A COMPARATIVE STUDY OF DIFFERENT DIMENSIONS OF TEACHER’S PARTICIPATION IN SCHOOL ADMINISTRATION AMONG MALE AND FEMALE TEACHERS OF SECONDARY SCHOOLS

Dr. Pramod Kumar Naik 1 , Mr. AtindraNath Dutta 2 and Ms. Ananya Jana 3 . 1. Professor and Dean (Education), Dr. C.V. Raman University, Kota, Bilaspur, Chhattisgarh. 2. Assistant Professor (Education) Dr. C.V. Raman University, Kota, Bilaspur, Chhattisgarh. 3. M. Phil Scholar (Education) Dr. C.V. Raman University, Kota, Bilaspur, Chhattisgarh. ...................................................................................................................... Manuscript Info Abstract ......................... ........................................................................ Manuscript History


ISSN: 2320-5407
Int. J. Adv. Res. 4(10), [1652][1653][1654][1655][1656][1657] 1653 aspects of management of material equipment, management of school plant, management of human equipment and management of ideas and principles into school system, curriculum, time schedule, norms of achievement, cocurricular activities. Administration is sometimes conceptualized as the job of the school principal, which includes holding together the organization, making progress towards set objectives, and getting things done. It is also the process of organization leadership (Udoh and Akpa, 2007). Mullins (2005) gave his opinion that many people believed that staff participation in decision making leads to higher performance and which is necessary for survival in an increasingly competitive world. Ndu and Anogbogu (2007) noted that where teachers are not involved in governance, result the teachers behaving as strangers within the school environment. Thus, most teachers do not put in their best to have full sense of commitment and dedication to the school.

Significance of the study:-
Basically most important duty of a teacher is to teach the students with effective teaching-learning process. Besides classroom instruction along the other duties which the teacher performs are as managing the pupils, looking after instructional supplies, directing out of class activities of pupils, caring for school facilities, participating in the planning of expenditure, keeping records, making reports and cultivating wholesome relations with the community are usually regarded as entirely incidental so the major responsibility of instruction. Such duties challenge the management skill of the teachers. Participation of teachers in planning is important not only to maintain good interpersonal relationships but also to strengthen administrative efficiency.
It is truly desirable that the teachers participate actively and willingly in school administrative duties and perform these properly so that the school organization can proceed in an elegant and smooth way to achieve its goals. Gender, locality, age, experience of teachers affect their participation in the duties related to school administration.
So, we see that how teachers" participation works effectively for the positive environment of the school administration. Thus the researcher has selected the problem as "A Comparative Study of Different Dimensions of Teacher's Participation in School Administration among Male and Female Teachers of Secondary Schools."

Statement of the Problem:-
The problem for the present study is stated as follows:

"A Comparative Study of Different Dimensions of Teacher's Participation in School Administration among Male and Female Teachers of Secondary Schools."
Objectives of the study:-1. To study teacher"s participation in school administration for the dimension of planning among male and female teachers of secondary schools. 2. To study teacher"s participation in school administration for the dimension of organizing among male and female teachers of secondary schools. 3. To study teacher"s participation in school administration for the dimension of communicating among male and female teacher of secondary school. 4. To study teacher"s participation in school administration for the dimensionof controlling among male and female teacher of secondary school. 5. To study teacher"s participation in school administration for the dimension of evaluating among male and female teachers of secondary schools.

Hypotheses of the study:-H 01
There is no significant mean difference for the planning dimension of teacher"s participation in school administration among male teachers and female teachers.

H 02
There is no significant mean difference for theorganizing dimension of teacher"s participation in school administration among male teachers and female teachers.

H 03
There is no significant mean difference for thecommunicating dimension of teacher"s participation in school administration among male teachers and female teachers.

H 04
There is no significant mean difference for thecontrolling dimension of teacher"s participation in school administration among male teachers and female teachers.

H 05
There is no significant mean difference for theevaluating dimension of teacher"s participation in school administration among male teachers and female teachers.
1654 Method:-In the present study researcher has used survey method.

Sample:-
In the present study, the investigators selected the Bilaspur district of thestate Chhattisgarh as their field of investigation. Due to limitation of time the investigators had to take a limited number of institutions for data collection. A sample size of 100 of secondary level teachers from eight secondary schools were taken for this purpose. The researchers took50 male teachers and 50 female teachers from rural and urban schools. For this purpose the researchers usedstratified random sampling technique.

Tool used:-
The tool which have been used in this research study is as following:-"Teacher"s Participation in School Administration Scale (TPSAS)" Teacher"s Participation in School Administration Scale (TPSAS)has been developed by Dr. HaseenTaj. This scale has 27 items and these are divided into 5 sections. Each section represents one dimension of teacher"s participation in school administration. Among them, 5 items are related to planning, 6 are related to organizing, 07 items related to communicating, 5 items are related to controlling and 04 items are related to evaluating. There are 5 options for each item in the questionnaire as -Always, frequently, occasionally, rarely and never.
The method of answering the questions was according to 5 degree Likert which varies from 5 to 1. The scoring for each option in each item is as following: Nature of item Always Frequently Occasionally Rarely Never 5 4 3 2 1 Data were collected individually. The scoring of responses was done in accordance with the scoring key given in the manual. Statistical treatment of obtained data was done to test signification of each hypothesis.

Statistical Techniques Used:-
The scores obtained were subject to statistical treatment using proper statistical techniques. For this purpose Mean, Standard Deviation, t-test, was used. The result so obtained are interpreted and discussed in the light of problem factors to make the result meaningful.
Variables:-Independent variable:-Male and Female teachers of rural and urban area, Dependent variable:-Teacher"s Participation in School Administration.

Analysis and Interpretation of Data-H 01 :
There is no significant mean difference for the planning dimension of teacher"s participation in school administration among male teachers and female teachers. Interpretation of the data:-It is inferred from the Table No. -01 that the calculated "t" value is 11.8588, which is greater than the Table Value at 0.05 level i.e. 1.98 but less than at 0.01 level i.e. 2.62. Hence hypothesis no. -1 "There is no significant mean difference for the planning dimension of teacher"s participation in school administration among male teachers and female teachers" is rejected. 1655 Result:-It has been found that there is a significant mean difference for the planning dimension of teacher"s participation in school administration among male teachers and female teachers.
H 02 : There is no significant mean difference for theorganizing dimension of teacher"s participation in school administration among male teachers and female teachers. There is no significant mean difference for the organizing dimension of teacher"s participation in school administration among male teachers and female teachers" is rejected.

Result:-
It has been found that there is a significant mean difference for the organizing dimension of teacher"s participation in school administration among male teachers and female teachers.
H 03 : There is no significant mean difference for thecommunicating dimension of teacher"s participation in school administration among male teachers and female teachers. Interpretation of the data:-It is inferred from the Table No. -03 that the calculated "t" value is 6.7261, which is greater than the Table Value at 0.05 level i.e. 1.98 and at 0.01 level i.e. 2.62. Hence hypothesis no. -3 "There is nosignificant mean difference for thecommunicating dimension of teacher"s participation in school administration among male teachers and female teachers" is rejected. Result:-It has been found that there is a significant mean difference for thecommunicating dimension of teacher"s participation in school administration among male teachers and female teachers.
H 04 : There is no significant mean difference for thecontrolling dimension of teacher"s participation in school administration among male teachers and female teachers. There is no significant mean difference for thecontrolling dimension of teacher"s participation in school administration among male teachers and female teachers" is accepted.
Result:-It has been found that there is asignificant mean difference for thecontrolling dimension of teacher"s participation in school administration among male teachers and female teachers.
H 05 : There is no significant mean difference for theevaluating dimension of teacher"s participation in school administration among male teachers and female teachers.

Result:-
It has been found that there is asignificant mean difference for theevaluating dimension of teacher"s participation in school administration among male teachers and female teachers.

Findings:-
1. There is a significant mean difference for theplanning dimension of teacher"s participation in school administration among male teachers and female teachers. 2. There is a significant mean difference for theorganizing dimension of teacher"s participation in school administration among male teachers and female teachers. 3. There is a significant mean difference for thecommunicating dimension of teacher"s participation in school administration among male teachers and female teachers. 4. There is a significant mean difference for thecontrolling dimension of teacher"s participation in school administration among male teachers and female teachers. 5. There is a significant mean difference for theevaluating dimension of teacher"s participation in school administration among male teachers and female teachers.

Discussion:-
The results of the study have revealed that regarding to teacher"s participation in school administration, there is differences among male and female teachers. The male teachers whether from rural or urban areas are more involved in school administration in each area than their counterpart.Female teachers are in a backward position which is not a matter of pleasure.

Conclusion:-
The female teacher should come forward to participate more in school administration and the principal of the school and school management should involve them in the work of school administration so that an equilibrium can be established. In this way, the teaching-learning process and the environment of the school can reach to a desirable context. This, the government, school management should conduct researches to find out the causes of differences and lack of organizational commitment.