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CHAPTER-III
METHODS AND PROCEDURE
Research work is not a haphazard task rather it requires to go through a specific
direction with a particular intention of taking a systematic procedure. Method and
procedure constitute an inevitable part in conducting a research. No research can be
conducted successfully without a plan of action. A well thought plan of action in advance
followed by a systematic execution brings out fruitful results.
The decision about the method to be employed depends upon the nature of the
problem selected and the kind of data necessary for its solution. Descriptive survey
method of research was used in executing the present study. Descriptive method provides
a method of investigation to study, describe and interpret what exists at present, where as
survey studies are conducted to collect detailed descriptions of existing phenomena with
the intent of employing data to justify current conditions and practices or to make more
intelligent plans for improving them. It is essentials to define the problem and state the
objectives and hypotheses clearly. The research design provides the details, regarding
what, where, when, how much by what means, concerning an inquiry about the selected
problem.
Method and procedure basically highlight details of the work carried out by the
investigator, and determine, in turn, its destiny. It is the character of the technique on
which the degree of precision, objectivity, reliability and validity of results depends. The
selection of the technique and devices by an investigator is determined by the nature of
the problem, objectives of the study, cost, time, function, availability of the subjects and
other resources at the disposal of the investigator, followed by a presentation of the steps
of the procedure adopted for the conduct of the study.
The chapter methods and procedure includes:-
Methods of the study
Sample of the study
Tools of the study
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Data collection
Statistical techniques used for data analysis
3.1 METHODS OF THE STUDY
There are three main methods of research, namely:
Historical
Descriptive
Experimental
Historical method deals with the study of the past events, practices and
developments in order to understand the present.
Descriptive method is concerned with the present conditions, situations, events
and practices and deals with relationship among variables.
Experimental method describes what will happen when certain variables are
controlled or manipulated.
The present study does not deal with the past, nor is concerned with what will
happen if certain variables are manipulated and therefore, it does not use the historical or
experimental method. It uses the descriptive method to study the problem relationship of
Professional Commitment of Secondary School Teachers with Personality, Locus of
Control and Attitude towards Teaching.
3.2.0 VARIABLES OF THE STUDY
The present study involved two kinds of variables namely:
3.2.1 DEPENDENT VARIABLE
3.2.2 INDEPENDENT VARIABLES
3.2.1 DEPENDENT VARIABLE
The dependent variable was the condition or characteristic that appear, disappear
or change as the investigator introduces, removes or changes independent variable. In the
present study, Professional Commitment was taken as the dependent variable.
87
3.2.2 INDEPENDENT VARIABLES
Independent variables were the conditions or characteristics that the investigator
observed or controlled in attempt to ascertain its relationship to observed phenomena.
The independent variables of the study were:-
(i) Personality
(ii) Locus of Control
(iii) Attitude Towards Teaching
The preset investigation attempted to study the relationship of dependent variable,
i.e., Professional Commitment in relation to independent variables, i.e., Personality,
Locus of Control and Attitude towards Teaching.
3.3 POPULATION OF THE STUDY
Population refers to any collection of specified group of human beings or of non-
human entities such as objects, educational institutions, time units, and geographical
areas, prices of wheat or salaries drawn by the individual. Some statisticians call it
universe. Population in the present study comprises of the all secondary school teachers
in the private and government schools of rural and urban areas affiliated to Board of
School Education Haryana, Bhiwani.
3.4 THE SAMPLE OF THE STUDY
The stratified random sampling technique was used in the present study. Three
hundred (300) male and female, urban and rural, government and private Secondary
School Teachers as subjects were included in the present study Forty(40) Secondary and
Senior Secondary Schools affiliated to the Board of School Education, Haryana, Bhiwani
were taken in the study. The study included three (3) district of South Haryana i.e.
Rewari, Gurgaon, Mohindergarh.
88
STRATIFIED RANDOM SAMPLING OF SECONDARY SCHOOL TEACHERS
89
The list of Forty (40) Secondary and Senior Secondary Schools were given in the
tables 3.1 to 3.4.
LIST OF SCHOOLS
Table-3.1
LIST OF URBAN GOVERNMENT SECONDARY SCHOOLS
Sr. no. Names of the schools District Category
1 Government Boys Senior
Secondary School, Rewari
Rewari Urban Government
2 Government Girls Senior
Secondary School, Rewari
Rewari Urban Government
3 Government Boys Senior
Secondary School, Dharuhera
Rewari
Urban Government
4 Government Girls Senior
Secondary School, Dharuhera
Rewari Urban Government
5 Government Boys Senior
Secondary School, Gurgaon
Gurgaon Urban Government
6 Government Girls Senior
Secondary School, Gurgaon
Gurgaon Urban Government
7 Government Boys Senior
Secondary School,Narnaul
Mohindergarh Urban Government
8 Government Girls Senior
Secondary School, Mohindergarh
Mohindergarh Urban Government
9 Government Boys Senior
Secondary school, Mohindergarh
Mohindergarh Urban Government
10 Government Girls Senior
Secondary school, Narnaul
Mohindergarh Urban Government
90
Table-3.2
LIST OF RURAL GOVERNMENT SECONDARY SCHOOLS
Sr. No. Names of the schools District Category
1 Government Senior Secondary
School, Masani
Rewari Rural Government
2 Government Senior Secondary
School, Budhpur
Rewari Rural Government
3 Government Senior Secondary
School, Hansaka
Rewari Rural Government
4 Government Senior Secondary
School, Majra Sheoraj
Rewari Rural Government
5 Government Senior Secondary
School, Sidhrawali
Gurgaon Rural Government
6 Government Senior Secondary
School, Bhora Kalan
Gurgaon Rural Government
7 Government Senior Secondary
School, Pach Gaon
Gurgaon Rural Government
8 Government High School, Riwasa Mohindergarh Rural Government
9 Government Senior Secondary
School, Bhojawas
Mohindergarh Rural Government
10 Government Senior Secondary
School, Bihali
Mohindergarh Rural Government
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Table-3.3
LIST OF URBAN PRIVATE SECONDARY SCHOOLS
Sr. No. Names of the schools District Category
1 Jain Boys Senior Secondary School,
Rewari
Rewari Urban Private
2 Jain Girls Senior Secondary School,
Rewari
Rewari Urban Private
3 Jain Senior Secondary
School,Dharuhera
Rewari Urban Private
4 Bhardwaj Public School, Krishna
Nagar, Gurgaon
Gurgaon Urban Private
5 Inder Public School,Ravi Nagar,
Gurgaon
Gurgaon Urban Private
6 Vidhya Nikatan Public School
Devilal Nagar, Gurgaon
Gurgaon Urban Private
7 Bhartiya Senior Secondary School,
Chambhera Road Mohindergarh
Mohindergarh Urban Private
8 N.R.B.Senior Secondary School
Narnaul Road Mohindergarh
Mohindergarh Urban Private
9 Krishna Senior Secondary School,
Tularam Chowak Mohindergarh
Mohindergarh Urban Private
10 Adarsh Senior Secondary School,
Ateli Mandi
Mohindergarh Urban Private
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Table-3.4
LIST OF RURAL PRIVATE SECONDARY SCHOOLS
Sr. No. Names of the schools District Category
1 Bal Bharti Senior Secondary School,
Phideri
Rewari Rural Private
2 Krishan Public High School,
Hansakha
Rewari Rural Private
3 Baba Murli Nath High School,
Jonawas
Rewari Rural Private
4 D.P.S.Public School ,Sidhrawali Gurgaon Rural Private
5 Major Behari Lal Memorial Sr. Sec.
School, Bilaspur
Gurgaon Rural Private
6 Laxmi Senior Secondary School,
Rathiwas
Gurgaon Rural Private
7 Jiwan Jyoti Vidhya, Mandir N.H-8,
Rathiwas
Gurgaon Rural Private
8 Saraswati Senior Secondary School,
Majara Kalan
Mohindergarh Rural Private
9 Shri Ram senior Secondary School,
Digrota
Mohindergarh Rural Private
10 B.R.Gyan Deep Senior Seconday
School, Surjanwas
Mohindergarh Rural Private
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3.5 TOOLS USED IN THE STUDY
The following tools were used by the investigator in the present study.
3.5.1 Professional Commitment Scale for Teacher by Ravinder Kaur, Sarbjit Kaur
Ranu and Sarvjeet Kaur Brar (2011).
3.5.2 Introversion-Extroversion Inventory (I.E.I.) by P. F. Aziz and Rekha Gupta
(2009).
3.5.3 Locus of Control (Internal-External Scale) by Roma Pal (1983).
3.5.4 Attitude Scale Towards Teaching Profession (A.S.T.T.P.) by Umme Kulsum
(2008).
3.5.1 PROFESSIONAL COMMITMENT SCALE FOR TEACHER
Professional Commitment Scale for Teacher developed by Ravinder Kaur, Sarbjit
Kaur Ranu and Sarvjeet Kaur Brar (2011) was used in the present study. Teaching is
profession-indeed a noble one, conceptually and ideally. It is also different from other
professions because of its multitude of dimensions. Teachers are the largest professional
group engaged in human development activities. Only in the case of teaching there is
much more that is required to be accomplished than in the case of other professions.
There is a daily need for teachers to fully engage in their work with not only their heads,
but also with their hearts. Indeed, beauty, joy and fulfillment are in the teaching
profession. Those who look to the profession as a career would need to nourish these
perceptions in order to prevail over the negative aspects that surround the profession.
Teaching is more than the presentation of facts; it includes the dedication of both heart
and time.
The quality of teaching is not only governed by the knowledge and skill
competence of teachers bout also their enthusiasm and commitment in teaching (Rikard,
1999). Teacher commitment has been identified as one of the most critical factors in the
success of education (Huberman, 1993). A teacher, to be called a professional, should
have both the behaviours in him/sir – the ability to do (professional competence i.e.
mastery over the subject matter and its efficient delivery), and the will to do (the
professional commitment and integrity).
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Professional commitment is recognized as a natural ingredient of teaching
profession. It is closely connected to teacher’s work performance, absenteeism, burnout
and turnover as well as having an important influence on student’s achievement in and
attitude towards school (Louis, 1998). It appears to be a without this emotional
commitment, teachers face the constant danger of burn-out in an increasingly intensified
work environment (Nias, 1996).
Commitment is seen to be one of the more desirable attributes of a teacher. The
term “commitment” can be used in a variety of ways to describe a number of teacher
behaviours and attitudes, beyond the dimensions of organizational commitment.
However, since teachers’ work in not limited to the classroom, the concept of
professional commitment needs to be considered in a broader context. Commitment is
part of teacher’s affective or emotional reaction to their experience in school setting
(Ebmeir and Nicklaus. 1999).
“Commitment” is a term that teachers frequently use in describing themselves and
each other (Nias, 1981). It is a word they use to distinguish those who are caring,
dedicated’ and those who ‘take the job seriously’ from those who ‘put their own interests
first’.
A number of researchers attempted to distinguish between the meanings that
teachers have ascribed to the word commitment, teachers’ professional commitment like
organization commitment, is conceptualized as being multidimensional (Nias, 1981).
Simpson and Hood (200) have defined commitment in context of the teaching
profession. According to them a committed teacher reflects certain behavioural
characteristics. He shows that professional development is a top priority; reflects
excitement about teaching and learning; connects with students; shows positive attitude
about students; is perceptive about students motives, strengths, needs and situation.
Joffres and Haughey (2001) defined professional commitment in terms of
professional behavior, “someone who is striving to improve on their practice” and in
terms of the investment of time outside of school contract hours.
It is evident from the survey of various definitions that professional commitment
is a multidimensional construct and refers to a socio-psychological bonding of an
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individual to his group of organization, its goals and values; or to his occupation ad
profession.
Development of the Scale
The present scale was designed to measure the professional commitment of
teachers in the light of the operational definition of professional commitment of teacher:
“professional commitment of teachers is role obligation of teachers measurable behavior
pattern according to certain rules, norms and code of ethics of the teaching profession
concerning mainly with the learner, society, profession, attaining excellence and basic
human values.”
Methodology Employed for Scale Construction
The technique chosen to construct the present scale was of “Scale Product
Method” which combines the techniques of ‘equal Appearing interval Scale’ of Thurston
(1946) for selection of the items and Likert’s (1932) techniques of ‘Summated Rating’
for ascertaining the responses on the scale.
Construction of Items
On the basis of available literature on professional commitment among workers of
different professions and the identified areas of professional commitment of teachers by
NCTE (1998), it was decided to develop the scale on the dimensions of commitment
suggested by Dave (1998) in NCTE publication ‘Competency based and commitment
oriented teacher education quality school education for quality school education namely:-
1. Commitment of the Learner
2. Commitment to the Society.
3. Commitment to the Profession.
4. Commitment to Achieve Excellence.
5. Commitment to Basic Human Values.
Above mentioned areas of teachers commitment where taken into account, while
framing its statements. Help was also sought from experienced colleagues, head teachers,
school principals and student.
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After ascertaining the core connotations of the said segments of professional
commitment, a number of statements where framed on each segments of professional
commitment. The statements where then discussed threadbare with supervisors of the
reaches work and necessary modifications where made. Preliminary daft of 82 statements
was subjected to judgment of experts, keeping in vies their judgment and comments a
pool of 65 items as finalized for the provisional draft of Professional commitment scales.
Preliminary Try Out
Provisional draft of Professional Commitment Scale comprising of 65 statements
was put in the form of a scale booklet. The statements were presented on a five point
scale. These five categories varied from Strongly Agree (SA), Agree (A), Undecided (U),
Disagree (D) and Strongly Disagree (SD).
The try out of the scale was carried out on a group of 120 secondary school
teachers selected randomly from 10 senior secondary schools of the Punjab state Date
were collected on 65 items of the provisional draft. Out of 120 teachers only 100 teachers
returned the complete data on 65 statements. There were 43 male and 57 female teachers.
They ranged from 20 to 60 years of age. The responses collected on the favorable
statements and with the respective weight of 1,2,3,4 and 5 for the unfavourable items.
The obtained data from try out were used for item analysis.
Item Analysis
In order to make selection of items objectively and scientifically item analysis is
required. They purpose of item analysis was to select best item from those included in the
provisional draft. Item analysis was done by computing scale values and ‘Q’ values.
Computing Scale Values and Q-Values
Computation of Scale values and ‘Q’ values is necessary for placing the
statements evenly in the scale from extreme negative to extreme positive. By applying
formula suggested by Thurston and Chave (1929), the scale values and ‘Q’ values were
computed. A scale value is defined as a definite value in the point scale. The ‘Q’ value
expresses the degree of disagreement among experts regarding positiveness and
negativeness. It gives the inter-quartile range or spread of middle 50 per cent of
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judgments. Care was taken to select those items with high scale values and smaller ‘Q’
values. The Q-values and scale values of the items are given in the Table-1.
Scale Values and Q-Value of different statements included in the
Professional Commitment Scale
Item Scale
Value
Q-
Value
Item Scale
Value
Q-
Value
Item Scale
Value
Q-Value
1 2.87 1.31 25 4.05 0.58 49 3.76 1.05
2 4.65 0.48 26 4.05 0.38 50 3.81 0.56
3 4.17 0.49 27 4.30 0.61 51 3.85 0.99
4 4.18 0.57 28 3.90 0.39 52 3.92 0.46
5 3.71 1.08 29 3.85 0.77 53 4.24 0.46
6 4.14 0.54 30 3.94 0.68 54 3.58 0.85
7 4.13 0.86 31 401 0.32 55 4.05 0.36
8 4.00 0.40 32 3.71 0.91 56 2.31 1.00
9 3.98 0.75 33 3.22 0.95 57 3.00 0.93
10 4.09 0.54 34 3.22 0.89 58 4.14 0.43
11 4.00 0.43 35 3.59 1.16 59 4.02 0.51
12 3.98 0.55 36 3.99 0.35 60 3.04 0.66
13 4.29 0.52 37 3.77 0.70 61 4.19 0.52
14 4.59 0.54 38 3.34 0.95 62 2.27 1.01
15 4.18 0.52 39 4.06 0.45 63 3.87 0.74
16 4.00 0.40 40 3.96 0.41 64 3.97 0.37
17 3.91 0.66 41 3.82 0.84 65 4.21 0.52
18 4.20 0.49 42 4.24 0.52
19 2.45 0.97 43 2.16 0.56
20 4.53 0.55 44 4.60 0.54
21 3.33 0.93 45 3.73 0.83
22 4.38 0.52 46 2.93 0.95
23 3.95 0.58 47 3.69 0.94
24 4.11 0.49 48 3.96 0.39
The statement which had Q-Values lower than 0.5 and higher than 2.0 where
rejected at this stage. This resulted into rejection of 19 statements from different areas of
professional Commitment. One item from D area No. 43 was intentionally dropped to
balance the items in each area of Professional Commitment. In this way, in all 20
statements were rejected, Numbering 2, 3, 8, 11, 16, 18, 24, 26, 28 31, 36, 39, 40, 43, 48,
52, 53, 55, 58 and 64. Hence, Professional commitment scale in its final from comprised
of 45 items.
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This table shows the distribution of items in the final draft of Professional
Commitment Scale for Teachers.
Distribution of Items (Area Wise) in the Final draft of Professional Commitment Scale
for Teachers
Area
Code
Areas of Commitment Item Number
in each Area
Number
of Items
A
B
C
D
E
Commitment to Learner
Commitment to Society
Commitment to Profession
Commitment to Attain Excellence
Commitment to Basic Human Values
1-9
10-18
19-27
28-36
37-45
9
9
9
9
9
Total 45
Establishing the Reliability of the Scale
As the Scale being heterogeneous and items having been arranged logically, the
two halves could not have been identical. Therefore, test-retest reliability criterion was
found to be most suitable for determining the reliability of the Scale. For establishing the
reliability of the Professional Commitment Scale, the scale was administered to 100
teachers of 10 different schools of the study area. To the same teachers, the same scale
was administered after the gap of one month for the test-retest reliability. The product
moment co-efficient of correlation between two sets of score was computed. It was found
to be 0.76 (Significant at .01 level).
Establishing Validity of the Scale
Since there was no other such tool available to establish concurrent validity of the
developed scale, the investigator made efforts to ensure and establish content and face
validity of the tool in the following manner.
As regards its content validity test was shown to experts from the field of both
teacher education and school education for obtaining their verdict on validity. Beside this,
items of the scale were selected after carefully scrutinizing the definition of professional
commitment and its dimensions; hence scale has fair degree of content validity.
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For establishing face validity, scale was also shown to eminent psychologists and
sociologists. Its language, format, instructions and size were found suitable for
respondents. All specialists were unanimous in their opinion; hence test has a fair degree
of face validity.
Scoring System
Each item in the professional commitment scale has a response option on Likert 5
points continuum viz., Strongly Agree, Undecided, Disagree and Strongly Disagree with
respective weights of 5, 4, 3, 2 and 1 for the positive statements and 1, 2, 3, 4 and 5 for
the negative statements. The scoring procedure adopted is presented below:
Statement Strongly
Agree
Agree Undecided Disagree Strongly Disagree
Positive 5 4 3 2 1
Negative 1 2 3 4 5
Professional commitment score of the subject is the same total of item scores of
all the five areas and it is the Raw Score for the testee. The theoretical range of scores is
from 45 to 225 High scores reflecting relatively higher level of Professional Commitment
of teachers and vice-versa. Table-4 shows the total number of positive and negative items
and their distribution in each area.
Total number of positive and negative items and area wise serial number
Area
code
Conditions Item Serial Numbers Numbers of items in each
dimension
A Positive 1,2,5 3 9
Negative 3,4,6,7,8,9 6
B Positive 10,11,14,15,16 5 9
Negative 12,13,17,18 4
C Positive 19,21,22 3 9
Negative 20,23,24,25,26,27 6
D Positive 29,30,35 3 9
Negative 28,31,32,33,34,36 6
E Positive 37,39,40,41,42,44,45 7 9
Negative 38,43 2
Total 45
100
Administration
The professional Commitment Scale is a self-administering scale. The subject is
requested to read the instructions carefully before responding. It is advisable to
emphasize the paramount need of genuine responses with utmost honesty and
truthfulness. It is not desirable to tell the subjects the exact purpose for which the test is
used. It should be duly emphasized that all the statements have to be responded and no
statement should be left unanswered. Sufficient time should be given to the respondents
for completing the scale. However, it takes approximately forty-five minutes to complete
it.
Norms for Interpretation
The scale was administered to 600 teachers (247 males and 353 females) and on
the basis of the data got, the Mean and standard Deviation were computed, which were:
Mean 166.01, SD: 17.53, N : 600
On the basis of the above statistics, z-Score Norms where prepared for the total
population of ale and female teachers combined which have been presented in Table 5 for
interpretation of Raw Scores and in Table 6, Norms for interpretation of z-scores for the
level of Teacher’s Professional Commitment have been given.
Z -Score Norms for Professional Commitment Scale
Mean: 166.01 S.D.: 17.53 N = 600
RAW
Score
z- Score RAW
Score
z- Score RAW
Score
z- Score RAW
Score
z- Score
121
122
123
124
125
126
127
128
-2.51
-2.46
-2.46
-2.40
-2.34
-2.29
-2.23
-2.17
143
144
145
146
147
148
149
150
-1.31
-1.25
-1.19
-1.14
-1.08
-1.02
-0.96
-0.91
165
166
167
168
169
170
171
172
-0.05
±0.00
+0.05
+0.11
+0.17
+0.22
+0.28
+0.34
187
188
189
190
191
192
193
194
+1.19
+1.25
+1.31
+1.37
+1.42
+1.48
+1.54
+1.60
101
129
130
131
132
133
134
135
136
137
138
139
140
141
142
-2.11
-2.06
-2.00
-1.94
-1.88
-1.83
-1.77
-1.71
-1.65
-1.60
-1.54
-1.48
-1.42
-1.37
151
152
153
154
155
156
157
158
159
160
161
162
163
164
-0.85
-0.79
-0.74
-0.68
-0.62
-0.56
-0.51
-0.45
-0.39
-0.34
-0.28
-0.22
-0.17
-0.11
173
174
175
176
177
178
179
180
181
182
183
184
185
186
+0.39
+0.45
+0.51
+0.56
+0.62
+0.68
+0.74
+0.79
+0.85
+0.91
+0.96
+1.02
+1.08
+1.14
195
196
197
198
199
200
201
202
203
204
205
206
207
208
+1.65
+1.71
+1.77
+1.83
+1.88
+1.94
+2.00
+2.06
+2.11
+2.17
+2.23
+2.29
+2.34
+2.40
Norms for interpretation of z-Scores and Level of professional Commitment of Teachers
Sr.
No.
Range of Raw
Scores
Range of z-Scores Level of Professional Commitment
1.
2.
3.
4.
5.
6.
7.
202 and above
189-201
175-188
158-174
144-157
131-143
130 and below
+2.01 and above
+1.26 to + 2.00
+0.51 to +1.25
-0.50 to +0.50
-0.51 to -1.25
-1.26 to -2.00
-2.01 and below
Extremely High Commitment
High Commitment
Above Average Commitment
Average/Moderate Commitment
Below Average Commitment
Low Commitment
Extremely Low Commitment
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3.5.2 INTROVERSION EXROERSION INVENTORY
Introversion Extroversion Inventory developed by P. F. Aziz and Rekha Gupta
(2009) was used in the present study. This begins C.G. Jung his famous book
‘Psychological Types’ published in 1923. He observed that among the many individual
differences in human psychology there exist also typical distinctions: two types –
especially became clear to him that he termed the introversion and the extroversion types.
The introvert is one who turns from active participation in the objective world to an inner
world of thought and fantasy. He avoids social situations, excitement and strong
stimulation. The extrovert, on the other hand, is more sociable, more out-going and more
active. Thus introversion involves a focus upon the self. Factorial studies have pinpointed
five traits characterizing introversion. These traits may be termed (i) social introversion
(shyness, withdrawal), (ii) thinking introversion (meditation, philosophizing), (iii)
depression (unworthiness, guilt), (iv) Cycloid tendencies (ups and downs of mood) and
(v) rhythamia (happy-go-lucky or carefree disposition).
Jung, however, did not assert that human beings could be divided into these two
types. No person is wholly introverted or wholly extroverted; rather he carries both
possibilities within him. Some are dominated more by one tendency than the other.
Observation and measurement indicate that most persons lie between the two extremes,
and that there is a continuous gradation from one pole of this bipolar continuum to the
other. The present inventory therefore, aims at studying whether an individual is
predominantly extroverted or predominantly introverted or falls somewhere in the middle
of the continuum. The inventory has been designed for application to Hindi knowing
adults.
Construction of the Inventory
The preliminary form of the inventory consisted of 70 items of ‘Yes’ – ‘No’ type.
For the construction of items recourse was to Neymann Kohlstedt Diagnostic Test for
Introversion – Extroversion.
Item Analysis
The preliminary form of the inventory was administered on a sample of 200
individuals (100 males and 100 females). Item analysis was done by analyzing the scores
of the top 27% and the bottom 27% with the help of J.C. Flanagan’s table of normalized
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biserial coefficients. Out of the 70 items 60 implying good discriminative power, where
selected for the final form of the inventory. Thus the final form of the inventory has 60
items – 30 pertaining to an introvert’s characteristics and 30 to an extrovert’s
characteristics.
Standardization Sample
The inventory was then administered in five far-fiung cities of the U.P. state –
Dehradun and Meerut in the Western U.P. Allahabad in the Central U.P., and Basti and
Rai Bareli in the Eastern U.P. – on a sample of 792 individuals consisting of students,
teachers, doctors, lawyers, engineers, businessmen, housewives etc.
Reliability
The reliability was determined on a sample of 361 male and female subjects by
the test-retest method after an interval of 15 to 20 days. Table 1 gives the retest reliability
coefficient, index of reliability and standard error of measurement. Standard error of
measurement was found to be 4.50, indicating that the true sources did not deviate too
greatly from their true values.
Reliability of the inventory
Method N R Index of
Reliability
SEmeas.
Test-retest 391 91 95 4.50
Validity
Cross validation was carried out on a sample of 288 individuals. The criterion
related calidity was determined by correlating the scores obtained on the inventory withy
the scores obtained by the subject on the Neymann Kohlstedt introversion-Extroversion
Test. The validity coefficient obtained is .95, which is significant beyond .01 level.
INSTRUCTIONS FOR ADMINISTRATION
1. It is a self-administering inventory. Though it may be administered on groups of
reasonable sizes, it can also be used individually.
2. There is no fixed time limit. Ordinarily an individual takes 10 to 15 minutes.
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3. It should be duly emphasized that all items have to be answered either in the
positive or in the negative in ‘Yes’ or ‘No’ and that no statement must be skipped.
SCORING
Scoring system is very easy. Extrovert responses are considered to be correct. One
mark is awarded for each correct response. The correct responses are shown in Table 2 on
page 6.
Correct Responses
Item Correct
Responses
Score
Awarded
Item Correct
Responses
Score
Awarded
1 YES 1 31 NO 1
2 YES 1 32 YES 1
3 NO 1 33 YES 1
4 NO 1 34 NO 1
5 NO 1 35 YES 1
6 YES 1 36 NO 1
7 YES 1 37 YES 1
8 YES 1 38 YES 1
9 NO 1 39 NO 1
10 YES 1 40 NO 1
11 NO 1 41 YES 1
12 YES 1 42 NO 1
13 YES 1 43 NO 1
14 NO 1 44 YES 1
15 NO 1 45 YES 1
16 YES 1 46 NO 1
17 NO 1 47 YES 1
18 YES 1 48 YES 1
19 NO 1 49 NO 1
20 YES 1 50 NO 1
21 YES 1 51 YES 1
22 NO 1 52 NO 1
23 NO 1 53 NO 1
24 YES 1 54 NO 1
25 YES 1 55 NO 1
26 NO 1 56 YES 1
27 YES 1 57 YES 1
28 NO 1 58 NO 1
29 YES 1 59 NO 1
30 YES 1 60 NO 1
105
After checking the responses of the subject from Table-2 subject’s score is
calculated by the following formula:-
Score obtained - No. of Correct responses - No. of incorrect responses.
The subject obtains a plus score when the no. of correct responses exceeds that of
the incorrect ones; he gets a minus score when the no. of incorrect responses exceeds that
of the correct ones. If the subject’s score ranges between – 15 and + 15 he is said to be an
ambivert. If the score is above +15 he is said to be an extrovert; and if the score is below
-15 he is said to an introvert.
Score Range Interpretation
Below –15 Introvert
-15 and +15 Ambivert
Above + 15 Extrovert
3.5.3 LOCUS OF CONTROL SCALE
Locus of Control Scale (Internal-External) for adolescents and adults developed
by Roma Pall (1983) was used in the present study. Locus of control is an important
aspect of the behavior of the child. For the practicing school psychologists or teachers,
this concept is apt to bring to mind a variety of ideas. A foundation for the
conceptualization of Locus of control and extensive and elaborate theoretical views of its
development are found in the works of Aronfreed (1968), Bialer (1961), DeCharms
(1968), Rotter, Seeman and Liverant (1962), Weiner (1972, 1973) etc.
Actually the Locus of control concept is formulated within the framework of the
social learning theory (Rotter, 1954). It is related to the measurement of the extent of
which an individual is self-motivated, directed or controlled (internal frame of reference)
and the extent to which the environment (luck, change etc.) influences his behavior.
Within the framework of social learning, it forms the elements of a behavioural
prediction formula, the other elements being those of situational determinants,
reinforcement value and behavior potentials. Simply stated, locus of control has to do
106
with the placement of responsibility for the outcome of events or behaviours. The
outcome of events are sometimes pleasant or unpleasant, encouraging to discouraging
and can generally be referred to as reinforces and different people perceive them
differently which is characterized as either internal or external control. External control
refers to the belief that rewards or outcomes are not controlled by the individual. Fate,
luck and significant others (i.e. parents, teachers, peers etc.) are viewed as responsible for
the outcome of events. In contrast an individual who believes that his own ability and
efforts are controlled by evens are to be characterized as internally controlled.
Much research has documented the importance of pupil’s locus of control in
learning environments (Covington and Beery, 1976; Decharms, 1968; Joe, 1971;
Solomon and Oberlander, 1974). The notion that some students feel they are responsible
for success and /or failure in achievement situations (internals) while other students
believe factors eternal to them are responsible (internals) clearly provides provocative
implications for educators. Unfortunately it is not yet clear how to use this information.
While theoretical suggestions seem reasonable, but there is lack of specific instrument to
examine the locus of control. Indeed there are instruments to measure the locus of control
for the Western people but in India except that of adaptations no alternative is available.
Actually the Internal-External dimension has been regarded as a continuum and
Roger urges against perceiving it in typological framework. The constructs of Internal-
External Locus of control is regarded to be related to numerous constructs in the behavior
Science as need for Achievement, Striving for Superiority, competence, Personal
Causation, Anomie etc. Wolfe (1970) concluded, “the superiority of internals over
externals in predictive accuracy indicates that the internals either acquired more
information bearing on their own academic outcomes or used available feed-back more
effectively or both.” Erikson’s concept of ego identify involves progressive mastery of
useful actions leading to a sense of competence which aids in ones awareness of being a
distinct individual in one’s own right within a social framework (White, 1959).
Rosenbaum (1971) state that low Need-Achievement children select simple tasks because
of their guaranteed success, or select inordinately difficult tasks so that failure can be
blamed on the task rather than on the individual. Weiner, ect. Al (1971) postulated that
high Need Achievement children persist when failing because they ascribe failure to lack
107
of effort which they control where by low need-achievement children stop working when
failed because failure is seen as a function of lack of ability which they view as
unchangeable. Drummond, Smith, Pinette (1975), Reynolds and Gentile (1976) found
evidence with college students that externals performed better with mastery learning
while internals performed better in a traditional setting. It has been noted that individuals
with external locus of control orientation tend to perceive reinforcement as controlled by
forces or people outside of themselves. They tend to believe that fate, change or powerful
others exert more control over their lives than they do themselves (Rotter, 1966).
Development of the Scale
Initial Pool of Item: The above review of literature clearly depicts that the
Internal-External Locus of control is related to a number of constructs of behavior
involving attitudinal changes with reference to values, sentiments social rules and
regulations etc. Hence keeping in view the complex nature of Locus of control, items
related to Need for Achievement, Striving for Superiority, Competence, Personal
Causation have been selected. The preliminary form of the scale consists of 120 items,
some of them taken from Rotters. I.E. Locus of control scale which is the most widely
used scale to measure the Internal-External Locus of control, while others were framed
by the researcher herself.
Item Analysis and item Selection
The preliminary form of the scale of 400 items was administered to a group of
400 college going students (both males and females) of Agra City. For the item-analysis,
Flanagan’s Chart was used. The Flangan’s chart has been used in following manner:
(i) For getting at the accurate measure, the middle 45% were discarded.
Discriminative, items as given in F-chart is in term of making distruction the way
individuals scoring higher (27.5% on the test, differed from those scoring low
(27.5) on each item.
(ii) For item analysis cross validation method was used. For elimination of sampling
error, the adequate sample of 400 subjects has been selected and their scores on
the scale were obtained. The set of 388 scores was used as a single set in order to
have adequate sample sizes. The procedure is given below:
108
1. Total number of completed papers obtained = 388 and divided them into two
equal parts of 194 each.
2. Each set of 194 was arranged from highest to lowest series.
3. Discarded the middle 77 scores (40%).
4. Calculated the number of high scores who had marked external for each item on
the test (high scores total = 58 and low scores total = 58).
5. Followed the same procedure for the low scoring group.
6. Converted these numbers into percentage.
7. Entered the monograph to find Omega value for each item.
8. Repeated the step 2-7 for the other half.
9. Tested the significance of discrimination by using the formula :-
N
tW
01.01.
N
tW
01.05.
117
58.2
117
98.1 : 58H + 58L
= .23 = .19
10. Any item with an Omega value of .19 and above was discriminative for this test.
11. Compared the Omega values for each item given by two analysis and discarded
the items having Omega values less than .19.
12. Computed index of popularity by averaging the percentages of two subgroups.
Highly popular or highly unpopular items were not desired and hence discarded.
13. Based on the two indices of validity and popularity items were selected for the
main study.
Discrimination Value
For obtaining the discrimination value the following formula has been applied :-
109
18.60
98.1
23.12
)1175858(19.98.1
05.05.
N
tW
Using a more stringent standard of t.01, the same formula is applied :
1043.
58.2
91.26
)1175858(23.58.2
117
58.201...
01.05.
WeiN
tW
Thus any item having an Omega value of .19 and .23 or higher could be
considered to have discriminated between the high and low-criterion groups or between
Externals and Internals. Once the Omega value have been obtained, th question arises
that how high should the Omega value be in order for the item to be considered as being
significantly discriminating between the high and low groups and this is computed by the
application of above formula.
Reliability of the Scale
Test-retest reliability was calculated on male and female, sample of 200 each,
with an interval of 2 months. The reliability coefficient was found to be .78 for
undergraduate and .82 for post graduate students (N was 100 each). For determination of
reliability of entire sample, the test-retest reliability coefficient was calculated by
Spearman-Brown prophecy formula which worked out to be 80.
Validity of the Scale
The validity of the Scale was determined by the administration of present English
version of the scale and Rotter’s I-E scale to a group of 100 post-graduate students of
Agra with an interval of 2 days. The validity coefficient was found to be .77. For
checking the validity of Hindi version of the scale, the Hindi version of the present scale
was again administered to same of 100 subjects and correlations coefficient was
110
calculated with the obtained scores previously on rotter’s I-E scale. The validity
coefficient was found to be .76.
Administration
The present test is available in both Hindi and English languages and each one has
35 pairs of items. It is a self-administrating test but it can be administrated to a group.
There is no time limit but it requires 30 to 40 minutes to finish the whole scale. The
standard instructions are printed on the front page with the columns of general
information required from testee.
Instructions
“Some statements are given in this booklet, related to your views. Please go
through them carefully. There are two statements in a single item. Please tick ( ) mark to
only one statement of each item. Please try to attempt all the items. There is no time limit
but still try your best to complete it at the earliest.”
Scoring
The scoring procedure of the present scale is very simple. Please give 2 marks to
all those items which are related to external (i.e. to all B. statements of item No. 1, 4, 5, 6,
7, 8, 10, 13, 14, 15, 17, 18, 19, 20, 22, 23, 24, 25, 27, 30, 31, 32, 33 and all the A.
statements of items no. 2, 3, 9, 11, 12, 16, 21, 26, 28, 29, 33, 34, 35) and 1 marks to all
those items which are related to internal (i.e. to all the A. statements of item no. 1, 4, 5, 6,
7, 8, 10, 13, 14, 15, 17, 18, 19, 20, 22, 23, 24, 25, 27, 30, 31, 32, 33 and to all the B.
statements of item no. 2, 3, 9, 11, 12, 16, 21, 28, 29, 32, 34, and 35). Add all the scores
and make interpretation of the total obtained scores of the subjects according to
interpretation procedure given below:
Interpretation of the Scores
The obtained scores very from 0-105 range i.e. the minimum score is 0 and the
maximum is 105 which can be categorized in the following manner:-
111
Range of Scores Category
77 and above Extreme External
56-57 High External
40-55 The Average
28-39 High Internal
0-27 Extreme Internal
Scores between 40-55 indicate that the person is neither totally Internal or
External. He is considered as having best Locus of Control and balanced personality.
Additionally it is advised to prepare the local norms.
3.5.4 ATTITUDE SCALE TOWARDS TEACHING PROFESSION
Attitude Scale towards Teaching Profession (ASTTP) developed by Umme
Kulsum (2008) was used in the present study. A major issue in the present day education
is the question of what constituent good and effective teaching. The questions raised
while considering this crucial aspect of teaching are,
“Do teachers know how to teach and do they create interest and motivation in the
student to learn?” A through inquiry into the modes and way the teacher employ to
impart knowledge, understanding, skills and attitude are necessary. Many researchers
have given the overall description of personality of those who choose teaching as career.
For the professional development of teacher the study of attitudes held by them very
crucial. A positive and favourable attitude not only makes individuals to perform his
work in a better manner but also more satisfying and rewarding to them. Unfavourable
attitudes, on the other hand, make individual tired, boring and unacceptable individual.
Thus, there is a need to develop a dependable multidimensional attitude scale measuring
attitude of prospective and practicing teachers toward teaching profession. This newly
developed scale would be a useful tool for the training institute not only for diagnostic
and prognostic purposes, but also for find in out the attitude of teachers working, for
them to change if required.
112
There are quite a few scales measuring attitude of teachers towards teaching
profession at different levels. But teaching profession, as such, these days is coming to be
understand in a broader perspective with more and more roles and functions expected
from them. Any scale for measuring attitudes of teachers towards teaching as a profession
should be comprehensive incorporating almost all the roles an0d functions of teachers, so
as to ensure sufficient content validity.
Technique Employed:- The technique employed to develop the attitude scale was
Likert’s (1932) four points of Summated Rating Scale.
Areas of the Scale
An analysis made by investigator by exhaustive reviews of all the available researchers
in the areas and discussion held with expert in the field, resulted in the incorporation of
the five areas of the attitude scales given as under:
I. Academic Aspect of teaching profession- This area includes statement
pertaining to the academic aspect of the profession. These statements are related
to the predispositions teachers generally have for the type of work they are doing.
The predispositions they have for their commitment to academic work, the
predispositions they have for their professional growth etc, are some of the
ingredients of the components.
II. Administrative aspects of teaching profession- This area includes statement on
the predisposition of the teachers on their involvement in the school
administrative tasks. This work is pertaining to curricular development and co-
curricular activities.
III. Social and psychological aspect of teaching profession- This component pertain
to the predispositions of teachers as regards to the social status of teaching
profession, the morable boosting, and its influence on moulding the future
generation. The psychological feeling of security or in-security and the pleasure
or pains in general are also uncalculated in this component.
IV. Co-curricular Aspect of teaching profession- It relates to disposition of teachers
role and functions in the area of co-curricular activities and their importance as a
113
part and parcel of teaching profession functional aspect is highlighted in this
component.
V. Economic aspect of teaching profession- Predisposition about the economic
profitability of the profession in the term of salary and other fringe benefits,
besides other aspect, are including in this component.
Scale Constructions
Item Pool- Initially a list of 165 statements are distributed over the above five areas was
pooled from various sources. The, draft item were given to 15 select judges who were
well-versed in teacher education and scale construction, with a request to review the
statements and evaluate their content accuracy and coverage, their repetition, editorial
quality and suggestions for additions, deletions and modification items. Based on 80%
unanimity of the judges, 73 statements were included in the try out from the scale. Their
distribution under each area was as follow; acedemic-13, administrative-9, social and
pshychological-34, co-curricular-9 and economic-8
Try out of the scale- The 73 statement were randomized and were provided with four
alternative responses; namely, strongly agree, (SA), agree (A), disagree (D), and strongly
disagree (SD) categories and then administered on the sample of 300 primary and
secondary school teachers of Bangalore City selected at random by two staged Stratified
proportionate sampling design.
Scoring of the statement- For the purpose of scoring, the positive and negative
statement that was tried out, appropriate key was developed unfavourable statements
respectively. The scores of the respondent thus ranged from 73 to 292 respectively.
Selection of Statement
After scoring the 400 protocols were arranged in ascending order based on the
total score obtained by each respondent. The top 100 protocols and the bottom 100
protocols were taken to form the upper and the lower criterion group, as suggested by
Edward
91969PP 152-153). The t-value for all the 73 statements was calculated, only
those statements in the final form of the scales were retained with t-value equal to or
greater than 1.75. Of the 73 statement, 18 statement were eliminated which were not
significant based on the t-value. Hence 55 items were included in the final form of the
Scale. The 55 statements after item analysis belonging to the areas as follow.
114
Items (both favourable and unfavourable) and their distribution over different
Areas/dimension in the final scale after item analysis.
S.N
o
Areas Serial No. of Items Total No. of
Items
I Academic F*
UF*
1,26,31,40,45,52
11,18,25,32
6
4
10
II Administrative F*
UF*
2,12,19,27
8,24
4
2
6
III Social &
psychological
F*
UF*
9,16,22,35,38,43,46,49,51,54,55
4,5,7,14,15,21,23,29,33,36,37,41,42,
47,48,50,53
11
17
28
IV Co- Curricular F*
UF*
3,20
13,28,34
2
3
5
V Economic F*
UF*
17,30
6,10,39,44
2
4
6
F*=Favourable *Marked are UF
UF*= Un-favourable
F= 25
UF= 30
55
The scale is self- administrating. To ensure careful understanding of the
instruction, proper directions should be given by the examiner besides the individual
reading item. There is no limit and no right or wrong answers in response. Hence, the
individual teachers are quite free to express their responses as they feel. Individual
responses will be kept strictly confidential and the data furnished by individual teacher,
will be used only for research purpose without without disclosing individual identity
SCORING
Each item of the Scale is provided with four alternative responses. The weight
ranging from 4 (strongly agree) to 1 (strongly disagree) for favourable/ positive items. In
the case of unfavourable /negative item range of weight is reserved, that is, form
1(strongly agree) to 4 (strongly disagree) and they are marked with *in the booklet. The
theoretical range of scores is from 55 to 220 with the higher score indicating the more
favourable attitude towards teaching profession.
RELIABILITY
The reliability of the tool was established on the sample of teachers both from
primary and secondary schools of Bangalore respectively. A total of 180 teachers were
drawn from 22 primary and secondary schools of different management. This was
115
resorted to with an effort to achieve cross validation of the scale. Two types of reliability
were established as shown in table below.
Test-retest and split half reliability of BTAS
Sr. No. Reliability N Reliability index
1 Test-retest 120 0.812
2 Split- half 120 0.937
VALIDITY
1. Content validity- The scale was developed keeping in view all necessary
requirement. The Scale has content validity as the area of scale and the statement
under each area was fully adequate, representing the behavior domain to be
measured. This was further authenticated by the available related literature in the
areas of the view of experts.
2. Item validity- Only those statements that were highly discriminating were alone
included in the final form of the Scale. Only those item, which had‘t’ value
significant at0.05 level or higher, have been included in the final scale. This
established a high term validity of the tools.
3. Cross validity- The sample for establishing the reliability of tools was other than
the one chosen for try-out of the scale. This avoids the change error of increasing
the probability of higher reliability.
4. Intrinsic validity- The test has split-half reliability of 0.66 and 0.75 ensuring
internal consistency. The reliability coefficient of the test, re-test and split half
reliabilities obtained were 0.812 and 0.927 respectively after their square roots
were computer.
5. Criterion-related validity- Two types of criterion related validity have been
established for the BTAS. They were based (1) On the correlation between the
scores of the criterion item; namely”, if another job of equal salary and benefit as
that of teaching job is offered to you, would you like to leave the teachers job and
take the another one” and the score of teacher attitude towards teaching profession
respectively. (2) The ‘t’ value calculated with the score of Attitude Scale
administrated on the contrasted group of teachers possessing favourable and
unfavourable attitudes towards teaching profession respectively.
116
6. Internal Consistency of the Scale- This is expressed by the inter correlation
between area scale and the correlation between the areas scores on the one hand
and the total scores of the scale on the other hand. Split Half technique of
computing co-efficient of reliability also ensure coefficient of internal
consistency.
It is evident that the obtained correlation coefficient are all significant are all
significant beyond 0.01 level if probability indicating that the tool has the required
internal consistency.
Inter- correlations among various areas of scales (n=200)
S.
No.
Areas Administrative Adminis-
trative
Social.
Psy
Co-
curricular
Economic Total
1.
2.
3.
4.
5.
Academic
Administrative
Social-Pay.
Co-curricular
Economic
1.00 0.14 0.17
0.47
0.20
0.16
0.12
0.31
0.29
0.10
0.05
0.81
0.94
0.84
0.70
0.80
3.6 PROCEDURE OF DATA COLLECTION
In the present study tools were employed on a sample of 300 secondary school
teachers of forty (40) government and private, urban and rural area of Rewari, Gurgaon,
and Mohindergarh of South Haryana state. Before collection of data permission of the
head of the institution was taken by explaining to him /her purpose of the study. After
getting the permission, tools were administrated to the teachers. The teachers were given
instructions regarding filling the responses and were requested to give true responses.
After collecting data, scoring was done with the help of scoring key. The results were
compared by using statistical techniques and then interpreted accordingly.
3.7. STATISTICAL TECHNIQUES USED
117
The descriptive statistical techniques i.e. Mean, S.D, Frequency Polygon and Bar
diagrams were used for the present study. Inferential statistics like product moment of
correlation and ‘t’ test was used in the study.
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