CHAPTER-III METHODS AND PROCEDUREshodhganga.inflibnet.ac.in/bitstream/10603/38787/8/08_chapter-3.pdf · areas, prices of wheat or salaries drawn by the individual. Some statisticians

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CHAPTER-III

METHODS AND PROCEDURE

Research work is not a haphazard task rather it requires to go through a specific

direction with a particular intention of taking a systematic procedure. Method and

procedure constitute an inevitable part in conducting a research. No research can be

conducted successfully without a plan of action. A well thought plan of action in advance

followed by a systematic execution brings out fruitful results.

The decision about the method to be employed depends upon the nature of the

problem selected and the kind of data necessary for its solution. Descriptive survey

method of research was used in executing the present study. Descriptive method provides

a method of investigation to study, describe and interpret what exists at present, where as

survey studies are conducted to collect detailed descriptions of existing phenomena with

the intent of employing data to justify current conditions and practices or to make more

intelligent plans for improving them. It is essentials to define the problem and state the

objectives and hypotheses clearly. The research design provides the details, regarding

what, where, when, how much by what means, concerning an inquiry about the selected

problem.

Method and procedure basically highlight details of the work carried out by the

investigator, and determine, in turn, its destiny. It is the character of the technique on

which the degree of precision, objectivity, reliability and validity of results depends. The

selection of the technique and devices by an investigator is determined by the nature of

the problem, objectives of the study, cost, time, function, availability of the subjects and

other resources at the disposal of the investigator, followed by a presentation of the steps

of the procedure adopted for the conduct of the study.

The chapter methods and procedure includes:-

Methods of the study

Sample of the study

Tools of the study

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Data collection

Statistical techniques used for data analysis

3.1 METHODS OF THE STUDY

There are three main methods of research, namely:

Historical

Descriptive

Experimental

Historical method deals with the study of the past events, practices and

developments in order to understand the present.

Descriptive method is concerned with the present conditions, situations, events

and practices and deals with relationship among variables.

Experimental method describes what will happen when certain variables are

controlled or manipulated.

The present study does not deal with the past, nor is concerned with what will

happen if certain variables are manipulated and therefore, it does not use the historical or

experimental method. It uses the descriptive method to study the problem relationship of

Professional Commitment of Secondary School Teachers with Personality, Locus of

Control and Attitude towards Teaching.

3.2.0 VARIABLES OF THE STUDY

The present study involved two kinds of variables namely:

3.2.1 DEPENDENT VARIABLE

3.2.2 INDEPENDENT VARIABLES

3.2.1 DEPENDENT VARIABLE

The dependent variable was the condition or characteristic that appear, disappear

or change as the investigator introduces, removes or changes independent variable. In the

present study, Professional Commitment was taken as the dependent variable.

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3.2.2 INDEPENDENT VARIABLES

Independent variables were the conditions or characteristics that the investigator

observed or controlled in attempt to ascertain its relationship to observed phenomena.

The independent variables of the study were:-

(i) Personality

(ii) Locus of Control

(iii) Attitude Towards Teaching

The preset investigation attempted to study the relationship of dependent variable,

i.e., Professional Commitment in relation to independent variables, i.e., Personality,

Locus of Control and Attitude towards Teaching.

3.3 POPULATION OF THE STUDY

Population refers to any collection of specified group of human beings or of non-

human entities such as objects, educational institutions, time units, and geographical

areas, prices of wheat or salaries drawn by the individual. Some statisticians call it

universe. Population in the present study comprises of the all secondary school teachers

in the private and government schools of rural and urban areas affiliated to Board of

School Education Haryana, Bhiwani.

3.4 THE SAMPLE OF THE STUDY

The stratified random sampling technique was used in the present study. Three

hundred (300) male and female, urban and rural, government and private Secondary

School Teachers as subjects were included in the present study Forty(40) Secondary and

Senior Secondary Schools affiliated to the Board of School Education, Haryana, Bhiwani

were taken in the study. The study included three (3) district of South Haryana i.e.

Rewari, Gurgaon, Mohindergarh.

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STRATIFIED RANDOM SAMPLING OF SECONDARY SCHOOL TEACHERS

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The list of Forty (40) Secondary and Senior Secondary Schools were given in the

tables 3.1 to 3.4.

LIST OF SCHOOLS

Table-3.1

LIST OF URBAN GOVERNMENT SECONDARY SCHOOLS

Sr. no. Names of the schools District Category

1 Government Boys Senior

Secondary School, Rewari

Rewari Urban Government

2 Government Girls Senior

Secondary School, Rewari



Secondary School, Dharuhera

Rewari

Urban Government


Secondary School, Dharuhera



Secondary School, Gurgaon

Gurgaon Urban Government


Secondary School, Gurgaon

Gurgaon Urban Government


Secondary School,Narnaul

Mohindergarh Urban Government


Secondary School, Mohindergarh



Secondary school, Mohindergarh



Secondary school, Narnaul


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Table-3.2

LIST OF RURAL GOVERNMENT SECONDARY SCHOOLS

Sr. No. Names of the schools District Category

1 Government Senior Secondary

School, Masani

Rewari Rural Government


School, Budhpur



School, Hansaka



School, Majra Sheoraj



School, Sidhrawali

Gurgaon Rural Government


School, Bhora Kalan



School, Pach Gaon


8 Government High School, Riwasa Mohindergarh Rural Government


School, Bhojawas

Mohindergarh Rural Government


School, Bihali

Mohindergarh Rural Government

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Table-3.3

LIST OF URBAN PRIVATE SECONDARY SCHOOLS


1 Jain Boys Senior Secondary School,

Rewari

Rewari Urban Private

2 Jain Girls Senior Secondary School,

Rewari


3 Jain Senior Secondary

School,Dharuhera


4 Bhardwaj Public School, Krishna

Nagar, Gurgaon

Gurgaon Urban Private

5 Inder Public School,Ravi Nagar,

Gurgaon


6 Vidhya Nikatan Public School

Devilal Nagar, Gurgaon


7 Bhartiya Senior Secondary School,

Chambhera Road Mohindergarh

Mohindergarh Urban Private

8 N.R.B.Senior Secondary School

Narnaul Road Mohindergarh


9 Krishna Senior Secondary School,

Tularam Chowak Mohindergarh


10 Adarsh Senior Secondary School,

Ateli Mandi


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Table-3.4

LIST OF RURAL PRIVATE SECONDARY SCHOOLS


1 Bal Bharti Senior Secondary School,

Phideri

Rewari Rural Private

2 Krishan Public High School,

Hansakha


3 Baba Murli Nath High School,

Jonawas


4 D.P.S.Public School ,Sidhrawali Gurgaon Rural Private

5 Major Behari Lal Memorial Sr. Sec.

School, Bilaspur

Gurgaon Rural Private

6 Laxmi Senior Secondary School,

Rathiwas


7 Jiwan Jyoti Vidhya, Mandir N.H-8,

Rathiwas


8 Saraswati Senior Secondary School,

Majara Kalan

Mohindergarh Rural Private

9 Shri Ram senior Secondary School,

Digrota


10 B.R.Gyan Deep Senior Seconday

School, Surjanwas


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3.5 TOOLS USED IN THE STUDY

The following tools were used by the investigator in the present study.

3.5.1 Professional Commitment Scale for Teacher by Ravinder Kaur, Sarbjit Kaur

Ranu and Sarvjeet Kaur Brar (2011).

3.5.2 Introversion-Extroversion Inventory (I.E.I.) by P. F. Aziz and Rekha Gupta

(2009).

3.5.3 Locus of Control (Internal-External Scale) by Roma Pal (1983).

3.5.4 Attitude Scale Towards Teaching Profession (A.S.T.T.P.) by Umme Kulsum

(2008).

3.5.1 PROFESSIONAL COMMITMENT SCALE FOR TEACHER

Professional Commitment Scale for Teacher developed by Ravinder Kaur, Sarbjit

Kaur Ranu and Sarvjeet Kaur Brar (2011) was used in the present study. Teaching is

profession-indeed a noble one, conceptually and ideally. It is also different from other

professions because of its multitude of dimensions. Teachers are the largest professional

group engaged in human development activities. Only in the case of teaching there is

much more that is required to be accomplished than in the case of other professions.

There is a daily need for teachers to fully engage in their work with not only their heads,

but also with their hearts. Indeed, beauty, joy and fulfillment are in the teaching

profession. Those who look to the profession as a career would need to nourish these

perceptions in order to prevail over the negative aspects that surround the profession.

Teaching is more than the presentation of facts; it includes the dedication of both heart

and time.

The quality of teaching is not only governed by the knowledge and skill

competence of teachers bout also their enthusiasm and commitment in teaching (Rikard,

1999). Teacher commitment has been identified as one of the most critical factors in the

success of education (Huberman, 1993). A teacher, to be called a professional, should

have both the behaviours in him/sir – the ability to do (professional competence i.e.

mastery over the subject matter and its efficient delivery), and the will to do (the

professional commitment and integrity).

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Professional commitment is recognized as a natural ingredient of teaching

profession. It is closely connected to teacher’s work performance, absenteeism, burnout

and turnover as well as having an important influence on student’s achievement in and

attitude towards school (Louis, 1998). It appears to be a without this emotional

commitment, teachers face the constant danger of burn-out in an increasingly intensified

work environment (Nias, 1996).

Commitment is seen to be one of the more desirable attributes of a teacher. The

term “commitment” can be used in a variety of ways to describe a number of teacher

behaviours and attitudes, beyond the dimensions of organizational commitment.

However, since teachers’ work in not limited to the classroom, the concept of

professional commitment needs to be considered in a broader context. Commitment is

part of teacher’s affective or emotional reaction to their experience in school setting

(Ebmeir and Nicklaus. 1999).

“Commitment” is a term that teachers frequently use in describing themselves and

each other (Nias, 1981). It is a word they use to distinguish those who are caring,

dedicated’ and those who ‘take the job seriously’ from those who ‘put their own interests

first’.

A number of researchers attempted to distinguish between the meanings that

teachers have ascribed to the word commitment, teachers’ professional commitment like

organization commitment, is conceptualized as being multidimensional (Nias, 1981).

Simpson and Hood (200) have defined commitment in context of the teaching

profession. According to them a committed teacher reflects certain behavioural

characteristics. He shows that professional development is a top priority; reflects

excitement about teaching and learning; connects with students; shows positive attitude

about students; is perceptive about students motives, strengths, needs and situation.

Joffres and Haughey (2001) defined professional commitment in terms of

professional behavior, “someone who is striving to improve on their practice” and in

terms of the investment of time outside of school contract hours.

It is evident from the survey of various definitions that professional commitment

is a multidimensional construct and refers to a socio-psychological bonding of an

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individual to his group of organization, its goals and values; or to his occupation ad

profession.

Development of the Scale

The present scale was designed to measure the professional commitment of

teachers in the light of the operational definition of professional commitment of teacher:

“professional commitment of teachers is role obligation of teachers measurable behavior

pattern according to certain rules, norms and code of ethics of the teaching profession

concerning mainly with the learner, society, profession, attaining excellence and basic

human values.”

Methodology Employed for Scale Construction

The technique chosen to construct the present scale was of “Scale Product

Method” which combines the techniques of ‘equal Appearing interval Scale’ of Thurston

(1946) for selection of the items and Likert’s (1932) techniques of ‘Summated Rating’

for ascertaining the responses on the scale.

Construction of Items

On the basis of available literature on professional commitment among workers of

different professions and the identified areas of professional commitment of teachers by

NCTE (1998), it was decided to develop the scale on the dimensions of commitment

suggested by Dave (1998) in NCTE publication ‘Competency based and commitment

oriented teacher education quality school education for quality school education namely:-

1. Commitment of the Learner

2. Commitment to the Society.

3. Commitment to the Profession.

4. Commitment to Achieve Excellence.

5. Commitment to Basic Human Values.

Above mentioned areas of teachers commitment where taken into account, while

framing its statements. Help was also sought from experienced colleagues, head teachers,

school principals and student.

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After ascertaining the core connotations of the said segments of professional

commitment, a number of statements where framed on each segments of professional

commitment. The statements where then discussed threadbare with supervisors of the

reaches work and necessary modifications where made. Preliminary daft of 82 statements

was subjected to judgment of experts, keeping in vies their judgment and comments a

pool of 65 items as finalized for the provisional draft of Professional commitment scales.

Preliminary Try Out

Provisional draft of Professional Commitment Scale comprising of 65 statements

was put in the form of a scale booklet. The statements were presented on a five point

scale. These five categories varied from Strongly Agree (SA), Agree (A), Undecided (U),

Disagree (D) and Strongly Disagree (SD).

The try out of the scale was carried out on a group of 120 secondary school

teachers selected randomly from 10 senior secondary schools of the Punjab state Date

were collected on 65 items of the provisional draft. Out of 120 teachers only 100 teachers

returned the complete data on 65 statements. There were 43 male and 57 female teachers.

They ranged from 20 to 60 years of age. The responses collected on the favorable

statements and with the respective weight of 1,2,3,4 and 5 for the unfavourable items.

The obtained data from try out were used for item analysis.

Item Analysis

In order to make selection of items objectively and scientifically item analysis is

required. They purpose of item analysis was to select best item from those included in the

provisional draft. Item analysis was done by computing scale values and ‘Q’ values.

Computing Scale Values and Q-Values

Computation of Scale values and ‘Q’ values is necessary for placing the

statements evenly in the scale from extreme negative to extreme positive. By applying

formula suggested by Thurston and Chave (1929), the scale values and ‘Q’ values were

computed. A scale value is defined as a definite value in the point scale. The ‘Q’ value

expresses the degree of disagreement among experts regarding positiveness and

negativeness. It gives the inter-quartile range or spread of middle 50 per cent of

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judgments. Care was taken to select those items with high scale values and smaller ‘Q’

values. The Q-values and scale values of the items are given in the Table-1.

Scale Values and Q-Value of different statements included in the

Professional Commitment Scale

Item Scale

Value

Q-

Value

Item Scale

Value

Q-

Value

Item Scale

Value

Q-Value

1 2.87 1.31 25 4.05 0.58 49 3.76 1.05

2 4.65 0.48 26 4.05 0.38 50 3.81 0.56

3 4.17 0.49 27 4.30 0.61 51 3.85 0.99

4 4.18 0.57 28 3.90 0.39 52 3.92 0.46

5 3.71 1.08 29 3.85 0.77 53 4.24 0.46

6 4.14 0.54 30 3.94 0.68 54 3.58 0.85

7 4.13 0.86 31 401 0.32 55 4.05 0.36

8 4.00 0.40 32 3.71 0.91 56 2.31 1.00

9 3.98 0.75 33 3.22 0.95 57 3.00 0.93

10 4.09 0.54 34 3.22 0.89 58 4.14 0.43

11 4.00 0.43 35 3.59 1.16 59 4.02 0.51

12 3.98 0.55 36 3.99 0.35 60 3.04 0.66

13 4.29 0.52 37 3.77 0.70 61 4.19 0.52

14 4.59 0.54 38 3.34 0.95 62 2.27 1.01

15 4.18 0.52 39 4.06 0.45 63 3.87 0.74

16 4.00 0.40 40 3.96 0.41 64 3.97 0.37

17 3.91 0.66 41 3.82 0.84 65 4.21 0.52

18 4.20 0.49 42 4.24 0.52

19 2.45 0.97 43 2.16 0.56

20 4.53 0.55 44 4.60 0.54

21 3.33 0.93 45 3.73 0.83

22 4.38 0.52 46 2.93 0.95

23 3.95 0.58 47 3.69 0.94

24 4.11 0.49 48 3.96 0.39

The statement which had Q-Values lower than 0.5 and higher than 2.0 where

rejected at this stage. This resulted into rejection of 19 statements from different areas of

professional Commitment. One item from D area No. 43 was intentionally dropped to

balance the items in each area of Professional Commitment. In this way, in all 20

statements were rejected, Numbering 2, 3, 8, 11, 16, 18, 24, 26, 28 31, 36, 39, 40, 43, 48,

52, 53, 55, 58 and 64. Hence, Professional commitment scale in its final from comprised

of 45 items.

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This table shows the distribution of items in the final draft of Professional

Commitment Scale for Teachers.

Distribution of Items (Area Wise) in the Final draft of Professional Commitment Scale

for Teachers

Area

Code

Areas of Commitment Item Number

in each Area

Number

of Items

A

B

C

D

E

Commitment to Learner

Commitment to Society

Commitment to Profession

Commitment to Attain Excellence

Commitment to Basic Human Values

1-9

10-18

19-27

28-36

37-45

9

9

9

9

9

Total 45

Establishing the Reliability of the Scale

As the Scale being heterogeneous and items having been arranged logically, the

two halves could not have been identical. Therefore, test-retest reliability criterion was

found to be most suitable for determining the reliability of the Scale. For establishing the

reliability of the Professional Commitment Scale, the scale was administered to 100

teachers of 10 different schools of the study area. To the same teachers, the same scale

was administered after the gap of one month for the test-retest reliability. The product

moment co-efficient of correlation between two sets of score was computed. It was found

to be 0.76 (Significant at .01 level).

Establishing Validity of the Scale

Since there was no other such tool available to establish concurrent validity of the

developed scale, the investigator made efforts to ensure and establish content and face

validity of the tool in the following manner.

As regards its content validity test was shown to experts from the field of both

teacher education and school education for obtaining their verdict on validity. Beside this,

items of the scale were selected after carefully scrutinizing the definition of professional

commitment and its dimensions; hence scale has fair degree of content validity.

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For establishing face validity, scale was also shown to eminent psychologists and

sociologists. Its language, format, instructions and size were found suitable for

respondents. All specialists were unanimous in their opinion; hence test has a fair degree

of face validity.

Scoring System

Each item in the professional commitment scale has a response option on Likert 5

points continuum viz., Strongly Agree, Undecided, Disagree and Strongly Disagree with

respective weights of 5, 4, 3, 2 and 1 for the positive statements and 1, 2, 3, 4 and 5 for

the negative statements. The scoring procedure adopted is presented below:

Statement Strongly

Agree

Agree Undecided Disagree Strongly Disagree

Positive 5 4 3 2 1

Negative 1 2 3 4 5

Professional commitment score of the subject is the same total of item scores of

all the five areas and it is the Raw Score for the testee. The theoretical range of scores is

from 45 to 225 High scores reflecting relatively higher level of Professional Commitment

of teachers and vice-versa. Table-4 shows the total number of positive and negative items

and their distribution in each area.

Total number of positive and negative items and area wise serial number

Area

code

Conditions Item Serial Numbers Numbers of items in each

dimension

A Positive 1,2,5 3 9

Negative 3,4,6,7,8,9 6

B Positive 10,11,14,15,16 5 9

Negative 12,13,17,18 4

C Positive 19,21,22 3 9

Negative 20,23,24,25,26,27 6

D Positive 29,30,35 3 9

Negative 28,31,32,33,34,36 6

E Positive 37,39,40,41,42,44,45 7 9

Negative 38,43 2

Total 45

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Administration

The professional Commitment Scale is a self-administering scale. The subject is

requested to read the instructions carefully before responding. It is advisable to

emphasize the paramount need of genuine responses with utmost honesty and

truthfulness. It is not desirable to tell the subjects the exact purpose for which the test is

used. It should be duly emphasized that all the statements have to be responded and no

statement should be left unanswered. Sufficient time should be given to the respondents

for completing the scale. However, it takes approximately forty-five minutes to complete

it.

Norms for Interpretation

The scale was administered to 600 teachers (247 males and 353 females) and on

the basis of the data got, the Mean and standard Deviation were computed, which were:

Mean 166.01, SD: 17.53, N : 600

On the basis of the above statistics, z-Score Norms where prepared for the total

population of ale and female teachers combined which have been presented in Table 5 for

interpretation of Raw Scores and in Table 6, Norms for interpretation of z-scores for the

level of Teacher’s Professional Commitment have been given.

Z -Score Norms for Professional Commitment Scale

Mean: 166.01 S.D.: 17.53 N = 600

RAW

Score

z- Score RAW

Score

z- Score RAW

Score

z- Score RAW

Score

z- Score

121

122

123

124

125

126

127

128

-2.51

-2.46

-2.46

-2.40

-2.34

-2.29

-2.23

-2.17

143

144

145

146

147

148

149

150

-1.31

-1.25

-1.19

-1.14

-1.08

-1.02

-0.96

-0.91

165

166

167

168

169

170

171

172

-0.05

±0.00

+0.05

+0.11

+0.17

+0.22

+0.28

+0.34

187

188

189

190

191

192

193

194

+1.19

+1.25

+1.31

+1.37

+1.42

+1.48

+1.54

+1.60

101

129

130

131

132

133

134

135

136

137

138

139

140

141

142

-2.11

-2.06

-2.00

-1.94

-1.88

-1.83

-1.77

-1.71

-1.65

-1.60

-1.54

-1.48

-1.42

-1.37

151

152

153

154

155

156

157

158

159

160

161

162

163

164

-0.85

-0.79

-0.74

-0.68

-0.62

-0.56

-0.51

-0.45

-0.39

-0.34

-0.28

-0.22

-0.17

-0.11

173

174

175

176

177

178

179

180

181

182

183

184

185

186

+0.39

+0.45

+0.51

+0.56

+0.62

+0.68

+0.74

+0.79

+0.85

+0.91

+0.96

+1.02

+1.08

+1.14

195

196

197

198

199

200

201

202

203

204

205

206

207

208

+1.65

+1.71

+1.77

+1.83

+1.88

+1.94

+2.00

+2.06

+2.11

+2.17

+2.23

+2.29

+2.34

+2.40

Norms for interpretation of z-Scores and Level of professional Commitment of Teachers

Sr.

No.

Range of Raw

Scores

Range of z-Scores Level of Professional Commitment

1.

2.

3.

4.

5.

6.

7.

202 and above

189-201

175-188

158-174

144-157

131-143

130 and below

+2.01 and above

+1.26 to + 2.00

+0.51 to +1.25

-0.50 to +0.50

-0.51 to -1.25

-1.26 to -2.00

-2.01 and below

Extremely High Commitment

High Commitment

Above Average Commitment

Average/Moderate Commitment

Below Average Commitment

Low Commitment

Extremely Low Commitment

102

3.5.2 INTROVERSION EXROERSION INVENTORY

Introversion Extroversion Inventory developed by P. F. Aziz and Rekha Gupta

(2009) was used in the present study. This begins C.G. Jung his famous book

‘Psychological Types’ published in 1923. He observed that among the many individual

differences in human psychology there exist also typical distinctions: two types –

especially became clear to him that he termed the introversion and the extroversion types.

The introvert is one who turns from active participation in the objective world to an inner

world of thought and fantasy. He avoids social situations, excitement and strong

stimulation. The extrovert, on the other hand, is more sociable, more out-going and more

active. Thus introversion involves a focus upon the self. Factorial studies have pinpointed

five traits characterizing introversion. These traits may be termed (i) social introversion

(shyness, withdrawal), (ii) thinking introversion (meditation, philosophizing), (iii)

depression (unworthiness, guilt), (iv) Cycloid tendencies (ups and downs of mood) and

(v) rhythamia (happy-go-lucky or carefree disposition).

Jung, however, did not assert that human beings could be divided into these two

types. No person is wholly introverted or wholly extroverted; rather he carries both

possibilities within him. Some are dominated more by one tendency than the other.

Observation and measurement indicate that most persons lie between the two extremes,

and that there is a continuous gradation from one pole of this bipolar continuum to the

other. The present inventory therefore, aims at studying whether an individual is

predominantly extroverted or predominantly introverted or falls somewhere in the middle

of the continuum. The inventory has been designed for application to Hindi knowing

adults.

Construction of the Inventory

The preliminary form of the inventory consisted of 70 items of ‘Yes’ – ‘No’ type.

For the construction of items recourse was to Neymann Kohlstedt Diagnostic Test for

Introversion – Extroversion.

Item Analysis

The preliminary form of the inventory was administered on a sample of 200

individuals (100 males and 100 females). Item analysis was done by analyzing the scores

of the top 27% and the bottom 27% with the help of J.C. Flanagan’s table of normalized

103

biserial coefficients. Out of the 70 items 60 implying good discriminative power, where

selected for the final form of the inventory. Thus the final form of the inventory has 60

items – 30 pertaining to an introvert’s characteristics and 30 to an extrovert’s

characteristics.

Standardization Sample

The inventory was then administered in five far-fiung cities of the U.P. state –

Dehradun and Meerut in the Western U.P. Allahabad in the Central U.P., and Basti and

Rai Bareli in the Eastern U.P. – on a sample of 792 individuals consisting of students,

teachers, doctors, lawyers, engineers, businessmen, housewives etc.

Reliability

The reliability was determined on a sample of 361 male and female subjects by

the test-retest method after an interval of 15 to 20 days. Table 1 gives the retest reliability

coefficient, index of reliability and standard error of measurement. Standard error of

measurement was found to be 4.50, indicating that the true sources did not deviate too

greatly from their true values.

Reliability of the inventory

Method N R Index of

Reliability

SEmeas.

Test-retest 391 91 95 4.50

Validity

Cross validation was carried out on a sample of 288 individuals. The criterion

related calidity was determined by correlating the scores obtained on the inventory withy

the scores obtained by the subject on the Neymann Kohlstedt introversion-Extroversion

Test. The validity coefficient obtained is .95, which is significant beyond .01 level.

INSTRUCTIONS FOR ADMINISTRATION

1. It is a self-administering inventory. Though it may be administered on groups of

reasonable sizes, it can also be used individually.

2. There is no fixed time limit. Ordinarily an individual takes 10 to 15 minutes.

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3. It should be duly emphasized that all items have to be answered either in the

positive or in the negative in ‘Yes’ or ‘No’ and that no statement must be skipped.

SCORING

Scoring system is very easy. Extrovert responses are considered to be correct. One

mark is awarded for each correct response. The correct responses are shown in Table 2 on

page 6.

Correct Responses

Item Correct

Responses

Score

Awarded

Item Correct

Responses

Score

Awarded

1 YES 1 31 NO 1

2 YES 1 32 YES 1

3 NO 1 33 YES 1

4 NO 1 34 NO 1

5 NO 1 35 YES 1

6 YES 1 36 NO 1

7 YES 1 37 YES 1

8 YES 1 38 YES 1

9 NO 1 39 NO 1

10 YES 1 40 NO 1

11 NO 1 41 YES 1

12 YES 1 42 NO 1

13 YES 1 43 NO 1

14 NO 1 44 YES 1

15 NO 1 45 YES 1

16 YES 1 46 NO 1

17 NO 1 47 YES 1

18 YES 1 48 YES 1

19 NO 1 49 NO 1

20 YES 1 50 NO 1

21 YES 1 51 YES 1

22 NO 1 52 NO 1

23 NO 1 53 NO 1

24 YES 1 54 NO 1

25 YES 1 55 NO 1

26 NO 1 56 YES 1

27 YES 1 57 YES 1

28 NO 1 58 NO 1

29 YES 1 59 NO 1

30 YES 1 60 NO 1

105

After checking the responses of the subject from Table-2 subject’s score is

calculated by the following formula:-

Score obtained - No. of Correct responses - No. of incorrect responses.

The subject obtains a plus score when the no. of correct responses exceeds that of

the incorrect ones; he gets a minus score when the no. of incorrect responses exceeds that

of the correct ones. If the subject’s score ranges between – 15 and + 15 he is said to be an

ambivert. If the score is above +15 he is said to be an extrovert; and if the score is below

-15 he is said to an introvert.

Score Range Interpretation

Below –15 Introvert

-15 and +15 Ambivert

Above + 15 Extrovert

3.5.3 LOCUS OF CONTROL SCALE

Locus of Control Scale (Internal-External) for adolescents and adults developed

by Roma Pall (1983) was used in the present study. Locus of control is an important

aspect of the behavior of the child. For the practicing school psychologists or teachers,

this concept is apt to bring to mind a variety of ideas. A foundation for the

conceptualization of Locus of control and extensive and elaborate theoretical views of its

development are found in the works of Aronfreed (1968), Bialer (1961), DeCharms

(1968), Rotter, Seeman and Liverant (1962), Weiner (1972, 1973) etc.

Actually the Locus of control concept is formulated within the framework of the

social learning theory (Rotter, 1954). It is related to the measurement of the extent of

which an individual is self-motivated, directed or controlled (internal frame of reference)

and the extent to which the environment (luck, change etc.) influences his behavior.

Within the framework of social learning, it forms the elements of a behavioural

prediction formula, the other elements being those of situational determinants,

reinforcement value and behavior potentials. Simply stated, locus of control has to do

106

with the placement of responsibility for the outcome of events or behaviours. The

outcome of events are sometimes pleasant or unpleasant, encouraging to discouraging

and can generally be referred to as reinforces and different people perceive them

differently which is characterized as either internal or external control. External control

refers to the belief that rewards or outcomes are not controlled by the individual. Fate,

luck and significant others (i.e. parents, teachers, peers etc.) are viewed as responsible for

the outcome of events. In contrast an individual who believes that his own ability and

efforts are controlled by evens are to be characterized as internally controlled.

Much research has documented the importance of pupil’s locus of control in

learning environments (Covington and Beery, 1976; Decharms, 1968; Joe, 1971;

Solomon and Oberlander, 1974). The notion that some students feel they are responsible

for success and /or failure in achievement situations (internals) while other students

believe factors eternal to them are responsible (internals) clearly provides provocative

implications for educators. Unfortunately it is not yet clear how to use this information.

While theoretical suggestions seem reasonable, but there is lack of specific instrument to

examine the locus of control. Indeed there are instruments to measure the locus of control

for the Western people but in India except that of adaptations no alternative is available.

Actually the Internal-External dimension has been regarded as a continuum and

Roger urges against perceiving it in typological framework. The constructs of Internal-

External Locus of control is regarded to be related to numerous constructs in the behavior

Science as need for Achievement, Striving for Superiority, competence, Personal

Causation, Anomie etc. Wolfe (1970) concluded, “the superiority of internals over

externals in predictive accuracy indicates that the internals either acquired more

information bearing on their own academic outcomes or used available feed-back more

effectively or both.” Erikson’s concept of ego identify involves progressive mastery of

useful actions leading to a sense of competence which aids in ones awareness of being a

distinct individual in one’s own right within a social framework (White, 1959).

Rosenbaum (1971) state that low Need-Achievement children select simple tasks because

of their guaranteed success, or select inordinately difficult tasks so that failure can be

blamed on the task rather than on the individual. Weiner, ect. Al (1971) postulated that

high Need Achievement children persist when failing because they ascribe failure to lack

107

of effort which they control where by low need-achievement children stop working when

failed because failure is seen as a function of lack of ability which they view as

unchangeable. Drummond, Smith, Pinette (1975), Reynolds and Gentile (1976) found

evidence with college students that externals performed better with mastery learning

while internals performed better in a traditional setting. It has been noted that individuals

with external locus of control orientation tend to perceive reinforcement as controlled by

forces or people outside of themselves. They tend to believe that fate, change or powerful

others exert more control over their lives than they do themselves (Rotter, 1966).

Development of the Scale

Initial Pool of Item: The above review of literature clearly depicts that the

Internal-External Locus of control is related to a number of constructs of behavior

involving attitudinal changes with reference to values, sentiments social rules and

regulations etc. Hence keeping in view the complex nature of Locus of control, items

related to Need for Achievement, Striving for Superiority, Competence, Personal

Causation have been selected. The preliminary form of the scale consists of 120 items,

some of them taken from Rotters. I.E. Locus of control scale which is the most widely

used scale to measure the Internal-External Locus of control, while others were framed

by the researcher herself.

Item Analysis and item Selection

The preliminary form of the scale of 400 items was administered to a group of

400 college going students (both males and females) of Agra City. For the item-analysis,

Flanagan’s Chart was used. The Flangan’s chart has been used in following manner:

(i) For getting at the accurate measure, the middle 45% were discarded.

Discriminative, items as given in F-chart is in term of making distruction the way

individuals scoring higher (27.5% on the test, differed from those scoring low

(27.5) on each item.

(ii) For item analysis cross validation method was used. For elimination of sampling

error, the adequate sample of 400 subjects has been selected and their scores on

the scale were obtained. The set of 388 scores was used as a single set in order to

have adequate sample sizes. The procedure is given below:

108

1. Total number of completed papers obtained = 388 and divided them into two

equal parts of 194 each.

2. Each set of 194 was arranged from highest to lowest series.

3. Discarded the middle 77 scores (40%).

4. Calculated the number of high scores who had marked external for each item on

the test (high scores total = 58 and low scores total = 58).

5. Followed the same procedure for the low scoring group.

6. Converted these numbers into percentage.

7. Entered the monograph to find Omega value for each item.

8. Repeated the step 2-7 for the other half.

9. Tested the significance of discrimination by using the formula :-

N

tW

01.01.

N

tW

01.05.

117

58.2

117

98.1 : 58H + 58L

= .23 = .19

10. Any item with an Omega value of .19 and above was discriminative for this test.

11. Compared the Omega values for each item given by two analysis and discarded

the items having Omega values less than .19.

12. Computed index of popularity by averaging the percentages of two subgroups.

Highly popular or highly unpopular items were not desired and hence discarded.

13. Based on the two indices of validity and popularity items were selected for the

main study.

Discrimination Value

For obtaining the discrimination value the following formula has been applied :-

109

18.60

98.1

23.12

)1175858(19.98.1

05.05.

N

tW

Using a more stringent standard of t.01, the same formula is applied :

1043.

58.2

91.26

)1175858(23.58.2

117

58.201...

01.05.

WeiN

tW

Thus any item having an Omega value of .19 and .23 or higher could be

considered to have discriminated between the high and low-criterion groups or between

Externals and Internals. Once the Omega value have been obtained, th question arises

that how high should the Omega value be in order for the item to be considered as being

significantly discriminating between the high and low groups and this is computed by the

application of above formula.

Reliability of the Scale

Test-retest reliability was calculated on male and female, sample of 200 each,

with an interval of 2 months. The reliability coefficient was found to be .78 for

undergraduate and .82 for post graduate students (N was 100 each). For determination of

reliability of entire sample, the test-retest reliability coefficient was calculated by

Spearman-Brown prophecy formula which worked out to be 80.

Validity of the Scale

The validity of the Scale was determined by the administration of present English

version of the scale and Rotter’s I-E scale to a group of 100 post-graduate students of

Agra with an interval of 2 days. The validity coefficient was found to be .77. For

checking the validity of Hindi version of the scale, the Hindi version of the present scale

was again administered to same of 100 subjects and correlations coefficient was

110

calculated with the obtained scores previously on rotter’s I-E scale. The validity

coefficient was found to be .76.

Administration

The present test is available in both Hindi and English languages and each one has

35 pairs of items. It is a self-administrating test but it can be administrated to a group.

There is no time limit but it requires 30 to 40 minutes to finish the whole scale. The

standard instructions are printed on the front page with the columns of general

information required from testee.

Instructions

“Some statements are given in this booklet, related to your views. Please go

through them carefully. There are two statements in a single item. Please tick ( ) mark to

only one statement of each item. Please try to attempt all the items. There is no time limit

but still try your best to complete it at the earliest.”

Scoring

The scoring procedure of the present scale is very simple. Please give 2 marks to

all those items which are related to external (i.e. to all B. statements of item No. 1, 4, 5, 6,

7, 8, 10, 13, 14, 15, 17, 18, 19, 20, 22, 23, 24, 25, 27, 30, 31, 32, 33 and all the A.

statements of items no. 2, 3, 9, 11, 12, 16, 21, 26, 28, 29, 33, 34, 35) and 1 marks to all

those items which are related to internal (i.e. to all the A. statements of item no. 1, 4, 5, 6,

7, 8, 10, 13, 14, 15, 17, 18, 19, 20, 22, 23, 24, 25, 27, 30, 31, 32, 33 and to all the B.

statements of item no. 2, 3, 9, 11, 12, 16, 21, 28, 29, 32, 34, and 35). Add all the scores

and make interpretation of the total obtained scores of the subjects according to

interpretation procedure given below:

Interpretation of the Scores

The obtained scores very from 0-105 range i.e. the minimum score is 0 and the

maximum is 105 which can be categorized in the following manner:-

111

Range of Scores Category

77 and above Extreme External

56-57 High External

40-55 The Average

28-39 High Internal

0-27 Extreme Internal

Scores between 40-55 indicate that the person is neither totally Internal or

External. He is considered as having best Locus of Control and balanced personality.

Additionally it is advised to prepare the local norms.

3.5.4 ATTITUDE SCALE TOWARDS TEACHING PROFESSION

Attitude Scale towards Teaching Profession (ASTTP) developed by Umme

Kulsum (2008) was used in the present study. A major issue in the present day education

is the question of what constituent good and effective teaching. The questions raised

while considering this crucial aspect of teaching are,

“Do teachers know how to teach and do they create interest and motivation in the

student to learn?” A through inquiry into the modes and way the teacher employ to

impart knowledge, understanding, skills and attitude are necessary. Many researchers

have given the overall description of personality of those who choose teaching as career.

For the professional development of teacher the study of attitudes held by them very

crucial. A positive and favourable attitude not only makes individuals to perform his

work in a better manner but also more satisfying and rewarding to them. Unfavourable

attitudes, on the other hand, make individual tired, boring and unacceptable individual.

Thus, there is a need to develop a dependable multidimensional attitude scale measuring

attitude of prospective and practicing teachers toward teaching profession. This newly

developed scale would be a useful tool for the training institute not only for diagnostic

and prognostic purposes, but also for find in out the attitude of teachers working, for

them to change if required.

112

There are quite a few scales measuring attitude of teachers towards teaching

profession at different levels. But teaching profession, as such, these days is coming to be

understand in a broader perspective with more and more roles and functions expected

from them. Any scale for measuring attitudes of teachers towards teaching as a profession

should be comprehensive incorporating almost all the roles an0d functions of teachers, so

as to ensure sufficient content validity.

Technique Employed:- The technique employed to develop the attitude scale was

Likert’s (1932) four points of Summated Rating Scale.

Areas of the Scale

An analysis made by investigator by exhaustive reviews of all the available researchers

in the areas and discussion held with expert in the field, resulted in the incorporation of

the five areas of the attitude scales given as under:

I. Academic Aspect of teaching profession- This area includes statement

pertaining to the academic aspect of the profession. These statements are related

to the predispositions teachers generally have for the type of work they are doing.

The predispositions they have for their commitment to academic work, the

predispositions they have for their professional growth etc, are some of the

ingredients of the components.

II. Administrative aspects of teaching profession- This area includes statement on

the predisposition of the teachers on their involvement in the school

administrative tasks. This work is pertaining to curricular development and co-

curricular activities.

III. Social and psychological aspect of teaching profession- This component pertain

to the predispositions of teachers as regards to the social status of teaching

profession, the morable boosting, and its influence on moulding the future

generation. The psychological feeling of security or in-security and the pleasure

or pains in general are also uncalculated in this component.

IV. Co-curricular Aspect of teaching profession- It relates to disposition of teachers

role and functions in the area of co-curricular activities and their importance as a

113

part and parcel of teaching profession functional aspect is highlighted in this

component.

V. Economic aspect of teaching profession- Predisposition about the economic

profitability of the profession in the term of salary and other fringe benefits,

besides other aspect, are including in this component.

Scale Constructions

Item Pool- Initially a list of 165 statements are distributed over the above five areas was

pooled from various sources. The, draft item were given to 15 select judges who were

well-versed in teacher education and scale construction, with a request to review the

statements and evaluate their content accuracy and coverage, their repetition, editorial

quality and suggestions for additions, deletions and modification items. Based on 80%

unanimity of the judges, 73 statements were included in the try out from the scale. Their

distribution under each area was as follow; acedemic-13, administrative-9, social and

pshychological-34, co-curricular-9 and economic-8

Try out of the scale- The 73 statement were randomized and were provided with four

alternative responses; namely, strongly agree, (SA), agree (A), disagree (D), and strongly

disagree (SD) categories and then administered on the sample of 300 primary and

secondary school teachers of Bangalore City selected at random by two staged Stratified

proportionate sampling design.

Scoring of the statement- For the purpose of scoring, the positive and negative

statement that was tried out, appropriate key was developed unfavourable statements

respectively. The scores of the respondent thus ranged from 73 to 292 respectively.

Selection of Statement

After scoring the 400 protocols were arranged in ascending order based on the

total score obtained by each respondent. The top 100 protocols and the bottom 100

protocols were taken to form the upper and the lower criterion group, as suggested by

Edward

91969PP 152-153). The t-value for all the 73 statements was calculated, only

those statements in the final form of the scales were retained with t-value equal to or

greater than 1.75. Of the 73 statement, 18 statement were eliminated which were not

significant based on the t-value. Hence 55 items were included in the final form of the

Scale. The 55 statements after item analysis belonging to the areas as follow.

114

Items (both favourable and unfavourable) and their distribution over different

Areas/dimension in the final scale after item analysis.

S.N

o

Areas Serial No. of Items Total No. of

Items

I Academic F*

UF*

1,26,31,40,45,52

11,18,25,32

6

4

10

II Administrative F*

UF*

2,12,19,27

8,24

4

2

6

III Social &

psychological

F*

UF*

9,16,22,35,38,43,46,49,51,54,55

4,5,7,14,15,21,23,29,33,36,37,41,42,

47,48,50,53

11

17

28

IV Co- Curricular F*

UF*

3,20

13,28,34

2

3

5

V Economic F*

UF*

17,30

6,10,39,44

2

4

6

F*=Favourable *Marked are UF

UF*= Un-favourable

F= 25

UF= 30

55

The scale is self- administrating. To ensure careful understanding of the

instruction, proper directions should be given by the examiner besides the individual

reading item. There is no limit and no right or wrong answers in response. Hence, the

individual teachers are quite free to express their responses as they feel. Individual

responses will be kept strictly confidential and the data furnished by individual teacher,

will be used only for research purpose without without disclosing individual identity

SCORING

Each item of the Scale is provided with four alternative responses. The weight

ranging from 4 (strongly agree) to 1 (strongly disagree) for favourable/ positive items. In

the case of unfavourable /negative item range of weight is reserved, that is, form

1(strongly agree) to 4 (strongly disagree) and they are marked with *in the booklet. The

theoretical range of scores is from 55 to 220 with the higher score indicating the more

favourable attitude towards teaching profession.

RELIABILITY

The reliability of the tool was established on the sample of teachers both from

primary and secondary schools of Bangalore respectively. A total of 180 teachers were

drawn from 22 primary and secondary schools of different management. This was

115

resorted to with an effort to achieve cross validation of the scale. Two types of reliability

were established as shown in table below.

Test-retest and split half reliability of BTAS

Sr. No. Reliability N Reliability index

1 Test-retest 120 0.812

2 Split- half 120 0.937

VALIDITY

1. Content validity- The scale was developed keeping in view all necessary

requirement. The Scale has content validity as the area of scale and the statement

under each area was fully adequate, representing the behavior domain to be

measured. This was further authenticated by the available related literature in the

areas of the view of experts.

2. Item validity- Only those statements that were highly discriminating were alone

included in the final form of the Scale. Only those item, which had‘t’ value

significant at0.05 level or higher, have been included in the final scale. This

established a high term validity of the tools.

3. Cross validity- The sample for establishing the reliability of tools was other than

the one chosen for try-out of the scale. This avoids the change error of increasing

the probability of higher reliability.

4. Intrinsic validity- The test has split-half reliability of 0.66 and 0.75 ensuring

internal consistency. The reliability coefficient of the test, re-test and split half

reliabilities obtained were 0.812 and 0.927 respectively after their square roots

were computer.

5. Criterion-related validity- Two types of criterion related validity have been

established for the BTAS. They were based (1) On the correlation between the

scores of the criterion item; namely”, if another job of equal salary and benefit as

that of teaching job is offered to you, would you like to leave the teachers job and

take the another one” and the score of teacher attitude towards teaching profession

respectively. (2) The ‘t’ value calculated with the score of Attitude Scale

administrated on the contrasted group of teachers possessing favourable and

unfavourable attitudes towards teaching profession respectively.

116

6. Internal Consistency of the Scale- This is expressed by the inter correlation

between area scale and the correlation between the areas scores on the one hand

and the total scores of the scale on the other hand. Split Half technique of

computing co-efficient of reliability also ensure coefficient of internal

consistency.

It is evident that the obtained correlation coefficient are all significant are all

significant beyond 0.01 level if probability indicating that the tool has the required

internal consistency.

Inter- correlations among various areas of scales (n=200)

S.

No.

Areas Administrative Adminis-

trative

Social.

Psy

Co-

curricular

Economic Total

1.

2.

3.

4.

5.

Academic

Administrative

Social-Pay.

Co-curricular

Economic

1.00 0.14 0.17

0.47

0.20

0.16

0.12

0.31

0.29

0.10

0.05

0.81

0.94

0.84

0.70

0.80

3.6 PROCEDURE OF DATA COLLECTION

In the present study tools were employed on a sample of 300 secondary school

teachers of forty (40) government and private, urban and rural area of Rewari, Gurgaon,

and Mohindergarh of South Haryana state. Before collection of data permission of the

head of the institution was taken by explaining to him /her purpose of the study. After

getting the permission, tools were administrated to the teachers. The teachers were given

instructions regarding filling the responses and were requested to give true responses.

After collecting data, scoring was done with the help of scoring key. The results were

compared by using statistical techniques and then interpreted accordingly.

3.7. STATISTICAL TECHNIQUES USED

117

The descriptive statistical techniques i.e. Mean, S.D, Frequency Polygon and Bar

diagrams were used for the present study. Inferential statistics like product moment of

correlation and ‘t’ test was used in the study.

CHAPTER-III METHODS AND PROCEDUREshodhganga.inflibnet.ac.in/bitstream/10603/38787/8/08_chapter-3.pdf · areas, prices of wheat or salaries drawn by the individual. Some statisticians

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