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CHAPTER I

INTRODUCTION OF THE PROBLEM

1.1 THEORETICAL ORIENTATION OF THE PROBLEM

Education is the basic unit that is responsible for individuals progress and

nations development. Positive change in any culture starts from the small community

(the classrooms and schools) and extends its force to the wider society. Thus, educators

have an important role for the advancement of any society and mostly for the youth who

represent the future of any society. Therefore, any society should seek to develop

effective education system.

India has a long custom of knowledge and education which has always been

appreciated. Accordingly, education has been assigned high priority in the state

development strategy and efforts have made towards the considerable development of

educational services in the country. Teachers play a very imperative task in educational

institutions especially at secondary and senior secondary schools. Today due to

advancement in each and every field world has reached in an era of internationalism

where education plays a significant role in personal and social development. There are

certain factors required for the success for any educational institution like Personal

factors namely motivation, commitment, study, Family factor like income level, marital

status, number of siblings, Peer-related factors like relationship of classmates, study

group members, friends and colleagues, subject/content factors like course structure,

grading policy, textbook, Institutional agent like faculty, advisor, staff, Institutional

factors like location, program reputation, scholarships and social factors like economy,

crime rate. Out of all these factors there is one factor which pertains to the motivation

level of teacher i.e. work motivation which largely effects success of educational

institution. Work motivation of teachers depends on many conditions like Job security,

work environment, organsational climate and most importantly leadership behavior of

heads of the educational institution.

Nature of job also influences the level of work motivation of teachers. If a

teacher is permanent in his job. Then his motivation to do work is low because he is not

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worried about his salary. Salary is fix in his case. If he does not do his work properly no

one can ask him to do work with sincerity. But on the other hand if a teacher is doing job

in a private school or institution then he will do his work with sincerity because of the

keen check by the higher authorities. All factors are related with work motivation of

teachers. Personal factors are related with work motivation of teachers because if

teachers have some problems in his personal life then he does not perform his work

properly. If the environment of a class is suitable for teaching learning process, then

teacher deliver his lecture in a motivated way. Apart from this it has been often found

that if the heads of any educational institutions have a good relationship with teachers

and cooperate with them in academic affairs then the schools outcome will definitely

improve. If because their behavior with teachers is positive and encouraging then the

work motivation of teachers will be very high which will ultimately affect the

performance of teachers on which success or failure of any educational institution

depends the most. So it is often said that leadership behavior of the head in a school

influences the work motivation of teachers the most .So the present study will focus on

the exploring the role of leadership behavior of heads determining the level of work

motivation of teachers.

WORK MOTIVATION

In this globe every individual has different reasons behind every work. But all

citizens work because they attain something as a result of work. This something which

once obtains from work influences their motivation level and the superiority of their life.

Some people work for love, some work for satisfaction while some work for personal

fulfillment. Whatever ones personal reasons for working might be the most important

fact is that all work for money. Whatever it may be called compensation, salary, bonuses

and benefits etc. Money plays a very important role in every individuals life. Money

provides housing, gives children clothing and food, enables teens to their colleges and

allows enjoyment of activities.

The quality of the educational system depends on the quality of its teaching staff

and that a school without human resources may not to be able to achieve the goals and

objectives of the educational system. Adesina (2000) also noted that teachers are the

major indicators and determinants of quality education. Highly professional teachers,

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who are dedicated, are really needed in schools. The strength of an education system

largely depends upon the quality of the teachers. Teachers are arguably the most

important group of professionals for any nations future. Therefore, it is disturbing to

find that many of todays teachers are apathetic with their jobs. It is well known that

many teachers lose or fail to develop self-efficacy within educational settings (Dweck,

1999). In addition, needs satisfaction and motivation to work are very essential in the

lives of teachers because they form the fundamental reason for working in life. While

almost every teacher works in order to satisfy his or her needs in life, he or she

constantly agitates for need satisfaction. Job satisfaction in this context is the ability of

the teaching job to meet teachers needs and improve their job/teaching performance. It

is crucial to determine that what increases teachers motivation.

Many factors have been examined in attempt to find which ones promote teacher

motivation. Pay incentives alone have been found to be unsuccessful in increasing

motivation. Sylvia and Hutchinson (1985) confirmed that teacher motivation is based on

the freedom to try new ideas, achievement of appropriate responsibility levels, and

intrinsic work elements. The national policy on education has concluded that the

position of the teachers reflects the socio-cultural ethos of humanity. This is in the

context that today a teacher occupies a unique and significant place in any society.

Teacher work motivation is the willingness and strength both internally and

externally in any action or activity directed and diligently in order to achieve the teacher

job satisfaction and organizational goals that have been set, with the dimensions and

indicators: tenacity, the level of presence, responsibility, achievement, and

encouragement to achieve the goals of teachers in the works.

Work motivation enhances the quality of work. A highly motivated teacher

works hard to achieve the performance goals. Such a teacher will be highly productive.

Teachers job is to channelize the creative energies of students and inspire them to learn.

Teachers are not only professionals but they are regarded as leaders in their respective

communities. The word motivation has been used in two meanings, general

commitment and specific needs of a person. In the first sense work motivation would

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mean work satisfaction and commitment to work, which is the general meaning. In the

second sense, it would mean a particular kind of motivation which an individual derives

from working in an organization.

Work motivation of teachers plays a very essential role in schools. It is a process

that is used to encourage and inspire teachers to perform their jobs thoroughly .Work

motivation is a process that initiates and maintains goal directed performance. Teachers

work motivation naturally has to do with teachers attitude to work. It energies thinking,

colors our positive and negative emotional reactions towards work and life. Motivation

generates the mental effort that drives us to apply the knowledge and skills in the field.

Without motivation, even the most capable person will refuse to work hard. Finally;

motivation leads one to invest more or less cognitive effort to enhance both the quality

and quantity of ones work performance.

It is observed that motivation does not directly influence work presentation.

Apart from that, motivation leads one to use their specifics and skills and use it

effectively to their work place.

Classroom climate is important in teachers motivation. If a teacher experiences

the classroom as a safe, healthy, happy place with supportive resources and facilities for

teaching for optimal learning, he/she tensed to participate more than expected in the

process of management, administration and the overall improvement of the schools.

Teachers have both intrinsic and extrinsic needs. A teacher who is intrinsically

motivated may be observed to undertake a task for its own sake. On the other hand

extrinsically motivated teacher may perform the activity to obtain some reward such as

salary. Motivation is a psychological process. Motivational factors show the

competitiveness in the organization naturally, Collin (1998) shows that financial

incentives get people to do more of what they are doing. Motivation is not the only

explanation of behavior but also interacts and acts in a conjunction with other cognitive

processes. Motivation is the management process of influencing behavior used on the

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knowledge of what make. (Mahajan, 2012). Work motivation is that process which is

used to persuade and enthuse workers to perform their jobs thoroughly and well.

Work motivation is also accomplished through employees review where strong

points of employees performance and personalities are pointed out. Work motivation

enhances the quality of work. A highly motivated teacher works hard to achieve the

performance goals. Such a teacher will be highly productive. Teachers job is to

channelize the creative energies of students and inspire them to learn.(Irum,2012).There

are many factors which effect work motivation of an individual like personal social

factor, classroom environment, socio-economic status, students behavior, reward

incentives, self confidence, personality of teachers and relationship of the teachers with

their colleagues etc.(Alam,2011)

Engagement among staff members contribute towards the staff motivation and

sustainability of organization. Similar view point has been supported by George&

Sabhaoathy (2010) in his study on Work motivation of teachers and its relationship with

transformational and transactional leadership behavior of college principals. In this study

total sample of all the degree institutions teachers in many college of Bangalore city was

taken Results of the study indicated that there was a significant positive relationship

between work motivation of degree colleges teachers and leadership behavior of their

principal. There was a significant positive relationship between work motivation of

degree college teachers and transformational leadership behavior of their principals

similarly there was a significant difference in the work motivation of degree college

teachers as per differences in the leadership behavior of their principals. Degree college

teachers whose principals showed high leadership behavior were more motivated than

teachers whose principals showed low leadership behavior. There was a significant

difference in the work motivation of degree college teachers and the transactional

leadership behavior of their principals. There was a significant main effect of leadership

behavior of college principals on work motivation of degree college teachers.

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In enhancing the work motivation of teachers monetary as well as non monetary

factors in the form of challenging jobs also play very important role like a study

conducted by Mustafa, Othman (2010) states the effect of work motivation on teachers

work performance in Pekanbaru senior high school, Riau province, Indonesia. Results of

the study indicated that teachers work motivation of Pekanbaru State Senior High

School was in medium high level. It showed that teachers attitude to be successful in

their work was high. However, it is predicted that the teachers income was lower than

other profession which needs to be increased in order to enhance their level of work

motivation. The motivation of Pekanbaru State Senior High School teachers, although it

was in the satisfactory level, it needs to be improved in the future by holding various

activities, especially by the Ministry of Education and schools, to improve teachers

motivation and it must be done consistently to guarantee teachers educational quality in

line with more challenging education in the global era.

From the various studies it has been observed the females teachers are more

motivated to work than male teachers. Similar views have been supported by Saeed

(2012) in his study on work motivation of males and female secondary school teachers

in Karachi .In this study total sample of all secondary school teachers of Karachi was

taken. Result of the study indicated that female teachers are more motivated to work

than male teachers. This may be due to the fact that female teachers concentrate more on

their job without any external pressure. Moreover, female teachers are not facing the

financial burden of supporting the family as a compared to their male collogues. Male

secondary school teachers in most of the cases are the single bread earners for family.

They are looking for other options to enhance their income. It results into low level of on

job satisfaction. Similar view points given by Salamah (2014) in his study on work

motivation of primary stage teachers in Jordan. In this study total number sample of 312

participants was taken, out of which 156 was males and 156 was female participants.

Result of the study indicated that primary stage teachers in Jordan as a whole have

relatively good level of work motivation. Results indicated a significant difference in the

work motivation of male and female teacher. These results suggest that there was a

significant effect for gender on work motivation of the primary stage teachers.

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Specifically, results suggest that female teachers were found to be more motivated to

their work than male teachers. Suggesting that female teachers found that teaching

saturates their psychological needs and accommodates their role better than other jobs

Role of intrinsic motivation is more important than that of extrinsic motivation

as Mintrop, Ordens (2013) explored in the study about teacher work motivation in the

era of extrinsic incentives. The data set consisted of teacher and student surveys, lesson

observations, interviews with teachers and administrators, and lesson observations.

Results of the study indicated that, teachers perceive themselves to be more strongly

internally than externally motivated in their work, but this internal orientation does not

exclude them from valuing extrinsic rewards, prestige, and status. Second, the

relationship between work motivation and the pursuit of goals shows that in the three

schools precise goals are not strongly embraced by teachers. Diffuse commitments

prevail over precise goals. Third, the relationship between work motivation and work

behaviors (effort, persistence, and participation in learning) shows that effort and

persistence are correlated modestly with perceived difficulty of goals and a sense of

personal ownership of the work. Moreover, participation in learning activities is not

correlated with diffuse commitments, but more strongly associated with a goal setting

and feedback dynamic. Learning is especially strong when feedback signals or cues

competence. Overall, for further study bonus pay incentives in the three schools, we

seem to be dealing with two separate motivational force fields, one around internally

regulated diffuse commitments and effort; the other around goal setting and learning.

High wages and salaries play a very important role in deciding the level of work

motivation. Adjei, Musah (2013) concluded this term in his study on teacher motivation

in selected senior high school in the cape coast metropolis. 312 teachers from the four

schools are selected for research. Out of the total population of teachers, hundred and

twenty (120) teachers, 30 teachers from each school were sampled .Results of the study

highlighted that among the various motivational factors, high wages and salaries,

recognition for good work done and participation in decision making were considered to

be the most important factors that affect teacher motivation in the selected schools

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within the Cape Coast Metropolis. This could be attributed to the fact that, the current

prices of goods and services are very expensive and as a result, teachers would demand

high remuneration and salaries to take care of their families. This means that if teachers

are supplied with high wages and salaries and recognition for their excellent work done,

they will be highly motivated to work hard. This implies that teachers are motivated

when they see students achieving desirable results.

It is observed that there exists no significant interrelationship between the role

conflicts among secondary school teachers in relation to their work motivation. Similar

points have been supported by Sharma (2013) in the study on role conflict among

secondary school teachers in relation to their work motivation. In this study total sample

of 200 teachers including male and female teachers of government and private schools

of Ludhiana was taken. Results of the study indicated that there is no significant

interrelationship between role conflict among secondary school teachers and their work

motivation.

It has been found that organizational commitment of teachers is moderately

associated with their work motivation as gupta (2013) conducted a study to look at the

relationship among organization commitment, job satisfaction and work motivation of

secondary school teachers. With the total sample of 400 secondary school teachers.

Results of the study indicated that there is significant positive correlation between

organizational commitment and job satisfaction of teachers.

It is observed that in the teachers of high school teachers there is average level of

motivation towards work. Rakhi (2014) concluded study on motivation among high

school teachers. Total sample of 70 high school teachers from Ludhiana were taken.

Results of the study indicated that there is no significant difference in the level of

motivation of male and female high school teachers. Teachers working in govt. high

school were found to have high motivated on than private high school teachers.

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Teachers perceive themselves to be more strongly internally than externally

motivated in their work. Same points have been supported by mintrop et al (2013) in a

study on teachers work motivation in the era of extrinsic incentives: A descriptive study

of their charter school in the USA. Total sample of the study was all the teachers in three

schools. Results of the study indicated that that teachers perceive themselves to be more

strongly internally than externally motivated in their work but this internal orientation

does not exclude them from valuing extrinsic reward, prestige and status.

It is investigated that female teachers get easily motivated towards work as

compared to male teachers. Rashid (2011) conducted a study on managerial creativity

and work motivation of secondary school tribal teachers in relation to their occupational

self efficiency. Total sample of the study was 180 both gender of tribal teachers. Results

of the research indicated that there exists a major difference in decision-making

originality of secondary male and female tribal teachers. Teachers have a significant

difference in work motivation.

Organizational climate influences teachers work motivation. Similar view points

have been given by Ladyong (2014) in study on organizational climate and teachers

work motivation: a case study of selected schools in prachinburi, Thailand. Total sample

of the study was 480 teachers. Results of the indicated that teachers have high level of

motivation in their work.

It discovered that teachers emotional intelligence and work motivation influence

significantly the teachers productivity in the school. Similar view points have been

given by Muraina, Nyorere, Ojo (2014) in their study on Work Motivation and

emotional intelligence as a correlates of secondary school teachers productivity in south

western Nigeria. Total sample of the study was 900 participants, randomly selected from

secondary school teachers in three selected States in South-Western Nigeria. Results of

the study indicated that by and large, emotional intelligence and work motivation have a

great influence on the teachers productivity. There is hope that with the improvement of

teachers emotional intelligence and work motivation, the situation can be changed for

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better. It is very crucial to improve these factors so as to eradicate the persistent

occurrence of poor report of teachers productivity in Nigeria. By implication, teachers

productivity can be improved through high emotional intelligence and work motivation

in the school system.

It is observed that job satisfaction of teachers in school affected by teachers'

work motivation. Similar view points have been given by Riyadi.S (2015) in his study

on Effect of Work Motivation, Work Stress and Job Satisfaction on Teacher

Performance at Senior High School (SMA) Throughout the State Central Tapanuli,

Sumatera. Total sample of the study was all high school teachers throughout the State

Central Tapanuli totaling 471 people. Results of the study indicated that job satisfaction

of teachers in school districts throughout the State Central Tapanuli affected by work

stress. The performance of teachers in school districts throughout the State Central

Tapanuli affected by teachers' work motivation. The performance of teachers in school

districts throughout the State Central Tapanuli affected by work stress.

LEADERSHIP BEHAVIOR

Educational experts prove that effective leadership is important for successful

school improvement. The role of head of a secondary school bears a very significant

place in educational administration and supervision. In this era Leadership is an

overemphasized concept. The major cause for this is the boost of heads leadership day

by day and the school life is becoming more and more complex. Leaders assume a wide

range of roles to support school climate and student achievement. Leaders build the

entire school's capacity to improve. Many heads can serve as leaders among their school

teachers. The educators believe that leadership of heads is a potentially powerful

approach to promote successful, collaborative teaching practices in schools so that

school will work in a good manner and increase in students achievement, and create a

dynamic teaching profession for the 21st century. He remains solemnly responsible for

the all round development of the school plant. His capacities to grow the institute

through the comprehensive growth of teachers yield very wonderful results. Therefore

he must be well aware about his duty as an administrator. His skill to utilize the best

among his teachers paves way for excellent outcomes. His attitude towards his teachers

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reflects within the attitude of teachers towards the students in general and the entire

school plant in particular.

In the words of Jones (2000) leadership is a method in which an individual exerts

influence on other people and inspires, motivates and directs their actions to help reach

group or governmental goals. Apart from that Bendix (1966) thinks a leader should

acquire skills, perception, shape, technology, knowledge, memory, purpose, survival and

courage so that he can lead his clique with self-reliance and willpower. Leadership is an

integral part of management and plays a vital role in managerial operations. If there is

any single factor that differentiates between successful and unsuccessful organizations, it

could be considered as dynamic and effective leadership.

As leadership is considered very significant for improvement for individuals and

school performance, it has attracted the attention of researchers, theorists and

educational institutions, the role of principal as a leader has been a subject of

considerable debate and research in education. Changes in the education structure and

procedure from centralization to decentralization, education system allocate leaders to

use their power in organization administration. One of the core challenges of leaders is

how to successfully they develop their resources to motivate teachers and improve

teachers work value. India and aboard say that a principal plays the role of an academic

leader and administrative leader for a school. It is an experimental truth that the

effectiveness of a school is largely dependent upon its principal. His behavior has an

influence on the way a school functions.

The most crucial factor in any school is the leadership behavior of the principal

and the way through which the principal carries out his leadership behavior and how that

reflects the efficiency of school functioning. There are many factors which affect the

leadership behavior of the heads e.g. legal factor of the school, socio-economic

conditions and local educational concepts, work environment of the school, productivity

of the school in quantity and quality, creation of environment for the grooming of staff

members, Maximum utilization of human resources of the school. Leadership is the

driving force of an organization. It determines the quality and success of an

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organization. Leadership may be described as the totality of functions performed by

individuals and as group. Leadership is a organization is the quality of behavior of an

individual where he/she guides people and their activities into an organized effort. A

successful leader must possess certain basic traits necessary for motivating the

subordinates to improve results.

A highly kind leader is aware to his subordinates feelings and always tries to

make things pleasing for them. Leadership is all about influencing, motivating and

inspiring people to create vision and achieve it. In educational institutions, the principal

to be a good leader must have insight into the human problems and capacity to analyze

the emotional forces that motivate the conduct of the teachers and the students. The

principal is to create the culture of quality that touches even the smallest element,

processes and systems of an institution. A leader is one who leads others and is able to

carry individuals or a group towards the accomplishment of a common goal. He is able

to carry the followers with him, because the influences their behavior and he enjoys

some powers over them. Essentially leadership lies in influencing people to work for the

common goals.

Education is one of the factors affecting the physical and mental growth of an

individual. Today education is seen as a series of teaching, thinking, learning

experiences which serve to change students behavior in a specified desired manner. The

progress and prosperity of a country depends upon the quality of its citizens. The critical

measures of the quality of its citizens are the quality education provided to them. The

quality of education depends upon various factors. The teacher is, however, the most

important factor for quality improvement.

What makes an organization successful? Some management analysts believe that

the basic difference between a successful and an unsuccessful organization is its

leadership. Evidence (Schultz, 1982) exists that half of all new organization fails with in

the first two years and only one third survive five years. In most cases, the failures are

caused by poor leadership. Therefore, an organizations leaders are major determinants

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of its success or failure (Katzm Kahn, 1978). In other words, the successful

organization is one respect-the former are characterized by dynamic and effective

leadership (Hersey & Blanchard, 1977). Hence, leadership abilities are crucial skills

which must be learned and practiced to achieve organizational goals. They are the focus

of activity for principals through which the organizational objectives are accomplished.

Any organization consists of a set of people involved with different positions and

responsibilities working for the attainment of the pre-defined goals. There is a need for

an individual who can monitor the system, guide personnel, plan, organize and lead the

organizational activities toward sustainable development by achieving goals.

Leadership is a fundamental element of education. A great leader can motivate

entire community. A leader influence and he exemplifies in his own life and idea of

education. For the successful implementation of the educational programmer, the

classroom teacher, the headmaster, the supervisor and the administrator should assume

leadership role with full dedication. In a period of crisis and transition, the position of

the educational leader is more significant than any other factor. The task of the

educational leader is to become aware of the opportunities. Schools as the educational

organizations need some conditions to achieve their goals.

Although proper funding, adequate supervision, adequate educational facilities,

efficiency and effectiveness of teaching staff results into well developed education

system but the leadership behavior of the educational manager matters a lot in the

upliftment of standards of output. Leadership Behavior plays a very important role in

enhancing employee work motivation and performance. The quality of education in

schools and colleges is commonly to be influenced by the quality of leadership and

management styles of school leaders and education officials. The school administrator or

the educational leader is supposed to integrate ideas scientifically and creatively and also

mobilize time, materials and resources. Heads should also support the school

organization towards development and progress. On top of all this, school principals

should be able to direct their staff and teachers to recognize and perform their everyday

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jobs, functions and responsibilities for the education of children and, in the process make

them feel that they are getting satisfaction and fulfillment. They must be able to

influence the teachers to perform the tasks and functions without feeling coerces,

pressured or exploited; able to influence teachers to integrate their personal goals and

objectives with those of the school. Giving confidence, being adoptable, and taking risk,

being honest.

Leadership is the ability to gather individuals around some specific objectives by

motivating them to fulfill these objectives co-operatively. Leaders have some qualities

such as having vision, generating confidence, being adoptable, taking risk, being honest,

courageous and willing. Leadership is clearly becoming a more and more significant part

of a teachers professional life. However, this situation can only be constituted as a

result of the interaction between teachers and his/her students.

In general leadership behavior refers to how a leader structures the organization

which he/she leads using the leadership model that works. Similar points have been

supported by ekundayo (2000) in his study on principals leadership behavior as a

determinant of effectiveness of secondary school in Nigeria. In this study total sample of

all the teachers and principals of public secondary schools in South-West, Nigeria.

Results of the study indicated that the leadership behavior of the principals in

secondary schools in southwest Nigeria is very encouraging which depicts the

transformational leader. It was also concluded that the schools were effective in the

affective and the psychomotor domains but not effective in the cognitive domain. It was

recommended that school principals should not give up in their efforts in sustaining the

leadership behavior in the school system. It was also recommended that the government

and all the stakeholders in the secondary education system should also try to support the

tempo of the performance of the students in the affective and the psychomotor domains

while frantic efforts should be made at improving upon the level of cognitive

achievement of the students. High level of performance in the three domains of learning

is what the schools must strive to achieve.

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Generally it is found that each teacher perceives his or her principal uniquely. A

similar point has been given by Oluremi (2008) in his study on leadership behavior and

practice of a head teacher in an excellent school. Principals leadership behavior and

learning school culture in ekiti state secondary school. Results of the study indicated that

there were variations in teachers perception of their principals leadership behavior.

Each teacher perceived his or her principal uniquely. This is constituent with other

research (Hall & Lord 1995 that has contended that leadership is implicit in nature and

based on information processing of individuals. Individuals have different perceptions of

leadership and leaders because they have different implicit theories about leadership and

leaders and process and store information differently. In addition, the finding showed

that one to one relationship between a principal (leader) and individual teachers mainly

characterize leadership in schools. The study provided empirical support for

transformational leadership and one dimension of transactional leadership in schools.

Task focus, goal, excellence in teaching, task and performance instruction were

identified as dimension of school hearing cultures.

It is observed that heads behavior influence the academic achievement of students

Supurama (2010) is also supports this point in his study on leadership behavior of

secondary school head & academic achievement of students in mathematics in which it

was indicated that the product of learning that is many factors influenced the academic

achievement of students in mathematics at the secondary school level in the present

study it is observed that leadership behavior of the heads have made significant

contribution towards the academic achievement in mathematics. Similar views given by

Tatlah, Iqbal, Amin, Quraish (2014) in his study on the effect of leadership behavior of

principals on students academic achievement at secondary level which revealed that

there is effect of leadership behavior of principals on Students Academic Achievement

as described by them but according to the observers who were senior secondary school

teachers there was not any effect of principals leadership behavior on students academic

achievement. The achievement score of the students is equal to 736 in the result of

effect of leadership behavior of principals on students; academic achievement. Whereas,

the achievement score is 407 in result of the principals leadership behavior according to

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the opinion of the observers who were the senior secondary school teachers. Thus a huge

difference in achievement score equal to 329 has been noted and the same is also

supported by the significant difference in leadership behavior according to them and

according to the opinion of the observers.

Head plays very important role for the school improvement. So to observe this

factor Siguroardottir (2011) conducted a study on leadership behavior of a head teacher

in building school leadership capacity. Data was collected by observations, examination

of documents, semi-structured interviews, informal conversation and a survey.

Participants came from all sectors of the school community. Results of the study

indicated that the head teacher has the capacity needed, both to succeed in school

improvement and to build high school leadership capacity, and that he has taken actions

accordingly. It is clear that leadership capacity has grown, and the school has succeeded

in many improvement projects. His personal attributes and leadership behavior have

been of great importance in the process of developing leadership capacity at the school

and for general school improvement. The findings showed that the head teacher is still

rather personally important for the school improvement. The future level of leadership

capacity depends on how well he will manage to involve all groups and individuals in

the improvement work and delegate more leadership.

To determine leadership behavior of the heads gender does not play any

significant role. As Shalmani (2013) concludes in a study on influence of gender and

type of school on leadership behavior among school teachers on total sample of 434

primary school teachers were from primary schools which indicated that Male and

female teachers scored equally on leadership behavior. There is no significant

difference between male and female school teachers with reference to leadership

behavior.

There is a significant and negative relationship between paternalistic leadership

and work-related criticism. As a study by Cerit (2013) on the relationship between

paternalistic leadership and bulling behavior towards classroom teachers explored that

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the paternalistic leadership had a significant effect on work-related criticism, social

isolation, non-work-related criticism and attacks on attitudes and ethnicity. Yet,

paternalistic leadership had no significant impact on task pressures. According to these

results, paternalistic leadership was significant predictors of work-related criticism,

social isolation, non-work-related criticism and attacks on attitudes and ethnic. Primary

school principals performed paternalistic leadership behaviors was the midpoint of 3.0

on rating scale. The results showed that classroom teachers were the most ex- posed to

factor of task pressures, while they were the least exposed ton on-work-related criticism.

Correlation analysis indicated that there was a significant and negative relationship

between paternalistic leadership and work-related criticism, social isolation, non-work

related criticism and attacks on attitudes and ethnicity, while there was no significant

correlation between paternalistic leadership and task pressures.

It is observed that female heads of schools were high in interpersonal

leadership behavior than male heads of schools. Similar view points have been given by

Ntide (2014) in a study on Analyzing Gender Difference in Leadership Styles and

Behaviour of Heads of Schools in Tanzania. Total sample of the study was 222 public

primary schools from Kasulu district. Results of the study indicated that leadership

styles and behavior of male heads of schools were viewed as effective by most of the

respondents than leadership styles and behavior of female heads of schools. Most male

and female heads of schools displayed pleasing leadership styles and behavior,

leadership styles and behavior of female heads of schools were not fully appreciated.

There were variations in teachers perception of their principals leadership

behaviour. Olurem (2008) also concluded in study on principals leadership behavior

and school learning culture in Ekiti state secondary schools. Total sample of the study

was all secondary schools in Ekiti State. Results of the study indicated that individuals

have different perceptions of leadership and leaders because they have different implicit

theories about leadership and leaders and process and store information differently. Each

teacher perceived his or her principal uniquely.

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There exists no significant main effect and interaction effect between schools

under different managements and locale of school on Leadership Behavior. Similar view

points have been given by Sarvamanagala (2012) in his study on Influence of Leadership

Behavior on School Demographic Factors among Secondary School Teachers. Total

sample of the study was secondary school teachers, drawn from 99 high schools of

Hassan and Mysore districts. Results of the study indicated that there is no significant

effect of inter- action between schools under different managements and locale of school

on leadership behavior is retained.

It was found that heads belonging to rural areas perceive the administrative

problems more seriously than the school heads of urban areas. Same points have been

concluded by Bakshi (2013) in her study on leadership behavior and professional self

esteem of heads in relation to administrative problems in Himachal Pradesh. Total

sample of the study was 50 urban and 50 rural schools. Results of the study indicated

that due to lack of facilities in schools rural school were not functioning in a proper

manner. Environment is not suitable for learning. There is significant difference in the

perception of seriousness of administrative problems in the high leadership behavior and

low leadership behavior.

A majority of the teachers saw that their principal not showing enough interest in

their (teachers') welfare. Adeboyeje also found these results in a study on leadership

behavior of secondary school principal in ondo local government area, ondo state,

Nigeria. Total sample of the study was fifty-three secondary schools in Ondo LGA. .

Five teachers from each school were made respondents. So, in all, one hundred and

eighty teachers were involved. Results of the study indicated that there was no

significant relationship-between the dimensions of principals leadership behavior and

principals sex. There was a significant relationship between the dimensions of

principals' leadership behavior and principals' age. There was no significant relationship

between the dimensions of principals' leadership behavior and types of schools.

19

1.2 SIGNIFICANCE OF THE PROBLEM

The welfare and health of the employees in an institution are the most essentials

factors required for the effectiveness of the institution. When the employees feel stress-

free and happy, then they work better and do their jobs in a motivated way. The case is

also applicable for the people who are employed in any educational institution,

especially teachers and heads. Success of any institution largely depends on the

motivational level of its employees. Further this motivation level is determined by many

factors like personal, social factors, class room environment, socio economic status,

students behavior, self confidence/personality of teachers and relationship of teachers

with their colleagues. Out of these factors one is the leadership behavior of the heads.

Work motivation is closely interconnected with the leadership behavior of heads. Where

the leadership behavior of heads is ineffective; there even the best school programmes

are unable to produce effective results.

Positive leadership behavior of heads inspires the teachers to work in a motivated

way. Although few studies have been conducted on leadership behavior of heads. But

this variable has been studied with other variables like self concept, academic excellence

and mental health etc. Similarly work motivation has been studied with other variables

like organizational climate, salary system, professional commitment etc. But the

investigator yearns to explore more about the work motivation of teachers that too in

relation to leadership behavior of their heads. This research study was intended to

contribute to the understanding about the work motivation of secondary school teachers

in relation to leadership behavior of their heads. So keeping in mind the above

mentioned points the investigator resolved to undertake the present study.

1.3 STATEMENT OF THE PROBLEM

The present study was an effort on the part of investigator to find out the

relationship of work motivation of secondary school teachers with the leadership

behavior of their heads. Therefore the present study is entitled as WORK

MOTIVATION AMONG SECONDARY SCHOOL TEACHERS IN RELATION TO

LEADERSHIP BEHAVIOR OF THEIR HEADS.

20

I.4 OPERATIONAL DEFINITIONS OF THE TERMS USED

WORK MOTIVATION

Work motivation is the activation of goal directed behavior which can be

intrinsic as well as extrinsic in nature.

LEADERSHIP BEHAVIOR

Leadership entails the set of characteristics that make a good Leader. Leadership

is the ability to gather individual around some specific motives. It means how a person

structures the organization which he/she lead using the leadership model for the work.

1.5 OBJECTIVES

I. To study work motivation of secondary school teachers

II. To study leadership behavior of secondary school heads

III. To find out difference in work motivation among male and female secondary

school teachers.

IV. To find out difference in leadership behavior among male and female secondary

school Heads.

V. To find out difference in level of Work Motivation of teachers with respect to

Leadership Behavior of their heads

1.6 HYPOTHSES

I. There exists no significant difference in work motivation among male and female

secondary school teachers.

II. There exists no significant difference in leadership behavior among male and

female secondary school heads.

III. There exists no difference in level of work motivation of teachers with respect to

leadership behavior of their heads.

1.7 DELIMITATIONS OF THE STUDY

I. The study was delimited to male and female teachers of kapurthala district only.

II. The sample comprised of only 100 teachers and 30 heads of secondary schools.

21

CHAPTER-II

METHODOLOGY

Research methodology is a process of systematically solving the research

problem. It is the science of the study which deals with the research to be is carried out

carefully. It involves the study of various techniques being used by the researcher in the

research problem. In order to realize the objective of the study, a systematic plan for

work is essential for solving the problem. This chapter deals with the method and

procedure keeping in view the objective and hypotheses of the study. This implies that it

is necessary for the researcher to select, design and employ the methodology according

to the problem.

Research method is a set of strategies and principles applied to execute a

particular study. It involves systematic procedures, tools and techniques to tackle with

the research work in a scientific and valid manner. It describes the source of data and

provides information about the tool to be used for data collection, analysis of the data,

interpreting results and to provide conclusion. The selection of the method and specific

design within that method depends upon the nature of the problem and research

hypotheses, and a kind of data that the problem entails. Keeping in the view the research

problem, objective and research hypotheses, the descriptive survey method was used by

the researcher for the present study.

2.1 RESEARCH METHOD

Descriptive research method is designed to obtain pertinent and precise

information and concerning the current status and to draw valid conclusions. So by

keeping in mind the nature of the study descriptive survey method was used by the

researcher in the present study.

22

2.2 SAMPLING

A sampling is a finite part of a statistical population whose properties are studied

to gain information about the whole. When dealing with people, it can be defined as a

set of people selected from a large population for the purpose of the survey. It is a group

of people, persons, objects or items from which samples are taken for measurement.

Purpose of this sampling is to draw conclusions about populations from sample. In the

present study the sample frame comprised of secondary school teachers and heads of

karputhhala district. The study was conducted on 100 teachers including male and

female and 30 heads including males and females .Considering the nature of data,

Stratified random sampling technique was used to collect data. . Stratified sampling

means when the investigator divides his population into different strata by some

characteristic like gender male and female, socio-economic status, or on the basis of like

residence like rural and urban people. The main reward of the sampling technique is that

it gives equal chances to entire population to be included in the sample. Apart from that

sampling frame comprises of a list of the items or people forming a population from

which a sample is taken. Basically, a sampling frame is a complete list of all the

members of the population that we wish to study.

Table 2.1 Showing List of Schools

Sr.No. Name of Schools Area

1 Govt. Girls Senior Secondary

School

Banga Road, Phagwara

2 S. G. H. Kh. Senior Secondary

School

Palahi

3 New B.C.S. Senior secondary

School

B.C.S. Street, Near Basra Palace, Phagwara

4 National Model School Onkar Nagar, Khothran Road, Near J.C.T. Mill

5 Arya Mode Senior Secondary

School

Phagwara

23

6 Govt. High school Hadiabad

7 Govt. High School Maheru

8 Shri Guru Ravidass Model

School

Pandwa

9 G.R.D. College For Women Hoshiarpur Road, Phagwara

10 S.G.H. Public School Palahi

11 S. D. Putri Pathshala Hadiabad

12 Govt. Senior Secondary School Atholi

13 Shri Guru Ram Rai Public

School

Hoshiarpur Road, Phagwara

14 Govt. Senior Secondary School Jagatpur Jatta

15 Sant Dass Public School Urban Estate, Phagwara

16 Saffron Public School Khothran

17 Lord Mahavir Jain Public School Shaheed Bhagat Singh Nagar, Hoshairpur

Road, Phagwara

18 Ayra High School Jalandhar Road, Phagwara

19 Holy Child Public School Phagwara

20 Brilliant Public School Shiv Puri

21 Govt. Senior Secondary School Mouli

22 Sartaj Public School Phagwara

23 Govt. Kanya High School Chachuki

24

24 Govt. Senior SecondarySchool Nagal Majja

25 Shri Guru Harkrishan Public

School

Harkrishan Nagar

26 T. W. E. I. Senior Secondary

School

Sham Nagar, Phagwara

27 Kamla Nehru Public School Phagwara

28 Govt. Senior Secondary School Rani Pur

29 Govt. Senior Secondary School Bhanuki

30 New Public High School Phagwara

Fig: - 2.1 Distribution of Sample

50 MALE

TEACHERS

50 FEMALE

TEACHERS

100 TEACHERS

25

Fig 2.2 Distribution of Sample of Heads

2.3 TOOLS

Research tool can be defined as the instrument in the hands of researcher to

measure what they intent to in their study. There are different tools for collecting

information from the participants. The selection of the appropriate tool is guided by the

purpose of the study and the characteristic of the sample. In the present study following

tools have been selected by the investigator.

I. Work Motivation Scale by Aggarwal.K.G, (1997).

II. Leader Behavior Scale by Hinger.Asha ,(2004).

2.3.1 WORK MOTIVATION QUESTIONNAIRE

Work motivation is the activation of goal directed behavior which can be

intrinsic as well as extrinsic in nature. Motivation can be defined in terms of a set of

independent/dependent variable that explain the direction, aptitude/and persistence of

an individual behavior holding constant effects of aptitude, skill and understanding of

the task, and the constrains operating in the environment. There are 30 items in work

motivation questionnaire. There are five options as a, b, c, d,e. This test measures the

level of work motivation. This test comprises many items pertaing to pay, rest, work,

decision, benefits, and choices of change.

Following are the dimensions of Work Motivation:-

I. Dependence

15 MALE 15 FEMALE

30 HEADS

26

II. Organizational Orientation

III. Work Group Relations

IV. Intrinsic Motivation

V. Material Incentives

2.3.1.1 VALIDITY

Face validity- Face validity was computed by circulating the questionnaire

among 22 judges who were all practicing psychologists. Using a 5-point scale Judes

rated 24 items. Items related to organizations image having poor rating were dropped.

One item has four parts. Thus the work motivation questionnaire has 26 items.

Item Validity-In order to find out the item validity, item correlations with total

work motivation score were computed. All the items had high coefficient of correlation

with the total score significant beyond 1% level of confidence.

Factorial validity-In order to find out the factorial validity, all the items were

factor analyzed using principle component method.

2.3.1.2 RELIABILITY

Internal consistency of the instrument was found out by Spilt half method. The

reliability co-efficient by Spearman Brown formula was very high.

2.3.1.3 SCORING PROCEDURE

All the items are rated on five points scale. All the items are summated scoring is

done by assigning 5 to the most positive response and 1 to the extreme negative

response. So in this way scores 5, 4, 3, 2, 1 were given to each item respectively.

Table 2.2 Scoring of Work Motivation

Sr.No. Alternative Scheme Scores

1. (a) Measures work motivation fully 5

2. (b) Measures work motivation to a great

extent

4

3. (c) Measures work motivation to some extent 3

4. (d) Measure work motivation to a little 2

5. (e) Does not measure work motivation 1

27

2.3.2 LEADERSHIP BEHAVIOR SCALE

Leadership behavior scale intends to measure various dimensions of

leaders behavior effectiveness focusing on positive and constructive dimensions

subsequently A6 dimensional scale comprising thirty items is developed.

These dimensions are:-

I. Emotional Stabilizer-Capable of providing emotional stability to ones

employees, motivating and energizing them to overcome major socio economic

hurdles.

II. Team Builder-Able to have proper alliance, with clear communication

with members of the team so as to motivate them to work for a vision with

dedication, must also entertain multiple perspective by appreciating, converging

and diverging viewpoints for better achievement.

III. Performance Extractor-Shows concern for the accomplishing of tasks in

stipulated time by instituting strategies that are adaptable to change for

enhancing overall organizational performance.

IV. Potential Extractor-Focuses on development and utilization of skills and

abilities of individuals. The capabilities of a leader would lie in exploring and

channelizing the latent potentialities in a proper manner so that their fuller

utilization is ensured.

V. Socially Intelligence- Develops relationship based on empathy, support,

challenge and respect with successive personal transformations according to

opportunities and situations.

VI. Value Inculcator- The inculcation of value promotes axiological

potentials in the organization by percolating competencies down the various

levels of organization.

. This scale consists of 30 items, in which 24 items are positive and 6

items are negative. It can be administered to higher and middle level male and female

executives of private and public sector undertakings. The steps taken in the development

of scale are well elaborated in the headings of validity and reliability.

28

The scale comprises of 30 items having five alternative answers viz,

always, usually, sometimes, rarely, and never. The subject is asked to choose an

alternative for each item, which best characterizes his/her behavior.

2.3.2.1 VALIDITY

Construct Validity- It is determined by the extent or degree to which the items making

up a test both individual and collectively are true measures of the construct or process is

being tested.

Factorial Validity- Factorial validity of a test as determined by correlating the test with

a factor isolated by factor analysis.

2.3.2.2 RELIABILITY

In the beginning items were selected and they were given to the experts in

the area of management, human resources, administration, banking, non government

organizations and others. Besides, working leader in the public and private sectors were

also selected as experts.

2.3.2.3 SCORING

The answers of the respondents given in terms of five categories viz, always, usually,

sometimes, rarely and never are assigned scores 5,4,3,2, and 1 respectively, and

items(6,16,21,25 and 26) are to be scored in reverse order i.e.(1for 5,2,for 4,3,for 3,

4for2 and 5 for 1).

Table 2.3 Different Dimensions with Items

Sr. No. Dimension of LBS Items Specify Item No.

1. ES 1,7,13,19,25 5

2. TB 2,8,14,20,26 5

3. PO 3,9,15,21,27 5

4. PE 4,10,16,22,28 5

5. SI 5,11,17,23,29 5

6. VI 6,12,18,24,30 5

Total Items 30

29

2.4 PROCEDURE

In order to conduct the present study, data was collected from secondary school

teachers and heads from kapurthala district of Punjab. As it was difficult to collect data

from all schools due to paucity of time so investigator selected few schools from which

data was collected. While administrating the tests, proper supervision has been done in

order to collect the relevant data. The researcher personal visited the different schools

involved in the present.. First of all researcher met the principal of the school.

Researcher requested to the principal and orientation them regarding the purpose behind

their particular research. Researcher promised that whatever data will be collected from

their school it will be kept confidential.

After the collection of the data, it was tabulated as per objectives of the study.

The scores thus obtained were statistically treate.

2.5 STATISTICAL TECHNIQUES

Analysis of data means studying the organized material in order to discover

inherent facts. The data is studied from a many angles so as to explore unrevealed facts.

Analysis requires an alert, Flexible and open mind approach. In the present study the

investigator computed mean, median, SD t-value and percentages to test the hypotheses

in order to arrive at the conclusion.

30

CHAPTER III

ANALYSIS AND INTERPRETATION

The proceeding chapters of the study generally dealt with the theoretical

orientation of the problem as well as review of the related literature and methodology

study has mainly covered sampling, description of tools, and statistical techniques,

which were used to explore the data. The present chapter highlights the results,

discussion, interpretation and recommendations of the study.

The explanation of results and its interpretation is considered to be the mainly

vital part of the research as it verifies the hypotheses and thus leads to the final

conclusion of the study. In this chapter collected data has been tabulated and subjected

to statistical analysis. After the analysis the result were interpreted.

The present study was conducted to evaluate Work Motivation among secondary

school teachers in relation to Leadership Behavior of their heads. On the basis of the

results hypotheses were tested and conclusions were drawn.

3.1 Results pertaining to difference in Work Motivation among Male and Female of

Secondary School Teachers

Hypotheses: 1 There exists no significant difference in Work Motivation among Male

and Female secondary School Teachers.

One of the objectives of the present study was to find out the difference in work

motivation of male and female secondary school teachers. For this purpose standardized

questionnaire pertaining to Work Motivation was administrated on 100 teachers

including fifty male and fifty female teachers and their mean, standard deviation and t-

test was computed. The results have been shown in the under mentioned table.

31

Table 3.1 Showing Means Scores, SD, t-value of Work Motivation among Male

and Female Teachers

Gender N M S.D t-value Remarks

Male 50 100.56 13.28 0.52 Insignificant

Female 50 99.12 24.24

Graph: 3.1 Showing Mean and SD value of Male and Female Teachers

regarding Work Motivation

INTERPRETATION

It is the evident from the above mentioned table that the mean score for work

motivation of male and female teachers came out to be 100.56 and 99.12 respectively.

SD value came out to be 13.28 and 24.24 respectively. The calculated t-value for

difference in work motivation of male and female teachers came out as 0.52 whereas the

32

table value is found out to be 1.98 and 2.62 at 0.05 and 0.01 level of significance. As

calculated value is smaller than table value, hence the hypothesis i.e. there exists no

significant difference in work motivation of male and female secondary school teachers

is accepted.

This shows that there exists no significant difference in work motivation of male

and female secondary School teachers. Results reveal that gender does not play any

significant role in determining work motivation among teachers. Similar results have

been found in study conducted by Rakhi (2014) regarding work motivation among high

school teachers in which no significant difference was found in the level of motivation

among male and female high school teachers. The researcher is of the view that such

results came out because in this era both male and female teachers are highly motivated

towards their work. Now days there is a cut throat competition . Everyone wants to excel

in their respective jobs irrespective of their gender considerations.

3.2 Results Pertaining to Difference in Leadership Behavior among Male and

Female of Secondary School Heads.

Hypotheses: 2 There exists no significant difference in Work Motivation of Male and

Female secondary School Teachers

One of the objective of the present study was to find out the difference in

Leadership Behavior among Male and Female Heads of Secondary School. The results

have been presented in the under mentioned table.

Table 3.2 Showing Mean Score, SD and t-value of Leadership Behavior among

Male and Female Heads

Gender N M SD t-value Remarks

Male 15 127.26 9.54 0.056 Insignificant

Female 15 127.06 9.91

33

Graph: 3.2 Showing Mean and SD value of Male and Female Heads

regarding Leadership Behavior

INTERPRETATION

It is the evident from the above mentioned table that the mean score for

Leadership Behavior of male and female school heads of secondary school found out to

be 127.26 and 127.06 respectively. SD value came out to be 9.54 and 9.51 respectively.

The calculated t-value for the leadership behavior of male and female heads came out as

0.056 whereas the table value is found out to be 2.04 and 2.76 at 0.05 and 0.01 level of

significance. As calculated value is smaller than table value, hence the hypothesis i.e.

there exists no significant difference in leadership behavior of male and female

secondary school heads is accepted.

This shows that there exists no significant difference in leadership behavior

among male and female secondary school heads. The researcher is of the view that such

results came out because gender does not play a significant role in leadership behavior

of heads. Similar results have been found in study by Shalmani (2013) regarding

34

influence of gender and type of school on leadership behavior among school teachers.

Results clearly show that there is no significant difference between male and female

school teachers with reference to leadership behavior. The researcher is of the view that

such results came out because male and female heads equally manage their school in a

proper way. They also contribute in similar way towards development and progress of

school. They influence the teachers to do their tasks without any force and their staff to

identify and perform their everyday jobs, functions and duty towards the education of

children. Both male and female heads puts equal efforts to create a suitable environment

for effective learning.

3.3 Results pertaining to Difference in Level of Work Motivation of Teachers and

with respect of Leadership Behavior of their Head of Secondary School.

Hypothesis: 3 There exists no difference in level of Work Motivation of Teachers with

respect to Leadership Behavior of their heads.

One of the objectives of the present study was to find out the difference in the

level of Work Motivation of Teachers with respect to Leadership Behavior of their

Heads. For this the investigator applied concerned tests. Results were obtained and data

was tabulated to subjected to statistical analysis.

Table 3.3 Showing Different Categories of Leadership Behavior of Heads

Leadership Behavior No. of Heads

High 11

Average 13

Low 6

35

Graph 3.3 Showing Different kinds of Leadership Behavior of Heads of Secondary

Schools

INTERPRETATION

From Table 3.3, it can be traced out that out that 30 Heads are converted into 100%.

Total percentage of Heads of different secondary schools 37% of heads are having High

leadership Behavior, 20% heads falls in low leadership behavior whereas majority of

heads i.e. 43% falls in average category of leadership behavior.

Table 3.4 Showing No. of Teachers Falling in Different Categories of Work

Motivation

Work Motivation of Teachers No. of Teachers

High 30

Average 47

Low 23

36

Graph 3.4 Showing No. of Teachers Falling in Different Categories of Work

Motivation

INTERPRETATION

From Graph 3.4 it can be found that out of total percentage of teachers of different

secondary schools , 30% of teachers are having High Work Motivation Level, 47%

teachers fall in average work motivational category and 23 % of teachers have low

work Motivation.

37

Graph: 3.5 Level of Work Motivation of Teachers under High Leadership

Behavior of Heads

INTERPRETATION

The pie chart shows that under the high Leadership Behavior of Heads, 39% teachers

are fall in high category of work motivation, 39% teachers fall in average work

motivation categort and 22% teachers had low level of Work Motivation

38

Graph:3.6 Level of Work Motivation of Teachers under Average Leadership

Behavior of Heads

INTERPRETATION

The pie chart shows that under the average Leadership Behavior of Heads, 24%

teachers are fall in high work motivation category, 57% teachers fall in average work

motivation category and remaining 19% teachers had low level of Work Motivation.

39

Graph: 3.7 Level of Work Motivation of Teachers under Low Leadership

Behavior of Heads

INTERPRETATION

The pie chart shows that under the low Leadership Behavior of Heads, 27% teachers fall

in high work motivation category , 41% teachers are fall in average work motivation

category whereas 32% teachers fall in low level of Work Motivation.

Table 3.5 Showing the Level of Work Motivation of Teachers as per the Leadership

Behavior of Heads

Level of Work Motivation of Teachers

Type of Leadership Behavior of Heads

High Work Motivation

Average Work Motivation

Low Work Motivation

High 14% 14% 8%

Average 10% 24% 8%

Low 6% 7% 9%

40

INTERPRETATION`

The above mentioned table shows the percentage of Work Motivation of teachers and

the Leadership Behavior of their heads. It shows that the leadership behavior of heads is

divided into three categories like high, average and low. Out of 30 heads , the leadership

behavior of 11 heads are high, 13 heads fall in average category and the 6 heads

pertained to low leadership behavior.

Apart from this, from the table it is clearly evident that maximum no. of

teachers i.e. 24% fall in average work motivation category and these very teachers work

under the headship of teachers who have average leadership behavior. Similarly 14% of

teachers out of total sample of teachers fall in the category of High work motivation

category whose heads leadership behavior is found out to be of high leadership

behavior category. If one has close look at the data then it can be easily interpreted that

out of total population of teachers working under the headship of heads with low

leadership behavior, maximum i.e. 9% fall in the category of low work motivation level.

So it can be easily seen that there lies a differentiation in the level of work

motivation of teachers as per the leadership behavior of their heads. Hence the

hypothesis that there exist no difference in the level of work motivation of teachers with

respect to leadership behavior of their heads is not accepted. It is the responsibility of

heads to encourage the teachers to do their duties in a proper manner.

41

CHAPTER IV

CONCLUSIONS, RECOMMENDATIONS, SUGGESTIONS FOR

THE FURTHER STUDY

4.1 CONCLUSIONS

Interpretation of the data is the final step of research and it demands critical and logical

thinking in summarizing the findings of the study and comparing them with the

hypotheses formulated in the beginning. Conclusions are essential for an investigation as

they provide a finishing touch and critical review of the entire work. In the present study

the investigator has tried to find out the Work Motivation among secondary school

teachers in relative to Leadership Behavior of their heads. On the basis of analysis and

interpretation of data, following conclusions were drawn.

The hypothesis that there exists no significant difference in work motivation of

male and female secondary school teachers is accepted. This shows that gender

does not play a significant role in work motivation. Both male and female

teachers help students to transform students into better intellectual human beings.

The hypothesis that there exists no significant difference in leadership behavior

of male and female secondary school heads is accepted. It is revealed that gender

does not play any important role in determining leadership behavior among

heads. Male and female heads equally manage their school in a proper way.

Both male and female heads create a cordial environment in school.

The hypothesis that there exists no difference in level of Work Motivation of

teachers with respect to leadership behavior of their heads is not accepted as data

reveals that the level of work motivation of teachers is corresponding to

leadership style of their heads.

42

4.2 RECOMMENDATIONS

The hypothesis that there exists no significant difference in work motivation of

male and female secondary School teachers is accepted. But as per the data the mean

score of male is higher than that of female. It shows that there is low work motivation in

women. Although difference is not significant yet it lies so it is the responsibility of

government to frame such type of policies which will be beneficial for female teachers

so as to enhance their motivation towards work. In the process of policy making, women

teachers should also be involved. There is a need to provide conducive learning

atmosphere for teachers. Teachers especially women teachers should be sent on

conferences, seminars and workshops. It will upgrade their skills as well as motivate

them to work even harder.

The hypothesis that there exists no significant difference in leadership behavior

of male and female secondary school heads has been accepted. In this hypothesis the

mean score of male heads found to be higher than that of female heads. It is revealed

that the leadership behavior is not found to be effective in female heads as compared to

male heads. Time to time seminars, conferences, and workshops should be conducted by

the government for female heads so that they would update their knowledge. In service

training should also be provided to such heads.

Similarly results show that the level of work motivation in teachers is as per the

leadership behavior of heads, so there is requirement that heads should posses effective

high leadership behavior only then they will be in position to enhance motivation level

of teachers working under them.

4.3 LIMITATIONS

Research has forever several limitation. This is specially true in the case of

investigate studies because at the time of data collection, any individual may try to

conceal his/her negative aspects. The researcher considered the following

limitations in the present study.

43

The present study was conducted on the sample of 100 teachers and 30

heads only. This sample is too small in size.

The data was collected mainly from the Karputhhala district only.

4.4 SUGGESTIONS FOR FURTHER STUDY

Research is never ending procedure. Every investigator after completing his/her

piece of research inevitably become conscious of research in which further research is

needed and naturally feels motivated to indicate area which may be taken up for research

by other investigator With the experience in the ground of study the researcher suggests

the following suggestions for further research:-

The present study can be conducted on a large sample for getting a reliable

result.

The Work Motivation of teachers may be studied with other variables such as

professional commitment, role conflict and job satisfaction etc.

The Leadership Behavior of teachers may be studied with other variables such as

academic achievement, job satisfaction, Teacher Commitment to Organizational

Values, work stress etc.