Research Paper
Education
E-ISSN No : 2454-9916 | Volume : 5 | Issue : 4 | April 2019
CONSTRUCTION AND STANDARDIZATION OF TEACHERS' PERCEPTION ON LEADERSHIP EFFECTIVENESS SCALE (TPLES) 1
Poban Gogoi | Dr. P. K. Gogoi 1 2
2
Assistant Professor, Department of Education, Digboi College, Assam, India. Associate Professor, Department of Education, Dibrugarh University, Assam, India.
ABSTRACT The present research paper is the outcome of an attempt to construct and standardise a scale for the college level teachers to measure their perception on Principals' leadership effectiveness. The final scale consisted of 60 statements distributed over six dimensions of leadership effectiveness. The reliability of the scale was calculated by using split-half method and it was found to be 0.94. Content validity of the scale was ensured by a team of experts from the Department of Education, Dibrugarh University, Assam, India. KEY WORDS: Leadership Effectiveness, College Teachers, Perception. 1. INTRODUCTION: Leadership means organizing a group of people to achieve a common goal. The leader may or may not have any formal authority. Leadership is a process whereby an individual influences a group of individuals to arrive at a common goal. Leaders get things done through other people or followers. They set the direction and get other people to follow them accordingly. The concept of leadership Effectiveness differs from person to person. It is because of the fact that the type of consequence or outcome is used to determine how successful a leader is. Leadership effectiveness can be explained as a leader's success in influencing subordinates to achieving organizational goal. Effective leader has the ability to integrate successfully and maximize available resources within the internal and external environment for the attainment of organizational or societal goals. This research paper is the outcome of an attempt to construct and standardise a scale for measuring teachers' perception on leadership effectiveness of Principals. 2. RATIONALE OF CONSTRUCTION OF THE TOOL: The demand and need for development of new and standardized tool is growing to a certain extent because of the fact that most of the tools are having reliability and validity in the context of a particular area only. Though several leadership scale and questionnaires are there to measure perception of teachers on Principal's leadership effectiveness but the investigator did not find any suitable scale/questionnaire to measure the perception of the college teachers on Principal's leadership effectiveness in the colleges of Assam, in general and in the colleges affiliated to Dibrugarh University, in particular. Besides; most of the accessible leadership effectiveness scale/questionnaires are foreign tools. Only a few Indian tools are there out of which most of them are meant for measuring effectiveness of leaders in other fields. No recent tools are available which is solely meant for assessing leadership effectiveness of college Principals in general and the Principals of general degree college of Assam, in particular. On the other hand, after Provincialisation of the colleges (formerly Deficit-Grant system) under the Assam College Provincialisation Act, 2005 and the Assam Venture Educational Institutions (Provincialisation of Services) Bill, 2011 (Amended 2012) as well as introduction of semester system at undergraduate level in the colleges affiliated to Dibrugarh University from the session-2012, the
whole scenario of collegiate education has been changed tremendously. Besides, most of the Governing Bodies of the colleges have appointed new permanent Principal in accordance with new rules and regulations provided by Directorate of Higher Education (DHE), Assam. At this changing situation, construction of a new leadership effectiveness scale by incorporating all those recent impressions of the colleges is a matter of urgent concern. Keeping this gap in mind, the investigator attempted to construct and standardise the present tool viz. Teachers' Perception on Leadership Effectiveness Scale (TPLES). 3. STEPS FOLLOWED FOR CONSTRUCTION AND STANDARDIZATION OF TPLES: The investigator decided to follow Likerts' technique to construct and standardize the Teachers' Perception on Leadership Effectiveness Scale (TPLES). Accordingly the following steps have been carried out for construction of the scale: 3.1 Preparing and editing of statements 3.2 Try-out 3.3 Item analysis and preparation of the final draft 3.4 Standardisation of the Scale a. Determination of reliability b. Determination of validity 3.1 Preparing and editing of statements: There are no universally accepted traits/qualities of effective leadership but certain requirements for leadership effectiveness do exist across diverse situations. Therefore, a continuous effort for enumerating qualities/dimensions of leadership has been witnessed since the time of emergence of study on leadership. In this connection a review on some of the important existing scales/tools and Doctoral research studies available were felt utmost importance. The consulted tools for the purpose are presented in table -1.
Table 1: Summary of tools consulted Sl. No.
Name of tool
Constructed by
01
Leader Behaviour Description Questionnaire (LBDQ)-1957
02
Leader Behaviour Description QuestionnaireR. M. Stogdill Form XII - 1963
Representation, Demand Reconciliation, Tolerance of Uncertainty, Persuasiveness, Initiation of Structure, Tolerance of Freedom, Role Assumption, Consideration, Production Emphasis, Predictive Accuracy, Integration and Superior Orientation.
03
School Organisational Climate Description Questionnaire: (SOCDQ)- 1978
M. Sharma
Disengagement, Esprit, Intimacy, Production Emphasis, Psychophysical Hindrance, Alienation, Controls, and Humanised Trust;
04
Educational Leadership Assessment Test (ELAT)- 1986
A. K. Pandey
Personal assessment, job needs, tolerance towards opposite sex, tolerance towards the institution and effectiveness in the job.
05
Managerial Effectiveness Scale (MES)- 1993 S. Chakraborty
A. W. Halpin
Dimensions of the tool Initiating structure and Consideration.
Management processes, some personality attributes of an effective manager, and some knowledge areas related to education.
Copyright© 2019, IERJ. This open-access article is published under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License which permits Share (copy and redistribute the material in any medium or format) and Adapt (remix, transform, and build upon the material) under the Attribution-NonCommercial terms.
International Education & Research Journal [IERJ]
1
Research Paper
E-ISSN No : 2454-9916 | Volume : 5 | Issue : 4 | April 2019
06
Leadership Effectiveness Scale (LES)- 2001
H. Taj
Interpersonal Relations, Intellectual Operations, Behavioural and Emotional Stability, Ethical and Moral Strength, Adequacy of Communications and Operation as citizen.
07
Leader Behaviour Scale (LBS)- 2005
A. Hingar
Emotional Stabilizer, Team Builder, Performance Orientor, Potential Extractor, Socially Intelligent and Value Inculcator.
08
Educational Leadership Styles Situation Test (ELSST)-2005
S. Rajeswari
Autocratic, Democratic and Laissez-faire.
V. J. Chauhan
Promoting collaborative problem solving and open communication, Collecting, analyzing and using data to identify school needs, Using data to identify and plan for needed changes in the instructional program, Implementing and monitoring the school improvement plan, Using systems thinking to establish a clear focus on attaining student achievement goals & Using information technology (IT) for effective use of plans and policies.
09
Effective Leadership Scale- 2015
The investigator prepared 160 statements distributed over the six dimensions of leadership behavior. Here, respondents were to answer each item in a five point scale i.e. Strongly Agree, Agree, Uncertain, Disagree and Strongly Disagree. For positive items a score of 5, 4, 3, 2 and 1 and for negative items 1, 2, 3, 4 and 5 were given respectively. These statements were finalized after consultation with experts from the Department of Education, Dibrugarh University. On the basis of suggestion and comments from the experts, 150 statements were retained for the preliminary draft of the scale. Statement details of the preliminary draft TPLES is shown in table - 2.
It is really complex activity to enumerate the traits that make a leader effective. Besides, there are no universally accepted traits/qualities of effective leadership. Keeping this in mind, with reviewing related literature and tools available; the investigator incorporated six dimensions of behaviour in the scale to assess leadership effectiveness. The preliminary draft of the scale consists of the items covering all these dimensions of leadership effectiveness. The scale measured teachers' perception on six dimensions of leadership effectiveness viz. Interpersonal Relations, Emotional Stability, Intellectual Operations, Moral Strength, Skill of Communications & Social Consciousness.
Table 2: Statement details of preliminary draft TPLES Sl. No.
Dimension of TPLES
01
Interpersonal Relations
02
Emotional Strength
03
Intellectual Operations
04 05 06
Moral Strength
19
Negative Statements
29,32,40,62,68,74,82,89,100
09
Positive Statements
02,17,19,22,30,49,56,137,141
09
Negative Statements
04,09,10,50,63,64,65,66,118,130,138,150
12
06,08,23,24,37,39,43,45,51,52,53,69,80,104,105,108,113,114,116,117,120, 132,134,135,140,145 59,71,94,128 01,03,05,25,41,48,67,72,75,76,81,84,85,91,103,106,112,121,123,143
04 20
27,60,99,110,139 13,14,36,54,55,77,95,96,119,126,142,146, 147,148 11,28,34,42,79,102,122,124,125,133
05 14 10
Positive Statements
16,18,26,44,57,58,78,83,86,87,90,101,107,109,115,131, 136,149
18
Negative Statements
31,33,35,129
Positive Statements Negative Statements Positive Statements
3.3 Item analysis and preparation of the final draft: The items of the try-out form of the TPLES were analysed to prepare the final draft. On the basis of total scores of the respondents (based on responses to all statements) 27% of the respondents with the highest total scores and 27% of respondents with the lowest total scores were taken as high group and low group respectively. These two groups were taken as criterion groups in terms of which to evaluate the individual statements. On the basis of these two groups, 't' value for each statement was found out. Here, out of the total 123 teachers, the high group and low group constitute 33 (27% of 123) teachers each. On the basis of these two groups, 't' value for each statement was found out. Here, out of the total 123 teachers, the high group and low group constitute 33 (27% of 123) teachers each. On the basis of 't' value, a final scale of 60 statement were selected for measuring leadership effectiveness. All the six dimensions as well as nature of the statements i.e. positive or negative were also kept in mind while selecting the statements. Out of the total 60 statements, 39 are positive and the remaining 21 are negative statements. The final TPLES is presented in APPENDIX-A. 3.4 Standardisation of the Scale: In order to standardize, the scale was administered on a sample of 76 teachers of three Colleges viz. Ledo College, Purbanchal College and Silapather Town College. Determination of Reliability: Split-half technique of finding reliability has been used for determination of reliability. The coefficient of reliability of whole scale was found to be 0.94.
b. Determination of Validity: Content validity of the scale was ensured by a team of experts in the Department of Education, Dibrugarh University. Besides, item validity was ensured for the final scale as the items were selected on the basis of 't' value of each item. BIBLIOGRAPHY: 1.
Balasubramanian, N. (2012). Likert Technique of Attitude Scale Construction in Nursing Research. Asian J. Nursing Edu. and Research, (2)2, 65-69. Retrieved from http://www.anvpublication.org/ajner.htm.
2
26
04
Total
a.
Number of total items
07,12,15,20,21,38,46,47,61,70,73,88,92,93,97,98,111,127,144
Negative Statements Skill of Communication Positive Statements Negative Statements Social Consciousness
Serial number of items in the scale
Positive Statements
150 2.
Best, J. W. & Kahn, J. V. (1996). Research in Education. New Delhi- 110001: Prentice Hall of India Private Limited.
3.
Chakraborty, S. (1993). A Study of Managerial Effectiveness in relation to Intelligence, Achievement Motivation and Role Stress (unpublished doctoral dissertation). University of Baroda, Baroda.
4.
Chauhan, V.J. (2015). A Study of Principals’ Leadership in Secondary Schools of Sabarkantha District (doctoral dissertation, Kadi Sarva Vishwavidyalaya). Retrieved from http://hdl.handle.net/10603/97045.
5.
Choudhury, M. (2002). Job Satisfaction amongst the Teachers of Colleges under Gauhati University (unpublished doctoral dissertation). Gauhati University, Guwahati.
6.
Das, A.B. (1996). Impact of Secondary Teacher Education on Teacher Effectiveness and Teacher Job Satisfaction (unpublished doctoral dissertation). Gauhati University, Guwahati.
7.
Freeman, Frank S. (2006). Theory and Practice of Psychological Testing. Delhi110007: Surjeet Publications.
8.
Garrett, H.E. (1981). Statistics in Psychology and Education. Bombay: Vakils Feffer and Simons Ltd.
9.
Gupta, S.C. (2015). Leadership Effectiveness in Indian Universities: A Study of State Funded and Privately owned Universities in India (unpublished doctoral dissertation). Maharshi Dayanand University, Rohtak.
10. Halpin, A. W. (1957). Manual for the Leader Behavior Description Questionnaire. Fisher College of Business, the Ohio State University, Columbus, Ohio. 11. Hingar, A. (2005). Manual for Leader Behaviour Scale. Agra: National Psychological Corporation. 12. Karmakar, A. (2007). Organisational Commitment and Constructive Thinking as Predictors of Administrative Effectiveness of College Principals in Assam (unpublished doctoral dissertation). Gauhati University, Guwahati. 13. Khanna, M.J. (2010). A comparative study of Leadership Behavior of Principals in relation to job satisfaction of teachers in Govt. and non-govt. schools of U.T. Academic Leadership, (8)3. Retrieved from https://scholars.fhsu.edu/alj/vol8/iss3/2. 14. Koul, L. (2001). Methodology of Educational Research. New Delhi: Vikash Publishing House Pvt. Ltd. 15. Likert, R. (1932). A Technique for the measurement of Attitude. Archives of Psychology. 22(140), 5-55. Retrieved from https://legacy.voteview.com/pdf/Likert_1932.pdf.
International Education & Research Journal [IERJ]
Research Paper
E-ISSN No : 2454-9916 | Volume : 5 | Issue : 4 | April 2019
16. Mahashabde, R.S. (1990). A study of relationship between leadership effectiveness of Principals of polytechnics in Maharashtra State and institutional climate, teacher’s morale and job satisfaction and student’s academic achievement (unpublished doctoral dissertation). Savitribai Phule Pune University, Pune. Retrieved from http://hdl.handle.net/10603/169638. 17. Nirmala, K. (1993). Ego Strength, Leadership Styles and Job Satisfaction of Women Professionals in Academic and their Attitude towards Women’s Higher Education (unpublished doctoral dissertation). Mother Teresa Women’s University, Kodaikanal. 18. Njuguna, F.W. (2006). Leadership Effectiveness and Job Satisfaction: A Study of Educational Leadership in Secondary Schools in Kenya (doctoral dissertation, Jawaharlal Nehru University). Retrieved from http://hdl.handle.net/10603/21797. 19. Northouse, P. G. (2012). Leadership Theory and Practice. New Delhi -110044: Sage Publications India Pvt. Ltd. p. 5. 20. Panda, B.B. (1996). A Comparative Study of the Attitude towards Teaching Profession and Job Satisfaction of College Teachers of Assam and Orissa (unpublished doctoral dissertation). Gauhati University, Guwahati. 21. Pandey, A.K. (1986). Examiners’ Manual for Educational Leadership Assessment Test. Agra: Agra Psychological Research Cell. 22. Prabhakar, D.N. (1989). A Study of the Characteristics of Effective Leadership Behaviour of Secondary School Principals (doctoral dissertation, Maharaja Sayajirao University of Baroda). Retrieved from http://hdl.handle.net/10603/58747. 23. Rajeswari, S. (2005). Leadership and Teacher Effectiveness in Unaided Schools (doctoral dissertation, Manonmaniam Sundaranar University). Retrieved from http://hdl.handle.net/10603/131252.
24. Senapati, N. & Baruah, N.K. (2017). Construction and Standardization of an Environmental Awareness Scale for the Post Graduate Students. International Education & Research Journal, (3)6, 249-250. Retrieved from http://ierj.in/journal/index.php/ierj/ article/view/1204 25. Sharma, M. (1978). School Organisational Climate Description Questionnaire (SOCDQ). As cited by Mourkani, G. S. (2006). A Comparative Study of Educational Leadership Effectiveness of High School Principals in relation to Job-Values and School Climate in Iran and India (unpublished doctoral dissertation). University of Mysore. Retrieved from http://hdl.handle.net/10603/38470 26. Singh, A.K. (2006). Test, Measurement and Research Methods in Behavioural Sciences. Patna: Bharati Bhawan. 27. Stogdill, R.M. (1963). Manual for the Leader Behavior Description QuestionnaireForm XII: An Experimental Revision. Fisher College of Business, the Ohio State University. 28. Taj, H. (2010). Manual for Leadership Effectiveness Scale (A measure for Leaders’ characteristics). Agra: National Psychological Corporation. 29. Thurstone, L.L. & Chave, E.J. (1929). The Measurement of Attitude: A psychophysical Method and Some Experiments with a Scale for Measuring Attitude toward the Church. Retrieved from https://brocku.ca/MeadProject/ Thurstone/Chave_1929/1929_01.html 30. Water, L. V. D. (2014). Effective leadership styles: a pilot study in legal services. University of Twente, Netherlands. p. 11. 31. Yukl, G. (1982). Managerial leadership and the effective Principal.State University of New York at Albany.p.2.
APPENDIX-A
Sl. No. Sl. in Tryout form 127 1 88 2 15 3 144 4 5 100 6 70 7 47 21 8 32 9 62 10 11 56 12 22 13 130 64 14 63 15 16 137 17 50 18 10 49 19 20 4 69 21
Selected statements for final draft of TPLES Statement Shows interest in teachers and their activities Maintains a climate for teamwork in college Concerned about welfare of the teaching and non-teaching staff of the college Treats teachers as equal Monopolizes the discussions in the staff meetings Helps the college family to arrive at consensus Exhibits friendly and approachable attitude towards teachers Consults the teachers before implementing the important decisions Does not like to maintain personal relations with teachers Finds no time to listen to the teachers of the college Faces calmly the challenging situations of the college Controls emotion as and when needed Shows lack of patience for doing an activity continuously Gets easily irritable when things do not go in proper way Gets angry frequently in staff meetings Takes full charge when emergency arises in the college Exhibits restless behavior in the college Becomes unpredictable sometimes in his/her etiquette Exhibits no hasty in making college decisions Administrative decisions are often influenced by emotion Helps teachers to learn from mistakes
t value Positive/Negative Dimension Positive 18.00 Positive 15.13 IR 13.00 Positive 12.29 Positive 12.13 Negative Positive 11.41 11.15 Positive 11.11 Positive 9.63 Negative Negative 7.69 11.41 Positive Positive 10.00 Negative 9.85 ES 9.24 Negative 9.23 Negative 8.21 Positive 6.71 Negative Negative 6.59 Positive 6.29 5.92 Negative Positive 14.06
22
108
Provides guidance to the teachers for effective planning and doing of their works
12.90
Positive
23 24
53 104
Explains long range plans and goals of the college very clearly Plans properly the works to be done
11.40 11.05
Positive Positive
25
116
Sets realistic goals for the college
10.75
Positive
26
105
Predicts exactly the forthcoming issues
10.35
Positive
27
135
Sorts out the pros and cons before taking an action
10.23
Positive
28 29
59 128
Fails to find out the priorities for the college Shows lack of confidence in performing professional activities
9.35 7.58
Negative Negative
30
94
Makes inaccurate decisions for the college
7.46
Negative
31 32
48 123
Exhibits kindness to teachers, students and parents Shows honesty in all professional dealings
21.50 12.60
Positive Positive
33
85
Keeps promises given to the teachers
10.60
Positive
34 35 36 37
3 5 106 91
Accepts accountability for own activities Admits own faults generously Proves trustworthiness in behaviour Maintains trust based relationship with teachers
10.25 9.91 9.36 8.21
Positive Positive Positive Positive
38
99
Manipulates situations for his/her personal advantages
6.34
Negative
39 40
60 110
Favors teachers personally Refuses to explain own actions
5.03 3.78
Negative Negative
International Education & Research Journal [IERJ]
IO
MS
3
Research Paper
E-ISSN No : 2454-9916 | Volume : 5 | Issue : 4 | April 2019
41
125
Shows inability to express opinions to colleagues
15.00
Negative
42
54
Expresses conceptual ideas clearly before the teachers
13.59
Positive
43
14
Communicates well with other organizations of the society
12.36
Positive
44
124
Shows inability to communicate complex ideas to teachers clearly
11.40
Negative
45
126
Shows interest in exchange of ideas with teachers
11.05
Positive
46
55
Expresses instructions to teachers with simple words
10.88
Positive
47 48
77 146
Informs the teachers in advance about the forthcoming changes in the college Uses appropriate words to convey ideas
10.88 10.15
Positive Positive
49
36
Draws people's attention by focusing on the important issues of a discussion
8.46
Positive
50
11
Cannot explain the importance of an action taken for the college
8.23
Negative
51
18
Conscious of the rights of the people of the society
16.55
Positive
52
115
Sensitive and respectful to those coming from various social and cultural backgrounds
15.14
Positive
53 54 55
107 26 149
Provides feedback regularly to the society Discusses confidently on current social issues Works as leader; not only of the college but also for the society as a whole
11.85 9.77 9.50
Positive Positive Positive
56
87
Listens carefully to those people who approach to help and advice in college issues
9.48
Positive
57
57
Facilitates involvement of the community and public in college policy formulations
9.41
Positive
58
129
Shows lack of interest in social, political and economic issues
7.68
Negative
59
33
Does not participate in public meetings, festivals, discussions etc.
5.71
Negative
60
31
Does not involve in social issues and problems
4.65
Negative
SCM
SC
IR=Interpersonal Relations, ES=Emotional Stability, IO=Intellectual Operations, MS= Moral Strength, SCM=Skill of Communications and SC=Social Consciousness
4
International Education & Research Journal [IERJ]