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PROFESSIONAL COMMITMENT OF PRIMARY SCHOOL TEACHERS

Article · October 2021

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 PROFESSIONAL COMMITMENT OF PRIMARY SCHOOL TEACHERS

G. SHANTHI, Dr.A. RENUGADEVI, Asst.Prof.

Ph.d Scholar, Head of the Department i/c
Department of Education, Department of Education (SDE)
Bharathiar University, Bharathiar University
Coimbatore-46 Coimbatore-46

ABSTRACT

Commitment is important for teachers because it reflects a personal interpretation of work experience as
absorbing and meaningful. It is a significant factor in efforts to improve school outcomes, especially student
academic achievement (Kushman, 1992). According to NCTE (1998) teacher commitment is a complete dedication
and devotion to teaching profession. It is an inner realisation of the fact that teaching is noblest of all
professions.Primary Education is the stepping stone for the progress of the educational system in the
country.Primary level Teachers are assigned by the crucial responsibility of shaping the present generation for the
future through the process of teaching and learning. The present study was explored to find out the Professional
Commitment of Primary School Teachers. Normative Survey Method was used for the present study. A sample of
108 Primary School Teachers was selected in Coimbatore district by using Simple Random Sampling
Technique.The data was analyzed through t-test and ANOVA. Major findings showed that there is a significant
difference between Professional Commitment of teachers with respect to Experience also the there is no significant
difference between Professional Commitment of teachers with respect to Gender and Qualification.

Keywords:Professional Commitment,Dedication,Inner realization,Responsibility

INTRODUCTION
Professional commitment is the feeling of dedication among the individuals of a group towards their
profession. This commitment area involves two essential components: namely, pride in one „s being in the teaching
profession; and a strong desire for professional development (Shashi, 2014).Simpson and Hood (2000) defined
commitment in the context of the teaching profession. According to them, “a committed teacher reflects certain
behavioural characteristics. He shows that professional development is a top priority; reflects excitement about

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teaching and learning; connects with students; shows positive attitude about students; is perceptive about student
motives, strengths, needs and situations”. Professional commitment denotes the strength of motivation forchosen
career role and to the attachment with profession. The teachers equipped with commitment, passion and enthusiasm
will be role models for not only the learners and but also for their colleagues. Fox (1964) states that the power of a
profession is measured by the commitment of those who do it and theygo on to say that it is the same with
teaching. Fox emphasizes that passion is a distinctive feature for teachers and that it has a positive effect on student
achievement. Teacher commitment is at the core of quality Education. It has influence on promoting teaching
profession, work performance, school and student achievement (Billingsley & Cross, 1992). Hargreaves (1997)
suggests that teaching is a pedagogical phenomenon and an uncommitted teacher will not be able to show sufficient
achievement, because the educator is the one guiding the learner into the success. Teachers who are professionally
committed they change their teaching practices to facilitate and establishing an effective learning environment for
students. They develop loyalty to the school and their work.According to NCTE (1998) teacher commitment is a
complete dedication and devotion to teaching profession. It is an inner realisation of the fact that teaching is noblest
of all professions. Teacher commitment implies- (i) Complete dedication to the task; (ii) Commitment to the
objective of Education; (iii) Deep concern for the child; (iv) Consciousness about one‟s role and responsibilities;
and (v) A high degree of professionalism.

NEED OF THE STUDY

Professional commitment is the most effective factor in the changing face of the educational system as it
encourages teacher‟s willingness to involve in critical practices to improve the excellence of Education. Teachers
with high level of commitment also stimulate students to involve in school activities.They care about the progress
of their students and constantly seek for new ideas to better their learning. Development of technologies make the
teachers to create Innovative strategies for effective teaching. Professionally committed teachers make a proper
link between their profession and other stakeholders of the Education system. They update, strengthen and sharpen
their professional competencies to different aspects of teaching to achieve the optimum level of the target.Primary
Education is the stepping stone for the progress of the educational system in the country. Well trained teachers who
are competent and committed make Primary Education strong and empower whole nation. Primary level Teachers
are assigned by the community to shoulder the crucial responsibility of shaping the present generation for the
future through the process of teaching and learning. Hence the researcher chosen the topic as “Professional
Commitment among Primary School Teachers”.

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REVIEW OF LITERATURE

Ranju B (2017) conducted a research work on “Professional Commitment of School Teachers in The State
of Panjab.” The study was conducted on a sample of 200 school teachers teaching in schools in the state of Panjab.
The sample was selected randomly from districts of Ludhiana and Hoshiarpur. Data was collected with the help of
Professional Commitment Scale for Teachers (Kaur, Ranu, &Brar, 2013). The findings reveal that male and female
school teachers differ significantly on professional commitment. Mostly school teachers have average level (fifty
six percent) of professional commitment.

Shukla (2014) in his study accessed the school teacher‟s satisfaction in work, commitment to profession
and their competence in teaching. The product moment correlation and t-test was conducted for examination. The
results showed very high positive correlation of primary school teachers‟ commitment to profession and job
satisfaction, whereas teaching competency and job satisfaction showed very low positive correlation and also
professional commitment and teaching competency showed positive correlation at very low level. It is also
mentioned that no significant difference found between different stages of teaching competencies of teachers with
diverse levels of satisfaction in job. Any commitment of educators proved no significant difference indifferent
level of job satisfaction.

OBJECTIVES

 To find out the significant difference in Professional Commitment of Primary School Teacherswith respect
to (i)Gender (ii) Qualification (iii) Experience

HYPOTHESIS

1. There is no significant difference in Professional Commitment of Male and Female Primary School
Teachers.
2. There is no significant difference in Professional Commitment of Primary School Teachers with respect to
their Qualification
3. There is no significant difference in Professional Commitment of Primary School Teachers with respect to
their Experience

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RESEARCH METHODOLOGY

Normative Survey Method was used for the present study. A sample of 108 Primary School Teachers was
selected in Coimbatore district by using Simple Random Sampling Technique.

DESCRIPTION OF THE TOOL

The investigator constructed and standardized the tool for Professional Commitment with the help of the
guide and the subject experts. The tool contains 40 items with 5-point Likert scale with Strongly Agree, Agree,
Never, Disagree, Strongly Disagree. The reliability coefficient was calculated and it was found to be 0.95.

STATISTICAL TECHNIQUE APPLIED

For analyze the data, the researcher used various descriptive statistics like Mean, Standard deviation and
inferential statistics such as t-test and F-test (ANOVA) as statistical technique.

DATA ANALYSIS

HYPOTHESIS TESTING

Ho 1: There is no significant difference between Professional Commitment of Male and Female Primary
School Teachers

Table: 1 Significant Difference between Professional Commitment of Male and Female Primary School
Teachers

Variable Category N Mean SD t-value p - value Remark

Male 27 177.41 8.362
Gender 1.22 0.22 NS
Female 81 173.96 16.969
(S-Significant, NS-Not Significant)

The above table reveals that the calculated t-value (1.22) is lesser than the table t-value (1.96) at 0.05
significant level. Hence, the formulated null hypothesis 1 is accepted and there is no significant difference between
Professional Commitment of Male and Female teachers. Mean score shows that Professional Commitment of Male
teachers are better than the Female teachers.

Ho 2: There is no significant difference between Professional Commitment of Under graduate and Post
graduate Primary School Teachers.

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 Table: 2Significant Difference between Professional Commitment of Under graduate and Post graduate
Primary School Teachers.
Variable Category N Mean SD t-value p - value Remark
UG 37 173.49 14.01
Experience 0.630 0.531 NS
PG 71 175.37 15.98
(S-Significant, NS-Not Significant)

The above table reveals that the calculated t-value (0.630) is lesser than the table t-value (1.96) at 0.05
significant level. Hence, the formulated null hypothesis 2 is accepted and there is no significant difference between
Professional Commitment of UG and PG teachers. Mean score shows that Professional Commitment of PG level
teachers are better than UG level teachers.

Ho 3: There is no significant difference among Professional Commitment of Primary School Teachers with
respect to their Experience
Table: 3 Significant Difference among Professional Commitment of Primary School Teachers with respect to
their Experience
Mean
Variable Groups Sum of squares df F-value Remark
square
Between groups 1685.502 2 842.751
Experience Within groups 23354.164 105 3.789 S
222.421
Total 25039.669 107
(S-Significant, NS-Not Significant)

The above table reveals that the calculated F-value (3.78) is greater than the table value (3.09) at 0.05
significant level. Hence, the formulated null hypothesis 3 is rejected and there is a significant difference among
Professional Commitment of teachers with respect to Experience.

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 Table: 3.1 Post Hoc Test

Experience
Mean Difference(I-J) Sig Remark
0-5yrs 5-10yrs above 10yrs
170.23 172.00 1.774 0.905 NS
170.23 178.84 8.617 0.04 S
172.00 178.84 6.843 0.168 NS
(S-Significant, NS-Not Significant)

From the Table 3.1 it‟s observed that the Mean difference shows that there is a significant difference
between the teachers have less than 5years of Experience and more than 10 years of Experience is 8.617 in
Professional Commitment and it is significant at 0.05 level. And also, the other two combinations did not show any
significant difference.Hence it is concluded that there is a significant difference between the Professional
Commitment of teachers have less than 5years of Experience and more than 10 years of Experience and are the
cause of significant result on ANOVA test.

FINDINGS

 There is no significant difference between Professional Commitment of Male and Female teachers.
Mean score shows that Professional Commitment of Male teachers are better than the Female
teachers.
 There is no significant difference between Professional Commitment of UG and PG teachers. Mean
score shows that Professional Commitment of PG level teachers are better than UG level teachers.
 There is a significant difference among Professional Commitment of teachers with respect to
Experience. Mean difference shows that there is a significant difference between the teachers have
less than 5 years of Experience and more than 10 years of Experience is 8.617 in Professional
Commitment and it is significant at 0.05 level.

CONCLUSION

The findings of this study shows that there is a significant difference among Professional Commitment of
teachers with respect to Experience and the Mean value shows that the teachers have more than 10 years of
experience are better than their counterparts. Also, Professional commitment of Male teachers are better than the
Female teachers. Mean score shows that Professional Commitment of PG level teachers are better than UG level
teachers. In this present situation teachers are required to keep up with the ever-changing Educational
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requirements. They must strive to learn the higher order thinking skills that can help the learners to think critically
to succeed in the age of information and communication technology. It is acknowledged and the professional
qualities and commitment of teachers improve students‟ achievement. If the teachers acquire professional
competencies and commitment and if they are enabled and empowered to perform their multiple tasks in the
classroom as well as in the school and community in a genuinely professional manner, then the chain reaction can
begin and starting with a sound teacher performance and culminating into high quality learning among increasingly
more students in cognitive, affective and psychomotor domains of human development.

REFERENCE:

Alam, M (2018). Study of Professional Commitment of Secondary School Teachers across Certain Demographic Variables. International
Journal of Indian Psychology, 6(4), 48-56. DIP:18.01.105/20180604, DOI:10.25215/0604.105

Billingsley, B. S., & Cross, L. H. (1992). Predictors of commitment, job satisfaction, and intent to stay in teaching: A comparison of
general and special educators. Journal of Special Education, 25, 453 – 471.

Fox, R. (1964). The Committed Teacher. Educational leadership.Retrieved from

www.ascd.org/ASCD/pdf/journals/ed_lead/el_196410_fox.pdf

Kushman, J. W. (1992). The organizational dynamics of teacher workplace commitment: A study of urban elementary and middle
schools. Educational Administration Quarterly. 28(1)

NCTE 1998. Competency Based and Commitment Oriented Teacher Education for Quality School Education – Pre-service Education.
New Delhi.

Ranju, B. (2017), “Professional Commitment of School Teachers in the State of Panjab”. Scholarly Research for Humanity Science &
English Language, Vol.4, Issue 22, pp. 5393-5398

Shashi, S. (2014). Teaching Competency, Professional Commitment and Job Satisfaction-A Study of Primary School Teachers. IOSR
Journal of Research & Method in Education 4(3), 44-64. Retrieved from www.iosrjournals.org

Simpson, Pat and Hood, D.K. (2000), “The Changing Perception and Practice Through the Professional Development”, in Michail V.
Belok and T.F. Deering (eds) Teachers Education any Books, Meerut, pp. 105-118.

Zehm, S. J., & Kottler, J. A. (1993). On Being a Teacher: The Human Dimension. Thousand Oaks, CA: Corwin Press

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