PERSONALITY ADJUSTMENT OF POST GRADUATE TEACHERS IN DEHRADUN

Bharat Kumar PGT Chemistry, Doon International School, Dehradun, Uttarakhand, India, 248001, P.G.D.C.F.T. Scholar, IGNOU, New Delhi, India. ...................................................................................................................... Manuscript Info Abstract ......................... ........................................................................ Manuscript History Received: 20 January 2020 Final Accepted: 22 February 2020 Published: March 2020

The objective of this study was to study the level of personality adjustment among post graduate teachers working in Dehradun. The researcher used descriptive method involving measurement, evaluation, comparison, and interpretation. Total 360 PGTs from private and government schools were assessed. Personality adjustment inventory developed by C.P. Sharma was used to measure different levels of personality adjustment. Frequency and percentage were used for descriptive analysis and ꭓ 2 test was applied for statistical analysis of data and to find out significant difference among PGTs. 48.89% female PGTs were having good personality adjustment as compared with 38.88% males. While 28.33% male PGTs had shown poor personality adjustment as compared with 12.22% females. Among private school PGTs, 53.33% females were having good personality adjustment as compared with 42.22% males and 24.44% males had poor personality adjustment as compared with 5.56% females. Among PGTs working in government school, 45.56% female were having good personality adjustment as compared with 34.44% males. While 34.44% males were having poor personality adjustment as compared with 16.67% females. Among male PGTs, 42.22% private schools PGTs were having good personality adjustment as compared with 34.44% of government school male PGTs while 34.44% males from government school were at poor personality adjustment level as compared with 24.44% males of private schools. 53.33% private school females PGTs were having good personality adjustment while only 45.56% from government schools.

…………………………………………………………………………………………………….... Introduction:-
A well adjusted teacher will be able to achieve successes that are needed by the nature of his job to his strenuous life to work and study. Adjustment refers to such abilities as of making decisions of assuming responsibilities in accordance with one's capacities of finding satisfaction success and happiness. Both personal and environmental factors, work side by side in adjustment, the senior school teachers achieved well when the environment yields constructive activities.
As the children are influenced by the personality of teachers, so they should have high emotional maturity and moral character. They should possess loving and affectionate attitude towards children and should enjoy teaching profession.

Population:
For the present study, the population was the PGTs (Post graduate teachers) working in private and government schools located in Dehradun city.

Lay Out of Sample:
Researcher had randomly selected 360 PGTs from Dehradun, Uttarakhand. Out of 360 PGTs, 180 were selected from 10 government schools and 180 from 10 private schools. From each school 09 males and 09 females PGTs were selected.

Procedure of Data Collection:
The collection of data was spread over a period of 90 days (July to September 2019).The researcher personally visited the selected schools. The researcher sought the permission from head of the school for administering the scales. On the schedule date the researcher met the teachers and cleared the purpose of research. The instructions were explained and doubts were clarified. They were assured that their response will be used for research purpose only and will be kept confidential. They were suggested to give free frank and honest responses without any hesitation. The scales were collected only after responded by the subjects. After the completion of the inventories, the investigator conveyed his gratitude and thanks to the teacher and head of the school for their kind help and cooperation.

Tools Used For Data Collection:
To measure the personality adjustment of PGTs, personality adjustment inventory, developed by C.P. Sharma (1977), was used. Scores were divided into three categories as in Table: 1. Poor personality adjustment

Statistical Techniques Used:
In order to know the degree of personality adjustment, the researcher used percentage for descriptive analysis and ꭓ 2 test was used for inferential analysis also to find out the significant difference.

Administration, Scoring and Interpretation of Personality Adjustment Inventory:
After the subjects were seated then the inventories were distributed to them. The subjects were asked to fill up the columns of name age, sex, class etc. printed on the cover page. To ensure careful reading of the instructions appearing on the cover page, the researcher read them loudly and subject read them silently. After the subjects read out instructions, their doubts were cleared. The subjects were then asked to turn the page and to begin answering the items. No time limit was imposed, ordinarily not more than fifteen to twenty minutes were required for all subjects to complete the inventory. In this inventory the two category response type 'Yes' and 'No' was used 'Yes' responses were considered to the correct answers, i.e. the individual shows the neurotic tendency and the 'no' responses show otherwise, one mark was given to the 'yes' answer and zero to the 'No' answer. The sum of scores shows the degree of neurotic tendency of the individual.
Statistical analysis of scores obtained for personality adjustment of PGTs: Researcher calculated ꭓ 2 value to find out significant difference between private and government school PGTs with regard to their personality adjustment. (Table 3)  Table 3 reveals that the calculated value for ꭓ 2 is 6.3795, which is less than the table value at 95% level of significance. Hence the 1 st null hypothesis is rejected. So it can be concluded that there is a significant difference in the degree of personality adjustment between PGTs working in private and government schools in Dehradun.    (Table 6).

Statistical Analysis of Personality Adjustment Score of PGTs Working in Private School:
Calculated ꭓ 2 value is 12.5978, which is greater than the p-value 0.001838 at 95% level of significance. So ꭓ 2 value is significant. Hence 3 rd null hypothesis can be rejected which means there is a significant difference in the personality adjustment of male and female PGTs working in private schools in Dehradun (Table 7).   (Figure:1). The one objective of this study was to compare personality adjustment of male and female PGTs working in government schools. The researcher calculated ꭓ 2 to find out significant difference between male and female PGTs with regard to their personality adjustment. Calculated ꭓ 2 value is 7.5348 at 95% level of significance which is greater than the p-value 0.117809. Hence 4 th null hypothesis is rejected. It is concluded that there is a significant difference in the personality adjustment of male and female PGTs working in government schools ( Table 9).

Analysis of Scores Obtained for Male PGTs:
The researcher tried to describe personality adjustment of males working in private and government school separately. Table: 10 presents number and percentage of private and government school male PGTs belonging to different personality adjustment categories.   Calculated ꭓ 2 value is 2.3074 at 95% level of significance. While p value is 0.315465. Which means it is not a significant value so we can accept null hypothesis 5 th . Hence it is concluded that there is no significant difference in the personality adjustment of male PGTs working in private and government schools (Table 11).   Calculated ꭓ 2 value is 5.6773 at 95% level of significance. While p value is 0.058504. Which means it is not a significant value so we can accept null hypothesis 6 th . Hence it is concluded that there is no significant difference in the personality adjustment of male PGTs working in private and government schools (Table 13).

Major Findings of The Study:
The following findings were drawn on the basis of analysis and interpretation of the data: 1. PGTs working in private schools have much better personality adjustment as compared with government school PGTs. 2. More female PGTs have good personality adjustment as compared with male PGTs and difference is very high. 3. It was observed that more females working in private and government schools in Dehradun have good personality adjustment as compared with male PGTs working in same schools. 4. Among male PGTs, those working in private schools, have better personality adjustment as compared to those working in government schools. 5. Female PGTs working in private schools have much better personality adjustment as compared with working in government schools in Dehradun.

Discussion and Conclusion:-
Male PGTs have poor personality adjustment as compared with female PGTs. Reason as discussed with PGTs is that male PGTs are less recognized and acknowledged. Similarly, there is a significant difference in the personality adjustment relating to gender and types of schools. PGTs working in private schools in Dehradun have much better personality adjustment as compared with PGTs working in government schools. Same time female PGTs have better personality adjustment as compared with male PGTs working private and government schools in Dehradun.
From this study it is concluded that there is a greater difference in the personality adjustment. Hence, in order to achieve all the objectives of education, teachers should have good personality adjustment. To improve these conditions, management should take proper steps for goodwill of teaching staff. Teachers should be well adjusted in their profession to give the best possible to students for the development of a nation. Teachers working in private schools have better personality adjustment. All the teachers had not enjoyed the higher level of personality adjustment. Therefore, necessary facilities should be made available for increasing qualities of teachers and creating an effective teaching-learning environment in every institution.