A STUDY OF ATTITUDE AND WORK COMMITMENT OF TEACHERS TOWARDS TEACHING PROFESSION

Abstract:
The variables under the present study i.e. attitude and work commitment of the teachers towards the teaching profession are very important in the field of education. These two variables are like an engine driver for the vehicle education. They directly affect the classroom processes. How best the teacher is going to serve the students will depend on the attitude of the teachers towards the teaching profession. Whether they will leave lasting impression on the minds of the students depend on the attitude and work commitment of teachers towards the teaching profession. The variable attitude and work commitment is not static but dynamic. So various factors affect teachers attitude and work commitment of the teachers towards their teaching professions. With so many reforms in the education system we are unable to achieve the national goals and objectives. The present study is striving to analyze the different factors like pay scale, qualification, experience or gender and how they are making any kind of impact on the attitude and work commitment of the teachers towards their teaching profession.

The main objectives of the present study are: 1. To study the attitude of teachers working in aided and unaided schools with reference to personal variables. 2. To study the work commitment of teachers working in aided and unaided schools with reference to personal variables. 3. To compare the attitude of teachers working in aided and unaided schools with reference to personal variables. 4. To compare the work commitment of teachers working in aided and unaided schools with reference to personal variables.

The following hypotheses were formulated for the study: 1. There is no significant difference in the attitudes of teachers working in aided and unaided schools with reference to personal variables a. Gender, b. experience, c. academic qualification and d. pay scale. 2. There is no significant difference in the work commitment of teachers working in aided and unaided schools with reference to personal variables a. Gender, b. experience, c. academic qualification and d. pay scale. 3. There is no significant difference in the attitudes of teachers teaching in different levels of education a. Primary, b. secondary c. higher secondary. 4. There is no significant difference in the work commitment of teachers teaching in different levels of education a. Primary, b. secondary c. higher secondary

The strategy of research adopted for the study was descriptive survey. The readymade tool was adapted for the study: Teacher Attitude Inventory by S.P. Ahluwalia (1974) and Work Commitment Inventory (Teacher Commitment Scale) by Dr. (Mrs) Indira Shukla (1999). Both qualitative and quantitative techniques were used in analyzing data. The major hypotheses were tested through t test (for two groups) and F test for more than two groups. Initially the Stratified random sampling technique was used. But since the sample was large and it was done to achieve some objectives, purposive sampling technique was used.

TABLE OF CONTENTS Abstract Theoretical Background Of The Study Introduction Need of the study Organization of the study Review Of Related Literature Research Methodology 125 Research design 126

THEORETICAL BACKGROUND OF THE STUDY INTRODUCTION: The Indian tradition accords the highest place of respect and status to the guru who is the remover of darkness, enlightens the individual and society and is considered to have wisdom coupled with spirituality. He is capable of leading humanity to divinity. The tradition of teachers of India and the indigenous education system of this country generated, created and disseminated knowledge and wisdom much ahead of others. The Indian concept of Guru and Gurukul receives admiration from even those who are not fully familiar and aware of its philosophies, practices and significance. The transition from the guru to the teacher is an indicator of the change. Teachers are prime agents of the change. There are several aspects of critical concern in the context of teacher and teacher education in India. Inevitable expansion and growth of school education system has enhanced the number of schools, institutions, teachers, teacher educators and other functionaries. As it invariably happens, large scale expansion often leads to dilution in quality when necessary precautions are not in built in the process of growth. Needless to say quality of teacher preparation, teaching and professionalism in teacher education have caused concern in the past couple of decades. The term quality is in itself a great virtue, the presence of which a person makes him a model for the whole community, the spark of it in a object makes it no less than a diamond and the essence of the virtuous term in work gives life to it. If this virtue is attached to the work of the teacher, then it signifies a great responsibility borne upon the shoulders of those who are nation builders, the architects of destiny, occupying the place just next to the Almighty. It is firm belief of all that present hour demands quality teachers if the country has to compete with the best in the world. A teacher has been worshipped and respected throughout human

history because of his/her noble mission. Good education requires good teachers. Professionalism in teacher education refers to commitment to excellence. Teachers are thus the greatest assets of any education system. They stand in the interface of the transmission of knowledge, skills and values. They are accepted as the backbone of education system. Teachers quality is therefore crucial and has been globally accepted to be significantly associated with the quality of education in general and students learning outcomes in particular. The Education commission (1964-66) of India accepted this influence of teachers in powerful words by proclaiming that No system can rise above the status of its teacher Teachers are said to be the builders of nation. It is with this view that the Secondary Education Commission considered teacher as the most important factor in the contemplated national reconstruction. A teacher through an interactive process shapes the personality of the students and attempts to make them citizens. Thus he shares the responsibility of shaping the destiny of our country. A positive favorable attitude makes the work not only easier but also more satisfying and professionally rewarding. A negative unfavorable attitude makes the teaching task harder, more tedious and unpleasant. In addition a teachers attitude not only affects his behavior in the classroom but also influences the behavior of his student. Effective teaching results from a teachers skill at creating both intellectual excitement and positive rapport in students, the kind of emotions and relationships that motivate them to do their best work. Moreover effective and productive learning on the part of the pupils can be achieved by employing teachers with desirable attitudes by shaping their attitudes in the desired direction. As teachers have not only the capacity but also the cherished desire to enhance our professional competence. No conference, seminar, memorial lecture or advice could serve any useful purpose when motivation to learn and improve on the part of teachers is lacking.

The Indian Education Commission (1966) described teacher as one of the most important factors contributing to the national development. He is the pivot around which all the educational programs such as curriculum, syllabus, textbooks evaluation etc rotate. The best system of education may fail to achieve the desired ends in the absence of sincere, competent and professionally aware teachers. National Policy on Education (1986) rightly stated, No people can rise above the levels of its teachers. As a person imbibes, interprets and disseminates the relevant items of culture and traditions of the past, he creates new knowledge, promotes innovations, critically appraises the past and its traditions and cultures sifts the grain from the chaffe and strengthens social and economic fabrics of the nation. Education is basically the influence which the teacher exerts on the students entrusted to his care. Effective teachers are required in the classroom because even the best curriculum and most perfect syllabus remain ineffective in the absence of a good teacher.

Out of the several main basic characteristics of a profession, it is the deep commitment to the profession in terms of both service to the community and contributing to the development of the country which gives importance to teaching as a profession the required edge in comparison to other professions. Development of the country requires a high rate of production and fullest possible utilization of both human as well as material resources. Nowadays, there is however a general feeling that the teachers do not have proper attitude and commitment in their job. There seems to be growing discontent towards their job as a result of which standards of education are falling.

Teachers are dissatisfied in spite of different plans and programs, which have been implemented to improve their job. Higher academic and professional qualification of the teachers no doubt can raise the standard of education as well as of nation, but dissatisfied teachers in spite of having a good and sound academic career and professional training, will do much harm than good because they will neither work wholeheartedly nor will they try to contribute anything to education. The quality of the teacher, his general and professional education, knowledge and interest, personality, character and attitude towards work and pupils are highly significant in the total educational situation. A teacher is an individual who knows how to deal different situations in a professional manner; competence comes in the way how the teacher handles his roles both in the classroom and outside the classroom. Teachers must glow in their profession. They should never glow out and become burn outs. Teachers are to awaken the lives of others and work as supermen. Teachers have to be highly motivated, -self initiated, self generated, hard working and committed.

It is sometimes presumed that success of a teacher depends in part on the ability of the teacher to get along with the pupils in interpersonal relationships. There is also another assumption that a successful teacher is the one who is to some extent satisfied with teaching as a profession. Teaching profession demands a clear set of goals, love for profession, good interpersonal and intrapersonal skills and obviously a favorable attitude towards the profession. As teachers they will be required not only to acquire proficiency in planning of the lessons and delivery but also must have good

REVIEW OF RELATED LITERATURE INTRODUCTION: Review of the 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, serves the following purposes: 1. The review of related literature enables the researcher to define the limits of his field. It helps the researcher to delimit and define his problem. The knowledge of related literature brings the researcher upto date on the work which others have done and thus to state the objectives clearly and concisely. 2. By reviewing the related literature the researcher can avoid unfruitful and useless problem areas. He can select those areas in which positive findings are very likely to result and his endeavors would be likely to add to the knowledge in a meaningful way. 3. Through the review of related literature, the researcher can avoid unintentional duplication of well established findings. It is no use to replicate a study when the stability and validity of its results have been clearly established. 4. The review of related literature gives the researcher an understanding of the research methodology which refers to the way the study is to be conducted. It helps the researcher to know about the tools and instruments which proved to be useful and promising in the previous studies. The advantage of the related literature is also to provide insight into the statistical methods through which validity of results is to be established. 5. The final and important specific reason for reviewing the related literature is to know about the recommendations of previous researchers listed in their studies for further research.

RESEARCH METHODOLOGY RESEARCH DESIGN: A research design is a plan, structure and strategy of investigation so conceived as to obtain answers to research questions or problems. The plan is the complete scheme or program of the research. A traditional research design is a blueprint or detailed plan for how a research study is to be completed-operationalizing variables so they can be measured, selecting a sample of interest to study, collecting data to be used as a basis for testing hypotheses, and analyzing the results A research design is a procedural plan that is adopted by the researcher to answer questions validly, objectively, accurately and economically. According to Selltiz, Deutsch and Cook, A research design is the arrangement of conditions for collection and analysis of data in a manner that aims to combine relevance to the research purpose with economy in procedure (1962:50). Through a research design you decide for yourself and communicate to others your decisions regarding what study design you propose to use, how you are going to collect information from your respondents, how the information you are going to collect is to be analyzed and how you are going to communicate your findings. STATEMENT OF THE PROBLEM: The researcher has come up with the following problem which has to be investigated further. The present study is undertaken to explore the intensity of attitude and work commitment among teachers towards teaching profession at different levels of education i.e. primary, secondary and higher secondary with regard to academic variables such as qualifications, experience, gender and pay scale. Hence the title of the problem is

A STUDY OF ATTITUDE AND WORK COMMITMENT OF TEACHERS TOWARDS TEACHING PROFESSION OPERATIONAL DEFINITION OF THE TERMS: Attitude: Refers to predisposition to perceive feel or behave towards specific objects in a particular manner. However Attitude for this study is defined as the feelings of the teachers towards the teaching profession, classroom teaching, child centered practices, educational process, pupils and teachers. Work: means the activity or job that a person does to earn money. For the purpose of this study work will be regarded as paid work. In other words, work is any activity that involves an exchange relationship of effort, knowledge or other contributions for financial rewards; whether in direct employment or not. Commitment: Commitment means a pledge in the line of duty, which is ethical on the part of teacher. Work commitment for this study is defined as the extent of mental concentration at work as well as the feeling of obligation to ones job (profession) and to ones organization. Teacher: the person who instructs or teaches to the students. Teaching: Gage has defined teaching as a personal relationship between the teacher and the taught causing behavior modification. Profession: Profession may be defined as an occupation which requires specialized knowledge or advance learning. Here in this study a person having the qualification, skill, experience, level of knowledge and liking for the work.

OBJECTIVES OF THE STUDY: The main objectives of the present study are: 1. To study the attitude of teachers working in aided and unaided schools with reference to personal variables. 2. To study the work commitment of teachers working in aided and unaided schools with reference to personal variables. 3. To compare the attitude of teachers working in aided and unaided schools with reference to personal variables. 4. To compare the work commitment of teachers working in aided and unaided schools with reference to personal variables. HYPOTHESES: 1. There is no significant difference in the attitudes of teachers working in aided and unaided schools with reference to personal variables a. gender, b. experience, c. academic qualification and d. pay scale. 2. There is no significant difference in the work commitment of teachers working in aided and unaided schools with reference to personal variables a. gender, b. experience, c. academic qualification and d. pay scale. 3. There is no significant difference in the attitudes of teachers teaching in different levels of education a. primary, b. secondary c. higher secondary. 4. There is no significant difference in the work commitment of teachers teaching in different levels of education a.primary, b. secondary c. higher secondary

SCOPE, LIMITATION AND DELIMITATIONS OF THE STUDY: 1. In order to be specific and precise and to avoid unnecessary conclusions and inferences, it becomes important to define the scope of the study. The focus of the present study is the attitude and work commitment of teachers at different levels of education in the schools 2. The study focused on the work commitment and attitude of the teachers towards teaching profession in the various levels of education i.e the primary, secondary and higher secondary in which the assessment indicators of commitment includes the organizational commitment, commitment towards school, commitment towards teaching work, commitment towards teaching occupation and work group (Colleagues) with reference to personal variables such as gender, experience, qualification and pay scale. It was delimited to affective, continuance and normative commitment. 3. Since the researchers have done studies related to various levels of education at the higher level, it is found that the studies at the school level with reference to various levels of education at the school have not been done. 4. Due to time constraints, the study was limited only to English medium schools and vernacular medium schools were excluded from this study. 5. Also there are many variables which act as determinant for attitude and work commitment of teachers such as school climate, personality, motivating factors, institutional facilities, role conflict and mental health which influence the teachers in their day to day teaching, but the researcher has limited the study only to the personal variables like gender, qualification, experience and pay scale. 6. Also there are teachers teaching at all levels of education but the research is limited only to the primary, secondary and higher secondary teachers.

SURVEY QUESTIONNAIRE I am a Research Scholar. Kindly participate in solving this questionnaire. The instructions are given at the starting of each part of questions. I would like you to give fair judgments and opinions. Your responses and identity will be confidential. Part-I General information 1. NAME OF THE TEACHER(optional)_______________________________ 2. NAME OF THE SCHOOL:_______________________________________ 3. SEX:MALE/FEMALE:__________________________________________ 4. STATUS OF SCHOOL:PVT/AIDED/UNAIDED/PUBLIC_______________ 5. EXPERIENCE IN SCHOOL: LESS THAN 10 YEARS__________10 YEARS & ABOVE_____________ 6. QUALIFICATION (HIGHEST): A. ACADEMIC:(B.A/B.COM/B.SC)______________________________ (M.A/M.COM/M.SC)_____________________________ B. PROFESSIONAL:B.ED________________________ M.ED/M.A(EDUCATION)/PHD___________________ ANY OTHER SPECIFY__________________________ 7. SALARY: SATISFIED/MODERATE/UNSATISFIED:__________________ 8. PAYSCALE:FIFTH/SIXTH/ANY OTHER SCALE:____________________

Part-II - PLEASE READ THE FOLLOWING STATEMENTS CAREFULLY AND MARK YOUR ANSWERS OR STATEMENTS: 1. If you were just starting out and asked to choose your future profession, which one of the following would be your choice? a. I would choose teaching b. I would never choose teaching c. I would choose teaching if I have no other option d. I would choose a profession where I can earn more 2. Suppose teaching paid a lot more than it does now. Would this make you a lot more likely to consider becoming a teacher, a little more likely or would it make no difference? a. A lot more likely b. A little more likely c. No difference d. Little difference 3. Suppose you knew youd be teaching kids who were well behaved and eager to learn. Would this make you a lot more likely to consider becoming a teacher, a little more likely or would it make no difference? a. A lot more likely b. A little more likely c. No difference d. Little difference

4. How do you like your Teaching profession? a. I like it very much b. I am enthusiastic about it. c. I love it. d. I am just okay with it. 5. How much of the time do you feel committed? a. All the time. b. Most of the time I teach committed. c. A good deal of the time. d. About of the time. 6. How do you feel about changing the profession? a. Desire to change position and occupation. b. Desire to change if it has better pay scale. c. Cannot think of other job even if it is better in pay scale. d. I would never change my profession even if I get much more than this in terms of pay scale. 7. If you are given a chance to choose all professions in the world which would you choose? a. Present profession. b. Another profession with better emoluments. c. Same profession but with better payment d. No Response.

8. How satisfied and committed are you with your profession? a. No one likes this job better than I like mine. b. I like my job much better. c. I like my job as well. d. I dislike my job but since no option I am continuing it. 9. Please give number to the following professions in an order that you would recommend to someone very close (maybe your siblings, cousin or children) in the order of 1 to 9. Professions to be ranked Doctor Engineer Sociologist Politician Teacher Software Engineer Chartered Accountant Lawyer Manager

Part-III A TICK THE MOST APPROPRIATE OPTIONS SD-STRONGLY DISAGREE, D-DISAGREE, U-UNDECIDED, A-AGREE, SA-STRONGLY AGREE.

Statements

SD

SA

1 If I had a son entering college I would have encouraged him to become a teacher 2. Teaching develops personality and character 3. Teachers are not free to express their views 4. Those who fail in other fields of work usually become teachers 5. Teaching work becomes easy in the classroom 6. Teachers often talk on ideals 7 No occupation is better than the teaching profession 8 Generally men of high status do not take up teaching 9 There are only a few honest people in the teaching profession today 10 If the teaching profession is not honored our nation will not progress 11 Most of the teachers are greedy 12 Generally teachers do not come to the class well prepared 13 Teaching profession has a bright future 14 Teaching profession appears to be interesting only in the beginning 15 Only trained teachers should have the right to teach 16 I take pride in telling that I belong to the teaching profession 17 There are very few good teachers in our country 18 Teachers do not have a sense of humour

19 There are more disadvantages than the advantages in the teaching profession 20 Student discontent is a sign of shortcomings in teaching 21 I want to take up the teaching profession only because my parents wish so. 22 The practice of private tuitions is the result of drawbacks of classroom teaching. 23 Students can become good citizens only when teachers are good teachers. 24 One who does according to what he says, has the qualities of a teacher. 25 It is difficult to lead a luxurious life in the teaching profession. 26 Classroom teaching needs a change. 27 Good relationship between the teacher and the taught is essential for learning. 28 Teachers cannot satisfy the intellectually superior students. 29 The knowledge imparted to the students today is incomplete. 30 Today people do not like to give up teaching to enter other professions. 31 It is a curse to remain in the teaching profession. 32 Teaching methods of the past were better than those of today. 33 A teacher often thinks himself to be a leader. 34 Very few students study at home. 35 Persons in the teaching profession always talk about the welfare of the society. 36 Teaching is a very stimulating profession 37 One who does not inflict corporal punishment on students, is a poor teacher. 38 Good learning condition is created when the relations between the teacher and the pupil are warm and friendly. 39 Teaching profession makes people lazy. 40 Teaching profession is not as bad as people think is to be.

41 Teachers deliberately allot more marks to some students. 42 Today hard work and a sense of dedication are lacking in the teaching 43 The teacher should not make the lesson interesting for children. 44 Most students do not respect the teachers. 45 Teaching makes a teacher tired. 46 Teaching profession is not a good medium of serving humanity. 47 The community neither appreciates teachers nor recognizes their worth. 48 A teacher is free to admit his ignorance openly and frankly. 49 If I do not get any other job, I will join the teaching profession. 50 A teachers job is primarily one of teaching and explaining the subject matter.

Part-B WORK COMMITMENT 1 I review my days work to prepare the next days schedule. 2 I try to attend school even if I am sick. 3 I prepare a time table for the day and try to stick to it. 4 I enjoy solving problems of my students after class hours. 5 I make sure that I am well prepared before I go to class. 6 I give many self study topics to reduce my work load. 7 I recommend encyclopedias/internet/books to keep my students in touch with the current educational scenario. 8 I try to come to school even if there is a bandh or strike. 9 I have informal discussions unrelated to my subjects during the lecture slot given to me.

10 I use the lecture method in class. 11 I stimulate pupils to initiate questions from them in order to clarify concepts. 12 I try to experiment with different methods of teaching and diagnose which is more suitable for particular portion. 13 I rate myself after every lecture intrinsically and try to better myself next time. 14 I read more of the subject matter than is necessary for a given topic. 15 I join the strike given by teachers union. 16 I do not feel it necessary to complete the days work at the end of the day. 17 I do not find it necessary to read my notes before going to class. 18 I see to it that my students have followed my subject informally by testing the students regularly. 19 Preparing for daily lectures is a real waste of time. 20 Teachers need not participate in the development of policies in education. 21 It is not possible to be just to every student in this profession. 22 The school should not expect the staff to stay back late. 23 Finishing the portion is more important than ensuring that every student has understood it. 24 A teachers job is only to teach through lecture method, using slides / overhead projector / demonstration / workshop / specimen / film shows are not necessary to enhance the teaching. 25 I do not like to come early or stay back whatever be the needs of the school. 26 Other jobs are much better than the job of a teacher. 27 I do not think that teachers can bring change in society.

28 I spend a lot of time reading books related to my subject area. 29 I do not like to be involved in extra-curricular activities. 30 I contact experts/other senior teachers to update the knowledge of my subject. 31 We are given opportunities to use our own creativity towards the objective of the institution. 32 I spend a lot of time with students trying to solve their academic difficulties. 33 I am punctual in school. 34 I do not know about the innovations introduced in my institution. 35 It is not necessary to give every student individual attention. 36 I have no opportunity to be innovative or do something creative. 37 I feel that my interests and needs are satisfied in this organization. 38 My knowledge and experience is not used in my present role. 39 I do not bother to find out what other faculty members are doing in the field of research. 40 It is very boring to sit through the students workshop/discussion/film shows/guest lectures. 41 I dislike being bothered with non-academic work in the institution. 42 Correction of papers is a burdensome activity. 43 There are other activities which are more important for me than my present job. 44 I feel a sense of pride in working in my institution. 45 I feel that I am unfit for this profession. 46 I love working in this organization. 47 I feel that there is ample amount of workload in this profession.

48 I feel that teachers who work in aided schools have less responsibility 49 I feel that teachers who work in aided schools are paid more for less work 50 I feel that the workload is more in unaided schools 51 The expectations of management in unaided schools are more than that of aided schools. 52 I feel that the timings of the school make me frustrated to come to work.