Impact of Teacher Commitment on Teacher Freezing of Secondary School Teacher
ABSTRACT
The present paper aims to find the relation between teacher commitment and teacher freezing in order to enhance teacher effectiveness. It also determines the effect of teacher commitment and stream on the teacher freezing of secondary school teachers of Himachal Pradesh. Teacher Freezing Scale (TFS) developed by Haseen Taj (1998) and Teacher Commitment Scale (TCS) by Dr. T. Pradeep Kumar (2012) were administered on a sample of 180 secondary school teachers selected through random cluster sampling technique from secondary schools of Himachal Pradesh. Statistical technique of Pearson’s Product Moment Correlation & t-test were applied to the collected date
It is related to: (1) the organization, (2) the profession, and (3) students. Teacher commitment to the organization a sense of community, affiliation and personal caring among adults within the school and facilitates integration between personal life and work life. Commitment to teaching refers to the commitment and degree to which teachers are satisfied and enjoy what they are doing. Commitment to students is a form of commitment that may motivate teachers to interact with students on more sensitive level, such as adolescent development issues or extracurricular activities. It involves teacher dedication to helping students learn regardless of academic difficulties or social of Teachers Coefficient of Pearson Product Correlation (df=178)
Teacher Commitment Teacher Freezing 180 -0.356*
* Significant at 0.01 level of significance A perusal of Table-1 shows the coefficient of Pearson Product Correlation came out to be -0.356 at df 178 which is higher than critical value of Pearson Product Correlation even at .01 level of significance. Thus the hypothesis no. 1, “there is no significant relationship between teacher commitment and teacher freezing of secondary school teachers” was detained. Thus it may be interpreted that a negative significant correlation exists between Teacher Commitment & Teacher Freezing.
Teacher Commitment in relation to Gender
To study the teacher commitment in relation to gender ‘t’-test was applied to teacher commitment scores of male and female secondary school teachers and the results has been tabulated below:
TABLE-2
‘t’-Values showing significance of difference in Teacher Commitment Scores of Male & Female Secondary School Teachers
Gender N Mean SD SED ‘t’-value
As a result of stakeholder loyalty, positive relations amongst students, parents, staff and community members is frequently developed. Positive relationships allows teachers and parents to ask more from their students. A student is more willing to work for a teacher when there is a positive relationship. Parents will be able to encourage children to complete school work when their child has a positive connection with the school. This positive relationship results in a desire for staff and teachers to want to help students. Teachers and staff are less likely to help students that choose not to complete tasks assigned to them or students that have a negative attitude toward them.
Social attachment drives an individual to value what other people think of them. They do not want to do anything that would risk the emotional bond they have formed with the people they value in their lives. The second element is commitment. Commitment refers to the time and effort that is spent building a normal life. It is the commitment each individual spends working hard in their life toward success, whether it is regarding your education or career, or building your status and character.
There are five core propositions that are the base for skilled teaching. Proposition one is “teacher are committed
Teacher dispositions consist of the teachers’ values and beliefs regarding the teaching profession and about the children. National Council for Accreditation of Teacher Education (2007) identifies the dispositions as:
Throughout high school and during my undergraduate studies, education was never a top priority for me. Only during the past two years, in the "real world", have I realized the importance of education. I look back at those years and wish I had done more and realized all the potential I had in my hands and not wasted so much time. During my undergraduate career my social activities consumed my life. My friends were not motivated to do well in school so I followed their lead. My grades were low, and I did not even care. After I graduated in 1997 with a Psychology B.A. and lost touch with my old friends and old ways, I have realized that I should have spent more time doing some soul searching and thinking what it was that I wanted to do with my life. I liked Psychology but what I really wanted to do was work with children more closely. I had spent my junior and senior years involved in internships at Head Start and at a High School in a Program for teenaged mothers. I loved my work there. At Head Start I was a Teacher Aid for the pre-school, teaching the children to read, numbers etc. And at the High School I counseled the teenaged mothers, took care of their kids while they went to school and after the school day I tutored them with their homework. After being out of school for a while, I started to miss that. The feeling that I was teaching something those kids, the feeling that I was making a difference. I was determined to find a job in education, with my background in Psychology, how hard could it be? I found work at a residential school for runaways and abused teenaged females. It was great! I was ready to go, I was going to change the world and change those girls lives. What I didn't realize is that will alone does not make me a teacher and that I needed training, a lot of training. I made a lot of mistakes in that job. I got discouraged and decided to forget about working with children, forget teaching and do something else that paid more. So, I got a job as a Secretary, I did that for about two years. Teaching, working with children was always on my mind.
“Formed through the interplay of past performance… teacher expectancies have an undeniable influence on students’ learning. Skinner and Belmont (1993) point out the following about teacher behavior: 1) Teacher behavior influences students’ perceptions of their interactions with teachers. 2) Teacher behavior influences student engagement.” (Bruns 3)
Allen,N.J. and Meyer, J.P. (1990) `The measurement and antecedents of affective, continuance and normative commitment to the organization' Journal of occupational Psychology in L. Fulop and S. Linstead, Management: A Critical Text, Macmillan, South Yarra, 1999, pp 259
Sending a child to a gender based school, is a very big decision to make. The decision is so big, that looking at what research has to say about the topic could alter one’s decision to send their child to a gender based school. “Educators must apply different approaches in teaching make, and female students” (Gurian). This is said by Gurian, because he also believes that boys and girls learn differently. “Social pressures can be gentler and your child can learn at his own pace” (Kennedy).
... Vandenberghe, C. (2004). Employee commitment and motivation: A conceptual analysis and integrative model. Journal of Applied Psychology, 89(6), 991-1007. doi:10.1037/0021-9010.89.6.991
I do have to admit that sometimes this can be extremely difficult and may leave one feeling a bit vulnerable. Commitment is the ability to take a risk and to accept the possibility of disappointment or pain. Again, I have to agree that commitment can be demanding, but to look on the bright side, it can also be rewarding. To be able to stay in ...
...appy. With the difference in gender, both a male and female teachers' exposure to society's youth is critical, and male teachers are just as important as females in the educational field.
...pter covered the problem statement,research questions, aim and sub objectives, scope, and contribution this study for student itself, teacher and community especially in education area.
Right from the time we embark on our education trip, we come across different types of teachers. Some are friendly, some are strict, and some are the ones we idolize. We also dislike a few, who fail to impress us positively. Students begin to like teachers, according to their own individual preferences. They even classify their teachers into different categories, such as Friendly Teachers, Lenient Teachers, Perfectionist Teachers, Strict Teachers and Funny Teachers. All these classifications for teachers are based on some typical personality traits of the teachers. For ex - some teachers constantly criticize the students, some act like friends, some are fun to be with and so on. Let us explore them in detail.
Finally, Gkolia, Dimitrios, & Koustelios (2014) indicated in their study that background characteristics such as teachers’ gender, teaching experience, educational level, and age affect their self-efficacy.
Another important social contribution made by teachers to society is the aspect of leadership and guidance (Singh and Samiti). Teachers are perhaps, the best examples of guiders and leaders in a community. As such, teachers demonstrate to the society how a dynamic leader should behave and act (Collay 32). Apart from being...