SRJIS/BIMONTHLY/ NILAMA DEVI & DR.
AJAY KUMAR ATTRI (5642-5647)
PROFESSIONAL COMMITMENT OF SECONDARY TEACHER EDUCATORS IN
RELATION TO THEIR SELF-EFFICACY AND WORK MOTIVATION
Neelama Devi1 & Ajay Kumar Attri2, Ph. D.
1
Research Scholar, Department of Education, Himachal Pradesh University Summerhill,
Shimla
2
Associate Professor, Faculty of Education; International Centre for Distance Education and
Open Learning (ICDEOL); Himachal Pradesh University Summerhill, Shimla
AAAA
Abstract
The present study is designed to explore the professional commitment among teacher educators in
relation to their self-efficacy and work motivation. Self-efficacy and motivation are the key factors
that contribute toward the professional commitment of the teacher educators. This study has dynamic
importance because nation builders are built by teacher educators directly and indirectly and the
nourishment of the backbone of the nation lies in the hands of teacher educators. This study is
conducted on teacher educators of private B.Ed. colleges of Himachal Pradesh. A sample of the study
consisted of 240 teacher educators working in private B.Ed. colleges. Data for professional
commitment and self-efficacy was gathered through professional commitment scale by Sood (2011)
and self-efficacy scale adapted by Attri (2005). The data for work motivation of teacher educators
collected through the self developed scale. Analysis of data was done by using ‘t’-test. The finding of
the study indicated that secondary teacher educators having high self-efficacy had higher
professional commitment as compare to their counterpart teacher educators having low self-efficacy.
Whereas, secondary teacher educators having high and low work motivation had almost professional
commitment of teacher educators having high and low work motivation.
Keywords: Professional Commitment, Self-Efficacy, Work Motivation and Teacher Educators
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INTRODUCTION
Teacher education is no longer a training process but an education strategy for enabling
teachers to teach and concern for their well-being. NCTE (1998) has pointed out that teacher
education programmes should focus on competencies and commitment in much greater
magnitude. It calls for bringing out a transformation in teacher preparation strategies as well
as in behavioural challenges in pupils under their charge. To improve the quality of teacher
education, we should not only see that what type of students are selected but it is of vital
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SRJIS/BIMONTHLY/ NILAMA DEVI & DR. AJAY KUMAR ATTRI (5642-5647)
importance that competent and committed teacher educators are given due place for this
pious task of preparing future teachers. A teacher educator‟s commitment may be reflected
with reference to the following five dimensions of his role / obligation i.e. commitment to
learner, commitment to the society commitment to the profession, commitment to achieve
excellence for professional actions, commitment to the basic values. It is of vital importance
that teacher educators should internalise their changing role and make themselves ready for
this change. It is the role of teacher educators to prepare future teachers to be lifelong learners
and educational workers to create a learning society. Now a days professional commitment is
merely become the thought just to decrease continuously & over the time of their teaching.
Psychologist Albert Bandura (1977) defined self-efficacy as an individual‟s belief that he or
she will be able to accomplish a specific task. He believed that an essential component to
accomplishing something is our confidence that we can. It refers to the mind‟s self-regulatory
function. It tells us when to try and when to stop. If we do not believe something is possible,
we are less likely to attempt the task and more likely to give up early if we do. Self-efficacy
drives our motivation; just as we have different degrees of motivation depending on the task,
so also do different levels of self-efficacy. We have high self-efficacy when it comes to our
job because we have done it for a long time. If we have low self-efficacy in regards to school
because we struggled to make passing grades. Life satisfaction is considered to be a central
aspect of human welfare. It is the ultimate goal and human beings strive to achieve this goal
throughout their lives. Life satisfaction for Summer (1996) is a positive evaluation of the
conditions of your life, a judgment that, at least on balance. It measures up favorable against
your standards or expectations. There are two approaches to the study of life satisfaction. One
is focused on the overt behavior using social criteria of success, or competence and second is
an individual‟s own interpretation and evaluation of his/her present and past life. This study
has dynamic importance because nation builders are build by teacher educators directly or
indirectly and the nourishment of the backbone of the nation lies in the hands of teacher
educators. Professional Commitment of the teachers and teacher educators has been explored
in relation to Self-actualization Mathew (2003), Teaching Competency (Srivastava &
Pratibha ,2009; Shukla, 2009;Shukla,2014), Teaching aptitude Srivastava & Pratibha (2009),
Teacher effectiveness Shukla (2009), Occupational Stress Priyadarshani (2004), Job
satisfaction ( Shukla, 2014;Sood ,2010;Gehlawat,2013; Usha and Kumar ,2007) ,Life
Satisfaction Gupta &Nain (2016), Work Values Mathew (2003) and Work Motivation Beri &
Beri (2016). The present study is designed to explore the professional commitment among
teacher educators in relation to their self-efficacy and work motivation.
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SRJIS/BIMONTHLY/ NILAMA DEVI & DR. AJAY KUMAR ATTRI (5642-5647)
NEED AND SIGNIFICANCE OF THE STUDY
As one goes through the history of philosophic thought on education, one finds that educational
thinkers, one after the other, have been emphasizing the reality that the quality of education in
every society depends upon professional commitment of teacher educators. Indeed, the concept
of professional commitment at the theoretical and functional level has gradually and steadily
moved up to the position of an irresistible temptation for researchers operating in all
professional fields. The investigator thought that an empirical study relating to professional
commitment of teacher educators could be truly and practically meaningful if the professional
commitment of teacher educators was studied in relation to variables explicitly and causally
related to it. Out of several variables fluttering their meaningful connections with professional
commitment, the investigator‟s choice fell upon self-efficacy and work motivation, realizing
their obvious functional role in the execution of educational programmes and policies and more
specifically speaking, in the attainment of divergent objectives of education in educational
institutions.
Going through the studies the investigator found few research studies in the field of education
related o to professional commitment. Hence, the need for such a study becomes all the more
necessary. This study is of immense importance for various other reasons. Professionally
committed teacher educators give equal chance and importance to all teacher trainees at the
right time to ensure optimum level of achievement. A committed teacher acts as an active
classroom manager, leader and organizer of the group activities, builder of pupil‟s character
and is often expected to undertake and promote learning activities. It is the urge of teacher
educators to update, strengthen and sharpen his professional competencies and to develop
understanding and insight in different aspects of a profession, punctuality, positive attitudes
towards co-workers, enthusiasm, co-operation, and honesty etc, which can be viewed as the
examples of commitment to basic human values.
OBJECTIVES OF THE STUDY
1) To compare the professional commitment of secondary teacher educators with respect
to their self-efficacy.
2) To compare the professional commitment of secondary teacher educators with respect
to their work motivation.
HYPOTHESES
1) There exists no significant difference in professional commitment of secondary
teacher educators with respect to their self-efficacy.
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SRJIS/BIMONTHLY/ NILAMA DEVI & DR. AJAY KUMAR ATTRI (5642-5647)
2) There exists no significant difference in professional commitment of secondary
teacher educators with respect to their work motivation.
SAMPLE OF THE STUDY
In this study Multistage sampling was employed for the selection of sample. Firstly on the
basis of their establishment all the private B.Ed. colleges were ordered in a series then from
these private B.Ed. colleges, 13 B.Ed. colleges were rejected by using table of random
number. In this way 60 private B.Ed. colleges were selected from 73 existing private B.Ed.
colleges of Himachal Pradesh. Out of these 60 private B.Ed. colleges 240 secondary teacher
educators were conveniently selected for the study.
TOOLS USED
Following tools were used for the collection of data.
1) Professional Commitment Scale for Teacher Educators by Sood (2011)
2) General Self-efficacy scale adapted by Attri (2005)
3) Work motivation scale constructed by the researchers.
METHOD USED
Method and procedure of the study depends upon the type and scope of the problem. Keeping
in view the same, Descriptive Survey Method has been employed.
STATISTICAL TECHNIQUE USED
In the present study to find out the significant difference in professional commitment of
teacher educators with regard to their self-efficacy and work motivation, statistical technique
of „t-„test was used.
FINDINGS OF THE STUDY
For testing the hypotheses, analysis and interpretation of data was done. For this mean and
SD scores of teacher educators having high and low self-efficacy on their professional
commitment were computed. To find out the significant difference „t‟-test was applied.
Table- 1 ‘t’- Value showing Significance Difference in Mean Scores of Professional
Commitment of Secondary Teacher Educators in relation to their Self- Efficacy
**
Variable Group N Mean S.D. df ‘t’-
value
High self- 120 279.79 14.56
Professional efficacy
commitment Low self- 120 261.63 12.63 10.32**
efficacy 238
Significant at 0.01 level
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SRJIS/BIMONTHLY/ NILAMA DEVI & DR. AJAY KUMAR ATTRI (5642-5647)
From the table -1 it is evident that the „t‟-value for teacher educators having high and low
self-efficacy is 10.32,which is greater than table value2.60at 0.01 level of significance. This
implies that teacher educators having high and low self-efficacy differ significantly on their
professional commitment. Hence the hypothesis that, “There exists no significant difference
in professional commitment of secondary teacher educators with respect to their self-
efficacy” was rejected. Further, it is clear from table -1 that secondary teacher educators
having high self-efficacy are more professionally committed (M=279.79 > M=261.63) than
secondary teacher educators having low self-efficacy
Similarly, for testing the hypothesis of the study the mean and SD scores of teacher educators
having high and low work motivation on their professional commitment were computed. To
find out the significant difference „t‟-test was calculated.
Table- 2 ‘t’- Value showing Significance Difference in Mean Scores of Professional
Commitment of Secondary Teacher Educators in relation to their Work Motivation
Variable Group N Mean df ‘t’-
S.D. value
Overall High work 120 272.28 15.76
professional motivation
commitment Low work 120 269.15 16.84 1.48
motivation 238
From the table -2 it is evident that the t-value showing the difference in professional
commitment of teacher educators having high and low work motivation came out to be 1.48,
which is non-significant at 0.05 level of significance. Therefore, teacher educators having
high and low work motivation do not differ significantly in their professional commitment.
Hence, the hypothesis that, “There exists no significant difference in professional
commitment of secondary teacher educators with respect to their work motivation” was
accepted. That is, teacher educators having high and low work motivation were almost
similar with regard to their professional commitment.
RECOMMENDATIONS
The teacher educators should be provided healthy academic environment in the
training colleges so that they work efficiently and motivated towards their profession.
The teacher training institutions should give the teacher educators opportunity to
attend orientation programmes, refresher courses, workshops etc. organized by
various agencies This will help in updating their knowledge, skills and competencies
and ultimately will result in enhanced commitment towards their profession
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SRJIS/BIMONTHLY/ NILAMA DEVI & DR. AJAY KUMAR ATTRI (5642-5647)
Private institutes must pay good salaries to the teacher educators to sustain the dignity
of profession.
Teacher educators‟ appraisals must be there to identify the levels of their professional
commitment; self-efficacy and work motivation and actions should be taken instantly
to enhance the same.
The findings of the present study have implications for teacher educators,
management as well as the policy makers.
REFERENCES
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Beri, N. &Beri(2016).Professional commitment of teacher educators in relation to work motivation.
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Mathew, T.C. (2003).A study of organizational commitment of degree college teachers in relation to
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