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30
Journal of Advances and Scholarly Researches in Allied Education
Vol. 15, Issue No. 8, (Special Issue) September-2018, ISSN 2230-7540
Professional Commitment: An Essential Link
between the Curriculum and Educational
System to Enhance Performance
Lucky Singh1* Dr. Sheojee Singh2
1 Research Scholar, Department of Education, Panjab University, Chandigarh
2 Associate Professor, Government College of Education, Sector-20, Chandigarh
DOI: 10.29070/15/57864
Abstract The present paper studied the professional commitment level of teachers working in primary,
secondary and higher secondary schools of the district. Una, Himachal Pradesh with respect to
dimensions of professional commitment and demographical variables such as Gender, locale, type of
school, teaching experience, age, teaching subject and level of teaching. Teachers are possessing
average and above average commitment. The results indicate that Gender-wise differences, locale and
type of schools produce no difference in commitment among teachers. Among the five dimensions of
are found to
be significant While other demographical variables like qualification, age group and teaching experience
of teachers are not found significant. Among teaching subjects the mathematics and social sciences
ers differing
significantly on their overall professional commitment. Among the level of teaching the teachers
teaching at primary level and teachers teaching at the higher secondary level, The teachers teaching at
secondary level and teachers teaching at higher secondary level differing significantly on their overall
professional commitment.
Keywords: Professional Commitment, Commitment to Learner, Commitment to Basic Human Values
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - X - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
INTRODUCTION
Teachers are like a burning lamp having burning oil
for lighting the mind and hearts of pupil (Kumar &
Dhandhi, 2012). Teacher carries the responsibility on
his shoulder to contribute towards quality education
at every level of education to prepare the best mind
and good citizen for our country. Education is the
knowledge of putting one's potentials to maximum
use. The report of education commission (1964-66)
says ―education could be made a powerful instrument
of social, economic and cultural transformation and
that quality education is necessary for national
survival has been realized by everyone and there is
no one in the field of education to whom the message
has not reached‖ (Kothari, 1966) As the sea of
knowledge is expanding and unrivaled changes of
information , knowledge and action shown in all the
walks of the life, the part of teacher become
significant in equipping students with necessary
armour to protect them from its bad impact and
needs to take a positive direction. It can only be
possible if teacher uphold a higher level of academic
and professional know-how in this rapidly changing
scenario due to continued rapid expansion in the field
of education throughout the country which has
resulted in dilution of the quality and standard in
education moreover, the sociological and
technological developments make it imperative that
there must be corresponding qualitative improvement
along with the quantitative expansion at all levels of
education which is not only desirable but also
inevitable (Chahar, 2004). It is very well known that
developed nations of the world are conducting
experiments and formulating new theories and
principles for making education more effective.
Teachers can face these changes firmly so The
NCERT organizes various professional development
programmes for teachers and conducting seminars,
workshops and research projects for teachers.
Despite all these efforts, there has not been any
substantial improvement in this field. In order to fulfil
complex responsibilities in his or her life as a teacher,
it‘s imperative and important that a teacher must
Lucky Singh1* Dr. Sheojee Singh2
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31
Professional Commitment: An Essential Link between the Curriculum and Educational System to
Enhance Performance
update herself/himself with the latest relevant
knowledge professionally and personally. In other
words, we need a quality teacher who is competent
and committed enough to perform the duties of good
teachers.
SIGNIFICANCE OF THE STUDY
A teacher is the heart and soul of every educational
institution and occupies the remarkable place in all
educational years of students. whose scholastic
distinction, mastery over the subject, values he holds
and commitment to profession keeps inspiring
hundreds of students day in and day out; setting a
role model for the student‗s community. Many reports
published on teachers performance by different
national and international agencies pointed out that
the teaching crisis is at its peak in the Indian
education system. Teachers lack in their dedications
towards the profession can be due to numerous
causes like lack of knowledge of subject matter, lack
of skills or commitment to their profession and
students. It is a dire need of today that teacher should
be a committed teacher then only he will be able to
give equal chance and importance to all students to
ensure optimum level of achievement and do well to
the society and nation. A wide difference is found in
the learning outcomes of the students of government
and private schools and also in rural and urban area
school students. Teachers placed in government
schools are of high qualification and reach this
position after clearing many tests, interview and
obstacles even when the academic performance of
most government school found very low in
comparison to private schools. So researcher decides
to inspect the level and difference in the professional
commitment of teachers of government and private
school.
REVIEW OF STUDIES
Srivastava (1986) conducted a study for finding
criteria of primary school teachers to have job
satisfaction and professional commitment of primary
school teachers. results revealed Female primary
school teachers compared to their male counterpart
had higher job satisfaction. Female teachers were
professionally committed more than male teachers of
primary schools. Hung and Liu (1999) conducted a
study on the effects of stay back of teachers on
professional commitment. The study was conducted
on 493 teachers teaching in a teachers college in
Taiwan in1999. Stay-back is the factors which are
most highly related to commitment. The other factors
like marital status, age and tenure were also found to
be significantly related to commitment. Maheshwari
(2002) attempted to study professional commitment
of secondary teachers. The objective of the study as
a to ascertain the extent, variation and distribution of
professional commitment between teachers of
secondary education at to compare the degree of
professional commitment of teachers with their social
and academic characteristics like sex, age, Academic
Career, Socioeconomic Status, Caste, Community
Background, Teaching experience and Associational
membership. She concluded that the professional
commitment of teachers can be increased by some
means and ways explored by her in this investigation.
The findings of the study were: (i) gender is a
discriminator of professional commitment among
teachers, (ii) female teacher have exhibited more
professional commitment then male teachers, (iii)
significant difference exists between means of male
and female teachers with reference to six dimensions
of professional commitment as dependent variables,
(iv) female teachers were found to be more
professional committed as compared to male
teachers.
Kumar (2008) studied Relationship between
professional commitment of college teachers and
their job satisfaction in context of their biographical
factors and following subgroups of teachers have
been found to be the most homogeneous on
professional commitment: male teachers, teachers
coming from rural community background, teachers
belonging to natural sciences, having teaching
experience up to 15 years. Sood and Anand (2010)
studied the level of professional commitment of
teacher educators serving in secondary teacher
training institutions of Himachal Pradesh. Results
showed that the level of professional commitment of
B. Ed. teacher educators in Himachal Pradesh is
moderate. Significant differences were found in the
professional commitment of B. Ed. teacher educators
with regard to gender, marital status and teaching
experience. Arjunan and Balamurugan (2013) studied
professional commitment of teachers working in a
tribal area school. The finding of the study was that
male and female teachers working at secondary and
higher secondary levels are not differing significantly
at .05 level on their overall professional commitment
and its five dimensions of professional commitment.
Gupta and Jain (2013) studied Professional
commitment among teacher educators and found that
there exists no difference in the professional
commitment of teacher educators with respect to
locale and gender, but showed a significant
difference on the basis of academic qualification.
Malik and Rani (2013) studied Relationship between
professional commitment and attitude towards
teaching among secondary school teachers and
results of the study revealed the positive and
significant relationship between Professional
commitment and Attitude towards teaching in case of
rural and urban, government & private, male and
female, and total sample. Gajjar (2014) studied
professional work commitment of teacher trainee of
B.Ed. College and revealed that no significant
difference was found between the male and female
teacher trainees and teacher trainees of Rural Area
and teacher trainees of Urban Area as well as
educational background of science and non-science.
*Corresponding Author (email:lucky7rock@gmail.com)
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32
Journal of Advances and Scholarly Researches in Allied Education
Vol. 15, Issue No. 8, (Special Issue) September-2018, ISSN 2230-7540
Sawhney (2015) studied Professional commitment
among secondary school teachers in relation to the
location of their school results show no difference in
professional commitment among teachers of rural
and urban secondary schools yet an analysis on
percentile basis indicated that rural teachers display
higher commitment than teachers of urban schools.
Beri and Beri (2016) explore the professional
commitment among teachers educator‘s in relation to
their work motivation and found that teacher
educators are laying at the average/moderate level of
professional commitment.
Gupta and Nain (2016) conducted an exploratory
study of professional commitment among teacher
educators working in B.Ed. Colleges and The
findings revealed a significant difference in
professional commitment with its dimensions. among
teacher educators working in govt./ govt. aided and
self-financing B.Ed. colleges. The professional
commitment with the dimensions among teacher
educators belonging to science and arts streams
found to be significantly different. Basir (2017)
investigate the job satisfaction in relation to
professional commitment of secondary school
teachers and found that there exists no significant
difference between male and female secondary
school teachers in their professional commitment.
METHOD
Descriptive Method of Research and survey
technique was used to conduct the present
Investigation.
Sample and Sampling Technique
Male and female teachers of all Private and
government schools of una city, Himachal Pradesh
are the population. For collecting the requisite data
from teachers, a total of 12 schools (3 private and 9
governments) from District Una, Himachal Pradesh
were selected on the basis of convenience.
Afterwards, all the teacher serving in these schools
were approached for data collection. Teachers were
invited to volunteer for filling of the questionnaire. A
selection of teachers from each school was made
based on criteria of experience, gender and teaching
areas following discussions with the school principal.
The selection was made so that the overall sample
was representative of these characteristics. Thus, a
total of 127 teachers were selected.
Tool used: The Professional Commitment scale (for
school Teachers) was constructed by Kaur et.al,
(2011) was used. It is applicable for secondary and
higher secondary school teachers. The age range is
from 20 to 60 years. This instrument consists of five
points Likert type scale followed by Strongly Agree,
Agree, Undecided, Disagree and Strongly Disagree
with the respective scores/weights of 5, 4, 3, 2 and 1
for the positive statements and 1, 2, 3, 4 and 5 for the
negative statements. This scale divided into five
dimensions consisting of 45 items. The dimensions
are i) Commitment to learner (ii) Commitment to
society iii) Commitment to profession iv) Commitment
to attain excellence v) Commitment to basic Human
value. Each dimension possessing nine items. The
reliability of the scale is 0.76. These items were
selected after carefully scrutinizing the definition of
professional commitment and its dimensions; hence
scale has a fair degree of content validity. For
establishing face validity, the scale was also verified
to eminent psychologist and sociologists. Its
language, format, instructions and size were found
suitable for respondents. All the specialists were
unanimous in their opinion; hence test has a fair
degree of face validity.
Delimitations
The study is confined only to the teachers working at
primary, secondary and higher secondary schools of
the district, UNA, Himachal Pradesh.
OBJECTIVES:
The present study was conducted to find the following
objectives:
1. To study the level of Teachers Professional
Commitment.
2. To study the Teachers Professional
Commitment with respect to the dimensions:
a) To study the Teachers Professional
Commitment with respect to the Commitment
to the Learner
b) To study the Teachers Professional
Commitment with respect to the Commitment
to the Society
c) To study the Teachers Professional
Commitment with respect to the Commitment
to the Profession.
d) To study the Teachers Professional
Commitment with respect to the Commitment
to Achieve Excellence
Lucky Singh1* Dr. Sheojee Singh2
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33
Professional Commitment: An Essential Link between the Curriculum and Educational System to
Enhance Performance
e) To study the Teachers Professional
Commitment with respect to the Commitment
to Basic Human Values
3. To find out whether there exists any
significant mean difference in Teachers
Professional Commitment with respect to the
demographic variables such as:
a) Gender- (Male and Female)
b) The locality of the School (Urban and Rural)
c) Type of School (Govt. and Private)
d) Qualification (Senior secondary, Graduation,
Post-graduation)
e) Teaching Experience (Less than 5, 5-10, 11-
15, 16-20, 21-25, 26-30, More than 30 years)
f) Age (Less than 25, 26-30, 31-35, 36-40, 41-
45, 46-50, 51-55, More than 55 years)
g) Teaching subject (Mathematics, Science,
Social sciences, Languages, Other)
h) Level of teaching (Primary, Upper Primary,
Secondary, higher secondary)
ANALYSIS AND RESULTS
The collected data from teachers were analyzed by
the investigators using descriptive and differential
analysis for this study. The mean and standard
deviation (SD) of teachers‟ professional commitment
score is 177.41 and 12.71 respectively.
Table 1: Level of professional commitment
among teachers
In the total sample of 127, nearly 4.7 per cent of the
teachers acquired below average professional
commitment. The higher percentages (39.4 per cent)
of the teachers acquired average level professional
commitment. 37.8 per cent lie in above average
commitment and rest 12.6 per cent in a high level of
Professional Commitment and 5.5 per cent in the
extremely high level of commitment. Therefore, by
considering the above-said facts; the teachers of
schools were dominantly possessing average and
above average commitment. Similar Results are
reported in the studies conducted by Beri and Beri,
(2016), Arjunan and Balamurugan (2013).
Table-2: Mean and S.D of dimensions of
professional commitment
The mean and SD of dimension ―commitment to the
learner‖ is (37.87 and 3.795). Similarly, the dimension
―commitment to the society‟ is (36.35 and 3.453),
―commitment to the profession‖ is (34.53 and 3.352),
―commitment to achieving excellence‖ is (34.75 and
3.505), ―commitment to basic human values‖ is
(33.91 and 3.761). As a result, among the five
dimensions of teachers‘ professional commitment,
―commitment to the learner‟ is high followed by
―commitment to society‖, ―Commitment to the
Profession‖, ―commitment to achieve excellence‖ and
least level is ―Commitment to Basic Human Values‖.
It shows that teacher‘s higher commitment towards
the welfare of students and society. That is partially
supported by the findings of Arjunan and
Balamurugan (2013) which reveal, among the five
dimensions of teachers‟ professional commitment,
„commitment to the learner‟ is high were and least
level is ―commitment to the profession‟.
Table- 3: Mean Difference on Overall Teachers’
Professional Commitment with Respect to
Demographic Variables (t-test)
The male and female teachers working at secondary
and higher secondary levels are not differing
significantly at 0.05 level of significance on their
overall Professional Commitment Which is in support
of the results reported by Bashir (2017), Arjunan and
Balamurugan (2013), Gupta and Jain (2013), Beri
and Beri (2016), Kumar (2008), Riehl and Sipple
(1996), Hung & Liu (1999), Gajjar (2014) but contrary
results were found in the studies conducted by Gupta
and Nain (2016), Maheshwari (2002), Malik and Rani
(2013), Sood and Anand(2010) and Srivastava
(1986).
*Corresponding Author (email:lucky7rock@gmail.com)
www.ignited.in
34
Journal of Advances and Scholarly Researches in Allied Education
Vol. 15, Issue No. 8, (Special Issue) September-2018, ISSN 2230-7540
As the 90 per cent of the population in Himachal
Pradesh is living in the rural area so, most of the
teachers working in the urban areas come from the
rural areas, therefore, Teachers working in the urban
and rural area of the district. Una is not differing
significantly at 0.05 level of significance on their
overall Professional Commitment. These findings are
supported by studies conducted by Kumar (2008),
Gajjar(2014) and Sawhney(2015) but contrary results
are found in the studies conducted by Malik & Rani
(2013). The teachers working in the Govt. and private
schools of district Una are not differing significantly at
0.05 level on their overall professional commitment.
But the contrary results found in the studies
conducted by Malik & Rani (2013).
Table-3: Mean Difference on Overall Teachers’
Professional Commitment with Respect to
Demographic Variables [ONE WAY- ANOVA]
BG: Between Group: WG: Within Group. S-
Significant at 0.05 level.
NS- Not Significant at 0.05
From the above table demographic variables like
teaching subject and level of teaching with F- values
2.483 and 4.822 respectively is found to be significant
at the 0.05 level of significance. While other
demographical variables like qualification, age group
and teaching experience of teachers with F-values
2.217, 2.447 and 1.021 respectively is not found
significant at 0.05 level of significance.
Table 3.1: Mean Difference on Overall Teachers’
Professional Commitment with Respect to
Demographic Variable (Teaching subject)
The mathematics and social sciences teachers,
mathematics and languages teachers, social
sciences and other subjects teachers differing
significantly at 0.05 level on their overall professional
commitment. These Findings are supported by Gajjar
(2014) but Contrary results are reported in the studies
conducted by Sharma (2008).
Table 3.1: Mean Difference on Overall Teachers’
Professional Commitment with Respect to
Demographic Variable (level of teaching)
The teachers teaching at primary level and teachers
teaching at the higher secondary level, The teachers
teaching at secondary level and teachers teaching at
higher secondary level differing significantly at 0.05
level on their overall professional commitment with t-
values -3.718 and -2.508 respectively. These results
are supported by the finding of Sharma (2008).
CONCLUSION:
The present paper reported that the professional
commitment level of teachers working in primary,
secondary and higher secondary schools is
possessing average and above average commitment.
Enhancing professional commitment level of teachers
is the need of the hour because only then it can give
their maximum to the students and help in building a
strong nation. The results indicate that Gender-wise
differences, locale and type of schools contribute no
difference in commitment among teachers. Among
the five dimensions of teachers‘ professional
commitment, ―commitment to the learner‟ is high and
least level is ―Commitment to Basic Human Values‖.
It shows that teacher‘s higher commitment towards
the welfare of students and society. Demographic
variables like teaching subject and level of teaching
are found to be significant While other demographical
variables like qualification, age group and teaching
experience of teachers are not found significant.
Among teaching subjects the mathematics and social
sciences teachers, mathematics and languages
teachers, social sciences and other subject‘s
teachers differing significantly on their overall
professional commitment. Among the level of
Lucky Singh1* Dr. Sheojee Singh2
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35
Professional Commitment: An Essential Link between the Curriculum and Educational System to
Enhance Performance
teaching the teachers teaching at primary level and
teachers teaching at the higher secondary level, The
teachers teaching at secondary level and teachers
teaching at higher secondary level differing
significantly on their overall professional commitment.
Accepted ideas about teacher commitment assume
that it is multidimensional. These dimensions are
thought to be external to the teacher but
interconnected and have some influence on each
other (Meyer & Allen, 1991). Understanding the
orientation of an individuals‘ commitment is crucial,
as a teacher may behave differently according to
those aspects of the profession and organisation to
which they are committed (Nias, 1981, 1996; Tyree,
1996).
Teaching is complex and demanding work and there
is a daily need for teachers to fully engage in that
work with not only their heads but also their hearts
(Day, 2004; Elliott & Crosswell, 2001).
It appears to be a professional necessity for teachers
to be emotionally committed to their work, for without
this emotional connection teachers face the constant
danger of burn-out in an increasingly intensified work
environment (Nias, 1996).
At a time when education is in constant flux, teachers
are expected to incorporate reforms on a number of
levels into their daily practice. The reform agenda has
created an environment where those who wish to
survive and thrive must become involved in an
‗increased rate of personal adaptation and
professional development (Day, 2000).
The rapidly changing socio-cultural environment and
technological explosion lead teachers to a forceful
need to review their role in the learning process and
preparing themselves with modern methods. Our
education system is such that teachers are not
encouraged to attend additional courses beyond the
mandated ones. The current professional
development program is lacking in skills and
knowledge based approach. A critical rebuilding of
these courses is without a doubt required. Beyond
that teachers must be willing to experience steep
learning curves and invest personal time and energy
to translate the on-going reforms successfully into
effective practice (Crosswell & Elliott, 2004).
Professional commitment appears to be highly
influential for not only a teacher‘s success during
times of change but also for systems in seeking to
bring about change. For these changes to
incorporate, Maheshwari (2002) recommended that
the professional development programmes like
seminars and refresher courses could help teachers
to become professionally more committed.
Lack of alignment of curriculums among teacher
educators, teachers and students pose a great threat
for the training of our teachers and for the children‘s
learning. We need to develop national professional
standards for all who are engaged in education and
all Institutions offering teacher educator training
programs are need to be assessed from time to time.
The demands in improving professional commitment
of teachers in rural, urban areas are different in terms
of infrastructure facilities available, social aspects,
learner attitudes and skill of using technology. Beside
it, also states have different educational needs, so
geographical diversity existence and a challenge in
different regions are need to be studied in greater
detail.
Last but not least there should be a known career
progression for the teacher. They should be absorbed
in ministries of education to help with policy
implementation. In order to build a skill-set, preserve
it and use it for maximum impact, progression is
needed and that itself can be a very motivating
journey.
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*Corresponding Author (email:lucky7rock@gmail.com)
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