CHAPTER III

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 CHAPTER III

3.1 Research design:

In the present investigation, while emerging research design, the type of schools

were i.e. government and private aided schools are taken as an independent variables,

while the variables such as organizational climate, job anxiety, job satisfaction and

mental health are considered as dependent variables.

Further, socio-demographic factors such as; gender, age teaching experience

and domicile are taken as independent variables.

3.2 Objectives of the study:

The present study aims to examine the level of Organizational Climate, Job

Anxiety, Job Satisfaction and Mental Health of High School Teachers of Government

and Private aided high schools.

• To study the level of organizational climate, job anxiety, job satisfaction and

mental health of government and private aided high school teachers.

• To study the effect of socio demographic factors like, gender, domicile, age and

teaching experience on organizational climate, job anxiety, job satisfaction and

mental health of government and private aided high school teachers.

• To know the correlation between organizational climate job anxiety, job

satisfaction and mental health of government and private aided high school

teachers.

3.3 Hypotheses

Some of the major proposed hypotheses of the study, which are based on the

review of literature and objectives of the present study, are as follows.

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• Organizational climate of the government high school teachers is significantly

higher than the private aided high school teachers.

• Job anxiety of the private aided high school teachers is significantly higher

than the government high school teachers.

• Job satisfaction of the government high school teachers is significantly higher

than the private aided high school teachers.

• Mental health of the government high school teachers is significantly higher

than the private aided high school teachers.

• There is a significant effect of gender on organizational climate, job anxiety,

job satisfaction and mental health of government high school teachers.

• There is a significant effect of gender on organizational climate, job anxiety,

job satisfaction and mental health of private aided high school teachers.

• There is a significant effect of domicile on organizational climate, job anxiety,

job satisfaction and mental health of government high school teachers.

• There is a significant effect of domicile on organizational climate, job anxiety,

job satisfaction and mental health of private aided high school teachers.

• There is a significant influence of age on organizational climate, job anxiety,

job satisfaction and mental health of government high school teachers.

• There is a significant influence of age on organizational climate, job anxiety,

job satisfaction and mental health of private aided high school teachers.

• There is a significant influence of teaching experience on organizational

climate, job anxiety, job satisfaction and mental health of government high

school teachers.

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 • There is a significant influence of teaching experience on organizational

climate, job anxiety, job satisfaction and mental health of private aided high

school teachers.

• There is a significant correlation between variables i.e. organizational climate,

job anxiety, job satisfaction and mental health of government high school

teachers.

• There is a significant correlation between variables i.e. organizational climate,

job anxiety, job satisfaction and mental health of private aided high school

teachers.

3.4 Sample Size and Characteristics:

Table No. 3.4.01: Sample characteristics in terms of gender, domicile, age and

teaching experience.

Total Sample Size

Sectors Total
(600)
Socio-Demographic Government Private
Percentage Percentage
Factors («=300) («=300)
Male 150 50.0% 150 50.0%
Gender 600
Female 150 50.0% 150 50.0%
Rural 126 42.0% 113 37.7%
Domicile 600
Urban 174 58.0% 187 62.3%
25-35 89 29.7% 160 53.3%
Age (in
35-45 171 57.0% 111 37.0% 600
years)
45-50 40 13.3% 29 9.7%
3-10 159 53.0% 199 66.3%
Teaching
10-20 126 42.0% 83 27.7% 600
experience
20-25 15 5.0% 18 6.0%

Sample selection:

In the present study primary data has been collected from 600 high school

teachers out of which 300 are from government, and 300 are from private aided high

schools of Kalaburgi, Yadagiri and Raichur districts of North Karnataka state. Before

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visiting the high schools, prior permission for a data collection was sought from the

heads of educational institution in three districts. The simple random sampling

technique was adopted to select the subjects from high schools.

Frequent visit was paid to the high schools and data was collected from the

subjects with self-reported method. The data collection process was done individually

by administering the questionnaires. Due importance was given to maintain privacy for

collecting data, secrecy and to treat the subjects cordially. The purpose of the study was

explained for the subjects by the researcher. The approximate time required for answer

to all the four questionnaires was about 50 minutes.

3.5 Pilot study:

The pilot study was conducted on 50 high school teacher couples (Husbands =

50 & Wives = 50) who represented the main sample groups; purposive sample

technique was used for collecting the data. It was carried out in order to verify the

suitability and feasibility of the questionnaires for the sample groups. The purpose was

also been considered to find out the time length required to administer all the four

questionnaires.

3.6 limitations of the study:

3.06.01 Inclusive criteria:

• The present study includes only teachers working on permanent basis of

Government and Private aided high schools.

• The present study is only restricted only to Kalaburgi, Yadagir and Raiehur

districts of Karnataka state-India.

3.06.02 Exclusive criteria:

• The present study is not included primary and college teachers.

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 • The present study excluded teachers working in unaided high schools.

• The present study respondents were having less than 3 years of job

experience & more than 25 years. Teachers belonging to 50 years and above

age were excluded.

3.7 Data processing

The collected data were scrutinized, coded, scored and transformed into

standard (t) scores.

3.8 Scrutiny

The responses given by each teacher are carefully scrutinized for wrong

markings, omission and commission. The response sheets which were complete

in all respects were retained and the rest were rejected.

3.9 Scoring

Each response sheet is hand scored as per the instructions given in the manual

of the respective four questionnaires.

3.10 Tools and techniques

The following scales and questionnaire were used in the present study:
1. Personal data schedule

2. Organizational Climate Descriptive Questionnaire

3. Job anxiety scale

4. Job satisfaction scale

5. Mental health Inventory

3.10.1 Personal data schedule

A personal data schedule was designed for the purpose of collecting personal

information pertaining to the socio demographic information of the high school

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teachers. The variables included are in the working sector i.e. government, private

aided, gender, domicile, age and teaching experience.

3.10.2. Organizational Climate Questionnaire

Organizational Climate Questionnaire is developed by Motilal Sharma

(1978). It has 64 likert type items, with 8 sub-dimensions, namely; Disengagement,

Alienation, Espirt, Intimacy, Psycho-physical hindrance, Controls, Production

emphasis and Humanized thrust.

Table No. 3.10.02.01. Distribution of sub-dimensions wise school organizational

climate descriptive questionnaire.

Components of organizational No. of

SI. No Items
climate items
1 Disengagement 1,8,21,32,36,44,52,55,57 9
2 Alienation 18,30,39,50 4
3 Espirit 3,11,17,24,33,38,45,53,58 9
4 Intimacy 5,12,25,34,40,46,54,60 8
5 Psychophysical Hindrance 9,23,26,41,47,62 6
6 Controls 15,20,27,42,49,63 6
7 Production emphasis 6,14,28,35,43,48,64 7
2,4,7,10,13,16,19,22,29,31,3
8 Humanized thrust 15
7,51,56,59
Overall Organizational climate 64

Scoring:

The organizational climate descriptive questionnaire is a Likert type

questionnaire of simple statements which can administered individually or in a group.

The respondent teachers are asked to indicate their responses to each of the 64 items on

a four point scale as follows:

The four categories of responses can be scored by simply assigning them to the

respective category and integers. In the present study the responses are scored as 1 for

rarely occurs, 2 for sometime occurs, 3 for often occurs, and 4 for very frequently

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occurs respectively for generating eight dimensional scores. Higher the score on

questionnaire indicates favourable the school climate and vice versa. The maximum

possible score is 210 and the minimum being 50.

Reliability: The KR-20 (Kuder-Riehardson Formula) reliability was found to be 0.63.

Validity: The content validity was found to be 0.63.

3.10.03 Job Anxiety scale

The Job anxiety Scale is developed by Srivastava. A.K (1977). It has 80

items with 7 sub-dimensions namely; Security, Recognition, Human relation at work,

Rewards & punishment, Self-esteem, Future prospects and Capacity to work,

Table No 3.10.03.01. The detail sub-components and items of job anxiety scale.

No. of
SI. No Components of job anxiety Items
items
Security:- job security, personal 1,8,15,22,29,36,43,
1 10
security 50,59*,80
Recognition:-fair evaluation,
2*,6,9*,14,23,30*,37
2 participation, praise, approval, freedom 10
,51 *,72*,77*,
to show proficiency.
Human Relations at work:- 3*,10*,17,24,31*,38,45,
3 interpersonal relationship, co-operation, 52,58, 15
communication. 62,64,69,73,75,79
Rewards & punishments: - financial 11,18*,20,25,32,39,46,
4 gains, treatment of supervisors, unjust 53*, 15
criticism, blame. 57,60,63,65,67,71,76
Self-esteem:- self-image, self-respect, 5,12*,19,26,33,40,47,
5 10
social status of the job. 54,68,78
Future prospects ^opportunities of
promotion and advancement, 4,13*,16*,27,34,41,48,
6 10
opportunity to learn and increase 55,61,66
efficiency.
Capacity to work: - shoulder
7,21,28,35,42,44,49*,
7 responsibilities, self-confidence, aptitude 10
56,70,74
and interest for the job-activities.
Overall Job anxiety 80
(Note: * keys indicate negative statements)
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Scoring:

In the present scale the responses to be elicited for each item were in the form of

“Yes” and “No”, the scale has 63 items and are true-keyed and remaining 17 are false

keyed with an a prior weight of 1 score each. The degree of job anxiety was determined

by the arithmetic summation of the total numbering of endorsements of true-keyed and

false-keyed items. The maximum possible score is 80; the minimum being is 0, with

increasing score as indicative of higher degree of job anxiety and vice versa.

Reliability: The reliability for the scale as a whole, and also its seven sub-dimensions

were separately computed. The split-half reliability was found to be 0,85 for the total

job anxiety, and test-retest reliability was found to be 0.81,

Validity: Content validity was found to be 0.80.

3.10.04: Job Satisfaction scale

Job satisfaction scale developed by Meera Dixit (1993). It has 52 items with

8 sub-dimensions, namely: Intrinsic aspect of the job, Salary, promotional avenues and

services conditions, Physical facilities, Institutional plans and policies, Satisfaction

with authorities, Satisfaction with social status and family welfare, Rapport with

students and Relationship with co-workers.

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Table No 3.10.04.01: The distribution of job factors and items of the job satisfaction
scale.

SI No Job factors Items No.

1 Intrinsic aspect of the job 1,11,25,30,35,46 and 52 7
Salary, promotional avenues and
2 3,12,19,20,31,34,45 & 50. 8
service conditions
3 Physical facilities 2,10,24,29,36,43,48,49 & 56 9
4 Institutional plans and policies 4,13,26,38,40 & 47 6
5 Satisfaction with authorities 5,14,21,27,32 &41 6
Satisfaction with social status and
6 8,9,17,18 & 23 5
family welfare
7 Rapport with students 7,15,22,28,33 & 39 6
8 Relationship with co-workers 6,16,37,42 & 44 5
Overall Job satisfaction 52

Scoring:

A five point scale for the response of ‘Strongly agree’ scoring is 1 and for

‘Disagree’ it is 2, for ‘Undecided’ 3, for ‘Agree’ 4 and for ‘strongly disagree’ it is 5, i.e.

the total score measures satisfaction/dissatisfaction of a teacher towards his/her job.

The maximum score on scale indicates higher the job satisfaction and vice versa. The

maximum possible score is 240 and the minimum being is 80.

Reliability: The spilt-half reliability is .92 and the test-retest reliability is .86.

3.10.05: Mental Health Inventory

The Mental Health Inventory is developed by Jagadish and Srivastava.

A.K (1988). It has 54 items distributed along 6 sub-dimensions of mental health, they

are Positive Self-evaluation, Perception of reality, Integration of personality,

Autonomy, Group oriented attitudes and Environmental mastery.

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Table No 3.10.05.01: The details sub-dimensions and items of Mental Health Inventory.

Dimension of Mental
SI. No Items Positive Negative Total
Health
1*,7*, 13*, 19,23*,27,32,38,4
1 Positive self-evaluation 06 04 10
5,51
2 Perception of reality 6,8,14*,24*,35*,41,46*,52 04 04 08
Integration of 2*,9*, 15*, 18*,20,25*,28*,3
3 01 11 12
personality 3*,36*,40*,47*,53*
4 Autonomy 3*,10*,29,42*,48*,54 02 04 06
4,11 *,16*,21 *,26,30*,39,43,
Group oriented
5 49* 04 05 09
attitudes
,54
Environmental 5*,12,17*,22*,31,34,37,44,5
6 06 03 09
mastery 0
Overall Mental health 23 31 54
(Note: * keys indicate negative statements)

Scoring: In the present scale, 4 alternative responses have been given to each statement

i.e., Always for 4, Often for 3, Rarely for 2 and Never for 1 score marked responses as

to be assigned for true keyed (positive) statements whereas 1, 2, 3 and 4 scores for

‘Always, ‘Often, Rarely, and Never respectively in case of false keyed (negative)

statements. The Maximum score on the scale indicates higher level of mental health

and vice versa. The maximum possible score is 196 and the minimum score is being

100.

Reliability: The split-half reliability of the inventory was found to be 0.73.

Validity: Construct validity of the inventory was found to be 0.54.

3.11 Statistical Techniques:

• t-test was carried out to find out the comparative analysis, i.e. Working

sector, Government and Private, Gender & Domicile.

• One Way ANOVA was applied for the comparison of groups, i.e.
Age and teaching experience.
• Spearman rho coefficient of correlation test was applied to find out the
relationships of variables, i.e. Organizational climate with job anxiety,
job satisfaction and mental health and job satisfaction with job anxiety

and, mental health.

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