Relationship Between Organizational Climate and Performance
Relationship Between Organizational Climate and Performance
Relationship Between Organizational Climate and Performance
By
Doctor of Philosophy
In
Education
ii
CERTIFICATION
Supervisor:
(Dr. Muhammad Iqbal)
Member:
(Dr. Naveed Sultana)
Member:
(Dr. Saeed Chishti)
Dated:
Director Director
University Institute of Education and Research Advanced Studies
Pir Mehr Ali Shah Pir Mehr Ali Shah
Arid Agriculture University Rawalpindi. Rawalpindi.Arid Agriculture
University Rawalpindi.
iii
iv
I earnestly dedicate this feeble effort to those who are the
thesis
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CONTENTS
Page
ACKNOWLEDGEMENTS xviii
ABSTRACT xx
1. INTRODUCTION 1
2. REVIEW OF LITERATURE 15
BEHAVIOUR 20
2.3.1.1 Aloofness 20
2.3.1.3 Thrust 21
2.3.1.4 Consideration 22
2.3.2.1 Disengagement 23
2.3.2.2 Hindrance 23
2.3.2.3 Esprit 24
2.3.2.4 Intimacy 25
OVERVIEW 26
vi
2.5 MEASURING OF ORGANIZATIONAL CLIMATE 32
CLIMATE 34
2.6.1 ECOLOGY 35
2.6.2 MILIEU 35
2.6.4 CULTURE 36
FRAMEWORK 40
2.10.2 MOTIVATION 54
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2.10.3 TECHNIQUES OF TEACHING 55
3. RESEARCH METHODOLOGY 77
3.1 POPULATION 77
3.2 SAMPLE 78
organizational climate 80
Teacher Performance 80
4. RESULTS 86
5. DISCUSSION 148
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SUMMARY 160
APPENDICES
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LIST OF TABLES
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17. Significance of correlation between principal’s aloofness and teacher
performance 93
18. Significance of correlation between principal’s production emphasis
and teacher performance 94
19. Significance of correlation between principal’s thrust and teacher
performance 94
20. Significance of correlation between principal’s consideration and
teacher performance 95
21. Significance of correlation between teacher’s disengagement and
teacher performance 95
22. Significance of correlation between teacher’s hindrance and teacher
performance 96
23. Significance of correlation between teacher’s esprit and teacher
performance 96
24. Significance of correlation between teacher’s intimacy and teacher
performance 97
25. Significance of Correlation between mean score of open climate and
mean teacher performance score 97
26. Significance of Correlation between mean score of autonomous
climate and mean teacher performance score 98
27. Significance of Correlation between mean score of controlled climate
and mean teacher performance score 98
28. Significance of Correlation between mean score of familiar climate
and mean teacher performance score 99
29. Significance of Correlation between mean score of paternal climate
and mean teacher performance score 99
30. Significance of Correlation between mean score of closed climate
and mean teacher performance score 100
31. Significance of correlation between principal’s aloofness and
teacher performance 100
32. Significance of correlation between principal’s production emphasis
and teacher performance 101
33. Significance of correlation between principal’s thrust and teacher
performance 101
xi
34. Significance of correlation between principal’s consideration and
teacher performance 102
35. Significance of correlation between teacher’s disengagement and
teacher performance 102
36. Significance of correlation between teacher’s hindrance and teacher
performance 103
37. Significance of correlation between teacher’s esprit and teacher
performance 103
38. Significance of correlation between teacher’s intimacy and teacher
performance 104
39. Significance of Correlation between mean score of open climate
and mean teacher performance score 104
40. Significance of Correlation between mean score of autonomous
climate and mean teacher performance score 105
41. Significance of Correlation between mean score of controlled
climate and mean teacher performance score 105
42. Significance of Correlation between mean score of familiar
climate and mean teacher performance score 106
43. Significance of Correlation between mean score of paternal
climate and mean teacher performance score 106
44. Significance of Correlation between mean score of closed climate
and mean teacher performance score 107
45. Significance of correlation between principal’s aloofness and
teacher performance 107
46. Significance of correlation between principal’s production emphasis
and teacher performance 108
47. Significance of correlation between principal’s thrust and teacher
performance 108
48. Significance of correlation between principal’s consideration and
teacher performance 109
49. Significance of correlation between teacher’s disengagement and
teacher performance 109
50. Significance of correlation between teacher’s hindrance and teacher
performance 110
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51. Significance of correlation between teacher’s esprit and teacher
performance 110
52. Significance of correlation between teacher’s intimacy and
teacher performance 111
53. Significance of Correlation between mean score of open climate
and mean teacher performance score 111
54. Significance of Correlation between mean score of autonomous
climate and mean teacher performance score 112
55. Significance of Correlation between mean score of controlled
climate and mean teacher performance score 112
56. Significance of Correlation between mean score of familiar
climate and mean teacher performance score 113
57. Significance of Correlation between mean score of paternal
climate and mean teacher performance score 113
58. Significance of Correlation between mean score of closed climate
and mean teacher performance score 114
59. Significance of difference between the mean opinion score of
public and private college principals about principal’s aloofness 115
60. Significance of difference between the mean opinion score of public
and private college principals about principal’s production emphasis 115
61. Significance of difference between the mean opinion score of public
and private college principals about principal’s thrust 116
62. Significance of difference between the mean opinion score of public
and private college principals about principal’s consideration 116
63. Significance of difference between the mean opinion score of public
and private college principals about teacher’s disengagement 117
64. Significance of difference between the mean opinion score of public
and private college principals about teacher’s hindrance 117
65. Significance of difference between the mean opinion score of public
and private college principals about teacher’s esprit 118
66. Significance of difference between the mean opinion score of public
and private college principals about teacher’s intimacy 118
67. Significance of difference between the mean opinion score of public
and private college principals about open climate 119
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68. Significance of difference between the mean opinion score of public
and private college principals about autonomous climate 119
69. Significance of difference between the mean opinion score of public
and private college principals about controlled climate 120
70. Significance of difference between the mean opinion score of public
and private college principals about familiar climate 120
71. Significance of difference between the mean opinion score of public
and private college principals about paternal climate 121
72. Significance of difference between the mean opinion score of public
and private college principals about closed climate 121
73. Overall Comparison of Opinions of Principals in Public and Private
Sector 122
74. Significance of difference between the mean opinion score of public
and private college teachers about principal’s aloofness 122
75. Significance of difference between the mean opinion score of public
and private college teachers about principal’s production emphasis 123
76. Significance of difference between the mean opinion score of public
and private college teachers about principal’s thrust 123
77. Significance of difference between the mean opinion score of public
and private college teachers about principal’s consideration 124
78. Significance of difference between the mean opinion score of public
and private college teachers about teacher’s disengagement 124
79. Significance of difference between the mean opinion score of public
and private college teachers about teacher’s hindrance 125
80. Significance of difference between the mean opinion score of public
and private college teachers about teacher’s esprit 125
81. Significance of difference between the mean opinion score of public
and private college teachers about teacher’s intimacy 126
82. Significance of difference between the mean opinion score of public
and private college teachers about open climate 126
83. Significance of difference between the mean opinion score of public
and private college teachers about production autonomous climate 127
84. Significance of difference between the mean opinion score of public
and private college teachers about controlled climate 127
xiv
85. Significance of difference between the mean opinion score of public
and private college teachers about familiar climate 128
86. Significance of difference between the mean opinion score of public
and private college teachers about paternal climate 128
87. Significance of difference between the mean opinion score of public
and private college teachers about closed climate 129
88. Overall Comparison among Climate and Performance of Teachers
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102. Significance of difference between the mean opinion score of public
and private college students about teacher sensitivity about student
understanding 138
103. Significance of difference between the mean opinion score of public
and private college students about teacher discussion 139
104. Significance of difference between the mean opinion score of public
and private college students about teacher tolerance 139
105. Significance of difference between the mean opinion score of public
and private college students about teacher ability 140
106. Significance of difference between the mean opinion score of public
and private college students about teacher effectiveness 140
107. Significance of difference between the mean opinion score of public
and private college students about workload given by teacher 141
108. Significance of difference between the mean opinion score of public
and private college students about teacher’s re-teaching 141
109. Significance of difference between the mean opinion score of public
and private college students about teacher’s direct questioning 142
110. Significance of difference between the mean opinion score of public
and private college students about teacher’s discipline standards 142
111. Significance of difference between the mean opinion score of public
and private college students about teacher grading criteria 143
112. Significance of difference between the mean opinion score of public
and private college students about teacher feedback 143
113. Significance of difference between the mean opinion score of public
and private college students about teacher’s pace and voice 144
114. Significance of difference between the mean opinion score of public
and private college students about teacher teaching style 144
115. Significance of difference between the mean opinion score of public
and private college students about teacher developing independent
thinking in students 145
116. Significance of difference between the mean opinion score of public
and private college students about teacher promoting intellectual
curiosity 145
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117. Significance of difference between the mean opinion score of public
and private college students about teacher’s facilitation about reading
habits in students 146
118. Significance of difference between the mean opinion score of public
and private college students about teacher’s motivation 146
119. Significance of difference between the mean opinion score of public
and private college students about teacher’s respect for students 147
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LIST OF FIGURES
Questionnaire. 79
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ACKNOWLEDGEMENTS
Above all, my humblest praise to Allah, the almighty and omnipotent, the
greatest of the great source of inspiration and to the Holy Prophet Muhammad
(Peace be upon him), the greatest ever Human Ocean and house of knowledge and
learning.
Mehr Ali Shah Arid Agriculture University, Rawalpindi for his patient supervision,
advice in the process of research till its completion. The researcher is highly
grateful to him for his scholastic and sympathetic attitude during this laborious task
Chishti who are the honorable members of the Supervisory Committee. They
Col.(r) Dr. M.H. Arif, Associate Professor Dr. Rabia Tabassum, Assistant
Professor Dr. Naseer ud Din (KUST) and Assistant Professor Dr. M. Imran Yousaf
(UAAR) for their critical appraisal and highly viable suggestions that
assistance, scholarly guidance and prayers, the researcher would not have been
able to reach the point of complement. Dr. Haji Abdul Rehman Khaleeq, Dr. Sajid
Rehman, Dr. Kausar Perveen, Dr. Asma Tuz Zahra, Dr. Rubina Kausar, Dr. Jabeen
xix
Fatima, Dr. Sher Afghan Niazi, Dr. Imran Niazi, Dr. Masood Akhtar, Dr. Javed
Akram Dr. Naeem Bajwa, Mr. Abdul Bari, Mrs. Hafsa Bari, Mr. Ebad ul Haq and
Mr. Faheem Ch., Mr. Zaka, Mr. Ishfaq ud Din, Mr. Zahoor Ahmad and Mr.
Zaheer.
Researcher has deepest sense of gratitude and humble thanks to his loving
brothers and sisters who always helped him without any reward. Whose prays
Researcher is especially thankful to his wife Dr. Samrana Atika for her
xx
ABSTRACT
existence to four universally recognized elements, that is, men, money, methods
and materials. Out of these the single most important common element amongst
organizations is human being. This element manipulates and causes the other three
objectives.
Organizational climate represents the way in which its members perceive it.
We can not see or touch it, but it is there. In educational setting, the organizational
educational system shows, the teacher, the main agent of change through
education, undergoes so many strains and stresses during the discharge of his
The researcher selected the area of college education as the focus of the
The objectives of the study were: (a) To identify the strengths of the organizational
climates of Public and Private Degree Colleges as perceived by the heads, teachers
and college students. (b) To identify the weaknesses of the organizational climates
of Public and Private Degree Colleges as perceived by the heads, teachers and
xxi
perceived by the college students. (e) To find out the relationship between
The nature of this study was co-relational type. Population of this study
comprised of the following categories (1) Principals of all Public and Private
degree colleges in Punjab (2) all the teachers working in Public and Private degree
colleges in Punjab (3) all the students studying in these colleges. For choosing the
sample from the population random sampling technique was used. The sample was
consisted of 100 degree colleges (70 Public + 30 Private); their heads, five teachers
and fifteen students from each college were also included in the sample. The total
was 100 heads, 500 teachers and 1500 students. In order to measure the variables
the research instruments were the questionnaires for heads, teachers and students
of sampled degree colleges. Data collected from sampled colleges was tabulated,
mean, coefficient of correlation and t-test techniques in the light of the objectives
of the study.
On the basis of analysis, it was concluded that majority of the public and
private college principals opined that open climate was very highly positive
correlated to teacher performance but paternal and closed climates were negatively
private college principal like closed climate in their institutions. Majority of the
public and private college teachers disliked closed climate. Teachers of both
systems liked the thrust behaviour of their heads and disliked aloofness behaviour
of their heads. Majority of public and private college students held that their
teachers did not explain subject matter with daily life examples. Teachers did not
use effective teaching aid. Teachers did not try to assess student’s level of
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understanding. Teachers of both systems did not respect opposing viewpoints of
students.
avoid showing the intimacy behaviour. They may be given chances to discuss
arranged more and more. Principals of both public and private colleges should
avoid aloofness. The senior teachers, teacher leaders and student leaders may
curricular activities. Principals should avoid assigning reports and routine duties to
the teachers. Private colleges should adopt open climate features. Public college
meetings and supervision. Refresher courses for teachers should be held during
summer vacations for the training of development and proper use of teaching aid.
as controlled climates and avoiding closed climate. These climates may be ensured
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Chapter 1
INTRODUCTION
in the light of national values and aspirations and thus it attempts to make aan
individual useful citizen for the society. It also equips the individual with skills
and techniques to earn livelihood and transform his surroundings for a better and
masses. The education system of Pakistan is under attack from many angles.
educational system depends mainly upon the teachers who are responsible for
running it according to the set goals. The efficiency of the teachers depends upon
the extent and nature of their professional preparation for the performance of their
jobs. It is not sufficient, however, that the teachers have certificates and degrees
only, but is essential that they should have some desirable level of mastery of the
Pakistan, 1998).
2
planning and painstaking efforts. In this struggle, the role of a teacher is regarded
as pivotal as he is the man behinds the guns who leads to success. No educational
system can rise above its teachers. Importance of teachers should be accepted.
Ukeje (1986) highlights the role of education that “if education is to survive and
continue to play a vital role in the promotion of cognitive, affective and practical
important that the teachers who are responsible for helping the students acquire
the knowledge, skills and practical orientations essential for self as well as for
As the teacher is the key person to make the educational system a success,
worker cannot do full justice with his job. Keeping in view the role of the teacher,
the researcher has tried to make a survey of the prevalent conditions and
The highest official position in the college is that of principal. Thus, the
responsibility of running the college is that of the principal (Freiberg and Stein
academic outcomes are influenced inter alia by the principal. The principal leads
from his/her values. The activities of the college are determined by what the
principal does.” Buttressing the above claim, Ramsey (1999) contends that, “in an
organization like the college, students and staff tend to live up to the image of the
3
principal; he is the gospel that his/her staff and students read, a model of
behaviour and work attitude to be copied by all.” Wilmore (2002) states that
“principals play diverse roles: they are responsible for effecting education policy,
keeping track of all activities within the college and ensuring that their colleges
run smoothly. The principals’ tasks are divided into two major types: instructional
A teacher has a significant role in the teaching learning process. His role in
nation building is well known. Neither the best curriculum nor the books of high
quality confer a meaningful advantage unless the teacher fulfills his obligation
with care and devotion. The demands on the teacher are many, he has to be an
initiator, an innovator, a moralist, a guide and above all, an architect of the society
which expects him to work beyond the call of the duty … the teacher complains of
the bad treatment he is receiving from the society. His needs and aspirations and
his hopes for future life are no different from the rest of the members of the
society. He is in the same competition as anyone else. In his fall, has fallen the
quality of education. And it will be in his rise alone that education will rise to the
education, health care and defence, organizations are engaged to raise the standard
4
of living and our worldwide image. Four elements are universally recognized for a
good organization, that is, men, money, methods and material. Out of these the
This element manipulates and causes the other three to operate in a fashion so as
to yield desired results, that is, organizational objectives. It is human being, the
man, who is living and is interactive vis-à-vis other elements which are classified
as inanimate matter. What in turn causes the human beings in organizations to act
maximally has been the focal point of past researches in the field and is gaining
goals and objectives that can be achieved efficiently and effectively by the
concerted efforts. So organizations are essential to the way our society operates
concerned with the structure, autonomy, reward structure, tolerance and conflict,
need for innovation, warmth, support, consideration, job stress, job satisfaction,
describe the psychological structure of organization and their sub units. Every
the various interactions taking place in the college system, the interaction between
determining the atmosphere or the climate. This climate affects the behaviour of
the individual living and working in the environment which in turns influences
which influences the behaviour and activities of the role participants. It is the
5
behaviour of group members, which decides the climate in their colleges, and thus
much of the college output depends upon the natural interaction among various
a result of the manner in which actors at each hierarchical level of the organization
interact with each other and with incumbents of other hierarchical levels. This
feeling that results from the interaction is often referred to as the ‘organizational
climate’.
The work of Halpin and Croft in early sixties began to influence the
organizational climate and other variables including job satisfaction and the
instrument was carried on by his followers in the field took into account the
school life, social maturity of pupils and teacher effectiveness. Even though a
(Thompson, 2005; Allen, 2003; Volkwein and Zhou, 2003; and Johnsrud, Heck
relationship of variables of the present study, that is, organizational climate, job
The educational scenario in Pakistan shows that the teacher, the main
agent of change through education, undergoes so many strains and stresses during
6
is one of the factors that explicitly or implicitly influence the level of job
organizational climate and its effect on performance of the teachers on the basis of
Freiberg and Stein (1999) refer to college climate as the core of the
college. A college is a learning place, where students’ and their parents’ dreams
and ambitions are fulfilled, and teachers motivated to function at their best, where
everybody is respected and feel attached to the college. We cannot see climate or
touch it, but it is there. In turn climate is effected by every thing that is occurring
in organization.
influences their behavior, and (c) can be described in terms of the values of a
shared perception of the way things are around here. It is important to realize that
from these two approaches, there is no “best” approach and they actually have a
two especially intractable and related difficulties: how to define climate and how
received substantial patronage: the cognitive schema approach and the shared
underpinning the notion of climate (Anderson and West, 1998; Mathisen and
Einarsen, 2004).
Katz and Kahn (1996) say that “the climate in an organization which
reflects the type of people who compose the organization, the work processes,
constrain, and find out about each other. It influences moral attitude of the
their working environment with regard to caring and friendliness.” In other words,
staff and students. Litwin and Stringer (1968) maintain that “organizational
collective perceptions of the people who live and work in the environment, and
through the interaction between the principal and teachers, between teachers and
students and between the principal and students. The social interaction compels
decision-making, problem solving and control. The objective of this study is to see
how the principal, teachers, students and parents experience and perceive the
aspects of the job. In simple terms, it is the extent to which one feels good about
the job. Job satisfaction is in regard to one’s feelings or state of mind regarding to
the nature of their work. The source of job satisfaction is not only the job, it also
Smith and Kendall (1969) define it as “the feelings the worker has about
his job”. These feelings were based on the individual’s perceptions of the
differences between what was expected as a fair return and what was actually
emotional state resulting from the appraisal of one’s job achieving or facilitating
one’s values”. He also claimed that “job satisfaction was a function of what a
between what people thought they should receive and what they perceived that
they actually did receive. Schultz (1982) defined job satisfaction as “the
the individual’s appraisal of the extent to which his or her requirements are
People bring mental and physical abilities and time to their jobs. Many try
to make a difference in their lives and in the lives of others through working. The
reason for wanting a job is often considerably more than just a paycheck. Jobs can
be looked at as the means used to achieve personal goals. When a job meets or
turn is a major contributor to life satisfaction, a personal goal that many find
Satisfaction refers to the way one feels about the events, people and things in
yourself in the teaching role? How you think and feel about teaching, about the
material, and about the pupils set an atmosphere or climate (Sprinthal, 1994).
beliefs and effective teaching practices are integral to one another. College
teachers. “As an interpreter, the college teacher has to place new knowledge and
new experience within the context of what is already known and understood by
the students. In order to be good mediator, he has to understand a great deal about
the way in which the people at various ages and stages of development perceive
the world around them. As a guide, he has to teach the students ‘how to learn’
rather than stuff his mind with factual information” (Riley, 1994).
Effective college teacher was one who quite consistently achieved which
have basic command of his subject matter. He must keep a breast of his field and
the organization (The Public and Private Degree Colleges as organizations and
hindrance, esprit and intimacy) are selected as the conceptual foundation for the
meetings and having tight meeting agenda, establishing firm rules for teachers and
efficiency. He acts a role model for his sub-ordinates by his active and energetic
he makes himself punctual and dedicated and impress upon the members of the
staff to follow him are the features of thrust behavior. Consideration is treating
for teachers, helping them both in their work and in their personal lives and
standing up for the teachers’ best interests are characteristic features of this aspect
Teachers’ psychological and physical distance from each other and from
preparing reports and such like extra curricular engagements are a few examples.
enjoying each other and being mutually respectful and helpful, working
energetically and showing loyalty to the institution they serve. Intimacy refers to
the degree to which teachers share their private lives with each other and
In this study there are two basic factors (1) organizational climate and (2)
this study would serve as a basis for fostering improved working relationships
between principals of colleges and academic staff, amongst academic staff and
between academic staff and students. It would also help principals of colleges to
results of the study will enable to have knowledge about the management
and their relation with college effectiveness. The result of this research will
students.
students.
the organizations.
students.
Chapter 2
REVIEW OF LITERATURE
The study related to the organizational climate of public and private degree
colleges and its relationship with the performance of teachers. Consequently the
review of the related literature starts with the elaboration of two important
concepts dealt within this study, that is, organizational climate and performance
research studies.
Pakistan has inherited the present education system from the British rule in
and economic needs. Some of the significant policy landmarks in the history of
(1972); New Education Policy (1979); National Education Policy (1992) and
National Education Policy (1998-2010). By and large all the documents have
emphasized:
with the provinces. Lack of required amount of resources has adversely affected
the policy strategies and realization of targets stipulated in successive five year
plans. Pakistan spends a very low percentage of GDP (Gross Domestic Product)
on education which falls within the range of 1.68 percent to 2.40 percent. It is
percent of GNP (Gross National Product). User charges are another limitation for
In Pakistan public sector could not accommodate all the children desirous
sector was invited to share the responsibility. In the beginning the private sector
was confined to primary or secondary level, but now various colleges and
Educational Policy 1979 concluded that government alone cannot carry out the
burden of the whole educational process and made conditional provisions for
Education Policy 1992 proposed new incentives for participation of private sector
suffice to say that Education Policies 1979, 1992, and 1998 and plan of action of
the present government made provisions for the involvement of private sector in
Bureau of Statistics Survey (1999-2000) indicates that there are 36,096 private
school level, 14 percent at high school level and 11 percent at college level. It has
been observed that most of the private schools select their own curriculum and
textbooks, which are not in conformity with public schools. Majority of the
schools are “English medium” which attracts the parents for sending their children
18
cases the certificates issued by these institutions are not recognized by the public
bodies at the national and provincial levels to regulate activities and smooth
through proper rules and regulations. The government will not only provide free
land to build the school but also bear a reasonable proportion of the cost of
have declined since 1995-96 particularly a large decline has been observed in rural
organizational climate. Freiberg and Stein (1999) assert that “college climate is
the ‘heart and soul’ of a college; the feature of a college that motivates students,
teachers and the principal to love the college and desire to be there each college
day. The heart and soul are used metaphorically to underscore the importance of
college climate; it motivates and gratifies college members that they feel
of this, climate is the aspect of the college that gives it life and reveals values that
administrators which in turn affects the motivation and behaviours of the entire
climate has obvious implications for improving the quality of work life. Schools
that are characterized by a great deal of togetherness, familiarity, and trust among
energy whose telling effects on the school depend on how this energy is channeled
and directed. Some of these groups use their climate energy to help make the
school work better, but other groups may use the same energy to promote and
cause school problems and difficulties. The following two generalizations can be
of a favourable school climate. This climate must be felt by all those who are
conceived of the social climate of schools as a blend of two such dimensions: the
20
principal’s leadership and the teachers’ interactions. The group interactions of the
a region, and the principal’s leadership style could be equated with the
management, for example, Halpin and Croft (1963), Hoy, Tarter and Kottkamp
that is aloofness, production emphasis, thrust and consideration and four aspects
of teacher’s interactions, that is, disengagement, hindrance, esprit and intimacy are
2.3.1.1 Aloofness
teachers and avoid to intimate with them is known as aloofness. They strictly
observe rules and regulations and expect from the subordinates to obey them in
letter and spirit. This attitude is a hinderance in the healthy and friendly academic
like the autocratic rule of the boss. Hence aloofness is an important factor to
keep social distance from the teachers, give excessive rules and regulations. Some
21
principals are seen as unfriendly; they do not show human feelings as they relate
to the staff.”
feelings among the staff. A principal who emphasizes production of the view that
the workers show good results working under pressure and tension. He thinks that
if all attention is directed towards discharging his duties, it will minimize personal
clashes and conflicts in the staff on different issues. This type of principal’s
behavior influences how the staff will discharge their responsibilities and it will
ultimately affect the organizational climate. Paisey (1992) argues that “if there is
accomplishment of the organizational goals. Some teachers may not take their
work seriously. They may be more concerned about their personal interest at the
expense of their work. In view of this, this kind of behavior undoubtedly affects
the college climate. Everybody does what he/she likes. The pupils’ results and the
2.3.1.3 Thrust
Thrust is the way some principals act as a role model for the type of
behavior they expect of their staff. They set the standard and support the staff so
as to maintain the standard. If the principal is hardworking, the staff are both
intrinsically and extrinsically motivated and enjoy their work. The principal with
high thrust influences the college climate positively; all activities are focused and
directed to achieving the organizational goals, both teachers and students enjoy
teaching and learning. Whereas the principal with no thrust also affects the
22
climate and that this may result in lack of motivation and performance on the part
2.3.1.4 Consideration
needs of his staff and takes personal interest in matters concerning his staff,
students and parents and shows keen interest and sympathy with them. Such
1966).
Azzara (2001) asserts that “showing concern for teachers, parents and
Rooney (2003) and Heller (2002), opine that “the students and teachers
function effectively when their basic needs are met and this contributes to a caring
environment in which everybody cares for one another and invariably foster
excellent teaching and learning atmosphere.” Azzara (2001) claims that “the
principal who is highly considerate is the most effective because the development
leadership.” Hoy and Sabo (1998) observe that “lack of consideration may
prevail.”
another, with the principal, students and parents. The ways teachers interact
among themselves and with others determine the college climate. Halpin (1966)
has identified four characteristics of teachers’ behavior and how they influence the
2.3.2.1 Disengagement
matters. They dislike and criticize the principal. Their negative attitude is reflected
in the manner they relate to one another. Hoy and Sabo (1998) has classified these
teachers as individual who are just ‘putting in their time’. They some sabotage the
climate, most teachers work as a team and are committed to their work. They
negative behavior does not prevent the teachers from doing and enjoying their
work. Thus, these teachers are productive regardless of the principal’s weak
autocratic leadership.
2.3.2.2 Hindrance
teaching responsibilities. Owens (1981) asserts that “these teachers are only
concerned with teaching and consider rules, paper work and other administrative
work quite unnecessary. Such teachers do not enjoy writing their daily preparation
24
note, keeping class attendance record, recording test marks and communicating
consider administrative duties not only necessary but also useful in facilitating the
some students who have the tendency to run away from college may become
truants and late coming may be taken as normal. This may eventually lead to poor
In an atmosphere where teachers are burdened with paper work and other
over emphasize paper work so much so that it becomes an end in itself rather than
a means to an end, then the teachers reluctantly carry out their task in order to
avoid confrontation with the principal. Halpin (1966) observes that “this kind of
teachers spend too much time on activities from which students may not benefit.”
Since some principals over emphasize paper work, it could be assumed that some
other principals may not bother teachers at all on keeping necessary records. “For
instance, if a principal does not demand for accountability with regard to writing
communicating with parents when need be, it may create a laissez-faire climate
where teachers are given room to do what they like even with their teaching
2.3.2.3 Esprit
and accomplishments, teachers help, support and work with each other. As a team,
they like and respect each other. They enjoy each other’s company and they are
committed to their work. They are enthusiastic, innovative and they willingly
render mutual assistance where necessary. In case of low esprit, teachers do their
work reluctantly. They do not derive satisfaction from their work. Thus, they work
just to earn a living without any devotion. This kind of situation produces a
climate that is not conducive for work (Hoy and Sabo, 1998).
2.3.2.4 Intimacy
among teachers in a college” (Halpin, 1966). The degree of relationships that exist
among teachers varies from college to college. Silver (1983) asserts that “high
intimacy may exist among teachers in some institutions while low intimacy may
exist among teachers in some other institutions and yet, there may be no intimacy
at all among teachers in some other institutions.” Hoy and Miskel (2001) observe
college characterized by high intimacy know each other well and share personal
issues with each other. This kind of relationship does not end at college; they
socialize on a regular basis in college and outside college. They provide strong
support for each other, that is, they exchange visits, know each other’s family
members, they are always there for each other even in difficult situations. They
find their closest friends among their colleagues. In this kind of situation,
teachers’ emotional and psychological needs are met. They get the encouragement
Nonetheless, high intimacy if not applied cautiously may lead to negative climate.
Situations where teachers do not limit sharing of personal matters to each other
26
but indulge in gossiping about matters affecting other colleagues, may lead to
interested in educational organizations (Pace and Stern, 1958; Halpin and Croft,
1963) made the initial efforts to define and measure dimensions of organizational
climate, the usefulness of the concept was soon recognized by scholars of business
express the enduring quality of organizational life. Tagiuri (1968) observed that "a
organization from other organizations and that influence the behavior of people in
critical ingredient of climate and defined it as-- "a set of measurable properties of
the work environment, based on the collective perceptions of the people who live
(Forehand and Gilmer, 1964; Halpin and Croft, 1963; Tagiuri, 1968) have also
seeks to describe, understand and predict the human behavior in the environment
influence on the behavior of people in them and (2) to some extent the internal
organization itself exists (for example, the social, political, economic and the
environment or context of the organization is not merely physical and tangible but
also includes the social and psychological characteristics of the living human
system.”
basic meaning and character of institutional life. Concern for the culture of the
workplace is not new. In the 1930s and 1940s, both Mayo (1945) and Barnard
interactions in the workplace as they described the nature and function of the
structures. Institutions, observed Selznick (1957), are “infused with value beyond
identity of the organization that pervades all aspects of organizational life and
28
provides a social integration that goes well beyond formal co-ordination and
command. This distinctive character binds the individual to the organization and
myths that communicate the underlying values and beliefs of the organization to
its employees.” Lorsch (1985), on the other hand, defines culture as “the beliefs
top managers in a company share about how they should manage themselves and
is, “a system of beliefs about the organization, shared by its members, that
distinguishes it from other organizations.” Wilkins and Patterson (1985) argue that
“an organization's culture consists largely of what people believe about what
works and what does not,” while Martin (1985) asserts that “culture is an
meaning.” Schwartz and Davis (1981) define culture as “a pattern of beliefs and
contrast, Schein (1985) argues that culture should be reserved for “the deeper
literature, the high degree of agreement between and among them makes it
relatively easy to understand what culture is and how it relates to and differs from
and internal problems that has worked consistently for a group and that is
29
therefore taught to new members as the correct way to perceive, think about, and
be assumptions about the nature of reality, truth, time, space, human nature,
human activity, and human relationships--then they come to be taken for granted
and, finally, drop out of awareness.” Therefore, “culture can be defined as the
attitudes and norms that knit a community together. In this case, the community is
participants on how to approach decisions and problems: “the way things are done
As Deal (1982) pointed out, “at the heart of most … definitions of culture
reflected and reinforced by behavior, that silently and powerfully shapes the
“provides stability, fosters certainty, solidifies order and predictability, and creates
meaning.”
Culture
Unfortunately, both terms are complex and neither is clearly defined. The terms
culture and climate are both abstractions that deal with the fact that the behavior
30
the organization that reflect those norms, assumptions and beliefs (Hoy, 1990).
Climate and culture are both important aspects of the overall context,
some social group; is something that older members usually try to pass on to
Culture includes deeply held values, beliefs and assumptions, symbols, heroes and
The main distinction between organizational and national culture is that people
can choose to join a place of work, but are usually born into a national culture.
Organizational cultures are generally deep and stable. Climate, on the other hand,
is often defined as the recurring patterns of behavior, attitudes and feelings that
characterize life in the organization. Although culture and climate are related,
climate often proves easier to assess and change. At an individual level of analysis
perceptions are often aggregated or collected for analysis and understanding at the
audible: these are artifacts such as tools; buildings, art, and technology, as well as
patterns of human behavior, including speech. Because these are visible, they have
readily visible, they are merely symbolic of the culture itself, which is not visible
and which is not even in the awareness of the people we observe. Therefore, to
make sense of the artifacts and the behaviors that we observe requires us to
Finally, we find the essence of the culture: those assumptions that are
taken for granted, invisible, and out of consciousness. These have to do with the
space; the nature of human nature; the nature of human activity; and the nature of
members are unaware, form patterns but they remain implicit, unconscious, and
taken for granted unless they are called to the surface by some process of inquiry
(Deal, 1982).
derived from the observation of organizational behavior, the focus is not limited to
understanding what the elements of such environments are, how they develop, and
how these elements relate to one another so as to form (in effect) the lexicon,
grammar, and syntax of organization. Thus, for example, the study of symbolism
is central to the study of organizational culture: the rituals, myths, traditions, rites,
and language through which human meanings and values are transmitted literally
participants as to the nature of the organization, but how are those perceptions
standards and practices that have a deep effect on the behaviors of the members.
But how are these made explicit and communicated to the members? What are the
organizational climate. That is, to what extent are the perceptions that participants
for studying climate, whereas many studies have inquired directly into possible
(Owens, 1998).
climate, for instance, Forehand and Gilmer (1964) had employees filled out
bureaucracy within the organization, and the leader’s style. Halpin and Croft
(1963) studied the organizational climate in public school system and argued that
by routine duties), and close and constant supervision. Litwin and Stringer (1968)
climate included “structure” (the emphasis on “red tape” and going through
general good fellowship), and “risk” (the sense of risk, and challenge on the job).
In another study, Jones and James (1979) analyzed 35 factors which, based on
these 35 factors could be classified into five basic climate dimensions as follows:
perception on the part of the employees that there was a lack of interdepartmental
cooperation, poor communication for management, poor planning, and the lack of
degree to which the job was seen as providing autonomy and feedback, and
behavior such as the extent to which the leader was seen as helping to accomplish
work goals by scheduling activities etc., as well as the extent to which he or she
support.
cooperation.
First, we know that leader’s behavior is one important factor. The leader’s
with “all other things equal” the leader can make a big difference in the climate of
perceived as being closed and repressive. Other factors are also important. For
other words, the degree to which employees are urged to “stick to the chain of
command,” adhere to rules and procedures, and carry out highly specialized tasks
closed and confining or open and supportive. And the degree to which rules and
must take exactly one hour for lunch, arrive no later than 9, and keep strict office
35
(Owens, 1998).
events and will fit these events into what is for them a meaningful pattern - an
organizational climate. This climate, in turn, can then be measured and described
important implication of the Litwin and Stringer (1968) study is that the leader has
formalization and with the same organizational structure, switching leaders (or
having a leader’s behavior change) can also change the organizational climate.
understand what those characteristics are, and to lay the ground work for that we
2.6.1 Ecology
example, size, age, design, facilities and conditions of the building. It also refers
to the technology used by people in the organization desks and chairs, chalk
2.6.2 Milieu
everything relating to the people in the organization. For example, how many
36
there are and what they are 1ike. This would include race and ethnicity, salary
teachers, the morale and motivation of adults and students who inhabit the school,
level of job satisfaction, and a host of other characteristics of the people in the
organization.
the organization. It includes how the school is organized, the ways in which de-
cisions are made and who is involved in making them, the communication pat-
terns among people (who talks to whom about what), what work groups there are,
and so on.
2.6.4 Culture
Culture refers to the values, belief system, norms, and ways of thinking
around here.”
administrators understand the close connections between the choices they make
about the way they organize and the climate manifested in the organization.
profiles of configurations in line with Halpin and Croft (1966). The six profiles
interaction that exists among the principal, teachers, students and parents. Hoy and
Sabo (1998) state that “an open climate reflects the principal and teachers'
cooperative, supportive and receptive attitudes to each other’s ideas and their
genuine concern for teachers; he/she motivates and encourages staff members
(high supportiveness). He/she gives the staff freedom to carry out their duties in
the best way they know (low directiveness). He/she does not allow routine duties
helpful and respectful professionals (low disengagement). They are caring and
willing to assist students when need be. Teachers work hard so that students
succeed (high commitment). They care, respect and help one another as
colleagues and even at personal level (high collegial relations). As a team they
work for the success of students. Both the principal and teachers are accessible
and approachable they maintain close relationships with students and parents
(Halpin, 1966).
enthusiasm and diligence. Both teachers and students work with devotion. There
is no external threat or influence. Teachers have great desire to work and students
38
are highly motivated to learn. The close relationship among the principal,
(Halpin, 1966).
work. Even though the principal does not model commitment, hard work is over-
emphasized to the extent that little or no time is given to social life. Nonetheless,
teachers are committed to their work and spend considerable time on paper work.
Thus, in most cases, there is little time to interact with one another. Students are
also hardworking, but are given little time for participation in extra curricular
activities. The principal often employs a direct approach, keeps his/her distance
from teachers, students and parents in order to avoid familiarity. Parents are not
encouraged to visit college with their children's problems as the time on such
their primary assignment. Some who are committed resent the way the principal
runs the college: they do not share same views with the principal and their
colleagues. As a result, those who are not committed, form a clique because they
hardworking, but has no effect on the staff; to them hard work is not a popular
39
term. There is a degree of closeness between the principal and teachers, but the
principal’s expectation from teachers is rather impractical. All the same, he/she is
distance from the principal. Often, students cannot express their difficulties or
problems with boldness and parents visit the college only when it is absolutely
The closed climate represents the ‘antithesis of the open climate’. The
paper work to which teachers minimally respond. The principal is strict and rigid
Consequently, most of the teachers feel frustrated and dissatisfied. This makes the
atmosphere tense. There is lack of respect among the teachers and principal (Hoy
Some scholars like Hoy and Miskel (2001) assert that each college has its
own unique climate. This is because colleges operate in different ways. The type
of climate that prevails in a college is the blend of the behavior of the principal,
teachers, students and parents in that college. Therefore, climate differs from
adapt a different leadership style, which may have great impact on the climate that
40
will lead to a change. Again, a new principal may bring some unfamiliar ideas that
may change the existing climate. New teachers in a college may equally have a
college.
The social climate of a college results from the reciprocal effects of the
leader. Just as the group’s characteristics can affect the ways in which the
principal can exercise leadership, so the principal’s behavior pattern can also
leadership and group are viewed as the keys to identifying diverse college
interactions are selected as the conceptual foundation for the analysis of college
climates. The eight aspects of social interaction are then combined to yield six
distinctive climates that can be found in colleges. The six types of climate range
along a continuum from the most open climate to the most closed.
yield six distinctive climates that are found in schools. The six
Closed.
3. The six climates range along continuum from the most open or
People bring mental and physical abilities and time to their jobs. Many try
to make a difference in their lives and in the lives of others through working. The
reason for wanting a job is often considerably more than just a paycheck. Jobs can
be looked at as the means used to achieve personal goals. When a job meets or
Smith and Kendall (1969) define job satisfaction as “the feelings the
worker has about his job. These feelings were based on the individual’s
perceptions of the differences between what was expected as a fair return and
what was actually experienced”. Locke (1969) defined total job satisfaction as
“the pleasurable emotional state resulting from the appraisal of one’s job
achieving or facilitating one’s values”. He also claimed that “job satisfaction was
offering”. Lawler (1973) also explained job satisfaction in terms of the difference
between what people thought they should receive and what they perceived that
people toward their work – and this involves a collection of numerous attitudes or
feelings”.
Job satisfaction is the degree to which one’s important needs for health,
result of the job. Thus, if we wanted to measure how satisfied the employees in an
important facts of the job such as pay, promotion, and recognition, and then total
important thing to remember about satisfaction is that since people have many
needs, one person could be simultaneously satisfied with something (like pay) and
dissatisfied with others (like supervision). Some of the items for which researchers
normally obtain satisfaction measures include the work itself, pay, working
the job. Like any other attitude, then, it represents a complex assemblage of
and behavioral tendencies. A person with a high level of job satisfaction holds
very positive attitude about work, and conversely, a person dissatisfied with the
there are two basic theories concerning the relationship of employee satisfaction
and performance. The first states that satisfaction leads to performance; in other
morale”. This approach was popularized by the Human Relations movement, the
essence of which was that managers could increase productivity by increasing the
While the idea that “happy workers are better workers” was intuitively
satisfied workers perform better and sometimes they do not, and so taking actions
performance, discussions concerning how (if at all) these two factors were related
all but disappeared in the 1950s. Beginning in 1964, however, researchers again
there were several reasons for this renewed interest. Dessler (1982) quoted Vroom
(1964) who found that while the correlation between satisfaction and performance
were usually quite low, there was still a positive correlation in 20 of the 23 cases
he studied. Based on this, Lawler and Porter (1967) wrote a paper in which they
suggested that it might have been pre-mature for behavioral scientists to close off
Lawler and Porter (1967) believed that their proposal helped explain why
(and sometimes not at all) related. They said that in most organizations there was
most organizations a person’s rewards were tied only indirectly to his or her level
of performance. As a result, said Lawler and Porter (I967) we should accept most
performance, and in fact this is the case. On the other hand, they argued that there
performance, and these situations explain the strong relationship that were
occasionally found between performance and satisfaction. Finally, there were also
instances in which performance and rewards were not related at all. In these cases,
employees may find that good performance is not rewarded, or that low
performers get the same (or better) rewards than high performers. Lawler and
Porter (1967) concluded that such situations help to explain why satisfaction and
The research evidence supports this theory. Bowen and Siegen (1977)
conducted a study on two groups of subjects: those whose rewards were based on
how well they performed and those whose rewards were not. Subjects who
performed well and were rewarded for doing so expressed greater satisfaction
immediately and subsequently performed better than did subjects whose rewards
Similarly, subjects who were paid based on performance and who did not
perform well (and who were therefore denied rewards) subsequently improved
their performance, although they were initially dissatisfied. On the other hand,
when a low performer was rewarded anyway (where pay was not contingent on
performance), the person expressed high satisfaction, but his or her subsequent
“morale” may have some positive effects on the organization but that it will not
45
necessarily lead to better performance. In other words, taking actions that can
raise morale (such as giving everyone a raise, or telling all employees they no
longer have to work on weekends) may raise morale and may even improve
performance, but as often as not, performance will remain about the same. It is
Organ (1977) has suggested that a key to resolving this paradox lied in the
the type of individual performance that industrial psychologists have, with some
success, tried to measure. And for such measures, we agree with the generally
these values they will attempt to treat their employees honorably and with respect.
Job satisfaction assessment can then serve as an indicator of the extent to which
employees are dealt with effectively. High levels of job satisfaction could also be
satisfaction/dissatisfaction.
(1997) believed that each one of the reasons is validation enough of the
significance of job satisfaction and that the combination of the reasons provides an
which workers like their jobs.” These scholars assert that, the quality of education
depends upon the availability of qualified and motivated teachers. Moreover, they
believe that if quality schooling is the goal of the school then, the focus should be
on creating and maintaining the school climate that will encourage teachers to be
lead the staff and students in a way that they will feel emotionally satisfied.
students and parents’ involvement may not yield good fruits. He/she needs to use
directing the affairs of the school/college in order to make the teachers motivated
willingly.
47
(like age) are important because even on the same job and with the same reward
and leader, some employees will be more satisfied than others. Situational factors
(like pay, and leader behavior) are important because they satisfy (or fail to
determines how satisfied he or she is. Until recently most management writers
believed there was a “U” shaped relationship between age and satisfaction, that is,
satisfaction was highest when people started on their jobs, but subsequently
declined until people reached their late twenties or early thirties. Then satisfaction
again began to rise. The assumption was that workers came to their jobs
enthusiastically but that as their aspirations conflicted with the realities of their job
and their abilities, they slowly grow more dissatisfied; As they grow older,
however, they began to lower their aspirations so that as a result older workers
Hunt and Saul (1977) believed that employee’s age and satisfaction were
directly related: that, other things being equal, older employees were more
satisfied than younger employees. The findings of this study indicated that for
both males and females job satisfaction varied directly with age: that, generally
speaking, employees tend to become more satisfied the older they get.
educational level and employee morale, although the findings here are not entirely
48
consistent. Thus, other things equal, it appears that the higher the educational level
of an employee, the lower his or her job satisfaction, particularly with pay. One
possible explanation is that people with higher educational levels also have higher
“reference groups”. These are groups both inside and outside the company with
which an employee compares his or her own attainment and, the higher a person’s
reference point -- the higher he thinks he should be -- the less satisfied he may be
at any particular point. (Managers intuitively know this, and thus resist hiring
people they believe are “overqualified” for a job). There is also a direct
executives are, on the whole, more satisfied than managers; managers are more
satisfied than subordinates; and so forth. Employees for whom work is a “central
life interest” also tend to have the highest job satisfaction, while those with a
how situational factors influence job satisfaction, one has to remember that
employees bring to their jobs many needs that they want to have satisfied. These
needs include a number of basic existence needs for health, security, and pay, and
Dessler (1982) further contended that whether or not these needs are
satisfied depends largely on situational factors. The nature of the work itself, for
example, will determine whether the job provides the challenge and sense of
achievement that can satisfy the worker’s needs for achievement and self-
actualization. The leader’s style will influence whether the person’s need to be
treated as a valuable, unique individual will be satisfied. The reward system and
49
company policy will influence whether the person’s need for food, shelter, and
security are satisfied. And the person’s workgroup will help determine if his or her
affiliation need is met. Situational factors like these therefore all have a direct
During the 1930s-1950s, the notion existed that happy workers are
productive workers. Research conducted based on that notion and with the goal to
show a positive relationship between job satisfaction and job performance found
little support for such a relationship (Vroom, 1964). Bruce and Blackburn (1992)
relationship.
opinion, more evidence exists that better performers experience more job
Considering the financial performance in terms of annual returns of the 100 best
companies to work for in America, Grant (1998) recently asked the question: “Do
Interesting was also the presence of happy workers in companies which under
The teacher performance is the most crucial input in the field of education.
Whatever policies may he laid down, in the ultimate analysis these have to be
50
engaging in the myriad instructional acts that a teacher performs in the classroom.
The term is not meant to encompass the effects or products of instruction, such as
is concerned, to use Dunkin and Biddle’s terms, with process variable rather than
“to carry out, to accomplish or fulfill an action or task” it also means ‘work,
performance is something that the person leaves behind and that exists apart from
the purpose. Measurable actions are considered to constitute performance and one
behaviour and the acquisition of teaching skills. It is from this literature that the
variables to be discussed have been drawn. We can best bring by attending to the
place of practice, with brief consideration of its uses and values in teacher
51
teacher. Riley (1994) has stated “as an interpreter, the teacher has to place new
knowledge and new experience with in the context of what is already known and
great deal about the way in which the people at various ages and stages of
development perceive the world around them, As a guide, he has to teach the
students ‘how to learn’ rather than stuff his mind with factual information”.
the standard of education depends. Teacher who belongs to human factor is the
single most important factor responsible for the success reforms and advancement
of the educational programmes. Spenser and Ingram (1965) have rightly stated
“the degree of success or failure of the enterprise would depend upon the extent to
which the leader of the group, the teacher, takes account the emerging social-
uninspiring and is a square peg in a round hole, even a school fully equipped at
heavy coast will not serve as a temple of learning”. So, teachers can act
important and crucial place in shaping and moulding the abilities in right
direction. If teacher is incompetent, dissatisfied with his jobs and not guided by
52
needs, motivating and encouraging study and checking the knowledge required”
(UNESCO, 1972).
administrator. Anderson (1991) states that “great teachers are defined in term of
their impact on students’ achievement scores. They are those teachers who have a
positive impact that is greater than expected and who are in addition consistent in
their impact from year to year. Research has come to our aid by looking what
Panda and Mohanty (2003) stated that the classroom behavior of a teacher
concluded that indirect teacher influences are related to higher pupil achievement
No doubt the welfare, prosperity and security of a nation depend upon the
quality of its education. In the present era the nations are competing in the field of
knowledge only. The politicians are relying upon the knowledge, its scholars and
scientists and its applications and its results and repercussion. Now a days the
competitions are totally in the fields of science, technology and economics. All
53
these disciplines are inter-linked. The higher the nation goes into the sphere of
knowledge, the more it is recognized as a great nation. The quality and level of
rightly said that no system of education can rise above its teachers and no nation
can rise above its system of education. The teacher is the echelon in the entire
brought in education that should be started from teacher. During the professional
having enough power, skill, means or talent to do something (Govt. of the Punjab,
1999).
traits and characteristic patterns of behavior that are unique to the individual. The
activities. The teacher whose personality helps create and maintain a classroom
environment in which students feel conformable and in which they want to learn
reflection of his personality. Personality traits are inferences from relatively large
dimensions of what makes teachers great. The great teacher had great personalities
personalities and different approaches to teaching. Some are strict and detached
with high academic expectations; other are warm, spontaneous and passionately
involved. Some use traditional lecture modes for curriculum delivery; other use
strategies. Even with different personalities and teaching style, these teachers are
making a different in many students’ lives. There are common traits and skills,
2.10.2 Motivation
an intense need to explore, interact with, and make sense of their environment.
Many more are physically present in the classroom but largely mentally absent;
how students’ attitudes and beliefs about learning develop and what facilitates
learning for its own sake can assist educators and teachers in reducing student
apathy (Deiro, 1996). The principles that teachers can use to motivate students by:
• Communicating clearly.
I. Competence
material.
2. Curiosity
Individuals are naturally curious about activities that are somewhat discrepant
from their expectations. People seek situations that challenge their current level of
skills and then strive to master the challenge and experience feelings of
competence or understanding.
3. Autonomy
Human beings need to feel that they are in control. They want to believe that they
are engaging in activities at their own discretion rather than for some external
reward.
4. Internalized motivation
informed and see its value in the society (Laslett and Smith, 1984).
good teaching? This conception of good teaching will be greatly influenced by the
56
culture to which we have been exposed and which we prize; good teaching
what constitutes good teaching. No one pattern of good teaching exists (Deiro,
1996).
relationships to children. The very word “explain” indicates that it is not a fact to
requirements vary for different age and grade levels. For instance, the teacher may
be showing them how to handle the number system, how to analyze propaganda,
how to draw maps, how to use a book, and how to interview. In addition to
getting the children ready for the demonstration. Most important of all, if the
object is to show how, we expect the teacher to allow time in the curriculum for
the children to practice until they have a certain grasp of the processes — enough
so that they can do it at a level of quality which suits the purpose for the grade
level at which it is being done. We expect all good teachers to do well at the task
No doubt the welfare, prosperity and security of nation depend upon the
quality of its education. In the present era the nations are competing in the field of
knowledge only. The politicians are relying upon the knowledge, its scholars and
scientists and its applications and its results and repercussion. Now a days the
57
competitions are totally in the fields of science, technology and economics. All
these disciplines are inter-linked. The higher the nation goes into the sphere of
knowledge, the more it is recognized as a great nation, the quality and level of
rightly said that no system of education can rise above its teachers and no nation
can rise above its system of education. The teacher is the echelon in the entire
brought in education that should be started from teacher. During the professional
having enough power, skill, means or talent to do something (Govt. of the Punjab,
I999).
national education system because it has increasingly been realized that the
quality of secondary education can be improved with teachers who have received
adequate quality training in our institution of teacher education (Shah and Sultana,
1997).
believed that whatever is needed in the classroom is not taught in the teacher
teachers to teach effectively. Several researches have been conducted to know the
real problems of poor teaching. Still work is going on to make the teacher training
of isolated lessons, many of which are often unsupervised or ill supervised. The
trainees are not satisfied, the consumers are not satisfied and more than this, even
behaviors for the realization of specific instructional objectives. Simpler skills and
component teaching behaviors are convenient units for training /preparing the
fragmentary process but an integrated one and teaching skills are likely to occur in
1990).
management:
that of the children that as they live together they will become a unified group.
When the children identify with each other and when the teacher’s concerns
overlap the children’s, there is good reason to hope that a group spirit will emerge.
When the teacher is fair and just to all his marking a contribution to classroom
moral.
group spirit, identification with common purposes and some common concerns
59
(Goldhabour, 1999).
• Giving Security
Students are in need of a warm, friendly atmosphere. The teacher with love
and affection in abundance is creating a climate, which makes it easier for these
students to learn. Some students are greatly in need of praise and recognition, and
that all children may have a sense of achievement and accomplishment. Those
children who feel a sense of loneliness, isolation and sometimes rejection need to
be helped by teachers to feel that they belong, that they are wanted and needed.
different ways of living on T.V.; listening to many things on radio; reading comics
which again introduce new and unusual ideas; moving one place to another every
few years and meeting new people and new teachers; experiencing directly or
vicariously the difficulties of a broken family; having few places to play; living
under the ominous threat of unemployment, the child of today must surely be very
much confused.
state their attitudes, interests and problems; to talk about their purposes and
aspirations, to speak their beliefs and convictions and to tell about the activities in
which they are engaging and those in which they would like to share. At the same
time children are becoming accustomed to saying what they believe, stating what
they think; they are becoming adapted to living in a world where people are not all
alike, and they are beginning to prize the difference (Goldhabour, 1999).
60
In every classroom there are children who are not making the expected
progress in their learning, growth, and development. As the teacher lives with
these children, it is part of his task to have “hunches” and to suggest to himself
possible courses of action. The teacher has to be alert to signs of ill health and
need special help in skills prized by the group. Surely one of the most important
the needs of every child in the room. Every teacher is faced with the necessity of
community. If a teacher has some practice in this area and some confidence in his
ability to work with children in the development of new materials, he is more able
to meet the learning needs of all children in the group (Goldhabour, 1999).
All teachers have the task of keeping records and making reports, of
recording absences and tardiness. There is the oral report to individual children,
sometimes to the whole class about their progress. There are reports to parents,
written and oral. In some instances there are anecdotal records to keep track of the
With respect to most of those things teachers come to their work well prepared,
and what they do about this important task is largely dictated by local
61
circumstances.
institutions, but the belief has little worth if the institutions itself is not concerned
with the quality of community life. A classroom teacher who identifies himself
with the community is sensitive to its problem and how they are solved, its growth
continuing, essential part of institutional life. When teachers have this concern,
teaching.
It is the task of every teacher with the help of pupils to make the classroom
make a great impression on a visitor. In such a room children feel at home. Many
teachers initiate frequent change in the classroom during the year; for them a room
teachers, without stating how well a teacher must perform to be judged effective
profession on standards for what a teacher should know and be able to do is the
Once assessment have been designed and are demonstrated to be valid and
reliable, the profession can then establish reasonable expectations for teachers at
62
different points in their career. These “benchmark performances” then define the
performance levels expected of teachers with respect to the standards (Harper and
William, 1997).
as a result, students are more likely to respond positively to the teacher. One must
also take into account the fact that each of the dimensions is independent. That is,
one may be perceived to be a teacher who is quite competent but not trustworthy;
below;
the subject matter. Competence also involves teaching the course in a way that
Trustworthiness refers to whether or not the teacher has the best interest of the
participants in the class, the teacher sincerely cares about the welfare of the
64
students, and the teacher is sensitive to gender and cultural issues in the
Dynamism focuses on the teacher’s “passion” for teaching and his/her enthusiasm
in the classroom. It also involves the presentation skills of the speaker. That is, a
animated. He or she is one who “changes the pace” in a single class by using a
and understanding of the three factors that affect student perceptions. The second
step is discovering how students actually perceive you in terms of each of the
three dimensions. When assessing credibility, the teacher must be prepared for the
For example, a teacher may believe that his teaching is commendable and
his structure of class time is outstanding, while his students are perceiving his
performance in the class and his organization of class time to be somewhat less
must first gather information from his or her students and then analyze it in terms
consultants are quite familiar with collecting data to evaluate the teaching of
another, individual teachers are not typically familiar with such procedures
(Goldhabour, 1999).
65
Beerens (2000) explains that there are three main reasons to evaluate
teachers;
student achievement. Teacher evaluation is that it has been used for two purposes:
(a). Helping the teacher improve (formative evaluation) and at the same
time
(summative).
Local school teacher evaluation systems are plentiful and consistent. One
involves the nature and type of instrumentation used within the systems. Although
there are a number of espoused purposes of teacher evaluation, they are normally
that accompanies their ability to provide some sort of score of visible number,
66
have maintained their popularity. Whether the argument is presented that a single
regarding the effectiveness and usefulness of scaling formats remain the same.
Any discussion of the problems related to the use of scales in teacher evaluation
should hold true whether the espoused purpose of the system is formative,
examined to determine whether what the teacher did was consonant with the
needs. Significant others include pupils, parents, colleagues, superiors, and the
differ within and among these stakeholders and also across time (Schwab, 1990).
test performance. A contract plan calls for the teacher to negotiate a simple sort of
indicated the kind of evidence that will reflect successful completion of the
instructional sequence.
After the teacher and the evaluator agree as to the targets of the instruction,
the teacher instructs the students. Evidence is then gathered from the students,
67
anticipated learner results have been attained (Rao and Reddy, 1992).
(i) What was the quality of teacher preparation and lesson implementation?
(ii) What was the quality of planned and implemented student involvement?
(v) Was the cognitive level of the lesson and experimentation /application
appropriate?
provided?
(x) Were the audio-visual materials pertinent to the lesson prepared and
utilized?
tasks established?
self-evaluation, peer observations and peer coaching. Teachers must be freed from
68
the fear of the negative evaluation if they are going to engage willingly in a
biased, unreliable, purposeless, and too subjective. “The practices are shoddy and
I. Formative
2. Diagnostic
3. Summative.
has said it, that Scholars are heirs of prophets. A companion of Prophet
Muhammad (Peace Be Upon Him), Musaab bin Zubair (Razi Allah-o-Talla Unho)
emphasizing the importance of teacher has said that if you want to acquire
knowledge then try to get it from some ones lips, the best knowledge can be learnt
from teacher, because he gives you the best knowledge after scrutiny. Imam
Shafie has very rightly said that a person who acquires knowledge through books
cannot be equated with the person who has acquired the knowledge from a
teacher. The person acquiring knowledge with the help of books only cannot
fulfill his need of knowledge without the help of the teachers. The required
excellence in knowledge can only be achieved with the help of the teacher
(Siddiqui, 1970).
that school climate was related to teachers’ orientation with regard to controlling
students: the more open the school climate, the more humanistic the teachers’
school that allowed students considerable independence of action with one that
was much more controlling of students. He found that teachers in the former
school perceived their own school’s climate to be significantly more open than did
those in the latter school, however, students completing a modified version of the
and disengagement, along with principals’ thrust, relate to the degree of control
perceived hindrance was directly related to pessimism. From the teacher’s point of
view, the principal’s behaviors but not the teachers’ was related to anticipation of
In another study George and Bishop (1971), OCDQ scale scores indicated
that teachers’ perceptions of school climate were related to the combined effects
amongst high, average and low performance schools with high performance
71
higher on esprit, intimacy and humanized thrust as compared to the average and
professional competencies. She found that the desirable teacher competencies are;
syllabus, using AV aids, aware of students’ deficiencies, inform the parents about
students. The main aim of the present research was to study the characteristics
teachers serving at post graduate level. The entire evaluation is based on students’
judgment regarding the overall performance of their teacher. The data reveals that
in general the students perceived their teachers positively. The sample consisting
The major aim of the study was to see how the students of Peshawar University
perceived and evaluated their teachers. Results indicate favourable view about the
representative teachers. The results further revealed that the consulting students
had judge the personality and intellect of their teachers in a favourable manner. It
would one of the possible reasons for satisfactory teacher student interaction.
teachers from 27 licensed child care centers were surveyed. The results suggested
assessment at the third grade level. It was found that there was a significant
Sadker and Sadker (1997) observed that effective teacher knew their
subject matter, organized it and spend major part of the class time on academic
ensured that students had sufficient time to practice skills, involved all students in
discussions, asked both higher and lower level questions as appropriate to the
objectives of the lesson, used adequate wait time, provide clear feedback, teach
content at a level that ensured a high rate of success, vary students activities
procedures, hold high expectations for students, were enthusiastic about teaching.
They had record for students and treated them with respect, connected new
learning to prior knowledge, develop rather than shallow knowledge, and build
study that age, qualifications, staff size, length of service and stay in college were
climates. He found open climate in majority of colleges and college teachers with
teachers. Data were obtained from 227 teachers from twenty schools, with
Natrajan (2001) conducted his study with the objective of investigating the
types of organizational climate existing in higher secondary schools and its over
74
satisfaction Scale were administered to the 256 post graduate teachers working in
districts differed in their organizational climate to the extent that one could find
six types of organizational climate and there a significant relationship between the
job satisfaction at both public and private universities. Their collective findings
satisfaction.
variables related to the school climate factors among the teachers. As a result of
the analyzes, all the teachers reported open climate in relation to the factors of
autonomy, member conflict, medium climate in relation to the factors of risk and
in reward. Finally, some ideas were suggested about what should be done in
as a major variable in preventing teacher burnout. The survey data from three
teacher perceptions. Huge variability in the population of data sets was revealed.
The study also examines what teachers really need from a professional and
organizational perspective to have job satisfaction. Both the interview and survey
data findings strongly indicate that reform models that address school
performance in schools. The findings revealed that most of the schools run an
schools was however, very low. The level of the teachers’ Job performance
better Job performance among teachers. They should intensify more regular
conducive and enriching school climate. Government too, should provide all
The present study was conducted at the same pattern of some studies to
Chapter 3
RESEARCH METHODOLOGY
some workable solutions. It starts with a problem, collects data or facts, analyses
these critically and search the decisions based on the actual evidence. For this,
survey was conducted to get the opinions of the respondents. Hence the nature of
various variables of the study. It dealt with variables, the manifestation of which
had already occurred and variables of the study were not manipulable or under
The major aim of the study was to examine the relationship between
of Punjab. For this purpose, two sources of data were used, namely, the primary
sources and secondary sources. The available literature related to the study was
extensively reviewed. The primary data were collected from the individuals
directly engaged in the public and private degree colleges of Punjab. Following
3.1 POPULATION
(a) Principals of all 311 Public and 79 Private degree colleges in Punjab.
(b) All the teachers working in Public and Private degree colleges in Punjab.
The main sources of data were statistical cell of the Directorate of Public
Instruction (Colleges) Punjab from where complete lists of public and private
78
from where lists of staff and other information such as staff strength and total
3.2 SAMPLE
analysis. For choosing the sample from the population the simple random and
cluster sampling techniques were used. The sample of this study was consisted of;
literature review. Three questionnaires - two for principals and teachers and one
behavior aspects are described by Halpin and Croft (1966). Further breakup of
items in each category was shown in the conceptual framework of OCDQ (Fig. 1).
Figure 1:
80
and consideration are measured by items no. 1-4, 5-9, 10-13 and 14-16 in the first
portion and four aspects of teachers’ behaviour, that is, disengagement, hindrance,
esprit and intimacy are measured by items no. 17-19, 20-23, 24-27 and 28-30 in
Climate
climate based upon 5 point likert scale. First 16 items of the questionnaire were
and consideration) and remaining 14 items were regarding the teachers behavior
developed for teachers and principals asked for the information regarding their
upon five point likert scale. This questionnaire developed for teachers and
upon three point scale. The questionnaire developed for students asked for
researcher personally visited three public and two local private degree colleges
teaching faculty (three from each college) and fifty students (ten from each
college). They were asked to fill the questionnaires carefully and give their
opinion about the items which were not clear and needed for further improvement.
from the respondents and examined them carefully in consultation with the study
supervisor.
The items of three questionnaires vary to some degree due to the following
reasons:
• Some items were common that had direct relevance to the three categories
• Some items were uniquely relevant to one group of respondents only who
visiting most of the colleges and administering the questionnaire in person. The
data from remaining sample colleges was collected through his friends, ex-
from the principals, teachers and students because most of the time teachers were
involved in taking their classes and the problem with the students was that of their
low attendance. The response rate was 100 percent from the principals, teachers
and students. Whole process of data collection from the principals, teachers and
The following scoring procedure was adopted for the questionnaires for
Strongly Agree +2
Agree +1
Un-decided 0
Disagree -1
Strongly disagree -2
The following scoring procedure was adopted for the questionnaires for
students:
Agree +1
Un-decided 0
Disagree -1
collected from sample colleges. Scores of all the items measuring each of the four
calculated separately for each of the respondents of a college and added up. On
83
the basis of these calculations the sample colleges were further divided into six
Paternal and Closed. The procedure adopted in classification of the colleges into
___________________________________________________________________________________________________
The data collected were analyzed by using computer Ms-Excel and SPSS
2. After the data feeding, the researcher checked the data values for any
ii) t-test was applied to find the mean difference on the scores of
two tests in a general way as high, marked or substantial, low or negligible. While
the descriptive label applied will vary somewhat in meaning with the researcher
using it, there is fairly good agreement among workers with psychological and
(Garrett, 1983).
86
Chapter 4
RESULTS
This chapter deals with the analysis and interpretation of the data collected
through all the three instruments of the study. The data were analyzed through
below;
TEACHER PERFORMANCE:
Table 3 shows that there is significant relationship between the mean score
aloofness score and mean teacher performance score in public sector is rejected.
87
score. So the null hypothesis that there is no significant relationship between mean
rejected.
score of principal’s behavior aspect ‘thrust’ and mean teacher performance score,
thrust score and mean teacher performance score in public sector is rejected.
88
Table 6 shows that there is significant relationship between the mean score
score. So the null hypothesis that there is no significant relationship between mean
sector is rejected.
89
Table 8 shows that there is significant relationship between the mean score
the null hypothesis that there is no significant relationship between mean teacher’s
The Table 9 shows that there is significant relationship between the mean
score of teacher’s behavior aspect ‘esprit’ and mean teacher performance score.
esprit score and mean teacher performance score in public sector is rejected.
90
teacher’s behavior aspect ‘intimacy’ and mean teacher performance score. So the
Table 11: Significance of correlation between mean score of open climate and
score of open climate and mean teacher performance score. So the null hypothesis
that there is no significant relationship between mean score of open climate and
Autonomous
10 0.46 0.88 0.673 0.453 0.000
Climate
* Significant df = 9 P< 0.05
score of autonomous climate and mean teacher performance score. So the null
Controlled
16 0.39 0.88 0.729 0.531 0.000
Climate
* Significant df = 15 P< 0.05
the mean score of controlled climate and mean teacher performance score. So the
Table 14: Significance of correlation between mean score of familiar climate and
score of familiar climate’ and mean teacher performance score. So the null
Table 15: Significance of correlation between mean score of paternal climate and
paternal climate and mean teacher performance score. So the null hypothesis that
Table 16: Significance of correlation between mean score of closed climate and
score of closed climate and mean teacher performance score. So the null
the mean score of principal’s behavior aspect ‘aloofness’ and mean teacher
score of principal’s behavior aspect ‘thrust’ and mean teacher performance score.
‘thrust’ score and mean teacher performance score in private sector is rejected.
95
score. So the null hypothesis that there is no significant relationship between mean
sector.
the mean score of teacher’s behavior aspect ‘hindrance’ and mean teacher
between mean teacher ‘hindrance’ score and mean teacher performance score is
rejected.
score of teacher’s behavior aspect ‘esprit’ and mean teacher performance score.
‘esprit’ score and mean teacher performance score in private sector is rejected.
97
the mean score of teacher’s behavior aspect ‘intimacy’ and mean teacher
between mean teacher ‘intimacy’ score and mean teacher performance score is
rejected.
Table 25: Significance of Correlation between mean score of open climate and
score of open climate and mean teacher performance score. So the null hypothesis
that there is no significant relationship between mean score of open climate and
Autonomous
4 0.44 0.89 0.471 0.222 0.000
Climate
* Significant df = 3 P< 0.05
autonomous climate and mean teacher performance score. So the null hypothesis
Controlled
5 0.64 0.76 0.589 0.347 0.341
Climate
* Significant df = 4 P< 0.05
mean score of controlled climate and mean teacher performance score, so the null
rejected.
99
Table 28: Significance of Correlation between mean score of familiar climate and
score of familiar climate and mean teacher performance score. So the null
Table 29: Significance of Correlation between mean score of paternal climate and
score of paternal climate and mean teacher performance score. So the null
Table 30: Significance of Correlation between mean score of closed climate and
the mean score of closed climate and mean teacher performance score. So the null
principal ‘aloofness’ score and mean teacher performance score in public sector is
rejected.
101
score of principal’s behavior aspect ‘thrust’ and mean teacher performance score.
‘thrust’ score and mean teacher performance score in public sector is rejected.
102
the mean score of principal’s behavior aspect ‘consideration’ and mean teacher
score is rejected.
score. So the null hypothesis that there is no significant relationship between mean
the mean score of teacher’s behavior aspect ‘esprit’ and mean teacher
between teacher ‘esprit’ score and mean teacher performance score in public
sector is rejected.
104
score. So the null hypothesis that there is no significant relationship between mean
Table 39: Significance of Correlation between mean score of open climate and
open climate and mean teacher performance score. So the null hypothesis that
there is no significant relationship between mean score of open climate and mean
Autonomous
50 0.38 0.91 0.407 0.166 0.000
Climate
* Significant df = 49 P< 0.05
score of autonomous climate and mean teacher performance score. So the null
Controlled
80 0.43 0.86 0.517 0.267 0.000
Climate
* Significant df = 79 P< 0.05
the mean score of controlled climate and mean teacher performance score. So the
rejected.
106
Table 42: Significance of Correlation between mean score of familiar climate and
score of familiar climate and mean teacher performance score. So the null
score of paternal climate and mean teacher performance score. So the null
Table 44: Significance of Correlation between mean score of closed climate and
score of closed climate and mean teacher performance score. So the null
principal ‘aloofness’ score and mean teacher performance score in private sector
is rejected.
108
score. So the null hypothesis that there is no significant relationship between mean
rejected.
score of principal’s behavior aspect ‘thrust’ and mean teacher performance score.
‘thrust’ score and mean teacher performance score in private sector is rejected.
109
score. So the null hypothesis that there is no significant relationship between mean
the mean score of teacher’s behavior aspect ‘disengagement’ and mean teacher
teacher’s behavior aspect ‘hindrance’ and mean teacher performance score. So the
score of teacher’s behavior aspect ‘esprit’ and mean teacher performance score.
‘esprit’ score and mean teacher performance score in private sector is rejected.
111
the mean score of teacher’s behavior aspect ‘intimacy’ and mean teacher
between mean teacher ‘intimacy’ score and mean teacher performance score is
rejected.
Table 53: Significance of correlation between mean score of open climate and
score of open climate and mean teacher performance score. So the null hypothesis
that there is no significant relationship between mean score of open climate and
Autonomous
20 0.46 0.98 0.468 0.219 0.000
Climate
* Significant df = 19 P< 0.05
score of autonomous climate and mean teacher performance score. So the null
Controlled
25 0.52 0.83 0.519 0.269 0.000
Climate
* Significant df = 24 P< 0.05
score of controlled climate and mean teacher performance score. So the null
Table 56: Significance of correlation between mean score of familiar climate and
score of familiar climate and mean teacher performance score. So the null
Table 57: Significance of correlation between mean score of paternal climate and
score of paternal climate and mean teacher performance score, so the null
Table 58: Significance of correlation between mean score of closed climate and
the mean score of closed climate and mean teacher performance score. So the null
Table 59 shows that t-value is not significant at 0.05 level. Hence the Ho
that there is no significant difference between mean opinion score of public and
private college principals about principal’s aloofness is accepted. It means the
opinions of both public and private college principals about the principal’s
aloofness are same.
Mean
Respondents N Mean SD S.EMean
Diff.
T Sig
Public
Principal
70 -1.07 6.49 0.78
Production
3.20 2.274 .025
Emphasis Private
Principal
30 2.13 6.39 1.17
* Significant df = 98
The Table 60 shows that t-value is significant at 0.05 level. Hence the Ho
that there is no significant difference between mean opinion score of public and
private college principals about principal’s production emphasis is rejected. It
means the opinions of both public and private college principals about the
production emphasis of principal’s behaviour are different.
116
Table 61: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
T Sig
The results of Table 61 show that t-value is significant at 0.05 level. Hence
the Ho is rejected. It means the opinions of both public and private college
Table 62: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
T Sig
Public
70 .83 3.44 0.41
Principal
Consideration 1.86 2.421 .017
Private
30 -1.03 3.72 0.68
Principal
* Significant df = 98
opinions of both public and private college principals about the consideration of
Table 63: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
T Sig
Public
70 -0.14 4.28 0.51
Principal
Disengagement 0.21 .222 .825
Private
30 -0.35 4.40 0.80
Principal
* Not Significant df = 98
The Table 63 shows that t-value is not significant at 0.05 level. Hence the
Ho is accepted. It means the opinions of both public and private college principals
Table 64: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
T Sig
* Not Significant df = 98
accepted. It means the opinions of both public and private college principals about
Table 65: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean t Sig
Diff.
private college principals about teacher’s esprit is rejected. It means the opinions
of both public and private college principals about the esprit of teacher’s
Table 66: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
t Sig
The results of Table 66 show that t-value is significant at 0.05 level. Hence
the Ho is rejected. It means the opinions of both public and private college
Table 67: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
t Sig
Table 67 shows that t-value is not significant at 0.05 level. Hence the Ho
65 is accepted. It means the opinions of both public and private college principals
Table 68: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
t Sig
Public
Principal
10 0.46 0.88 0.78
Autonomous
0.02 2.274 .025
Climate Private
Principal
4 0.44 0.89 1.17
* Not Significant df = 12
The results of Table 68 show that t-value is not significant at 0.05 level.
Hence the Ho is accepted. It means the opinions of both public and private college
Table 69: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
T Sig
* Significant df = 19
The Table 69 shows that t-value is significant at 0.05 level. Hence the Ho
that there is no significant difference between mean opinion score of public and
Table 70: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
T Sig
The t-value in Table 70 is significant at 0.05 level. Hence the Ho that there
college principals about familiar climate is rejected. It means the opinions of both
public and private college principals about the familiar climate are different.
121
Table 71: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
t Sig
As the Table 71 shows, t-value is not significant at 0.05 level, hence the
and private college principals about paternal climate is accepted. It means the
opinions of both public and private college principals about the paternal climate
are same.
Table 72: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
t Sig
The Table 72 shows that t-value is significant at 0.05 level. Hence the Ho
that there is no significant difference between mean opinion score of public and
private college principals about closed climate is rejected. It means the opinions of
both public and private college principals about closed climate are different.
122
climate the results show that t-value is not significant at 0.05 level. It means that
the opinions of both public and private college principals about teacher
performance in open climate are same. The remaining t-values are significant at
0.05 level. It means the opinions of both type of college principals about teacher
Table 74: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
t Sig
Public
350 -1.55 5.42 0.29
Teachers
Aloofness 0.96 1.825 0.069
Private
150 0.59 5.36 0.44
Teachers
* Significant df = 498
rejected. It means the opinions of both public and private college teachers about
Table 75: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
t Sig
Public
350 -0.57 6.64 0.35
Production Teachers
3.03 4.659 .000
Emphasis Private
150 2.46 6.74 0.55
Teachers
* Significant df = 498
The results in Table 75 show that t-value is significant at 0.05 level. Hence
rejected. It means the opinions of both public and private college teachers about
Table 76: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
t Sig
Table 76 shows the result that t-value is significant at 0.05 level. Hence the
Ho is rejected. It means the opinions of both public and private college teachers
Table 77: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
t Sig
Public
350 -0.99 3.75 0.20
Teachers
Consideration 0.50 1.324 0.186
Private
150 -0.49 4.17 0.34
Teachers
* Significant df = 498
In Table 77, t-value is significant at 0.05 level, hence the Ho that there is
of both public and private college teachers about the consideration are different.
Table 78: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
t Sig
Public
Teachers
350 1.70 3.78 0.20
Disengagement 2.57 7.045 .000
Private
Teachers
150 -0.87 3.64 0.30
* Significant df = 498
Table 78 shows that t-value is significant at 0.05 level. Hence the Ho that
opinions of both public and private college teachers about the disengagement of
Table 79: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
t Sig
opinions of both public and private college teachers about the hindrance of
Table 80: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
t Sig
The Table 80 shows that t-value is significant at 0.05 level. Hence the Ho
is rejected. It means the opinions of both public and private college teachers about
Table 81: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
t Sig
The results of Table 81 show that t-value is significant at 0.05 level. Hence
public and private college teachers about teacher’s intimacy is rejected. It means
the opinions of both public and private college teachers about the intimacy of
Table 82: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
t Sig
Public
120 0.74 0.62 0.29
Open Teachers
0.10 1.825 0.069
Climate Private
25 0.64 0.76 0.44
Teachers
* Significant df = 143
In Table 82, t-value is significant at 0.05 level, hence the Ho that there is
college teachers about open climate is rejected. It means the opinions of both
public and private college teachers about the open climate are different.
127
Table 83: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
t Sig
Public
50 0.38 0.91 0.35
Autonomous Teachers
0.08 2.659 .000
Climate Private
20 0.46 0.98 0.55
Teachers
* Significant df = 68
rejected. It means the opinions of both public and private college teachers about
Table 84: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
t Sig
Public
80 0.43 0.86 0.27
Controlled Teachers
0.09 2.432 0.015
Climate Private
25 0.52 0.83 0.45
Teachers
* Significant df = 103
Table 84 shows that t-value is significant at 0.05 level. Hence the Ho that
private college teachers about controlled climate is rejected. It means the opinions
of both public and private college teachers about the controlled climate are
different.
128
Table 85: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
t Sig
Public
45 0.40 0.85 0.20
Familiar Teachers
0.07 2.324 0.186
Climate Private
15 0.33 0.93 0.34
Teachers
* Significant df = 58
The results in Table 85 show that t-value is significant at 0.05 level. So the
Ho is rejected. It means the opinions of both public and private college teachers
Table 86: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
t Sig
In Table 86, t-value is significant at 0.05 level, hence the Ho that there is
college teachers about paternal climate is rejected. It means the opinions of both
public and private college teachers about the paternal climate are different.
129
Table 87: Significance of difference between the mean opinion score of public
Mean
Respondents N Mean SD S.EMean
Diff.
T Sig
and private college teachers about closed climate is rejected. It means the opinions
of both public and private college teachers about the closed climate are different.
130
private degree college teachers about their performance in different climates. The
results show that calculated t-values are significant at 0.05 level. It means the
opinions of both public and private college teachers about their performance in
organizational climate. It reveals that open climate comes to be the most frequent
(14.3%) and then by Familiar (12.9) and Paternal climate (8.6 %), closed climate
The Table also shows that the classification of 30 private colleges relation
to the organizational climate. It found that (26.6 %) have closed climate and
(16.7%) of Open, Controlled and Paternal climate each, (13.3%) Autonomous and
When all the colleges (public and private) have been put in terms of their
respective climates, it has been found that open climate is the most frequently
The Table denotes that open climate has been prevailing in most of the
colleges while paternal climate was seen the least. Controlled climate has taken
132
the second place whereas autonomous, closed and familiar climates have third,
Table 90: Significance of difference between the mean opinion score of public
rejected. It means the opinions of both public and private college students about
As the Table 91 shows, Z-value is not significant at 0.05 level, hence the
Ho is accepted. It means the opinions of both public and private college students
about the preparation of teachers are almost same. As compared to public college
The results of Table 92 show that Z-value is not significant at 0.05 level.
Hence the Ho is accepted. It means the opinions of both public and private college
college teachers, private college teachers are more conscious about student’s
participation.
134
Table 93: Significance of difference between the mean opinion score of public
rejected. It means the opinions of both public and private college students about
Table 94: Significance of difference between the mean opinion score of public
Item 5: Teacher explains the subject matter with daily life examples
Respondents N Mean Std. Err. Std.Dev. Z-Value P
Public College 1050 -.31 .03 .93
Students
0.19 0.8500
Private College 450 -.3 .04 .95
Students
* Significant df=1498 Z at 0.05 = 1.96
accepted. It means the opinions of both public and private college students about
Table 95: Significance of difference between the mean opinion score of public
rejected. It means the opinions of both public and private college students about
Table 96: Significance of difference between the mean opinion score of public
means the opinions of both public and private college students about the behavior
private college teachers are more friendly and cheerful in the classroom.
136
Table 97: Significance of difference between the mean opinion score of public
rejected. It means the opinions of both public and private college students about
the teacher’s attention for students are different. As compared to public college
Table 98: Significance of difference between the mean opinion score of public
Table 98 shows that Z-value is not significant at 0.05 level. Hence the Ho
is accepted. It means the opinions of both public and private college students
about the teacher’s time for questioning are same. As compared to public college
teachers, private college teachers give more time to students for questioning.
137
means the opinions of both public and private college students about the teacher’s
teachers, public college teachers better satisfy the students by giving meaningful
rejected. It means the opinions of both public and private college students about
the teacher’s command over subject are different. As compared to private college
Table 101 shows that Z-value is significant at 0.05 level. Hence the Ho is
rejected. It means the opinions of both public and private college students about
the teacher’s presentation of subject matter are different. As compared to private
college teachers, public college teachers present subject matter more attractively
and effectively.
Table 103: Significance of difference between the mean opinion score of public
Table 103 shows that Z-value is significant at 0.05 level. Hence the Ho is
rejected. It means the opinions of both public and private college students about
the teacher’s time for discussion are different. As compared to public college
Table 104: Significance of difference between the mean opinion score of public
It means the opinions of both public and private college students about the teacher
Table 105: Significance of difference between the mean opinion score of public
Table 105 shows that Z-value is significant at 0.05 level. Hence the Ho is
rejected. It means the opinions of both public and private college students about
the teacher ability are different. As compared to private college teachers, public
Table 106: Significance of difference between the mean opinion score of public
the Ho is rejected. It means the opinions of both public and private college
college teachers, private college teachers use appropriate teaching aids effectively.
141
rejected. It means the opinions of both public and private college students about
Table 108 shows that Z-value is significant at 0.05 level. Hence the Ho is
rejected. It means the opinions of both public and private college students about
understanding.
142
rejected. It means the opinions of both public and private college students about
private college teachers, public college teachers encourage quiet students by direct
questions.
means the opinions of both public and private college students about the teacher’s
Table 111: Significance of difference between the mean opinion score of public
The Table 111 shows that Z-value is significant at 0.05 level. Hence the
Ho is rejected. It means the opinions of both public and private college students
about the teacher’s grading criteria are different. As compared to private college
Table 112: Significance of difference between the mean opinion score of public
Item 23: Teacher provides feedback that is timely, constructive and helpful
for learning
Respondents N Mean Std. Err. Std.Dev. Z-Value P
Public College 1050 .52 .03 .85
Students
8.56 0.0000
Private College 450 .09 .05 .99
Students
* Significant df=1498 Z at 0.05 = 1.96
rejected. It means the opinions of both public and private college students about
the teacher feedback are different. As compared to private college teachers, public
the Ho is rejected. It means the opinions of both public and private college
students about the pace and voice of teachers is different. As compared to private
college teachers, public college teachers keep more variability in pace and voice.
Table 114 shows that Z-value is significant at 0.05 level. Hence the Ho is
rejected. It means the opinions of both public and private college students about
The results in table 117 show that Z-value is significant at 0.05 level. So
the Ho is rejected. It means the opinions of both public and private college
students about the facilitation of teachers about reading habits in students are
different. As compared to public college teachers, private college teachers
facilitate reading habits among students better.
Table 118 shows that Z-value is significant at 0.05 level. Hence the Ho is
rejected. It means the opinions of both public and private college students about
the teacher’s motivation are different. As compared to private college teachers,
public college teachers more encourage students to co-operate each other.
147
Table 119: Significance of difference between the mean opinion score of public
Item 30: Teacher treats students with respect in and out of the class
Respondents N Mean Std. Err. Std.Dev. Z-Value P
Public College 1050 .72 .02 .68
Students
12.40 0.0000
Private College 450 .17 .05 .98
Students
* Significant df=1498 Z at 0.05 = 1.96
rejected. It means the opinions of both public and private college students about
the teacher’s respect for students are different. As compared to private college
Chapter 5
DISCUSSION
the teacher, the main agent of change through education, undergoes so many
strains and stresses during the discharge of his sacred duties. Organizational
present study, that is organizational climate, job satisfaction and performance, are
between these on the basis of best instruments available after proper modification
in this regard.
The basic objective of the study was to find out the relationship between
The results of the study support it that organizational climate and performance of
Lafollettee and Sims (1975), Singh (1985) and Hayat (1998), who reported
The study results revealed that a vast majority of public degree colleges
had open and autonomous climates while majority of private degree colleges had
149
paternal and closed climates. Teachers in open and autonomous climates showed
much better performance than the teachers in paternal or closed climates. This
strengthens the notion of Halpin and Croft (1966) that most of the features of
behaviours and reactions of principals and teachers in paternal and closed climates
are disliked by the teachers and they feel uneasy which negatively impact on their
performance. John and Taylor (1999) and Natrajan (2001) supported these
The study results revealed that opinions of public college principals about
prevention models.
The study results revealed that majority of the public college teachers
studies of Friesen (1972) and Singh (1985) were same. These findings supported
The study results revealed that majority of the private college principals
findings.
The study found that majority of the public and private college teachers
had similar views about thrust, production emphasis and consideration behaviours
performance. In this study public and private college teachers opined that open
climate was very highly, autonomous and controlled climates were substantially
positive correlated to teacher performance while paternal and closed climates were
previous study by Singh (1985), John and Taylor (1999) and Adeyemi (2008),
who found that teachers in more open climate performed much better than
teachers of less open climate. Their findings revealed that most of the schools run
It has to be noted that both public and private college principals have same
views that aloofness and thrust behaviour of the principal highly correlated to the
151
teachers’ performance. Private college principals are very clearly thought about
private college principals. Hayat (1998) and John and Taylor (1999) supported
these results. They found that principal’s leadership style and performance of
Both public and private college principals highly favoured open and
controlled climates but in private sector majority colleges had closed climate.
It has to be noted that both public and private college teachers had viewed
principals while public college teachers think that aloofness behaviour of the
The study results revealed that students of both public and private colleges
expressed almost same views about their teacher performance. They opined that
teacher came to the well prepared having command over their subjects and
organized their lessons in a logical manners. They also opined that their teachers
gave clearly worded instructions for assignments. Their teachers gave meaningful
answers to all the questions of the students in the class and encouraged the passive
Both public and private colleges’ students expressed that their teachers did
not explain the subject matter with daily life examples and paid their attention to
the students individually by providing sufficient time for discussion. Even they
did not respect opposing viewpoints of students. Their teachers did not use
effective teaching aid. Their teachers also did not try to assess students’ level of
understanding and did not re-teach if it needed. Moreover, they also showed their
foster order and discipline. Their teachers did not promote intellectual curiosity
There was a great contrast between public and private college students, as
opined that their teachers came to the class well in time and showed friendly and
cheerful behavior in the class. Their teachers gave appropriate time to students for
questioning and they were sensitive to make the course material understandable to
students. Public sector college students' opinions were negative about the above
(1986), Jahangir (1988) and Sadker and Sadker (1997). They found that effective
teacher knew their subject matter, organize it and spend major time in class on
5.1 CONCLUSIONS
1. Majority of the public college principals viewed that aloofness; thrust and
2. Majority of the public college principals opined that open climate was very
5. Majority of the public college teachers opined that open climate highly,
7. It has to be noted that both public and private college principals had same
thrust and esprit but both groups were not in favour of disengagement,
8. There was very clear significant difference between the views of public
college principals had positive views while private college principals had
10. It was found that private college teachers slightly agreed with aloofness
with it.
11. Both public and private college teachers highly favoured esprit behaviour
groups, public and private college teachers, had positive views about
12. In the views of both groups a significant difference was present. Public
college teachers had positive views and private college teachers had
13. From the overall views of both public and private principals as well as
teachers, it was concluded that they mostly favoured the open climate and
14. The students of both public and private colleges expressed that their
teachers came to the class well prepared, having command over their
subjects and organized their lessons in a logical manners. They also opined
that their teachers gave clearly worded instructions for assignments. Their
teachers gave meaningful answers to all the questions of the students in the
15. The students of both type of colleges held that their teachers provided
feedback which was timely, constructive and helpful for learning. Their
that their teachers kept variability in pace and voice without relying on
16. Both public and private colleges’ students expressed that their teachers did
not explain the subject matter with daily life examples and not treated
individually. Their teachers did not use effective teaching aid. Their
teachers also did not try to assess students’ level of understanding and did
17. Majority of private colleges’ students opined that their teachers came to
the class well in time, showed friendly and cheerful behavior in the class.
Their teachers gave appropriate time to students for questioning and they
18. Public colleges’ students expressed that their teachers demonstrated and
5.2 RECOMMENDATIONS
1. The study results revealed that disengagement behavior of the teachers was
economic problems. It is also possible that they may burn out. The
regulations. They may adopt positive attitude to keep the teachers engaged,
because it wastes time and energy and slow down performance. The
principals may engage and support them in research projects. They may be
conferences, workshops may be arranged more and more. Their new ideas
principals should avoid aloofness. The senior teachers, teacher leaders and
principals should work on the causes. They should listen the teachers about
their viewpoint. He/she should try to motivate them and mould their
158
behaviour on positive side and try to engage them and try to enhance their
self esteem.
6. The study results revealed that public college principals were negatively
7. The study results revealed that two types of organizational climates that is,
open and controlled were found the best. It is therefore, recommended that
9. It was concluded that both public and private colleges’ teachers did not
explain the subject matter with daily life examples. It is, therefore
159
discuss academic problems in groups and to visit other colleges for this
purpose.
10. The study results revealed that in both sectors, public and private colleges’
that teachers should use proper teaching aids. Teachers may be trained in
the development and proper use of a.v. aids. The principals should ensure
11. The study results revealed that in both public and private sectors teachers
did not promote intellectual curiosity and reading habits among students. It
curiosity and reading habits. For this purpose libraries should be well
arranged properly.
teachers should invite questions from the students for their satisfaction,
SUMMARY
The major purpose of the study was to determine the relationship between
of Punjab. The researcher was selected the area of college education as the focus
of the study. The objectives of the study were: to identify the strengths of the
heads, teachers and college students; to measure the performance of the teachers
teachers as perceived by the college students; to find out the relationship between
study was consisted of the following categories; principals of all public and
private degree colleges of Punjab; all the teachers working in public and private
degree colleges of Punjab; all the students studying in these colleges. For
choosing the sample from the population random sampling technique was used.
The sample was consisted of 100 degree colleges (70 Public + 30 Private); their
heads, five teachers and fifteen students from each college. In order to measure
the variables the research instrument were the questionnaires for heads, teachers
and students of sampled degree colleges. All the instruments were developed after
pilot testing. Each questionnaire was consisted of 30 items. The data collected
from sampled colleges was tabulated, analyzed and interpreted in the light of the
SPSS program. Conclusions were drawn and some work able recommendations
were made for the improvement of the organizational climate of public and private
sector colleges.
162
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APPENDIX ‘A’
of public and private colleges. In the light of your response the researcher will
conclude the actual organizational climates of colleges. Therefore please feel free
Note: SA for strongly agree, A for agree, UN for undecided, DA for disagree
and SDA for strongly disagree. Please (√) tick the most appropriate
answer.
a) Aspects of Principal’s Leadership Behavior
i) Aloofness.
S.No Statement SA A UN DA SDA
1. The Principal’s interaction with the staff is formal
2. The rules set by the principal are never questioned.
3. Faculty meetings are mainly principal-report meetings.
4. The Principal develops and implements clear, logical
policies and procedures.
iii) Thrust.
10. The Principal sets a good example of hard work for his
staff.
11. The Principal comes early and stays late in the college.
12. The Principal shows friendly and enthusiastic
behaviour.
13. The Principal operates in a highly imaginative and
creative manner.
iv) Consideration.
i) Disengagement.
17. Most of the teachers plan to leave the college and join
some other set up.
18. The teachers bicker and criticize each other.
19. Teachers are divided into groups and cliques.
178
ii) Hindrance.
iii) Esprit.
iv) Intimacy.
APPENDIX ‘B’
Note: SA for strongly agree, A for agree, UN for undecided, DA for disagree
and SDA for strongly disagree. Please (√) tick the most appropriate
answer.
S.No Statements SA A UD D SD
1. Teachers are regular in every educational
activity.
2. Teachers are friendly and cheerful in college.
3. The teachers are honest and dedicated.
4. The teachers are loyal to college.
5. The teachers receive adequate training for their
professional needs.
6. The teachers are aware of the national goals of
education.
7. The teachers plan their teaching to achieve
desired objectives.
8. The teachers have command over subject.
9. Teachers have command over language.
10. The teachers keep the classroom environment
180
students.
29. Teachers improve the learning skills of the
students.
30. The teachers are satisfied with the climate of
the college.
182
APPENDIX ‘C’
Note: A for agree, UN for undecided, DA for disagree. Please (√) tick the most
appropriate answer.
S. No. Statements A UN DA
1. Teacher comes to the class well in time.
2. Teacher comes to the class well prepared.
3. Teacher encourages student’s participation.
4. Teacher organizes his lessons in a logical manner.
5. Teacher explains the subject matter with daily life
examples.
6. Teacher gives clearly worded instructions for
assignments.
7. Teacher is friendly and cheerful in the classroom.
8. Teacher gives individual attention to the students
where necessary.
9. Teacher gives appropriate time to students for
questioning.
10. Teacher gives meaningful answers to all the
questions asked in the class.
11. Teacher has command over his subject.
12. Teacher demonstrates and presents subject matter
attractively and effectively.
13. Teacher is sensitive whether students understand
183
course material.
14. Teacher provides sufficient time for discussion.
15. Teacher respects opposing viewpoints of students.
16. Teacher improves the ability of students to
communicate confidently.
17. Teacher uses appropriate teaching aids effectively.
18. Teacher gives reasonable work load to students.
19. Teacher frequently tries to assess student’s level of
understanding and re-teaches if needed.
20. Teacher encourages quiet students by use of direct
questions or pre-arrange questions.
21. Teacher develops appropriate rules and procedures
that foster order and discipline.
22. Teacher clearly develops grading criteria.
23. Teacher provides feedback that is timely,
constructive and helpful for learning.
24. Teacher keeps variability in pace and voice according
to the demand of the situation.
25. Teacher speaks naturally without over reliance on
written material.
26. Teacher encourages students to develop a habit of
independent thinking.
27. Teacher promotes intellectual curiosity of the
students.
28. Teacher facilitates reading habits among students.
29. Teacher encourages students to co-operate and
facilitate each other in studies.
30. Teacher treats students with respect in and out of the
class.
184
APPENDIX
‘D’
Dear Sir/Madam,
I am a Ph.D scholar at the above mentioned department. I am pursuing
doctoral research entitled, “Relationship between Organizational Climate and
Performance of Teachers in Public and Private Colleges of Punjab”. This
questionnaire is the research instrument for data collection. I hope you will give
your opinions honestly, freely and unbiasly on the basis of your personal
experience. I assure you that your responses will be treated confidentially for the
purpose of research thesis.
• You are allowed to mention your identity or not.
• Please return the filled questionnaire as soon as possible.
Thanks for your cooperation.
With best wishes
Yours sincerely,