 387 194.18 188.94 3. Experience More than 10 yrs 124 193.76 186.74 Less than 10 yrs 301 194.32 189.15 4. Qualification Untrained 146 194.71 188.73 Trained 279 193.52 188.30 5. Pay scale Fifth pay scale 31 182.16 178.87 Sixth pay scale 43 188.84 176.30 Any other pay scale 351 195.59 190.78

Figure: 4.13 Summary chart of descriptive analysis showing attitude and work commitment 200 195 190 185 180 175 Attitude Work Commitment 170 165 From the above table it can be concluded that: The mean scores of unaided school teachers is more than that of aided school teachers with respect to attitude. The mean scores of unaided school teachers is more than that of aided school teachers with respect to work commitment. The mean scores of female teachers is more than that of male teachers with respect to attitude. The mean scores of female teachers is more than that of male teachers with respect to work commitment.

The mean scores of teachers having less than 10 years experience is more than teachers having more than 10 years experience with respect to attitude. The mean scores of teachers having less than 10 years experience is more than teachers having more than 10 years experience with respect to work commitment. The mean scores of untrained teachers are slightly higher than that of trained teachers with respect to attitude. The mean scores of untrained teachers are very slightly higher than that of trained teachers with respect to work commitment. The mean scores of teachers receiving any other scale are higher as compared to teachers receiving fifth and sixth pay scale with respect to attitude. The mean scores of teachers receiving any other scale are higher as compared to teachers receiving fifth and sixth pay scale with respect to work commitment. The descriptive analysis has shown the status of variables; however there is any significant difference with reference to these variables is to be discussed using inferential statistics. This is presented in the next chapter.