EFFECT OF SCHOOL CLIMATE ON TEACHERS’ MOTIVATION AND...

EFFECT OF SCHOOL CLIMATE ON TEACHERS’

MOTIVATION AND SELF-ESTEEM AT

SECONDARY LEVEL

MUHAMMAD ANEES-UL-HUSNAIN SHAH

DR. 2004-24

INSTITUTE OF EDUCATION AND RESEARCH UNIVERSITY OF THE PUNJAB

LAHORE

November, 2011

i

EFFECT OF SCHOOL CLIMATE ON TEACHERS’

MOTIVATION AND SELF-ESTEEM AT

SECONDARY LEVEL

MUHAMMAD ANEES-UL-HUSNAIN SHAH

DR. 2004-24

Submitted in the partial fulfilment of the requirements for the Degree of Doctor of Philosophy, in Education at the

Institute of Education and Research University of the Punjab

Lahore

November, 2011

ii

Accepted by the Faculty of the Institute of Education and Research, University of the

Punjab, Lahore in partial fulfillment of the requirements for the degree of Doctor of

Philosophy in Education.

---------------------------Director of the Thesis

(Prof. Dr. Mahr Muhammad Saeed Akhtar)

--------------------------------------- Chairman

(Prof. Dr. Mahr Muhammad Saeed Akhtar)

iii

DECLARATION

It is certified that this PhD dissertation titled “Effect of School Climate on

Teachers’ Motivation and Self-Esteem at Secondary Level” is an original research. Its

content was not already submitted as a whole or in parts for the requirement of any

other degree and is not currently being submitted for any other degree or qualification.

To the best of my knowledge, the thesis does not contain any material published or

written previously by another author, except where due references were made to the

source in the text of the thesis.

It is further certified that help received in developing the thesis, and all

resources used for the purpose, have been duly acknowledged at the appropriate

places.

_______________________________ Muhammad Anees-ul-Husnain Shah Dr/2004-24 Institute of Education and Research University of the Punjab, Lahore.

Date: November, 2011

___________________________ Supervisor Prof. Dr. Mahr Muhammad Saeed Akhtar Institute of Education and Research University of the Punjab, Lahore.

iv

CERTIFICATE

It is certified that the research work described in the PhD dissertation is an

original work of the author. It has been carried out under my direct supervision. I have

personally gone through all its data, contents and results reported in the dissertation

and certify its correctness and authenticity.

I further certify that the material included in the thesis has not been used

partially or fully, in any manuscript already submitted or is in the process of

submission in partial or complete fulfillment of the award of any degree from any

other institution. I also certify that the thesis has been developed under my

supervision according to the prescribed format. I therefore, endorse its worth for the

award of Ph.D degree in accordance with the prescribed procedure of the university.

__________________________________ Supervisor Prof. Dr. Mahr Muhammad Saeed Akhtar Institute of Education and Research University of the Punjab, Lahore

v

APPROVAL SHEET

The thesis titled, “Effect of School Climate on Teachers’ Motivation and Self-

Esteem at Secondary Level” is submitted for the fulfillment of the Degree of Doctor

of Philosophy in Education at the Institute of Education and Research, University of

the Punjab, Lahore.

__________________________________

Supervisor Prof. Dr. Mahr Muhammad Saeed Akhtar Institute of Education and Research University of the Punjab, Lahore.

vi

Acknowledgements

It is incumbent upon me to express my fervent gratitude to almighty ALLAH

the most compassionate and merciful for granting me the courage to achieve this task.

I am indeed humbly grateful to Holy Prophet Hazrat Muhammad (PBUH) whose

teachings are forever source of guidance for me and ideal for betterment of mankind. I

extend deep gratitude to my supervisor Prof. Dr. Mahr Muhammad Saeed Akhtar for

his kind supervision as a spiritual father, concern and valuable suggestions.

I am humbly thankful to my brothers Muhammad Abu Bakar Siddique Shah

(SS) and Muhammad Umer Farooq Shah (Engg) for their timely guidance, financial

support and help. I also thank to DPI (Director Public Instruction) Secondary Lahore,

EDOs, DEOs, Headmasters and secondary school teachers for their cooperation. I pay

my special thanks and regards to Higher Education Commission (HEC), Government

of Pakistan for financial support provided to me as scholar of indigenous 5000

fellowship programme under pin 042-150728 Ah2-030 and my department. Without

this support it was not possible for me to complete my Ph.D studies.

I would like to pay my best compliments to my respected teacher Muhammad

Aslam (Chairman English Language Teaching and Linguistics Department) for his

critical comments and proof reading.

I acknowledge the love and affection of my class fellows specially my friends

Waseem Mustafa, Asghar Ali, Raiuf Ishaq, Muhammad Saeed, Muhammad Adnan

Maqbool Hashmi, and Muhammad Sidddique Akbar for their support in proof

reading. I would like to express my gratitude to my family members for their prayers

and support during my studies.

M.A.H.S

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Dedicated

To

My Loving Parents

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Abstract

The research was conducted in the Punjab province of Pakistan to identify the

climates of the state run secondary schools. The purpose of the study was to compare

the motivation and self esteem level of teachers from public secondary schools

working under these climates. The demographic variables were also explored with

respect to motivation and self esteem of teachers. The population of the study was all

the heads and the teachers from government secondary schools working in the Punjab

province. There are thirty six districts in this province. Ten schools from each district

were selected randomly. The sample of the study was 360 heads and 1440 secondary

school teachers working in these schools. The tools used for this research were the

Teachers’ Self esteem Scale (TSS), the School Climate Scale (SCS ), and the

Teachers’ Motivation Scale (TMS ). Questionnaires in filled form were returned from

320 (89% ) heads and 1206 (83% ) secondary school teachers. SPSS version 15 was

used for data analysis. Descriptive and inferential statistics were used. Outcomes

were interpreted with respect to data. Thirty five null hypotheses were tested by using

one way ANOVA and t-test. It revealed from the statistical analysis that 81% (62%

males and 38% females) of school heads fall in open climate and only 19% (67%

males and 33% females) fall in close climate. Comparison of climates of schools of

male heads working in rural and urban areas revealed no significant mean difference

and the same results were illustrated while comparing female heads in these areas.

However, female and male heads expressed significant mean differences in the

climate of their schools. Teachers working under open climate were highly motivated

and with high self esteem than teachers working under close climate in different

categories. Teachers working in rural and urban areas did not exhibit any significant

mean difference in the level of motivation and self esteem under the open climate

ix

without categorization. When there was a comparison among male teachers and in the

same way female teachers under the open climate in rural and urban areas, male

teachers in rural areas and female teachers in urban areas were highly motivated and

with high self esteem. On the other hand, when the level of motivation and self

esteem of teachers was explored under the close climate, no significant mean

difference was depicted in all categories. When the levels of motivation and self

esteem of teachers were explored under open and close climate, they reflected no

significant mean difference. On the whole female teachers from urban areas and male

teachers from rural areas were highly motivated with their work and intellectual

stimulation, altruism, authority and leadership, self evaluation, personal and

professional development, life fit and influence of others, career change and working

conditions and nature of work and with high self esteem with their living consciously,

self acceptance, self responsibility, self assertiveness, personal integrity and living

purposefully than teachers from male side. Age, qualification, and experience

illustrated no significant effect on motivation and self esteem levels of secondary

school teachers.

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List of Contents

Chapter Topics Page

1 Introduction 1

Statement of the problem 4

Objectives of the study 5

Hypotheses of the study 5

Significance of the study 8

Delimitations of the study 11

Operational definitions 12

2 Review of Related Literature 14

Defining school climate 14

Difference between school climate and culture 15

Research studies on school climate 17

Development of theoretical concepts on school climate 25

Evaluation of organizational climate 28

Theories related to school classroom climate 35

Rudolf Moos’s theory 35

Dimensions of relationship 35

Dimensions of personal development 35

Dimensions of system maintenance and system change

35

Walberg’s theory 35

Pielstick’s theory 36

Physical domain 36

Social domain 36

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Chapter Topics Page

Instructional domain 36

Psychological domain 37

Components of school climate 37

Approaches of organization climate 38

Cognitive schema approach 38

Shared perception approach 39

Teachers’ motivation 41

Factors representing intrinsic and extrinsic motivations to teach

43

Intrinsic motivation 43

Working with children 43

Intellectual stimulation 43

Altruism 43

Authority and leadership 43

Self-evaluation 43

Personal and professional development 44

Extrinsic motivation 44

Career change 44

Working conditions 44

Life-fit 44

Influence of others 44

Nature of work 44

Research studies review on teachers’ motivation 45

Motivation to teach 50

Extrinsic motivation 51

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Chapter Topics Page

Intrinsic motivation 53

Motivation theories 54

Content theories 54

Maslow’s theory on hierarchy of needs 54

Physiological needs 55

Security and protection needs 55

Belonging needs 55

Self-esteem and status needs 55

Self-actualization needs 56

Herzberg’s two-factor model 56

Process theories 58

Operant learning theory 58

Equity theory 58

Expectancy theory 59

A general theory for motivation 61

Teachers’ Self-esteem 62

Indicators of teachers’ self-esteem 63

Living consciously 63

Self-acceptance 63

Self-responsibility 63

Self-assertiveness 63

Personal integrity 64

Living purposefully 64

A conceptual framework for teachers' self-esteem 64

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Chapter Topics Page

Review of research studies on teachers’ self-esteem 68

Researches on self esteem in Pakistan 71

3 Methodology 75

Research design 75

Population of the study 75

Sample of the study 76

Tools of the study 76

Teachers’ self esteem scale (TSS) 81

Pilot testing of teachers’ self esteem scale 82

School climate scale (SCS) 83

Pilot testing of school climate scale 83

Teachers’ motivation scale (TMS) 84

Pilot testing of teachers’ motivation scale 84

Demographic variables information performa 85

Validity of the tools 85

Reliability of the tools 85

Data collection 85

Data analysis 86

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4 Data Analysis and Interpretation 87

5 Summary, Findings, Conclusions, Discussion, and Recommendations

120

Summary 120

Findings 121

Conclusions 130

Discussion 135

Recommendations 139

Recommendations for Further Research 139

References 142

Appendices 178

Appendix A 179

Appendix B 180

Appendix C 183

Appendix D 186

Appendix E 189

Appendix F 190

Appendix G 191

Appendix H 192

Appendix I 193

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List of Tables

Table Title Page

3.1 Item breakup of teachers’ self esteem scale (TSS) 82

3.2 Item breakup of school climate scale (SCS) 83

3.3 Item breakup of teachers’ motivation scale (TMS) 84

4.1 Summary and type of data and method of analysis 88

4.2 Percentage of heads with close climate and open climate 88

4.3 Percentage of male and female heads with close climate and open climate

89

4.4 Percentage of female and male heads working in urban areas 89

4.5 Percentage of female and male heads working in rural areas 89

4.6 Close and open climate of secondary schools 90

4.7 School climate of male and female schools in rural areas 91

4.8 Female and male schools in urban areas 91

4.9 Male schools working in rural and urban areas 92

4.10 Female schools in rural and urban areas 93

4.11 Rural and urban teachers working under open climate 93

4.12 Motivation of rural and urban male teachers 94

4.13 Motivation rural and urban female teachers 95

4.14 Motivation of Rural and urban teachers under close climate 95

4.15 Motivation of rural and urban male teachers 96

4.16 Motivation of rural and urban female teachers 97

4.17 Motivation of female and male teachers under open climate 97

4.18 Motivation of female and male teachers under close climate 98

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Table Title Page

4.19 Motivation level of teachers working under close and open climate

99

4.20 Motivation level among female and male teachers 99

4.21 One way ANOVA for motivation and age among male teachers

100

4.22 One way ANOVA for motivation and age among female teachers

101

4.23 One way ANOVA for motivation and qualification among male teachers

101

4.24 One way ANOVA for motivation and qualification among female teachers

102

4.25 One way ANOVA for motivation and experience among male teachers

102

4.26 One way ANOVA for motivation and experience among female teachers

103

4.27 Motivation dimensions with female and male teachers 104

4.28 Motivation dimensions with rural and urban teachers 105

4.29 Rural and urban teachers working under open climate 106

4.30 Self-esteem of rural and urban male teachers 107

4.31 Self-esteem of rural and urban female teachers 108

4.32 Self-esteem of rural and urban teachers under close climate 109

4.33 Self-esteem of rural and urban male teachers 109

4.34 Self-esteem of rural and urban female teachers 110

4.35 Self-esteem of female and male teachers under open climate 111

4.36 Self-esteem of female and male teachers under close climate 111

4.37 Self-esteem of teachers working under close and open climate

112

4.38 Self esteem level among female and male teachers 113

4.39 One way ANOVA for self esteem and age among male teachers

113

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Table Title Page

4.40 One way ANOVA for self esteem and age among female teachers

114

4.41 One way ANOVA for self esteem and qualification among male teachers

114

4.42 One way ANOVA for self esteem and qualification among female teachers

115

4.43 One way ANOVA for self esteem and experience among male teachers

115

4.44 One way ANOVA for self esteem and experience among female teachers

116

4.45 Self esteem dimensions with female and male teachers 117

4.46 Self esteem dimensions with rural and urban teachers 118

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Chapter 1

Introduction

There are several aspects of organizations that play significant role in smooth

functioning and success. Beside temporary incentives, educational level, social

recognition, and experience of members of an organization, its climate and

environment are also very imperative factors for its successful functioning. Perceptive

headship is a fundamental source in altering the lives of personnel. The intellectuals

improvement on the earth unquestionably accredited by educators (Kothen, 2011).

Teachers play a vital role in restructuring the economy of any state. The state is

accountable to motivate the teachers and focus on the need for self esteem awareness

which has acquired new urgency. It has always been a vital economic need and the

attribute imperative to an increasingly complex, competitive and challenging world

(Jalongo & heider, 2010).

Numerous researches have explored positive effect on the achievement of

students with teacher’s collaboration under the open climate vision of heads (Bolat,

McMahut, Pocklin, & Weind, 2010; Silit & Murral-Harved, 2009). Heads of

institutions affect directly organizational and academic performance of teachers which

resulted to affect students’ achievement (Chettin, 2002; Leithin & Janit, 2009). The

educators as well as administrators in social organizations also affect the outcomes of

the learners (Wilen, 2011). Though, it is understandable from many researches that

direct affect of heads on students’ achievement looks beyond the reality in learning

process. Students achievements are directly related with the teachers’ motivation and

self esteem to perform their professional responsibilities (Bett, Boling, & Cubby,

2

2009; Halun & Houn, 2008). It is attainable only with the help of highly motivated

teachers.

Team work is directly linked with the individuals’ joints efforts for the

attainment of institutional goals (Moril, 2007; Zakit & Kiltum, 2005). Workforce of

different organizations illustrated high motivation, job satisfaction, feel esteemed,

autonomous, and articulate them liberally while working in favourable, supportive,

flexible climate (Kan, Sosin, & Avin, 2004). The administrator make an environment

in which personnel are enthused, motivated, self regulated, and feel proficient (Banin,

2010).

This is the need of the time to explore the suitable and fruitful organizational

climate for the comprehension of its effects in different types. Administrators in the

field of education in past focused the rigid behavior dimension which was closely

related to close climate or task oriented climate while in the same sense some

administrators focused the flexible or improved climate. Way of administration by

heads of institutions was highlighted as friendly or open climate, task-oriented or

individual-oriented, authority-oriented or community oriented climate (Owitt, 2009).

The leading responsibility of heads is to create an open and flexible

atmosphere for the members of institutions and personnel participation in decision

making, improvement steps for institution, self evaluation, self development and self

knowledge should be focused by administrators to meet the challenges of global

world and fulfill the needs of literary society (Calphin, 2009). Close climate and open

climate of institutions are compared by the heads practices. The heads focusing close

climate focused to influence the subordinates and depends on his/ her organizational

power. On the other side of the picture is that the heads with open climate entrust and

allocate authority as well as power with his colleagues and support their contribution

3

in decision making (Dantin, 2009). The personnel working under close climate

performed the assignment well under the presence of head only. Hence, they were

disappointed with close climate of the institution. The performance of individuals

working under open climate was satisfactory and characterized by good performance.

Group members performed well under the open climate even the head of institution

was absent from institution (Win & Liker, 2009). The characteristics of open climate

institution present the real picture of employers’ involvement in decision making. In

the words of Dane (2010), institutional climate can be divided into two major

categories as open (flexible or individuals centered), close climate (aloof or authority

centered), and some time a practice of both climates.

In a study conducted by Honut (2010), reported that although open climate is

more admired than close climate throughout the world, administrators in different

countries have a tendency to favor command behaviors over convincing behaviors in

dealing with colleagues. Regrettably, in the present circumstances, where every

individual is trying to make its both ends meet, the teacher is particularly a victim of

such worst conditions. This era is too materialistic. The teachers who entered in

teaching as taking this profession a last alternative feel more contentment in public

schools as there is less work load, handsome pay, less administrative problems,

regular promotion, and generally posting at home station. The most significant factor

of their motivation and high self esteem is job security. There are slightest chances

for getting removed when once joining the public sector job (Mettin, 2009).

There are different streams of educational institutions working in the Punjab

province. They are mainly categorized as provincial, federal and private sector. The

main reason to choose the government sector secondary schools in the Punjab

province is that there is a chain of command. Professionally trained and well qualified

4

teachers. This is a fact that teaching profession is being turn down all over the

developing country. The same situation is there in the context of Pakistan. Low

literacy rate is there as compared to other developing countries. The teachers in these

institutions are not motivated and show low self esteem. Most of the teachers

complain the negative behavior of their heads. It is indispensable to investigate the

factors that are accountable for the relinquish of profession by teachers and

recommend the suitable remedies to overcome it. It is imperative to develop the

proper relationship between subordinates and heads by creating a friendly

environment of educational intuitions. If teachers are willing to work in a flexible and

open climate created by heads their motivations, self esteem, self efficacy,

effectiveness, and professionalism may be augmented.

Statement of the Problem

The learning environment of a school is significantly affected by its overall

institutional climate. Learning environment does not include only curriculum,

teaching methodology and assessment but also includes teachers’ motivation and self-

esteem level. Hence, school climate, teachers’ motivation and self-esteem are closely

interlinked. The specific climate of a school is assumed to affect the abilities of

teachers. Teachers in schools perform their duty under the supervision of head

teacher. Devoted and visionary heads make it possible to achieve the goals. Teachers’

motivation and self-esteem are directly related to the working environment which

provides teachers sense of belongingness for that organization and for the fulfillment

of the organizational goals with best efforts. In government sector, poor enrolment

and literacy rate show teachers low level of motivation and self-esteem in their work.

Therefore, the present research is intended to compare the effect of school climate on

5

the motivation and self-esteem of teachers working in government sector secondary

schools in the Punjab province.

Objectives of the Study

Following were the objectives of the study:

i. To find out the school climate of government sector secondary schools in

Punjab province.

ii. To explore the effect of school climate on the motivation of secondary school

teachers.

iii. To determine the effect of overall motivation regarding to different

demographic variables.

iv. To determine the effect of school climate on the self esteem of government

secondary school teachers.

v. To explore the effect of overall self esteem regarding to different demographic

variables.

Hypotheses of the study

The following null hypotheses were formulated to conduct the research:

Ho1: There exists no significant mean difference between open climate and close

climate in secondary schools.

Ho2: There exists no significant mean difference between school climate of female

and male schools working in rural areas.


and male schools working in urban areas.

Ho4: There exists no significant mean difference between school climate of male

schools working in rural and urban areas.

6



Ho6: There exists no significant mean difference between motivation of rural and

urban secondary school teachers working under open climate.


urban male secondary school teachers working under open climate.


urban female secondary school teachers working under open climate.


urban secondary school teachers working under closed climate.


urban male secondary school teachers working under closed climate.


urban female secondary school teachers working under closed climate.

Ho12: There exists no significant mean difference between motivation of female and

male secondary school teachers working under open climate.


male secondary school teachers working under closed climate.

Ho14: There exists no significant mean difference between the levels of motivation

among secondary school teachers working under closed and open climate.

Ho15: There exists no significant mean difference of overall motivation levels of

female and male secondary school teachers.

Ho16: There exists no significant mean difference of age on overall motivation levels

of female and male teachers.

7

Ho17: There exists no significant mean difference of qualification on overall

motivation levels of female and male teachers.

Ho18: There exists no significant mean difference of experience on overall


Ho19: There exists no significant mean difference of motivation dimensions of

female and male teachers.

Ho20: There exists no significant mean difference of motivation dimensions of rural

and urban teachers.

Ho21: There exists no significant mean difference between self esteem of rural and







urban secondary school teachers working under closed climate.


urban male secondary school teachers working under closed climate.


urban female secondary school teachers working under closed climate.

Ho27: There exists no significant mean difference between self esteem of female

and male secondary school teachers working under open climate.

Ho28: There exists no significant mean difference between self esteem of female and

male secondary school teachers working under closed climate.

8

Ho29: There exists no significant mean difference between the levels of self esteem

among secondary school teachers working under closed and open climate.

Ho30: There exists no significant mean difference of overall self esteem levels of


Ho31: There exists no significant mean difference of age on overall self esteem

levels of female and male teachers.

Ho32: There exists no significant mean difference of qualification on overall self

esteem levels of female and male teachers.

Ho33: There exists no significant mean difference of experience on overall self


Ho34: There exists no significant mean difference of self esteem dimensions of


Ho35: There exists no significant mean difference of self esteem dimensions of rural

and urban teachers.

Significance of the Study

An extensive review of literature revealed a significant relationship between

motivation and self-esteem of teachers. It has been acknowledged that teachers with

high motivation and self esteem demonstrate an excellent academic performance. This

is considerable to explore the effect of school climate in the scenario of Pakistan. The

study is a important addition towards the knowledge and practice particularly in the

context of Pakistan at the same time as there is an inadequate empirical data

accessible to draw attention to the effect and relationship of school climate, teachers’

motivation, and self esteem. The study findings will be utilized for training of leaders

in the field of education in Pakistan. The current age of knowledge and wisdom

demands a highly encouraging and participatory school climate. It is very problematic

9

for teachers working under close climate and to adjust them with respect to open

climate or vice versa. This research is valuable to gain insight into climate of schools

that will help head teachers to improve their administrative and academic

performance. The efficiency of subordinates under school climate types depends on

the expertise of knowledge and skills in the relevant field for headmasters. Visionary

administrators control school in better way and for this reason their subordinates

welcome them with a cheery face. They get the responsibility in an efficient way as a

part and parcel of school team. The climate under such administrators provides

outstanding working environment and makes their team members more motivated and

satisfied. Another significance of this study is to explore hindrances and problems that

spoil the climate of the school. In the same sense positive aspects will be highlighted

for motivation and self esteem of teachers which play a vital role in teachers’

performance.

A conducive environment and rich educational culture of institutions are major

reasons for preference and success. Also there has been an alarming debate about the

devotion and level of motivation and self-esteem of teachers in our educational

institutions. The hatred shown by children, who quits from school, or discussion of

parents about the school teacher and their behaviors, definitely demands to look into

the real cause of such attitude. Neither the best curriculum nor the books of high

quality confer a meaningful advantage unless the teacher fulfills his obligations with

care and devotion. The organizational climate of school is composed of school

uniqueness that differentiates one school from another and influences the motivation,

morale, job satisfaction, peer interaction, self-recognition, and behavior of its

members. School climate is relatively durable quality of the school environment that

is experienced by participants, based on individuals’ collective perception of school

10

and affects their behavior. Motivation and self-esteem of employees in any

organization are of great importance. The effect of school climate is closely

associated to teachers’ work performance and their ability to innovate and to integrate

new ideas into their practices. This is supposed that an administrator has some

inherent qualities to run his organization. He may visualize beyond the decades and

obtain the good news of his success from the future. This research is a substantial

contribution to the improvement of the administrators’ efficiency. The reasons might

be there owing to the political instability and ignoring the department of education.

White paper (2006), government official document says that developing countries

have focused in recent years on education and placed importance on basic education

without appropriate planning for the secondary level. In certain areas of Pakistan, the

ratio of secondary to primary school, for instance, is 1:16. This secondary sector

particularly is infested with problems of quality of education, dropouts, relevance and

access. The dropout rate at secondary level is 45% and 30% at primary level. These

indicators reflect the alarming situation. This is need of the hour to improve

environment of our educational institutions.

In the field of education, there is dearth of professional expertise and the

deficiency of true administration. It is unfeasible to fill the gap between teaching

cadre and administration. New problems and issues between teachers and

administration take place instead of solving them. The research will explore the

school climate under which teachers show high motivation and high self esteem,

prepare productive society, diminish and progressively change the depressing culture

of school that creates disappointment between teachers and eventually relinquish.

This research is also significant because it adds to the understanding of professional

efficiency required for successful administration of schools. The findings will be

11

utilized for training educational administrators. The study is advantageous in fitting

the school climate according to the existing situation and will help the head teachers

and teachers to work under the atmosphere of their own liking. The results of the

research will explore the school climate that will increase teachers’ motivation and

self-esteem at secondary level. Headmasters and teachers in schools require to work

hand in hand to provide healthier learning environment for students and this cannot be

achieved without the support of the administration and the different other governing

bodies. Exploring the relationship between these variables will facilitate all the

stakeholders to create conducive social climate. This study would open new avenues

to get better the overall educational environment of the country.

Delimitations of the Study

The research was delimited to:

i. the open climate and closed climate of government secondary schools. The

autonomous climate, controlled climate, familiar climate and paternal climate

were excluded. Teachers are not familiar with these types of climate and are

unable to give their view point about them. Even the terms are ambiguous for

them for the expression of their view point. Open climate follow the policy

“let them go” and closed climate follow the basic principle “Authority is

power”.

ii. the headteachers and teachers of female and male government sector

secondary schools situated in the province of Punjab in Pakistan. Literacy rate

of the Punjab province is higher than other provinces in the country. It is well

developed and has a large population. Findings of the research possibly will

be generalized or the research may be broadened to the other provinces of the

country.

12

Operational Definitions

Government secondary schools

Government secondary schools are a stream of public sector institutions

providing general education at secondary level in the Punjab province.

Headmistress / Headmaster

The female and male heads of government sector schools at secondary level in

Punjab.

Rural secondary schools

The government sector secondary schools situated at union council level in all

districts and are away from tehsil and district headquarters.

Urban secondary schools

The government sector secondary schools situated at district headquarters in

all districts of the province of Punjab.

Open climate

It refers to the environment in which heads perform their duty and their overt

behavior (Hath & Mistef, 2009). In such climate heads are highly energetic (Kotram,

2011) and not all aloof (Hory, Tum, & Watty, 2010). They are high in supportiveness

and low in restrictiveness (Maehr, 2009).

Closed climate

It refers to the environment in which heads perform their duty and their

explicit behavior. It is totally opposite to those of an open climate. No flexibility and

cooperation by the heads. Teachers are over loaded with paperwork, staff is

fragmented and disengaged and morale is at the lowest level (Deal & Peterson, 2008).

13

Motivation

Motivation is a term mostly used to describe those processes, both rational and

initiative by which people seek to satisfy the basic drives and personal goals (Donatt,

2009). The Perceived needs which basically trigger off human behavior (Cole, 2000).

Self-esteem

Self-esteem refers to the individuals’ sense of his or her overall worth or value

as a person (Wigfield, 2005). It is possibly the most important human life factor in the

development of a healthy and sound personality (Noddings, 2003).

14

Chapter 2

Review of Related Literature

The climate of school is essential characteristic of every school. It is unique to

every school. The different researches are being conducted on school climate

throughout the world due to its importance. The researcher explored the studies on

school climate by reviewing the related literature.

Defining School Climate

Creemer and Reezigt (2009) explored that school climate is the

distinctiveness of communal association budding from members in a school and stuck

between the institute and people linking with it, which were professed together

unswervingly and ultimately by personnel working in that school. This distinctiveness

was the critical pressure to the performance of personnel in working.

In the words of Kreft (2008), the school climate is groups of distinctiveness

happening in a school that are alleged by its members. In adding together, such

uniqueness is to; clarify the state of that school, distinguish one school from the other

school, be long lasting distinctiveness, and have influence on the performance of

persons in that school.

According to Miller and Fredericks (2010), the school climate is the

consciousness of members in a school about the work arrangement, uniqueness of

each person in the school supports dependability, ingenuousness, equality,

remuneration, eradication of danger, disagreement, and harmony of people in the

school.

The climate is the distinctiveness of work environment professed, both

directly and ultimately by officers (Purkey & Smith, 2001). The climate is also a

15

significant pressure influencing the performance of officers in their working.

With respect to definitions described above, it can be concluded that the

school climate is the discernment or understanding of members in school to working

surroundings, both directly and ultimately. The school climate persuaded performance

of members in that school by determining the anticipation form of members towards

fundamentals of that school. It resulted to approach and contentment of members to

the school directly. The school climate is unambiguous or exceptional in each school.

Difference between School Climate and Culture

Commencing the scrutiny of literature, it is exposed that together the terms

school climate and school culture give details the nature of the place of work. The

only main difference found is that school culture is broader than school climate. The

important inquiry is more useful structure for the study and analysis of schools. Both

concepts endeavor to recognize noteworthy properties of schools (Burns, 2010). The

fact is that definitions of climate and culture are frequently indistinct. The functional

difference is that culture consists of communal assumptions and ideologies. On the

other hand, climate is defined by common perceptions of behavior (Cohen, 2006). To

be sure the theoretical hurdle from communal assumptions leads to culture and the

communal perceptions leads to climate is not bulky (Kit, 2008). But the variation is

authentic and seems consequential in the patterns of professed behavior in school. The

main proponents of school climate frequently suppose that schools are balanced

instruments to achieve purpose (Chiu, 2009). These proponents’ background and

trainings are more probable to be in psychology and social psychology, rather than in

sociology and anthropology. Furthermore, these researchers are inclined to be

involved in climate as an independent variable, that is, how climate influences school

outcomes. The objective of studying climate is frequently to establish effective

16

strategies of change (Andrew, 2008).

In disparity, according to Freiberg (1999), scholars of school culture are

inclined to use the basic qualitative and ethnographic techniques of anthropology and

schooling to inspect the disposition or ambiance of schools. The Cultural analysis

derives commencing two fundamental intellectual backgrounds. One is holistic

studies which focal point on the school is whole and the second how its cultural

rudiments function to preserve a social structure (Arnold, 2007). And more emphasis

is on semiotic studies which spotlight on language and symbolism the people who

learn culture take accepted systems view of schools and conclude that the culture of

school is a natural outgrowth of a scrupulous time and place. We see it is not

approachable to endeavor at exploitation and transform (Bartol, 2011).

In the same way, Kasen, Johnson and Cohen (1990), described that the culture

climate association is that Culture is to meteorology which means the study of

weather and on the other hand climate is to climatology which means the study of

weather in a precise area or place. In the other words, the school has a culture the

classroom has a climate. Both these concepts manipulate and affect one another (Bass,

2009). All that we have been mentioning school climate may be better described as

the school culture in provisions of its organizational strength, its wellbeing and

orderliness, its resources and its goals and policy (Bateman, 2010). Whereas the

commitment to get better the culture of a school may take sometime. It seems that

teachers, principals and others can commence to improve some of the climate factors

instantaneously. In view of the fact that the school culture and the classroom climate

are interconnected, this is best not to spotlight on the dichotomy hut quite to propose

that together can be improved to progress the excellence of the education taking place

in the school (Bell, 2009).

17

Culture is the adhesive that holds the rudiments of an organization together. It

shows the being there of communal meaning, a common sense of assignment that

binds individuals in the organization with one another (Bennis, 2007). It is self-

possessed of fundamentals that generally define its efficiency, its success, and its

significance. Mathisen and Einarsen (2004), concludes that the culture of effective

school reflects: (1) arrangement and order, (2) sustain for social connections and

reception of people as individuals, (3) support for intellectual or learning behavior,

and (4) strong pledge to a clearly uttered school mission and to a communal

hallucination for the school. Since it has become apparent that organizational culture

is more extensive and significant term to portray a workplace.

Research Studies on School Climate

The climate of school is imperative trait of every school. It is distinctive to

everyone school. This researcher explored the studies on school climate by reviewing

the related literature. He has offered the appropriate studies as follows:

A research study of Bulach and Berry (2001), investigated the effect of

teachers gender, number of years at a school experience, and degree grade on climate

and culture of school this research concerned eleven hundred and sixty three teachers

form twenty five schools. Researchers used the “Instructional improvement survey”.

It determined school culture and climate. Degree status did not reflect the difference

in the revealed findings. The results also reflected that the female teacher, teachers

with more experience, and teachers having more stay at school were more affirmative

about the climate and culture of their institutions. Teachers having two to ten years

experience showed the least positive attitude towards the climate and culture of their

school. It reflects a positive insight to that fact that factors related demographics

inclined perception of school culture and climate.

18

In the study of Bulach, Boothe, and Pickett (1999), the focus was to examine

the occurrence of principal’s behavior. Practice which may cause a negative or

positive affect on this supervisory climate that prevails in the school. Descriptive

method focusing on survey type was used by the researcher. Twenty eight graduate

students were the sample of the study from the college of education at the state

university of west Georgia. The results reflect that the climate of many schools in this

state appeared to be very positive at the level of elementary schools. Principals of

these schools who were better with respect to their human relations and instructional

leadership. The findings clearly revealed that principals of male elementary schools

with holding the background of secondary schools were not well trained in that area.

The most frequently occurred behavior indicted in the study was displays a lack of

work. The results further indicated to the fact that the teachers as the result of

experience position and education would experience to observe their principals

practice of such type of behavior most of the time. This research through light that the

position that teachers pick out heir principals in with respect to its effect on climate of

school.

In the research Grewal (1988), used altered copy of the Learning Environment

Inventory. Statistics were conducted on one hundred and seventeen teachers

commencing the 4 states of the western region namely: Gujarat, Maharashtra, Goa

and Madhya Pradesh. In data analysis researcher analyzed each module for teachers’

discernment. The staff and students sample were not measured for ultimate analysis.

The results discovered that out of the five mechanism of school learning atmosphere,

simply two were originating to be disparity for groups. Subjects also exposed that on

activity environment, institutions were differentiated by medium and area. On the

other hand, in provisions of academic environment the institutions differed by

19

medium unaided. The psycho-social measurement of school environment confirmed

that cluster difference did not survive. But the institutions in all groups were professed

as highly assorted in psychological environment. The research throws light on the

awareness of teachers to school climate.

Shah (1988), conducted his study for monitoring the views of teachers and

administrators about the educational climate developing and constructing a compute

of academic climate with the assist of the responses of students, administrators and

teachers and confirm the competence of the appraise. The research study was

conducted for the intermediary colleges of Garhwal. With respect to government and

private and boys and girls characteristics one college from the rural side and one form

the urban side were preferred with the help of the draw system. The sample comprised

of fifty students from classes XI and XI I of each college and hundred teachers,

administrators and principal. An Academic Climate Description Questionnaire was

developed for the research study and this was used to gather the relevant data.

Findings exposed that the girls and boys belonging to urban and rural government and

private colleges differed in the perception of physical material. School principals and

administrators perceived the importance of the physical material. But school provision

and academic provision dimension in a uniform way. On the other hand, findings also

indicated that there was a patent likeness in the responses amongst students of

government colleges of urban and rural areas in the interpersonal trust magnitude of

Academic Climate Description Questionnaire but in the case of private colleges this

differed considerably. It was found that the responses of principals and administrators

differed perpetually from the teachers on the interpersonal trust measurement. The

teachers displayed an additional noteworthy association with interpersonal trust than

girls and boys. It was also originated that the interpersonal trust dimension was

20

internationally accepted by boys, girls and administrators for enhancing academic

climate. It was also exposed through the study that academic achievement is a

compact determinant of academic climate since the academic achievement of the

student is directly associated to academic climate. This research indicates the

dissimilarity in the acuity of school climate for teacher and students and implies the

significance for trust in enhancing academic climate.

Singh (1988), investigated that an open climate generated an advanced degree

of compliance in the teachers while the closed climate caused a low degree of

agreement. In the closed type of climate, the level of the uneasiness of the teachers

was elevated. This study also indicated that organizational climate was considerably

associated to teacher’s attitude. An open climate was found to escort to a more

constructive attitude, and the closed climate to a less positive attitude in the college

teachers. The college climate was not found to be different between rural and urban

colleges, undergraduate graduate and post graduate colleges, government and private

colleges and professional and non-professional colleges. This research study is

noteworthy as it signifies the collision of school climate on teacher characteristics.

Charabori (1990), focused to find the degree of relationship between the

school organizational climate and motivation of students. The sample consisted of

eighty six boys and forty six girls’ schools of Calcutta and twenty four Paraganas in

W Bengal and one thousand six hundred seventy two teachers from one hundred and

thirty two schools. Organizational Climate Description Questionnaire was used by

the researcher. Leadership Behaviour Description Questionnaire five point rating

scales was used. The conclusions of the study exposed that out of one hundred and

thirty two Bengali medium secondary schools 15.91%, 12.12%, 11.36%,

29.55%20.45%, and 10.61% were professed by their teachers as having

21

correspondingly an open, familiar, autonomous, controlled, paternal and closed type

of climate. The results also revealed noteworthy and positive correlation between the

school organizational climate and the leadership behaviour of the principal, school

effectiveness and job satisfaction of the teachers.

Pardhan (1991), used School Organizational Climate Description

Questionnaire. Adjustment Inventory of creativity and an information schedule were

also used to collect data. The standard marks of two uninterrupted examinations of

previous year were used to compute academic achievement. The results exposed that

the school organizational climate significantly affected the academic achievement of

students. Research is significant as it provides evidence for the influence of school

climate on academic achievement.

In the same way Baig (1992), conducted a research and the rationale of the

study was to study the school climate of Urdu medium schools and compare it with

English medium schools. The research occupied three hundred students studying in

the 9th standard, out of which two hundred were from Urdu medium school and one

hundred were from English medium schools. The researcher used the descriptive

method of the comparative type. Findings exposed that students from both media of

instruction supposed the school important with respect to encouragement, motivation,

openness, independence, secular orientation, egalitarianism, and achievement

orientation. They also indicated that English medium schools scored higher than Urdu

medium schools on social equality and material orientation. The researcher has

described below related studies that have been conducted on School Climate abroad.

The findings explored by Macintosh (1991), found a range of determinants

showed negative and positive impacts on teacher apparent and student. The

conclusions summit out that path model of determinants for communal climate

22

accounted for all social climate dimensions (twenty seven to seventy two per cent)

for student and teacher levels although its manipulate was frequently stronger at the

level of student. Research provides useful imminent into the actuality school climate

perception by students varied from that of the teachers. The relationship between the

determinants were obvious in perception of students.

Findings of the study of Butler and Dean et al. (1994), reflected that school

climate proportions remained relatively constant over time on the whole. It exposed

that the program has had the greatest effect on transforming instructional practices

and values at the elementary level. The outcome also signified the resiliency of school

climates to change. The study is significant as it depicts a positive influence of

programs initiated by the state to get better school climate.

A study was conducted by Byer (1999), namely “Measuring the Effects of

Students' Perceptions of Classroom Social Climate on Academic Self-Concept”. This

research study focused on measuring the effects of students' perceptions of classroom

social climate in middle school social studies classes on academic self-concept in

social studies. Researcher studied one hundred and eighty five subjects, consisting of

ninety five females and ninety males from the eighth grade enrolled in U.S. history

courses. Students' perceptions of classroom social climate were measured by the

involvement subscale and by the affiliation subscale of the Classroom Environment

Scale. The Academic self-concept was measured by Academic Self Description

Questionnaire II. The findings exposed significant relationship between students'

perceptions of classroom social climate and academic self-concept. The study is

useful as it highlights the need for better learning environment.

Research of the Gregoire and James (2000), the Multilevel Analysis was used

by the researchers for parenting styles as a theoretical structure to scrutinize the

23

relationship of aspects of school climate to the academic engagement, mathematics

achievement, and locus of control orientation of eighth graders. For this research, they

drew student and school data for nineteen thousand four hundred and thirty five

students and nine hundred and ninety seven schools from the National Educational

Longitudinal Study of 1988. They used hierarchical linear modeling techniques to

examine the relationship between administrators' and students' perceptions of school

climate and students' achievement, control orientation and engagement. Findings of

the study exposed that authoritarian school climates were connected with lower

academic engagement and control perceptions for eighth graders, when students'

individual background characteristics as well as aggregated socioeconomic status of

the schools were controlled. This study also indicated more differentiating effects of

prior grades on mathematics achievement and greater gender gap regarding to

academic engagement and increased differentiating of students' socioeconomic status

on their mathematics achievement and perceptions of control. This provided evidence

that authoritative institutions were not associated with either beneficial or detrimental

outcomes for students. This study also depicted those findings for authoritarian

schools were analogous to results documented in the parenting styles literature. The

research depicts the role of an authoritative environment to be unimportance with

respect students’ outcomes.

Research of the Swe and Gohswee (2001), focused on the investigation of

tertiary classroom learning environment in Singapore. The research aimed to study the

learning environment in the only teacher-training institute in Singapore. The

objectives of this study incorporated investigating associations between graduate

teacher trainees’ attitudes to the course. Their perceptions of the classroom

environment assessed by the College and University Classroom Environment

24

Inventory and gender-related differences in graduate teacher trainees. The sample for

the study comprised of one hundred and fifty one primary graduate teacher trainees

from the Postgraduate Diploma in Education Programme (Primary) and one hundred

and eighty four secondary graduate teacher trainees were from the Postgraduate

Diploma in Education Programme (Secondary) at the National Institute of Education,

Singapore. The total sample size was three hundred and fifty five. The researchers

calculated correlation co-efficient to study associations between environment and

attitudinal outcomes and found the relationships to be significant. The researchers

explored gender differences in graduate teacher trainees’ perceptions of their learning

environments by using one-way multivariate analysis of variance with the set of

College and University Classroom Environment Inventory scales as dependent

variables. Results of the study provided evidence of significant relationship as well as

gender-related differences among teacher trainees with respect to one out of seven

scales. This researcher was the first of its kind in Singapore and provides evidence for

the relationship between classroom climate and attitude to studies in the south Asian

context.

In the study of Bulach and Ronnie (2002), focused the impact of setting and

size on school’s culture and climate. The research investigated the impact of school

setting and size on the culture and climate of a school. Twenty five schools and eleven

hundred and sixty three teachers were concerned in the study. Results exposed that

there was a significant negative correlation between school size and school’s climate

and culture. Findings revealed that elementary schools had more positive climate than

high schools. Urban schools had less positive climates than rural and suburban. The

findings of this research are useful as they imply the need for small class sizes which

are of significance especially in the Indian context.

25

Holt, Smith and Roland (2002), in their study explored the relationship

between school climate and student success. The main aim of research was to

investigate the relationship among school climate in terms of effective teachers,

instructional leadership, student achievement and quality facilities. Research

implicated thirty high schools principals from top twenty and bottom twenty schools

of Arkansas based on the results of Stanford Achievement Test. Their findings

revealed that there is no direct correlation between school facilities and student

achievement. The study did suggest that facilities influence achievement. In the light

of results, the principals of both high and low scoring schools felt the need for more

technology and space. Majority of them did not feel that their facilities inhibited

instruction. The study also focus on difference in the perception of principals of high

scoring and low scoring schools with respect to utilizing data, view of the school,

aligning curriculum, and remediation. Principals of high scoring schools were

interested in aligning curriculum and utilizing test data as foundation for advancing

instruction and the principals of low scoring schools. They wanted more remediation

and viewed their school in more positive. The research study indicates the effect of

different school facilities of school climate on academic achievement on schools with

changeable performances.

Development of Theoretical Concepts on School Climate

Being a popular aspect of school organization, school climate has examined in

different perspectives. There are different theoretical concepts in which school

climate has been investigated by many researchers and scholars. Important

researchers work is given below:

Cairns (1987), synthesized concepts and theories regarding the school climate

as studied by academics and administration since 1939-1987. Heal (2010), conducted

26

a study about school climate. In his research study he tried to attach individual

behavior with environment. He explained that individual behavior in a working entity

or school emerges commencing two mechanisms: uniqueness of a person and

environment in a working unit of the organization.

Reynolds et al. (1980), explained the distinctiveness of school climate as the

complete product of discernment by persons in school in admiration with their roles

and responsibilities. In further addition, school climate indomitable five following

variables: (i) teachers’ esprit, (ii) teachers responsibility of decision-making,

(iii) decision-making empowerment, (iv) assessment of exercising supremacy for

decision-making, and (v) interrelation between teachers and management.

Dejung and Duckworth (1986), and other researchers used the statement

organizational climate in the research conversation about performance of participants

in banks. It was found that the deeds of personnel in such organizations confronted

tribulations concerning giving directives, perplexing thinking, much chain of

command, and interrelation. This type of behavior was summarized into three

variables: First variable is related to material organization such as approach, practices,

decrease of members for work attainment job description, alteration to exterior

environment, and self-being preservation (Regan, 2010). Second related to personality

such as requirements, aptitude, ethical value, self-knowledge, and non-

interventionism (Goin, 2009), and third related to immaterial organization such as

variables about faction relationship caused by participants in the association. These

participants have struggled to regulate the material organization to be the immaterial

organization in such a way that the immaterial organization would accomplish the

attainment as per the intention of the organization (Catty, 2007). In the meantime, it

would serve strain of each person there. In order to Isolating and arranging formats of

27

each person in the association had functions in giving reverse information to preserve

itself, and formats in the same way having the complex life and being defined as the

organizational climate (Guin, 2010).

Purkey and Smith (1983), projected a notion about the management climate.

They focused that the organizational climate is the first thing resolute by the

management, who determined the association with his/her subordinates (Robinns,

2008). The study focused by insertion an emphasis that the in general climate

resulted to motivation for achievement attainment, influence, and affection (Goodith,

2006). This study was consistent with a point of view that the organizational climate

led to satisfaction, motivation, and attainments of an organization. They documented

that the organization climate was the product of making understanding and creating

good approach in the association. It reflected the authority of accepting the

achievement of the organization (Sint, 2006).

Rumberger (1987), and some other researchers focused that climate had

association with work performance and work satisfaction of every person. He found

that there were four essential organizational climates: (i) system climate (Robert,

2004), (ii) people climate (Sindy, 2006), (iii) production climate (Cathy, 2004), and

(iv) team climate (Binson, 2009) which came from two climate dimensions.

With respect to the development of concepts and theories concerning the

organizational climate anticipated by academies, it led to an ending that the

organizational climate was urbanized by intangible theory that the individual

performance was shaped by individuality and atmosphere (Cutten, 2011). The

association privileged were important to settle on the situation or climate, and to

assess the organizational climate to for eternity keep the climate healthy to the

situations (Bigg, 2009). According to progress of theoretical concepts concerning the

28

organizational climate as mentioned above, the researcher preferred to additional state

concerning the evaluation of organizational climate.

Evaluation of Organizational Climate

Organizational climate deals with association stuck between personal behavior

and organizational factors that might be evaluated by investigating the personnel’s

awareness (Sagie, 2008). The important technique used to assess the organizational

climate was to appraise organizational climate directly from side to side the

discernment of personnel functioning in that organization. The related questionnaires

were developed to assess the workers’ awareness of organizational climate. Najaka et

al. (2002), and other researchers evaluated the school organizational climate with

respect to the following mechanism. (i) Structure and size: The structure of

organization also has significance and connected to the organization dimension.

Organizations typically kept individuals away from elevated level administration

(Ryan, 2004). It makes workers misinterpret that they have slight importance in the

organization. The detachment led to the management climate by not regarding persons

(Rose, 2006), (ii) Patterns of leadership: There are numerous headship patterns in

business organizations, educational departments, and government bodies. The

manners of leaders are a fractional work of administration. It is perceived by

individuals (Sahani, 2003), (iii) Complexity of system: It focused to the degree and

individuality of interconnection stuck between systems used by the institute (Scot,

2009), (iv) Direction of goal: Every association typically has diverse objective and

direction subject to its type (Sim, 2004). (v) Network of communication: Institute

communication is another significant dimension since the communication system

shows the communication association, group affiliation and management influence

(Sousa, 2001). The bottom up or top down connections or parallel communication

29

should imitate the management notion of each working component.

Berkowitz and Bier (2005), and many other researchers described and

classified the organizational climate proportions. He evaluated the organizational

climate by means of the following mechanism: (i) Formation: The structure of

organization incorporated together formal and informal (Tanver, 2001). The structure

influences the actions between personnel and performance of employees in

association with jobs, (ii) Accountability and challenge: This element deliberates the

accepting or discernment about work confront and emotions regarding the work

attainment (Watson, 2009), (iii) Support and affection: Both affection and support in

an organization would decrease some labor concerns from the time when all people

always required lukewarm and sympathetic climate and particularly new staff

(Wilson, 2001), (iv) Compensation and sentence/endorsement and dissatisfaction:

Organizational climate focusing on remuneration to a certain extent than retribution

would encourage the personnels’ attention in admiration with achievement and

affection (Wiley, 2001). It would reduce their apprehension over work breakdown.

Incentive also intended the recognition or harmony with performance or proceedings

arising out. In the intervening time, chastisement signed the denial of manners or

actions arising out, (v) Disagreement: It measure the thoughtful about what provoke

out among different personnel, and functioning units that had antagonism in an

organization would for ever and a day face conflicts and conflict resolution (Witt,

2005), (vi) Performance standards and expectations: These feature deliberate

emotions or awareness about the significance of work presentation and

unambiguousness of anticipation for work recital in an organization (Yukl, 2004),

(vii) Possibility and possibility taking: This reflects the awareness of people about the

attitude of supervision about the reception of risks (Isati, 2001). One requiring a great

30

accomplishment frequently conventional the common risk in decision making.

Organizational climate contemplation that acknowledged the medium risk was gifted

to arouse the personnel’s desire for work achievements (Judge, 1991). On the other

hand, other organizational climate starved of the risk taking would direct to the

dissatisfaction and limitation of personnel’s longing for work achievements (Kipy,

2000), (viii) Agreement: Agreement focused on the significance of awareness about

workers faithfulness to their group. It was established from studies that the devotion

to the group helped form more group harmony and performance competence (Jones,

2009).

Catalano, et al. (2002), and other researchers classified the organization

climate into three following types: (i) Climate with respect to coordination emphasis:

This category of climate consisted of four primary individualities. Firstly, giving

possibility for alliance and having temperate and sincere affiliation (Johnson, 2001).

Secondly, giving supports and creating motivation form people. Thirdly, giving

sovereignty in working and having modest forcing structure. Fourthly, accepting that

the workforce is the group members (Jinety, 2001), (ii) Climate with respect to

authority emphasis: This category of climate consisted of three primary individualities

(Pipin, 2000). First, setting up the organization arrangement in forms of regulations

and convention as well as working actions. Second, people accepted the responsibility

in positions and ability and duties in the high level (Kelker, 2009). Third, motivating

to exercise formal influence and duties to reconcile conflicts and contradictory

opinions (Kloap, 2001), (iii) Climate with respect to production emphasis: This

category of climate consisted of four primary characteristics. First, emphasize self-

responsibility (Kopi, 2001). Second, manipulating risks and having new changes

(King, 2011). Third, accepting the recompense for good performance personnel, and

31

fourth, creating feeling that the personnel were a part of team augmentation and

achievement (Kotman, 2008).

Halpin and Croft (1966), also followed by other researchers assessed the

organizational climate in outward appearance of eight climate dimensions by asking

workers to appraise the climate from four dimensions of colleague’s behavior. And

another four proportions of executives before interpreting all eight proportions into

six types of climate. (i) Disengagement: It represented the sentiment of members to

the manners of contemporaries that they lacked the combined working arrangement.

As a consequence, work was performed independently without any collaboration

although that work required such assistance (Kamit, 2006), (ii) Hindrance: It focused

the emotions of members to the manners of contemporaries who performed their work

under stern regulations and system. Their work became congested, and work

performers felt uncomfortable and inopportune as an alternative of soothe (Koh,

2001), (iii) Esprit: It focused the sentiments of members to the deeds of colleagues

that members felt contented with social relationship and enjoyed work achievements.

That is why, they had esprit and arrogance (Lad, 2001), (iv) Intimacy: It focused the

feelings of members to the behavior of contemporaries that members enjoyed the

social relationship since each colleague extended the familiarity with each other. As a

result, they felt contented with this social affiliation that unnecessarily dealt with good

presentation (Kremer, 2009), (v) Aloofness: It focused the reaction of members to the

behavior of supervision who had official characteristics, detained stringent rules,

convention, obligations, and policy without any concerns over members’ mind (Limp,

2004), (vi) Emphasis on production: This emphasis and production aspect represented

the feeling of members to the deeds of management who inspected and assigned

exertion intimately. It gave directions to performers for additional actions without

32

uncomplaining any explanation or suggestions of members in order to gain the

performance outcome as required (Judgee, 2009), (vii) Trust: This element

represented the sentiment of members to the behavior of management who behaved as

the example of all work and used the slightest control, instruction and inspection (Lee,

2009), (viii) Consideration: Consideration represented the sentiment of members to

the behavior of management who treated members compassionately and soothingly

whether in working or individual matters (Leftin, 2009).

Halpin and Croft (1966), supported by other researchers premeditated

mechanism of climate in seventy one elementary schools. The result originated that

the organizational climate consisted of eight proportions as evaluated by work

performers. Four proportions evaluated from behavior of contemporaries and the

other four proportions evaluated from the behavior of supervision. In adding together,

six following types of organizational climate were appraised; (i) Open climate: Open

Climate reflected that members had good harmony (Lewin, 2007), esprit and

assistance and jobs were appropriate for member aptitude; members had contentment

in problem solving (Likert, 2011). And members felt arrogant of performing in this

component, intended for the management’s deeds. It would found that the

management had good individuality, and performance like the model in working, it

gave backing to subordinates in working (Luo, 2004). It did not have many directions

or much control since contemporaries and good discipline. Rules and convention were

important but supple depending on situations. The management did not put stress on

production but produced the leadership individualities in performers personality in

anticipation of it resulted to good presentation (Magin, 2001). This climate was most

preferred by performers and it was the most excellent climate, (ii) Autonomous

climate: Marvelous uniqueness of autonomous climate was that the management

33

encouraged performers to have self-sufficiency (Luthans, 2009). The performers felt

satisfied to get hold of the association relatively than performance achievements.

Personnel had good working collaboration and work resilience even though the level

of collaboration and spirit was not correspondent to that it in the open climate the

management was standing by to provide expediency and backing from time to time.

And acted as good example in working, and promoted the wellbeing of

contemporaries. This climate was relatively stricter than that of open climate (Maclen,

2005), (iii) Controlled climate: In controlled climate supervision considered the

creation emphasis and always had control and scrutiny until performers had more to

some extent arrogance and strength than the normal level. Performers had to work

jointly all the time so they had good affiliation in the group but had little affable

relationship (Menon, 2009). The management facilitated work procedure but set up

working rules and regulations all the time. The management had modest relationship

with performers in view of the fact that they had the production emphasis and did not

look upon comments, doctrine and reasons of others (Mckee, 2001), (iv) Familiar

climate: This climate reflected that the management and employees had affable

relationship and the management did not spotlight on production. So they disregarded

rules and regulations or work orientation. It made the personnel not pay concentration

in their work but they had good personal relationship (Moorhead, 2004). The

personnel’s spirit was average. They had the coordinal relationship. They lacked the

job satisfaction or arrogance in work achievements. The management unnoticed the

human resource management. They tried to show that every personnel were in the

identical family. The management gave compassion and familiarity and did not harm

the personnel’s mind. The performance evaluations or guidelines both direct and

indirectly the personnel always had to provoke the management to execute duties

34

sturdily (Nash, 2001), (v) Paternal climate: Paternal climate reflected that the

management had instruction, constrained, inspected, and had work point of reference

closely. The management tried to generate the coordinal relationship with the

personnel but their endeavor usually unsuccessful. The personnel did not respect

knowledge and aptitude of those executives (Murphy, 2004). The personnel were

come apart into groups and did not have the coordinal association since the

management filed to keep the personnel in disciplines. The management intermittent

the personnel’s time as a substitute of facilitating them. A little performance was

done. The personnel mislaid their fortitude because they lacked mutually coordinal

affiliation and conceit in work achievements. The management seemed to recognize

everything even though they knew very petite so the personnel felt aggravated with

the behavior of management (Natin, 2004). (vi) Close climate: Closed climate

reflected that management had the management without leadership personality,

acquaintance, and efficiency of human resource management. The personnel lost

working strength and support because there was not the affable relationship and

arrogance in work performance (Okpara, 2009). The personnel lacked the pleasant

operation. The management did not facilitate the operation. The management and

personnel had modest relationship but the management exhausted to set up

convention and policy to be complied by the personnel without first-rate principles.

The management sought that their longing was deserved. The management futile to

act as the sample, the management lacked the familiarity and inspiration, and has on

no account shown the leadership performance to the personnel. This was not excellent

climate and should be remedied immediately (Nagidi, 2009).

35

Theories Related to School Classroom Climate

There are numerous theories in which the school climate has been investigated

and explored by many researchers and scholars. The prominent theories which laid

the foundation of school climate are as under:

Rudolf Moos’s theory.

Moos (1973), affirmed in his research study the conceptualization of human

environment. He developed three extensive categories of proportions, which depict

assorted socio psychological settings. These three domains are given as under:

Dimensions of relationship.

This realm includes feelings of association, attachment and teacher support,

which recognize the temperament and concentration of personal associations and

appraise the degree to which people interrelate and sustain one another.

Dimensions of personal development.

This sort includes task direction and antagonism, which assesses the essential

information along which delicate enlargement and self augmentation is predisposed to

happen, which embrace variables concerning to precise functions of environments and

to the impending intensification and enlargement of students.

Dimensions of System maintenance and system change.

It involves aspects such as novelty, teacher is in command of and regulations

clarity, which involves the degree to which the surroundings is order, comprehensible

in prospect, maintains have power over and is approachable to change.

So that can be said that constraint of Moos format is that it inattentive mainly

on one set of dimensions conceptualized as the social climate.

Walberg’s theory.

Walberg (1981), presented three domains; aptitude, instruction, and

36

psychosocial environment. Aidridge and Fraser (2000), elaborated these domains.

They distinguished that Walberg has projected a multi feature psychological

supposition of educational efficiency which holds that learners learning is a task of

three main student propensity variables (motivation, age, and ability ), two related

instructional variables (quality and quantity) and four related to psychosocial

environments (classroom, home, mass media and peer group ).

Pielstick’s theory.

Pielstick (1988), recommended four important domains of learning

environment: Social, Physical, Psychological and instructional. The present theory

recommended that:

Physical domain.

This domain has to do with substantial environment together with such things

as sound conditions, lightings, temperature, ventilation, arrangement, and

amount/quality of apparatus.

Social domain.

This domain has to do with those fundamentals connected to interpersonal

actions and circumstances including such possessions as classroom climate or

atmosphere, mode, social interaction, discipline, order, teacher-pupil empathy and

collaboration.

Instructional domain.

This domain encompasses materials apparatus, strategy and those teacher

behaviours associated to instruction. There are a congregation of rudiments

interconnected to the third domain, such as magnitude, level and eminence of

instructional utensils, core curriculum plans and instructional organization. It focuses

on time spent in instruction. It includes academic prominence and inclinational

37

resource personnel and instructionally associated to educator behaviour.

Psychological domain.

This domain focuses on determinants of acquired behaviour or learning such

as the extent and intensity of the stimuli concerned.

Components of School Climate

Yet regardless of the actuality that there is no trustworthy synchronization in

the literature with respect to mechanism of school climate or their connotation (Alton,

2003). Most writers emphasize compassionate as a institution element (Darkey,

2004). On the other hand, some situate safety leading (Purfin, 2004). They define

school climate as a systematic environment in which the school people feels esteemed

and dexterous to reward the school’s mission complimentary from concerns about

safety and disruptions (Jigt, 2004).

According to Greenberg et al. (2003), plentiful aspects of a school’s social and

physical environment include its climate. Solitary organization accredited the

subsequent eight areas:

1. Manifestation

2. Associations of faculty

3. Student interactions

4. Decision making/ headship

5. Intimately proscribed environment

6. Learning milieu

7. Culture and Attitude

8. Relations with School community.

38

Approaches of Organization Climate

There are numerous approaches to the perceptions of climate. Two approaches

in particular have acknowledged considerable support, one the cognitive schema

approach and the second shared perception approach. The first cognitive approach

regards the discernment of climate as an individual judgment and cognitive

illustration of the work setting. From this standpoint climate assessments are

hypothetical to be conducted at a personage level (Pufin, 2009). The second

communal perception approach focuses the significance of communal perceptions as

groundwork of the impression of climate. The organizational climate has also been

defined as the communal perception of the method possessions are around here

(Putin, 2009).

Cognitive Schema Approach

The propagators of this approach are of the view that a protected, caring,

participatory and approachable school climate tends to encourage great affection to

school s well as providing the non-compulsory foundation for social, emotional and

academic learning (Blum, et al., 2002; Osterman, 2000). One of the essentially

significant magnitudes of school climate is relational and how “associated” people

experience to one another in school. There is a mounting body of research that

suggests that connectedness is an influential interpreter of young person health and

academic outcomes (McNeely, et al., 2002; Whitlock, 2006) and aggression

avoidance (Karcher, 2002) and as a defensive aspect in unsafe sexual relations,

violence, and drug use behaviors (Caralano, et al., 2004; Kirby, 2001).

The school climate in addition has promotes or complicates significant student

learning. For example, actions like society service and debates augment the learning

39

environment by providing pupils opportunities to actively contribute in the learning

procedure and assemble their own knowledge of communal and government systems

(Torney, 2002; Youniss, et al., 2002). Moreover, when such behavior is obtainable in

a sympathetic, mutual environment, they give confidence students to build upon one

another’s ideas on projects (Wentzel & Vatkins, 2002). Mutually, the experience

pragmatically represents the social circumstances that they may locate themselves part

of in the superior social society (Bandura, 2001; Torney, et al., 2001).

Considering a constructive climate for citizenship education more

internationally and comprehensively also raises questions regarding how schools can

most optimally endorse these significant learning behaviors even further than the

classroom environment. Inspiring, active and collaborative learning on reliable

projects is most effectual in an environment with a civic assignment and that

encourages unquestioning relationships throughout all members of the school

community.

Shared Perception Approach

The researchers have pursued the communal awareness model of

organizational climate. Their model identifies the variables which moderate an

organization’s ability to mobilize its workforce in order to achieve goals and

maximize performance (Hart, Griffin, Wearing, & Cooper, 1996).

This approach highlight that School climate promotes or complicates

students’ ability to learn. On the one side, this is repeated sense. To the degree that

students sense safe, cared for, properly supported and affectionately pushed to learn,

educational achievement should augment. In fact, this is what a sequence of studies

from America and overseas has exposed. Constructive school climate promotes

supportive learning, group consistency, admiration and shared trust or a climate for

40

learning (Finnan, et al., 2003; Ghaith, 2003; Kerr, 2004). In adding together, a

succession of studies have shown that school climate is in a straight line connected to

academic achievement (Brookover & Lezotte, 1979; Brookover, 1978; Brookover, et

al., l979; Edmonds, 1979; Freiberg, 1999; Good & Keinsrein, 1986; Gottfredson &

Gottfredson, 1989; Griffith, 1995; Madaus, Airasian, & IKellaghan, 1980; Rutter,

1983; Rutter, et al., 1979; Shipman, 1981).

The chiefly powerful statements on the association between school climate

and issues touching teacher education are The National Commission on Teaching and

America’s Future’s initiation into Learning Communities. This monograph reflects

school climate in stipulations of a learning community, and properly argues that

initiation, to be effectual, must be orientation into a vigorous school climate. The

association stuck between this commencement of orientation and preservation is

made. The teacher education programs are occasionally criticized for the reason that

of the high abrasion of underpinning teachers. The implications of preparing school

privileged who appreciate the critical function of a school climate that promotes

teamwork and learning communities and the teachers who understand the significance

of such a climate has implications for teacher schooling (Chauncey, 2005; Fulton &

Lee, 2005).

School climate by portrayal reflects school personnel, students, and parents

communal, poignant and ethical as well as academic experiences of school life. Over

the many years, research studies from a variety of historically somewhat frantic fields

(e.g., health endorsement, risk avoidance, , mental health, disposition education, and

social-emotional learning) have recognized research-based school enhancement

guidelines that unavoidably create protected, thoughtful, receptive and participatory

schools (American Psychological Association, 2003; Benninga, Berkowitz, Kuehn, &

41

Smith, 2003; Berkowitz & Bier, 2005; Durlak & Weissberg, 2005; Greenberg et al.,

2003).

Teachers’ Motivation

The word motivation involves liveliness and coerces to learn, focus on work

efficiently, and attain prospective. It is what moves us to do something including

pursuing a teaching career. Dowson and Mclnerney (2003), suggested that relevant

motivation determine that what behavior people carry out or not carry out engage in

attraction, to what extent stretch they employ in these actions of retention and the

profundity to which they fit into place in these activities of attentiveness.

Consequently, motivation possibly will conclude what attracts persons to teachings.

How extended they stay behind in their preliminary teacher education courses. The

degree to which they fit into place with attentiveness their courses and the teaching

profession (Martin, Marsh, & Debus, 2003). Motivation to follow a teaching

profession is predominantly imperative in the in progress circumstances of teacher

shortages (Preston, 2002). Owing to difficulties attracting candidates to preliminary

teacher education courses, the acknowledgment of qualified teachers, and the

withdrawal of an elderly teacher labour strength (Bradley, Sampson, Ma &

Cunningham, 2006).Teachers motivation takes roots from inner interest of the

teachers (Johnson & Birkeland, 2002; Preston, 2002; Ramsay, 2000; Santiago, 2007).

Additional, retaining and attracting properly motivated teaching candidates (teachers

and students) have the prospective to not only counterbalance teacher shortages but

augment the improvement of effectual educators in the elongated run.

Motivation is not completely a new term in research field. It is commonly

assumed to be a good thing that goes in influencing individual’s performance and

behavior at work (Kanu, 1997). Teacher motivation has to do with teachers’ attitude

42

to work. It is has to do with teachers’ desire and will to participate in the pedagogical

process within the school environment (Donald, 1997).

According to Cole (2000), motivation is a term mostly used to describe those

processes, both rational and initiative by which people seek to satisfy the basic drives,

personal goals, and perceived needs which basically trigger off human behavior. In

the words of Afe and John (2002), teacher motivation referred to as those basic

factors that operate within the system of school which if not made available to the

teacher could create a hindrance in performance, cause stress, frustration and

discontentment all of which would subsequently affect and reduce classroom

effectiveness and students quality output. This implies and focuses that teacher’s

motivation includes factors that cause, sustain, channel and influence teacher’s

behavior towards high profile management and academic achievement standards in

schools.

Kerlinger (1993), referred to motivation as “an intervening variables”, which

identified as psychological and internal processes that were not directly observable

but which in turn mostly accounted for behavior. Ukeje (1991), described “motivation

could make a mule dance.” Teacher motivation is anything done to make teachers

satisfied, happy, committed and dedicated in such a way that they bring out their best

in their places of work so that both parents, students and society will properly benefit

from their services (Tracy, 2000). Motivation is a management function that

individuals to accomplish institutional targets. It is designated, purposive and goal-

oriented behavior that involves certain forces acting on or within the individual in

order to sustain, initiate and direct behavior (Olochukwu, 2000). Extrinsic motivation

refers to motivation that comes from outside the individual; a reward system

(Graham, 2006; Kohn, 2004). In intrinsic motivation in human beings are naturally

43

motivated to develop their intellectual and other innate competencies and to take

pleasure in their accomplishments (Stipek, 2006).

Factors representing intrinsic and extrinsic motivations to teach.

Many researchers have identified motivation as a global notion which has

different factors (Sinclair, Dowson, & Mcinerney (2006). In addition researchers have

also designed their own instruments according to the situations and dimensions they

intend to measure. Cultural values make it difficult to compare motivation across the

countries (Kohn, 2004).

Intrinsic motivation.

Working with children. It refers to working with children or expression of

love for children, to serve as a positive role model for children or an enjoyment in

working with children in other context (Sinclair, 2006).

Intellectual stimulation. It refers to the intellectual nature of teaching work

such as love of learning, teaching or a specific subject area (e.g. English); imparting

knowledge to other people, promoting respect for knowledge and learning; or the

intellectually stimulating nature of being a teacher (Dowson, 2006).

Altruism. It means entering teaching to help the less fortunate, to provide a

service to others, make an impact on society, and solve some perceived problems in

the educational system because good teachers were needed so badly in schools

(Mcinerney, 2006).

Authority and leadership. It reflects that the opportunity of teaching gives one

to be in authority, the figure of attention in a room of people, their own boss or for

leadership (Sinclair, 2006).

Self-evaluation. It refers to a personal assessment of one’s own character and

personality in terms of one’s suitability to be a teacher, a personal calling to teach or

44

having always wanted to teach students (Dowson, 2006).

Personal and professional development. It means entering teaching

profession for the opportunities it provides for professional development or one’s own

character, or the professional development necessary for career advancement or to

lead to other careers (Sinclair, 2006).

Extrinsic motivation.

Career change. It refers as teaching not being the first priority occupation one

had considered or held, having been totally dissatisfied with work or study done

previously, having trained for another field but could not able to get a place in that

field or did not feel competent or comfortable in that field, or even motivated by a

stressful life event (e.g. death, divorce, geographic relocation or unemployment)

which led to making changes in one’s life (Dowson, 2006).

Working conditions. It refers to the perceived benefits of being a teacher, such

as work hours, good salary, vacation time, a pleasant working environment or job

security (Sinclair, 2006).

Life-fit. It means the compatibility of teaching as a career with a home

situation and the demands of family and work (Mcinerney, 2006).

Influence of others. It reflects being motivated to enter teaching profession by

others, such as past teachers, family members, friends’ careers advisers or media

material which highlighted the benefits of teaching (Dowson, 2006).

Nature of work. It means the type of work teaching involves, including being

a busy, creative profession and varied work which would not lead to boredom, a

suitable profession for a woman; and, the social nature of teaching, such as an

opportunity to interact with interesting colleagues or to meet a lot of people (Sinclair,

2006).

45

Research Studies Review on Teachers’ Motivation

In education system, teachers are influential tools for humanizing superiority

of education from beginning to end effective classroom practices (Davidson, 2007). In

the research study of Bess (1997), he identified the principal feature that contributes

to efficient classroom practices is strapping motivation. Consequently to convey about

revolutionize to an educational system, improvements to search out better teacher

motivation are indispensable. A preparation for such improvements would have need

of the conspirator to know the obtainable condition of teacher motivation and factors

distressing teacher motivation. The information will let somebody know regarding the

factors that require improvements. Motivation can be classified into extrinsic and

intrinsic. The extrinsic motivation of teachers is connected with numerous extrinsic

factors such as remuneration and working conditions. Intrinsic motivation is the

stimulation contributed largely by essential factors such as enjoyment and Personal

satisfaction. The intrinsic motivation to some degree is improved by the extrinsic

factors. While studying the obtainable conditions of teacher motivation, it is

obligatory to scrutinize together the intrinsic and extrinsic factors distressing teachers’

motivation. In view of the fact that the number of these factors is large to wrap up

them in one explanation. He anticipated with the intention of teacher motivation is

probably to be improved by three types of plunder, one of these is intrinsic plunder.

He described intrinsic plunder as the internal sentiment practiced contained by the

person such as pleasure, psychological satisfaction and joy.

Huang (2001), suggested that the furthermost satisfaction in teaching comes

from considering learners who have achieved success academically, and in

considering the learners developing their individual characters and identities.

Kuruseka (2003), reported that regarding seventy five percent of teachers teaching

46

English as a target language described that their gratification was contributed by

functioning with children. Wright and Custer (1998) studied the reasons why

excellent technology teachers enjoy teaching. The majority of the teachers expressed

that functioning with children and considering the collision of the teachers’

involvement to the social order as the pleasurable aspects of teaching. The teachers

thought that these two aspects of satisfaction were indispensable components for

motivating teachers intrinsically (Day, Stobart, Sammons, & Kington, 2006). In

adding up to with the intention of Wright and Custer (1998), reported that the

preponderance of teachers considered learning innovative technologies as the most

imperative characteristic of enjoyment consequential from teaching. Eick (2002),

reported that the yearning to go on with teaching is associated with pleasure, the

obsession and feel affection for to interrelate with children and the conviction with the

intention of teachers are the ones that possibly will help develop society in the future.

William (2003), discovered that outstanding teachers were aggravated to carry on

teaching for the reason that they were talented to accomplish their personal

accomplishment by considering the students’ successes.

In the research study of Zembylas and Papanastasiou (2003), reported with the

intention of the level of intrinsic motivation encouraged by functioning with children,

seeing their advancement and accomplishment, and making involvement to society

are in the middle of the factors attributing to teachers’ contentment, and maintaining

an excellent level of enthusiasm in the work. The teachers proclaimed with the

intention of teaching gave them a prospect to practice innovative challenges and

permitted them to investigate, construct and invent the ways they teach. As a result of

having this sort of motivation, teachers are supplementary satisfied by means of the

work and this contentment will moreover preserve their motivation, or additional

47

stimulate them to endeavor for a better level of satisfaction. Bennell (2007)

investigated in his research study that satisfaction and enthusiasm probably move in a

circle. This disguised contentment tends to motivate teachers to intend for advanced

performance and achievement to complete their sagacity of accomplishment.

In the research study of Anderson and Iwaniski (1984), explored that teachers

require self-actualization for the reason that devoid of it may go in front to teacher

bum-out. They recommended that teachers be required to be provided with

opportunities to augment self-actualization. The term Self-actualization is described

as the complete use and utilization of potentialities, talents, capacities. Such people

give the impression to be rewarding themselves and to be liability the most excellent

that they are incapable of doing. Ololube (2006), reported in his research study that

self actualization is the need for achieving occupied probable, individual and

specialized success and reaching for hit the highest point satisfaction following the

idea described in Maslow’s conjecture of self-actualization by stating that the people

who are certainly intelligent to obtain self-action are primarily motivated by the call

for self-actualization, therefore according to them are capable to become superior

teachers and parents. This study will consider the research work by Coble and

Hounshell (1972).

Eick (2002), presented those science teachers whose prerequisite were science

majors viewed teaching as a mode to make the most of and communicate their

knowledge and augment their learning in science. This research study also focused

that teachers whose backgrounds were science majors be supplementary motivated to

augment their capacities and talents. This research study focused on teachers’ job

satisfaction and motivation for teacher efficiency, reaching one’s probable and

individual growth was ranked as the third mainly significant aspect that motivated

48

teachers to teach.

The exceeding literature suggests that satisfaction, self actualization and

enjoyment are significant factors connected with intrinsic motivation and extrinsic

motivation By means of these pieces of research studies there are many other

motivation studies reported on or after all parts of the world excluding South Africa

(Bennell & Akyeampong. 2007), USA (Ingersoll & Perda, 2003), and Australia

(Ingersoll. 2003).

At the same time as motivated teachers are frequently connected with

producing motivated students with soaring achievement (Dhindsa, 2005). The present

research study will make available useful information to teachers on the variables that

will inspire teachers to bring about their task efficiently. In this regard it is hoped that

administrators and school heads can use the conclusions to produce learning

environments that will subsist more successful in motivating teachers.

The Research study of Barnabe and Burns (1994), conducted on the

motivation of teachers disclose that teachers are influenced by together intrinsic and

extrinsic factors. Intrinsic motivation, the profession content aspect, manifests itself

when the exertion itself becomes the pouring force following a person’s proceedings

(Davis & Wilson, 2000; Eimers 1997; Fresco, Kfir & Nasser, 1997). Extrinsic

motivation and the job perspective factor occur when the driving strength for a

person’s proceedings lies in factors outside the work itself (Eimers 1997; Fresco et al.,

1997). The findings in the research studies designate that the intrinsic factors put into

effect a greater considerable persuade on teachers motivation. It arises from the

profession itself (Wevers, 2000). The subsequent intrinsic factors were acknowledged

in the research studies; (i) Communication with learners: The contentment and

motivation are derived from educators’ daily interaction with learners (Wevers, 2000),

49

(ii) Accomplishment: Teachers experience immense contentment when they are

capable to assist learners to attain positive results (Atkinson, 2000),

(iii) Acknowledgment and praise: Teachers elongate for acknowledgment and admire

for their achievements which hand round as a positive fortification for effectiveness

(Evans, 1998), (iv) Task importance: Teachers experience contentment when they

have a constructive effect on the lives and work of others (Theall & Franklin, 1999),

(v) Self-sufficiency: The extent of self-sufficiency allowed teachers has an brunt on

their motivation. They desire the autonomy to build up and execute their have

possession of methods in the classroom devoid of fearing school authorities (Rowley,

1996).

Even though intrinsic factors have a superior direct collision on the motivation

of teachers. The persuade of extrinsic factors on teachers attitudes should not be

underestimated. The important subsequent extrinsic factors have been acknowledged;

(i) Salaries: Most of the teachers deem that the salaries they take delivery of are

substandard to the amount of exertion they do (Pinto & Pulido, 1997), (ii) Promotion:

Most of the teachers in studies indicated that endorsement to a higher placement

echelon was one of their goals (Wevers, 2000), (iii) Association with colleagues:

Teachers place a high premium on optimistic staff associations (Davis & Wilson,

2000), (iv) Job security: Teachers who are in front of the prospect of reduction of

expenditure or superfluous reorganization, or teachers who are confronted with

foremost changes in the set of courses. They will experience uncertainty and will not

subsist as effectual and motivated as teachers in a protected functioning environment

(Low & Marican, 1993), (v) Fair management: Teachers want to be there treated

reasonably. Any prejudiced actions against them are professed pessimistically. Mostly

plummeting their efficiency and motivation (Campbell, 1999), (vi) Admiration: Many

50

teachers grasp the vision that they do not acquire the professional admiration they

warrant (Wevers, 2000), (vii) Lack of resources and services: The lack of support

services makes educators feel unsure, vulnerable and frustrated (Wright & Custer,

1998), (viii) Irrational working hours: Teachers may sense that their working hours

are impracticable and unpractical. They also protest about additional hours devoid of

getting any additional recompense or even admiration for their hard work (Kniveton,

1991), (ix) Punitive problems: Teachers feel that penalizing problems encompass one

of the most influential causes of demonization at classroom level (Evans, 1998),

(x) Lack of parents’ dedication: The lack of parent dedication is a immense concern to

teachers (Wevers, 2000).

Motivation to Teach

The literature on researches demonstrates with the intention of despite the fact

that not everyone is correspondingly motivated to teach. There are some motivators

generally uttered by those taking into consideration a profession in teaching (Jointi,

2001). These research studies have investigated the motivations to teach apprehended

by student teachers, school students, experienced teachers, new teachers, principals,

teacher educators, school superintendents, women, minority groups, and second

career teachers (Andrew, 2009). Those also with contradictory levels of academic

accomplishments, and also those from developing nations. The research studies

illustrated upon unlike conjectural bases and utilize a assortment of research methods

together with questionnaires, essays and interviews (Kinty, 2007). Despite the fact

that conclusion differs transversely individual studies. As a sum total, these research

studies have revealed that people are, or would subsist, fascinated to teaching by these

following reasons; (i) Passion reflects having for eternity sought after to teach

(Dinham & Scott, 2000), (ii) Love for learners reflects the love of children. Innate

51

yearning to work with children or youngsters, preceding association with children,

and for the advantage of children (Allard, Bransgrove, Cooper, Duncan & MacMillan,

1995), (iii) Unselfishness reflects the supposed worth or worth of teaching to others. It

involves making a variation in the lives of others, focusing to help other people, to

modify the general public or to lend a hand a distressed profession (Johnson &

Birkeland, 2002), (iv) The intellectual inspiration includes a love of learning,

teaching, or a particular subject area (the latter more likely reported by secondary

teachers), or the desire to impart knowledge (Serow, 1993), (v) The sway of others

reflects all together with family members. It also reflects Past teachers or community

members (Hart & Murphy, 1990), (vi) Apparent benefits include schedules of work,

working hours, career security salary and vacations (Yong, 1999), (vii) Teaching

work nature reflects the opportunities teaching provides intended for gratifying

interpersonal communications with others (OECD, 2005), (viii) A yearning for

changing the career reflects the disappointment with a preceding profession, or a

traumatic life occasion such as unemployment, divorce or geographic relocation

(supplementary general in second career teachers and student (Richardson & Watt,

2006), (ix) The professed comparative ease a new entry into preliminary teacher

education courses, otherwise the profession of teaching itself (Weiner et al., 1993),

and (x) Teaching status includes the opportunities teaching provides for profession or

societal encroachment (Yong, 1999).

Extrinsic Motivation

Motivation is pouring strength in the wake of all the proceedings of an

individual. It is the foundation of individual emotions and achievement interconnected

goals (Rabideau, 2005). In the largest part school settings, an extrinsic recompense

arrangement is used to scrutinize student performance and achievement. The research

52

Studies demonstrate classrooms that exercise foundation underpinning on extrinsic

plunder actually encumber classroom motivation (Baldes, Cahill, & Morreto, 2000).

With respect to an extrinsic plunder system that is based on a indication economy

agenda where a student is rewarded a prize for responsibility something good or

attaining a target. At the similar time the accolade is taken away whilst the student

does not carry out or accomplish the projected accomplishment goals. In chastisement

by plunder Kohn (1993), argues that reward systems are frequently successful at

escalating the likelihood with the intention of students will accomplish something

nevertheless that as soon as the recompense system is taken away their motivation

decreases. The more students are rewarded for liability something. The more they be

inclined to be unable to find attention in no matter what they had to do to get the

compensation. Kohn (2004), suggests with the intention of in order encouraging

intrinsic motivation in the classroom, teachers should make available an appealing

curriculum and a thoughtful atmosphere so kids can do something on their accepted

yearning to come across out.

Baldes, Cahill, and Morretto (2000), conducted a 16-week research study. This

research study embattled student population in Kindergarten, 4th grade and 6th grade

at two grade school sites and the second one middle school site. The findings of the

research study indicated that teachers in point of fact contribute to a turn down of

learners motivation by judgment it is necessary to compensate students to do

something. Their study findings reflected low levels of academic attainment

proceeding to their study. For the duration of the sixteen-week intercession program,

the participating teachers implemented strategies that were unswerving with

accommodating learning, manifold intelligences, and optimistic regulation to produce

an optimistic, motivating, and protected environment. Data from pre and post

53

involvement interviews from students and teachers indicated augmented motivation

and abridged misconduct that led to more time for academic instruction consequential

in student academic and personal development.

Intrinsic Motivation

Motivation is tremendously imperative in the school because it can augment or

encumber the attainment of students and teachers educational experiences (Baldes et

al., 2000). In order for teachers to feel motivated be prosperous at school they require

to meet five fundamental needs. These requirements are belonging, freedom, survival,

fun and power (Copeland, Davis, Foley, Morley, & Nyman, 2001). When teachers

feel protected in their environment they can edge on their interests and are competent

to fully slot in their teaching process. In array for students to learn, teachers require to

focus on intrinsic motivation for the reason that it is far additional effectual than

rewards at providing excellence (Kohn, 1993). Intrinsic motivation is the solution to

motivating teachers and students. It can only be attained if teachers are willing to

internally acknowledge the confront of the new concept. Research study suggests that

teachers and students are societal beings (Brazee, 2003).They have the intrinsic

yearning to gain knowledge of and complete a assignment is for its own sake and to a

certain extent than external factors (Baldes et al., 2000; Kohn, 1993).

Murdock and Miller (2003), evaluated the relation stuck between achievement

motivation and their perceptions of teacher compassionate. The school was positioned

in a mid-size and semi-urban school located in district in the Midwestern United

States. The researchers assessed teachers intrinsic valuing of schooling, self-efficacy,

and teacher-related efforts at the same time as motivational indicators using variable-

centered (regression analysis) and secondly person-centered (cluster analytic)

techniques. The research study consequences indicated that teachers considerate

54

accounted for their motivation in academic achievement.

To comprehend the phenomena motivation, it is imperative to spotlight on

convinced theories witch have been developed. Regardless of their prolonged

existence, these theories still proffer a constructive framework for the thoughtfulness

of motivation. These theories present worthless insights and acquaintance of factors

influencing teachers’ attitudes and facilitate managers to stimulate proficient

escalation and recital of staff members.

Motivation Theories

Motivation Theories were devised in an endeavor to give explanation of the

attitudes and behaviour of employees (Drafke & Kossen, 1998). The theories of

motivation can be alienated into two categories: content theories and process or

cognitive theories (Barnabe & Burns, 1994; Mc Kenna, 2000; Rowley, 1996;

Schermerhorn, et al., 1997; Wevers, 2000). Content theories endeavor to recognize

factors contained by individuals and their environments that strengthen and uphold

behaviour. Process or Cognitive theories endeavor to elucidate how environment

factors are moderated by psychological states and behavior factors to invigorate and

maintain behaviour and how they impede behaviour (Barnabe & Burns 1994; & Mc

Kenna, 2000). Content theories comprise Herzberg’s two-factor theory and Maslow’s

theory on hierarchy of needs. Process theories comprise the Vroom’s expectancy

theory, operant learning theory and Adam’s equity theory.

Content theories.

Maslow’s theory on hierarchy of needs.

In his theory, Maslow distinguishes a number of requirements ranging from

lower order to higher order needs (Maslow, 1954). The basic principle in the wake of

the hierarchy is that needs at every one level have to be satisfied to some extent before

55

desires on the subsequently higher level can be satisfied. The lower four desires are

called insufficiency needs because they stimulate people to congregate them and in

anticipation of they are met, people find it difficult to act in response to higher-order

or so-called augmentation needs (Owens, 1995; Everard, 1996; McKenna, 2000;

Wagner & Hollenbeck, 1998).

Maslow distinguishes a number of needs ranging from lower order to higher

order needs (Maslow, 1954).

Physiological needs. The buck order of human needs consists of the

fundamental physiological provisions such as shelter, water and food. These can be

acquired if capital and employment are there.

Security and protection needs. If the requirements on the preceding level are

contented, a new needs level without human intervention emerges on behalf of a

higher stride in the needs hierarchy. This stage represents constancy and autonomy

from physical intimidation and dangers. People want to be guaranteed that their

endurance is not in difficulty. Their work is supposed to give them this sort of

security. Numerous teachers have entered the education system for the reason that the

service can make available a protected and stable job.

Belonging needs. It includes sentimental relationships and the need to be in

the right place to a group and family. Reaction from group members which confirms

one’s sagacity of belonging is indispensable.

Self-esteem and status needs. These needs submit to the need to experience

appreciated and valued by the self and considerable others. Teachers who do not feel

that their position and self-esteem requirements are being met from beginning to end

the profession can become unenthusiastic. They want to be acknowledged for their

accomplishments. The need for such acknowledgment is to a certain extent met by

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medals and promotions. Fulfillment of these requirements leads to self-confidence

and a good judgment of indulgence.

Self-actualization needs. These needs refer to the requirements to accomplish

one’s potential and to develop one’s capability.

The notion of Maslow’s needs pecking order underlies studies on motivation.

According to the study made by Reeve (1996), self-esteem requirements are an

imperative motivator of high apprehension to school managers and teachers.

According to Maslow’s theory, a need is a prospective motivator in anticipation of it

has been contented. The contentment of the need makes it unproductive as a motivator

and the subsequently higher order necessitate becomes the motivator.

Herzberg’s two-factor model.

Two-factor theory by Herzberg distinguishes two sets of work factors

(Herzberg, Mausner, & Snyderman, 1959). One set relates to the definite

implementation of the work and these factors are known satisfiers or motivators. The

next set of factors relates to the work atmosphere and is called as dissatisfiers or

hygiene factors. Two-factor theory by Herzberg posits with the intention of

employees are not motivated by extrinsic factors such as job security, salary and

working conditions, other than by intrinsic factors such seeing that responsibility,

achievement and recognition (Eimers, 1997; Jones, 1997). If suitable hygiene factors

are provided then employees will not be discontented with their work, but neither will

they be there provoked to carry out at their full prospective (McKenna, 2000).

Motivators produce actual motivation, and at what time they are insufficient,

there is no motivation (Drafke & Kossen, 1998). Even though hygiene factors are not

motivating, they are a precondition for motivation (Owens, 1995). Low and Marican

(1993), distinguished stuck between teachers as hygiene seekers and motivation

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seekers, and originate that motivation seekers showed superior dedication to teaching

than hygiene seekers.

Owens (1995), draws the subsequent conclusions from this theory for

education put into practice the possessions which make people contented at work are

not merely the opposites of things which make them discontented. The two sets of

things are dissimilar in category. One cannot merely make happy people by removing

the causes of disappointment, for example by giving personnel a higher

accommodation financial assistance. For that reason, the opposed of dissatisfaction

according to this theory is not satisfaction as one might anticipate, other than to a

certain extent “no dissatisfaction”. For instance, working circumstances, salary, type

of consideration, attitudes of management and climate of the school can be sources of

dissatisfaction. On the other hand, to get better the working conditions and salary, and

develop an additional compassionate, concerned administration, one be capable of

expect to decrease disappointment, but one cannot anticipate to motivate staff

members through such means. This theory suggests that it is not probable to motivate

people through continuation factors. Reducing the class size, increasing a more

sociable atmosphere and improving the working conditions probably will accomplish

two things: Produce environment in which they possibly will be motivated and

eliminate or reduce the dissatisfaction of teachers.

It does not signify that continuation factors are not significant. Minimum

levels necessitate to be maintained to keep away from so much disappointment that

motivators will not have their predictable effect. For example, intimidation to job

security can produce so to a great extent disappointment that teachers cannot act in

response to professional augmentation, acknowledgment or accomplishment.

Managers in the field of Education should be concerned with ensuring together that

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the causes of disappointment are disinterested and that opportunities for satisfaction

are augmented (Owens, 1995).

Process theories.

Operant learning theory.

The Process theories comprise the operant learning theory with the intention

of proposes that an individual engages in an explicit behaviour for the reason that the

behaviour has been imposed by a specific conclusion (Drafke & Kossen, 1998;

Wagner & Hollenbeck, 1998). Constructive reinforcement such as being paid a

financial additional benefit for performance is one method to augment the preferred

behaviour of people. In extermination, the subsequent form of reinforcement a

response is undermined because it is no longer harmonizing with some optimistic

reinforces. For instance, in attempting to accomplish a higher pass rate in Grade

twelve, the teacher may advocate learners to receive a subject on a lower academic

level and by this means give up the academic standard of learners. Unconstructive or

negative reinforcement and chastisement or punishment is two other forms of

reinforcement. With respect to negative reinforcement, the probability that a person

will fit into place in a meticulous behaviour is greater than before because the

behaviour is followed by the elimination of something the person dislikes. For

instance, the teacher will teach additional math lessons to stay away from

involvement in sports instruction. With respect to punishment the probability of a

given behaviour is decreased for the reason that it is followed by something that the

individual dislikes (Drafke & Kossen, 1998; Wagner & Hollenbeck, 1998).

Equity theory.

Adam’s equity theory emphases on the concept of fairness (Anderson &

Kyprianou, 1994; Drafke & Kossen, 1998; Schermerhorn, et al., 1997). The equity

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theory has evolved commencing the social comparison theory (George, 1996).

This equity theory examines the propensity for staff members to judge against

the fairness of what the work requires them to do with what they take delivery of in

swap over with their efforts (Drafke & Kossen, 1998; Schermerhorn, et al., 1997). It

also suggests that staff members judge against their have possession of job situation

with that of another person (Drafke & Kossen, 1998; Georage, 1996; Schermerhorn,

et al., 1997). If they do not experience evenhandedness, people will obtain actions

intended to bring them a state of equity flanked by what they place into their work and

what they receive in return. According to this equity theory that perceptions and not

facts influence motivation (George, 1996).

Expectancy theory.

The expectancy theory proposed by Victor Vroom and afterward unmitigated

by Porter and Lawler attempts to give details the determinants of workplace attitudes

and behaviours (Drafke & Kossen, 1998; Mosley, Meggins & Pietri, 1993;

Schermerhorn, et al., 1997; Wagner & Hollenbeck, 1998). The three foremost

concepts underlying the theory are those of expectancy, valence and instrumentality

(Ruhl-Smith & Smith, 1993; Schermerhorn, et al., 1997; Wagner & Hollenbeck,

1998).

According to this presumption, motivation is strong-minded by individuals’

beliefs in their own hard work, the consequential job performance, and in conclusion

the outcomes or rewards and incentives offered for the job performance (Cascio,

1995; George, 1996). The performance outcomes procedure occurs yet again and

again where real events make available additional information to hold up a person’s

belief, and viewpoint influence future motivation. There are three most important

determinants of motivation with respect to this theory. The anticipation that attempt

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will result in performance. The Staff will be motivated to work only to the degree that

they anticipate high levels of attempt to be reflected in high levels of performance.

Valence refers to the individual value personnel put on the outcomes that they think

about they will receive for their performance. Outcomes (negative or positive) may

result either commencing the environment (e.g. superiors, the reward system of the

organization or colleagues) or from performance of a task itself (e.g. personal worth,

achievement or feelings of accomplishments). High valence of outcomes causes the

high motivation. The expectancy (anticipation) that performance will result in reward.

Personnel will be motivated by the conviction that their performance will show the

way to outcomes (rewards) for them. Failure or disappointment to consider that

performance will be rewarded; will negatively have an effect on motivation.

Theorists have the same opinion that the three factors of motivation in the

expectancy theory collectively establish the overall level of motivation. If one of these

factors is zero, motivation will be zero (George, 1996). The insinuation is that all

three factors be obliged to be high for an individual to be extremely motivated. The

notion of expectancy suggests a number of guiding principles to managers. Managers

can optimistically influence the motivation of personnel members in the subsequent

ways (Callahan & Fleenor, 1988). Recognize the kind and amount of behaviour that

will be used to judge good quality performance. For instance, the principal may

possibly settle on that an increase of ten percent average in the math’s scores of

matriculates in an inadequately performing school will be judged as good quality

performance. Managers require settling on whether staff members encompass the

appropriate skills and knowledge to accomplish their work efficiently. The

aforementioned theories make available the groundwork on which a wide-ranging

model for motivation can be developed. This model serves as a means to appreciate

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and understand the motivation progression.

A general theory for motivation.

The process of motivation can be regarded at the same time as an incentive

which causes action (Drafke & Kossen, 1998). An anxiety is created by a shortage or

lack experienced by people. An individual is motivated by tensions to endeavour to

decrease or even eradicate these tensions. Past and present environmental experiences

of an individual influence the direction these efforts will take. Effort is influenced by

Expectations (Drafke & Kossen, 1998). If an individual believes with the intention of

the preferred outcomes are improbable or impossible to comprehend, he or she

possibly will not yet bother to make an effort

Providentially, education managers can affect staff prospect in different ways

such as submission rewards and establishing objectively jointly. The capability of a

person then blends by means of the person’s endeavor in a certain level of

performance. Unluckily, performance unaccompanied does not permit individuals to

satisfy their requirements, particularly if they be deficient in the proper skills or when

their previous training is insufficient. The motivated activity resulted from Rewards or

outcomes (Drafke & Kossen, 1998). Outcomes possibly will come from the outside

environment in the form of promotions, financial or awards praise. Outcomes are

capable of also come from the interior environment, such seeing that a sentiments of

self-esteem or achievement resulting commencing accomplishing an objective. If all

this is distrustful, it tends to result in personnel disappointment.

It is difficult to Measuring the motivation of teachers for the reason that

attitudes are intangible and individuals frequently have difficulty expressing them

specifically. This information can, nevertheless, be enormously worthless for

educational planners and managers as well as the common public for the reason that it

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informs them of work bits and pieces that result in teachers’ motivation.

Teachers’ Self-esteem

Self-esteem refers to the individuals’ sense of his or her overall worth or value

as a person (Wigfield, et al., 2005). Noddings (2003), has defined as possibly the most

important human life factor in the development of a healthy and sound personality.

Rosenberg (1986), argued that a person’s stable, enduring sense of self-worth

overtime is named base line self-esteem. Regardless of the amount of failure or

success experienced, persons with high baseline self-esteem tend to evaluate

themselves positively all, while persons with low baseline self-esteem tend to be self-

critical in this regard. Self-esteem is defined by how much value people place on

themselves. It refers to the evaluative component of self-knowledge (Dembo & Eaton,

2000). High self-esteem refers to a highly favorable global evaluation of the self

(Baumeister, Campbell, Krueger & Vohs, 2003). Low self-esteem, by definition,

refers to an unfavorable definition of the self (Wentze, 1998).

Self-esteem could serve helpful and valuable functions (such as for managing

one’s life) is so far as it is based on an accurate, rather than inflated, evaluation of

one’s characteristics (Borba & Olvera, 2001). Teachers with low self-esteem suffer

burnout and leave the teaching profession (Labone, 1994). When teachers lose faith in

their potential and abilities, it leads to high teacher turnover or even worse because

dissatisfied teachers create unhappy classroom environment for their pupils

(Danielson, 2006; Le Cornu, 1999). Teachers holding positive self-esteem are more

likely to reflect on and seek betterment of their teaching practices as well as maintain

inter-personal skills that are conduciving to teaching-learning process (Le Cornu,

1999).

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Indicators of teachers’ self-esteem.

According to (Branden 1994), over three decades of study and of working

with people have persuaded that there are six pillars on which health of self-esteem

awareness depends.

Living consciously.

To live consciously is to be present to what we are doing to seek to understand

whatever bears on our interest (Piff, 2001). The values and goals to be aware both of

the world external to self and to the world within (Jung, 2004).

Self-acceptance.

To be self-accepting is to own and experience without denial or disowning the

reality of our thoughts (Tiny, 2004). Emotions and actions to be respectful and

compassionate towards ourselves even when we do not admire or enjoy some of our

feelings and decisions to refuse to be in an adversarial or rejecting relationship to our

selves (Biggy, 2009).

Self-responsibility.

To be self-responsible is to recognize that we are the author of our choice and

actions; that we must be the ultimate source of our own fulfillment that no one is

coming to make our life right for us or to make us happy (Pufin, 2009). No one will

give us self-esteem awareness (Jint, 2004).

Self-assertiveness.

To be self-assertive is to honour our wants and needs and to look for their

appropriate form of expressing in reality; is to live our values in the world; to be

willing to be who we are and allow others to see it; to stand up for our convictions

values and feelings (Buddy, 2003).

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Personal integrity.

To live with integrity is to have principals of behaviour to which we remain

loyal in action; to keep our commitments; to walk our talk (Chekey, 2009).

Living purposefully.

To live purposefully be to take responsibility for identifying our goals; to

perform the action that allow is to achieve them to keep on track and moving to their

fulfillment (Kint, 2001).

A Conceptual Framework for Teachers’ Self-Esteem

The idea of teaching as a profession has been scrutinized by social scientists,

educators, and historians Despite variations amongst the views of these authors, there

is common agreement that a profession should be characterized by the following

criteria: it should be a unique, essential service, involving a systematic body of

specialized knowledge and skills, collective autonomy, practitioner autonomy,

maintenance of service standards, and training requirements (Bohon, 2008; Hoyle &

John, 2008; Perkin, 2009; Sockett, 2009).Teaching, according to these authors, meets

only some of these criteria. Nonetheless, any deliberation over teaching as a

profession remains solely an academic exercise without a long history of

professionalization within the education sector of different countries, a struggle for

societal recognition and sanction in terms of legitimate authority, status and power,

salaries and work conditions, and improvement in service (Hoyle & John, 2008;

Parkay & Hardcastle, 2009; Sweeting, 2009; Smith & Smith, 2010).

Apart from the above mentioned criterion approach to studying the nature of

the teaching profession, one may be interested in investigating how teachers perceive

their profession at work. Often we hear teachers talking about professionalism. But it

is perhaps not surprising that there is no commonly construed meaning of the term

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(Kwan & Chincotta, 2011). Chincotta (2010), attempted to define professionalism in

the Hong Kong context as an ideology, a doctrine or set of beliefs that individuals or

groups hold towards the nature of teaching and the role of a teacher. Such beliefs or

ideologies may often be distinguished by their relationship to others’ educational

ideas rather than to one’s own. From a psychological perspective, there are terms,

such as professional self-concept and teacher self-efficacy that can be used to

identify how an individual views him or her as a teacher. Undoubtedly not all

professional qualities, such as those discussed above, are relevant to teachers’

professional self-perceptions.

Teachers tend to rely on passive learning activities, such as listening and

imparting theories and knowledge and ignoring the professional self-esteem concept.

The professional dimensions, considered being salient for the conceptualization of

the professional self-concept, comprise teaching efficacy, teacher-pupil relationships

and teaching commitment (Bowles, 2009).

Teachers’ professional self-concept, like self schemata is constructed from

cognitive processing of their experiences of teacher education and teaching (Conchas,

2011). It refers to feelings, thoughts, and attitudes about oneself as a teacher and

subsumes both self-description and self evaluation: a necessary distinction between

the two aspects of the self as suggested by self-concept researchers (Bong & Clark,

2009; Perna, 2011).

As mentioned earlier, professional knowledge is commonly acknowledged as

a criterion of teaching as a profession. No matter how one categorizes what

constitutes professional knowledge for teachers (Hoyle & John, 2008; Tom & Valli,

2010) It is by and large concerned with learning needs and characteristics of learners,

curriculum, teaching methods and strategies, classroom management and discipline,

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subject content knowledge, school culture, and the relationship or pedagogical

knowledge and skills to educational practice. Pedagogical knowledge is, however,

only meaningful when it is related to teaching effectiveness. Teacher effectiveness

may be determined by such variables as outcomes of teaching, achievement of

educational objectives, and evaluation of teaching and learning behaviour (Biddle &

Dunkin, 2010; Medley, 2010). The concept of teacher efficacy is commonly found in

the literature that suggests, it as an important component of teacher effectiveness

(Gibson & Dembo, 2010). We consider that teacher efficacy is an essential ingredient

of student teachers’ professional self-concept. It reflects the personal evaluation on

their own sense of competence and effectiveness in performing the role as a teacher.

Conceptualization of teacher efficacy is derived from the theory of self-

efficacy (Perna & Titus, 2010). Self efficacy refers to beliefs about one’s capability

to perform a course of action in order to attain some intended or desired outcomes

(Bandura, 2007). This concept is often considered as analogous to self-concept or

self-esteem in that this problem is in some way related to a situation in which self-

concept measures on many occasions include components of competence and self-

worth (Bong & Clark, 2009). The distinction between self efficacy and self-concept

becomes even more obscure in cases when measures of self-concept concentrate on

one’s perception of competence. Bandura (2007), maintains that self efficacy and

self-esteem conceptually represent two different psychological phenomena. However,

there are common features between the two concepts, and they may be related to each

other to some extent, Like self-efficacy, information concerning self-worth, besides

its global nature of self-conception, can be differentiated in accordance with different

domain of activities, such as academic self-esteem, social self-esteem and physical

self-esteem, and under different circumstances (Rowan, 2007 ). As a matter of fact,

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there have been measures of self-concept or self-esteem that are tied to different areas

of functioning (Byrne & Shavelson, 2008). Self-esteem, defined as evaluation of

one’s own self worth, should reasonably be regarded as embodying far more than

perceptions of one’s capability of performing an act or producing a particular

outcome Thus, an individual’s consideration on whether he or she is capable of

performing a course of action valued by the individual should bear direct contribution

to the individual’s confidence, and subsequently to his or her self-esteem (Robbins,

2007). On the other hand, self efficacy suggests mainly the idea of one’s perceived

capability or competence, though it may allude to the meaning of self-worth.

Compared with self-efficacy, self-concept is judged to be more inclusive, at least in

its theoretical content, because it embraces a broader range of descriptive and

evaluative inferences, with ensuing affective reactions (Bong & Clark, 2009).

With respect to this study, self-esteem, if accepted as it has been defined so

far, contains domains of teacher-efficacy that are valued by an individual. On some

occasions, however, self-perceived capabilities may not commend themselves to the

individual. For example, a teacher who sees himself very capable of fulfilling

instructional roles but takes no pride in working in the profession may not consider

the efficacious performance being significant to his own aspired state of professional

self-esteem.

Studies have showed that social aspects of the self, such as social self-

concept (Byrne & Shavelson, 2008), and social support Positive regard (Harter,

2006), constitute a significant dimension of self-concept. Following this rationale,

student teachers’ belief in teacher-pupil relationships should contribute to the

development of professional self-conception. At the beginning stage in teacher

education, that teachers tended to emphasize interpersonal relations (Weinstein,

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2009), but laid less stress on academic aspects of classroom teaching for their

conceptions of teaching (Book, Byers & Freeman, 2007).The study of Crane (2006),

suggested that there was a significant relationship between student teachers’ attitudes

towards acceptance of self and acceptance of others and their job satisfaction in

teaching,

Professional commitment of a teacher involves a devotion to do the job well

and a continuous search for professional development in improving one’s knowledge

and abilities (Swartz, 2009). It denotes responsibility and accountability as regards

instructional outcomes as well as principles and judgments embedded in the

instructional process a teacher undertakes (Valenzuela, 2009). We may argue that

student teachers’ teaching commitment influences their development of professional

self-concept, should it be reflected in their self-respect and recognition for the

professional role as well as appreciation from pupils.

Review of Research Studies on Teachers’ Self-esteem

In recent years in educational research, teachers, beliefs and thought processes

have gained much consideration (Chan, 2011; Pajares, 2010). The viewpoint a teacher

holds regarding his responsibility and work influence his or her conceptions of

children, curriculum, instructional arrangement and behaviour (Richardson, 2009).

With regard to teacher preparation, teachers’ attitudes and beliefs influence the means

they learn to teach at the same time as well as their behaviour and judgments in the

classroom (Calderhead & Robson, 2008; Hollingsworth, 2010; Johnston, 2011;

Richardson, 2009). A lot of these attitudes and beliefs concerning teaching have been

progressed before the pre-service students stick together teacher training and teaching

and they are frequently than not opposed to change (Weinstein, 2009; Wilson, 2009).

This is indispensable that teachers teaching play a role in reorganization the pre-

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conceptions, of which some in point of fact are misconceptions, intended for

improving practices in teaching and professional preparation (Wilson, 2009).

Terms, such at the same time as perspectives, knowledge, attitudes,

perceptions, judgements, ideology, conceptions, and preconceptions, are associated

with a sense of belief (Guest, 2009). The construct of belief is itself broad and

encompassing. When we talk about educational beliefs, we often refer them to how a

teacher perceives teaching and the role of a teacher, such beliefs may often be

distinguished by their relationship to educational ideas that are external to one's own

self. For example, a teacher may agree that activity approach should have a lot of

good educational qualities but in fact he/ she see oneself as more suitable in adopting

a traditional approach. On the other hand, there are also other terms associated with

belief; such as self-concept, self-esteem, teacher efficacy, and professional self-

concept that can be used to identify the manner a teacher views himself herself as a

teacher (Kam, 2009).

Teachers’ self perceptions, part of the teachers’ belief system, can be

considered as an indicator for evaluating the quality of teacher education. Any

changes in these self-perceptions resulting from teacher training reflect in part the

effectiveness of the institute in engendering a sense of professional confidence,

competency, and overall suitability as a teacher. Ultimately when the novices leave

teacher training, they would be prepared to become more adaptable, if any positive

changes in self-perceptions do occur, to challenges of the beginning year of teaching

(Moran, 2008). However, a limitation in research in this area is the lack of a

conceptual model and the poor quality of relevant instruments. The teachers’

professional self-esteem represents the manner in which the novices see their own

worth and capability in becoming a teacher (Kam, 2009).

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Teachers’ self-concept and professional self-concept have predominantly

been measured by semantic differential scales (Coulter & Elsworth, 2008; Coulter,

2009), and the same views were flourished by some other researchers in this regard

(Gregory, 2009; Gregory & Allen, 2010), and the Tennessee Self Concept Scale

(Garvey, 2008; Scherer, 2009; Smith & Smith, 2010). In respect of the former

measures, a list or clusters of adjectives, which at the same time were applied to

measure the self as a person, assessed the professional self-concept. The Tennessee

Self-Concept Scale also was designed to measure self-concept as a person, Current

conceptualizations and measurement support the development of self-concept

measures in specific aspects of the self (Byrne & Shavelson, 2008; Hattie, 2009).

Theories and studies in self-concept have shown the significance of situational and

salient features of self-concept. Hence, any attempt to measure the professional self-

concept should adequately reflect pedagogical experiences of student teachers. Also

research in student teacher self-concept should establish, of course, the reliability and

validity of their measures (Butler, 2009).

It appears that only a handful of studies on teacher self-esteem have been

published. Coulter (2009), pointed out that this might be due to researchers’

commitment to direct observation of teacher behavior and their emphasis on

investigating attitudes and values of teachers. Some studies have focused on

examining the effects of teaching practice on teachers’ self conceptions. The effects

vary with such factors as class levels taught (Morgan & Morris,2007); different

teaching approaches (Poon, 2007); length of practice teaching (Covert & Clifton,

2008); the effects of course work (Lindop, 2009) and teaching practice performance

(Doherty, 2009).

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Researches on Self Esteem in Pakistan

Several researches have been conducted in Pakistan to study various aspects

of self-concept and self-esteem employing different measurement approaches.

Tahir (2006), assessed the self-concept of primary school children with an

instrument consisting of 30 items on a five-point scale. The items of the scale were

related to three broad areas: physical appearance, social relations, and academic

performance. It was probably the first systematic attempt to study the construct and it

lacked a precise and operational definition. Moreover, it was not based on any

particular theory and the rationale to select the three dimensions and particular set of

characteristics was also not made clear. Except in item-total correlations, no other

psychometric properties of the scale were reported (Riaz, 2006). Later, Dua (2007)

tested the scale for its factorial structure and discarded three items as they were found

to be having less than .32 factors loading on the first factor.

A study by Ammar (2008), focused to develop and validate a scale of

academic self-concept, a component of self-concept, for high school students. The

academic self-concept scale, consisting of 38 self-reported statements in Likert type

format, is reported to have satisfactory psychometric quality (Ammar, 2008). The

alpha coefficient reported was .87 (p<.05) and the concurrent validity demonstrated

by the correlation coefficient of academic self-concept scale scores with school

achievement scores was 0.39 (p<.05).

The predictive validity of the scale with the academic achievement

(matriculation, 12th grade examinations result) was found to be .38 (p<.05). The

discriminant validity was examined by correlating its scores with that of Students

Problems Checklist (SPCL) and a significant negative correlation between academic

self-concept and the problem areas of SPCL was considered a strong evidence of the

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discriminant validity of the academic self-concept.

Other studies have investigated self-concept of some specific samples.

Shafqat (2005), conducted a study to assess the self-concept of heroin addicts and

non-addicts by using Urdu Adjective Checklist. Shafqat (2005), found that heroin

addicts had an unfavorable body image and expressed a poor ability to form social

relationship. Tahir (2006), used the abbreviated version of Urdu Adjectives checklist

to assess the self-esteem of professional and nonprofessional criminals. The findings

indicated that the self-esteem was significantly low among professional criminals as

compared to non-professional criminals (Tahir, 2006). Hamid (2008), also used the

Urdu Adjective Checklist to measure the self-concept of rural women employing

those 65 adjectives which had yielded highly positive .and negative values.

Khalil (2009), conducted studies comparing Pakistani children’ self-esteem

with that of English children. The main purpose of these studies was to investigate the

difference of self-esteem in relation to gender, achievement and ethnic background.

The measures used to assess the self-esteem were Piers-Harris Self-Concept Scale and

12 bipolar adjectives of Semantic Differential Scale. The first study conducted by

Khalil (2009), explored the consequences of minority status for Pakistani children’s

self-esteem with that of Scottish children. The results indicated that the minority

status of the Pakistani community in Scotland did not have any negative effect on the

children’s self-esteem. There was similar level of self-esteem among children of

Pakistani minority and Scottish nationality. The second study by Khalil (2010),

examined the relationship between children’s self-esteem and academic performance

as a function of ethnic or sex differences. The results showed significant correlation

between self-esteem and the academic performance of children (p<.05) but no

significant ethnic and sex differences were observed.

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Another research by Khalil (2011), aimed at testing the relationship between

the perceived maternal behavior and masculinity of self-concept among two groups

i.e. early father-absent and late father-absent boys. The measure of the self-concept

consisted of a checklist of 46 adjectives, which were selected from a list of adjectives

generated by the high school children. There were 30 adjectives associated with

masculinity (e.g., adventuresome, competitive, forceful, independent) and 30

adjectives were associated with femininity (e.g., charming, gentle, graceful, sensitive).

The study found significant positive relationship between perceived maternal

encouragements of masculinity of self-concept in early father-absent boys.

In his research Rashid (2008), explored the spontaneous self-concept of

Pakistani male and female adolescents, by employing the unstructured technique

“Who are you”. The study revealed that there are significant differences between two

genders. Differences were also observed across the individuals belonging to four

different educational levels from 6th grade to 10th grade. A review of the measures

used to study self-concept and self-esteem in studies by Pakistani researches showed

that most of the studies have used Urdu Adjective Checklist (UACL), Semantic

Differential (semi-structured methods) and unstructured measures like ‘Who are you’

(Rashid, 2008). Academic Self-concept Scale may be regarded the only specifically

designed measure of the academic self-concept which has been tested for its validity

and reliability. Academic Self-Concept Scale has been used by many researchers in

their studies. Anwar (2009), used this scale to assess the academic self-concept of

addict and non-addict university students.

Therefore, it has been considered more important to explicate and study the

indigenous structure of the construct in our socio-cultural context. Pakistan’s culture

being predominantly eastern and Islamic in its philosophy, have a peculiar structure

74

and social mechanism. To illustrate, the family is a very strong social unit and seems

to have powerful influence on the self-conceptions of the individual. Consequently,

the basis or salient dimensions of self-concept emerge from the individual’s

perceptions of the well-integrated social environment in which they are living and

working. Similarly, the social and cultural values determine those aspects, traits and

characteristics of the personality which are to be valued and liked by individuals. This

suggests that the construct of self-esteem can only be studied and interpreted within

the context of peculiar social values and cultural norms of society and the

organizations.

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Chapter 3

Methodology

The research was designed to compare the effect of school climate on

teachers’ motivation and self esteem in government sector secondary schools in the

province of the Punjab. Heads’ administration regarding to the types of school climate

and their effect on teachers’ motivation and self esteem were explored. This chapter

gives a comprehensive justification and description of the methodology and procedure

of the present research. It also deals with the population of the research, sampling

procedure, hypotheses, instruments used in the study, their validation and pilot

testing, data collection procedure, statistical techniques for data analysis, and

permission to conduct the study.

Research Design

The study was descriptive as well as infrential in nature and survey technique

was used to conduct it. It deals with the variables, the manifestation of which had

already occurred and the variabels of the study were not manipulatable or under the

direct control of the researcher. For the statistical analysis, Statistaical Package for

Social Sciences (SPSS) version 15.0 was used. Furthermore, t-test and ANOVA were

used to test the hypotheses formulated on the basis of objectives of the study.

Population of the Study

With 36 districts, the largest of province of Pakistan ‘Punjab’ consisted of

5143 female and male government secondary schools. It was the population of the

study. There are 40542 female and male secondary school teachers working in all 36

districts in this province.

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Sample of the Study

For the present research, preliminary information about government secondary

schools was collected from Pakistan Education Statistics (PES) and Education

Management Information System (EMIS). Information about government secondary

schools was then verified from the record of the statistical cell of Director Public

Instruction (DPI). In the Punjab province, there are thirty six districts. On the basis of

location, the schools were further divided in rural and urban categories and with

respect to gender; they were divided in female and male categories. The male and

female heads of the schools were requested to fill school climate questionnaire and

four secondary school teachers were requested to take part in the study and complete

the motivation scale and self esteem scale. These teachers had been working under the

same headteachers since the last two years. By using random sampling technique, ten

schools from each district were selected. The sample of the study was 360 heads and

1440 secondary school teachers working in these schools. From urban and rural areas,

random sampling technique was used to collect the data.

Tools of the Study

Three instruments were used to collect the data: (i) School Climate Scale

(SCS), (ii) Teachers’ Motivation Scale (TMS), and Teachers’ Self esteem Scale

(TSS). The independent variable was school climate and dependent variables were

teachers’ motivation and self esteem. Permission was taken to use the instrument

Teachers’ Motivation Scale (MTS). School Climate Scale (SCS) is an adapted

description of Halpin and Croft (1966) instrument which is known as Organizational

Climate Description Questionnaire (OCDQ). Hoy and Clover (1986) developed the

Organizational Climate Dimension Questionnaire (OCDQ-RE). This is a revised

77

version of original OCDQ (Organizational Climate Description Questionnaire) of

Halpin and Croft (1966). It provides an instrument for measuring teachers’

perceptions of teacher – teacher and head teacher – teacher school interaction.

Researcher studied both scales and finally selected the Halpin and Croft (1966)

instrument OCDQ. It was modified, translated and pilot tested. Researcher’s own

modified version was used in order to determine climate in public sector secondary

schools.

Halpin and Croft (1966) supported by other researchers premeditated

mechanism of climate in seventy one elementary schools. The result originated that

the organizational climate consisted of eight proportions as evaluated by work

performers. Four proportions evaluated from behavior of contemporaries and the

other four proportions evaluated from the behavior of supervision. In adding together,

six following types of organizational climate were appraised; (i) Open climate: Open

Climate reflected that members had good harmony (Lewin, 2007), esprit and

assistance and jobs were appropriate for member aptitude; members had contentment

in problem solving (Likert, 2011). And members felt arrogance of performing in this

component, intended for the management’s deeds. It would found that the

management had good individuality, and performance like the model in working, it

gave backing to subordinates in working (Luo, 2004). It did not have many directions

or much control since contemporaries and good discipline. Rules and convention were

important but supple depending on situations. The management did not put stress on

production but produced the leadership individualities in performers personality in

anticipation of it resulted to good presentation (Magin, 2001). This climate was most

preferred by performers and it was the most excellent climate, (ii) Autonomous

climate: Marvelous uniqueness of autonomous climate was that the management

78

encouraged performers to have self-sufficiency (Luthans, 2009). The performers felt

satisfied to get hold of the association relatively than performance achievements.

Personnel had good working collaboration and work resilience even though the level

of collaboration and spirit was not correspondent to that it in the open climate the

management was standing by to provide expediency and backing from time to time.

Teachers’ Motivation Scale (TMS) was an adapted version of “Motivational

Orientations to Teach Survey (MOT-S) Questionnaire”. Sinclair, Dowson and

Mcinerney (2006) developed this tool. MOT-S comprised 49 items. On the request of

researcher, permission was granted to adopt this version (Appendix C). This tool was

modified, translated and pilot tested. This instrument was likert-type scale ranging

from 1 (Strongly disagree) to 5 (Strongly agree). Researcher’s version with translation

was used in order to determine the levels of teachers’ motivation. The Rosenberg

Self-esteem Scale (RSE, 1965) attempts to achieve a unidimensional assess of global

self-esteem. With regard to teacher preparation, teachers’ attitudes and beliefs

influence the means they learn to teach at the same time as well as their behaviour and

judgments in the classroom (Calderhead & Robson, 2008; Hollingsworth, 2010;

Johnston, 2011; Richardson, 2009). A lot of these attitudes and beliefs concerning

teaching have been progressed before the pre-service students stick together teacher

training and teaching and they are frequently than not opposed to change (Weinstein,

2009; Wilson, 2009). This is indispensable that teachers teaching play a role in

reorganization the pre-conceptions, of which some in point of fact are

misconceptions, intended for improving practices in teaching and professional

preparation (Wilson, 2009)

Terms such as perspectives, knowledge, attitudes, perceptions, judgements,

ideology, conceptions, and preconceptions, are associated with a sense of belief

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(Guest, 2009). The construct of belief is itself broad and encompassing. When we

talk about educational beliefs, we often refer them to how a teacher perceives

teaching and the role of a teacher, such beliefs may often be distinguished by their

relationship to educational ideas that are external to one's own self. For example, a

teacher may agree that activity approach should have a lot of good educational

qualities but in fact he/ she see oneself as more suitable in adopting a traditional

approach. On the other hand, there are also other terms associated with belief; such as

self-concept, self-esteem, teacher efficacy, and professional self-concept that can be

used to identify the manner a teacher views himself herself as a teacher (Kam, 2009).

Teachers’ self perceptions, part of the teachers’ belief system, can be

considered as an indicator for evaluating the quality of teacher education. Any

changes in these self-perceptions resulting from teacher training reflect in part the

effectiveness of the institute in engendering a sense of professional confidence,

competency, and overall suitability as a teacher. Ultimately when the novices leave

teacher training, they would be prepared to become more adaptable, if any positive

changes in self-perceptions do occur, to challenges of the beginning year of teaching

(Moran, 2008). However, a limitation in research in this area is the lack of a

conceptual model and the poor quality of relevant instruments. The teachers’

professional self-esteem represents the manner in which the novices see their own

worth and capability in becoming a teacher (Kam, 2009).

Teachers’ self-concept and professional self-concept have predominantly

been measured by semantic differential scales (Coulter & Elsworth, 2008; Coulter,

2009), and the same views were flourished by some other researchers in this regard

(Gregory, 2009; Gregory & Allen, 2010), and the Tennessee Self Concept Scale

(Garvey, 2008; Scherer, 2009; Smith & Smith, 2010). In respect of the former

80

measures, a list or clusters of adjectives, which at the same time were applied to

measure the self as a person, assessed the professional self-concept. The Tennessee

Self-Concept Scale also was designed to measure self-concept as a person, Current

conceptualizations and measurement support the development of self-concept

measures in specific aspects of the self (Byrne & Shavelson, 2008; Hattie, 2009).

Theories and studies in self-concept have shown the significance of situational and

salient features of self-concept. Hence, any attempt to measure the professional self-

concept should adequately reflect pedagogical experiences of student teachers. Also

research in student teacher self-concept should establish, of course, the reliability and

validity of their measures (Butler, 2009).

It appears that only a handful of studies on teacher self-esteem have been

published. Coulter (2009), pointed out that this might be due to researchers’

commitment to direct observation of teacher behavior and their emphasis on

investigating attitudes and values of teachers. Some studies have focused on

examining the effects of teaching practice on teachers’ self conceptions. The effects

vary with such factors as class levels taught (Morgan & Morris,2007); different

teaching approaches (Poon, 2007); length of practice teaching (Covert & Clifton,

2008); the effects of course work (Lindop, 2009), and teaching practice performance

(Doherty, 2009). This scale was premeditated to be Gutman scale. It means that the

Rosenberg Self-esteem (RSE) tool items were to represent a continuum of self-

worth. Statements having a range from one another that are endorsed even by

persons with low self-esteem, to statements that are sanctioned only by individuals

with high self-esteem. These tools were pilot tested for this research to ensure the

validity and reliability. English is target language instead of native language in

Pakistan. Headmasters and teachers in government secondary schools faced

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difficulty to fill the questionnaires due to English version during pilot testing. All the

three questionnaires were in English which were translated into Urdu. These tools

were adapted using back-translation. Between the two translations there was high

level of consistency. From the respondents, bilingual instruments might get better

results. This includes avoiding ambiguity, except in those kinds of research where

the object is to see how different kinds of people resolve an ambiguous stimulus

differently (Kam, 2009). Sometimes, it is necessary to produce questionnaires or

interview schedules in various language versions. This can introduce confounding

factors into the research: differences between ideas (Maclen, 2005). A directly

translated question may not be the same question as the original (Mckee, 2001).

Differences in the results may reflect this, rather than whether it was that they were

supposed to reflect (Luthans, 2009). In the national survey of minority ethnic mental

health Magin (2001), found that those respondents who were asked questions in

South Asian languages appeared to be more mentally healthy than were either other

minority groups interviewed in English, or the ‘white’ respondents. These South

Asians were the more recent arrivals so this might be taken as evidence that the

longer you live in Britain the more mentally unhealthy you become, but, equally, the

finding might be an artifact of the way the ideas in the interview were conveyed

differently in different languages. Generally ‘user-friendly’ language is more

exclusionary than standard English. The same is true with regard to colloquial Hindi

as compared with the educated Hindi which is much more widely understood among

sub-continental populations (Pardhan, 1991).

Teachers’ Self Esteem Scale (TSS).

Teachers’ Self Esteem Scale was developed by Rosenberg in1965. The

researcher adapted this scale for this study. Scale was modified regarding the context

82

of Pakistan and translated with the help of an expert panel. Thirty items were there in

this new version. It was five point Likert scale. There were 30 items having 6 factors

related to self esteem. They were: living consciously 6 items, self acceptance 6 items,

self responsibility 6 items, self assertiveness 5 items, living purposefully 3 items, and

personal integrity 4 items. Breakup of items is given in table 3.1.

Table 3.1

Item Breakup of Teachers’ Self Esteem Scale (TSS)

S. No. Scale factors Item numbers

1.

2.

3.

4.

5.

6.

Living consciously

Self acceptance

Self responsibility

Self assertiveness

Personal integrity

Living purposefully

2,6,9,10,14,22

1,3,11,17,23,26

4,7,12,16,21,24

5,8,27,29,30

18,19,25,28

13,15,20

The table reflects that six factors have 30 items. These are further subdivided

into living consciously 6 items; self acceptance 6 items; self responsibility 6 items;

self assertiveness 5 items; living purposefully 3 items; and personal integrity 4 items.

Pilot Testing of Teachers’ Self Esteem Scale.

The tool was administered to 120 secondary school teachers for pilot testing

other than the sample. Sixty teachers were taken from urban areas of which 30 were

females and 30 males and the same ratio was taken from rural areas. The teachers

were guided to mark the options with their top choice they perceived. After the

collection of responses, factor analysis was made. Internal consistency coefficient was

computed and its value was 0.80. The tool had six factors, factor wise separate

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reliability was, Living consciously 0.784, Self acceptance 0.790, Self responsibility

0.792, Self assertiveness 0.770, Personal integrity 0.795, and Living purposefully

0.795.

School Climate Scale (SCS).

School Climate Scale was developed by Halpin and croft in 1966 and

modified and used several times throughout the world. The researcher also modified

and translated the tool in the context of Pakistan with the help of an expert panel.

Thirty four items were there in this tool. New version was adapted for this research.

This tool holds two dimensions i.e. close and open climate. It was developed to put

each head of the institute in one of the two climate types. The items distribution of

each climate type is given in table 3.2

Table 3.2

Item Breakup of School Climate Scale (SCS)

S. No. School climate type Item numbers

1.

2.

Open climate

Closed climate

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16

17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28,

29, 30, 31, 32, 33, 34

The table indicates that open climate has 16 items and close climate has 18

items.

Pilot Testing of School Climate Scale.

This study tool was administered to 60 heads of the secondary schools. Thirty

heads belong to rural areas of which 15 were males and 15 females, likewise 30 heads

belonging to urban areas of which 15 were males and 15 females. The responses were

collected and the factor analysis was made. Using Cronbach Alpha for reliability, its

84

value was 0.84. The present value of Alpha was sound for conducting the study. As

this tool has two factors i.e. open climate 0.801 and close climate 0.797 respectively

were the separate values of these factors.

Teachers’ Motivation Scale (TMS).

This tool was developed by Sinclair in 2006. It comprised of 49 items.

The item breakup of tool is given in table 3.3.

Table 3.3

Item Breakup of Teachers’ Motivation Scale (TMS)

S. No. Scale factors Item numbers

1. Work and intellectual stimulation 1,2,3,4,5,6,7,8,9,10,11,12,13

2. Altruism, authority and leadership 14,15,16,17,18,19,20,21,22

3. Self evaluation, personal and professional development

23,24,25,26,27,28,29,30,31

4. Career change and working conditions 32,33,34,35,36,37,38,39,40

5. Nature of work 45,46,47,48,49

6. Life fit and influence of others 41,42,43,44

The table 3.3 reflects that six factors have 49 items. These are further

subdivided into work and intellectual stimulation 9 items; altruism, authority and

leadership 9 items; self evaluation, personal and professional development 9 items;

life fit and influence of others 4 items; career change and working conditions 9 items;

and nature of work 5 items.

Pilot Testing of Teachers’ Motivation Scale.

For pilot testing, the tool was administered to 120 secondary school teachers.

Sixty teachers were selected from rural areas of which 30 were females and 30 male

and in the same proportion they participated from urban areas. The teachers were

85

guided to mark the options with their top choice they perceived. After the collection

of responses, factor analysis was made. Internal consistency coefficient was computed

and its value was 0.82. This tool had six factors. Regarding to Factor wise separate

reliability was: work and intellectual stimulation 0.791, altruism, authority and

leadership 0.784, self evaluation, personal and professional development 0.812, life fit

and influence of others 0.792, career change and working conditions 0.801, and nature

of work 0.798.

Demographic variables information performa.

With three instruments, there was demographic variables information

Performa, which was the part of the study to be filled by the heads and teaching staff.

Four items were included in the survey, such as qualification, gender, age, and

location of school. These demographic variables presented a sound description for

background of respondents.

Validity of the tools.

Face validity and the content validity of the instruments were verified by the

experts in the field of measurement and testing. With the help of experts panel, these

three tools were validated autonomously.

Reliability of the tools.

Cronbach Alpha was used to approximation of the reliability of the tools. The

reliability of School Climate Scale was 0.84 and 0.82 was the reliability of Teachers’

Motivation Scale. The Teachers’ Self esteem Scale reliability was 0.80.

Data Collection

A survey method was used to collect the data. Researcher personally and with

the help of research assistants collected the data. These research assistants were

assigned the task to collect the data after providing orientation to this end product.

86

Researcher with the help of these personnel approached the respondents for speedy

responses and ensured that these research instruments were completed by the

respondents individually. Instructions in printed form were provided to respondents to

complete the questionnaires. Questionnaires in filled form were collected after one

week. Personal visits to collect the data minimized the chances of loss of tools. Out of

360, 320 heads and 1206 teachers returned the filled questionnaires. The response rate

was 89% (heads) and 83% (teachers) respectively. Not properly filled responses were

discarded.

Data Analysis

SPSS version 15.0 was used for the data analysis. One way ANOVA and t-test

were used to test the null hypotheses at 0.05 Alpha level. The personnel response

measures of School Climate, Teachers’ Motivation and Self esteem level were

aggregated. Factor scores and means were calculated regarding both personnel and

group level data for analysis.

87

Chapter 4

Data Analysis and Interpretation

This chapter contains description, statistical analysis of data collected through

research instruments and interpretation of results. Data were analyzed by applying

ANOVA, t-test, and computing percentage. Results were presented in tables. The

study was conducted to test thirty five null hypotheses. With respect to background

and research objectives, these hypotheses were sub divided into related hypotheses to

cover different dimensions of the variables involved. The statements of hypotheses

are already discussed in chapter I. The first five (H01, H02, H03, H04, H05) null

hypotheses were tested to compare the school climate by using t-test. The next ten

null hypotheses (H06, H07, H08, H09, H010 H011, H012, H013, H014, H015) were related to

exploring the effect of open climate and close climate on the motivation of secondary

school teachers by using t-test. The next three null hypotheses (H016, H017, H018) were

to explore the effect of motivation with different demographic variables by using

ANOVA. Further two null hypotheses H019 and H020 were about exploring the effect

of motivation dimensions with respect to gender and school location. In the same

way, ten null hypotheses from H021 to H030 were related to exploring the effect of open

climate and close climate on the self esteem of secondary school teachers by applying

t-test. The three null hypotheses from H031 to H033 were to investigate the effect of self

esteem with different demographic variables were tested by applying ANOVA. t-test

was applied to test last two null hypotheses H034 and H035 which were about exploring

the effect of self esteem dimensions with respect to gender and school location.

In the present study, stating more hypotheses were required because it enabled

the researcher to make predictions based on prior evidence or theoretical arguments.

88

If these predictions are borne out by subsequent research, the entire procedure gains

both persuasiveness and efficiency. The table 4.1 illustrates the data type and integer

of null hypotheses listed in each part.

Table 4.1

Summary and Method of Analysis

S. No Part (Section) Data Type Hypotheses Analysis Methods

I

II

III

SCSH

TMS

TSS

Interval

Interval

Interval

1−5

6−20

21-35

t-test

t-test, ANOVA

t-test, ANOVA

The table 4.2 represents percentage of secondary schools heads with close

climate and open climate.

Table 4.2

Percentage of Heads with Close Climate and Open Climate

School climate type Number Percentage

Close climate

Open climate

60

260

19

81

Total 320 100

Table 4.2 describes that out of 320, 19% of heads fall in close climate, while

81% heads fall in open climate.

89

Table 4.3

Percentage of Male and Female Heads with Close Climate and Open Climate

School climate type Number Females Males

Close climate

Open climate

60

260

40(67%)

160(62%)

20(33% )

100(38% )

Total 320

Table 4.3 reveals that 60 (67% male and 33% female) heads follow close

climate and 260 (62% male and 38% female) heads follow open climate.

Table 4.4

Percentage of Female and Male Heads Working in Urban Areas

Heads Number Percentage

Males

Females

95

66

30%

20%

Total 161 50

It is evident in table 4.4 that out of 161, 30% of male heads and 20% of female

heads were working in urban areas.

Table 4.5

Percentage of Female and Male Heads Working in Rural Areas

Heads Number Percentage

Males

Females

85

74

27%

23%

Total 159 50

90

The table 4.5 exposed that out of 159, 27% of male heads while 23% of

female Heads were working in rural areas.

Ho1: There exists no significant mean difference between close climate and open

climate.

The table given below compares the close and open climate of secondary

schools.

Table 4.6

Close and Open Climate of Secondary schools

School Climate School type N Mean SD df t-value

Close 60 152.30 16.30 Overall school climate

Open 260 151.40 10.90 318 .869

Results illustrated no significant mean difference between close climate (M=

152.30, SD= 16.30) and open climate (M=151.40, SD=10.90), t (318) =.869. Hence,

the null hypothesis that, “there exists no significant mean difference between close

and open climate of secondary schools” was accepted. It was inferred that heads with

close and open climate of schools did not show significant mean difference.


and female schools working in rural areas.

The table 4.7 compares the school climate among rural male and female schools.

91

Table 4.7

School Climate of Male and Female schools in Rural Areas

School climate School type N Mean SD df t-value

Rural males 85 147.40 11.90 Overall school climate

Rural Females 74 155.66 10.40 157 -3.761*

*P<0.05

Table 4.7 indicated a significant mean difference between rural male (M=

147.40, SD= 11.90) and rural female schools (M=155.66, SD=10.40), t (157) =-3.761.

So, the null hypothesis that, “there exists no significant mean difference between

school climate of male and female schools working in rural areas” was rejected. So it

was concluded that there was a different school climate of male and female schools in

rural areas.


and female schools working in urban areas.

The table 4.8 compares school climates of male and female schools.

Table 4.8

Female and Male Schools in Urban Areas


Overall school climate

Urban Males 95 169.99 11.90

Urban Females 66 155.80 10.29 159 -3.619*

*P<0.05

Table 4.8 illustrated a significant mean difference between urban male (M=

169.99, SD= 11.90) and urban female schools (M=155.80, SD=10.29), t (159) =-

3.619. Hence, the null hypothesis that, “there exists no significant mean difference

between school climate of male and female schools working in urban areas” was

92

rejected. So it was exposed that male and female heads expressed significant mean

difference between school climates in urban areas.



The table given below compares the school climates of male schools working

in rural and urban areas.

Table 4.9

Male schools Working in Rural and Urban Areas


Overall school climate

Urban Males 95 149.07 11.66

Rural Males 85 148.18 10.99 178 .969

Results revealed no significant mean difference between urban male (M=

149.07, SD= 11.66) and rural male schools (M=148.18, SD=10.99), t (178) =.969. So,

the null hypothesis that, “there exists no significant mean difference between school

climate of male schools working in rural and urban areas” was accepted. No

significant mean difference was found among rural and urban male heads about

school climate.



The subsequent table compares the school climates of female schools working

in rural and urban areas.

93

Table 4.10

Female Schools in Rural and Urban Areas


Urban Females 66 155.88 10.69 Overall school climate

Rural Females 74 154.96 10.11 138 1.616

Outcomes indicated no significant mean difference between urban female (M=

155.88, SD= 10.69) and rural female schools (M=154.96, SD=10.11), t (138) =1.616.

So, the null hypothesis that, “there exists no significant mean difference between

school climate of female schools working in rural and urban areas” was accepted. It

exposed that female heads did not show any significant difference regarding the

school climate in urban and rural areas.



The table given below compares the motivation levels of rural and urban

teachers working under open climate.

Table 4.11

Rural and Urban Teachers Working under Open Climate

School Climate Teacher type N Mean SD df t-value

Open climate Urban 431 212.86 19.81

Rural 489 211.96 19.12 918 .618

Results revealed no significant mean difference between urban teachers (M=

212.86, SD= 19.81) and rural teachers (M=211.96, SD=19.12), t (918) =.618. Hence,

the null hypothesis that, “there exists no significant mean difference between

94

motivation of urban and rural secondary school teachers working under open climate”

was accepted. It was concluded that urban and rural secondary school teachers did not

show significant mean difference between motivation levels under open climate.



The subsequent table compares the motivation levels of rural and urban male


Table 4.12

Motivation of Rural and Urban Male Teachers


Open climate Urban Males 235 206.85 21.09 Rural Males 334 219.86 19.03

567 -1.901*

*P<0.05


206.85, SD= 21.09) and rural male teachers (M=219.86, SD=19.03), t (567) =-1.901.

Therefore, the null hypothesis that, “there exists no significant mean difference

between motivation of urban and rural male secondary school teachers working under

open climate” was rejected. It was apparent that rural and urban male secondary

school teachers showed a significant mean difference between the levels of

motivation under open climate. Male teachers in rural schools were highly motivated

with higher mean value.




female teachers working under open climate.

95

Table 4.13

Motivation of Rural and Urban Female Teachers


Open climate Urban Females 206 216.06 17.56

Rural Females 165 211.09 19.22 369 2.213*

*P<0.05

The results expressed a significant mean difference between urban female

(M= 216.06, SD= 17.56) and rural female teachers (M=209.04, SD=19.22), t (369)

=2.213. Thus, the null hypothesis that, “there exists no significant mean difference

between motivation of rural and urban female secondary school teachers working

under open climate” was rejected. It was concluded that rural and urban female

teachers showed significant mean difference between the levels of motivation under

open climate. Urban female teachers were highly motivated than rural female

teachers, with higher mean value.


urban secondary school teachers working under close climate.


teachers working under close climate.

Table 4.14

Motivation of Rural and Urban Teachers under Close Climate


Close climate Urban 119 209.59 20.71

Rural 89 208.89 16.26 206 -.391

96

Outcomes revealed no significant mean difference between urban (M= 209.59,

SD= 20.71) and rural teachers (M=208.89, SD=16.26), t (206) =-.391. Hence, the null

hypothesis that, “there exists no significant mean difference between motivation of

rural and urban teachers working under close climate” was accepted. It was obvious

that rural and urban teachers did not show significant mean difference between the

levels of motivation under close climate.


urban male secondary school teachers working under close climate.

The table given below compares the motivation levels of rural and urban male


Table 4.15

Motivation of Rural and Urban Male Teachers


Close climate Urban Males 68 206.77 15.90

Rural Males 51 205.81 15.11 117 -.381

The results indicated no significant mean difference between urban male (M=

206.77, SD= 15.90) and rural male teachers (M=205.81, SD=15.11), t (177) =-.381.

Thus, the null hypothesis that, “there exists no significant mean difference between

motivation of rural and urban male secondary school teachers working under close

climate” was accepted. It was originated that rural and urban male teachers did not

show any significant mean difference between the levels of motivation under close

climate.


urban female secondary school teachers working under close climate.

97

The table given below compares motivation levels of rural and urban female


Table 4.16

Motivation of Rural and Urban Female Teachers


Close climate Urban Females 60 199.04 24.22

Rural Females 47 198.86 17.29 105 -.168

The outcomes revealed no significant mean difference between urban female

(M= 199.04, SD= 24.22) and rural female teachers (M=198.86, SD=17.29), t (105) =-

.168. So, the null hypothesis that, “there exists no significant mean difference between

motivation of rural and urban female secondary school teachers working under close

climate” was accepted. It was obvious that rural and urban female teachers had no

significant mean difference between the levels of motivation under close climate.

Ho12: There exists no significant mean difference between motivation of male

female and male secondary school teachers working under open climate.

The table given below compares the motivation levels of female and male


Table 4.17

Motivation of Female and Male Teachers under Open Climate


Open climate Males 560 191.19 17.34

Females 362 198.11 15.22 920 -4.241*

*P<0.05

98

The results indicated a significant mean difference between male (M= 191.19,

SD= 17.34) and female teachers (M=198.11, SD=15.22), t (920) =-4.241. So, the null

hypothesis that, “there exist no significant mean difference between motivation of

female and male secondary school teachers working under open climate” was

rejected. It was apparent that female and male teachers showed a significant mean

difference between the levels of motivation under open climate. Female teachers were

highly motivated than male teachers, showing greater mean value.


male secondary school teachers working under close climate.



Table 4.18

Motivation of Female and Male Teachers under Close Climate


Close climate Males 110 209.22 13.22

Females 98 279.11 18.45 206 -2.103*

*P<0.05

Table 4.17 illustrated a significant mean difference between male (M= 209.22,

SD= 13.22) and female teachers (M=279.11, SD=18.45), t (206) =-2.103. Therefore,

the null hypothesis that, “there exists no significant mean difference between

motivation of female and male secondary school teachers working under close

climate” was rejected. It was apparent that female and male teachers showed a

significant mean difference between the levels of motivation under close climate.

Female teachers showed higher motivation than males under close climate.

99

Ho14: There exists no significant mean difference between the levels of motivation

among secondary school teachers working under close and open climate.

Table 4.19

Motivation Level of Teachers Working under Close and Open Climate

Motivation Teachers under N Mean SD df t-value

Motivation Close climate 198 209.76 11.45

Open climate 913 208.11 13.55 1109 0.699

Outcomes did not reflect any significant mean difference between teachers

working under close climate (M= 209.76, SD= 11.45) and open climate (M=208.11,

SD=13.55), t (1109) =0.699. So, the null hypothesis that, “there exists no significant

mean difference between the levels of motivation among secondary school teachers

working under close climate and open climate.” was accepted. It was apparent that

secondary school teachers did not reveal any significant mean difference while

working under close climate and open climate.

Ho15: There exists no significant mean difference of overall motivation levels on



teachers.

Table 4.20

Motivation Level among Female and Male Teachers

Motivation Teacher type N Mean SD df t-value

M total Males 661 202.89 17.22

Females 451 209.11 19.81 1110 -5.474*

*P<0.05

100

Table 4.20 illustrated a significant mean difference between male (M= 202.89,

SD= 17.22) and female teachers (M=209.11, SD=19.81), t (1110) =-5.474. Therefore,

the null hypothesis that, “there exists no significant mean difference of overall

motivation levels on female and male secondary school teachers” was rejected. It was

noticeable that female and male teachers reflected a significant mean difference

between the levels of motivation. Teachers from female secondary schools were

highly motivated than male secondary school teachers, showing higher mean value.

Ho16: There exists no significant mean difference of age on overall motivation level


The table given below compares the effect of age on motivation levels of


Table 4.21

One way ANOVA for Motivation and Age among Male Teachers

Males Sum of Squares Df Mean Square F P

Between Groups 867.145 3 287.279

Within Groups 220112.7 657 351.987

Total 228920.2 660

.819 .482

Outcomes F (3, 287) = .819, P= .482 pointed out that motivation of male

teachers was not significantly different with respect to their age levels. It was apparent

that male teachers’ overall motivation remains the same with their age span.

101

Table 4.22

One way ANOVA for Motivation and Age among Female Teachers

Females Sum of Squares df Mean Square F p


Within Groups 180742.6 447 414.15

Total 189449.1 450

1.061 .364

Results F (3, 439) = 1.061, P= .364 revealed that motivation for female

teachers with respect their age levels was not significantly different. So, it was

reflected that motivation among female teachers depicted no change through out their

professional career.

Ho17: There exists no significant mean difference of qualification on overall


The table given below compares the effect of qualification on motivation


Table 4.23

One way ANOVA for Motivation and Qualification among Male Teachers

Males Sum of Squares df Mean Square F P


Within Groups 235194.7 653 348.51

Total 239612.4 660

1.842 .075

Outcomes F (7, 643) = 1.842, P= .075 illustrated that motivation levels were

not significantly different with respect to qualification among male teachers. It was

evident that qualification levels not changed the levels of motivation among male

teachers.

102

Table 4.24

One way ANOVA for Motivation and Qualification among Female Teachers

Females Sum of Squares df Mean Square F P


Within Groups 168354.1 443 412.05

Total 173258.9 450

1.350 .224

The above table F (7, 556) = 1.350, P= .224 illustrated that motivation was not

significantly different with qualification between female teachers. It was apparent that

female teachers did not show any significant difference with qualification.

Ho18: There exists no significant mean difference of experience on overall


The table given below compares the effect of experience on motivation levels


Table 4.25

One way ANOVA for Motivation and Experience among Male Teachers

Sum of Squares df Mean Square F P


Within Groups 228969.2 658 352.71

Total 221901.3 660

.060 .940

The above table F (2, 21) = .060, P= .940 revealed that at .05 level motivation

levels were not significant. Hence, it was concluded that levels of experience did not

change the levels of motivation of male teachers in secondary schools.

103

Table 4.26

One way ANOVA for Motivation and Experience among Female Teachers

Sum of Squares df Mean Square F p


Within Groups 172911.8 448 408.24

Total 179841.6 450

1.036 .354

The above table F (2, 429) = 1.036, P= .354 revealed that motivation levels of

female teachers was not significantly different with experience. It was discovered that

experience levels did not show any significance with motivation among female

teachers.

Ho19: There exists no significant mean difference of motivation dimensions of


The table 4.27 compares motivation dimensions of female and male secondary

school teachers.

104

Table 4.27

Motivation Dimensions with Female and Male Teachers

M. Dimensions Teachers type N Mean SD df t-value

Males 698 26.11 3.44 Work and intellectual stimulation

Females 478 27.03 3.56 1174 -2.089*

Males 692 50.03 5.11 Altruism, authority and leadership

Females 485 51.09 5.21 1175 -4.669*

Males 698 25.39 3.34 Self evaluation, personal and professional development

Females 481 25.66 3.48 1177 -2.319*

Males 691 96.33 5.31 Life fit and influence of others

Females 473 99.01 5.29 1162 -4.468*

Males 697 22.44 2.98

Females 485 23.76 2.97

Career change and working conditions

1180

-4.316*

Males 685 39.22 7.03 Nature of work

Females 483 41.78 6.81

1166

-5.248*

*P<0.05

The outcomes revealed a significant mean difference in motivation dimensions

between male (M= 26.11, 50.03, 25.39, 96.33, 22.44, 39.22, SD= 3.44, 5.11, 3.34,

5.31, 2.98, 7.03) and female teachers (M=27.03, 51.09, 25.66, 99.01, 23.76, 41.78,

SD=3.56, 5.21, 3.48, 5.29, 2.97, 6.81), t (1174, 1175, 1177, 1162, 1180, 1166) =

-2.089, -4.669, -2.319, -4.316, -4.468, -5.248 respectively. Hence, the null hypothesis

that, “there exists no significant mean difference of motivation dimensions of female

105

and male teachers” was rejected. It was obvious that all these dimensions had

significant mean difference on the levels of motivation among female and male

teachers. The mean values show that female teachers were highly motivated with

respect to all these dimensions of motivation as compared to males.

Ho20: There exists no significant mean difference of motivation dimensions of rural

and urban teachers.

The table 4.28 compares motivation dimensions of rural and urban teachers.

Table 4.28

Motivation Dimensions with Rural and Urban Teachers


Urban 570 25.88 3.91 Work and intellectual stimulation

Rural 606 24.26 3.88 1174 1.269

Urban 573 48.86 5.66 Altruism, authority and leadership

Rural 604 49.76 4.76

1175

-.397

Urban 571 23.88 3.44 Self evaluation, personal and professional development

Rural 608 23.41 3.85 1177 -.819

Urban 567 47.22 5.22 Life fit and influence of others

Rural 597 46.13 5.44 1162

2.086*

Urban 576 22.81 2.65 Career change and working conditions

Rural 606 22.76 3.76 1180 .562

Urban 569 42.01 7.09 Nature of work

Rural 599 42.34 6.90

1166

-.686

*P<0.05

106

The table 4.28 illustrated no significant mean difference of motivation

dimensions between urban (M= 25.88, 48.86, 23.88, 47.22, 22.81, 42.01, SD= 3.91,

5.66, 3.44, 5.22, 2.65, 7.09) and rural teachers (M=24.26, 49.76, 23.41, 46.13, 22.76,

42.33, SD=3.88, 4.76, 3.85, 5.44, 3.76, 6.90), t (1174, 1175, 1177, 1162, 1180, 1166)

= 1.269, -.397, -.819, 2.086, .562, -.686 respectively. So, the null hypothesis that,

“there exists no significant mean difference of motivation dimensions on rural and

urban teachers” was accepted. It was revealed that work and intellectual stimulation,

altruism, authority and leadership, self evaluation, personal and professional

development, career change and working conditions, and nature of work had no

significant mean difference on the levels of motivation among rural and urban

teachers. On the other side, life fit and influence of others with a t-value (2.086)

depicted a significant effect on the level of motivation of rural and urban areas

secondary school teachers. The teachers of urban areas had higher motivation level

with teaching than the teachers from rural areas with respect to their mean value.



The table given below compares the self esteem levels of rural and urban


Table 4.29

Rural and Urban Teachers Working under Open Climate


Open climate Urban 431 209.98 20.12

Rural 489 210.06 20.23 918 .669

107

Results revealed no significant mean difference between urban teachers (M=

209.98, SD= 20.12) and rural teachers (M=210.06, SD=20.23), t (918) =.669. Hence,

the null hypothesis that, “there exists no significant mean difference among self

esteem of rural and urban secondary school teachers working under open climate”

was accepted. It was concluded that rural and urban secondary school teachers did not

show significant mean difference between self esteem levels under open climate.



The subsequent table compares the self esteem levels of rural and urban male


Table 4.30

Self-Esteem of Rural and Urban Male Teachers


Open climate Urban Males 235 204.25 19.12

Rural Males 334 213.22 18.22 569 -1.822*

*P<0.05


204.25, SD= 19.12) and rural male teachers (M=213.22, SD=18.22), t (567) =-1.822.


between self esteem of urban and rural male secondary school teachers working under

open climate” was rejected. It was apparent that rural and urban male secondary

school teachers showed a significant mean difference between the levels of self

esteem under open climate. Male teachers in rural schools reflected high self esteem

with greater mean value.

108




female teachers working under open climate.

Table 4.31

Self-Esteem of Rural and Urban Female Teachers


Open climate Urban Females 206 209.04 16.32

Rural Females 165 201.03 18.91 369 2.039*

*P<0.05

The results expressed a significant mean difference between urban female

(M= 209.04, SD= 16.32) and rural female teachers (M=201.03, SD=18.91), t (369)

=2.039. Thus, the null hypothesis that, “there exists no significant mean difference

between self esteem of rural and urban female secondary school teachers working

under open climate” was rejected. It was concluded that rural and urban female

teachers showed significant mean difference between the levels of self esteem under

open climate. Urban female teachers depicted high self esteem than rural female

teachers, with greater mean value.


urban secondary school teachers working under close climate.



109

Table 4.32

Self-Esteem of Rural and Urban Teachers under Close Climate


Close climate Urban 119 209.59 20.71

Rural 89 208.89 16.26 206 -.391

Outcomes revealed no significant mean difference between urban (M= 209.59,

SD= 20.71) and rural teachers (M=208.89, SD=16.26), t (206) =-.391. Hence, the null

hypothesis that, “there exists no significant mean difference between self esteem of

rural and urban teachers working under close climate” was accepted. It was obvious

that rural and urban teachers did not show significant mean difference regarding the

levels of self esteem under close climate.


urban male secondary school teachers working under close climate.

The table given below compares the self esteem levels of rural and urban male


Table 4.33

Self-Esteem of Rural and Urban Male Teachers


Close climate Urban Males 68 201.11 13.99

Rural Males 51 202.88 12.88 117 -.311

The results indicated no significant mean difference between urban male (M=

201.11, SD= 13.99) and rural male teachers (M=202.88, SD=12.88), t (177) =-.311.

Thus, the null hypothesis that, “there exists no significant mean difference between

110

self esteem of rural and urban male secondary school teachers working under close

climate” was accepted. It was originated that rural and urban male teachers did not

show significant mean difference between the levels of self esteem under close

climate.


urban female secondary school teachers working under close climate.

The table given below compares self esteem levels of rural and urban female


Table 4.34

Self-Esteem of Rural and Urban Female Teachers


Close climate Urban Females 60 277.22 23.01

Rural Females 47 276.91 21.91 105 -.155

The outcomes revealed no significant mean difference between urban female

(M= 277.22, SD= 23.01) and rural female teachers (M=276.91, SD=21.91), t (105) =-

.155. So, the null hypothesis that, “there exists no significant mean difference between

self esteem of rural and urban female secondary school teachers working under close

climate” was accepted. It was obvious that rural and urban female teachers had no

significant mean difference between the levels of self esteem under close climate.

Ho27: There exists no significant mean difference between self esteem of male

female and male secondary school teachers working under open climate.

The table given below compares the self esteem levels of female and male


111

Table 4.35

Self-Esteem of Female and Male Teachers under Open Climate


Open climate Males 560 171.44 16.03

Females 362 180.01 15.43 920 -3.089*

*P<0.05

The results indicated a significant mean difference between male (M= 171.44,

SD= 16.03) and female teachers (M=180.01, SD=15.43), t (920) =-3.089. So, the null

hypothesis that, “there exist no significant mean difference between self esteem of

female and male secondary school teachers working under open climate” was

rejected. It was apparent that female and male teachers showed a significant mean

difference between the levels of self esteem under open climate. Female teachers were

with high self esteem than male teachers, showing greater mean value.

Ho28: There exists no significant mean difference between self esteem of female and

male secondary school teachers working under close climate.



Table 4.36

Self-Esteem of Female and Male Teachers under Close Climate


Close climate Males 110 213.10 12.40

Females 98 219.09 19.01 206 -2.911*

*P<0.05

The table 4.36 illustrated a significant mean difference between male (M=

213.10, SD= 12.40) and female teachers (M=219.09, SD=19.01), t (206) = -2.911.

112


between self esteem of female and male secondary school teachers working under

close climate” was rejected. It was apparent that female and male teachers showed a

significant mean difference between the levels of self esteem under close climate.

Female teachers showed high self esteem than males under close climate.

Ho29: There exists no significant mean difference between the levels of self esteem

among secondary school teachers working under close and open climate.

Table 4.37

Self-Esteem of Teachers Working under Close and Open Climate

Self esteem Teachers under N Mean SD df t-value

Self esteem Close climate 198 191.34 10.33

Open climate 913 192.11 11.89 1109 0.591

Outcomes did not reflect any significant mean difference between teachers

working under close climate (M= 191.34, SD= 10.33) and open climate (M=192.11,

SD=11.89), t (1109) = 0.591. So, the null hypothesis that, “there exists no significant

mean difference between the levels of self esteem among secondary school teachers

working under close climate and open climate.” was accepted. It was apparent that

secondary school teachers did not reveal any significant mean difference while

working under close climate and open climate.

Ho30: There exists no significant mean difference of overall self esteem levels on



teachers.

113

Table 4.38

Self esteem Level among Female and Male Teachers

Self esteem Teacher type N Mean SD df t-value

S total Males 661 109.23 16.45

Females 451 112.44 14.89 1110 -4.381*

*P<0.05

The table 4.38 illustrated a significant mean difference between male (M=

109.23, SD= 16.45) and female teachers (M=112.44, SD=14.89), t (1110) =-4.381.

Therefore, the null hypothesis that, “there exists no significant mean difference of

overall self esteem levels on female and male secondary school teachers” was

rejected. It was noticeable that female and male teachers reflected a significant mean

difference between the levels of self esteem. Teachers from female secondary school

were with high self esteem than male secondary school teachers, showing greater

mean value.

Ho31: There exists no significant mean difference of age on overall self esteem


The table given below compares the effect of age on self esteem levels of


Table 4.39

One way ANOVA for Self esteem and Age among Male Teachers

Males Sum of Squares Df Mean Square F P


Within Groups 217724.8 657 326.912

Total 214820.9 660

.818 .481

114

Outcomes F (3, 286) = .818, P= .481 pointed out that self esteem of male

teachers was not significantly different with respect to their age levels. It was apparent

that male teachers’ overall self esteem remains the same with respect to their age

span.

Table 4.40

One way ANOVA for Self esteem and Age among Female Teachers



Within Groups 182729.5 447 412.17

Total 181691.9 450

1.060 .363

Results F (3, 438) = 1.060, P= .363 revealed that self esteem of female

teachers with respect their age levels was not significantly different. So, it was

concluded that self esteem between female teachers depicted no change through out

their professional career.

Ho32: There exists no significant mean difference of qualification on overall self


The table given below compares the effect of qualification on self esteem


Table 4.41

One way ANOVA for Self esteem and Qualification among Male Teachers

Males Sum of Squares df Mean Square F P


Within Groups 224096.6 653 347.89

Total 223081.7 660

1.841 .074

115

Outcomes F (7, 641) = 1.841, P= .074 illustrated that self esteem levels were

not significantly different with respect to qualification between male teachers. It was

evident that qualification levels not changed the levels of self esteem among male

teachers.

Table 4.42

One way ANOVA for Self esteem and Qualification among Female Teachers



Within Groups 159244.8 443 411.04

Total 169632.9 450

1.350 .223

The above table F (7, 554) = 1.350, P= .223 illustrated that self esteem was not

significantly different with qualification between female teachers. It was apparent that

female teachers did not show any significant difference with respect to qualification.

Ho33: There exists no significant mean difference of experience on overall self


The table given below compares the effect of experience on self esteem levels


Table 4.43

One way ANOVA for Self esteem and Experience among Male Teachers

Male Sum of Squares df Mean Square F p


Within Groups 22857.4 658 351.68

Total 221408.9 660

.061 .939

116

The above table F (2, 21) = .061, P= .939 revealed that at .05 level self esteem

levels was not significant. Hence, it was concluded that levels of experience did not

change the levels of self esteem among male teachers in secondary schools.

Table 4.44

One way ANOVA for Self esteem and Experience among Female Teachers

Sum of Squares df Mean Square F p


Within Groups 161902.7 448 316.01

Total 161809.5 450

1.035 .353

The above table F (2, 428) = 1.035, P= .353 revealed that self esteem levels

between female teachers was not significantly different with respect to experience. It

was discovered that experience levels did not show any significance with self esteem

among female teachers.

Ho34: There exists no significant mean difference of self esteem dimensions of


The table 4.45 compares self esteem dimensions of female and male secondary

school teachers.

117

Table 4.45

Self esteem Dimensions with Female and Male Teachers


Males 698 24.11 2.69 Living consciously

Females 478 25.88 2.22 1174 -2.117*

Males 692 47.49 4.44 Self acceptance

Females 485 49.40 4.01 1175 -3.691*

Males 698 23.31 5.09 Self responsibility

Females 481 25.12 5.55 1177 -2.176*

Males 697 21.68 310 Self assertiveness

Females 485 22.90 3.39 1180 -3.091*

Personal integrity Males 685 38.40 6.19 1166 -3.628*

Females 483 39.66 6.91

Males 691 94.43 4.49 Living purposefully

Females 473 99.12 4.59 1162 -4.441*

*P<0.05

The outcomes revealed a significant mean difference in self esteem

dimensions between male (M= 24.11, 47.49, 23.31, 21.68, 38.40, 94.43, SD= 2.69,

4.44, 5.09, 3.10, 6.19, 4.49) and female teachers (M=25.88, 49.40, 25.12, 22.90,

39.66, 99.12, SD=2.22, 4.01, 5.55, 3.39, 6.91, 4.59), t (1174, 1175, 1177, 1180, 1166,

1162) = -2.117, -3.691, -2.176, -3.091, -3.628, -4.441 respectively. Hence, the

null hypothesis that, “there exists no significant mean difference of self esteem

dimensions of female and male teachers” was rejected. It was obvious that all these

dimensions had significant mean difference on the levels of self esteem among female

118

and male teachers. The mean values showed that female teachers were with high self

esteem with respect to all these dimensions of self esteem as compared to males.

Ho35: There exists no significant mean difference of self esteem dimensions of rural

and urban teachers.

The table 4.46 compares self esteem dimensions of rural and urban teachers.

Table 4.46

Self esteem Dimensions with Rural and Urban Teachers


Urban 570 24.91 2.71 Living consciously

Rural 606 23.22 2.88 1174 1.187

Urban 573 47.02 3.44 Self acceptance

Rural 604 48.21 4.29 1175 -.2.73

Urban 571 19.11 2.88 Self responsibility

Rural 608 19.48 2.96 1177 -.729

Urban 576 21.88 3.01 Self assertiveness

Rural 606 21.43 2.39 1180 .468

Personal integrity Urban 569 40.11 6.40 1166 -.585

Rural 599 40.29 6.92

Urban 567 45.12 4.18 Living purposefully

Rural 597 44.47 4.32 1162 2.019*

*P<0.05

The table 4.46 illustrated no significant mean difference of self esteem

dimensions between urban (M= 24.91, 47.02, 19.11, 21.88, 40.11, 45.12, SD= 2.71,

3.44, 2.88, 3.01, 6.40, 4.18) and rural teachers (M=23.22, 48.21, 19.48, 21.43, 40.29,

44.47, SD=2.88, 4.29, 2.96, 2.39, 6.92, 4.32), t (1174, 1175, 1177, 1180, 1166, 1162)

119

= 1.187, -2.731, -.729, .468, -.585, 2.019 respectively. So, the null hypothesis that,

“there exists no significant mean difference of self esteem dimensions of rural and

urban teachers” was accepted. It was revealed that living consciously, self acceptance,

self responsibility, self assertiveness, and personal integrity had no significant mean

difference on the levels of self esteem among rural and urban teachers. On the other

hand, living purposefully with a t-value (2.019) depicted a significant effect on the

levels of self esteem of rural and urban areas secondary school teachers. The teachers

of urban areas had higher self esteem level with teaching than the teachers from rural

areas with respect to their mean value.

120

Chapter 5

Summary, Findings, Conclusions, Discussion, and Recommendations

Summary

The research aimed to compare the motivation and self-esteem level of

teachers from government secondary schools working under close and open climate.

The population of the research was all the heads and teachers from public secondary

schools working in Punjab province. In this province, there are 36 districts and 8

Boards of Intermediate and Secondary Education (BISE). The sample of the study

was 360 heads and 1440 secondary schools teachers. The instruments used for this

study were Teachers’ Self esteem Scale (TSS), School Climate Scale (SCS), and

Teachers’ Motivation Scale (TMS). Statistical Package for Social Sciences (SPSS)

version 15 was used for data analysis. In the present research open climate was

prevailing with 81% in secondary schools of government sector in the Punjab

province. There was significant mean difference between close climate and open

climate. Results illustrated that climate of female and male schools with respect to

urban and rural areas differed considerably. When there was a comparison between

climate of schools from male secondary schools and in the same sense a comparison

between schools from female side in rural and urban areas, they revealed the same

school climate. Statistical analysis of the research concluded that 81% (62% males

and 38% females) of school heads used the open climate and only 19% (67% males

and 33% females) used the close climate. There was no significant mean difference in

the motivation level under close climate and open climate when female and male

teachers were compared. There was no significant mean difference in the self esteem

121

level under close climate and open climate when female and male teachers were

compared. No significant difference was found in the motivation and self esteem

level under close climate and open climate. When female teachers of rural and urban

areas were compared under both climates, significant mean difference in motivation

and self esteem was found. Again there was no significant mean difference in

motivation and self esteem apart from teachers of rural areas under open climate

which illustrated high motivation and high self esteem. Outcomes exhibited that

overall the teachers of urban female secondary schools and the teachers of rural male

secondary schools were highly motivated with their work and intellectual stimulation,


development, career change and working conditions, life fit and influence of others,

nature of work than were males. Results revealed that overall female teachers were

with high self esteem with their self acceptance, living consciously, self

responsibility, self assertiveness, living purposefully, personal integrity than were

males. Age, qualification, and experience had no significant effect on motivation and

self esteem levels of secondary school teachers.

Findings

The key findings of the study are given as under:

1. Ho1 regarding the difference between close climate and open climate of

school. With t-value (.869) it was accepted as the overall school climate was

not significant at 0.05 level. It was concluded that heads with close climate

and open climate did not illustrate any significant mean difference between

their school climate types.

2. Ho2 concerning the difference about school climates of female and male

schools working in rural areas schools was rejected because the t-value (-

122

3.761) for over all school climate was significant at 0.05 level. It was inferred

that female and male secondary schools significantly illustrated a difference

between the school climate types in rural areas.

3. Ho3 about the school climate types of female and male schools working in

urban areas was rejected as t-value (-3.619) for overall school climate type

was significant at 0.05 level. It was exhibited that female and male schools

expressed a significant mean difference between the school climate types in

urban areas.

4. Ho4 regarding the t-value (.969) for the school climate types of male schools

working in rural and urban areas was accepted. There was no significant

mean difference between rural and urban male schools.

5. Ho5 about the school climate types of female schools working in rural and

urban areas was accepted. It was apparent by t-value (1.616) that there was no

significant mean difference between rural and urban female secondary

schools.

6. Ho6 concerning t-value (.618) and df (918) the teachers from rural and urban

secondary schools working under open climate was accepted. It was revealed

that teachers from rural and urban secondary schools reflected no significant

mean difference between motivation levels under open climate type.

7. Ho7 regarding the comparison of rural and urban male teachers from

secondary schools working with open climate type with t-value (-1.901) was

rejected. It was depicted that rural and urban male teachers from secondary

school indicated a significant mean difference between the levels of

motivation under open climate type. Teachers from male secondary schools

were highly motivated in rural areas.

123

8. Ho8 concerning the rural and urban female teachers from secondary schools

working under open climate type was rejected at 0.05 level. It was illustrated

that rural and urban teachers from female secondary schools exhibited a

significant mean difference between levels of motivation under open climate

type. Female teachers from urban schools were highly motivated than rural

female teachers, showing greater mean value.

9. Ho9 with the t-value (-.391) and df (206) the motivation of rural and urban

teachers from secondary schools working under close climate type was

accepted. It was revealed that rural and urban teachers expressed no

significant mean difference between the levels of motivation under close

climate type.

10. Ho10 regarding the t-value (-.381) motivation of rural and urban male teachers

from secondary schools working under open climate type was accepted. It

was depicted that rural and urban male teachers from secondary schools

revealed no significant mean difference between the levels of motivation

under open climate type.

11. Ho11 hypothesis was about the motivation of rural and urban teachers from

female secondary schools working under close climate type. With t-value

(-.168). It was accepted. The outcomes reflected that rural and urban teachers

from female secondary schools expressed no significant mean difference

between the levels of motivation under close climate type.

12. Ho12 concerning the t-value (-4.241) motivation level of female and male

teachers from secondary schools working under open climate was rejected. It

was revealed that female and male teachers from secondary schools depicted a

significant mean difference between the levels of motivation under open

124

climate. Teachers from female side were highly motivated than male teachers,

showing greater mean value.

13. Ho13 with t-value (-2.103) and df (206) about the motivation of female and

male teachers from secondary schools working under close climate was

rejected. It was exhibited that female and male teachers from secondary

schools reflected a significant mean difference between the levels of

motivation under close climate. Teachers from female secondary schools

expressed high motivation than males under close climate.

14. Ho14 regarding t-value (0.699) and df (1109) concerning level of motivation

between teachers from secondary schools working under close and open

climates of school was accepted. It was illustrated that teachers from

secondary schools reflected no significant mean difference although working

under heads with close and open climate types.

15. Ho15 concerning t-value (-5.474) and df (1110) for the overall motivation of

female and male teachers form secondary schools was rejected. It was

depicted that female and male teachers form secondary schools expressed a

significant mean difference between the levels of motivation. Teachers from

female secondary schools were highly motivated than teachers from male

secondary schools, showing greater mean value.

16. Ho16 about the effect of age on overall motivation level of female and male

teachers from secondary schools. F value (.819) reflected that motivation of

teachers from male side was not significantly different with respect to their

age levels. It was apparent that male teachers’ overall motivation remained

the same regarding the period of age. On the next side, F value (1.061)

exhibited that motivation of teachers from female side was not significantly

125

different regarding levels of their age. On the whole, it can be said that

motivation between teachers from female side remained unchanged with

respect to their teaching career.

17. Ho17 explaining the effect of qualification on overall motivation level of

female and male teachers from secondary schools. F values (1.350, 1.842)

reflected that motivation levels were not different significantly with

qualification between female and male teachers respectively. It was evident

that qualification levels did not change level of motivation of teachers with

respect to gender.

18. Ho18 regarding the effect of experience on overall motivation level of female

and male secondary school teachers. F values (1.036, .060) depicted that

motivation levels at .05 level were not significant. It was revealed that

experience levels did not change the level of motivation between female and

male teachers of secondary schools respectively. Teachers from male and

female side did not found experience as significant variable related to their

motivation.

19. Ho19 concerning the effect of motivation dimensions on female and male

secondary school teachers. The t-values (-2.089, -4.669, -2.319, -4.468,

-4.316, -5.248) for work and intellectual stimulation, altruism, authority and

leadership, self evaluation, personal and professional development, life fit and

influence of others, career change and working conditions, and nature of

work as dimensions of motivation were significant at 0.05 level. Hence, the

null hypothesis that there exists no significant mean difference of motivation

dimensions between female and male teachers from secondary schools was

rejected. It was apparent that dimensions had a significant mean difference

126

with respect to the levels of motivation between female and male teachers.

Values of mean reflected that teachers from female side were highly

motivated on all six dimensions of motivation as compared to the teachers

from male side.

20. Ho20 concerning the effect of motivation dimensions on rural and urban

teachers from secondary schools. The t-values (1.269, -3.971, -.819, 2.086,

.562, -.686) for motivation dimensions were not significant at 0.05 level.

Hence, the null hypothesis that there exists no significant mean difference of

motivation dimensions of rural and urban teachers from secondary schools

was accepted. It was inferred that work and intellectual stimulation, altruism,

authority and leadership, self evaluation, personal and professional

development, career change and working conditions, life fit and influence of

others, and nature of work had no significant mean difference on the levels of

motivation between rural and urban teachers. On the next side, life fit and

influence of others regarding the t-value (2.086) reflected a significant effect

on the level of motivation of teachers from secondary schools working in

rural and urban areas. The teachers in urban areas were with high motivation

level with teaching than teachers from rural areas regarding their value of

mean.

21. Ho21 describing t-value (.669) and df (918) the teachers from rural and urban

secondary schools working under open climate was accepted. It was revealed

that teachers from rural and urban secondary schools reflected no significant

mean difference between self esteem levels under open climate type.

22. Ho22 regarding the comparison of rural and urban male teachers from

secondary schools performing under open climate type with t-value (-1.822)

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was rejected. It was depicted that rural urban and male teachers from

secondary school indicated a significant mean difference between the levels

of self esteem under open climate type. Teachers from male secondary

schools were with high self esteem in rural areas.

23. Ho23 concerning the rural and urban female teachers from secondary schools

working under open climate type was rejected at 0.05 level. It was illustrated

that rural and urban teachers from female secondary schools exhibited a

significant mean difference between levels of self esteem under open climate

type. Female teachers from urban schools were with high self esteem than

rural female teachers, showing greater mean value.

24. Ho24 about the t-value (-.391) and df (206) the self esteem of rural and urban

teachers from secondary schools working under close climate type was

accepted. It was revealed that rural and urban teachers expressed no

significant mean difference between the levels of self esteem under close

climate type.

25. Ho25 explaining the t-value (-.311) self esteem of rural and urban male

teachers from secondary schools working under open climate type was

accepted. It was depicted that rural and urban male teachers from secondary

schools revealed no significant mean difference between the levels of self

esteem under open climate type.

26. Ho26 hypothesis was about the self esteem of rural and urban teachers from

female secondary schools working under close climate type. With t-value (-

.155) it was accepted. The outcomes reflected that rural and urban teachers

from female secondary schools expressed no significant mean difference

between the levels of self esteem under close climate type.

128

27. Ho27 concerning the t-value (-3.089) self esteem level of female and male

teachers from secondary schools working under open climate was rejected. It

was revealed that female and male teachers from secondary schools depicted a

significant mean difference between the levels of self esteem under open

climate. Teachers from female side were with high self esteem than male

teachers, showing greater mean value.

28. Ho28 with t-value (-2.911) and df (206) about the self esteem of female and

male teachers from secondary schools working under close climate was

rejected. It was exhibited that female and male teachers from secondary

schools reflected a significant mean difference between the levels of self

esteem under close climate. Teachers from female secondary schools

expressed high self esteem than males under close climate.

29. Ho29 regarding t-value (0.591) and df (1109) concerning level of self esteem

between teachers from secondary schools working under close and open

climates of school was accepted. It was illustrated that teachers from

secondary schools reflected no significant mean difference although working

under heads with close and open climate types.

30. Ho30 concerning t-value (-4.381) and df (1110) for the overall self esteem of

female and male teachers form secondary schools was rejected. It was

depicted that female and male teachers form secondary schools expressed a

significant mean difference between the levels of self esteem. Teachers from

female secondary schools were with high self esteem than teachers from male

secondary schools, showing greater mean value.

31. Ho31 about the effect of age on overall self esteem level of female and male

teachers from secondary schools. F value (.818) reflected that self esteem of

129

teachers from male side was not significantly different with respect to their

age levels. It was apparent that male teachers’ overall self esteem remained

the same regarding the period of age. On the next side, F value (1.060)

exhibited that self esteem of teachers from female side was not significantly

different regarding levels of their age. On the whole, it can be said that self

esteem between teachers from female side remained unchanged with respect

to their teaching career.

32. Ho32 describing the effect of qualification on overall self esteem level of

female and male teachers from secondary schools. F values (1.350, 1.841)

reflected that self esteem levels were not different significantly with

qualification between female and male teachers respectively. It was evident

that qualification levels did not change level of self esteem of teachers with

respect to gender.

33. Ho33 regarding the effect of experience on overall self esteem level of female

and male secondary school teachers. F values (1.035, .061) depicted that self

esteem levels at .05 level were not significant. It was revealed that experience

levels did not change the level of self esteem between female and male

teachers of secondary schools respectively. Teachers from male and female

side did not found experience as significant variable related to their self

esteem.

34. Ho34 concerning the effect of self esteem dimensions on female and male

secondary school teachers. The t-values (-2.117, -3.691, -2.176, -3.091, -

3.628, -4.441) for living consciously, self acceptance, self responsibility, self

assertiveness, living purposefully, and personal integrity as dimensions of self

esteem were significant at 0.05 level. Hence, the null hypothesis that there

130

exists no significant mean difference of self esteem dimensions between

female and male teachers from secondary schools was rejected. It was

apparent that dimensions had a significant mean difference with respect to the

levels of self esteem between female and male teachers. Values of mean

reflected that teachers from female side were with high self esteem on all six

dimensions of self esteem as compared to the teachers from male side.

35. Ho35 concerning the effect of self esteem dimensions on rural and urban

teachers from secondary schools. The t-values (1.187, -2.731, -.729, .468,

-.585, 2.019) for self esteem dimensions were not significant at 0.05 level.

Hence, the null hypothesis that there exists no significant mean difference of

self esteem dimensions of rural and urban teachers from secondary schools

was accepted. It was inferred that living consciously, self acceptance, self

responsibility, self assertiveness, living purposefully, and personal integrity

had no significant mean difference on the levels of self esteem between rural

and urban teachers. On the next side, living purposefully regarding the t-value

(2.019) reflected a significant effect on the level of self esteem of teachers

from secondary schools working in rural and urban areas. The teachers in

urban areas were with high self esteem level with teaching than teachers from

rural areas regarding their value of mean.

Conclusions

Important conclusions emerge as a result of the quantitative analysis made in

the research. Conclusions were drawn on the basis of data analysis as mentioned in

the preceding section.

1. Eighty one percent of school heads fall in open climate and nineteen percent

of school heads fall in close climate. On the basis of data collection, 50%

131

heads were working in urban areas and 50% in rural areas. Twenty seven

percent principals were males and 23% were females in rural areas. Thirty

percent principals were males and 20% were females in urban areas.

2. School with close climate and open climate reflected no significant mean

difference between their school climate types.

3. School from female and male side in urban areas and female and male in rural

areas depicted significant mean difference between their school climate types.

When comparison was made between male schools in rural and urban areas

no significant mean difference was found. There was a similar situation

appeared when female schools were compared in rural and urban areas.

4. The eighty one percent public sector secondary school teachers were working

under open climate and 19% teachers under close climate of schools.

5. Rural and Urban public sector secondary school teachers not reflected

remarkable difference between motivation levels under open climate.

6. Male Secondary school teachers from urban and rural areas depicted a


climate. Teachers from Rural areas were highly motivated as compared to

male teachers from urban side.

7. The statistical analysis of rural and urban female teachers illustrated


climate. Female teachers from urban side were highly motivated than female

teachers from rural side, indicating greater mean value.

8. Working under close climate, teachers from rural and urban side illustrated

analogous vision regarding motivation.

132

9. Statistical analysis reflected that rural and urban female and male public

sector secondary school teachers depicted analogous level of motivation when

teachers from these two different types of schools were analyzed

independently under close climate.

10. Male and female secondary school teachers working under close and open

climate revealed a great difference in motivation level. Difference in

motivation level was much greater in teachers from female side.

11. Female and male public sector secondary school teachers expressed a

significant mean difference between the levels of motivation. Teachers from

female secondary school were highly motivated than teachers from male

secondary school, exhibiting greater mean value.

12. Overall motivation of teachers was similar with respect to age category. It can

be concluded that motivation between female and male teachers remained

unchanged throughout their professional life.

13. Results revealed that teachers’ qualification not illustrated a noteworthy effect

on overall motivation level between teachers from female and male side.

14. Statistical analysis depicted that experience levels illustrated no effect on the

motivation between teachers from female and male side. Experience was not a

noteworthy variable related to their motivation in teaching.

15. Results illustrated that work and intellectual stimulation, altruism, authority

and leadership, self evaluation, personal and professional development, career

change and working conditions, life fit and influence of others and nature of

work had a significant mean difference on the levels of motivation between

female and male teachers. Mean value depicted that teachers from female side

were highly motivated with dimensions of motivation when they were

133

compared with males. Teachers from female side were motivated due to

career change and working conditions, life fit and influence of others and

nature of work.

16. Urban and rural areas teachers indicated that work and intellectual

stimulation, altruism, authority and leadership, self evaluation, personal and

professional development, career change and working conditions and nature

of work did not augment or reduce the levels of motivation. But life fit and

influence of others had a significant effect between teachers from rural and

urban. Teachers from urban school were highly motivated with life fit and

influence of others than teachers from rural schools.

17. Rural and urban public sector secondary school teachers not reflected

remarkable difference between self esteem levels under open climate.

18. Male secondary school teachers from urban and rural areas depicted a


climate. Teachers from rural areas were with high self esteem as compared to

male teachers from urban side.

19. The statistical analysis of rural and urban female teachers illustrated


climate. Female teachers from urban side were with high self esteem than

female teachers from rural side, indicating greater mean value.

20. Working under close climate, teachers from rural and urban side illustrated

analogous vision regarding self esteem.

21. Statistical analysis reflected that rural and urban female and male public

sector secondary school teachers depicted analogous level of self esteem

134

when teachers from these two different types of schools were analyzed

independently under close climate.

22. Male and female secondary school teachers working under close and open

climate revealed a great difference in self esteem level. Difference in self

esteem level was much greater in teachers from female side.

23. Female and male public sector secondary school teachers expressed a

significant mean difference between the levels of self esteem. Teachers from

female secondary school were with high self esteem than teachers from male

secondary school, exhibiting greater mean value.

24. Overall self esteem of teachers was similar with respect to age category. It can

be concluded that self esteem between female and male teachers remained

unchanged throughout their professional life.

25. Results revealed that teachers’ qualification not illustrated a noteworthy effect

on overall self esteem level between teachers from female and male side.

26. Statistical analysis depicted that experience levels illustrated no effect on the

self esteem between teachers from female and male side. Experience was not

a noteworthy variable related to their self esteem in teaching.

27. Results illustrated that living consciously, self acceptance, self responsibility,

self assertiveness, living purposefully and personal integrity had a significant

mean difference on the levels of self esteem between female and male

teachers. Mean value depicted that teachers from female side were with high

self esteem with dimensions of self esteem when they were compared with

males. Teachers from female side were with high self esteem due to self

assertiveness, living purposefully and personal integrity.

135

28. Urban and rural areas teachers indicated that living consciously, self

acceptance, self responsibility, self assertiveness and personal integrity did

not augment or reduce the levels of self esteem. But living purposefully had a

significant effect between teachers from rural and urban areas. Teachers from

urban school were with high self esteem than teachers from rural schools.

Discussion

The research aimed to present broader results about the effect of school

climate on teachers’ motivation and self esteem at secondary level. Generalizations

were made on the basis of the data. The following discussion of selected findings is

based on the personal judgment of the researcher.

1. In public sector secondary schools open climate was dominant with 81% and

only 19% heads fall in close climate. These findings contradicted the prior

research that revealed 60% heads fall in close climate and 40% fall in open

climate (Smitty, 2008). The two researches depicted a hell of difference. The

reason behind might be that this study was conducted in scenario of Pakistan

in public sector and in America this study was conducted in private sector.

2. When comparison was made between of male and female heads in rural areas,

a valuable contradiction existed. But in urban areas, there was the same

situation. When male heads in rural and urban areas were compared, no

significant mean difference was reflected. Female principals expressed same

results. Such findings supported the results of Morley (2001).

3. The outcomes of present study supported the findings of (Jolin, 2000) that

open climate was admired climate of people in most organizations.

4. There was a Significant mean difference between level of motivation of public

sector secondary school teachers working under open climate. These

136

outcomes supported the research that workers reflected higher motivation

under open climate (Rophen, 2004). Male rural school teachers were highly

motivated. Such findings supported the research of Cattin (2003). The reason

might be the contented habit, age groups, teachers’ relations with each other,

familiar surroundings, and simple and low standards of life. Teachers from

female side in urban schools particularly with life fit and influence of others

were highly motivated than teachers from rural side. These outcomes

supported the results of (Dantin, 2007) who explored that school from urban

side privileged over schools of rural areas. It may be due to better

environment, urban life facilities, and good pay package and school

infrastructure. Though, when comparison was made between teachers under

close and open climate, they reflected no significant mean difference in their

motivation levels. The reason might be that they exhibited no care for the

restrictions of climate of school as they are government servants and heads

have no power to take any harmful action against any teacher.

5. This research depicted that age and motivation illustrated no significant mean

difference. These results contradicted study of Lanlin (2001) that proved the

presence of positive relationship. Qualification and motivation depicted no

significant relationship. The basic reason is that government policies of

education do not inspire teachers monetarily to enhance their qualifications.

This result supported the study of Basim (2006). Experience did not support

teachers’ motivation. It is contradictory to Cadien (2009) who explored a

positive relationship between motivation and experience.

6. Teachers from female side were highly motivated with respect to both types of

climate when compared with teachers from male side.

137

7. On the whole teachers from female side were highly motivated with work and

intellectual stimulation, altruism, authority and leadership, self evaluation,

personal and professional development, career change and working

conditions, life fit and influence of others and nature of work than teachers

from male side. These results supported the findings of Janit (2000).

8. Regarding the rural and urban areas, work and intellectual stimulation,


development, career change and working conditions, and nature of work had

no effect on teachers’ motivation. These outcomes may be justified that due to

progress of technology, the world is now like a global village and the line of

discrimination between rural and urban has been almost vanished. Teachers

from urban side were highly motivated with life fit and influence of others

because of adaptability of profession.

9. There was a significant mean difference between level of self esteem of public

sector secondary school teachers working under open climate. These

outcomes supported the research that workers reflected higher self esteem

under open climate (Biblin, 2006). Male rural school teachers were with high

self esteem. They reflected a significant self esteem level in rural areas. Such

findings supported the research of Dorthin (2001). The reason might be the

knowledge about self, self actualization and self seeking. Teachers from

female side in urban schools particularly with living purposefully were with

high self esteem than teachers from rural side. These outcomes supported the

results of (Rothy, 2003) who explored that school from urban side privileged

over schools of rural areas. It may be due to better understanding of self, self

knowledge and better self perception. Though, when comparison was made

138

between teachers under close and open climate, they reflected no significant

mean difference in their self esteem levels. The reason might be that they

exhibited no care for the restrictions of climate of school and did not take it as

a significant variable in changing their self perception about it.

10. This research illustrated that age and self esteem illustrated no significant

mean difference. These results contradicted the study of Pefer (2004 ) that

proved the presence of positive relationship. Qualification and self esteem

depicted no significant relationship. The basic reason is that government

policies of education do not inspire teachers monetarily to enhance their

qualifications. This result supported the study of Gentti (2008 ). Experience

did not support teachers’ self esteem. It is contradictory to Cather (2006) who

explored a positive relationship between self esteem and experience.

11. Teachers from female side were with high self esteem with respect to both

types of climate when compared with teachers from male side.

12. On the whole teachers from female side were with high self esteem with

living consciously, self acceptance, self responsibility, self assertiveness,

living purposefully and personal integrity than teachers from male side. These

results supported the findings of Andrew (2004).

13. Regarding to rural and urban areas, living consciously, self acceptance, self

responsibility, self assertiveness, living purposefully and personal integrity

had no effect on teachers’ self esteem. Teachers from urban side were with

high self esteem with living purposefully because of sensible approach to self

and self efficacy.

139

Recommendations

In the light of the findings and the conclusions, following recommendations

are offered.

1. Newly selected or promoted schools heads should be given a short course in

the area of organizational climate.

2. Teachers training institutions should lay special emphasis on imparting

information to the teachers regarding organizational climate.

3. The curriculum of the institutes of the teachers training should include the

content relating to the organizational climate.

4. Pre-service and in-service training of heads and teachers should focus in the

ways to train them in creating open climate.

5. Improvement of organizational climate should also be focused in

administrative reform strategies.

Recommendations for Further Research

In the context of Pakistan, effect of school climate on teachers’ motivation and

self esteem illustrated the productive results. Valuable recommendations have been

made to broader the research results.

Punjab province teachers were in focus for this study. Same type of research in

public sector as well as in private sector schools should be conducted in other

provinces to search out countrywide reliable results. For the nation, the need of the

day is to develop the valid and reliable research instruments that measure hypothetical

as well as realistic aspects of school climate to improve the present situation for next

generation.

140

Such type of studies may be carried out in elementary schools including both

male and female. The study may be extended to colleges as well. Such type of studies

may also be carried out in other provinces. Such studies should also be replicated to

the private educational institutions for their comparison with that of the public sector

educational organizations, with reference to their working environment.

For futuristic hallucination, to confer the pinnacle priority to education, this

research seems well-timed to encourage and bring up to date headmasters and

teachers’ training and professional development. It is the need of the present time to

train the headmasters of the school to well aware of the basic concepts related to open

climate, closed climate and familiar climate and their important characteristics and

outcomes and adapt most effective pattern of school climate for the attainment of

institutional and country wide goals. Importance of suitable climate should be

highlighted through electronic media, seminars, symposia, educational conferences

and informal meetings of the headmasters and teachers. The research study may be

strengthening by investigating the effect of school climate on students’ achievement.

Also the effect of teachers’ motivation and self esteem level on students’ achievement

under a specific climate should be studied in the context of Pakistan so to augment the

effectiveness and productivity in public sector education.

The effect of organizational climate on employees’ motivation and self esteem

should be compared in other sectors to get better employees’ performance. In this way

we can obtain sound basis and measure by exploring the noteworthy differences in

outputs between education and business organizations.

This study identified male schools teachers’ motivation and self esteem level

of teachers under male heads and vice versa disjointedly. In future, further studies

141

may possibly be conducted where male headmasters lead female subordinates and

vice versa.

142

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APPENDICES

178

Appendix A

179

Appendix B

School Climate Scale Select the most appropriate choice (Tick only one box)

Sr. No Statements SD D UD A SA

Q1. The teachers work vigorously, passionately and are faithful to the institution under my supervision.

~ik,Z~Z‚E+{.e$H„ZzgŽlz_."x™DZzgZŠZg}zŠZgX

1

2

3

4

5

Q2. I work as a representative of my staff. ™CƒVX / ~ZL6s{wx™@*

1

2

3

4

5

Q.3 I focus on teamwork in institution. ŠƒVX / ~ZŠZg{~œžx6,izgŠ

1

2

3

4

5

Q.4 I do not depend on using authority. ZZ(gZ]ZEw6,Zg7X

1

2

3

4

5

Q.5 I resolve conflicts among my staff urgently. ŠƒVX / ~ZLZZŠZ}™Š

1

2

3

4

5

Q.6 I keep good relations with my staff. gBbƒVX / ~ZL6sZi]g‚r

1

2

3

4

5

Q.7 I delegate authority to my staff in their school work. ŠƒVX / ~ZL6sjwx~Z(gŠ

1

2

3

4

5

Q.8 The environment of school under my administration looks friendly.

}ZOx~6s~jwŠz*:jwW@*X

1

2

3

4

5

Q.9 I plan carefully for my office work. ™CƒVX / ~ZLŠ~xZo‚B/~™@*

1

2

3

4

5

Q.10 I allow my staff members to decide themselves. ŠƒVX / ~ZLopŠ™ZYi]Š

1

2

3

4

5

Q.11 I am ready to change in school administration when it is needed.

gSƒVZ#zg]7,}X / ~jw~ZOp=V6,WŠ{gL

1

2

3

4

5

Q.12 I standup for my staff well being. ~ZL6sŠZ]c7g™@*ƒVX

1

2

3

4

5

Q.13 I maintain pace of work in school matters. gBbƒVX / ~jwQg~!~‡g‚r

1

2

3

4

5

SD

D

UD

A

SA

Strongly Disagree SD = 1 Disagree D = 2 Undecided UD = 3 Agree A = 4 Strongly Agree SA = 5

180


Q.14 I keep my teachers united for better performance. gBbƒV@*žz{Zhg™ŠŠ3X / ~Z‚E+{!-C NGg‚r

1

2

3

4

5

Q.15 I offer/delegate my administrational authority partially to my subordinates when it is needed.

Z#zg]ƒ~ZLZOZ(gZ]ZLb%z~g6,v™CƒVX / ™@*

1

2

3

4

5

Q.16 All important decisions are practiced at organizational level in my school.

xZŸ}jw~ZŠZg}R6,GYDX

1

2

3

4

5

Q.17 I equally behave with my staff. ™CƒVX / ~6s)z~|u™@*

1

2

3

4

5

Q.18 I encourage subordinates for doing good work. ™CƒVX / ~4x6,6sj,Z‚Z™@*

1

2

3

4

5

Q.19 I myself supervise classes. ™CƒVX / ~pŠwZ™@*

1

2

3

4

5

Q.20 I assign specific tasks to specific persons in my staff members.

CƒVX / ~omZZŠ{mxf@*

1

2

3

4

5

Q.21 I believe in making decisions for all tasks by myself. gBbƒVX / ~xZgŸpŠ™6,g‚r

1

2

3

4

5

Q.22 I deliver clear instruction to my staff. ~sozZ@Zc*]Š~YCX

1

2

3

4

5

Q.23 I openly know who is responsible for what type of task. xyf)ŠZg=g6,W„X

1

2

3

4

5

Q.24 I myself decide standards and aims. ™CƒVX / ~gZ]ZzgœpŠ™@*

1

2

3

4

5

Q.25 I mostly like to depend upon using professional authorities.

™CƒVX / ~Z&zgZ:Z(gZ]ZEw6,Zg™@*

1

2

3

4

5

Q.26 I like to give order only. ™CƒVX / ~sŠbI™@*

1

2

3

4

5

Q.27 I like absolute obedience by my staff members. ™CƒVX / ~ZLoŠZg~I™@*

1

2

3

4

5

Q.28 I decide it what to do and how to perform. ™CƒVX / Hx™**Zzg™**Zk~™@*

1

2

3

4

5

SD

D

UD

A

SA


181


Q.29 I do perform without counseling with my subordinates. ™CƒVX / ~ZLZZŠ&btg{%™@*

1

2

3

4

5

Q.30 I do not elaborate strategies for my task. ™CX / ~ZLZuZsTgzŸs#7™@*

1

2

3

4

5

Q.31 I ensure that the teachers work hard. ™CX / ~Zk!*]D@*ƒVžZ‚E+{Jœ™D

1

2

3

4

5

Q.32 Daily matters are performed according to my expectations. gzi%{5]~u]_.GYDX

1

2

3

4

5

Q.33 I do not allow my subordinates to work independently. ŠX / ~Z‚E+{ZKu6,u4~WiZŠ~x™ZYi]7Š

1

2

3

4

5

Q.34 Teachers are asked to obey rules and regulation on even schedule day to day work.

Z‚E+{gzi%{V~ZzZ*0*~cY@*X

1

2

3

4

5

SD

D

UD

A

SA


182

Appendix C

Teachers’ motivation scale Select the most appropriate choice (Tick only one box)


Q1. Teaching allows me to experience the love and respect of children.

7,=VZzgZyŠƒ/ƒ@*X

1

2

3

4

5

Q2. I love children.

=VgX

1

2

3

4

5

Q.3 I have enjoyed working with children in other contexts (e.g., scouts) and thought that teaching would be just or enjoyable.

Šgkz+g}ZZ+ziZzg~V+guVZ@*ƒVX

1

2

3

4

5

Q.4 Teaching gives me a chance to serve as a positive role model for children.

Šgkz+g=ž~V:jVX

1

2

3

4

5

Q.5 I love a particular curriculum areas / subject matter (e.g., English)

~Z{myZ,~ZŠic*Š{I™@*ƒVX

1

2

3

4

5

Q.6 Teaching is an intellectually stimulating occupation.

Šgkz+g~f&ZYƒCX

1

2

3

4

5

Q.7 I have a desire to impart knowledge to other people.

~pZž~Šzu}VgzŠzVX

1

2

3

4

5

Q.8 Teaching gives me the opportunity to promote respect for knowledge and learning.

Šgkz+g=ž~V~zZY™jVX

1

2

3

4

5

Q.9 Teaching gives me a lifelong opportunity to learn.

Šgkz+g=xi+X

1

2

3

4

5

Q.10 Teaching gives me a chance to help the less fortunate.

Šgkz+g=ž~fgZzZVŠ™jVX

1

2

3

4

5

Q.11 I would like to solve some of the problems in the educational field.

~Zy)™™zX

1

2

3

4

5

Q.12 Good teachers are needed so badly.

ZiZ‚E+{zg]X

1

2

3

4

5

Q.13 Teaching gives me chance to make an impact on society.

Šgkz+g=ž~}6,Z,Z+ZiƒjVX

1

2

3

4

5

Q.14 Teaching gives me an opportunity to be in authority.

Šgkz+g=ž~ZKZgŠ3jVX

1

2

3

4

5

Q.15 I like the thought of being the centre of attention in a room of people.

~pZƒCž~V%gƒVX

1

2

3

4

5

SD

D

UD

A

SA


183


Q.16 Teaching gives me a chance to be my own boss.

Šgkz+g=ž~ZKZ&bpŠ™@*gƒVX

1

2

3

4

5

Q.17 Teaching gives me opportunity for leadership.

Šgkz+g=gZZ™CX

1

2

3

4

5

Q.18 Teaching was the best job among those I am most suited for.

Šgkz+gZZzg~ZkizVƒVX

1

2

3

4

5

Q.19 I feel a personal “calling” to teach.

~fZCpZž~7,VX

1

2

3

4

5

Q.20 I have always wanted to teach.

~7,X

1

2

3

4

5

Q.21 Teaching fits well with my personality.

Šgkz+g~3CX

1

2

3

4

5

Q.22 People often regard me as a “natural” teacher.

Z=ZgC&VWgZZ*Šg™DX

1

2

3

4

5

Q.23 Teaching offers me a good opportunity for career advancement.

Šgkz+g=ZL~W,X

1

2

3

4

5

Q.24 Teaching can easily lead me to other careers.

Šgkz+g=Šzu}Y]~YŠg*$ƒX

1

2

3

4

5

Q.25 Teaching can help me develop character.

Šgkz+g=™ŠZg‚i~X

1

2

3

4

5

Q.26 Teaching gives me immediate feed (e.g., from children or peers) about the effectiveness of my performance.

Šgkz+g=ZK&c*VfgYžz{,X

1

2

3

4

5

Q.27 I am sure I could do a better job than some of the bad teachers I have had.

=ž~**ZZ‚E+{ic*Š{Zx™ƒVX

1

2

3

4

5

Q.28 I was dissatisfied with work I had done in other fields.

~ŽxŠzu}Y]~HZk7X

1

2

3

4

5

Q.29 I trained for another field but could not get a job.

~Šzu}Y],™~:™X

1

2

3

4

5

Q.30 I trained for another field but did not feel comfortable in that field. ~Šzu}Y]~x™,zVx™~]WX

1

2

3

4

5

Q.31 I trained for another field but did not feel competent in that field. ~Šzu}Y]~x™,zVx™ZLWZ:X

1

2

3

4

5

Q.32 I will have a chance to earn a good salary.

}0*kž~ZhZ{™jVX

1

2

3

4

5

Q.33 Teacher have nice benefits associated with their jobs.

Z‚E+{+g~Z+ƒDX

1

2

3

4

5

SD

D

UD

A

SA


184


Q.34 I like the work hours and vacation time.

~xZz‡]ZzgVI™@*ƒVX

1

2

3

4

5

Q.35 Teachers have a pleasant working environment.

Z‚E+{x™4jwƒ@*X

1

2

3

4

5

Q.36 Teaching offers me a job with security.

Šgkz+g=5iƒ@*X

1

2

3

4

5

Q.37 The time schedule will be compatible with my home situation.

Šgkz+gZz‡]g~zgc*]_.ƒVX

1

2

3

4

5

Q.38 It is a career where I can balance the demands of work and family.

Šgkz+gZZ~xZzg{+Zi+~Ziyg3YX

1

2

3

4

5

Q.39 I will be able to work near home.

=$x™X

1

2

3

4

5

Q.40 I want / need to have more school holidays.

~LƒVžjw~ic*Š{VƒVX

1

2

3

4

5

Q.41 Some of my friends have studied education / teaching.

}ŠzVŠgkz+gŠHX

1

2

3

4

5

Q.42 Some one I highly respected told me I would be good teacher.

}Z‡ZZxc*ž~ZZZ*ŠjVX

1

2

3

4

5

Q.43 I heard a motivating speech about teaching or was influenced by media material focused on the benefits of teaching.

~Šgkz+g!*g}~Z6,Z,k,c*~fgZZ,ƒZX

1

2

3

4

5

Q.44 I was encouraged to enter this field by my careers advisor.

=}&zZgZ:tg{ŠZyŠgkz+g~Wj,Z‚ZX

1

2

3

4

5

Q.45 Teaching is a creative profession.

Šgkz+g&™‚WCX

1

2

3

4

5

Q.46 Teaching gives me an opportunity to interact with interesting colleagues.

Šgkz+g=ž~Š‚Z‚E+{!*]™zVX

1

2

3

4

5

Q.47 Teaching gives me an opportunity to meet a lot of people.

Šgkz+g=ž~VVX

1

2

3

4

5

Q.48 It is a suitable carrier for a woman.

gVZ&X

1

2

3

4

5

Q.49 Teaching is busy and varied works and so will not lead to boredom. Šgkz+gZ–qZzgzsgppzZ&zZ?7ƒCX

1

2

3

4

5

SD

D

UD

A

SA


185

Appendix D

Teachers’ self esteem scale Select the most appropriate choice (Tick only one box)


Q1. Are you satisfied from yourself on the whole? HWg6,ZLW?

1

2

3

4

5

Q2. Do you think that you have various qualities? ŠžW~pV? / HWB

1

2

3

4

5

Q.3 Can you perform any task as better as other one can? 6žŠzu}? / HWZ„Zx™Mh

1

2

3

4

5

Q.4 Do you feel that you have not enough of something to be proud of?

™CžW0*k™ic*Š{7? / HWCk™D

1

2

3

4

5

Q.5 Do you desire to earn more respect for your ownself? HWpZžWZLic*Š{]™,?

1

2

3

4

5

Q.6 Do you have a positive attitude towards yourself? HWZKsgz?

1

2

3

4

5

Q.7 Do you respect yourself if others don’t pay do to you? ™CZŠzu}W]:Š,? / HWZK]™D

1

2

3

4

5

Q.8 Don’t you bother others what they think about you? ™Cžz{W!*g}~H!? / HWŠzuzV6,zZ{7™D

1

2

3

4

5

Q.9 Do you often consider yourself good for nothing? Š? / HWZZLW"gB

1

2

3

4

5

Q.10 Do you think you are valuable? ŠžW? / HWB

1

2

3

4

5

Q.11 Do you think you are unsuccessful completely? ŠžWg6,**x? / HWB

1

2

3

4

5

Q.12 Do you find it difficult to train yourself? HWZLWF,šM™**4?

1

2

3

4

5

Q.13 Do you got respond to any invitation because of your particular thinking?

Š? / HWŠ]**)ZKazzZ:™Š

1

2

3

4

5

SD

D

UD

A

SA


186


Q.14 Do you come to know about your capabilities form other’s opinion?

HWZK‡/!*g}~ŠzuzV?

1

2

3

4

5

Q.15 Do you neglect yourself in helping others? Š? / HWŠzuzVŠ™ZLWZ+Zi™Š

1

2

3

4

5

Q.16 Do you blame yourself for any wrong deed? IZC? / HWxuiŠƒ6,pŠ]gzZgIZD

1

2

3

4

5

Q.17 Do you blame others in disappointment? Š? / HW-~ŠzuzVZZxŠ

1

2

3

4

5

Q.18 Do you start your day with negative attitude? ™C? / HWCŠyWitgz™D

1

2

3

4

5

Q.19 Do you think you are non-deserving? Š? / HWpŠB

1

2

3

4

5

Q.20 Does your conscience condemns you or your wrong deeds?

HW;WZiZzg',}x6,5™@*?

1

2

3

4

5

Q.21 Is it right in your opinion that change in one’s self can be brought by self-strictness?

HWw~Šg„&žpŠ6,™pŠ~p~Y?

1

2

3

4

5

Q.22 Do you think you have no attraction? ŠžW~7? / HWB

1

2

3

4

5

Q.23 Do you think that your success is due to your luck and your failure is not because of your incapability?

™CžWVWZKz / HWCk™DZzg**VW**Z‹z7?

1

2

3

4

5

Q.24 Do you consider yourself capable of being appreciated? Š? / HWpŠ‡dB

1

2

3

4

5

Q.25 Do you feel yourself alone? ™C? / HWpŠCk™D

1

2

3

4

5

Q.26 Do you struggle with feelings of inferiority complex? ™C? / HWZˆk~w‚B].z4™D

1

2

3

4

5

Q.27 Do you prefer others opinion over yours? Š? / HWŠzuzVgZZKgZ6,F,Š

1

2

3

4

5

SD

D

UD

A

SA


187


Q.28 Do you often condemn yourself? ™C? / HWpŠZ5™D

1

2

3

4

5

Q.29 Do you often criticize yourself? ™C? / HWZpŠ6,W™D

1

2

3

4

5

Q.30 Do you do something for the reason that what others will think about you?

™CžŠzu}W!*g}~Hv? / HWZkz™D

1

2

3

4

5

SD

D

UD

A

SA


188

Appendix E

Demographic variables information proforma Respected Sir, I am the PhD scholar at Institute of Education and Research (IER), University of the Punjab, Lahore and going to conduct a research on “Effect of school climate on teachers’ motivation and self esteem at secondary school level”. Following information is required for this study. Permission is granted from DPI (SE) Punjab vide order No. 7279/Admn(G), Dated 03-09-2008.

Yours name________________________ Age years Qualification B.A B.Sc B.Ed Exact teaching experience in years

M.A M.Sc M.Ed M.Phil Ph.D

Location of the School. Tick only one option.

Rural area (school located out side the Teh. & district Headquarter) Urban area (only the school located at Teh. & district Headquarter)

Name of school ________________________________

I need your cooperation and support in the task of collecting data. I would like to

assure you that your response to these questionnaires will be kept strictly confidential and will not be disclosed or used for other than research purpose. Thanking you in anticipation for your cooperation, support and sparing valuable time for this study.

Yours true, Syed M. Anees ul Husnain Shah PhD Scholar (IER), Dr.2004/24 University of the Punjab, Lahore.

189

Appendix F

SUBJECT:- PERMISSION TO CONDUCT PH.D. RESEARCH.

On the request of Dr. Muhammad Saeed Akhtar Research

Supervisor dated 11.6.2008. Permission is granted to Syed M. Anees-ul-Husnain

Shah in his research work for Ph.D Scholar. He wanted to conduct a survey on

“Effect of School Climate on Teachers’ Motivation and self esteem at secondary

level.”

In this regard you are requested to cooperate with him for

collection of information.

c.c

Dr. Muhammad Saeed Akhtar Research Supervisor, Institute of

Education and Research University of the Punjab, Quaid-e-Azam Campus, Lahore.

190

Appendix G

191

Appendix H

List of Experts panel

1. Prof. Dr. Mahr Muhammad Saeed Akhtar Institute of Education and Research University of the Punjab, Lahore. 2. Prof. Dr. Fauzia Naheed Khawaja (Rtd) Institute of Education and Research University of the Punjab, Lahore. 3. Prof. Dr. Abid Chaudary Institute of Education and Research University of the Punjab, Lahore. 4. Dr. Amir Hashmi Institute of Education and Research University of the Punjab, Lahore. 5. Muhammad Aslam Chairman English Language Teaching

and Linguistics Department Institute of Education and Research University of the Punjab, Lahore.

192

Appendix I

List of Schools

District Chakwal

S. No. Name of School

1 GHS No. 1 Chakwal

2 GHS No. 2 Chakwal

3 GHS Isl. Chakwal

4 GHS Muhammad Ali Chakwal

5 GHS Minwal Chakwal

6 GGHS No. 1 Chakwal


8 GGHS Sadwal Chakwal


10 GGHS Thoha Bahadur Chakwal

District Jhelum

11 GHS Baddo Jhelum

12 GHS Chak Doulat Jhelum

13 GHS Darapur Jhelum

14 GHS Jhelum

15 GHS Kala No. 2 Jhelum

16 GGHS Bajwala Jhelum

17 GGHS Gharamala Jhelum

18 GGHS Jahangir Jhelum

19 GGHS Khalas Pur Jhelum

20 GGHS No. 2 Jhelum

District Attock

21 GHS Boota Attock

22 GHS Pilot Attock

23 GHS MC Attock City

24 GHS Mari Kanjoor Attock

25 GHS Faqir Abad Attock

193

26 GGHS Boota Attock

27 GGHS Peoples Colony Attock

28 GGHS PAF Base Cly Attock

29 GGHS Mirza Attock

30 GGHS Salar Attock

District Khushab

31 GHS Bambool Khushab

32 GHS Jamali Khushab

33 GHS Khatwan Khushab

34 GHS Noor Pur Thal Khushab

35 GHS Rangpur Baghoor Khushab

36 GGHS Jura Kalan Khushab

37 GGHS Pilowiance Khushab

38 GGHS Gunjial Khushab

39 GGHS Khabeki Khushab

40 GGHS Mitha Tiwana Khushab

District Mianwali

41 GHS ISA Khel Mianwali

42 GHS Khaglan Wala Mianwali

43 GHS Kallor Sharif Mianwali

44 GHS Borh Khoi Mianwali

45 GHS Kala Bagh Mianwali

46 GGHS Kundian Mianwali

47 GGHS PAF Mianwali

48 GGHS Mochh Mianwali

49 GGHS Shadia Mianwali

50 GGHS Civil Station Mianwali

District Bhakkar

51 GHS Kapahi Bhakkar

52 GHS Kath Bhakkar

53 GHS Karia Kot Bhakkar

54 GHS Jhok Samtia Bhakkar

194

55 GHS Ratri Bhakkar

56 GGHS Cheena Bhakkar

57 GGHS Saggu Shumali Bhakkar

58 GGHS 67 ML Bhakkar

59 GGHS Mible Sharif Bhakkar

60 GGHS Kallur Kot Bhakkar

District Multan

61 GHS Millat New Multan

62 GHS Iqbal Sec. Sch. Sra Multan

63 GHS Millat Mumazabad Multan

64 GHS Jinnah MS. Multan

65 GHS Isl. Haram Gate Multan

66 GGHS No. 1 Multan

67 GGHS Muslim Multan

68 GGHS District Jail Multan

69 GGHS Kadutar Mandi Multan

70 GGHS Noor Jehan Multan

District Khanewal

71 GHS Isl. Khanewal

72 GHS Model Khanewal

73 GHS Nanak Pur Khanewal

74 GHS 9V Khanewal

75 GHS 93 10R Khanewal

76 GGHS Model Khanewal

77 GGHS MC Khanewal

78 GGHS Hassan Model Khanewal

79 GGHS 92/10R Khanewal

80 GGHS 72/10R Khanewal

District Kasur

81 GHS Model Kasur

82 GHS Hanifa Islamia Kasur

83 GHS Qadi Wind Kasur

195

84 GHS Ganda Sing Kasur

85 GHS Sheikhu Pura Nau Kasur

86 GGHS Haji Rarid Rd. Kasur

87 GGHS Green Kot Kasur

88 GGHS Kacha Pacca Kasur

89 GGHS Raja Jang Kasur

90 GGHS Khooey Kasur

District Jhang

91 GHS Langar Makdhoom Jhang

92 GHS Ahmad Nagar Jhang

93 GHS Wallah Jhang

94 GHS Yare Kay Jhang

95 GHS Thatti Bala Raja Jhang

96 GGHS Kandiwal Jhang

97 GGHS Kalri Jhang

98 GGHS Rajoya Jhang

99 GGHS 184 JB Jhang

100 GGHS 240 Jhang

District TT Singh

101 GHS 408 GB TT Singh



104 GHS 369 JB TT Singh


106 GGHS 287 JB TT Singh

107 GGHS 251 GB TT Singh




District Lahore Cantt

111 GHS Wahga, Lahore

112 GHS Wahgrian, Lahore

196

113 GHS Walton, Lahore

114 GHS N. D. Islamia, Ichhra, Lahore

115 GHS Gulberg, Lahore

116 GGHS CMS Gulberg, Lahore

117 GGHS Kinnaird, Empress Road, Lahore

118 GGHS Madrasa Tul Binat, Lahore

119 GGHS Chuburji Garden, Lahore

120 GGHS 1st Shift Shad Bagh, Lahore

District Okara

121 GHS Hujra Okara

122 GHS MC Okara

123 GHS Islamia City Okara

124 GHS 18 GD Okara

125 GHS 34/L Okara

126 GGHS 12/1-L Okara



129 GGHS 40/3-R Okara


District Sheikhupura

131 GHS Halherke Sheikhupura

132 GHS Bhikhi Sheikhupura

133 GHS Butter Sheikhupura

134 GHS Chak 13 UCC Sheikhupura

135 GHS Chak Wahee 522 Sheikhupura

136 GGHS Ahdian Sheikhupura

137 GGHS Bathal Sheikhupura

138 GGHS Bhikhi Sheikhupura

139 GGHS Faiz Pur Khurad Sheikhupura

140 GGHS Khan Pur Sheikhupura

197

District Nankana Sahib

141 GHS GN Nankana Sahib

142 GHS Bahawal Kot Nankana Sahib

143 GHS Bahuru Nankana Sahib

144 GHS Behari Pur Nankana Sahib

145 GHS Boucheki Nankana Sahib

146 GGHS MNS 2nd Shift Nankana Sahib

147 GGHS Randhir Chak 13 Nankana Sahib

148 GGHS Sathiali Kalan Nankana Sahib

149 GGHS MC Nankana Sahib

150 GGHS MC Nankana Sahib

District Gujranwala

151 GHS AD Model Gujranwala

152 GHS AM Islamia No. 2 Gujranwala

153 GHS Ahmad Nagar Gujranwala

154 GHS Ali Pur Chatta Gujranwala

155 GHS Attawa Gujranwala

156 GGHS Abdal Gujranwala

157 GGHS Aroop Gujranwala

158 GGHS F. D. Islamia Gujranwala

159 GGHS Gharjakh Gujranwala

160 GGHS Hakim Bibi Gujranwala

District Sargodha

161 GHS No. 1 Sargodha

162 GHS Ambala Muslim Sargodha

163 GHS Khalqia Sargodha

164 GHS MC S. Town Sargodha

165 GHS 47 NB Sargodha

166 GGHS ZM. Sargodha

167 GGHS 42 NB Sargodha

168 GGHS MC S. Town Sargodha

169 GGHS 48 NB Sargodha

198

170 GGHS 75 SB Sargodha

District Lodhran

171 GHS Lodhran

172 GHS Galay Wala Lodhran

173 GHS Wahi Ali Arain Lodhran

174 GHS 49 M Lodhran

175 GHS Rawani Lodhran

176 GGHS 227 WB Lodhran

177 GGHS Qutab Pur Lodhran

178 GGHS Adam Wahin Lodhran

179 GGHS Khan Wah Ghai Wan Lodhran

180 GGHS 279 WB Lodhran

District Sahiwal

181 GHS Battala Muslim Sahiwal

182 GHS Sahiwal

183 GHS Mahmoodia Sahiwal

184 GHS Nngal No. 2 Sahiwal

185 GHS Dadra Bala Sahiwal

186 GGHS Mission Sahiwal

187 GGHS MC. Sahiwal City

188 GGHS MC. Ghalla Mandi Sahiwal

189 GGHS Binat Ul Islam Sahiwal

190 GGHS Harappa Sahiwal

District Rawalpindi

191 GHS Sher Bagla Rawalpindi

192 GHS Phapril Rawalpindi

193 GHS Manga Rawalpindi

194 GHS Darya Gali Rawalpindi

195 GHS Mohra Syedan Rawalpindi

196 GGHS Bann Rawalpindi

197 GGHS Ausia Rawalpindi

198 GGHS Chtra Doonga Rawalpindi

199

199 GGHS Kallan Basand Rawalpindi

200 GGHS Karore Rawalpindi

District Bahawalnagar

201 GHS Azize Millat Bahawalnagar

202 GHS Bahawalnagar

203 GHS Chak Sarkari Bahawalnagar

204 GHS Dhani Mai Ram Bahawalnagar

205 GHS Jand Wala Bahawalnagar

206 GGHS Canal Colony Bahawalnagar

207 GGHS Mohar Wali Bahawalnagar

208 GGHS Sondha Bahawalnagar

209 GGHS Madrissa Bahawalnagar

210 GGHS 6FW Bahawalnagar

District DG Khan

211 GHS Ahmadani DG Khan

212 GHS Shikhani DG Khan

213 GHS Pacca Shah Nawaz DG Khan

214 GHS Yaroo Khosa DG Khan

215 GHS Mana Ahmadani DG Khan

216 GGHS Mana Ahmadani DG Khan

217 GGHS Choti Zerin DG Khan

218 GGHS Jhoke Utra DG Khan

219 GGHS Paigan DG Khan

220 GGHS Gaddu DG Khan

District Rajanpur

221 GHS Kotla Mughlan Rajanpur

222 GHS Kotla Dewan Rajanpur

223 GHS Rasool Pur Rajanpur

224 GHS Tibil Lundan Rajanpur

225 GHS Nowshera Gharb Rajanpur

226 GGHS Fazilpur Rajanpur

227 GGHS Mithan Kot Rajanpur

200

228 GGHS Dajal Rajanpur

229 GGHS Rojhan Rajanpur

230 GGHS Kotla Mughlan Rajanpur

District Layyah

231 GHS Chak 483 TDA Layyah

232 GHS 123 Ml Layyah

233 GHS 321 TDA Layyah

234 GHS 306 TDA Layyah

235 GHS 90 ML Layyah

236 GGHS Choubara Layyah

237 GGHS 408 TDA Layyah

238 GGHS 377 TDA Layyah

239 GGHS Nawan Kot Layyah

240 GGHS Shah Pur Layyah

District Muzaffargarh

241 GHS Muzaffargarh

242 GHS Bhutta Pur Muzaffargarh

243 GHS Basti Cheena Muzaffargarh

244 GHS Mondka Muzaffargarh

245 GHS Jhangra Muzaffargarh

246 GGHS Khurshid Abad Muzaffargarh

247 GGHS Basira Muzaffargarh

248 GGHS Khan Garh Muzaffargarh

249 GGHS MC. Muzaffargarh

250 GGHS Kot Addu Muzaffargarh

District Bahawalpur

251 GHS SD Bahawalpur

252 GHS Shahdara Bahawalpur

253 GHS Hamatian Bahawalpur

254 GHS 12 BC Bahawalpur

255 GHS Sama Satta Bahawalpur

256 GGHS Canal Cly Bahawalpur

201

257 GGHS Community Bahawalpur

258 GGHS Model Town (A) Bahawalpur

259 GGHS Junior Model Bahawalpur

260 GGHS Sama Satta Bahawalpur

District RY Khan

261 GHS Tranda Saway Khan RY Khan

262 GHS 100P RY Khan

263 GHS Rukanpur RY Khan

264 GHS Mian Wali Qureshian RY Khan

265 GHS 136 P RY Khan

266 GGHS English Public RY Khan

267 GGHS 113P RY Khan

268 GGHS Atamire Millat RY Khan

269 GGHS Tranda Saway Khan RY Khan

270 GGHS Model RY Khan

District Vehari

271 GHS 65 WB Vehari

272 GHS 160 EB Vehari



275 GHS 557 EB Vehari

276 GGHS 9-11 WB Vehari

277 GGHS H-Block Vehari

278 GGHS MC Vehari

279 GGHS 166 EB Vehari

280 GGHS 33 WB Vehari

District Pak Pattan

281 GHS K. Wala Pak Pattan

282 GHS 39 SP Pak Pattan

283 GHS Kalyaha Pak Pattan

284 GHS Azmat Pak Pattan

285 GHS 27 SP Pak Pattan

202

286 GGHS Cly. A. Pak Pattan

287 GGHS Chakbedi Pak Pattan

288 GGHS 96D Pak Pattan

289 GGHS (N) Arifwala Pak Pattan

290 GGHS Chak Shafi Pak Pattan

District MB Din

291 GHS MB Din

292 GHS Sir Syed MB Din

293 GHS TM MB Din

294 GHS Public Wasu MB Din

295 GHS Ahla MB Din

296 GGHS MB Din

297 GGHS Chalianwala Lok MB Din

298 GGHS Dhok Nawan Lok MB Din

299 GGHS Mangat MB Din

300 GGHS M. M. MB Din

District Hafizabad

301 GHS No. 1 Hafizabad

302 GHS No. 2 Hafizabad

303 GHS Muslim Hafizabad

304 GHS Sagar Kalan Hafizabad

305 GHS Dherenk Meerdadke Hafizabad

306 GGHS D. S. Hafizabad

307 GGHS No. 1 Hafizabad

308 GGHS Model Hafizabad

309 GGHS Jalal Pur Bhattian Hafizabad

310 GGHS Ramke Chatta Hafizabad

District Sialkot

311 GHS Chhr City Sialkot

312 GHS Islamia Sialkot

313 GHS Kotli Behran Sialkot

314 GHS Je Sialkot Cantt

203

315 GHS R. Pur Bhallilan Sialkot

316 GGHS Adalat Garah Sialkot

317 GGHS Marakiwal Sialkot

318 GGHS Kullowal Sialkot

319 GGHS Bhagowal Sialkot

320 GGHS Puklian Sialkot

District Lahore City

321 GHS Public Model, Nain Sukh

322 GHS MPE HS Shahdara Lahore

323 GHS Islamia Sheranwala Lahore

324 GHS Rang Mehal Christian Lahore

325 GHS City Muslim Leage, Said Mitha, Lahore

326 GGHS Islampura Shadhara, Lahore

327 GGHS Rehman Road, Lahore

328 GGHS Muhammadia, Data Nagar, Lahore

329 GGHS New Fatima Misri Shah, Lahore

330 GGHS Delhi Gate, Lahore

District Gujrat

331 GHS Zamindar Gujrat

332 GHS Chistian Gujrat

333 GHS Islamia Shadiwal Gujrat

334 GHS Narowali Gujrat

335 GHS Moinud Din Pur Gujrat

336 GGHS Mission Gujrat

337 GGHS Doulat Nagar Gujrat

338 GGHS Miss Fatima Jinnah M. B Gujrat

339 GGHS Haji Wala Gujrat

340 GGHS Moin ud Din Pur Gujrat

District Narowal

341 GHS Ahal Ghumnan Narowal

342 GHS Aurangabad Narowal

343 GHS Isl. Baddomalkhi Narowal

204

344 GHS MM. Bhari Khurd Narowal

345 GHS Bara Pind Narowal

346 GGHS Ikhlaspur Narowal

347 GGHS Bustan Afthanan Narowal

348 GGHS Bhatti Afgthanan Narowal

349 GGHS Darianwala Narowal

350 GGHS Dhahmthal Narowal

District Faisalabad

351 GHS 135 RB Faisalabad



354 GHS 164 FB Faisalabad

355 GHS 189 FB Faisalabad

356 GGHS 24 JB Faisalabad

357 GGHS 188 RB Faisalabad

358 GGHS MC Jaranwala Faisalabad



EFFECT OF SCHOOL CLIMATE ON TEACHERS’ MOTIVATION AND...

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