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THE NEED OF GOOD GOVERNANCE TO IMPROVE MANAGEMENT SYSTEM
IN PUBLIC SECTOR COLLEGES OF THE SINDH PROVINCE
BY:
TA R IQU E BH A TTI
THESIS SUBMITTED TO UNIVERSITY OF SINDH FOR
FULFILMENT OF THE REQUIREMENT FOR THE DEGREE OF
DOCTOR OF PHILOSOPHY (PH.D) IN EDUCATION
DEPARTMENT OF PSYCHOLOGICAL TESTING, GUIDANCE AND
RESEARCH, FACULTY OF EDUCATION ELSA KAZI CAMPUS
UNIVERSITY OF SINDH HYDERABAD
2014
ii
CERTIFICATE
It is certified that Mr. Tarique Bhatti has carried out his research work on the topic “THE
NEED OF GOOD GOVERNANCE TO IMPROVE MANAGEMENT SYSTEM IN
PUBLIC SECTOR COLLEGES OF THE SINDH PROVINCE “under my supervision.
His work is original, innovative and thesis is worthy of presentation to the University of
Sindh for the award of the degree of Doctor of Philosophy in Education.
Signature
Prof. Dr. Parveen Munshi
Guide / Supervisor
iii
ACKNOWLEDGEMENT
All praises are for almighty Allah, who guides us in darkness and helps in difficulties. All
respects for His Holy Prophet Hazrat Muhammad (PBUH) who enables us to recognize our
creator.
It is, indeed, a great honor for me to express my deep sense of grati tude to my learned
research supervisor Prof. Dr. Parveen Munshi, Faculty of Education University of Sindh,
for her constant guidance and encouragement in the completion of this research.
I am thankful to my respectable father and mother for their sincere prayers and full support
during this research work.
I am thankful to my uncle Prof. Abdul Razaq Bhatti for his support and encouragement.
I am also very thankful to my well wisher friend Mr.Wajid Ali, Lecturer HAH Govt, Degree
College Liyari , Karachi, Sindh for his valuable cooperation.
I am also thankful to Mr. Zeeshan Haider Bhatti, Computer Operator, Faculty of Education
for his help and cooperation.
I offer my thanks to Regional Directors, Principals, Teachers, Students and representatives of
college teachers association for their kind cooperation in data collection for this research
work.
I am also thankful to all those friends and colleagues who supported and encouraged me to
complete this research work.
Tarique Bhatti
Ph.D. Scholar
iv
LIST OF ABBREVIATIONS AND ACRONYMS
APEAM
B.Ed
DPI
DG
EMIS
GoP
HDI
HEC
HSC
ICTs
MoE
M.Phil
M.Ed
NEP
NAHE
Ph. D.
RD
SSC
UNDP
WB
Academy of Educational Planning and Management
Bachelor of Education
Director of Public Instructions
Director General
Educational Management and Information System
Government of Pakistan
Human Development Index
Higher Education Commission
Higher Secondary Certificate
Information Communication Technologies
Ministry of Education
Master of Philosophy
Master of Education
National Education Policy
National Academy of Higher Education
Doctor of Philosophy
Regional Director
Secondary School Certificate
United Nations Development Program
World Bank
v
ABSTRACT
TOPIC: THE NEED OF GOOD GOVERNANCE TO IMPROVE MANAGEMENT
SYSTEM IN PUBLIC SECTOR COLLEGES OF THE SINDH PROVINCE
The study looked into a descriptive research to evaluate the existing management
system of the Public Sector Colleges in the Province of Sindh and need to establish Good
Governance. This study is concerned to identify the problems which are being faced by the
existing management and governance system and forward suggestions to overcome the
governance problems through the establishment of good governance. Data for the study was
collected through questionnaires. Main objectives of the study were; to evaluate the present
structure and functioning of the management, to assess the weakness and strengths of present
management system and to assess the efficiency and performance of provincial bureaucracy
teachers and students of public sector colleges in Sindh province, Pakistan
To achieve these objectives, the researcher has analyzed and synthesized the data for testing
the designed hypotheses. After analysis of related literature five questionnaires were designed
and administrated among the sample of principals, teachers, students, parents and provincial
managers. The researcher surveyed the public sector colleges of the province, regional directorates,
and secretary’s offices. Chi-square was applied to compare the perceptions of the respondents and
to test the null hypotheses. On the basis of findings conclusions were drawn. The principals were
found deficient in the skills of management, computer Skills, planning, and decision-making,
delegation of authority, human relationships, and team building. Provincial bureaucracy does
not cooperate with principals and does not delegate powers to them. Shortage of staff, not
only in teaching faculty but also in other staff was reported by most of the principals.
Political interference, nepotism culture and corruption are common in public sector colleges.
Teachers are not provided training facilities and their problems are not solved by high-ups.
Students are not provided required facilities like financial support and incentives, library and
lab facilities, curricular and co-curricular activities. Parents and community participation and
role in college management are also missing. The research study recommended that the
policies and plans for the development and improvement of public sector colleges should be
clear and viable. It is the need of time that the college level educational institutions should be
vi
strengthened and run completely following the rules and regulations. The public
representatives and politicians should not interfere in the college administration. Intensive
trainings in management and supervision to principals and teaching methodology trainings to
the teachers should be provided. Authority should be decentralized and principals should be
given more powers. The collaboration and coordination between institutions, regional offices
and provincial offices should be made effective. Students should be provided all necessary
facilities like good and well equipped libraries, laboratories and computer labs. Curricular
and co-curricular activities should be organized frequently in the colleges. Parents and
community should be given due role in college affairs. Merit and transparency in all matters
should be ensured.
vii
TABLE OF CONTENTS
Chapter/No. Topic Page
Title page i
Certificate ii
Acknowledgements iii
Abbreviations iv
Abstract v
Table of Content vii
CHAPTER NO.1 INTRODUCTION 1
1.1 Background of the Problem 1
1.1.1 Problems confronted by Colleges in Province of Sindh 4
1.1.2 Present Situation 4
1.2 Statement of the Problem 4
1.3 Objectives of the Study 5
1.4 Research Hypotheses 6
1.5 Delimitation of Study 7
1.6 Significance of the Study 7
1.7 Definitions 8
CHAPTER NO.2 Review of Literature 9
2.1 Management 9
2.1.1 Meaning & Definition of Management 9
2.2 Concept of Management in Education 10
2.2.1 Objectives of Educational Management 10
2.2.2 Scope of Educational Management 11
2.2.3 Scope of Educational Management within the institution 11
2.3 Functions of Educational Management 11
2.3.1 Planning 11
2.3.2 Organizing 11
2.3.3 Reporting 12
2.3.4 Budgeting 12
2.3.5 Decision Making 13
2.3.6 Stimulating 13
2.3.7 Communicating 13
2.3.8 Sharing of Powers and Authority 14
2.3.9 Audit 14
2.3.10 Human Relation 14
viii
2.3.11 Motivation 14
2.3.12 Organizational Goal Setting 15
2.3.13 Rules and Regulations 15
2.3.14 Problem Solve 15
2.3.15 Team Work 15
2.3.16 Use of Technology 16
2.3.17 Coordinating and Cooperation 16
2.4 Province of Sindh Pakistan 16
2.4.1 Historical Background 17
2.5 System of Education in the Province 17
2.6 Management System of Public Sector Colleges in the Province of Sindh 18
2.6.1 College Management Offices and Authorities 18
2.7 Organizational Charts 18
2.7.1 Organizational Structure of Provincial Department 18
2.7.2 (a) Organizational Structure of Regional Level 19
(b) Organizational Structure of Institutional Level 19
2.7.3 Set up at Provincial Level 20
2.7.3.1 Secretary Education 20
2.7.3.2 Director General Colleges 20
2.7.3.3 Functions of Director General and Regional Director Colleges 20
2.8 The Management System at Institutional Level 21
2.8.1 Principal 21
2.8.1.1 Qualities of Good Principal 21
2.8.1.2 High Character 21
2.8.1.3 Politeness and Culture 21
2.8.1.4 Administrative Capacity 22
2.8.1.5 Professional Knowledge 22
2.8.1.6 Efficiency in Work 22
2.9 Effective Management of the Colleges 23
2.9.1 Duties, Functions and Responsibilities of the Principal 23
2.9.1.1 Planning 24
2.9.1.2 Planning Before Opening of the Institutions 25
2.9.1.3 Organizing and Administrating 26
2.9.1.4 Supervision and Guiding 27
2.10 Governance 27
2.11 Bad Governance 28
ix
2.12 Good Governance 28
2.12.1 Pre-requisites for Good Governance 29
2.12.2 Good Governance Practices 29
2.13 Good Governance and Educational Organization 29
2.14 Good Governance and Management System of Public Sector Colleges 30
2.15 Related Studies 31
2.15.2 International Level 31
2.15.1 National Level 32
2.16 Policy Statements regarding the structure of the Educational Management
in Pakistan
34
CHAPTER NO. 3 Research Methodology 37
3.1 Research Design
3.2 Population of the study 37
3.3 Sampling of the Study 38
3.4 Research Instruments 40
3.4.1 Pilot Testing 41
3.4.2 Results of the Pilot Study 41
3.4 Data Collection 42
3.4.1 Data Analysis 42
3.4.2 Why Chi-Square 42
3.4.3 Step for Chi-Square 43
CHAPTER NO. 4 PRESENTATION, ANALYSIS AND INTERPRETATION
OF DATA
45
4.1 Data obtained Through Questionnaire No: I (College Principals) 45
Part-I Personal characteristics of the respondents (Principal) 45
4.1.1 Age 45
4.1.2 Gender 46
4.1.3 Designation of the respondent Principals 46
4.1.4 Qualification of the respondent Principals 46
4.1.5 Principal by location 47
4.1.6 Data Analysis (Principals) (General) 48
4.2 Data obtained through questionnaire No.II (College Teachers) 72
Part-I Personal characteristics of the respondents (Teachers) 72
4.2.1 Age 72
4.2.2 Gender 72
4.2.3 Designation 73
x
4.2.4 Qualification 73
4.2.5 Teacher by Location 73
4.2.6 Data Analysis (College Teachers) (General) 74
4.3 Data obtained through questionnaire No.III (Students) 98
Part-I Personal characteristics of the respondent Students
4.5.1 Age 98
4.5.2 Gender 98
4.5.3 Student by Location 99
4.5.3 Data Analysis (Students) 100
4.4 Data obtained through questionnaire No.IV (Parents) 119
4.4.1 Parents by Location 119
4.4.2 Data Analysis (Parents) 120
4.5 Data obtained through questionnaire No.V (Provincial Managers) 136
4.5.1 Managers by Location 136
4.5.2 Data Analysis (Parents)
Gender wise Male /Female Data Analysis (Principals) 146
Area wise Data Analysis (Principals) 165
Gender wise Male /Female Data Analysis (Teachers) 184
Area wise Data Analysis (Teachers) 208
Gender wise Male /Female Data Analysis (Students) 232
Area wise Data Analysis (Students) 251
Area wise Data Analysis (Parents) 270
CHAPTER NO. 5 SUMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
286
5.1 SUMMARY 286
5.2 General Research Findings (Principal) 288
5.3 General Research Findings (Teachers) 290
5.4 General Research Findings (Students) 293
5.5 General Research Findings (Parents) 295
5.6 Findings related with the responses of the open ended questions 297
5.7 Conclusions 299
5.8 Recommendations 303
5.9 Recommendations for Future Research Studies 308
Bibliography 309
Appendices 321
xi
APPENDIX I 321
APPENDIX II 322
APPENDIX III 323
APPENDIX IV 327
APPENDIX V 328
APPENDIX VI 332
APPENDIX VII 333
APPENDIX VIII 336
APPENDIX IX 337
APPENDIX X 340
APPENDIX XI 341
1
LIST OF TABLES
Table No. Statement Page No.
1. Shows regions, numbers of colleges come under all five regions,
teachers and students
17
2. Region Wise Population of the Colleges 37 3. Region Wise Population of the Principals 38 4. Region Wise Population of the Teachers 38 5. Region Wise Population of the Students 38 6. Region Wise Sample of the Principals 39
7. Region Wise Sample of the Teachers 39 8. Region Wise Sample of the Students 40 9. Showing the response rate from the sample 40 10. Age wise distribution of the respondents (principals) 45 11. Gender wise distribution of the respondents 46 12. Designation wise distribution of the respondents 46 13. Qualification of the respondents 46 14. Distribution by location 47
15. Opinion about taking initiative for bringing improvement in the management system of the college
48
16. Opinion about the developing team work and cooperation in the working
49
17. Opinion about taking timely decisions and in consistent with plans 50 18. Opinion about delegating the authority for the betterment of
management system 51
19. Opinion about allowing complete freedom to staff members in working 52 20. Opinion about satisfaction with the quality of education being imparted
in the college 53
21. Opinion about the provision of sufficient funds and powers to expend funds for development
54
22. Opinion about remaining under pressure as an administrator 55 23. Opinion about avoiding conflict and confrontation with colleagues 56
24. Opinion about tolerating disagreement and encourage good suggestions in decisions
57
25. Opinion about utilizing different funds properly and transparently 58 26. Opinion about teachers’ preparation before teaching in the classes. 59 27. Opinion about teachers remain involved in administrative
responsibilities 60
28. Opinion about the Education department provides training facilities to college teachers
61
29. Opinion about the Parents are invited in organizing annual days, sports and other programs held in college
62
30. Opinion about the Formative testing is carried out from time to time 63 31. Opinion about various types of items are used in tests 64 32. Opinion about cheating is common in annual examination 65 33. Opinion about most of the teachers participate in activities of the unions 66 34. Opinion about Education department provider training
opportunities
67
35. Opinion about Students’ organizations harass teachers and interfere
in college administration
68
36. Opinion about there exist good coordination between different
offices like principal office, regional director office and
provincial secretariat
69
2
37. Opinion about there exist accountability and transparency on all
provincial education department offices
70
38. Opinion about principals maintain strict discipline and inspection
system in colleges
71
39. Age wise distribution of the respondents (Teachers) 72
40. Gender wise distribution of the respondents 72 41. Designation wise distribution of the respondents 73 42. Qualification of the respondents 73 43. Distribution by location 73 44. Opinion about teachers come well prepared and teach to student
properly 74
45. Opinion about all teaching aids available in institution 75
46. Opinion about the teachers reach and leave the college on time 76 47. Opinion about the Teachers rarely care whether students understand
their lecture or not 77
48. Opinion regarding teachers are satisfied with the quality of education being imparted in your college
78
49. Opinion about there exists good social relationship and teamwork between college teachers and principals
79
50. Point of view regarding College principal tolerated disagreements and
encourage good suggestions from teachers
80
51. Opinion about the College principals utilize different funds transparently
81
52. Opinion about the college principals know managerial skills and financial rules
82
53. Opinion about Library, laboratories and classes in your college are well equipped and clean.
83
54. Opinion about the College offices manage different functions like admissions, examinations etc well systematically
84
55. Opinion about the Principals involve college teachers in managerial tasks.
85
56. Opinion about the Education department provider training opportunities to college teachers
86
57. Opinion about the College administrative staff cooperates and facilitate
to teachers
87
58. Opinion about College offices records are properly maintained 88 59. Opinion about the Principals allocate responsibilities on the basis of
teachers abilities and choice. 89
60. Opinion about the Parents is invited on annual day, sports and in other program
90
61. Opinion about the Teachers conduct formative tests in the classes 91 62. Opinion about the Teachers use various types of items in tests 92
63. Opinion about the College teachers participate in the activities of union 93 64. Opinion about the Students organizations harass teachers and interfere
in college administration 94
65. Opinion about there exist good coordination between different offices like principal office, regional director office and provincial secretariat
95
66. Opinion about there exist accountability and transparency on all provincial education department offices
96
67. Opinion about the Principal maintain strict discipline and inspection system in college
97
68. Age wise distribution of the respondents (Students) 98 69. Sex wise distribution of the respondents 98
3
70. Distribution by location 99 71. Opinion about all teachers of your college review their teaching
time by time and well proposed in class
100
72. Opinion about there are almost all modern teaching aid available in
your college
101
73. Opinion about teaching is mostly dictating notes on reading from
text
102
74. Opinion about most of the teachers reach institution on tie and are
regular in class teaching
103
75. Opinion about all students are regular and reach college on time 104
76. Opinion about teachers rarely care whether students understand
their lecture or not
105
77. Opinion about you are satisfied with the quality of education
being imparted in your college
106
78. Opinion about principal of your college enjoys the confidence of
all teachers and student
107
79. Opinion about teachers are divided into warning groups and have
no good relations with principals
108
80. Opinion about principal try to solve all problems of students and
provide all necessary facilities.
109
81. Opinion about library, laboratory in your college are well equipped
and well functioning
110
82. Opinion about principal maintain strict discipline and inspection
system in the college
111
83. Opinion about majority of the students participate take part in the
activities of student’s organizations
112
84. Opinion about parents are invited on annual days sports and in
other program
113
85. Opinion about teacher conduct formative tests in the classes 114
86. Opinion about college teacher promote tution, culture and
pressurize students to get tuitions
115
87. Opinion about college administration organize co-curricular
activities regularly
116
88. Opinion about college office staff manage different functions like
admissions, examination etc in systematic manner
117
89. Opinion about college administration provides incentives to
intelligent and deserving students
118
90. Area wise respondents (parents) 119
91. Opinion about most teachers do hard work and manage classes
well
120
92. Opinion about teaching is mostly dictating notes or reading from
text.
121
93. Opinion about teachers are regular and punctual on their duties 122
94. Opinion about you are satisfied with the quality of education being
imparted in the college
123
95. Opinion about college management solve the problems of students
and provide necessary facilities
124
96. Opinion about college teachers pressurize students to join their
tuition centers
125
97. Opinion about budget allocated to institution to sufficient and 126
4
utilized properly 98. Opinion about college offices manage admissions and other tasks
systematically
127
99. Opinion about parents are involved in different matters like
development, discipline and co curricular activities
128
100. Opinion about you frequently visits and discuss your ward’s
problems with teachers and principal
129
101. Opinion about teachers and principal receive parents with respect
and deaconry
130
102. Opinion about you are satisfied with the quality of education being
imparted in the institution
131
103. Opinion about teacher conduct weekly and monthly tests in classes
regularly
132
104. Opinion about cheating is common in examination 133
105. Opinion about public sector colleges enjoy good reputation in
society
134
106. Opinion about college management maintains strict discipline and
good management in system
135
107. Location wise respondents (Provincial Managers) 136
108. Opinion about college principals fully cooperate to implement
your policies and plans
137
109. Opinion about transfers and postings are done on merit and
transparently
138
110. Opinion about political interference badly influence your day to
day professional working
138
111. Opinion about you are satisfied with the existing management
system of the college
138
112. Opinion about principals college Teachers and other employees
are held accountable for negligence of there duties and other
wrong doings
139
113. Opinion about all required physical facilities are provided to
colleges on priority basis
139
114. Opinion about department ensures maximum training
opportunities for improving your managerial skills
139
115. Opinion about college Teachers are provided training
opportunities from time to time
140
116. Opinion about the performance of principals and teachers are
evaluated properly
140
117. Opinion about incentives and rewards are given to teachers,
principals and students on better performance
140
118. Opinion about you are satisfied with given administrative powers 141
119. Opinion about you delegate authority to lower 141
120. Opinion about problems of teachers and institution are smoothly
solved
141
121. Opinion about college Teachers mostly participate in Union
activities and teacher unions influence management
142
122. Opinion about there exist proper link among college, regional and
provincial officers.
142
123. Opinion about there exist fair and merit base admission policy for
the colleges of province
142
5
124. Opinion about community and parents are given due role in
college matters
143
125. Opinion about fund transfers and expenditure system is too much
complicated.
143
126. Opinion about there is an effective annual system in the provincial
department
143
127. Opinion about corruption and misappropriation of funds at all
levels is common
144
128. Opinion about college principals enjoy proper financial powers 144
129. Opinion about cheating is common in the institutions 144
130. Opinion about student organize different activities and are much
interested in their studies
145
131. Opinion about students’ organizations unnecessary trouble
administration and harass teachers
145
132. Opinion about intelligent and deserving student are given
scholarships and financial support by the department.
145
133. Opinion about taking initiative for bringing improvement in the
management system of the college
146
134. Opinion about the developing team work and cooperation in the
working
147
135. Opinion about taking timely decisions and in consistent with
plans
148
136. Opinion about delegating the authority for the betterment of
management system
149
137. Opinion about allowing complete freedom to staff members in
working
150
138. Opinion about satisfaction with the quality of education being
imparted in the college
151
139. Opinion about the provision of sufficient funds and powers to
expend funds for development
152
140. Opinion about remaining under pressure as an administrator 153
141. Opinion about avoiding conflict and confrontation with
colleagues
154
142. Opinion about tolerating disagreement and encourage good
suggestions in decisions
155
143. Opinion about utilizing different funds properly and transparently 156
144. Opinion about teachers’ preparation before teaching in the
classes.
157
145. Opinion about teachers remain involved in administrative
responsibilities
158
146. Opinion about the Education department provides training
facilities to college teachers
159
147. Opinion about the Parents are invited in organizing annual days,
sports and other programs held in college
160
148. Opinion about the Formative testing is carried out from time to
time
161
149. Opinion about various types of items are used in tests 162
150. Opinion about Cheating is common in annual examination 163
151. Opinion about Most of the teachers participate in activities of the
unions
164
6
152. Opinion about taking initiative for bringing improvement in the
management system of the college
165
153. Opinion about the developing team work and cooperation in the
working
166
154. Opinion about taking timely decisions and in consistent with
plans
167
155. Opinion about delegating the authority for the betterment of
management system
168
156. Opinion about allowing complete freedom to staff members in
working
169
157. Opinion about satisfaction with the quality of education being
imparted in the college
170
158. Opinion about the provision of sufficient funds and powers to
expend funds for development
171
159. Opinion about remaining under pressure as an administrator 172
160. Opinion about avoiding conflict and confrontation with
colleagues
173
161. Opinion about tolerating disagreement and encourage good
suggestions in decisions
174
162. Opinion about utilizing different funds properly and transparently 175
163. Opinion about teachers’ preparation before teaching in the
classes.
176
164. Opinion about teachers remain involved in administrative
responsibilities
177
165. Opinion about the Education department provides training
facilities to college teachers
178
166. Opinion about the Parents are invited in organizing annual days,
sports and other programs held in college
179
167. Opinion about the Formative testing is carried out from time to
time
180
168. Opinion about various types of items are used in tests 181
169. Opinion about Cheating is common in annual examination 182
170. Opinion about Most of the teachers participate in activities of the
unions
183
171. Opinion about teachers come well prepared and teach to student
properly
184
172. Opinion about all teaching aids available in institution 185
173. Opinion about the teachers reach and leave the college on time 186
174. Opinion about the Teachers rarely care whether students
understand their lecture or not
187
175. Opinion regarding teachers are satisfied with the quality of
education being imparted in your college
188
176. Opinion about there exists good social relationship and teamwork
between college teachers and principals
189
177. Point of view regarding College principal tolerated disagreements
and encourage good suggestions from teachers
190
178. Opinion about the College principals utilize different funds
transparently
191
179. Opinion about the college principals know managerial skills and
financial rules
192
7
180. Opinion about Library, laboratories and classes in your college
are well equipped and clean.
193
181. Opinion about the College offices manage different functions like
admissions, examinations etc well systematically
194
182. Opinion about the Principals involve college teachers in
managerial tasks.
195
183. Opinion about the Education department provider training
opportunities to college teachers
196
184. Opinion about the College administrative staff cooperates and
facilitate to teachers
197
185. Opinion about College offices records are properly maintained 198
186. Opinion about the Principals allocate responsibilities on the basis
of teachers abilities and choice.
199
187. Opinion about the Parents is invited on annual day, sports and in
other program
200
188. Opinion about the Teachers conduct formative tests in the classes 201
189. Opinion about the Teachers use various types of items in tests 202
190. Opinion about the College teachers participate in the activities of
union
203
191. Opinion about the Students organizations harass teachers and
interfere in college administration
204
192. Opinion about there exist good coordination between different
offices like principal office, regional director office and
provincial secretariat
205
193. Opinion about there exist accountability and transparency on all
provincial education department offices
206
194. Opinion about the Principal maintain strict discipline and
inspection system in college
207
195. Opinion about teachers come well prepared and teach to student
properly
208
196. Opinion about all teaching aids available in institution 209
197. Point of view about the teachers reach and leave the college on
time
210
198. Point of view about the Teachers rarely care whether students
understand their lecture or not
211
199. Opinion regarding teachers are satisfied with the quality of
education being imparted in your college
212
200. Opinion about there exists good social relationship and teamwork
between college teachers and principals
213
201. Point of view regarding College principal tolerated disagreements
and encourage good suggestions from teachers
214
202. Opinion about the College principals utilize different funds
transparently
215
203. Opinion about the college principals know managerial skills and
financial rules
216
204. Opinion about Library, laboratories and classes in your college
are well equipped and clean.
217
205. Opinion about the College offices manage different functions like
admissions, examinations etc well systematically
218
206. Opinion about the Principals involve college teachers in 219
8
managerial tasks. 207. Opinion about the Education department provider training
opportunities to college teachers
220
208. Opinion about the College administrative staff cooperates and
facilitate to teachers
221
209. Opinion about College offices records are properly maintained 221
210. Opinion about the Principals allocate responsibilities on the basis
of teachers abilities and choice.
223
211. Opinion about the Parents is invited on annual day, sports and in
other program
224
212. Opinion about the Teachers conduct formative tests in the classes 225
213. Opinion about the Teachers use various types of items in tests 226
214. Opinion about the College teachers participate in the activities of
union
227
215. Opinion about the Students organizations harass teachers and
interfere in college administration
228
216. Opinion about there exist good coordination between different
offices like principal office, regional director office and
provincial secretariat
229
217. Opinion about there exist accountability and transparency on all
provincial education department offices
230
218. Opinion about the Principal maintain strict discipline and
inspection system in college
231
219. Opinion about all teachers of your college review their teaching
time by time and well proposed in class
232
220. Opinion about there are almost all modern teaching aid available in
your college
233
221. Opinion about teaching is mostly dictating notes on reading from
text
234
222. Opinion about most of the teachers reach institution on tie and are
regular in class teaching
235
223. Opinion about all students are regular and reach college on time 236
224. Opinion about teachers rarely care whether students understand
their lecture or not
237
225. Opinion about you are satisfied with the quality of education
being imparted in your college
238
226. Opinion about principal of your college enjoys the confidence of
all teachers and student
239
227. Opinion about teachers are divided into warning groups and have
no good relations with principals
240
228. Opinion about principal try to solve all problems of students and
provide all necessary facilities.
241
229. Opinion about library, laboratory in your college are well
equipped and well functioning
242
230. Opinion about principal maintain strict discipline and inspection
system in the college
243
231. Opinion about majority of the students participate take part in the
activities of student’s organizations
244
232. Opinion about parents are invited on annual days sports and in
other program
245
9
233. Opinion about teacher conduct formative tests in the classes 246
234. Opinion about college teacher promote tuition, culture and
pressurize students to get tuitions
247
235. Opinion about college administration organize co-curricular
activities regularly
248
236. Opinion about college office staff manage different functions like
admissions, examination etc in systematic manner
249
237. Opinion about college administration provides incentives to
intelligent and deserving students
250
238. Opinion about all teachers of your college review their teaching
time by time and well proposed in class
251
239. Opinion about there are almost all modern teaching aid available
in your college
252
240. Opinion about teaching is mostly dictating notes on reading from
text
253
241. Opinion about most of the teachers reach institution on tie and are
regular in class teaching
254
242. Opinion about all students are regular and reach college on time 255
243. Opinion about teachers rarely care whether students understand
their lecture or not
256
244. Opinion about you are satisfied with the quality of education
being imparted in your college
257
245. Opinion about principal of your college enjoys the confidence of
all teachers and student
258
246. Opinion about teachers are divided into warning groups and have
no good relations with principals
259
247. Opinion about principal try to solve all problems of students and
provide all necessary facilities.
260
248. Opinion about library, laboratory in your college are well
equipped and well functioning
261
249. Opinion about principal maintain strict discipline and inspection
system in the college
262
250. Opinion about majority of the students participate take part in the
activities of student’s organizations
263
251. Opinion about parents are invited on annual days sports and in
other program.
264
252. Opinion about teacher conduct formative tests in the classes 265
253. Opinion about college teacher promote tution, culture and
pressurize students to get tuitions
266
254. Opinion about college administration organize co-curricular
activities regularly
267
255. Opinion about college office staff manage different functions like
admissions, examination etc in systematic manner
268
256. Opinion about college administration provides incentives to
intelligent and deserving students
269
257. Opinion about most teachers do hard work and manage classes
well
270
258. Opinion about teaching is mostly dictating notes or reading from
text.
271
259. Opinion about teachers are regular and punctual on their duties 272
10
260. Opinion about you are satisfied with the quality of education being
imparted in the college
273
261. Opinion about college management solve the problems of students
and provide necessary facilities
274
262. Opinion about college teachers pressurize students to join their
tuition centers
275
263. Opinion about budget allocated to institution to sufficient and
utilized properly
276
264. Opinion about college offices manage admissions and other tasks
systematically
277
265. Opinion about parents are involved in different matters like
development, discipline and co curricular activities
278
266. Opinion about you frequently visits and discuss your ward’s
problems with teachers and principal
279
267. Opinion about teachers and principal receive parents with respect
and deaconry
280
268. Opinion about you are satisfied with the quality of education being
imparted in the institution
281
269. Opinion about teachers conduct weekly and monthly tests in
classes regularly
282
270. Opinion about cheating is common in examination 283
271. Opinion about public sector colleges enjoy good reputation in
society
284
272. Opinion about college management maintains strict discipline and
good management in system
285
11
CHAPTER NO. 1
INTRODUCTION
1.1 Background of the Problem
Education is the key factor wherein the theory of social change is discussed, and with the
span of time this argument is more emphasized than before. In new world, knowledge has
become the spinning wheel of progress and prosperity. So the nations who do not realize this
reality; remain like the herds of slaves of some bygone time. In economy, the theory of
tangible assets has undergone a major change and now knowledge is slowly and gradually
assumed as real wealth and asset of a nation. Therefore the knowledge which is produced in
any nation’s indigenous educational institutions is becoming more important than before for
its sustained development. (World Bank, 2006).
The main problem faced by developing countries including Pakistan is that; they have never
given priority to education, therefore their problems, may it be educational or economic are
piling up day by day. Pakistan’s ranking in terms of human development has gone down
resulting more miserable life for its people. Plight of this scenario can be gauged from the
fact that Pakistan’s position in index of human development stands at Serial No- 136 out of
173 countries which is far below than many developing countries. (UNDP, 2008).
There are many reasons which make Pakistan’s education standard low especially in public
sector .The administrative system at all levels is weak and ineffective. Teachers are not fully
trained and are less skilled at college level. They do not make themselves up-to-date in
content and do not motive the students to study broadly. Curriculum is also out-dated and
does not match with objectives. Teachers just deliver the knowledge which is in text books
and the examination system is totally flawed. All these things are obstacle in the way to raise
the quality of education. The financial resources and physical facilities are not in-adequate.
According to economic survey of Pakistan 2003, 2004 only 2.2% of GNP was allocated to
education sector which is very less. While in developed nations, 10-15% of GNP is allocated
for education. From the very beginning, the government of Pakistan has not given priority to
education. (Saleem, M, 2007)
Educational institutions of any nation are now regarded as real wealth of the nation. They
decide the fate of the nation. As much as people are transferred to the quality education, so
much so the country becomes stronger and progresses in social and economic fields.
Educational institutions which provide a good atmosphere for learning actually unravel the
secret of progress for the nation. The well being of a nation purely depends upon the
education. Educational institutions of repute are the result of better administrative and
management system. New tools have altered the very concept of organization and demand the
reshuffling of organizational management. More learned and competent staff is being
recruited to meet the demands of ever changing scenario. The controlling concept in every
organization is undergoing drastic change and monopoly of one man is being replaced with
collective team work and decisions are also taken with collective consent in developed world.
(U.A.G Isani, 2005).
12
Nowadays success has become a tough task and demands new leadership attributes. For the
detailed knowledge of an issue, vision, creative thinking, motivation to solve problems at
hand by self and using other different strategies; are the prerequisites for the success. Smooth
and successful operation of any educational institution depends upon the competent
administration. Principal being the head of an educational institution should encourage every
good step taken by his subordinates and provides directions for every plan and activity. The
activities may include monitoring, training, encouragement and guidance. Rehmatullah
(2008) studied the management styles of the Principals of Govt. Colleges in Khyber Pakhtun
Khuwa KPK province and found that; “They mainly follow the management practices of
Blake and Mouton. 76 male and female govt. colleges’ Principals were selected as sample for
his study. He established that by with utilizing Blake and Mouton management Principles, the
principals were found at in the middle of the round management style”.
Educational mangers chalk out goals and standards and set criteria to attain them. They also
provide vigilance and assistance to his/ is her subordinates like teachers, librarians, coaches.
If the staff is equipped with good knowledge and tools then it can face every arising situation.
Good and successful managers need to have a thorough understanding of every issue and
matters associated with the institution. Principal of a college should be an ideal person who
may motivate everyone around him / her. To run an educational institution while occupying a
leader’s position, one should be more vigilant, co-operative and intelligent, because it
requires more skills than past. (Bolam, R. 2004)
Good educational institutions are outcome of good management system. Nowadays the
administration is not confined merely on one or two skills but it encompasses vast variety of
skills like experience, proper exploitation of scientific tastes and research results having good
understanding of democratized outlook. Pakistan got educational system from colonial rulers
and the hierarchy system was practiced by English people in older times which are still
followed. Secretary is still the head of department and at district level we had Directorates of
Public Instructions DPIs where offices were later on changed with a move change of name as
director of colleges. After freedom Pakistan is confronting many problems and especially in
education which mar the progress of the country. (Siddiqui. H, 2005a)
This study aims to assess the management system of Public Sector Colleges of Province
of Sindh, which is second largest Province of Pakistan. The study determines the need of
good governance at all the levels of administrative system of the colleges and its importance
for institutional building at par with excellence. No in-depth study has been conducted in
Province to assess governance capability of educational managers at college level in the past.
This study is concerned to identify the problems and forward suggestions to overcome the
governance problems. So this study would be a useful contribution in the field of research in
educational administration at college level, where little attention is given and college sector
has been neglected in the province of Sindh.
1.1.1 Problems Confronted by Public Sector Colleges in Province of Sindh
In Sindh higher secondary institutions specifically colleges; confront different
problems such as Political activities, interferences, imbalances in teachers ratio in urban and
rural areas, lake of training opportunities for teachers and administrators, Physical facilities,
Promotions and Incentives to teachers, shortage of Funds, growing tuition and Coaching
13
Culture, examination and evaluation of system, role of parents and community and
empowerment of administrators. (AEPAM, 2004)
1.1.2 Present Situation
Most of the colleges are still working without permanent Principals and temporary Principals
are running the affairs of the colleges, who according to popular point of view succumb to
political and bureaucratic pressure very easily. The post of Regional Director is of grade 20
but education department in Sindh, Province have posted grade 19 officers on these posts in
different regions. These acts are exhibiting total negligence and defiance of rules and
regulations on the part of those who are in helm of affairs. Scarcity of teachers in public
sector colleges is also reason of down slide in learning skills of students. There is acute
shortage of librarians in public sector colleges in Sindh. Out of 258 colleges, more than 200
colleges were functioning without librarians; therefore, the students of colleges have no
access on the treasure of books stuffed in shelves of colleges. Most of the colleges are also
working without directors of physical education which has brought these institutions almost
at the merge of total extinction extra-curricular activities. (Daily Dawn 17th December, 2011)
1.2 Statement of the Problem
A college is a doorstep towards higher education where the rough stuff of student is molded
for the future as they may attain the higher education easily. The ideal objectives can only be
obtained through participation of society. Those who manage the affairs of education have to
face many barriers which create great difficulties for them to attend the task. The conduct of
an administrator is the outcome of capabilities which he passes on, for the success of an
individual or an organization. So to be well versed with the required skills; it is mandatory to
materialize the planned objectives of an institution for which the research problem “The need
of good governance to improve the management system in public sector colleges of Sindh
province “ was selected to reform the management system of the public sector colleges
through good governance.
1.3 Objectives of the study
1. To evaluate the present structure and functioning of the management system of the
public sector colleges in terms of:
(a) Planning
(b) Decision Making
(c) Organization
(d) Policy formulation and implementation
(e) Staffing
(f) Budgeting
(g) Monitoring
(h) Accountability
2. To assess the efficiency of mangers at all levels in terms of:
(a) Planning
14
(b) Decision making
(c) Efficiency
(d) Management
(e) Computer skills
(f) Public relations
3. To assess the performance of teachers of public sector colleges.
4. To provide recommendations for good governance in the management system of
public sector colleges in the province of Sindh.
1.4 Research Hypotheses (Null and Alternate Form) 1. H0: There is no gender difference in the opinion about administrative
performance of college principals
H1: Opinion of male college principals about administrative performance is
different from that of female principals
2. H0: There is no area wise difference in the opinion about administrative
performance of college principals
H1: Opinion of urban college principals about administrative performance
is different from that of rural principals
3. H0: There is no gender difference in the opinion about performance of
college teachers
H1: Opinion of male college teachers about performance is different from
that of female teachers
4. H0: There is no area wise difference in the opinion about performance of
college teachers
H1: Opinion of urban college teachers about performance is different from
that of rural teachers
5. H0: There is no gender difference in the opinion about performance of
college students
H1: Opinion of male college students about performance is different from
that of female students
6. H0: There is no area wise difference in the opinion about performance of
college students
15
H1: Opinion of urban college students about performance is different from
that of rural students
7. H0: There is no area wise difference in the opinion of students’ parents
about performance of teachers and management of colleges
H1: Opinion of urban students’ parents is different from that of rural
students’ parents about performance of teachers and management of
colleges
1.5 Delimitation of Study
The study was limited to all public sector colleges of Sindh Province, Pakistan, their
principals, teachers, students, and parents, regional and provincial managers of provincial
Education Department.
1.6 Significance of the Study
“One of the provincial education minister of the past in the Sindh Province in her presidential
address on the occasion of closing ceremony of the training program for college teachers
organized by Faculty of Education, University of Sindh, Jamshoro, Pakistan in collaboration
with National Academy for Higher Education NAHE, HEC, Islamabad, identified the
governance as a key problem for smooth and effective functioning of public sector colleges
and she emphasized the need of good governance for effective functioning of management
system of public sector colleges in the Province of Sindh.” (Daily Dawn, 2007)
In above context, present study is very significant for the public sector colleges. Moreover,
regional and provincial managers, college principals, teachers and students will also be able
to identify the weaknesses and strengths of the management system of public sector colleges
when findings of the research will be disseminated through publication of book, research
articles and newspapers articles. Through findings of the research study related to principals,
teachers and students, they will be able to bring necessary improvements in their working
areas.
Provincial government may also take benefit from the framework which research study will
provide for the good governance in the management system of public sector colleges.
1.7 Definitions
1. Governance
Means to execute authority and run the administrative system of public sector
colleges.
2. Management
Means from Principals of public sector colleges to top provincial level bureaucracy
which run the management system of provincial education department.
16
3. Public Sector
Means the system run and managed by provincial government which enjoys absolute
authority.
4. College
Means educational institutions in which education from intermediate to graduation
level is offered or provided.
17
CHAPTER NO. 2
REVIEW OF LITERATURE
In this chapter, relevant theoretical details supported by latest references from both
primary and secondary sources are incorporated. This Chapter has been divided into different
sections according to sequence of topic, in first section there is theoretical discussion on term
management, its importance, scope and functions, in second section management system of
public sector colleges of Sindh province is highlighted, in third section, good governance
system is discussed, in fourth section, relevant national and international studies have been
discussed and in last section, policy analysis regarding management system reforms is given
2.1 Management
2.1.1 Meaning and Definitions of Management
There may be found plenty of views and definitions of term management in the
available literature. Bush, T, (2008) said; “ no two definitions are identical and no single
definition has so far succeeded in including in its fold all the essential ingredients of
management. A careful survey of the important writings on management reveals that
sometimes the term is used to mean the "group of managerial personnel" in an organization,
i.e., all those from the board of directors down to the first - line supervisor.”
According to Buddy.D (2008), “management is an economic resource, a factor of
production, a system of authority and a class of elite group. There are some who view it as a
technique of leadership or as a means of co-ordinations or decision-making. It simply means
the practical measures which we take to ensure that the system of work which we used will
be of the greatest possible assistance in carrying out our aims, and of the greatest possible
benefit to our children”
Management may be composed primarily of persons, of materials, of ideas, of
concepts, symbols, forms, rules, principles or more often, of a combination of these. It is
called as the systematic arrangement through which the desired goals of organization are
achieved. (Lussier N. R, 2011)
18
Management deals with making systematic arrangements so that the purpose of the
entire program can be achieved. It can also be regarded as well set and well-designed system
which is practiced to ensure maximum efficiency, and optimum utilization of resources.
(Richard L .D, 2005)
2.2 Concept of Management in Education
According to Goel S.L and Goel A, (2009),” Educational management is a process of
validating purposes and allocating resources to achieve the maximum attainment of purposes
with the minimum allocation of resourced. It is a fundamental instrument in educational
organizations. It is the efficient and economical use of time, money and material. It is the
process by which the manager can change the behavior of his/her subordinates to achieve
objectives of the educational organization”
Good management of any educational organization ensures conducive working
environment, participation of all stakeholders, teamwork, and effectiveness, proper
mobilization of available resources, good incentive and rewards policy. (Glatter, R. and
Kydd, L, 2003)
2.2.1 Objectives of Educational Management
Fundamentally the one of the objective of educational management is to provide all
require facilities to teachers and students so that they can teach and learn properly in
educational institutions This objective can be achieved only when four categories of
relationships within the educational community, i.e., relations between top management and
principal, principal and teachers, relations between teachers and teachers, relations between
pupils and pupils and relations between pupils and teachers are pleasant and constructive
based on mutual goodwill and cooperation. (Bush, T. and Middlewood, D, 2005)
2.2.2 Scope of Educational Management
According to Sharma S.L, 2009a),” The scope of educational management is very
19
vast. It includes everything regarding the efficient functioning of the educational institution,
securing the greatest benefit to the greatest number through an adoption of practical
measures. It interprets and clarifies the functions and the activities of an educational program
in fruitful relationships and harmonizes their mutual action. It ensures sound planning, good
direction and efficient and systematic execution”
2.2.3 The Scope of educational management within the institution covers the
following:
(a) Intellectual development of the students
(b) Moral development of the students
(c) Social development of the students
(d) Physical development of the students
(e) Aesthetic development of the students
(f) National and Emotional Integration of the students
(g) Vocational development of the students (Coleman.M and Glover.D, 2010)
2.3 Functions of Educational Management
According to Caldwell, B. (2008) effective educational management requires
following functions;
2.3.1 Planning
It includes (a) assessing needs; (b) formulating goals and objectives; (c) selecting
programmers/projects.; (d) conducting assessments; and (e) conducting follow-up programs.
It involves the identification and classification of purposes and scope of operation. It
investigates to reveal conditions affecting the achievement of purposes. It also makes analysis
to determine the meaning of facts, and to foresee the possible effects when all determined
actions will be undertaken into practice within educational organization. (Sharma S.L, 2009b)
2.3.2 Organizing
20
“It includes (a) the organization of group activities into logically related units; (b)
specification of authority and responsibility levels; and (c) coordination among responsibility
areas. Organization means taking step by which the people involved in administration are in
a cooperative arrangement with each other and are prepared to contribute their best to the
joint activity, and their talents and energies are optimally utilized.”(Carmeli, A. and
Schaubroeck .J, 2006)
2.3.3 Reporting
It is one of key process of all systems of organization. Without proper, effective,
quick and reliable reporting system, no organization can achieve its desired goals. The
success and failure of management depends upon reporting system. Reporting enables
superiors and subordinated to remain interconnected and well informed within and beyond
the boundaries of the system (Walker, A. and Dimmock, C, 2002).
2.3.4 Budgeting
It is the financial planning, accounting and control. The American Association of
Educational Administrators has suggested the budgeting most accepted components of
educational management. (Aggarwal.Y.P and Thakur.R.S, 2003)
2.3.5 Decision-making
Managers are tested with their decision making capacity. Behind all successful
organizations there is involved good decision making strategies. It is one of the most
important characteristic of management. Without right and timely decision making ability, no
manager can lead its organization to success. Other functions of organization like planning
organizing, controlling etc depends upon decision making (Paul .C.U and David .C.W, 2010)
2.3.6 Stimulating
21
A successful manager makes all efforts to provide stimulation to the members of the
organization to get their cooperation spontaneously to achieve the goals. He avoids the
exercise of authority as far as possible. He does not give specific directions but helps to attain
the highest level of creativity. (Hallinger, P., & Heck, R, 2002).
2.3.7 Communicating
Communication is backbone of all organizations including educational. By
strengthening and by making communicating system, organization functions smoothly and all
personnel from top to bottom remained interconnected and well informed Good
communicating skills make managers efficient and successful.
There are three channels of communication process:
1. Upward Communication from teachers to the principals, regional officials and the
directorate, etc.
2. Horizontal Communication which runs along the same level of workers and enables
the colleagues to be conversant with activities of the organization. There is no
question subordination or superiority.
3. Downward Communication where the flow of communication ideas, suggestions and
commands is from senior officers to their juniors (Brown, B. B, 2003)
2.3.8 Sharing of Powers and Authority
In modern managements, transfer of authority to lower ebbs is common and essential
practice. It ensures timely and effective decision making, utilization of resources at optimum
level, increase the confidence of lower level officials and they will have the realization of
ownership in the organization. In most of the western and developed countries, different
organizations and sectors excelled in advancement and touches new heights in progress due
to decentralization and sharing of authority (Babyegeya, E, 2000)
2.3.9 Audit
Audit is also one of the most important functions of good and effective management.
For the smooth and transparent functioning of any organization audit of its financial
22
resources, staffing, equipment, materials is necessary (Glatter, R. 1997)
2.3.10 Human Relations
According to Hoyle, E. and Wallace, M, (2005), “In successful organizations,
developing good human relations remain top priority of the managers. They usually practice
and promote such values which can cause good human relations. There are human resource
management HRM departments in all organizations including education. An efficient
manager always treats his team members and sub-ordinates equally and fairly without any
prejudice and he always gives value to the point of views of his colleagues.”
2.3.11 Motivation
Motivation provides direction, intensity and persistence to behaviour and prepares
employees working in educational institutions to achieve high levels of quality performance
(Levine, A.2005)
2.3.12 Organizational Goal Setting
Good and successful managers, in their planning set goals for their respective
organizations. Then, they planned and devised strategies to achieve set goals successfully.
Efficient managers are those who set long-term, specific and achievable goals for their
organizations. (Sapre, P. 2002)
2.3.13 Rules and Regulations
No organization in the world can survive without following certain rules and
regulations. For the purpose of transparency, equality and efficiency, rules and regulations
are blindly followed and personal liking and disliking is discarded. Downfall and decay
process in any organization starts from the point where rules and regulations are set aside and
favouritism becomes common practice.(Gold, A., and Collarbone, P., 2003)
2.3.14 Problem Solving
23
According to Adair E .J, (2003), “This is the more complex form of decision making
when the choices among alternatives are made to overcome obstacles or constraints affecting
the progress towards the goals. Administrators in particular are involved with people,
coordination of human effort is the essence of administration, and the resolution of human
problems is administration's lifeblood”.
2.3.15 Teamwork
Teamwork and cooperation enhances ownership realization among all stakeholders
within any organization. Due to teamwork, conducive environment is created and working
capacity of all members of organization enhances. There remain no prejudice against anyone
and all become part and parcel part of organization.(Day, D., Gronn, P., & Salas, S., 2006).
2.3.16 Use of Technology
Present era is the era of science and technology. Uses of modern technology like
computers, internet, ipads, mobiles, smart phones etc have brought revolutionary changes in
the working of all organizations. Therefore, nowadays in all organizations different functions
like attendance, accounting, registration, scheduling, budging, monitoring and accountability
is being done through application of modern technology. (Aasen, P. and Stensaker. B.,2007)
2.3.17 Coordinating and Cooperation
Seeking cooperation of teachers, provision of refresher courses for them, appreciation
of their work and ability wise assignment of work. Provision of good teachers’ library,
provision of sufficient equipment, necessary appliances and other material aids of teaching,
i.e., models, charts, maps, globes and scientific apparatus etc., maintenance of a well-
equipped library and reading room for the students and judicious use of home task. A good
evaluation system, maintenance of cumulative records, organization of different literacy
activities. Judicious use of rewards and punishment and sympathetic touch to understand the
problems of the students. (Day, C. and Harris, A, 2001)
24
2.4 Province of Sindh, Pakistan
“There are four provinces in Pakistan and province of Sindh is second largest with
population of 62.4 million people. It forms the lower Indus basin and lies between 23 to 35
Degree and 28-30, north latitude and 66-42 and 71-1-degree east longitude. It is about 579
kms in length from north to south and nearly 442 kms in its extreme breadth (281 kms
average). It covers 1, 40,915 square kms and is about as large as England”.
Retrieved from http//karachi.china-consulate.org/eng/lqgk/t264253.htm
2.4.1 Historical Background
The educational administration in Sindh province was inherited from the British rulers
who ruled sub-continent before the creation of India and Pakistan in 1947. The then British
Government controlled the administrative system of education through the education
department, which was headed by secretary level officer. He had the separate secretariat to
exercise his authority. Below that level, there existed a provincial head of the department
called DPI whose office was afterwards abolished to make the authority affective and later
Directorates were created to control all the educational activities from primary to college
level. (Siddiqui. H, 2005b)
2.5 System of Education in the Province
“The education system in the province is generally divided into five levels: primary
(grades one through five); middle (grades six through eight); high (grades nine and ten,
leading to the Secondary School Certificate or SSC); intermediate (grades eleven and twelve,
leading to a Higher Secondary (School) Certificate or HSC); and university programs leading
to undergraduate and graduate degrees. Colleges cover education from intermediate to post
graduate level in the province. The management system of public sector colleges is divided
into regions. Following table shows the total number of regions, numbers of colleges come
under all five regions, number of teachers and students in the province.”(Siddiqui. H, 2005c)
Table. No. 1 Shows regions, numbers of colleges come under all five regions,
25
teachers and students
No. Regions Colleges Teachers Students
1. Hyderabad 60 1140 31412
2. Sukkur 29 594 11200
3. Karachi 130 1765 66574
4. Larkana 22 380 18655
5. Mirpurkhas 17 269 10784
Total 258 4148 138625
Source: Sindh Education Management and Information System (SEMIS, 2010)
2.6 Management System of Public Sector Colleges in the Province of Sindh
2.6.1 College Management Offices and Authorities
“The following are the key offices and authorities which govern the organization of the
colleges and make key decisions:
a) The Minister of Education
b) The Secretaries
c) The Director General
d) The Regional Directors
e) The Principals of colleges;
f) The Chairmen of Teaching Departments
g) The Office Superintendents
h) The librarians
i) The Director Physical Education” (Zafar, M. 2003)
2.7 Organizational Charts
2.7.1 (a) Organizational Structure of the Education Department at Provincial Level
26
9
Special Secretary
Additional Secretary Higher Education
Additional Secretary Schools
Additional Secretary Establishment
Additional Secretary Academics
Additional Secretary Planning
Secretary of Education
Minister of Education
Deputy Secretary
Section Officer
Deputy Secretary
Section Officer
Deputy Secretary
Section Officer
Deputy Secretary
Section Officer
Deputy Secretary
Section Officer
(Source: Sindh Education & Literacy Department)
2.7.2 (b) Organizational Structure of the Education Department at Provincial Level
Regional Director Colleges
Provincial Director General (Colleges)
10
Ministerial Staff
Deputy Director
Additional Director
Human Resource
Ministerial Staff
Deputy Director
Additional Director
Finance
Ministerial Staff
Deputy Director
Additional Director
Inspection
Accounts Officer
Source: Regional Director Colleges, Hyderabad
2.7.2 (c) Organizational Structure at Institutional Level
27
Principal
Teaching
Staff
Students
LibrarianDirector Physical
Education
Ministerial
Staff
11
Source: Regional Director Colleges, Hyderabad
Source: Regional Director Colleges, Hyderabad
2.7.3 Set-up at Provincial Level
2.7.3.1 Secretary Education:
According to Haider, I. (2005, p.35), “In college level management system, the
Secretary to Education and Literacy Department performs his duties in consultation with
provincial education minister and Chief Minister who is the chief executive of the province.
Main functions Secretary education are holding meetings with Deputy Secretaries, section
officers of his department, and also with regional directors of the colleges to discuss and
resolve the matters concerned to finance, policy and planning, promotions and incentives of
teaching and non-teaching staff; development projects, etc.”
2.7.3.2 Director General of Colleges
According to Shah, D. (2003, p.55), “The Director General of (colleges) is directly
under the Secretary Education and he is responsible for overall ' administrative control of the
Regional Directorates of Colleges in the Province. In the performance of his job, the Director
General is assisted by Regional Directors of Colleges. They assist him in the matters of
28
administration and planning concerning the colleges in the province. The Regional Directors
of Colleges are assisted by a number of Deputy Directors and other officers. In the field,
Colleges are controlled and supervised by their respective principals. They are responsible for
academic and overall institutional discipline of their colleges and see that the work of
imparting education to the students goes smoothly”.
2.7.3.3 Functions of Director General and Regional Directors of Colleges
Shahzadi, R and K.. Perveen, (2002, p.87) observed “They forward their proposals to
the provincial education department related to the betterment and advancement of college
education and later they also get implemented the approved plans and policies in their true
spirit.
a. They direct the college principals for the preparation of development
schemes/plans for approval of the Government.
b. They also direct for the preparation of annual budget regarding expenditures
and needs of colleges in the province.
c. They guide the subordinate offices and institutions by paying personal visits
and inspections.
d. They are responsible for the effective enforcement of administrative, financial
and discipline rules in institutions and their subordinate offices.
e. Implementation and monitoring of all kinds of educational activities pertaining
to their respective regions”
2.8 The Management System at Institutional Level
2.8.1 Principal
“The position of a Principal in the college management is most important He is
regarded key person in whole management system of colleges. His personality, ideals and
thoughts affect all the individuals and all the activities of the institution. He is the leader of
the institution and the guide of the teachers and the students” (Bell, L., Bolam, R., & Cubillo,
L, 2003).
The Principal plays an important role in an educational institution. In fact he is the
head of the institution both academically and administratively. He holds the key positions and
29
plans, coordinates and organizes various programs. He ensures proper maintenance of
discipline in the institution. (Day, C., Harris, A., & Hadfield, M, 2001).
2.8.2 Qualities of a good Principal
2.8.2.1 High Character
Good manager bears such a moral character which inspires the teachers and students.
In the absence of a good character he will not be able to place good ideals before others.
(Heck, R & Hallinger, P ,2005)
2.8.2.2 Politeness or Culture
The conduct, behavior and general aspects of the personality of administrator exhibits
his polite nature and capable him to inspire others and commanding respect from them. The
Principal is an active leader and guide for the teachers and students that their dormant powers
may be developed. Through his inter personal skills he infuses high ideals in others.
(Hallinger, P. 2004).
2.8.2.3 Administrative capacity
The progress and success of the institution depends to a great extent on the
effectiveness of management and administrative capacity of the good administrator through
which he secures the best services of the students, teachers, clerical and other staff. (Grubb,
W. N., & Flessa, J ,2009)
2.8.2.4 Professional knowledge
To succeed as a head it is necessary that manager commands respect from his
colleagues through professional competency. For professional knowledge managers develop
regular habit to read magazines dealing with researches in the field of education and
management which keep acquaint them with new trends in educational management.
Successful heads possess good knowledge of literature pertaining to education, education
Code and the various Rules and Regulations of the Education Department. (Walker, A.,
30
Hallinger, P., & Haiyan, Q.,2007)
2.8.2.5 Efficiency in work
It is natural for an educational institution to be faced with different situations and
circumstances and if its head is a dynamic person, he can take the right decisions in
effective manner and through his efficiency in work, he can cope with all difficult situations
and even face harsh circumstances. (Yukl, G. A.,2002).
Effective Principal is a person who takes interests in all the activities of the institution
and remains fully involved in all matters. He avoids undue haste in introducing reforms and
understands its ins and outs and as far as possible; he consults the teachers, students and other
stakeholders. (Leithwood, K., 2002).
2.9 Effective Management of the Colleges
College principals are the person who can provide effective management system to
college level institutions. Because, he is immediate boss and have direct say in all matters
related to the institutions. Therefore, his failure is the failure of whole college management
system and his success is the success of the whole management system of college. (Robinson,
V., Lloyd, C., & Rowe, K. 2008).
2.9.1 Duties, Functions and Responsibilities of the Principal
According to Leithwood, K., & Hopkins, D. (2006) main duties functions and
responsibilities of college principal are; .
(a) “Professionalism and competency
(b) High visibility to students and staff
(c) Hold an image or vision
(d) Open to welcome new ideas
(e) Policies are well defined and well communicated
(f) Strong support to teaching staff
(g) Tolerance for divergent points of view
(h) Willing to hold the staff accountable and active supervision
31
(i) Willing to involve staff participation in school policies and plans
(j) Encourage teachers to evaluate their professional competence
(k) High expectations for teacher performance
(l) Listen to teachers' problems and ideas”
Donaldson, G. A. (2001) has described following duties and responsibilities of the
college principal;
2.9.1.1 Planning
Principal has to plan different activities for his/her institution and he has to devised
strategies as well for implementing various programs with success. He is required to plan his
duties and functions throughout the year. (Gronn, P. 2003).
With a view to plan effectively, the good administrator involves all including his staff,
students, guardians and parents. He has to convene the meetings of staff, managing
committee, parent-teacher association and students for holding discussions and arriving at the
decision for implementation. Planning embraces all activities, curricular, co-curricular
projects and community service (Samier, E.,2002).
2.9.1.2 Planning before the opening of the institution
Unless proper planning is made before opening of the institution, there will be a
chaotic condition in the institution. There may be teachers without students, classes without
teachers and so on due to lack of timely planning. The successful administrator therefore,
plans all arrangements before opening of the institution so that everything is found ready as
per the needs and conditions. The following tasks are important at this stage: (Sackney, L.
and Mitchell, C.,2001).
The effective administrator announces the opening of the session after the summer
vocation, the date of application for admission, the date of any admission tests for that
purpose and so on. All these are notified on the Notice Board of the institution or advertised
in the newspaper. (Miller, T.W. and Miller, J.M. ,2001).
32
He makes plans for admissions either on the basis of tests or adopting certain
procedures and criteria. This has to be planned according to the prescribed capacity, available
accommodation and teachers’ strength. (Keough, T. and Tobin, B.,2001).
He ensures physical verification of all kinds of stock of the institution like equipment,
furniture, library books and journals etc. Necessary registers and files are prepared up to date
according to programs and projects being or to be undertaken during the session. (Keough, T.
and Tobin, B.,2001)
A calendar of activity is prepared for the whole session in advance. It includes Inter
alia rates for admission tests and other examinations for admission, for applying, for fee
concessions and so on. In good educational institutions, institutional calendar and student
diaries are printed. Proper and timely summaries are sent for the appeasement of new staff
members due to additional sections/classes, death and transfer of teachers. (English, F.
2002).
In Government managed institutions/aided, necessary proposals are submitted to
Government earlier, e.g., for .creation of posts, releasing grants/sanctions and so on. In well
managed educational institutions teacher-wise, student-wise, and room-wise time-tables are
prepared, individual teachers develop their scheme of lessons/activities, distribution of work,
particularly teaching assignments are done among the staff, co-curricular activities/projects
are distributed among the teachers, arrangements for provision of necessary physical
facilities like furniture, equipment etc, is done in advance and finally announcements are
made for purchase of text-books note-books etc. (Dimmock, C. & Walker, A.,2002)
Successful educational manager plan throughout the year; organization of the
instructional work, organization of various projects/co-curricular activities, organization of
the evaluation/examination, organizing class-supervision and verification of records, students
works, etc, organizing guidance services, making correspondence, furnishing proposals to
Government for improving infrastructure and academic programs. (Dressler, B. ,2001)
The efficient educational managers make planning for holding annual sports, prize
distribution ceremonies, preparing abstracts of attendance, enrollment, fee collection
expenditure statement, recording supervision remarks, preparing annual reports, taking
33
preliminary steps for the next session.
Good educational manager plans mainly for two kinds of work: (1) maintenance, and
(2) development. But the innovative and resourceful manager plans for new projects,
developmental programs and improvements of the institutional programs. (Gunter, H. 2004).
It is the important quality of good administrator that he involves in academic process
and takes some classes, gives guidance to teachers and sees that teaching work and standard
in the institution is not impaired in any way. (Whitty, G. 2008).
He commands due respect and plays a leadership role by making himself good in
teaching and better in knowledge and understanding the teachers’ and students’ problems. He
tries to develop skills, interests, and positive attitude towards academic activities. (Wright, N.
2003)
It is, however found that many administrators keep themselves so much engaged in
administration and non-academic work that they do not spare time for academic and teaching
activities. They thus are the administrative head, not the academic head which is more
essential than anything else. But even they realize the standards of students and teaching
work of teachers, their problems and difficulties. They render necessary guidance for
improving the conditions and act as the light house of knowledge and inspiration.
(Southworth, G. 2004)
There can not be any hard and fast principles or criteria regarding the number of
periods, higher or lower classes, subjects of teaching and so on to be taken up by the head. It
depends on the volume of his administrative and supervisory, responsibility his expertise in
the subjects, and so on. On the whole, being the head of the institution he has to take up some
teaching work according to his interest and convenience. (Donaldson, G. A. 2001).
2.9.1.3 Organizing and Administering
“Principal being an institutional head is required to organize and manage various
programs and projects in the institution. At the outset, he procures adequate furniture,
equipment and instrument for the institution. He gets set the old equipment and furniture
34
repaired, set up libraries, workshops and other physical facilities in an effective and improved
manner”. (March, J. G. and Olsen, J. P. 2004).
The head has to develop curricular preparation, classify pupils, distribute teaching
jobs among teachers, allotting other duties among staff through discussion and deliberation.
He organizes sports, festivals, scouting red cross, parent-teacher associations, faculty
meetings, staff meetings and so on. Office work is also an important competent of the head's
responsibilities. Unless he is alert in the matters, there may be corruption, misappropriation
and other difficulties in the institutional administration. His office is the life centre of the
institution and the he has to maintain it properly. (Gronn, P. 2002).
2.9.1.4 Supervision and guiding
In traditional sense supervising and guiding are taken as components of
administration and organization But, in the modem days supervision is acquired new
significance and needs skills and insight administration, for example, means providing
physical facilities and ensuring successful functioning of the institution whereas supervision
is concerned with improving the total teaching learning situation. Modern supervision is not
"fault-finding", but encouraging and guiding the teachers and students, for improving quality
of the educational process. (Hall, G., & Hord, S. 2001).
A democrat leader supervises the work of teachers in order to help encourage and
guide, not to criticize and find faults. He can do this through participation and in a spirits of
cooperation. His supervision is regular and continuous. (Harris, A. 2003).
2.10 Governance
According to Baird, J. (2006, p.5), “The term "governance" means: the process of
running the system of whole state or system of any institution within the state through set
rules and procedures.
If the system of any state or any organization within the state is run according to set
rules and regulations then good governance is prevalent there similarly if rules are violated
and system is run according to personal will and wish then bad governance is prevalent in all
institutions of the state.”
35
2.11 Bad Governance
Lambert, L. (2002, p.34) said, “As discussed above bad governance is due to non-
practicing of set rules and regulations. Bad governance creates decision making problems,
control problems, resentment and rejection, obsolescence of policies and procedures,
premature response, excessive cost, communication barriers, individual barriers,
organizational barriers and mismanagement. Pakistan as a state is also facing governance
problems.”
Bad governance is rampant in all sectors of national economy in Pakistan.
Educational organization is also no exception. Following reasons are identified for bad
governance in educational organization:
a) Political interference and involvement
b) Unbalance placement of teaching staff
c) Untrained teachers and managers.
d) Unavailability of physical facilities
e) Scarcity of required resources
f) Involvement of teachers in tuitions and coaching centers
g) Faulty examination and evaluation system.
h) Untoward attitude of teachers, students and parents towards college education
(AEPAM.2008)
2.12 Good Governance
Amaral, A., G. and B. Karseth (eds.), (2002, p.16) observed “The phenomenon of
"good governance” is being increasingly regarded as best solution to bad governance and
mismanagement. Nowadays only those sectors and institutions of national economy are
surviving where good governance practices like efficiency, transparency and equity are
practiced. In educational management, Total Quality Management principles are very widely
being adopted for ensuring quality and efficiency at all levels of educational organizations”.
2.12.1 Prerequisites for Good Governance
36
(a) Transparent and viable policies and planning
(b) Good and technically sound administration
(c) Good and professionally well equip staff
(d) Delegation of authority
(e) Utilization and application of ICTs
(f) Developing good and smooth interpersonal relations
(g) Easy and fast office procedures
(h) Good and strong interaction with society.
(i) Public and private partnership
(j) Zero tolerance for corruption (Kezar, A. and P.D. Eckel 2004)
2.12.2 Good Governance Practices
“Good governance practices includes making monitoring and evaluation system
effective. In this connection, modern technology has made it easier by introducing tracking
system, biometric system for attendance, CCTV cameras etc.Other good governance
practices are transparency in the utilization of development funds, sharing of authority,
democratic decision making, proper placement of teaching and non teaching staff, maximum
efficiency and capacity building of all management personnel, provision of conducive
working environment in educational organization and provision of good infrastructure.
(UNESCAP, 2007)
2.13 Good Governance and Educational Organization
According to Boer, H.F. de and L. Goedebuure, (2007, p77), “It is matter of fact that
any system cannot develop and advance without proper and effective management system”.
Similarly, for good education system, good management is also prerequisite. This is the
reason that in developed countries besides financial institutions, good governance practices
are largely adopted in educational institutions as well. Consequently, their educational
institutions at all levels are growing and advancing very rapidly.
Government run educational institutions commonly face governance problems
because of apathy of political governments. State controlled education system always remains
heavily centralized therefore plans and policies for reforms and improvement in the system
37
are not properly implemented. Provided resources go waste due to corruption and loopholes
in the system. Personal interests are given priority over institutional interests and bosses
practice favoritism and nepotism policies. In this context, public sector education system
direly needed good governanace. (Boffo, S., P. Dubois and R. Moscati ,2008)
According to Dimmen, A. and S. Kyvik ,(2007, p.113), “Good Governance functions
cause far reaching positive impacts on management system of educational institutions and
due to good governance accountability and transparency is ensured in the education sector.
Good governance also ensures equal participation of all stake holders in the management
system of public sector educational institutions.”
2.14 Good Governance and the current management system of public sector colleges
“In order to make present management system of public sector colleges better and
effective, policy makers and the people at the helm of power has to introduce new and
innovative management system which can cater the modern needs. Good governance is the
system can bring drastic changes in our present public sector management system of colleges.
Total Quality Management TQM system is being implemented in different countries to
advance the management system of educational organizations” (bin and Hughes, 2000)
According to Musaazi, J. C. S. (2003, p.124), “The main functions of good
management of educational institutions are to make best efforts to provide better educational
atmosphere to students and teachers, to provide all needed physical facilities, to run the
system according to set rules and regulations, promote good values and involve community
in the matters of institution, teamwork, reward and respect for teachers and students, sharing
of authority, accepting good suggestions forwarded from either side and putting all resources
for institutional development and progress”
2.15 Related Studies
Different related studies have been searched and cited in order to enrich the literature
collected for the study.. These studies have provided good and supportive base to research
conducted on the topic of management system and good governance. I have scanned key
38
areas like theme of the studies, target population, methodology and relevant findings and
conclusions to support and enrich my research study.
2.15.1 International level
Yukl.G.A (2002) conducted research study on good management behaviors and he
concluded that “viable and effective management behaviors to run educational organization
successfully are (a) coordinating (b) creating (c) accepting (d) providing incentives (e)
working in team (f) conflict management and (g) strong inter-connections.”
According to the research study conducted by Sergiovanni, Metzcus, and Burden
(2002) “:successful management behaviors to run educational institution effectively are
proper planning, clarity of goals, proper check and balance, problem solving and proper
information system The key findings of their research recommend that all identified each of
managerial behaviors have the capacity to ensure effectiveness of managerial practices if
such behaviors are adopted by educational managers in specific conditions”
Lippit, R. and R. K White. (2007) conducted research study on two groups of
Midwestern high school principals;
“One group of them was effective and the other was not effective. Liu discovered that
the effective group was using managerial techniques like to plan staff development programs
and trainings and also to implement these programs for staff development, to meet staff
members to know their problems and needs, inform the staff members how they can take part
in making an organization successful, to set goals for organization, to consult members of
community, to ensure all members of organization working well in other words, all the
teachers teaching well, resource acquisition and building maintenance, Get sufficient things /
materials for teaching, utilize the resources on need and priority bases and providing suitable
working environment.”
According to Whetten, D. A. and K. S. Cameron. (2006), “In their study on the
topic “administrative measures practiced by the principals that cause to affect students
positively or negatively”, Identified number of administrative measures that principal
practice. These measures affect the students’ morale and the atmosphere of the institution 315
39
graduates students were taken into study. Measures identified by the study were human
relations, trust, instructional leadership, control and conflict. 315 teachers were also included
in study to determine those behaviors followed by their principals and that were wrong. 14
categories were drawn about the mistakes and harmful behavior practiced by the principals,
mistakes which reported mostly was misbehaving and anomalies in interpersonal
communication, there was lake of trust and no proper listening to the sub-ordinates.”
2.15.2 National level
Zafar, B. (2012) conducted a research study in which he judged management styles
and abilities of college principals and found that; “Staff members of a college were not
involved in planning, developing and interpreting the requirements of school / college policy
formulation, only information, judgment and rules were given by the college heads to the
staff members for completing task and in making decision. Heads did not assist in
determining solutions, discussions over problems to attain objectives of an institution; staff-
members were corrected by the college heads when they made blunders irregularity. The
heads did not care the respect and feelings of the staff members, college heads dealt out
responsibilities among the staff on the basis of their personal observation and they did not
keep in mind abilities of the staff-members, they did not involved staff members in assigning
the task, the college heads did not like / love to establish relations with the staff who did have
negative feelings for them, heads of college did not show their negative feeling for the staff
members.”
Kalra, A. (2010) studied the main management related problems of boys’ higher
secondary schoosl in Punjab and said; “These problems require prior attention as they are
directly related with the performance. They are given as: library service, laboratory service,
different important material supplies like material required for effective teaching, proper
furniture, organization of co-curricular activities, funds for development work community
cooperation, quality teaching and learning.”
Khan, M. A. (2008) researched on the management practices adopted by heads of
higher secondary school and also assessed the performance of teachers in pleasant and
annoying circumstances.
40
“The main findings of his study are; a large number of the school heads had
participating that can be gotten as they are high on relationship and low on task. It is primary
managerial style, a large number of school head utilized “selling”. Selling can be understood
as the heads are high on relationship and high on task. It is known as secondary managerial
style. Both the observations were evaluated by the heads and their pedagogues.”
Sarwar, Z and A. Razay. (2005) found that; “The quality of education is not good in
Pakistan at all levels. Findings of his study revealed different shortcomings in education
system like flawed examination, teacher qualification, selection and training, out-dated
curriculum, non-availability of educational material, and insufficient infrastructure. ”
According to Muhammad, M. (2008) “all the teachers are not God gifted only trained
and skilled teachers can deliver the information effectively. This study showed that in service
training was not provided at college level. We can’t reform unless we have capable and
professional teachers”.
2.16 Policy Statements Regarding the Structure of Educational Management in
Pakistan
In Pakistan, since independence different policies and plans are developed and
presented to reform and advance educational system the policies and plans contained policy
actions and provisions regarding primary, secondary, and higher education. Teacher training
and education, curriculum, educational administration and management. Analysis of different
policy provisions related with educational management reforms is undertaken as follows
The Report of the Commission on National Education, (1959);“For the improvement
of administrative system, the policy suggests competent and professionally trained
administrators will be hired and appointed on key managerial positions in the education
department on merit. In this regard commission shift the responsibility to the Federal
Ministry of Education stating that it must devise a policy for bringing administrative reforms
in the education sector and whole institutional system at federal and provincial level must be
overhauled. Traditional Bureaucratic approached must be replaced with competent and rapid
response giving administrative system”.
41
New Education Policy (1970), “The policy recommended that administrative system
of educational institutions shall be decentralized Policy actions further suggest that private
sector and local community shall be given due role in running the educational institutions.
Educational institutions shall be given financial autonomy as ell for proper and effective
utilization of grants and funds. Educational institutions of the country shall be made
strengthen enough to generate their own resources. There shall be constituted autonomous
boards of governors, zonal college authorities, Education Service Boards; governing/advisory
bodies for all institutions from primary to university levels to manage day-to-day affairs of
educational institutions.”
The National Education Policy (1979), Policy discussed that present administrative
system of educational institutions is old and traditional. There is prevalent red-tapism and
slow pace of disposing of important matters. Therefore, this administrative system cannot
deliver and cannot cater modern needs so policy recommended drastic changes in the
administrative system for efficient working of educational institutions and for better delivery
and advancement. The reforms process shall be started at Federal and Provincial Education
Departments and at Directorates level in order to make system effective and quick
responsive. The policy also recommended that experienced and qualified educators shall be
appointed on key administrative posts in all departments of education.”
National Education Policy (1992-1998), “The policy actions recommended that in
order to improve and advance the managerial and administrative capacities of educational
managers, their massive and continuous capacity building shall be undertaken. Managerial
Maximum trainings opportunities shall be provided to managers to enhance their managerial
skills. Policy also recommended that at all levels, authority shall be decentralized and
powers shall be shifted to institutional heads. The monitoring process of all Educational
development plans shall be made effective. Local community participation shall be ensured
in institutional and other matters”
The National Education Policy (1998-2010) advocated that: “Supervision and
monitoring system of educational institutions shall be made effective and for this purpose,
competent and committed supervisory staff shall be deployed. Regional Officers and
Principals of the colleges shall be imparted training and professional development
opportunities in management to improve their managerial capability. Other key areas related
42
to administrative reforms addressed by the policy were assessment and implementation issues
pertaining to administrative consolidation, educational planning, monitoring and evaluation
and enhancing capacity of provincial education departments”
National Education Policy (2009) underlined following policy actions, “A separate
management cadre for education shall be introduced. Education sector management shall be
left to the Education managers without any intervention from politicians and bureaucrats.
Education planners and decision makers shall be trained for effective decision making and
planning. Personnel Management Information System (PMIS) as well as Financial
Management Information System (FMIS) shall be developed to support the planning,
implementation and evaluation function. These shall be linked to the existing Educational
Management and Information System (EMIS). National Standards and Certification Agency
for EMIS shall be established to set, monitor and evaluate the quality of education, data
collection, analysis and use across all levels and tiers of the education management”.
43
CHAPTER NO. 3
RESEARCH METHODOLOGY
This chapter contains the details regarding research design, target population for the
research and its selection techniques, research instruments designed for data collection, data
collection and analysis procedures.
3.1 Research Design
. Quantitative research approach was followed to carry out the research. It was survey
type of research form of descriptive research
3.2 Population
All public sector colleges of five regions of the Sindh province, their principals,
provincial managers, teachers, students and parents were included in the population set for
the research.
Table No. 2 Region Wise Population of the Principals
Region College
Principals
Population
Male College
Population of
Principals
Female College
Principal Population
Urban Rural Urban Rural
Hyderabad 60 29 10 16 5
Sukkur 29 13 6 7 3
Karachi 130 64 12 48 9
Larkana 22 8 6 5 2
Mirpurkhas 17 6 4 4 3
Total 258 120 38 80 22
44
Table No. 3 Shows Region Wise Population of the Teachers
Region College
Teachers
Population
Male College
Population of Teachers
Female College
Population of
Teachers
Urban Rural Urban Rural
Hyderabad 1140 491 238 312 47
Sukkur 594 280 210 68 36
Karachi 1765 775 150 724 111
Larkana 380 136 95 107 22
Mirpurkhas 269 120 50 65 33
Total 4148 1802 743 1276 249
Table No. 4 Shows Region Wise Population of the Students
Regions College Students
Population
Male College
Population of
Students
Female College
Population of Students
Urban Rural Urban Rural
Hyderabad 31412 15518 5224 7660 2710
Sukkur 11200 5400 1950 2800 900
Karachi 66574 31716 4012 27328 3318
Larkana 18655 4719 2481 2724 680
Mirpurkhas 10784 2934 1731 1890 697
Total 138625 60287 15398 42402 8305
3.3 Sample
The random sampling and convenience sampling techniques were used to select
sample from the population of the study. From total 258 government colleges, 16% (40)
colleges, 5% teachers (206), 2% (1000) students were selected randomly while 06
administrative officers and 150 parents were selected through convenience sampling. The
total sample size was, therefore, 1396
45
Table No. 5 Shows Region Wise Sample of the Principals
Region Sample of
the
College
Principals
16%
Sample of
Male College
10% Principals
Sample of
Female College
Principals 10%
Total Sample of
the Colleges
Principals at
Hyderabad Region
Urban Rural Urban Rural Urban
(M/F)
Rural
(M/F)
Hyderabad 9 4 1 2 1 6 2
Sukkur 4 2 1 1 1 3 2
Karachi 20 9 2 7 1 11 2
Larkana 4 2 1 1 1 5 2
Mirpurkhas 3 1 1 1 0 5 2
Total 40 18 6 12 4 30 10
Table No. 6 Shows Region Wise Sample of the Teachers
Region Sample
of the
College
Teachers
5%
Sample of
Male College
Teachers 5%
Sample of
Female College
Teachers 5%
Total Sample of
the Colleges
Teachers at
Hyderabad
Region
Urban Rural Urban Rural Urban
(M/F)
Rural
(M/F)
Hyderabad 57 25 12 16 2 40 14
Sukkur 29 14 11 3 2 17 12
Karachi 88 39 8 36 6 75 13
Larkana 19 7 5 5 1 12 6
Mirpurkhas 13 6 3 3 2 9 5
Total 206 91 39 63 13 156 50
46
Table No. 7 Shows Region Wise Sample of the Students
Region Sample
of the
College
Students
2%
Sample of Male
College
Students 1%
Sample of
Female College
Students 1%
Total Sample of
the Colleges
Students at
Hyderabad
Region
Urban Rural Urban Rural Urban
(M/F)
Rural
(M/F)
Hyderabad 299 138 40 54 25 232 79
Sukkur 99 51 18 28 9 82 29
Karachi 355 213 39 183 31 590 73
Larkana 149 45 25 25 5 74 32
Mirpurkhas 99 26 17 19 7 48 24
Total 1000 473 138 310 78 1026 237
Table No. 8 Shows the response rate from the sample
Sample Category Total Sample Response
Rate
Response rate in
Percentage
Principals 40 33 82.50%
Teachers 206 200 97.09%
Students 1000 850 85.00%
Parents 150 150 100.00%
Administrative Officers 06 06 100.00%
3.4 Research Instruments
Five questionnaires were developed for the principals, provincial managers, teachers
students and parents (Appendix II - XI). These questionnaires were developed for assessing
the managerial system of public sector colleges. Five point Likert’s Scale (Strongly Agree
SA, Agree A, Undecided UD, Disagree DA, Strongly Disagree SDA) were used in
questionnaires to get the opinion of principals, provincial managers, teachers students and
parents. Three point scale (Agree A, Undecided UD, Disagree DA) questionnaire (Appendix
47
– XI) was used to collect the opinion of provincial managers. Open ended questions were also
included in all questionnaires to seek the detailed suggestions and comments of respondent
sample.
Questionnaire I: For the Principals of the colleges.
Questionnaire II: For the Teachers of the Colleges.
Questionnaire III: For the Students of the Colleges.
Questionnaire IV: For the Parents of the Students of Colleges.
Questionnaire V: For provincial managers
First part of the questionnaires was designed to obtain demographic information, and
the next part of the questionnaires were designed to obtain opinion about management system
of the colleges, Areas covered through all the Questionnaires were Planning, Organization &
Structure, Staffing, Sharing of Authority, Decision making, Efficiency, Communication,
Procedures, Public Relations, Accountability, Trainings etc..
3.4.1 Pilot Testing
For the validation of all five questionnaires, a panel of experts (Appendix, I)
comprised of renowned professors from different universities serving in the field of education
was selected and on the basis of their feedback and expert opinion, questionnaires were
finalized.
For determining the reliability of the instruments, instruments were tested on 10
college principals, 20 college teachers, 100 students of colleges and their parents in two
sessions. Test-retest reliability method was used to determine reliability of the instruments.
3.4.2 Results of Reliability
The reliability of questionnaire for the principals…………………..0.955
The reliability of questionnaire for the teachers ………………….. 0.996
The reliability of questionnaire for the students ………………….. 0.984
The reliability of questionnaire for the parents ………………….. 0.992
The reliability of questionnaire for the provincial managers ……… 0.982
48
Hence it is obvious that the questionnaires were valid and reliable for the study Procedure
3.5 Data Collection
As the study involved principals, teachers and students and parents of the 40
randomly selected colleges, five regional directors and one secretary level officer. Most of
sampled colleges were visited personally and those colleges situated at distant places were
sent questionnaires through postal service.
The process of visiting 40 colleges to collect information from the principals, staff
and students almost took about one year
3.5.1 Data Analysis
Collected data was analyzed through Chi-Square Statistics, simple percentage and
mean scores.
3.5.2 Why Chi-square?
“The chi-square test was applied because collected data was nominal and categorical
data. (In form of numerical values).It compares observed data with expected data obtained
according to a specific hypothesis. (Null hypotheses were there). It is “goodness of fit"
statistics. Chi-square tests the null hypothesis that the variables are independent.” (V. Voinov
& M S Nikulin, 2013)
3.4.3 Steps for Chi-square Test
“Step No. 1:- state the null and alternative hypothesis
49
Step No.2:- Select the distribution to use. Because there are five categories
(shades of opinion), this is a multinomial experiment.
Consequently, we used the Chi-square distribution to make this
test.
Step No. 3: Determine the rejection and non rejection regions. The
significance level is given to be 0.05 and the goodness -of- fit
test is always right- tailed. Therefore the area in the right tell of
the chi-square distribution curve is :
Fig: Normal Distribution Curve
Area is the right tailed = =0.05
The degree of freedom is calculated as;
K=number of categories of response=5 Df = k – 1 = 5 – 1 = 4
Step No. 4:- Calculate the value of the test statistics (N=---)
Step No. 5:- Make a decision
(Value of the observed ² =--------- which is larger/smaller than the critical value of
²=9.488 and it falls in the rejection/accepted region. Hence, the null/alternative hypothesis is
rejected and it is stated that proportion of the respondents expressing their opinion in at least,
one or more shades is not same for all shades of opinion.
A higher percentage of respondents express their opinion in one or more shades)” (V.
Voinov & M S Nikulin, 2013 b)
The following formula was used to calculate the value of Chi-square²;
50
² = Σ (fo-fe)2
fe
where
Σ stands for sum of
fo stand for observed frequency
fe stand for expected frequency
df (in case of one-way x2) =c-1
where
c stands for no of columns
df In case of two way x2 = (c-1) (r-1)
where
r stands for number of rows.
The level of significance selected for making inferences about population was 0.05.
51
CHAPTER NO. 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
In this chapter analysis of collected data was carried out though quantitative
approaches and scientific inferences were drawn.
4.1 Questionnaire No: I for the College Principals
The questionnaire No: I was developed for college principals was administered
among 40 principals. Out of 40 principals, 33 responded and returned questionnaire.
Obtained data was analyzed through the application of Chi-square test and tabulated.
Part-I Personal Information about Principals
4.1.1 Age
Following table shows age wise distribution of the respondents
Table No: 8 Age wise distribution of the principals
S. No Age / Years Frequency %
1 35-40 2 6.06
2 41-45 5 15.15
3 46-50 9 27.27
4 51-59 17 51.51
Total 33 100
4.1.2 Gender
52
Following table shows the gender wise distribution of the respondents
Table No: 9 Gender wise distribution of the respondents
S.No Gender Frequency %
1 Male 18 54.54
2 Female 15 45.45
Total 33
4.1.3 Designation of the principals
Following table shows the designation of the principals
Table No: 10 Designation of the respondents
S.No Post Held Frequency %
1 Professors 10 30.30
2 Associate Professors 15 45.45
3 Assistant Professors 08 24.24
Total 33
4.1.4 Qualification of the Principals
Following table No: 14 shows qualification of the respondents
Table No: 11 Qualification of the respondents
S.No. Qualification Frequency %
1 PhD 03 9.09
2 M.Phil 05 15.15
3 M.A / MSc / M.Ed 23 69.69
Total 33 100
4.1.5 Principals by location
53
Following table No: 15 shows qualification of the respondents
Table No: 12 Principals by location
S. No Location Frequency %
1 Urban 23 69.69
2 Rural 10 30.30
Total 33 100
54
Data Analysis
Principal (General)
Table No. 13
H0: Principals do not differ in their opinion about taking initiative for bringing
improvement in the management system of their colleges
H1: Out of five shades of opinion at least one is expressed by majority of
the respondents
SA A U D SDA Total
Fo 9 13 0 7 4 N=33
Fe 6.6 6.6 6.6 6.6 6.6
fo-fe 2.4 6.4 -6.6 0.4 -2.6
(fo-fe)2 5.76 40.96 43.56 0.16 6.76
(fo-fe)2/fe 0.87 6.21 6.60 0.02 1.02 χ2=14.73
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 13 indicates that the value of the observed χ2 =14.73, which is larger than
the critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents expressing their opinion "lot of
initiative for improvement in the management system of their colleges" is not same for all
shades of opinion. A higher percentage of respondents express their opinion in one or more
shades.
55
Table No. 14
H0: Principals do not differ in their opinion about they try to develop team work
and cooperation in the working
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 11 13 0 5 4 N=33
Fe 6.6 6.6 6.6 6.6 6.6
fo-fe 4.4 6.4 -6.6 -1.6 -2.6
(fo-fe)2 19.36 40.96 43.56 2.56 6.76
(fo-fe)2/fe 2.93 6.21 6.60 0.39 1.02 χ2=17.15
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 14 indicates that the value of the observed χ2=17.15, which is larger than the
critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents expressing their opinion "they try
to develop team work and cooperation in the working." is not same for all shades of opinion.
A higher percentage of respondents express their opinion in one or more shades.
56
Table No. 15
H0: Principals do not differ in their opinion about they take timely decisions and in
consistent with their plans
H1: Out of five shades of opinion at least one is expressed by majority of
the respondents
SA A U D SDA Total
Fo 10 13 1 5 4 N=33
Fe 6.6 6.6 6.6 6.6 6.6
fo-fe 3.4 6.4 -5.6 -1.6 -2.6
(fo-fe)2 11.56 40.96 31.36 2.56 6.76
(fo-fe)2/fe 1.75 6.21 4.75 0.39 1.02 χ2=14.12
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 15 indicates that the value of the observed χ2=14.12, which is larger than the
critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents expressing their opinion "they take
timely decisions and in consistent with their plans" is not same for all shades of opinion. A
higher percentage of respondents express their opinion in one or more shades
57
Table No. 16
H0: Principals do not differ in their opinion about they delegate authority for the
betterment of management system of their colleges
H1: Out of five shades of opinion at least one is expressed by majority of
the respondents
SA A U D SDA Total
Fo 8 14 1 6 4 N=33
Fe 6.6 6.6 6.6 6.6 6.6
fo-fe 1.4 7.4 -5.6 -0.6 -2.6
(fo-fe)2 1.96 54.76 31.36 0.36 6.76
(fo-fe)2/fe 0.30 8.30 4.75 0.05 1.02 χ2=14.42
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 16 indicates that the value of the observed χ2 = 14.42, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents expressing their opinion “they
delegate authority for the betterment of management system of their colleges” is not same for
all shades of opinion. A higher percentage of respondents express their opinion in one or
more shades
58
Table No. 17
H0: Principals do not differ in their opinion about they allow complete freedom to
staff members in day to day working
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 9 14 0 5 5 N=33
Fe 6.6 6.6 6.6 6.6 6.6
fo-fe 2.4 7.4 -6.6 -1.6 -1.6
(fo-fe)2 5.76 54.76 43.56 2.56 2.56
(fo-fe)2/fe 0.87 8.30 6.60 0.39 0.39 χ2=16.55
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 17 indicates that the value of the observed χ2 = 16.55, which is larger than
the critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents expressing their opinion "they
allow complete freedom to staff members in day to day working” is not same for all shades of
opinion. A higher percentage of respondents express their opinion in one or more shades
59
Table No. 18
H0: Principals do not differ in their opinion about they are satisfied with the
quality of education being imparted in their colleges
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 4 5 0 9 15 N=33
Fe 6.6 6.6 6.6 6.6 6.6
fo-fe -2.6 -1.6 -6.6 2.4 8.4
(fo-fe)2 6.76 2.56 43.56 5.76 70.56
(fo-fe)2/fe 1.02 0.39 6.60 0.87 10.69 χ2=19.58
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 18 indicates that the value of the observed χ2 = 19.58, which is larger than
the critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents expressing their opinion "they are
satisfied with the quality of education being imparted in their colleges” is not same for all
shades of opinion. A higher percentage of respondents express their opinion in one or more
shades
60
Table No. 19
H0: Principals do not differ in their opinion about they are provided sufficient
funds and powers for the overall development of their colleges
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 6 9 0 13 5 N=33
Fe 6.6 6.6 6.6 6.6 6.6
fo-fe -0.6 2.4 -6.6 6.4 -1.6
(fo-fe)2 0.36 5.76 43.56 40.96 2.56
(fo-fe)2/fe 0.05 0.87 6.60 6.21 0.39 χ2=14.12
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 19 indicates that the value of the observed χ2= 14.12, which is larger than
the critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents expressing their opinion “they are
provided sufficient funds and powers for overall development of their colleges” is not same
for all shades of opinion. A higher percentage of respondents express their opinion in one or
more shades
61
Table No. 20
H0: Principals do not differ in their opinion about they remain under pressure as
administrators of the colleges
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 4 7 0 13 9 N=33
Fe 6.6 6.6 6.6 6.6 6.6
fo-fe -2.6 0.4 -6.6 6.4 2.4
(fo-fe)2 6.76 0.16 43.56 40.96 5.76
(fo-fe)2/fe 1.02 0.02 6.60 6.21 0.87 χ2=14.73
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 20 indicates that the value of the observed χ2 = 14.73, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents expressing their opinion “they
remain under pressure as administrators of the colleges" is not same for all shades of opinion.
A higher percentage of respondents express their opinion in one or more shades
62
Table No. 21
H0: Principals do not differ in their opinion about they mostly avoid conflict and
confrontation with their colleagues
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 10 14 0 7 2 N=33
Fe 6.6 6.6 6.6 6.6 6.6
fo-fe 3.4 7.4 -6.6 0.4 -4.6
(fo-fe)2 11.56 54.76 43.56 0.16 21.16
(fo-fe)2/fe 1.75 8.30 6.60 0.02 3.21 χ2=19.88
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 21 indicates that the value of the observed χ2= 19.88, which is larger than
the critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents expressing their opinion “they
mostly avoid conflict and confrontation with their colleagues" is not same for all shades of
opinion. A higher percentage of respondents express their opinion in one or more shades
63
Table No. 22
H0: Principals do not differ in their opinion about they tolerate disagreements and
encourage good suggestions in decision making
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 8 12 2 6 5 N=33
Fe 6.6 6.6 6.6 6.6 6.6
fo-fe 1.4 5.4 -4.6 -0.6 -1.6
(fo-fe)2 1.96 29.16 21.16 0.36 2.56
(fo-fe)2/fe 0.30 4.42 3.21 0.05 0.39 χ2=18.36
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 22 indicates that the value of the observed χ 2 =18.36, which is larger than
the critical value of 2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents expressing their opinion “they
tolerate disagreements and encourage good suggestions in decision making “is not same for
all shades of opinion. A higher percentage of respondents express their opinion in one or
more shades
64
Table No. 23
H0: Principals do not differ in their opinion about they utilize different funds
properly and transparently
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 7 13 1 7 5 N=33
Fe 6.6 6.6 6.6 6.6 6.6
fo-fe 0.4 6.4 -5.6 0.4 -1.6
(fo-fe)2 0.16 40.96 31.36 0.16 2.56
(fo-fe)2/fe 0.02 6.21 4.75 0.02 0.39 χ2=11.39
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 23 indicates that the value of the observed χ 2= 11.39, which is larger than
the critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents expressing their opinion "they
utilize different funds properly and transparently” is not same for all shades of opinion. A
higher percentage of respondents express their opinion in one or more shades
65
Table No. 24
H0: Principals do not differ in their opinion about teachers do proper preparation
before teaching and teach properly in colleges
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 7 9 1 10 6 N=33
Fe 6.6 6.6 6.6 6.6 6.6
fo-fe 0.4 2.4 -5.6 3.4 -0.6
(fo-fe)2 0.16 5.76 31.36 11.56 0.36
(fo-fe)2/fe 0.02 0.87 4.75 1.75 0.05 χ2=7.45
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 24 indicates that the value of the observed 2= 7.45, which is smaller than
the critical value of 2= 9.488 and it falls in the accepted region. Hence, the null hypothesis is
accepted and it is stated that proportion of the respondents expressing their opinion “teachers
do proper preparation before teaching and teach properly in colleges" is not same for all
shades of opinion. A higher percentage of respondents express their opinion in one or more
shades
66
Table No. 25
H0: Principals do not differ in their opinion about teachers remain involved in
administrative responsibilities
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 8 11 0 9 5 N=33
Fe 6.6 6.6 6.6 6.6 6.6
fo-fe 1.4 4.4 -6.6 2.4 -1.6
(fo-fe)2 1.96 19.36 43.56 5.76 2.56
(fo-fe)2/fe 0.30 2.93 6.60 0.87 0.39 χ2=11.09
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 25 indicates that the value of the observed 2=11.09, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents expressing their opinion "teachers
remain involved in administrative responsibilities" is not same for all shades of opinion. A
higher percentage of respondents express their opinion in one or more shades
67
Table No. 26
H0: Principals do not differ in their opinion about provincial education department
provides training facilities to college teachers
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 6 8 1 12 6 N=33
Fe 6.6 6.6 6.6 6.6 6.6
fo-fe -0.6 1.4 -5.6 5.4 -0.6
(fo-fe)2 0.36 1.96 31.36 29.16 0.36
(fo-fe)2/fe 0.05 0.30 4.75 4.42 0.05 χ2=9.58
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table. No 26 indicates that the value of the observed χ 2= 9.58, which is larger than
the critical value of χ 2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents expressing their opinion
“provincial education department provides training facilities to college teachers “is not same
for all shades of opinion. A higher percentage of respondents express their opinion in one or
more shades
68
Table No. 27
H0: Principals do not differ in their opinion about parents are invited in organizing
annual days, sports and other programs held in college.
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 5 8 1 12 7 N=33
Fe 6.6 6.6 6.6 6.6 6.6
fo-fe -1.6 1.4 -5.6 5.4 0.4
(fo-fe)2 2.56 1.96 31.36 29.16 0.16
(fo-fe)2/fe 0.39 0.30 4.75 4.42 0.02 χ2=9.88
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 27 indicates that the value of the observed χ2= 9.88, which is larger than the
critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents expressing their opinion "parents
are invited in organizing annual days, sports and other programs held in colleges" is not same
for all shades of opinion. A higher percentage of respondents express their opinion in one or
more shades
69
Table No. 28
H0: Principals do not differ in their opinion about formative testing is carried out
from time to time
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 6 9 0 11 7 N=33
Fe 6.6 6.6 6.6 6.6 6.6
fo-fe -0.6 2.4 -6.6 4.4 0.4
(fo-fe)2 0.36 5.76 43.56 19.36 0.16
(fo-fe)2/fe 0.05 0.87 6.60 2.93 0.02 χ2=10.48
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 28 indicates that the value of the observed χ2= 10.48, which is larger than
the critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
accepted and it is stated that proportion of the respondents expressing their opinion
“formative testing is carried out from time to time" is not same for all shades of opinion. A
higher percentage of respondents express their opinion in one or more shades.
70
Table No. 29
H0: Principals do not differ in their opinion about in tests/exams various types of
items are used
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 2 4 0 15 12 N=33
Fe 6.6 6.6 6.6 6.6 6.6
fo-fe -4.6 -2.6 -6.6 8.4 5.4
(fo-fe)2 21.16 6.76 43.56 70.56 29.16
(fo-fe)2/fe 3.21 1.02 6.60 10.69 4.42 χ2=25.94
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 29 indicates that the value of the observed χ2= 25.94, which is larger than
the critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents expressing their opinion "In
tests/exams various types of items are used” is not same for all shades of opinion. A higher
percentage of respondents express their opinion in one or more shades
71
Table No. 30
H0: Principals do not differ in their opinion about cheating is common in
examination
H1: Out of five shades of opinion at least one is expressed by majority of
the respondents
SA A U D SDA Total
Fo 11 13 0 5 4 N=33
Fe 6.6 6.6 6.6 6.6 6.6
fo-fe 4.4 6.4 -6.6 -1.6 -2.6
(fo-fe)2 19.36 40.96 43.56 2.56 6.76
(fo-fe)2/fe 2.93 6.21 6.60 0.39 1.02 χ2=17.15
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 30 indicates that the value of the observed χ2 = 17.15, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents expressing their opinion “cheating
is common in examinations" is not same for all shades of opinion. A higher percentage of
respondents express their opinion in one or more shades
72
Table No. 31
H0: Principals do not differ in their opinion about most of the teachers participate
in activities of the union
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 9 12 0 9 3 N=33
Fe 6.6 6.6 6.6 6.6 6.6
fo-fe 2.4 5.4 -6.6 2.4 -3.6
(fo-fe)2 5.76 29.16 43.56 5.76 12.96
(fo-fe)2/fe 0.87 4.42 6.60 0.87 1.96 χ2=14.73
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 31 indicates that the value of the observed χ2 = 14.73, which is larger than
the critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents expressing their opinion “most of
the teachers participate in activities of the union “is not same for all shades of opinion. A
higher percentage of respondents express their opinion in one or more shades
73
Table No. 32
H0: Principals do not differ in their opinion about provincial education department
provides them training opportunities.
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 2 4 1 17 9 N=33
Fe 6.6 6.6 6.6 6.6 6.6
fo-fe -4.6 -2.6 -5.6 10.4 2.4
(fo-fe)2 21.16 6.76 31.36 108.2 5.76
(fo-fe)2/fe 3.21 1.02 4.75 16.39 0.87 χ2 = 26.24
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 32 indicates that the value of the observed χ2 = 26.24, which is larger than
the critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents expressing their opinion
“provincial education department provides them training opportunities." is not same for all
shades of opinion. A higher percentage of respondents express their opinion in one or more
shades
74
Table No. 33
H0: Principals do not differ in their opinion about student organizations harass
teachers and interfere in college administration
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 9 14 1 6 3 N=33
Fe 6.6 6.6 6.6 6.6 6.6
fo-fe 2.4 7.4 -5.6 -0.6 -3.6
(fo-fe)2 5.76 54.76 31.36 0.36 12.96
(fo-fe)2/fe 0.87 8.30 4.75 0.05 1.96 χ2=15.94
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 33 indicates that the value of the observed χ2= 15.94, which is larger than
the critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents expressing their opinion "student
organizations harass teachers and interfere in college administration” is not same for all
shades of opinion. A higher percentage of respondents express their opinion in one or more
shades
75
Table No. 34
H0: Principals do not differ in their opinion about there exist good coordination
between different offices like principal offices, regional director offices and
provincial secretariat
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 3 6 0 15 9 N=33
Fe 6.6 6.6 6.6 6.6 6.6
fo-fe -3.6 -0.6 -6.6 8.4 2.4
(fo-fe)2 12.96 0.36 43.56 70.56 5.76
(fo-fe)2/fe 1.96 0.05 6.60 10.69 0.87
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 34 indicates that the value of the observed χ2= 20.18, which is larger than
the critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents expressing their opinion "there
exist good coordination between different offices like principal offices, regional director
offices and provincial secretariat” is not same for all shades of opinion. A higher percentage
of respondents express their opinion in one or more shades
76
Table No. 35
H0: Principals do not differ in their opinion about there exist accountability and
transparency in all Provincial education department offices
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 3 7 0 14 9 N=33
Fe 6.6 6.6 6.6 6.6 6.6
fo-fe -3.6 0.4 -6.6 7.4 2.4
(fo-fe)2 12.96 0.16 43.56 54.76 5.76
(fo-fe)2/fe 1.96 0.02 6.60 8.30 0.87 χ2=17.76
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 35 indicates that the value of the observed χ2= 17.76, which is larger than
the critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents expressing their opinion “there
exist accountability and transparency in all provincial education department offices” is not
same for all shades of opinion. A higher percentage of respondents express their opinion in
one or more shades
77
Table No. 36
H0: Principals do not differ in their opinion about they maintain strict discipline
and inspection system in college
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo
Fe
fo-fe
(fo-fe)2
(fo-fe)2/fe
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 36 indicates that the value of the observed χ2= 12.30, which is larger than
the critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and it is stated that proportion of the respondents expressing their opinion
“Principals maintain strict discipline and inspection system in colleges” “is not same for all
shades of opinion. A higher percentage of respondents express their opinion in one or more
shades
78
4.2 Questionnaire II for Teachers
The researcher developed a questionnaire No: II for college teachers and
administered among 206 sample teachers. Out of 206 teachers, 200 returned and responded
questionnaire. Obtained data was analyzed through chi square test
Part-I Personal characteristics of the respondents (Teachers)
4.2.1 Age
Following table shows age wise distribution of the teachers
Table No: 37 Age wise distribution of the respondents
S. No Age / Years Frequency %
1 30-35 100 50.0
2 36-40 55 27.5
3 41-50 35 17.5
4 51-60 10 05.0
Total 200 100
4.2.2 Gender
Following table shows gender wise distribution of the teachers
Table No: 38 Gender wise distribution of the respondents
S.No Gender Frequency %
1 Male 130 65
2 Female 70 35
Total 200 100
79
4.2.3 Designation
Following table shows the designation of the teachers
Table No: 39 Designation wise distribution of the respondents
S.No Designation Frequency % Age
1 Lecturers 100 50.0
2 Assistant Professors 55 27.5
3 Associate Professors 35 17.5
4 Professors 10 05.0
Total 200 100
4.2.4 Qualification
Following table shows the qualification of the teachers
Table No: 40 Qualification wise distribution of the respondents
S.No Qualification Frequency % Age
1 Ph.D. 10 05.0
2 M.Phil. 18 09.0
3 Masters 172 86.0
Total 200 100
4.2.5 Teachers by Location
Following table shows the locations of the teachers
Table No: 41 Location wise distribution of the teachers
S.No Location Frequency % Age
1 Urban 150 75
2 Rural 50 25
Total 200 100
80
Teachers (General)
Table No. 42
H0: The proportion of the respondents (College Teachers) expressing their opinion
about teachers in the colleges come well prepared and teach to students
properly" is same (0.2) for all shades of opinion
H1: At least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
Fo 45 75 2 40 38 N=200
Fe 40 40 40 40 40
fo-fe 5 35 -38 0 -2
(fo-fe)2 25 1225 1444 0 4
(fo-fe)2/fe 0.63 30.63 36.10 0.00 0.10 χ2=67.45
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 42 indicates that the value of the observed χ2= 67.45, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents (College Teachers) expressing their
opinion "in the colleges they come well prepared and teach to students properly" is not same
(0.2) for all shades of opinion. At least, two of the five shades of opinion are NOT equal to
(0.20)
81
Table No. 43
H0: proportion of the respondents (College Teachers) expressing their opinion
about there are almost all teaching aids available in their institutions
H1: At least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
fo 32 54 3 72 39 N=200
fe 40 40 40 40 40
fo-fe -8 14 -37 32 -1
(fo-fe)2 64 196 1369 1024 1
(fo-fe)2/fe 1.60 4.90 34.23 25.60 0.03 χ2=66.35
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 43 indicates that the value of the observed χ2= 66.35, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region.. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents (College Teachers) expressing their
opinion “there are almost all teaching aids available in their institutions “is not same (0.2) for
all shades of opinion. At least, two of the five shades of opinion are NOT equal to (0.20)
82
Table No. 44
H0: Proportion of the respondents (College Teachers) expressing their opinion
about most of the teachers reach and leave the college on time
H1: At least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
fo 45 74 3 48 30 N=200
fe 40 40 40 40 40
fo-fe 5 34 -37 8 -10
(fo-fe)2 25 1156 1369 64 100
(fo-fe)2/fe 0.63 28.90 34.23 1.60 2.50 χ2=67.85
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 44 indicates that the value of the observed χ2= 67.85, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents (College Teachers) expressing their
opinion “most of the teachers reach and leave the colleges on time” is not same (0.2) for all
shades of opinion. At least, two of the five shades of opinion are NOT equal to (0.20)
83
Table No. 45
H0: Proportion of the respondents (College Teachers) expressing their opinion
about teachers rarely care whether students understand their lecture or not
H1: At least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
fo 20 36 2 92 50 N=200
fe 40 40 40 40 40
fo-fe -20 -4 -38 52 10
(fo-fe)2 400 16 1444 2704 100
(fo-fe)2/fe 10.00 0.40 36.10 67.60 2.50 χ2=116.60
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 46 indicates that the value of the observed χ2=116.60, which is larger than
the critical value of χ2=9.488 and it falls in rejection region.. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents (College Teachers) expressing their
opinion" teachers rarely care whether students understand their lecture or not" is not same
(0.2) for all shades of opinion. At least, two of the five shades of opinion are NOT equal to
(0.20)
84
Table No. 47
H0: Proportion of the respondents (College Teachers) expressing their opinion
about they are satisfied with the quality of education being imparted in their
colleges.
H1: At least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
fo 30 52 2 76 40 N=200
fe 40 40 40 40 40
fo-fe -10 12 -38 36 0
(fo-fe)2 100 144 1444 1296 0
(fo-fe)2/fe 2.50 3.60 36.10 32.40 0.00 χ2=74.60
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 47 indicates that the value of the observed χ2=74.60, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents (College Teachers) expressing their
opinion “they are satisfied with the quality of education being imparted in their colleges.” is
not same (0.2) for all shades of opinion. At least, two of the five shades of opinion are NOT
equal to (0, 20)
85
Table No. 48
H0: Proportion of the respondents (College Teachers) expressing their opinion
about there exists good social relationship and teamwork between college
teachers and principals
H1: At least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
fo 35 72 2 68 25 N=200
fe 40.4 40.4 40.4 40.4 40.4
fo-fe -5.4 31.6 -38.4 27.6 -15.4
(fo-fe)2 29.16 998.6 1475 761.8 237.2
(fo-fe)2/fe 0.72 24.72 36.50 18.86 5.87 χ2=86.66
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 48 indicates that the value of the observed χ2=86.66, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents (College Teachers) expressing their
opinion “there exists good social relationship and teamwork between college teachers and
principals “is not same (0.2) for all shades of opinion. At least, two of the five shades of
opinion are NOT equal to (0, 20)
86
Table No. 49
H0: Proportion of the respondents (College Teachers) expressing their opinion
about college principal tolerated disagreements and encourage good
suggestions from teachers
H1: At least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
fo 34 68 2 66 30 N=200
fe 40 40 40 40 40
fo-fe -6 28 -38 26 -10
(fo-fe)2 36 784 1444 676 100
(fo-fe)2/fe 0.90 19.60 36.10 16.90 2.50 χ2=76.00
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 49 indicates that the value of the observed χ2= 76.00, which is larger than
the critical value of χ2=9.488 and it falls in rejection region.. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents (College Teachers) expressing their
opinion “college principal tolerated disagreements and encourage good suggestions from
teachers” is not same (0.2) for all shades of opinion. At least, two of the five shades of
opinion are NOT equal to (0.20)
87
Table No. 50
H0: Proportion of the respondents (College Teachers) expressing their opinion
about college principals utilize different funds transparently
H1: At least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
fo 30 39 1 88 42 N=200
fe 40 40 40 40 40
fo-fe -10 -1 -39 48 2
(fo-fe)2 100 1 1521 2304 4
(fo-fe)2/fe 2.50 0.03 38.03 57.60 0.10 χ2=98.25
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 50 indicates that the value of the observed χ2= 98.25, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents (College Teachers) expressing their
opinion “college principals utilize different funds transparently” is not same (0.2) for all
shades of opinion. At least, two of the five shades of opinion are NOT equal to (0, 20)
88
Table No. 51
H0: Proportion of the respondents (College Teachers) expressing their opinion
about most of the college principals know managerial skills and financial rules
H1: least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
fo 29 45 1 70 55 N=200
fe 40 40 40 40 40
fo-fe -11 5 -39 30 15
(fo-fe)2 121 25 1521 900 225
(fo-fe)2/fe 3.03 0.63 38.03 22.50 5.63 χ2=69.80
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 51 indicates that the value of the observed χ2= 69.80, which is larger than
the critical value of χ2=9.488 and it falls in rejection region.. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents (College Teachers) expressing their
opinion “most of the college principals know managerial skills and financial rules “is not
same (0.2) for all shades of opinion. At least, two of the five shades of opinion are NOT
equal to (0, 20)
89
Table No. 52
H0: Proportion of the respondents (College Teachers) expressing their opinion
about library, laboratories and classes in their colleges are well equipped and
clean.
H1: At least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
fo 33 51 3 70 43 N=200
fe 40 40 40 40 40
fo-fe -7 11 -37 30 3
(fo-fe)2 49 121 1369 900 9
(fo-fe)2/fe 1.23 3.03 34.23 22.50 0.23 χ2=61.20
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 52 indicates that the value of the observed χ2= 61.20, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents (College Teachers) expressing their
opinion “library, laboratories and classes in your college are well equipped and clean." is not
same (0.2) for all shades of opinion. At least, two of the five shades of opinion are NOT
equal to (0, 20)
90
Table No. 53
H0: Proportion of the respondents (College Teachers) expressing their opinion
about college offices manage different functions like admissions,
examinations etc well systematically
H1: At least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
fo 34 54 2 75 35 N=200
fe 40 40 40 40 40
fo-fe -6 14 -38 35 -5
(fo-fe)2 36 196 1444 1225 25
(fo-fe)2/fe 0.90 4.90 36.10 30.63 0.63 χ2=73.15
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 53 indicates that the value of the observed χ2= 73.15, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents (College Teachers) expressing their
opinion “college offices manage different functions like admissions, examinations etc well
systematically “is not same (0.2) for all shades of opinion. At least, two of the five shades of
opinion are NOT equal to (0.20)
91
Table No. 54
H0: Proportion of the respondents (College Teachers) expressing their opinion
about principals involve college teachers in managerial tasks.
H1: At least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
fo 43 65 2 66 24 N=200
fe 40 40 40 40 40
fo-fe 3 25 -38 26 -16
(fo-fe)2 9 625 1444 676 256
(fo-fe)2/fe 0.23 15.63 36.10 16.90 6.40 χ2=75.25
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 54 indicates that the value of the observed χ2=75.25, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents (College Teachers) expressing their
opinion “principals involve college teachers in managerial tasks. “is not same (0.2) for all
shades of opinion. At least, two of the five shades of opinion are NOT equal to (0, 20)
92
Table No. 55
H0: Proportion of the respondents (College Teachers) expressing their opinion
about provincial education department provides training opportunities to
college teachers
H1: At least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
fo 34 51 1 74 40 N=200
fe 40 40 40 40 40
fo-fe -6 11 -39 34 0
(fo-fe)2 36 121 1521 1156 0
(fo-fe)2/fe 0.90 3.03 38.03 28.90 0.00 χ2=70.85
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 55 indicates that the value of the observed χ2= 70.85, which is larger than
the critical value of χ2=9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents (College Teachers) expressing their
opinion "provincial education department provides training opportunities to college teachers”
is not same (0.2) for all shades of opinion. At least, two of the five shades of opinion are
NOT equal to (0.20)
93
Table No. 56
H0: Proportion of the respondents (College Teachers) expressing their opinion
about college administrative staff cooperate and facilitate to teachers
H1: At least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
fo 36 53 3 72 36 N=200
fe 40 40 40 40 40
fo-fe -4 13 -37 32 -4
(fo-fe)2 16 169 1369 1024 16
(fo-fe)2/fe 0.40 4.23 34.23 25.60 0.40 χ2=64.85
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 56 indicates that the value of the observed χ2=64.85, which is larger than
the critical value of χ2=9.488 and it falls in rejection region.. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents (College Teachers) expressing their
opinion “college administrative staff cooperate and facilitate to teachers” is not same (0.2) for
all shades of opinion. At least, two of the five shades of opinion are NOT equal to (0, 20)
94
Table No. 57
H0: Proportion of the respondents (College Teachers) expressing their opinion
about college offices records are properly maintained
H1: At least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
fo 34 50 1 73 42 N=200
fe 40 40 40 40 40
fo-fe -6 10 -39 33 2
(fo-fe)2 36 100 1521 1089 4
(fo-fe)2/fe 0.90 2.50 38.03 27.23 0.10 χ2=68.75
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 57 indicates that the value of the observed χ2= 68.75, which is larger than
the critical value of χ2=9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents (College Teachers) expressing their
opinion “college offices records are properly maintained “is not same (0.2) for all shades of
opinion. At least, two of the five shades of opinion are NOT equal to (0, 20)
95
Table No. 58
H0: Proportion of the respondents (College Teachers) expressing their opinion
about principals allocate responsibilities on the basis of teachers abilities and
choice.
H1: At least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
fo 31 53 1 73 42 N=200
fe 40 40 40 40 40
fo-fe -9 13 -39 33 2
(fo-fe)2 81 169 1521 1089 4
(fo-fe)2/fe 2.03 4.23 38.03 27.23 0.10 χ2=71.60
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 58 indicates that the value of the observed χ2= 71.60, which is larger than
the critical value of χ2=9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents (College Teachers) expressing their
opinion “principals allocate responsibilities on the basis of teachers abilities and choice.” is
not same (0.2) for all shades of opinion. At least, two of the five shades of opinion are NOT
equal to (0, 20)
96
Table No. 59
H0: Proportion of the respondents (College Teachers) expressing their opinion
about parents are invited on annual day, sports and in other programs
H1: At least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
fo 33 54 3 75 35 N=200
fe 40 40 40 40 40
fo-fe -7 14 -37 35 -5
(fo-fe)2 49 196 1369 1225 25
(fo-fe)2/fe 1.23 4.90 34.23 30.63 0.63 χ2=71.60
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 59 indicates that the value of the observed χ2= 71.60, which is larger than
the critical value of χ2=9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents (College Teachers) expressing their
opinion “parents are invited on annual day, sports and in other programs.” is not same (0.2)
for all shades of opinion. At least, two of the five shades of opinion are NOT equal to (0, 20)
97
Table No. 60
H0: Proportion of the respondents (College Teachers) expressing their opinion
about teachers conduct formative tests in the classes
H1: At least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
fo 44 88 2 39 27 N=200
fe 40 40 40 40 40
fo-fe 4 48 -38 -1 -13
(fo-fe)2 16 2304 1444 1 169
(fo-fe)2/fe 0.40 57.60 36.10 0.03 4.23 χ2=98.35
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 60 indicates that the value of the observed χ2= 98.35, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region.. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents (College Teachers) expressing their
opinion “teachers conduct formative tests in the classes” is not same (0.2) for all shades of
opinion. At least, two of the five shades of opinion are NOT equal to (0, 20)
98
Table No. 61
H0: Proportion of the respondents (College Teachers) expressing their opinion
about teachers use various types of items in tests
H1: At least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
fo 45 90 3 33 29 N=200
fe 40 40 40 40 40
fo-fe 5 50 -37 -7 -11
(fo-fe)2 25 2500 1369 49 121
(fo-fe)2/fe 0.63 62.50 34.23 1.23 3.03 χ2=101.60
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 61 indicates that the value of the observed χ2= 101.60, which is larger than
the critical value of χ2=9.488 and it falls in rejection region.. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents (College Teachers) expressing their
opinion “teachers use various types of items in tests “is not same (0.2) for all shades of
opinion. At least, two of the five shades of opinion are NOT equal to (0, 20)
99
Table No. 62
H0: Proportion of the respondents (College Teachers) expressing their opinion
about college teachers participate in the activities of union
H1: Least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
fo 33 49 2 71 45 N=200
fe 40 40 40 40 40
fo-fe -7 9 -38 31 5
(fo-fe)2 49 81 1444 961 25
(fo-fe)2/fe 1.23 2.03 36.10 24.03 0.63 χ2=64.00
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 62 indicates that the value of the observed χ2= 64.00, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents (College Teachers) expressing their
opinion “college teachers participate in the activities of union" is not same (0.2) for all shades
of opinion. At least, two of the five shades of opinion are NOT equal to (0, 20)
100
Table No. 63
H0: Proportion of the respondents (College Teachers) expressing their opinion
about student organizations harass teachers and interfere in college
administration
H1: At least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
fo 47 89 4 33 27 N=200
fe 40 40 40 40 40
fo-fe 7 49 -36 -7 -13
(fo-fe)2 49 2401 1296 49 169
(fo-fe)2/fe 1.23 60.03 32.40 1.23 4.23 χ2=99.10
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 63 indicates that the value of the observed χ2= 99.10, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents (College Teachers) expressing their
opinion “student organizations harass teachers and interfere in college administration” is not
same (0.2) for all shades of opinion. At least, two of the five shades of opinion are NOT
equal to (0.20)
101
Table No. 64
H0: Proportion of the respondents (College Teachers) expressing their opinion
about there exist good coordination between different offices like principal
offices, regional director offices and provincial secretariat
H1: At least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
fo 16 20 3 98 63 N=200
fe 40 40 40 40 40
fo-fe -24 -20 -37 58 23
(fo-fe)2 576 400 1369 3364 529
(fo-fe)2/fe 14.40 10.00 34.23 84.10 13.23 χ2=155.95
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 64 indicates that the value of the observed χ2= 155.95, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents (College Teachers) expressing their
opinion “there exist good coordination between different offices like principal offices,
regional director offices and provincial secretariat” is not same (0.2) for all shades of opinion.
At least, two of the five shades of opinion are NOT equal to (0, 20)
102
Table No. 65
H0: Proportion of the respondents (College Teachers) expressing their opinion
about there exist accountability and transparency on all provincial education
department offices
H1: At least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
fo 18 32 4 83 63 N=200
fe 40 40 40 40 40
fo-fe -22 -8 -36 43 23
(fo-fe)2 484 64 1296 1849 529
(fo-fe)2/fe 12.10 1.60 32.40 46.23 13.23 χ2=105.55
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 65 indicates that the value of the observed χ2= 105.55, which is larger than
the critical value of χ2=9.488 and it falls in rejection region.. Hence, the null hypothesis is
rejected and it is stated that proportion of the respondents (College Teachers) expressing their
opinion “there exist accountability and transparency on all provincial education department
offices “is not same (0.2) for all shades of opinion. At least, two of the five shades of opinion
are NOT equal to (0, 20)
103
Table No. 66
H0: Proportion of the respondents (College Teachers) expressing their opinion
about principals maintain strict discipline and inspection system in colleges
H1: At least, two of the five shades of opinion are NOT equal to (0.2)
SA A U D SDA Total
fo 15 21 5 96 63 N=200
fe 40 40 40 40 40
fo-fe -25 -19 -35 56 23
(fo-fe)2 625 361 1225 3136 529
(fo-fe)2/fe 15.63 9.03 30.63 78.40 13.23 χ2=146.90
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 66 indicates that the value of the observed χ2= was found to be (146.90),
which is larger than the critical value of χ2=9.488 and it falls in rejection region. Hence, the
null hypothesis is rejected and it is stated that proportion of the respondents (College
Teachers) expressing their opinion "principals maintain strict discipline and inspection
system in colleges" is not same (0.2) for all shades of opinion. At least, two of the five shades
of opinion are NOT equal to (0.20)
104
4.3 Questionnaire III for Students
The researcher developed questionnaire No: III for college students and administered
among 1000 students. Out of 1000 sample students, 850 returned and responded
questionnaire. Obtained data was analyzed through chi square application.
Part-I Personal characteristics of the respondents (Students)
4 .3 .1 Age
Following table shows age of the students
Table No: 67 Age wise distribution of the respondents
S.No Age / Years Frequency %
1 17-19 532 62.58
2 20-22 318 37.41
Total 850 100
4.3 .2 Gender
Following table shows the gender wise distribution of the respondents.
Table No: 68 Gender wise distribution of the respondents
S.No Gender Frequency %
1 Male 650 76.47
2 Female 200 23.52
Total 850 100
105
4.3.3 Students by Location
Following table shows the location of the respondents
Table No: 69 Location wise distribution of the respondents
S.No Location Frequency %
1 Urban 490 57.65
2 Rural 360 42.35
Total 850 100
106
Students (General)
Table No. 70
H0: Students do not differ in their opinion about all teachers of their college
review their teaching time by time and come well prepared in classes.
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 190 298 9 210 143 N=850
Fe 170 170 170 170 170
fo-fe 20 128 -161 40 -27
(fo-fe)2 400 16384 25921 1600 729
(fo-fe)2/fe 2.35 96.38 152.48 9.41 4.29 χ2=264.91
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 70 indicates that the value of observed χ2= 264.91, which is larger than the
critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion "all
teachers of their college review their teaching time by time and come well prepared in
classes” is not the same for all shades of opinion. A higher percentage of respondents express
their opinion in one or more shades
107
Table No. 71
H0: Students do not differ in their opinion about there are almost all modern
teaching aid available in their colleges
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 90 132 11 387 230 N=850
Fe 170 170 170 170 170
fo-fe -80 -38 -159 217 60
(fo-fe)2 6400 1444 25281 47089 3600
(fo-fe)2/fe 37.65 8.49 148.71 276.99 21.18 χ2=493.02
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 71 indicates that the value of observed χ2= 493.02, which is larger than the
critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion "there are
almost all modern teaching aids available in their colleges” is not the same for all shades of
opinion. A higher percentage of respondents express their opinion in one or more shades
108
Table No 72
H0: Students do not differ in their opinion about teaching is mostly dictating notes
or reading from text
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 138 234 12 311 155 N=850
Fe 170 170 170 170 170
fo-fe -32 64 -158 141 -15
(fo-fe)2 1024 4096 24964 19881 225
(fo-fe)2/fe 6.02 24.09 146.85 116.95 1.32 χ2=295.24
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 72 indicates that the value of observed χ2=295.24, which is larger than the
critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion "teaching
is mostly dictating notes or reading from text” is not the same for all shades of opinion. A
higher percentage of respondents express their opinion in one or more shades
109
Table No. 73
H0: Students do not differ in their opinion about most of the teachers reach
institution on time and are regular in class teaching
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 166 255 10 267 152 N=850
Fe 170 170 170 170 170
fo-fe -4 85 -160 97 -18
(fo-fe)2 16 7225 25600 9409 324
(fo-fe)2/fe 0.09 42.50 150.59 55.35 1.91 χ2=250.44
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 73 indicates that the value of observed χ2=250.44, which is larger than the
critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion " most of
the teachers reach institution on time and are regular in class teaching” is not the same for all
shades of opinion. A higher percentage of respondents express their opinion in one or more
shades
110
Table No. 74
H0: Students do not differ in their opinion about all students are regular and reach
college on time
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 213 255 2 225 155 N=850
Fe 170 170 170 170 170
fo-fe 43 85 -168 55 -15
(fo-fe)2 1849 7225 28224 3025 225
(fo-fe)2/fe 10.88 42.50 166.02 17.79 1.32 χ2=238.52
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 74 indicates that the value of observed χ2=238.52, which is larger than the
critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion "all
students are regular and reach college on time” is not the same for all shades of opinion. A
higher percentage of respondents express their opinion in one or more shades
111
Table No. 75
H0: Students do not differ in their opinion about teachers rarely care whether
students understand their lecture or not
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 155 245 13 300 137 N=850
Fe 170 170 170 170 170
fo-fe -15 75 -157 130 -33
(fo-fe)2 225 5625 24649 16900 1089
(fo-fe)2/fe 1.32 33.09 144.99 99.41 6.41 χ2=285.22
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 75 indicates that the value of observed χ2=285.22, which is larger than the
critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion "Students
do not differ in their opinion about teachers rarely care whether students understand their
lecture or not” is not the same for all shades of opinion. A higher percentage of respondents
express their opinion in one or more shades
112
Table No. 76
H0: Students do not differ in their opinion about they are satisfied with the quality
of education being imparted in their colleges
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 113 254 12 311 160 N=850
Fe 170 170 170 170 170
fo-fe -57 84 -158 141 -10
(fo-fe)2 3249 7056 24964 19881 100
(fo-fe)2/fe 19.11 41.51 146.85 116.95 0.59 χ2=325.00
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 76 indicates that the value of observed χ2=325.00, which is larger than the
critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion "they are
satisfied with the quality of education being imparted in their colleges” is not the same for all
shades of opinion. A higher percentage of respondents express their opinion in one or more
shades
113
Table No. 77
H0: Students do not differ in their opinion about principals of their colleges enjoy
the confidence of all teachers and students
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 122 234 15 312 167 N=850
Fe 170 170 170 170 170
fo-fe -48 64 -155 142 -3
(fo-fe)2 2304 4096 24025 20164 9
(fo-fe)2/fe 13.55 24.09 141.32 118.61 0.05 χ2=297.64
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 77 indicates that the value of observed χ2=297.64, which is larger than the
critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion "principals
of their colleges enjoy the confidence of all teachers and students” is not the same for all
shades of opinion. A higher percentage of respondents express their opinion in one or more
shades
114
Table No. 78
H0: Students do not differ in their opinion about teachers are divided into warning
groups and have no good relations with principals
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 122 244 13 303 168 N=850
Fe 170 170 170 170 170
fo-fe -48 74 -157 133 -2
(fo-fe)2 2304 5476 24649 17689 4
(fo-fe)2/fe 13.55 32.21 144.99 104.05 0.02 χ2=294.84
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 78 indicates that the value of observed χ2=294.84, which is larger than the
critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion " teachers
are divided into warning groups and have no good relations with principals” is not the same
for all shades of opinion. A higher percentage of respondents express their opinion in one or
more shades
115
Table No. 79
H0: Students do not differ in their opinion about principals try to solve all
problems of students and provide all necessary facilities.
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 125 241 12 304 168 N=850
Fe 170 170 170 170 170
fo-fe -45 71 -158 134 -2
(fo-fe)2 2025 5041 24964 17956 4
(fo-fe)2/fe 11.91 29.65 146.85 105.62 0.02 χ2=294.06
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 79 indicates that the value of observed χ2=294.06, which is larger than the
critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion "
principals try to solve all problems of students and provide all necessary facilities.” is not the
same for all shades of opinion. A higher percentage of respondents express their opinion in
one or more shades
116
Table No. 80
H0: Students do not differ in their opinion about libraries, laboratories in their
colleges are well equipped and well-functioning
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 110 188 15 334 203 N=850
Fe 170 170 170 170 170
fo-fe -60 18 -155 164 33
(fo-fe)2 3600 324 24025 26896 1089
(fo-fe)2/fe 21.18 1.91 141.32 158.21 6.41 χ2=329.02
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 80 indicates that the value of observed χ2=329.02, which is larger than the
critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion " libraries,
laboratories in their colleges are well equipped and well-functioning” is not the same for all
shades of opinion. A higher percentage of respondents express their opinion in one or more
shades
117
Table No. 81
H0: Students do not differ in their opinion about principals maintain strict
discipline and inspection system in the colleges
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 95 155 13 366 221 N=850
Fe 170 170 170 170 170
fo-fe -75 -15 -157 196 51
(fo-fe)2 5625 225 24649 38416 2601
(fo-fe)2/fe 33.09 1.32 144.99 225.98 15.30 χ2=420.68
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 81 indicates that the value of observed χ2=420.68, which is larger than the
critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion "
principals maintain strict discipline and inspection system in the colleges” is not the same for
all shades of opinion. A higher percentage of respondents express their opinion in one or
more shades
118
Table No. 82
H0: Students do not differ in their opinion about majority of the students
participate take part in the activities of student organizations
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 110 232 14 314 180 N=850
Fe 170 170 170 170 170
fo-fe -60 62 -156 144 10
(fo-fe)2 3600 3844 24336 20736 100
(fo-fe)2/fe 21.18 22.61 143.15 121.98 0.59 χ2=309.51
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 82 indicates that the value of observed χ2=309.51, which is larger than the
critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion "majority
of the students participate take part in the activities of student organizations” is not the same
for all shades of opinion. A higher percentage of respondents express their opinion in one or
more shades
119
Table No. 83
H0: Students do not differ in their opinion about parents are invited on annual days
sports and in other programs
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 67 167 14 388 214 N=850
Fe 170 170 170 170 170
fo-fe -103 -3 -156 218 44
(fo-fe)2 10609 9 24336 47524 1936
(fo-fe)2/fe 62.41 0.05 143.15 279.55 11.39 χ2=496.55
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 83 indicates that the value of observed χ2=496.55, which is larger than the
critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion "parents
are invited on annual days sports and in other programs” is not the same for all shades of
opinion. A higher percentage of respondents express their opinion in one or more shades
120
Table No. 84
H0: Students do not differ in their opinion about teachers conduct formative tests
in the classes
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 89 167 16 364 214 N=850
Fe 170 170 170 170 170
fo-fe -81 -3 -154 194 44
(fo-fe)2 6561 9 23716 37636 1936
(fo-fe)2/fe 38.59 0.05 139.51 221.39 11.39 χ2=410.93
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 84 indicates that the value of observed χ2=410.93, which is larger than the
critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion "teachers
conduct formative tests in the classes” is not the same for all shades of opinion. A higher
percentage of respondents express their opinion in one or more shades
121
Table No. 85
H0: Students do not differ in their opinion about college teachers promote tuition,
culture and pressurize students to get tuition
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 182 244 22 290 112 N=850
Fe 170 170 170 170 170
fo-fe 12 74 -148 120 -58
(fo-fe)2 144 5476 21904 14400 3364
(fo-fe)2/fe 0.85 32.21 128.85 84.71 19.79 χ2 = 266.40
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 85 indicates that the value of observed χ2 = 266.40, which is larger than the
critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion "college
teachers promote tuition, culture and pressurize students to get tuition” is not the same for all
shades of opinion. A higher percentage of respondents express their opinion in one or more
shades.
122
Table No. 86
H0: Students do not differ in their opinion about college administration organize
co-curricular activities regularly
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 89 178 13 350 220 N=850
Fe 170 170 170 170 170
fo-fe -81 8 -157 180 50
(fo-fe)2 6561 64 24649 32400 2500
(fo-fe)2/fe 38.59 0.38 144.99 190.59 14.71 χ2=389.26
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 86 indicates that the value of observed χ2= 398.26, which is larger than the
critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion "college
administration organize co-curricular activities regularly” is not the same for all shades of
opinion. A higher percentage of respondents express their opinion in one or more shades.
123
Table No. 87
H0: Students do not differ in their opinion about college office staff manage
different functions like admissions, examination etc in systematic manner
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 112 178 13 325 222 N=850
Fe 170 170 170 170 170
fo-fe -58 8 -157 155 52
(fo-fe)2 3364 64 24649 24025 2704
(fo-fe)2/fe 19.79 0.38 144.99 141.32 15.91 χ2=322.39
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 87 indicates that the value of observed χ2= 322.39, which is larger than the
critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion " college
office staff manage different functions like admissions, examination etc in systematic
manner” is not the same for all shades of opinion. A higher percentage of respondents express
their opinion in one or more shades
124
Table No. 88
H0: Students do not differ in their opinion about college administration provides
incentives to intelligent and deserving students
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 68 127 15 396 244 N=850
Fe 170 170 170 170 170
fo-fe -102 -43 -155 226 74
(fo-fe)2 10404 1849 24025 51076 5476
(fo-fe)2/fe 61.20 10.88 141.32 300.45 32.21 χ2= 546.06
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 88 indicates that the value of observed χ2= 546.06, which is larger than the
critical value of χ2==9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion "college
administration provides incentives to intelligent and deserving students” is not the same for
all shades of opinion. A higher percentage of respondents express their opinion in one or
more shades
125
4.4 Questionnaire No: IV for Parents
The researcher developed a questionnaire No: IV for parents of college students and
administered among 150 parents. Obtained data were analyzed through chi square
application.
4.4.1 Parents by location
Following table No: 15 shows area wise distribution of the respondents
Table No: 89 Parents by location
S.No Location Frequency %
1 Urban 100 66.66
2 Rural 50 33.33
Total 150 100
126
Parents (General)
Table No. 90
H0: Parents do not differ in their opinion about most teachers do hard work and
manage classes well
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
fo 22 28 2 60 38 N=150
fe 30 30 30 30 30
fo-fe -8 -2 -28 30 8
(fo-fe)2 64 4 784 900 64
(fo-fe)2/fe 2.13 0.13 26.13 30.00 2.13 χ2 = 60.53
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 90 indicates that the value of observed χ2 = 60.53, which is larger than the
critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion " most
teachers do hard work and manage classes well” is not the same for all shades of opinion. A
higher percentage of respondents express their opinion in one or more shades
127
Table No. 91
H0: Parents do not differ in their opinion about teaching is mostly dictating notes
or reading from text.
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
fo 51 52 5 30 12 N=150
fe 30 30 30 30 30
fo-fe 21 22 -25 0 -18
(fo-fe)2 441 484 625 0 324
(fo-fe)2/fe 14.70 16.13 20.83 0.00 10.80 χ2 = 62.47
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 91 indicates that the value of observed χ2 = 62.47, which is larger than the
critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion “teaching
is mostly dictating notes or reading from text “is not the same for all shades of opinion. A
higher percentage of respondents express their opinion in one or more shades
128
Table No. 92
H0: Parents do not differ in their opinion about teachers are regular and punctual
on their duties
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
fo 12 37 3 58 40 N=150
fe 30 30 30 30 30
fo-fe -18 7 -27 28 10
(fo-fe)2 324 49 729 784 100
(fo-fe)2/fe 10.80 1.63 24.30 26.13 3.33 χ2 = 66.20
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 92 indicates that the value of observed χ2 = 66.20, which is larger than the
critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion “teachers
are regular and punctual on their duties” is not the same for all shades of opinion. A higher
percentage of respondents express their opinion in one or more shades
129
Table No. 93
H0: Parents do not differ in their opinion about they are satisfied with the quality
of education being imparted in the college
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
fo 18 35 1 60 36 N=150
fe 30 30 30 30 30
fo-fe -12 5 -29 30 6
(fo-fe)2 144 25 841 900 36
(fo-fe)2/fe 4.80 0.83 28.03 30.00 1.20 χ2 = 64.87
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 93 indicates that the value of observed χ2 = 64.87, which is larger than the
critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion " they are
satisfied with the quality of education being imparted in their colleges” is not the same for all
shades of opinion. A higher percentage of respondents express their opinion in one or more
shades
130
Table No. 94
H0: Parents do not differ in their opinion about college management solve the
problems of students and provide necessary facilities
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
fo 28 35 2 49 36 N=150
fe 30 30 30 30 30
fo-fe -2 5 -28 19 6
(fo-fe)2 4 25 784 361 36
(fo-fe)2/fe 0.13 0.83 26.13 12.03 1.20 χ2 = 40.33
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 94 indicates that the value of observed χ2 = 40.33, which is larger than the
critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion “college
management solve the problems of students and provide necessary facilities” is not the same
for all shades of opinion. A higher percentage of respondents express their opinion in one or
more shades
131
Table No. 95
H0: Parents do not differ in their opinion about college teachers pressurize students
to join their tuition centers
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 36 62 1 32 19 N=150
Fe 30 30 30 30 30
fo-fe 6 32 -29 2 -11
(fo-fe)2 36 1024 841 4 121
(fo-fe)2/fe 1.20 34.13 28.03 0.13 4.03 χ2 = 67.53
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 95 indicates that the value of observed χ2 = 67.53, which is larger than the
critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion " college
teachers pressurize students to join their tuition centers” is not the same for all shades of
opinion. A higher percentage of respondents express their opinion in one or more shades
132
Table No. 96
H0: Parents do not differ in their opinion about budget allocated to institutions is
sufficient and utilized properly
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 20 40 3 45 42 N=150
Fe 30 30 30 30 30
fo-fe -10 10 -27 15 12
(fo-fe)2 100 100 729 225 144
(fo-fe)2/fe 3.33 3.33 24.30 7.50 4.80 χ2 = 43.27
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 96 indicates that the value of observed χ2 = 43.27, which is larger than the
critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion “budget
allocated to institutions is sufficient and utilized properly” is not the same for all shades of
opinion. A higher percentage of respondents express their opinion in one or more shades
133
Table No. 97
H0: Parents do not differ in their opinion about college offices manage admissions
and other tasks systematically
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 36 52 3 35 24 N=150
Fe 30 30 30 30 30
fo-fe 6 22 -27 5 -6
(fo-fe)2 36 484 729 25 36
(fo-fe)2/fe 1.20 16.13 24.30 0.83 1.20 χ2 = 43.67
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 97 indicates that the value of observed χ2 = 43.67, which is larger than the
critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion “college
offices manage admissions and other tasks systematically” is not the same for all shades of
opinion. A higher percentage of respondents express their opinion in one or more shades
134
Table No. 98
H0: Parents do not differ in their opinion about they are involved in different
matters like development, discipline and co-curricular activities
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 36 38 2 46 28 N=150
Fe 30 30 30 30 30
fo-fe 6 8 -28 16 -2
(fo-fe)2 36 64 784 256 4
(fo-fe)2/fe 1.20 2.13 26.13 8.53 0.13 χ2 = 38.13
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 98 indicates that the value of observed χ2 = 38.13, which is larger than the
critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion “they are
involved in different matters like development, discipline and co-curricular activities” is not
the same for all shades of opinion. A higher percentage of respondents express their opinion
in one or more shades
135
Table No. 99
H0: Parents do not differ in their opinion about they frequently visit and discuss
their ward’s problems with teachers and principals
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 46 51 2 26 25 N=150
Fe 30 30 30 30 30
fo-fe 16 21 -28 -4 -5
(fo-fe)2 256 441 784 16 25
(fo-fe)2/fe 8.53 14.70 26.13 0.53 0.83 χ2 = 50.73
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 99 indicates that the value of observed χ2 = 50.73, which is larger than the
critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion " they
frequently visit and discuss their ward’s problems with teachers and principals” is not the
same for all shades of opinion. A higher percentage of respondents express their opinion in
one or more shades
136
Table No. 100
H0: Parents do not differ in their opinion about teachers and principals receive
parents with respect and decency
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 35 56 2 29 28 N=150
Fe 30 30 30 30 30
fo-fe 5 26 -28 -1 -2
(fo-fe)2 25 676 784 1 4
(fo-fe)2/fe 0.83 22.53 26.13 0.03 0.13 χ2 = 49.67
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 100 indicates that the value of observed χ2 = 49.67, which is larger than the
critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion " teachers
and principals receive parents with respect and decency” is not the same for all shades of
opinion. A higher percentage of respondents express their opinion in one or more shades
137
Table No. 101
H0: Parents do not differ in their opinion about they are satisfied with the quality
of education being imparted in public sector colleges
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 33 30 3 43 41 N=150
Fe 30 30 30 30 30
fo-fe 3 0 -27 13 11
(fo-fe)2 9 0 729 169 121
(fo-fe)2/fe 0.30 0.00 24.30 5.63 4.03 χ2 = 34.27
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 101indicates that the value of observed χ2 = 34.27, which is larger than the
critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion " they are
satisfied with the quality of education being imparted in public sector colleges” is not the
same for all shades of opinion. A higher percentage of respondents express their opinion in
one or more shades
138
Table No. 102
H0: Parents do not differ in their opinion about teachers conduct weekly and
monthly tests in classes regularly
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 23 33 2 49 43 N=150
Fe 30 30 30 30 30
fo-fe -7 3 -28 19 13
(fo-fe)2 49 9 784 361 169
(fo-fe)2/fe 1.63 0.30 26.13 12.03 5.63 χ2 = 45.73
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 102 indicates that the value of observed χ2 = 45.73, which is larger than the
critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion " teachers
conduct weekly and monthly tests in classes regularly” is not the same for all shades of
opinion. A higher percentage of respondents express their opinion in one or more shades
139
Table No. 103
H0: Parents do not differ in their opinion about cheating is common in
examinations
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 45 53 3 28 21 N=150
Fe 30 30 30 30 30
fo-fe 15 23 -27 -2 -9
(fo-fe)2 225 529 729 4 81
(fo-fe)2/fe 7.50 17.63 24.30 0.13 2.70 χ2 = 52.27
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 103 indicates that the value of observed χ2 = 52.27, which is larger than the
critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion " cheating
is common in examinations” is not the same for all shades of opinion. A higher percentage of
respondents express their opinion in one or more shades
140
Table No. 104
H0: Parents do not differ in their opinion about public sector colleges enjoy good
reputation in society
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
Fo 24 34 1 54 37 N=150
Fe 30 30 30 30 30
fo-fe -6 4 -29 24 7
(fo-fe)2 36 16 841 576 49
(fo-fe)2/fe 1.20 0.53 28.03 19.20 1.63 χ2 = 50.60
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 104 indicates that the value of observed χ2 = 50.60, which is larger than the
critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion “public
sector colleges enjoy good reputation in society” is not the same for all shades of opinion. A
higher percentage of respondents express their opinion in one or more shades
141
Table No. 105
H0: Parents do not differ in their opinion about college management maintains
strict discipline and good management in system in the colleges
H1: Out of five shades of opinion at least one is expressed by majority of the
respondents
SA A U D SDA Total
fo 32 28 2 54 34 N=150
fe 30 30 30 30 30
fo-fe 2 -2 -28 24 4
(fo-fe)2 4 4 784 576 16
(fo-fe)2/fe 0.13 0.13 26.13 19.20 0.53 χ2 = 46.13
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 105 indicates that the value of observed χ2 = 46.13, which is larger than the
critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and it is stated that the proportion of respondents expressing their opinion " college
management maintains strict discipline and good management in system in the colleges” is
not the same for all shades of opinion. A higher percentage of respondents express their
opinion in one or more shades
142
4.5 Questionnaire No: V for Provincial Managers
Questionnaire No: V for provincial managers was developed and
The data obtained through questionnaire No: V were analyzed and tabulated.
The responses regarding each and every item were worked out in chi
square application.
4.5.1 Provincial Managers by location
Table shows the distribution of provincial managers by location.
Table No. 106
S.No Regions Frequency
1 Hyderabad 1
2 Karachi 1
3 Sukkur 1
4 Larkana 1
5 Mirpurkhas 1
6 Provincial Level 1
Total 6
143
4.5.2 Questionnaire for Provincial Managers
For the data collection, three point Likert’s Scale (Agree 3, Undecided 2, and
Disagree 1) questionnaire was administered among Provincial Officers.
“Analysis of Provincial Managers’ questionnaire was carried out through percentages
and mean score as the values of most of frequencies are less than 5.and Chi square teat is
applied in case frequencies are larger than 5” (.V. Voinov,& M S Nikulin, 2013.a)
Table No. 107
College principals fully cooperate to implement your policies and plans
A UD DA Total Mean
Frequency 2 0 4 6 3.3
Percentage 33.33% 0.00 66.67% 100%
Table No.107.A higher percentage of respondents 66.67% express their opinion in at
least, one shade that college principals do not fully cooperate to implement their policies
while 33.33% respondents disagreed The mean score 3.3 supports the statement..
144
Table No. 108
Transfers and postings are done on merit and transparently
A UD DA Total Mean
Frequency 3 1 2 6 4.3
Percentage 50.00% 16.67% 33.33% 100.00%
Table No.108.A high percentage of the respondents (50.00%) expressed their opinion
in at least, one shade that transfers and postings are done on merit and transparently while
33.33% respondents disagreed. The mean score 4.3 supports the statement.
Table No. 109
Political interference badly influence your day to day official working
A UD DA Total Mean
Frequency 6 0 0 6 6.00
Percentage 100.00% 0.00 0.00 100.00%
Table No.109.A high percentage of the respondents (100.00%) expressed their
opinion in at least, one shade that political interference badly influence their day to day
professional working while none of the respondents disagreed. The mean score 6.00 supports
the statement.
Table No. 110
You are fully satisfied with the existing management system of the colleges
A UD DA Total Mean
Frequency 2 0 4 6 3.3
Percentage 33.33% 0.00 66.67% 100.00%
Table No. 110 A high percentage of the respondents (66.67%) expressed their opinion
in at least, one shade that they are not satisfied with the existing management system of the
colleges while 33.33% respondents agreed. The mean score 3.3 supports the statement.
Table No. 111
Principals, college teachers and other employees are held accountable for negligence of their
145
duties and other wrong doings
A UD DA Total Mean
Frequency 4 0 2 6 3.2
Percentage 66.67% 0.00 33.33% 100.00%
Table No. 111 A high percentage of the respondents (66.67%) expressed their opinion
in at least, one shade that principals, college teachers and other employees are held
accountable for negligence of their duties and other wrong doings while 33.33% respondents
disagreed. The mean score 3.2 supports the statement.
Table No. 112
All required physical facilities are provided to colleges on priority basis
A UD DA Total Mean
Frequency 4 1 1 6 5.0
Percentage 66.67% 16.67% 16.67% 100.00%
Table No. 112 A high percentage of the respondents (66.67%) expressed their opinion
in at least, one shade that all required physical facilities are provided to colleges on priority
basis while (16.67%) respondents disagreed and (16.67%) remained undecided. The mean
score 5.0 supports the statement.
Table No. 113
Department ensures maximum training opportunities for
Improving your managerial skills
A UD DA Total Mean
Frequency 2 1 3 6 3.6
Percentage 33.33% 16.67% 50.00% 100.00%
Table No. 113 A high percentage of the respondents (50.00%) expressed their opinion
in at least, one shade that Department ensures maximum training opportunities for improving
your managerial skills while 33.33% respondents disagreed. The mean score 4.3 supports the
statement.
Table No. 114
College Teachers are provided training opportunities from time to time
146
A U D Total Mean
Frequency 3 1 2 6 4.3
Percentage 50.00% 16.67% 33.33% 100%
Table No.114 A high percentage of the respondents (50.00%) expressed their opinion
in at least, one shade that College Teachers are provided training opportunities from time to
time while 33.33% respondents disagreed and 16.67% respondents were undecided The mean
score 4.3 supports the statement.
Table No. 115
The performance of principals and teachers are evaluated properly
A U D Total Mean
Frequency 5 0 1 6 5.3
Percentage 83.33% 0.00 16.67% 100.00%
Table No. 115 A high percentage of the respondents (83.33%) expressed their opinion
in at least, one shade that the performance of principals and teachers are evaluated properly
while 16.67% respondents disagreed. The mean score 5.3 supports the statement.
Table No. 116
Incentives and rewards are given to teachers, principals and students on better performance
A U D Total Mean
Frequency 4 1 1 6 5.00
Percentage 66.67% 16.67% 16.67% 100.00%
Table No. 116 A high percentage of the respondents (66.67%) expressed their opinion
in at least, one shade that Incentives and rewards are given to teachers, principals and
students on better performance while 16.67% respondents disagreed and 16.67% respondents
were undecided. The mean score 5.00% supports the statement.
Table No. 117
You are satisfied with given administrative powers
A U D Total Mean
Frequency 4 0 2 6 4.6
147
Percentage 66.67% 0.00 33.33% 100.00%
Table No 117 A high percentage of the respondents (66.67%) expressed their opinion
in at least, one shade that they are satisfied with given administrative powers while 33.33%
respondents disagreed. The mean score 4.6 supports the statement.
Table No. 118
You delegate authority to lower ebbs
A U DA Total Mean
Frequency 4 1 1 6 5.00
Percentage 66.67% 16.67% 16.67% 100.00%
Table No. 118 A high percentage of the respondents (66.67%) expressed their opinion
in at least, one shade that they delegate authority to lower ebbs while 16.67% respondents
disagreed and 16.67% remained undecided The mean score 5.00 supports the statement.
Table No. 119
Problems of teachers and institution are smoothly solved
A U D Total Mean
Frequency 3 1 2 6 4.3
Percentage 50.00% 16.67% 33.33% 100.00%
Table No. 119 A high percentage of the respondents (50.00%) expressed their opinion
in at least, one shade that problems of teachers and institution are smoothly solved while
33.33% respondents disagreed and 16.67% remained undecided. The mean score 4.3 supports
the statement.
Table No. 120
College teachers mostly participate in union activities and teacher unions influence
management
A U D Total Mean
Frequency 4 0 2 6 4.3
148
Percentage 66.67% 0.00 33.33% 100.00%
Table No. 120 A high percentage of the respondents (66.67%) expressed their opinion
in at least, one shade that college teachers mostly participate in union activities and teacher
unions influence management while 33.33% respondents disagreed. The mean score 4.3
supports the statement.
Table No. 121
There exist proper link among college, regional and provincial officers.
A U D Total Mean
Frequency 4 0 2 6 4.6
Percentage 66.67% 0.00 33.33% 100.00%
Table No. 121 A high percentage of the respondents (66.67%) expressed their opinion
in at least, one shade that there exist proper link among college, regional and provincial
officers. while 33.33% respondents disagreed. The mean score 4.6 supports the statement.
Table No. 122
There exist fair and merit base admission policy for the colleges of province
A U D Total Mean
Frequency 1 1 4 6 3.00
Percentage 16.67% 16.67% 66.67% 100.00%
Table No. 122 A high percentage of the respondents (66.67%) expressed their
opinion in at least, one shade that fair and merit base admission policy for the colleges of
province do not exist while 16.67% respondents agreed. The mean score 3.00 supports the
statement.
Table No. 123
Community and parents are given due role in college matters
A U D Total Mean
Frequency 4 0 2 6 4.6
Percentage 66.67% 0.00 33.33% 100.00%
149
Table No. 123 A high percentage of the respondents (66.67%) expressed their opinion
in at least, one shade that community and parents are given due role in college matters while
33.33% respondents disagreed. The mean score 4.6 supports the statement.
Table No. 124
Fund transfers and expenditure system is too much complicated.
A U D Total Mean
Frequency 5 0 1 6 5.3
Percentage 83.33% 0.00 16.67 100.00%
Table No. 124 A high percentage of the respondents (83.33%) expressed their opinion
in at least, one shade that fund transfers and expenditure system is too much complicated.
while 16.67% respondents disagreed. The mean score 5.3 supports the statement.
Table No. 125
There is an effective annual audit system in the provincial department
A U D Total Mean
Frequency 4 0 2 6 4.6
Percentage 66.67% 0.00 33.33% 100.00%
Table No. 125 A high percentage of the respondents (66.67%) expressed their opinion
in at least, one shade that there is an effective annual audit system in the provincial
department while 33.33% respondents disagreed. The mean score 4.6 supports the statement.
Table No. 126
Corruption and misappropriation of funds at all levels is common
A U D Total Mean
Frequency 3 1 2 6 4.3
Percentage 50.00% 16.67% 33.33% 100.00%
Table No. 126 A high percentage of the respondents (50.00%) expressed their opinion
in at least; one shade that Corruption and misappropriation of funds at all levels is common
while 33.33% respondents disagreed and 16.67% remained undecided. The mean score 4.3
150
supports the statement.
Table No. 127
College principals enjoy proper financial powers
A U D Total Mean
Frequency 4 0 2 6 4.6
Percentage 66.67% 0.00 33.33% 100.00%
Table No. 127 A high percentage of the respondents (66.67%) expressed their opinion
in at least, one shade that college principals enjoy proper financial powers while 33.33%
respondents disagreed. The mean score 4.6 supports the statement.
Table No. 128
Cheating is common in the examinations
A U D Total Mean
Frequency 4 1 1 6 5.00
Percentage 66.67% 16.67% 16.67% 100.00%
Table No. 129 A high percentage of the respondents (66.67%) expressed their opinion
in at least, one shade that college principals enjoy proper financial powers while 16.67%
respondents disagreed and 16.67 were undecided The mean score 5.00 supports the
statement.
Table No. 129
Student organize different activities and are much interested in their studies
A U D Total Mean
Frequency 2 1 3 6 3.6
Percentage 33.33% 16.67% 50.00% 100.00%
Table No. 129 A high percentage of the respondents (33.33%) expressed their opinion
in at least, one shade that college principals enjoy proper financial powers while 50.00%
respondents disagreed and 16.67% remained undecided The mean score 3.6 supports the
151
statement.
Table No. 130
Students’ organizations unnecessary trouble administration and harass teachers
A U D Total Mean
Frequency 5 0 1 6 5.3
Percentage 83.33% 0.00 16.67% 100.00%
Table No. 130 A high percentage of the respondents (83.33%) expressed their opinion
in at least, one shade that College principals enjoy proper financial powers while 16.67%
respondents disagreed. The mean score 5.3 supports the statement.
Table No. 131
Intelligent and deserving student are given scholarships and financial support by the
department.
A U D Total Mean
Frequency 5 0 1 6 5.3
Percentage 83.33% 0.00 16.67 100.00%
Table No. 131 A high percentage of the respondents (83.33%) expressed their opinion
in at least, one shade that transfers and postings are done on merit and transparently while
16.67% respondents disagreed. The mean score 5.3 supports the statement.
Gender wise (Male/Female) Data Analysis
Principals
Table No. 132
H0: There is no gender difference in the opinion about taking initiative for bringing
improvement in the management system of the colleges
H1: opinion of the male college principals about taking initiative for bringing
improvement in the management system of the colleges is different from female
152
principals
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 7 2 9 4.5 4.5 1.39 1.39 2.78
A 8 2 10 5 5 1.80 1.80 3.60
UD 1 0 1 0.5 0.5 0.50 0.50 1.00
DA 1 4 5 2.5 2.5 0.90 0.90 1.80
SDA 1 7 8 4 4 2.25 2.25 4.50
Total 18.00 15.00 33.00 16.50 16.50 6.84 6.84 13.68
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 132 indicates that the value of the observed χ2 = 13.68, which is larger than
the critical value of χ2 = 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis” opinion of the male college principals about taking
initiative for bringing improvement in the management system of the colleges is different
from female principals” is accepted.
153
Table No. 133
H0: There is no gender difference in the opinion about the developing team work and
cooperation in the working.
H1: Opinion of the male college principals about the developing team work and
cooperation in the working is different from female principals
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 7 1 8 4 4 2.25 2.25 4.50
A 8 3 11 5.5 5.5 1.14 1.14 2.27
UD 0 1 1 0.5 0.5 0.50 0.50 1.00
DA 2 6 8 4 4 1.00 1.00 2.00
SDA 1 4 5 2.5 2.5 0.90 0.90 1.80
Total 18.00 15.00 33.00 16.50 16.50 5.79 5.79 χ2= 11.57
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 133 indicates that the value of the observed χ2= 11.57, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college principals about the
developing team work and cooperation in the working is different from female principals” is
accepted.
154
Table No. 134
H0: There is no gender difference in the opinion about taking timely decisions and in
consistent with plans
H1: Opinion of the male college principals about taking timely decisions and in
consistent with plans is different from female principals
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 4 1 5 2.5 2.5 0.90 0.90 1.80
A 7 1 8 4 4 2.25 2.25 4.50
UD 1 0 1 0.5 0.5 0.50 0.50 1.00
DA 3 5 8 4 4 0.25 0.25 0.50
SDA 3 8 11 5.5 5.5 1.14 1.14 2.27
Total 18.00 15.00 33.00 16.50 16.50 5.04 5.04 χ2=10.07
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 134 indicates that the value of the observed χ2= 10.07, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college principals about taking
timely decisions and in consistent with plans is different from female principals” is accepted
155
Table No. 135
H0: There is no gender difference in the opinion about delegating the authority for the
betterment of management system of the colleges
H1: Opinion of the male college principals about delegating the authority for the
betterment of management system of the colleges is different from female principals
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 6 1 7 3.5 3.5 1.79 1.79 3.57
A 7 1 8 4 4 2.25 2.25 4.50
UD 1 0 1 0.5 0.5 0.50 0.50 1.00
DA 2 7 9 4.5 4.5 1.39 1.39 2.78
SDA 2 6 8 4 4 1.00 1.00 2.00
Total 18.00 15.00 33.00 16.50 16.50 6.92 6.92 χ2=13.85
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 135 indicates that the value of the observed χ2=13.85, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “Opinion of the male college principals about delegating
the authority for the betterment of management system of the colleges is different from
female principals” is accepted.
156
Table No. 136
H0: There is no gender difference in the opinion about allowing complete freedom to
staff members in working in the colleges
H1: Opinion of the male college principals about allowing complete freedom to staff
members in working in the colleges is different from female principals
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 4 4 8 4 4 0.00 0.00 0.00
A 8 1 9 4.5 4.5 2.72 2.72 5.44
UD 0 2 2 1 1 1.00 1.00 2.00
DA 4 1 5 2.5 2.5 0.90 0.90 1.80
SDA 2 7 9 4.5 4.5 1.39 1.39 2.78
Total 18.00 15.00 33.00 16.50 16.50 6.01 6.01 χ2=12.02
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 136 indicates that the value of the observed χ2=12.02, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis "Opinion of the male college principals about allowing
complete freedom to staff members in working in the colleges is different from female
principals" is accepted.
157
Table No. 137
H0: There is no gender difference in the opinion about satisfaction with the quality of
education being imparted in the colleges
H1: Opinion of the male college principals about satisfaction with the quality of
education being imparted in the colleges is different from female principals
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 2 6 8 4 4 1.00 1.00 2.00
A 3 7 10 5 5 0.80 0.80 1.60
UD 1 0 1 0.5 0.5 0.50 0.50 1.00
DA 7 1 8 4 4 2.25 2.25 4.50
SDA 5 1 6 3 3 1.33 1.33 2.67
Total 18.00 15.00 33.00 16.50 16.50 5.88 5.88 χ2=11.77
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table. No 137 indicates that the value of the observed χ2= 11.77, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis "Opinion of the male college principals about satisfaction
with the quality of education being imparted in the colleges is different from female
principals” is accepted.
158
Table No. 138
H0: There is no gender difference in the opinion about the provision of sufficient funds
and powers to expend funds for overall development of colleges
H1: Opinion of the male college principals about the provision of sufficient funds and
powers to expend funds for overall development of colleges is different from female
principals
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 1 4 5 2.5 2.5 0.90 0.90 1.80
A 3 7 10 5 5 0.80 0.80 1.60
UD 1 1 2 1 1 0.00 0.00 0.00
DA 8 2 10 5 5 1.80 1.80 3.60
SDA 5 1 6 3 3 1.33 1.33 2.67
Total 18.00 15.00 33.00 16.50 16.50 4.83 4.83 χ2=9.67
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 138 indicates that the value of the observed χ2= 9.67, which is larger than
the critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis "Opinion of the male college principals about the
provision of sufficient funds and powers to expend funds for overall development of colleges
is different from female principals" is accepted.
159
Table No. 139
H0: There is no gender difference in the opinion about remaining under pressure as an
administrator
H1: Opinion of the male college principals about remaining under pressure as an
administrator is different from female principals
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 6 1 7 3.5 3.5 1.79 1.79 3.57
A 7 1 8 4 4 2.25 2.25 4.50
UD 0 0 0 0 0 0.00 0.00 0.00
DA 3 9 12 6 6 1.50 1.50 3.00
SDA 2 5 7 3.5 3.5 0.64 0.64 1.29
Total 18.00 16.00 34.00 17.00 17.00 6.18 6.18 χ2=12.36
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 139 indicates that the value of the observed χ2= 12.36, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis" opinion of the male college principals about remaining
under pressure as an administrator is different from female principals" is accepted.
160
Table No. 140
H0: There is no gender difference in the opinion about avoiding conflict and
confrontation with colleagues
H1: Opinion of the male college principals about avoiding conflict and confrontation
with colleagues is different from female principals
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 5 0 5 2.5 2.5 2.50 2.50 5.00
A 7 1 8 4 4 2.25 2.25 4.50
UD 1 2 3 1.5 1.5 0.17 0.17 0.33
DA 3 7 10 5 5 0.80 0.80 1.60
SDA 2 5 7 3.5 3.5 0.64 0.64 1.29
Total 18.00 15.00 33.00 16.50 16.50 6.36 6.36 χ2=12.72
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 140 indicates that the value of the observed χ2=12.72, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis "opinion of the male college principals about avoiding
conflict and confrontation with colleagues is different from female principals" is accepted.
161
Table No. 141
H0: There is no gender difference in the opinion about tolerating disagreements and
encouraging good suggestions in decision making
H1: Opinion of the male college principals about tolerating disagreements and
encouraging good suggestions in decision making is different from female principals
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 5 1 6 3 3 1.33 1.33 2.67
A 9 3 12 6 6 1.50 1.50 3.00
UD 1 0 1 0.5 0.5 0.50 0.50 1.00
DA 2 7 9 4.5 4.5 1.39 1.39 2.78
SDA 1 4 5 2.5 2.5 0.90 0.90 1.80
Total 18.00 15.00 33.00 16.50 16.50 5.62 5.62 χ2=11.24
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table. No 141 indicates that the value of the observed χ2= 11.24, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis "opinion of the male college principals about tolerating
disagreements and encouraging good suggestions in decision making is different from female
principals" is accepted.
162
Table No. 142
H0: There is no gender difference in the opinion about utilizing different funds properly
and transparently
H1: Opinion of the male college principals about utilizing different funds properly and
transparently is different from female principals
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 4 0 4 2 2 2.00 2.00 4.00
A 7 2 9 4.5 4.5 1.39 1.39 2.78
UD 2 1 3 1.5 1.5 0.17 0.17 0.33
DA 3 8 11 5.5 5.5 1.14 1.14 2.27
SDA 2 4 6 3 3 0.33 0.33 0.67
Total 18.00 15.00 33.00 16.50 16.50 5.03 5.03 χ2=10.05
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 142 indicates that the value of the observed χ2= 10.05, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis "opinion of the male college principals about utilizing
different funds properly and transparently is different from female principals" is accepted.
163
Table No. 143
H0: There is no gender difference in the opinion about teachers’ preparation before
teaching in the classes
H1: Opinion of the male college principals about the teachers’ preparation before
teaching in the classes is different from female principals
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 5 0 5 2.5 2.5 2.50 2.50 5.00
A 8 3 11 5.5 5.5 1.14 1.14 2.27
UD 1 2 3 1.5 1.5 0.17 0.17 0.33
DA 3 6 9 4.5 4.5 0.50 0.50 1.00
SDA 1 4 5 2.5 2.5 0.90 0.90 1.80
Total 18.00 15.00 33.00 16.50 16.50 5.20 5.20 χ2=10.41
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 143 indicates that the value of the observed χ2= 10.41, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis "opinion of the male college principals about the teachers’
preparation before teaching in the classes is different from female principals" is accepted.
164
Table No. 144
H0: There is no gender difference in the opinion about teachers remain involved in
administrative responsibilities
H1: Opinion of the male college principals about the teachers remain involved in
administrative responsibilities is different from female principals
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 5 1 6 3 3 1.33 1.33 2.67
A 8 3 11 5.5 5.5 1.14 1.14 2.27
UD 1 0 1 0.5 0.5 0.50 0.50 1.00
DA 2 8 10 5 5 1.80 1.80 3.60
SDA 2 3 5 2.5 2.5 0.10 0.10 0.20
Total 18.00 15.00 33.00 16.50 16.50 4.87 4.87 χ2=9.74
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 144 indicates that the value of the observed χ2=9.74, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis "opinion of the male college principals about the teachers
remain involved in administrative responsibilities is different from female principals” is
accepted.
165
Table No. 145
H0: There is no gender difference in the opinion about education department provides
training facilities to college teachers
H1: Opinion of the male college principals about the education department provides
training facilities to college teachers is different from female principals
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 3 1 4 2 2 0.50 0.50 1.00
A 9 1 10 5 5 3.20 3.20 6.40
UD 2 1 3 1.5 1.5 0.17 0.17 0.33
DA 3 9 12 6 6 1.50 1.50 3.00
SDA 1 3 4 2 2 0.50 0.50 1.00
Total 18.00 15.00 33.00 16.50 16.50 5.87 5.87 χ2=11.73
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 145 indicates that the value of the observed χ2= 11.73, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis "opinion of the male college principals about the
education department provides training facilities to college teachers is different from female
principals" is accepted.
166
Table No. 146
H0: There is no gender difference in the opinion about the parents are invited in
organizing annual days, sports and other programs held in colleges
H1: Opinion of the male college principals about the parents are invited in organizing
annual days, sports and other programs held in colleges is different from female
principals
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 4 1 5 2.5 2.5 0.90 0.90 1.80
A 9 2 11 5.5 5.5 2.23 2.23 4.45
UD 1 1 2 1 1 0.00 0.00 0.00
DA 2 9 11 5.5 5.5 2.23 2.23 4.45
SDA 2 2 4 2 2 0.00 0.00 0.00
Total 18.00 15.00 33.00 16.50 16.50 5.35 5.35 χ2=10.71
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 146 indicates that the value of the observed χ2= 10.71, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college principals about taking
initiative for bringing improvement in the management system of the colleges is different
from female principals “ is accepted.
167
Table No. 147
H0: There is no gender difference in the opinion about the formative testing is carried out
from time to time in the colleges
H1: Opinion of the male college principals about formative testing is carried out from
time to time in the colleges is different from female principals
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 1 4 5 2.5 2.5 0.90 0.90 1.80
A 2 7 9 4.5 4.5 1.39 1.39 2.78
UD 2 1 3 1.5 1.5 0.17 0.17 0.33
DA 8 2 10 5 5 1.80 1.80 3.60
SDA 5 1 6 3 3 1.33 1.33 2.67
Total 18.00 15.00 33.00 16.50 16.50 5.59 5.59 χ2=11.18
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 147 indicates that the value of the observed χ2= 11.18, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college principals about taking
initiative for bringing improvement in the management system of the colleges is different
from female principals “ is accepted.
168
Table No. 148
H0: There is no gender difference in the opinion about various types of items are used in
tests
H1: Opinion of the male college principals about various types of items are used in tests
is different from female principals
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 1 4 5 2.5 2.5 0.90 0.90 1.80
A 2 7 9 4.5 4.5 1.39 1.39 2.78
UD 1 0 1 0.5 0.5 0.50 0.50 1.00
DA 9 2 11 5.5 5.5 2.23 2.23 4.45
SDA 5 2 7 3.5 3.5 0.64 0.64 1.29
Total 18.00 15.00 33.00 16.50 16.50 5.66 5.66 χ2=11.32
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 148 indicates that the value of the observed χ2=11.32, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college principals about taking
initiative for bringing improvement in the management system of the colleges is different
from female principals” is accepted.
169
Table No. 149
H0: There is no gender difference in the opinion about cheating is common in annual
examinations
H1: Opinion of the male college principals about the cheating is common in annual
examinations is different from female principals
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 6 1 7 3.5 3.5 1.79 1.79 3.57
A 7 1 8 4 4 2.25 2.25 4.50
UD 1 1 2 1 1 0.00 0.00 0.00
DA 3 7 10 5 5 0.80 0.80 1.60
SDA 1 5 6 3 3 1.33 1.33 2.67
Total 18.00 15.00 33.00 16.50 16.50 6.17 6.17 χ2=12.34
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 149 indicates that the value of the observed χ2=12.34, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college principals about taking
initiative for bringing improvement in the management system of the colleges is different
from female principals” is accepted.
170
Table No. 150
H0: There is no gender difference in the opinion about most of the teachers participate in
activities of the unions
H1: Opinion of the male college principals about most of the teachers participate in
activities of the unions is different from female principals
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 1 4 5 2.5 2.5 0.90 0.90 1.80
A 1 5 6 3 3 1.33 1.33 2.67
UD 0 1 1 0.5 0.5 0.50 0.50 1.00
DA 9 3 12 6 6 1.50 1.50 3.00
SDA 7 2 9 4.5 4.5 1.39 1.39 2.78
Total 18.00 15.00 33.00 16.50 16.50 5.62 5.62 χ2=11.24
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) = 4
Table No 150 indicates that the value of the observed χ2=11.24, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college principals about taking
initiative for bringing improvement in the management system of the colleges is different
from female principals” is accepted.
171
Area wise (Urban/Rural) Data Analysis
Principals
Table No. 151
H0: There is no area wise difference in the opinion about taking initiative for bringing
improvement in the management system of the colleges
H1: Opinion of the urban college principals about taking initiative for bringing
improvement in the management system of the colleges is different from rural college
principals
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 1 2 3 1.5 1.5 0.17 0.17 0.33
A 17 5 22 11 11 3.27 3.27 6.55
UD 1 0 1 0.5 0.5 0.50 0.50 1.00
DA 4 2 6 3 3 0.33 0.33 0.67
SDA 0 1 1 0.5 0.5 0.50 0.50 1.00
Total 23 10 33 16.5 16.5 4.77 4.77 χ2=9.55
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) = 4
Table No 151 indicates that the value of the observed χ2= 9.55, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis” Opinion of the urban college principals about taking
initiative for bringing improvement in the management system of the colleges is different
from rural college principals “is accepted..
172
Table No. 152
H0: There is no area wise difference in the opinion about the developing team work and
cooperation in the working
H1: Opinion of the urban college principals about the developing team work and
cooperation in the working is different from rural college principals
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 7 1 8 4 4 2.25 2.25 4.50
A 14 6 20 10 10 1.60 1.60 3.20
UD 0 1 1 0.5 0.5 0.50 0.50 1.00
DA 1 2 3 1.5 1.5 0.17 0.17 0.33
SDA 1 0 1 0.5 0.5 0.50 0.50 1.00
Total 23 10 33 16.5 16.5 5.02 5.02 χ2=10.03
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) = 4
Table No 152 indicates that the value of the observed χ2= 10.03, which is larger than
the critical value of χ2= 9.488 and it falls in the rejected region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college principals about the
developing team work and cooperation in the working is different from rural principals “is
accepted..
173
Table No. 153
H0: There is no area wise difference in the opinion about taking timely decisions and in
consistent with plans
H1: Opinion of the male college principals about taking timely decisions and in consistent
with plans is different from female principals
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 1 1 2 1 1 0.00 0.00 0.00
A 16 2 18 9 9 5.44 5.44 10.89
UD 1 0 1 0.5 0.5 0.50 0.50 1.00
DA 4 7 11 5.5 5.5 0.41 0.41 0.82
SDA 1 0 1 0.5 0.5 0.50 0.50 1.00
Total 23 10 33 16.5 16.5 6.85 6.85 χ2=13.71
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 153 indicates that the value of the observed χ2= 13.71, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “Opinion of the urban college principals about taking
timely decisions and in consistent with plans is different from rural college principals “ is
accepted..
174
Table No. 154
H0: There is no area wise difference in the opinion about delegating the authority for the
betterment of management system of the college
H1: Opinion of the urban college principals about delegating the authority for the
betterment of management system of the colleges is different from rural college
principals
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 1 1 2 1 1 0.00 0.00 0.00
A 12 2 14 7 7 3.57 3.57 7.14
UD 2 0 2 1 1 1.00 1.00 2.00
DA 7 6 13 6.5 6.5 0.04 0.04 0.08
SDA 1 1 2 1 1 0.00 0.00 0.00
Total 23 10 33 16.5 16.5 4.61 4.61 χ2=9.22
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 154 indicates that the value of the observed χ2= 9.22, which is smaller than
the critical value of χ2= 9.488 and it falls in the accepted region. Hence, the null hypothesis
is accepted and alternative hypothesis “Opinion of the urban college principals about
delegating the authority for the betterment of management system of the colleges is different
from rural principals” is rejected..
175
Table No. 155
H0: There is no area wise difference in the opinion about allowing complete freedom to
staff members in working in the colleges
H1: Opinion of the urban college principals about allowing complete freedom to staff
members in working in the colleges is different from rural college principals
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 1 1 2 1 1 0.00 0.00 0.00
A 5 4 9 4.5 4.5 0.06 0.06 0.11
UD 0 1 1 0.5 0.5 0.50 0.50 1.00
DA 16 3 19 9.5 9.5 4.45 4.45 8.89
SDA 1 1 2 1 1 0.00 0.00 0.00
Total 23 10 33 16.5 16.5 5.00 5.00 χ2= 10.01
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 155 indicates that the value of the observed χ2= 10.01, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “Opinion of the urban college principals about
allowing complete freedom to staff members in working in the colleges is different from
rural college principals" is accepted.
176
Table No. 156
H0: There is no area wise difference in the opinion about satisfaction with the quality of
education being imparted in the colleges
H1: Opinion of the urban college principals about satisfaction with the quality of
education being imparted in the colleges is different from rural college principals
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 1 1 2 1 1 0.00 0.00 0.00
A 2 2 4 2 2 0.00 0.00 0.00
UD 0 1 1 0.5 0.5 0.50 0.50 1.00
DA 19 4 23 11.5 11.5 4.89 4.89 9.78
SDA 1 2 3 1.5 1.5 0.17 0.17 0.33
Total 23 10 33 16.5 16.5 5.56 5.56 χ2= 11.12
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 156 indicates that the value of the observed χ2= 11.12, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis "Opinion of the urban college principals about
satisfaction with the quality of education being imparted in the colleges is different from
rural college principals” is accepted.
177
Table No. 157
H0: There is no area wise difference in the opinion about the provision of sufficient
funds and powers to expend funds for overall development of colleges
H1: Opinion of the urban college principals about the provision of sufficient funds and
powers to expend funds for overall development of colleges is different from rural
principals
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 1 1 2 1 1 0.00 0.00 0.00
A 4 6 10 5 5 0.20 0.20 0.40
UD 1 0 1 0.5 0.5 0.50 0.50 1.00
DA 16 3 19 9.5 9.5 4.45 4.45 8.89
SDA 1 0 1 0.5 0.5 0.50 0.50 1.00
Total 23 10 33 16.5 16.5 5.65 5.65 χ2= 11.29
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 157 indicates that the value of the observed χ2= 11.29, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis "Opinion of the urban college principals about the
provision of sufficient funds and powers to expend funds for overall development of
colleges is different from rural principals" is accepted.
178
Table No. 158
H0: There is no area wise difference in the opinion about remaining under pressure as an
administrator
H1: Opinion of the urban college principals about remaining under pressure as an
administrator is different from rural college principals
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 1 2 3 1.5 1.5 0.17 0.17 0.33
A 12 6 18 9 9 1.00 1.00 2.00
UD 0 1 1 0.5 0.5 0.50 0.50 1.00
DA 9 1 10 5 5 3.20 3.20 6.40
SDA 1 0 1 0.5 0.5 0.50 0.50 1.00
Total 23 10 33 16.5 16.5 5.37 5.37 χ2= 10.73
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 158 indicates that the value of the observed χ2= 10.73, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis" opinion of the urban college principals about
remaining under pressure as an administrator is different from rural college principals" is
accepted.
179
Table No. 159
H0: There is no area wise difference in the opinion about avoiding conflict and
confrontation with colleagues
H1: Opinion of the urban college principals about avoiding conflict and confrontation with
colleagues is different from rural college principals
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 7 1 8 4 4 2.25 2.25 4.50
A 9 2 11 5.5 5.5 2.23 2.23 4.45
UD 0 1 1 0.5 0.5 0.50 0.50 1.00
DA 4 5 9 4.5 4.5 0.06 0.06 0.11
SDA 3 1 4 2 2 0.50 0.50 1.00
Total 23 10 33 16.5 16.5 5.53 5.53 χ2=11.07
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 159 indicates that the value of the observed χ2= 11.07, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis "opinion of the urban college principals about avoiding
conflict and confrontation with colleagues is different from rural college principals” is
accepted.
180
Table No. 160
H0: There is no area wise difference in the opinion about tolerating disagreements and
encouraging good suggestions in decision making
H1: Opinion of the urban college principals about tolerating disagreements and
encouraging good suggestions in decision making is different from rural college
principals
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 0 1 1 0.5 0.5 0.50 0.50 1.00
A 12 3 15 7.5 7.5 2.70 2.70 5.40
UD 1 0 1 0.5 0.5 0.50 0.50 1.00
DA 9 6 15 7.5 7.5 0.30 0.30 0.60
SDA 1 0 1 0.5 0.5 0.50 0.50 1.00
Total 23 10 33 16.5 16.5 4.50 4.50 χ2=9.00
Critical value = 90.488 p=0.05 df = (K-1) = (5-1) =4
Table No 160 indicates that the value of the observed χ2= 9.00, which is smaller than
the critical value of χ2= 9.488 and it falls in the accepted region. Hence, the null hypothesis
is accepted and alternative hypothesis "opinion of the urban college principals about
tolerating disagreements and encouraging good suggestions in decision making is different
from rural college principals” is rejected..
181
Table No. 161
H0: There is no area wise difference in the opinion about utilizing different funds properly
and transparently
H1: Opinion of the urban college principals about utilizing different funds properly and
transparently is different from rural college principals
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 3 2 5 2.5 2.5 0.10 0.10 0.20
A 15 4 19 9.5 9.5 3.18 3.18 6.37
UD 0 1 1 0.5 0.5 0.50 0.50 1.00
DA 5 2 7 3.5 3.5 0.64 0.64 1.29
SDA 0 1 1 0.5 0.5 0.50 0.50 1.00
Total 23 10 33 16.5 16.5 4.93 4.93 χ2=9.85
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 161 indicates that the value of the observed χ2= 9.84, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis "opinion of the urban college principals about utilizing
different funds properly and transparently is different from rural college principals "is
accepted.
182
Table No. 162
H0: There is no area wise difference in the opinion about teachers’ preparation before
teaching in the classes
H1: Opinion of the urban college principals about the teachers’ preparation before
teaching in the classes is different from rural principals
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 0 1 1 0.5 0.5 0.50 0.50 1.00
A 2 6 8 4 4 1.00 1.00 2.00
UD 1 0 1 0.5 0.5 0.50 0.50 1.00
DA 17 2 19 9.5 9.5 5.92 5.92 11.84
SDA 3 1 4 2 2 0.50 0.50 1.00
Total 23 10 33 16.5 16.5 8.42 8.42 χ2=16.84
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 162 indicates that the value of the observed χ2= 16.84, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “opinion of the urban college principals about the
teachers’ preparation before teaching in the classes is different from rural college principa ls”
is accepted.
183
Table No. 163
H0: There is no area wise difference in the opinion about teachers remain involved in
administrative responsibilities
H1: Opinion of the urban college principals about the teachers remain involved in
administrative responsibilities is different from rural principals
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 1 0 1 0.5 0.5 0.50 0.50 1.00
A 4 3 7 3.5 3.5 0.07 0.07 0.14
UD 1 1 2 1 1 0.00 0.00 0.00
DA 17 4 21 10.5 10.5 4.02 4.02 8.05
SDA 0 2 2 1 1 1.00 1.00 2.00
Total 23 10 33 16.5 16.5 5.60 5.60 χ2=11.19
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 163 indicates that the value of the observed χ2= 11.19, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis "opinion of the urban college principals about the
teachers remain involved in administrative responsibilities is different from rural college
principals” is accepted.
184
Table No. 164
H0: There is no area wise difference in the opinion about education department provides
training facilities to college teachers
H1: Opinion of the urban college principals about the education department provides
training facilities to college teachers is different from rural college principals
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 0 1 1 0.5 0.5 0.50 0.50 1.00
A 2 6 8 4 4 1.00 1.00 2.00
UD 1 1 2 1 1 0.00 0.00 0.00
DA 13 1 14 7 7 5.14 5.14 10.29
SDA 7 1 8 4 4 2.25 2.25 4.50
Total 23 10 33 16.5 16.5 8.89 8.89 χ2=17.79
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 164 indicates that the value of the observed χ2= 17.79, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis "opinion of the urban college principals about the
education department provides training facilities to college teachers is different from rural
college principals" is accepted.
185
Table No. 165
H0: There is no area wise difference in the opinion about the parents are invited in
organizing annual days, sports and other programs held in colleges
H1: Opinion of the urban college principals about the parents are invited in organizing
annual days, sports and other programs held in colleges is different from rural
college principals
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 1 2 3 1.5 1.5 0.17 0.17 0.33
A 3 4 7 3.5 3.5 0.07 0.07 0.14
UD 0 1 1 0.5 0.5 0.50 0.50 1.00
DA 15 2 17 8.5 8.5 4.97 4.97 9.94
SDA 4 1 5 2.5 2.5 0.90 0.90 1.80
Total 23 10 33 16.5 16.5 6.61 6.61 χ2=13.22
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 165 indicates that the value of the observed χ2= 13.22, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternate hypothesis “Opinion of the urban college principals about the
parents are invited in organizing annual days, sports and other programs held in colleges is
different from rural college principals” is accepted.
186
Table No. 166
H0: There is no area wise difference in the opinion about the formative testing is carried
out from time to time in the colleges
H1: Opinion of the urban college principals about formative testing is carried out from
time to time in the colleges is different from rural college principals
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 1 0 1 0.5 0.5 0.50 0.50 1.00
A 7 1 8 4 4 2.25 2.25 4.50
UD 0 1 1 0.5 0.5 0.50 0.50 1.00
DA 15 7 22 11 11 1.45 1.45 2.91
SDA 0 1 1 0.5 0.5 0.50 0.50 1.00
Total 23 10 33 16.5 16.5 5.20 5.20 χ2=10.41
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 166 indicates that the value of the observed χ2= 10.41, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternate hypothesis “Opinion of the urban college principals about formative
testing is carried out from time to time in the colleges is different from rural college
principals “is accepted.
187
Table No. 167
H0: There is no area wise difference in the opinion about various types of items are used
in tests
H1: Opinion of the urban college principals about various types of items are used in tests
is different from rural college principals
Q.17
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 1 0 1 0.5 0.5 0.50 0.50 1.00
A 13 2 15 7.5 7.5 4.03 4.03 8.07
UD 1 0 1 0.5 0.5 0.50 0.50 1.00
DA 7 6 13 6.5 6.5 0.04 0.04 0.08
SDA 1 1 2 1 1 0.00 0.00 0.00
Total 23 9 32 16 16 5.07 5.07 χ2=10.14
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 167 indicates that the value of the observed χ2= 10.14, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “Opinion of the urban college principals about various
types of items are used in tests is different from rural college principals” is accepted.
188
Table No. 168
H0: There is no area wise difference in the opinion about cheating is common in annual
examinations
H1: Opinion of the urban college principals about the cheating is common in annual
examinations is different from rural college principals
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 6 3 9 4.5 4.5 0.50 0.50 1.00
A 10 2 12 6 6 2.67 2.67 5.33
UD 0 1 1 0.5 0.5 0.50 0.50 1.00
DA 4 4 8 4 4 0.00 0.00 0.00
SDA 3 0 3 1.5 1.5 1.50 1.50 3.00
Total 23 10 33 16.5 16.5 5.17 5.17 χ2=10.33
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 168 indicates that the value of the observed χ2= 10.33, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “Opinion of the urban college principals about the
cheating is common in annual examinations is different from rural college principals “is
accepted.
189
Table No. 169
H0: There is no area wise difference in the opinion about cheating is common in annual
examinations
H1: Opinion of the urban college principals about the cheating is common in annual
examinations is different from rural college principals
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 2 1 3 1.5 1.5 0.17 0.17 0.33
A 14 2 16 8 8 4.50 4.50 9.00
UD 1 0 1 0.5 0.5 0.50 0.50 1.00
DA 5 6 11 5.5 5.5 0.05 0.05 0.09
SDA 1 1 2 1 1 0.00 0.00 0.00
Total 23 10 33 16.5 16.5 5.21 5.21 χ2=10.42
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No 169 indicates that the value of the observed χ2= 10.42, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “Opinion of the urban college principals about the
cheating is common in annual examinations is different from rural college principals” is
accepted.
190
Gender wise (Male/Female) Data Analysis
Teachers
Table No. 170
H0: There is no gender difference in the opinion about teachers in the colleges come well
prepared and teach to students properly
H1: Opinion of the male college teachers about teachers in the colleges come well
prepared and teach to students properly is different from female teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 12 21 33 16.5 16.5 1.23 1.23 2.45
A 52 27 79 39.5 39.5 3.96 3.96 7.91
UD 2 1 3 1.5 1.5 0.17 0.17 0.33
DA 31 23 54 27 27 0.59 0.59 1.19
SDA 16 15 31 15.5 15.5 0.02 0.02 0.03
Total 113 87 200 100 100 5.96 5.96 χ2=11.92
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 170 indicates that the value of the observed χ2= 11.92, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis opinion of the male college teachers about teachers in
the colleges come well prepared and teach to students properly is different from female
teachers is accepted.
191
Table No. 171
H0: There is no gender difference in the opinion about almost all teaching aids available
are available in their colleges
H1: Opinion of the male college teachers about almost all teaching aids are available in
their colleges is different from female teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 10 15 25 12.5 12.5 0.50 0.50 1.00
A 35 27 62 31 31 0.52 0.52 1.03
UD 1 1 2 1 1 0.00 0.00 0.00
DA 53 25 78 39 39 5.03 5.03 10.05
SDA 14 19 33 16.5 16.5 0.38 0.38 0.76
Total 113 87 200 100 100 6.42 6.42 χ2=12.84
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 171 indicates that the value of the observed χ2= 12.84, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis opinion of the male college teachers about almost all
teaching aids are available in their colleges is different from female teachers is accepted
192
Table No. 172
H0: There is no gender difference in the opinion about most of the teachers reach and
leave the college on time
H1: Opinion of the male college teachers about most of the teachers reach and leave the
college on time is different from female teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 10 27 37 18.5 18.5 3.91 3.91 7.81
A 51 34 85 42.5 42.5 1.70 1.70 3.40
UD 2 1 3 1.5 1.5 0.17 0.17 0.33
DA 36 15 51 25.5 25.5 4.32 4.32 8.65
SDA 14 10 24 12 12 0.33 0.33 0.67
Total 113 87 200 100 100 10.43 10.43 χ2=20.86
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 172 indicates that the value of the observed χ2= 20.86, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis Opinion of the male college teachers about most of the
teachers reach and leave the college on time is different from female teachers is accepted.
193
Table No. 173
H0: There is no gender difference in the opinion about teachers rarely care whether
students understand their lecture or not
H1: Opinion of the male college teachers about teachers rarely care whether students
understand their lecture or not is different from female teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 18 14 32 16 16 0.25 0.25 0.50
A 29 18 47 23.5 23.5 1.29 1.29 2.57
UD 2 1 3 1.5 1.5 0.17 0.17 0.33
DA 50 29 79 39.5 39.5 2.79 2.79 5.58
SDA 14 25 39 19.5 19.5 1.55 1.55 3.10
Total 113 87 200 100 100 6.05 6.05 χ2=12.09
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 173 indicates that the value of the observed χ2=12.09, which is larger than
the critical value of χ2=9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis opinion of the male college teachers about teachers rarely
care whether students understand their lecture or not is different from female teachers is
accepted.
194
Table No. 174
H0: There is no gender difference in the opinion about teachers are satisfied with the
quality of education being imparted in their colleges.
H1: Opinion of the male college teachers about they are satisfied with the quality of
education being imparted in their colleges is different from female teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 15 18 33 16.5 16.5 0.14 0.14 0.27
A 38 19 57 28.5 28.5 3.17 3.17 6.33
UD 2 1 3 1.5 1.5 0.17 0.17 0.33
DA 43 28 71 35.5 35.5 1.58 1.58 3.17
SDA 15 21 36 18 18 0.50 0.50 1.00
Total 113 87 200 100 100 5.55 5.55 χ2=11.11
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 174 indicates that the value of the observed χ2=11.11, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis opinion of the male college teachers about they are
satisfied with the quality of education being imparted in their colleges is different from
female teachers is accepted.
195
Table No. 175
H0: There is no gender difference in the opinion about there exists good social
relationship and teamwork between college teachers and principals
H1: Opinion of the male college teachers about there exists good social relationship and
teamwork between college teachers and principals is different from female teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 11 18 29 14.5 14.5 0.84 0.84 1.69
A 45 21 66 33 33 4.36 4.36 8.73
UD 2 2 4 2 2 0.00 0.00 0.00
DA 43 29 72 36 36 1.36 1.36 2.72
SDA 12 17 29 14.5 14.5 0.43 0.43 0.86
Total 113 87 200 100 100 7.00 7.00 χ2=14.00
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 175 indicates that the value of the observed χ2= 14.00, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis Opinion of the male college teachers about there exists
good social relationship and teamwork between college teachers and principals is different
from female teachers is accepted.
196
Table No. 176
H0: There is no gender difference in the opinion about college principal tolerated
disagreements and encourage good suggestions from teachers
H1: Opinion of the male college teachers about college principal tolerated disagreements
and encourage good suggestions from teachers is different from female teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 12 16 28 14 14 0.29 0.29 0.57
A 43 28 71 35.5 35.5 1.58 1.58 3.17
UD 2 1 3 1.5 1.5 0.17 0.17 0.33
DA 47 27 74 37 37 2.70 2.70 5.41
SDA 9 15 24 12 12 0.75 0.75 1.50
Total 113 87 200 100 100 5.49 5.49 χ2=10.98
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 176 indicates that the value of the observed χ2= 10.98, which is larger than
the critical value of χ2=9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis opinion of the male college teachers about college
principal tolerated disagreements and encourage good suggestions from teachers is different
from female teachers is accepted.
197
Table No. 177
H0: There is no gender difference in the opinion about college principals utilize different
funds transparently
H1: Opinion of the male college teachers about college principals utilize different funds
transparently is different from female teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 4 16 20 10 10 3.60 3.60 7.20
A 36 24 60 30 30 1.20 1.20 2.40
UD 0 1 1 0.5 0.5 0.50 0.50 1.00
DA 48 27 75 37.5 37.5 2.94 2.94 5.88
SDA 25 19 44 22 22 0.41 0.41 0.82
Total 113 87 200 100 100 8.65 8.65 χ2=17.30
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 177 indicates that the value of the observed χ2= 17.30, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college teachers about college
principals utilize different funds transparently” is different from female teachers is accepted.
198
Table No. 178
H0: There is no gender difference in the opinion about most of the college principals
know managerial skills and financial rules
H1: Opinion of the male college teachers about most of the college principals know
managerial skills and financial rules is different from female teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 11 14 25 12.5 12.5 0.18 0.18 0.36
A 40 20 60 30 30 3.33 3.33 6.67
UD 1 0 1 0.5 0.5 0.50 0.50 1.00
DA 49 29 78 39 39 2.56 2.56 5.13
SDA 12 24 36 18 18 2.00 2.00 4.00
Total 113 87 200 100 100 8.58 8.58 χ2=17.15
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 178 indicates that the value of the observed χ2= 17.15, which is larger than
the critical value of χ2= 9.488 and it falls in' rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college teachers about most of the
college principals know managerial skills and financial rules” is different from female
teachers is accepted.
199
Table No. 179
H0: There is no gender difference in the opinion about library, laboratories and classes in
the colleges are well equipped and clean.
H1: Opinion of the male college teachers about library, laboratories and classes in the
colleges are well equipped and clean is different from female teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 14 15 29 14.5 14.5 0.02 0.02 0.03
A 36 19 55 27.5 27.5 2.63 2.63 5.25
UD 1 0 1 0.5 0.5 0.50 0.50 1.00
DA 47 29 76 38 38 2.13 2.13 4.26
SDA 15 24 39 19.5 19.5 1.04 1.04 2.08
Total 113 87 200 100 100 6.31 6.31 χ2=12.63
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 179 indicates that the value of the observed χ2= 12.63, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college teachers about library,
laboratories and classes in the colleges are well equipped and clean” is different from female
teachers is accepted.
200
Table No. 180
H0: There is no gender difference in the opinion about College offices manage different
functions like admissions, examinations etc well systematically
H1: Opinion of the male college teachers about College offices manage different functions
like admissions, examinations etc well systematically is different from female
teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 20 15 35 17.5 17.5 0.36 0.36 0.71
A 31 20 51 25.5 25.5 1.19 1.19 2.37
UD 2 1 3 1.5 1.5 0.17 0.17 0.33
DA 47 27 74 37 37 2.70 2.70 5.41
SDA 13 24 37 18.5 18.5 1.64 1.64 3.27
Total 113 87 200 100 100 6.05 6.05 χ2=12.10
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 180 indicates that the value of the observed χ2= 12.10, which is larger than
the critical value of χ2=.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college teachers about College
offices manage different functions like admissions, examinations etc well systematically” is
different from female teachers is accepted.
201
Table No. 181
H0: There is no gender difference in the opinion about principals involve college teachers
in managerial tasks.
H1: Opinion of the male college teachers about principals involve college teachers in
managerial tasks is different from female teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 17 15 32 16 16 0.06 0.06 0.13
A 45 21 66 33 33 4.36 4.36 8.73
UD 2 4 6 3 3 0.33 0.33 0.67
DA 37 26 63 31.5 31.5 0.96 0.96 1.92
SDA 12 21 33 16.5 16.5 1.23 1.23 2.45
Total 113 87 200 100 100 6.95 6.95 χ2=13.89
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 181 indicates that the value of the observed χ2= 13.89, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college teachers about principals
involve college teachers in managerial tasks is different from female teachers principals
involve college teachers in managerial tasks” is accepted
202
Table No. 182
H0: There is no gender difference in the opinion about provincial education department
provides training opportunities to college teachers
H1: Opinion of the male college teachers about provincial education department provides
training opportunities to college teachers is different from female teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 11 14 25 12.5 12.5 0.18 0.18 0.36
A 34 22 56 28 28 1.29 1.29 2.57
UD 1 4 5 2.5 2.5 0.90 0.90 1.80
DA 54 27 81 40.5 40.5 4.50 4.50 9.00
SDA 13 20 33 16.5 16.5 0.74 0.74 1.48
Total 113 87 200 100 100 7.61 7.61 χ2=15.22
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 182 indicates that the value of the observed χ2= 15.22, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college teachers about provincial
education department provides training opportunities to college teachers is different from
female teachers” is accepted.
203
Table No. 183
H0: There is no gender difference in the opinion about college administrative staff
cooperate and facilitate to teachers
H1: Opinion of the male college teachers about college administrative staff cooperate
and facilitate to teachers is different from female teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 13 14 27 13.5 13.5 0.02 0.02 0.04
A 49 26 75 37.5 37.5 3.53 3.53 7.05
UD 2 3 5 2.5 2.5 0.10 0.10 0.20
DA 39 27 66 33 33 1.09 1.09 2.18
SDA 10 17 27 13.5 13.5 0.91 0.91 1.81
Total 113 87 200 100 100 5.64 5.64 χ2=11.29
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 183 indicates that the value of the observed χ2= 11.29, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college teachers about college
administrative staff cooperate and facilitate to teachers is different from female teachers” is
accepted.
204
Table No. 184
H0: There is no gender difference in the opinion about college offices records are properly
maintained
H1: Opinion of the male college teachers about college offices records are properly
maintained is different from female teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 12 12 24 12 12 0.00 0.00 0.00
A 63 29 92 46 46 6.28 6.28 12.57
UD 1 0 1 0.5 0.5 0.50 0.50 1.00
DA 23 35 58 29 29 1.24 1.24 2.48
SDA 14 11 25 12.5 12.5 0.18 0.18 0.36
Total 113 87 200 100 100 8.20 8.20 χ2=16.41
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 184 indicates that the value of the observed χ2= 16.41, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college teachers about college
offices records are properly maintained” is different from female teachers is accepted.
205
Table No. 185
H0: There is no gender difference in the opinion about principals allocate responsibilities
on the basis of teachers abilities and choice.
H1: Opinion of the male college teachers about principals allocate responsibilities on the
basis of teachers abilities and choice.is different from female teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 13 14 27 13.5 13.5 0.02 0.02 0.04
A 52 27 79 39.5 39.5 3.96 3.96 7.91
UD 1 1 2 1 1 0.00 0.00 0.00
DA 39 29 68 34 34 0.74 0.74 1.47
SDA 8 16 24 12 12 1.33 1.33 2.67
Total 113 87 200 100 100 6.04 6.04 χ2=12.09
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 185 indicates that the value of the observed χ2= 12.09, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college teachers about principals
allocate responsibilities on the basis of teachers abilities and choice.is different from female
teachers” is accepted.
206
Table No. 186
H0: There is no gender difference in the opinion about parents are invited on annual
days, sports and in other programs
H1: Opinion of the male college teachers about parents are invited on annual days, sports
and in other programs is different from female teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 8 11 19 9.5 9.5 0.24 0.24 0.47
A 38 25 63 31.5 31.5 1.34 1.34 2.68
UD 3 3 6 3 3 0.00 0.00 0.00
DA 53 30 83 41.5 41.5 3.19 3.19 6.37
SDA 11 18 29 14.5 14.5 0.84 0.84 1.69
Total 113 87 200 100 100 5.61 5.61 χ2=11.22
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 186 indicates that the value of the observed χ2= 11.22, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college teachers about parents are
invited on annual days, sports and in other programs is different from female teachers” is
accepted.
207
Table No. 187
H0: There is no gender difference in the opinion about teachers conduct formative tests
in the classes
H1: Opinion of the male college teachers about teachers conduct formative tests in the
classes is different from female teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 18 16 34 17 17 0.06 0.06 0.12
A 54 26 80 40 40 4.90 4.90 9.80
UD 2 1 3 1.5 1.5 0.17 0.17 0.33
DA 21 28 49 24.5 24.5 0.50 0.50 1.00
SDA 18 16 34 17 17 0.06 0.06 0.12
Total 113 87 200 100 100 5.68 5.68 χ2=11.37
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 187 indicates that the value of the observed χ2= 11.37, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college teachers about teachers
conduct formative tests in the classes is different from female teachers” is accepted.
208
Table No. 188
H0: There is no gender difference in the opinion about teachers use various types of
items in tests
H1: Opinion of the male college teachers about teachers use various types of items in
tests is different from female teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 13 19 32 16 16 0.56 0.56 1.13
A 33 25 58 29 29 0.55 0.55 1.10
UD 0 1 1 0.5 0.5 0.50 0.50 1.00
DA 52 26 78 39 39 4.33 4.33 8.67
SDA 15 16 31 15.5 15.5 0.02 0.02 0.03
Total 113 87 200 100 100 5.96 5.96 χ2=11.93
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 188 indicates that the value of the observed χ2= 11.93, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college teachers about teachers use
various types of items in tests is different from female teachers” is accepted.
209
Table No. 189
H0: There is no gender difference in the opinion about college teachers participate in the
activities of union
H1: Opinion of the male college teachers about college teachers participate in the
activities of union is different from female teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 11 12 23 11.5 11.5 0.02 0.02 0.04
A 23 26 49 24.5 24.5 0.09 0.09 0.18
UD 1 2 3 1.5 1.5 0.17 0.17 0.33
DA 67 33 100 50 50 5.78 5.78 11.56
SDA 11 14 25 12.5 12.5 0.18 0.18 0.36
Total 113 87 200 100 100 6.24 6.24 χ2=12.48
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 189 indicates that the value of the observed χ2= 12.48, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college teachers about college
teachers participate in the activities of union is different from female teachers” is accepted.
210
Table No. 190
H0: There is no gender difference in the opinion about Student organizations harass
teachers and interfere in college administration
H1: Opinion of the male college teachers about Student organizations harass teachers and
interfere in college administration is different from female teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 17 20 37 18.5 18.5 0.12 0.12 0.24
A 57 28 85 42.5 42.5 4.95 4.95 9.89
UD 3 1 4 2 2 0.50 0.50 1.00
DA 24 26 50 25 25 0.04 0.04 0.08
SDA 12 12 24 12 12 0.00 0.00 0.00
Total 113 87 200 100 100 5.61 5.61 χ2=11.22
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 190 indicates that the value of the observed χ2= 11.22, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college teachers about student
organizations harass teachers and interfere in college administration is different from female
teachers” is accepted.
211
Table No. 191
H0: There is no gender difference in the opinion about there exist good coordination
between different offices like principal offices, regional director offices and
provincial secretariat
H1: Opinion of the male college teachers about there exist good coordination between
different offices like principal offices, regional director offices and provincial
secretariat is different from female teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 13 11 24 12 12 0.08 0.08 0.17
A 51 16 67 33.5 33.5 9.14 9.14 18.28
UD 1 2 3 1.5 1.5 0.17 0.17 0.33
DA 31 37 68 34 34 0.26 0.26 0.53
SDA 17 21 38 19 19 0.21 0.21 0.42
Total 113 87 200 100 100 9.87 9.87 χ2=19.73
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 191 indicates that the value of the observed χ2=19.73, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college teachers about there exist
good coordination between different offices like principal offices, regional director offices
and provincial secretariat is different from female teachers” is accepted.
212
Table No. 192
H0: There is no gender difference in the opinion about there exist accountability and
transparency on all provincial education department offices
H1: Opinion of the male college teachers about there exist accountability and transparency
on all provincial education department offices is different from female teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 11 12 23 11.5 11.5 0.02 0.02 0.04
A 22 16 38 19 19 0.47 0.47 0.95
UD 3 1 4 2 2 0.50 0.50 1.00
DA 65 36 101 50.5 50.5 4.16 4.16 8.33
SDA 12 22 34 17 17 1.47 1.47 2.94
Total 113 87 200 100 100 6.63 6.63 χ2=13.26
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 192 indicates that the value of the observed χ2= 13.26, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “ppinion of the male college teachers about there exist
accountability and transparency on all provincial education department offices is different
from female teachers” is accepted.
213
Table No. 193
H0: There is no gender difference in the opinion about principals maintain strict
discipline and inspection system in colleges
H1: Opinion of the male college teachers about principals maintain strict discipline and
inspection system in colleges is different from female teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 17 13 30 15 15 0.27 0.27 0.53
A 62 19 81 40.5 40.5 11.41 11.41 22.83
UD 2 3 5 2.5 2.5 0.10 0.10 0.20
DA 19 37 56 28 28 2.89 2.89 5.79
SDA 13 15 28 14 14 0.07 0.07 0.14
Total 113 87 200 100 100 14.74 14.74 χ2=29.49
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 193 indicates that the value of the observed χ2= 29.49, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college teachers about princ ipals
maintain strict discipline and inspection system in colleges is different from female
teachers” is accepted
214
Area wise (Urban/Rural) Data Analysis
Teachers
Table No. 194
H0: There is no area wise difference in the opinion about teachers in the colleges come
well prepared and teach to students properly
H1: Opinion of the urban college teachers about teachers in the colleges come well
prepared and teach to students properly is different from rural college teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 35 16 51 25.5 25.5 3.54 3.54 7.08
A 55 22 77 38.5 38.5 7.07 7.07 14.14
UD 2 2 4 2 2 0.00 0.00 0.00
DA 30 7 37 18.5 18.5 7.15 7.15 14.30
SDA 28 3 31 15.5 15.5 10.08 10.08 20.16
Total 150.00 50.00 200.00 100.00 100.00 27.84 27.84 χ2=55.68
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 194 indicates that the value of the observed χ2=55.68, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the alternative
hypothesis “opinion of the urban college teachers about teachers in the colleges come well
prepared and teach to students properly is different from rural college teachers” is accepted.
215
Table No. 195
H0: There is no area wise difference in the opinion about almost all teaching aids available
are available in their colleges
H1: Opinion of the urban college teachers about almost all teaching aids are available in
their colleges is different from rural college teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 20 8 28 14 14 2.57 2.57 5.14
A 40 10 50 25 25 9.00 9.00 18.00
UD 4 1 5 2.5 2.5 0.90 0.90 1.80
DA 51 19 70 35 35 7.31 7.31 14.63
SDA 35 12 47 23.5 23.5 5.63 5.63 11.26
Total 150.00 50.00 200.00 100.00 100.00 25.41 25.41 χ2=50.83
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 195 indicates that the value of the observed χ2=50.83, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college teachers about almost all
teaching aids are available in their colleges is different from rural college teachers” is
accepted
216
Table No. 196
H0: There is no area wise difference in the opinion about most of the teachers reach and
leave the college on time
H1: Opinion of the urban college teachers about most of the teachers reach and leave the
college on time is different from rural college teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 40 17 57 28.5 28.5 4.64 4.64 9.28
A 54 23 77 38.5 38.5 6.24 6.24 12.48
UD 3 1 4 2 2 0.50 0.50 1.00
DA 33 7 40 20 20 8.45 8.45 16.90
SDA 20 2 22 11 11 7.36 7.36 14.73
Total 150.00 50.00 200.00 100.00 100.00 27.19 27.19 χ2=54.39
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 196 indicates that the value of the observed χ2= 54.39, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college teachers about most of the
teachers reach and leave the college on time is different from rural college teachers” is
accepted.
217
Table No. 197
H0: There is no area wise difference in the opinion about teachers rarely care whether
students understand their lecture or not
H1: Opinion of the urban college teachers about teachers rarely care whether students
understand their lecture or not is different from rural college teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 15 7 22 11 11 1.45 1.45 2.91
A 23 10 33 16.5 16.5 2.56 2.56 5.12
UD 2 2 4 2 2 0.00 0.00 0.00
DA 66 17 83 41.5 41.5 14.46 14.46 28.93
SDA 44 14 58 29 29 7.76 7.76 15.52
Total 150.00 50.00 200.00 100.00 100.00 26.24 26.24 52.48
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 197 indicates that the value of the observed χ2=52.48, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college teachers about teachers
rarely care whether students understand their lecture or not is different from rural college
teachers” is accepted.
218
Table No. 198
H0: There is no area wise difference in the opinion about teachers are satisfied with the
quality of education being imparted in their colleges.
H1: Opinion of the urban college teachers about they are satisfied with the quality of
education being imparted in their colleges is different from rural college teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 21 8 29 14.5 14.5 2.91 2.91 5.83
A 31 11 42 21 21 4.76 4.76 9.52
UD 2 1 3 1.5 1.5 0.17 0.17 0.33
DA 56 17 73 36.5 36.5 10.42 10.42 20.84
SDA 40 13 53 26.5 26.5 6.88 6.88 13.75
Total 150.00 50.00 200.00 100.00 100.00 25.14 25.14 χ2=50.28
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 198 indicates that the value of the observed χ2= 50.28, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college teachers about they are
satisfied with the quality of education being imparted in their colleges is different from rural
college teachers” is accepted.
219
Table No. 199
H0: There is no area wise difference in the opinion about there exists good social
relationship and teamwork between college teachers and principals
H1: Opinion of the urban college teachers about there exists good social relationship and
teamwork between college teachers and principals is different from rural college
teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 24 9 33 16.5 16.5 3.41 3.41 6.82
A 48 11 59 29.5 29.5 11.60 11.60 23.20
UD 2 2 4 2 2 0.00 0.00 0.00
DA 52 16 68 34 34 9.53 9.53 19.06
SDA 24 12 36 18 18 2.00 2.00 4.00
Total 150.00 50.00 200.00 100.00 100.00 26.54 26.54 χ2=53.08
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 199 indicates that the value of the observed χ2= 53.08, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college teachers about there exists
good social relationship and teamwork between college teachers and principals is different
from rural college teachers” is accepted.
220
Table No. 200
H0: There is no area wise difference in the opinion about college principal tolerated
disagreements and encourage good suggestions from teachers
H1: Opinion of the urban college teachers about college principal tolerated disagreements
and encourage good suggestions from teachers is different from rural college teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 23 11 34 17 17 2.12 2.12 4.24
A 45 13 58 29 29 8.83 8.83 17.66
UD 0 3 3 1.5 1.5 1.50 1.50 3.00
DA 53 13 66 33 33 12.12 12.12 24.24
SDA 29 10 39 19.5 19.5 4.63 4.63 9.26
Total 150.00 50.00 200.00 100.00 100.00 29.19 29.19 χ2=58.39
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 200 indicates that the value of the observed χ2= 58.39, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college teachers about college
principal tolerated disagreements and encourage good suggestions from teachers is different
from rural college teachers” is accepted.
221
Table No. 201
H0: There is no area wise difference in the opinion about college principals utilize
different funds transparently
H1: Opinion of the urban college teachers about college principals utilize different funds
transparently is different from rural college teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 20 7 27 13.5 13.5 3.13 3.13 6.26
A 22 9 31 15.5 15.5 2.73 2.73 5.45
UD 1 2 3 1.5 1.5 0.17 0.17 0.33
DA 67 17 84 42 42 14.88 14.88 29.76
SDA 40 15 55 27.5 27.5 5.68 5.68 11.36
Total 150.00 50.00 200.00 100.00 100.00 26.58 26.58 χ2=53.17
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 201 indicates that the value of the observed χ2= 53.17, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college teachers about college
principal tolerated disagreements and encourage good suggestions from teachers is different
from rural college teachers” is accepted.
222
Table No. 202
H0: There is no area wise difference in the opinion about college principals utilize
different funds transparently
H1: Opinion of the urban college teachers about college principals utilize different funds
transparently is different from rural college teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 20 8 28 14 14 2.57 2.57 5.14
A 30 11 41 20.5 20.5 4.40 4.40 8.80
UD 2 1 3 1.5 1.5 0.17 0.17 0.33
DA 55 18 73 36.5 36.5 9.38 9.38 18.75
SDA 43 12 55 27.5 27.5 8.74 8.74 17.47
Total 150.00 50.00 200.00 100.00 100.00 25.25 25.25 χ2=50.51
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 202 indicates that the value of the observed χ2= 50.51, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college teachers about college
principals utilize different funds transparently is different from rural college teachers” is
accepted.
223
Table No. 203
H0: There is no gender difference in the opinion about most of the college principals
know managerial skills and financial rules
H1: Opinion of the urban college teachers about most of the college principals know
managerial skills and financial rules is different from rural teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 20 6 26 13 13 3.77 3.77 7.54
A 28 9 37 18.5 18.5 4.88 4.88 9.76
UD 3 2 5 2.5 2.5 0.10 0.10 0.20
DA 64 19 83 41.5 41.5 12.20 12.20 24.40
SDA 35 14 49 24.5 24.5 4.50 4.50 9.00
Total 150.00 50.00 200.00 100.00 100.00 25.45 25.45 χ2=50.89
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 203 indicates that the value of the observed χ2= 50.89, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college teachers about most of the
college principals know managerial skills and financial rules is different from rural teachers”
is accepted.
224
Table No. 204
H0: There is no area wise difference in the opinion about library, laboratories and classes
in the colleges are well equipped and clean.
H1: Opinion of the urban college teachers about library, laboratories and classes in the
colleges are well equipped and clean is different from rural college teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 21 6 27 13.5 13.5 4.17 4.17 8.33
A 32 12 44 22 22 4.55 4.55 9.09
UD 3 1 4 2 2 0.50 0.50 1.00
DA 67 16 83 41.5 41.5 15.67 15.67 31.34
SDA 27 15 42 21 21 1.71 1.71 3.43
Total 150.00 50.00 200.00 100.00 100.00 26.60 26.60 χ2=53.19
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 204 indicates that the value of the observed χ2= 53.19, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college teachers about library,
laboratories and classes in the colleges are well equipped and clean is different from rural
college teachers” is accepted.
225
Table No. 205
H0: There is no area wise difference in the opinion about College offices manage different
functions like admissions, examinations etc well systematically
H1: Opinion of the urban college teachers about College offices manage different
functions like admissions, examinations etc well systematically is different from rural
college teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 30 8 38 19 19 6.37 6.37 12.74
A 42 11 53 26.5 26.5 9.07 9.07 18.13
UD 4 2 6 3 3 0.33 0.33 0.67
DA 44 16 60 30 30 6.53 6.53 13.07
SDA 30 13 43 21.5 21.5 3.36 3.36 6.72
Total 150.00 50.00 200.00 100.00 100.00 25.66 25.66 χ2=51.32
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 205 indicates that the value of the observed χ2= 51.32, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college teachers about college
offices manage different functions like admissions, examinations etc well systematically is
different from rural college teachers” is accepted.
226
Table No. 206
H0: There is no area wise difference in the opinion about principals involve college
teachers in managerial tasks.
H1: Opinion of the urban college teachers about principals involve college teachers in
managerial tasks.is different from rural college teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 21 3 24 12 12 6.75 6.75 13.50
A 30 7 37 18.5 18.5 7.15 7.15 14.30
UD 3 3 6 3 3 0.00 0.00 0.00
DA 56 22 78 39 39 7.41 7.41 14.82
SDA 40 15 55 27.5 27.5 5.68 5.68 11.36
Total 150.00 50.00 200.00 100.00 100.00 26.99 26.99 χ2=53.98
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 206 indicates that the value of the observed χ2= 53.98, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college teachers about principals
involve college teachers in managerial tasks.is different from rural college teachers” is
accepted
227
Table No. 207
H0: There is no area wise difference in the opinion about provincial education
department provides training opportunities to college teachers
H1: Opinion of the urban college teachers about provincial education department provides
training opportunities to college teachers is different from rural college teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 22 8 30 15 15 3.27 3.27 6.53
A 31 11 42 21 21 4.76 4.76 9.52
UD 2 2 4 2 2 0.00 0.00 0.00
DA 60 18 78 39 39 11.31 11.31 22.62
SDA 35 11 46 23 23 6.26 6.26 12.52
Total 150.00 50.00 200.00 100.00 100.00 25.60 25.60 χ2=51.19
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 207 indicates that the value of the observed χ2= 51.19, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college teachers about provincial
education department provides training opportunities to college teachers is different from
rural college teachers” is accepted.
228
Table No. 208
H0: There is no area wise difference in the opinion about college administrative staff
cooperate and facilitate to teachers
H1: Opinion of the urban college teachers about college administrative staff cooperate and
facilitate to teachers is different from rural college teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 21 7 28 14 14 3.50 3.50 7.00
A 29 9 38 19 19 5.26 5.26 10.53
UD 5 3 8 4 4 0.25 0.25 0.50
DA 59 20 79 39.5 39.5 9.63 9.63 19.25
SDA 36 11 47 23.5 23.5 6.65 6.65 13.30
Total 150.00 50.00 200.00 100.00 100.00 25.29 25.29 χ2=50.58
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 208 indicates that the value of the observed χ2= 50.58, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college teachers about college
administrative staff cooperate and facilitate to teachers is different from rural college
teachers” is accepted.
229
Table No. 209
H0: There is no area wise difference in the opinion about college offices records are
properly maintained
H1: Opinion of the urban college teachers about college offices records are properly
maintained is different from rural teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 23 8 31 15.5 15.5 3.63 3.63 7.26
A 40 10 50 25 25 9.00 9.00 18.00
UD 1 1 2 1 1 0.00 0.00 0.00
DA 53 19 72 36 36 8.03 8.03 16.06
SDA 33 12 45 22.5 22.5 4.90 4.90 9.80
Total 150.00 50.00 200.00 100.00 100.00 25.56 25.56 χ2=51.11
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 209 indicates that the value of the observed χ2= 51.11, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college teachers about college
offices records are properly maintained is different from rural teachers” is accepted.
230
Table No. 210
H0: There is no area wise difference in the opinion about principals allocate
responsibilities on the basis of teachers abilities and choice.
H1: Opinion of the urban college teachers about principals allocate responsibilities on the
basis of teachers abilities and choice.is different from rural college teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 21 5 26 13 13 4.92 4.92 9.85
A 37 7 44 22 22 10.23 10.23 20.45
UD 3 3 6 3 3 0.00 0.00 0.00
DA 54 23 77 38.5 38.5 6.24 6.24 12.48
SDA 35 12 47 23.5 23.5 5.63 5.63 11.26
Total 150.00 50.00 200.00 100.00 100.00 27.02 27.02 χ2=54.04
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 210 indicates that the value of the observed χ2= 50.04, which is larger than
the critical value of χ2=9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college teachers about principals
allocate responsibilities on the basis of teachers abilities and choice.is different from rural
college teachers” is accepted.
231
Table No. 211
H0: There is no area wise difference in the opinion about parents are invited on annual
days, sports and in other programs
H1: Opinion of the urban college teachers about parents are invited on annual days,
sports and in other programs is different from rural college teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 37 12 49 24.5 24.5 6.38 6.38 12.76
A 67 25 92 46 46 9.59 9.59 19.17
UD 2 1 3 1.5 1.5 0.17 0.17 0.33
DA 27 8 35 17.5 17.5 5.16 5.16 10.31
SDA 17 4 21 10.5 10.5 4.02 4.02 8.05
Total 150.00 50.00 200.00 100.00 100.00 25.31 25.31 χ2=50.62
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 211 indicates that the value of the observed χ2= 50.62, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college teachers about parents are
invited on annual days, sports and in other programs is different from rural college teachers”
is accepted.
232
Table No. 212
H0: There is no area wise difference in the opinion about teachers conduct formative
tests in the classes
H1: Opinion of the urban college teachers about teachers conduct formative tests in the
classes is different from rural college teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 42 10 52 26 26 9.85 9.85 19.69
A 60 18 78 39 39 11.31 11.31 22.62
UD 2 3 5 2.5 2.5 0.10 0.10 0.20
DA 27 11 38 19 19 3.37 3.37 6.74
SDA 19 8 27 13.5 13.5 2.24 2.24 4.48
Total 150.00 50.00 200.00 100.00 100.00 26.86 26.86 χ2=53.73
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 212 indicates that the value of the observed χ2= 53.73, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college teachers about teachers
conduct formative tests in the classes is different from rural college teachers” is accepted.
233
Table No. 213
H0: There is no area wise difference in the opinion about teachers use various types of
items in tests
H1: Opinion of the urban college teachers about teachers use various types of items in
tests is different from rural college teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 21 4 25 12.5 12.5 5.78 5.78 11.56
A 33 6 39 19.5 19.5 9.35 9.35 18.69
UD 1 2 3 1.5 1.5 0.17 0.17 0.33
DA 52 22 74 37 37 6.08 6.08 12.16
SDA 43 16 59 29.5 29.5 6.18 6.18 12.36
Total 150.00 50.00 200.00 100.00 100.00 27.55 27.55 χ2=55.10
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 213 indicates that the value of the observed χ2= 55.10, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college teachers about teachers
use various types of items in tests is different from rural college teachers” is accepted.
234
Table No. 214
H0: There is no area wise difference in the opinion about college teachers participate in
the activities of union
H1: Opinion of the urban college teachers about college teachers participate in the
activities of union is different from rural college teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 40 14 54 27 27 6.26 6.26 12.52
A 60 21 81 40.5 40.5 9.39 9.39 18.78
UD 4 2 6 3 3 0.33 0.33 0.67
DA 26 8 34 17 17 4.76 4.76 9.53
SDA 20 5 25 12.5 12.5 4.50 4.50 9.00
Total 150.00 50.00 200.00 100.00 100.00 25.25 25.25 χ2=50.49
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 214 indicates that the value of the observed χ2= 50.49, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college teachers about college
teachers participate in the activities of union is different from rural college teachers” is
accepted.
235
Table No. 215
H0: There is no area wise difference in the opinion about student organizations harass
teachers and interfere in college administration
H1: Opinion of the urban college teachers about student organizations harass teachers and
interfere in college administration is different from rural college teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 18 9 27 13.5 13.5 1.50 1.50 3.00
A 23 11 34 17 17 2.12 2.12 4.24
UD 3 3 6 3 3 0.00 0.00 0.00
DA 60 20 80 40 40 10.00 10.00 20.00
SDA 46 7 53 26.5 26.5 14.35 14.35 28.70
Total 150.00 50.00 200.00 100.00 100.00 27.97 27.97 χ2=55.93
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 215 indicates that the value of the observed χ2= 55.93, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college teachers about student
organizations harass teachers and interfere in college administration is different from rural
college teachers” is accepted.
236
Table No. 216
H0: There is no area wise difference in the opinion about there exist good coordination
between different offices like principal offices, regional director offices and
provincial secretariat
H1: Opinion of the urban college teachers about there exist good coordination between
different offices like principal offices, regional director offices and provincial
secretariat is different from rural college teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 17 3 20 10 10 4.90 4.90 9.80
A 24 5 29 14.5 14.5 6.22 6.22 12.45
UD 3 2 5 2.5 2.5 0.10 0.10 0.20
DA 61 26 87 43.5 43.5 7.04 7.04 14.08
SDA 45 14 59 29.5 29.5 8.14 8.14 16.29
Total 150.00 50.00 200.00 100.00 100.00 26.41 26.41 χ2=52.82
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 216 indicates that the value of the observed χ2=52.82, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college teachers about there exist
good coordination between different offices like principal offices, regional director offices
and provincial secretariat is different from rural college teachers” is accepted.
237
Table No. 217
H0: There is no area wise difference in the opinion about there exist accountability and
transparency on all provincial education department offices
H1: Opinion of the urban college teachers about there exist accountability and
transparency on all provincial education department offices is different from rural
college teachers
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 20 6 26 13 13 3.77 3.77 7.54
A 25 11 36 18 18 2.72 2.72 5.44
UD 2 3 5 2.5 2.5 0.10 0.10 0.20
DA 55 19 74 37 37 8.76 8.76 17.51
SDA 48 11 59 29.5 29.5 11.60 11.60 23.20
Total 150.00 50.00 200.00 100.00 100.00 26.95 26.95 χ2=53.90
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 217 indicates that the value of the observed χ2= 53.90, which is larger than
the critical value of χ2= 9.488 and it falls in rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college teachers about there exist
accountability and transparency on all provincial education department offices is different
from rural college teachers” is accepted.
238
Gender wise (Male/Female) Data Analysis
Students
Table No. 218
H0: There is no gender difference in the opinion about all teachers of their college review
their teaching time by time and come well prepared in classes.
H1: Opinion of the male college students about all teachers of their colleges review their
teaching time by time and come well prepared in classes is different from female
teachers
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 78 70 148 74 74 0.22 0.22 0.43
A 104 94 198 99 99 0.25 0.25 0.51
UD 2 1 3 1.5 1.5 0.17 0.17 0.33
DA 160 106 266 133 133 5.48 5.48 10.96
SDA 146 89 235 117.5 117.5 6.91 6.91 13.83
Total 490 360 850 425 425 13.03 13.03 χ2=26.06
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 218 indicates that the value of observed χ2=26.06, which is greater than the
critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college students about all teachers
of their colleges review their teaching time by time and come well prepared in classes is
different from female students” is accepted.
239
Table No. 219
H0: There is no gender difference in the opinion about there are almost all modern
teaching aids available in their colleges
H1: Opinion of the male college students about there are almost all modern teaching aids
available in their colleges is different from female students
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 52 74 126 63 63 1.92 1.92 3.84
A 66 95 161 80.5 80.5 2.61 2.61 5.22
UD 5 2 7 3.5 3.5 0.64 0.64 1.29
DA 235 114 349 174.5 174.5 20.98 20.98 41.95
SDA 132 75 207 103.5 103.5 7.85 7.85 15.70
Total 490 360 850 425 425 34.00 34.00 χ2=68.00
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 219 indicates that the value of observed χ2= 68.00, which is larger than
the critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college students about there are
almost all modern teaching aids available in their colleges is different from female students”
is accepted
240
Table No. 220
H0: There is no gender difference in the opinion about teaching is mostly dictating notes
or reading from text
H1: Opinion of the male college students about teaching is mostly dictating notes or
reading from text is different from female students
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 115 91 206 103 103 1.40 1.40 2.80
A 168 112 280 140 140 5.60 5.60 11.20
UD 6 2 8 4 4 1.00 1.00 2.00
DA 148 73 221 110.5 110.5 12.73 12.73 25.45
SDA 53 82 135 67.5 67.5 3.11 3.11 6.23
Total 490 360 850 425 425 23.84 23.84 χ2=47.68
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 220 indicates that the value of observed χ2= 47.68, which is larger than
the critical value of χ2=9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the male college students about teaching is
mostly dictating notes or reading from text is different from female students” is accepted.
241
Table No. 221
H0: There is no gender difference in the opinion about most of the teachers reach
institution on time and are regular in class teaching
H1: Opinion of the male college students about most of the teachers reach institution on
time and are regular in class teaching is different from female students
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 91 89 180 90 90 0.01 0.01 0.02
A 103 110 213 106.5 106.5 0.12 0.12 0.23
UD 6 1 7 3.5 3.5 1.79 1.79 3.57
DA 157 92 249 124.5 124.5 8.48 8.48 16.97
SDA 133 68 201 100.5 100.5 10.51 10.51 21.02
Total 490 360 850 425 425 20.91 20.91 χ2=41.81
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 221 indicates that the value of observed χ2= 41.81, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “opinion of the male college students about most of
the teachers reach institution on time and are regular in class teaching is different from
female teachers” is accepted
242
Table No. 222
H0: There is no gender difference in the opinion about all students are regular and reach
college on time
H1: Opinion of the male college students about all students are regular and reach college
on time is different from female students
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 100 68 168 84 84 3.05 3.05 6.10
A 110 76 186 93 93 3.11 3.11 6.22
UD 7 4 11 5.5 5.5 0.41 0.41 0.82
DA 169 119 288 144 144 4.34 4.34 8.68
SDA 104 93 197 98.5 98.5 0.31 0.31 0.61
Total 490 360 850 425 425 11.21 11.21 χ2=22.42
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 222 indicates that the value of observed χ2= 22.42, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “opinion of the male college students about all students
are regular and reach college on time is different from female students” is accepted.
243
Table No. 223
H0: There is no gender difference in the opinion about teachers rarely care whether
students understand their lecture or not
H1: Opinion of the male college students about teachers rarely care whether students
understand their lecture or not is different from female college students
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 104 89 193 96.5 96.5 0.58 0.58 1.17
A 193 112 305 152.5 152.5 10.76 10.76 21.51
UD 4 2 6 3 3 0.33 0.33 0.67
DA 115 94 209 104.5 104.5 1.06 1.06 2.11
SDA 74 63 137 68.5 68.5 0.44 0.44 0.88
Total 490 360 850 425 425 13.17 13.17 χ2=26.34
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 223 indicates that the value of observed χ2= 26.34, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “opinion of the male college students about teachers
rarely care whether students understand their lecture or not is different from female college
students” is accepted.
244
Table No. 224
H0: There is no gender difference in the opinion about students are satisfied with the
quality of education being imparted in their colleges
H1: Opinion of the male college students about they are satisfied with the quality of
education being imparted in their colleges is different from female college students
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 59 73 132 66 66 0.74 0.74 1.48
A 104 83 187 93.5 93.5 1.18 1.18 2.36
UD 2 1 3 1.5 1.5 0.17 0.17 0.33
DA 192 115 307 153.5 153.5 9.66 9.66 19.31
SDA 133 88 221 110.5 110.5 4.58 4.58 9.16
Total 490 360 850 425 425 16.33 16.33 χ2=32.65
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 224 indicates that the value of observed χ2= 32.65, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “opinion of the male college students about they are
satisfied with the quality of education being imparted in their colleges is different from
female college students” is accepted
245
Table No. 225
H0: There is no gender difference in the opinion about principals of their colleges enjoy
the confidence of all teachers and students
H1: Opinion of the male college students about principals of their colleges enjoy the
confidence of all teachers and students is different from female college students
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 100 72 172 86 86 2.28 2.28 4.56
A 150 95 245 122.5 122.5 6.17 6.17 12.35
UD 7 1 8 4 4 2.25 2.25 4.50
DA 149 110 259 129.5 129.5 2.94 2.94 5.87
SDA 84 82 166 83 83 0.01 0.01 0.02
Total 490 360 850 425 425 13.65 13.65 χ2=27.30
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 225 indicates that the value of observed χ2= 27.30, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “opinion of the male college students about principals
of their colleges enjoy the confidence of all teachers and students” is accepted
246
Table No. 226
H0: There is no gender difference in the opinion about teachers are divided into warning
groups and have no good relations with principals
H1: Opinion of the male college students about teachers are divided into warning groups
and have no good relations with principals is different from female college students
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 115 91 206 103 103 1.40 1.40 2.80
A 155 100 255 127.5 127.5 5.93 5.93 11.86
UD 6 1 7 3.5 3.5 1.79 1.79 3.57
DA 127 107 234 117 117 0.85 0.85 1.71
SDA 87 61 148 74 74 2.28 2.28 4.57
Total 490 360 850 425 425 12.25 12.25 χ2=24.51
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 226 indicates that the value of observed χ2= 24.51, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “opinion of the male college students about teachers
are divided into warning groups and have no good relations with principals is different from
female college students” is accepted
247
Table No. 227
H0: There is no gender difference in the opinion about principals try to solve all problems
of students and provide all necessary facilities.
H1: Opinion of the male college teachers about principals try to solve all problems of
students and provide all necessary facilities is different from female college students
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 60 72 132 66 66 0.55 0.55 1.09
A 104 89 193 96.5 96.5 0.58 0.58 1.17
UD 3 2 5 2.5 2.5 0.10 0.10 0.20
DA 185 107 292 146 146 10.42 10.42 20.84
SDA 138 90 228 114 114 5.05 5.05 10.11
Total 490 360 850 425 425 16.70 16.70 χ2=33.40
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 227 indicates that the value of observed χ2= 33.40, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “opinion of the male college teachers about principals
try to solve all problems of students and provide all necessary facilities is different from
female college students” is accepted.
248
Table No. 228
H0: There is no gender difference in the opinion about libraries, laboratories in their
colleges are well equipped and well-functioning
H1: Opinion of the male college students about libraries, laboratories in their colleges are
well equipped and well-functioning is different from female college students
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 47 77 124 62 62 3.63 3.63 7.26
A 80 90 170 85 85 0.29 0.29 0.59
UD 7 3 10 5 5 0.80 0.80 1.60
DA 216 109 325 162.5 162.5 17.61 17.61 35.23
SDA 140 81 221 110.5 110.5 7.88 7.88 15.75
Total 490 360 850 425 425 30.21 30.21 χ2=60.43
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 228 indicates that the value of observed χ2= 60.43, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “opinion of the male college students about libraries,
laboratories in their colleges are well equipped and well-functioning is different from female
college students” is accepted.
249
Table No. 229
H0: There is no gender difference in the opinion about principals maintain strict discipline
and inspection system in the colleges
H1: Opinion of the male college students about principals maintain strict discipline and
inspection system in the colleges is different from female college students
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 30 70 100 50 50 8.00 8.00 16.00
A 79 90 169 84.5 84.5 0.36 0.36 0.72
UD 5 3 8 4 4 0.25 0.25 0.50
DA 216 116 332 166 166 15.06 15.06 30.12
SDA 160 81 241 120.5 120.5 12.95 12.95 25.90
Total 490 360 850 425 425 36.62 36.62 χ2=73.23
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 229 indicates that the value of observed χ2=73.23, which is larger than the
critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis” opinion of the male college students about principals
maintain strict discipline and inspection system in the colleges is different from female
college students” is accepted.
250
Table No. 230
H0: There is no gender difference in the opinion about majority of the students take part in
the activities of student organizations
H1: Opinion of the male college students about majority of the students take part in the
activities of student organizations is different from female college students
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 59 78 137 68.5 68.5 1.32 1.32 2.64
A 103 92 195 97.5 97.5 0.31 0.31 0.62
UD 6 4 10 5 5 0.20 0.20 0.40
DA 203 108 311 155.5 155.5 14.51 14.51 29.02
SDA 119 78 197 98.5 98.5 4.27 4.27 8.53
Total 490 360 850 425 425 20.60 20.60 χ2=41.21
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 230 indicates that the value of observed χ2= 41.21, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “opinion of the male college students about majority of
the students take part in the activities of student organizations is different from female
college students is accepted
251
Table No. 231
H0: There is no gender difference in the opinion about parents are invited on annual days
sports and in other programs
H1: Opinion of the male college students about parents are invited on annual days sports
and in other programs is different from female college students
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 68 68 136 68 68 0.00 0.00 0.00
A 110 74 184 92 92 3.52 3.52 7.04
UD 5 2 7 3.5 3.5 0.64 0.64 1.29
DA 227 122 349 174.5 174.5 15.80 15.80 31.59
SDA 80 94 174 87 87 0.56 0.56 1.13
Total 490 360 850 425 425 20.52 20.52 χ2=41.05
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 231 indicates that the value of observed χ2= 41.05, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “opinion of the male college students about parents
are invited on annual day’s sports and in other programs is different from female college
students” is accepted.
252
Table No. 232
H0: There is no gender difference in the opinion about teachers conduct formative tests in
the classes
H1: Opinion of the male college students about teachers conduct formative tests in the
classes is different from female college students
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 35 66 101 50.5 50.5 4.76 4.76 9.51
A 56 76 132 66 66 1.52 1.52 3.03
UD 7 4 11 5.5 5.5 0.41 0.41 0.82
DA 244 120 364 182 182 21.12 21.12 42.24
SDA 148 94 242 121 121 6.02 6.02 12.05
Total 490 360 850 425 425 33.83 33.83 χ2=67.65
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 232 indicates that the value of observed χ2= 67.65, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “opinion of the male college students about teachers
conduct formative tests in the classes is different from female college students” is accepted.
253
Table No. 233
H0: There is no gender difference in the opinion about college teachers promote tuition,
culture and pressurize students to get tuition
H1: Opinion of the male college students about college teachers promote tuition, culture
and pressurize students to get tuition is different from female college students
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 126 94 220 110 110 2.33 2.33 4.65
A 159 117 276 138 138 3.20 3.20 6.39
UD 6 2 8 4 4 1.00 1.00 2.00
DA 114 88 202 101 101 1.67 1.67 3.35
SDA 85 59 144 72 72 2.35 2.35 4.69
Total 490 360 850 425 425 10.54 10.54 χ2=21.09
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 233 indicates that the value of observed χ2= 21.09, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “opinion of the male college students about college
teachers promote tuition, culture and pressurize students to get tuition is different from
female college students” is accepted.
254
Table No. 234
H0: There is no gender difference in the opinion about college administration organize co-
curricular activities regularly
H1: Opinion of the male college students about college administration organize co-
curricular activities regularly is different from female college students
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 26 62 88 44 44 7.36 7.36 14.73
A 68 84 152 76 76 0.84 0.84 1.68
UD 9 1 10 5 5 3.20 3.20 6.40
DA 248 120 368 184 184 22.26 22.26 44.52
SDA 139 93 232 116 116 4.56 4.56 9.12
Total 490 360 850 425 425 38.23 38.23 χ2=76.45
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 234 indicates that the value of observed χ2= 76.45, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “opinion of the male college students about college
administration organize co-curricular activities regularly is different from female college
students” is accepted.
255
Table No. 235
H0: There is no gender difference in the opinion about college office staff manage
different functions like admissions, examination etc in systematic manner
H1: Opinion of the male college students about college office staff manage different
functions like admissions, examination etc in systematic manner is different from
female college students
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 16 68 84 42 42 16.10 16.10 32.19
A 76 75 151 75.5 75.5 0.00 0.00 0.01
UD 6 1 7 3.5 3.5 1.79 1.79 3.57
DA 244 123 367 183.5 183.5 19.95 19.95 39.89
SDA 148 93 241 120.5 120.5 6.28 6.28 12.55
Total 490 360 850 425 425 44.11 44.11 χ2=88.21
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 235 indicates that the value of observed χ2= 88.21, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis ‘opinion of the male college students about college
office staff manage different functions like admissions, examination etc in systematic
manner is different from female college students” is accepted.
256
Table No. 236
H0: There is no gender difference in the opinion about college administration provides
incentives to intelligent and deserving students
H1: Opinion of the male college students about college administration provides incentives
to intelligent and deserving students is different from female college students
Fo Fe (Fo-Fe)2/fe
Male Female Total Male Female Male Female Total
SA 52 72 124 62 62 1.61 1.61 3.23
A 78 82 160 80 80 0.05 0.05 0.10
UD 7 1 8 4 4 2.25 2.25 4.50
DA 209 130 339 169.5 169.5 9.21 9.21 18.41
SDA 144 105 249 124.5 124.5 3.05 3.05 6.11
Total 490 390 880 440 440 16.17 16.17 χ2=32.34
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 236 indicates that the value of observed χ2= 32.34, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “opinion of the male college students about college
administration provides incentives to intelligent and deserving students is different from
female college students “is accepted.
257
Area wise (Urban/Rural) Data Analysis
Students
Table No. 237
H0: There is no area wise difference in the opinion about all teachers of their college
review their teaching time by time and come well prepared in classes.
H1: Opinion of the urban college students about all teachers of their colleges review their
teaching time by time and come well prepared in classes is different from rural
college students
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 126 22 148 74 74 36.54 36.54 73.08
A 145 56 201 100.5 100.5 19.70 19.70 39.41
UD 3 1 4 2 2 0.50 0.50 1.00
DA 216 74 290 145 145 34.77 34.77 69.53
SDA 160 47 207 103.5 103.5 30.84 30.84 61.69
Total 650 200 850 425 425 122.35 122.35 χ2=244.71
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 237 indicates that the value of observed χ2= 244.71, which is greater than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “opinion of the urban college students about all
teachers of their colleges review their teaching time by time and come well prepared in
classes is different from rural college students” is accepted.
258
Table No. 238
H0: There is no area wise difference in the opinion about there are almost all modern
teaching aids available in their colleges
H1: Opinion of the urban college students about there are almost all modern teaching aids
available in their colleges is different from rural college students
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 60 48 108 54 54 0.67 0.67 1.33
A 110 78 188 94 94 2.72 2.72 5.45
UD 5 2 7 3.5 3.5 0.64 0.64 1.29
DA 275 43 318 159 159 84.63 84.63 169.26
SDA 200 29 229 114.5 114.5 63.84 63.84 127.69
Total 650 200 850 425 425 152.51 152.51 χ2=305.01
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 238 indicates that the value of observed χ2= 305.01, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “opinion of the urban college students about there are
almost all modern teaching aids available in their colleges is different from rural college
students” is accepted
259
Table No. 239
H0: There is no area wise difference in the opinion about teaching is mostly dictating
notes or reading from text
H1: Opinion of the urban college students about teaching is mostly dictating notes or
reading from text is different from rural college students
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 125 47 172 86 86 17.69 17.69 35.37
A 215 68 283 141.5 141.5 38.18 38.18 76.36
UD 2 2 4 2 2 0.00 0.00 0.00
DA 189 49 238 119 119 41.18 41.18 82.35
SDA 119 34 153 76.5 76.5 23.61 23.61 47.22
Total 650 200 850 425 425 120.65 120.65 χ2=241.30
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 239 indicates that the value of observed χ2= 241.30, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “opinion of the urban college students about teaching
is mostly dictating notes or reading from text is different from rural college students” is
accepted.
260
Table No. 240
H0: There is no area wise difference in the opinion about most of the teachers reach
institution on time and are regular in class teaching
H1: Opinion of the urban college students about most of the teachers reach institution on
time and are regular in class teaching is different from rural college students
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 95 34 129 64.5 64.5 14.42 14.42 28.84
A 181 47 228 114 114 39.38 39.38 78.75
UD 4 1 5 2.5 2.5 0.90 0.90 1.80
DA 220 71 291 145.5 145.5 38.15 38.15 76.29
SDA 150 47 197 98.5 98.5 26.93 26.93 53.85
Total 650 200 850 425 425 119.77 119.77 χ2=239.54
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 240 indicates that the value of observed χ2= 239.54, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college students about most of the
teachers reach institution on time and are regular in class teaching is different from rural
college students” is accepted
261
Table No. 241
H0: There is no area wise difference in the opinion about all students are regular and reach
college on time
H1: Opinion of the urban college students about all students are regular and reach college
on time is different from rural college students
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 143 31 174 87 87 36.05 36.05 72.09
A 205 50 255 127.5 127.5 47.11 47.11 94.22
UD 2 2 4 2 2 0.00 0.00 0.00
DA 195 72 267 133.5 133.5 28.33 28.33 56.66
SDA 105 45 150 75 75 12.00 12.00 24.00
Total 650 200 850 425 425 123.49 123.49 χ2=246.97
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 241 indicates that the value of observed χ2= 246.97, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college students about all students
are regular and reach college on time is different from rural college students” is accepted.
262
Table No. 242
H0: There is no area wise difference in the opinion about teachers rarely care whether
students understand their lecture or not
H1: Opinion of the urban college students about teachers rarely care whether students
understand their lecture or not is different from rural college students
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 144 45 189 94.5 94.5 25.93 25.93 51.86
A 194 65 259 129.5 129.5 32.13 32.13 64.25
UD 4 2 6 3 3 0.33 0.33 0.67
DA 201 54 255 127.5 127.5 42.37 42.37 84.74
SDA 107 34 141 70.5 70.5 18.90 18.90 37.79
Total 650 200 850 425 425 119.66 119.66 χ2=239.31
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 242 indicates that the value of observed χ2= 239.31, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college students about teachers
rarely care whether students understand their lecture or not is different from rural college
students” is accepted.
263
Table No. 243
H0: There is no area wise difference in the opinion about students are satisfied with the
quality of education being imparted in their colleges
H1: Opinion of the urban college students about they are satisfied with the quality of
education being imparted in their colleges is different from rural college students
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 114 22 136 68 68 31.12 31.12 62.24
A 187 36 223 111.5 111.5 51.12 51.12 102.25
UD 3 1 4 2 2 0.50 0.50 1.00
DA 218 76 294 147 147 34.29 34.29 68.59
SDA 128 65 193 96.5 96.5 10.28 10.28 20.56
Total 650 200 850 425 425 127.32 127.32 χ2=254.63
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 243 indicates that the value of observed χ2= 254.63, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college students about they are
satisfied with the quality of education being imparted in their colleges is different from rural
college students” is accepted
264
Table No. 244
H0: There is no gender difference in the opinion about principals of their colleges enjoy
the confidence of all teachers and students
H1: Opinion of the urban college students about principals of their colleges enjoy the
confidence of all teachers and students is different from rural college students
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 109 30 139 69.5 69.5 22.45 22.45 44.90
A 183 47 230 115 115 40.21 40.21 80.42
UD 2 1 3 1.5 1.5 0.17 0.17 0.33
DA 199 67 266 133 133 32.75 32.75 65.50
SDA 157 55 212 106 106 24.54 24.54 49.08
Total 650 200 850 425 425 120.11 120.11 χ2=240.23
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 244 indicates that the value of observed χ2= 240.23, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternate hypothesis “opinion of the urban college students about principals of
their colleges enjoy the confidence of all teachers and students is different from rural college
students” is accepted
265
Table No. 245
H0: There is no area wise difference in the opinion about teachers are divided into
warning groups and have no good relations with principals
H1: Opinion of the urban college students about teachers are divided into warning groups
and have no good relations with principals is different from rural college students
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 131 45 176 88 88 21.01 21.01 42.02
A 210 56 266 133 133 44.58 44.58 89.16
UD 2 1 3 1.5 1.5 0.17 0.17 0.33
DA 195 65 260 130 130 32.50 32.50 65.00
SDA 112 33 145 72.5 72.5 21.52 21.52 43.04
Total 650 200 850 425 425 119.78 119.78 χ2=239.56
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 245 indicates that the value of observed χ2= 239.56, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college students about teachers are
divided into warning groups and have no good relations with principals is different from rural
college students” is accepted
266
Table No. 246
H0: There is no gender difference in the opinion about principals try to solve all problems
of students and provide all necessary facilities.
H1: Opinion of the urban college teachers about principals try to solve all problems of
students and provide all necessary facilities is different from rural college students
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 120 26 146 73 73 30.26 30.26 60.52
A 197 48 245 122.5 122.5 45.31 45.31 90.62
UD 3 2 5 2.5 2.5 0.10 0.10 0.20
DA 205 67 272 136 136 35.01 35.01 70.01
SDA 125 57 182 91 91 12.70 12.70 25.41
Total 650 200 850 425 425 123.38 123.38 χ2=246.76
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 246 indicates that the value of observed χ2= 246.76), which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “Opinion of the urban college teachers about principals try
to solve all problems of students and provide all necessary facilities is different from rural
college students” is accepted.
267
Table No. 247
H0: There is no area wise difference in the opinion about libraries, laboratories in their
colleges are well equipped and well-functioning
H1: Opinion of the urban college students about libraries, laboratories in their colleges are
well equipped and well-functioning is different from rural college students
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 132 20 152 76 76 41.26 41.26 82.53
A 216 38 254 127 127 62.37 62.37 124.74
UD 3 3 6 3 3 0.00 0.00 0.00
DA 193 80 273 136.5 136.5 23.39 23.39 46.77
SDA 106 59 165 82.5 82.5 6.69 6.69 13.39
Total 650 200 850 425 425 133.71 133.71 χ2=267.43
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 247 indicates that the value of observed χ2= 267.43, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college students about libraries,
laboratories in their colleges are well equipped and well-functioning is different from rural
college students” is accepted.
268
Table No. 248
H0: There is no area wise difference in the opinion about principals maintain strict
discipline and inspection system in the colleges
H1: Opinion of the urban college students about principals maintain strict discipline and
inspection system in the colleges is different from rural college students
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 105 13 118 59 59 35.86 35.86 71.73
A 145 30 175 87.5 87.5 37.79 37.79 75.57
UD 4 3 7 3.5 3.5 0.07 0.07 0.14
DA 260 87 347 173.5 173.5 43.13 43.13 86.25
SDA 136 67 203 101.5 101.5 11.73 11.73 23.45
Total 650 200 850 425 425 128.57 128.57 χ2=257.15
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 248 indicates that the value of observed χ2= 257.15, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis” opinion of the urban college students about principals
maintain strict discipline and inspection system in the colleges is different from rural college
students” is accepted.
269
Table No. 249
H0: There is no area wise difference in the opinion about majority of the students take part
in the activities of student organizations
H1: Opinion of the urban college students about majority of the students take part in the
activities of student organizations is different from rural college students
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 95 42 137 68.5 68.5 10.25 10.25 20.50
A 150 58 208 104 104 20.35 20.35 40.69
UD 5 2 7 3.5 3.5 0.64 0.64 1.29
DA 231 67 298 149 149 45.13 45.13 90.26
SDA 169 31 200 100 100 47.61 47.61 95.22
Total 650 200 850 425 425 123.98 123.98 χ2=247.96
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 249 indicates that the value of observed χ2= 247.96, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college students about majority of
the students take part in the activities of student organizations is different from rural college
students is accepted
270
Table No. 250
H0: There is no area wise difference in the opinion about parents are invited on annual
days sports and in other programs
H1: Opinion of the urban college students about parents are invited on annual days sports
and in other programs is different from rural college students
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 128 18 146 73 73 41.44 41.44 82.88
A 190 25 215 107.5 107.5 63.31 63.31 126.63
UD 3 2 5 2.5 2.5 0.10 0.10 0.20
DA 217 87 304 152 152 27.80 27.80 55.59
SDA 112 68 180 90 90 5.38 5.38 10.76
Total 650 200 850 425 425 138.03 138.03 χ2=276.05
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 250 indicates that the value of observed χ2=276.05, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college students about parents are
invited on annual day’s sports and in other programs is different from rural college students”
is accepted.
271
Table No. 251
H0: There is no area wise difference in the opinion about teachers conduct formative tests
in the classes
H1: Opinion of the urban college students about teachers conduct formative tests in the
classes is different from rural college students
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 100 18 118 59 59 28.49 28.49 56.98
A 143 32 175 87.5 87.5 35.20 35.20 70.41
UD 2 4 6 3 3 0.33 0.33 0.67
DA 240 83 323 161.5 161.5 38.16 38.16 76.31
SDA 165 63 228 114 114 22.82 22.82 45.63
Total 650 200 850 425 425 125.00 125.00 χ2=250.00
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 251 indicates that the value of observed χ2= 250.00, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college students about teachers
conduct formative tests in the classes is different from rural college students” is accepted.
272
Table No. 252
H0: There is no area wise difference in the opinion about college teachers promote tuition,
culture and pressurize students to get tuition
H1: Opinion of the urban college students about college teachers promote tuition, culture
and pressurize students to get tuition is different rural college students
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 143 55 198 99 99 19.56 19.56 39.11
A 270 79 349 174.5 174.5 52.27 52.27 104.53
UD 4 3 7 3.5 3.5 0.07 0.07 0.14
DA 143 38 181 90.5 90.5 30.46 30.46 60.91
SDA 90 25 115 57.5 57.5 18.37 18.37 36.74
Total 650 200 850 425 425 120.72 120.72 χ2=241.43
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 252 indicates that the value of observed χ2= 241.43, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college students about college
teachers promote tuition, culture and pressurize students to get tuition is different from rural
college students” is accepted.
273
Table No. 253
H0: There is no area wise difference in the opinion about college administration organize
co-curricular activities regularly
H1: Opinion of the urban college students about college administration organize co-
curricular activities regularly is different from rural college students
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 125 25 150 75 75 33.33 33.33 66.67
A 162 47 209 104.5 104.5 31.64 31.64 63.28
UD 3 4 7 3.5 3.5 0.07 0.07 0.14
DA 227 69 296 148 148 42.17 42.17 84.34
SDA 133 55 188 94 94 16.18 16.18 32.36
Total 650 200 850 425 425 123.39 123.39 χ2=246.79
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 253 indicates that the value of observed χ2= 246.79, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college students about college
administration organize co-curricular activities regularly is different from female college
students” is accepted.
274
Table No. 254
H0: There is no area wise difference in the opinion about college office staff manage
different functions like admissions, examination etc in systematic manner
H1: Opinion of the urban college students about college office staff manage different
functions like admissions, examination etc in systematic manner is different from
rural college students
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 104 30 134 67 67 20.43 20.43 40.87
A 140 47 187 93.5 93.5 23.13 23.13 46.25
UD 6 3 9 4.5 4.5 0.50 0.50 1.00
DA 262 66 328 164 164 58.56 58.56 117.12
SDA 138 54 192 96 96 18.38 18.38 36.75
Total 650 200 850 425 425 120.99 120.99 χ2=241.99
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 254 indicates that the value of observed χ2=241.99, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis ‘opinion of the urban college students about college office
staff manage different functions like admissions, examination etc in systematic manner is
different from rural college students” is accepted.
275
Table No. 255
H0: There is no area wise difference in the opinion about college administration provides
incentives to intelligent and deserving students
H1: Opinion of the urban college students about college administration provides
incentives to intelligent and deserving students is different from rural college students
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 90 18 108 54 54 24.00 24.00 48.00
A 134 42 176 88 88 24.05 24.05 48.09
UD 3 5 8 4 4 0.25 0.25 0.50
DA 270 75 345 172.5 172.5 55.11 55.11 110.22
SDA 153 60 213 106.5 106.5 20.30 20.30 40.61
Total 650 200 850 425 425 123.71 123.71 χ2=247.41
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 255 indicates that the value of observed χ2= 247.41, which is larger than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the urban college students about college
administration provides incentives to intelligent and deserving students is different from rural
college students “is accepted.
276
Area wise (Urban/Rural) Data Analysis
Parents
Table No. 256
H0: There is no area wise difference in the opinion about most teachers do hard work and
manage classes well
H1: Opinion of the students’ parents belonging to urban areas about most teachers do
hard work and manage classes well is different from students’ parents belonging to
rural areas
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 15 6 21 10.5 10.5 1.93 1.93 3.86
A 28 9 37 18.5 18.5 4.88 4.88 9.76
UD 2 1 3 1.5 1.5 0.17 0.17 0.33
DA 35 23 58 29 29 1.24 1.24 2.48
SDA 20 11 31 15.5 15.5 1.31 1.31 2.61
Total 100.00 50.00 150.00 75.00 75.00 9.52 9.52 χ2=19.04
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 256 indicates that the value of observed χ2= 19.04, which is greater than
the critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the students’ parents belonging to urban areas
about most teachers do hard work and manage classes well is different from students’ parents
belonging to rural areas” is accepted.
277
Table No. 257
H0: There is no area wise difference in the opinion about teaching is mostly dictating
notes or reading from text.
H1: Opinion of the students’ parents belonging to urban areas about teaching is mostly
dictating notes or reading from text is different from students’ parents belonging to
rural areas
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 22 13 35 17.5 17.5 1.16 1.16 2.31
A 28 21 49 24.5 24.5 0.50 0.50 1.00
UD 5 3 8 4 4 0.25 0.25 0.50
DA 25 5 30 15 15 6.67 6.67 13.33
SDA 20 8 28 14 14 2.57 2.57 5.14
Total 100.00 50.00 150.00 75.00 75.00 11.15 11.15 χ2=22.29
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 257 indicates that the value of observed χ2= = (22.29), which is larger than
the critical value of χ2==9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis” opinion of the students’ parents belonging to urban
areas about teaching is mostly dictating notes or reading from text is different from students’
parents belonging to rural areas” is accepted
278
Table No. 258
H0: There is no area wise difference in the opinion about teachers are regular and punctual
on their duties
H1: Opinion of the students’ parents belonging to urban areas about teachers are regular
and punctual on their duties is different from students’ parents belonging to rural
areas
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 12 6 18 9 9 1.00 1.00 2.00
A 22 9 31 15.5 15.5 2.73 2.73 5.45
UD 3 3 6 3 3 0.00 0.00 0.00
DA 34 21 55 27.5 27.5 1.54 1.54 3.07
SDA 29 11 40 20 20 4.05 4.05 8.10
Total 100.00 50.00 150.00 75.00 75.00 9.31 9.31 χ2=18.62
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 258 indicates that the value of observed χ2= = (18.62), which is larger than
the critical value of χ2==9.488 and it falls in the rejection region. Hence, the null hypothesis
is rejected and alternative hypothesis “opinion of the students’ parents belonging to urban
areas about teachers are regular and punctual on their duties is different from students’
parents belonging to rural areas” is accepted.
279
Table No. 259
H0: There is no area wise difference in the opinion about you are satisfied with the quality
of education being imparted in the college
H1: Opinion of the students’ parents belonging to urban areas about they are satisfied with
the quality of education being imparted in the college is different from students’
parents belonging to rural areas
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 8 7 15 7.5 7.5 0.03 0.03 0.07
A 16 9 25 12.5 12.5 0.98 0.98 1.96
UD 1 3 4 2 2 0.50 0.50 1.00
DA 45 17 62 31 31 6.32 6.32 12.65
SDA 30 14 44 22 22 2.91 2.91 5.82
Total 100.00 50.00 150.00 75.00 75.00 10.75 10.75 χ2=21.49
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 259 indicates that the value of observed χ2= 21.49, which is larger than the
critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis” opinion of the students’ parents belonging to urban areas
about they are satisfied with the quality of education being imparted in the college is different
from students’ parents belonging to rural areas” is accepted
280
Table No. 260
H0: There is no area wise difference in the opinion about college management solve the
problems of students and provide necessary facilities
H1: Opinion of the students’ parents belonging areas about college management solve the
problems of students and provide necessary facilities is different from students’
parents belonging to rural areas
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 10 6 16 8 8 0.50 0.50 1.00
A 17 11 28 14 14 0.64 0.64 1.29
UD 2 3 5 2.5 2.5 0.10 0.10 0.20
DA 49 20 69 34.5 34.5 6.09 6.09 12.19
SDA 22 10 32 16 16 2.25 2.25 4.50
Total 100.00 50.00 150.00 75.00 75.00 9.59 9.59 χ2=19.17
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 260 indicates that the value of observed χ2= 19.17, which is larger than the
critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the students’ parents belonging to urban areas
about college management solve the problems of students and provide necessary facilities is
different from students’ parents belonging to rural areas” is accepted.
281
Table No. 261
H0: There is no area wise difference in the opinion about college teachers pressurize
students to join their tuition centers
H1: Opinion of the students’ parents belonging to urban areas about college teachers
pressurize students to join their tuition centers is different from students’ parents
belonging to rural areas
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 17 11 28 14 14 0.64 0.64 1.29
A 33 18 51 25.5 25.5 2.21 2.21 4.41
UD 4 3 7 3.5 3.5 0.07 0.07 0.14
DA 27 11 38 19 19 3.37 3.37 6.74
SDA 19 7 26 13 13 2.77 2.77 5.54
Total 100.00 50.00 150.00 75.00 75.00 9.06 9.06 χ2=18.12
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 261 indicates that the value of observed χ2= 18.12, which is larger than the
critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the students’ parents belonging to urban areas
about college teachers pressurize students to join their tuition centers is different from
students’ parents belonging to rural areas ” is accepted.
282
Table No. 262
H0: There is no area wise difference in the opinion about budget allocated to institution is
sufficient and utilized properly
H1: Opinion of the students’ parents belonging to urban areas about budget allocated to
institution is sufficient and utilized properly is different from students’ parents
belonging to rural areas
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 7 7 14 7 7 0.00 0.00 0.00
A 15 10 25 12.5 12.5 0.50 0.50 1.00
UD 2 3 5 2.5 2.5 0.10 0.10 0.20
DA 48 21 69 34.5 34.5 5.28 5.28 10.57
SDA 28 9 37 18.5 18.5 4.88 4.88 9.76
Total 100.00 50.00 150.00 75.00 75.00 10.76 10.76 χ2=21.52
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 262 indicates that the value of observed χ2= 21.52, which is larger than the
critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the students’ parents belonging to urban areas
about budget allocated to institution is sufficient and utilized properly is different from
students’ parents belonging to rural areas” is accepted
283
Table No. 263
H0: There is no area wise difference in the opinion about college offices manage
admissions and other tasks systematically
H1: Opinion of the students’ parents belonging to urban areas about college offices
manage admissions and other tasks systematically is different from students’ parents
belonging to rural areas
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 10 8 18 9 9 0.11 0.11 0.22
A 14 11 25 12.5 12.5 0.18 0.18 0.36
UD 5 2 7 3.5 3.5 0.64 0.64 1.29
DA 42 21 63 31.5 31.5 3.50 3.50 7.00
SDA 29 8 37 18.5 18.5 5.96 5.96 11.92
Total 100.00 50.00 150.00 75.00 75.00 10.39 10.39 χ2=20.79
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 263 indicates that the value of observed χ2= 20.79, which is larger than the
critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternate hypothesis “opinion of the students’ parents belonging to urban areas
about college offices manage admissions and other tasks systematically is different from
students’ parents belonging to rural areas” is accepted
284
Table No. 264
H0: There is no area wise difference in the opinion about parents are involved in different
matters like development, discipline and co-curricular activities
H1: Opinion of the students’ parents belonging to urban areas about Parents are involved
in different matters like development, discipline and co-curricular activities is
different from students’ parents belonging to rural areas
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 7 6 13 6.5 6.5 0.04 0.04 0.08
A 11 9 20 10 10 0.10 0.10 0.20
UD 4 2 6 3 3 0.33 0.33 0.67
DA 46 24 70 35 35 3.46 3.46 6.91
SDA 32 9 41 20.5 20.5 6.45 6.45 12.90
Total 100.00 50.00 150.00 75.00 75.00 10.38 10.38 χ2=20.76
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 264 indicates that the value of observed χ2= 20.76, which is larger than the
critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the students’ parents belonging to urban areas
about Parents are involved in different matters like development, discipline and co-curricular
activities is different from students’ parents belonging to rural areas” is accepted
285
Table No. 265
H0: There is no area wise difference in the opinion about parents frequently visits and
discuss their ward’s problems with teachers and principal
H1: Opinion of the students’ parents belonging to urban areas about parents frequently
visit and discuss their ward’s problems with teachers and principal is different from
students’ parents belonging to rural areas”
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 9 5 14 7 7 0.57 0.57 1.14
A 13 7 20 10 10 0.90 0.90 1.80
UD 2 3 5 2.5 2.5 0.10 0.10 0.20
DA 41 23 64 32 32 2.53 2.53 5.06
SDA 35 12 47 23.5 23.5 5.63 5.63 11.26
Total 100.00 50.00 150.00 75.00 75.00 9.73 9.73 χ2=19.46
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 265 indicates that the value of observed χ2= 19.46, which is larger than the
critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the students’ parents belonging to urban areas
about parents frequently visit and discuss their ward’s problems with teachers and principal is
different from students’ parents belonging to rural areas” is accepted.
286
Table No. 266
H0: There is no area wise difference in the opinion about teachers and principal receive
parents with respect and decency
H1: Opinion of the students’ parents belonging to urban areas about teachers and principal
receive parents with respect and decency is different from students’ parents
belonging to rural areas
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 12 9 21 10.5 10.5 0.21 0.21 0.43
A 15 12 27 13.5 13.5 0.17 0.17 0.33
UD 4 1 5 2.5 2.5 0.90 0.90 1.80
DA 40 19 59 29.5 29.5 3.74 3.74 7.47
SDA 29 9 38 19 19 5.26 5.26 10.53
Total 100.00 50.00 150.00 75.00 75.00 10.28 10.28 χ2=20.56
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 266 indicates that the value of observed χ2= 20.56, which is larger than the
critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the students’ parents belonging to urban areas
about teachers and principal receive parents with respect and decency is different from
students’ parents belonging to rural areas “is accepted.
287
Table No. 267
H0: There is no area wise difference in the opinion about parents are satisfied with the
quality of education being imparted in the public sector colleges
H1: Opinion of the students’ parents belonging to urban areas about they are satisfied with
the quality of education being imparted in the public sector colleges is different from
students’ parents belonging to rural areas
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 9 6 15 7.5 7.5 0.30 0.30 0.60
A 13 8 21 10.5 10.5 0.60 0.60 1.19
UD 3 2 5 2.5 2.5 0.10 0.10 0.20
DA 44 23 67 33.5 33.5 3.29 3.29 6.58
SDA 31 11 42 21 21 4.76 4.76 9.52
Total 100.00 50.00 150.00 75.00 75.00 9.05 9.05 χ2=18.10
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 267 indicates that the value of observed χ2= 18.10, which is larger than the
critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis” opinion of the students’ parents belonging to urban areas
about they are satisfied with the quality of education being imparted in the public sector
colleges is different from students’ parents belonging to rural areas” is accepted.
288
Table No. 268
H0: There is no area wise difference in the opinion about teachers conduct weekly and
monthly tests in classes regularly
H1: Opinion of students’ parents belonging to urban areas about teachers conduct weekly
and monthly tests in classes regularly is different from students’ parents belonging to
rural areas
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 9 7 16 8 8 0.13 0.13 0.25
A 11 8 19 9.5 9.5 0.24 0.24 0.47
UD 2 3 5 2.5 2.5 0.10 0.10 0.20
DA 49 22 71 35.5 35.5 5.13 5.13 10.27
SDA 29 10 39 19.5 19.5 4.63 4.63 9.26
Total 100.00 50.00 150.00 75.00 75.00 10.22 10.22 χ2=20.45
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 268 indicates that the value of observed χ2= 20.45, which is larger than the
critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of students’ parents belonging to urban areas
about teachers conduct weekly and monthly tests in classes regularly is different from
students’ parents belonging to rural areas “is accepted
289
Table No. 269
H0: There is no area wise difference in the opinion about cheating is common in
examination
H1: Opinion of the students’ parents belonging to urban areas about cheating is common
in examination is different from students’ parents belonging to rural areas
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 30 13 43 21.5 21.5 3.36 3.36 6.72
A 42 21 63 31.5 31.5 3.50 3.50 7.00
UD 4 1 5 2.5 2.5 0.90 0.90 1.80
DA 15 10 25 12.5 12.5 0.50 0.50 1.00
SDA 9 5 14 7 7 0.57 0.57 1.14
Total 100.00 50.00 150.00 75.00 75.00 8.83 8.83 χ2=17.66
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 269 indicates that the value of observed χ2= 17.66, which is larger than the
critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the students’ parents belonging to urban areas
about cheating is common in examination is different from students’ parents belonging to
rural areas” is accepted.
290
Table No. 270
H0: There is no gender difference in the opinion about teachers conduct formative tests in
the classes
H1: Opinion of the students’ parents belonging to urban areas about Public sector colleges
enjoy good reputation in society is different from students’ parents belonging to rural
areas
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 9 4 13 6.5 6.5 0.96 0.96 1.92
A 15 6 21 10.5 10.5 1.93 1.93 3.86
UD 3 0 3 1.5 1.5 1.50 1.50 3.00
DA 46 28 74 37 37 2.19 2.19 4.38
SDA 27 12 39 19.5 19.5 2.88 2.88 5.77
Total 100.00 50.00 150.00 75.00 75.00 9.46 9.46 χ2=18.93
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 270 indicates that the value of observed χ2=18.93, which is larger than the
critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the students’ parents belonging to urban areas
about public sector colleges enjoy good reputation in society is different from students’
parents belonging to rural areas is different from students’ parents belonging to rural areas ”
is accepted.
291
Table No. 271
H0: There is no gender difference in the opinion about college management maintains
strict discipline and good management in system
H1: Opinion of the students’ parents belonging to urban areas about college management
maintains strict discipline and good management in systemic different from students’
parents belonging to rural areas
Fo Fe (Fo-Fe)2/fe
Urban Rural Total Urban Rural Urban Rural Total
SA 8 5 13 6.5 6.5 0.35 0.35 0.69
A 11 7 18 9 9 0.44 0.44 0.89
UD 3 4 7 3.5 3.5 0.07 0.07 0.14
DA 42 22 64 32 32 3.13 3.13 6.25
SDA 36 12 48 24 24 6.00 6.00 12.00
Total 100.00 50.00 150.00 75.00 75.00 9.99 9.99 χ2=19.97
Critical value = 9.488 p=0.05 df = (K-1) = (5-1) =4
Table No. 271 indicates that the value of observed χ2= 19.97, which is larger than the
critical value of χ2= 9.488 and it falls in the rejection region. Hence, the null hypothesis is
rejected and alternative hypothesis “opinion of the students’ parents belonging to urban areas
about college management maintains strict discipline and good management in systemic
different from students’ parents belonging to rural areas” is accepted.
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CHAPTER NO. 5
SUMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
5.1 Summary
The present study was based on a basic assumption that the effectiveness of
educational system was determined by the effectiveness of its management. The study of the
management system is most important in a sense that all functions of the educational
institutions are performed by the management. The effective and result oriented functioning
of college level is absolute and entire responsibility of provincial education department
therefore; good decision-making ability and managerial techniques for selection of best
course of action are expected from them. Administration as a social process plays pivotal role
in organizational health of any institution. Management is an executive activity of
administration because it acts as an organ of the administration. Management executes and
implements the policy by applying innovative techniques.
Management enjoys key role in all types of organizations whether they are public
organizations or private organizations, and also no matter if they are large or small, complex
or simple. So it is necessary for all organizations to have most efficient and vibrant
management system if it aims to perform well and achieve its goals. Education is globally
regarded as important sector, progress and development of all other sectors of national
economy are closely related to this sector. This is reason that, most of the developed
countries of the world are expending big crunch of their GDP on education. Due to very high
attention towards education sector, educational institutions in developed countries are
flourishing day by day and imparting quality education to their new generation and
transforming their youth into rich human capital to cater all sectors of national economy. In
order to build their educational institutions very high quality educational institutions, drastic
administrative reforms were introduces in developed countries. Highly centralized system of
administration which was not delivering was replaced with decentralized administrative
system and private sector was given wider role. New and innovative administration models
were implemented. Technology was also used to make the management system sophisticated.
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Consequently, their educational institutions transformed into quality institutions and excelling
in the world. Similarly, In our country, those successful administrative models can be adopted
to reform our educational administrative system. Good governance practices can bring far
reaching results and bring visible change in the whole education system Education in
Pakistan is provincial subject according to the constitution. College education is an important
component of the entire education system because it generate and develops middle level
human resource for the national economy and it also produces high quality young
professionals for professional colleges and universities in different fields like social,
economic and political. It is therefore, important that college education should be given top
priority by the government and current loopholes in the management system should be
removed through good governance.
The study was aimed at to evaluate the management system of public sector colleges
in province of sindh. Thus, the objectives of the study were; to evaluate the present structure
and functioning of the management of the public sector colleges in terms of; organization,
policy formulation and implementation, staffing, monitoring and accountability, to assess the
weakness and strengths of present management system of the public sector colleges, to assess
the efficiency of college teachers and students and to give recommendations for good
governance in the management system of public sector colleges in the province of Sindh.
Certain hypotheses in (null and alternative) form were formulated for the study.
The population of the study was comprised all 258 public sector colleges of five
regions of the province. College principals, teachers, students, parents and provincial
managers were included in the population of the study. The sample consisted of 40 principals,
206 teachers and 1000 students, 150 parents and 06 administrative officers. However, to
choose the sample, random sampling technique and convenience sampling were used. In
order to collect data, the five comprehensive questionnaires were developed and administered
personally and through other possible means. All five questionnaires were piloted tested for
determining their reliability and validity. Chi-square statistics, percentage and mean score
were applied to draw inferences from the collected data. Main findings of the study revealed
that ignorance towards college education by the government, lack of proper policies and
plans for improvement of college sector, centralized system of management and bureaucracy
centered decision making, lack of effective monitoring and accountability system, faulty
admission and examination systems, political involvement and interference, lack of trainings
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and incentives system for the faculty,, corruption and meritless policies.
5.2 General Research Findings (Principals)
5.2.1 High percentage of the respondents 94.44% expressed agreement with the statement
that they take initiative for bringing improvement in the management system of their
colleges 4.45% were undecided whereas 1.11% expressed disagreement with the
statement
Table No: 13
5.2.2. High percentage of the respondents 94.44% viewed that they try to develop team work
and cooperation in the working, 2.22% were undecided whereas 3.33% did not agree
Table No: 14
5.2.3. High percentage of the respondents 73.33% viewed that they take timely decisions and
in consistent with their plans, 21.11% were undecided whereas 5.55% expressed
disagreement. Table No: 15
5.2.4. High percentage of the respondents 65.56% express opinion that they delegate
authority for the betterment of management system, 20% were undecided whereas
14.44% did not agree. Table No: 16
5.2.5. High percentage of the respondents 50% viewed that they allow complete freedom to
staff members in working, 31.11% were undecided whereas 18.88% expressed
disagreement. Table No: 17
5.2.6. High percentage of the respondents 76.67% express opinion that they are satisfied with
the quality of education being imparted in their colleges, 14.44% were undecided
whereas 8.88% disagreed with the statement.
Table No: 18
5.2.7. Most of the respondents 75.56% viewed that they are provided sufficient funds and
295
powers to expend funds for development, 14.44% were undecided whereas 10%
expressed disagreement.. Table No: 19
5.2.8. Most of the respondents 63.33% viewed that they feel under pressure as administrators
21.11% were undecided whereas 15.55% did not agree with the statement.
Table No: 20
5.2.9. High percentage of the respondents 71.11% viewed that they avoid conflict and
confrontation with your colleagues, 14.44% were undecided whereas 14.44%
disagreed. Table No: 21
5.2.10 High percentage of the respondents 76.67% viewed that they tolerate disagreement
and encourage good suggestions in decisions, 13.33% were undecided whereas 10%
did not agree with the statement.
Table No: 22
5.2.11. Most of the respondents 90% viewed that they utilize different funds properly and
transparently 5.55% were undecided whereas 4.44% remained at disagreement level.
Table No: 23
5.2.12. Most of the respondents 84.44% viewed that teachers do preparation before teaching
and teach properly in colleges 4.44% were undecided whereas 11.11% did not agree.
Table No: 24
5.2.13. High percentage of the respondents 77.78% viewed that teachers remain involved in
administrative responsibilities, 13.33% were undecided whereas 11.11% disagreed.
. Table No: 25
5.2.14. Most of the respondents 77.78% viewed that education department provides training
facilities to college teachers, 12.22% were undecided whereas 10% disagreed with the
statement. Table No: 26
5.2.15. High percentage of the respondents 75.56% viewed that Parents are invited in
organizing annual days, sports and other programs held in college, 18.88% were
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undecided whereas 7.77% disagree. Table No: 27
5.2.16. High percentage of the respondents 61.11% viewed that, formative testing is carried
out from time to time 30% were undecided whereas 8.88% remained at disagreement
level. Table No: 28
5.2.17. Most of the respondents 54.44% viewed that, various types of items are used in
tests.20% were undecided whereas 25.55% did not agree.
Table No: 29
5.2.18. High percentage of the respondents 62.22% viewed that Cheating is common in
examination, 21.11% were undecided whereas 16.66% remained at disagreement
level. Table No: 30
5.2.19. Most of the respondents 71.11% viewed that most of the teachers participate in
activities of the union, 18.88% were undecided whereas 10% disagreed with the
statement. Table No: 31
5.3 General Research Findings (Teachers)
5.3.1. 70.27% teachers viewed that, they come well prepared and teach to student properly
11.96% were undecided whereas 17.76% teachers showed disagreement with the
statement. Table No: 42
5.3.2. 77.41% teachers opined that there are almost all teaching aids available in their
institution, 10.81% teachers were undecided whereas 11.77% showed disagreement
with the statement. Table No: 43
5.3.3. 69.50% respondent teachers opined that, most of the teachers reach and leave the
college on time 10.03% teachers were undecided whereas 20.46% remained at
disagreement level. Table No: 44
5.3.4. Most of the respondent teachers 64.09% viewed that teachers rarely care whether
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students understand their lecture or not 14.47% were undecided whereas 21.42% did
not agree with the statement. Table No: 1.96
5.3.5. 62.36% respondents viewed that they are satisfied with the quality of education being
imparted in their college, 12.54% were undecided whereas 25.09% did not agree with
the statement.. Table No: 45
5.3.6. Most of the respondents 57.14% opined that, there exists good social relationship and
teamwork between college teachers and principals 13.70% were undecided whereas
29.15% showed disagreement. Table No: 46
5.3.7. Most of the respondents 71.24% viewed that college principals tolerated disagreements
and encourage good suggestions from teachers, 12.54% were undecided whereas
16.21% did not agree. Table No: 47
5.3.8. Majority of teachers having 45.00% of opinion said that college principals utilize
different funds transparently, 17.95% were undecided whereas 44.59% disagreed
Table No: 48
5.3.9. Most of the teachers having 52.31% of opinion said that college principals know
managerial skills and financial rules, 28.57% were undecided whereas 19.11%
expressed disagreement. Table No: 49
5.3.10. In the same way the teachers having 20.08% of opinion viewed that the library,
laboratories and classes in their colleges are well equipped and clean. 26.83% were
undecided whereas 53.08% did not agree with the statement. Table No: 50
5.3.11. The teachers having 50.58% of opinion, agreed with the statement that, college
offices manage different functions like admissions, examinations etc well
systematically 22.39% were undecided whereas 27.02% remained at disagreement
level. Table No: 51
5.3.12. The teachers having 53.86% of opinion, viewed that, Principals involve college
teachers in managerial tasks.18.72% were undecided whereas 27.41% did not agree
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with the statement. Table No: 52
5.3.13. The teachers having 41.89% of opinion, viewed that education department provides
training opportunities to college teachers, 20.27% were undecided whereas 37.83%
did not agree. Table No: 53
5.3.14. The teachers having 38.61% of opinion, viewed that the college administrative staff
cooperate and facilitate to teachers, 25.28% were undecided whereas 38.61%
disagreed. Table No: 54
5.3.15. The teachers having 49.61% of opinion, viewed that college offices records are
properly maintained, 17.18% were undecided whereas 33.20% disagreed with the
statement. Table No: 55
5.3.16. In the same way the teachers having 46.14% of opinion, viewed that principals
allocate responsibilities on the basis of teachers’ abilities and choice.16.79% were
undecided whereas 37.06% teachers disagreed. Table No: 56
5.3.17. The teachers having 43.43% of opinion, viewed that, parents are invited on annual
days, sports and in other programs.15.44% was uncertain while 41.11% agreed with
the statement. Table No: 57
5.3.18. The teachers having 50.97% of opinion, said that, they conduct formative tests in the
classes13.12% were undecided whereas 3 9.90% disagreed with the statement.
Table No: 58
5.3.19. The teachers having 46.13% of opinion, said that teachers use various types of items
in tests, 15.63% were undecided whereas 38.22% disagreed with the statement.
Table No: 59
5.3.20. The teachers having 45% of opinion, viewed that, college teachers participate in the
activities of union 29.72% were undecided whereas 25.28% disagreed with the
statement. Table No: 60
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5.3.21. Most of the teachers 55.60% agreed that students organizations harass teachers and
interfere in college administration, 13.89% were undecided whereas 3 0.50% did not
agree with the statement. Table No: 61
5.3.22. The teachers having 47.29% of opinion, viewed that, there exists good coordination
between different offices like principal office, regional director office and provincial
secretariat 14.09% were undecided whereas 38.61% did not agree. Table No: 62
5.3.23. The teachers having 48.64% of opinion viewed that, there exist accountability and
transparency on all provincial education department offices 16.21% were undecided
whereas 35.13% disagreed Table No: 63
5.3.24. The teachers having 42.47% of opinion agreed that principal maintain strict discipline
and inspection system in college, 16.79% were undecided whereas 40.73% did not
agree with the statement. Table No: 64
5.4 General Research Findings (Students)
5.4.1. 71.24% respondents agreed that all teachers of their college review their teaching time
by time and come well prepared in classes Table No: 70
5.4.2. Most of the respondents 62.45% agreed that there are almost all modern teaching aids
available in their colleges Table No: 71
5.4.3. The respondents having 51.55% of opinion, agreed that teaching is mostly dictating
notes on reading from text Table No: 72
5.4.4. The respondents having 71 .24% of opinion, agreed that most of the teachers reach
institution on tie and are regular in class teaching. Table No: 73
5.4.5. The respondents having 85.46% of opinion, agreed that the all students are regular and
reach college on time. Table No: 74
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5.4.6. Most of the respondents 64.06% agreed that teachers rarely care whether students
understand their lecture or not. Table No: 75
5.4.7. The respondents having 91.95% of opinion agreed that they are satisfied with the
quality of education being imparted in your college. Table No: 76
5.4.8. Most of the respondents 62.34% agreed that principal of their college enjoys the
confidence of all teachers and student. Table No: 77
5.4.9. 58.74% respondents agreed that teachers are divided into warning groups and have no
good relations with principals. Table No: 78
5.4.10. The respondents having 59.38% of opinion agreed that Principal try to solve all
problems of students and provide all necessary facilities. Table No: 79
5.4.11. The respondents having 68.24% of opinion agreed that the library, laboratory in your
college is well equipped and well-functioning. Table No: 80
5.4.12. The students having 78.43% opinion agreed that Principal maintain strict discipline
and inspection system in the college. Table No: 81
5.4.13. The students having 66.46% opinion agreed that majority of the students participate
take part in the activities of student’s organizations. Table No: 82
5.4.14. The students having 84.87% opinion agreed that parents are invited on annual day’s
sports and in other programs. Table No: 83
5.4.15. Majority of the students 83.15% agreed that the teacher conduct formative tests in the
classes. Table No: 84
5.4.16. Majority of the students 75.38% agreed that the college teachers promote tuition,
culture and pressurize students to get tuition. Table No: 85
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5.4.17. Majority of the students 74.68% agreed that college administration organize co-
curricular activities regularly. Table No: 86
5.4.18. Majority of the students 84.82% agreed that the college office staff manage different
functions like admissions, examination etc in systematic manner.
Table No: 87
5.4.19. Majority of the students 81.55% agreed that the college administration provides
incentives to intelligent and deserving students. Table No: 88
5.5 Parents (General)
5.5.1 Majority of respondents 65.3% disagreed with the view that most teachers do
hard work and manage classes well while 33.3% agreed. Table No: 90
5.5.2 Majority of respondents 68.5% agreed with the view that teaching is mostly
dictating notes or reading from text while 28.0% agreed. Table No: 91
5.5.3 Majority of respondents 60.0% disagreed with the view that teachers are regular and
punctual on their duties while 32.6% agreed. Table No: 92
5.5.4 Majority of respondents 64.0% disagreed with the view that they are satisfied
with the quality of education being imparted in the college while 35.3% agreed.
Table No: 93
5.5.5 Majority of respondents 56.6% disagreed with the view that college
management solve the problems of students and provide necessary facilities
while 42.0% agreed. Table No: 94
5.5.6 Majority of respondents 65.3% agreed with the view that college teachers pressurize
students to join their tuition centers while 34.0% disagreed.
Table No: 95
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5.5.7 Majority of respondents 58.0% disagreed with the view that Budget allocated to
institution to sufficient and utilized properly while 40.0% agreed.
Table No: 96
5.5.8 Majority of respondents 58.6%agreed with the view that college offices manage
admissions and other tasks systematically while 39.3% disagreed.
Table No: 97
5.5.9 Majority of respondents 51.0% disagreed with the view that Parents are involved in
different matters like development, discipline and co curricular activities. While 48.0%
agreed. Table No: 98
5.5.10 Majority of respondents 64.6% agreed with the view that they frequently visit and
discuss their ward’s problems with teachers and principal while 34% disagreed.
Table No: 99
5.5.11 Majority of respondents 60.0% agreed with the view that teachers and principal
receive parents with respect and deaconry while 38.0% disagreed.
Table No: 100
5.5.12 Majority of respondents 56.0% disagreed with the view that they are satisfied
with the quality of education being imparted in the institution while 42.0%
disagreed Table No: 101
5.5.12 Majority of respondents 61.3% disagreed with the view that teacher conducts
weekly and monthly tests in classes regularly while 37.3% agreed.
Table No: 102
5.5.13 Majority of respondents 65.3% agreed with the view that Cheating is common in
examination while 35.3% disagreed Table No: 103
5.5.14 Majority of respondents 54.0 disagreed with the view that Public sector colleges
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enjoy good reputation in society while 38.6% disagreed
Table No: 104
5.5.15 Majority of respondents 59.3% were of the view that College management
maintains strict discipline and good management in system while 40.0% disagreed
Table No: 105
5.6 Findings from open ended questions
All the five questionnaires also contain open ended questions which ask suggestions
and Comments for the improvement of management system of public sector colleges and
establishment of good governance.
5.6.1 The Principals should be taken on board before formulating any policy and plans
5.6.2 Provincial bureaucracy should follow rules and regulations while taking important
decisions.
5.6.3 Political interferences should be stopped from all sides
5.6.4 Merit and transparency should be ensured in all matters of management including
transfers and postings.
5.6.5 Management r0elated trainings or courses should be organized for college principals.
5.6.6 Modern technology should be utilized to make monitoring system of colleges
more effective.
5.6.7 Financial autonomy and powers should be given to principals
5.6.8 Shortage of teaching and non-teaching staffed should be overcome
304
5.6.9 Principal may be authorized to fill vacancies on temporary basis to overcome the
problem of shortage of staff.
5.6.10 sufficient funds for provision of physical facilities and infrastructure
development should be provided.
5.6.11 Teachers should be provided pre-service and in-service trainings.
5.6.12 Teachers should be given timely promotions and proper incentives
5.6.13 Audio Visual Aids should be provided to the classrooms.
5.6.14 Teachers’ bodies should be given role in decision making process at all levels.
5.6.15 Semester system of examination should be introduced at college level.
5.6.16 Curriculum of different subjects should be revised and teachers should be given role
in curriculum designing.
5.6.17 Student organizations should be banned.
5.6.18 For admission in the colleges, pre-entry test system should be introduced.
5.6.19 Latest books and modern libraries facilities should be provided to the students.
5.6.20 Curricular and co-curricular activities should be organized systematically and
frequently.
5.6.21 Laboratory facilities and equipments should be provided to the colleges.
5.6.22 Parents and community should be given due role in different matters of colleges
5.6.23 Formative and summative testing system should be improved and strengthened.
305
5.6.24 Quality enhancement cells should be established at regional offices.
5.6.25 there should be introduced computerized and automated system for office work.
5.6.26 Teaching and management cadre should be separated.
5.6.27 In rural areas residential college system should be introduced.
5.7 Conclusions
1. Majority of sampled principals' age was 56-60 years and had Master level academic
qualifications and only 40 percent had professional qualifications to their credit. They
had 25-30 years of teaching experience and administrative experience ranging from
one to five years.
2. Majority of the sampled principals did not receive any pre-service and in-service
training. However, those who had received training did not clearly correspond to their
jobs.
3. Majority of the sampled principals did not forward any single case of study leave,
which indicate that they did not encourage the staff for higher studies.
4. Most of the principals were found deficient in computer skills, decision-making,
sharing of authority, conflict management, time management, human relationships,
motivation skills, and team building, Planning for bringing improvement in the
management system of the colleges is carried out but there are implementation gaps
due to lower and upper ebbs.
5. Team work and cooperation is preferred but different pressures from teaching and non
teaching staff also exist.
6. Education being imparted in colleges is somehow satisfactory but tuition and
coaching culture is hampering the system especially in science colleges.
306
7. Sufficient funds in the accounts of colleges are available and but principals had
limited powers to expend those funds for development due to complicated process.
8. Disagreements are not tolerated and limited academic and working freedom is
allowed to teaching and non-teaching staff.
9. Teachers’ unions and student organizations pressurize administration.
10. Formative tests are conducted in the classrooms but practice is not frequent.
11. College Principals lack managerial skills and competency so they cannot deliver
efficiently.
12. System of transfers and postings is not fair but transfers and postings are done on
political basis
13. Teachers come well prepared and teach to students properly but mostly they are not
trained.
14. Teaching aids are available in colleges but modern teaching aids are not available and
used.
15. Science teachers remain involve in tuition during duty timings
16. Somehow there exists good social relationship and teamwork between college
teachers and principals but confrontation occurs from time to time.
17. College principals utilize different funds but lack of transparency and
misappropriation in funds utilization is prevalent.
18. In some cases college principals know managerial skills and financial rules but in
most cases they are very weak in these areas.
307
19. Libraries, laboratories and classes in colleges are equipped but are not up to date and
properly functional.
20. College offices manage different functions like admissions, examinations but merit
and transparency lacking.
21. Principals involve college teachers in managerial tasks but element of liking and
disliking is common.
22. Education department does not provide training opportunities to college teachers and
there exit no training academy for teachers..
23. Parents are invited on annual days, sports and in other programs but these events are
rarely organized.
24. Colleges teachers participate in the activities of union because provincial department
does not solve their just problems.
25. There exists coordination between different offices like principal office, regional
director office and provincial secretariat but only for official correspondence but not
for solution of problems.
26. Accountability and transparency on all provincial education department working is
missing.
27. In some cases Principal maintain strict discipline and inspection but mostly these
practices are rarely followed
28. Teachers review their teaching from time to time but they mostly follow traditional
style of teaching
29. Most students are not regular in colleges because attendance system is not
308
implemented.
30. Principals of the colleges enjoy the confidence of teachers and students but other
stakeholders have little say in the system.
31. In some cases teachers are divided into groups.
32. Principals try to solve problems of students and provide facilities but due to financial
constraints their pace is slow.
33. Some students take part in the activities of student’s organizations but majority avoid
34. College teachers promote tuition, culture and pressurize students to get tuition in
science colleges.
35. The provincial educational managers were not satisfied with the allocated
administrative powers, financial powers and budget.
36. Provincial educational managers were not satisfied with the quality of education in the
colleges of the province.
37. Provincial mangers pointed out the following weaknesses exist in the system
excessive political interference in official matters, insufficient availability of funds,
and shortage of staff. lack of proper training to the administrative as well as teaching
staff., lack of coordination between provincial and regional level.
5.8 Recommendations
In the light of this study, following recommendations are made which can bring about
good governance in the management system of public sector colleges in the Sindh province;
.
1. Policy and planning
309
i. More practical and implementable policies should be devised by the provincial
education department to improve and strengthen college education system.
Consistency and flexibility should be there in all devised policies and plans and all
the stake holders should have a say in the policies.
ii. Separate administrative cadre for the effective implementation of policies and plans
for better management of the public sector colleges should be created
iii. The public representatives should refrain from unnecessary interference and political
clout over education officials. The merit policy should be followed strictly in all the
fields of administration. The nepotism in all the aspect of working should be
discouraged.
2. Organization and problem solving
i. At institutional level, administrative system should be run through democratic style
by the principals and they should ensure that their office staff should be cooperative
and facilitator to teachers and students.
ii. Annual days, sports and other programs should be organized on frequent basis and
parents should be invited.
iii. Different functions like admissions, and examinations should be on merit and
provincial education department, college management and examination boards should
jointly devised an effective system to curb cheating culture in the annual
examinations.
iv. While assigning managerial tasks, teaching staff should also be involved according to
their abilities and experience.
v. College teachers’ problems like promotions, transfers and postings should be Solved
systematically by the provincial department so that college teachers should be barred
310
from union activities
vi. Problems of students should be given serious consideration and should be solved on
top priority level by the college administration..
3. Staffing
i. College principals are appointed on seniority basis but there should be devised certain
criteria for the appointment of principals and appointment should be through search
committee constituted by provincial education department.
ii. Current qualification required for the appointment of lecturer in colleges is Master
degree in relevant field but its not enough, provincial department should enhance the
criteria and besides master degree, other qualification like B.Ed/M..Ed or M.Phil
should be required. College lecturers should be given grade 18 like university
lecturers.
iii. There is acute shortage of teaching staff in the colleges of rural areas particularly in
the girls’ colleges of the province. So, provincial department should fill the available
vacancies of the lecturers on priority basis and male /female teachers serving in the
rural areas should be given special allowances and residence facility.
4. Training and capacity building
i. In colleges number of managerial staff is from teaching cadre. They should be
provided necessary managerial trainings. The Principals and Regional Officers are
posted from teaching cadre, who may be very good teachers but not good
administrators. Therefore, they should be provided training facilities in all managerial
areas in order to make them efficient managers.
ii. Separate training academy for the training of college principals and teachers should be
established and educational management course should be offered.
311
5. Monitoring and Evaluation
i. The modern technology means should be used for effective monitoring of the public
sector colleges in the province.
ii. Teacher accreditation and licensing system should be initiated for the effective
evaluation of teaching learning process in the colleges of the province.
iii. The rewards and punishments should be enhanced to encourage and discourage the
officials at all ladders of the management system.
6. Coordination and Teamwork
i. Management offices of all levels like principal office, regional director office and
provincial offices should work in coordination and teamwork be for smooth
functioning and solution of problems.
ii. Within colleges, there should be ensured good social relationship among
administration, teaching faculty, students and parents.
iii. College administration should show flexibility and tolerates disagreements and
encourages good suggestions from teachers, students and parents.
7. Quality Assurance
i. Quality enhancement cells should be established at regional directorate offices for
improving the quality of education in colleges.
ii. Pre-entry test for the admission in the colleges should be introduced for further
312
improvement in the quality of education.
iii. In college timings, tuition and coaching culture should be strictly banned Parents and
society should discourage coaching and tuition culture.
iv. Teachers should review their teaching from time to time and adopt new methods of
teaching and use modern teaching aids available in colleges.
v. Teachers should be provided professional development opportunities for the
continuous improvement in their teaching methodology.
vi. Modern teaching aids should be provided in the classrooms for effective teaching
learning.
vii. Student attendance system should be implemented strictly.
viii. Political and union activities should be banned in the colleges.
ix. Formative testing system in the colleges should be institutionalized
x. For the improvement of quality of education, provincial department should issue
ranking of colleges every year like higher education commission HEC Pakistan
which issue ranking of universities every year..
8. Authority and delegation
i. In order to ensure better and proper functioning of public sector colleges, authority
should be decentralized and more financial and administrative powers should be
given to college principals.
ii. Auditory and other impediments should be removed and funds utilization process
should be made easy by the provincial department for maximum utilization.
iii. In order to overcome the shortage of lower staff, appointment authority should be
given to college principals.
9. Accountability and Transparency
313
i. Accountability and transparency in all provincial education department working
should be ensured.
ii. In order to ensure transparency in the utilization of different funds, provincial
department should involve private sector for financial accountability of whole
provincial education department.
iii. For effectiveness of college system, strict discipline and inspection system in colleges
should be established.
iv. Teachers should be made regular and punctual on duty and science subject teachers
should be barred from coaching classes during college timings.
v. All the transfers and postings in the education department should be on merit and
corruption, favoritism and nepotism like practices should be stopped and finished.
10. Physical Facilities
i. Provincial government should provide good infrastructure which includes good
buildings, well equipped libraries, laboratories well furnished classes, play grounds,
fresh drinking water, and furniture and sports kits on priority basis particularly in
rural areas to colleges in the province.
5.9 Recommendations for Future Research Studies
i. Experimental study to compare mean performance of public sector colleges run under
good governance with that of colleges run under routine management.
ii. Relationship of the management system of public sector colleges known for good
governance with the management system of colleges run as usual.
iii. Building quality institutions at college level through good governance in public
sector system.
314
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Websites
1. Manager-Tools
http://www.manager-tools.com/manager-tools-basics
2. Great Leadership by Dan
Great Leadership by Dan features a regular stream of high-quality articles on such
topics as 'How to 'Act' like a Leader, Succession planning, performance management.
Blog posts are often written by guest bloggers.
3. Management Craft
Management Craft tags itself as 'Discussions about state of the art business
management.' and we couldn't put it better! I discovered this site via a link from
another site to the classic post "Birthday Butterfly Flap Post".
4. Marshall Goldsmith
Specifically, this page on Marshall's site contains 11 excellent leadership articles
including 'Try Feedforward Instead of Feedback' which greatly effected much of my
thinking about feedback.
5. Forbes (Leadership sub-section)
Forbes's sub-site is definitely not the most focused on this list but because of its
famous brand name, it benefits from New York Times best-selling guest writers of the
highest quality, such as Christine Comaford.
6. The Practice of Leadership blog
Posts can be a often infrequent on The Practice of Leadership blog, but when they
arrive, they are usually pretty beefy and in-depth. The recommended reading section
section is intimidating - how does anyone get time to read all those books, much less
review them all?! .
325
7. Curious Cat Management Improvement Blog
John Hunter's blog is not a direct leadership blog but covers leadership via his posts
on lean manufacturin/thinking, six sigma, customer focus, systems thinking, Toyota
Production System and innovation.
8. Linked 2 Leadership
In its own words - "Linked 2 Leadership is a group of global professionals dedicated
to leadership development, organizational health, and personal & professional
growth". In our own words - a solid site with a pretty dedicated fanbase. The site has a
pretty extensive roster of guest bloggers spanning industries as different as Education
and Tech.
9. Three Star Leadership
Wally Bock's Tips of the Day are the highlight of this site, recent tips include: 'Keep a
list of mini-projects' and 'Time off should be time off'.
10. Dilbert.com Learn how not to lead!
11. Sindh Province
http//karachi.china-consulate.org/eng/lqgk/t264253.htm visited on 14 September, 2102 at
10 p.m12. Education in Sindh Province
http//www.sindheducation.gov.pk/