AN INVESTIGATION INTO TEACHERS ITkLENT TO THE TEACHING PROFESSION

WITH REFERENCE TO SELEGflED SECONDARY SCHOOLS IN IPOH, PERAIL

A thesis submitted in partial fuJf3Irneat of the requirements of the

degree of Master of Science

Fae~lty of Cognitive Science and Hnmra Devekypment KTNNEMETIL !MALAYSIA SAMMFAK

19916

The strength of an education system depends largely on the commitment of rht. teachers. The school organimti~ns' growth and excellence is tkr~fure determined by the eammiment aF tlre teaches. Commitment tm eliminates tardiness, burnout- artd job 4ssatisfsi.dXon and gives the teacher a sense of feeling of "belongingness". So this study was carried out to investigate the teachers' work commitment to the Secor~dar~ School organizations in tpoh city. The investigption was based on 6 work place conditions (independent variables) which are the Psychic Rewards, Principal Buffering, Task Autonomy and Dimetion, Management of Studer~t Behavior. T'eachers' Learning Opportunities, and Pet.fomn;8ttee Efficacy. Ihe investigation was also based on the demographic varhbZes which are the age, gender, academic qualifications and teaching experience. A sampie survey appraach was used to collect data of 12 swondary schd teachers in fpoh city. Ike population of the study i s N=1120, which covers all 17 Smndary school teachers in the Ipoh city which fail within the range of 5 km A total of 232 tedckrs were selected randoin1 y as the sample of the study. The data was anslyzed using the *'Siuti.*ical Ifacka-e f i ~ r Srx*ic~i Science,q (;SI'SSfitr WinJfuws) " version 7.5; particularly the percentage, mean. t-test, Matrix Correlation, Analisis of Varims (ANOVA) ami the Multiple Regressiuir Analysis. The questionnaire used in this st* is an adaptation of tile Work Place Conditions and The Rise and Fall of teackr5' Commitment developed by Rosenholtz and Simpson (1 990). The findings show that 82.3% ( 19 1 ) of the teachers studied have medium level of commitment. Only 22 (9.5%) teachers were found to have hip11 level of mmmitment-The results show that there is no significant correlation ixtweert teachers' commitment with the demographic variables. '!%ere i s significant c-ortelation between teachers' commitment with all Work Piace conditions except for one. There is no significant com1abion between teachem' commitment with their learning opportunities. The strongest curmiation is with the Psychic Rewards (r=-.qYO) followed by Task Autonomy and Discretion (~ .392 ) , Twitchers' Perfbrmance EfTrcay ( 1- .320) Principal Buffering (F .3 17) and Managing Students' Behavior (F -260 ). The results also show that the only ped.ictor for the tmcXzefs wmrnitn~ent is the Psychic Rewards (98.1%) ve)abte. The findings can be used as a basis or guideline fur fitrtkr impravemet& in teachers' commitment either on the part of policy makers, or principals in Secondary schools in Malaysia. Recommendations are also made for further mtxmh on the subject.

"ABSTRAK"

Kekmtan sesebuah orgdsasi pendidikan terletak pada knmjtmen guru-gurunya. Keoemerlangan sesebuah orpnisasi sekolah j u g terletak di tangan gum-gum pang berkmited. Komihnen juga menghapuskan . "bumout", keticiakpwsan ke~jtl dan I

" t a r d i ~ s * ~ atau ketewatan ke tempt kerja. Kvmimten juga rnemheri satu perasaar! kekitaan pa& gumgum. Kajian ini bertujuan untuk meny iasat komitmen ker, ja gur tr

tdadap organisasi Sekulah-sekolah Menagah cLi bandaraya ipoh. Penyiasatarr i t ~ i

telah dijalankan kcdasarkan kepada 6 kondisi tempat keja di sekolah iaitu Penghargaan, %kongan Pengetua, Autonomi Kerja, Peluang Pembelajar~~i Guru, Kecekapan Keja, dan Pengurusan Tin@ Laku Peiajar. Kajian ini juga melihat hubungm antara kornitmen gum dengan angkubah-angkubah demografi iaitu, wrnur, jantim, penaipaian &ademik dan pengalaman mengajar di &!ah. Seterusnya kajian ini juga berhtjuan mengidentifikasikan "ptrmal" komitmen guru. Populasi kajian ini d a h N=1120 orang guru dari 17 bmh sekolah di bandaraya ipoh iaitu daiam lingkungan 5 Km. Sample seramai 232 teiab dipilih secara mwak. Data telah di anaiisa denw rnmggpmkm SPSS ( '*~'uti~ical Package For Social .%ienc*es ''1 versi 7.5.. Kaedah yang digunairan adalah pemeratusan min, korelasi rnstriks. serta Regrasi Bergan& Soal-selidik unhik kajian ini teiah diadaptasikan daripada kajiatt yang telah dijalankan oleh Rmenholtz dan Simpion (1990), bertajuk,"Work Place Conditions and The Rise and Fall Of Te8chers' Commitment." Daprrtan kajian ini rnenunjukkan majoriti guru* guru ( 19 1 ), mempunyai tahap kumibnen yany sederhana sahaja. Cuma 22 orang gum iaitu 9.5% sahaja yang mempunyai &hap kvmitinen yang tinggi. TidaL terdapat hubungm yang signifikan antam angkubah-anykubah demografi dew komitmen guru. Dspatan kajian menunjukkan terdapat hubungari yang signifikan antam fima pemboleh ubah bebas dengan komitmen guru-guru kecuali pemboleh ubah Peiuang Pembelajm g m Korelasi yang paling kuat addah Pengh~rgaan, (r=.392X diikuti oleh Autonomi Keja (F. 3921, Kecekapan K e r j ~ (r-.320), Sokungan Pengetua ( ~ . 3 17) dm akhimya P m g m n Tingkah laku Pelajar (F .260).Pemmd kondisi krnpat keja ialah pemboleh ubah "Penghargaan" atau "Psychic Rewards"' yang menyumbimg &ztnyak 98.1% kepda komitmen guru. Dapatm kajian ini juga boleh digma5rm oleh p e n e u a sekolah, peng~j'ubal dasar, sebagai asas atau garis pandurn mtuk mempertingkatkan tahag komitmen guru. D i d m juga cadmgan untuk kajim setemya ke atas komitmen guru-guru

Saswaflt katn DDfO Darchm Singh wm h m in fph. She recetved her Sac<tr;talnlv

Yctiocll education at S.M, Seri Puteri, I p h . She graduate~a fiotxt I lniversit~

Mebitngm Malaysia with R.A. ttluns) i r ~ 1987, Diploma af kidlrc;;ztin~~ in! 1902 5tac

is currently attached to SMJK Poi T,arn I p h _

F ~ B jit

Vim,

Gqi ,

C:kanns

Po~ja,

np FtnjfFtr.r

Jeet

txtrd fu- Santha, Anthea, Kiaes~aa , Narw#a,

,and spc'i,~tzl@ to theji~ndes~ rnernf~~f~s <$'my mot her,

AOKaVO%VL,EM:MENTS

1 hereby wish to m a r d my sincere gratitude and thanks to Dr. Abartg Ridmall Rbarlg

Awit who, as my supervisor, has gmerously given me all the assistance that I retlrai rctl

to aucornptisk this study.1 would also like to thank Professor hmli Aarofl Ifean oC

Faculty of Cognitive Science and Human I>eveloplent, IJNIMAS, Dr. iInahlrr~

Ahmad Bttjunid, the Director of Ittstitut Aminudditr Baki, art4 ali the lcclurers

UNIMAS and fnstitut Aminuddin Baki who have assisted me in my year long course

Their efliorts and dedication will forever be remembered.

My sincere apprwiatim also gms to all the Secondmy school Rincipals in Ijwh who

have given their full co-operation by providing the data required f i r the coxn~~letiur;n

of this study. Without their support, this strxdy would not have beer\ p3ssi;ible

I would alsa like to tl~ank my school Principal Mr. Samuel Goh Kim Errg of' SMJK

Poi iam 1ph , for giving me the opportunity to further my sttdies. My special thatlks

goes to Mr. Sohan Singh of SWK Poi Laa~ I p h , for his assistance in the cuiit~tiorr

of data, and 'Tn. lij. Md, Salfeh of State Education Department of Per& fix granting

the approval for the study.

Behind every person's success, there: must surely have keen some sa~rifice ti-ntn ff

others. X do hereby specially thank my sisters, tny brother, arrd all my fkieniis ivho

have supported, and assisted me thrnughuui the ~ t l ~ d y . May Q-iod hies% end ac:was*.B

them.

'I'I'I'LE PAGE ARSTRAC:T' RIC)GMiDIIIICJAI, SKETCH IIEDICATfCIN ,4CKNOI\YljdEDrl;MEW-I'S TABLE OF CON'FEN'TS I,IST OF TABLES LIST CIF FIGIIRES

CTfAQ1'F:R ONE: INTHODIIC'I'IOM

1.0 introduction

1.3 Research Questions

1.5 Opraiional Definition

I .fa I,imitations Of 'l'be Scope Of 'Fhc Study

1.7 Significance Of ?'he Study

2.0 Introduction f 3

2. I 'fieoretimi Perswctive Of The Study P

2.1.2 Expectancy 'I'hcory

2.1.3 Mtltivational7'heories And 211

2.2 'I'eachcrs' Co~rrtnitment To The School Clrganiztttion

2.2. I ?"eackrs7 Cornmiwent

2.2.2 Review On Performance Efficacy

2.2.3 Psychic Rewards

2.2.4 Task Autonomy And Discretion

2.2.5 Teachers' Learning Oppo~tunities

2.2.6 Managing Students' Behavior

2.2.7 Principal Buffering

2.8 Smmarq.

CEIAIPTER TWKEE: Research M&htharIology

3.0 Overview

3. l Description Of 'The Resean.fr Design

3.2 Z)ependent Variables: Teachers' Commitment

3.3 Independent Variables

Perfonnmce E%cacy

Psychic Rewards

Task Auttznomy And niscr%tion

Teachers' Learning Opportunities

Managing Students; khavirw

3 4 %antpie, Ptlpulatiun And L~mltatsorrra 05-"1*!1e Stud?

3 5 ilr.rslrwnenZrztiof~~

3.5 1 Reliability Ard Content VrzJidip

3.5.2 Pilot'Fedi~g

3.5.3 Sult_jr=cts

3 -6 Procedwes

3.6. I Adm~nistmtiun Of the ()uestionnain.s

3.7 Ana1ysisOfZ)ata

3 '7.1 Infeferential Siatistivs

3.7.2 Mujtiple Cornlation M d c l

3.7.3 Multiple Itegression Analysis

3.8 Summarcf

67llAFrER F6U R: Xlatzr Gnaiyriag Aah Fiadings

4.0 Intn~ductirm

4.1 The Demapg~hic Factors Of The Respsndents

4.2 &I Andysis Of '['eachen Commitment. Based 0

'The hrnnbmphic Factoris

4.2.1 Commitmmt Level Acemdsng To Gender P

4.2.2 Cotnmi&nent Level Awrding 'l'k~ Academic:

Qualification

4.2.3 Cotnmitment level <If '1-achers According ' l b Age 5 9

4.2.4 Teachers' Comrnitmeat To The Sctaml &frgiani~~lic,n

According -1'0 Actual Numkrr Clf Yeass In 'I'eacl~ing 60

4.2 -5Tea~hers' Cummitn~ent To The School Orga~iagt ion

According To Gender 6 1

4.2.5 Teachers' Commitsnent According To Iliff'ercnce ira

'f'eachirng Experience 64

Six Work Place Conditio~is 65

4.3 Investigation Into The Work Place d'onditioraId"i~~tditic~r:~rs

Which Predicts '$he Teachers" Cotnmitment 6 8

4.4 Discussion And Findings On Reseamh Questioazs 4 1

4.5 Analysis And Discussion Oa Teachers' Commitmerlt

Based On The Findings 73

4.5.1 Invesdgation Into The Tmcbts~s' Crtmnaitn-lent Aald

4.5.2 Demok~aphic Factors And The Teac11e~:rs' Cornrxtilmenl $31 B

4.6 13iscussion On 'kachers' Commitment hnd The Work

Place Conditiims 8( f

5 (1 Intsndudic3ar

5.1 Summav Of 'I'he littrodaction, I,i.terature Review and

Metbodtslogy 82

5.2 Sumtnary Of Findings 86

5.2- 1 ' f'he Comjatirun Reiwrxn Tttacherss' Cl"t3mmilment Arad 'nlc

ikmogapltic Variables 8f1

5.2.2 The Co~relati~~n Bet%veeit 7'achersT Cornrtlitnlent

And The tVc~rk-Piam Conditiotls 8 7

5.2.3 '!*he ""Psychic Rcw&rk7- as the li"redietc~r Of C'orsatx'tihnrld 8%

3-22 4 Cknemt Finding fll'l%e Study 8 8

5.3 C.'ont;lusiofi R K

5 4 Recotnmend&tions

5.4.1 FrtrPolicyMakers 00

5-42 For Researchers 9 1

5.4.3 For P~incipals '3 3

I,IST OF TABLES

'I'sble N u m b r

llepender~t And Indeykt.ndent C'ariat~lss

Tndewndent Zjmogaphic Yariabtes And Idepttrkiat Vaniaktc

Alp12a Value f ilerrt to itern)

Sample Z)i,%ibalorl

Multiple Kegressisiork Model

Sample Obtained

Ethnidv OOf The Respo~ldtints

Gender Of 'The Respadents

Age ilf The Respnd~n1.s

Aclual Nutnkr Of Years I fn 'f"k 'T'eac-hing Service

Gender And 'The Acadmis r;;bu;rlificafatims C'jf aSesp3ndents

i,evef And Percentage Of Commitment Accurding 'T'u (2endsr

Carnrrritnzent- Ideve? According '1'0 Age

Commitmatt Level With 'I'ewhing Esrpricnctt .t

gender

4.1 t Results of t---test on * r e a ~ k ~ T u m m i t m e n t Acceding '1'0

Gender 50

4-12 Results of t-test on I'ea~hers' C:ommitment

Academic Qualifications 6 X

4.13 Analysis Of One Way ANOVA On 'I'eaclxers' Cummikment

With Age 62

4.14 Analysis Of One Way ANOVA on Teachers" Cornrnitment

With The Actual N u m h Of Years In The Teaching 63

4.15 Results Of The Correlation Between Teachers' Commitment

With Work Place Conditions 65

4. I6 Multiple Regression Analysis Results 40

List CIF I"p: '1 ures

CHAPTER ONE

1 .O Introduction

Commitment is vital fur organizational growth and excellence. Furthennctr-c

commimtent to the work-place is becoming understood as a hallmark trf

organizational success (Rosenholtz & Simpson, 1990). Employee commitment i s seen

as a specific component in the human resource process and a criterion in evaluating

the eflectiveness of human resource management of an or-gaai7~t;ttio (Iles, Foster&

Thinline, 1996).

Organizational Commitment is most frequently investigated on work- outcornes such

as effort, performance, coming to work on time, attendance. and remaining with t tte

organization (Randall, 1990). Studies tuo have shown that Commitment buffered the

relationship between stress and job displeasure and stress increased job displeasure

when commitment was low (Begley & Czajka,l993). 'l'his 3ntQns to say that the

higher the cummitment level the more satisfaction is derived from the job.

According to Brooke and Price (1989), to generate a better working environment, an

organi~ation has to stress on wmmibnent more than loyalty to work. So, in the

education context, this emphasis can dence and strong acceptance of the

values and objectives of the school organization as proposed by the Ministry of

Education in achieving the Vision 2020.

in general, a committed person is thought to adopt a specific prti3mance goal sctd 15

persistent in reaching it even through difficulties. So, in the teaching prufession, t r $5

important to have committed teachers whose goals would be to produce young

intellectuals to be the future leaders of the nation. Teachers whu are committed halave

shared values, goals and traditions for the betterment af their organization.

4.1 Background of the Study

It i s widely held that the school system in Malaysia has not attracted a significant

number of the best qualified candidates, and that it ims asnot been able to win the hearts

of those who had at one time entered the teaching service ( Y usufT l iani fah. 1 98 1 ).

Lortie( 1 975) too has attempted-to eqdain the high attritian rates among teachers due a'

to the easy access to teaching positions. This has encouraged job entry even among

B those who have no real intention to persist. He found in his research that only n

minority of beginning teachers actually expect to teach continuously unti I retirement.

The scenario according to Chang (as cited in YusuF Hanifah 1981) i s that a

considerable poportion of those who have entered teaching have been candidates

w-ho were rejected by other profession$. For them, teaching has been the last resort.

This statement is further suppod by Yusuff [Tanifah ( 198 '1 1 that a fair amount of

teachers choose this profession Fxause they fail to obtain other jobs and are not

really interested in the profession. To make the situation clear, Rabiah Sidtn ( I Y Y 4)

has stated that teachers who are not dedicated and committed seem to be involved in

other activities like doing business, and conducting tuition classes. She says that

those who are "bwned-otit" are m a l e to bring abut changes in teaching styles and

strategies.

Teachers' commitment is nut to be de& with lightly because the society i s beginning

to feel apprehensive about i t The situation is clearly stated in Negeri Senlhilnn's

Minister's speechj Tan Sri Muhd. isa AWut Samad which read, a certain rturnber of

teachers in this country are only inbested in the teaching post at~d make no efTbrt to

ilnpruve their perfomam and leadership styles which are essential in educating the

nation. He further stated that teachers have failed to exhi bit positive leadership vat ues

ta achieve the nation's aspiration (Utusan Malaysia, 1995).

' C " y * ' *

The; problem is furtfter emphasized by Yang Berhomat Datuk Abang Johari Ahar~g j

*f Y

''*.'O@it-ig in Satswak Tribune (1997). He said that teachers are becutnine lazy and are

not committed to their ptofession because they have been demoralized and their

spirits have been dampened. However it is less ethical to point a finger only rt the

teachers but studies to improve the various aspects in the teaching profession have i g r

be investigated. This means to say that factors that influence the teachers'

commitment like the workpiace conditions themselves have to be investigated into.

Furthemore teachers tocr have voiced their dissatisfaction in the Memomdurn trl'

National Union of The Teaching Profession (WPM). Their unending woes include

excess1 ve work-load, low income, and poor management of the scllool orbani7at iolis.

Teachers also have complained that their welfare is not taken care of (Herita f rriaft.

1995).

Final iy, to summarize the background, it is essentiai to analyice why the protessrtjn rs

not attractive enough to commit teachers or to retain them. What could he thc tkctt)rs

that are preventing them from doing so? Teachers have voiced their dissatisfaction

through the National Union Of Teaching Profession Memorandum (NUTP) (Berita

Harian, 1 999, regarding heavy wurMoad and insumcient remunemtioit . 'I 'hei r

dissatisfaction doesn't just end here, they too have complained ahjut poor working

conditions especially in the rural areas. Commitment of teachers i s tltyjs the deciding

factor in producing excellent students both academically or ctti~envisc. 'l'lle

>, importance of commitment is emphasized as below:

"The strength af an education system must largely depend upon the quality and the wmmitment of the teachers. However enlightened the aims, however up to-date the eqclipnt, , however efficient ?he administration, the value 80 the children IS determined by the teachen. There is h ~ f o r e no more important matter than that of securing a sufficient supply of the right individual of people to the profasion."

(Yusuff flaniflkh, 1981,12)

1 .2 Statement Of the ProbIenh

Commitment is directly and positively linked to desirable work outcomes. A high

level commitment is associated with low turnover, limited tardiness, low absenteeism

aml enhanced job performaace. Studies have shown that commitment protects

individuals from the negative effects of stress because it enables them to attach

direction andmeaning to their work (Kohsa, 1982) as cited in Regley anri .:xajks.

(1993).

Based on personal experience, commitment could lower the level of burnout which i s

a syndrome of physical, emotionai and mental exhaustion (Newman, 1993).

'T'kfcfm the objective of this research is tu investigate the commitment of teachers

related to the work ptace conditions. No matter how high a job pays and no matter

how attractive the prospts are, these done cannot draw the highest quality or the

bqeatest output of work of capable teachers. So, in this research the researcher hoper;

to investigate if the six factan of the work - place in the sct~ocd ttrgaanizatiot~

influence the cmmiment ofthe teach-

According to AMui Rahim Majid (as cited by Muhd. Othrnan, 1991 ), incunditcive

school environment, ineflicient school administration and lack of leadersh I p i 11

principals and headmasters can be considered as the hindrances towards teacher

commitment to the school organization.

Fresko, Kfir and Naseer (l997) in their studies on teachers commitment at an istaeli

school have stated that teachers tend to leave the profession due to the less desirable

wurking conditions and administrative factors. So, in thjs study the researcher hope;

to investigate into teachers' commitment and to see what could be done to overcotne

these obstacles and retain teachers in the orpizatiun.

To conclude therefore, commitment i s vital for any organization be i t small or inrge.

In order to have committed teachers factors that influence them ought 111 be

analyzed. These factors are crwial because they would determine if the teachers are

willing to stay with the urganization. Apr t from that other teacher burnout, tardirless

and absenteeism could be eliminated if the organization is able to look into these areas

instead of using ail kinds of scapegoat and excuses in blaming the entire Educatior~

Ministry .

The objectives of the present study are to investigate into teachers' cornmitn~er~t in

relation to the work-place conditions as stated in the research questions below-

(a) Is there any sippi ficant difference between teachers' commitment with

demographic variables such as age, academic qualification, gender and tlte

years of senice in the teaching p-ufessitm'?

(b) is the any significant correlation bemeen tescliers' camrnitmeni with work-

place conditions such as Learning oppaatuni ties, Performance e f icac y ,

Principal BUR-ering, Psychic rewards, Managing Students' Behavior and Task

Autanumy and Discretion?

(c) What is the most important variable among the work-place conditions ttwt

wnzributes to tmchi=rs9 commitment?

1.4 Resear-eh Framework

As seen in Table 1.2 and Table 1 -3 the dependent variable for this researvit i s

commitment and the independent variables are the psychic rewards, task outoaorny

and discretion, teachers' learning o~)poTtmities, school management of the students'

behavior and buffering by principles. Apart from that, the demographic i ndependerl t

variables are the age, gender, academic qualifications, and the number of years in the

teaching field as revealed in Table 1.3.

Table 1.2 : Dependeat asd Ladependent variables

Dependent ladependent

Commitment Psychic Rewards

Task Autommy and Discretion

Learning Opprtuni ties

School's Management of Students' Behavior

Buffering by Principals

Perfmnance E%cacy

TaMe 1.3: Iadependen t Demographic Variables and Dependent Varia blc

Camnritmerrt AW

Ga&

Academic Qualiftcat iorts

Tesching Experience

(a) Teachem' Commitmeat

Teachers' Commitment has been appmximately defined by Coladarci !W2 ) as cited

in B a h a Fresko et- al., (1997) as the " degree of psychoiogical attachmei~t to llte

teaching pfmsian".

In this study, teachers' curnmitment is defined as having a psychologicai or cognitive

link to the school. The teacher i s attached to a schoal because of the respnsi hi lily and

expertise slle or he can exercise.

(b) Performanee eReaey

Performance efficscy is defined by Bandura ( 1986) as beliefs in one's capabilities tct

organize and execute the courses of action required to manage perspective situations.

The operational definition for performance efllcacy is the teacllers' acceptance of

hidher ability as a teacher in a particular school to influence the students' learning.

In other words the teacher is able to maximize students' learning.

(e) Task autonomy and diwretioa

Tssk autanomy and discretion is tk substantial ffeedom, independence and discretion

to cany out one's duties. (Gecas fe Schwalbe,1983)

The operational definition for task autonomy and discretion is tile flexibility and

freedom in carrying out hisher duties ss a tacker and no strid rules that pzevent

them fmm doing so.

( d ) Learaiog opportunities

According to Rusenholtz ( I%%?), teachers learning opportunities would include the

exchange of ideas among s W % e n c v e the use of feedback itom sugxnors

improve the staff7$ job perfomawe, and introduction of rlew ideas tto assist each

individual's peifonnance.

The operational definition for learning opportunities is to exchange ideas for personal

growth such as teaching skills m&hdsZ and ideas.

( e) Arademie Qualification

It m w s iF the teacher is a graduate from (local university or frum overseas) and l~olds

a Diploma in Education (local or overwas) or has a certificate in teaching (local trr

overseas) or its equivalent. (see appendix A).

The years of service of the teachers in a school.

(g) Sebool's maaageaaeat of &a&eatsv behavior

Rosenhoitz ( 1 990) explai w school "s management o f stwlen ts' behavior as set rules by

teachers and principals For the sfden&' conduct and specific penalties for violations.

which are enforced consistently throu&ut the schwl. This means fo say that

teachers maximize h i r &tendion an e m tasks,

Proportion of time spent on teaching done (core business) and not disciplining the

(h) Bltfferiag by priacipals

BuKering by Principals aceording to ' I 'hompn ( 1967), meails attending to the

material requirement of instructional programs, providing clerical assistance for

Routine paperwork and assisting teachers with non-clerical tasks.

The principals' effort in protecting the boundary around the teachers' core work, eg.

the teacher is not supposed to be interrupted during lessons etc.

(i) Psychic rewards

Rosenholtz ( 1 WO), defines psychic rewards as the learning about the positive resui t.:

of one's eKorts,

Feedback received frum the principals and the peers for the work well done by the

teachers regarding students' performmm$ teaching competence and work in general

(a) In anatyzing and interpreting the results, the researcher woudd assume that the

respondents would give true or honest answers. This could be described as the

Hawthorne efiwt, (Hallway, 199 1 ) wbich says that when you are being studied you