CHAPTER 3CHAPTER 3CHAPTER 3CHAPTER 3

RESEARCH METHODOLOGYRESEARCH METHODOLOGYRESEARCH METHODOLOGYRESEARCH METHODOLOGY

CHAPTER 3

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. It includes an outline of what the investigator will do from writing the hypotheses and

their operational implications to the final analysis of data (Kerlinger 1986:279).

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(Thyer 1993: 94)

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 one’s job (profession) and to one’s 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

i.e. the teachers teaching in primary, secondary and higher secondary. The research is

focused on finding the attitude and work commitment of teachers working in aided and

unaided 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. Also especially the district of Thane is

very vast and hence the researcher’s study is delimited to the teachers teaching in aided

and unaided schools in Kalyan and Dombivli (Thane District).

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.

SAMPLE AND SAMPLING TECHNIQUE:

Sampling is taking any portion of a population or universe as a representative of population or

universe. Sampling is the procedure which allows the researcher to draw conclusions for the

population by analyzing the data. In other words, sampling enables the selection of a sub-group

from a large group and uses the sub-group as the basis for making the judgment about the large

group.

There are different sampling methods:

a. Simple Random Sample

b. Stratified Random Sample.

c. Cluster Sampling

d. Proportionate stratified sampling

e. Accidental sampling

f. Quota sampling

g. Purposive sampling.

The investigator must choose one of the methods depending upon the scope of his research. The

method of selection of the sample very much depends upon the nature of the observations to be

made and the extent of the generalization of the findings. In this study the researcher wanted to

find out the attitude of teachers towards the teaching profession and their commitment at

different levels of teaching on the basis of their qualification, experience, age and pay scale. The

researcher could not survey or investigate the entire population of teachers and students in whom

she was interested as it would entail a very lengthy process.

The population or the universe of the study consists of school teachers of English medium

schools of Thane district restricted to Kalyan and Dombivli only. Since it is impractical and

unnecessary to study the whole population the investigator used a sample in order to make

observations and handle the data. A sample of 1000 teachers was taken from the central suburban

schools in the area of Kalyan and Dombivli working in both aided and unaided section. It

comprised of both male and female teachers. Male teachers were less as compared to female

teachers in this area in almost all the schools. The teachers were working in these institutions in

the year 2011-12. The teachers ranged from pre-primary to secondary levels of education.

Simple random sampling technique was employed in selecting the teachers from various schools.

Teachers were randomly stratified on the basis of age and experience using stratified random

sampling technique. Only those teachers form the data of the study that was physically present in

the school while the questionnaire was given and taken. The teachers taught in grades ranging

from kindergarten to Higher Secondary section. The teachers had completed at least 1 year of

teaching to ensure the effects of the survey. Hence Sampling was done in two stages. Firstly the

schools were stratified as aided and unaided and also the schools were divided on the

geographical divisions such as east and west. At the second stage the teachers were selected

using purposive sampling technique so as to select the teachers based on various levels of

experience, gender, qualification and pay scale both in aided and unaided schools.

METHODOLOGY OF THE STUDY:

Research methods can be classified as

1. Experimental Research

2. Descriptive Research

3. Historical Research

For the purpose of this study, the descriptive method of study has been used for processing the

data, classifying, analyzing them and interpreting the findings so that the researcher can draw

conclusive evidence from the study and arrive at generalizations. The research approach used in

this study is quantitative. Babbie and Mouton (2001) define quantitative research as the

numerical presentation and manipulation of observations for the purpose of describing and

explaining the phenomena that those observations reflect. The current study is regarded as

quantitative because the researcher has assigned numbers to observations, data was produced by

counting and measuring the variables understudy and statistics were used to infer the meanings

that lay hidden within the data (Leedy, 1993).

The present study describes the attitude of teachers towards teaching profession and their

commitment towards the profession.

TOOLS OF RESEARCH

DESCRIPTION OF THE INSTRUMENT:

Attitude measurement is a complex process because it is related with human behavior, which is

difficult to observe and transform into quantitative terms. The educators and researchers have

tried to assess human attitudes through different techniques. According to Gay (1996) there are

four basic types of scales used to measure the attitude.

• Likert Scale.

• Semantic differential scale.

• Thurston Scale.

• Guttmann scale.

Julian C. Stanley (1981 pp 292-294) stated two main types of scales known as Thurstone attitude

Scale and Likert Scale.

a. Thurstone Attitude Scales: They are developed by giving several hundred persons

(judges) number of statements about a topic. Each judge sorts each statement into one

of several categories that range from “extremely favorable” through “neutral” to

“extremely unfavorable”. Each statement is written on a separate slip of paper.

Independently, the judges are asked to rate the intensity of each statement, not the

extent to which they agree with it. Those statements on which there is a consensus

among the judges qualify for the final scale. The attitude scale usually consists of 20

to 45 statements that spread evenly over the intensity scale, in order to discriminate

well among the levels of “favorableness”. The intensity scale value of a given

statement is the median category of the distribution of the judgments assigned to that

statement by the original group of judges. The order of the statements is randomized

on the final printed form. The examinee is asked to mark those statements with which

he or she agrees; or her/his score is the median intensity of those statements. The

reliability of the scale is then estimated on a sample of subjects. It should be noted

that considerable effort is required, which limits the use of this kind of scale largely to

those areas for which scales are already available.

b. Likert Scales: Likert Scales are also known as Summated scales. The summated

scales consist of a series of items to which the subject is asked to react. The type of

summated scale most frequently used in the study of social attitudes follows the

pattern devised by R. Likert and is referred to as Likert type of scale. In this scale, the

respondent indicates his several degrees of agreement or disagreement with each item

that constitutes the scale instead of indicating his agreement for only a few items.

Stanley (1981p 294) has stated that perhaps the most widely used technique for

attitude measurement is the Likert scale, on which a statement is followed by the five

responses; “strongly agree, agree, undecided, disagree, strongly disagree”. The

response categories may also be three or more than five, however most widely used is

five. The examinee selects the response that best describes his or her reaction to each

statement, which are weighted from 1 to 5 when the five-point response continuum is

used. Likert scales are very flexible and can be constructed more easily than most

other types of attitude scales. Ordinarily the items are a mixture of positive and

negative statements to add variety to the scale and reduce the respondent’s tendency

to respond perfunctorily.

First step to develop the scale is the identification of the items/statements for the scale. Literature

review helps in the process of item generation for the scale (Cortis, 1977). The researcher did

intensive search of literature. Books, journals and research studies conducted in other countries

were also consulted. At the same time already available scales to measure the attitude and work

commitment towards teaching profession were consulted. In order to carry out any type of

investigation data have to be gathered with which the hypothesis will be tested. A great variety

of research tools have been developed and selection of a tool depends on the kind of information

needed. The Likert Method known as Summated Ratings does not require the classification of

items by a panel of judges. Items are selected only on the basis of the responses of the subjects to

whom they are administered in the course of developing the scale. The Likert type scale calls for

a graded response to statements on a five point scale ranging from “Strongly Agree” to “Strongly

Disagree”. The points are usually denoted by Strongly Agree (SA), Agree (A), Undecided (U),

Disagree (D) and Strongly Disagree (SD). The different points on the scale are assigned arbitrary

weights- for example 5,4,3,2, and 1 in the order of “Strongly Agree” response to “Strongly

Disagree” responses for the favorable statements. The scoring key is reversed for unfavorable

statements- the “Strongly Disagree” response (negative) is given the weight of 5,4,3,2 and 1 in

till the order of “Strongly agree”. The total score for an individual can be obtained by adding

his/her scores for all the individual items in the scale.

While selecting statements, following types of statements as suggested by Edwards (1951) were

avoided.

1. Statements that refer to the past rather than the present.

2. Those that is factual.

3. Those that can be interpreted in more than one way.

4. Those that is irrelevant to the psychological object under consideration.

5. Those that is likely to be endorsed by almost every-one or almost no one.

6. Those that contain words such as ‘only’ ‘just’ and ‘merely’.

7. Those that contain double negatives.

8. Those that is rather long.

9. Those that contain more than one thought.

In addition, the statements should contain the “Universe of Content” (Edwards, 1957).

INSTRUMENT OF THE STUDY:

The study constituted two variables that is attitude towards the teaching profession and work

commitment of the teachers towards teaching profession. Separately studies were analyzed by

the researcher to find out the proper and relevant tools for the study on the basis of the related

literature. The researcher divided the studies on the basis of the above two variables and came

across the following readymade tools.

1. ATTITUDE TOWARDS THE TEACHING PROFESSION.

After analyzing the related literature, the researcher decided to proceed ahead with the

readymade tool. As per the study Teacher Attitude Inventory by S.P. Ahluwalia (1974) seemed

to be appropriate. In the present study Likert Type Scale with five responses continuum was used

by the researcher to study the attitude of teachers towards teaching profession.

2. WORK COMMITMENT TOWARDS THE TEACHING PROFESSION.

The next variable was work commitment of teachers towards teaching profession. The researcher

surveyed many readymade tools for the variables like organizational commitment, professional

commitment and teacher commitment. Most of the studies were done on the adaptations of the

questionnaire of Meyer and Allen’s Organizational Commitment. However the researcher felt

that the ready questionnaire for the work commitment which was defined as per the present study

was very limited. So after reviewing the related literature the researcher found that the Work

Commitment Inventory (Teacher Commitment Scale) by Dr. (Mrs.) Indira Shukla (1999) was the

best tool for the study. Hence the researcher decided to use the readymade tool for the research

on the variable work commitment of teachers towards the teaching profession.

SCORING OF THE INSTRUMENT:

The tool consisted of three parts Part I, II and III A and III B.

The first part of the tool i.e. Part I consisted of general type of questions such as name of the

teacher and school along with the status of the school, experience, qualification and salary

details.

The second part i.e. Part II consists of few qualitative statements which show the attitude of the teachers towards the teaching profession. For e.g.:

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

It consists of marks from 4, 3, 2 and 1 respectively on the options ticked by the teachers. The

teachers ticking option “(a)” would be scoring 4 marks whereas the teacher ticking the option

“(d)” would be scoring only 1 mark which shows that she is not at all interested in the

profession. Same way there were about 8 questions which had 4 options and which had

statements showing their attitudes. The researcher allotted the marks such as 4,3,2,1. The

maximum score which the teacher scores are 32 and the minimum score is 8.

Again in the same part there was a question no. 9 asked about the rank which they would like to

choose for the teaching profession as per their mind or whether they would recommend it to their

children, cousin or sibling. About 1 to 9 ranks are mentioned in the questionnaires and top 9

professions are mentioned. The teacher has to judge and give the ranks to the profession which

they feel is the topmost according to them.

The third part i.e. Part III A and III B consists of the tool based on Likert Scale to judge the

attitude of teachers towards the teaching profession where the teachers had to tick the options.

There were totally 50 statements adapted for the research from S.P.Ahluwalia’s Teacher Attitude

Inventory. This Teacher Attitude Inventory is constructed both in Hindi and English, but for this

research, the researcher has only selected the English questions. This part has six sub-scales viz.

attitudes towards: ( i) teaching as a profession, (ii) classroom teaching, (iii) child-centered

practices, (iv) educational process, (v) pupils, and (vi) teachers. The positive statements about

the attitudes towards teaching profession are as

follows:1,2,5,6,7,10,13,14,15,16,20,23,24,25,26,27,29,30,33,34,35,36,40,42,47,48 and 50. The

negative statements about the attitudes towards teaching profession are as follows:

3,4,8,9,11,12,17,18,19,21,22,28,31,32,37,39,41,43,44,45,46 and 49.

Part III B in the third part consists of statements to judge the work commitment of teachers

towards the teaching profession again based on Likert Scale. The statements were mostly to

check the commitment of teachers towards teaching, how much committed they are to the work

and to their teaching. The work commitment questions also had positive and negative statements.

The positive statements are as follows:1,2,3,4,5,6,7,8,10,11,12,13,14,18,30,31,32,33,37,38,

44,46,48 & 49. The negative statements are as follows:9,15,16,17,19,20, 21,22,23,24,25,26,27,

29, 34,35,36, 39, 40, 41, 42, 43, 45, 47, 50, 51 & 52. The tool has clear directions on its first

page for respondents. A copy of the tool can be observed in Appendix B. Verbal instructions

were also given where needed. The statements were scored by assigning the following numerical

values to the 5 categories of responses.

Table 3.1

Scoring of the tool

Types of statements Nature of responses

Positive or favorable

statements

Strongly

agree

Agree Undecided disagree Strongly

disagree

5

4

3

2

1

Types of statements Nature of responses

Negative or unfavorable

statements

Strongly

disagree

disagree undecided agree Strongly

agree

5

4

3

2

1

The minimum score value in the attitude study i.e. III A was estimated at 50 whereas maximum

score value was estimated at 250.

The minimum score value in the commitment study i.e. III B was 52 whereas the maximum

score value was 260.

RELIABILITY AND VALIDITY OF THE TOOL:

Validity is the ability of an instrument to measure what it is designed to measure. Validity is

defined as the degree to which the researcher has measured what he has set out to measure’

(Smith 1991:106). According to Kerlinger, “the commonest definition of validity is epitomized

by the question: Are we measuring what we think we are measuring?’(1973:457). Babbie writes,

‘validity refers to the extent to which an empirical measure adequately reflects the real meaning

of the concept under consideration’ (1989:133).

The concept of reliability in relation to a research instrument means if a research tool is

consistent and stable, predictable and accurate, it is said to be reliable. The greater the degree of

consistency and stability in an instrument, the greater is its reliability. Therefore a scale or test is

reliable to the extent that repeat measurements made by it under constant conditions will give the

same result (Moser and Kalton 1989:353).

In the Teacher Attitude Inventory by S.P.Ahluwalia, the reliability coefficient estimated by the

split-half method was 0.79. The test retest reliability coefficient after the interval of 3 months

and 9 months was 0.59 and 0.64. The Teacher Attitude Inventory has content validity as the

method of item selection proves it. The inventory has high internal consistency.

In the Work Commitment Inventory, the content validity was established using percentage

agreement among judges. The items for which there was 70% and above agreement were taken

as they were where the percentage agreement were ranged between 50% to 70%, the researcher

modified the items based upon the suggestions given by the imports. Items showing agreement

less than 50% were rejected. Reliability was established by split half method and the coefficient

was found to be 0.8391. Hence scale was considered as a highly reliable tool.

Table 3.2

Reliability and Validity at a glance

Sr.

no

Tool name Method Reliability Validity

1. Teacher Attitude Inventory by

S.P. Ahluwalia

Split-half

method

0.79 Content

validity

2. Work Commitment Inventory Split-half 0.8391 Content

by Dr.(Mrs.) Indira Shukla method validity

Judgmental Validation:

Next step was to validate the list of items generated for the attitude studies and work

commitment studies. A panel of experts especially teacher educators were consulted to check the

initially collected item pool. Since the Teacher Attitude Inventory was too big only the necessary

questions were shortlisted which were most suitable for the studies, and then the tool was

provided to the experts for their valuable comments and opinions regarding the suitability of

each item for measuring the relevant attitude and work commitment of teachers, the correctness

of the key, the clarity of the language and the suggestions for improvement of the scale. (See

Appendix for the list of judges).

PROCEDURE OF THE SURVEY:

To start the procedure different principals were contacted for obtaining permission for

conducting the survey. The teachers were explained the process of survey. The tool was

explained in detail and was informed that less than 10 minutes would be taken to complete it.

Teachers were not compelled as it was voluntary. At the same time guarantee was assured to the

teachers regarding anonymity. They were not compelled to write the names or sign on any part

of the tool. Teachers were assured of no risks involved in their participation. The study would

help educators learn how to assist school administrators with building a positive attitude and

positive work commitment towards the teaching profession. The benefits are added knowledge in

achieving committed school teachers. Teachers from 27 schools willing participated in the study.

In many cases the researcher faced the problem in collection of data from the teachers who

initially agreed to fill in the questionnaire but later was not available or interested to do so. Some

teachers had left the questionnaires incomplete which led to lot of wastage especially of time and

the researcher had to discard the data collected from the students. Some of the schools gave

permission but later on declined because they could not spare their teachers’ time. This problem

was too much faced in the aided schools as many of the school teachers’ were busy with the

board examinations and they had many other jobs to be done other than their normal teaching

like supervision in board examinations, checking of answer sheets for secondary sections etc.

Hence many of the aided school principals rejected the permission granted earlier for conducting

the survey, which the researcher had received beforehand. Because of this problem the

researcher had too much unaided schools permission as compared to aided schools. Since the

research was time bound the researcher couldn’t wait for months to get the survey done and

hence the researcher conducted the research in the stipulated month. Many schools readily

agreed and cooperated in the study while some schools were afraid to participate in the survey as

they were afraid that teacher’s who were not qualified will be exposed at large to outsiders and

they didn’t agree to the idea that their details should be exposed. In all 1077 forms were

distributed to teachers in various schools in Kalyan and Dombivli of which only 542 forms were

filled satisfactorily and returned. Out of those also many forms were discarded as they were

incomplete and so the final studies were done on 425 forms. Thus a lot of time was spent on data

collection from the teachers of different schools. It took almost one year to complete the survey.

After editing the data for completeness and taking into consideration the data of those teachers

which were responded in completeness, questionnaires from 425 teachers were accepted for the

analysis. Data collected from teachers was analyzed to arrive at meaningful conclusions.

Table (3.3- 3.8) below indicate the sample distribution in accordance the independent variables:

gender, type of school, different levels of education, teaching experience, salary pay scale and

salary satisfaction.

Table 3.3

Distribution of sample school wise

Sr

no

Name of the schools Area/

Locality

Type of

School

Tool

given

Tool

received

1. St. Mary’s School Dombivli Unaided 20 17

2. Meridian School Kalyan Unaided 60 31

3. South Indian School Dombivli Aided 50 7

4. Holy Angels School Dombivli Unaided 10 5

5. Greens School Dombivli Unaided 50 16

6. Fatima School Dombivli Unaided 8 4

7. Sister Nivedita English School Dombivli Unaided 10 3

8. Kidland School Dombivli Unaided 20 14

9. Sacred Heart School Kalyan Unaided 120 96

10. Seth Praful Patel English High

School(Mutha School)

Kalyan Unaided 50 17

11. JGM School Dombivli Unaided 10 6

12 Holy Cross Convent

School(Secondary)

Kalyan Aided 20 15

13 K.C.Gandhi School

(Secondary)

Kalyan Aided 50 33

12. Podar International School Kalyan Unaided 50 23

13. Don Bosco School Kalyan Unaided 75 43

14. Guru Nanak School Primary

School and Super Kids

Kalyan Unaided 50 32

15 Guru Nanak Secondary School Kalyan Aided 27 15

16 Mohindar Kabul Singh School Kalyan Unaided 50 29

17 Mahavir Jain School Kalyan Unaided 55 37

18 Rita Memorial School Kalyan Unaided 50 33

19 Holy Kids International Dombivli Unaided 35 4

20 National School Dombivli Aided 10 3

21 St.John School Dombivli Unaided 35 -

22 Shankara Vidayalaya Dombivli Unaided 18 11

23 R.B.T.Vidyalaya English

School

Dombivli Unaided 50 15

24 B.R.Madhavi School Dombivli Unaided 50 19

25 Bhagwan Bhoir School Kalyan Unaided 12 6

26 The Cambridge International Kalyan Unaided 20 10

27 Priti Academy School Kalyan Unaided 12 9

Total 1077 542

Category wise number of teachers included in the study under the various variables

Table 3.4

Distribution of sample according to type of school: aided and unaided

SR NO CATEGORY NO OF TEACHERS

1. Aided school 74

2. Unaided school 351

Total 425

Chart showing d

0

50

100

150

200

250

300

350

400

Aided school

Unaided school

Figure 3.1

Chart showing distribution of teachers in aided and unaided

74

Unaided school 351

naided schools

Table 3.5

Distribution of sample according to different levels of education and qualification

Preprimary Primary Secondary Total

Qualified 13 52 214 279

Unqualified 24 96 26 146

Total 37 148 240 425

Chart showing distribution

0

50

100

150

200

250

Preprimary

Qualified 13

Unqualified 24

Figure 3.2

istribution of sample according to levels of

Preprimary Primary Secondary

13 52 214

24 96 26

f education

Table 3.6

Distribution of sample according to gender

SR NO CATEGORY NO OF TEACHERS

1. Male teachers 38

2. Female teachers 387

Total 425

Chart s

0

50

100

150

200

250

300

350

400

Male teachers

Female teachers

Figure 3.3

showing distribution of sample Gender wise

38

387

ise

Table 3.7

Distribution of sample according to salary pay scale

SR NO CATEGORY

SALARY SCALE

NO OF TEACHERS

1. FIFTH 31

2. SIXTH 43

3. ANY OTHER SCALE 351

Total 425

Chart showing d

0

50

100

150

200

250

300

350

400

FIFTH

SIXTH

ANY OTHER SCALE

Figure 3.4

Chart showing distribution of sample according to salary

31

43

351

alary pay scale

Table 3.8

Distribution of sample according to salary satisfaction

SR NO CATEGORY

SALARY

SATISFACTION

NO OF TEACHERS

1. Unsatisfied 139

2. Moderate 184

3. Satisfied 102

Total 425

Chart showing distribution

0

20

40

60

80

100

120

140

160

180

200

Unsatisfied

Moderate

Satisfied

Figure 3.5

istribution of sample according to salary satisfaction

139

184

102

atisfaction

DATA PROCESSING AND CODING:

Sometimes the data may be quite verbose or qualitative in details. The use of codes is one of the

ways of presenting data in a concise form especially when the data is proposed to be processed

on a computer or other data processing system. According to Nachmias and Nachmias (1981):

“Data processing is the link between data collection and data analysis. It involves the

transformation of the observations gathered in the field into a system of categories and the

translation of these categories into codes amenable to qualitative analysis.”

Coding is, thus, necessary where the help of processing the data through computers is sought.

Defining it C.R.Kothari (1989) writes: “Coding refers to the process of assigning numerals or

other symbols to answers so that responses can be put into a limited number of categories or

classes. Such classes should be appropriate to the research problems under consideration. They

must also possess the characteristic of exhaustiveness (i.e. there must be a class for every data

item) and also that of mutual exclusivity which means that a specific answer can be placed in one

and only one cell in a given category set. Another rule to be observed is that of

unidimensionality by which is meant that every class is defined in terms on only one concept”.

Keeping in view the above principles of coding and also the demand of computer, a proper

codebook and code sheets were prepared bearing distinct code numbers in numerical form.

Thereafter, the data was given for statistical analysis through computer.

ANALYSIS OF DATA:

Statistical method goes to the fundamental purpose of description and analysis of data. Two

types of statistical applications are relevant which have been adopted for the purpose of the

study.

1. Descriptive analysis

2. Inferential analysis.

Descriptive analysis:

The raw data however valid, accurate and reliable are of little significance unless it has been

classified in a systematic tabular form. After classification and tabulation, such treatment is

given to data which facilitates analysis and interpretation. Thus in describing and analyzing the

data in a meaningful way several types of statistical measures were used. For describing the data

the following statistics were used.

1. Measures of central tendency- Mean Median and Mode.

2. Measures of variability or spread- Standard Deviation.

3. Fiduciary limits of mean and standard deviation.

Inferential analysis:

Inferential analysis involves testing of hypotheses. Statistical techniques are used which

determine characteristics of the data selected from larger population. Hence generalization

arrived at based on the data can be extended to larger population. The statistical techniques used

for inferential analysis in order to test the hypotheses are:

1. t-test to compare two different groups of the same variable.

2. ANOVA

SUMMARY

This chapter was devoted to describe the study population and the sample of the study stating the

respondents’ distribution according to the study variables: gender, qualification, experience and

salary. This chapter also included a detailed description of the study design, methodology,

instrument of the study and its validity and reliability. Finally it was concluded by giving a full

description of data collection and statistical analysis used in this study. The detailed data analysis

is presented in Chapter IV.