CHAPTER III

METHOD AND PROCEDURE

The main aim of the present investigation was to study
the effects of school organizational climate on teacher
effectiveness as a whole and in combination with certain
personal variables such as gender, location, stream and
teaching experience. Also it aimed to evaluate how effective
teachers differ from less effective ones in terms of job
satisfaction and teacher attitudes. To investigate the factors
underlying

these

variables,

proper

procedure

and

standardized tools were used.

3.1

SAMPLE
The universe of the study was senior secondary

schools of Punjab. The sampling for the study was made in

two phases. In first phase three districts out of 17 (now 20)
i.e. Fatehgarh Sahib, Mansa and Ropar were selected
randomly, having average, low and high literacy level
respectively. In second phase 30 urban and 45 rural
schools from these districts were selected on random basis.
Thus, a total sample of 75 schools were drawn for the
conduct of the study. The list of senior secondary schools is
given as under:

85

S.No.
I.

Name of School

Urban Schools

(i) Fatehgarh Sahib

1. Govt. Senior Secondary School Amloh
2. Govt. Senior Secondary School, Mandi Gobindgarh
3. Sri Guru Hargobind Govt. Senior Secondary School,
Mandi Gobindgarh
4. Govt. Senior Secondary School, Sanghol
5. Govt. Senior Secondary School, Khamona
6. Govt. Senior Secondary School, Talania
7. Govt. Senior Secondary School, Sirhind
8. Govt. Senior Secondary School for Boys, Bassi
9. Govt. Senior Secondary School for Girls, Bassi
10. Govt. Senior Secondary School, Fatehgarh Sahib
(ii) Mansa
1. Govt. Senior Secondary School for Boys, Mansa
2. Govt. Senior Secondary School for Girls, Mansa
3. Govt. Senior Secondary School for Boys, Bhikhi
4. Govt. Senior Secondary School for Girls, Bhikhi
5. Govt. Senior Secondary School for Boys, Budhlada
6. Govt. Senior Secondary School for Girls, Budhlada
7. Govt. Senior Secondary School, Sirdoolgarh
8. Govt. Senior Secondary School, Jhuneer
9. Govt. Senior Secondary School, Bareta
10. Govt. Senior Secondary School, Boha
(iii) Ropar
1. Govt. Senior Secondary School for Boys, Ropar
2. Govt. Senior Secondary School for Girls, Ropar
3. Govt. Senior Secondary School, Ananadpur Sahib
86

S.No.

Name of School

4. Govt. Senior Secondary School, Kiratpur Sahib

5. Govt. Senior Secondary School, Singh Bhagwantpura
6. Govt. Senior Secondary School, Pukhrali
7. Govt. Senior Secondary School, Mianpur
8. Govt. Senior Secondary School, Ghanouli
9. Govt. Senior Secondary School, Bharatgarh
10. Govt. Senior Secondary School, Noorpur Bedi
II.

Rural Schools

(i) Fatehgarh Sahib

1. Govt. Senior Secondary School, Raipur Majri
2. Govt. Senior Secondary School, Bhari
3. Govt. Senior Secondary School, Dulwan
4. Govt. Senior Secondary School, Amrala
5. Govt. Senior Secondary School, Chunni
6. Govt. Senior Secondary School, Kheri Naudh Singh
7. Govt. Senior Secondary School, Badali Maike
8. Govt. Senior Secondary School, Sidhpur Kalan
9. Govt. Senior Secondary School, Dadheri
10. Govt. Senior Secondary School, Dadumajra
11. Govt. Senior Secondary School, Manakmajra
12. Govt. Senior Secondary School, Mustafabad
13. Govt. Senior Secondary School, Anandpur Kalorah
14. Govt. Senior Secondary School, Kotla Bajwara
15. Govt. Senior Secondary School, Mullepur
(ii) Mansa
1. Govt. Senior Secondary School, Nangal Kalan
2. Govt. Senior Secondary School, Fafri Bhaike
3. Govt. Senior Secondary School, Kishangarh Farwahi
87

S.No.

Name of School

4. Govt. Senior Secondary School, Karandi

5. Govt. Senior Secondary School, Bhaini Baga
6. Govt. Senior Secondary School for Boys, Joga
7. Govt. Senior Secondary School for Girls, Joga
8. Govt. Senior Secondary School for Girls, Rulla
9. Govt. Senior Secondary School, Musson
10. Govt. Senior Secondary School, Khayalkalan
11. Govt. Senior Secondary School, Sada Singh Wala
12. Govt. Senior Secondary School, Bhamain Kalan
13. Govt. Senior Secondary School, Akalian
14. Govt. Senior Secondary School, Raipur
15. Govt. Senior Secondary School, Fatahan Maloke
(iii) Ropar
1. Govt. Senior Secondary School, Gardhley
2. Govt. Senior Secondary School, Lodhi Majra
3. Govt. Senior Secondary School, Kishanpura
4. Govt. Senior Secondary School, Nangal Sarsa
5. Govt. Senior Secondary School, Jhalian Kalan
6. Govt. Senior Secondary School, Kanger
7. Govt. Senior Secondary School, Maseywal
8. Govt. Senior Secondary School, Bhakhomajra
9. Govt. Senior Secondary School, Kheri Salabatpur
10. Govt. Senior Secondary School, Latheri
11. Govt. Senior Secondary School, Makrona
12. Govt. Senior Secondary School, Taazpura
13. Govt. Senior Secondary School, Barwa
14. Govt. Senior Secondary School, Makoudi
15. Govt. Senior Secondary School, Bhoormajra
88

All the teachers teaching science, social science and

language (i.e. Hindi and Punjabi) were administered the
Teacher Effectiveness Scale and School Organizational
Climate Description Questionnaire. The distribution of
sample, across four main personal variables namely gender,
location, stream and teaching experience may be shown in
table 3.1.
Table 3.1
Dist ribut ion of Sample
S.No.
1

3.2

Variable

Male

129

28.67

Female

321

71.33

Rural

206

45.78

Urban

244

54.22

Science

117

26.00

Social Sciences

175

38.89

Languages

158

35.11

Gender

Location of School

Stream of Teaching

Teaching Experience (in years)

< 8 years

128

28.44

9 15

175

38.89

16 (and more)

147

32.67

TOOLS USED
The investigator used two sets of tools in the present

investigation. One set of tools was to identify school

organizational climate and teacher effectiveness and select
89

more effective and less effective teachers. The other set of

tools,

namely,

teacher

attitude

inventory

and

job

satisfaction scale was administered only on more effective

and less effective teachers, identified on the basis of their
teacher effectiveness score.
In short four tools, selected for use in the study are
described hereunder in brief:
3.2.1 Teacher Effect iv eness Scale (2000)
For assessing teacher effectiveness, Kulsum Teacher
Effectiveness Scale was used. The author recorded in the
instructions, the self-anchoring striving scale of teacher
effectiveness used to assess the general as well as the
educational

aspirations.

It

is

further

added

that

conceptualism of the top and bottom anchoring points with

the help of the picture of a ladder that was quite familiar to
the

teachers,

was

thought

to

be

much

easier

and

meaningful, scale based on first person approach. It was

thought to be more empirical, did not involve any rigidity,
predefined dimensions, verbal categories, prepared phases
of sentences, facts of the scale would be easily understood
by the teachers, to reflect on characteristics of teacher, his
personality, attitudes etc. in terms of five areas that cover
almost all aspects of teachers functions and hence have the
merit of adequate conceptual frame work and content
validity. A brief description of each of these areas is given
below:
(A) Preparat ion and Planning for Teaching:
This area includes statements pertaining to the ability
of the teacher in preparing, planning and organizing for
90

teaching in accordance with the course objective by using

different source material.
(B) Classroom Management :
This area includes statements pertaining to the ability
of the teacher to successfully communicate, motivate the
students and evaluate the teaching learning process and
also to maintain discipline in the classroom within the
framework of democratic setup.
(C)

K nowledge

of

Subject

Mat t er;

It s Deliv ery

and

Present at ion including B.B. Summary :

This area includes statement on the ability of the
teacher in acquiring, retaining, interpreting and making use
of the contents of the subject he/she is dealing within the
classroom situations. Delivery of course contents, and its
presentation including B.B. summary constitute essential
aspect of the teaching-learning process.
(D) Teacher Charact erist ics:
This

area

includes

statements

pertaining

to

the

personality make-up and its behavioural manifestations

that have their own level of acceptability or unacceptability
in the teaching profession.
(E) Int erpersonal Relat ions:
The ability of the teacher to adopt himself/herself to
maintain cordial relations with his/her colleagues, pupils,
their parents and other persons in the community with
whom she/he is to interact as part and parcel of his/her
profession from the basis to have statements pertaining to
this area.

91

Response Mode
This scale has a list of 60 items. There is no time limit
and there are no right or wrong responses. Hence the
individuals are quite free to express their responses as they
perceive,

keeping

in

view

the

maximum

possible

effectiveness (Most) of teachers and the least possible

effectiveness (Least) of teachers, as frame of reference for
individual rating.
Scoring of It ems
Each item elicits two responses (i) step number one
now, and (ii) step number two aspiring to attain in the next
three years. The time dimension of the next three years was
to score as a frame of reference for the now (present)
effectiveness. Hence the step number two given for each
item for present time was taken as the score of the
effectiveness of each of the respondent teacher. Total score
of the respondent ranges from 0 to 600, a high score
indicating more effectiveness and vice-versa.
Reliabilit y
The split-half reliability was found to be 0.68 for a
sample

of

180

prospective

teachers.

The

test-retest

reliability co-efficient, after the interval of 16 days, was

found to be 0.63. After applying the Spearman Brown
prophecy formula, the reliability co-efficient went upto 0.94.

92

Table 3.2
Reliabilit y of Teacher Effect iv eness Scale
S.No.

Reliabilit y

Co-efficient of

Reliabilit y

correlat ion (r)

Index

1.

Split half reliability

0.68

rtt = 0.82

2.

Test retest reliability

0.63

rtt = 0.79

Validit y
Three types of criterion-related validity have been
established for the scale. These were based on:
i). The correlation between headmasters ratings with
teachers effectiveness score;
ii). The correlation between the scores of the criterion
item namely In general how effective are you in your
job and the scores on teachers effectiveness scale;
and
iii). t value calculated with the scores of the contrasted
groups identified by the headmasters as effective and
ineffective teachers.
For this purpose a rating scale was developed by the
investigator, which is a numerical rating scale with five
areas of five items. Each area was operationally defined
which had five alternate responses 1, 2, 3, 4, 5 respectively.
Inter-rater reliability and test-retest reliability were
established to the rating scales. In this process 60 teachers
selected at random from eight schools of Banglore were
rated by their headmasters and also assistant headmasters
separately at a point of time. The correlation between these
two

ratings

by

test

retest

technique,

the

rating

of
93

headmasters for teachers effectiveness was found to be

0.79.
Correlation of the scores between each of the items of
the ratings scale and each of the corresponding areas of the
teacher effectiveness scale for all the respondents have been
found. In addition to this correlation between the total
scores of the rating scale of the total score of the
effectiveness scale had also been found.
Table 3.3
T ot al and Area-wise Correlat ions of t he Teacher
Effect iv eness Rat ing Scale and T eacher Effect iv eness
Scale
S.No .
1

T eacher Effect iv eness

T eacher Effect iv eness

Rat ing Scale

Scale (Self)

Preparation and

Preparation and

0.64

planning for teaching

planning for teaching

Classroom Management

Classroom Management

0.72

Knowledge of subject

Knowledge of subject

0.57

matter

matter

Teacher characteristics

Teacher characteristics

0.78

Interpersonal Relations

Interpersonal Relations

0.66

Total Score

Total Score

0.85

The co-efficients of correlation between each of the

areas of the Rating Scale and the Teacher Effectiveness
Scale are high and their range is between 0.57 to 0.78. The
correlation between the total score of rating scale is 0.85,
These values indicate that teacher effectiveness scale has
high criterion-related validity.
The contrasted group validity was established by
94

finding out the two contrast group of teachers as rated by

their respective headmasters in term of effective and
ineffective teachers. Based on this criterion the protocols of
these 180 teachers were separated to form two groups, one
of effective and the second of ineffective teachers. The t
value was calculated to find out whether there is any
significant mean difference in the two groups.
Table 3.4
Value of t he Effect iv eness Scores of t he t wo Groups of
Teachers who hav e been Rat ed by t he Headmast ers as
Effect iv e and I neffect iv e Teachers
S.No. Effect iv e T eachers Ineffect iv e T eachers t v alue
1

N=92

N=88

M=398.70

M=287.40

9.9*

*p < 0.01

The obtained t value of 9.9 is significant beyond 0.01

level of probability indicating that the scale has capacity to
differentiate the effective teachers from ineffective teachers.
This measure of the scale is yet another indication to show
that it is valid and is measuring what it purports to
measure.
Inter-correlations among various areas of teacher
effectiveness scale (N=180) were found as reported in table
3.5.

95

Table 3.5
Int er-correlat ions among v arious Areas of Teacher
Effect iv eness Scale (N=180)
S.No.

Areas

Preparation &
Planning for
Teaching
Classroom
management
Knowledge of
subject
matter, etc.
Teacher
Characteristics
Interpersonal
Relations

2
3
4
5

Prep.
&
Plan.
For
T e ac h.

Classroom
Manag.

K nlg.

T r.Chr.

I nt r.Persnl.
Relns.

T ot al
Sc ore

0.24

0.36

0.50

0.40

0.76

0.29

0.16

0.46

0.69

0.44

0.43

0.73

0.41

0.71
0.76

All these coefficients of correlation are positive and

significant, thereby showing an internal consistency among
five areas constituting teacher effectiveness. The specimen
copy of Kulsum Teacher Effectiveness Scale is given as
Appendix A.
3.2.2 School
Organiz at ional
Quest ionnaire (SOCDQ)

Climat e

Descript ion

The most popularly and widely used technique for the

assessment of the organizational climate of the schools has
been

the

School

Organizational

Climate

Description

Questionnaire (SOCDQ) partly because of the clarity of the

the concept of organizational climate and partly because of
its relatively simplicity with which it can be used in the
actual school situation.
The rational underlying the SOCDQ assumes two
things: first, that something actually exists which can be
96

called organizational climate and secondly, it is assumed

that

organizational

climate

is

closely

related

to

the

perceived behaviour of teachers and principals.

Sharma (1973) makes use of Halpin and Crofts 64
items in his study of organizational climate of secondary
schools of Rajasthan. But being confronted by differences in
educational setting, functional conditions and relationships
and constraints, he had to modify some of these items and
these made a study of 1915 respondents of 95 schools and
factor analyzed the above items accordingly.
In case of four factors, namely, Disengagement,
Esprit,

Intimacy

and

Production

Emphasis,

factor

structure is found to be identical (with that of Halpin and

Croft). But in the case of SOCDQ that comprised the four
factors

(Hindrances,

Alienation,

Thrust,

and

Consideration) or such sub-tests in the original study by

Halpin and Croft did not in the present study, show the
same pattern (Sharma, 1973, p.193).
Sharmas exercise at factor analysis level for all item
levels marks an advance, for educational conditions, for
Halpin and Crofts conceptualization. Sharma (1978) has
done conceptualization at the sub test level. He had further
divided eight dimensions into two groups. They are Group
Behaviour

Characteristics

and

Leader

Behaviour

Characteristics.
1. Group Behav iour Charact erist ics
1. Disengagement : It refers to the teachers tendency to
be not with it. This dimension describes a group
which is going through the motions a group that is
not in gear with respect to the task at hand. In short,
97

this subtest focuses upon the teachers behaviour in a

task-oriented situation (Halpin, 1969, p.150).
2. Alienat ion: It refers to the behaviour patterns among
the group (faculty), including the leader (the principal,
which are characterized as highly formal and
impersonal. It reveals the degree to which the
principal goes by the book and adheres to policies
rather than dealing with the teachers in an informal,
face to face situation. It also indicates the emotional
distance between the group and the leader, and at the
same time, among the group members (Sharma, 1973,
p.199).
3. Esprit : It refers to morale. The teachers feel that their
social needs are being satisfied, and that they are, at
the same time enjoying a sense of accomplishment in
their job (Halpin, 1969).
4. Int imacy : It refers to the teachers enjoyment of
friendly social relations with each other. This
dimension describes a social needs satisfaction which
is
not
necessarily
associated
with
task
accomplishment (Halpin, 1969, p.151).
II. Leader Behav iour Charact erist ics
5. Psy cho-Phy sical Hindrance: It refers to the feeling
among the group members that the principal burdens
them with routine duties, management demands and
other administrative requirements which they consider
as unnecessary. At the same time they perceive the
principal as highly dictational in his behaviour. He is
not adjusted to feedback from the staff, his style of
communication tends to be unidimensional (Sharma,
1973, p.204).
6. Cont rols: It refers to the degree to which the
principals behaviour can be characterized as
bureaucratic and impersonal in nature; although taskoriented in behaviour the extent to which he tries to
raise the degree of effectiveness and efficiency by
helping the group work towards the common goal by
providing
adequate
operational
guidance
and
secretarial service (Sharma 1973, p.205).
98

7. Product ion-emphasis: It refers to behaviour by the

principal which is characterized by close supervision
of the staff. He is highly directive and plays the role of
a Straw boss. His communication tends to go in only
one direction, and he is not sensitive to feedback from
staff, (Halpin, 1969, p.161).
8. Humaniz ed T hrust : It refers to the behaviour of
principal which is marked by his attempts to motivate
the teachers through personal example. He does not
ask the teachers to give themselves any more than
they willingly give of themselves. The behaviour of the
principal though unmistakably task-oriented, is at the
same time characterized by an inclination to treat the
teachers humanly and tender heartedly. He attempts
to do something extra for them in humanistic terms,
and consequently his behaviour is viewed favourably
by the teachers (Sharma, 1973, p.209).
Organizational Climate can be constructed as the
organizational personality of the school (Halpin and Crofts,
1963). Analogously Personality is to the individual but
organizational

climate

is

to

the

organization.

Sharma

(1971), after analyzing the definitions given by different

authors came to the conclusion that though different
authors use different terminology in defining this complex
concept almost all agree that organizational climate could
be defined in terms of interaction that takes place between
members
prescribed

of

the
roles

organization
while

when

satisfying

they
their

fulfill

their

operationally

individual needs. He further specified, to operationalize the

concept in the context of a school that it is the resulting
condition, within the school, of social interaction among the
teachers and between the teachers and the principal.
Sharma (1973), using both the R-Technique and the

99

Q-Techniques, identified six types of climates which have

been identified here.
1. Open Climat e refers to an environment in which
teachers obtain social needs satisfaction as well as job
satisfaction and enjoy a sense of accomplishment in
their job. They perceive their principal (leader) as
highly considerate and democratic in behaviour and
hence the group members as well as the principal feel
all of the piece. So the group enjoy a high degree of
integration and authenticity of behaviour (Sharma,
1973, p.252).
2. Aut onomous climat e refers to an environment in
which the teachers enjoy a friendly relationship and a
high degree of group morale. They satisfy their social
need to a great extent moderate and enjoy a degree of
job accomplishment. Absence of active leadership
mixed with average controls on the part of the
principal is perceived as an element of psycho-physical
hindrance (Sharma 1973, p. 254-255).
3. Familiar
climat e
is
characterized
by
the
conspicuously friendly behaviour of both the principal
and the teachers. The teachers have established
personal friendship among themselves and socially, at
least, everyone is a part of large happy family. Social
needs satisfaction is extremely high. The principal
exercise leadership is an indirect manner and tries to
keep production satisfactory. His behaviour is job
oriented but does not hinder the social needs
satisfaction on the part of the teachers (Sharma, 1973,
pp. 256-57).
4. Cont rolled climat e refers to an environment which
can be characterized as highly task-oriented at the
cost of social needs satisfaction of the members
(teachers). Leadership acts stem from only one side
and in a dictatorial manner group involvement is never
encouraged. The human aspects of the individual is
neglected and communication is always one sided.
Teachers
get
job
satisfaction
out
of
taskaccomplishment (Sharma, 1973, p.261).

100

5. Pat ernal climat e refers to a situation in which there

is very little scope for the members to satisfy their
social needs and drive job satisfaction. The factuality
has to work in the way the principal wants but at the
same time the principal as a paternal guardian of the
school faculty, does not ignore the individual interest
and hence his behaviour is perceived as highly
considerate (Sharma, 1973, p.264).
6. Closed climat e is characterized by a high degree of
apathy on the part of all members of the organization.
The organization is not moving. This climate lack
authenticity of behaviour. The principal constraints
the emergence of leadership acts from the group. The
group member secure neither social needs satisfaction
nor
job
satisfaction
stemming
from
taskaccomplishment (Sharma, 1973, p.266).
The SCODQ is a Likert type questionnaire of simple
statements, administered individually or in a group. The
respondent teachers are asked to indicate their responses to
each of the 64 items on a four point scale as follows:
Rarely occurs
Sometime occurs
Often occurs
Very frequently occurs
The four categories of responses can be scored by
simply assigning them to the respective category and
integers. In the present study the responses are scored as
1, 2, 3, 4 respectively for generating eight dimensional
scores.
Reliabilit y
KR-20

(Kuder-Richardson

formula)

was

used

for

calculating the coefficient of reliability (internal consistency)

101

for each of the subtests. The communalities of each subtest

were also calculated. High communalities can be regarded
as evidence of equivalence or adequacy of item sampling
and consequently the communality itself may be viewed as
coefficient of equivalence (Halpin and Crofts, 1963).
Table 3.6
Est imat es of Int ernal Consist ency and of Equiv alence
for t he Eight SOCDQ Subt est s
Subt est s

Coefficient s
of int ernal
consist ency
based on K R20
(N=1915)
0.67

Communalit y
est imat es for
indiv idual
scores
(N=1915)

Communalit y
Est imat es for
school scores
(N=95)

0.18

0.51

Alienation

0.61

0.24

0.52

Esprit

0.73

0.43

0.69

Intimacy

0.34

0.28

0.10

Psycho-

0.68

0.61

0.60

Controls

0.59

0.37

0.50

Production

0.81

0.54

0.70

0.72

0.51

0.65

Disengagement

physical
Hindrance

emphasis
Humanized
Thrust

Validit y
This tool was given to 15 experts in the field of
educational administration. All the experts with minor
differences were found to agree with each other to a great
extent. This indicated high face content validity of the
102

SOCDQ.
Secondly, no significant difference was found between
the proportionate climate-distributions in the two samples
that of Halpin and Crofts Study (1963) and Sharmas study
(1973) having different organizational structure and located
in two different cultures. This further ascertained the
validity of the tool.
Again, Sharma (1973) developed a rating scale and
sent the same to the district inspectors of schools of each
district, along with the definitions of eight dimensions and
climate types, and requested them to rate the schools of
their respective districts included in Sharmas study (1973).
Coefficient

of

inspectors

and

(Sharma,

correlation

1973)

the
by

between

results

the

observed

administering

ratings
the

the

of

the

investigator

SOCDQ

was

calculated. It was found to be 0.63 which was significant at

0.01 level of significance. This further indicated the validity
of the tool SOCDQ. The specimen copy of SOCDQ is given
as Appendix B(i) and response sheet as Appendix B(ii).
3.3.3 Teacher At t it ude Inv ent ory
To evaluate teacher attitude, S.P. Ahluwalias Teacher
Attitude Inventory (TAI) was used. It is a dependable
multidimensional attitude inventory for measuring teaching
professional attitude and its allied aspects. It is further
added that it is a worthwhile tool for the educational
training institutions not only for diagnostic and prognostic
purposes but also for the possibility of its use in changing
the attitudes of the teachers through a positive programme
of inculcating favourable attitudes in teacher-trainees by
103

changing

the

organizational

climate

of

training

in

institutions and by enriching the social emotional climate of

their class rooms. It is a questionnaire which purports to
measure the degree to which in-service teachers and pupil
teachers (education students) have attitude toward-teaching
profession, class-room teaching, child-centered practices,
educational process, pupils and teachers. He also added
that the most direct use to which the TAI can be put in the
selection, of better teachers and students for teacher
preparation. Due to the above facts this inventory has
selected and used as one of the tools to know the attitude of
successful teachers.
This inventory is a 90 item Likert type instrument
consisting

of

six

sub-scales.

These

sub-scales

were

developed by the Likert summuted ratings procedure. Each

scale has 15 statements that pertain to a particular aspect
of

prospective

and

practicing

teachers

professional

attitudes. The six aspects dealt within the inventory pertain

to

attitude

teaching;

towards:

child-centered

teaching

profession;

practices;

class-room

educational

process;

pupils; teachers.
Originally 300 attitude statements, 50 on each subscale were collected from diverse sources. After careful
discussions and cautions, deliberations in two seminars of
educators, teacher-educators, measurement specialists and
knowledgeable

persons

in

the

fields

of

education,

psychology and sociology, weak and poor items were either

modified and improved or dropped. The selected 180
attitude statements, 30 on each sub-scale were discussed in
a small group (N=25) of pupil teachers and teachers. On the
104

basis of their judgement and reasoning, only 150 attitude

statements,

25

on

each

sub-scale,

were

retained

for

inclusion in the preliminary form of the Teacher Attitude

Inventory (TAI) for wide scale tryout.
The answer sheets were scored and arranged in
descending order. The upper 27% and lower 27% of cases
were taken to find out the t-value of each attitude statement
by using the formula given by Edward (1959, p.152).
Keeping the rationale of attitude scale construction, in
mind 90 psychometrically good attitude statements, 15 on
each sub-scale were selected to constitute the final form of
the TAI. Out of 90 items 56 are in positive declarative form
and 34 of them are in negative form. Thus the favourableunfavourable continuum adequately measured the fore said
six selected areas.
The TAI consists of a bilingual (English and Hindi) reusable test-booklet with a separate answer-sheet.
Response Mode
Likert continuum ranging from strongly agree, agree,
undecided, disagree to strongly disagree has been provided
for each item. The subject responds to each item by putting
a tick mark in the square of the chosen alternative against
the serial number of the attitude statement in the answer
sheet. Subjects are required to respond to all the items likewise. They do not have the option to leave any item
unanswered. The subjects are not permitted to make any
mark on the test-booklets as they are re-usable.

105

Scoring
Each item alternative is assigned a weight ranging
from

(strongly

agree)

to

(strongly

disagree)

for

favourable items. In the case of unfavourable items range of

weights is reversed i.e. from 0 (strongly agree) to 4 (strongly
disagree). The attitude score of a subject is the sum total of
item scores of all the six sub scales. The theoretical range of
scores is from 0 to 360 with the higher score indicating the
more

favourable

attitude

towards

teaching

and

allied

aspects.
Reliabilit y
Reliability by the split-half (odd even) method was
found to be 0.79 (corrected to 0.88) for a sample of 239
prospective teachers. The test-retest reliability co-efficients
after the interval of 3 months and 9 months were found to
be 0.59 (N=102) and 0.64 (N=299). The details of reliability
coefficient

indicators

of

reliability,

corrected

reliability

coefficients and standards errors of measurement are given

in table 3.7.

106

Table 3.7
Reliabilit y Coefficient s, I ndicat ors of Reliabilit y ,
Correct ed Coefficient s and St andard Errors of
Measurement
S.No.

Me t hod

Splithalf

Reli abili t y
Obt ai ned
r

Coeffi ci e nt s
Corre ct e d
r

I ndex of
Reli abili t y

St andard
Error
Me asure m e nt
r 100

0.79

0.88

11.37

0.58

0.75

0.76

16.17

0.64

0.78

0.80

15.16

0.54

0.70

0.73

20.10

11.37

(odd even)
2

Test-retest
( 3 months)

Test-rest (9
months)

Rational
equivalence
(KR 21)

Validit y
The inventory appears to have content validity, and
the method of selecting item supports this supposition. In
addition, differences in mean scores were found among
some selected known groups. The mean scores for B.A.
Part I and II students offering and not offering Education as
an elective subject, B.Ed. trainees and practicing teachers
were computed and compared. The observed differences
were found to be in the expected direction. The validity was
also determined through stimulus group technique. Table
3.8 presents at a glance a summary of the obtained results.

107

Table 3.8
Means, St andard Dev iat ion and Ot her Measures of Some
Select ed Groups

S.No.
1
2
3
4
5
6
7

Group

B.A. Part I
56 230.53
(Not offering education
elective)
B.A. Part II
53 230.73
(Not offering education
elective)
B.A. Part I
70 237.98
(Offering
Education
Elective)
B.A. Part II
47 252.91
(Offering
Education
Elective)
Practicing
122 251.41
Prospective Teacher
86
25.45
(At the time of B.Ed.
Admission)
Prospective Teachers
86 256.29
(after 9 months of
B.Ed. training)

SEM

SD

SESD

2.94 21.98

2.09

3.44 28.74

2.44

3.41 23.36

2.41

4.65 33.91

3.30

2.78 30.70
3.36 31.12

1.97
2.39

3.60 33.38

2.56

The inventory is easy to administer and score and its

wide usage is reasonably long and has appreciably high
reliability and validity. The specimen copy of Teacher
Attitude Inventory is given as Appendix C(i) and response
sheet as Appendix C(ii).
3.3.4 Teacher Job-Sat isfact ion Quest ionnaire
To

assess

the

job

satisfaction,

Teachers

Job

Satisfaction Questionnaire was developed by Kumar and

Mutha (1996). The authors have pointed out that the
present job satisfaction questionnaire was developed with
the view of providing handy instrument to assess the job
satisfaction of secondary school teachers for fundamental
and applied research.
108

The teacher job-satisfaction questionnaire, being selfadministering, emphasized that no item should be omitted
and there was nothing right or wrong about these
questions. They were encouraged to answer each item
according to their personal agreement or disagreement. It
was assured that their replies would be kept confidential.
No time limit was assigned. The teacher job satisfaction
questionnaire consists of 29 highly discriminating yes-no
type items. The area wise description of questionnaire items
purports to measure the degree to which the teachers have
attitudes towards profession, working conditions, authority,
institutional plans and policies. It is also added that the
most

direct

use

to

which

teacher

job

satisfaction

questionnaire can be put in selection of better teachers.

Reliabilit y
The

split-half

reliability

(correlating

the

odd-even

items) of the test applying. Spearman Brown formula is 0.95

(N=100) with an index of reliability of 0.97.
The test-retest reliability of the test is 0.73 (N=60; time
interval=3 months), with an index of reliability 0.95.
Table 8
Showing Split -Half and Test -Ret est Reliabilit y
N

r-value

Index of Reliabilit y

Split-half

100

0.95

0.97

Test-retest

60

0.73

0.85

The r-values have been found to be significant at 0.01

level, showing that the questionnaire is highly reliable both
in terms of its internal consistency and stability of scores.
109

Validit y
Only highly discriminating items were included in the
questionnaire following item analysis (Gerrett, 1961), in
which the upper 27% and the lower 27% of the subjects
served as criterion groups (Kelley, 1939). The face validity of
the measure is very high. The content validity is ensured as
the items for which there has been 100 percent agreement
amongst judges regarding their relevance to teacher job
satisfaction area included in the questionnaire. The male
and

female

teachers

are

to

be

interpreted

in

the

conventional manner as per norms given in table 3.10.

Table 3.10
Showing t he Percent ile Norms (N=404)
Percent ile

Male

Female

T ot al

Job-sat isfact ion

Cat egories

90

25.85

25.89

25.92

80

22.01

22.63

22.32

75

20.62

21.28

20.95

70

19.00

19.24

19.12

60

17.01

17.39

17.20

50

15.38

15.66

15.52

40

13.30

13.70

13.50

30

11.10

11.54

11.32

25

9.90

10.14

10.02

20

9.00

9.08

9.04

10

6.34

6.56

6.45

Median

15.38

15.66

15.32

mean

scores

The

are

used

Very good
Good
Average

Poor
Very poor

alongwith

comparing

percentiles to assess level of job satisfaction of teachers as

110

a group. The specimen copy of Teacher Job Satisfaction

Questionnaire is given as Appendix-D.
3.3

ADMINI STRATION OF TOOLS

To summarize, the priority of the present investigation

was to study the determinants of school organizational

climate and its effect on teacher effectiveness. In other
words it aimed to evaluate how more effective teachers differ
from less effective ones in terms of their perception with
regard to different dimensions determining different types of
school climate, job-satisfaction and teacher attitude. All the
tools

were

administered

to

selected

school

teachers

personality by the investigator.

3.4

SCORING OF T OOLS
Keeping

statistical

in

view

treatment

the
of

purpose

data,

the

of

the

scoring

study
of

and

different

research tools was done as explained in the description of

different tools namely teacher effectiveness scale, school
organizational description questionnaire, job satisfaction
questionnaire and teacher attitude inventory.
The raw data was organized to find out teacher
effectiveness of secondary school teachers in relation to
school organizational climate in combination with gender,
location, stream of teaching and teaching experience.
3.5

FOR MULATION OF
FACTOR IAL
DESIGN
STATI STICAL TR EAT MENT OF DAT A

AND

The major objective of the study was to explore

relationship
organizational

of

teaching

climate

effectiveness

alongwith

some

with
other

school
personal
111

variables, a factorial design was used in the following

manner:
i). School organizational climate X Gender (6 x 2).
ii). School organizational climate X Location (6 x 2).
iii). School organizational climate X Stream of Study (6 x
3).
iv). School organizational climate X Teaching Experience
(6 x 3).
Also 3 way analysis of variance was employed to find
out teacher effectiveness among secondary school teachers
in the following manner:
i). Gender X Location X Stream of Study (2x2x3).
ii). Gender X Location X Teaching Experience (2x2x3).
iii). Gender X Stream of Study X Teaching Experience
(2x3x3).
iv). Location X Stream of Study X Teaching Experience
(2x3x3).
The t-test was used to test the significance of the mean
difference between more and less effective teachers in terms
of:
i). Different dimensions of school organizational climate.
ii). Job satisfaction.
iii). Teacher Attitude.

112