Education is an anchorage upon which a country’s economy rests and teacher an anchor of the very existence of the educational system. The goal of any educational system is to emphasis the development of cognitive and creative domains of its stake holders. To carry out the herculean task that encompasses the creation of an educated generation it is important to empower teachers.
Effective teachers can create effective global leaders (citizens) for which teachers themselves have to be effective in every sphere of their profession. Effective teachers play a significant role in creating world class scholastic and non-scholastic performers. Effective teachers strive to attain goals which they have set for themselves and which others have set for them.
So, the question that one needs to ponder upon is, what type of a person should a teacher be in order to be effective? This question is important as it throws light on the significant aspect of teacher effectiveness and the quality of their work life. An effective teacher would work 24/7 to enhance the quality of her work life.
Quality of work life is therefore understood as a multidimensional concept. Its main aim is to improve productivity assuring the well-being of its employees at the same time. It is concerned majorly with improvement of life not only at work but also off work.
This research was therefore undertaken with the purpose to know: (1) Effectiveness of teachers falling in the age group of 23 to 30 years, with experience of 6 months to 5 years. (2) Whether teacher effectiveness determines the quality of their work life.
Considering the current scenario of the society teachers are the under – valued class. Teaching does not provide with the required finance to adopt a desired life style. The craze to be modern and follow latest trends has given rise to innumerable desires which cannot be full filled by the earnings that, teaching job offers. Hence, teachers have developed a very casual attitude towards work. This has deteriorated their work quality.
The present generation is tech savvy and society is changing from being agrarian to digital. This shifting trend to digitalization has led to reverse mentoring in teachers. Teachers have to learn technology from children which has further lowered their efficiency, effectiveness and quality.
Review of related literature provides with persuasive evidence that, the combination of variables selected for the present study, has not been adequately attempted so far in the field of education. Hence the need for the present study was felt.
The problem of the study has been stated as:
A Study of Relationship between Teacher Effectiveness and Quality of Work Life.
Teacher Effectiveness
Quality of Work Life
Teacher Effectiveness can be defined as teacher’s ability of planning and presentation of the task given at hand, her professional commitment and sense of responsibility, her ways of executing instructions keeping in view her mental, physical and emotional health and her relationship with the educational setup and society.
Teacher effectiveness has been studied under following components:
Preparation and Planning Classroom Management Knowledge of Subject Matter Teachers’ Characteristics Interpersonal Relationship
Quality of work life is a process of organizing one’s work in a way in which it ensures physical, social, economic, psychological and cultural wellbeing of its teachers. It is a building block on which a satisfying life can be built meeting the twin goal of enhanced effectiveness of the institution and improved quality of work life for teachers.
The Quality of Work Life has been studied under the following components:
Adequate and Fair Compensation Safe and Healthy Working Conditions Development of Human Capacities Growth and Security Social Integration Constitutionalism Total Life Space Social Relevance
The study was undertaken with the following objective:
To ascertain the relationship between teacher effectiveness and quality of work life of school teachers.
The null hypothesis formulated for the study is stated as follows:
There is no significant relationship between teacher effectiveness and quality of work life of school teachers.
In the present study correlational method has been used precisely to measure the extent to which the two variables are related to each other. The data collection involved gathering quantitative data by using standardized tools. The data thus collected were analyzed using appropriate statistical techniques.
In the present study, the sample comprised of 393 teachers from English Medium Schools of Greater Mumbai. The teachers falling in the age group of 23 to 30 years and with 6 months to 5 years of experience were considered for the study. The sample therefore comprised of 40 male and 353 female teachers.
The following tools were used for data collection:
Teacher Effectiveness Scale developed by Umme Kulsum. Quality of Work Life Scale based on Walton’s quality of work life model.
The study under consideration was restricted to the teachers of English medium schools of Greater Mumbai. It considered the said variables and covered only those teachers falling in the age group of 23 to 30 years and having experience of 6 months to 5 years.
The hypothesis states that there is no significant relationship between teacher effectiveness and quality of work life of school teachers.
Technique used: Pearson’s Product Moment Coefficient of Correlation (‘r’).
Coefficient of Correlation (‘r’) between Teacher Effectiveness and Quality of Work Life