Multi Disciplinary Edu Global Quest (Quarterly), Volume 2, Issue 3 #7, July 2013
JOB SATISFACTION OF TEACHER EDUCATORS AT THE D.T.ED. LEVEL : ITS RELATIONSHIP WITH ORGANISATIONAL HEALTH Shri Naresh Menghrajani Assistant Teacher Pragnya Bodhini Jr. College of Education Contact: Mo.: 09867532546 Dr. Shefali Pandya Professor & Head Department of Education University of Mumbai Contact : Mo.: 09820688683 Email :
[email protected]
ABSTRACT The present study is an attempt to find out whether the job satisfaction of teacher educators is related to the organizational health as it is expected that a teacher educator who is satisfied in his job will have better teacher performance. For this purpose, organizational health is conceptualised as having seven dimensions, namely, institutional integrity, principal influence, consideration, initiating structure, resource support, morale and academic emphasis. The sample was selected from 14 D.T.Ed colleges situated in Greater Mumbai including 90 teacher educators. The sample included 24.44% male and 75.56% female teacher educators. Further, it consisted of 1 private-aided and 13 private-unaided colleges in its purview. It used Pearson’s coefficient of correlation and multiple correlation coefficient for data analysis. The study found that higher the principal influence, consideration, initiating structure, resource support, morale, academic emphasis and total organizational health, higher is likely to be the job satisfaction of teacher educators. Further, 38.14% of the variance in job satisfaction of teacher educators is associated with various dimensions of organisational health combined together. Key Words : Job Satisfaction, Organisational Health
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Multi Disciplinary Edu Global Quest (Quarterly), Volume 2, Issue 3 #7, July 2013 Introduction Teachers and teacher educators are the backbone of any educational system to perform its functions effectively. There are several factors which influence the effectiveness of a teacher educator including his academic credentials, motivation, commitment, job satisfaction, institutional climate, culture and health. The present study is an attempt to find out whether the job satisfaction of a teacher educator is related to the organizational health as it is expected that a teacher educator who is satisfied in his job will have better teacher performance.
For this purpose, organizational health is conceptualised as having seven
dimensions, namely, institutional integrity, principal influence, consideration, initiating structure, resource support, morale and academic emphasis. Literature Review Shah (1982) conducted an investigation of the socio-economic background of primary school teacher and job satisfaction. Samad (1986) attempted to study organizational climate of government high schools in Chandigarh and its effect on job satisfaction of teachers. Ahmad (1986) conducted a study on determinants of job involvement among teachers. Dixit (1986) compared the job satisfaction among primary school teachers and secondary school teachers. Shankar (1987) conducted a study of teacher responsibility and its relationship with school climate and job satisfaction of teachers at the secondary school level in Moradabad district. Serkar and Ranganathan (1988) conducted the study to address the problem of job satisfaction of graduate teachers and its level and relationship with sociological factors. Das (1988) conducted a study pertaining to the investigation of secondary school teachers’ job satisfaction and job motivation in relation to age, sex, qualifications, environment and type of school, in Cuttack district of Orissa. Goswami (1988) attempted to study the job satisfaction of the PGTs, TGTs and PRTs of central schools in relation to some demographic and professional factors. Dhulia (1989) attempted to study administrative styles, job satisfaction of teachers and institutional perception of students as related to school climate. Ramakrishnaiah’s (1989) investigation was designed to make an in-depth study of job satisfaction of college teachers in relation to variables like attitude towards teaching, management, sex, personality etc. Atreya (1989) conducted a study whose main aim was to study the values and job satisfaction of teachers having high, average and low teaching effectiveness. Ray (1990) attempted to study the attitude of teachers towards pupils and their job satisfaction. Saxena (1990) attempted to study the relationship between attitude and job satisfaction as well as between socio-economic status and job satisfaction. Shukla (1990) www.mdegq.com
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Multi Disciplinary Edu Global Quest (Quarterly), Volume 2, Issue 3 #7, July 2013 conducted a survey and study of the causes of discontentment prevailing among the teacher’s of primary and secondary schools. Natarajan (1992) conducted a study to examine the influence of different types of school climate on teachers’ satisfaction and the achievement of pupils. Rawat (1992) attempted to study the expectations and realities of job, job satisfaction and value pattern of secondary school teachers in relation to their sex, organization, locality and level of teaching. Singh (1992) conducted an investigation to study the organizational correlates of job satisfaction as well as role conflict among secondary school teachers of Allahabad District. Sandhu (2000) conducted a study on job satisfaction of scheduled caste and non-scheduled caste teachers with variables self-concept, anxiety and attitude towards teaching. Varma (2002) attempted to study job satisfaction of teachers in relation to variables job stressors, role commitment, vocational maturity and social intelligence. Klassen and Chiu (2010) studied the effects on teachers' self-efficacy and job satisfaction: teacher gender, years of experience, and job stress. Reddy23 (2011) conducted a study of job satisfaction and teacher effectiveness of primary school teachers. Ghazi and Maringe (2011) conducted a study on age, gender and job satisfaction among elementary school head teachers in Pakistan. Menon and Athanasoula-Reppa (2011) conducted a study of the job satisfaction among secondary school teachers with reference to the role of gender and experience. Boran (2011) attempted to study the job satisfaction of academic staff in Turkey. Hoy and Woolfolk (1993) investigated teachers' sense of efficacy and organizational health of school. Tsui and Cheng (1999) conducted a contingency study on school organizational health and teacher commitment with multi-level analysis. Janice (2000) conducted a study on managing organizational health and performance in junior colleges. Klingele, William, Lyden and Julie (2001) surveyed teacher education faculty and administrators regarding their views on organizational health in teacher education programs, measuring organizational health on 11 dimensions. Khan (2003) conducted a study of role performance, decision-making and organizational health in relation to behavioural orientation and personality of school principals. Korkmaz (2007) studied the effects of leadership styles on organizational health. Bevans, Bradshaw, Miech and Leaf (2007) conducted a study involving multilevel analysis of Staff- and school-level predictors of school organizational health. Babelan, Askarian, Behrangi and Naderi (2008) conducted a survey of the organizational health status of male high schools in Ardabil province. Polatci, Ardiç and Kaya (2008) attempted to study organizational health in academic organizations and the analysis of factors affecting organizational health. Malhotra (2010) conducted a study of www.mdegq.com
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Multi Disciplinary Edu Global Quest (Quarterly), Volume 2, Issue 3 #7, July 2013 principals’ decision making style and its relationship with teachers’ professional growth and organizational health in government and private schools. Omoyemiju and Adediwura (2011) conducted a study of teachers’ perception of schools' organizational health in Osun state. Yar and Monfared (2011) conducted a survey on the relationship between organizational health and stress of the physical education teachers in Zanjan province. Pourrajab, Mahdinezhad, Nazari and Bijandi (2011) attempted to study the performance of educational administrators and the organizational health in Iranian high schools. Ranjdoust and Mirzaei (2012) conducted an investigation of the relationship between organizational health and job satisfaction of school teacher. Cabrera and Cesar (2012) attempted to study the relationship of teachers' perceptions of organizational health and work-place bullying. Savas and Karakus (2012) conducted a study on the relationships between school organizational health and teachers’ in-role and extra-role behaviours. Ghorbani, Afrassiabi and Rezvani (2012) conducted a study of the relationship between organizational health and efficacy. Khatami and Rashmeh (2012) investigated the organizational health state of Islamic Azad University. Need of the Study By reviewing the related literature both, Indian and otherwise, it is observed that the researches that have been done have tried to find relationship of job satisfaction of teachers with variables such as, age, gender, experience, individual work, institutional determinants self-efficacy, motivation, commitment, income, personality types, self-concept, anxiety, attitude towards teaching, teacher effectiveness, job stressors, role commitment, vocational maturity, social intelligence, etc. The researches have also been done on influence of different types of school climates on teachers’ job satisfaction and students’ achievement. Some of the researches have also focused on finding the relationship of job satisfaction with organizational climate, type of schools, type of managements, job involvement etc. Most of these researches have been done in primary or secondary schools. Only a few researches have been done e at the college level. Very little research has been done in teacher education colleges. Many of the researches in the existing literature focus on the relationship between organizational health and variables such as principals’ decision making styles, behavioural orientation, personality of school principals , schools’ efficacy, teachers’ perception, workplace bullying, job satisfaction, educational administrators, principals’ leadership styles, school level predicators, teacher commitment, teachers’ efficacy, student achievement, school climate etc. Some of these researches have been done at the college and university levels but www.mdegq.com
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Multi Disciplinary Edu Global Quest (Quarterly), Volume 2, Issue 3 #7, July 2013 most of the researches have been conducted at the school level. Many of these researches have been done abroad, whereas very little research has been done in India. Although studies have been done on job satisfaction of teachers and organizational health both in India and abroad, very few studies have focused on relationship between job satisfaction and organizational health. A clear trend however does not emerge from these studies regarding relationship between job satisfaction and organizational health. Also, the studies which have focused on the relationship between job satisfaction and organizational health have been mainly conducted at school level. Very little research has been done in the colleges of education especially in D.T.Ed colleges. Thus the investigator decided to undertake the present study. Research Objective : To ascertain the relationship of job satisfaction with organizational health and its dimensions. Definition of Terms Job Satisfaction : Job satisfaction is defined as a feeling of contentment (or lack of it) arising out of interplay of employee's positive and negative feelings toward his or her work and is a combination of psychological, physiological and environmental circumstances that cause a person to feel whether he/she is satisfied with his/her job. Organizational Health:It refers to an organisation’s capacity to fit an organising structure to its working environment to create coherence among its members and succeed in its targetsso as to consistently succeed in facing up to problems or difficulties and refers the general wellbeing of the interpersonal relationships in a school and a healthy composition of the several dimensions. Institutional Integrity: It refers to the school's ability to cope with its environment in a way that maintains the educational integrity of its programmes. Teachers are protected from unreasonable community and parental demands. Principal Influence: It refers to the principal's ability to influence the actions of superiors. Being able to persuade superiors, to get additional consideration, and to beunimpeded by the hierarchy are important aspects of school administration.
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Multi Disciplinary Edu Global Quest (Quarterly), Volume 2, Issue 3 #7, July 2013 Consideration: It refers to the principal behaviour that is friendly, supportive, open, and collegial; it represents a genuine concern on the part of the principal for the welfare of the teachers. Initiating Structure: It refers to the principal behaviour that is both task- and achievement oriented. Work expectations, standards of performance, and procedures are clearly articulated by the principal. Resource Support: It refers to a school were adequate classroom supplies and instructional materials are available and extra materials are readily supplied if requested. Morale: It refers to a collective sense of friendliness, openness, enthusiasm, and trust among faculty members. Teachers like each other, like their jobs, and help each other; and they are proud of their school and feel a sense of accomplishment in their jobs. Academic Emphasis: It refers to the extent to which the school is driven by a quest for academic excellence. High but achievable academic goals are set for students; the learning environment is orderly and serious; teachers believe in their students' ability to achieve; and students work hard and respect those who do well academically. Sample of the Study : The population for the present study is the teachers who are teaching in D.T.Ed colleges in Greater Mumbai. The sample of the study was selected from this population. The present study has a sample size of 90 teachers from the D.T.Ed colleges.The study adopted a three-stage sampling technique. At the first stage, D.T.Ed colleges were selected through stratified random sampling wherein the basis of stratification was geographical location of the D.T.Ed colleges including North, South and Central Mumbai.At the second stage, the sampling technique was stratified random sampling and the basis of stratification was the type of management of D.T.Ed colleges, where,the strata were private-aided and private-unaided D.T.Ed colleges.Having selected the D.T.Ed colleges as the primary unit of sampling on the basis of geographical location and types of management of D.T.Ed colleges, the third stage of sampling involved the selection of teacher educators from these colleges using incidental sampling procedures due to reasons beyond research’s control. Size and Composition of the Sample : The sample was selected from 14 D.T.Ed colleges situated in Greater Mumbai.Initially, the data were collected from 100 teacher educators from www.mdegq.com
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Multi Disciplinary Edu Global Quest (Quarterly), Volume 2, Issue 3 #7, July 2013 these colleges. On scrutiny, 10 forms were discarded as they were found to be incomplete. Thus, the final sample size was 90 teacher educators. Thewastage rate was 10%. The sample included 24.44% male and 75.56% female teacher educators. Further, it consisted of 1 private-aided and 13 private-unaided colleges in its purview. Tools Used in the Study The following tools were used in the study: a.
Organizational Health Inventory (Hoy, Tarter and Kottkamp, 1997): It consists of 44 items on a four-point scale. Its internal consistency and test-retest reliabilities in the Indian context are 0.84 and 0.79 respectively. The minimum and maximum possible score are 44 and 176 respectively.It consists of 7 dimensions i.e. Institutional Integrity, Principal Influence, Consideration, Initiating Structure, Resource Support, Morale & Academic Emphasis. The scale consisted of positively and negatively worded items. In all there were 44 items. Out of 44 items, 37 items were positively worded and 07 items were negatively worded. The response categories of the scale for both positive items and negative items include “very Often Occurs, Frequently Occurs, Sometimes Occurs and Rarely Occurs”.
b.
Job Satisfaction Scale (Ghatol, 1997):It consists of 39 items on a four-point scale. The minimum and maximum possible score are 39 and 156 respectively.It covers areas like salary of teacher educators, security in job, interest in teaching, opportunity for promotion, economic and social status of the teacher educator, rewards in teaching, importance of teaching profession etc.The scale consisted of positively and negatively worded items. In all there were 39 items. Out of 39 items, 21 items were positively worded and 18 items negatively worded. The response categories of the scale for both positive items and negative items include “Always, frequently, Sometimes and Never”.
Data Analysis 1. Null Hypothesis :There is no significant relationship between job satisfaction (JS) of teacher educators and their a. Institutional Integrity(II) b. Principal Influence (PI) c. Consideration (C) d. Initiating Structure (IS) e. Resource Support (RS) www.mdegq.com
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Multi Disciplinary Edu Global Quest (Quarterly), Volume 2, Issue 3 #7, July 2013 f. Morale (M) g. Academic Emphasis (AE) h. Total Organizational Health (TOH) The technique used to test this hypothesis is the Pearson’s coefficient of correlation. The following table shows the obtained results of testing this hypothesis. Table 1 : Relationship between JS and OH and its dimensions No. Dimension of OH
r
l.o.s. NS
A
Institutional Integrity
0.17
B
Principal Influence
0.43 0.01
C
Consideration
0.42 0.01
D
Initiating Structure
0.24 0.01
E
Resource Support
0.54 0.01
F
Morale
0.47 0.01
G
Academic Emphasis
0.31 0.01
H
Total Organizational Health 0.80 0.01
Conclusion : It may be concluded that the relationship of job satisfaction of teacher educators with Institutional Integrity.(II) is not significant at 0.05 level. However, it is significant at 0.01 level with Principal Influence (PI), Consideration (C), Initiating Structure (IS), Resource Support (RS), Morale (M), Academic Emphasis (AE) and Total Organizational Health (TOH). This relationship is positive in nature. Further, the magnitude of this relationship is moderate in case of Principal Influence (PI), Consideration (C), Resource Support (RS) and Morale (M). On the other hand, this relationship is low in magnitude in the case of Initiating Structure (IS) and Morale (M).
In case of Total Organisational Health (TOH), this
relationship is substantial in magnitude. Thus, higher theprincipal influence, consideration, initiating structure, resource support, morale, academic emphasis and total organizational health, higher is likely to be the job satisfaction of teacher educators.
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Multi Disciplinary Edu Global Quest (Quarterly), Volume 2, Issue 3 #7, July 2013 2. Null Hypothesis :There is no significant combined relationship of job satisfaction of teacher educators with principal influence, consideration, initiating structure, resource support, morale and academic emphasis. The variable of institutional integrity is not included in this analysis as in hypothesis 1, it was not found to have a significant relationship with job satisfaction of teacher educators. The technique used to test this hypothesis is the multiple coefficient of correlation. Table 2 : Combined relationship of JS with dimensions of OH b
B
B x rxy
PI 1.0712 0.1839 0.079 C 0.4888 0.1102 0.0463 IS -0.5096 -0.1165 -0.0279 RS 1.6288 0.3985 0.2166 M
0.873 0.3073 0.1444
AE -0.735
-0.25 -0.0769
Multiple R2 = 0.3814
The
multiple
regression
equation
is
of
the
general
form
Y=1.0712X1 + 0.4888X2 - 0.5096X3 + 1.6288X4 + 0.873X5 - 0.735X6 + 73.4197 Further, it was found that R1.23456 = 0.6176 which is significant at 0.01 level and 38.14% of the variance in job satisfaction of teacher educators is associated with dimensions of organisational health. In particular, 7.9%, 4.63% 2.79%, 21.66%, 14.44% and 7.69% of the variance in job satisfaction of teacher educators is associated withprincipal influence, consideration, initiating structure, resource support, morale and academic emphasis respectively. This finding is supported by Ranjdoust and Mirzaei (2012)’s study of the relationship between organizational health and job satisfaction of school teacher. In Iran and found that www.mdegq.com
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Multi Disciplinary Edu Global Quest (Quarterly), Volume 2, Issue 3 #7, July 2013 here is a significant direct relationship of job satisfaction with organizational health and the overall organizational health components explain 48 percent of the teachers' job satisfaction. Discussion : The positive relationship of job satisfaction with total organizational health and its dimensions could have arisen due to the principal’s ability to influence the actions of his superiors, his recommendations might be getting seriously considered by the superiors, he might be able to get his demands fulfilled and is not impeded by his superiors, the principal might be friendly and approachable, looking into the welfare of his staff, might be willing to make changes according to suggestions given by his staff, the principal’s ability to maintain standard of performance and make his attitude clear to others, his scheduling of the work to be done, insistence on following rules and regulations and giving them a clear idea as to what is expected of them, making available adequate supplementary materials for classroom use and access of these instructional materials to teachers. Besides, teachers might have been provided with extra material on request, teacher educators might be liking each other, exhibiting friendliness and helping each other in the time of need. The college might be setting high standard for academic performance, the learning environment is likely to be orderly and serious, students might be trying hard to improve and seeking extra work for getting good marks. This would help teacher educators to accomplish their task with enthusiasm thereby enhancing their job satisfaction. In conclusion, it may be said that by creating a conducive organizational health, the job satisfaction of teacher educators could be enhanced. REFERENCES 1.
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