TEACHING COMPETENCY AND Job SATISFACTION, Among Major AND SECONDARY School TEACHERS
* N.V.S.Suryanarayana ** Goteti Himabindu
The approach of Teaching studying transaction depends on the efficiency of a teacher, who is in turn capable to manifest potentialities of a child. Teaching learning process cannot be undertaken in vacuum but it is a positively directed action, for which teachers are to be endowed with teaching competency. There has been an massive quantity of study which could reply to this kind of query as what teaching behaviours are connected to pupil’s out arrives in different locations and in what way they are related. Even though teaching competency has been recognized as an critical element of teaching learning process, relatively tiny work is manufactured to define the expression. Donald M.Medley (1982) defined the teacher competency as ‘those of knowledges, capabilities and beliefs a teacher method and brings to the teaching situation’. Instructor competency differs from instructor performance and teacher effectiveness in the sense that it is a stable attribute of the instructor that does not transform appreciably when the teacher moves from one predicament into another’. Falk and Dow (1971) stated that ‘it is apparent that there is oneness of the topics taught, and similarity of aims and goals for various teaching subjects. So there must be similarly in methods and finally as a result, in great teaching also.’
The term ‘Job Satisfaction’ is typically used in organizational habits in company management. According to Keith Davi (1993), ‘Job satisfaction is the favourableness or unfavourableness with which employees watch their perform. According to Garton (1976), employee’s satisfaction and morale are attitudinal variables that reflect good or negative emotions about certain individuals or scenarios, satisfaction when utilized to operate context of teaching looks to refer to the extent to which a teacher can meet individual, personalized and professional desires as an employees’. Whereas Maslow (1970) defined that ‘Job Satisfaction of a individual determines in two approaches viz., internal factors like achievement, recognition etc., and external aspects this kind of as salary and interpersonal relation. Now, this is the appropriate time to concentrate the significance of Teaching Competency and Position Satisfaction of Key and Secondary School Teachers.
Biddle (1964) studied the historical past of evaluation of teacher competency critically and briefly. Sharma (1971) disclosed that teaching aptitude, academic grades, socio-financial status, teaching experience and age, in the order of their arrangement, appeared to be sound predictors of teacher effectiveness. Although Tharyani (1986) has concluded that ‘intelligence and expertise in their topic places had been discovered to be the very best predictors of the instructor effectiveness’.
For research of Job Satisfaction, Girens Rebay (1988) found a constructive relation involving age, experience and task satisfaction and no significance of difference was observed in respect of Intercourse and degree of education, whereas Bhandarkar (1980) confirmed a significant partnership between qualification and job satisfaction.
The theoretical questions come up in the thoughts of the investigator that – Is teacher’s Teaching Competency is correlated with Career Satisfaction? Is there significance of romance among the dimensions of Teaching Competency and Position Satisfaction? How the demographic and skilled variables are influencing on the Teaching Competency and Career Satisfaction factors? Is there any significance of difference involving higher and low Teaching Competency in relation to Career Satisfaction and vice-versa?
Issue:
The dilemma of the research is connected with how to establish the romance involving Teaching Competency and Task Satisfaction amongst the Primary and Secondary School Teachers in Vizianagaram District.
Goals of the Study:
(one) To study the partnership among Teaching Competency and Job Satisfaction.
(2) To locate out the significance of relationship among Dimensions of – Teaching Competency and Task Satisfaction.
(3) To find out the significance of difference in between the demographic and skilled variables in respect of Teaching Competency and Task Satisfaction, of Secondary College Teachers.
(4) To discover out significance of variation involving Substantial and Reduced Teaching Competency in relation to Career Satisfaction and Higher and Reduced Teacher’s Task Satisfaction in relation to their Teaching Competency.
Hypotheses:
(one) There is no significant relationship in between Teaching Competency and Position Satisfaction of School Teachers.
(2) There is no significant relationship between the Dimensions of Teaching Competency and Career Satisfaction of College Teachers.
(three) Teachers deemed underneath Sex, Locality, Qualification, Age, Marital Standing, Experience, and Type of Management do not differ considerably in their Teaching Competency and Career Satisfaction of College Teachers.
(four) Teachers of Lower and Large Job Satisfaction do not differ significantly in terms of their Teaching Competency and Teachers Career Satisfacton in relation to Teaching Competency.
Procedure adopted:
In order to check the hypotheses, the investigation was planned and executed in three phases. In the initial phase, Teachers’ viewpoint was collected with the help of two self-rating scales of Teaching Competency and Career Satisfaction. In the 2nd phase, using acceptable statistical treatment was used to establish the significance of relationship involving Teaching Competency and Career Satisfaction and in the 3rd and last phase, suitable statistical procedures have been employed to uncover out the significance of distinction between the demographic and specialist variables of teachers in terms of their Teaching Competency and Position Satisfaction.
Administration of the Equipment:
The Teaching Competency and Task Satisfaction equipment were consisted of 5 alternate options provided towards each and every item – Strongly Agreed, Agreed, Neutral, Disagreed and Strongly Agreed. A distinct instruction was offered to the respondents to express their opinion by placing a tick mark from the response class to which they are consented with. Each and every scale was furnished with the demographic data sheet. The two scales have been administered to 132 Teachers of Primary Colleges (28) and Secondary Colleges (18) in and around the Vizianagaram City of Vizanagaram District.
Collection of Info:
For collection of information, the investigator personally visited every single institution and administered these scales for the teachers. They advised to put their title, intercourse, qualification, designation, Age, expertise and many others., and deal with of the institution and so on., in the demographic data offered with these resources. Teachers had been additional requested not to depart any merchandise of the tool. Most of the teachers responded on the spot and returned the tools to the investigator. Thus these two equipment collected and scores are analyzed according to the statistical method pointed out in Garrette, H.E.(1981).
Scoring:
The responses scored according to the important and towards every single merchandise of the questionnaires of Teaching Competency and Job Satisfaction. In respect of Teaching Competency and Task Satisfaction for all the positive things scores offered from 5 to one for the responses viz., Strongly Agree (SA), Agreed (A), Neutral (N) Disagreed (DA) and Strongly Disagreed (SDA) for all the forty objects (i.e., Teaching Competency Scale 59 things and Job Satisfacton Scale 25 things) whereas weightages awarded in reverse order for all negative products. Basing on the above scoring treatment each of these resources have been scored and developed the statistical profiles introduced in the analysis of information. Therefore the array of complete score on Teaching Competency was in in between 59 – 295. Whereas the complete Score of Task Satisfaction will be in involving 25 – 125. The investigator manufactured use of the scoring important dimension clever as was intended before by Dr.VSR, Pakalapati (1994) and Dr.U.Nageswara Rao (1995) respectively.
Sample:
The sample picked for the present investigation is consisted of the Teachers of Main and Secondary Schools in Vizianagaram District. Random sampling technique was followed to draw the sample for the research. To measure the Teaching Competency and Career Satisfaction of the picked sample of Teachers, the collected information was categorized into Intercourse (Male= 82; Female = 50), Locality (Rural = 69; Urban = 63), Qualification (TTC = 64; B.Ed., = 68); Age (Beneath forty years = 58; Over forty a long time = 74), Marital Status (Married – 56; Unmarried – 76), Knowledge (Under 15 years = 54; Over 15 many years = 78), Sort of management (Govt/Aided = 49; Private Unaided = 83) and Variety of Institution (Main Schools = 73 and Secondary Colleges = 59). Thus, it is observed to be a representative and an sufficient to test the hypotheses. Therefore, the complete sample size of Teachers from Major Schools (N = 28) and Secondary Schools (N=18) was of 132 teachers.
Delimitation of the Research:
This examine is delimited to the Teachers doing work in Main and Secondary Colleges in and all around Vizianagaram City in Vizianagaram District only. To measure the viewpoint of teachers relating to their Teaching Competency and Job Satisfaction, self-rating Scale was employed. Of a lot of dimensions of Teaching Competency – only Preparing, Presentation, Closing, Evaluation and Managerial aspects were taken into account. Similarly, out of numerous dimensions of Teacher’s Task Satisfaction – Expert, Teaching Studying, Innovation and Inter-Private Relations were taken into account.
Device Description:
The Teaching Competency was devised and standardized by Dr.VSR, Pakalapati (1994). This device consists of 59 products covering 5 locations viz., Preparing (10 Products), Presentation (31 things), Closing (06 items), Evaluation (05 objects) and Managerial (07) elements.
The Career Satisfaction device was devised and standardized by Dr.U.Nageswara Rao (1995), which was used by the present investigator with 4 Dimensions viz., Professional (07 things), Teaching Mastering (06 things), Innovation (06 objects) and Inter-Private Relations (06 things).
Statistical Process adopted:
The statistical treatment was utilized to set up the relationship between the two variables, i.e., Teaching Competency and Career Satisfaction and ‘r’ values have been computed. To measure the significance of differences involving these two variables in relation to the demographic and professional variables, the means, regular deviations and Critical Ratio values were computed.
Analysis of Information:
The following statistical evaluation had been employed for arriving at conclusions i.e., co-efficient correlation and Important Ratio values to find the partnership between Teaching Competency and Task Satisfaction and worried differences.
Table one
Table displaying significance of ‘r’ in between
Teaching Competency and Job Satisfaction
Variable class
N
Df
‘r’
Probability
Teaching Competency
Task Satisfaction
132
130
.76
Significant at .01
Stage
The value of ‘r’ is identified substantial at .01 stage and hence, the null hypothesis stated that ‘there is no considerable romantic relationship among Teaching Competency and Position Satisfactionof School Teachers’ is rejected.
Table two
Significance of partnership involving
the Dimensions of Teaching Competency
Arranging
Presentation
Closing
Evaluation
Managerial
Planning
1.00
.58
.49
.53
.58
Presentation
one.00
.45
.59
.49
Closing
one.00
.36
.62
Evaluation
one.00
.54
Managerial
1.00
From the above table it is concluded that the obtained ‘r’ values are considerable at .01 amounts. The dimensions viz., Preparing, Presentation, Closing, Evaluation and Managerial features are correlated and statistically corroborated. Therefore, the null hypothesis said that, ‘there is no significant romantic relationship involving the dimensions of Teaching Competency of School Teachers’ is rejected.
Table 3
Significance of romantic relationship between the
Dimensions of Instructor Job Satisfaction Scale
Skilled
Teaching Studying
Innovation
Inter-Private Relations
Specialist
1.00
.54
.35
.68
Teaching Studying
1.00
.51
.57
Innovation
1.00
.63
Inter-Individual Relations
one.00
From the above table, it can be concluded that the obtained ‘r’ values are substantial at .01 amounts. The dimensions viz., Expert, Teaching Learning, Innovation and Inter-Personal Relations of Teacher’s Job Satisfaction are statistically corroborated. Hence, the null hypothesis stated that ‘there is no considerable romance among the dimensions of Teacher’s Position Satisfaction’, is rejected.
Table 4
Significance of variation of Suggest among various demographic variables
of Major and Secondary School Teachers in Teaching Competency
Variable class
Suggest
S.D
N
C.R
Male
Female
184.94
199.27
forty.37
33.7
82
50
two.19*
Rural area
Urban area
181.67
168.35
38.53
38.79
69
63
1.97*
T.T.C.,
B.Ed.,
185.89
171.82
38.eight
38.52
64
68
2.09*
Under forty many years Age
Over forty years Age
179,34
167.24
34.76
39.24
58
74
1.87@
Married
Unmarried
164.95
183.38
34.58
38.89
56
76
two.87**
Under 15 many years Expertise
Over 15 years Encounter
174.33
189.54
34.67
39.32
54
78
two.34*
Govt./Aided
Personal Unaided
186.41
172.65
33.64
40.35
49
83
2.one*
Main Colleges
Secondary Schools
188.49
172.84
39.23
34.75
73
59
two.43*
** Considerable at .01 degree
*Considerable at .05 stage
@Not Significant at any level
From the above table, it can be concluded that all the values of Important Ratio in respect of the demographic variables like Sex, Locality, Qualification, Marital Status Experience, Type of Management and Kind of Establishments, teachers do differ drastically as the values of obtained Important ratio are a lot more than one.96 but much less than two.58, to be important at .05 and .01 amounts respectively. Hence, the null hypotheses are rejected.
Further, though there is significant variation among the means of Age class, statistically it is not corroborated. Therefore, the null hypothesis is retained.
Table 5
Significance of difference of Indicate among Various variables
of Main and Secondary College Teachers in Position Satisfaction
Variable category
Imply
S.D
N
C.R
Male
Female
78.46
73.two
14.75
16.38
82
50
1.85@
Rural area
Urban place
72.85
64.38
sixteen.65
16.21
69
63
2.96**
TTC.,
B.Ed.,
77.85
63.49
16.21
16.63
64
68
five.03**
Below 40 a long time Age
Above 40 years Age
71.38
84.41
15.98
16.84
58
74
4.55*
Married
Unmarried
76.36
82.79
sixteen.35
16.82
56
76
two.19*
Below 15 a long time Experience
Above 15 years Knowledge
71.74
80.19
15.96
16.81
54
78
2.93**
Govt./Aided
Personal Unaided
76.68
68.54
16.29
14.73
49
83
three.4**
Key Colleges
Secondary Schools
75.86
65.47
16.83
15.96
73
59
three.63**
**Significant at .01 level
*Significant at .05 level
@Not Significant
The above table disclosed that the significance of variation amongst different variables of Key and Secondary College Teachers in Career Satisfaction. The values of means obtained by the teachers regarded as under Sex class do not differed drastically and the obtained worth of C.R. one.85 is not significant. Therefore, the null hypothesis accepted.
Further, the values of indicates obtained by the teachers regarded as underneath Locality, Qualification, Age, Marital Status, Experience, Variety of Management and Sort of Institution do differed drastically. The obtained Important Ratio values two.96, five.03, four.55, 2.19, two.93, three.four and three.63 are more than one.96 and 2.58, which is substantial at .05 and .01 levels respectively. Therefore, the null hypothesis is rejected.
Table six
Mean and Common Deviation values of the Dimensions in respect
of Teaching Competency and Career Satisfaction (N = 132)
Teaching Competency Job Satisfaction
Dimension
Suggest
S.D
Dimension
Mean
S.D
Preparing
31.97
eight.56
Professional
26.29
five.38
Presentation
89.74
18.twelve
Teaching Studying
26.52
4.52
Closing
21.63
4.38
Innovation
24.72
4.67
Evaluation
16.17
two.84
Inter-Individual Relations
29.65
6.17
Managerial
23.45
five.16
From the above table it is observed that the affect of dimensions of Teaching Competency and Instructor Position Satisfaction. The obtained highest indicate worth in respect of Teaching Competency is ‘Presentation’ followed by ‘Planning’, ‘Managerial’, ‘Closing’ and ‘Evaluation’ aspects. Additional, the dimensions of Teacher Career Satisfaction the obtained highest mean worth is ‘Inter-Personalized Relations’ followed by ‘Teaching Learning’, ‘Professional’ and ‘Innovation’ features.
Table 7
Significance of distinction involving Substantial and Low Teaching Competency in relation to Job Satisfaction and High and Lower Teacher’s Task Satisfaction in relation to Teaching Competency
Variable class
Suggest
S.D
N
C.R
High Teaching Competency
Very low Teaching Competency
202.76
154.27
32.23
42.eleven
82
50
7.**
Large Task Satisfaction
Very low Career Satisfaction
94.29
57.69
18.twelve
sixteen.25
79
46
11.65**
**Substantial at .01 degree
From the above table, it is concluded that the imply value of Higher Teaching Competency group in relation to Career Satisfaction is greater than that of Reduced Teaching Competency. The indicate worth obtained by the Large Teaching Competency is higher than Low Teaching Competency. The obtained worth of C.R.7. is far more than 1.96 and 2.58, which is significant at .05 and .01 levels respectively. Hence, the hypothesis said that ‘there is no important variation involving Substantial and Reduced Teaching Competency in relation to Career Satisfaction’ is rejected. More, the mean worth of Large Position Satisfaction is better than Very low Position Satisfaction. The obtained values of Vital Ratio eleven.65 is a lot more than one.96 and two.58, which is considerable at .05 and .01 levels respectively. Therefore, the hypotheses stated that ‘there is no considerable distinction between Large and Low Position Satisfaction in relation to Teaching Competency’ is rejected.
Conclusions:
one) There is significant romance among Teacher’s Teaching Competency and Position Satisfaction.
two) There is a important relationship between the dimensions of Teaching Competency.
3) There is a important relationship in between the dimensions of Teacher’s Task Satisfaction.
four) In respect of Teaching Competency, there is significance of difference between all the variables like – Intercourse, Locality, Qualification, Age, Marital Status, Experience, Kind of Management and Kind of Institution.
five) In respect of Teacher’s Job Satisfaction, there is significance of big difference among the variables like – Locality, Age, Marital Status, Experience, Sort of Management and Type of Institution. Additional, no significance of variation is identified in between the Teachers in respect of Intercourse category, related with task satisfaction.
six) The suggest values of Teaching Competency in merit order is ‘Presentation’ followed by ‘Planning’, ‘Managerial’, ‘Closing’ and ‘Evaluation’. Exactly where the indicate values from highest to lowest is ‘Inter-Private Relations’, ‘Teaching Learning’, ‘Professional’ and ‘Innovation’ factors.
7) The highest mean in respect of Teaching Competency is observed better than the Lowest Teaching Competency in relation to Teacher Job Satisfaction. Where, the highest imply worth of Teacher’s Task Satisfaction is identified higher than that of Lowest Task Satisfaction in relation to Teaching Competency.
Outcomes and Discussions:
From the over findings it is concluded that the Teaching Competency variable is relevant with the Teacher’s Job Satisfaction. Additional, the outcomes of the examine reveal that the Teaching Competency in terms of all demographic variables like Sex, Locality, Qualification, experience, type of Management and Variety of institution do differ considerably, whereas the Position Satisfaction in terms of all demographic variables like Sex, Locality, Qualification, Marital Status, Experience, Sort of Management and Kind of Institution classes also do differ considerably. In watch of these reasonses more attention is necessary to pursue the leads to of disparity among the Teachers of Key and Secondary Schools in terms of their Teaching Competency and Job Satisfaction so as to improve the quality in Primary and Secondary Schooling.
References:
Aggarwar, J.C., (1975),‘Educational Investigation – An Introduction’, Arya Guide Depot, New Delhi.
Baron, T. & Bernand, H.W. (1959), ‘Evaluation Techniques for Classroom Teachers’, Mc.Graw Hill & Co., New York.
Barr, A.S. (1950) ‘Teaching Competencies’, Encyclopedia of Academic Research, Revised Edition, 1950, 1446-54.
Best, J.W. (1963) ‘Research in Education’, Prentice Hall of India Pvt.Ltd., New Delhi.
Bhandarkar,B,G (1980), ‘A Examine of Polytechnic Teachers’ Mindset in direction of Teaching Profession and its correlates, Govt. Polytechnic, Jalgaon, (TTTI, Bhopal sponsored)
Bhatia, H.R.(1977), ‘A Text Book of Academic Psychology’, Mac.Millan & Co., Ltd., New Delhi.
Bischof, L.J.(1962), ‘Interpreting Personality theories’ Harper & Row Publishers, New York.
Davis Fantana (1986), ‘Psychology for Teachers’ the British Psychological Society and Max.Millan Publications Ltd.
Donald, M.Medley (1982) ‘Teacher Effectiveness’, Encyclopedia of Academic Research, Ed.Harold E.Mitzel, Vo.IV, Mac.Millan Publishing & Co., Inc., New York.
Dr.D.S.Kothari (1964-66), Training Commission Report, New Delhi
Dr.VSR, Pakalapati (1994), ‘Teaching Competency in relation to Attitude and Adjustment of Secondary Colleges, Ph.D., Andhra College.
Garrette, H.E. (1975), ‘General Psychology’, Eurosia Publishing Property Pvt. Ltd., New Delhi.
Garrette, H.E.(1966), ‘Statistics in Psychology and Education’, New York, David Mc.Kay Co., Inc.
Gates, A.S. & Jersild, A.J. (1973), ‘Educational Psychology’, Mac.Millan & Co., New York, Pp.614-615.
Gupta, U. (1981), ‘Job Involvement and will need patterns of Major College Teachers in relation to Teaching Effectiveness’, Ph.D., Edu., All.Univ.
Mathew, K. (1980), ‘Factorial Construction of Teaching Competencies among Secondary College Teachers’, Indian Edu., Examine, Vol.XV, No.3, July, NCERT, New Delhi.
Pachauri, G.K. (1983), ‘Proficiency in Teaching as a function of character Components, Disappointment, Unpublished Ph.D., thesis, Psy., Agra Univ., Agra (UP)
Tharyani, D.K.(1986), ‘A Study of the critical components affecting Instructor Effectiveness of B.Ed., Students’, SCERT, Pune.
Travers, R.M.W., (Ed.) (1973): 2nd Hand guide of Investigation in Teaching, Chicago, Rand Mc.Nally.
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