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Asondariya, Dipeshkumar D., 2008, “A Study of Achievement Motivation,
Adjustment and Job Satisfaction of Vidyasahayak Teachers of SaurashtraKutch”, thesis PhD, Saurashtra University
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ABSTRACT
A STUDY OF ACHIEVEMENT MOTIVATION,
ADJUSTMENT AND JOB SATISFACTION OF
VIDYASAHAYAK TEACHERS OF SAURASHTRA-KUTCH
An Abstract of the Thesis for the Degree of Doctorate in Philosophy
in Education Faculty submitted to the Saurashtra University, Rajkot
Researcher:
Dipeshkumar D. Asondariya
M.A. (Eng.), M.Ed.
Shri L. N. P.T.C. College
Mundra (Kutch)
Guide:
Dr. K. M. Donga
B.Sc., M.Ed., Ph.D. (Edu.)
I\c Principal
Smt. J. J. Kundaliya Graduate Teachers’ College
Rajkot
Saurashtra University
Rajkot
December-2008
(Registration no. 3532, 30-07-2006)
27
Declaration
I here declare that research work presented in this
thesis is prepared by me after studying various references.
The descriptions and narrations found therein are entirely
original. Therefore, I declare them authentically as original.
Moreover, I am responsible for the opinions and the other
details found in this thesis.
Date : ___________
Place : Mundra - Kutch
Dipeshkumar D. Asondariya
Research Scholar,
Mundra - Kutch
28
Certificate
This is to certify that work embodied in this Thesis
entitled
“A
STUDY
OF
ACHIEVEMENT
MOTIVATION,
ADJUSTMENT AND JOB SATISFACTION OF VIDYASAHAYAK
TEACHERS OF SAURASHTRA – KUTCH” has been carried
out by Mr. Dipeshkumar D. Asondariya under my direct
guidance and supervision. I also declare that the work done
and presented in this Thesis is original and independent.
Date : ___________
Place : Rajkot
Dr. K. M. DONGA
I/C Principal
Smt. J. J. Kundaliya
Graduate Teachers’
College, Rajkot
29
A STUDY OF ACHIEVEMENT MOTIVATION, ADJUSTMENT
AND JOB SATISFACTION OF VIDYASAHAYAK
TEACHERS OF SAURASHTRA – KUTCH
INDEX
Sr.
Details
Page No.
No.
1.
Introduction
5
2.
Review of related literature
6
3.
Objectives of the study
7
4.
Hypotheses of the present study
7
5.
Operational Definitions of the key terms
9
6.
Variables of the Study
11
7.
Population and Sample
12
8.
Research Method
13
9.
Tools
13
10.
Analysis of the data
13
11.
Organization of the chapters
14
30
A STUDY OF ACHIEVEMENT MOTIVATION, ADJUSTMENT
AND JOB SATISFACTION OF VIDYASAHAYAK
TEACHERS OF SAURASHTRA – KUTCH
1.0 Introduction
‘Motion is life and rest is death’ in this perspective, life is always
in motion. Growth and development are essential and natural features
of human being. Reformation and innovation are the only truth, which
are occurred in the nature. The process of reconstruction is constant
either in a slow motion or in a fast motion. There are some variables,
which existed and affect to the process of development.
Teacher is known as a ‘Shining star’. No one is able to do as the
teacher can work for the benefits of the society and human being. It is
said that Hitler and Mussolini were felt the fear of their nation’s
teachers in compare of other nation’s power. Still the teacher’s
position could not get the ideal place in the country like India. Teacher
felt deficiency of enthusiasm and despair towards duties are found in
teacher’s behavior. For this, it is necessary that teacher’s problems
should be understood to create the awareness.
State
account
of
government
emphasizes
unemployment
and
on
primary
economical
education. On
scarcity,
the
State
government nominates fix salary base teacher, who is called
“VIDYASAHAYAK”. This Vidyasahayak teacher feels many difficulties
in their profession. Researcher has interested to know about their
problems related to their job. Therefore, the researcher wanted to
examine the present situation of Vidyasahayak teachers and decided
to construct a Job satisfaction questionnaire.
31
2.0
Review of related literature
After the selection of research subject, it is most important to
know about the depth of this subject related research. So the study of
related literature is essential here.
Past researches concern to Achievement motivation, Adjustment
and Job satisfaction were included here for the review of related study.
2.1
Available Educational Researches on
Achievement motivation
Lakhiya Nikhil R. (1971), K. Sangeetha Rao (1975), Patel A.D.
(1977), Kirpalsinh Narulla
(1978), Joshi Chandramouli V. (1999),
Thomas G. Zenzen (2002),
Atul Vyas (2005), Purohit N.P. (2006)
2.2
Available educational researches on Adjustment
Bhagiya N. M.(1966), Agraval R. N. (1970), Bhatt N. J. (1972),
Chag C. J. (1974), Tulpune M. K (1977), Goswami N. (1980), Gupta A.
K. (1981), Matoo B. K. (1981), Ghankot Z. R. (1982), Daslaniya R. B.
(1982), Singh S. D. (1983), Pawar B. S. (1983), Raval V. R. (1984),
Kumar S. (1985), Donga N. S. (1986), Kala P.S. (1986), Pandya P. T.
(1993), Zibba A. D. (1999), Gohil G. S. (2001), Joshi N. B. (2005),
Purohit P. N. (2006).
2.3
Available Educational Researches on Job
satisfaction
Morge N.C. (1953), Gardon (1955), Bidwel and Charles (1956),
Smith, F. J. Scott K. P. and Hulin (1977), A. K. Prasad (1964), B.S.R.
Anjaniyulu (1968), Kapoor and Rao (1969), I. Jayalakshmi (1974), K.
U. Lavingia (1974), H. B. Vegadva (1977), N. V. Kolte (1978), A. J. Vala
(1978), N. K. Porwal (1980), G. D. Gohel (1980), J. C. Goyel (1980), K.
D. Nayak (1982), D. O. Joshi (1985), R. K. Chopra (1986), S. P. Gupta
(1986),
D. J. Bhatt (1987), Shrivastav and Sharma (1988),
Ganeshchandra Naik (1992), K. B. Nair (1990), Darji Rasiklal (1992) S.
I. Patel (1993), H. N. Tapodhan (1994) M. J. Thakkar (1995), M. R.
32
Jadeja (1997), K. P. Rathwa (1998), M. V. Vyas (2001), H. L. Joshi
(2004).
3.0 Objectives of the study
The research scrutinized following objectives
1)
A study of Achievement motivation of Vidyasahayak
teachers with reference to their Sex, Area of the school,
Category, Type of family, Educational qualification, Marital
status, Age, Educational Stream, Place of the Job and the
Situation of Educational Staff.
2)
A study of Adjustment of Vidyasahayak teachers with
reference to their Sex, Area of the school, Category, Type
of family, Educational qualification, Marital status, Age,
Educational Stream, Place of the Job and the Situation of
Educational Staff.
3)
A study of Job satisfaction of Vidyasahayak teachers with
reference to their Sex, Area of the school, Category, Type
of family, Educational qualification, Marital status, Age,
Educational Stream, Place of the Job and the Situation of
Educational Staff.
4.0 Hypotheses of the present study
1.
There is no significant different in the mean Achievement
Motivation of Vidyasahayak teachers with reference to
their Sex, Area of the school, Category, Type of family,
Educational
Qualification,
Marital
status,
Age,
Educational stream, Place of the job and the Situation of
educational staff.
2.
There is no significant different in the mean Adjustment of
Vidyasahayak teachers with reference to their Sex, Area
of the school, Category, Type of family, Educational
Qualification, Marital status, Age, Educational stream,
Place of the job and the Situation of educational staff.
33
3.
There is no significant different in the mean Job
Involvement of Vidyasahayak teachers with reference to
their Sex, Area of the school, Category, Type of family,
Educational
Qualification,
Marital
status,
Age,
Educational stream, Place of the job and the Situation of
educational staff.
4.
There is no significant different in the mean Job
Satisfaction of Vidyasahayak teachers with reference to
their Sex, Area of the school, Category, Type of family,
Educational
Qualification,
Marital
status,
Age,
Educational stream, Place of the job and the Situation of
educational staff.
5.
There is no significant different in the mean Job
Confidence of Vidyasahayak teachers with reference to
their Sex, Area of the school, Category, Type of family,
Educational
Qualification,
Marital
status,
Age,
Educational stream, Place of the job and the Situation of
educational staff.
6.
There is no significant different in the mean Job
Motivation of Vidyasahayak
teachers with reference to
their Sex, Area of the school, Category, Type of family,
Educational
Qualification,
Marital
status,
Age,
Educational stream, Place of the job and the Situation of
educational staff.
7.
There is no significant different in the mean Present Job
Situation of Vidyasahayak teachers with reference to
their Sex, Area of the school, Category, Type of family,
Educational
Qualification,
Marital
status,
Age,
Educational stream, Place of the job and the Situation of
educational staff.
34
5.0 Operational Definitions of the key terms
Some terms have wide scope of meaning in different contexts
but for working knowledge of the study, the researcher should put into
precise terms the connotations and meanings of the terms involved in
the statement of the problem. It is also essential for the researcher to
define some terms frequently used in a specific sense with some
limitations in the study. The key words are given below.
5.1 Primary school:
A school where primary school education for Std. 1st to 7th is
provided.
5.2 Saurashtra – Kutch:
Geographically districts of Saurashtra region and Kutch district
of the Gujarat state in India.
5.3 Vidyasahayak
The trained teacher appointed on the basis of fix salary for
initial five years of his\her job in primary school of Gujarat
state.
5.4 Science Stream Vidyasahayak Teacher
A primary school teacher who has passed an H.S.C. exam with
Science stream.
5.5 General Stream Vidyasahayak Teacher
A primary school teacher who has passed an H.S.C. exam with
General stream.
5.6 Achievement Motivation
According to Longman dictionary of Psychology and Psychiatry,
Achievement Motivation in general psychology is personal
accomplishment, or attainment of goals set by the individuals or
by society. In educational psychology, the term applies to a
specified level of proficiency in academic work in general or in a
specific skill such as reading or arithmetic.
35
In
the
present
study,
the
scores
on
Achievement
Motivation Scale” prepared by K.P. Meva, and translated from
“Personality Inventory” prepared by Minaxi Bhattnagar was
used.
5.7 Adjustment
Scores on the basis of responded by Vidyasahayak teachers on
Adjustment Inventory prepared by Parulben Purohit.
5.8 Job satisfaction
Scores on the basis of responded by Vidyasahayak teachers on
Job Satisfaction Questionnaire prepared by the researcher. Here
the researcher has divided job satisfaction into five terms; Job
involvement, Job satisfaction, Job motivation, Job confidence
and the Present job situation.
5.9 Job motivation
There are people found out there in the workforce that believe
they are obligated to do their best at their job simply because
that is what is expected from all of us as humans. On the other
hand there are those out there that want to only do as much as
they can get away with doing. No matter which one of these
employees you are or are working with companies and
employer's need to understand the concept of motivation.
Motivation comes in many forms such as money, benefits, or
simple recognition within. Motivation also leads to higher
productivity and profit and that is what we are all looking for in
business. The key to unlocking peak performance from your
work force is the concept of human motivation.
5.10 Job involvement
Job involvement is defined as a state of identification with work.
Therefore, if one has high job involvement, the job becomes part
of one’s identity. If identity crosses situational boundaries, the
job role of a person with high job involvement will also cross
36
situational boundaries. If this is the case, then job involvement
reduces segmentation of the job role. Therefore, as job
involvement increases, the potential for segmentation may
decrease; and as segmentation decreases, intervolve conflict
may rise.
5.11 Present Job Situation
Present Job Situation means the situation and the position
consider to economical, social, mental, physical and emotional
factors. Vidyasahayak teachers’ recent situation is considered
here the present Job Situation.
In the present study, the responses of Vidyasahayak teachers
on questionnaire for job satisfaction prepared by the researcher which
was known as Job Satisfaction Questionnaire.
6.0
Variables of the Study
The study involves the following variables as per the table:
Table: 6.1
Variables of the present study
Sr.
No.
Name of variable
Type
Level
Details
1.
Sex
Independent
2
2.
Area of the school
Independent
2
3.
Category
Independent
2
Male
Female
Rural
Urban
General
Reserve
4.
Type of family
Independent
2
Joint
Separate
5.
Educational
qualification
2
P.T.C.
B. Ed.
Independent
37
Table 6.1 Continue…
Sr.
No.
Name of variable
6.
Type
Marital status
Level
Independent
2
Married
Unmarried
7.
Age
Independent
2
8.
Educational stream
Independent
2
Below
years
Above
years
General
Science
9.
Place of the job
Independent
2
Own district
Other district
Independent
2
Sufficient
Non sufficient
10.
Educational staff
situation
11.
Achievement
motivation
Dependent
--
12.
Adjustment
Dependent
--
13.
Job satisfaction
7.0
Details
Dependent
--
25
25
----
Population and Sample
The
population
of
the
present
study
encompassed
the
Vidyasahayak teachers who are presently working in primary school
of Saurashtra region and Kutch district. The information about
Vidyasahayak teachers was retrieve from the District Primary
Education Officer in each district of Saurashtra and Kutch. This data
was retrieve from the published data of the year 2006-2007.
Sample
of
the
study
selected
from
various
districts
of
Saurashtra region and Kutch district. 705 Vidyasahayak teachers
were included in sample for the information of their Sex, Area of the
school, Category, Type of family, Educational qualification, Marital
status, Age, Educational stream, Place of the job and the Situation of
educational staff.
38
8.0 Research Method
Survey method was used in present study. The data concern to
the variables collected from the sample for fulfillment of the research
objectives.
9.0 Tools
Vidyasahayak teachers of Saurashtra-Kutch are included in the
sample of this study. They are measured for Achievement motivation,
Adjustment and Job satisfaction through different tools. ‘Achievement
Motivation Scale’ prepared by Minaxi Bhattnagar was used for the
measurement of an Achievement motivation of Vidyasahayak teachers
included in the sample of this study. This test was translated in
Gujarati by K.P.Meva. ‘Adjustment Inventory’ prepared by Parulben
Purohit was used here for the measurement of the Adjustment of
Vidyasahayak teachers. ‘Job Satisfaction Questionnaire’ constructed
by the researcher for the measurement of job satisfaction of
Vidyasahayak teachers included in the sample of this study. Thus,
two tools were ready made and the Job Satisfaction Questionnaire
prepared by the researcher for the data collection.
10.0 Analysis of the data
Job
Satisfaction
Questionnaire,
Adjustment
Test
and
Achievement Motivation Test were implemented on Vidyasahayak
teachers according to ten different variables of the study. There were
seventy hypotheses were for examine in present study. Three different
statistical techniques were used for the obtained data analysis. The
collected data analyzed with the help of SPSS program in computer.
Pearson’s Coefficient of Correlation
There are several methods for computation of Coefficient of
Correlation. In the present study, Pearson’s Product Moment Method
(PPMM) was used. It is an advanced and accurate method. t-value was
39
found out to measure the Job Satisfaction, Adjustment and the
Achievement Motivation of VIDYASAHAYAK teachers.
11.0 Organization of the chapters
The organization of the remaining chapters of the research
report is as following.
Chapter-I ‘Introduction to the Problem’ includes Statement of the
present study, Objectives of the study, Variables, Concept and
Definitions
of
Achievement
motivation,
Concept
and
Definitions of Adjustment, Concept and Definitions of Job
satisfaction, Hypotheses of the study, Operational Definitions
of the key terms, Importance of the study, Delimitations of the
study and Organization of remaining chapters
Chapter-II ‘Review of the Related Literature’ throws light on the
past research studies carried out in the present field along
with a summary of major points. It included the analysis of
various researches concern to the Achievement motivation,
Adjustment and Job satisfaction. These studies were from
India and abroad too. This analysis is presented here for the
fulfillment of the objectives of the present study and the
fulfillment of the hypotheses of the study with reference to
various
variables
of
this
study.
It
also
highlights
the
distinguishing characteristics of the present study.
Chapter-III ‘Research Setting and Research Design’ is described in
the third chapter. It describes the methodology followed in
carrying out the present study. It gives the details with respect
to population sample, design, tools, procedure of data
collection and the statistical techniques used for analyzing the
data. The tool construction procedure is also presented here.
Chapter-IV ‘Data analyses and interpretation’ presented various
statistical techniques used for data analysis to examine the
40
hypotheses of the study. All these statistical analysis and
interpretations are shown in the tables here.
Chapter-V
‘Conclusions,
Findings
and
Recommendations’
presented the interpretations of null hypotheses. It contains
with a summery of the report along with the major findings,
observations, implications and recommendations for further
research.
Bibliography and Appendix include various researches abstracts
and the tools used in present study represented at the end of the
thesis.
Place : Mundra – Kutch
Date :
Dipeshkumar D. Asondariya
Research Scholar
41
A STUDY OF ACHIEVEMENT MOTIVATION, ADJUSTMENT
AND JOB SATISFACTION OF VIDYASAHAYAK
TEACHERS OF SAURASHTRA-KUTCH
A Thesis for the Degree of Doctorate in Philosophy in Education
Faculty submitted to the Saurashtra University, Rajkot
Researcher::
Dipeshkumar D. Asondariya
M.A. (Eng.), M.Ed.
Shri L. N. P.T.C. College
Mundra (Kutch)
Guide:
Dr. K. M. Donga
B.Sc., M.Ed., Ph.D. (Edu.)
Smt. J. J. Kundaliya Graduate Teachers’ College
Rajkot
Saurashtra University
Rajkot
December-2008
(Registration no. 3532, Date- 31\07\2006)
42
STATEMENT UNDER UNIVERSITY Ph.D. RULES
ONDINANCE
Ph.D. 7
I here by declare that,
(a)
The research work embodied in this thesis on A study of
Achievement motivation, Adjustment and Job satisfaction
of Vidyasahayak teachers of Saurashtra-Kutch submitted
for Ph.D. degree has not been submitted for any other degree of
this or any other University on any previous occasion.
(b)
To the best of my knowledge no work of this type has been
reported on the above subject, since I have discovered new
relation of facts, this work can be considered to be contributory
to the advancement of knowledge on Psychology and Education;
and
(c)
All the work presented in the thesis is original and wherever
references have been made to the work of others it has been
clearly indicated as such and the sources of information
included in the bibliography.
Counter Signed by
The Guiding Teacher
Signature of the
Research Scholar
Date:
Date:
43
Certificate of Approval
This thesis, directed and supervised by the candidate’s guide,
has been accepted by the Smt. J. J. Kundaliya Graduate Teachers’
College, Rajkot (Saurashtra University, Rajkot) in the fulfillment of the
requirement for the degree of-
Doctor of Philosophy
( EDUCATION )
Title:
A study of Achievement motivation, Adjustment and
Job satisfaction of Vidyasahayak teachers of Saurashtra-Kutch
Researcher:
Dipeshkumar D. Asondariya
Shri L. N. P.T.C. College, Mundra (Kutch)
(Dr. K. M. Donga)
Guide
Date:
(Dr. K. M. Donga)
I\c Principal
Smt. J. J. Kundaliya Graduate
Teachers’ College
Rajkot-360003
Date:
44
ACKNOWLEDGEMENTS
Research is a vital input in the process of development and
progress
whatever
is
the
sphere
of
productive
activity.
The
investigation required help and cooperation of many individuals. It is a
matter of great satisfaction that the researcher could finish the work
in due time with his keen sense of duty, sincerely and urgency. But at
this juncture, it is the pious duty to express his feelings of gratitude to
those who have helped him, co-operated him and motivated him. The
researcher finally believes that the credit goes to them for research
work.
I am fortunate enough to have an opportunity to work under the
able guidance of Dr. K. M. Donga (I\c Principal, Smt. J. J. Kundaliya
Graduate Teachers’ College- Rajkot). Without his help, this work could
not have been possible. I, therefore, owe an enormous debt to him, not
for his timely valuable guidance and parental care, but for his deep
insight and critical outlook with positive attitude.
Let me take this opportunity to extend my thanks to the
Saurashtra University, Rajkot that has given an opportunity to
conduct this research work.
It is my pleasure to express my deep sense of gratitude to the
principal and the staff members of Sheth Shri L.N. P.T.C. College,
Mundra, who allowed and helped me to fulfill this research work.
I am also thankful to all the experts for their valuable service,
Vidyasahayak teachers for their co-operation in the response.
The researcher is indebted to Dr. Ghanshyam Desai, Dr. Atul
Vyas, Ketan Gohel, who helped a lot in the process of analysis of the
data through SPSS programmed with computer.
45
I am thankful to Dr. Ramesh Sakhiya, Dr.Rajiv Thacker and
R.B. Chavda who directly or indirectly provided help to me in
completing the research work.
I have no words to express my deepest sense and feelings of
indebt ness of my loving parents and my family who gave me strength
to fulfill their earnest desire for me to do something special in the field
of education.
The last but not least is my beloved wife Mrs. Varsha
Asondariya, her loving care made it easy for me to complete this
study.
I am also thankful to Sonar Computer, Rajkot for typing this
thesis neatly within a short period of time.
Mundra (Kutch)
December, 2008
Dipeshkumar D. Asondariya
46
INDEX
No.
Details
Page
No.
CHAPTER – I
INTRODUCTION TO THE PROBLEM
1 to 24
1.1.0
Introduction
3
1.2.0
Statement of the present study
4
1.3.0
Objectives of the study
4
1.4.0
Variables
5
1.4.1
Independent Variable
5
1.4.2
Dependent Variable
5
1.4.3
Controlled Variable
6
1.4.4
Presentation of the Variables of the study
6
1.5.0
Concept and Definitions of Achievement motivation
7
1.6.0
Concept and Definitions of Adjustment
9
1.7.0
Concept and Definitions of Job satisfaction
10
1.8.0
Hypotheses of the study
12
1.9.0
Operational Definitions of the key terms
19
1.10.0 Importance of the study
22
1.11.0 Delimitations of the study
23
1.12.0 Organization of remaining chapters
24
CHAPTER – II
REVIEW OF RELATED LITERATURE
2.1.0
Introduction
25 to
106
27
47
2.2.0
The objectives of the review of related literature
28
2.3.0
The research analysis of theatrical factors
29
2.3.1
Concepts and Definitions of Achievement
motivation
2.3.2
Concepts and Definitions of Adjustment
2.3.3
Concepts
and
Definitions
of
Job
satisfaction
2.4.0
2.5.0
The Researches select for Review
29
34
36
42
Available educational researches of Achievement
motivation
43
2.6.0
Available educational researches of Adjustment
54
2.7.0
Available educational researches of Job satisfaction
73
2.8.0
2.9.0
Review of available researches of Achievement
motivation
Review of available researches of Adjustment
100
101
2.10.0 Review of available researches of Job satisfaction
104
2.11.0 Distinguishing features of the present study
105
CHAPTER – III
107 to
RESEARCH SETTING AND RESEARCH DESIGN
131
3.1.0
Introduction
109
3.2.0
Population
110
3.3.0
Selection of the Sample
113
3.4.0
Research Method
115
3.5.0
Selection of the Tools
116
3.5.1
Adjustment Test
117
3.5.2
Achievement motivation Test
117
3.6.0
Construction of the Job Satisfaction Questionnaire
118
3.6.1
Tool construction of Primary form
119
3.6.2
Piloting
of
Questionnaire
the
Job
Satisfaction
119
48
3.6.3
Implementation of the Primary form of Job
Satisfaction Questionnaire
3.6.4
Construction of the final form of Job
Satisfaction Questionnaire
3.6.5
Reliability
of
Job
Satisfaction
Questionnaire
3.6.6
Validity
of
the
Job
Satisfaction
Questionnaire
120
122
125
126
3.7.0
Data collection
128
3.8.0
Scoring planning
129
3.9.0
Statistical techniques for the Data analysis
130
3.9.1
Pearson’s Coefficient of Correlation
130
3.9.2
t-test
131
CHAPTER – IV
4.1.0
4.2.0
132 to
DATA ANALYSES AND INTERPRETATION
228
Introduction
136
Vidyasahayak
teachers
and
their
Achievement
motivation
4.2.1
Sex and Achievement motivation
4.2.2
Area of the school and Achievement
motivation
137
138
139
4.2.3
Category and Achievement motivation
140
4.2.4
Type of family and Achievement motivation
141
4.2.5
Educational Qualification and
142
Achievement motivation
4.2.6
Marital status and Achievement motivation
144
4.2.7
Age and Achievement motivation
145
4.2.8
Educational
motivation
Stream
and
Achievement
146
49
4.2.9
Place of the job and Achievement
147
motivation
4.2.10
Situation
of
educational
staff
and
Achievement motivation
4.3.0
Vidyasahayak teachers and their Adjustment
150
4.3.1
Sex and Adjustment
150
4.3.2
Area of the school and Adjustment
151
4.3.3
Category and Adjustment
152
4.3.4
Type of family and Adjustment
154
4.3.5
Educational qualification and Adjustment
155
4.3.6
Marital status and Adjustment
156
4.3.7
Age and Adjustment
157
4.3.8
Educational stream and Adjustment
159
4.3.9
Place of the job and Adjustment
160
4.3.10
Situation
of
educational
staff
and
Adjustment
4.4.0
148
161
Vidyasahayak teachers and their Job involvement
163
4.4.1
Sex and Job involvement
163
4.4.2
Area of the school and Job involvement
164
4.4.3
Category and Job involvement
166
4.4.4
Type of family and Job involvement
167
4.4.5
4.4.6
Educational
qualification
and
Involvement
Marital status and Job involvement
4.4.7
Age and Job involvement
170
4.4.8
Educational stream and Job involvement
172
4.4.9
Place of the job and Job involvement
173
4.4.10
Situation of educational staff and Job
involvement
174
Job
168
169
50
4.5.0
Vidyasahayak teachers and their Job satisfaction
176
4.5.1
Sex and Job satisfaction
176
4.5.2
Area of the school and Job satisfaction
177
4.5.3
Category and Job satisfaction
178
4.5.4
Type of family and Job satisfaction
180
4.5.5
Educational
qualification
and
Job
satisfaction
4.5.6
Marital status and Job satisfaction
182
4.5.7
Age and Job satisfaction
183
4.5.8
Educational stream and Job satisfaction
184
4.5.9
Place of the job and Job satisfaction
186
4.5.10
Situation of educational staff and Job
satisfaction
4.6.0
187
Vidyasahayak Teachers and their Job motivation
189
4.6.1
Sex and Job motivation
189
4.6.2
Area of the school and Job motivation
191
4.6.3
Category and Job motivation
192
4.6.4
Type of family and Job motivation
193
4.6.5
4.6.6
Educational
qualification
and
motivation
Marital status and Job Motivation
4.6.7
Age and Job Motivation
196
4.6.8
Educational stream and Job motivation
198
4.6.9
Place of the job and Job motivation
199
4.6.10
Situation of educational staff and Job
Job
Motivation
4.7.0
181
194
195
200
Vidyasahayak teachers and their Job confidence
202
4.7.1
202
Sex and Job confidence
51
4.7.2
Area of the school and Job confidence
203
4.7.3
Category and Job confidence
205
4.7.4
Type of family and Job confidence
206
4.7.5
Educational
qualification
and
Job
confidence
4.7.6
Marital status and Job confidence
208
4.7.7
Age and Job confidence
209
4.7.8
Educational Stream and Job confidence
211
4.7.9
Place of the job and Job confidence
212
4.7.10
Situation of educational staff and Job
confidence
4.8.0
207
Vidyasahayak Teachers and their Present Job
Situation
4.8.1
Sex and Present Job Situation
4.8.2
Area
of
the
school
and
Present
213
215
215
Job
Situation
216
4.8.3
Category and Job Present Job Situation
218
4.8.4
Type of family and Present Job Situation
219
4.8.5
Educational qualification and Present Job
Situation
220
4.8.6
Marital status and Present Job Situation
221
4.8.7
Age and Present Job Situation
223
4.8.8
Educational
stream
and
Present
Job
Situation
4.8.9
Place of the job and Present Job Situation
4.8.10
Situation of educational staff and Present
Job Situation
CHAPTER – V
CONCLUSIONS,
224
225
227
229 to
FINDINGS
AND
270
52
RECOMMENDATIONS
5.1.0
5.2.0
Introduction
231
Interpretation of the data with reference to the
hypothesis formulated
5.2.1
The
effect
of
different
variables
on
variables
on
Achievement motivation
5.2.2
The
effect
of
different
Adjustment
5.2.3
The effect of different variables on Job
involvement
5.2.4
The effect of different variables on Job
satisfaction
5.2.5
The effect of different variables on Job
motivation
5.2.6
The effect of different variables on Job
confidence
5.2.7
The effect of different variables on Present
job situation
232
232
236
239
243
247
250
254
5.3.0
Findings
257
5.4.0
Educational Implications
267
5.5.0
Recommendations for further research
269
Bibliography
Appendixes
272-288
53
INDEX OF THE TABLES
Table
Page
Name of the Table
No.
no.
1.1
Variables of the present study
6
2.1
Researches selected for the Review
42
2.2
Available Researches of the Achievement motivation
45
Name of the researcher, variable, sample of the study,
2.3
tool, procedure of analysis and the findings of the
46
study of Achievement motivation related researches
2.4
Available Researches on the Adjustment
55
Name of the researcher, variable, sample of the study,
2.5
tool, procedure of analysis and
the findings of the
56
study of Adjustment related researches
2.6
Available Researches on the Job Satisfaction
74
Name of the researcher, variable, sample of the study,
2.7
tool, procedure of analysis and the
findings of the
76
study of Job satisfaction related researches
3.1
3.2
3.3
3.4
Vidyasahayak teachers included in the Population
111
Vidyasahayak teachers included in the Sample of the
study
Vidyasahayak
teachers
selected
for
the
Primary
implementation of the Job Satisfaction Questionnaire
Correlations
of
total
marks
of
Job
Satisfaction
Questionnaire and their Significance Level
113
121
122
The mean scores of Achievement motivation of Male
4.1
and
Female
Vidyasahayak
significant difference
teachers
and
their
138
54
The mean scores of Achievement motivation of Rural
4.2
and
Urban
Vidyasahayak
teachers
and
their
139
significant difference
The mean scores of Achievement motivation of General
4.3
and
Reserve category Vidyasahayak teachers and
140
their significant difference
The mean scores of Achievement motivation of Joint
4.4
and Separate family Vidyasahayak teachers and their
142
significant difference
The mean scores of Achievement motivation of P.T.C.
4.5
and B.Ed. Vidyasahayak teachers and their significant
143
difference
The mean scores of Achievement motivation of Married
4.6
and Unmarried Vidyasahayak teachers and their
144
significant difference
The mean scores of Achievement motivation of Below
4.7
25 years and Above 25 years Vidyasahayak teachers
145
and their significant difference
The mean scores of Achievement motivation of General
4.8
and Science Stream Vidyasahayak teachers and their
146
significant difference
The
4.9
mean
scores
of
Achievement
motivation
of
Vidyasahayak teachers who are working in their own
district
and
other
district
and
their
significant
147
difference
The
4.10
mean
score
of
Achievement
motivation
of
Sufficient and Non sufficient educational staff in their
school of Vidyasahayak teachers and their significant
149
difference
4.11
The mean scores of Adjustment of Male and Female
Vidyasahayak teachers and their significant difference
150
55
4.12
The mean scores of Adjustment of Urban and Rural
Vidyasahayak teachers and their significant difference
152
The mean scores of Adjustment of General and Reserve
4.13
category Vidyasahayak teachers and their significant
153
difference
The mean scores of Adjustment of Joint and Separate
4.14
family Vidyasahayak teachers and their significant
154
difference
4.15
The mean scores of Adjustment of P.T.C. and B.Ed.
Vidyasahayak teachers and their significant difference
155
The mean scores of Adjustment of Married and
4.16
Unmarried
Vidyasahayak
teachers
and
their
156
significant difference
The mean scores of Adjustment of Below 25 years and
4.17
Above 25 years Vidyasahayak teachers and their
158
significant difference
The mean scores of Adjustment of General and Science
4.18
stream Vidyasahayak teachers and their significant
159
difference
The mean scores of Adjustment of Vidyasahayak
4.19
teachers who are working in their own district and
160
other district and their significant difference
The mean scores of Adjustment of Sufficient and Non
4.20
sufficient
educational
staff
in
their
school
of
162
Vidyasahayak teachers and their significant difference
The mean scores of Job involvement of Male and
4.21
Female Vidyasahayak teachers and their significant
164
difference
The mean scores of Job involvement of Rural and
4.22
Urban Vidyasahayak teachers and their significant
difference
165
56
The mean scores of Job involvement of General and
4.23
Reserve category Vidyasahayak teachers and their
166
significant difference
The mean scores of Job involvement of Joint and
4.24
Separate family Vidyasahayak teachers and their
167
significant difference
The mean scores of Job involvement of P.T.C. and
4.25
B.Ed. Vidyasahayak teachers and their significant
168
difference
The mean scores of Job involvement of Married and
4.26
Unmarried
Vidyasahayak
teachers
and
their
170
significant difference
The mean scores of Job involvement of Below 25 years
4.27
and Above 25 years Vidyasahayak teachers and their
171
significant difference
The mean scores of Job involvement of General and
Science Stream Vidyasahayak teachers and their
4.28
significant difference
172
The mean scores of Job involvement of Vidyasahayak
4.29
teachers who are working in their own district and
173
other district and their significant difference
The mean scores of Job involvement of Sufficient and
4.30
Non sufficient educational staff in their school of
175
Vidyasahayak teachers and their significant difference
The mean scores of Job satisfaction of Male and
4.31
Female Vidyasahayak teachers and their significant
177
difference
4.32
The mean scores of Job satisfaction of Rural and
Urban Vidyasahayak teachers and their significant
178
57
difference
The mean scores of Job satisfaction of General and
4.33
Reserve category Vidyasahayak teachers and their
179
significant difference
The mean scores of Job satisfaction of Joint and
4.34
Separate family Vidyasahayak teachers and their
180
significant difference
The mean scores of Job satisfaction of P.T.C.
4.35
and
B.Ed. Vidyasahayak teachers and their significant
181
difference
The mean scores of Job satisfaction of Married and
4.36
Unmarried
Vidyasahayak
teachers
and
their
182
significant difference
The mean scores of Job satisfaction of Below 25 years
and Above 25 years Vidyasahayak teachers and their
4.37
184
significant difference
The mean scores of Job satisfaction of General and
4.38
Science Stream Vidyasahayak teachers and their
185
significant difference
The mean scores of Job satisfaction of Vidyasahayak
4.39
teachers who are working in their own district and
186
other district and their significant difference
The mean scores of Job satisfaction of Sufficient and
4.40
Non sufficient educational staff in their school of
188
Vidyasahayak teachers and their significant difference
The mean scores of Job motivation of Male
4.41
and
Female Vidyasahayak teachers and their significant
190
difference
4.42
The mean scores of Job motivation of Urban and Rural
191
58
Vidyasahayak teachers and their significant difference
The mean scores of Job motivation of General and
4.43
Reserve category Vidyasahayak teachers and their
192
significant difference
The mean scores of Job motivation of Joint and
4.44
Separate
family Vidyasahayak teachers and their
193
significant difference
4.45
The mean scores of Job motivation of P.T.C. and B.Ed.
Vidyasahayak teachers and their significant difference
195
The mean scores of Job motivation of Married and
4.46
Unmarried
Vidyasahayak
teachers
and
their
196
significant difference
The mean scores of Job motivation of Below 25 years
4.47
and Above 25 years Vidyasahayak teachers and their
197
significant difference
The mean scores of Job motivation of General and
4.48
Science
Stream Vidyasahayak teachers and their
198
significant difference
The mean scores of Job motivation of Vidyasahayak
4.49
teachers who are working in their own district and
199
other district and their significant difference
The mean scores of Job motivation of Sufficient and
4.50
Non sufficient educational staff in their school of
201
Vidyasahayak teachers and their significant difference
4.51
4.52
The mean scores of Job confidence of Male and Female
Vidyasahayak teachers and their significant difference
The mean scores of Job confidence of Urban and Rural
Vidyasahayak teachers and their significant difference
203
204
The mean scores of Job confidence of General and
4.53
Reserve category Vidyasahayak teachers and their
significant difference
205
59
4.54
The mean scores of Job confidence of Joint and
Separate family Vidyasahayak teachers and their
206
significant difference
4.55
The mean scores of Job confidence of P.T.C. and B.Ed.
Vidyasahayak teachers and their significant difference
207
The mean scores of Job confidence of Married and
4.56
Unmarried
Vidyasahayak
teachers
and
their
208
significant difference
The mean scores of Job confidence of Below 25 years
and Above 25 years Vidyasahayak teachers and their
4.57
210
significant difference
The mean scores of Job confidence of General and
4.58
Science Stream Vidyasahayak teachers and their
211
significant difference
The mean scores of Job confidence of Vidyasahayak
4.59
teachers who are working in their own district and
212
other district and their significant difference
The mean scores of Job confidence of Sufficient and
4.60
Non sufficient educational staff in their school of
214
Vidyasahayak teachers and their significant difference
The mean scores of the Present Job Situation of Male
4.61
and
Female
Vidyasahayak
teachers
and
their
216
significant difference
The mean scores of the Present Job Situation of Urban
4.62
and Rural Vidyasahayak teachers and their significant
217
difference
The mean scores of the Present Job Situation of
4.63
General and Reserve category Vidyasahayak teachers
and their significant difference
218
60
4.64
4.65
The mean scores of the Present Job Situation of Joint
and Separate family Vidyasahayak teachers and their
significant difference
The mean scores of the Present Job Situation of P.T.C.
and B.Ed. Vidyasahayak teachers and their significant
219
221
difference
The mean scores of the Present Job Situation of
4.66
Married and Unmarried Vidyasahayak teachers and
222
their significant difference
The mean scores of the Present Job Situation of Below
4.67
years and Above 25 years Vidyasahayak teachers and
223
their significant difference
The mean scores of the Present Job Situation of
4.68
General and Science Stream Vidyasahayak teachers
224
and their significant difference
The mean scores of the Present Job Situation of
4.69
Vidyasahayak teachers who are working in their own
district
and
other
district
and
their
significant
226
difference
4.70
The mean scores of the Present Job Situation of
Sufficient and Non sufficient educational staff in their
school of Vidyasahayak teachers and their significant
difference
CHART INDEX
Chart
No.
3.1
3.2
Details
Graphical Presentation of Vidyasahayak teachers
included in the Population of the study.
Graphical Presentation of Vidyasahayak teachers
included in the Sample of the study
Page
No.
112
114
227
61
CHAPTER - I
INTRODUCTION TO THE PROBLEM
1.1.0
Introduction
1.2.0
Statement of the present study
1.3.0
Objectives of the study
1.4.0
Variables
1.4.1 Independent Variable
1.4.2 Dependent Variable
1.4.3 Controlled Variable
1.4.4 Presentation of the Variables of the study
1.5.0
Concept
and
Definitions
of
Achievement
motivation
1.6.0
Concept and Definitions of Adjustment
1.7.0
Concept and Definitions of Job satisfaction
1.8.0
Hypotheses of the study
1.9.0
Operational Definitions of the key terms
1.10.0 Importance of the study
1.11.0 Delimitations of the study
1.12.0 Organization of remaining chapters
62
CHAPTER- I
INTRODUCTION TO THE PROBLEM
1.1.0 Introduction
Motion is life and rest is death, in this perspective, life is always
in motion. Growth and development are essential and natural features
of human being. Reformation and innovation are the only truth, which
are occurred in the nature. The process of reconstruction is constant
either in a slow motion or in a fast motion. There are some variables,
which existed and affected to the process of development.
Teacher is known as a ‘Shining star’. No one is able to do as the
teacher can work for the benefits of the society and human being. It is
said that Hitler and Mussolini were felt the fear of their nation’s
teachers in compare of other nation’s power. Still the teacher’s
position could not get the ideal place in the country like India. Teacher
felt deficiency of enthusiasm and despair towards duties are found in
teacher’s behavior. For this, it is necessary that teacher’s problems
should be understood to create the awareness.
State
account
of
government
emphasizes
unemployment
and
on
primary
economical
education. On
scarcity,
the
State
government nominates fix salary base teacher since 1998 in Gujarat
state, which are called “VIDYASAHAYAK”. This Vidyasahayak teacher
feels many difficulties in their profession. Researcher has interested to
know about their problems related to their job. Therefore, the
researcher wanted to examine the present situation of Vidyasahayak
teachers and decided to construct a Job Satisfaction Questionnaire.
63
1.2.0 Statement of the present study
The present educational investigation was entitled as,
A study of Achievement motivation, Adjustment and Job
satisfaction of Vidyasahayak teachers of Saurashtra-Kutch
Following eight districts were included for the selection of the
sample in the research of this study;
1. Amreli
2. Bhavnagar
3. Jamnagar
4. Junagadh
5. Kutch
6. Porbandar
7. Rajkot
8. Surendranagar
In
the
present
study,
the
researcher
has
chosen
the
Vidyasahayak teachers for the data collection with reference to their
Sex, Area of the school, Category, Type of family, Educational
qualification, Marital status, Age, Educational stream, Place of the job
and the Situation of educational staff.
1.3.0 Objectives of the study
The present research scrutinized following objectives
1) A study of Achievement motivation of Vidyasahayak teachers
with reference to their Sex, Area of the school, Category, Type of
family,
Educational
qualification,
Marital
status,
Age,
Educational stream, Place of the Job and the Situation of
Educational Staff.
2) A study of Adjustment of Vidyasahayak teachers with reference
to their Sex, Area of the school, Category, Type of family,
Educational qualification, Marital status, Age, Educational
stream, Place of the Job and the Situation of Educational Staff.
64
3) A study of Job satisfaction of Vidyasahayak teachers with
reference to their Sex, Area of the school, Category, Type of
family,
Educational
qualification,
Marital
status,
Age,
Educational stream, Place of the Job and the Situation of
Educational Staff.
1.4.0 Variables
An expression that can be assigned any of the set of the value is
known as variable. It is the condition or characteristic that the
investigator manipulates controls or observes. Thus, it is likely to
change at any time, having a range of possible value. The present
study was the survey type of research that involved various variables
as following.
1.4.1 Independent Variable.
It is the factor which is measured, manipulated, or selected by
the
investigator
phenomenon.
to
determine
Independent
its
variable
relationship
is
also
to
an observed
consigned
as
the
treatment.
The independent variables in the present study were Sex, Area
of the school, Category, Type of family, Educational qualification,
Marital status, Age, Educational stream, Place of the job and the
Situation of educational staff.
1.4.2 Dependent Variable.
It is that factor which is observed and measured to determine
the independent variable, i.e., the factor that appears, disappears, or
varies as the experimenter introduces, removes or varies the
independent variable.
In the present study three dependent variables were considered
i.e.,
(a)
Vidyasahayak
teachers’
Achievement
motivation,
(b)
65
Vidyasahayak teachers’ Adjustment, and (c) Vidyasahayak teachers’
Job satisfaction.
1.4.3 Controlled Variable.
The factors, which are controlled by the researcher to remove or
neutralize any effect, are known as control variable. They might
otherwise
have
on
the
observed
phenomenon.
Following were
considered as the control variable during the experiment.
1. Content or Topic
2. Timings of the Survey
3. School Environment
4. Vidyasahayak teachers
1.4.4 Presentation of the Variables of the study
Table 1.1 presented the dependent and the independent
variables included in the study.
Table: 1.1
Variables of the present study
Sr.
No.
Name of variable
Type
Level
Independent
2
Details
Male
1.
Sex
Female
Rural
2.
Area of the school
Independent
2
Urban
General
3.
Category
Independent
2
4.
Type of family
Independent
2
5.
Educational
qualification
Reserve
Joint
Separate
P.T.C.
Independent
2
B. Ed.
Married
6.
Marital status
Independent
2
Unmarried
66
Table 1.1 Continue ….
Sr.
No.
Name of variable
Type
Level
7.
Age
Independent
2
8.
Educational stream
Independent
2
Details
Below
years
Above
years
General
25
25
Science
Own district
9.
Place of the job
10.
Educational staff
situation
11.
Independent
2
Sufficient
Independent
2
Achievement
Motivation
Dependent
--
12.
Adjustment
Dependent
--
13.
Job Satisfaction
Dependent
1.5.0
Concept
and
Other district
--
Definitions
Non sufficient
----
of
Achievement
motivation
Achievement motivation forms to be the basic for a good life.
People who are oriented towards achievement, in general, enjoy life
and feel in control. Being motivated keeps people dynamic and gives
them self-respect. They set moderately difficult but easily achievable
targets, which help them, achieve their objectives. They do not set up
extremely difficult or extremely easy targets. By doing this they ensure
that they only undertake tasks that can be achieved by them.
Achievement motivated people prefer to work on a problem rather
than leaving the outcome to chance. It is also seen that achievement
motivated people seem to be more concerned with their personal
achievement rather than the rewards of success.
67
Following are the various views on Achievement motivation:
•
Abraham Lincoln: It's not the years in your life that count. It's
the life in your years.
•
David J. Schwartz: All great achievements require time.
•
Zig Ziglar:
All of us perform better and more willingly when we know
what we have been told or asked to do.
•
Albert Camus:
An achievement is bondage. It obliges one to a higher
achievement.
•
Benjamin Franklin:
Achievement motivation is an investment in knowledge
always pays the best interest.
•
Friedrich Engels:
An ounce of action is worth a ton of theory.
•
Cavett Robert:
Any man who selects a goal in life which can be fully achieved
has already defined his own limitations.
Atkinson and Feather1 (1966) state:
The person in whom the achievement motive is stronger
should set his level of aspiration in the intermediate zone where
there is moderate risk. Carefully measuring where they will get
the best pay off, not too easy but yet not too difficult.
1
www.uwstout.edu/lib/thesis/2002/2002zenzent.pdf
68
1.6.0 Concept and Definitions of Adjustment
The Adjustment is a very complex term. It is concern to ones’
individuality and situation. Lehner and Cube stated;
Personal Adjustment is a process of interaction between us and
the environment. In this process we can either adapt to the environment
or alter it. Personal Adjustment depends on successful interaction.
Adjustment from Online Medical Dictionary2
•
The act of adjusting, or condition of being adjusted; act of
bringing
into
proper
relations;
regulation.
Success
depends on the nicest and minutest adjustment of the parts
concerned.
•
Settlement
of
claims;
an
equitable
arrangement
of
conflicting claims, as in set-off, contribution, exoneration,
subrogation, and marshaling.
•
The operation of bringing all the parts of an instrument,
as a microscope or telescope, into their proper relative
position for use; the condition of being thus adjusted; as,
to get a good adjustment; to be in or out of adjustment.
1.6.1 Characteristics associated with an Adjustment
A
person
with
Adjustment
often
experiences
feelings
of
depression or anxiety or combined depression and anxiety. As a
result, that person may act out behaviorally against the "rules and
regulations" of family, work, or society. In some people, an adjustment
may manifest itself in such behaviors as skipping school, unexpected
fighting, recklessness, or legal problems. Other people, however,
instead of acting out, may tend to withdraw socially and isolate
themselves during their adjustment problems. Still others may not
experience behavioral disturbances, but will begin to suffer from
physical illness. If someone is already suffering from a medical illness,
2
cancerweb.ncl.ac.uk/cgi-bin/omd?adjustment
69
that condition may worsen during the time of the adjustment disorder.
People in the midst of adjustment often do poorly in school or at work.
Very commonly they begin to have more difficulty in their close,
personal relationships.
Listed below are some of the characteristics associated with
adjustment:
A person with an Adjustment disorder with depressed mood
may have mostly a depressed mood, hopeless feelings, and crying
spells.
A person with an Adjustment disorder with anxiety would
experience anxious feelings, nervousness, and worry.
Someone with an Adjustment disorder with mixed anxiety and
depressed mood would, obviously, have a mixture of anxious and
depressed feelings.
An individual with an Adjustment disorder with disturbance of
conduct may act out inappropriately. This person may act out against
society, skip school, or begin to have trouble with the police.
A person with an Adjustment disorder with mixed disturbance
of emotions and conduct would have a mixture of emotional and
conduct problems.
1.7.0 Concept and Definitions of Job satisfaction
Job satisfaction is in regard to one's feelings or state-of-mind
regarding the nature of their work. Job Satisfaction can be influenced
by a variety of factors, e.g., the quality of one's relationship with their
supervisor, the quality of the physical environment in which they
work, degree of fulfillment in their work, etc. In fact, improved Job
Satisfaction can sometimes decrease job performance. For example,
you could let sometime sit around all day and do nothing. That may
make them more satisfied with their "work" in the short run, but their
performance certainly didn't improve.
70
Sense of inner fulfillment and pride achieved when performing a
particular job. Job satisfaction occurs when an employee feels he has
accomplished something having importance and value worthy of
recognition; sense of joy.
1.7.1: Job Satisfaction according to Business Encyclopedia
Job Satisfaction, a worker's sense of achievement and success,
is generally perceived to be directly linked to productivity as well as to
personal wellbeing. Job satisfaction implies doing a job one enjoys,
doing it well, and being suitably rewarded for one's efforts. Job
satisfaction further implies enthusiasm and happiness with one's
work. The Harvard Professional Group (1998) sees Job Satisfaction as
the keying radiant that leads to recognition, income, promotion, and
the achievement of other goals that lead to a general feeling of
fulfillment.
Job Satisfaction has been defined as a pleasurable emotional
state resulting from the appraisal of one’s job; an affective reaction to
one’s job; and an attitude towards one’s job.
Weiss (2002) has argued that Job Satisfaction is an attitude but
points out that researchers should clearly distinguish the objects of
cognitive evaluation which are affect (emotion), beliefs and behaviors.
This definition suggests that we form attitudes towards our jobs by
taking into account our feelings, our beliefs, and our behaviors.
Some argue that Maslow’s hierarchy of needs theory, a
motivation theory, laid the foundation for Job Satisfaction Theory.
This theory explains that people seek to satisfy five specific needs in
life –
1. Physiological needs
2. Safety needs
3. Social needs
4. Self-esteem needs and
71
5. Self-actualization
This model served as a good basis from which early researchers
could develop Job Satisfaction theories.
1.8.0 Hypotheses of the study
Hypothesis means suggested explanation for groups or facts,
which is accepted by the researcher or investigator (before collecting
his data) either as a basis of further verification or is likely to be true.
Such statements which predict about the result of the research is
called hypothesis.
Hypotheses
are
the
tentative
conclusions
intended
for
verification. The hypotheses were formulated in small form as “A null
hypothesis states that there is no significant difference or relationship
between two or more parameters.” Here, the researcher had predicted
following seventy null hypotheses for his research.
1.
There will be no significant difference between the mean scores of
the Achievement motivation of Male and Female Vidyasahayak
teachers of Saurashtra-Kutch.
2.
There will be no significant difference between the mean scores of
the Achievement motivation of Vidyasahayak teachers working in
Rural and Urban school area in Saurashtra-Kutch.
3.
There will be no significant difference between the mean scores of
the Achievement motivation of General and Reserve category
Vidyasahayak teachers of Saurashtra-Kutch.
4.
There will be no significant difference between the mean scores of
the Achievement motivation of Joint and Separate family
Vidyasahayak teachers of Saurashtra-Kutch.
5.
There will be no significant difference between the mean scores of
the Achievement motivation of P.T.C. and B.Ed. Vidyasahayak
teachers of Saurashtra-Kutch.
72
6.
There will be no significant difference between the mean scores of
the
Achievement
motivation
of
Married
and
Unmarried
Vidyasahayak teachers of Saurashtra-Kutch.
7.
There will be no significant difference between the mean scores of
the Achievement motivation of Below 25 years and Above 25
years Vidyasahayak teachers of Saurashtra-Kutch.
8.
There will be no significant difference between the mean scores of
the Achievement motivation of General and Science stream
Vidyasahayak teachers of Saurashtra-Kutch.
9.
There will be no significant difference between the mean scores of
the Achievement motivation of Vidyasahayak teachers who are
working in their Own district and Other district of SaurashtraKutch.
10. There will be no significant difference between the mean scores of
the Achievement motivation of Sufficient and Non sufficient
educational staff in their school of Vidyasahayak teachers of
Saurashtra-Kutch.
11. There will be no significant difference between the mean scores of
the Adjustment of Male and Female Vidyasahayak teachers of
Saurashtra-Kutch.
12. There will be no significant difference between the mean scores of
the Adjustment of Vidyasahayak teachers working in Rural and
Urban school area in Saurashtra-Kutch. .
13. There will be no significant difference between the mean scores of
the Adjustment of General and Reserve category Vidyasahayak
teachers of Saurashtra-Kutch.
14. There will be no significant difference between the mean scores of
the Adjustment of Joint and Separate family Vidyasahayak
teachers of Saurashtra-Kutch.
73
15. There will be no significant difference between the mean scores of
the Adjustment of P.T.C. and B.Ed. Vidyasahayak teachers of
Saurashtra-Kutch.
16. There will be no significant difference between the mean scores of
the
Adjustment
of
Married
and
Unmarried
Vidyasahayak
teachers of Saurashtra-Kutch.
17. There will be no significant difference between the mean scores of
the Adjustment of Below 25 years and Above 25 years
Vidyasahayak teachers of Saurashtra-Kutch.
18. There will be no significant difference between the mean scores of
the Adjustment of General and Science stream Vidyasahayak
teachers of Saurashtra-Kutch.
19. There will be no significant difference between the mean scores of
the Adjustment of Vidyasahayak teachers who are working in
their Own district and Other district of Saurashtra-Kutch.
20. There will be no significant difference between the mean scores of
the Adjustment of Sufficient and Non sufficient educational staff
in their school of Vidyasahayak teachers of Saurashtra-Kutch.
21. There will be no significant difference between the mean scores of
the Job involvement of Male and Female Vidyasahayak teachers
of Saurashtra-Kutch.
22. There will be no significant difference between the mean scores of
the Job involvement of Vidyasahayak teachers working in Rural
and Urban school area in Saurashtra-Kutch.
23. There will be no significant difference between the mean scores of
the
Job
involvement
of
General
and
Reserve
category
Vidyasahayak teachers of Saurashtra-Kutch.
24. There will be no significant difference between the mean scores of
the Job involvement of Joint and Separate family Vidyasahayak
teachers of Saurashtra-Kutch.
74
25. There will be no significant difference between the mean scores of
the Job involvement of P.T.C. and B.Ed. Vidyasahayak teachers
of Saurashtra-Kutch.
26. There will be no significant difference between the mean scores of
the Job involvement of Married and Unmarried Vidyasahayak
teachers of Saurashtra-Kutch.
27. There will be no significant difference between the mean scores of
the Job involvement of Below 25 years and Above 25 years
Vidyasahayak teachers of Saurashtra-Kutch.
28. There will be no significant difference between the mean scores of
the
Job
involvement
of
General
and
Science
stream
Vidyasahayak teachers of Saurashtra-Kutch.
29. There will be no significant difference between the mean scores of
the Job involvement of Vidyasahayak teachers who are working
in their Own district and Other district of Saurashtra-Kutch.
30. There will be no significant difference between the mean scores of
the Job involvement of Sufficient and Non sufficient educational
staff in their school of Vidyasahayak teachers of SaurashtraKutch.
31. There will be no significant difference between the mean scores of
the Job satisfaction of Male and Female Vidyasahayak teachers
of Saurashtra-Kutch.
32. There will be no significant difference between the mean scores of
the Job satisfaction of Vidyasahayak teachers working in Rural
and Urban school area in Saurashtra-Kutch.
33. There will be no significant difference between the mean scores of
the
Job
satisfaction
of
General
and
Reserve
category
Vidyasahayak teachers of Saurashtra-Kutch.
34. There will be no significant difference between the mean scores of
the Job satisfaction of Joint and Separate family Vidyasahayak
teachers of Saurashtra-Kutch.
75
35. There will be no significant difference between the mean scores of
the Job satisfaction of P.T.C. and B.Ed. Vidyasahayak teachers
of Saurashtra-Kutch.
36. There will be no significant difference between the mean scores of
the Job satisfaction of Married and Unmarried Vidyasahayak
teachers of Saurashtra-Kutch.
37. There will be no significant difference between the mean scores of
the Job satisfaction of Below 25 years and Above 25 years
Vidyasahayak teachers of Saurashtra-Kutch.
38. There will be no significant difference between the mean scores of
the Job satisfaction of General and Science stream Vidyasahayak
teachers of Saurashtra-Kutch.
39. There will be no significant difference between the mean scores of
the Job satisfaction of Vidyasahayak teachers who are working
in their Own district and Other district of Saurashtra-Kutch.
40. There will be no significant difference between the mean scores of
the Job satisfaction of Sufficient and Non sufficient educational
staff in their school of Vidyasahayak teachers of SaurashtraKutch.
41. There will be no significant difference between the mean scores of
the Job motivation of Male and Female Vidyasahayak teachers of
Saurashtra-Kutch.
42. There will be no significant difference between the mean scores of
the Job motivation of Vidyasahayak teachers working in Rural
and Urban school area in Saurashtra-Kutch.
43. There will be no significant difference between the mean scores of
the
Job
motivation
of
General
and
Reserve
category
Vidyasahayak teachers of Saurashtra-Kutch.
44. There will be no significant difference between the mean scores of
the Job motivation of Joint and Separate family Vidyasahayak
teachers of Saurashtra-Kutch.
76
45. There will be no significant difference between the mean scores of
the Job motivation of P.T.C. and B.Ed. Vidyasahayak teachers of
Saurashtra-Kutch.
46. There will be no significant difference between the mean scores of
the Job motivation of Married and Unmarried Vidyasahayak
teachers of Saurashtra-Kutch.
47. There will be no significant difference between the mean scores of
the Job motivation of Below 25 years and Above 25 years
Vidyasahayak teachers of Saurashtra-Kutch.
48. There will be no significant difference between the mean scores of
the Job motivation of General and Science stream Vidyasahayak
teachers of Saurashtra-Kutch.
49. There will be no significant difference between the mean scores of
the Job motivation of Vidyasahayak teachers who are working in
their Own district and Other district of Saurashtra-Kutch.
50. There will be no significant difference between the mean scores of
the Job motivation of Sufficient and Non sufficient educational
staff in their school of Vidyasahayak teachers of SaurashtraKutch.
51. There will be no significant difference between the mean scores of
the Job confidence of Male and Female Vidyasahayak teachers of
Saurashtra-Kutch.
52. There will be no significant difference between the mean scores of
the Job confidence of Vidyasahayak teachers working in Rural
and Urban school area in Saurashtra-Kutch.
53. There will be no significant difference between the mean scores of
the
Job
confidence
of
General
and
Reserve
category
Vidyasahayak teachers of Saurashtra-Kutch.
54. There will be no significant difference between the mean scores of
the Job confidence of Joint and Separate family Vidyasahayak
teachers of Saurashtra-Kutch.
77
55. There will be no significant difference between the mean scores of
the Job confidence of P.T.C. and B.Ed. Vidyasahayak teachers of
Saurashtra-Kutch.
56. There will be no significant difference between the mean scores of
the Job confidence of Married and Unmarried Vidyasahayak
teachers of Saurashtra-Kutch.
57. There will be no significant difference between the mean scores of
the Job confidence of Below 25 years and Above 25 years
Vidyasahayak teachers of Saurashtra-Kutch.
58. There will be no significant difference between the mean scores of
the Job confidence of General and Science stream Vidyasahayak
teachers of Saurashtra-Kutch.
59. There will be no significant difference between the mean scores of
the Job confidence of Vidyasahayak teachers who are working in
their Own district and Other district of Saurashtra-Kutch.
60. There will be no significant difference between the mean scores of
the Job confidence of Sufficient and Non sufficient educational
staff in their school of Vidyasahayak teachers of SaurashtraKutch.
61. There will be no significant difference between the mean scores of
the Present job situation of Male and Female Vidyasahayak
teachers of Saurashtra-Kutch.
62. There will be no significant difference between the mean scores of
the Present job situation of Vidyasahayak teachers working in
Rural and Urban school area in Saurashtra-Kutch.
63. There will be no significant difference between the mean scores of
the Present job situation of General and Reserve category
Vidyasahayak teachers of Saurashtra-Kutch.
64. There will be no significant difference between the mean scores of
the
Present
job
situation
of
Joint
and
Vidyasahayak teachers of Saurashtra-Kutch.
Separate
family
78
65. There will be no significant difference between the mean scores of
the Present job situation of P.T.C. and B.Ed. Vidyasahayak
teachers of Saurashtra-Kutch.
66. There will be no significant difference between the mean scores of
the
Present
job
situation
of
Married
and
Unmarried
Vidyasahayak teachers of Saurashtra-Kutch.
67. There will be no significant difference between the mean scores of
the Present job situation of Below 25 years and Above 25 years
Vidyasahayak teachers of Saurashtra-Kutch.
68. There will be no significant difference between the mean scores of
the Present job situation of General and Science stream
Vidyasahayak teachers of Saurashtra-Kutch.
69. There will be no significant difference between the mean scores of
the Present job situation of Vidyasahayak teachers who are
working in their Own district and Other district of SaurashtraKutch.
70. There will be no significant difference between the mean scores of the
Present job situation of Sufficient and Non sufficient educational staff
in their school of Vidyasahayak teachers of Saurashtra-Kutch.
1.9.0 Operational Definitions of the key terms
Some terms have wide scope of meaning in different contexts
but for working knowledge of the study, the researcher should put into
precise terms the connotations and meanings of the terms involved in
the statement of the problem. It is also essential for the researcher to
define some terms frequently used in a specific sense with some
limitations in the study. The key words are given below.
79
1.9.1 Primary school:
A school where primary school education for Std. 1st to 7th is
provided.
1.9.2 Saurashtra – Kutch:
Geographically districts of Saurashtra region and Kutch district
of the Gujarat state in India.
1.9.3 Vidyasahayak
The trained teacher appointed on the basis of fix salary for
initial five years of his\her job in primary school of Gujarat
state.
1.9.4 Science Stream Vidyasahayak Teacher
A primary school teacher who has passed an H.S.C. exam with
Science stream.
1.9.5 General Stream Vidyasahayak Teacher
A primary school teacher who has passed an H.S.C. exam with
General stream.
1.9.6 Achievement Motivation
According to Longman dictionary of Psychology and Psychiatry,
Achievement Motivation in general psychology is personal
accomplishment, or attainment of goals set by the individuals or
by society. In educational psychology, the term applies to a
specified level of proficiency in academic work in general or in a
specific skill such as reading or arithmetic.
In
the
present
study,
the
scores
on
Achievement
Motivation Scale” prepared by K.P. Meva, and translated from
“Personality Inventory” prepared by Minaxi Bhattnagar was
used.
1.9.7 Adjustment
Scores on the basis of responded by Vidyasahayak teachers on
Adjustment Inventory prepared by Parulben Purohit.
80
1.9.8 Job satisfaction
Scores on the basis of responded by Vidyasahayak teachers on
Job Satisfaction Questionnaire prepared by the researcher. Here
the researcher has divided job satisfaction into five terms; Job
involvement, Job satisfaction, Job motivation, Job confidence
and the Present job situation.
1.9.9 Job motivation
There are people found out there in the workforce that believe
they are obligated to do their best at their job simply because
that is what is expected from all of us as humans. On the other
hand there are those out there that want to only do as much as
they can get away with doing. No matter which one of these
employees you are or are working with companies and
employer's need to understand the concept of motivation.
Motivation comes in many forms such as money, benefits, or
simple recognition within. Motivation also leads to higher
productivity and profit and that is what we are all looking for in
business. The key to unlocking peak performance from your
work force is the concept of human motivation.
1.9.10 Job involvement
Job involvement is defined as a state of identification with work.
Therefore, if one has high job involvement, the job becomes part
of one’s identity. If identity crosses situational boundaries, the
job role of a person with high job involvement will also cross
situational boundaries. If this is the case, then job involvement
reduces segmentation of the job role. Therefore, as job
involvement increases, the potential for segmentation may
decrease; and as segmentation decreases, intervolve conflict
may rise.
81
1.9.11 Present Job Situation
Present Job Situation means the situation and the position
consider to economical, social, mental, physical and emotional
factors. Vidyasahayak teachers’ recent situation is considered
here the present Job Situation.
In the present study, the responses of Vidyasahayak teachers
on questionnaire for job satisfaction prepared by the researcher which
was known as Job Satisfaction Questionnaire.
1.10.0 Importance of the study
Each and every research may be useful for someone. This study
will be helpful and hopeful in many ways.
1.
This study will be helpful to the educators to know about
Achievement motivation, Adjustment and Job Satisfaction
of Vidyasahayak teachers.
2.
District Education Officer can identify the Achievement
motivation,
Adjustment
and
Job
satisfaction
of
Vidyasahayak teachers through this research.
3.
Education
Ministry
Vidyasahayak
will
teachers’
identify
the
situation
Achievement
of
motivation,
Adjustment and the Job satisfaction.
4.
P.T.C. and B.Ed. trainee will get the actual information
and scenario about the job as a Vidyasahayak.
5.
Educated society will know about the situation of
Vidyasahayak
teachers’
Achievement
motivation,
Adjustment and Job satisfaction.
6.
Vidyasahayak teachers who are presently working in
primary
school
will
know
about
their
Achievement
motivation, Adjustment and Job satisfaction through this
study.
82
7.
Job
Satisfaction
Questionnaire
constructed
by
the
researcher will be helpful for other research scholar.
8.
The findings of this research will be helpful to the D.I.E.T.
9.
The findings of this study will be helpful to the State
Primary Education Board.
10.
The
findings
of
this
study
will
be
useful
to
the
educationist.
1.11.0 Delimitations of the study
Present study carried following Delimitations:
1.
Present study included the Vidyasahayak teachers of the
Government school of Saurashtra region and Kutch
district in the sample. Vidyasahayak teachers in the
academic year of 2006-2007 were included in the sample
of the study.
2.
Job satisfaction has many factors but in this study only
five factors were measured, i.e. Job involvement, Job
satisfaction, Job motivation, Job confidence and Present
job situation.
3.
The responses retrieved from the Vidyasahayak teachers
only once a time, not any more try for data collection.
4.
Only Gujarati medium schools were selected for data
collection because the research tools were constructed
and available in Gujarati medium.
5.
The limitations of the tool will be the limitations of the
research.
6.
The Job Satisfaction Questionnaire constructed with the
use of Likert method. No other method was used to
construct the Job Satisfaction Questionnaire.
83
1.12.0 Organization of remaining chapters
The organization of the remaining chapters of the research
report is as following.
Chapter-II ‘Review of the Related Literature’ throws light on the
past research studies carried out in the present field along with
a summary of major points. It included the analysis of various
researches concern to the Achievement motivation, Adjustment
and Job satisfaction. These studies were from India and abroad
too. This analysis is presented here for the fulfillment of the
objectives of the present study and the fulfillment of the
hypotheses of the study with reference to various variables of
this study. It also highlights the distinguishing characteristics of
the present study.
Chapter-III
‘Research
Setting
and
Research
Design’
is
described in the third chapter. It describes the methodology
followed in carrying out the present study. It gives the details
with respect to population sample, design, tools, procedure of
data collection and the statistical techniques used for analyzing
the data. The tool construction procedure is also presented
here.
Chapter-IV ‘Data analyses and interpretation’ presented various
statistical techniques used for data analysis to examine the
hypotheses of the study. All these statistical analysis and
interpretations are shown in the tables here.
Chapter-V
‘Conclusions,
Findings
and
Recommendations’
presented the interpretations of null hypotheses. It contains
with a summery of the report along with the major findings,
observations, implications and recommendations for further
research.
84
CHAPTER – II
REVIEW OF RELATED LITERATURE
2.1.0
Introduction
2.2.0
The objectives of the review of related literature
2.3.0
The research analysis of theatrical factors
2.3.1 Concepts and Definitions of Achievement motivation
2.3.2 Concepts and Definitions of Adjustment
2.3.3 Concepts and Definitions of Job satisfaction
2.4.0
The Researches selected for Review
2.5.0
Available
educational
researches
on
Achievement
motivation
2.6.0
Available educational researches on Adjustment
2.7.0
Available educational researches on Job satisfaction
2.8.0
Review of available researches of Achievement motivation
2.9.0
Review of available researches of Adjustment
2.10.0 Review of available researches of Job satisfaction
2.11.0 Distinguishing features of the present study
85
CHAPTER – II
REVIEW OF RELATED LITERATURE
2.1.0 Introduction
After the selection of research subject, it is most important to
know about the depth of this subject related research. So the study of
related literature is essential here. George G. More writes for the
importance of the study of related literatureThe review of the reference literature is essential for the
development of the problem and to the derivation of an affective
approach to solution.
Desai and Desai3 (1989) stated;
Review of related study is most important to identify the problem
and investigate the research planning.
The study of related literature is useful for the subject concern
information, findings of the researches, solved problems, different
research techniques, utilizations of the research findings etc. The
study of related literature is also useful for the implementation of
effective approach to solve the unknown problems.
Present
study
included
different
variables,
achievement
motivation, adjustment and job satisfaction related review in related
literature analysis. Research analysis of the related field is very
important work for any research.
A human can develop and progress with the experiences of the
past. Published and collective knowledge in the books may be
motivated for a person. The researcher should have considered
following factors before decide the direction and the dimension of his
work.
3
H.G. Desai and K.G. Desai, Research Methods and Procedures, University Granth
Nirman Board, Ahmedabad (1989) p. 306
86
•
The researcher decides usefulness of his research in
different fields of education.
•
The researcher take awareness for his research should
not be the repetitive research than other research.
•
The researcher indicates the extraordinary matters of
the present study than other research.
The review of the pre research analysis is guide for problem
solving and to help in identification of the problem for present
researcher. The horizon of knowledge expands by the study of the past
research. The point of view may expand and researcher’s grip on his
research may be strong. So here the researcher has not only done the
non use exercise, but it is an investment for education.
The research is a whole unit. Research work is more conscious
than other mechanical work. It is individual too. Related research
analysis is important for an identity of the special matters of the
present study.
There is no any definite method to present the presentation the
appropriate form of related literature. One method presents the views
according to its time and related circumstances while another
represents with the reference of their operational definitions of
different variables, definitions, methods, findings of the study, analysis
of the study etc. Here the researcher has presented the related study
with their time.
2.2.0 The objectives of the review of related literature
Following were the chief objectives for the research analysis of
related study.
1) To
know
about
the
study
of
Job
satisfaction,
Adjustment and Achievement motivation in various
research.
87
2) To identify various educational fields through the study
of different research.
3) To know about the tools utilized for the measurement of
Job
satisfaction,
Adjustment
and
Achievement
motivation.
4) To study of an effectiveness of independent variable at
different levels of dependent variable.
5) To study about different statistical techniques utilized
for the analysis of different researches.
6) To know about the findings of various researches.
Present review of related literature depends on two kinds of
literature.
(1)
Literature for theatrical evidence
(2)
The linkage of past studies to the present studies
2.3.0 The research analysis of theatrical factors
Present
study
depends
on
three
major
factors
like Job
satisfaction, Adjustment and Achievement motivation of Vidyasahayak
teachers. Different definitions and concepts of Job satisfaction,
adjustment and achievement motivation were most important to study
here. The researcher has found out the resources of theatrical
evidence. Here following the researcher has narrated these factors as
per their time.
2.3.1 Concepts and Definitions of Achievement motivation
Over the years, Behavioral Scientists4 have noticed that some
people have an intense desire to achieve something, while others may
not seem that concerned about their achievements. This phenomenon
has attracted a lot of discussions and debates. Scientists have
observed that people with a high level of achievement motivation
4
www.ezinearticles.com/?Achievement-Motivation &id=429438
88
exhibit certain characteristics. Achievement motivation is the tendency
to endeavor for success and to choose goal oriented success or failure
activities.
Achievement motivation forms to be the basic for a good life.
People who are oriented towards achievement, in general, enjoy life
and feel in control. Being motivated keeps people dynamic and gives
them self-respect. They set moderately difficult but easily achievable
targets, which help them, achieve their objectives. They do not set up
extremely difficult or extremely easy targets. By doing this they ensure
that they only undertake tasks that can be achieved by them.
Achievement motivated people prefer to work on a problem rather
than leaving the outcome to chance. It is also seen that achievement
motivated people seem to be more concerned with their personal
achievement rather than the rewards of success.
It is generally seen that achievement motivated people evidenced
a significantly higher rate of advancement in their company compared
to others. Programs and courses designed, involves seven "training
inputs."
•
The first step refers to the process through which
achievement motivation thinking is taught to the
person.
•
The second step helps participants understand
their own individuality and goals.
•
The
third
assist
participants
in
practicing
achievement-related actions in cases, role-plays,
and real life.
•
A fourth refers to practicing of achievement-related
actions in business and other games.
•
A fifth input encourages participants to relate the
achievement behavior model to their own behavior,
self-image, and goals.
89
•
The sixth program facilitates participants to develop
a personal plan of action.
•
Finally,
the
feedback
on
course
their
provides
progress
participants
towards
with
achieving
objectives and targets.
Achievement motivation as a branch of study has greatly
established its prominence. A number of companies are now training
their employees in the same.
Motivation can be defined as the driving force behind all the
actions of an individual. The influence of an individual's needs and
desires both have a strong impact on the direction of their behavior.
Motivation is based on your emotions and achievement-related goals.
There are different forms of motivation including extrinsic, intrinsic,
physiological, and achievement motivation. There are also more
negative forms of motivation. Achievement motivation can be defined
as the need for success or the attainment of excellence. Individuals
will satisfy their needs through different means, and are driven to
succeed for varying reasons both internal and external.
Harackiewicz, Barron, Carter, Lehto, and Elliot5 (1997)
stated Motivation is the basic drive for all of our actions. Motivation
refers to the dynamics of our behavior, which involves our needs,
desires, and ambitions in life. Achievement motivation is based on
reaching success and achieving all of our aspirations in life.
Achievement goals can affect the way a person performs a task and
represent a desire to show competence.
These basic physiological motivational drives affect our natural
behavior in different environments. Most of our goals are incentivebased and can vary from basic hunger to the need for love and the
establishment of mature sexual relationships. Our motives for
achievement can range from biological needs to satisfying creative
5
www.personalityresearch.org/papers/rabideau.html
90
desires or realizing success in competitive ventures. Motivation is
important because it affects our lives everyday. All of our behaviors,
actions, thoughts, and beliefs are influenced by our inner drive to
succeed.
Atkinson and Feather6 (1966) state:
The person in whom the achievement motive is stronger should
set his level of aspiration in the intermediate zone where there is
moderate risk. Carefully measuring where they will get the best pay off
not too easy but yet not too difficulties.
George P. Burnham7:
I can't do it" never yet accomplished anything; "I will try" has
performed wonders.
Orison Swett Marden:
A constant struggle, a ceaseless battle to bring success from
inhospitable surroundings, is the price of all great achievements.
John Maxwell:
A difficult time can be more readily endured if we retain the
conviction that our existence holds a purpose - a cause to pursue, a
person to love, a goal to achieve.
John Christian Bovee:
A failure establishes only this; that our determination to succeed
was not strong enough.
Wayne W. Dyer:
A non-doer is very often a critic-that is, someone who sits back
and watches doers, and then waxes philosophically about how the
doers are doing. It's easy to be a critic, but being a doer requires effort,
risk, and change.
Montaigne:
A wise man sees as much as he ought, not as much as he can.
6
7
www.uwstout.edu/lib/thesis/2002/2002zenzent.pdf
quotations.about.com/cs/inspirationquotes/a/Achievements2.htm
91
Edward William:
A young person, to achieve, must first get out of his mind any
notion either of the ease or rapidity of success. Nothing ever just
happens in this world.
Jack Nicklaus:
Achievement is largely the product of steadily raising one's levels
of aspiration and expectation.
Orison Swett Marden:
Achievement is not always success while reputed failure often is.
It is honest endeavor, persistent effort to do the best possible under any
and all circumstances.
Achievement motivation defined as the need to perform well or
the striving for success, and evidenced by persistence and effort in the
face of difficulties, achievement motivation is regarded as a central
human motivation.
David McClellan8 (1961) measured it by analyzing respondents'
narratives; rather more controversially he hypothesized that it was
related to economic growth.
Conrad Hilton9:
Achievement seems to be connected with action. Successful men
and women keep moving. They make mistakes, but they don't quit.
David J. Schwartz:
All great achievements require time.
Zig Ziglar:
All of us perform better and more willingly when we know why
we're doing what we have been told or asked to do.
Albert Camus:
An achievement is bondage.
It obliges one to a higher
achievement.
8
9
www.encyclopedia.com/doc/1O88-achievementmotivation
www.quotations.about.com/cs/inspirationquotes/a/Achievements8.htm
92
Benjamin Franklin:
An investment in knowledge always pays the best interest.
Friedrich Engels:
An ounce of action is worth a ton of theory.
Abraham Lincoln:
And in the end, it's not the years in your life that count. It's the
life in your years.
Cavett Robert:
Any man who selects a goal in life which can be fully achieved
has already defined his own limitations.
2.3.2 Concepts and definitions of Adjustment
The Adjustment is a very complex term. It is concern to ones’
individuality and situation. Lehner and Cube stated;
Personal Adjustment is a process of interaction between us and
the environment. In this process we can either adapt to the environment
or alter it. Personal Adjustment depends on successful interaction.
A person with misadjust often experiences feelings of depression
or anxiety or combined depression and anxiety. As a result, that
person may act out behaviorally against the "rules and regulations" of
family, work, or society. In some people, an adjustment may manifest
itself in such behaviors as skipping school, unexpected fighting,
recklessness, or legal problems. Other people, however, instead of
acting out, may tend to withdraw socially and isolate themselves
during their adjustment problems. Still others may not experience
behavioral disturbances, but will begin to suffer from physical illness.
If someone is already suffering from a medical illness, that condition
may worsen during the time of the adjustment. People in the midst of
adjustment, often do poorly in school or at work. Very commonly they
begin to have more difficulty in their close, personal relationships.
93
Listed below are some of the characteristics associated with the
Adjustment:
1) A person with an adjustment problem with depressed
mood may have mostly a depressed mood, hopeless
feelings, and crying spells.
2) A person with an adjustment disorder with anxiety
would experience anxious feelings, nervousness, and
worry.
3) Someone with an adjustment problem with mixed
anxiety and depressed mood would, obviously, have a
mixture of anxious and depressed feelings.
4) An individual with an adjustment disorder with
disturbance of conduct may act out inappropriately.
This person may act out against society, skip school,
or begin to have trouble with the police.
5) A person with an adjustment disorder with mixed
disturbance of emotions and conduct would have a
mixture of emotional and conduct problems.
Chief characteristics associated with an Adjustment
A
mental
health
professional
makes
a
diagnosis
of
an
Adjustment by taking a careful personal history from the client. It is
important to the therapist to learn the details that surround the
stressful event or events in that person's life. No laboratory tests are
required to make a diagnosis of adjustment nor are there any physical
conditions that must be met. However, it is very important for the
therapist not to overlook a physical illness that might mimic or
contribute to a psychological disorder. If there is any question whether
the individual might have a physical problem, the mental health
professional should recommend a complete physical examination by a
94
medical doctor. Laboratory tests might be necessary as a part of the
physical workup.
The conditions associated with adjustment develop within three
months of the beginning of the stressful problem. An adjustment
usually lasts no longer than three to six months. The condition may
persist, however, if an individual is suffering from chronic stress such
as that caused by an illness, a difficult relationship, or worsening
financial problems.
Definitions of the Adjustment from Online Medical Dictionary10
1).
The act of adjusting, or condition of being adjusted;
act of bringing into proper relations; regulation.
“Success depends on the nicest and minutest
adjustment of the parts concerned.”
2).
Settlement of claims; an equitable arrangement of
conflicting
claims,
as
in
set-off,
contribution,
exoneration, subrogation, and marshaling.
3).
The operation of bringing all the parts of an
instrument, as a microscope or telescope, into their
proper relative position for use; the condition of
being thus adjusted; as, to get a good adjustment; to
be in or out of adjustment.
2.3.3 Concept and Definitions of Job satisfaction
Job satisfaction describes how content an individual is with his
or her job. It is a relatively recent term since in previous centuries the
jobs available to a particular person were often predetermined by the
occupation of that person's parent. There are a variety of factors that
can influence a person's level of job satisfaction; some of these factors
include the level of pay and benefits, the perceived fairness of the
10
cancerweb.ncl.ac.uk/cgi-bin/omd? adjustment
95
promotion system within a company, the quality of the working
conditions, leadership and social relationships, and the job itself (the
variety of tasks involved, the interest and challenge the job generates,
and the clarity of the job description/requirements).
The happier people are within their job, the more satisfied they
are said to be. Job satisfaction is not the same as motivation,
although it is clearly linked. Job design aims to enhance job
satisfaction and performance; methods include job rotation, job
enlargement and job enrichment. Other influences on satisfaction
include the management style and culture, employee involvement,
empowerment and autonomous work groups. Job satisfaction is a
very
important
attribute
which
is
frequently
measured
by
organizations. The most common way of measurement is the use of
rating scales where employees report their reactions to their jobs.
Questions relate to rate of pay, work responsibilities, variety of tasks,
promotional opportunities the work itself and co-workers.
Job satisfaction has been defined as a pleasurable emotional
state resulting from the appraisal of one’s job; an affective reaction to
one’s job; and an attitude towards one’s job.
Weiss11 (2002) has argued that Job satisfaction is an attitude
but points out that researchers should clearly distinguish the objects
of cognitive evaluation which are affect (emotion), beliefs and
behaviors. This definition suggests that we form attitudes towards our
jobs by taking into account our feelings, our beliefs, and our
behaviors.
Some argue that Maslow’s hierarchy of needs theory, a
motivation theory, laid the foundation for Job satisfaction theory. This
theory explains that people seek to satisfy five specific needs in life
11
www.wikipedia, the free encyclopedia
96
– physiological needs
– safety needs
– social needs
– self-esteem needs, and
– self-actualization
Models of Job Satisfaction
Affect Theory
Edwin A. Locke’s12 Range of Affect Theory (1976) is arguably
the most famous Job Satisfaction Model. The main premise of this
theory is that satisfaction is determined by a discrepancy between
what one wants in a job and what one has in a job. Further, the
theory states that how much one values a given facet of work (e.g. the
degree of autonomy in a position) moderates how satisfied/dissatisfied
one becomes when expectations are/aren’t met. When a person values
a particular facet of a job, his satisfaction is more greatly impacted
both positively (when expectations are met) and negatively (when
expectations are not met), compared to one who doesn’t value that
facet. To illustrate, if Employee A values autonomy in the workplace
and Employee B is indifferent about autonomy, then Employee A
would be more satisfied in a position that offers a high degree of
autonomy and less satisfied in a position with little or no autonomy
compared to Employee B. This theory also states that too much of a
particular facet will produce stronger feelings of dissatisfaction the
more a worker values that facet.
Dispositional Theory
Another well-known Job satisfaction theory is the Dispositional
Theory. It is a very general theory that suggests that people have
12
E. P Locke and Weiss H. M: Organizational behavior: affect in the workplace,
Annual Review of Psychology (2001), p.p. 53, 279-307.
97
innate dispositions that cause them to have tendencies toward a
certain level of satisfaction, regardless of one’s job. This approach
became a notable explanation of Job satisfaction in light of evidence
that job satisfaction tends to be stable over time and across careers
and jobs. Research also indicates that identical twins have similar
levels of Job satisfaction.
Judge13(1998) proposed a significant model that narrowed the
scope of the Dispositional Theory. It was the Core Self-evaluations
Model. Judge argued that there are four Core Self-evaluations that
determine one’s disposition towards Job satisfaction: self-esteem,
general self-efficacy, locus of control, and neuroticism. This model
states that higher levels of self-esteem (the value one places on his
self) and general self-efficacy (the belief in one’s own competence) lead
to higher work satisfaction.
Two-Factor Theory (Motivator-Hygiene Theory)
Frederick Hertzberg’s14 (1959) two factor theory (also known as
Motivator Hygiene Theory) attempts to explain satisfaction and
motivation in the workplace. This theory states that satisfaction and
dissatisfaction are driven by different factors – motivation and hygiene
factors, respectively. Motivating factors are those aspects of the job
that make people want to perform, and provide people with
satisfaction, for example achievement in work, recognition, promotion
opportunities. These motivating factors are considered to be intrinsic
to the job, or the work carried out. Hygiene factors include aspects of
13
T. A. Judge, Thoresen, C. J. Bono and G. K. Patton: The job satisfaction-job
performance relationship: A qualitative and quantitative review, Psychological
Bulletin (2001). p.p. 376-407.
14
F. Hertzberg, B.Mausner and B. B. Snyderman: The Motivation to Work (2nd Ed.).
New York (1959).
98
the working environment such as pay, company policies, supervisory
practices, and other working conditions.
While
Hertzberg's
model
has
stimulated
much
research,
researchers have been unable to reliably empirically prove the model,
with Hackman and Oldham suggesting that Hertzberg's original
formulation of the model may have been a methodological artifact.
Furthermore, the theory does not consider individual differences,
conversely predicting all employees will react in an identical manner
to changes in motivating/hygiene factors. Finally, the model has been
criticized in that it does not specify how motivating/hygiene factors
are to be measured.
Job Characteristics Model
Hackman
and
Oldham15
(1976)
proposed
the
Job
Characteristics Model, which is widely used as a framework to study
how particular job characteristics impact on job outcomes, including
job satisfaction. The model states that there are five core job
characteristics.
1. Skill variety,
2. Task identity,
3. Task significance,
4. Autonomy, and
5. Feedback
These are impact three critical psychological states (experienced
meaningfulness,
experienced
responsibility
for
outcomes,
and
knowledge of the actual results), in turn influencing work outcomes
(job satisfaction, absenteeism, work motivation, etc.). The five core job
15
J. R Hackman and G. R. Oldham: Motivation through the design of work, Test of a
theory. Organizational Behavior and Human Performance (1976), p.p.16,
250-279.
99
characteristics can be combined to form a Motivating Potential Score
(MPS) for a job, which can be used as an index of how likely a job is to
affect an employee's attitudes and behaviors. A meta-analysis of
studies that assess the framework of the model provides some support
for the validity of the Job Characteristics Model.
Measurement of the Job Satisfaction
There are many methods for measuring Job satisfaction. By far,
the most common method for collecting data regarding job satisfaction
is the Likert scale (named after Rensis Likert). Other less common
methods of for gauging Job satisfaction include: Yes/No questions,
True/False questions, point systems, checklists, and forced choice
answers.
Smith, Kendall and Hulin16 (1969) created the Job Descriptive
Index (JDI), is a specific questionnaire of Job satisfaction that has been
widely used. It measures one’s satisfaction in five facets: pay,
promotions and promotion opportunities, coworkers, supervision, and
the work itself. The scale is simple, participants answer either yes, no,
or can’t decide (indicated by ‘?’) in response to whether given
statements accurately describe one’s job.
The job in general index is an overall measurement of Job
satisfaction. It was an improvement to the Job Descriptive Index
because the JDI focused too much on individual facets and not enough
on work satisfaction in general.
Other job satisfaction questionnaires include:
o Minnesota Satisfaction Questionnaire ( MSQ )
o Job Satisfaction Survey (JSS )
o Faces Scale
16
P. C Smith, L. M. Kendall and C. L. Hulin: Measurement of satisfaction in work
and retirement. Chicago: Rand McNally (1969).
100
The MSQ measures job satisfaction in 20 facets and has a long
form with 100 questions (5 items from each facet) and a short form
with 20 questions (1 item from each facet). The JSS is a 36 item
questionnaire that measures nine facets of job satisfaction. Finally, the
Faces Scale of Job satisfaction, one of the first scales used widely,
measured overall Job satisfaction with just one item which participants
respond to by choosing a face.
2.4.0 The Researches Selected for Review
Past researches concern to Achievement motivation, Adjustment
and Job satisfaction were included here for the review of related study.
The sources for this review were the Magazines of educational
and
psychological
research,
International
abstracts,
Survey
of
Educational researches, Abstracts, Published magazines, Unpublished
researches, Reports, Educational and Psychological research related
Internet websites, etc.
Equivalent Sample Selection Techniques were used for review of
related literature in this study. Therefore the numbers of researches are
not equal in each factor of the study. Table 2.1 shows the researches
included for the review here.
Table: 2.1
Researches selected for the Review
Sr.
No.
1.
Subject
Number of Researches
Achievement motivation
08
2.
Adjustment
21
3.
Job satisfaction
31
Total
60
Table 2.1 discloses that eight researches of Achievement
motivation were included for review, while twenty one researches were
101
available for Adjustment concern. Thirty one researches included for
the Job satisfaction.
2.5.0 Available Educational Researches on
Achievement motivation
This review of related study presented here with the reference of
area, reading and cause-relation study. It is a presentation of an
individual planning of the researcher.
Borge and Gall17 (1978) stated;
The literature of in each field should be future oriented. If we fail
to organize the fundamentals through review of related literature, our
work can be said limited or unsatisfied.
Therefore, the review of related study is the direction of valuable
contribution for the new generation of research.
The review of related literature motivated to the researcher for
simple and effective research activity. Therefore, here the researcher
can analyze the collected data through appropriate research method
according to the objectives of the study.
The researcher has studied the past researches concern to the
Achievement motivation. The studies have been studied by the
researcher very deeply of Ph.D., M. Phil and M.Ed. level in different
universities. The researcher has studied the books on education and
psychology related research. He has been studied the volumes of
Educational Research by N.C.E.R.T. The researcher has widely used
the internet websites for detailed study. The researcher has obtained
the plenty of research abstracts through the use of the Internet
websites.
17
W.R. Borge and Gall: Educational Research and Introduction, M.C. Grow Hill Book
Company, New York (1978), p.708.
102
The researcher has found out the answers of the following
questions through the study of above various sources.
1. Why do the Achievement motivation not found in teachers’
job?
2. Which is the element contributed the role in the Achievement
motivation among teachers according to different Investigators
and Psychologists?
3. What is the Achievement motivation according to different
researchers?
4. How types of the sample selected for the measurement of the
teachers’ Achievement motivation by different researchers?
5. Which tools had utilized for the measurement of teachers’
Achievement motivation?
6. Which method was implemented for the procedure of the data
analysis?
7. Which variables had measured for examined the relation?
8. What are the distinguished findings of teachers’ Achievement
motivation?
The researcher has studied plenty of research abstracts very
deeply. The researcher has concluded some selected research abstracts
in following tables.
Table 2.2 indicates the research abstracts concern to the
Achievement motivation.
103
Table: 2.2
Available Researches of the Achievement motivation
Sr.
Name of the
No.
researcher
1. Lakhiya Nikhil R.
Year
University
1971
S.P.University,V.V.Nagar
2.
K. Sangeetha Rao
1975
M.S.University, Baroda
3.
Patel A.D.
1977
M.S.University, Baroda
4.
Kirpalsinh Narulla
1978
M.S.University, Baroda
5.
Joshi Chandramouli V.
1999
Saurashtra Uni. Rajkot
6.
Thomas G. Zenzen
2002
University of WisconsinStout Menomonie
7.
Atul Vyas
2005
Saurashtra Uni. Rajkot
8.
Purohit N.P.
2006
Saurashtra Uni. Rajkot
104
Table: 2.3
Name of the researcher, variable, sample of the study, tool, procedure of analysis and the
findings of the study of Achievement motivation related researches
Sr.
No.
1.
Name of the
Researcher
Lakhiya Nikhil R.
(1971)
2.
K. Sangeetha Rao
(1975)
Variable
Achievement
motivation,
Area,
Experience,
Age
Sex, Age,
Qualification,
Subjects,
Disabilities
Sample
100
teachers of
6 schools
and a
Training
College
410 B.Ed.
College
trainee of
Madras
University
Tools
Attitude
Measurement
Scale of Smt.
Yashomatiben
Patel, Personality
Test of
Dr.C.C.Pathak
and T.A.T. Test of
S.S. David
T. A. T. test and
other rules
Procedure
of data
analysis
--
--
Findings of the study
•
80% teachers were below to
the attitude category. It
means
they
have
high
adjustment attitude. They
have high N.H. score
•
The teachers who have below
6.7 score, they distributed in
N.H. score. Teachers have
profound N.H. score.
•
Achievement motivation and
Academic activity have found
profound relation.
•
No
difference
found
Achievement motivation
male and female.
of
in
105
Table 2.3 Continue….
Sr.
No.
3.
4.
Name of the
Researcher
Patel A.D.(1977)
Kirpalsinh Narulla
(1978)
Variable
Gender,
Social
Economical
status,
Anxiety
Type of
family,
Personal
Selection,
Achievement
Motivation,
Anxiety and
Social
economical
status
Sample
876 trainee
teachers
608
trainees of
Govt.
Educational
Institute for
Training of
Orissa State
Tools
The Merit
Appearance Test’
S.E.S.Scale,
Anxiety
Measurement
Scale
Self Report
Card,T.A.T. Test
and Dr. Sinha’s
Anxiety Test
Procedure
of data
analysis
-
-
Findings of the study
•
Trainee teachers have good
achievement motivation level
•
There
was
significant
difference
of
achievement
motivation found in male and
female trainee teachers.
•
There was no significant
difference
found
between
anxiety
and
achievement
motivation.
•
There was no difference found
between general family and
backward
family
with
reference to their ability,
achievement motivation.
106
Table 2.3 Continue….
Sr.
No.
Name of the
Researcher
5.
Joshi
Chandramouli V.
(1999)
6.
Thomas G. Zenzen
(2002)
7.
Atul Vyas
(2005)
Variable
Sample
Tools
Procedure
of data
analysis
Sex, Marital
status, Edu.
Qualification,
Educational
Experience,
Type of
School,
Area of the
school
Achievement
Motivation,
Sex and Area
of the School
525 primary ‘Achievement
school
Motivation Scale’
teachers
translated by K.P.
Meva, ‘Value
Measurement
Scale’ translated
by Govind G.
Nakum,
Attitude Scale
99 students Atkinson’s Risk
of the
Taking Model of
Industrial
Achievement
Technology motivation
Course
Mean,
Standard
deviation,
Analysis
of
variance
t-test and
F- test
--
Sex,
Marital
status,
Education
Qualification,
Educational
Experience,
Type of
School.
646
Secondary
school
teachers
t-Test
and FTest
‘Achievement
motivation Scale’
translated by K.P.
Meva, Value
Measurement
Scale translated
by Govind G.
Nakum,
Attitude Scale
Findings of the study
•
There was no significant
difference
found
in
Achievement motivation of
primary teachers concern to
various
independent
variables.
•
The Pearson Correlation was
not significant.
•
No relationship was found
between the number of
projects attempted and the
distance of the ring toss
attempted.
• Achievement motivation of
male and female teachers of
secondary school found all
most equal.
• Achievement motivation of
different
education
qualification
teachers
of
secondary school was all
most equal.
107
Table 2.3 Continue….
Sr.
No.
8.
Name of the
Researcher
Purohit N.P.
(2006)
Variable
Sample
Tools
Sex, Marital
status,
Education
Qualification,
Educational
Experience,
Type of
School,Area
of the school
and Type of
family
943 primary
school
teachers of
Saurashtra
and Kutch
region
‘Achievement
motivation Scale’
translated by K.P.
Meva, ‘Value
Measurement
Scale’ translated
by Govind G.
Nakum, and
Attitude Scale
Procedure
of data
analysis
Findings of the study
Mean,
Correlat
ion,
• The teachers of Primary
school in urban area have
highly self confidence.
Standard
deviation,
• S.T. category primary
teachers’ mental adjustment
found the highest.
t-test
and
F-Test
• The social value of male and
female teachers found all
most equal.
• Primary teachers of O.B.C.
category have found high
Achievement motivation.
108
Lakhiya18 (1971) studied for teachers’ attitude towards their job
with reference to Intellectual, Educational, Socio-economical status and
Achievement motivation. Achievement motivation, Area, Experience and
Age were the variables selected for his study. The research included 100
teachers of 6 schools and a Training College in the sample. There were
three different tools used for data collection. (1) Attitude Measurement
Scale of Smt. Yashomatiben Patel, (2) Personality test of Dr.C.C.Pathak
and (3) T.A.T. Test of S.S. David. 80% teachers were below to the attitude
category. It means they have high adjustment attitude. They have high
N.H. score and the teachers who have below 6.7 score, they distributed
in N.H. score. Teachers have profound N.H. score.
Rao19 (1975) has studied on Self preparation, Achievement
motivation and Academic performance of the perspective Secondary
school teacher. 410 B.Ed. College trainees of Madras University were
included in the Sample of the study. T. A. T. test and other rules were
used for the data collection. Achievement motivation and Academic
activity
have
found
profound
relation.
No
difference
found
of
Achievement motivation in male and female.
Patel20 (1977) has studied on an Achievement motivation, Anxiety
and Performance at the University examination and socio-economical
status of student-teacher in the college of education in Gujarat state. 876
18
N.R. Lakhiya: Teachers’ attitude towards their job with reference to Intellectual,
Educational, Socio-economical status and Achievement motivation (Guj.),
Unpublished Dissertation, Sardar Patel University, Vallabhvidyanagar (1971).
19
S.K. Rao: A study of Self preparation, Achievement motivation and Academic
performance of the perspective Secondary school teacher (Guj.), Unpublished
Ph.D. Thesis, M.S. University, Baroda (1975).
20
A. D. Patel: A study of Achievement motivation, Anxiety and Performance at the
University examination and Socio-economical status of student-teacher in the
College of education in Gujarat state, (Guj.), Unpublished Ph.D. Thesis, M.S.
University, Baroda (1977).
109
trainee teachers were included in the sample of the study. Different
dependent and independent variables like; gender, socio-economical
status and the anxiety were measured in this study. The Merit
Appearance Test, S.E.S. Scale and the Anxiety Measurement Scale were
used and implemented for the procedure of the data collection. In the
findings of the study the trainee teachers have good Achievement
motivation level found. There was significant difference of Achievement
motivation found in male and female trainee teachers and no significant
difference found between Anxiety and Achievement motivation.
Narulla21 (1978) has studied on an Achievement motivation,
Personal performance perception, Anxiety, Risk taking behavior and
other correlates in relation to intelligence, Socio-economic status and
performance of the prospective Secondary school teachers of Orissa
state. 608 trainees of Govt. Educational Institute for Training of Orissa
State were included in the sample of the study. Type of family, Personal
selection, Achievement motivation, Anxiety and Social economical status
included as variables of the study. Self Report Card for Teachers’ T.A.T.
Test and Dr. Sinha’s Anxiety Test were used for the data collection. There
was no difference found between general family and backward family
with reference to their ability, achievement motivation and taken the
responsibility.
21
K.S. Narulla: A study of Achievement motivation, Personal Performance Perception,
Anxiety, Risk taking behavior and other correlates in relation to intelligence,
Socio-economic status and performance of the prospective Secondary school
teachers of Orissa state, Unpublished Ph.D. Thesis, M.S. University(1978).
110
Joshi22 (1999) has studied on an Achievement motivation, Values
and Attitude towards teaching of Primary school teachers. 525 primary
school teachers were included in the sample of the study. Different
variables like; sex, marital status, educational qualification, educational
experience, type of School and area of the school were measured in
present study. Achievement Motivation Scale translated by K.P. Meva,
Value Measurement Scale translated by Govind G. Nakum and an
Attitude Scale were used for the data collection of the study. Mean,
Standard Deviation, t-test and F- Test were different statistical
techniques used for analyzing the collected data. The result of the study
found that there was no significant difference found in achievement
motivation of primary teachers concern to various independent variables.
Zenzen23 (2002) has studied on the subjects of the ninety nine
students in the Industrial Technology course at Kellogg Middle School,
Rochester, Minnesota, during the period of August 1999 to January
2000. The instrument used was based on Atkinson and Feather’s (1966)
study in which they used a ring toss to estimate achievement motivation.
Each participant in the study was allowed to have one throw of a ring at
any of three pegs. One peg was at five feet, one peg at ten feet, and one
peg at fifteen feet. Atkinson and Feather (1966) contend that individuals
with high achievement motivation will throw at the ten-foot peg. The
instrument used was Atkinson’s Risk Taking Model of Achievement
22
Chandramouli V. Joshi: A study of Achievement motivation, Values and Attitude
towards teaching of Primary school teachers, Unpublished Ph.D. Thesis,
Saurashtra University (1999).
23
Thomas.G. Zenzen: Achievement motivation, Unpublished Research Paper, University
of Wisconsin - Stout, Menomonee (2002).
111
Motivation. The purpose of this study is to determine the level of
correlation between Achievement Motivation, as measured by Atkinson’s
Risk Taking Model of Achievement, and student performance as
measured by project completion for Industrial Technology students at
Kellogg Middle School, Rochester, Minnesota. The results of this study
did not match the results of the original study done by Atkinson and
Feather. The Pearson Correlation was not significant. No relationship
was found between the number of projects attempted and the distance of
the ring toss attempted. This study found no relationship between
Achievement motivation, as measured by Atkinson’s Risk Taking Model
of Achievement, and student performance as measured by project
completion for 7th grade Industrial Technology students at Kellogg
Middle School, Rochester, Minnesota.
Vyas24 (2005) has studied about Values, Achievement motivation
and Attitude toward teaching of Secondary school teacher. 646
Secondary school teachers were included in the sample of the study. Sex,
marital status, educational qualification, educational experience, type of
school, area of the school and type of family were different variables
measured in the study. Three different tools, Achievement Motivation
Scale, Value Measurement Scale and Attitude Scale were used for the
data collection. The collected data analyzed with the help of t-test and Ftest. Achievement motivation of male and female teachers of secondary
school was found all most equal. Achievement motivation of different
education qualification teachers of secondary school was found all most
24
Atul.K. Vyas: A study of Values, Achievement motivation and Attitude toward teaching
of Secondary school teacher (Guj.), Unpublished Ph.D. Thesis, Saurashtra
University (2005).
112
equal. Achievement motivation of different age educational experienced
teachers of secondary school was found all most equal.
Purohit25
confidence,
(2006)
Adjustment,
studied
Values
on
and
Primary
school
Achievement
teachers’
Self
motivation.
943
primary school teachers of Saurashtra and Kutch region were included in
the sample of the study. Sex, marital status, educational qualification,
educational experience, type of School, area of the school and type of
family were different independent variables measured in the study. Three
different tools; Achievement Motivation Scale, Value Measurement Scale
and Attitude Scale were utilized for the data collection. For the procedure
of data analysis Mean, Correlation, Standard Deviation, t-test and F-test
were different statistical techniques used. The teachers of Primary school
in urban area have highly self confidence found. S.T. category primary
teachers’ mental adjustment found the highest. The social value of male
and female teachers found all most equal. Primary teachers of O.B.C.
category have found high Achievement motivation.
2.6.0 Available educational researches on Adjustment
The researcher has found twenty one researches related to
Adjustment. These researches were from 1966 A.D. to 2006 A.D.
Adjustment was included as a dependent variable in present study. The
available researches were concern to the Educational achievement, sex,
standard, social economical level etc. These factors were included as a
variable in different studies. The analysis of these researches is given in
Table 2.4 and Table 2.5.
25
Parulben N. Purohit: A study of Primary school teachers’ Self confidence, Adjustment,
Values and Achievement motivation (Guj.), Unpublished Ph.D. Thesis Thesis,
Saurashtra University (2006).
113
Table 2.4
Available Researches on the Adjustment
Sr.
No.
Name of the
researcher
Year
University
1.
Bhagiya N. M.
1966
M. S. University, Baroda
2.
Agraval R. N.
1970
Agra University
3.
Bhatt N. J.
1972
Saurashtra University, Rajkot
4.
Chag C. J.
1974
Saurashtra University, Rajkot
Tulpune M. K.
1977
S. N. D. T. University,
Mumbai
6.
Goswami N.
1980
Gujarat University, A’bad
7.
Gupta A. K.
1981
Jammu University
8.
Matoo B. K.
1981
S. P. University, V.V. Nagar
9.
Ghankot Z. R.
1982
Bhavnagar University
10.
Daslaniya R. B.
1982
Saurashtra University, Rajkot
11.
Singh S. D.
1983
Agra University
12.
Pawar B. S.
1983
Bhavnagar University
13.
Raval V. R.
1984
Kumaon University
14.
Kumar S.
1985
Delhi University
15.
Donga N. S.
1986
Saurashtra University, Rajkot
16.
Kala P.S.
1986
S. N. D. T. University
17.
Pandya P. T.
1993
Saurashtra University, Rajkot
18
Zibba A. D.
1999
Saurashtra University, Rajkot
19.
Gohil G. S.
2001
Saurashtra University, Rajkot
20
Joshi N. B.
2005
Saurashtra University, Rajkot
21.
Purohit P. N.
2006
Saurashtra University, Rajkot
5.
114
Table: 2.5
Name of the researcher, variable, sample of the study, tool, procedure of analysis and
the findings of the study of Adjustment related researches
Sr.
No.
Name of the
researcher
1.
Bhagiya N.
M.(1966)
Variable
Adjustment,
Gender and
Type of
school
Sample
3224 students
of Secondary
school
Tools
Self constructed
Adjustment
Questionnaire
Procedure
of data
analysis
Mean,
Standard
Deviation,
Correlation,
Chi- square
2.
Agraval R. N. Adjustment
(1970)
237 students
of Std. 9th to
Std. 11th
Self made
Questionnaire,
Saksena
Adjustment
Inventory
t- test
Findings of the study
• Higher adjustment found
in girls than boys in
general atmosphere of the
school.
• Self finance schools
students have higher
adjustment with the
teacher.
• The problems of
adjustment of house,
school and society were
decrease, while health
related problems were
increase.
• There was significant
difference found between
lower and higher
economical status of the
society of house and
health concern.
115
Table 2.5 Continue….
Sr.
No.
Name of the
researcher
3.
Bhatt N. J.
5.
Sample
Tools
Procedure
of data
analysis
Findings of the study
Adjustment,
20 students of
School,
Secondary
Home, Sense, school
Health,
Social
economical
status,
Intelligence,
sex
Saksena Personal
Adjustment
Questionnaire
Correlation
and t-test
• 15 ℅ sample obtained D
level.
Chag C. J.
Adjustment,
Family
situation
Gujarati
translation of
Sinhavi
Adjustment
Inventory
t-test
(1974)
55 students of
Std. 9 and
Std.10
• There was no any relation
found between social
economical measurement
and educational
adjustment.
Tulpune M.
K.(1977)
Adjustment
213 Pre
University
Girls student
Bell Adjustment
Inventory
Percentile
rank
• 30 students have lower
adjustment in the field of
social Adjustment.
(1972)
4.
Variable
• There was difference
found in the children
between in-service
university students and
non-service university
students.
116
Table 2.5 Continue….
Sr.
No.
Name of the
researcher
6.
Goswami N.
Variable
Adjustment
(1980)
Sample
2481 Girls
student of Std.
8, 9 and 10
Tools
Self made
Adjustment
Inventory
Procedure
of data
analysis
Correlation
Findings of the study
• Adjustment problems
gradually increase with
the age.
• Adulterant girls have
found mental and
emotional problems.
7.
Gupta A. K.
(1981)
Adjustment,
Achievement
and
Personality
3404 Students
of Secondary
school
Saksena
Adjustment
Inventory
Correlation
• Joint family students
have better adjustment
than separate family in
education, social and
health.
• There was no any direct
effect of type of family on
family Adjustment.
8.
Matoo B. K.
(1981)
9.
Ghankot
Z. R.(1982)
Adjustment,
Social
economical
status
902 students
of Secondary
school
Saksena
Adjustment
Inventory
Chi- Square
Method
Adjustment,
Sex
136 boys and
121 girls
students of
Higher
Secondary
school
Harkant Badami
Family
Adjustment
Inventory
Two way
t-Value
• Social economical status
of family adjustment of
the students found very
significant.
• Family adjustment of
girls was more significant
than the boys.
• Social adjustment of boys
was more significant than
the girls.
117
Table 2.5 Continue….
Sr.
No.
Name of the
researcher
10.
Daslaniya
Variable
Singh S. D.
(1983)
12.
Pawar B. S.
(1983)
Tools
Procedure
of data
analysis
t- test
Findings of the study
Adjustment
364 male and
348 female
trainees of P.
T. C.
Self made
Questionnaire
Adjustment
and
Achievement
450 students
of Higher
Secondary
school
Personal
Percentage
Reference List of
Technique
Tripathi,
Adjustment Check
Method of K. P.
Sinha and R. B.
Singh
• The lower Adjustment
was found in the field of
social, health, house and
educational achievements.
Adjustment
358 Adivasi
students of
Std. 8th and
Std. 9th
Family
Adjustment
Inventory of
Harkant Badami,
Social Adjustment
Inventory
• There was significant
difference found in
Adivasi children between
social and family
adjustment.
R. B.(1982)
11.
Sample
Mean,
Standard
deviation,
t-test,
F-Test,
Pearson
correlation
• Female trainees have
better adjustment than
the male trainees.
• There was the equal
Adjustment found
between boys and girls.
• The effect of standard
was not found on family
Adjustment.
118
Table 2.5 Continue….
Sr.
No.
Name of the
researcher
13.
Raval V. R.
Variable
Adjustment
(1984)
14.
Kumar S.
(1985)
Adjustment,
Needs,
Interest
Sample
276 students
of Higher
Secondary
school
509 students
of Std. 10th
Tools
Self made
Questionnaire,
Mital’s
Adjustment
Inventory,
Daxit’s School
Atmosphere
Measurement
Scale
Saksena
Adjustment
Inventory
Procedure
of data
analysis
Correlation
Findings of the study
• Mentally retarded
children have no any
problem in adjustment.
• Mentally retarded
children were not different
in individual adjustment
on account of their age.
t-test
• There was no difference
in Adjustment between
higher achiever and
normal students.
• Higher achiever has
profound Adjustment in
the field of health
Adjustment.
15.
Donga N. S.
(1986)
Adjustment,
Sex
1880 trainees
of B. Ed.
College
Gujarati
translation of
Incomplete
Sentence Blank
Correlation,
F -test and
t-test
• Male trainees have more
Adjustment than female
trainees.
• Trainee’s economical
status was not effect on
Adjustment.
119
Table 2.5 Continue….
Sr.
No.
Name of the
researcher
16.
Kala P.S.
(1986)
Procedure
of data
analysis
Variable
Sample
Tools
Personality
development,
Adjustment,
Social
economical
status
60 students of
Higher
Secondary
school
S. E. S. Scale and
Adjustment Test
prepared by
Parikh and others
Descriptive
Statistical
Method
• There was no significant
difference found between
the children of working
and non working women.
Mean, t-test
and
Standard
Deviation
• Different professional
ladies’ children have
found equal social
Adjustment.
• Working and nonworking mothers’ children
have found equal
Adjustment.
• Non- working mothers’
girls have significantly
high mental Adjustment
than the boys.
• Family adjustment of
normal students and
handicapped student was
found equal.
• Normal students and
handicapped students of
joint family have found
equal family adjustment.
17.
Pandya P. T.
(1993)
Adjustment,
Social
economical
status
1242 students
of Secondary
school
Self made
Adjustment
Inventory
18
Zibba A. D.
Adjustment
383 physically
handicapped
students of
Std. 8th to Std.
12th of Gujarat
state
Self made
t-test and
Questionnaire
F-test
and visits of
different institutes
(1999)
Findings of the study
120
Table 2.5 Continue….
Sr.
No.
Name of the
researcher
19.
Gohil G. S.
Variable
Adjustment
(2001)
20
Joshi N. B.
Adjustment,
(2005)
Age and
family
background
Sample
Tools
3142 students
of Secondary
and Higher
Secondary
school
Problem Test,
Desai Adjustment
Inventory, Socio
economical
Measurement
Scale
828 primary
school
students of
Std. 5th 6th
and 7th
Procedure
of data
analysis
Mean,
Correlation
and Validity
Desai Adjustment t-test,
Inventory, Desai
Standard
Worry Test,
Deviation
Achievement
Motivation Scale
prepared by
Minaxi
Bhattnagar
Findings of the study
• The effects of sex and
type of school were found
on the relation of
adjustment and
educational achievement.
• The effects of the area
were found minimum on
the relation of adjustment
and educational
achievement.
• Boys’ adjustment was
found higher than the
girls’ whose parents were
in-service.
• Boys’ adjustment was
found higher than the
girls’ whose parents were
not in-service.
• Boys’ physical
adjustment was found
higher than the girls’
physical adjustment
whose parents were in
service.
121
Table 2.5 Continue….
Sr.
No.
Name of the
researcher
21.
Purohit P. N.
Adjustment,
(2006)
Educational
qualification,
Variable
Educational
experience,
Marital
status and
Area of the
school
Sample
Tools
943 primary
Self constructed
school teachers Adjustment
of Saurashtra
Inventory
and Kutch
region
Procedure
of data
analysis
Mean,
Correlation,
Standard
Deviation,
t-test and
F-test
Findings of the study
• The self confidence of the
primary teacher in
different age was found
equal.
• Married and unmarried
teachers have found equal
Adjustment.
• Religious values were
found higher in female
primary teachers than the
male teachers.
122
Bhagiya26 (1966) has studied on the problems of school
Adjustment and Developing an Adjustment Inventory. 3224 students
of Secondary school were included in the sample of the study.
Adjustment was the chief dependent variable in the study. Self
constructed Adjustment Questionnaire was implemented and used for
the data collection. Mean, Standard Deviation, Correlation and Chisquare were the different statistical techniques used for the data
analysis. Higher Adjustment found in girls than boys in general
atmosphere of the school. Self finance school students have higher
Adjustment found with their teacher.
Agraval27 (1970) studied on the Adjustment problems of the
students of Secondary school as perceived and judged by the parents,
Teachers and pupils themselves. 237 students of Std. 9th to Std. 11th
were included in the sample of the study. Self made Questionnaire
and Saksena Adjustment Inventory was used for the data collection.
For the data analysis, t- test was used. Adjustment was the chief
dependent variable in the study. The problems of the Adjustment of
house, school and society were decrease, while health related
problems were increase. There was significant difference found
between lower and higher economical status of the society of house
and health concern.
Bhatt28 (1972) studied on an Adjustment of the students
studying
26
in
Std.11th in
Rajkot
city.
Different
dependent
and
N.M. Bhagiya: A study of the problems of school Adjustment and Developing an
Adjustment Inventory, Unpublished Ph.D. Thesis, M.S. University (1966).
27
R.N. Agrawal: Adjustment problems of Pupil of Secondary Schools as perceived and
judged by the parents, Teachers and pupils themselves, Unpublished Ph.D.
Thesis, C.A.S.E., M. S. University, (1970).
28
N. J. Bhatt: A study of Adjustment of the students studying in Std.11th in Rajkot
city, Unpublished Dissertation, Saurashtra University (1972).
123
independent variables like; Adjustment, school, home, sense, health,
social economical status, intelligence and sex were included in the
study. There were twenty students of Secondary school selected for
the sample of the study. Saksena Personal Adjustment Questionnaire
was used for the data collection. Mean and Correlation found through
the data analysis. There were fifteen percentage sample obtained D
level in the study.
Chag29 (1974) examined the relation of Family status among
Educational adjustment, Emotional adjustment and the Social
adjustment of the students.
Adjustment and Family situation were
the variables of the study. 55 students of Std. 9th and Std.10th were
included for the sample of the study. Gujarati translation of Sinhavi
Adjustment Inventory was the tool for the data collection in present
study. For the analysis of the data, t-test was used. There was no any
relation
found
between
social
economical
measurement
and
educational adjustment.
Tulpune30 (1977) has been studied on a pilot study of
Adjustment of Pre-University of the S.N.D.T. Arts College for Women.
213 Pre University Girls students were included in the sample of the
study. An adjustment was the chief dependent variable was for
measured. Bell Adjustment Inventory was used for the data collection.
Percentile Rank Technique was utilized for the analysis of the
collected data. Thirty students have lower Adjustment found in the
29
C.J Chag: To examine the relation of Family status among Educational adjustment,
Emotional adjustment and the Social adjustment of the students (Guj.),
Unpublished Dissertation, Saurashtra University (1974).
30
M. Tulpune: A Pilot study of Adjustment of Pre University of the S.N.D.T. Arts
College for Women, Unpublished Ph.D. Thesis, S.N.D.T. University,
Mumbai (1977).
124
field of social adjustment. There was significant difference found in
the children between in-service and non-service University students.
Goswami31 (1980) studied on an Adjustment problem of school
going Adolescent girls and the development of an Adjustment
Inventory for their measurement. Self made Adjustment Inventory was
used for the data collection. 2481 girl students of Std. 8th, 9th and 10th
were included in the sample of the study. Adjustment was the chief
dependent variable in the study. Correlation examine in the procedure
of the data analysis. The findings of the present study were; (1)
Adjustment problems gradually increase with the age, and (2)
Adulterant girls have found mental and emotional problems.
Gupta32 (1981) studied on the parental preferences in relation
to
Adolescent’s
Personality,
Adjustment
and
Achievement.
Adjustment, Achievement and the Personality were the dependent
variables for measured. The sample of the study carried 3404
students. Saksena Adjustment Inventory was the tool for the data
collection. Correlation found for the analyzing the data. The absolute
findings of the study were, (1) Joint family students have better
adjustment than separate family in education, social and health, and
(2) There was no any direct effect of type of family on family
adjustment.
31
N. Goswami: Adjustment problems of school going Adolescent girls and the
development of an Adjustment Inventory for their measurement (Guj.),
Unpublished Ph.D. Thesis Thesis, Gujarat University (1980).
32
A.K. Gupta: A study of parental preferences in relation to Adolescent’s Personality,
Adjustment
and
University (1981).
Achievement,
Unpublished
Ph.D.
Thesis,
Jammu
125
Matoo33 (1981) has been studied on the Home adjustment
patterns of adolescent boys and girls at various levels of Socio
economic status and general intelligence. Adjustment and social
economical status were the chief dependent variables of the present
study. 902 students of Secondary school were selected for the sample
of the study. Saksena Adjustment Inventory was utilized as a tool for
the data collection in present study. Chi- Square method was used for
the analysis of the collected data. Social economical status of family
adjustment of the students found very significant in this research.
Ghankot34
(1982)
studied
adjustment of standard 11th
about
the
family
and
social
students of Gujarati medium Higher
Secondary school of Bhavnagar city. Adjustment and Sex were two
chief variables of the present study. The sample of the study carried
136 boys and 121 girl students of Higher Secondary school for the
data collection. Harkant Badami’s Family Adjustment Inventory was
used as a tool for the data collection. Two way t-value techniques were
utilized for the analysis of the data. The chief findings of the study
were, (1) Family adjustment of girls was more significant than the
boys, and (2) Social adjustment of boys was more significant than the
girls.
Daslaniya35 (1982) has studied on the study of the Adjustment
of the trainees of Prathmik Adhyapan Mandir. The sample for the
33
B.K. Matoo: Home adjustment patterns of Adolescent boys and girls at various
levels of Socio economic status and General Intelligence, Unpublished Ph.D.
Thesis, Sardar Patel University (1981).
34
Z.A. Ghankot: A study of the family and social adjustment of standard 11th
students of Gujarati medium Higher Secondary school of Bhavnagar city
(Guj.), Unpublished Dissertation, Bhavnagar University (1982).
35
R.B. Daslaniya: A study of the Adjustment of the Trainees of Prathmik Adhyapan
Mandir (Guj.), Unpublished Dissertation, Saurashtra University (1982).
126
present study, there were 364 male and 348 female trainees of P. T. C.
selected through randomly. Adjustment was the chief dependent
variable in the study. Self made questionnaire was implemented on
the selected sample for the data collection. The collected data analyzed
through t-test. The result of the study found that the female trainees
have better adjustment than the male trainees.
Singh36 (1983) has been studied on the Need patterns,
Achievement and Adjustment of mentally superior children. An
Adjustment and an Achievement were the dependent variables for
measured. The sample of the study carried 450 students for the data
collection. Personal Reference List of Tripathi and an Adjustment
Check Method of K. P. Sinha and R. B. Singh were used for the
analysis of the collected data. Percentage technique was utilized for
the analysis of the data. The lower adjustment was found in the field
of social, health, house and educational achievements.
Pawar37 (1983) has studied on a study of the social and
economical Adjustment of Adivasi students of Std. 8th and 9th of
Valsad District. There were 358 Adivasi students of Std. 8th and Std.
9th were selected for the sample of the study. Adjustment was the chief
dependent variable in the study. Family Adjustment Inventory of
Harkant Badami and the Social Adjustment Inventory were used for
the data collection. Mean, Standard Deviation, t-Test, F-test and
Pearson’s correlation used for analyzing of the collected data. The
chief findings of the study were; (1) There was significant difference
36
S.D. Singh: Need patterns, Achievement and Adjustment of mentally superior
children, Unpublished Ph.D. Thesis, Agra University (1983).
37
B.S. Pawar: A study of the Social and Economical adjustment of Adivasi students
of Std. 8th and 9th of Valsad District (Guj.), Unpublished Dissertation,
Bhavnagar University (1983).
127
found in Adivasi children between social and family adjustment, (2)
There was the equal adjustment found between boys and girls, and (3)
The effect of standard was not found on family adjustment.
Raval38 (1984) has studied on the Personality adjustment and
Attitude towards authority of emotionally disturbed Adolescents in
relation to their Home and School environment. There were 276
students selected for the sample of the study. Adjustment was the
chief dependent variable in the study. Self made Questionnaire,
Mital’s
Adjustment
Inventory
and
Daxit’s
School
Atmosphere
Measurement Scale were three different tools used for the data
collection. Correlation found for the data analysis. The chief
conclusions of the study were, (1) Mentally retarded children have no
any problem in adjustment, and (2) Mentally retarded children were
not different in an Individual adjustment on account of their age.
Kumar39 (1985) has been studied on a comparative study of the
Interest needs and Adjustment problems of gifted and average
children. An adjustment, Needs and an Interest were the dependent
and the independent variables of the study. There were 509 students
of Std. 10th were selected for the sample of the study. Saksena
Adjustment Inventory was implemented for the collection of data.
There was t-test utilized for the analysis of the collected data. There
was no difference found in adjustment between higher achiever and
normal students, while the higher achiever has profound adjustment
in the field of health adjustment.
38
V.R. Rawal: Personality adjustment and Attitude towards authority of emotionally
disturbed Adolescents in relation to their Home and School environment,
Unpublished Ph.D. Thesis, Kumaon University (1984).
39
S. Kumar: A comparative study of the Interest needs and Adjustment problems of
Gifted and Average children, Unpublished Ph.D. Thesis, Delhi University
(1985).
128
Donga40 (1986) has studied on an Adjustment of the B. Ed.
College Trainees of the Universities in Gujarat state. Adjustment was
the dependent and the Sex was an independent variable of the present
study. 1880 trainees of B. Ed. College were included for the sample of
the study. Gujarati translation of ‘Incomplete sentence Blank’ was
used as a tool for the data collection. Correlation, F-Test and t-Test
were different statistical techniques used for the analysis of the
collected data. Male trainees have found higher adjustment than
female trainees, while trainees’ economical status was not effect on
the Adjustment.
Kala41 (1986) has studied on the Personality development and
Adjustment of pre-adolescent children born to working and non
working women from higher socio- economic family. There were sixty
students
included
for
the
sample
of
the
study.
Personality
development, Adjustment and the Social economical status were
different variables measured. S. E. S. Scale and an Adjustment Test
prepared by Parikh were used as tools for the data collection.
Descriptive Statistical Method was utilized for the analysis of collected
data. There was no significant difference found between the children
of working and non working women.
Pandya42 (1993) has studied on an Adjustment, Achievement
motivation, Anxiety and an Educational achievement of the children of
40
N.S. Donga: A study of the Adjustment of the Trainees of the Universities in Gujarat
(Guj.), Unpublished Ph.D. Thesis, Saurashtra University (1986).
41
P.S. Kala: Personality development and Adjustment of pre adolescent children born
to working and non working women from higher socio- economic family,
Unpublished Ph.D. Thesis, S.N.D.T. University (1986).
42
P. T. Pandya: A study of Adjustment, Achievement motivation, Anxiety and an
Educational achievement of the children of working and non-working
mothers (Guj.), Unpublished Ph.D. Thesis, Saurashtra University (1993).
129
working and non-working mothers. Adjustment was the chief
dependent variable in the study. There were 1242 students of
Secondary school selected for the sample of the study. Self made
Adjustment Inventory was used for the data collection. Mean, t-test
and Standard deviation were different statistical techniques utilized
here for the analysis of the data. The findings of the present study
were; (1) Different professional ladies’ children have found equal social
adjustment, (2) Working and non- working mothers’ children have
found equal adjustment, and (3) Non-working mothers’ girls have
significantly high mental adjustment than the boys.
Zibba43
(1999) has studied about an effectiveness of the
Adjustment, Frustration, Achievement and Achievement motivation on
Normal and Handicapped students. Adjustment was the chief
dependent variable in the study. 383 physically handicap students of
Std. 8th to Std. 12th of Gujarat state were included in the sample of the
present study. Self made Questionnaire and visits of different
institutes were different tools utilized for the collection of the data. For
the analysis of the data t-test and F-Test utilized. Family adjustment
of normal students and handicapped student was found equal, while
normal students and handicapped students of joint family have found
equal family adjustment. These were the chief conclusions of the
study.
Gohil44 (2001) has studied on an effectiveness of the relation
between Adjustment and Educational achievement of Secondary and
43A.D.
Zibba: A study of an effectiveness of the Adjustment, Frustration, Achievement
and Achievement motivation on Normal and Handicapped students (Guj.),
Unpublished Thesis, Saurashtra University (1999).
44G.
N. Gohil: An effectiveness of the relation between Adjustment and Educational
achievement of Secondary and the Higher Secondary school students (Guj.),
Unpublished Ph.D. Thesis, Saurashtra University (2001).
130
the Higher Secondary school students. There were 3142 students of
Secondary and Higher Secondary school selected for the sample of the
study.
There
were
three
different
tools;
Problem
Test,
Desai
Adjustment Inventory and the Socio economical Measurement Scale
were utilized for the data collection. In the procedure of analysis of the
data Mean, Correlation and Validity was found. The effects of sex and
type of school were found on the relation of adjustment and
educational achievement, while the minimum effects of the area were
found on the relation of Adjustment and Educational achievement.
Joshi45 (2005) has been studied on an Anxiety, Adjustment,
Achievement motivation and Educational achievement of working and
non-working parents’ children of Primary school. Adjustment was the
chief dependent variable in the study. There were 828 primary school
students of Std. 5th, 6th and 7th were selected for the sample of the
study. Three difference tools; Desai Adjustment Inventory, Desai
Anxiety test and Achievement motivation Scale prepared by Minaxi
Bhattnagar was used for the data collection. T-value and Standard
Deviation found for the procedure of the data analysis. The
conclusions of the study were; (1) Boys’ adjustment was found higher
than the girls’ whose parents were in-service. (2) Boys’ adjustment
was found higher than the girls’ whose parents were not in-service,
and (3) Boys’ physical adjustment was found higher than the girls’
physical adjustment whose parents were in service.
45
Nitin. B. Joshi: A study of Anxiety, Adjustment, Achievement motivation and
Educational achievement of working and non-working parents’ children of
Primary school (Guj.), Unpublished Ph.D. Thesis, Saurashtra University
(2005).
131
Purohit46 (2006) has studied about a study of Primary school
teachers’ Self confidence, Adjustment, Values and Achievement
motivation of Primary school teacher. Adjustment was the chief
dependent variable in the study. There were 943 primary school
teachers of Saurashtra and Kutch region selected for the sample of the
study. Self constructed Adjustment Inventory was utilized for the data
collection. There were different statistical techniques like; Mean,
Correlation, Standard deviation, t-test and F-test used for analysis of
the collected data. The chief findings of the study were; (1) Self
confidence of the primary teacher at different age level found equal, (2)
Married and unmarried teachers have found equal Adjustment, (3)
Religious values were found higher in female primary teachers than
the male teachers, and (3) Male and female primary teachers have
equal Achievement motivation found.
2.7.0 Available Educational Researches on Job satisfaction
The researcher has studied and selected past researches for the
review. Thirty one researches were included from India and abroad
too. These researches implemented with Ph.D., M.Ed., M.Phil. and
project level.
Table-2.6 and Table 2.7 indicates the research abstracts
concern to the Job satisfaction.
46
Parulben N. Purohit: A study of Primary school teachers’ Self confidence,
Adjustment, Values and Achievement motivation (Guj.), Unpublished Ph.D.
Thesis, Saurashtra University (2006).
132
Table: 2.6
Available Researches on the Job Satisfaction
Sr.
Name of the
No.
researcher
Year
University
--
1.
Morge N.C.
1953
2.
Gardon
1955
New York University
3.
Bidwel and Charles
1956
New York University
4.
Smith, F. J. Scott K.
P. and Hulin
1977
5.
A. K. Prasad
1964
Bhavnagar University,
Bhavnagar
6.
B.S.R. Anjaniyulu
1968
M.S. University, Baroda
7.
Kapoor and Rao
1969
8.
I. Jayalakshmi
1974
M.S.University, Baroda
9.
K. U. Lavingia
1974
Gujarat University,
Ahmedabad
10. H. B. Vegadva
1977
Saurashtra University, Rajkot
11. N. V. Kolte
1978
12. A. J. Vala
1978
13. N. K. Porwal
1980
14. G. D. Gohel
1980
15. J. C. Goyel
1980
--
16. K. D. Nayak
1982
--
17. D. O. Joshi
1985
18. R. K. Chopra
1986
--
19. S. P. Gupta
1986
--
20. D. J. Bhatt
1987
21. Shrivastav and
Sharma
1988
22. Ganeshchandra Naik
1992
M.S.University, Baroda
23. K. B. Nair
1990
Gujarat University,
Ahmedabad
--
--
-Saurashtra University, Rajkot
-Bhavnagar University,
Bhavnagar
Gujarat University,
Ahmedabad
Bhavnagar University,
Bhavnagar
--
133
Table: 2.6 Continue…
Sr.
Name of the
No.
researcher
24. Darji Rasiklal
1992
Gujarat University,
Ahmedabad
25. S. I. Patel
1993
M.S.University, Baroda
26. H.N.Tapodhan
1994
27. M. J. Thakkar
1995
Bhavnagar University,
Bhavnagar
28. M. R. Jadeja
1997
Saurashtra University, Rajkot
29. K. P. Rathwa
1998
Gujarat Vidyapith, Ahmedabad
30. M. V. Vyas
2001
Saurashtra University, Rajkot
31. H. L. Joshi
2004
Saurashtra University, Rajkot
Year
University
--
134
Table: 2.7
Name of the researcher, variable, sample of the study, tool, procedure of analysis and the
findings of the study of Job satisfaction related researches
Sr.
No.
1.
2.
Name of the Researcher
Variable
Morge N.C.
Job
(1953)
Satisfaction
Gardon
Job
(1955)
Satisfaction,
Sample
Tools
Procedure of
data analysis
Company
Managers
Job
Satisfaction
Questionnaire
--
• Fifty five male teachers
were satisfied with their
job.
• Thirty five percent female
employees
were
not
satisfied with their job.
• Female employees were
more satisfied than male
employees.
Industrial
Works
Job
Satisfaction
Test
--
• Person’s individual needs
satisfied,
their
job
satisfaction
increase,
therefore personal need
has a positive relation with
the Job Satisfaction.
School
staff
Job
Satisfaction
Inventory
--
• The effective education is
necessary to develop good
image of the school.
• Appropriate management
increases the teachers’ Job
Satisfaction.
Human Needs
3.
Bidwel and Charles
Job
(1956)
Satisfaction
Findings of the study
135
Table 2.7 Continue…
Sr.
No.
4.
Name of the Researcher
Variable
A. K. Prasad
(1964)
6.
B.S.R. Anjaniyulu
(1968)
Procedure of
data analysis
Findings of the study
--
• Satisfaction increase with
the age increase.
• Job
satisfaction
has
positive relation with the
age level.
Job
Satisfaction,
Age,
Experience
Secondary Job
School
Satisfaction
Teachers
Inventory
--
• There was no any effect of
the age of professionals on
job-satisfaction
• Job satisfaction increase
with the frequencies of
experience.
• The
experience
had
significant relation with
job-satisfaction.
Job
Satisfaction
1000
Job
Teachers
Satisfaction
of
Questionnaire
Secondary
School
Satisfaction
(1977)
5.
Tools
Job
Satisfaction
Test
Smith, F. J. Scott K. Job
P. and Hulin
Sample
4000
managers
of
company
Mean,
Median,
Standard
Deviation
• Thirty
seven
percent
teachers were not satisfied
with
their
job.
The
responsible factors for this
dissatisfaction were lake of
accommodation
facility,
lake
of
parental
cooperation and lake of
physical facility.
136
Table 2.7 Continue…
Sr.
No.
7.
Name of the Researcher
9.
Sample
Tools
Procedure of
data analysis
Findings of the study
Job
Satisfaction
Female
Officers
Job
Satisfaction
Questionnaire
--
• Twenty five years female
employee
and
married
female employee always
oppose against injustice
and
struggle
against
management too.
I. Jayalakshmi
Job
(1974)
Satisfaction
208
teachers
of
Engineeri
ng College
Environment
Selection List,
Institutional
Atmosphere
Questionnaire,
Job
Satisfaction
Questionnaire
Product
Moment
Method,
Median,
t-test
• The variables like cooperation,
agree
ness,
independent,
institution,
atmosphere,
personality
and job safety significantly
affected
on
jobsatisfaction.
K. U. Lavingia
Job
Satisfaction
Attitude
Measurement
Scale
t-test
(1974)
3200
Teachers
• The
primary
school
teachers
were
more
satisfied than Secondary
School teachers.
• Unmarried teachers were
more
satisfied
them
married.
• Gender and marital status
were significantly affected
on job-satisfaction.
Kapoor and Rao
(1969)
8.
Variable
137
Table 2.7 Continue…
Sr.
No.
10.
11.
12.
Name of the Researcher
Variable
H. B. Vegadva
Job
(1977)
Satisfaction
N. V. Kolte
Job
(1978)
Satisfaction
A. J. Vala
Job
(1978)
Satisfaction
Sample
Tools
Female
Job
School
Satisfaction
Teachers
Questionnaire
of Rajkot
City
Procedure of
data analysis
Chi-square
Findings of the study
• Majority teachers were
satisfied with their job.
• The age was minor effected
on job-satisfaction
• Social status was notsignificantly affected on
job-satisfaction.
Six
Primary
School
Job
Mean
and
Satisfaction
Median
Questionnaire
in
Marathi
Language
• The
Achievement,
introduction
and
an
opportunity of progress
was important elements
for Job satisfaction.
• Gender, pay-scale
and
conditions of the job were
significantly affected on
job-satisfaction.
175
Primary
School
Teachers
Opinion List,
• Marital status significantly
affected
on
Job
satisfaction
• Educational qualification
was not effect on Job
satisfaction.
Simple Key
Method
138
Table 2.7 Continue…
Sr.
No.
13.
14.
15.
Name of the Researcher
Variable
N. K. Porwal
Job
(1980)
Satisfaction
G. D. Gohel
Job
(1980)
Satisfaction
J. C. Goyel
Job
(1980)
Satisfaction,
Job
Interest,
Adjustment
and Attitude
Sample
Tools
200
Secondary
School
Teachers
Jummar
&
Mrutha
made
Job
Satisfaction
Questionnaire
Procedure of
data analysis
Findings of the study
ChiSquare,
Coefficient
of
Correlation,
F-test
• Unmarried teachers were
more satisfied them
married, marital status
was significantly affected
on Job satisfaction.
• Area, age and gender were
significantly affected on
the Job satisfaction,
• The frequency of
experience was not affected
on the Job satisfaction.
116
Job
Secondary Satisfaction
School
Questionnaire
Teacher
Mean,
Median
• Gender was significantly
affected on the Job
satisfaction.
• Teachers from urban area
were more satisfied.
• The effects of physical
facilities also found on Job
satisfaction.
314
teachers
Mean,
Standard
Deviation, ttest,
Product
Moment
Method, Ftest
• The job-interest, attitude
and adjustment were
profoundly connected and
affected on Job
satisfaction.
Attitude
Measurement
Scale,
Job
Satisfaction
Inventory
139
Table 2.7 Continue…
Sr.
No.
16.
Name of the Researcher
Variable
K. D. Nayak
Job
(1982)
Satisfaction
Sample
18.
Job
(1985)
Satisfaction
R. K. Chopra
Job
(1986)
Satisfaction
and
Achievement
Findings of the study
• Marital status was not
significantly affected on
the Job satisfaction.
• There was significant
relation between Job
satisfaction and the
Adjustment.
150
Job
Secondary Satisfaction
School
Questionnaire,
Teachers
Mean
Median
• Graduate teachers were
more satisfied than post
graduate teachers.
• Below than forty years
teachers were more
satisfied with their job.
• Educational qualification
and age were significantly
affected on the Job
satisfaction.
272
Teachers
and 620
Students
of
Secondary
& Higher
Secondary
School
Chi-test,
t-test,
Coefficient
of
Correlation
• Free atmosphere school
teachers have higher Job
satisfaction.
• Strict atmosphere school
teachers were dissatisfied.
Adjustment
D. O. Joshi
Procedure of
data analysis
t-test,
Coefficient
of
Correlation
785
Female
Teachers
and
17.
Tools
Job
Satisfaction
Questionnaire,
Adjustment
Inventory,
Attitude
Measurement
Test
School
Atmosphere
Questionnaire,
Job
Satisfaction
Inventory,
Achievement
Test
140
Table 2.7 Continue…
Sr.
No.
19.
20.
21.
Name of the Researcher
Variable
S. P. Gupta
Job
(1986)
Satisfaction
D. J. Bhatt
Job
(1987)
Satisfaction
Shrivastava
and Job
Sharma
Satisfaction
(1988)
and
Necessity
Job
Procedure of
data analysis
Sample
Tools
Findings of the study
765 Male
Teachers
of
Primary,
Secondary
& College
Job
Satisfaction
Scale,
Job
Attitude Scale,
Personality
Adjustment
Test,
Personality
Inventory
Mean,
Product
Movement
Method,
Coefficient
of
Correlation,
t-test
• Primary school teachers
have positive relation with
job satisfaction concern to
the achievement, affiliation
with the Institute and
tolerate some matte.
• Negative relation concern
to egoism and safety of the
job
College
Teacher
Job
Satisfaction
Questionnaire,
Personality
Scale
Mean,
Median,
Standard
Deviation
Chi-square,
Critical
Ration
• Female teachers were more
satisfied than male
teachers.
• There was no significant
difference in the mean
scores of married and
unmarried teachers.
• Job satisfaction had no
significant relation with
the age.
75
Engineers
Job
Satisfaction
Questionnaire
Mean,
Median,
• Safety, status and personal
characteristics have no
significant relation with
Job satisfaction.
• There was negative relation
between job necessity and
Job satisfaction.
141
Table 2.7 Continue…
Sr.
No.
Name of the Researcher
22.
Ganeshchandra Naik
Job
(1992)
Satisfaction
K. B. Nair
Job
(1990)
Satisfaction
Darji Rasiklal
Job
(1992)
Satisfaction
S. I. Patel
Job
(1993)
Satisfaction
23.
24.
25.
Variable
Sample
Tools
Procedure of
data analysis
Findings of the study
85 College Job
Teachers
Satisfaction
Questionnaire
Mean,
Median,
Standard
Deviation
• No significant difference
found between male and
female college teacher.
• Job satisfaction had
positive relation with
educational experience
150
Primary
Teacher
t-test,
Simple
Percentile
Method
• No significant difference
found between the
teachers of government
and non-government
school teachers.
• There was no significant
difference found between
P.T.C. and B.Ed. degree
teachers.
125 Male Job
Teacher
Satisfaction
Questionnaire
Mean,
Median,
• The urban are of teachers
were more satisfied.
• Job satisfaction increased
with safety of salary and
safety of the job.
130
Primary
School
Teacher
t-test
• The favourable attitude of
the principal was highly
affected on the Job
satisfaction.
Job
Satisfaction
Scale
and
Personal
Information
List
Job
Satisfaction
Questionnaire
142
Table 2.7 Continue…
Sr.
No.
26.
Name of the Researcher
Variable
H.N.Tapodhan
Job
(1994)
Satisfaction
Sample
28.
Job
(1995)
Satisfaction
M. R. Jadeja
Job
(1997)
• Job attitudes of female
teachers were more
positive than the male
teachers.
• Area was not significantly
affected on the job
satisfaction.
School
Principals
Job
Satisfaction
Scale
• Majority principals have
neutral attitude.
• There was no significant
difference found on Job
satisfaction with age, area,
educational qualification
and marital status.
584
Female
Satisfaction,
School
Values, Age, Teachers
Type
School,
Experience
of
Findings of the study
Mean,
Job
Satisfaction
Standard
Questionnaire
Deviation
by
D.
N.
Mrutha
and
Job
Attitude
Scale
Job Attitude
M. J. Thakkar
Procedure of
data analysis
500
Teachers
and
27.
Tools
Mean,
Median,
Standard
Deviation,
Chi-square,
Critical
Ratio
Job
Mean,
tSatisfaction
test, F-test
Test
by
K.P.Viroja,
Value Scale by
G. G. Nakum,
Problem List
• There was equal jobsatisfaction found in each
levels of female teachers’
education
• P.T.C. degree holder school
teachers were more
satisfied than having B.Ed.
degree.
• There was no any effect on
Job satisfaction of school
management and medium
of the school.
143
Table 2.7 Continue…
Sr.
Name of the Researcher
No.
29
K. P. Rathwa
30.
Job
Sample
120
Primary
School
Teachers
Procedure of
data analysis
K. U. Lavingia Standard
Formulated
Deviation
Attitude Scale
Chi-square,
Critical
Ration,
Tools
(1998)
Satisfaction
M. V. Vyas
Job
Satisfaction,
Sex, Marital
Status,
Educational
Qualification
3000
Primary
School
Teachers
Job
Satisfaction
Inventory
Mean,
Median,
Standard
Deviation
Chi-Square
H. L. Joshi
Job
(2004)
Satisfaction
120 B.Ed.
Trainees
and 120
B.Ed.
Teachers
Personal
Information
Sheet,
Job
Stress
List
formatted
by
D. J. Bhatt,
Lodhal
and
Cadgner
Formulated Job
Involvement
Inventory
Mean,
Median,
Standard
Deviation
and t-test
(2001)
31.
Variable
Findings of the study
• The age, educational
qualifications and
educational experience was
not significantly affected
on the Job satisfaction.
• There was a significant
difference found between
married and unmarried
teachers
• Marital status was affected
on male teacher’s Job
satisfaction.
• No significant different
found between B.Ed.
trainees Job satisfaction
and job stress.
• There was positive
significant correction
found between Job
involvement and the Job
satisfaction of B.Ed.
trainee.
• There was positive
significant correlation
found between Job involvement and Job satisfaction
of male teachers.
Analytical Review of Foreign Studies
Morge47 (1953) studied on the Job satisfaction of the employees
of white collar jobs. He found out through this research that fifty five
male teachers were satisfied with their job while thirty five percent
female employees were not satisfied with their job. Thus, the female
employees were more satisfied than male employees; therefore the
conclusion of the study was that gender was affected on the Job
satisfaction.
Gardon48 (1955) has studied on the Job satisfaction of the
workers of industrial concern and human needs industries findings of
the research was that if person’s individual needs satisfied their job
satisfaction increase; therefore personal need has a positive relation
with the job satisfaction.
Bidwel
and
Charles49
(1956) have
studied
on
the
Job
satisfaction and school management. He concluded through this
research that the effective education is necessary to develop good
image of the school, perfect management increases the teachers’ Job
satisfaction.
Smith, Scott and Hulin50 (1977) studied the Job satisfaction of
professional employees of the company. 4000 managers of the
47
N. C. Morge: Satisfaction in the white collar Job, An Arbor institute of worth
Regear, Journal of Applied Psychology (1953). p.p. 4-49.
48
Gardon: A factor analysis of human needs and ind-strial morle, Personal
Psychology, New York, Mc. Graw Hill (1955). p.p.67-68.
49
Bidwel and Charles: Administration and teachers satisfaction, The Publication
Company, New York (1956).
50
F.J. Smith, K. P. Scott and Hulin: Trends in job related attitudes of managerial
and professional employees, Academy of Measurement Journal (1977). p.p.
9, 454-460.
145
company were selected for the sample of the study. He found out
through this research that satisfaction increase with the age increase.
Thus, Job satisfaction has positive relation with the age level.
Analytical Review of Indian Studies
Prasad51 (1964)
studied on the personality and the relative
elements of Job satisfaction. He had examined the effectiveness of age
and experience. He had concluded after the end of the research that
there was no any effect of the age of professionals and job-satisfaction,
while job satisfaction increase with the frequencies of experience.
Thus,
the
experience
had
significant
relation
with
their
Job
satisfaction.
Anjaniyulu52 (1968) had studied on the Job satisfaction of
Secondary
school
teachers
and
its
effectiveness
on
student’s
education. He had included 1000 teachers of 102 Secondary School of
Andhrapradesh. Sample was selected through Random Sampling
Method. Mean, Median and Standard Deviation was found for the
procedure of data analysis. He had concluded through this research
that thirty seven percent teachers were not satisfied with their job.
The
responsible
factors
for
this
dissatisfaction
were
lake
of
accommodation facility, lake of parental co-operation and lake of
physical facility.
51
A. K. Prasad: A study of job satisfaction among Secondary schools of Saurastra,
Unpublished Ph.D. Thesis, Bhavnagar University, Bhavnagar (1964).
52
B.S.R. Anjaniyulu: A study of job satisfaction in secondary school teachers on the
education of Pupils with reference to the state of Andhrapradesh,
Unpublished Ph.D. Thesis, M.S. University, Baroda (1968).
146
Kapoor and Rao53 (1969) had studied the Job satisfaction of
female employee. He had examined the age and attitude towards
officers in this study. He had concluded through this research that
more than twenty five years female employee and married female
employee always oppose against injustice and struggle against
management too.
Jaylakshami54 (1974) had studied on the Job satisfaction of the
teachers of an Engineering college. He had studied the multi-variable
analysis. 208 teachers of thirteen engineering college of India and U.K.
included in the sample of study. Job Satisfaction Questionnaire and
the Institutional Atmosphere Questionnaire were structuralized for the
study. Behavior description, Environment Selection List and Job Cooperative Inventory were also used in this study. The collected data
analyzed by t-test, multi variable deviation analysis Product Moment
Method and Median. The conclusion of the research was that the
variables like co-operation, agree ness, independent, institution,
atmosphere, personality and job safety significantly affected on Job
satisfaction.
Lavingia55 (1974) had studied the Job satisfaction of teachers.
3200 teachers of Gujarati medium primary and Secondary school
teachers were included in the sample of the study. Out-of those, 1600
teachers were from primary school and 1600 teachers were from
secondary school. Attitude Measurement Scale by self made was used
53
Kapoor and Rao: Job satisfaction of teachers, Journal of Educational Psychology,
(1969) p.p.38, 43-53.
54
I. Jayalakshmi: Multivariate analysis of factors affecting job satisfaction of
engineering teachers, In M.B.Buch (Ed.) Second survey of research in
Education, Baroda, Abstract, (1974) p.19.
55
K. U. Lavingia: A study of job satisfaction among school teachers, Unpublished
Ph.D. Thesis, Gujarat University, Ahmedabad (1974).
147
to measure the Job satisfaction. He had concluded the major finding
that the primary school teachers were more satisfied than Secondary
School teachers. Thus, the level of education was profoundly affected
on Job satisfaction. Female teachers were more satisfied than male
teachers. Unmarried teachers were more satisfied them married.
Thus, Gender and marital status were significantly affected on the Job
satisfaction.
Vegadava56 (1977) studied on the Job satisfaction of female
teachers of Secondary school of Rajkot city. The sample of the study
included all the Secondary School teachers of Rajkot city. Self made
Questionnaire was used to measure the Job satisfaction. The data
analysed by Chi-square. The conclusion of the study was that the
majority teachers were satisfied with their job. The age was minor
effected on Job satisfaction, while social status was not-significantly
affected on the Job satisfaction.
Kolte57 (1978) studied the Job satisfaction of primary school
teachers. Six primary schools of Buldana district of included in the
sample of the study. All teachers of these schools were included in the
sample. Self-made Questionnaire in Marathi language used for the
data collection. The collected data analysed through Simple Percentile
Method.
The
findings
of
the
research were
the
achievement,
introduction and an opportunity of progress was important elements
for Job satisfaction. Gender, pay-scale and conditions of the job were
significantly affected on Job satisfaction.
56
Hansa B. Vegadva: A Study of Job Satisfaction of Female secondary school teacher
of Rajkot city. , Unpublished dissertation, Saurashtra University, Rajkot
(1977).
57
N. V. Kolte: Job satisfaction of primary school teacher, In M.B. Buch (Ed.) Third
Survey of research in Education, New Delhi, N.C.E.R.T. (1978) p.p.815816.
148
Vala58 (1979) studied on the Job satisfaction of the primary
school teachers of Talaja taluka. 175 primary school teachers of Talaja
taluka were included in the sample of the study. Self made opinion list
with 116 statements used for the data collection. The collected data
analyzed with a Simple Key Method. He had concluded that married
female teachers of primary school were more satisfied than unmarried
and widow school teachers. Thus, marital status significantly affected
on Job satisfaction, while educational qualification was not effect on
Job satisfaction.
Porwal59 (1980) studied on the relation between Job satisfaction
and personality of Higher Secondary School teachers. For this study,
one hundred satisfied and one hundred dissatisfy teachers of Agra
were included in the sample. Total 200 teachers were included for the
research. Jumar and Mrutha made Job-satisfaction Questionnaire
were used as a tool. Chi-square, Coefficient of Correlation and
variance of analysis were used for data analysis. The conclusions of
the research were; (1) Unmarried teachers were more satisfied them
married,
(2)
Marital
status
was
significantly
affected
on
Job
satisfaction, (3) Area, age and gender were significantly affected on the
Job satisfaction and, (4) The frequency of experience was not affected
on the Job satisfaction.
58
Aniruddhsinh Vala: Job satisfaction of teacher at Talaja Taluka Primary School,
Unpublished Dissertation, Saurashtra University, Rajkot (1978).
59
N. K. Porwal: Personality correlates of job satisfaction of higher secondary school
teachers, In M.B.Buch (Ed.) Third Survey of research in Education, New
Delhi, N.C.E.R.T. (Abstract) (1980), p.p.831-832.
149
Gohel60 (1980) studied on the Job satisfaction of the Secondary
school teachers of Mahuva and Talaza taluka. 116 Secondary school
teachers were included in the sample of the study. Self made Job
Satisfaction Questionnaire included 122 statements used for the data
collection. The collected data analyzed through Mean and Median. The
research concluded; (1) The male school teachers have fewer Job
satisfactions than female school teachers, (2) The gender was
significantly affected on the Job satisfaction, (3) Teachers from urban
area were more satisfied, (4) The area of the school also affected on the
Job satisfaction and, (5) The effects of physical facilities also found on
Job satisfaction.
Goyal61 (1980) studied on Attitude, Adjustment, Job interest
and Job satisfaction of teachers of Educational Training Institutes of
India. 314 male and female teachers having different educational
qualifications and different educational experience of seventy eight
training institutes were selected for the sample of the study. The data
collected with implementation of self made Attitude Measurement
Scale,
Free-answer
Questionnaire,
Job
Satisfaction
Inventory
formulated by Anderson and Adjustment Inventory formulated by Bell.
The collected data analysed through Mean, Standard Deviation, t-test,
F-test and Product Moment Method. The major finding of the study
was that the job interest, attitude and adjustment were profoundly
connected and affected on the Job satisfaction.
60
Girirajsinh D. Gohel: A study of job satisfaction of Secondary school teachers of
Mahuva-Talaja taluka, Unpublished dissertation Bhavnagar University,
Bhavnagar (1980).
61
J. C. Goyel: A study of t he relationship along attitude job satisfaction, adjustment
and professional interests of teacher Education in India, in M.B.Buch (Ed.),
Third survey of research in Education, New Delhi, N.C.E.R.T. (abstract),
(1980) p.806.
150
Nayak62 (1982) studied on Adjustment and Job satisfaction of
married and unmarried female teachers. The sample of study carried
785 female teachers of Primary, Secondary and Higher Secondary
school teachers of Jabalpur district. 410 unmarried and 375 married
teachers were included. Random Sampling Method used to choose the
sample of his study. Different tools were used for the data collection.
Job Satisfaction Questionnaire formulated by Pramodkumar and D. N.
Mrutha, Adjustment Inventory formulated by A.K.P. Sinha and R. P.
Sinha and Attitude Measurement Test formulated by R. P. Shrivastav
were used for the study. Various statistical techniques were used for
the procedure of data analysis. Distribution of Frequency, t-test and
Coefficient of correlation were used for the data analysis. Findings of
the study were; (1) Marital status was not significantly affected on the
Job satisfaction and, (2) There was significant relation found between
Job satisfaction and the Adjustment.
Joshi63 (1985) studied on the Job satisfaction of Secondary
school teachers of Dabhoi taluka. 150 Secondary school teachers were
selected for the sample of the study from Dabhoi taluka, 150
statements
concluded
questionnaire
was
structuralized.
The
questionnaire has different sections like teacher, student, principal,
school-society etc. The data was collected through the implementation
of the self made Job Satisfaction Questionnaire. Findings of the
research were; (1) Graduate teachers were more satisfied than post
graduate teachers, (2) Below than forty years teachers were more
62
K. D. Nayak,
: A study of Adjustment and job satisfaction of married and
unmarried lady teachers, In M.B. Buch (Ed.) Fourth survey of research in
Education, New Delhi N.C.E.R.T. (abstract) (1982) P.174.
63
Dineshchandra .O. Joshi: A study of the job satisfaction of the secondary school
teachers Dabhoi taluka, Unpublished dissertation Gujarat University,
Ahmedabad (1985).
151
satisfied with their job, and (3) Educational qualification and age were
significantly affected on the Job satisfaction.
Chopra64 (1986) studied on the difference between institutional
atmosphere
and
Job
satisfaction,
achievement of the student.
Job
satisfaction
and
the
Sample of the study included 272
teachers and 620 students of Secondary and Higher secondary rural
area school of South Delhi district. Different fools like School
Atmosphere
Questionnaire,
Job
Satisfaction
Inventory,
Socio-
economical Attitude Scale, self made and standardized Development
Scale and Achievement Test were used for the data collection. Chisquare, t-test and Coefficient of correlation were different statistical
techniques used for the data analysis. The conclusion of the study
was that the free atmosphere school teachers have higher Job
satisfaction, while strict atmosphere school teachers were dissatisfied.
Gupta65 (1986) studied on the Job satisfaction at three different
levels. 765 male teachers selected for the study from primary,
secondary and college of Meeruth district. Job Satisfaction Scale, Job
Attitude Scale, Personality Adjustment Test and personality Inventory
were used for the data collection. The collected data analysed with
different statistical techniques like; Mean, Product Moment Method,
Coefficient of correction and t-test. Major findings of the study were;
(1) Primary school teachers have positive relation with Job satisfaction
concern to the achievement, affiliation with the Institute and tolerate
64
R. K. Chopra: A study of the organizational climate of schools invocation to job
satisfaction of teachers and student’s achievement. In M.B. Buch (Ed.),
third survey of research in Education. New Delhi, N.C.E.R.T. (Abstract),
(1986) p.p.796-797.
65
S. P. Gupta: A study of job satisfaction at three levels of teaching, M. B. Buch
(Ed.). Third survey of research in Education, New Delhi, N.C.E.R.T.
(Abstract (1986), p.p.809-810.
152
some matters, while negative relation concern to egoism and safety of
the job; (2) There was positive relation found in secondary school and
college teachers with two variables
of respect and necessity of
achievement; while negative relation found in safety and freedom some
matters with their job, and (3) Secondary school and college teachers
have satisfaction with their job.
Bhatt66 (1987) studies on the personality determinations of Job
satisfaction of college teachers. Saurashtra University organized all
college teachers were included in the sample of the study. Job
Satisfaction Questionnaire and Personality Scale used for the data
collection, collected data analyzed with Mean, Standard Deviation,
Critical Ratio and Chi-square. Significant findings of the study were;
(1) Female teachers were more satisfied than male teachers, (2) There
was no significant difference in the mean scores of married and
unmarried teachers, (3) Job satisfaction had no significant relation
with the age, (4) Job satisfaction had no significant relation with the
variables like area of the work, educational qualification and
experience.
Shrivastav and Sharma67 (1988) studied the relation between
Job satisfaction and Job necessity. Seventy five engineers of Thermal
Power Corporation Limited of Delhi were selected for the sample of
study. They were from thirty eight to sixty seven years age level. Job
satisfaction test having twenty nine statements used to measure the
Job satisfaction it was formatted in seven points. Findings of the
study were that the safety, status and personal characteristics have
66
D. J. Bhatt: Personality determinations of job-satisfaction of college teachers in
Saurashtra Region of Gujarat, Unpublished Ph.D. Thesis, Bhavnagar
University, Bhavnagar (1987).
67
Shrivastava and Sharma: The relationship between job satisfaction and job and
Management Labors studies, (1988) p.p.17, 137-141.
153
no significant relation with Job satisfaction. There was negative
relation between job necessity and Job satisfaction.
Naik68 (1990) studied the Job satisfaction of teaching assistant
of Baroda University. Eighty five teachers of different faculties of
Baroda University were selected for the sample of the study. Cluster
Layer Random Sample Method used to select the sample. The data
was collected with the implementation of self made Job Satisfaction
Questionnaire. Findings of the research were; (1) No significant
difference found between male and female college teachers, (2) Job
satisfaction had positive relation with educational experience and, (3)
Unmarried teachers have high satisfaction than the married teachers.
Nair69 (1992) studied on the Job satisfaction of the primary
school teachers of Baroda city. 150 teachers were included for the
sample of the study. Random Sampling Method used to select the
sample of the study. Job Satisfaction Scale and Personal Information
List were used for the data collection. The collected data analyzed with
different
statistical
techniques
like;
Mean,
t-test,
and
Simple
Percentile Method and Distribution of Frequency. Findings of the
study were; (1) No significant difference found between the teachers of
government and non government school teachers. (2) There was no
significant difference found between P.T.C. and B.Ed. degree teachers.
(3) There was no significant different found between married and
unmarried teachers.
68
Ganeshchandra Naik: Job satisfaction of teaching Assistant of M.S. University of
Baroda, Unpublished M.Phil. thesis, M.S. University, Baroda (1992).
69
Kalpna B. Nair: A study of the Job satisfaction of the primary school teachers of
Himmatnagar
taluka,
Ahmedabad (1990).
Unpublished
dissertation
Gujarat
University,
154
Darji70 (1992) studied on the Job satisfaction of primary school
teachers of Himmatnagar taluka, 125 male teachers and seventy four
female teachers were selected for the sample of the study. A
questionnaire having different sections with eighty eight questions
was used for the data collection. Findings of the study were that the
urban areas of teachers were more satisfied and Job satisfaction
increased with safety of salary and safety of the job.
Patel71 (1993) studied on the Job satisfaction of primary school
teachers. 130 male and female school teachers were selected for the
sample of the study. Seventy two positive and twenty eight negative
statements included questionnaire used for the data collection. Major
findings of the study were; the favorable attitude of the principal was
highly affected on the Job satisfaction, while the frequency of
satisfaction was increase where physical facilities were available.
Tapodhan72 (1994) has comparative studied on Job attitudes
and Job satisfaction of Secondary school teachers of Ahmedabad city.
Five hundred teachers were included in the sample of the study.
Random Sampling Method was used in the study. Self made Job
Attitude Scale and D. N. Mrutha formulated Job Satisfaction
Questionnaires were used for the data collection. Different statistical
techniques like; Mean, Median and Standard Deviation used for
analyzing the data. Findings of the study were; (1) Job attitudes of
female teachers were more positive than the male teachers, (2) Area
70
Rasiklal Darji: A study of job satisfaction of primary school teachers of
Himmatnagar
taluka,
Unpublished
dissertation,
Gujarat
University,
Ahmedabad (1992).
71
S. I. Patel: A study of the job satisfaction of municipality organized primary school
teachers of Baroda city, Unpublished dissertation, M.S. University, Baroda,
(1993).
72
Harishbhai N. Tapodhan: A comparative study of the job satisfaction and job
attitudes of secondary school teacher of Ahmedabad city, Gatishil
Shikshan, (1994) p.p.21-24.
155
was not significantly affected on the Job satisfaction, (3) Marital
status, educational experience and age were not significantly affected
on the Job satisfaction, (4) Types of school and Area of the school was
not significantly affected on the Job satisfaction.
Thakkar73 (1995) studied on the Job satisfaction of the
principals of the Secondary school. The principals of six districts of
Saurashtra were selected for the sample of the study. Self made Job
Satisfaction Scale was used for the data collection. Distribution of
frequency, Mean, Median, Standard Deviation, Chi-square and Critical
Ration used for the analysis of the data. Findings of the study were;
(1) Majority principals have neutral attitude; (2) There was no
significant difference found on Job satisfaction with age, area,
educational
qualification
and
marital
status;
(3)
Educational
Experience had significantly effected on Job satisfaction. Nine to
sixteen years experience principals were found more satisfied.
Jadeja74 (1997)
studied on the Job satisfaction, Values and
Problems of in-service female school teachers. Cluster Layer Random
Sampling Method was used to select the sample for the study.
Colleges, Secondary schools, and seventy five primary school teachers
included. 584 female school teachers of six districts of Saurashtra
selected for the sample. G. G. Nakum formulated Value Scale and self
made Problem List and K. P. Viroja formulated Job Satisfaction Test
were used for the data collection. Age, educational qualifications,
types of school management and experience were included as
independent variables, while Job satisfaction, Values and Problems
73
Manhar J. Thakkar: A study of the job satisfaction of principals of secondary
school of Saurashtra Unpublished Ph.D. Thesis, Bhavnagar University,
Bhavnagar (1995).
74
Madhurika R. Jadeja: A study of the job satisfaction values and problems of in
service female teachers, Unpublished Ph.D. Thesis, Saurashtra University,
Rajkot (1997).
156
were dependent variables. The data analyzed with different statistical
techniques like; F-value, t-value, Mean and Variance of Analysis.
Findings of the study were; (1) There was equal Job satisfaction found
in each levels of female teachers’ education, (2) P.T.C. degree holder
school teachers were more satisfied than having B.Ed. degree. (3)
There was no any effect on Job satisfaction of school management and
medium of the school. (4) There was significant difference found
between married and unmarried school teachers. (5) Experience was
not affected on the Job satisfaction.
Rathava75 (1998) studied on the Job satisfaction of the primary
school teachers of Baroda city. 120 male and female school teachers
were included in the sample of the study. Out of them, eighty teachers
were male, while forty teachers were female. Random Sampling
Method was used to select the sample of the study. K. U. Lavingia
formulated Attitude Scale was used for the data collection. The
collected data analyzed wit different statistical techniques like;
Standard Deviation, Chi-square, Critical Ratio and Mean. A finding of
the study was that the age, educational qualifications and educational
experience was not significantly affected on the Job satisfaction.
Vyas76 (2001) studied on the Job satisfaction of primary
teachers with reference to their sex, marital status and educational
qualification. Cluster Layer Method was used to select the sample of
the study. 3000 primary school teachers were selected from Junagadh
and Porbandar districts. 1770 male teachers and 1230 female
teachers were included in the study. Self made job satisfaction
75
Kalpnaben P. Rathava: A study of job satisfaction of municipality organized
primary school teachers of Baroda city, Unpublished dissertation Gujarat
Vidyapith, Ahmedabad (1998).
76
M. V. Vyas : The job satisfaction of primary teachers’ with reference to their sex,
marital status and educational qualification, Unpublished Ph.D.
Thesis, Saurashtra University, Rajkot (2001).
157
inventory was used for the data collection. Various statistical
techniques used for the data analysis. Mean, Median, standard
deviation and chi-square used for the procedure of data analysis.
Findings of the study were; (1) There was a significant difference found
between married and unmarried teachers, (2) Marital status was
affected on male teacher’s Job satisfaction; (3) Married teachers’
gender was affected on the Job satisfaction, and (4) The affect of
different
district
found
with
reference
to
lower
educational
qualification.
Joshi77 (2004) has studied on the Job satisfaction of B.Ed.
trainee and B.Ed. trained teachers of Saurashtra region of Gujarat
State. 120 B.Ed. trainees and 120 B.Ed. teachers were included for
the sample of the study. Cluster Layer Method was used to select the
sample. There different tools were used for the data collection.
Personal Information Sheet, Job Stress List formulated by D. J. Bhatt,
and Lodhal and Cadgner formulated Gujarati version of Job
Involvement Inventory implemented on the sample of the study.
Medium, standard deviation and t-test used for the procedure of data
analysis. Findings of the research were; (1) No significant different
found between B.Ed. trainees Job satisfaction and Job stress, (2)
There
was
positive
significant
correction
found
between
job
involvement and the job satisfaction of B.Ed. trainee., (3) There was
positive significant correlation found between job involvement and Job
satisfaction of male teachers, and (4) The teachers who are coming
from separate family they have higher Job involvement than the joint
family teachers.
77
Harina L. Joshi: A Comparative study of Job-stress, job involvement and job
satisfaction of B.Ed. trainee and B.Ed. trained teachers of Saurashtra
region of Gujarat State, Unpublished Ph.D. Thesis, Saurashtra
University, Rajkot (2004).
158
2.8.0 Review of available researches of Achievement
motivation
The researcher has studied eight past researches which were
concern to the Achievement motivation. Available and studied were
Lakhiya (1971), Rao (1975), Patel (1977), Narulla (1978), Joshi (1999),
Zenzen (2002), Vyas (2005) and Purohit (2006). Seven studies were
from India, while one study was from abroad included in the review.
Through these eight researches Achievement motivation related
information was collected.
Past researches were implemented during 1971 A. D. to 2006
A.D. There were different variables used in past researchers. They
were time-planning, parental – teacher relation, education level,
ordinal method, marital status, age, area of the school, private school,
public school, lower age group, higher age group, gender, seniority,
school
atmosphere,
career
oriented,
work-load,
adjustment,
management, type of family, socio economical status, intelligence type
etc. Grade level and teachers gender were major used in these
researches.
These researches reflects that the Achievement motivation
related problems created on account of education, regular class
education,
expectations
of
guardians
physical
facilities
of
the
education, school control during school time, efficiency of teachers,
teachers’
mental
health,
teachers
home
and
family
situation,
personality, job satisfaction, mental problems, routine efficiency can
be considered.
These past researches carried various size of the sample.
Lakhiya (1971) studied on 100 teachers of training colleges. Rao
(1975) selected 410 B.Ed. College trainee of Madras University. Patel
(1977) selected 876 trainee teachers while Narulla (1978) selected 608
trainees of Government Educational Institute for training college of
159
Orissa State. Joshi (1999) selected 525 Primary School teachers.
Zenzen (2002) studied on 99 students and Vyas (2005) selected 646
Secondary School teachers. Purohit (2006) selected 943 Primary
School teachers of Saurashtra and Kutch region. Thus, these
researches were implemented on Primary and Secondary school
teachers and on B.Ed. trainee too.
Various tools were implemented for the collection of the data in
those past researches. Following tools were used to measure the
Achievement motivation of the selected sample.
1)
Attitude Measurement Scale
2)
T.A.T. test
3)
S.E.S. Scale
4)
Merit Appearance Test.
5)
Self Report Card.
6)
Dr. Sinha’s Anxiety Test
7)
Achievement Motivation Scale translated by K. P. Meva.
Different statistical techniques were used for the data analysis,
i.e. Mean, Standard Deviation, Correlation, t-test, two way t-value, Ftest, Validity and Reliability. t-test was frequently used in
past
researches.
2.9.0 Review of available researches of Adjustment
Researcher has selected the Adjustment related twenty one
researches for review. In these researches six researches were from
1966 A.D. to 1980 A.D., while fifteen researches were from 1981 A.D.
to 2005 A.D. Through these twenty one researches, the Adjustment
related information was gathered. Former researches criticized,
differently on Adjustment.
There were different variables used in former researchers. They
were time-planning, parental – teacher relation, education level,
ordinal method, marital status, age, area of the school, private school,
public school, lower age group, higher age group, gender, seniority,
160
school
atmosphere,
career
oriented,
work-load,
adjustment,
management, type of family, socio economical status, intelligence type
etc. Grade level and teachers’ gender were major used in these
researches.
These researches reflects that the Adjustment related problems
created on account of education, regular class education, expectations
of guardians physical facilities of the education, school control during
school time, efficiency of teachers, teachers’ mental health, teachers
home and family situation, personality, job satisfaction, mental
problems, routine efficiency can be considered.
Past researches carried different volumes of sample. Different
level of education students were selected in this sample. Eight
researches had selected Secondary school students while five
researches had selected Higher Secondary school students. One
research had selected college level students too. There were P.T.C. and
B.Ed. level trainee also selected in this research. One research carried
handicapped students in sampling too. The students of rural and
urban area of school were included in the sample. Selected studies
were implemented in India and abroad too.
Past researches implemented on primary school to college level
students and also on special education too. The size of the sample was
20 to 3200 school students.
Different kinds of tools were used for data collection in these
former researches. Following tools were implemented in these studies.
1)
Questionnaire
2)
Adjustment Inventory
3)
Saksena Adjustment Inventory
4)
Personal Reference List
5)
Adjustment Check List
6)
Incomplete Sentence Blank
7)
S.E.S. Scale
161
8)
Problem Test
9)
Desai Adjustment Inventory
Personal visits, diary, observations were also implemented for
measure the adjustment. Some researches has used standardized
tools, while some were constructed the tools by own self. Past
researches directs the new research with the selection of the variables,
selection of the sample, sample size, age group of the sample, research
tool, construction of the tool, research method and data analysis too.
Adjustment related eight researches on secondary school
students. There were Bhagiya (1966), Agraval (1970), Bhatt (1972),
Chag (1974), Goswami (1980), Gupta (1981), Matoo (1981) and Pawar
(1983). Five studies were from Higher Secondary level, i.e. Ghankot
(1982), Singh (1983), Raval (1984), Kala (1986), Gohil (2001) and
Agraval (1970). Donga (1986) had studied on B.Ed. trainees while
Daslaniya (1982) had studied on P.T.C. trainees. Zibba (1999) studied
on physically handicapped students of 8th to 12th .
Bhagiya (1966) selected 3224 students, Agraval (1970) selected
237 students of Std.9th to 11th, and Bhatt (1972) selected only twenty
students of Secondary School, while Chag (1974) selected fifty five
students. Tulpune (1977) selected 213 pre-university students.
Goswami (1980) selected 2481 girl students. Gupta (1981) selected
3404 students of secondary school, while Matoo (1981) selected 902
students. Ghankot 91982) selected 257 boys and Girls students.
Daslaniya (1982) selected 711 P.T.C. Trainee. Singh (1983) selected
450 students of Higher Secondary school. Pawar (1983) selected 358
Adivasi students. Raval(1984) selected 276 students. Kumar (1985)
selected 509 students of Std. 10th Donga (1986) selected 1880 B.Ed.
trainees. Kala (1986) selected sixty students of Higher Secondary
school. Pandya (1993) selected 1242 students of secondary school.
Zibba(1999) selected 383 physically handicapped students of Std.8th
to 12th Gohil(2001) selected 3142 students of secondary and Higher
162
Secondary school students and Joshi (2005) selected 828 primary
school students of Std.5th 6th and 7th .
There were different statistical techniques were used for the
data analysis, i.e. Mean, Standard Deviation, Correlation, t-test,
Percentile Rank, Chi-square method, two way t-value, F-test, Validity
and Reliability. t-test was frequently used in past studies.
2.10.0 Review of available researches of Job satisfaction
The researcher has studied and selected past studies for the
review. Thirty one researches were included from India and abroad
too. These researches implemented with Ph.D., M.Ed., M.Phil and
project level. Four researches were included from the duration of 1953
A.D. to 1977 A.D. These researchers were from foreign studies. There
were eleven researches included with 1964 A.D. to 1980 A.D., while
fifteen researches presented from 1982 A.D. to 2000 A.D., Two
researchers from 2000 A.D. to 2004 A.D. These researches were from
various degree levels. Twelve studies were from Ph.D. level, one study
on M.Phil. level and eight studies were from M.Ed. Level tool. Ten
studies were projects of the research were also included here for
review.
Sample of the study was 75 to 4000 existed in the former
researches. Analysed researches were implemented on primary school
teachers, secondary school teachers, college teachers, managers of the
companies’, workers of the companies and students too.
All the researches concern with Job satisfaction. Therefore, Job
satisfaction was the dependent variable in each study. One research
measured the relation between Job satisfaction and job attitudes
while another one measured the relation between Job satisfaction and
Mental stress as dependent variable.
Independent variables accepted in the review of researches like;
the age in twelve researches, marital status in ten researches, and
Educational qualification in eight researches. Educational experience
163
in seven researches, Safety in three researches, Physical facilities in
four researches, Area in seven researches, Pay scale in five researches,
Achievement needs in two researches, Opportunities for future
progress in two researches, Type of school in seven researches, Social
states in four researches, School atmosphere in three researches,
Educational level in three researches, Work load in seven researches,
Co-operative staff in two researches, Behavior in three researches,
Adjustment in one research, Nature of employee in one research,
Personality in one research, Interest in one research, Respect in one
research, Students’ Achievement in one research, Income in one
research, Conditions of the job in one research and Deputation level in
one
research
were
discussed.
Independent
variables
like
sex,
educational qualification, marital status, age, experience, physical
facilities, and salary and future opportunities were highly affected in
those studies. There was no any affect found on achievement, status
level and social status in those studies.
There were different statistical techniques were used for the
data analysis, i.e. Mean, Standard Deviation, Correlation, t-test,
Percentile Rank, Chi-square, two way t-value, F-test, Validity and
Reliability. t-test was frequently used in these past researches.
2.11.0 Distinguishing features of the present study
Former researches were implemented on pre-primary, primary,
secondary and on college level students and teachers. In these studies
Job satisfaction, Adjustment and Achievement motivation were
measured. According to the researches on Achievement motivation,
there were seven researches included for analysis. Out of them, four
researches were based on primary school teacher, two researches on
secondary school teachers and one research on trainee teachers.
These researches implemented in India and abroad too. There was no
any
research
available
Vidyasahayak teachers.
on
the
Achievement
motivation
of
164
There were plenty of researches available on the Adjustment.
Here former researches available on the basis of Primary, Secondary,
Higher Secondary, College and on training institutes. Teachers and
students were majority sample of the study in those researches. There
was no any research available to measure the Adjustment of
Vidyasahayak teacher in primary school.
Former researches concerns to the Job satisfaction were
implemented on Primary School, Secondary school, Higher Secondary
school, College, and Training Institutes and on special school too.
There were twenty six former researches available and analyzed for
this research. They were M.Ed., M.Phil. and Ph.D. level tool. But there
was no any research is available to measure the Job satisfaction of
Vidyasahayak teachers of Primary school.
The study included ten different independent variables to
measure
the
Achievement
Motivation,
Adjustment
and
Job-
satisfaction of Vidyasahayak teachers. They were (1) Sex, (2) Area of
the
School,
(3)
Category,
(4)
Type
of
family,
(5)
Education
Qualification, (6) Marital Status, (7) Age, (8) Educational Stream, (9)
Place of the job, (10) Educational Staff Situation.
There were lots of tools available to measure the Job satisfaction
in any professions. But no any tool available to measure the job
satisfaction of Vidyasahayak teacher. Job Satisfaction Questionnaire
was standardized and implemented on Vidyasahayak teachers to
measure the actual Job satisfaction of them.
Past studies implemented on 20 to 4000 characters in the
sample. Out of them, thirty two researches have less then 500
characters of sample, while present study implemented on 705
Vidyasahayak teachers. There was no any research available on Ph.D.
level to measure the Achievement Motivation, Adjustment and the
Job-satisfaction of Vidyasahayak teachers.
165
CHAPTER - III
Research Setting and Research Design
3.1.0
Introduction
3.2.0
Population
3.3.0
Selection of the Sample
3.4.0
Research Method
3.5.0
Selection of the Tools
3.6.0
3.5.1
Achievement Motivation Test
3.5.2
Adjustment Test
Construction of the Job Satisfaction
Questionnaire
3.6.1
Tool construction of Primary form
3.6.2
Piloting of the Job Satisfaction Questionnaire
3.6.3
Implementation of the Primary form of Job
Satisfaction Questionnaire
3.6.4
Construction of the final form of Job Satisfaction
Questionnaire
3.6.5
Reliability of Job Satisfaction Questionnaire
3.6.6
Validity of the Job Satisfaction Questionnaire
3.7.0
Data collection
3.8.0
Scoring planning
3.9.0
Statistical techniques for the Data analysis
3.9.1
Pearson’s Coefficient of Correlation
3.9.2 t-test
166
CHAPTER - III
Research Planning
3.1.0 Introduction
Teacher is the backbone of our society. Teacher can preserve
the values in the student’s life. Each teacher is able to implement and
identify the hidden skill of the student. Today’s world is a world to
achieve something with the use of skill. Skill development is a life long
process. It is a process that helps individuals grow and mature, learn
to have confidence in one’s own decisions and discover sources of
strength within and outside oneself. Among all other skills, the ‘Life
Skills’ are very much important for the development of one’s
personality, talents and psychological as well as physical abilities to
their fullest potential. These skills are nothing but ‘Living skills’,
which ultimately lead towards the holistic development of an
individual. Hence, these are to be developed towards the goals of
achieving life long
development.
Here
learning as well
the
researcher
as prolonged sustainable
has
tried
to
find
out
the
Achievement motivation of Vidyasahayak teachers.
Health is Wealth – Today the future of our country has lacking
of the above proverb. The globalization has added new dimensions to
the educational scenario. It leads to the growth of knowledge societies,
breaking all geographical boundaries and barriers. It has changed the
perception of primary education. We know that school is a shadow of
our society. In spite of satisfaction, Adjustment is also an important
factor to perform your duty well. If a teacher can not adjust in present
school system, he can not serve the best. So here the researcher has
tried to find out the Adjustment of Vidyasahayak teachers.
167
Satisfaction is more important than the job for a person. To
serve in a fix and low salary job is very tough for any one presently.
Here the researcher has tried to find the job satisfaction of
Vidyasahayak teachers. Five important factors of Job Satisfaction
like;
Job
Involvement,
Job
Satisfaction,
Job
Confidence,
Job
Motivation and the Present Job Situation were measured.
In this chapter, the researcher has included the population,
sample
of
the
study,
construction
and
the
procedure
to
implementation of the Job Satisfaction Questionnaire, the procedures
for the data collection and the method of the data analyses.
3.2.0 Population
Population or universe means, the entire mass of observations,
which is the parent group from which a representative sample is
chosen for the collection of the data and for whom the researcher
derives on the findings. The population of the present study
encompassed the Vidyasahayak teachers who are presently working
in primary school of Saurashtra region and Kutch district. The
information about Vidyasahayak teachers was retrieved from the
District Primary Education Officer in each district of Saurashtra and
Kutch. This data was retrieved from the published data of the year
2006-2007.
Table 3.1 shows the Vidyasahayak teachers in Saurashtra
region and Kutch district in the academic year 2006-2007.
168
Table: 3.1
Vidyasahayak teachers included in the Population
Sr.
No.
Name of the district
Vidyasahayak Teachers
1.
Amreli
838
2.
Bhavnagar
925
3.
Jamnagar
1123
4.
Junagadh
1020
5.
Kutch
1421
6.
Porbandar
633
7.
Rajkot
946
8.
Surendranagar
Total
1242
8148
Table 3.1 discloses that there were total 8148 Vidyasahayak
teachers in Saurashtra and Kutch region. There were the lowest
Vidyasahayak (633) teachers in Porbandar district; while (1421) the
highest numbers of Vidyasahayak teachers were found in Kutch
district. (Graphical Presentation of Vidyasahayak teachers included in
the Population of the study is given in Graph: 3.1)
169
838
1242
( 10% )
( 15%)
925
( 11% )
946
( 12% )
`
1123
633
( 14% )
( 8% )
1020
1421
( 13% )
( 17% )
Amreli
Kutch
Bhavnagar
Porbandar
Jamnagar
Rajkot
Junagadh
Surendranagar
170
3.3.0 Selection of the Sample
A sample is a small proportion of a population selected for
observation and analysis by observing the characteristics of the
population from which it is drawn. Thus, sampling is the process of
selecting the fractional part from the universe. The ideal sampling
should be such that error of estimation is minimized. Further, it
should be chosen impartially. In population, there were many
Vidyasahayak teachers fresh appointed, they also included in the
sample of the study. According to Table 3.1, there were 8148
Vidyasahayak teachers included in population. Out of them, about
eight percent Vidyasahayak teachers were selected for the sample of
the study. Random Sample Method was used to select the sample
from population.
Table 3.2 shows the sample of Vidyasahayak teachers selected
through the Saurashtra region and Kutch district.
Table: 3.2
Vidyasahayak teachers included in the Sample of the study
Sr. No.
Name of the Districts
Vidyasahayak Teachers
1.
Amreli
119
2.
Bhavnagar
72
3.
Jamnagar
86
4.
Junagadh
84
5.
Kutch
6.
Porbandar
7.
Rajkot
8.
Surendranagar
106
61
101
Total
76
705
(Graphical Presentation of Vidyasahayak teachers included in the
Sample of the study is given in Graph: 3.2)
171
76
( 11% )
119
( 17% )
101
( 14% )
72
( 10% )
61
( 9% )
`
86
( 12% )
106
( 15% )
84
( 12% )
Amreli
Bhavnagar
Jamnagar
Junagadh
Kutch
Porbandar
Rajkot
Surendranagar
172
3.4.0 Research Method
Survey Method was used in present study. The data concerned
to the variables collected from the sample for fulfillment of the
research objectives. 705 Vidyasahayak teachers were included in
sample for the information of their Sex, Area of the school, Category,
Type of family, Educational qualification, Marital status, Age,
Educational stream, Place of the job and the Situation of educational
staff. The survey method was used with the help of three different
tools for the data collection.
Survey Method
The Survey method was frequently used in Educational,
Industrial, Political and Government concern Institutes research for
their problem solving.
Here the data was collected from the sample and analyzed and
measured very sharply for present study. Present survey situation is
very useful for the future planning. This keen observation is essential
for the verification of present condition and the ideal conditions are
same.
Survey may be vast or limit. Sometimes survey may be for whole
population or it may be for limited sample also. Survey includes
various variables. It may concern selected variables too. Survey
depends on types of problem and its limitations. There are various
types of Educational survey:
1. School related Survey
2. Profession analysis Survey
3. Record concern Survey
4. Population opinion Survey
5. Social Survey
There are some research work found by the teachers, observers,
principals and educational members in the field of survey. In this kind
173
of survey, the researcher collects the data concern to their age, sex,
educational qualification, social-economical situation, conditions of
their service, source of income, social relation etc. In recent time, the
studies available on teacher student relation, social adjustment of the
teacher and the effects of human relationship with the society.
3.5.0 Selection of the Tools
Different tools are used to collect the information from sample of
the study according to the research variables. Every fruitful results of
the research depend on the selection of the tools. Only selection of the
tool is not important, but the accuracy of reliability is also the most
important factor in the process of the tool selection.
More than one tool in a research needed for sometime. The
researcher should have selected the tools with keep in mind the
research objectives and research method too.
Vidyasahayak teachers of Saurashtra-Kutch were included in
the sample of this study. They were measured for Achievement
motivation, Adjustment and Job satisfaction through different tools.
‘Achievement Motivation Scale’ prepared by Minaxi Bhattnagar was
used
for
the
measurement
of
an
Achievement
motivation
of
Vidyasahayak teachers included in the sample of the study. This test
was translated in Gujarati by K.P. Meva. ‘Adjustment Inventory’
prepared by Parulben Purohit was used here for the measurement of
the
Adjustment
of
Vidyasahayak
teachers.
‘Job
Satisfaction
Questionnaire’ constructed by the researcher for the measurement of
the Job satisfaction of Vidyasahayak teachers included in the sample
of the study. Thus, two tools were ready made and the Job
Satisfaction Questionnaire prepared by the researcher for the data
collection.
174
3.5.1 Adjustment Test
Adjustment Test prepared by Parulben Purohit was used to
measure the Adjustment of Vidyasahayak teachers. There were five
kinds of Adjustment measured through this test. Following five kinds
of Adjustment were measured in this test;
1. Social Adjustment
2. Educational Adjustment
3. Mental Adjustment
4. Occupational Adjustment
5. Physical Adjustment
This test carried fifty five statements to measure these five kinds
of Adjustment. A box was given for response in ‘yes’ or ‘no’ in front of
each statement. One should put (•) or ( x ) for response. (•) sign is
calculated for 1 mark and ( x ) sign for 0 mark. This Adjustment Test
has no time limit. It can be used for group also. This test is also useful
for the measurement of Adjustment of secondary and college students
and for any adult person.
This test was implemented on one hundred Vidyasahayak
teachers. Test re-test score found 0.73 to 0.63. Test reliability score
found 0.68. Validity of the score found 0.62. (Adjustment Test:
Appendix 3.1)
3.5.2 Achievement Motivation Test
Achievement motivation Test prepared by Minaxi Bhattnagar
was translated in Gujarati by K.P.Meva, used here to measure the
Achievement motivation of Vidyasahayak teachers included in the
present study.
This
tool
includes
eighteen
pairs
of
various
factors
of
Achievement motivation. ‘ A ’ and ‘ B ’ two options were given to
choose. One option should select for response. Sixteen pairs of
statements were positive and two pairs were negative.
175
There is no time limit for give the responses. About thirty
minutes taken away time for given instructions and responses to the
Vidyasahayak teachers.
Each true response carried one mark and false for zero in
calculation. Thus, total eighteen statements carried total eighteen
marks in calculation.
Split Half Method was used to measure the reliability of
Achievement Motivation Test. Eighteen statements were divided into
the same two groups. Each group carried nine statements. One
hundred
Vidyasahayak
teachers
were
randomly
selected
for
implementation of Achievement Motivation Test. Correlation found by
Speareman Brown’s formula. The value found 0.61. Thus, test
reliability was 0.61. Validity established on three different groups of
B.A., B.Sc. and M.A. students. Adverd’s Personal Preference translated
in Hindi by R. P. Bhaattnagar was used for validity. Correlation of the
group of graduates and post graduates on Achievement Motivation
Test and Bhattnagar’s Hindi version Adverd’s Personal Schedule found
0.69, 0.65 and 0.61 respectively. (Achievement Motivation Test:
Appendix: 3.2)
3.6.0
Construction of the Job Satisfaction
Questionnaire
Job satisfaction is accepted as a dependent variable in the
present study. There was not any tool available for the measurement
of the Job satisfaction of Vidyasahayak teachers. So the researcher
has decided to construct the Job Satisfaction Questionnaire for the
measurement of Job satisfaction of Vidyasahayak teachers. Likert
Method was used to construct the Job Satisfaction Questionnaire.
176
3.6.1 Tool construction of Primary form
Collections of the Questions
The questions were collected from several places of job satisfaction
to construct a Job Satisfaction Questionnaire. Following were the
sources:
•
Vidyasahayak teachers who are presently working in primary
school
•
Principals of Primary school
•
P.T.C. and B.Ed. trainees
•
Retired teachers of Primary school
•
Experienced teachers and friends
•
C.R.C and B.R.C. Coordinators
•
Various reference books
Job Satisfaction Questionnaire formulated in following five factors:
•
Job Involvement
•
Job Satisfaction
•
Job Motivation
•
Job Confidence
•
Present Job Situation
There were positive and negative questions selected. Neutral
questions were avoided here. In the primary form of Job Satisfaction
Questionnaire, there were seventy two questions included. This list of
questions concern to the various factors of Job Satisfaction included
in the present study. Each question was put properly in concern
factor of job satisfaction. For the experts’ responses, there was
sufficient place given in the bottom side of the list of each factor.
(Appendix.3.3)
3.6.2 Piloting of the Job Satisfaction Questionnaire
Every tool requires primary testing before its implementation on
the real population. This testing or piloting of the project has a scope
177
to receive feedbacks from the teachers, different resource persons and
from the students. Researcher has to make certain changes according
to the feedbacks received.
This primary form of the Job Satisfaction Questionnaire sent to
the experts. This list of the questions sent to the experts of education
field for verify. This form sent to the teachers of Education
Department of various universities, Principals and teachers of the
B.Ed. College and the experts in education field. Experts’ opinions
invited for the structure and the appropriateness of the sent
questions. In each factor a column also added for missing questions
concern to the factor. A stamp attached and address of the researcher
written envelop also sent with the primary form of Job Satisfaction
Questionnaire. (Experts’ list: Appendix 3.4) There were twenty one
experts replied. The primary form of Job Satisfaction Questionnaire
was again sent to eight experts. Out of them, three experts replied.
Some important instructions were written by the experts concern to
the structure of the questions. Essential amendments and necessary
instructions were followed by the researcher in primary form of Job
Satisfaction Questionnaire. Some new questions also added which
were suggested by the experts. Ultimately, the Job Satisfaction
Questionnaire was reconstructed. (Primary form of Job Satisfaction
Questionnaire: Appendix 3.5)
The researcher had done the changes in the questionnaire as
per the directions of the resource persons and carved out the final
version of the questionnaire.
3.6.3
Implementation of the Primary form of Job Satisfaction
Questionnaire
Following were the chief characteristics of the implementation of
primary form of Job Satisfaction Questionnaire on Vidyasahayak
teachers.
1. Inter correlation verify among each of the question.
178
2. To identify the difficulties concern to the instructions
given in the tool.
3. To study the difficulties during responses.
4. To measure the time limit of the tool.
There were one hundred Vidyasahayak teachers selected for the
primary implementation of the Job Satisfaction Questionnaire. This
sample of Vidyasahayak teachers was selected from various school of
Saurashtra and Kutch region. Male and Female Vidyasahayak
teachers were included for the study. Table 3.3 indicates the
Vidyasahayak teachers included for the primary study with reference
to their Sex and District.
Table: 3.3
Vidyasahayak teachers selected for the Primary implementation
of the Job Satisfaction Questionnaire
Sr.
Name of the
No.
Districts
Male
Female
Vidyasahayak
Vidyasahayak
Teachers
Teachers
Total
1.
Amreli
07
06
13
2.
Bhavnagar
06
04
10
3.
Jamnagar
07
04
11
4.
Junagadh
08
04
12
5.
Kutch
10
08
18
6.
Porbandar
06
04
10
7.
Rajkot
07
06
13
8.
Surendranagar
07
06
13
Total
58
42
100
It is seen from the observation of the Table 3.3 that there were
one hundred Vidyasahayak teachers included in the sample of this
study. Out of them, fifty eight Vidyasahayak teachers were male;
while forty two Vidyasahayak teachers were female.
179
3.6.4 Construction
of
the
final
form
of
Job
Satisfaction
Questionnaire
Primary implementation of Job Satisfaction Questionnaire
measured for the correlation between each question’s obtained score
and Vidyasahayak teachers total score. Product Moment Method was
used in these analyses. Significance level also decided through these
analyses. Table 3.4 shows the result of the data.
Table: 3.4
Correlations of total marks of Job Satisfaction Questionnaire
and their Significance Level
Question
No.
1.
Correlation
Significance Level
0.13
Not significance
2.
0.42
0.01 Level of Significance
3.
0.18
Not significance
4.
0.52
0.01 Level of Significance
5.
0.45
0.01 Level of Significance
6.
0.44
0.01 Level of Significance
7.
0.10
Not significance
8.
0.05
Not significance
9.
0.38
0.01 Level of Significance
10.
0.11
Not significance
11.
0.14
Not significance
12.
0.40
0.01 Level of Significance
13.
0.07
Not significance
14.
0.37
0.01 Level significant
15.
0.10
Not significance
16.
0.32
0.01 Level of Significance
17.
0.59
0.01 Level of Significance
180
Table 3.4 Continue…
Question
Correlation
No.
18.
0.46
Significance Level
0.01 Level of Significance
19.
0.39
0.01 Level of Significance
20.
0.32
0.01 Level of Significance
21.
0.45
0.01 Level of Significance
22.
0.50
0.01 Level of Significance
23.
0.37
0.01 Level of Significance
24.
0.31
0.01 Level of Significance
25.
0.41
0.01 Level of Significance
26.
0.16
Not significance
27.
0.33
0.01 Level of Significance
28.
0.30
0.01 Level of Significance
29.
0.49
0.01 Level of Significance
30.
0.59
0.01 Level of Significance
31.
0.04
Not significance
32.
0.32
0.01 Level of Significance
33.
0.36
0.01 Level of Significance
34.
0.15
Not significance
35.
0.38
0.01 Level of Significance
36.
0.26
0.01 Level of Significance
37.
0.46
0.01 Level of Significance
38.
0.39
0.01 Level of Significance
39.
0.13
Not significance
40.
0.38
0.01 Level of Significance
41.
0.29
0.01 Level of Significance
42.
0.48
0.01 Level of Significance
43.
0.33
0.01 Level of Significance
44.
0.43
0.01 Level of Significance
45.
0.53
0.01 Level of Significance
181
Table 3.4 Continue…
Question
No.
46.
Correlation
Significance Level
0.12
Not significance
47.
0.54
0.01 Level of Significance
48.
0.43
0.01 Level of Significance
49.
0.47
0.01 Level of Significance
50.
0.49
0.01 Level of Significance
51.
0.45
0.01 Level of Significance
52.
0.09
Not significance
53.
0.17
Not significance
54.
0.29
0.01 Level of Significance
55.
0.14
Not significance
56.
0.11
Not significance
57.
0.39
0.01 Level of Significance
58.
0.49
0.01 Level of Significance
59.
0.10
Not significance
60.
0.42
0.01 Level of Significance
61.
0.38
0.01 Level of Significance
62.
0.29
0.01 Level of Significance
63.
0.47
0.01 Level of Significance
64.
0.33
0.01 Level of Significance
65.
0.45
0.01 Level of Significance
66.
0.49
0.01 Level of Significance
67.
0.32
0.01 Level of Significance
68.
0.38
0.01 Level of Significance
Table 3.4 discloses that the total score of question number 1, 3,
7, 8, 10, 11, 13, 15, 26, 31, 34, 39, 46, 52, 53, 55, 56, 59 correlations
respectively 0.13, 0.18, 0.10, 0.05, 0.11, 0.14, 0.07, 0.10, 0.16, 0.04,
0.15, 0.13, 0.12, 0.09, 0.17, 0.14, 0.11, 0.10
were not significant.
182
Therefore these eighteen questions were not accepted in Job
Satisfaction Questionnaire. Thus, total fifty questions were accepted to
measure the Job satisfaction of Vidyasahayak teachers in Job
Satisfaction Questionnaire. Eighteen questions were negative and
thirty two were positive included in the final form of the Job
Satisfaction
Questionnaire.
(Final
Form
of
Job
Satisfaction
Questionnaire: Appendix: 3.6)
3.6.5 Reliability of Job Satisfaction Questionnaire
There are two essential characteristics of good measuring
instrument its Reliability and Validity. Reliability refers to the
accuracy to the measurement.
Reliability means consistency of scores obtained by same
individual when re examined with the test on different sets of
equivalent items or under other variable examining conditions
- Anastasi (1968)
After the construction of the tool, the reliability was found. Test
reliability means to observe that a test will give the same result in
different events. If the tool is reliable, the score at different level, at
different situation and at different event are same. The score of a tool
is a sum of original score and the measurement error.
There are plenty of methods to find out the reliability level but
here Test-Retest Method was used to find out reliability level.
Methods or Types of Reliability
Lee J. Cronbach has recently proposed the four methods of
computing reliability of a test scores –
1. Coefficient of stability
2. Coefficient of equivalence
3. Coefficient of stability and equivalence, and
183
4. Coefficient of internal consistency
J.P. Guilford has suggested three methods of estimating
reliability of test scores –
1. Internal consistency or simple internal consistency.
2. Alternative forms or Parallel forms
3. Retest or Test-retest reliability
Test Re-Test Reliability
Before using the Job Satisfaction Questionnaire, the reliability
was
measured
with
Test-retest
method.
The
Job
Satisfaction
Questionnaire was given to twenty five Vidyasahayak teachers of
Kutch district. The data collected. After a month, the same
Vidyasahayak teachers were again used for Re- test. Total score of
Job satisfaction was measured. Product Moment Method was used to
find out the correlation between pre score and post score of Job
Satisfaction Questionnaire, 0.90 values were found. It was 0.01 level
of significant. Therefore the final Job Satisfaction Questionnaire was
reliable for the sample of the present study.
3.6.6 Validity of the Job Satisfaction Questionnaire
It
is
quite
necessary
to
ascertain
that
the
intended
interpretation of the test score is justifiable before the test is used.
The process of gathering evidence to determine what a test score
implies is known as validation.
E.F. Lindquist has defined validityAs the accuracy with which it measures that which is intended to
measure or as the degree to which it approaches infallibility in
measuring what it purports to measure.
184
Types of Validity
The literature of validity reveals that there are several ways of
classifications of validity. Some important classifications have been
listed here;
1. Major classification
- Operational validity
- Functional validity
2. According to Lee J. Cronbach- Content validity
- Concurrent validity
- Predictive validity
- Construct validity
3. According to Freeman - Operational validity
- Functional validity
- Factorial validity
- Face validity
4. According to Jordon –
- Internal validity
- External validity
Validity is the most important factor for any psychological and
educational test. The fulfillment of expectations from the test
depends on its validity. External Measurement Scale generally used
to measure the validity. The evaluation of test depends on its
measurement scale.
For
the
establishment
of
validity,
the
Job
Satisfaction
Questionnaire sent to twenty five Vidyasahayak teachers of a cluster
of B.R.C. These opinions were obtained through a questionnaire.
These Vidyasahayak teachers were from various situations according
to the variables of the study. Obtained data calculated with Product
Moment Method. The correlation found with the score of Job
satisfaction of Vidyasahayak teachers. This correlation value was
0.68. It was 0.01 level of significant. Thus, this Job Satisfaction
Questionnaire measured the Job satisfaction of Vidyasahayak
185
teachers. It means validity of the tool was established with the
external validity.
3.7.0 Data Collection
The data was collected from the sample for the fulfillment of
research objectives and to verify the research hypotheses with the use
of different tools.
The data was collected to measure the Achievement motivation,
Adjustment and Job satisfaction of Vidyasahayak teachers. General
instructions and personal information about Vidyasahayak teachers
were given on the front page of the tool. Front page includes ten
variables of the study. Three tools – Job Satisfaction Questionnaire,
Adjustment
Test
and
Achievement
Motivation
Test
sent
to
Vidyasahayak teachers. Each test has individual instructions too.
There was no time limit for any tool. The responses of
Vidyasahayak teachers were obtained by researcher in Kutch district
by oneself. The researcher had gone the primary school and given the
test to Vidyasahayak teachers and also given necessary instructions,
while fill the tools. For the data collection in other districts, the tools
were sent to the various school principals, Vidyasahayak teachers of
various school and D.I.E.T. representative too. Thus, the data
collected with the help of relatives and friends in teaching field, P.T.C.
trainee of Mundra P.T.C. College, Principals and Vidyasahayak
teachers of primary school in various districts of Saurashtra-Kutch.
The tools were sent about 1000 Vidyasahayak teachers. Out of them,
705 tools were returns with response completely. About seventy one
percent Vidyasahayak teachers supported and cooperated here. Some
Vidyasahayak teachers denied for information and some tools were
not completed too. Thus, the data collected through this channel.
186
3.8.0 Scoring planning
The scoring of the responses on Achievement Motivation Test,
Adjustment
Test
and
Job
Satisfaction
Questionnaire
of
705
Vidyasahayak teachers was analyze with the help of scoring key of
each tool separately.
• Scoring procedure for responses on Achievement Motivation
Test
Achievement motivation of Vidyasahayak teachers was studied
in present study. “Tamara mate shun yogya lage che?” (What is
appropriate for you?)– With the help of test guide and on responses of
Vidyasahayak teachers, the score was obtained. Each positive
response carried one mark and zero mark for negative response. Total
eighteen pairs of statements were included in this test. Maximum
eighteen marks were possible for each Vidyasahayak teacher in this
tool.
•
Scoring procedure for responses on Adjustment Test
Present Adjustment Test measured five kinds of Adjustment.
Fifty five questions were given in the questionnaire to measure the
Adjustment. A box was given in opposite side of each question. One
should have to put ‘yes’ or ‘no’ sign in this box. Here ‘yes’ sign counted
for one mark and ‘no’ for zero. Total scores of ‘yes’ or ‘no’ indicates the
scores of Adjustment of Vidyasahayak teachers.
•
Scoring
procedure
for
responses
on
Job
Satisfaction
Questionnaire
There were fifty questions included in the Job Satisfaction
Questionnaire. These questions were concern to the five factors of Job
Satisfaction like; Job Motivation, Job Satisfaction, Job Confidence,
Job Involvement and the Present Job Situation. A box was given in
opposite side of each question in Job Satisfaction Questionnaire.
Vidyasahayak teachers should write ‘yes’ or ‘no’ sign in this box. Here
‘yes’ or (•) sign counted for one mark in positive question and ‘no’ or
187
( x ) sign counted for zero mark in positive question. While ‘yes’ or (•)
sign counted for zero mark in negative sentence and ‘no’ or (x) sign
counted for zero mark in negative question. The researcher has
constructed a scoring key for scoring the responses on Job
Satisfaction Questionnaire. Thus, total score measured the Job
Satisfaction of Vidyasahayak teachers.
3.9.0 Statistical Techniques used for the Data analysis
Job
Satisfaction
Questionnaire,
Adjustment
Test
and
Achievement Motivation Test were implemented on Vidyasahayak
teachers according to ten different variables of the study. There were
seventy null hypotheses were formulated in present study. Three
different statistical techniques were used for the obtained data
analysis. The collected data analyzed with the help of SPSS program
with computer.
3.9.1 Pearson’s Coefficient of Correlation
The correlation coefficient is valuable to psychology and
education as a measure of relationship between test scores and other
measures of performance on interval scale.
There are several methods for computation of Coefficient of
Correlation. In the present study, Pearson’s Product Moment Method
(PPMM) was used. It is an advanced and accurate method.
When the number of subjects is more, the scores of both the
variables are arranged in the joint correlation table. Following formula
is used in this analysis;
r=
∑x2y2-Cxy
N
_
σx-σy
188
The value of r should always be between -1 to +1. The
interpretation of this measurement and the significance level should
be decided with reference to the table.
3.9.2 ‘t’-test
‘t’-test is used to decide the mean score of significance between
two groups. The mean score of two groups is not significantly different
means both mean scores are as same as for the both groups select
from the population. It means Ho: q1 =q2 (Here q1 and q2 are
assuming mean score of population) t-test was used for verify the
hypotheses of the present study. The pre assumption of t-test depends
on following steps.
1. Sample of the study should be selected randomly
2. Collected data should be presented in an Interval Measurement
Method.
3. The characteristics of the variables should be expanded parallel
in population.
Null hypotheses were not accepted when the t- value is found
1.96 or more. It means Ho: q1=q2. Null hypotheses are not accepted.
It means Ho: q1≠q2 means the difference of the mean score of both
groups depends on incidental events. Null hypotheses were accepted
when t-value found 1.96 or less. Achievement Motivation Test,
Adjustment Test and Job Satisfaction Questionnaire were divided
into two groups in part of the study. Mean score and Standard
Deviation of each group was found. Significant difference of mean
score in Achievement Motivation Test, Adjustment Test and Job
Satisfaction Questionnaire were verified through t-test. Sex, Area of
the school, Category, Type of family, Educational qualification,
Marital status, Age, Educational stream, Place of the job and the
Present job situation were divided in two groups too.
189
CHAPTER – IV
Data Analyses and Interpretation
4.1.0 Introduction
4.2.0 Vidyasahayak teachers and their Achievement
motivation
4.2.1
Sex and Achievement motivation
4.2.2
Area of the school and Achievement motivation
4.2.3
Category and Achievement motivation
4.2.4
Type of family and Achievement motivation
4.2.5
Educational qualification and Achievement motivation
4.2.6
Marital status and Achievement motivation
4.2.7
Age and Achievement motivation
4.2.8
Educational stream and Achievement motivation
4.2.9
Place of the job and Achievement motivation
4.2.10 Situation
of
educational
staff
and
Achievement
motivation
4.3.0 Vidyasahayak teachers and their Adjustment
4.3.1
Sex and Adjustment
4.3.2
Area of the school and Adjustment
4.3.3
Category and Adjustment
4.3.4
Type of family and Adjustment
4.3.5
Educational qualification and Adjustment
4.3.6
Marital status and Adjustment
4.3.7
Age and Adjustment
4.3.8
Educational stream and Adjustment
4.3.9
Place of the job and Adjustment
4.3.10 Situation of educational staff and Adjustment
4.4.0 Vidyasahayak
involvement
teachers
and
their
Job
190
4.4.1
Sex and Job involvement
4.4.2
Area of the school and Job involvement
4.4.3
Category and Job involvement
4.4.4
Type of family and Job involvement
4.4.5
Educational qualification and Job involvement
4.4.6
Marital status and Job involvement
4.4.7
Age and Job involvement
4.4.8
Educational stream and Job involvement
4.4.9
Place of the job and Job involvement
4.4.10 Situation of educational staff and Job involvement
4.5.0 Vidyasahayak teachers and their Job satisfaction
4.5.1
Sex and Job satisfaction
4.5.2
Area of the school and Job satisfaction
4.5.3
Category and Job satisfaction
4.5.4
Type of family and Job satisfaction
4.5.5
Educational qualification and Job satisfaction
4.5.6
Marital status and Job satisfaction
4.5.7
Age and Job satisfaction
4.5.8
Educational stream and Job satisfaction
4.5.9
Place of the job and Job satisfaction
4.5.10 Situation of educational staff and Job satisfaction
4.6.0 Vidyasahayak teachers and their Job motivation
4.6.1 Sex and Job motivation
4.6.2 Area of the school and Job motivation
4.6.3 Category and Job motivation
4.6.4 Type of family and Job motivation
4.6.5
Educational qualification and Job motivation
4.6.6
Marital status and Job motivation
4.6.7
Age and Job motivation
4.6.8
Educational stream and Job motivation
4.6.9
Place of the job and Job motivation
191
4.6.10 Situation of educational staff and Job motivation
4.7.0 Vidyasahayak teachers and their Job confidence
4.7.1
Sex and Job confidence
4.7.2
Area of the school and Job confidence
4.7.3
Category and Job confidence
4.7.4
Type of family and Job confidence
4.7.5
Educational qualification and Job confidence
4.7.6
Marital status and Job confidence
4.7.7
Age and Job confidence
4.7.8
Educational stream and Job confidence
4.7.9
Place of the job and Job confidence
4.7.10 Situation of educational staff and Job confidence
4.8.0 Vidyasahayak teachers and their Present job
situation
4.8.1
Sex and Present job situation
4.8.2
Area of the school and Present job situation
4.8.3
Category and Job Present job situation
4.8.4
Type of family and Present job situation
4.8.5
Educational qualification and Present job situation
4.8.6
Marital status and Present job situation
4.8.7
Age and Present job situation
4.8.8
Educational stream and Present job situation
4.8.9
Place of the job and Present job situation
4.8.10 Situation of educational staff and Present job situation
CHAPTER – IV
Data Analyses and Interpretation
4.1.0 Introduction
This chapter includes the data analyses in following three
sections:
192
1.
The analyses for the study of an effectiveness of other
variables
on
Achievement
motivation
of
Vidyasahayak
teachers.
2.
The analyses for the study of an effectiveness of other
variables on Adjustment of Vidyasahayak teachers.
3.
The analyses for the study of an effectiveness of other
variables on Job satisfaction of Vidyasahayak teachers.
‘Achievement Motivation Scale’ prepared by K.P. Meva was used
for the study of Achievement motivation of Vidyasahayak teachers.
‘Adjustment Inventory’ prepared by Parulben Purohit was used to
measure the Adjustment of Vidyasahayak teachers. ‘Job Satisfaction
Questionnaire’ constructed by the researcher to measure the Job
satisfaction of Vidyasahayak teachers.
Following independent variables measured in the study.
1.
Sex
2.
Area of the school
3.
Category
4.
Type of family
5.
Educational qualification
6.
Marital status
7.
Age
8.
Educational stream
9.
Place of the job
10.
Educational staff situation
Here an effectiveness of each independent variable was studied
on dependent variables. Achievement motivation, Adjustment and Job
satisfaction were dependent variables here. There were seventy null
hypotheses were constructed for the study. The analysis of an
effectiveness of each independent variable on dependent variable is
described in this chapter.
193
‘ t’-test used to examine the hypotheses. Here F-test was also
used, but every independent variable has only two levels and the size
of the sample is too small. Therefore, the description of F- test is not
given here. All these calculations are prepared with the help an SPSS
programmed in computer.
4.2.0 Vidyasahayak teachers and their Achievement
motivation
Achievement motivation of Vidyasahayak teachers was included
in present study. Vidyasahayak teachers were divided in ten groups
according to independent variables like; Sex, Area of the school,
Category, Type of family, Educational Qualification, Marital status,
Age, Educational stream, Place of
situation.
Ten
hypotheses
were
the job and Educational staff
constructed
to
measure
the
Achievement motivation of Vidyasahayak teachers included in each
independent variable. Mean score of Achievement motivation of each
group was calculated to verify for each null hypotheses. The difference
was found between mean score of two groups by t- value.
194
4.2.1 Sex and Achievement motivation
Table 4.1 shows the mean scores of Achievement motivation of
Male and Female Vidyasahayak teachers and the statistical analysis
to examine the significant difference.
Achievement
motivation
scores
of
Male
and
Female
Vidyasahayak teachers were recorded and tabulated in Table 4.1. The
statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table 4.1.
Table: 4.1
The mean scores of Achievement motivation of Male and Female
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Male
Vidyasahayak
teachers
Female
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
326
10.74
2.12
t-value
0.856
379
10.61
1.99
It is seen from the observation of the table 4.1 that the mean
Achievement motivation score of the Male Vidyasahayak teachers was
10.74 and for Female Vidyasahayak teachers it was 10.61. Values of
S.D. for Male and Female Vidyasahayak teachers were respectively
2.12 and 1.99. To test the significance of correlated mean difference,
t-value was calculated. t-value was 0.856, not significant at 0.05 level.
Thus, examining the significance of acquired results it is known that
the acquired result is not significant. Thus, the null hypothesis “There
will be no significant difference between the mean scores of the
Achievement motivation of Male and Female Vidyasahayak teachers of
Saurashtra-Kutch” is not rejected. That means the mean scores of
Achievement motivation of Male and Female Vidyasahayak teachers
were almost equal.
195
4.2.2 Area of the school and Achievement motivation
Table 4.2 shows the mean scores of Achievement motivation of
Urban and Rural Vidyasahayak teachers and the statistical analysis
to examine the significant difference.
Achievement
motivation
scores
of
Urban
and
Rural
Vidyasahayak teachers were recorded and tabulated in Table 4.2. The
statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table 4.2.
Table: 4.2
The mean scores of Achievement motivation of Rural and Urban
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Urban
Vidyasahayak
teachers
Rural
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
226
10.30
Standard
Deviation
t-value
2.15
-3.349
479
10.85
1.98
**significant at the 0.01 level
It is seen from the observation of the table 4.2 that the
mean Achievement motivation score of the Urban Vidyasahayak
teachers was 10.30 and for Rural Vidyasahayak teachers it was
10.85. Values of S.D. for Urban and Rural Vidyasahayak teachers
were respectively 2.15 and 1.98. To test the significance of
correlated mean difference, t-value was calculated. t-value was 3.349. Thus, examining the significance of acquired results it is
known that the acquired result is significant at the level of 0.01.
That means the mean scores of both the groups were quiet different.
Thus, the null hypothesis “There will be no significant difference
between the mean scores of the Achievement motivation of
Vidyasahayak teachers working in Rural and Urban school area in
196
Saurashtra-Kutch” is rejected. The calculated data suggested that
the mean score of the Achievement Motivation of Vidyasahayak
teachers working in Rural area in Saurashtra-Kutch was higher
than the Vidyasahayak teachers working in Urban area in
Saurashtra-Kutch. That means Vidyasahayak teachers working in
Rural
area
in
Saurashtra-Kutch
have
higher
Achievement
motivation than the Vidyasahayak teachers working in Urban area
in Saurashtra-Kutch.
4.2.3 Category and Achievement motivation
Table 4.3 shows the mean scores of Achievement motivation of
General and Reserve category Vidyasahayak teachers and the
statistical analysis to examine the significant difference.
Achievement motivation scores of General and Reserve category
Vidyasahayak teachers were recorded and tabulated in Table 4.3. The
statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table 4.3.
Table: 4.3
The mean scores of Achievement motivation of General and
Reserve category Vidyasahayak teachers and their significant
difference
Sr.
No.
1.
2.
Group
General category
Vidyasahayak
teachers
Reserve category
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
399
10.72
Standard
Deviation
t-value
2.06
0.788
306
10.60
2.04
It is seen from the observation of the table 4.3 that the mean
Achievement motivation score of the General category Vidyasahayak
teachers was 10.72 and for Reserve category Vidyasahayak teachers it
was 10.60. Values of S.D. for General and Reserve category
197
Vidyasahayak teachers were respectively 2.06 and 2.04. To test the
significance of correlated mean difference, t-value was calculated. tvalue was 0.788, not significant at 0.05 level. Thus, examining the
significance of acquired results it is known that the acquired result is
not significant. Thus, the null hypothesis “There will be no significant
difference between the mean scores of the Achievement motivation of
General and Reserve category Vidyasahayak teachers of SaurashtraKutch.” is not rejected. That means the mean scores of Achievement
motivation of General and Reserve category Vidyasahayak teachers
were almost equal.
4.2.4 Type of family and Achievement motivation
Table 4.4 shows the mean scores of Achievement motivation of
Joint and Separate family Vidyasahayak teachers and the statistical
analysis to examine the significant difference.
Achievement motivation scores of Joint and Separate family
Vidyasahayak teachers were recorded and tabulated in Table 4.4. The
statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table 4.4.
198
Table: 4.4
The mean scores of Achievement motivation of Joint and
Separate family Vidyasahayak teachers and their significant
difference
Sr.
No.
1.
2.
Group
Joint
family
Vidyasahayak
teachers
Separate family
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
429
10.76
Standard
Deviation
tvalue
2.07
1.398
276
10.54
2.03
It is seen from the observation of the table 4.4 that the mean
Achievement motivation score of the Joint family Vidyasahayak
teachers was 10.76 and for Separate family Vidyasahayak teachers it
was 10.54. Values of S.D. for Joint and Separate family Vidyasahayak
teachers were respectively 2.07 and 2.03. To test the significance of
correlated mean difference, t-value was calculated. t-value was 1.398,
not significant at 0.05 level. Thus, examining the significance of
acquired results it is known that the acquired result is not significant.
Thus, the null hypothesis “There will be no significant difference
between the mean scores of the Achievement motivation of Joint and
Separate family Vidyasahayak teachers of Saurashtra-Kutch.” is not
rejected. That means the mean scores of Achievement motivation of
Joint and Separate family Vidyasahayak teachers were almost equal.
4.2.5 Educational Qualification and Achievement motivation
Table 4.5 shows the mean scores of Achievement motivation of
P.T.C. and B.Ed. Vidyasahayak teachers and the statistical analysis
to examine the significant difference.
Achievement
motivation
scores
of
P.T.C.
and
B.Ed.
Vidyasahayak teachers were recorded and tabulated in Table 4.5. The
199
statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table 4.5.
Table: 4.5
The mean scores of Achievement motivation of P.T.C. and B.Ed.
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
P.T.C.
Vidyasahayak
teachers
B.Ed.
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
457
10.67
Standard
Deviation
t-value
2.04
-0.062
248
10.68
2.09
It is seen from the observation of the table 4.5 that the
mean Achievement motivation score of the P.T.C. Vidyasahayak
teachers was 10.67 and for B.Ed. Vidyasahayak teachers it was
10.68. Values of S.D. for P.T.C. and B.Ed. Vidyasahayak teachers
were respectively 2.04 and 2.09. To test the significance of
correlated mean difference, t-value was calculated. t-value was 0.062, not significant at 0.05 level. Thus, examining the significance
of acquired results it is known that the acquired result is not
significant. Thus, the null hypothesis “There will be no significant
difference between the mean scores of the Achievement motivation
of P.T.C. and B.Ed. Vidyasahayak teachers of Saurashtra-Kutch.” is
not
rejected.
That
means
the
mean
scores
of
Achievement
motivation of P.T.C. and B.Ed. Vidyasahayak teachers were almost
equal.
4.2.6 Marital status and Achievement motivation
200
Table 4.6 shows the mean scores of Achievement motivation of
Married and Unmarried Vidyasahayak teachers and the statistical
analysis to examine the significant difference.
Achievement motivation scores of Married and Unmarried
Vidyasahayak teachers were recorded and tabulated in Table 4.6. The
statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table 4.6.
Table: 4.6
The mean scores of Achievement motivation of Married and
Unmarried Vidyasahayak teachers and their significant
difference
Sr.
No.
1.
2.
Group
Married
Vidyasahayak
teachers
Unmarried
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
321
10.57
2.19
tvalue
1.229
384
10.76
1.94
It is seen from the observation of the table 4.6 that the mean
Achievement motivation score of the Married Vidyasahayak teachers
was 10.57 and for Unmarried Vidyasahayak teachers it was 10.76.
Values of S.D. for Married and Unmarried Vidyasahayak teachers
were respectively 2.19 and 1.94. To test the significance of correlated
mean difference, t-value was calculated. t-value was 1.229, not
significant at 0.05 level. Thus, examining the significance of acquired
results it is known that the acquired result is not significant. Thus,
the null hypothesis “There will be no significant difference between the
mean scores of the Achievement motivation of Married and Unmarried
Vidyasahayak teachers of Saurashtra-Kutch.” is not rejected. That
means the mean scores of Achievement motivation of Married and
Unmarried Vidyasahayak teachers were almost equal.
201
4.2.7 Age and Achievement motivation
Table 4.7 shows the mean scores of Achievement motivation of
Below 25 years and Above 25 years Vidyasahayak teachers and the
statistical analysis to examine the significant difference.
Achievement motivation scores of Below 25 years and Above 25
years Vidyasahayak teachers were recorded and tabulated in Table
4.7. The statistical analysis was done and Mean score, Standard
Deviation, and t-value was found out. The result of analysis is given in
Table 4.7.
Table: 4.7
The mean scores of Achievement motivation of Below 25 years
and Above 25 years Vidyasahayak teachers and their significant
difference
Sr.
No.
1.
2.
Group
Below 25 years
Vidyasahayak
teachers
Above 25 years
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
415
10.72
Standard
Deviation
t-value
2.12
0.729
290
10.60
1.99
It is seen from the observation of the table 4.7 that the mean
Achievement motivation score of the Below 25 years Vidyasahayak
teachers was 10.72 and for Above 25 years Vidyasahayak teachers it
was 10.60. Values of S.D. for Below 25 years and Above 25 years
Vidyasahayak teachers were respectively 2.12 and 1.99. To test the
significance of correlated mean difference, t-value was calculated. tvalue was 0.729, not significant at 0.05 level. Thus, examining the
significance of acquired results it is known that the acquired result is
not significant. Thus, the null hypothesis “There will be no significant
difference between the mean scores of the Achievement motivation of
202
Below 25 years and Above 25 years Vidyasahayak teachers of
Saurashtra-Kutch.” is not rejected. That means the mean scores of
Achievement motivation of Below 25 years and Above 25 years
Vidyasahayak teachers were almost equal.
4.2.8 Educational stream and Achievement motivation
Table 4.8 shows the mean scores of Achievement motivation of
General
and
Science
Stream
Vidyasahayak
teachers
and
the
statistical analysis to examine the significant difference.
Achievement motivation scores of General and Science Stream
Vidyasahayak teachers were recorded and tabulated in Table 4.8. The
statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table 4.8.
Table: 4.8
The mean scores of Achievement motivation of General and
Science stream Vidyasahayak teachers and their significant
difference
Sr.
No.
1.
2.
Group
General stream
Vidyasahayak
teachers
Science stream
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
463
10.72
2.03
tvalue
0.941
242
10.57
2.09
It is seen from the observation of the table 4.8 that the mean
Achievement motivation score of the General Stream Vidyasahayak
teachers was 10.72 and for Science Stream Vidyasahayak teachers it
was 10.57. Values of S.D. for General stream and Science stream
Vidyasahayak teachers were respectively 2.03 and 2.09. To test the
significance of correlated mean difference, t-value was calculated. tvalue was 0.941, not significant at 0.05 level. Thus, examining the
203
significance of acquired results it is known that the acquired result is
not significant. Thus, the null hypothesis “There will be no significant
difference between the mean scores of the Achievement motivation of
General and Science Stream Vidyasahayak teachers of SaurashtraKutch.” is not rejected. That means the mean scores of Achievement
motivation of General and Science stream Vidyasahayak teachers
were almost equal.
4.2.9 Place of the job and Achievement motivation
Table 4.9 shows the mean scores of Achievement motivation of
Vidyasahayak teachers who are working in their own district and
other district and the statistical analysis to examine the significant
difference.
Achievement motivation scores of Vidyasahayak teachers who
are working in their own district and other district were recorded and
tabulated in Table 4.9. The statistical analysis was done and Mean
score, Standard Deviation, and t-value was found out. The result of
analysis is given in Table 4.9.
Table: 4.9
The mean scores of Achievement motivation of Vidyasahayak
teachers who are working in their own district and other district
and their significant difference
Number of
Standard
tSr.
Vidyasahayak Mean
Group
No.
Deviation value
teachers
Vidyasahayak
1.
teachers working
384
10.66
1.98
in
their
own
district
-0.207
Vidyasahayak
2.
teachers working
321
10.69
2.15
in other district
It is seen from the observation of the table 4.9 that the mean
Achievement motivation score of the Vidyasahayak teachers who are
working in their own district was 10.66 and for Vidyasahayak
teachers who are working in other district it was 10.69. Values of S.D.
204
for Vidyasahayak teachers who are working in their own district and
other district were respectively 1.98 and 2.15. To test the significance
of correlated mean difference, t-value was calculated. t-value was 0.207, not significant at 0.05 level. Thus, examining the significance
of acquired results it is known that the acquired result is not
significant. Thus, the null hypothesis “There will be no significant
difference between the mean scores of the Achievement motivation of
Vidyasahayak teachers who are working in their own district and
other district of Saurashtra-Kutch.” is not rejected. That means the
mean scores of Achievement motivation of Vidyasahayak teachers
who are working in their own district and other district of SaurashtraKutch were almost equal.
4.2.10 Situation of Educational staff and Achievement motivation
Table 4.10 shows the mean scores of Achievement motivation of
sufficient and non sufficient educational staff in their school of
Vidyasahayak teachers and the statistical analysis to examine the
significant difference.
Achievement motivation scores of Sufficient and Non sufficient
educational staff in their school of Vidyasahayak teachers were
recorded and tabulated in Table 4.10. The statistical analysis was
done and Mean score, Standard Deviation, and t-value was found out.
The result of analysis is given in Table 4.10.
205
Table: 4.10
The mean score of Achievement motivation of Sufficient and Non
sufficient educational staff in their school of Vidyasahayak
teachers and their significant difference
Sr.
No.
1.
2.
Group
Vidyasahayak
teachers having
Sufficient staff
in their school
Vidyasahayak
teachers having
Non-sufficient
staff in their
school
Number of
Vidyasahayak
teachers
Mean
453
10.58
Standard
Deviation
tvalue
2.06
-1.606
252
10.84
2.03
It is seen from the observation of the table 4.10 that the mean
Achievement motivation score of the Vidyasahayak teachers having
Sufficient educational staff in their school was 10.58 and for
Vidyasahayak teachers having Non sufficient educational staff in their
school it was 10.84. Values of S.D. for Vidyasahayak teachers having
Sufficient and Non sufficient educational staff in their school were
respectively 2.06 and 2.03. To test the significance of correlated mean
difference, t-value was calculated. t-value was -1.606, not significant
at 0.05 level. Thus, examining the significance of acquired results it is
known that the acquired result is not significant. Thus, the null
hypothesis “There will be no significant difference between the mean
scores of the Achievement motivation of Sufficient and Non sufficient
educational staff in their school of Vidyasahayak teachers of
Saurashtra-Kutch.” is not rejected. That means the mean scores of
Achievement motivation of Sufficient and Non sufficient educational
staff in their school of Vidyasahayak teachers were almost equal.
4.3.0 Vidyasahayak Teachers and their Adjustment
206
Adjustment of Vidyasahayak teachers was included in present
study. Vidyasahayak teachers were divided in ten groups according to
independent variables like; Sex, Area of the school, Category, Type of
family, Educational Qualification, Marital status, Age, Educational
Stream, Place of
hypotheses
were
the job and Educational staff situation. Ten
constructed
to
measure
the
Adjustment
of
Vidyasahayak teachers included in each independent variable. Mean
score of the Adjustment of each group was calculated to verify for each
null hypotheses. The difference was found between mean score of two
groups by t- value.
4.3.1 Sex and Adjustment
Table 4.11 shows the mean scores of Adjustment of Male and
Female Vidyasahayak teachers and the statistical analysis to examine
the significant difference.
Adjustment scores of Male and Female Vidyasahayak teachers
were recorded and tabulated in Table 4.11. The statistical analysis
was done and Mean score, Standard Deviation, and t-value was found
out. The result of analysis is given in Table 4.11.
Table: 4.11
The mean scores of Adjustment of Male and Female
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Male
Vidyasahayak
teachers
Female
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
326
30.93
2.64
t-value
-1.962
379
31.36
3.20
**significant at the 0.05 level
It is seen from the observation of the table 4.11 that the mean
Adjustment score of the Male Vidyasahayak teachers was 30.93 and
207
for Female Vidyasahayak teachers it was 31.36. Values of S.D. for
Male and Female Vidyasahayak teachers were respectively 2.64 and
3.20. To test the significance of correlated mean difference, t-value
was calculated. t-value was -1.962. Thus, examining the significance
of acquired results it is known that the acquired result is significant at
the level of 0.05. That means the mean scores of both the groups were
quiet different. Thus, the null hypothesis “There will be no significant
difference between the mean scores of the Adjustment of Male and
Female Vidyasahayak teachers of Saurashtra-Kutch” is rejected. The
calculated data suggested that the mean score of the Adjustment of
Female Vidyasahayak teachers in Saurashtra-Kutch was higher than
the Male Vidyasahayak teachers in Saurashtra-Kutch. That means
Female Vidyasahayak teachers in Saurashtra-Kutch have higher
Adjustment than the Male Vidyasahayak teachers in SaurashtraKutch.
4.3.2 Area of the school and Adjustment
Table 4.12 shows the mean scores of the Adjustment of Urban
and Rural Vidyasahayak teachers and the statistical analysis to
examine the significant difference.
Adjustment scores of Urban and Rural Vidyasahayak teachers
were recorded and tabulated in Table 4.12. The statistical analysis
was done and Mean score, Standard Deviation, and t-value was found
out. The result of analysis is given in Table 4.12.
208
Table: 4.12
The mean scores of Adjustment of Urban and Rural Vidyasahayak
teachers and their significant difference
Sr.
No.
1.
2.
Group
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
226
31.25
2.97
Urban
Vidyasahayak
teachers
Rural
Vidyasahayak
teachers
t-value
0.530
479
31.12
2.96
It is seen from the observation of the table 4.12 that the mean
Adjustment score of the Urban Vidyasahayak teachers was 31.25 and
for Rural Vidyasahayak teachers it was 31.12. Values of S.D. for
Urban and Rural Vidyasahayak teachers were respectively 2.97 and
2.96. To test the significance of correlated mean difference, t-value
was calculated. t-value was 0.530, not significant at 0.05 level. Thus,
examining the significance of acquired results it is known that the
acquired result is not significant. Thus, the null hypothesis “There will
be no significant difference between the mean scores of the
Adjustment of Vidyasahayak teachers working in Rural and Urban
school area in Saurashtra-Kutch.” is not rejected. That means the
mean scores of the Adjustment of Male Vidyasahayak teachers
working in Rural and Urban school area in Saurashtra-Kutch were
almost equal.
4.3.3 Category and Adjustment
Table 4.13 shows the mean scores of the Adjustment of General
and Reserve category Vidyasahayak teachers and the statistical
analysis to examine the significant difference.
Adjustment
scores
of
General
and
Reserve
category
Vidyasahayak teachers were recorded and tabulated in Table 4.13.
209
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.13.
Table: 4.13
The mean scores of Adjustment of General and Reserve category
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
General category
Vidyasahayak
teachers
Reserve
Category
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
399
31.17
3.05
tvalue
0.064
306
31.15
2.84
It is seen from the observation of the table 4.13 that the mean
Adjustment score of the General category Vidyasahayak teachers was
31.17 and for Reserve category Vidyasahayak teachers it was 31.15.
Values of S.D. for General and Reserve category Vidyasahayak
teachers were respectively 3.05 and 2.84. To test the significance of
correlated mean difference, t-value was calculated. t-value was 0.064,
not significant at 0.05 level. Thus, examining the significance of
acquired results it is known that the acquired result is not significant.
Thus, the null hypothesis “There will be no significant difference
between the mean scores of the Adjustment of General and Reserve
category Vidyasahayak teachers of Saurashtra-Kutch.” is not rejected.
That means the mean scores of the Adjustment of General and
Reserve category Vidyasahayak teachers were almost equal.
4.3.4 Type of family and Adjustment
210
Table 4.14 shows the mean scores of the Adjustment of Joint
and Separate family Vidyasahayak teachers and the statistical
analysis to examine the significant difference.
Adjustment scores of Joint and Separate family Vidyasahayak
teachers were recorded and tabulated in Table 4.14. The statistical
analysis was done and Mean score, Standard Deviation, and t-value
was found out. The result of analysis is given in Table 4.14.
Table: 4.14
The mean scores of Adjustment of Joint and Separate family
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Joint
family
Vidyasahayak
teachers
Separate
family
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
429
31.05
2.97
t-value
-1.209
276
31.33
2.95
It is seen from the observation of the table 4.14 that the mean
Adjustment score of the Joint family Vidyasahayak teachers was
31.05 and for Separate family Vidyasahayak teachers it was 31.33.
Values of S.D. for Joint and Separate family Vidyasahayak teachers
were respectively 2.97 and 2.95. To test the significance of correlated
mean difference, t-value was calculated. t-value was -1.209, not
significant at 0.05 level. Thus, examining the significance of acquired
results it is known that the acquired result is not significant. Thus,
the null hypothesis “There will be no significant difference between the
mean scores of the Adjustment of Joint and Separate family
Vidyasahayak teachers of Saurashtra-Kutch.” is not rejected. That
means the mean scores of the Adjustment of Joint and Separate
family Vidyasahayak teachers were almost equal.
211
4.3.5 Educational Qualification and Adjustment
Table 4.15 shows the mean scores of Adjustment of P.T.C. and
B.Ed. Vidyasahayak teachers and the statistical analysis to examine
the significant difference.
Adjustment scores of P.T.C. and B.Ed. Vidyasahayak teachers
were recorded and tabulated in Table 4.15. The statistical analysis
was done and Mean score, Standard Deviation, and t-value was found
out. The result of analysis is given in Table 4.15.
Table: 4.15
The mean scores of Adjustment of P.T.C. and B. Ed.
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
P.T.C.
Vidyasahayak
teachers
B.Ed.
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
457
31.10
2.98
t-value
-0.797
248
31.28
2.92
It is seen from the observation of the table 4.15 that the mean
Adjustment score of the P.T.C. Vidyasahayak teachers was 31.10 and
for B.Ed. Vidyasahayak teachers it was 31.28. Values of S.D. for
P.T.C. and B.Ed. Vidyasahayak teachers were respectively 2.98 and
2.92. To test the significance of correlated mean difference, t-value
was calculated. t-value was -0.797, not significant at 0.05 level. Thus,
examining the significance of acquired results it is known that the
acquired result is not significant. Thus, the null hypothesis “There will
be no significant difference between the mean scores of the
Adjustment of P.T.C. and B.Ed. Vidyasahayak teachers of SaurashtraKutch.” is not rejected. That means the mean scores of the
212
Adjustment of P.T.C. and B.Ed. Vidyasahayak teachers were almost
equal.
4.3.6 Marital status and Adjustment
Table 4.16 shows the mean scores of Adjustment of Married and
Unmarried Vidyasahayak teachers and the statistical analysis to
examine the significant difference.
Adjustment scores of Married and Unmarried Vidyasahayak
teachers were recorded and tabulated in Table 4.16. The statistical
analysis was done and Mean score, Standard Deviation, and T-value
was found out. The result of analysis is given in Table 4.16.
Table: 4.16
The mean scores of Adjustment of Married and Unmarried
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Married
Vidyasahayak
teachers
Unmarried
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
321
Mean
30.83
Standard
Deviation
t-value
2.81
2.745
384
31.44
3.06
*significant at the 0.01 level
It is seen from the observation of the table 4.16 that the mean
Adjustment score of the Married Vidyasahayak teachers was 30.83
and for Unmarried Vidyasahayak teachers it was 31.44. Values of
S.D. for Married and Unmarried Vidyasahayak teachers were
respectively 2.81 and 3.06. To test the significance of correlated mean
difference, t-value was calculated. t-value was 2.745. Thus, examining
the significance of acquired results it is known that the acquired
result is significant at the level of 0.01. That means the mean scores
of both the groups were quiet different. Thus, the null hypothesis
“There will be no significant difference between the mean scores of the
213
Adjustment of Married and Unmarried Vidyasahayak teachers of
Saurashtra-Kutch” is rejected. The calculated data suggested that the
mean score of the Adjustment of the Unmarried Vidyasahayak
teachers
in
Saurashtra-Kutch
was
higher
than
the
Married
Vidyasahayak teachers in Saurashtra-Kutch. That means Unmarried
Vidyasahayak teachers in Saurashtra-Kutch have higher Adjustment
than the Married Vidyasahayak teachers in Saurashtra-Kutch.
4.3.7 Age and Adjustment
Table 4.17 shows the mean scores of Adjustment of Below 25
years and Above 25 years Vidyasahayak teachers and the statistical
analysis to examine the significant difference.
Adjustment scores of Below 25 years and Above 25 years
Vidyasahayak teachers were recorded and tabulated in Table 4.17.
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.17.
214
Table: 4.17
The mean scores of Adjustment of Below 25 years and Above 25
years Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Below 25
years
Vidyasahayak
teachers
Above 25
years
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
415
31.33
3.00
t-value
1.863
290
30.91
2.88
It is seen from the observation of the table 4.17 that the mean
Adjustment score of the Below 25 years Vidyasahayak teachers was
31.33 and for Above 25 years Vidyasahayak teachers it was 30.91.
Values of S.D. for Below 25 years and Above 25 years Vidyasahayak
teachers were respectively 3.00 and 2.88. To test the significance of
correlated mean difference, t-value was calculated. t-value was 1.863,
not significant at 0.05 level. Thus, examining the significance of
acquired results it is known that the acquired result is not significant.
Thus, the null hypothesis “There will be no significant difference
between the mean scores of the Adjustment of Below 25 years and
Above 25 years Vidyasahayak teachers of Saurashtra-Kutch.” is not
rejected. That means the mean scores of the Adjustment of Below 25
years and Above 25 years Vidyasahayak teachers were almost equal.
4.3.8 Educational stream and Adjustment
215
Table 4.18 shows the mean scores of Adjustment of General and
Science stream Vidyasahayak teachers and the statistical analysis to
examine the significant difference.
Adjustment
scores
of
General
and
Science
stream
Vidyasahayak teachers were recorded and tabulated in Table 4.18.
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.18.
Table: 4.18
The mean scores of Adjustment of General and Science Stream
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
General
stream
Vidyasahayak
teachers
Science
stream
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
463
31.18
3.03
t-value
0.191
242
31.13
2.83
It is seen from the observation of the table 4.18 that the mean
Adjustment score of the General stream Vidyasahayak teachers was
31.18 and for Science stream Vidyasahayak teachers it was 31.13.
Values of S.D. for General and Science Stream Vidyasahayak teachers
were respectively 3.03 and 2.83. To test the significance of correlated
mean difference t-value was calculated. t-value was 0.191, not
significant at 0.05 level. Thus, examining the significance of acquired
results it is known that the acquired result is not significant. Thus,
the null hypothesis “There will be no significant difference between the
mean scores of the Adjustment of General and Science stream
Vidyasahayak teachers of Saurashtra-Kutch.” is not rejected. That
216
means the mean scores of the Adjustment of General and Science
stream Vidyasahayak teachers were almost equal.
4.3.9 Place of the job and Adjustment
Table
4.19
shows
the
mean
scores
of
Adjustment
of
Vidyasahayak teachers who are working in their own district and
other district and the statistical analysis to examine the significant
difference.
Adjustment scores of Vidyasahayak teachers who are working
in their own district and other district were recorded and tabulated in
Table 4.19. The statistical analysis was done and Mean score,
Standard Deviation, and t-value was found out. The analysis result of
analysis is given in Table 4.19.
Table: 4.19
The mean scores of Adjustment of Vidyasahayak teachers who
are working in their own district and other district and their
significant difference
Sr.
No.
1.
2.
Group
Number of
Vidyasahayak
teachers
Mean
384
31.33
Vidyasahayak
teachers who are
working in their
own district
Vidyasahayak
teachers who are
working in other
district
Standard
t-value
Deviation
3.02
1.661
321
30.96
2.87
It is seen from the observation of the table 4.19 that the mean
Adjustment score of the Vidyasahayak teachers who are working in
their own district was 31.33 and for Vidyasahayak teachers who are
working
in
other
district
it
was
30.96.
Values
of
S.D.
for
Vidyasahayak teachers who are working in their own district and
other district were respectively 3.02 and 2.87. To test the significance
217
of correlated mean difference, t-value was calculated. t-value was
1.661, not significant at 0.05 level. Thus, examining the significance
of acquired results it is known that the acquired result is not
significant. Thus, the null hypothesis “There will be no significant
difference
between
the
mean
scores
of
the
Adjustment
of
Vidyasahayak teachers who are working in their own district and
other district of Saurashtra-Kutch.” is not rejected. That means the
mean scores of the Adjustment of Vidyasahayak teachers who are
working in their own district and other district of Saurashtra-Kutch
were almost equal.
4.3.10 Situation of Educational staff and Adjustment
Table 4.20 shows the mean scores of Adjustment of Sufficient
and Non sufficient educational staff in their school of Vidyasahayak
teachers and the statistical analysis to examine the significant
difference.
Adjustment scores of Sufficient and Non sufficient educational
staff in their school of Vidyasahayak teachers were recorded and
tabulated in Table 4.20. The statistical analysis was done and Mean
score, Standard Deviation, and t-value was found out. The result of
analysis is given in Table 4.20.
218
Table: 4.20
The mean scores of Adjustment of Sufficient and Non sufficient
educational staff in their school of Vidyasahayak teachers
and their significant difference
Sr.
No.
1.
2.
Group
Vidyasahayak
teachers
having
sufficient staff
in their school
Vidyasahayak
teachers
having
nonsufficient staff
in their school
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
453
31.22
2.95
t-value
0.710
252
31.06
2.98
It is seen from the observation of the table 4.20 that the mean
Adjustment score of the Vidyasahayak teachers having sufficient
educational staff in their school was 31.22 and for Vidyasahayak
teachers having non sufficient educational staff in their school it was
31.06. Values of S.D. for Vidyasahayak teachers having sufficient and
non sufficient educational staff in their school were respectively 2.95
and 2.98. To test the significance of correlated mean difference, tvalue was calculated. t-value was 0.710, not significant at 0.05 level.
Thus, examining the significance of acquired results it is known that
the acquired result is not significant. Thus, the null hypothesis “There
will be no significant difference between the mean scores of the
Adjustment of Sufficient and Non sufficient educational staff in their
school of Vidyasahayak teachers of Saurashtra-Kutch” is not rejected.
That means the mean scores of the Adjustment of Sufficient and Non
sufficient educational staff in their school of Vidyasahayak teachers
were almost equal.
219
4.4.0 Vidyasahayak teachers and their Job involvement
Job involvement of Vidyasahayak teachers was included in
present study. Vidyasahayak teachers were divided in ten groups
according to independent variables like; Sex, Area of the school,
Category, Type of family, Educational Qualification, Marital status,
Age, Educational stream, Place of
the job and Educational staff
situation. Ten hypotheses were constructed to measure the Job
involvement of Vidyasahayak teachers included in each independent
variable. Mean score of the Job involvement of each group was
calculated to verify for each null hypotheses. The difference was found
between mean score of two groups by t- value.
4.4.1 Sex and Job involvement
Table 4.21 shows the mean scores of Job involvement of Male
and Female Vidyasahayak teachers and the statistical analysis to
examine the significant difference.
Job involvement scores of Male and Female Vidyasahayak
teachers were recorded and tabulated in Table 4.21. The statistical
analysis was done and Mean score, Standard Deviation, and t-value
was found out. The result of analysis is given in Table 4.21.
220
Table: 4.21
The mean scores of Job involvement of Male and Female
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Number of
Vidyasahayak
teachers
Group
Male
Vidyasahayak
teachers
Female
Vidyasahayak
teachers
326
Mean
4.17
Standard
Deviation
t-value
1.09
0.494
379
4.12
1.14
It is seen from the observation of the table 4.21 that the mean
Job involvement score of the Male Vidyasahayak teachers was 4.17
and for Female Vidyasahayak teachers it was 4.12. Values of S.D. for
Male and Female Vidyasahayak teachers were respectively 1.09 and
1.14. To test the significance of correlated mean difference, t-value
was calculated. t-value was 0.494, not significant at 0.05 level. Thus,
examining the significance of acquired results it is known that the
acquired result is not significant. Thus, the null hypothesis “There will
be no significant difference between the mean scores of the Job
involvement
of
Male
and
Female
Vidyasahayak
teachers
of
Saurashtra-Kutch” is not rejected. That means the mean scores of Job
involvement of Male and Female Vidyasahayak teachers were almost
equal.
4.4.2 Area of the school and Job involvement
Table 4.22 shows the mean scores of the Job involvement of
Urban and Rural Vidyasahayak teachers and the statistical analysis
to examine the significant difference.
221
Job Involvement scores of Urban and Rural Vidyasahayak
teachers were recorded and tabulated in Table 4.22. The statistical
analysis was done and Mean score, Standard Deviation, and t-value
was found out. The result of analysis is given in Table 4.22.
Table: 4.22
The mean scores of Job involvement of Rural and Urban
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Urban
Vidyasahayak
teachers
Rural
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
226
Mean
4.25
Standard
Deviation
t-value
1.23
1.711
479
4.09
1.06
It is seen from the observation of the table 4.22 that the mean
Job involvement score of the urban Vidyasahayak teachers was 4.25
and for rural Vidyasahayak teachers it was 4.09. Values of S.D. for
urban and rural Vidyasahayak teachers were respectively 1.23 and
1.06. To test the significance of correlated mean difference, t-value
was calculated. t-value was 1.711, not significant at 0.05 level. Thus,
examining the significance of acquired results it is known that the
acquired result is not significant. Thus, the null hypothesis “There will
be no significant difference between the mean scores of the Job
involvement of Vidyasahayak teachers working in Rural and Urban
school area in Saurashtra-Kutch” is not rejected. That means the
mean scores of Job involvement of Vidyasahayak teachers working in
Rural and Urban school area in Saurashtra-Kutch were almost equal.
4.4.3 Category and Job involvement
222
Table 4.23 shows the mean scores of the Job involvement of
General and Reserve category Vidyasahayak teachers and the
statistical analysis to examine the significant difference.
Job involvement scores of General and Reserve category
Vidyasahayak teachers were recorded and tabulated in Table 4.23.
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.23.
Table: 4.23
The mean scores of Job involvement of General and Reserve
category Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
General
category
Vidyasahayak
teachers
Reserve
category
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
399
4.19
1.13
t-value
1.215
306
4.08
1.10
It is seen from the observation of the table 4.23 that the mean
Job involvement score of the General category Vidyasahayak teachers
was 4.19 and for Reserve category Vidyasahayak teachers it was 4.08.
Values of S.D. for General and Reserve category Vidyasahayak
teachers were respectively 1.13 and 1.10. To test the significance of
correlated mean difference, t-value was calculated. t-value was 1.215,
not significant at 0.05 level. Thus, examining the significance of
acquired results it is known that the acquired result is not significant.
Thus, the null hypothesis “There will be no significant difference
between the mean scores of the Job involvement of General and
Reserve category Vidyasahayak teachers of Saurashtra-Kutch” is not
rejected. That means the mean scores of Job involvement of General
223
and Reserve category Vidyasahayak teachers of Saurashtra-Kutch
were almost equal.
4.4.4 Type of family and Job involvement
Table 4.24 shows the mean scores of the Job Involvement of
Joint and Separate family Vidyasahayak teachers and the statistical
analysis to examine the significant difference.
Job
involvement
scores
of
Joint
and
Separate
family
Vidyasahayak teachers were recorded and tabulated in Table 4.24.
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.24.
Table: 4.24
The mean scores of Job involvement of Joint and Separate
family Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Joint
family
Vidyasahayak
teachers
Separate
family
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
429
Mean
4.17
Standard
Deviation
t-value
1.15
0.659
276
4.11
1.06
It is seen from the observation of the table 4.24 that the mean
Job involvement score of the Joint family Vidyasahayak teachers was
4.17 and for Separate family Vidyasahayak teachers it was 4.11.
Values of S.D. for Joint and Separate family Vidyasahayak teachers
were respectively 1.15 and 1.06. To test the significance of correlated
mean difference, t-value was calculated. t-value was 0.659, not
significant at 0.05 level. Thus, examining the significance of acquired
results it is known that the acquired result is not significant. Thus,
224
the null hypothesis “There will be no significant difference between the
mean scores of the Job involvement of Joint and Separate family
Vidyasahayak teachers of Saurashtra-Kutch” is not rejected. That
means the mean scores of Job involvement of Joint and Separate
family Vidyasahayak teachers of Saurashtra-Kutch were almost
equal.
4.4.5 Educational Qualification and Job involvement
Table 4.25 shows the mean scores of Job Involvement of P.T.C.
and B.Ed. Vidyasahayak teachers and the statistical analysis to
examine the significant difference.
Job involvement scores of P.T.C. and B.Ed. Vidyasahayak
teachers were recorded and tabulated in Table 4.25. The statistical
analysis was done and Mean score, Standard Deviation, and T-value
was found out. The result of analysis is given in Table 4.25.
Table: 4.25
The mean scores of Job involvement of P.T.C. and B.Ed.
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
P.T.C.
Vidyasahayak
teachers
B.Ed.
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
457
4.23
1.14
t-value
2.664
248
3.99
1.05
*significant at the 0.01 level
It is seen from the observation of the table 4.25 that the mean
Job involvement score of the P.T.C. Vidyasahayak teachers was 4.23
and for B.Ed. Vidyasahayak teachers it was 3.99. Values of S.D. for
P.T.C. and B.Ed. Vidyasahayak teachers were respectively 1.14 and
1.05. To test the significance of correlated mean difference, t-value
was calculated. t-value was 2.664. Thus, examining the significance of
225
acquired results it is known that the acquired result is significant at
the level of 0.01. That means the mean scores of both the groups were
quiet different. Thus, the null hypothesis “There will be no significant
difference between the mean scores of the Job involvement of P.T.C.
and B.Ed. Vidyasahayak teachers of Saurashtra-Kutch” is rejected.
The calculated data suggested that the mean score of the Job
involvement of P.T.C. Vidyasahayak teachers in Saurashtra-Kutch
was higher than the B.Ed. Vidyasahayak teachers of SaurashtraKutch. That means P.T.C. Vidyasahayak teachers in SaurashtraKutch have higher Job involvement than the B.Ed. Vidyasahayak
teachers in Saurashtra-Kutch.
4.4.6 Marital status and Job involvement
Table 4.26 shows the mean scores of Job involvement of
Married and Unmarried Vidyasahayak teachers and the statistical
analysis to examine the significant difference.
Job involvement scores of Married and Unmarried Vidyasahayak
teachers were recorded and tabulated in Table 4.26. The statistical
analysis was done and Mean score, Standard Deviation, and t-value
was found out. The result of analysis is given in Table 4.26.
226
Table: 4.26
The mean scores of Job involvement of Married and Unmarried
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Married
Vidyasahayak
teachers
Unmarried
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
321
Mean
4.12
Standard
Deviation
t-value
1.12
0.609
384
4.17
1.11
It is seen from the observation of the table 4.26 that the mean
Job involvement score of the Married Vidyasahayak teachers was 4.12
and for Unmarried Vidyasahayak teachers it was 4.17. Values of S.D.
for Married and Unmarried Vidyasahayak teachers were respectively
1.12 and 1.11. To test the significance of correlated mean difference,
t-value was calculated. t-value was 0.609, not significant at 0.05 level.
Thus, examining the significance of acquired results it is known that
the acquired result is not significant. Thus, the null hypothesis “There
will be no significant difference between the mean scores of the Job
involvement of Married and Unmarried Vidyasahayak teachers of
Saurashtra-Kutch” is not rejected. That means the mean scores of Job
involvement of Married and Unmarried Vidyasahayak teachers of
Saurashtra-Kutch were almost equal.
4.4.7 Age and Job Involvement
Table 4.27 shows the mean scores of Job involvement of Below
25 years and Above 25 years Vidyasahayak teachers and the
statistical analysis to examine the significant difference.
Job involvement scores of Below 25 years and Above 25 years
Vidyasahayak teachers were recorded and tabulated in Table 4.27.
227
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.27.
Table: 4.27
The mean scores of Job involvement of Below 25 years and Above
25 years Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
415
4.14
1.09
Below 25
years
Vidyasahayak
teachers
Above 25
years
Vidyasahayak
teachers
t-value
0.037
290
4.14
1.15
It is seen from the observation of the table 4.27 that the mean
Job involvement score of the Below 25 years Vidyasahayak teachers
was 4.14 and for Above 25 years Vidyasahayak teachers it was 4.14.
Values of S.D. for Below 25 years and Above 25 years Vidyasahayak
teachers were respectively 1.09 and 1.15. To test the significance of
correlated mean difference, t-value was calculated. t-value was 0.037,
not significant at 0.05 level. Thus, examining the significance of
acquired results it is known that the acquired result is not significant.
Thus, the null hypothesis “There will be no significant difference
between the mean scores of the Job involvement of Below 25 years
and Above 25 years Vidyasahayak teachers of Saurashtra-Kutch” is
not rejected. That means the mean scores of Job involvement of Below
25 years and Above 25 years Vidyasahayak teachers of SaurashtraKutch were almost equal.
4.4.8 Educational Stream and Job involvement
228
Table 4.28 shows the mean scores of Job involvement of
General
and
Science
Stream
Vidyasahayak
teachers
and
the
statistical analysis to examine the significant difference.
Job
involvement
scores
of
General
and
Science
stream
Vidyasahayak teachers were recorded and tabulated in Table 4.28.
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.28.
Table: 4.28
The mean scores of Job involvement of General and Science
Stream Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
General
stream
Vidyasahayak
teachers
Science
stream
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
463
4.18
1.12
t-value
1.185
242
4.07
1.11
It is seen from the observation of the table 4.28 that the mean
Job involvement score of the General stream Vidyasahayak teachers
was 4.18 and for Science stream Vidyasahayak teachers it was 4.07.
Values
of
S.D.
for
General
stream
and
for
Science
stream
Vidyasahayak teachers were respectively 1.12 and 1.11. To test the
significance of correlated mean difference, t-value was calculated. tvalue was 1.185, not significant at 0.05 level. Thus, examining the
significance of acquired results it is known that the acquired result is
not significant. Thus, the null hypothesis “There will be no significant
difference between the mean scores of the Job involvement of General
and Science stream Vidyasahayak teachers of Saurashtra-Kutch” is
229
not rejected. That means the mean scores of Job involvement General
and Science stream Vidyasahayak teachers of Saurashtra-Kutch were
almost equal.
4.4.9 Place of the job and Job involvement
Table 4.29 shows the mean scores of Job involvement of
Vidyasahayak teachers who are working in their own district and
other district and the statistical analysis to examine the significant
difference.
Job involvement scores of Vidyasahayak teachers who are
working in their own district and other district were recorded and
tabulated in Table 4.29. The statistical analysis was done and Mean
score, Standard Deviation, and t-value was found out. The result of
analysis is given in Table 4.29.
Table: 4.29
The mean scores of Job involvement of Vidyasahayak teachers
who are working in their own district and other district and
their significant difference
Sr.
No.
1.
2.
Group
Vidyasahayak
teachers who
are working in
their own
district
Vidyasahayak
teachers who
are working in
other district
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
384
4.12
1.14
t-value
-0.543
321
4.17
1.09
It is seen from the observation of the table 4.29 that the mean
Job involvement score of the Vidyasahayak teachers who are working
in their own district was 4.12 and for Vidyasahayak teachers who are
working in other district it was 4.17. Values of S.D. for Vidyasahayak
230
teachers who are working in their own district and other district were
respectively 1.14 and 1.09. To test the significance of correlated mean
difference, t-value was calculated. t-value was -0.543, not significant
at 0.05 level. Thus, examining the significance of acquired results it is
known that the acquired result is not significant. Thus, the null
hypothesis “There will be no significant difference between the mean
scores of the Job involvement of Vidyasahayak teachers who are
working in their own district and other district of Saurashtra-Kutch”
is not rejected. That means the mean scores of Job involvement of
Vidyasahayak teachers who are working in their own district and
other district of Saurashtra-Kutch were almost equal.
4.4.10 Situation of Educational staff and Job involvement
Table 4.30 shows the mean scores of Job involvement of
Sufficient and Non sufficient educational staff in their school of
Vidyasahayak teachers and the statistical analysis to examine the
significant difference.
Job
involvement
scores
of
sufficient
and
non
sufficient
educational staff in their school of Vidyasahayak teachers were
recorded and tabulated in Table 4.30. The statistical analysis was
done and Mean score, Standard Deviation, and t-value was found out.
The result of analysis is given in Table 4.30.
231
Table: 4.30
The mean scores of Job involvement of Sufficient and Non
sufficient educational staff in their school of Vidyasahayak
teachers and
their significant difference
Sr.
No.
1.
2.
Group
Vidyasahayak
teachers
having
Sufficient staff
in their school
Vidyasahayak
teachers
having
Nonsufficient staff
in their school
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
453
4.09
1.15
t-value
-1.544
252
4.23
1.04
It is seen from the observation of the table 4.30 that the mean
Job involvement score of the Vidyasahayak teachers having Sufficient
educational staff in their school was 4.09 and for Vidyasahayak
teachers having Non sufficient educational staff in their school it was
4.23. Values of S.D. for Vidyasahayak teachers having Sufficient and
Non sufficient educational staff in their school were respectively 1.15
and 1.04. To test the significance of correlated mean difference, tvalue was calculated. t-value was -1.544, not significant at 0.05 level.
Thus, examining the significance of acquired results it is known that
the acquired result is not significant. Thus, the null hypothesis “There
will be no significant difference between the mean scores of the Job
involvement of Sufficient and Non sufficient educational staff in their
school of Vidyasahayak teachers of Saurashtra-Kutch” is not rejected.
That means the mean scores of Job involvement of Sufficient and Non
sufficient educational staff in their school of Vidyasahayak teachers of
Saurashtra-Kutch were almost equal.
232
4.5.0 Vidyasahayak teachers and their Job satisfaction
Job satisfaction of Vidyasahayak teachers was included in
present study. Vidyasahayak teachers were divided in ten groups
according to independent variables like; Sex, Area of the school,
Category, Type of family, Educational qualification, Marital status,
Age, Educational stream, Place of
the job and Educational staff
situation. Ten hypotheses were constructed to measure the Job
satisfaction of Vidyasahayak teachers included in each independent
variable. Mean score of the Job Satisfaction of each group was
calculated to verify for each null hypotheses. The difference was found
between mean score of two groups by t- value.
4.5.1 Sex and Job satisfaction
Table 4.31 shows the mean scores of Job satisfaction of Male
and Female Vidyasahayak teachers and the statistical analysis to
examine the significant difference.
Job satisfaction scores of Male and Female Vidyasahayak
teachers were recorded and tabulated in Table 4.31. The statistical
analysis was done and Mean score, Standard Deviation, and t-value
was found out. The result of analysis is given in Table 4.31.
233
Table: 4.31
The mean scores of Job satisfaction of Male and Female
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Number of
Vidyasahayak
teachers
Group
Male
Vidyasahayak
teachers
Female
Vidyasahayak
teachers
326
Mean
9.07
Standard
Deviation
t-value
1.75
-1.819
379
9.33
1.92
It is seen from the observation of the table 4.31 that the mean
Job satisfaction score of the Male Vidyasahayak teachers was 9.07
and for Female Vidyasahayak teachers it was 9.33. Values of S.D. for
Male and Female Vidyasahayak teachers were respectively 1.75 and
1.92. To test the significance of correlated mean difference, t-value
was calculated. t-value was -1.819, not significant at 0.05 level. Thus,
examining the significance of acquired results it is known that the
acquired result is not significant. Thus, the null hypothesis “There will
be no significant difference between the mean scores of the Job
satisfaction
of
Male
and
Female
Vidyasahayak
teachers
of
Saurashtra-Kutch” is not rejected. That means the mean scores of Job
satisfaction
of
Male
and
Female
Vidyasahayak
teachers
of
Saurashtra-Kutch were almost equal.
4.5.2 Area of the school and Job satisfaction
Table 4.32 shows the mean scores of the Job satisfaction of
Urban and Rural Vidyasahayak teachers and the statistical analysis
to examine the significant difference.
Job satisfaction scores of Urban and Rural Vidyasahayak
teachers were recorded and tabulated in Table 4.32. The statistical
234
analysis was done and Mean score, Standard Deviation, and t-value
was found out. The result of analysis is given in Table 4.32.
Table: 4.32
The mean scores of Job satisfaction of Urban and Rural
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Urban
Vidyasahayak
teachers
Rural
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
226
9.23
1.71
t-value
0.242
479
9.20
1.91
It is seen from the observation of the table 4.32 that the mean
Job satisfaction score of the Urban Vidyasahayak teachers was 9.23
and for Rural Vidyasahayak teachers it was 9.20. Values of S.D. for
urban and rural Vidyasahayak teachers were respectively 1.71 and
1.91. To test the significance of correlated mean difference, t-value
was calculated. t-value was 0.242, not significant at 0.05 level. Thus,
examining the significance of acquired results it is known that the
acquired result is not significant. Thus, the null hypothesis “There will
be no significant difference between the mean scores of the Job
satisfaction of Vidyasahayak teachers working in Rural and Urban
school area in Saurashtra-Kutch” is not rejected. That means the
mean scores of Job satisfaction of Vidyasahayak teachers working in
Rural and Urban school area in Saurashtra-Kutch were almost equal.
4.5.3 Category and Job satisfaction
Table 4.33 shows the mean scores of the Job satisfaction of
General and Reserve category Vidyasahayak teachers and the
statistical analysis to examine the significant difference.
Job satisfaction scores of General and Reserve category
Vidyasahayak teachers were recorded and tabulated in Table 4.33.
235
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.33.
Table: 4.33
The mean scores of Job satisfaction of General and Reserve
category Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
General
category
Vidyasahayak
teachers
Reserve
category
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
399
9.31
1.86
t-value
1.574
306
9.08
1.83
It is seen from the observation of the table 4.33 that the mean
Job satisfaction score of the General category Vidyasahayak teachers
was 9.31 and for Reserve category Vidyasahayak teachers it was 9.08.
Values of S.D. for General and Reserve category Vidyasahayak
teachers were respectively 1.86 and 1.83. To test the significance of
correlated mean difference, t-value was calculated. t-value was 1.574,
not significant at 0.05 level. Thus, examining the significance of
acquired results it is known that the acquired result is not significant.
Thus, the null hypothesis “There will be no significant difference
between the mean scores of the Job Satisfaction of General and
Reserve category Vidyasahayak teachers of Saurashtra-Kutch” is not
rejected. That means the mean scores of Job satisfaction of General
and Reserve category Vidyasahayak teachers of Saurashtra-Kutch
were almost equal.
4.5.4 Type of family and Job satisfaction
236
Table 4.34 shows the mean scores of the Job satisfaction of
Joint and Separate family Vidyasahayak teachers and the statistical
analysis to examine the significant difference.
Job
satisfaction
scores
of
Joint
and
Separate
family
Vidyasahayak teachers were recorded and tabulated in Table 4.34.
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.34.
Table: 4.34
The mean scores of Job satisfaction of Joint and Separate family
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
429
9.33
1.79
Joint
family
Vidyasahayak
teachers
Separate
family
Vidyasahayak
teachers
t-value
2.174
276
9.02
1.92
**significant at the 0.05 level
It is seen from the observation of the table 4.34 that the mean
Job satisfaction score of the Joint family Vidyasahayak teachers was
9.33 and for Separate family Vidyasahayak teachers it was 9.02.
Values of S.D. for Joint and Separate family Vidyasahayak teachers
were respectively 1.79 and 1.92. To test the significance of correlated
mean difference, t-value was calculated. t-value was 2.174. Thus,
examining the significance of acquired results it is known that the
acquired result is significant at the level of 0.05. That means the mean
scores of both the groups were quiet different. Thus, the null
hypothesis “There will be no significant difference between the mean
scores
of
the
Vidyasahayak
Job
satisfaction
teachers
of
of
Joint
and
Saurashtra-Kutch”
Separate
is
family
rejected.
The
calculated data suggested that the mean score of the Job satisfaction
237
of
Vidyasahayak
teachers who
are
living
in Joint
family
in
Saurashtra-Kutch was higher than the Vidyasahayak teachers who
are living in Separate family in Saurashtra-Kutch. That means
Vidyasahayak teachers who are living in Joint family in SaurashtraKutch have higher Job satisfaction than the Vidyasahayak teachers
who are living in Separate family in Saurashtra-Kutch.
4.5.5 Educational qualification and Job satisfaction
Table 4.35 shows the mean scores of Job satisfaction of P.T.C.
and B.Ed. Vidyasahayak teachers and the statistical analysis to
examine the significant difference.
Job satisfaction scores of P.T.C. and B.Ed. Vidyasahayak
teachers were recorded and tabulated in Table 4.35. The statistical
analysis was done and Mean score, Standard Deviation, and t-value
was found out. The result of analysis is given in Table 4.35.
Table: 4.35
The mean scores of Job satisfaction of P.T.C. and B.Ed.
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
P.T.C.
Vidyasahayak
teachers
B.Ed.
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
457
Mean
9.25
Standard
Deviation
t-value
1.88
0.856
248
9.13
1.79
It is seen from the observation of the table 4.35 that the mean
Job satisfaction score of the P.T.C. Vidyasahayak teachers was 9.25
and for B.Ed. Vidyasahayak teachers it was 9.13. Values of S.D. for
P.T.C. and B.Ed. Vidyasahayak teachers were respectively 1.88 and
1.79. To test the significance of correlated mean difference, t-value
was calculated. t-value was 0.856, not significant at 0.05 level. Thus,
examining the significance of acquired results it is known that the
238
acquired result is not significant. Thus, the null hypothesis “There will
be no significant difference between the mean scores of the Job
satisfaction of P.T.C. and B.Ed. Vidyasahayak teachers of SaurashtraKutch” is not rejected. That means the mean scores of Job satisfaction
of P.T.C. and B.Ed. Vidyasahayak teachers of Saurashtra-Kutch were
almost equal.
4.5.6 Marital status and Job satisfaction
Table 4.36 shows the mean scores of Job satisfaction of Married
and Unmarried Vidyasahayak teachers and the statistical analysis to
examine the significant difference.
Job satisfaction scores of Married and Unmarried Vidyasahayak
teachers were recorded and tabulated in Table 4.36. The statistical
analysis was done and Mean score, Standard Deviation, and t-value
was found out. The result of analysis is given in Table 4.36.
Table: 4.36
The mean scores of Job satisfaction of Married and Unmarried
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Married
Vidyasahayak
teachers
Unmarried
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
321
9.33
1.76
t-value
-1.582
384
9.11
1.91
It is seen from the observation of the table 4.36 that the mean
Job satisfaction score of the Married Vidyasahayak teachers was 9.33
and for Unmarried Vidyasahayak teachers it was 9.11. Values of S.D.
for Married and Unmarried Vidyasahayak teachers were respectively
1.76 and 1.91. To test the significance of correlated mean difference,
t-value was calculated. t-value was -1.582, not significant at 0.05
level. Thus, examining the significance of acquired results it is known
239
that the acquired result is not significant. Thus, the null hypothesis
“There will be no significant difference between the mean scores of the
Job satisfaction of Married and Unmarried Vidyasahayak teachers of
Saurashtra-Kutch” is not rejected. That means the mean scores of Job
satisfaction of Married and Unmarried Vidyasahayak teachers of
Saurashtra-Kutch were almost equal.
4.5.7 Age and Job satisfaction
Table 4.37 shows the mean scores of Job satisfaction of Below
25 years and Above 25 years Vidyasahayak teachers and the
statistical analysis to examine the significant difference.
Job satisfaction scores of Below 25 years and Above 25 years
Vidyasahayak teachers were recorded and tabulated in Table 4.37.
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.37.
240
Table: 4.37
The mean scores of Job satisfaction of Below 25 years and Above
25 years Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
415
9.18
1.97
Below 25 years
Vidyasahayak
teachers
Above 25 years
Vidyasahayak
teachers
t-value
-0.584
290
9.26
1.66
It is seen from the observation of the table 4.37 that the mean
Job satisfaction score of the Below 25 years Vidyasahayak teachers
was 9.18 and for Above 25 years Vidyasahayak teachers it was 9.26.
Values of S.D. for Below 25 years and Above 25 years Vidyasahayak
teachers were respectively 1.97 and 1.66. To test the significance of
correlated mean difference, t-value was calculated. t-value was -0.584,
not significant at 0.05 level. Thus, examining the significance of
acquired results it is known that the acquired result is not significant.
Thus, the null hypothesis “There will be no significant difference
between the mean scores of the Job satisfaction of Below 25 years and
Above 25 years Vidyasahayak teachers of Saurashtra-Kutch” is not
rejected. That means the mean scores of Job satisfaction of Below 25
years and Above 25 years Vidyasahayak teachers of SaurashtraKutch were almost equal.
4.5.8 Educational stream and Job satisfaction
Table 4.38 shows the mean scores of Job satisfaction of General
and Science Stream Vidyasahayak teachers and the statistical
analysis to examine the significant difference.
Job
satisfaction
scores
of
General
and
Science
stream
Vidyasahayak teachers were recorded and tabulated in Table 4.38.
241
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.38.
Table: 4.38
The mean scores of Job satisfaction of General and Science
stream Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
General stream
Vidyasahayak
teachers
Science stream
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
463
Mean
9.21
Standard
Deviation
t-value
1.82
0.077
242
9.20
1.91
It is seen from the observation of the table 4.38 that the mean
Job satisfaction score of the General stream Vidyasahayak teachers
was 9.21 and for Science stream Vidyasahayak teachers it was 9.20.
Values of S.D. for General stream and Science stream Vidyasahayak
teachers were respectively 1.82 and 1.91. To test the significance of
correlated mean difference, t-value was calculated. t-value was 0.077,
not significant at 0.05 level. Thus, examining the significance of
acquired results it is known that the acquired result is not significant.
Thus, the null hypothesis “There will be no significant difference
between the mean scores of the Job satisfaction of General and
Science stream Vidyasahayak teachers of Saurashtra-Kutch” is not
rejected. That means the mean scores of Job satisfaction of General
and Science stream Vidyasahayak teachers of Saurashtra-Kutch were
almost equal.
4.5.9 Place of the job and Job satisfaction
242
Table 4.39 shows the mean scores of Job satisfaction of
Vidyasahayak teachers who are working in their own district and
other district and the statistical analysis to examine the significant
difference.
Job satisfaction scores of Vidyasahayak teachers who are
working in their own district and other district were recorded and
tabulated in Table 4.39. The statistical analysis was done and Mean
score, Standard Deviation, and t-value was found out. The result of
analysis is given in Table 4.39.
Table: 4.39
The mean scores of Job satisfaction of Vidyasahayak teachers
who are working in their own district and other district and their
significant difference
Sr.
No.
1.
2.
Group
Vidyasahayak
teachers who
are working in
their own
district
Vidyasahayak
teachers who
are working in
other district
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
384
9.37
1.94
t-value
2.521
321
9.02
1.71
**significant at the 0.05 level
It is seen from the observation of the table 4.39 that the mean
Job satisfaction score of the Vidyasahayak teachers who are working
in their own district was 9.37 and for Vidyasahayak teachers who are
working in other district it was 9.02. Values of S.D. for Vidyasahayak
teachers who are working in their own district and other district were
respectively 1.94 and 1.71. To test the significance of correlated mean
difference, t-value was calculated. t-value was 2.521. Thus, examining
the significance of acquired results it is known that the acquired
result is significant at the level of 0.05. That means the mean scores
243
of both the groups were quiet different. Thus, the null hypothesis
“There will be no significant difference between the mean scores of the
Job satisfaction of Vidyasahayak teachers who are working in their
own district and other district of Saurashtra-Kutch” is rejected. The
calculated data suggested that the mean score of the Job satisfaction
of Vidyasahayak teachers working in their own district in SaurashtraKutch was higher than the other district of Saurashtra-Kutch. That
means Vidyasahayak teachers working in their own district in
Saurashtra-Kutch
have
higher
Job
satisfaction
than
the
Vidyasahayak teachers working in other district of Saurashtra-Kutch.
4.5.10 Situation of Educational staff and Job satisfaction
Table 4.40 shows the mean scores of Job satisfaction of
Sufficient and Non sufficient educational staff in their school of
Vidyasahayak teachers and the statistical analysis to examine the
significant difference.
Job
satisfaction
scores
of
Sufficient
and
Non
sufficient
educational staff in their school of Vidyasahayak teachers were
recorded and tabulated in Table 4.40. The statistical analysis was
done and Mean score, Standard Deviation, and t-value was found out.
The result of analysis is given in Table 4.40.
244
Table: 4.40
The mean scores of Job satisfaction of Sufficient and Non
sufficient educational staff in their school of Vidyasahayak
teachers and their significant difference
Sr.
No.
1.
2.
Group
Vidyasahayak
teachers
having
Sufficient staff
in their school
Vidyasahayak
teachers
having
Nonsufficient staff
in their school
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
453
9.24
1.82
t-value
0.591
252
9.15
1.90
It is seen from the observation of the table 4.40 that the mean
Job satisfaction score of the Vidyasahayak teachers having sufficient
educational staff in their school was 9.24 and for Vidyasahayak
teachers having non sufficient educational staff in their school it was
9.15. Values of S.D. for Vidyasahayak teachers having sufficient and
non sufficient educational staff in their school were respectively 1.82
and 1.90. To test the significance of correlated mean difference, tvalue was calculated. t-value was 0.591, not significant at 0.05 level.
Thus, examining the significance of acquired results it is known that
the acquired result is not significant. Thus, the null hypothesis “There
will be no significant difference between the mean scores of the Job
satisfaction of Sufficient and Non sufficient educational staff in their
school of Vidyasahayak teachers of Saurashtra-Kutch” is not rejected.
That means the mean scores of Job satisfaction of Sufficient and Non
sufficient educational staff in their school of Vidyasahayak teachers of
Saurashtra-Kutch were almost equal.
245
4.6.0 Vidyasahayak teachers and their Job motivation
Job motivation of Vidyasahayak teachers was included in
present study. Vidyasahayak teachers were divided in ten groups
according to independent variables like; Sex, Area of the school,
Category, Type of family, Educational qualification, Marital status,
Age, Educational stream, Place of
the job and Educational staff
situation. Ten hypotheses were constructed to measure the Job
motivation of Vidyasahayak teachers included in each independent
variable. Mean score of the Job Motivation of each group was
calculated to verify for each null hypotheses. The difference was found
between mean score of two groups by t- value.
4.6.1 Sex and Job motivation
Table 4.41 shows the mean scores of Job motivation of Male and
Female Vidyasahayak teachers and the statistical analysis to examine
the significant difference.
Job motivation scores of Male and Female Vidyasahayak
teachers were recorded and tabulated in Table 4.41. The statistical
analysis was done and Mean score, Standard Deviation, and t-value
was found out. The result of analysis is given in Table 4.41.
246
Table: 4.41
The mean scores of Job motivation of Male and Female
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Male
Vidyasahayak
teachers
Female
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
326
9.60
1.36
t-value
-2.394
379
9.83
1.19
**significant at the 0.05 level
It is seen from the observation of the table 4.41 that the mean
Job motivation score of the Male Vidyasahayak teachers was 9.60 and
for Female Vidyasahayak teachers it was 9.83. Values of S.D. for Male
and Female Vidyasahayak teachers were respectively 1.36 and 1.19.
To test the significance of correlated mean difference, t-value was
calculated. t-value was -2.394. Thus, examining the significance of
acquired results it is known that the acquired result is significant at
the level of 0.05. That means the mean scores of both the groups were
quiet different. Thus, the null hypothesis “There will be no significant
difference between the mean scores of the Job motivation of Male and
Female Vidyasahayak teachers of Saurashtra-Kutch” is rejected. The
calculated data suggested that the mean score of the Job motivation of
Female Vidyasahayak teachers in Saurashtra-Kutch is higher than
the Male Vidyasahayak teachers in Saurashtra-Kutch. That means
Female Vidyasahayak teachers in Saurashtra-Kutch have higher Job
motivation than the Male Vidyasahayak teachers in SaurashtraKutch.
247
4.6.2 Area of the school and Job motivation
Table 4.42 shows the mean scores of the Job motivation of
Urban and Rural Vidyasahayak teachers and the statistical analysis
to examine the significant difference.
Job motivation scores of Urban and Rural Vidyasahayak
teachers were recorded and tabulated in Table 4.42. The statistical
analysis was done and Mean score, Standard Deviation, and t-value
was found out. The result of analysis is given in Table 4.42.
Table: 4.42
The mean scores of Job motivation of Urban and Rural
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Urban
Vidyasahayak
teachers
Rural
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
226
9.75
1.28
t-value
0.351
479
9.72
1.27
It is seen from the observation of the table 4.42 that the mean
Job motivation score of the Urban Vidyasahayak teachers was 9.75
and for Rural Vidyasahayak teachers it was 9.72. Values of S.D. for
Urban and Rural Vidyasahayak teachers were respectively 1.28 and
1.27. To test the significance of correlated mean difference, t-value
was calculated. t-value was 0.351, not significant at 0.05 level. Thus,
examining the significance of acquired results it is known that the
acquired result is not significant. Thus, the null hypothesis “There will
be no significant difference between the mean scores of the Job
motivation of Vidyasahayak teachers working in Rural and Urban
school area in Saurashtra-Kutch” is not rejected. That means the
mean scores of Job motivation of Vidyasahayak teachers working in
Rural and Urban school area in Saurashtra-Kutch were almost equal.
248
4.6.3 Category and Job motivation
Table 4.43 shows the mean scores of the Job motivation of
General and Reserve category Vidyasahayak teachers and the
statistical analysis to examine the significant difference.
Job
motivation
scores
of
General
and
Reserve
category
Vidyasahayak teachers were recorded and tabulated in Table 4.43.
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.43.
Table: 4.43
The mean scores of Job motivation of General and Reserve
category Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
General
category
Vidyasahayak
teachers
Reserve
category
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
399
9.74
1.28
t-value
0.218
306
9.72
1.27
It is seen from the observation of the table 4.43 that the mean
Job motivation score of the General category Vidyasahayak teachers
was 9.74 and for Reserve category Vidyasahayak teachers it was 9.72.
Values of S.D. for General and Reserve category Vidyasahayak
teachers were respectively 1.28 and 1.27. To test the significance of
correlated mean difference, t-value was calculated. t-value was 0.218,
not significant at 0.05 level. Thus, examining the significance of
acquired results it is known that the acquired result is not significant.
Thus, the null hypothesis “There will be no significant difference
between the mean scores of the Job Motivation of General and Reserve
249
category Vidyasahayak teachers of Saurashtra-Kutch” is not rejected.
That means the mean scores of Job motivation of General and Reserve
category Vidyasahayak teachers of Saurashtra-Kutch were almost
equal.
4.6.4 Type of family and Job motivation
Table 4.44 shows the mean scores of the Job motivation of Joint
and Separate family Vidyasahayak teachers and the statistical
analysis to examine the significant difference.
Job
motivation
scores
of
Joint
and
Separate
family
Vidyasahayak teachers were recorded and tabulated in Table 4.44.
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.44.
Table: 4.44
The mean scores of Job motivation of Joint and Separate family
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Joint
family
Vidyasahayak
teachers
Separate
family
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
429
9.81
1.23
t-value
2.177
276
9.60
1.32
**significant at the 0.05 level
It is seen from the observation of the table 4.44 that the mean
Job motivation score of the Joint family Vidyasahayak teachers was
9.81 and for Separate family Vidyasahayak teachers it was 9.60.
Values of S.D. for Joint and Separate family Vidyasahayak teachers
were respectively 1.23 and 1.32. To test the significance of correlated
250
mean difference, t-value was calculated. t-value was 2.177. Thus,
examining the significance of acquired results it is known that the
acquired result is significant at the level of 0.05. That means the mean
scores of both the groups were quiet different. Thus, the null
hypothesis “There will be no significant difference between the mean
scores
of
the
Vidyasahayak
Job
motivation
teachers
of
of
Joint
and
Saurashtra-Kutch”
Separate
is
family
rejected.
The
calculated data suggested that the mean score of the Job motivation of
Vidyasahayak teachers who are living in Joint family in SaurashtraKutch was higher than the Vidyasahayak teachers who are living in
Separate family in Saurashtra-Kutch. That means Vidyasahayak
teachers who are living in Joint family in Saurashtra-Kutch have
higher Job motivation than the Vidyasahayak teachers who are living
in Separate family in Saurashtra-Kutch.
4.6.5 Educational Qualification and Job motivation
Table 4.45 shows the mean scores of Job motivation of P.T.C.
and B.Ed. Vidyasahayak teachers and the statistical analysis to
examine the significant difference.
Job motivation scores of P.T.C. and B.Ed. Vidyasahayak
teachers were recorded and tabulated in Table 4.45. The statistical
analysis was done and Mean score, Standard Deviation, and t-value
was found out. The result of analysis is given in Table 4.45.
251
Table: 4.45
The mean scores of Job motivation of P.T.C. and B.Ed.
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
P.T.C.
Vidyasahayak
teachers
B.Ed.
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
457
9.74
1.30
t-value
0.214
248
9.71
1.23
It is seen from the observation of the table 4.45 that the mean
Job motivation score of the P.T.C. Vidyasahayak teachers was 9.74
and for B.Ed. Vidyasahayak teachers it was 9.71. Values of S.D. for
P.T.C. and B.Ed. Vidyasahayak teachers were respectively 1.30 and
1.23. To test the significance of correlated mean difference, t-value
was calculated. t-value was 0.214, not significant at 0.05 level. Thus,
examining the significance of acquired results it is known that the
acquired result is not significant. Thus, the null hypothesis “There will
be no significant difference between the mean scores of the Job
motivation of P.T.C. and B.Ed. Vidyasahayak teachers of SaurashtraKutch” is not rejected. That means the mean scores of Job motivation
of P.T.C. and B.Ed. Vidyasahayak teachers of Saurashtra-Kutch were
almost equal.
4.6.6 Marital status and Job motivation
Table 4.46 shows the mean scores of Job motivation of Married
and Unmarried Vidyasahayak teachers and the statistical analysis to
examine the significant difference.
Job motivation scores of Married and Unmarried Vidyasahayak
teachers were recorded and tabulated in Table 4.46. The statistical
252
analysis was done and Mean score, Standard Deviation, and t-value
was found out. The result of analysis is given in Table 4.46.
Table: 4.46
The mean scores of Job motivation of Married and Unmarried
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Married
Vidyasahayak
teachers
Unmarried
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
321
9.78
1.27
t-value
-1.035
384
9.68
1.28
It is seen from the observation of the table 4.46 that the mean
Job motivation score of the Married Vidyasahayak teachers was 9.78
and for Unmarried Vidyasahayak teachers it was 9.68. Values of S.D.
for Married and Unmarried Vidyasahayak teachers were respectively
1.27 and 1.28. To test the significance of correlated mean difference,
t-value was calculated. t-value was -1.035, not significant at 0.05
level. Thus, examining the significance of acquired results it is known
that the acquired result is not significant. Thus, the null hypothesis
“There will be no significant difference between the mean scores of the
Job motivation of Married and Unmarried Vidyasahayak teachers of
Saurashtra-Kutch” is not rejected. That means the mean scores of Job
motivation of Married and Unmarried Vidyasahayak teachers of
Saurashtra-Kutch were almost equal.
4.6.7 Age and Job motivation
Table 4.47 shows the mean scores of Job motivation of Below 25
years and Above 25 years Vidyasahayak teachers and the statistical
analysis to examine the significant difference.
Job motivation scores of Below 25 years and Above 25 years
Vidyasahayak teachers were recorded and tabulated in Table 4.47.
253
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.47.
Table: 4.47
The mean scores of Job motivation of Below 25 years and Above
25 years Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Number of
Vidyasahayak
Teachers
Below 25 years
Vidyasahayak
teachers
Above 25 years
Vidyasahayak
teachers
415
Mean
9.76
Standard
Deviation
t-value
1.25
0.843
290
9.68
1.30
It is seen from the observation of the table 4.47 that the mean
Job motivation score of the Below 25 years Vidyasahayak teachers
was 9.76 and for Above 25 years Vidyasahayak teachers it was 9.68.
Values of S.D. for Below 25 years and Above 25 years Vidyasahayak
teachers were respectively 1.25 and 1.30. To test the significance of
correlated mean difference, t-value was calculated. t-value was 0.843,
not significant at 0.05 level. Thus, examining the significance of
acquired results it is known that the acquired result is not significant.
Thus, the null hypothesis “There will be no significant difference
between the mean scores of the Job motivation of Below 25 years and
Above 25 years Vidyasahayak teachers of Saurashtra-Kutch” is not
rejected. That means the mean scores of Job motivation of Below 25
years and Above 25 years Vidyasahayak teachers of SaurashtraKutch were almost equal.
4.6.8 Educational stream and Job motivation
254
Table 4.48 shows the mean scores of Job motivation of General
and Science stream Vidyasahayak teachers and the statistical
analysis to examine the significant difference.
Job
motivation
scores
of
General
and
Science
stream
Vidyasahayak teachers were recorded and tabulated in Table 4.48.
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.48.
Table: 4.48
The mean scores of Job motivation of General and Science
stream Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
General stream
Vidyasahayak
teachers
Science stream
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
463
9.75
1.25
t-value
0.566
242
9.69
1.31
It is seen from the observation of the table 4.48 that the mean
Job motivation score of the General stream Vidyasahayak teachers
was 9.75 and for Science stream Vidyasahayak teachers it was 9.69.
Values of S.D. for General stream and Science stream Vidyasahayak
teachers were respectively 1.25 and 1.31. To test the significance of
correlated mean difference, t-value was calculated. t-value was 0.566,
not significant at 0.05 level. Thus, examining the significance of
acquired results it is known that the acquired result is not significant.
Thus, the null hypothesis “There will be no significant difference
between the mean scores of the Job motivation of General and Science
stream Vidyasahayak teachers of Saurashtra-Kutch” is not rejected.
That means the mean scores of Job motivation of General and Science
255
stream Vidyasahayak teachers of Saurashtra-Kutch were almost
equal.
4.6.9 Place of the job and Job motivation
Table 4.49 shows the mean scores of Job motivation of
Vidyasahayak teachers who are working in their own district and
other district and the statistical analysis to examine the significant
difference.
Job motivation scores of Vidyasahayak teachers who are
working in their own district and other district were recorded and
tabulated in Table 4.49. The statistical analysis was done and Mean
score, Standard Deviation, and t-value was found out. The result of
analysis is given in Table 4.49.
Table: 4.49
The mean scores of Job motivation of Vidyasahayak teachers
who are working in their own district and other district and
their significant difference
Sr.
No.
1.
2.
Group
Vidyasahayak
teachers who
are working in
their own
district
Vidyasahayak
teachers who
are working in
other district
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
384
9.79
1.30
t-value
1.342
321
9.66
1.24
It is seen from the observation of the table 4.49 that the mean
Job motivation score of the Vidyasahayak teachers who are working
in their own district was 9.79 and for Vidyasahayak teachers who are
working in other district it was 9.66. Values of S.D. for Vidyasahayak
256
teachers who are working in their own district and other district were
respectively 1.30 and 1.24. To test the significance of correlated mean
difference, t-value was calculated. t-value was 1.342, not significant at
0.05 level. Thus, examining the significance of acquired results it is
known that the acquired result is not significant. Thus, the null
hypothesis “There will be no significant difference between the mean
scores of the Job motivation of Vidyasahayak teachers who are
working in their own district and other district of Saurashtra-Kutch”
is not rejected. That means the mean scores of Job motivation of
Vidyasahayak teachers who are working in their own district and
other district of Saurashtra-Kutch were almost equal.
4.6.10 Situation of Educational staff and Job motivation
Table 4.50 shows the mean scores of Job motivation of
Sufficient and Non sufficient educational staff in their school of
Vidyasahayak teachers and the statistical analysis to examine the
significant difference.
Job
motivation
scores
of
Sufficient
and
Non
sufficient
educational staff in their school of Vidyasahayak teachers were
recorded and tabulated in Table 4.50. The statistical analysis was
done and Mean score, Standard Deviation, and t-value was found out.
The result of analysis is given in Table 4.50.
Table: 4.50
257
The mean scores of Job motivation of Sufficient and Non
sufficient educational staff in their school of Vidyasahayak
teachers and their significant difference
Sr.
No.
1.
2.
Group
Vidyasahayak
teachers
having
Sufficient staff
in their school
Vidyasahayak
teachers
having
Nonsufficient staff
in their school
Number of
Vidyasahayak
teachers
453
Mean
9.73
Standard
Deviation
t-value
1.33
-0.039
252
9.73
1.17
It is seen from the observation of the table 4.50 that the mean
Job motivation score of the Vidyasahayak teachers having Sufficient
educational staff in their school was 9.73 and for Vidyasahayak
teachers having Non sufficient educational staff in their school it was
9.73. Values of S.D. for Vidyasahayak teachers having Sufficient and
Non sufficient educational staff in their school were respectively 1.33
and 1.17. To test the significance of correlated mean difference, tvalue was calculated. t-value was -0.039, not significant at 0.05 level.
Thus, examining the significance of acquired results it is known that
the acquired result is not significant. Thus, the null hypothesis “There
will be no significant difference between the mean scores of the Job
motivation of Sufficient and Non sufficient educational staff in their
school of Vidyasahayak teachers of Saurashtra-Kutch” is not rejected.
That means the mean scores of Job motivation of Sufficient and Non
sufficient educational staff in their school of Vidyasahayak teachers of
Saurashtra-Kutch were almost equal.
4.7.0 Vidyasahayak teachers and their Job confidence
258
Job confidence of Vidyasahayak teachers was included in
present study. Vidyasahayak teachers were divided in ten groups
according to independent variables like; Sex, Area of the school,
Category, Type of family, Educational qualification, Marital status,
Age, Educational stream, Place of
the job and Educational staff
situation. Ten hypotheses were constructed to measure the Job
confidence of Vidyasahayak teachers included in each independent
variable. Mean score of the Job Confidence of each group was
calculated to verify for each null hypotheses. The difference was found
between mean score of two groups by t- value.
4.7.1 Sex and Job confidence
Table 4.51 shows the mean scores of Job confidence of Male
and Female Vidyasahayak teachers and the statistical analysis to
examine the significant difference.
Job confidence scores of Male and Female Vidyasahayak
teachers were recorded and tabulated in Table 4.51. The statistical
analysis was done and Mean score, Standard Deviation, and t-value
was found out. The result of analysis is given in Table 4.51.
259
Table: 4.51
The mean scores of Job confidence of Male and Female
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Male
Vidyasahayak
teachers
Female
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
326
Mean
6.48
Standard
Deviation
t-value
1.45
-1.218
379
6.61
1.34
It is seen from the observation of the table 4.51 that the mean
Job confidence score of the Male Vidyasahayak teachers was 6.48 and
for Female Vidyasahayak teachers it was 6.61. Values of S.D. for Male
and Female Vidyasahayak teachers were respectively 1.45 and 1.34.
To test the significance of correlated mean difference, t-value was
calculated. t-value was -1.218, not significant at 0.05 level. Thus,
examining the significance of acquired results it is known that the
acquired result is not significant. Thus, the null hypothesis “There will
be no significant difference between the mean scores of the Job
confidence of Male and Female Vidyasahayak teachers of SaurashtraKutch” is not rejected. That means the mean scores of Job confidence
of Male and Female Vidyasahayak teachers of Saurashtra-Kutch were
almost equal.
4.7.2 Area of the school and Job confidence
Table 4.52 shows the mean scores of the Job confidence of
Urban and Rural Vidyasahayak teachers and the statistical analysis
to examine the significant difference.
Job confidence scores of Urban and Rural Vidyasahayak
teachers were recorded and tabulated in Table 4.52. The statistical
260
analysis was done and Mean score, Standard Deviation, and t-value
was found out. The result of analysis is given in Table 4.52.
Table: 4.52
The mean scores of Job confidence of Urban and Rural
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Urban
Vidyasahayak
teachers
Rural
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
226
Mean
6.58
Standard
Deviation
t-value
1.43
0.362
479
6.53
1.38
It is seen from the observation of the table 4.52 that the mean
Job confidence score of the Urban Vidyasahayak teachers was 6.58
and for Rural Vidyasahayak teachers it was 6.53. Values of S.D. for
Urban and Rural Vidyasahayak teachers were respectively 1.43 and
1.38. To test the significance of correlated mean difference, t-value
was calculated. t-value was 0.362, not significant at 0.05 level. Thus,
examining the significance of acquired results it is known that the
acquired result is not significant. Thus, the null hypothesis “There will
be no significant difference between the mean scores of the Job
confidence of Vidyasahayak teachers working in Rural and Urban
school area in Saurashtra-Kutch” is not rejected. That means the
mean scores of Job confidence of Vidyasahayak teachers working in
Rural and Urban school area in Saurashtra-Kutch were almost equal.
4.7.3 Category and Job confidence
261
Table 4.53 shows the mean scores of the Job confidence of
General and Reserve category Vidyasahayak teachers and the
statistical analysis to examine the significant difference.
Job confidence scores of General and Reserve category
Vidyasahayak teachers were recorded and tabulated in Table 4.53.
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.53.
Table: 4.53
The mean scores of Job confidence of General and Reserve
category Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
General
category
Vidyasahayak
teachers
Reserve
category
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
399
6.48
1.45
t-value
-1.497
306
6.64
1.32
It is seen from the observation of the table 4.53 that the mean
Job confidence score of the General category Vidyasahayak teachers
was 6.48 and for Reserve category Vidyasahayak teachers it was 6.64.
Values of S.D. for General and Reserve category Vidyasahayak
teachers were respectively 1.45 and 1.32. To test the significance of
correlated mean difference, t-value was calculated. t-value was -1.497,
not significant at 0.05 level. Thus, examining the significance of
acquired results it is known that the acquired result is not significant.
Thus, the null hypothesis “There will be no significant difference
between the mean scores of the Job confidence of General and Reserve
category Vidyasahayak teachers of Saurashtra-Kutch” is not rejected.
That means the mean scores of Job confidence of General and Reserve
262
category Vidyasahayak teachers of Saurashtra-Kutch were almost
equal.
4.7.4 Type of family and Job confidence
Table 4.54 shows the mean scores of the Job confidence of
Joint and Separate family Vidyasahayak teachers and the statistical
analysis to examine the significant difference.
Job
confidence
scores
of
Joint
and
Separate
family
Vidyasahayak teachers were recorded and tabulated in Table 4.54.
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.54.
Table: 4.54
The mean scores of Job confidence of Joint and Separate family
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Joint
family
Vidyasahayak
teachers
Separate
family
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
429
Mean
6.61
Standard
Deviation
t-value
1.32
1.445
276
6.45
1.50
It is seen from the observation of the table 4.54 that the mean
Job confidence score of the Joint family Vidyasahayak teachers was
6.61 and for Separate family Vidyasahayak teachers it was 6.45.
Values of S.D. for Joint and Separate family Vidyasahayak teachers
were respectively 1.32 and 1.50. To test the significance of correlated
mean difference, t-value was calculated. t-value was 1.445, not
significant at 0.05 level. Thus, examining the significance of acquired
results it is known that the acquired result is not significant. Thus,
263
the null hypothesis “There will be no significant difference between the
mean scores of the Job confidence of Joint and Separate family
Vidyasahayak teachers of Saurashtra-Kutch” is not rejected. That
means the mean scores of Job confidence of Joint and Separate family
Vidyasahayak teachers of Saurashtra-Kutch were almost equal.
4.7.5 Educational Qualification and Job confidence
Table 4.55 shows the mean scores of Job confidence of P.T.C.
and B.Ed. Vidyasahayak teachers and the statistical analysis to
examine the significant difference.
Job confidence scores of P.T.C. and B.Ed. Vidyasahayak
teachers were recorded and tabulated in Table 4.55. The statistical
analysis was done and Mean score, Standard Deviation, and t-value
was found out. The result of analysis is given in Table 4.55.
Table: 4.55
The mean scores of Job confidence of P.T.C. and B.Ed.
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
P.T.C.
Vidyasahayak
teachers
B.Ed.
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
457
6.60
1.39
t-value
1.345
248
6.45
1.40
It is seen from the observation of the table 4.55 that the mean
Job confidence score of the P.T.C. Vidyasahayak teachers was 6.60
and for B.Ed. Vidyasahayak teachers it was 6.45. Values of S.D. for
P.T.C. and B.Ed. Vidyasahayak teachers were respectively 1.39 and
1.40. To test the significance of correlated mean difference, t-value
was calculated. t-value was 1.345, not significant at 0.05 level. Thus,
examining the significance of acquired results it is known that the
264
acquired result is not significant. Thus, the null hypothesis “There will
be no significant difference between the mean scores of the Job
confidence of P.T.C. and B.Ed. Vidyasahayak teachers of SaurashtraKutch” is not rejected. That means the mean scores of Job confidence
of P.T.C. and B.Ed. Vidyasahayak teachers of Saurashtra-Kutch were
almost equal.
4.7.6 Marital status and Job confidence
Table 4.56 shows the mean scores of Job confidence of Married
and Unmarried Vidyasahayak teachers and the statistical analysis to
examine the significant difference.
Job confidence scores of Married and Unmarried Vidyasahayak
teachers were recorded and tabulated in Table 4.56. The statistical
analysis was done and Mean score, Standard Deviation, and t-value
was found out. The result of analysis is given in Table 4.56.
Table: 4.56
The mean scores of Job confidence of Married and Unmarried
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Married
Vidyasahayak
teachers
Unmarried
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
321
6.57
1.44
t-value
-0.338
384
6.53
1.36
It is seen from the observation of the table 4.56 that the mean
Job confidence score of the Married Vidyasahayak teachers was 6.57
and for Unmarried Vidyasahayak teachers it was 6.53. Values of S.D.
for Married and Unmarried Vidyasahayak teachers were respectively
1.44 and 1.36. To test the significance of correlated mean difference,
t-value was calculated. t-value was -0.338, not significant at 0.05
265
level. Thus, examining the significance of acquired results it is known
that the acquired result is not significant. Thus, the null hypothesis
“There will be no significant difference between the mean scores of the
Job confidence of Married and Unmarried Vidyasahayak teachers of
Saurashtra-Kutch” is not rejected. That means the mean scores of Job
confidence of Married and Unmarried Vidyasahayak teachers of
Saurashtra-Kutch were almost equal.
4.7.7 Age and Job confidence
Table 4.57 shows the mean scores of Job confidence of Below 25
years and Above 25 years Vidyasahayak teachers and the statistical
analysis to examine the significant difference.
Job confidence scores of Below 25 years and Above 25 years
Vidyasahayak teachers were recorded and tabulated in Table 4.57.
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.57.
Table: 4.57
The mean scores of Job confidence of Below 25 years and Above
25 years Vidyasahayak teachers and their significant difference
Sr.
No.
1.
Group
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
t-value
Below 25
years
Vidyasahayak
415
6.58
1.38
0.701
266
teachers
2.
Above 25
years
Vidyasahayak
teachers
290
6.50
1.42
It is seen from the observation of the table 4.57 that the mean
Job confidence score of the Below 25 years Vidyasahayak teachers
was 6.58 and for Above 25 years Vidyasahayak teachers it was 6.50.
Values of S.D. for Below 25 years and Above 25 years Vidyasahayak
teachers were respectively 1.38 and 1.42. To test the significance of
correlated mean difference, t-value was calculated. t-value was 0.701,
not significant at 0.05 level. Thus, examining the significance of
acquired results it is known that the acquired result is not significant.
Thus, the null hypothesis “There will be no significant difference
between the mean scores of the Job confidence of Below 25 years and
Above 25 years Vidyasahayak teachers of Saurashtra-Kutch” is not
rejected. That means the mean scores of Job confidence of Below 25
years and Above 25 years Vidyasahayak teachers of SaurashtraKutch were almost equal.
4.7.8 Educational Stream and Job confidence
Table 4.58 shows the mean scores of Job confidence of General
and Science stream Vidyasahayak teachers and the statistical
analysis to examine the significant difference.
Job
confidence
scores
of
General
and
Science
stream
Vidyasahayak teachers were recorded and tabulated in Table 4.58.
The statistical analysis was done and Mean score, Standard Deviation,
267
and t-value was found out. The result of analysis is given in Table
4.58.
Table: 4.58
The mean scores of Job Confidence of General and Science
stream Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
General Stream
Vidyasahayak
teachers
Science Stream
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
463
Mean
6.56
Standard
Deviation
t-value
1.41
0.199
242
6.53
1.37
It is seen from the observation of the table 4.58 that the mean
Job confidence score of the General stream Vidyasahayak teachers
was 6.56 and for Science stream Vidyasahayak teachers it was 6.53.
Values of S.D. for General stream and Science stream Vidyasahayak
teachers were respectively 1.41 and 1.37. To test the significance of
correlated mean difference, t-value was calculated. t-value was 0.199,
not significant at 0.05 level. Thus, examining the significance of
acquired results it is known that the acquired result is not significant.
Thus, the null hypothesis “There will be no significant difference
between the mean scores of the Job confidence of General and Science
stream Vidyasahayak teachers of Saurashtra-Kutch” is not rejected.
That means the mean scores of Job confidence of General and Science
stream Vidyasahayak teachers of Saurashtra-Kutch were almost
equal.
4.7.9 Place of the job and Job confidence
Table 4.59 shows the mean scores of Job confidence of
Vidyasahayak teachers who are working in their own district and
268
other district and the statistical analysis to examine the significant
difference.
Job confidence scores of Vidyasahayak teachers who are
working in their own district and other district were recorded and
tabulated in Table 4.59. The statistical analysis was done and Mean
score, Standard Deviation, and t-value was found out. The result of
analysis is given in Table 4.59.
Table: 4.59
The mean scores of Job confidence of Vidyasahayak teachers
who are working in their own district and other district and
their significant difference
Sr.
No.
1.
2.
Group
Vidyasahayak
teachers who
are working in
their
own
district
Vidyasahayak
teachers who
are working in
other district
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
384
6.62
1.40
t-value
1.560
321
6.46
1.38
It is seen from the observation of the table 4.59 that the mean
Job confidence score of the Vidyasahayak teachers who are working
in their own district was 6.62 and for Vidyasahayak teachers who are
working in other district it was 6.46. Values of S.D. for Vidyasahayak
teachers who are working in their own district and other district were
respectively 1.40 and 1.38. To test the significance of correlated mean
difference, t-value was calculated. t-value was 1.560, not significant at
0.05 level. Thus, examining the significance of acquired results it is
known that the acquired result is not significant. Thus, the null
hypothesis “There will be no significant difference between the mean
scores of the Job confidence of Vidyasahayak teachers who are
269
working in their Own district and Other district of Saurashtra-Kutch”
is not rejected. That means the mean scores of Job confidence of
Vidyasahayak teachers who are working in their Own district and
Other district of Saurashtra-Kutch were almost equal.
4.7.10 Situation of Educational staff and Job confidence
Table 4.60 shows the mean scores of Job confidence of
Sufficient and Non sufficient educational staff in their school of
Vidyasahayak teachers and the statistical analysis to examine the
significant difference.
Job
confidence
scores
of
Sufficient
and
Non
sufficient
educational staff in their school of Vidyasahayak teachers were
recorded and tabulated in Table 4.60. The statistical analysis was
done and Mean score, Standard Deviation, and t-value was found out.
The result of analysis is given in Table 4.60.
Table: 4.60
The mean scores of Job confidence of Sufficient and Non
sufficient educational staff in their school of Vidyasahayak
teachers and their significant difference
Sr.
No.
1.
Group
Number of
Vidyasahayak
teachers
Vidyasahayak
teachers
having
453
Mean
6.54
Standard
Deviation
1.40
t-value
-0.283
270
2.
Sufficient
staff in their
school
Vidyasahayak
teachers
having
Nonsufficient
staff in their
school
252
6.57
1.39
It is seen from the observation of the table 4.60 that the mean
Job confidence score of the Vidyasahayak teachers having Sufficient
educational staff in their school was 6.54 and for Vidyasahayak
teachers having Non sufficient educational staff in their school it was
6.57. Values of S.D. for Vidyasahayak teachers having sufficient and
non sufficient educational staff in their school were respectively 1.40
and 1.39. To test the significance of correlated mean difference, tvalue was calculated. t-value was -0.283, not significant at 0.05 level.
Thus, examining the significance of acquired results it is known that
the acquired result is not significant. Thus, the null hypothesis “There
will be no significant difference between the mean scores of the Job
confidence of Sufficient and Non sufficient educational staff in their
school of Vidyasahayak teachers of Saurashtra-Kutch” is not rejected.
That means the mean scores of Job confidence of Sufficient and Non
sufficient educational staff in their school of Vidyasahayak teachers of
Saurashtra-Kutch were almost equal.
4.8.0 Vidyasahayak teachers and their Present Job
Situation
Present Job Situation of Vidyasahayak teachers was included in
present study. Vidyasahayak teachers were divided in ten groups
according to independent variables like; Sex, Area of the school,
Category, Type of family, Educational Qualification, Marital status,
Age, Educational Stream, Place of
the job and Educational staff
271
situation. Ten hypotheses were constructed to measure the Present
Job Situation of Vidyasahayak teachers included in each independent
variable. Mean score of the Present Job Situation of each group was
calculated to verify for each null hypotheses. The difference was found
between mean score of two groups by t- value.
4.8.1 Sex and Present Job Situation
Table 4.61 shows the mean scores of the Present Job Situation
of Male and Female Vidyasahayak teachers and the statistical
analysis to examine the significant difference.
The
Present
Job
Situation
scores
of
Male
and
Female
Vidyasahayak teachers were recorded and tabulated in Table 4.61.
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.61.
Table: 4.61
The mean scores of the Present Job Situation of Male and Female
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Male
Vidyasahayak
teachers
Female
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
326
Mean
4.52
Standard
Deviation
t-value
1.80
-0.889
379
4.64
1.85
It is seen from the observation of the table 4.61 that the mean of
the Present Job Situation score of the Male Vidyasahayak teachers
272
was 4.52 and for Female Vidyasahayak teachers it was 4.64. Values
of S.D. for Male and Female Vidyasahayak teachers were respectively
1.80 and 1.85. To test the significance of correlated mean difference,
t-value was calculated. t-value was -0.889, not significant at 0.05
level. Thus, examining the significance of acquired results it is known
that the acquired result is not significant. Thus, the null hypothesis
“There will be no significant difference between the mean scores of the
Present Job Situation of Male and Female Vidyasahayak teachers of
Saurashtra-Kutch” is not rejected. That means the mean scores of the
Present Job Situation of Male and Female Vidyasahayak teachers of
Saurashtra-Kutch were almost equal.
4.8.2 Area of the school and Present Job Situation
Table 4.62 shows the mean scores of the Present Job Situation
of Urban and Rural Vidyasahayak teachers and the statistical
analysis to examine the significant difference.
The
Present
Job
Situation
scores
of
Urban
and
Rural
Vidyasahayak teachers were recorded and tabulated in Table 4.62.
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.62.
Table: 4.62
The mean scores of the Present Job Situation of Urban and Rural
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
Urban
Vidyasahayak
teachers
Rural
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
226
Mean
4.60
Standard
Deviation
t-value
1.67
0.173
479
4.58
1.90
273
It is seen from the observation of the table 4.62 that the mean
Present Job Situation score of the Urban Vidyasahayak teachers was
4.60 and for Rural Vidyasahayak teachers it was 4.58. Values of S.D.
for Urban and Rural Vidyasahayak teachers were respectively 1.67
and 1.90. To test the significance of correlated mean difference, tvalue was calculated. t-value was 0.173, not significant at 0.05 level.
Thus, examining the significance of acquired results it is known that
the acquired result is not significant. Thus, the null hypothesis “There
will be no significant difference between the mean scores of the
Present Job Situation of Vidyasahayak teachers working in Rural and
Urban school area in Saurashtra-Kutch” is not rejected. That means
the mean scores of the Present Job Situation of Vidyasahayak
teachers working in Rural and Urban school area in Saurashtra-Kutch
were almost equal.
4.8.3 Category and Present Job Situation
Table 4.63 shows the mean scores of the Present Job Situation
of General and Reserve category Vidyasahayak teachers and the
statistical analysis to examine the significant difference.
The Present Job Situation scores of General and Reserve
category Vidyasahayak teachers were recorded and tabulated in Table
4.63. The statistical analysis was done and Mean score, Standard
Deviation, and t-value was found out. The result of analysis is given in
Table 4.63.
Table: 4.63
The mean scores of the Present Job Situation of General and
Reserve category Vidyasahayak teachers and their
significant difference
Sr.
No.
Group
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
t-value
274
1.
2.
General
category
Vidyasahayak
teachers
Reserve
category
Vidyasahayak
teachers
399
4.59
1.93
0.159
306
4.57
1.69
It is seen from the observation of the table 4.63 that the mean of
the Present Job Situation score of the General category Vidyasahayak
teachers was 4.59 and for Reserve category Vidyasahayak teachers it
was
4.57.
Values
of
S.D.
for
General
and
Reserve
category
Vidyasahayak teachers were respectively 1.93 and 1.69. To test the
significance of correlated mean difference, t-value was calculated. tvalue was 0.159, not significant at 0.05 level. Thus, examining the
significance of acquired results it is known that the acquired result is
not significant. Thus, the null hypothesis “There will be no significant
difference between the mean scores of the Present Job Situation of
General and Reserve category Vidyasahayak teachers of SaurashtraKutch” is not rejected. That means the mean scores of the Present Job
Situation of General and Reserve category Vidyasahayak teachers of
Saurashtra-Kutch were almost equal.
4.8.4 Type of family and Present Job Situation
Table 4.64 shows the mean scores of the Present Job Situation
of Joint and Separate family Vidyasahayak teachers and the
statistical analysis to examine the significant difference.
The Present Job Situation scores of Joint and Separate family
Vidyasahayak teachers were recorded and tabulated in Table 4.64.
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.64.
Table: 4.64
275
The mean scores of the Present Job Situation of Joint and
Separate family Vidyasahayak teachers and their significant
difference
Sr.
No.
1.
2.
Group
Number of
Vidyasahayak
teachers
Joint
family
Vidyasahayak
Teachers
Separate
family
Vidyasahayak
teachers
429
Mean
4.71
Standard
Deviation
t-value
1.84
2.343
276
4.38
1.79
**significant at the 0.05 level
It is seen from the observation of the table 4.64 that the mean of
the Present Job Situation score of the Joint family Vidyasahayak
teachers was 4.71 and for Separate family Vidyasahayak teachers it
was 4.38. Values of S.D. for Joint and Separate family Vidyasahayak
teachers were respectively 1.84 and 1.79. To test the significance of
correlated mean difference, t-value was calculated. t-value was 2.343.
Thus, examining the significance of acquired results it is known that
the acquired result is significant at the level of 0.05. That means the
mean scores of both the groups were quiet different. Thus, the null
hypothesis “There will be no significant difference between the mean
scores of the Present Job Situation of Joint and Separate family
Vidyasahayak
teachers
of
Saurashtra-Kutch”
is
rejected.
The
calculated data suggested that the mean score of the Present Job
Situation of Vidyasahayak teachers who are living in Joint family in
Saurashtra-Kutch was higher than the Vidyasahayak teachers who
are living in Separate family in Saurashtra-Kutch. That means
Vidyasahayak teachers who are living in Joint family in SaurashtraKutch have better Present Job Situation than the Vidyasahayak
teachers who are living in Separate family in Saurashtra-Kutch.
276
4.8.5 Educational qualification and Present Job Situation
Table 4.65 shows the mean scores of the Present Job Situation
of P.T.C. and B.Ed. Vidyasahayak teachers and the statistical
analysis to examine the significant difference.
The
Present
Job
Situation
scores
of
P.T.C.
and
B.Ed.
Vidyasahayak teachers were recorded and tabulated in Table 4.65.
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.65.
Table: 4.65
The mean scores of the Present Job Situation of P.T.C. and B.Ed.
Vidyasahayak teachers and their significant difference
Sr.
No.
1.
2.
Group
P.T.C.
Vidyasahayak
teachers
B.Ed.
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
457
4.54
1.86
t-value
-0.780
248
4.66
1.76
It is seen from the observation of the table 4.65 that the mean of
the Present Job Situation score of the P.T.C. Vidyasahayak teachers
was 4.54 and for B.Ed. Vidyasahayak teachers it was 4.66. Values of
S.D. for P.T.C. and B.Ed. Vidyasahayak teachers were respectively
1.86 and 1.76. To test the significance of correlated mean difference,
t-value was calculated. t-value was -0.780, not significant at 0.05
277
level. Thus, examining the significance of acquired results it is known
that the acquired result is not significant. Thus, the null hypothesis
“There will be no significant difference between the mean scores of the
Present Job Situation of P.T.C. and B.Ed. Vidyasahayak teachers of
Saurashtra-Kutch” is not rejected. That means the mean scores of the
Present Job Situation of P.T.C. and B.Ed. Vidyasahayak teachers of
Saurashtra-Kutch were almost equal.
4.8.6 Marital status and Present Job Situation
Table 4.66 shows the mean scores of the Present Job Situation
of Married and Unmarried Vidyasahayak teachers and the statistical
analysis to examine the significant difference.
The Present Job Situation scores of Married and Unmarried
Vidyasahayak teachers were recorded and tabulated in Table 4.66.
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.66.
Table: 4.66
The mean scores of the Present Job Situation of Married and
Unmarried Vidyasahayak teachers and their significant
difference
Sr.
No.
1.
2.
Group
Married
Vidyasahayak
teachers
Unmarried
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
321
Mean
4.67
Standard
Deviation
t-value
1.80
1.135
384
4.51
1.85
It is seen from the observation of the table 4.66 that the mean of
the Present Job Situation score of the Married Vidyasahayak teachers
was 4.67 and for Unmarried Vidyasahayak teachers it was 4.51.
278
Values of S.D. for Married and Unmarried Vidyasahayak teachers
were respectively 1.80 and 1.85. To test the significance of correlated
mean difference, t-value was calculated. t-value was 1.135, not
significant at 0.05 level. Thus, examining the significance of acquired
results it is known that the acquired result is not significant. Thus,
the null hypothesis “There will be no significant difference between the
mean scores of the Present Job Situation of Married and Unmarried
Vidyasahayak teachers of Saurashtra-Kutch” is not rejected. That
means the mean scores of the Present Job Situation of Married and
Unmarried Vidyasahayak teachers of Saurashtra-Kutch were almost
equal.
4.8.7 Age and Present Job Situation
Table 4.67 shows the mean scores of the Present Job Situation
of Below 25 years and Above 25 years Vidyasahayak teachers and the
statistical analysis to examine the significant difference.
The Present Job Situation scores of Below 25 years and Above
25 years Vidyasahayak teachers were recorded and tabulated in Table
4.67. The statistical analysis was done and Mean score, Standard
Deviation, and t-value was found out. The result of analysis is given in
Table 4.67.
Table: 4.67
The mean scores of the Present Job Situation of Below 25 years
and Above 25 years Vidyasahayak teachers and their
significant difference
Sr.
No.
1.
Group
Number of
Vidyasahayak
teachers
Below 25
years
Vidyasahayak
Teachers
415
Mean
4.67
Standard
Deviation
1.91
t-value
1.572
279
2.
Above 25
years
Vidyasahayak
teachers
290
4.46
1.70
It is seen from the observation of the table 4.67 that the mean of
the Present Job Situation score of the Below 25 years Vidyasahayak
teachers was 4.67 and for Above 25 years Vidyasahayak teachers it
was 4.46. Values of S.D. for Below 25 years and Above 25 years
Vidyasahayak teachers were respectively 1.91 and 1.70. To test the
significance of correlated mean difference, t-value was calculated. tvalue was 1.572, not significant at 0.05 level. Thus, examining the
significance of acquired results it is known that the acquired result is
not significant. Thus, the null hypothesis “There will be no significant
difference between the mean scores of the Present Job Situation of
Below 25 years and Above 25 years Vidyasahayak teachers of
Saurashtra-Kutch” is not rejected. That means the mean scores of the
Present Job Situation of Below 25 years and Above 25 years
Vidyasahayak teachers of Saurashtra-Kutch were almost equal.
4.8.8 Educational stream and Present Job Situation
Table 4.68 shows the mean scores of the Present Job Situation
of General and Science stream Vidyasahayak teachers and the
statistical analysis to examine the significant difference.
The Present Job Situation scores of General and Science stream
Vidyasahayak teachers were recorded and tabulated in Table 4.68.
The statistical analysis was done and Mean score, Standard Deviation,
and t-value was found out. The result of analysis is given in Table
4.68.
Table: 4.68
The mean scores of Present Job Situation of General and Science
stream Vidyasahayak teachers and their significant difference
280
Sr.
No.
1.
2.
Group
General
stream
Vidyasahayak
teachers
Science
stream
Vidyasahayak
teachers
Number of
Vidyasahayak
teachers
Mean
463
4.56
Standard
Deviation
t-value
1.81
-0.589
242
4.64
1.86
It is seen from the observation of the table 4.68 that the mean of
the Present Job Situation score of the General stream Vidyasahayak
teachers was 4.56 and for Science Stream Vidyasahayak teachers it
was 4.64. Values of S.D. for General stream and Science stream
Vidyasahayak teachers were respectively 1.81 and 1.86. To test the
significance of correlated mean difference, t-value was calculated. tvalue was -0.589, not significant at 0.05 level. Thus, examining the
significance of acquired results it is known that the acquired result is
not significant. Thus, the null hypothesis “There will be no significant
difference between the mean scores of the Present Job Situation of
General and Science stream Vidyasahayak teachers of SaurashtraKutch” is not rejected. That means the mean scores of the Present Job
Situation of General and Science stream Vidyasahayak teachers of
Saurashtra-Kutch were almost equal.
4.8.9 Place of the job and Present Job Situation
Table 4.69 shows the mean scores of the Present Job Situation
of Vidyasahayak teachers who are working in their own district and
other district and the statistical analysis to examine the significant
difference.
The Present Job Situation scores of Vidyasahayak teachers
who are working in their own district and other district were recorded
and tabulated in Table 4.69. The statistical analysis was done and
281
Mean score, Standard Deviation, and t-value was found out. The
result of analysis is given in Table 4.69.
Table: 4.69
The mean scores of the Present Job Situation of Vidyasahayak
teachers who are working in their own district and other
district and their significant difference
Sr.
No.
1.
2.
Group
Vidyasahayak
teachers who
are working in
their
own
district
Vidyasahayak
teachers who
are working in
other district
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
384
4.75
1.83
t-value
2.644
321
4.39
1.81
*significant at the 0.01 level
It is seen from the observation of the table 4.69 that the mean of
the Present Job Situation score of the Vidyasahayak teachers who are
working in their own district was 4.75 and for Vidyasahayak teachers
who are working in other district it was 4.39. Values of S.D. for
Vidyasahayak teachers who are working in their own district and
other district were respectively 1.83 and 1.81. To test the significance
of correlated mean difference, t-value was calculated. t-value was
2.644. Thus, examining the significance of acquired results it is
282
known that the acquired result is significant at the level of 0.01. That
means the mean scores of both the groups were quiet different. Thus,
the null hypothesis “There will be no significant difference between the
mean scores of the Present Job Situation of Vidyasahayak teachers
who are working in their own district and other district of SaurashtraKutch” is rejected. The calculated data suggested that the mean score
of the Present Job Situation of Vidyasahayak teachers working in
their own district in Saurashtra-Kutch was higher than the other
district of Saurashtra-Kutch. That means Vidyasahayak teachers
working in their own district in Saurashtra-Kutch have better Present
Job Situation than the Vidyasahayak teachers working in other
district in Saurashtra-Kutch.
4.8.10 Situation of Educational staff and Present Job Situation
Table 4.70 shows the mean scores of Present Job Situation of
Sufficient and Non sufficient educational staff in their school of
Vidyasahayak teachers and the statistical analysis to examine the
significant difference.
Present Job Situation scores of Sufficient and Non sufficient
educational staff in their school of Vidyasahayak teachers were
recorded and tabulated in Table 4.70. The statistical analysis was
done and Mean score, Standard Deviation, and t-value was found out.
The result of analysis is given in Table 4.70.
Table: 4.70
The mean scores of the Present Job Situation of Sufficient and
Non sufficient educational staff in their school of Vidyasahayak
teachers and their significant difference
Sr.
No.
Group
Number of
Vidyasahayak
teachers
Mean
Standard
Deviation
1.
Vidyasahayak
teachers having
Sufficient staff
453
4.60
1.86
tvalue
0.226
283
in their school
2.
Vidyasahayak
teachers having
Non-sufficient
staff in their
school
252
4.56
1.77
It is seen from the observation of the table 4.70 that the mean of
the Present Job Situation score of the Vidyasahayak teachers having
sufficient educational staff in their school was 4.60 and for
Vidyasahayak teachers having Non sufficient educational staff in their
school it was 4.56. Values of S.D. for Vidyasahayak teachers having
Sufficient and Non Sufficient educational staff in their school were
respectively 1.86 and 1.77. To test the significance of correlated mean
difference, t-value was calculated. t-value was 0.226, not significant at
0.05 level. Thus, examining the significance of acquired results it is
known that the acquired result is not significant. Thus, the null
hypothesis “There will be no significant difference between the mean
scores of the Present Job Situation of Sufficient and Non sufficient
educational staff in their school of Vidyasahayak teachers of
Saurashtra-Kutch” is not rejected. That means the mean scores of the
Present Job Situation of Sufficient and Non sufficient educational staff
in their school of Vidyasahayak teachers of Saurashtra-Kutch were
almost equal.
284
CHAPTER – V
Conclusions, Findings and Recommendations
5.1.0
Introduction
5.2.0
Interpretation of the data with reference to the
hypothesis formulated
5.2.1
The
effect
of
different
variables
on
Achievement
motivation
5.2.2
The effect of different variables on Adjustment
5.2.3
The effect of different variables on Job involvement
5.2.4
The effect of different variables on Job satisfaction
5.2.5
The effect of different variables on Job motivation
5.2.6
The effect of different variables on Job confidence
5.2.7
The effect of different variables on Present job situation
5.3.0 Findings
5.4.0 Educational Implications
5.5.0 Recommendations for further research
285
CHAPTER – V
Conclusions, Findings and Recommendations
5.1.0 Introduction
The chief element of the study is presented in this chapter. This
chapter deals with the summery of entire investigation, and the
discussion of conclusions, derivations, and recommendations for
further researches. Initially, the objectives of the study and objective
related hypotheses are presented here in briefly.
Following were the objectives of the present study.
1)
A study of Achievement motivation of Vidyasahayak teachers
with reference to their Sex, Area of the school, Category, Type of
family,
Educational
qualification,
Marital
status,
Age,
Educational Stream, Place of the job and the Situation of
educational staff.
2)
A study of Adjustment of Vidyasahayak teachers with reference
to their Sex, Area of the school, Category, Type of family,
Educational qualification, Marital status, Age, Educational
Stream, Place of the job and the Situation of educational staff.
3)
A study of Job satisfaction of Vidyasahayak teachers with
reference to their Sex, Area of the school, Category, Type of
family,
Educational
qualification,
Marital
status,
Age,
Educational Stream, Place of the job and the Situation of
educational staff.
Seventy null hypotheses were constructed concern to the
above three objectives of the study. The results of the
286
hypotheses are presented here as hypotheses are accepted or
not accepted.
5.2.0 Interpretation of the Data with Reference to the
Hypothesis Formulated
Following results were found from the score of collected data
analysis of three different tools applied to the sample of the study. The
sample of the study included 705 Vidyasahayak teachers of different
primary school of different districts of Saurashtra and Kutch.
In
the
beginning
of
the
research
work
researcher
had
formulated seventy null hypotheses. The following interpretations are
given with the help of the calculation of those hypotheses, which were
accepted or not accepted.
5.2.1 The effect of different variables on Achievement motivation
Hypothesis: 1
“There will be no significant difference between the mean scores
of the Achievement motivation of Male and Female Vidyasahayak
teachers of Saurashtra-Kutch.”
The t-value calculated for the first hypothesis was 0.856, not
significant at 0.05 level. Hence, the null hypothesis is accepted. That
shows that there was no significant difference found in the mean
scores
of
Achievement
motivation
between
Male
and
Female
Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 2
“There will be no significant difference between the mean scores
of the Achievement motivation of Vidyasahayak teachers working in
Rural and Urban school area in Saurashtra-Kutch.”
The t-value noticed for the second hypothesis was -3.349,
significant at the 0.01 level. Thus, the null hypothesis is rejected. This
287
discloses that the mean score of the Achievement motivation of
Vidyasahayak teachers working in Rural area in Saurashtra-Kutch is
higher than the Vidyasahayak teachers working in Urban area in
Saurashtra-Kutch. That means Vidyasahayak teachers working in
Rural area in Saurashtra-Kutch have higher Achievement motivation
than
the
Vidyasahayak
teachers
working
in
Urban
area
in
Saurashtra-Kutch.
Hypothesis: 3
“There will be no significant difference between the mean scores
of the Achievement motivation of General and Reserve category
Vidyasahayak teachers of Saurashtra-Kutch.”
The t-value calculated for the third hypothesis was 0.788, not
significant at 0.05 level. Hence, the null hypothesis is accepted. That
shows that there was no significant difference found in the mean
scores of Achievement motivation between General and Reserve
category Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 4
“There will be no significant difference between the mean scores
of
the
Achievement
motivation
of
Joint
and
Separate
family
Vidyasahayak teachers of Saurashtra-Kutch.”
The t-value calculated for the fourth hypothesis was 1.398, not
significant at 0.05 level. Hence, the null hypothesis is accepted. That
shows that there was no significant difference found in the mean
scores of Achievement motivation between Joint and Separate family
Vidyasahayak teachers of Saurashtra-Kutch.
288
Hypothesis: 5
“There will be no significant difference between the mean scores
of the Achievement motivation of P.T.C. and B.Ed. Vidyasahayak
teachers of Saurashtra-Kutch.”
The t-value calculated for the fifth hypothesis was -0.062, not
significant at 0.05 level. Hence, the null hypothesis is accepted. That
shows that there was no significant difference found in the mean
scores
of
Achievement
motivation
between
P.T.C.
and
B.Ed.
Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 6
“There will be no significant difference between the mean scores
of
the
Achievement
motivation
of
Married
and
Unmarried
Vidyasahayak teachers of Saurashtra-Kutch.”
The t-value calculated for the sixth hypothesis was 1.229, not
significant at 0.05 level. Hence, the null hypothesis is accepted. That
shows that there was no significant difference found in the mean
scores of Achievement motivation between Married and Unmarried
Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 7
“There will be no significant difference between the mean scores
of the Achievement motivation of Below 25 years and Above 25 years
Vidyasahayak teachers of Saurashtra-Kutch.”
The t-value calculated for the seventh hypothesis was 0.729, not
significant at 0.05 level. Hence, the null hypothesis is accepted. That
shows that there was no significant difference found in the mean
scores of Achievement motivation between Below 25 years and Above
25 years Vidyasahayak teachers of Saurashtra-Kutch.
289
Hypothesis: 8
“There will be no significant difference between the mean scores
of the Achievement motivation of General and Science stream
Vidyasahayak teachers of Saurashtra-Kutch.”
The t-value calculated for the eighths hypothesis was 0.941, not
significant at 0.05 level. Hence, the null hypothesis is accepted. That
shows that there was no significant difference found in the mean
scores of Achievement motivation between General and Science
stream Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 9
“There will be no significant difference between the mean scores
of the Achievement motivation of Vidyasahayak teachers who are
working in their own district and other district of Saurashtra-Kutch.”
The t-value calculated for the ninth hypothesis was -0.207, not
significant at 0.05 level. Hence, the null hypothesis is accepted. That
shows that there was no significant difference found in the mean
scores of Achievement motivation between working in their own
district and other district Vidyasahayak teachers of SaurashtraKutch.
Hypothesis: 10
“There will be no significant difference between the mean scores
of the Achievement motivation of Sufficient and Non sufficient
educational staff in their school of Vidyasahayak teachers of
Saurashtra-Kutch.”
The t-value calculated for the tenth hypothesis was -1.606, not
significant at 0.05 level. Hence, the null hypothesis is accepted. That
shows that there was no significant difference found in the mean
scores of Achievement motivation between Sufficient and Non
290
sufficient educational staff in their school of Vidyasahayak teachers of
Saurashtra-Kutch.
5.2.2 The effect of different variables on Adjustment
Hypothesis: 11
“There will be no significant difference between the mean scores
of the Adjustment of Male and Female Vidyasahayak teachers of
Saurashtra-Kutch.”
The t-value noticed for the eleventh hypothesis was -1.966,
significant at the 0.05 level. Thus, the null hypothesis is rejected. This
discloses that the mean score of
the Adjustment of Female
Vidyasahayak teachers in Saurashtra-Kutch is higher than the Male
Vidyasahayak teachers in Saurashtra-Kutch. That means Female
Vidyasahayak teachers in Saurashtra-Kutch have higher Adjustment
than the Male Vidyasahayak teachers in Saurashtra-Kutch.
Hypothesis: 12
“There will be no significant difference between the mean scores
of the Adjustment of Vidyasahayak teachers working in Rural and
Urban school area in Saurashtra-Kutch.”
The t-value calculated for the twelfth hypothesis was 0.530, not
significant at 0.05 level. Hence, the null hypothesis is accepted. That
shows that there was no significant difference found in the mean
scores of the Adjustment between working in Rural and Urban school
area Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 13
“There will be no significant difference between the mean scores
of the Adjustment of General and Reserve category Vidyasahayak
teachers of Saurashtra-Kutch.”
291
The t-value calculated for the thirteenth hypothesis was 0.064,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of the Adjustment between General and Reserve category
Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 14
“There will be no significant difference between the mean scores
of the Adjustment of Joint and Separate family Vidyasahayak
teachers of Saurashtra-Kutch.”
The t-value calculated for the fourteenth hypothesis was -1.209,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of the Adjustment between Joint and Separate family
Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 15
“There will be no significant difference between the mean scores
of the Adjustment of P.T.C. and B.Ed. Vidyasahayak teachers of
Saurashtra-Kutch.”
The t-value calculated for the fifteenth hypothesis was -0.797,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of the Adjustment between P.T.C. and B.Ed. Vidyasahayak
teachers of Saurashtra-Kutch.
Hypothesis: 16
“There will be no significant difference between the mean scores
of the Adjustment of Married and Unmarried Vidyasahayak teachers
of Saurashtra-Kutch.”
292
The t-value noticed for the sixteenth hypothesis was 2.745,
significant at the 0.01 level. Thus, the null hypothesis is rejected. This
discloses that the mean score of the Adjustment of the Unmarried
Vidyasahayak teachers in Saurashtra-Kutch is higher than the
Married Vidyasahayak teachers in Saurashtra-Kutch. That means
Unmarried Vidyasahayak teachers in Saurashtra-Kutch have higher
Adjustment than the Married Vidyasahayak teachers in SaurashtraKutch.
Hypothesis: 17
“There will be no significant difference between the mean scores
of
the
Adjustment
of
Below
25
years
and
Above
25
years
Vidyasahayak teachers of Saurashtra-Kutch.”
The t-value calculated for the seventeenth hypothesis was
1.863, not significant at 0.05 level. Hence, the null hypothesis is
accepted. That shows that there was no significant difference found in
the mean scores of the Adjustment between Below 25 years and Above
25 years Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 18
“There will be no significant difference between the mean scores
of the Adjustment of General and Science stream Vidyasahayak
teachers of Saurashtra-Kutch.”
The t-value calculated for the eighteenth hypothesis was 0.191,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of the Adjustment between General and Science stream
Vidyasahayak teachers of Saurashtra-Kutch.
293
Hypothesis: 19
“There will be no significant difference between the mean scores
of the Adjustment of Vidyasahayak teachers who are working in their
own district and other district of Saurashtra-Kutch.”
The t-value calculated for the nineteenth hypothesis was 1.661,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of the Adjustment between working in their own district and
other district Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 20
“There will be no significant difference between the mean scores
of the Adjustment of Sufficient and Non sufficient educational staff in
their school of Vidyasahayak teachers of Saurashtra-Kutch.”
The t-value calculated for the twentieth hypothesis was 0.710,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of the Adjustment between Sufficient and Non sufficient
educational staff in their school of Vidyasahayak teachers of
Saurashtra-Kutch.
5.2.3 The effect of different variables on Job involvement
Hypothesis: 21
“There will be no significant difference between the mean scores
of the Job involvement of Male and Female Vidyasahayak teachers of
Saurashtra-Kutch.”
The t-value calculated for the hypothesis twenty one was 0.494,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
294
scores of Job involvement between Male and Female Vidyasahayak
teachers of Saurashtra-Kutch.
Hypothesis: 22
“There will be no significant difference between the mean scores
of the Job involvement of Vidyasahayak teachers working in Rural
and Urban school area in Saurashtra-Kutch.”
The t-value calculated for the hypothesis twenty two was 1.711,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of Job involvement between Rural and Urban school area
Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 23
“There will be no significant difference between the mean scores
of the Job involvement of General and Reserve category Vidyasahayak
teachers of Saurashtra-Kutch.”
The t-value calculated for the hypothesis twenty three was
1.215, not significant at 0.05 level. Hence, the null hypothesis is
accepted. That shows that there was no significant difference found in
the mean scores of Job involvement between General and Reserve
category Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 24
“There will be no significant difference between the mean scores
of the Job involvement of Joint and Separate family Vidyasahayak
teachers of Saurashtra-Kutch.”
The t-value calculated for the hypothesis twenty four was 0.659,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
295
scores of Job involvement between Joint and Separate family
Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 25
“There will be no significant difference between the mean scores
of the Job involvement of P.T.C. and B.Ed. Vidyasahayak teachers of
Saurashtra-Kutch.”
The t-value noticed for the hypothesis twenty five was 2.664,
significant at the 0.01 level. Thus, the null hypothesis is rejected. This
discloses that the mean score of the Job involvement of P.T.C.
Vidyasahayak teachers in Saurashtra-Kutch is higher than the B.Ed.
Vidyasahayak teachers of Saurashtra-Kutch. That means P.T.C.
Vidyasahayak
teachers
in
Saurashtra-Kutch
have
higher
Job
involvement than the B.Ed. Vidyasahayak teachers in SaurashtraKutch.
Hypothesis: 26
“There will be no significant difference between the mean scores
of the Job involvement of Married and Unmarried Vidyasahayak
teachers of Saurashtra-Kutch.”
The t-value calculated for the twenty sixth hypothesis was
0.609, not significant at 0.05 level. Hence, the null hypothesis is
accepted. That shows that there was no significant difference found in
the mean scores of Job involvement between Married and Unmarried
Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 27
“There will be no significant difference between the mean scores
of the Job involvement of Below 25 years and Above 25 years
Vidyasahayak teachers of Saurashtra-Kutch.”
296
The t-value calculated for the twenty seventh hypothesis was
0.037, not significant at 0.05 level. Hence, the null hypothesis is
accepted. That shows that there was no significant difference found in
the mean scores of Job involvement between Below 25 years and
Above 25 years Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 28
“There will be no significant difference between the mean scores
of the Job involvement of General and Science stream Vidyasahayak
teachers of Saurashtra-Kutch.”
The t-value calculated for the twenty eighth hypothesis was
1.185, not significant at 0.05 level. Hence, the null hypothesis is
accepted. That shows that there was no significant difference found in
the mean scores of Job involvement between General and Science
stream Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 29
“There will be no significant difference between the mean scores
of the Job involvement of Vidyasahayak teachers who are working in
their own district and other district of Saurashtra-Kutch.”
The t-value calculated for the twenty ninth hypothesis was 0.543, not significant at 0.05 level. Hence, the null hypothesis is
accepted. That shows that there was no significant difference found in
the mean scores of Job involvement between Vidyasahayak teachers
who are working in their own district and other district of SaurashtraKutch.
Hypothesis: 30
“There will be no significant difference between the mean scores
of the Job involvement of Sufficient and Non sufficient educational
staff in their school of Vidyasahayak teachers of Saurashtra-Kutch.”
297
The t-value calculated for the thirtieth hypothesis was -1.544,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of Job involvement between Sufficient and Non sufficient
educational
staff
in
their
school
Vidyasahayak
teachers
of
Saurashtra-Kutch.
5.2.4 The effect of different variables on Job satisfaction
Hypothesis: 31
“There will be no significant difference between the mean scores
of the Job satisfaction of Male and Female Vidyasahayak teachers of
Saurashtra-Kutch.”
The t-value calculated for the thirty first hypothesis was -1.819,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of the Job satisfaction between Male and Female Vidyasahayak
teachers of Saurashtra-Kutch.
Hypothesis: 32
“There will be no significant difference between the mean scores
of the Job satisfaction of Vidyasahayak teachers working in Rural and
Urban school area in Saurashtra-Kutch.”
The t-value calculated for the thirty second hypothesis was
0.242, not significant at 0.05 level. Hence, the null hypothesis is
accepted. That shows that there was no significant difference found in
the mean scores of the Job satisfaction between working in Rural and
Urban school area Vidyasahayak teachers of Saurashtra-Kutch.
298
Hypothesis: 33
“There will be no significant difference between the mean scores
of the Job satisfaction of General and Reserve category Vidyasahayak
teachers of Saurashtra-Kutch.”
The t-value calculated for the thirty third hypothesis was 1.574,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of the Job satisfaction between General and Reserve category
Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 34
“There will be no significant difference between the mean scores
of the Job satisfaction of Joint and Separate family Vidyasahayak
teachers of Saurashtra-Kutch.”
The t-value noticed for the thirty fourth hypothesis was 2.174,
significant at the 0.05 level. Thus, the null hypothesis is rejected. This
discloses that the mean score of the Job Satisfaction of Vidyasahayak
teachers who are living in Joint family in Saurashtra-Kutch is higher
than the Vidyasahayak teachers who are living in Separate family in
Saurashtra-Kutch. That means Vidyasahayak teachers who are living
in Joint family in Saurashtra-Kutch have higher Job satisfaction than
the Vidyasahayak teachers who are living in Separate family in
Saurashtra-Kutch.
Hypothesis: 35
“There will be no significant difference between the mean scores
of the Job satisfaction of P.T.C. and B.Ed. Vidyasahayak teachers of
Saurashtra-Kutch.”
The t-value calculated for the thirty fifth hypothesis was 0.856,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
299
scores of the Job satisfaction between P.T.C. and B.Ed. Vidyasahayak
teachers of Saurashtra-Kutch.
Hypothesis: 36
“There will be no significant difference between the mean scores
of the Job satisfaction of Married and Unmarried Vidyasahayak
teachers of Saurashtra-Kutch.”
The t-value calculated for the thirty sixth hypothesis was 1.582, not significant at 0.05 level. Hence, the null hypothesis is
accepted. That shows that there was no significant difference found in
the mean scores of the Job satisfaction between Married and
Unmarried Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 37
“There will be no significant difference between the mean scores
of the Job satisfaction of Below 25 years and Above 25 years
Vidyasahayak teachers of Saurashtra-Kutch.”
The t-value calculated for the thirty seventh hypothesis was 0.584, not significant at 0.05 level. Hence, the null hypothesis is
accepted. That shows that there was no significant difference found in
the mean scores of the Job satisfaction between 25 years and Above
25 years Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 38
“There will be no significant difference between the mean scores
of the Job satisfaction of General and Science stream Vidyasahayak
teachers of Saurashtra-Kutch.”
The t-value calculated for the thirty eighth hypothesis was
0.077, not significant at 0.05 level. Hence, the null hypothesis is
accepted. That shows that there was no significant difference found in
300
the mean scores of the Job satisfaction between General and Science
stream Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 39
“There will be no significant difference between the mean scores
of the Job satisfaction of Vidyasahayak teachers who are working in
their own district and other district of Saurashtra-Kutch.”
The t-value noticed for the thirty ninth hypothesis was 2.521,
significant at the 0.05 level. Thus, the null hypothesis is rejected. This
discloses that the mean score of the Job satisfaction of Vidyasahayak
teachers working in their own district in Saurashtra-Kutch is higher
than
the
other
district
of
Saurashtra-Kutch.
That
means
Vidyasahayak teachers working in their own district in SaurashtraKutch have higher Job Satisfaction than the Vidyasahayak teachers
working in other district of Saurashtra-Kutch.
Hypothesis: 40
“There will be no significant difference between the mean scores
of the Job satisfaction of Sufficient and Non sufficient educational
staff in their school of Vidyasahayak teachers of Saurashtra-Kutch.”
The t-value calculated for the fortieth hypothesis was 0.591, not
significant at 0.05 level. Hence, the null hypothesis is accepted. That
shows that there was no significant difference found in the mean
scores of the Job satisfaction between Sufficient and Non sufficient
educational staff in their school of Vidyasahayak teachers of
Saurashtra-Kutch.
5.2.5 The effect of different variables on Job motivation
Hypothesis: 41
“There will be no significant difference between the mean scores
of the Job motivation of Male and Female Vidyasahayak teachers of
Saurashtra-Kutch.”
301
The t-value noticed for the forty first hypothesis was -2.394,
significant at the 0.05 level. Thus, the null hypothesis is rejected. This
discloses that the mean score of the Job Motivation of Female
Vidyasahayak teachers in Saurashtra-Kutch is higher than the Male
Vidyasahayak teachers in Saurashtra-Kutch. That means Female
Vidyasahayak
teachers
in
Saurashtra-Kutch
have
higher
Job
motivation than the Male Vidyasahayak teachers in SaurashtraKutch.
Hypothesis: 42
“There will be no significant difference between the mean scores
of the Job motivation of Vidyasahayak teachers working in Rural and
Urban school area in Saurashtra-Kutch.”
The t-value calculated for the forty second hypothesis was
0.351, not significant at 0.05 level. Hence, the null hypothesis is
accepted. That shows that there was no significant difference found in
the mean scores of the Job motivation between Vidyasahayak
teachers working in Rural and Urban school area in SaurashtraKutch.
Hypothesis: 43
“There will be no significant difference between the mean scores
of the Job motivation of General and Reserve category Vidyasahayak
teachers of Saurashtra-Kutch.”
The t-value calculated for the forty third hypothesis was 0.218,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of the Job motivation between General and Reserve category
Vidyasahayak teachers of Saurashtra-Kutch.
302
Hypothesis: 44
“There will be no significant difference between the mean scores
of the Job motivation of Joint and Separate family Vidyasahayak
teachers of Saurashtra-Kutch.”
The t-value noticed for the forty fourth hypothesis was 2.177,
significant at the 0.05 level. Thus, the null hypothesis is rejected. This
discloses that the mean score of the Job motivation of Vidyasahayak
teachers who are living in Joint family in Saurashtra-Kutch is higher
than the Vidyasahayak teachers who are living in Separate family in
Saurashtra-Kutch. That means Vidyasahayak teachers who are living
in Joint family in Saurashtra-Kutch have higher Job motivation than
the Vidyasahayak teachers who are living in Separate family in
Saurashtra-Kutch.
Hypothesis: 45
“There will be no significant difference between the mean scores
of the Job motivation of P.T.C. and B.Ed. Vidyasahayak teachers of
Saurashtra-Kutch.”
The t-value calculated for the forty fifth hypothesis was 0.214,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of the Job motivation between P.T.C. and B.Ed. Vidyasahayak
teachers of Saurashtra-Kutch.
Hypothesis: 46
“There will be no significant difference between the mean scores
of the Job motivation of Married and Unmarried Vidyasahayak
teachers of Saurashtra-Kutch.”
The t-value calculated for the forty sixth hypothesis was -1.035,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
303
scores of the Job motivation between Married and Unmarried
Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 47
“There will be no significant difference between the mean scores
of the Job motivation of Below 25 years and Above 25 years
Vidyasahayak teachers of Saurashtra-Kutch.”
The t-value calculated for the forty seventh hypotheses was
0.843, not significant at 0.05 level. Hence, the null hypothesis is
accepted. That shows that there was no significant difference found in
the mean scores of the Job motivation between Below 25 years and
Above 25 years Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 48
“There will be no significant difference between the mean scores
of the Job motivation of General and Science stream Vidyasahayak
teachers of Saurashtra-Kutch.”
The t-value calculated for the forty eighth hypotheses was
0.566, not significant at 0.05 level. Hence, the null hypothesis is
accepted. That shows that there was no significant difference found in
the mean scores of the Job motivation between General and Science
stream Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 49
“There will be no significant difference between the mean scores
of the Job motivation of Vidyasahayak teachers who are working in
their own district and other district of Saurashtra-Kutch.”
The t-value calculated for the forty ninth hypothesis was 1.342,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
304
scores of the Job motivation between Vidyasahayak teachers who are
working in their own district and other district of Saurashtra-Kutch.
Hypothesis: 50
“There will be no significant difference between the mean scores
of the Job motivation of Sufficient and Non sufficient educational staff
in their school of Vidyasahayak teachers of Saurashtra-Kutch.”
The t-value calculated for the fiftieth hypothesis was -0.039, not
significant at 0.05 level. Hence, the null hypothesis is accepted. That
shows that there was no significant difference found in the mean
scores of the Job motivation between Sufficient and Non sufficient
educational staff in their school of Vidyasahayak teachers of
Saurashtra-Kutch.
5.2.6 The effect of different variables on Job confidence
Hypothesis: 51
“There will be no significant difference between the mean scores
of the Job confidence of Male and Female Vidyasahayak teachers of
Saurashtra-Kutch.”
The t-value calculated for the fifty first hypothesis was -1.218,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of the Job confidence between Male and Female Vidyasahayak
teachers of Saurashtra-Kutch.
Hypothesis: 52
“There will be no significant difference between the mean scores
of the Job confidence of Vidyasahayak teachers working in Rural and
Urban school area in Saurashtra-Kutch.”
305
The t-value calculated for the fifty second hypothesis was 0.362,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of the Job confidence between Vidyasahayak teachers working
in Rural and Urban school area in Saurashtra-Kutch.
Hypothesis: 53
“There will be no significant difference between the mean scores
of the Job confidence of General and Reserve category Vidyasahayak
teachers of Saurashtra-Kutch.”
The t-value calculated for the fifty third hypothesis was -1.497,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of the Job confidence between General and Reserve category
Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 54
“There will be no significant difference between the mean scores
of the Job confidence of Joint and Separate family Vidyasahayak
teachers of Saurashtra-Kutch.”
The t-value calculated for the fifty fourth hypothesis was 1.445,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of the Job confidence between Joint and Separate family
Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 55
“There will be no significant difference between the mean scores
of the Job confidence of P.T.C. and B.Ed. Vidyasahayak teachers of
Saurashtra-Kutch.”
306
The t-value calculated for the fifty fifth hypothesis was 1.345,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of the Job confidence between P.T.C. and B.Ed. Vidyasahayak
teachers of Saurashtra-Kutch.
Hypothesis: 56
“There will be no significant difference between the mean scores
of the Job confidence of Married and Unmarried Vidyasahayak
teachers of Saurashtra-Kutch.”
The t-value calculated for the fifty sixth hypothesis was -0.338,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of the Job confidence between Married and Unmarried
Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 57
“There will be no significant difference between the mean scores
of the Job confidence of Below 25 years and Above 25 years
Vidyasahayak teachers of Saurashtra-Kutch.”
The t-value calculated for the fifty seventh hypothesis was
0.701, not significant at 0.05 level. Hence, the null hypothesis is
accepted. That shows that there was no significant difference found in
the mean scores of the Job confidence between Below 25 years and
Above 25 years Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 58
“There will be no significant difference between the mean scores
of the Job confidence of General and Science stream Vidyasahayak
teachers of Saurashtra-Kutch.”
307
The t-value calculated for the fifty eighth hypothesis was 0.199,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of the Job confidence between General and Science stream
Vidyasahayak teachers of Saurashtra-Kutch.
Hypothesis: 59
“There will be no significant difference between the mean scores
of the Job confidence of Vidyasahayak teachers who are working in
their own district and other district of Saurashtra-Kutch.”
The t-value calculated for the fifty ninth hypothesis was 1.560,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of the Job confidence between Vidyasahayak teachers who are
working in their own district and other district of Saurashtra-Kutch.
Hypothesis: 60
“There will be no significant difference between the mean scores
of the Job confidence of Sufficient and Non sufficient educational staff
in their school of Vidyasahayak teachers of Saurashtra-Kutch.”
The t-value calculated for the sixtieth hypothesis was -0.283,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of the Job confidence between Sufficient and Non sufficient
educational staff in their school of Vidyasahayak teachers of
Saurashtra-Kutch.
308
5.2.7 The effect of different variables on Present job situation
Hypothesis: 61
“There will be no significant difference between the mean scores
of the Present job situation of Male and Female Vidyasahayak
teachers of Saurashtra-Kutch.”
The t-value calculated for the sixty first hypothesis was -0.889,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of the Present job situation between Sufficient and Non
sufficient educational staff in their school of Vidyasahayak teachers of
Saurashtra-Kutch.
Hypothesis: 62
“There will be no significant difference between the mean scores
of the Present job situation of Vidyasahayak teachers working in
Rural and Urban school area in Saurashtra-Kutch.”
The t-value calculated for the sixty second hypothesis was
0.173, not significant at 0.05 level. Hence, the null hypothesis is
accepted. That shows that there was no significant difference found in
the mean scores of the Present job situation between Sufficient and
Non sufficient educational staff in their school of Vidyasahayak
teachers of Saurashtra-Kutch.
Hypothesis: 63
“There will be no significant difference between the mean scores
of the Present job situation of General and Reserve category
Vidyasahayak teachers of Saurashtra-Kutch.”
The t-value calculated for the sixty third hypothesis was 0.159,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
309
scores of the Present job situation between Sufficient and Non
sufficient educational staff in their school of Vidyasahayak teachers of
Saurashtra-Kutch.
Hypothesis: 64
“There will be no significant difference between the mean scores
of
the
Present
job
situation
of
Joint
and
Separate
family
Vidyasahayak teachers of Saurashtra-Kutch.”
The t-value noticed for the sixty fourth hypothesis was 2.343,
significant at the 0.05 level. Thus, the null hypothesis is rejected. This
discloses that the mean score of the Present job situation of
Vidyasahayak teachers who are living in Joint family in SaurashtraKutch is higher than the Vidyasahayak teachers who are living in
Separate family in Saurashtra-Kutch. That means Vidyasahayak
teachers who are living in Joint family in Saurashtra-Kutch have
better Present job situation than the Vidyasahayak teachers who are
living in Separate family in Saurashtra-Kutch.
Hypothesis: 65
“There will be no significant difference between the mean scores
of the Present job situation of P.T.C. and B.Ed. Vidyasahayak
teachers of Saurashtra-Kutch.”
The t-value calculated for the sixty fifth hypothesis was -0.780,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of the Present job situation between Sufficient and Non
sufficient educational staff in their school of Vidyasahayak teachers of
Saurashtra-Kutch.
310
Hypothesis: 66
“There will be no significant difference between the mean scores
of the Present job situation of Married and Unmarried Vidyasahayak
teachers of Saurashtra-Kutch.”
The t-value calculated for the sixty sixth hypothesis was 1.135,
not significant at 0.05 level. Hence, the null hypothesis is accepted.
That shows that there was no significant difference found in the mean
scores of the Present job situation between Sufficient and Non
sufficient educational staff in their school of Vidyasahayak teachers of
Saurashtra-Kutch.
Hypothesis: 67
“There will be no significant difference between the mean scores
of the Present job situation of Below 25 years and Above 25 years
Vidyasahayak teachers of Saurashtra-Kutch.”
The t-value calculated for the sixty seventh hypothesis was
1.572, not significant at 0.05 level. Hence, the null hypothesis is
accepted. That shows that there was no significant difference found in
the mean scores of the Present job situation between Sufficient and
Non sufficient educational staff in their school of Vidyasahayak
teachers of Saurashtra-Kutch.
Hypothesis: 68
“There will be no significant difference between the mean scores
of
the
Present
job
situation
of
General
and
Science
stream
Vidyasahayak teachers of Saurashtra-Kutch.”
The t-value calculated for the sixty eighth hypothesis was 0.589, not significant at 0.05 level. Hence, the null hypothesis is
accepted. That shows that there was no significant difference found in
the mean scores of the Present job situation between Sufficient and
311
Non sufficient educational staff in their school of Vidyasahayak
teachers of Saurashtra-Kutch.
Hypothesis: 69
“There will be no significant difference between the mean scores
of the Present job situation of Vidyasahayak teachers who are
working in their own district and other district of Saurashtra-Kutch.”
The t-value noticed for the sixty ninth hypothesis was 2.644,
significant at the 0.01 level. Thus, the null hypothesis is rejected. This
discloses that the mean score of the Present job situation of
Vidyasahayak teachers working in their own district in SaurashtraKutch is higher than the other district of Saurashtra-Kutch. That
means Vidyasahayak teachers working in their own district in
Saurashtra-Kutch
have
better
Present
job
situation
than
the
Vidyasahayak teachers working in other district in Saurashtra-Kutch.
Hypothesis: 70
“There will be no significant difference between the mean scores of
the Present job situation of Sufficient and Non sufficient educational staff
in their school of Vidyasahayak teachers of Saurashtra-Kutch.”
The t-value calculated for the seventieth hypothesis was 0.226, not
significant at 0.05 level. Hence, the null hypothesis is accepted. That shows
that there was no significant difference found in the mean scores of the
Present job situation between Sufficient and Non sufficient educational staff
in their school of Vidyasahayak teachers of Saurashtra-Kutch.
5.3.0 Findings
Researcher could derive the following findings.
1.
There
was
no
significant
difference
in
the
Achievement
motivation of Male and Female Vidyasahayak teachers of
312
Saurashtra-Kutch. That means the Achievement Motivation of
both the groups was almost equal.
2.
The Achievement motivation of Vidyasahayak teachers working
in Rural area in Saurashtra-Kutch found higher than the
Vidyasahayak teachers working in Urban area in SaurashtraKutch. That means Vidyasahayak teachers working in Rural
area in Saurashtra-Kutch have higher Achievement motivation
than the Vidyasahayak teachers working in Urban area in
Saurashtra-Kutch.
3.
There
was
no
significant
difference
in
the
Achievement
motivation of General and Reserve category Vidyasahayak
teachers of Saurashtra-Kutch. That means the Achievement
motivation of both the groups was almost equal.
4.
There
was
no
significant
difference
in
the
Achievement
motivation of Joint and Separate family Vidyasahayak teachers
of Saurashtra-Kutch. That means the Achievement motivation of
both the groups was almost equal.
5.
There
was
no
significant
difference
in
the
Achievement
motivation of P.T.C. and B.Ed. Vidyasahayak teachers of
Saurashtra-Kutch. That means the Achievement motivation of
both the groups was almost equal.
6.
There
was
no
significant
difference
in
the
Achievement
motivation of Married and Unmarried Vidyasahayak teachers of
Saurashtra-Kutch. That means the Achievement motivation of
both the groups was almost equal.
7.
There
was
no
significant
difference
in
the
Achievement
motivation of Below 25 years and Above 25 years Vidyasahayak
teachers of Saurashtra-Kutch. That means the Achievement
motivation of both the groups was almost equal.
8.
There
was
no
significant
difference
in
the
Achievement
motivation of General and Science stream Vidyasahayak
313
teachers of Saurashtra-Kutch. That means the Achievement
motivation of both the groups was almost equal.
9.
There was o significant difference in the Achievement motivation
of Vidyasahayak teachers who are working in their own district
and other district of Saurashtra-Kutch. That means the
Achievement motivation of both the groups was almost equal.
10.
There
was
no
significant
difference
in
the
Achievement
motivation of Sufficient and Non sufficient educational staff in
their school of Vidyasahayak teachers of Saurashtra-Kutch.
That means the Achievement motivation of both the groups was
almost equal.
11.
The
Adjustment
of
Female
Vidyasahayak
teachers
in
Saurashtra-Kutch found higher than the Male Vidyasahayak
teachers
in
Saurashtra-Kutch.
Vidyasahayak
Adjustment
teachers
than
the
in
That
means
Saurashtra-Kutch
Male
Vidyasahayak
have
Female
higher
teachers
in
Saurashtra-Kutch.
12.
There was no significant difference in the Adjustment of
Vidyasahayak teachers working in Rural and Urban school area
in Saurashtra-Kutch. That means the Adjustment of both the
groups was almost equal.
13.
There was no significant difference in the Adjustment of General
and Reserve category Vidyasahayak teachers of SaurashtraKutch. That means the Adjustment of both the groups was
almost equal.
14.
There was no significant difference in the Adjustment of Joint
and Separate family Vidyasahayak teachers of SaurashtraKutch. That means the Adjustment of both the groups was
almost equal.
314
15.
There was no significant difference in the Adjustment of P.T.C.
and B.Ed. Vidyasahayak teachers of Saurashtra-Kutch. That
means the Adjustment of both the groups was almost equal.
16.
The Adjustment of the Unmarried Vidyasahayak teachers in
Saurashtra-Kutch found higher than the Married Vidyasahayak
teachers
in
Saurashtra-Kutch.
Vidyasahayak
Adjustment
teachers
than
the
in
That
means
Saurashtra-Kutch
Married
Vidyasahayak
Unmarried
have
higher
teachers
in
Saurashtra-Kutch.
17.
There was no significant difference in the Adjustment of Below
25 years and Above 25 years Vidyasahayak teachers of
Saurashtra-Kutch. That means the Adjustment of both the
groups was almost equal.
18.
There was no significant difference in the Adjustment of General
and Science stream Vidyasahayak teachers of SaurashtraKutch. That means the Adjustment of both the groups was
almost equal.
19.
There was no significant difference in the Adjustment of
Vidyasahayak teachers who are working in their own district
and other district of Saurashtra-Kutch. That means the
Adjustment of both the groups was almost equal.
20.
There was no significant difference in the Adjustment of
Sufficient and Non sufficient educational staff in their school of
Vidyasahayak teachers of Saurashtra-Kutch. That means the
Adjustment of both the groups was almost equal.
21.
There was no significant difference in the Job involvement of
Male and Female Vidyasahayak teachers of Saurashtra-Kutch.
That means the Job involvement of both the groups was almost
equal.
22.
There was no significant difference in the Job involvement of
Vidyasahayak teachers working in Rural and Urban school area
315
in Saurashtra-Kutch. That means the Job involvement of both
the groups was almost equal.
23.
There was no significant difference in the Job involvement of
General
and
Reserve
category
Vidyasahayak
teachers
of
Saurashtra-Kutch. That means the Job involvement of both the
groups was almost equal.
24.
There was no significant difference in the Job involvement of
Joint
and
Separate
family
Vidyasahayak
teachers
of
Saurashtra-Kutch. That means the Job involvement of both the
groups was almost equal.
25.
The Job involvement of P.T.C. Vidyasahayak teachers in
Saurashtra-Kutch found higher than the B.Ed. Vidyasahayak
teachers of Saurashtra-Kutch. That means P.T.C. Vidyasahayak
teachers in Saurashtra-Kutch have higher Job involvement than
the B.Ed. Vidyasahayak teachers of Saurashtra-Kutch.
26.
There was no significant difference in the Job involvement of
Married and Unmarried Vidyasahayak teachers of SaurashtraKutch. That means the Job involvement of both the groups was
almost equal.
27.
There was no significant difference in the Job involvement of
Below 25 years and Above 25 years Vidyasahayak teachers of
Saurashtra-Kutch. That means the Job involvement of both the
groups was almost equal.
28.
There was no significant difference in the Job involvement of
General
and
Science
stream
Vidyasahayak
teachers
of
Saurashtra-Kutch. That means the Job involvement of both the
groups was almost equal.
29.
There was no significant difference in the Job involvement of
Vidyasahayak teachers who are working in their own district
and other district of Saurashtra-Kutch. That means the Job
involvement of both the groups was almost equal.
316
30.
There was no significant difference in the Job involvement of
Sufficient and Non sufficient educational staff in their school of
Vidyasahayak teachers of Saurashtra-Kutch. That means the
Job involvement of both the groups was almost equal.
31.
There was no significant difference in the Job satisfaction of
Male and Female Vidyasahayak teachers of Saurashtra-Kutch.
That means the Job satisfaction of both the groups was almost
equal.
32.
There was no significant difference in the Job satisfaction of
Vidyasahayak teachers working in Rural and Urban school area
in Saurashtra-Kutch. That means the Job satisfaction of both
the groups was almost equal.
33.
There was no significant difference in the Job satisfaction of
General
and
Reserve
category
Vidyasahayak
teachers
of
Saurashtra-Kutch. That means the Job satisfaction of both the
groups was almost equal.
34.
The Job satisfaction of Vidyasahayak teachers who are living in
Joint family in Saurashtra-Kutch found higher than the
Vidyasahayak teachers who are living in Separate family in
Saurashtra-Kutch. That means Vidyasahayak teachers who are
living in Joint family in Saurashtra-Kutch have higher Job
satisfaction than the Vidyasahayak teachers who are living in
Separate family in Saurashtra-Kutch.
35.
There was no significant difference in the Job satisfaction of
P.T.C. and B.Ed. Vidyasahayak teachers of Saurashtra-Kutch.
That means the Job satisfaction of both the groups was almost
equal.
36.
There was no significant difference in the Job satisfaction of
Married and Unmarried Vidyasahayak teachers of SaurashtraKutch. That means the Job satisfaction of both the groups was
almost equal.
317
37.
There was no significant difference in the Job satisfaction of
Below 25 years and Above 25 years Vidyasahayak teachers of
Saurashtra-Kutch. That means the Job satisfaction of both the
groups was almost equal.
38.
There was no significant difference in the Job satisfaction of
General
and
Science
stream
Vidyasahayak
teachers
of
Saurashtra-Kutch. That means the Job satisfaction of both the
groups was almost equal.
39.
The Job satisfaction of Vidyasahayak teachers working in their
own district in Saurashtra-Kutch found higher than the other
district
of
Saurashtra-Kutch.
That
means
Vidyasahayak
teachers working in their own district in Saurashtra-Kutch have
higher
Job
satisfaction
than
the
Vidyasahayak
teachers
working in other district of Saurashtra-Kutch.
40.
There was no significant difference in the Job satisfaction of
Sufficient and Non sufficient educational staff in their school of
Vidyasahayak teachers of Saurashtra-Kutch. That means the
Job satisfaction of both the groups was almost equal.
41.
The Job motivation of Female Vidyasahayak teachers in
Saurashtra-Kutch is higher than the Male Vidyasahayak
teachers
in
Saurashtra-Kutch.
That
means
Female
Vidyasahayak teachers in Saurashtra-Kutch have higher Job
motivation
than
the
Male
Vidyasahayak
teachers
in
Saurashtra-Kutch.
42.
There was no significant difference in the Job motivation of
Vidyasahayak teachers working in Rural and Urban school area
in Saurashtra-Kutch. That means the Job motivation of both
the groups was almost equal.
43.
There was no significant difference in the Job motivation of
General
and
Reserve
category
Vidyasahayak
teachers
of
318
Saurashtra-Kutch. That means the Job motivation of both the
groups was almost equal.
44.
The Job motivation of Vidyasahayak teachers who are living in
Joint family in Saurashtra-Kutch found higher than the
Vidyasahayak teachers who are living in Separate family in
Saurashtra-Kutch. That means Vidyasahayak teachers who are
living in Joint family in Saurashtra-Kutch have higher Job
motivation than the Vidyasahayak teachers who are living in
Separate family in Saurashtra-Kutch.
45.
There was no significant difference in the Job motivation of
P.T.C. and B.Ed. Vidyasahayak teachers of Saurashtra-Kutch.
That means the Job motivation of both the groups was almost
equal.
46.
There was no significant difference in the Job motivation of
Married and Unmarried Vidyasahayak teachers of SaurashtraKutch. That means the Job motivation of both the groups was
almost equal.
47.
There was no significant difference in the Job motivation of
Below 25 years and Above 25 years Vidyasahayak teachers of
Saurashtra-Kutch. That means the Job motivation of both the
groups was almost equal.
48.
There was no significant difference in the Job motivation of
General
and
Science
stream
Vidyasahayak
teachers
of
Saurashtra-Kutch. That means the Job motivation of both the
groups was almost equal.
49.
There was no significant difference in the Job motivation of
Vidyasahayak teachers who are working in their own district
and other district of Saurashtra-Kutch. That means the Job
motivation of both the groups was almost equal.
50.
There was no significant difference in the Job motivation of
Sufficient and Non sufficient educational staff in their school of
319
Vidyasahayak teachers of Saurashtra-Kutch. That means the
Job motivation of both the groups was almost equal.
51.
There was no significant difference in the Job confidence of Male
and Female Vidyasahayak teachers of Saurashtra-Kutch. That
means the Job confidence of both the groups was almost equal.
52.
There was no significant difference in the Job confidence of
Vidyasahayak teachers working in Rural and Urban school area
in Saurashtra-Kutch. That means the Job confidence of both
the groups was almost equal.
53.
There was no significant difference in the Job confidence of
General
and
Reserve
category
Vidyasahayak
teachers
of
Saurashtra-Kutch. That means the Job confidence of both the
groups was almost equal.
54.
There was no significant difference in the Job confidence of
Joint
and
Separate
family
Vidyasahayak
teachers
of
Saurashtra-Kutch. That means the Job confidence of both the
groups was almost equal.
55.
There was no significant difference in the Job confidence of
P.T.C. and B.Ed. Vidyasahayak teachers of Saurashtra-Kutch.
That means the Job confidence of both the groups was almost
equal.
56.
There was no significant difference in the Job confidence of
Married and Unmarried Vidyasahayak teachers of SaurashtraKutch. That means the Job confidence of both the groups was
almost equal.
57.
There was no significant difference in the Job confidence of
Below 25 years and Above 25 years Vidyasahayak teachers of
Saurashtra-Kutch. That means the Job confidence of both the
groups was almost equal.
58.
There was no significant difference in the Job confidence of
General
and
Science
stream
Vidyasahayak
teachers
of
320
Saurashtra-Kutch. That means the Job confidence of both the
groups was almost equal.
59.
There was no significant difference in the Job confidence of
Vidyasahayak teachers who are working in their own district
and other district of Saurashtra-Kutch. That means the Job
confidence of both the groups was almost equal.
60.
There was no significant difference in the Job confidence of
Sufficient and Non sufficient educational staff in their school of
Vidyasahayak teachers of Saurashtra-Kutch. That means the
Job confidence of both the groups was almost equal.
61.
There was no significant difference in the Present job situation
of Male and Female Vidyasahayak teachers of SaurashtraKutch. That means the Present job situation of both the groups
was almost equal.
62.
There was no significant difference in the Present job situation
of Vidyasahayak teachers working in Rural and Urban school
area in Saurashtra-Kutch. That means the Present job situation
of both the groups was almost equal.
63.
There was no significant difference in the Present job situation
of General and Reserve category Vidyasahayak teachers of
Saurashtra-Kutch. That means the Present job situation of both
the groups was almost equal.
64.
The Present job situation of Vidyasahayak teachers who are
living in Joint family in Saurashtra-Kutch found higher than the
Vidyasahayak teachers who are living in Separate family in
Saurashtra-Kutch. That means Vidyasahayak teachers who are
living in Joint family in Saurashtra-Kutch have better Present
job situation than the Vidyasahayak teachers who are living in
Separate family in Saurashtra-Kutch.
65.
There was no significant difference in the Present job situation
of P.T.C. and B.Ed. Vidyasahayak teachers of Saurashtra-
321
Kutch. That means the Present job situation of both the groups
was almost equal.
66.
There was no significant difference in the Present job situation
of
Married
and
Unmarried
Vidyasahayak
teachers
of
Saurashtra-Kutch. That means the Present job situation of both
the groups was almost equal.
67.
There was no significant difference in the Present job situation
of Below 25 years and Above 25 years Vidyasahayak teachers of
Saurashtra-Kutch. That means the Present job situation of both
the groups was almost equal.
68.
There was no significant difference in the Present job situation
of General and Science stream Vidyasahayak teachers of
Saurashtra-Kutch. That means the Present job situation of both
the groups was almost equal.
69.
The Present job situation of Vidyasahayak teachers working in
their own district in Saurashtra-Kutch found higher than the
other district of Saurashtra-Kutch. That means Vidyasahayak
teachers working in their own district in Saurashtra-Kutch have
better Present job situation than the Vidyasahayak teachers
working in other district in Saurashtra-Kutch.
70.
There was no significant difference in the Present job situation of
Sufficient and Non sufficient educational staff in their school of
Vidyasahayak teachers of Saurashtra-Kutch. That means the Present
job situation of both the groups was almost equal.
5.4.0 Educational Implications
Along with the findings, conclusion, and derivations there are
certain by-products which the researcher has got at the end of the
research. Followings are the Implications of this research.
1.
The Achievement motivation of Vidyasahayak teachers working
in Rural area in Saurashtra-Kutch found higher than the
322
Vidyasahayak teachers working in Urban area in SaurashtraKutch. Therefore, one should try to increase the Achievement
motivation of Vidyasahayak teachers working in Urban area in
Saurashtra-Kutch.
2.
The
Adjustment
of
Female
Vidyasahayak
teachers
in
Saurashtra-Kutch found higher than the Male Vidyasahayak
teachers in Saurashtra-Kutch. Therefore, one should try to
increase the Adjustment of Male Vidyasahayak teachers in
Saurashtra-Kutch.
3.
The Adjustment of the Unmarried Vidyasahayak teachers in
Saurashtra-Kutch found higher than the Married Vidyasahayak
teachers in Saurashtra-Kutch. Therefore, one should try to
increase the Adjustment of Married Vidyasahayak teachers in
Saurashtra-Kutch
4.
The Job involvement of P.T.C. Vidyasahayak teachers in
Saurashtra-Kutch found higher than the B.Ed. Vidyasahayak
teachers of Saurashtra-Kutch. Therefore, one should try to
increase the Job involvement of B.Ed. Vidyasahayak teachers in
Saurashtra-Kutch
5.
The Job satisfaction of Vidyasahayak teachers who are living in
Joint family in Saurashtra-Kutch found higher than the
Vidyasahayak teachers who are living in Separate family in
Saurashtra-Kutch. Therefore, one should try to increase the Job
satisfaction of Vidyasahayak teachers who are living in
Separate family in Saurashtra-Kutch.
6.
The Job satisfaction of Vidyasahayak teachers working in their
own district in Saurashtra-Kutch found higher than the other
district of Saurashtra-Kutch. Therefore, one should try to
increase the Job satisfaction of Vidyasahayak teachers who are
working in other districts of Saurashtra-Kutch.
323
7.
The Job motivation of Female Vidyasahayak teachers in
Saurashtra-Kutch is higher than the Male Vidyasahayak
teachers
in
Saurashtra-Kutch.
That
means
Female
Vidyasahayak teachers in Saurashtra-Kutch have higher Job
motivation
than
the
Male
Vidyasahayak
teachers
in
Saurashtra-Kutch.
8.
The Job motivation of Vidyasahayak teachers who are living in
Joint family in Saurashtra-Kutch found higher than the
Vidyasahayak teachers who are living in Separate family in
Saurashtra-Kutch. Therefore, one should try to increase the Job
motivation of Vidyasahayak teachers who are living in Separate
family in Saurashtra-Kutch.
9.
The Present job situation of Vidyasahayak teachers who are
living in Joint family in Saurashtra-Kutch found higher than the
Vidyasahayak teachers who are living in Separate family in
Saurashtra-Kutch. Therefore, one should try to increase the
Present job situation of Vidyasahayak teachers who are living in
Separate family in Saurashtra-Kutch.
10.
The Present job situation of Vidyasahayak teachers working in
their own district in Saurashtra-Kutch found higher than the
other district of Saurashtra-Kutch. Therefore, one should try to
increase the Present job situation of Vidyasahayak teachers
working in the other districts of Saurashtra-Kutch.
5.5.0 Recommendations for further research
1.
A further research can be held with Shiksansahayak teachers to
measure the Achievement motivation, the Adjustment and the
Job satisfaction.
2.
A future researcher can undertake with Adyapaksahayak
teachers at college level to measure the Achievement motivation,
Adjustment and Job satisfaction.
324
3.
A research can be assumed with Principal of Training Colleges.
i.e. P.T.C. or B.Ed. College to measure the Achievement
motivation, the Adjustment and the Job satisfaction.
4.
A research can be assumed with different sampling (i.e. different
town, city, villages, area of the states) or with different
population (i.e.Gujarati Medium School Teachers, English
Medium School teachers).
5.
A further research can be held with Primary School teachers to
measure the Achievement motivation, Adjustment and Job
satisfaction.
6.
A further research can be held with Secondary School teachers
to measure the Achievement motivation, Adjustment and Job
satisfaction.
7.
A future researcher can undertake with the Principals of
Secondary
or
Higher
Secondary
School
to
measure
Achievement motivation, Adjustment and Job satisfaction.
the
325
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E-MAIL REFERENCES
www.uwstout.edu/lib/thesis/2002/2002zenzent.pdf
cancerweb.ncl.ac.uk/cgi-bin/omd?adjustment
www.ezinearticles.com/?Achievement-Motivation&id=429438
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www.quotations.about.com/cs/inspirationquotes/a/Achievements8.htm
www.athealth.com/Consumer/disorders/Adjustment.html
www.cancerweb.ncl.ac.uk/cgi-bin/omd?adjustment
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http://en.wikipedia.org/wiki/Job_satisfaction
www.aafp.org/fpm/991000fm/26.html
www.quintcareers.com/job_satisfaction_quiz.html
www.uwstout.edu/lib/thesis/2002/2002zenzent.pdf
341
Appendix: 3.4
Name of the Experts who contributed in the
construction of the Job Satisfaction Questionnaire
Sr.
no.
1.
Name
Dr. K. V. Gor
Designation and Address
Vice-Chancellor
K.S.K.V. Kutch University, Bhuj
I/c Principal
2.
Dr. L.V. Fafal
Shri Shethiya College of Education
Mundra-Kutch
Asst. Professor
3.
Dr. M.S. Moliya
Deptt. Of Education, Saurashtra Uni.
Rajkot
4.
Dr. Bharat Joshi
5.
Dr. Jayant Vyas
6.
Dr. Keshubhai V. Rathod
7.
Dr. M.C. Nandani
8.
Dr. G.G. Nakum
Deptt. Of Education
Bhavnagar University, Bhavnagar
Deptt. Of Education
Bhavnagar University, Bhavnagar
Smt. J.J.Kundaliya Graduate
Teachers’ College, Rajkot
M.M. Shah College of Education,
Wadhawan
M.M. Shah College of Education,
Surendranagar
Reader
9.
Dr. J.A. Ramanuj
Deptt. Of Education
Bhavnagar University, Bhavnagar
10. Dr. Hansaben M. Shah
Maitree College of Education
Surendranagar
342
11. Dr. Pallaviben P. Patel
12. Dr. Dipuba Devda
S.P. University
Vallabhvidyanagar
Gujarat Vidyapith
Ahmedabad
Lecturer
13. Dr. R.P. Chudasama
Dr. Subhash Womens’ College of
Education, Junagadh
Principal
14. Dr. Bhavanjibhai Patel
College of Education
Daramali (S.K.)
Lecturer
15. Dr. Sandeep Ghetiya
Shri
P.D.Malaviya
Graduate
Teachers’ College, Rajkot
Principal ( I/c)
16. Dr. J.D. Dave
Shri P.D. Malaviya. Graduate
Teachers’ College, Rajkot
17. Dr. Girish Gajera
18. Dr. R. B. Sakhiya
19. Dr. L.G. Vyas
20. Dr. G.G. Desai
21. Dr. Heenaben Jani
Lecturer
B.Ed. College, Dwarka
Asst. Teacher
Primary School, Rajkot
Dr. Subhash College for Women
Education, Junagadh
Asst. Teacher
Rajkot
Principal
Shri C. K. M. Girls School, Mundra
343
344
Appendix
Appendix-3.2
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SFI"GF\ 5|DF6DF\ J/TZ D/[ K[ m
5P
TDFZL VF GMSZLDF\ TDG[ ÒJGGF\ lJSF;GL TSM N[BFI K[ m
&P
GMSZLDF\ HM0FIF AFN TDFZF ÒJGDF\ CSFZFtDS O[ZOFZM YIF K[ m
*P
3Z SZTF XF/FV[ SFI" SZJ]\ JW] UD[ K[ m
(P
GMSZL l;JFIGL VgI 5|Jl' ¿ äFZF VFJS SZJF .rKF WZFVM KM m
)P
XF/FDF\ EF{ l TS ;] l JWFVMGF\ VEFJ[ lX1F6SFI" D F\
;\JFlNTTF ;FWL XSFTL GYL m
!_P
5|DMXGGF\ lGIDMYL TDG[ ;\TMQF K[ m
!!P
TDFZ]\ lX1F6SFI" TDG[ Z; VG[ VFG\N V5FJ[ K[ m
!ZP
GMSZLGL TF6GF\ SFZ6[ SF{8\]lAS ;\3QF" VG]EJM KM m
!#P
XF/FDF\ :O}lT"DI4 lÊIFXL, VG[ 5|;gGlR¿ ZCM KM m
!$P
RF,] TF; NZlDIFG A[, 50JFGL ZFC H]VM KM m
!5P
VF GMSZL SZTF VGI GMSZLDF\ JW] 5{;F D/[ T[D DFGM KM m
!&P
GMSZLSF/ NZdIFG DFGl;S TF6 VG]EJM KM m
!*P
TD[ TDFZL GMSZLG[ JW] VFG\N5|N VG[ VMKL S\8F/FHGS
U6FVM KM m
oo Z oo
!(P
lX1FS AGJF AN, EUJFGGM VFEFZ DFGM KM m
!)P
lX1F6GF\ jIJ;FIG[ c;tIGL BMHc U6M KM m
Z_P
lX1F6SFI"GF 5|`GMGL RRF" TDFZF ;FYLvlX1FSM ;FY[ SZM KM m
VF lJEFUG[ VG]~5 VgI 5|`GM CMI TM VCL\ H6FJXMP
!P
ZP
#P
$P
5P
lJEFUv#
jIJ;FI 5|[Z6F
!P
GMSZLGF S,FSMYL JW] GMSZL SZJL TDG[ UD[ K[ m
ZP
TDFZF GÒSGF :G[CLVMG[ TDFZF H[JL GMSZL D[/JJF lJX[
;,FC VF5XM m
#P
TDG[ ,MSM TZOYL D/TF VFNZv;tSFZ V[ GMSZLGL O,z]lT
;DHM KM m
$P
TDFZF ;FYL lX1FSM TDG[ VFNZ VF5[ K[ m
5P
lX1F6SFI"DF\ ;TT ;]WFZFtDS 5|J'l¿VM SZJFG]\ 5|[Z6FA/
VCL\ D/[ K[ m
&P
TDFZL GMSZL TDFZF 7FGGL ;ZCNM DIF"lNT SZL N[ K[ m
*P
GMSZLGL :JLS'lT :J[rKFV[ GCL\ 56 ;\HMUMJXFT SZ[, K[ m
(P
TDFZF SFI"DF\ GFlJgI VG]EJM KM m
)P
AF/SM ;FY[ SFI" SZJ]\ UD[ K[ m
!_P
TDFZF jIJ;FIG[ ;[JFGM jIJ;FI U6FVM KM m
!!P
lJnFYL"VMG[ H~ZL 5|[Z6F DF8[ IMuI VJ;Z 5|NFG SZM KM m
!ZP
TDFZL DC[GT VG[ ;DI lJnFYL"VMGF ,FE DF8[ :J[rKF5}J"S
VF5JF C\D[XF T{IFZ ZCM KM m
!#P
;\:YFGF VFRFI"G]\ JlZQ9 ;eIG[ KFH[ T[J]\ ;gDFG SZM KM m
!$P
7FlTvHFlTGF SM.56 E[ N EFJ lJGF NZ[ S JF,LGL ;FY[
;gDFGHGS jIJCFZ ZFBM KM m
oo # oo
!5P
lJnFYL" V MGL -RL VG[ 1FDTF VG] ; FZ ;CVeIF;
5|J'l¿VMDF\ EFU ,[JF DF8[ T{IFZ SZM KM m
!&P
lJnFYL"VMGL 1FDTF VG];FZ VeIF;SFI" VF5M KM m
!*P
lJnFYL"VMGF\ ,[BGSFI"GL ;DI;Z IMuI T5F; SZM KM m
!(P
5F9 E6FjIF 5KL 5F9GM ;FZ SCM KM m
!)P
JU"B\0GL :JrKTF 5|tI[ ;HFU ZCM KM m
Z_P
JU" jIJ:YF HF/JJF JWFZ[DF\ JWFZ[ lJnFYL"VMGM p5IMU SZM KMm
VF lJEFUG[ VG]~5 VgI 5|`GM CMI TM VCL\ H6FJXMP
!P
ZP
#P
$P
5P
lJEFUv$ jIJ;FI lJ`JF;
!P
lX1F6SFI" SZTF VgI SFI" SZJ]\ ;FZ]\ DFGM KM m
ZP
DF+ 5{;F DF8[ H GMSZL SZM KM m
#P
TD[ TDFZ]\ p¿ZNFlIÀJ VNF G SZL XSM tIFZ[ VO;M; q
5:TFJM YFI K[ m
$P
GMSZLGL ;,FDTLGL ;TT lR\TF ZC[ K[ m
5P
TDFZF AF/SMG[ VF GMSZL TZO NMZTF VeIF;ÊDDF\ NFB,
SZXM m
&P
TD[ VF GMSZL R}SL UIF CMT4 TM TD[ ÒJGG]\ 36]\ VUtIG]\
SFI" U]DFjI] CMT V[J]\ DFGM KM m
*P
GMSZL SZJFGM UJ" VG]EJM KM m
(P
;FDFlHS ;\A\WM JWFZJFDF\ TDFZL GMSZL TDG[ DNN~5 K[ m
)P
;FYL lX1FSM ;FY[ 3QF"6 VG]EJM KM m
!_P
TD[ TDFZL GMSZL VgI GMSZL SZTF lGdGS1FFGL U6FVM KM m
!!P
TDFZL DCtJSF\1FFVMG[ VF GMSZLYL gIFI VF5L XSIF KM m
oo $ oo
!ZP
lX1F6GL prR 0LU|LVM 5|F%T SZ[, CMJF KTF VF GMSZL SZJL
50[, K[ m
!#P
JU"B\0DF\ 0ZD]ST JFTFJZ6 ZFBM KM m
!$P
lX1F6GF jIJ;FI 5|tI[ V[SlGQ9 KM m
!5P
;FYL lX1FSM 5F;[YL 7FG 5|F%T SZJFDF\ ;\SMR ZFBM KM m
!&P
VgI jIJ;FIMGL T],GFDF\ lX1FSGM jIJ;FI z[Q9 DFGM KM m
!*P
TDFZL XF/FGF\ l;lGIZ lX1FSM ;FY[ ,3]TFU|\YL VG]EJM KM m
!(P
lJnFYL"VMGL ;FY[ ;DFG jIJCFZ ZFBM KM m
!)P
lJnFYL"VMGF\ lJRFZM VG[ 5|:TFJMG[ :JLSFZM KM m
Z_P
;\5}6" VFtDlJ`JF;] KM m
VF lJEFUG[ VG]~5 VgI 5|`GM CMI TM VCL\ H6FJXMP
!P
ZP
#P
$P
5P
lJEFUv5 JT"DFG jIJ;FI 5lZl:YlT
!P
TDFZF SFI"G[ TDFZF ÒJGGM VUtIGM EFU ;DHM KM m
ZP
GMSZLSF/ NZdIFG TDG[ DM\3JFZL EyYF4 TALAL ;J,T
JU[Z[ D/JF HM.V[ m
#P
TDFZL GMSZLDF\ 5F\R JQF" ;]WL Z1F6 GYL T[ IMuI K[ m
$P
5F\R JQF" ;]WL GMSZLGF :Y/ O[ZAN,L A\WGG[ IMuI U6M KM m
5P
VFRFI"G]\ J,6 TDFZF TZO CSFZFtDS K[ m
&P
TDFZL GMSZL 5[gXG5F+ CMJL HM.V[ m
*P
TDG[ 8I]XG SZJFGL K]8 CMJL HM.V[ m
(P
TF,LDL SFI"ÊDM EFZ~5 ,FU[ K[ m
)P
TDFZF 5UFZDF\YL S]8]\AlGJF"C R,FJJM D]xS[, H6FI K[ m
!_P
GA/F JU"GF AF/SMG[ lX1F6 VF5JFG]\ CMJFYL lX1F6SFI"GL
SNZ YTL GYL T[J]\ DFGM KM m
oo 5 oo
!!P
VF GMSZLGF SFZ6[ ÒJG;FYLGL 5;\ N UL 56 ;DS1F
GMSZLDF\YL H SZJL 50[ K[ m
!ZP
R]\86L H[JF SFIM"DF\ HM0FJ]\ UD[ K[ m
!#P
TDFZM 5UFZ TDFZL H~lZIFTM ;\TMQFJF DF8[ 5}ZTM K[ m
!$P
TDFZL GMSZLGL EZTL 5|lÊIFYL TD[ ;\T]Q8 KM m
!5P
lGQ9F5}JS" SFI" SZJFDF\ VgI TZOYL C[ZFGUlT VG]EJM KM m
!&P
XF/F ;DIG[ VG]S}/ U6M KM m
!*P
XF/FDF\ lX1FSG[ KFH[ T[JF\H J:+M 5C[ZM KM m
!(P
;DFHDF\ cDF:TZÒc H[JF p5GFDYL ;\SMR VG]EJM KM m
!)P
TDFZF 5ZG]\ clJnF ;CFISc G]\ ,[A, TDG[ IMuI ,FU[ K[ m
Z_P
GMSZLG]\ :Y/ JTGYL N]Z CMJFGM Z\H ZæF SZ[ K[ m
VF lJEFUG[ VG]~5 VgI 5|`GM CMI TM VCL\ H6FJXMP
!P
ZP
#P
$P
5P
oo & oo
Appendix-3.5
lJnF;CFIS lX1FSMGF jIJ;FI ;\TMQF DF5G DF8[GL 5|`GFJl,
DFU"NX"S
0F¶P S[P V[DP NM\UF
zLDlT H[P H[P S]\0l,IF
U|[ßI]V[8 8LR;" SM,[H
ZFHSM8P
5|IMHS
lN5[X 0LP VF;M\NlZIF
V[DPV[P sV\U|[Òf4 V[DPV[0ŸP
jIFbIFTF
zL V[,P V[GP 5LP8LP;LP SM,[H
D]\NZF v SrK
DFGGLI zL4
;lJGI H6FJJFG]\ S[ C]\ lN5[X 0LP VF;M\NlZIF ;F{ZFQ8= I]lGJl;"8LDF\ 5LV[RP0LPGM
VeIF; zL 0F¶P S[P V[DP NM\UF ;FC[AGF DFU"NX"G C[9/ SZL ZæM K]\P DFZF ;\XMWG SFI"GF
EFU~5[ H~ZL DFlCTL 5|F%T SZJF VF 5|`GFJl, T{IFZ SZL K[P
VF5 5|FYlDS XF/FDF\ lJnF ;CFIS lX1FS TZLS[ SFI" SZM KM4 T[G[ wIFGDF\ ZFBLG[
TDFZF ;FRF VG[ ;\5}6" pTZM p5Z VF ;\XMWG SFI"GM VFWFZ K[P
’ 5|`GFJl,GL TDFD lJUTM 5}6" ZLT[ EZF. HFI T[GL SF/Ò ZFBXMP
’ VF5[,F TDFD 5|`GMGF\ p¿Z VF5XMP
’ 5|`GMGF p¿Z DF8[ VF5[,F BFGFDF\ ccCFcc DF8[ • VG[ ccGFcc DF8[ 2 lGXFGL
SZXMP
VF5GF TZOYL D/[,L DFlCTLGM p5IMU DF+ ;\XMWGGF\ C[T] DF8[H YX[P ;\XMWGGL
;O/TF V[ ;lCIFZF 5]Z]QFFY"GM ;ZJF/M K[P
VF5GF VD}<I VlE5|FIGL V5[1FF ;C4
slN5[X VF;M\NlZIFf
V\UT DFlCTL
!f
Zf
lX1FSG]\ GFD
X{1Fl6S ,FISFT
o PPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
o PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
#f
HFlTITF
o 5]-QF
:+L
$f
J{JFlCS NZßHM
o V5Zl6T
5Zl6T
5f
S]8]\AGM 5|SFZ
o ;\I]ST
lJEST
&f
*f
p\DZ
XF/FGM lJ:TFZ
o Z5 JQF"YL VMKL
o XC[ZL
Z5 JQF"YL JW]
U|FdI
(f
GMSZLG]\ :Y/
o 5MTFGM lH<,M
VgI lH<,M
)f
XF/FGM :8FO
o 5}ZTM
V5}ZTM
o ;FDFgI
VGFDT
!_f 7FlT q H}Y
!P
TD[ TDFZL GMSZLG[ ;\5}6"To JOFNFZ KM m
ZP
XLBJJFGF V3ZF D]NŸF lJX[ ;TT lR\lTT ZCM KM m
#P
TD[ GJZFXGM ;DI GMSZL lJQFIS ;CVeIF; 5|J'l¿DF\ lJTFJM KM m
$P
ZHFGF lNJ;M NZdIFG GMSZL lJQF[ lJRFZM KM m
5P
GMSZLGF\ SFZ6[ SF{8]\lAS 5|;\UMDF\ CFHZL VF5L XSTF GYL m
&P
TD[ TDFZL 5;\NULGL lX1F65âlT V5GFJL XSM KM m
*P
lJnFYL"VMG[ T[DGL D]xS[,LVMGF HJFA XMWJF DF8[ H~lZIFT D]HA
;,FC VF5M KM m
(P
AWF\ H lJnFYL"VM TZO TDFZF S]8]\ALHG H[JMH jIJCFZ ZFBM KM m
)P
lJnFYL"VMGF ;JF¥UL lJSF;DF\ JF,LVMGM ;CIMU D[/JM KM m
!_P
;CVeIF; 5|J'l¿VMG]\ ;\RF,G SZM KM m
!!P
H~ZL lX1F6;FDU|L 5C[,[YL H T{IFZ SZL ,M KM m
!ZP
NZ[S lJnFYL" 5Z jIlÉTUT wIFG VF5M KM m
!#P
VFJxISTF D]HA lJnFYL"VMDF\ p5RFZFtDS lX1F6 5âlTGM p5IMU
SZM KM m
!$P
X{1Fl6S DGMlJ7FGGM p5IMU lJnFYL"VMGL jIlÉTUT lEgGTFGF
VFWFZ[ SZM KM m
!5P
lGIlDTTF VG[ ;DI5F,GGF\ VFU|CL KM m
!&P
JU" VeIF; SFI"G]\ plRT lGlZ1F6 SZM KM m
!*P
TDG[ TDFZL GMSZLYL ;FDFlHS VFNZ 5|F%T YFI K[ m
!(P
lX1F6SFI"DF\ lGQO/TFGF\ SFZ6[ CTFXF VG]EJM KM m
!)P
TDFZF SFI"YL ;\TMQFGL VG]E}lT SZM KM m
Z_P
SFI"GF\ 5|DF6DF\ J/TZ D/[ K[ m
Z!P
GMSZLDF\ HM0FIF AFN TDFZF ÒJGDF\ CSFZFtDS O[ZOFZM YIF K[ m
ZZP
3Z SZTF XF/FV[ SFI" SZJ]\ JW] UD[ K[ m
Z#P
GMSZL l;JFIGL VgI 5|Jl' ¿ äFZF VFJS SZJF .rKF WZFVM KM m
Z$P
TDFZ]\ lX1F6SFI" TDG[ Z; VG[ VFG\N V5FJ[ K[ m
Z5P
GMSZLGL TF6GF\ SFZ6[ SF{8\]lAS ;\3QF" VG]EJM KM m
oo ! oo
Z&P
XF/FDF\ :O}lT"DI4 lÊIFXL, VG[ 5|;gGlR¿ ZCM KM m
Z*P
VF GMSZL SZTF VGI GMSZLDF\ JW] 5{;F D/[ T[D DFGM KM m
Z(P
GMSZLSF/ NZdIFG DFGl;S TF6 VG]EJM KM m
Z)P
TD[ TDFZL GMSZLG[ JW] VFG\N5|N VG[ VMKL S\8F/FHGS U6FVM KM m
#_P
lX1FS AGJF AN, EUJFGGM VFEFZ DFGM KM m
#!P
lX1F6SFI"GF 5|`GMGL RRF" TDFZF ;FYLvlX1FSM ;FY[ SZM KM m
#ZP
TDFZF GÒSGF :G[CLVMG[ TDFZF H[JL GMSZL D[/JJF lJX[
;,FC VF5XM m
##P
TDG[ ,MSM TZOYL D/TF VFNZv;tSFZ V[ GMSZLGL O,z]lT
;DHM KM m
#$P
TDFZF ;FYL lX1FSM TDG[ VFNZ VF5[ K[ m
#5P
lX1F6SFI"DF\ ;TT ;]WFZFtDS 5|J'l¿VM SZJFG]\ 5|[Z6FA/
VCL\ D/[ K[ m
#&P
TDFZL GMSZL TDFZF 7FGGL ;ZCNM DIF"lNT SZL N[ K[ m
#*P
GMSZLGL :JLS'lT :J[rKFV[ GCL\ 56 ;\HMUMJXFT SZ[, K[ m
#(P
AF/SM ;FY[ SFI" SZJ]\ UD[ K[ m
#)P
lJnFYL"VMG[ H~ZL 5|[Z6F DF8[ IMuI VJ;Z 5|NFG SZM KM m
$_P
TDFZL DC[GT VG[ ;DI lJnFYL"VMGF ,FE DF8[ :J[rKF5}J"S VF5JF
C\D[XF T{IFZ ZCM KM m
$!P
;\:YFGF VFRFI"G]\ JlZQ9 ;eIG[ KFH[ T[J]\ ;gDFG SZM KM m
$ZP
lJnFYL"VMGL Z]lR VG[ 1FDTF VG];FZ ;CVeIF; 5|J'l¿VMDF\ EFU
,[JF DF8[ T{IFZ SZM KM m
$#P
lJnFYL"VMGL 1FDTF VG];FZ VeIF;SFI" VF5M KM m
$$P
lJnFYL"VMGF\ ,[BGSFI"GL ;DI;Z IMuI T5F; SZM KM m
$5P
lX1F6SFI" SZTF VgI SFI" SZJ]\ ;FZ]\ DFGM KM m
$&P
TD[ TDFZ]\ p¿ZNFlIÀJ VNF G SZL XSM tIFZ[ VO;M; q 5:TFJM
YFI K[ m
$*P
TDFZF AF/SMG[ VF GMSZL TZO NMZTF VeIF;ÊDDF\ NFB, SZXM m
$(P
TD[ VF GMSZL R}SL UIF CMT4 TM TD[ ÒJGG]\ 36]\ VUtIG]\ SFI"
U]DFjI] CMT V[J]\ DFGM KM m
oo Z oo
$)P
GMSZL SZJFGM UJ" VG]EJM KM m
5_P
;FDFlHS ;\A\WM JWFZJFDF\ TDFZL GMSZL TDG[ DNN~5 K[ m
5!P
TD[ TDFZL GMSZL VgI GMSZL SZTF lGdGS1FFGL U6FVM KM m
5ZP
lX1F6GF jIJ;FI 5|tI[ V[SlGQ9 KM m
5#P
VgI jIJ;FIMGL T],GFDF\ lX1FSGM jIJ;FI z[Q9 DFGM KM m
5$P
TDFZL XF/FGF\ l;lGIZ lX1FSM ;FY[ ,3]TFU|\lY VG]EJM KM m
55P
lJnFYL"VMGL ;FY[ ;DFG jIJCFZ ZFBM KM m
5&P
lJnFYL"VMGF\ lJRFZM VG[ 5|:TFJMG[ :JLSFZM KM m
5*P
;\5}6" VFtDlJ`JF;] KM m
5(P
TDFZL GMSZLDF\ 5F\R JQF" ;]WL Z1F6 GYL T[ IMuI K[ m
5)P
VFRFI"G]\ J,6 TDFZF TZO CSFZFtDS K[ m
&_P
TDFZL GMSZL 5[gXG5F+ CMJL HM.V[ m
&!P
TDG[ 8I]XG SZJFGL K]8 CMJL HM.V[ m
&ZP
TF,LDL SFI"ÊDM EFZ~5 ,FU[ K[ m
&#P
VF GMSZLGF SFZ6[ ÒJG;FYLGL 5;\NUL 56 ;DS1F GMSZLDF\YL
H SZJL 50[ K[ m
&$P
R}\86L H[JF SFIM"DF\ HM0FJ]\ UD[ K[ m
&5P
TDFZL GMSZLGL EZTL 5|lÊIFYL TD[ ;\T]Q8 KM m
&&P
;DFHDF\ cDF:TZÒc H[JF p5GFDYL ;\SMR VG]EJM KM m
&*P
TDFZF 5ZG]\ clJnF ;CFISc G]\ ,[A, TDG[ IMuI ,FU[ K[ m
&(P
GMSZLG]\ :Y/ JTGYL N}Z CMJFGM Z\H ZæF SZ[ K[ m
oo # oo
Appendix-3.6
lJnF;CFIS lX1FSMGF jIJ;FI ;\TMQF DF5G DF8[GL 5|`GFJl,
DFU"NX"S
0F¶P S[P V[DP NM\UF
zLDlT H[P H[P S]\0l,IF
U|[ßI]V[8 8LR;" SM,[H
ZFHSM8P
5|IMHS
lN5[X 0LP VF;M\NlZIF
V[DPV[P sV\U|[Òf4 V[DPV[0ŸP
jIFbIFTF
zL V[,P V[GP 5LP8LP;LP SM,[H
D]\NZF v SrK
DFGGLI zL4
;lJGI H6FJJFG]\ S[ C]\ lN5[X 0LP VF;M\NlZIF ;F{ZFQ8= I]lGJl;"8LDF\ 5LV[RP0LPGM
VeIF; zL 0F¶P S[P V[DP NM\UF ;FC[AGF DFU"NX"G C[9/ SZL ZæM K]\P DFZF ;\XMWG SFI"GF
EFU~5[ H~ZL DFlCTL 5|F%T SZJF VF 5|`GFJl, T{IFZ SZL K[P
VF5 5|FYlDS XF/FDF\ lJnF ;CFIS lX1FS TZLS[ SFI" SZM KM4 T[G[ wIFGDF\ ZFBLG[
TDFZF ;FRF VG[ ;\5}6" pTZM p5Z VF ;\XMWG SFI"GM VFWFZ K[P
’ 5|`GFJl,GL TDFD lJUTM 5}6" ZLT[ EZF. HFI T[GL SF/Ò ZFBXMP
’ VF5[,F TDFD 5|`GMGF\ p¿Z VF5XMP
’ 5|`GMGF p¿Z DF8[ VF5[,F BFGFDF\ ccCFcc DF8[ • VG[ ccGFcc DF8[ 2 lGXFGL
SZXMP
VF5GF TZOYL D/[,L DFlCTLGM p5IMU DF+ ;\XMWGGF\ C[T] DF8[H YX[P ;\XMWGGL
;O/TF V[ ;lCIFZF 5]Z]QFFY"GM ;ZJF/M K[P
VF5GF VD}<I VlE5|FIGL V5[1FF ;C4
slN5[X VF;M\NlZIFf
V\UT DFlCTL
!f
Zf
#f
$f
5f
&f
*f
(f
)f
!_f
!!f
lX1FSG]\ GFD
5|FPXF/FsUFDf
X{1Fl6S ,FISFT
HFlTITF
J{JFlCS NZßHM
S]8A
\] GM 5|SFZ
p\DZ
XF/FGM lJ:TFZ
GMSZLG]\ :Y/
XF/FGM :8FO
7FlT q H}Y
o
o
o
o
o
o
o
o
o
o
o
PPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPP PPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP lH<,M PPPPPPPPPPPPPPPPPPPPPPPP
PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP
5]-QF
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Appendix-3.1