International Journal of Education and Management Studies

Shadma Absar ¹

Affiliations
1 National University of Educational Planning and Administration, New Delhi, IN

Abstract

Teacher is the central actor to tackle quality issue m the school education system (Govinda, 2016). They are considered as a crucial key to educational change and school improvement, they develop, define and interpret the curriculum. Teachers behaviour and student learning are intrinsically interlinked and to a large extent their beliefs, and attitudes influences the kind of classroom interaction and learning that young students experience (Khetrapal, 2003).The present study aimed at studying teachers' organizational commitment and job satisfaction m the two government ftmded school systems i.e. the central government schools and state government schools. Data was collected from 240 teachers of central and state government schools in Delhi. Teachers orgamzational commitment and job satisfaction were studied using standardized rating scales. Data was analyzed quantitatively using 2X2 factorial design. Findings of the study revealed that teachers of the two school managements differ m their orgamzational commitment. Job satisfaction of teachers was also found to differ significantly across the two school managements, their designation(PGT/TGT)and gender categories.

Keywords

Organizational Commitment, Job Satisfaction, Comparative Study.

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Shadma Absar ¹

Affiliations
1 National University of Educational Planning and Administration, New Delhi, IN

Abstract

Leadership behaviour and effectiveness are influenced by how leadership is perceived by other social players, for example peers, superiors, followers or subordinates. The aim of the present study was to find perceptions of teachers about their department heads. 120 University teachers were selected randomly from a university in Delhi. Out which 40 teachers were selected each from social science, Basic Science and professional science courses. The Multi factor Leadership Questionnaire, Work Motivation and Organizational Commitment questionnaire were administered for measuring the perceived leadership style, work motivation and organizational Commitment of University teachers. The socio demographic information of participants was also collected. The results revealed that the university teachers perceived their heads' behaviour to be more oriented towards transformational leadership. The teachers of professional science courses perceive their heads as transformational leaders, in comparison to social science and basic science teachers. The perceived leadership style was found correlated significantly positively with the work motivation but not with organizational commitment. Leadership perceptions were found to influence work motivation more in comparison to organisational commitment.

Keywords

Leadership, Work Behavior, Teachers.

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